Final School-Justice Partnerships CP 2016 Application ...cjjr.georgetown.edu/.../SJP-CP-2016-Application-Packet.pdfnational attention on the “school to prison pipeline.” Where

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F o r m o r e i n f o r m a t i o n , p l e a s e v i s i t h t t p : / / c j j r . g e o r g e t o w n . e d u o r c o n t a c t t h e C e n t e r f o r J u v e n i l e J u s t i c e R e f o r m a t j j r e f o r m @ g e o r g e t o w n . e d u .

2016ApplicationPacket

2016

SCHOOL-JUSTICEPARTNERSHIPSCERTIFICATEPROGRAM:

FOSTERINGSUCCESSFORYOUTHATRISK

School-JusticePartnershipsCertificateProgram2016ApplicationPacket 2

TableofContents

I.Introduction ........................................................................................................................ 3

II.CurriculumandInstructors ................................................................................................. 5

III.CapstoneProject ............................................................................................................... 8

IV.FellowsNetworkandOtherBenefitsoftheProgram....................................................... 10

V.DateandLocationoftheProgram .................................................................................... 11

VI.TuitionandSubsidy ......................................................................................................... 10

VII.SelectionCriteria ............................................................................................................ 12

VIII.AboutthePartners ........................................................................................................ 13

IX.ApplicationGuidelines..................................................................................................... 14

X.Application ....................................................................................................................... 16


I.IntroductionEducational success is a gateway to positive outcomes for children and youth who are at risk.Unfortunately,manyyouthknownto,oratriskofenteringthejuvenilejusticesystem,donotobtaintheservicesorsupportstheyneedtothriveinschool.Youthexhibitingproblembehavioraresuspendedorexpelledathighratesduetoharshdisciplinarypoliciesandpracticesandoftenbecomeinvolvedinthejuvenilejusticesystem.Fartoomanyyouthwithspecialeducationneedsdonothavetheirneedsmet.Further, children involved in thechildwelfare systemareoftenmoved fromschool to schoolwithoutthe cross-agency supports they need to succeed, which then raises the likelihood that they willdisengagefromschoolandbegintoactout.Inaddition,thosewithinjuvenilejusticefacilitiesoftenlackthequalityeducationservicestheyneed.Clearly,moremustbedonetopromoteanongoingconnectiontoschoolamongchildrenandyouthatriskandtoreengagestudentswhohavebeendisconnected.Muchattentionhasbeengiventothisissueinrecentyears.For instance,TheCouncilofStateGovernmentsJusticeCenter’s2011report,BreakingSchools’ Rules: A Statewide Study on How School Discipline Relates to Students’ Success and JuvenileJustice Involvement, and their subsequent The School Discipline Consensus Report have refocusednational attention on the “school to prison pipeline.” Where Breaking Schools’ Rules documentedsurprisinglyhighsuspensionandexpulsionratesamongsecondaryschoolstudents,especiallyforAfricanAmerican students and those students that qualified for special education services,1the ConsensusReport presents a comprehensive set of consensus-based and field-driven recommendations forimproving learning conditions for all students, better behavioral supports and supportive schooldisciplinepractices,andpolice-schoolpartnershipsthatkeepstudentsinschoolsandoutofthejusticesystem, information sharing that complies with privacy laws while advancing the best interests ofstudents,anddatacollectionthattracksdisciplineneedsandprogress.Stateand localefforts to reformschooldisciplinepracticeshavebeengalvanized in recentyearsbyafederal push to address the policies and practices that can force students out of school and into thejustice system. In particular, the Elementary and Secondary School Actwas just reauthorized as theEvery Student SucceedsAct (ESSA). ESSAallows States tousenonacademicmeasures aspart of theiraccountability system, which could include school discipline, and supports reducing exclusionarydiscipline and implementing activities to support students. Also, recently the U.S. Department ofEducationreleasedafreesuiteofschoolclimatesurveys,theEDSCLS,whichStates,districtsandschoolscan use to assess school discipline issues along with other related school climate topics.2 AtlanticPhilanthropies, along with federal agencies and the New York Supreme Court convened justice andeducation leaders on multiple occasions3in a national dialogue to discuss solutions to addressingsupportiveschooldisciplinethroughcollaborativepartnershipsandfundedtheNationalClearinghouseonSupportiveSchoolDisciplinewebsite.4Manyotherinitiatives,suchastheChildren’sDefenseFund’sCradletoPrisonPipelineCampaign,havealsogeneratedincreasedawarenessaboutthisproblem.

1http://justicecenter.csg.org/resources/juveniles2 http://safesupportivelearning.ed.gov/edscls 3https://www.nycourts.gov/ip/justiceforchildren/NationalSummit.shtmlandhttp://safesupportivelearning.ed.gov/2014-summit4http://supportiveschooldiscipline.org/


Initiatives like thesehaveadvanced the field significantly; however,moremustbedone. Tohave thegreatest impactonthese issueswill takenothing lessthanstrongpoliticalwillandaparadigmshift inthewayschoolsandcommunitypartners,especiallyjusticeandchildwelfarepartners,worktogethertoensurechildrenareconnectedtotheireducation.Inordertotrulybesuccessful,schoolsandcommunitypartnersmustdevelopsystemsthatrecognizeandaddressthesocialandemotionalneedsofstudents,especiallythosestudentswhoaremostdisadvantagedandatrisk.Doingsorequirestakingintoaccounttypical adolescent development and each individual youth’s risk factors for behavioral issues andprotective factors that foster success, and taking awhole-child approach to the educational process.Schoolsmustcreatesafeandsupportivelearningenvironments,conducivetoallstudents’success,butnot at the cost of excluding and forcing out those students who are most at risk of negative lifeoutcomes.

Teachers, administrators, and othereducation staff cannot make thesechanges without proper training andsupport.Schoolanddistrictstaffmustbeequipped with the tools needed tomanageschoolandclassroombehaviorintargeted, positive ways, balanced withthe provision of quality educationalinstruction for all students. Moreover,schools must work closely with familymembersandcommunitystakeholderstoreinforce school efforts and createenvironmentsthatfosterbetteracademicand social outcomes outside of theclassroom and school building. Lawenforcement,courts,andpublicagencieslike childwelfare, behavioral health, andjuvenile justice must work with schoolsand school districts as collaborativepartners in the change process.Addressing the educational needs ofyouth who are at risk is a multi-systemissue and requires a coordinatedapproach by everyone with a vestedinterestinthesuccessofAmerica’syoungpeople.

TheCenter for Juvenile Justice Reform (CJJR) at theGeorgetownUniversityMcCourt School of PublicPolicyandAmericanInstitutesforResearch(AIR)areworkingtofosterthiscollaborativeenvironmentbyestablishing a venue that offers leaders the opportunity to develop capacity, effectuate change, andbuildsustainablesystemimprovementsinordertoaddresstheseissueswithrespecttoeducationandthe juvenile justice system. The School-Justice Partnerships Certificate Program will be held fromMonday, September 26 to Friday, September 30, 2016 at the Georgetown University Hotel andConferenceCenterinWashington,DC.

ItiswithgreatpleasurethatIendorseandhighlyrecommendtheSchool-JusticePartnershipsCertificateProgramforanyprofessionaldesiringtoadvancetheirknowledgeofandskillsinworkingacrosssystemsto

improveservicesforyouthandfamilies.Asaneducatorandyouthadvocatewithmorethan40yearsofexperienceworkingineducation,justiceandothermultipleyouth-

servicesystems,Ifoundthecomprehensivecurriculumandcuttingedgeresearchandideaspresentedbythehighly-qualifiedinstructorstobesomeofthemostsignificantand

relevantprofessionaldevelopmentexperiencesofmycareer.Allaspectsoftheexperiencefromthepre-work,classmodules,discussions,individualandteamsupportas

wellasthenetworkingopportunitiesareessentialcomponentsinpromotingcollaborationandcollective

impact.Iparticularlywanttoencourageeducatorstotakeadvantageofthiswonderfulopportunitytoengagewithotherpartnersinthejusticesystemtoadvanceeffortsrequiredtobestaddresstheneedsofjustice-involvedyouth,wholikeallchildrendeserveaqualityeducationthatallowsthemtodeveloptheskillsandcompetencies

necessaryforthemtobecomeproductiveadults.

Dorothy(Dottie)Wodraska(DirectorofJuvenileTransition,MaricopaCountyEducationServiceAgency)

MaricopaCountyTeam,Classof2015


Inadditiontothisprogram,CJJRhasalsohostedover25successfulCertificateProgramsontopicssuchasYouthinCustody,ReducingRacialandEthnicDisparitiesinJuvenileJustice,JuvenileJusticeandChildWelfare:Multi-SystemIntegration,JuvenileDiversion,andInformationSharing.After completing the Certificate Program, participants will be responsible for the development of aCapstoneProject – a set of actions eachparticipant (either individually or as a team)will design andundertakewithintheirorganizationorcommunitytoinitiateorcontinuecollaborativeeffortsrelatedtomeeting the educational needs of youth at risk. Participants are offered technical assistance frominstructors to aid in the design and implementation of their Capstone Project. After the Capstone isdeveloped and approved, alumni of the Certificate Program receive an Executive Certificate fromGeorgetownUniversityandbecomepartoftheCJJRFellowsNetwork.

II.CurriculumandInstructorsTheSchool-JusticePartnershipsCertificateProgramisdesignedtoprovideschoolanddistrictstaff,courtprofessionals,juvenilejustice,lawenforcementandotherchildservingcross-agencycommunityleaderswith the knowledge and understanding necessary to address the educational and related needs ofchildrenknownto,oratriskofentering,thejuvenilejusticesystem.The curriculumof the Certificate Programwill focus heavily on the change process that is needed tomoveforwardreformswithrespecttoeducationandjuvenilejustice.Casestudiesandotherinteractivelearningtechniqueshelpparticipantsapplythelearningtosituationstheyarelikelytoencounterintheirownjurisdictions.Thecurriculumincludesthefollowingmodules:

YouthPanelApanelofstudentswilldiscusstheirthoughtsandexperiencesrelatedtopositiveschoolclimate,youthvoiceindecision-makingandreform,emotionalandphysicalsafetyinschool,importantqualitiesinteachers,gettingintroubleinschool,andbroaderramifications.TheywilldiscusswhetherandhowtheyhavebeeninvolvedinstudentCodeofConductandotherreformefforts,whatbeingpartofthesolutionandimplementationhasmeanttothem,andtheirexperiencewithSchoolResourceOfficers,teachersandadministrators.

School-BasedPracticesandPoliciesTokeepchildrenengagedintheireducationandconnectedtoschool,therearemanypracticesandpoliciesthatcanbeimplementedwithintheeducationsystemitself.Forexample:

• The utilization of developmentally appropriate and targeted behavior managementtechniques that may impact bullying, academic achievement, graduation rates, out-of-school suspensions, and school safety. This includes positive discipline techniques,graduated responses, tiered approaches to discipline, contingency management, andacademicsupports.

• Reformofdiscipline,suspension,andexpulsionpolicies(includingzero-tolerancepolicies).• Easingandexpediting thetransferofcreditsbetweenschools,especially forhighlymobile

populations.• Ensuringtheappropriateuseofspecialeducationservices.


• Implementingevidence-basededucationalservicesanddata-drivenapproaches.• Working with other systems to reengage at-risk students in the school community,

especiallyuponreentryfromjuvenilejusticefacilities.• Trauma-informedapproaches.• Addressingsocial-emotionallearning.• Developingschool-basedbehavioralhealthsupports.• Supportsforteachersundertakingthiswork.

Thisfull-daymodulewillprovideparticipantswithanunderstandingofwhatittakestoimplementsuch practices, and will share strategies for overcoming common challenges, such as politicalresistance,fundingshortfalls,andmore.CultureChangeandLeadershipCulturechangeisakeycomponentofreform.Tosuccessfullychangetheculturesoftheeducationandotherchild-focusedsystems,strong leadership isrequired,especiallywhen leadingpotentiallycontentiousreforms.Thishalf-daymodulediscussesthefollowingtopicsastheyapplytokeepingat-riskyouthengagedintheireducation:

• Theimportanceofaclearvision,mission,andguidingprinciplesthatarticulateaphilosophyandframeworkwithinwhichtooperate.

• Strategiestoengagealllevelsofstaffinthechangeprocess,includingsolicitingtheirbuy-inand support, as well as effectively training them on new practices and skills needed toimplement the reforms well. This includes discussing staff recruitment and retentionstrategies,aswellaspromotingworkforceefficacy.

• Collaborative leadership skills for working across systems (i.e. schools, courts, lawenforcement,childwelfare,behavioralhealth,etc.)andwithcommunities.

• Internalandexternal communication strategiesandconstituency-building skills to supportandsustainsystemchanges.

• Strategiesforpromotingaccountabilityandengagingindata-drivendecisionmaking.• Strategiesforovercomingpoliticalresistance.• Strategiesforfinancingsystemreforms.• Strategies for identification of unintended biases or consequences for harsh discipline

policies/practices.

Family,YouthandCommunityEngagementThis half-day module will focus on the importance of engaging youth and their families in theeducational decision-making process, and the role of leaders in driving such engagement. Themodulewillalsofocusontherolethatcommunitypartnersplayinbuildingtheserelationships,andwillprovideparticipantswith strategies to communicate to staff the importanceofengagingwithfamiliesandyouthinamoreempoweringmanner;assesstheirindividualvaluesandorganizationalcultureinrelationtofamilyandyouthengagement;promoteculturalandlinguisticcompetencyintheschoolsetting;andengageyouthand familiesasactiveparticipants inprograms,aswellas instrategicplanningandpolicydevelopment,includingwithrespecttoschooldiscipline.


Cross-SystemPracticesandPoliciesWhile therearemanypracticesandpolicies that schools can implement independently, therearechallenges beyond the school’s walls that prevent at-risk youth from staying connected to, orreconnecting with school. Therefore, it is vital that efforts be undertakenwith other communitypartners.Thisfull-daymodulewillhighlightvariouscross-systempracticesthatcanmoreholisticallyaddressthechallengesmanyat-riskyouthfacewithregardtotheireducation,suchas:

• Theimportanceoflinkingat-riskchildrentoearlychildhoodeducation.• Schoolandcourt-basedtruancypreventionprograms.• Alternativestosuspensionandexpulsion.• Informationsharingtosupporttheuseofearlywarningsystemsandshareddatabases.• Mentalhealthandsubstanceabusepracticesandpolicies.• Childwelfareplacementpracticesandpolicies.• Lawenforcement, court,andprobation/parolepracticesas they impact childrenserved in

thecommunity,infacilities,anduponreentry.• Educationservicesprovidedinout-of-homeplacements.• Educationliaisonstohelpsystem-involvedyouthnavigatetheeducationsystem,especially

whenmakingtransitionsbetweeneducationalsettingsandplacements.

ExpertPanel

“IparticipatedintheinauguralSchool-JusticePartnershipsprogramwithaseven-personteamfromHamiltonCounty,Ohio.Iwascompletelyimpressedbytheentireweek.TheCJJRstaffputtogetheraprogramofhighqualityspeakersthatwereengaging,thoughtful,andprobing.Itwasrefreshingandinvigoratingtohavesuchintellectual,resourceful,andarticulatespeakers.Thesequenceof

topicsreallypromptedsystemicreflectionandwillresultintruereform.Iknowmyteamspentmanyhoursoutsideofthestructureddaycontinuingthediscussionsandchallengingeachotherandoursystembasedonthepresentations.Ourteamisexcitedbytheplanwewereabletoputtogether

withfeedbackfromtheCJJRstaffandarecurrentlysharingitwithourorganizations.”

DarrellYater(AssistantDirectorofCurriculumandSpecialEducation,NorthwestLocalSchoolDistrict)

HamiltonCounty,OhioTeam,Classof2015 Hamilton County, Ohio Team, Class of 2015


A panel of experts who have successfully implemented reforms to promote positive educationaloutcomesforthispopulationwillbefeaturedinthis interactivesession.Theseexceptional leaderswill discuss their experiences undertaking these efforts and will engage in a dialogue withparticipantsandrespondtoquestionsandconcernsthatparticipantshaveregardingtheirabilitytoovercomechallengesintheirownjurisdiction.

InstructorsandPanelistsInclude:ShawnAshworth,ProgramSpecialist,AnneArundelCountyPublicSchoolsKevinBethel,SeniorPolicyAdvisor&StoneleighFoundationFellow,JuvenileJusticeResearchReformLab,DepartmentofPsychology,DrexelUniversityShayBilchik,Director,CenterforJuvenileJusticeReform,GeorgetownUniversityDr.RamonaBishop,Superintendent,VallejoCityUnifiedSchoolDistrictKateBurdick,StaffAttorney,JuvenileLawCenterGladysCarrión,Commissioner,NYCAdministrationforChildren’sServicesJudgeJayCorpening,ChiefDistrictCourtJudge,NCFifthJudicialCircuitDanielKim,DirectorofYouthOrganizing,Padres&JóvenesUnidosAnnaNelson,ExecutiveDirector,NewMexicoForumforYouthinCommunityDavidOsher,VicePresident&InstituteFellow,AmericanInstitutesforResearchBeyondtheformalinstruction,therewillbemanyopportunitiesforpeer-to-peerlearningthroughgroupassignments,exercises,and informalnetworking.Additionally, tobestmeet theneedsofparticipants,therewillbeampletimebetweenapplicants’notificationofacceptanceandtheprogramitselfsothatinstructorscantailorinstructiontosuittheparticipants’specificneedsandinterests.

III.CapstoneProjectParticipantsarerequiredtodevelopandimplementaCapstoneProjectduringthetwelve-monthperiodfollowingthecompletionoftheCertificateProgram.TheCapstoneProjectisasetofactionsparticipants(either individuallyorasateam)willdesignandundertakewithintheirorganizationorcommunitybyapplyingtheirlearningfromtheCertificateProgramtoinitiateorcontinuecollaborativeeffortsrelatedtomeetingtheeducationalneedsofyouthatrisk.SomeexamplesofpastCapstoneProjectsinclude:

“TheCJJRprogramsareaninvaluableexperience.Theinstructorsarethenation’sexpertsandpioneerleaders.Thetimespentintheclassroomisauniqueandunparalleled;achancetocompareideaswithotherleaders

andbrainstormsuccessesandshortcomings.Conversationswithclassmatesareextremelyfruitful.Thecurriculumiswellthoughtoutandbroadyetalsomanagestobefine-tunedandfocused.TheCJJRprogramsbringgreatvaluetomyday-to-daywork.Theyprovideaframeworkandlaunchingpadforexcellence.Theconceptstaughtaretransferabletomyagencyandpartneragenciesandprovideaplatformforpositive

change.IhaveattendedthreeCJJRprogramsandremainimpressedbythecaliberofinstructors,thedepthofknowledgesharedandtheoverallsuperiororganization(fromapplicationtoongoingtechnicalsupport).I

wouldhighlyrecommendthisprogramtoanyoneseekingsoundexpertguidancetoserveourchildrenbetter.”

LeahPanuzzo(CWSPolicyAnalyst,CountyofSanDiegoHealth&HumanServicesAgency)

Individual,Classof2015


• Redesigning the discipline, suspension, and expulsion policies in schools and encouraging theutilizationofdevelopmentallyappropriateandtargetedbehaviormanagementtechniques

• Developingan information-sharingprotocol andagreementbetweenchild-servingagencies tobetteridentifyandserveat-riskyouthinschools

• Implementing culture and practice changes that encourage positive intervention, improveschoolclimate,andfacilitatestudentandfamilyengagement

• Creating and implementing aworkforce development plan for school staff, law enforcement,and/orprobationtobettersupportstudentsatriskofenteringorinvolvedinthejuvenilejusticesystem

• Establishinganewschool-baseddiversionprogramandtruancypreventionprogram• Developinga toolkit, guide,ormanual for replicationofbestpractices forkey stakeholders in

thejurisdictionTheCapstoneProjectcanbedesignedasalarge,systemicchangeinitiative,oritcanbeamoretargetedproposal.Aone-totwo-pagesummaryisdueapproximatelyonemonthaftertheendoftheCertificateProgram.ThefinalCapstoneProjectProposal(10-12pages)isdueapproximatelytwomonthsaftertheendoftheCertificateProgram.CJJRwillprovidetimeforCapstonedevelopmentduringtheprograminWashington,DC.Participantswillalsobeprovidedwithtechnicalassistancefrominstructorsandstafftoaidinthedesignorimplementationoftheirproject.UponcompletionoftheCertificateProgram,eachindividualisallocatedfivehoursoftechnicalassistancefrominstructorstoworkthroughissuesspecifictotheirjurisdictionandcommunity,duringeitherdevelopmentorimplementationoftheirproject.Thistechnical assistance is done at arm’s length through emails,webinars, and conference calls, and is inadditiontosupportfromtheCJJRstaff.

“ItwasanhonortoparticipateintheinauguralSchool-JusticePartnershipsCertificateProgramwiththeDouglasCounty,Nebraskateam.Wevaluedtheopportunitytoconnectwithandbeinspiredbyleadersfromavarietyofjurisdictions.Thisprogramreinforcedourresponsibilitytoensureeachyouthknownto,

oratriskofenteringthejuvenilejusticesystemhasaccesstoasafeandsupportiveeducationalexperience.Thecadreofinstructorschallengedandempoweredourteamtodevelopandbegin

implementinginnovativestrategiestoeffectuateimprovededucationaloutcomesforyouthinDouglasCounty.Weareconfidentthecross-systemprojectwehaveselectedwillmakeanirrefutable,lasting

impactonourcommunity.”

AmberParker(ProgramManager,OperationYouthSuccess)BethMorrissette(BoardofEducation,WestsideCommunitySchools)

JenniferBrockman(SupervisorofSpecialServices,WestsideCommunitySchools)SarahHayek(ProjectCoordinator,NebraskaFamiliesCollaborative)

CaraStirts(DeputyDouglasCountyAttorney)AmyWilliams(SupervisorofAlternativeEducation,OmahaPublicSchools)DarciPolland(ChiefDeputyProbationOfficer,NebraskaStateProbation)

ElizabethCrnkovich(JuvenileCourtJudge)MichaelMcGee(PoliceCaptain,CityofOmaha)

GregGonzalez(DeputyPoliceChief,CityofOmaha)

DouglasCounty,NebraskaTeam,Classof2015


CJJR requests formalprogressupdates twicea year after submissionof theCapstoneProject to trackprogressandofferassistance.Basedontheseupdates,CJJRrecognizestheindividualorteamwhohasmade the most significant progress in improving outcomes for youth in their community with theCapstoneoftheYearAward.TherecipientofthisawardcanbeanyCJJRFellowfromanyProgramfromanyyear.ThewinneroftheawardwillreceiveapersonalizedplaqueandbeawardedfreetuitionandtravelforoneindividualtoattendaCJJRCertificateProgramoftheirchoosing.ThewinneroftheawardwillbealsobefeaturedonourwebsiteandintheCJJRFellowsNetworkNewsletter(towhichyouwillbesubscribed as part of the Fellows Network). First distributed in March 2012, this award marks thebeginningofanannualCJJRpracticetohonorandrecognizethesuccess, innovation,andtremendousworkofCJJRFellowsviatheirCapstoneProjects.Visitourwebsiteformoreinformation.

IV.FellowsNetworkandOtherBenefitsoftheProgramAfterparticipantscompletetheCertificateProgramandsuccessfullydevelopaCapstoneProject,theybecomemembersoftheFellowsNetwork.TheFellowsNetworkiscomprisedofthealumniofCJJR’sCertificatePrograms.Since2008,CJJRhasheldover25CertificateProgramsandwelcomedmorethan670 individuals intotheCJJRFellowsNetwork.TheFellowsNetworkisdesignedtosupportthedevelopmentofcurrentandfutureleadersworkingtoimproveoutcomesforyouthknowntomultiplesystemsofcaresuchas juvenile justice,childwelfare,education,behavioralhealth,andothers.Thisisdonethroughassistanceprovidedbynationalexperts,membersoftheFellowsNetwork,andCJJRstaff.Fellows Network participants stay connected through online tools so they can share knowledge andexpertise, discuss reform agendas, and identify resources. The Fellows also have access to a FellowsNetworkWebsite that provides information on past and present Capstone Projects as well as otherresourcestohelpjurisdictionsmovethereformeffortsforward.BenefitsofparticipatingintheprogramandbeingintheCJJRFellowsNetworkinclude:

• Instructionfromnationalexpertsoncuttingedgeideas,policies,andpracticesfromacrossthecountry;

• Involvement in an interactive anddynamic learning environmentwith individuals fromacrossthecountrywhoshareacommoninterestinenhancingtheirreformsinthisarea;

• Guidance on how to use the learning to develop an action plan (Capstone Project) to leadreformeffortsinyourorganization,community,andprofession;

• One-on-onetechnicalassistancefromnationalexpertsontheCapstoneProject;• AnExecutiveCertificatefromGeorgetownUniversity;• Prioritytoattendfutureprograms,symposia,andforumssponsoredbytheCenterforJuvenile

JusticeReform;and• OngoingsupportfromstaffoftheCenterandotherCJJRFellows.


Inaugural2015School-JusticePartnershipsCertificateProgramClassV.DateandLocationoftheProgramTheSchool-JusticePartnershipsCertificateProgramwillbeheldMonday,September26throughFriday,September30,2016attheGeorgetownUniversityHotelandConferenceCenterinWashington,DC.AllparticipantsarerequiredtotraveltoWashington,DC,arrivingnolaterthan4:00p.m.onSeptember26.Theprogramwillbeginwithamandatoryopeningreceptionanddinnerat6:00p.m.Allparticipantsare required to attend all instructional sessions and program activities through the final session onSeptember30.Thelastsessionwillendintheearly-tomid-afternoon.

VI.TuitionandSubsidyThe tuition for thisprogram is$2,500perperson.Tuitiondoesnot include travel,hotel,or incidentalexpenses,whicharetheresponsibilityoftheparticipant.CJJRtuitionsubsidiesareavailableforparticipantswithdemonstratedfinancialneed.Therewillalsobesubsidies available from the Office of Juvenile Justice and Delinquency Prevention’s Center forCoordinatedAssistancetoStatesforteamswhoshowaheightenedreadinesstoutilizethecurriculumtoundertakechangesintheirlocalcommunity.Toapplyforasubsidy,pleasesubmittheStatementofFinancialNeed(seebelow)withyourapplicationtotheprogramandindicatetheamountofaidyouarerequesting.Asmanyagenciesandorganizationsarefacingbudgetrestraints,westronglyurgeparticipantstoseekother formsof financial assistance. Forexample, local, state,and regional level foundationsareoftensupportiveofthistypeoftrainingactivityandmaybeabletoprovidegrantstocovertheportionofthetuitionforwhichtheparticipantisresponsible,aswellastravelcosts.For education professionals, staff development activities are an allowable expense of Title I dollars,includingTitle I,PartD funds.CJJRhas reviewedTitle I,PartDand it isourbelief that theCertificateProgramqualifies as aneligibleprogramsince it addresses the staff developmentneedsof educatorsandcoordinatorsinleadershiprolesworkingwithneglected,delinquent,orat-riskprograms.Therefore,


CJJRurgeseducationprofessionalstocontacttheirNeglectedandDelinquentStateCoordinatorsorTitleIDirectorstorequestapprovalfortheuseofTitleIfundstosupporttheirparticipationinthisprogram.TitleIV-EoftheChildAbuseandPreventionTreatmentActmayalsosupportthistypeoftrainingactivityfor eligible candidates, aswill fundsavailable to states and localities through the Juvenile Justice andDelinquencyPreventionAct.Again,applicantsareencouragedtoseekthistypeofsupportthroughtheirstate’sadministeringagency.The full tuition balance must be paid in full prior to the start of program. Applicants accepted forparticipationwillreceiveadditionalinformationregardinghowtomakepayment.InadditiontothemandatoryopeningdinnerontheeveningofMonday,September26,2016,breakfastandlunchareprovidedthesecondthroughlastdayoftheprogram.Tomakethebookingofhotelroomsaseasyaspossible,theCenterforJuvenileJusticeReformwillreserveablockofroomsatareducedrateat the program site. Participants will, however, be responsible for hotel expenses and making theirindividualreservations.Moreinformationwillbeprovideduponacceptancetotheprogram.

VII.SelectionCriteria The School-Justice Partnerships Certificate Program is designed for public and private sector leadersworking in the education and juvenile justice fields, as well as with other associated child-servingagencies and organizations. Thosewho attend the programwill be the current and future leaders oftheseagenciesandcommunities–individualswhoareresponsiblefor,andcapableof,leadingchange.Participants can be from the local or state level, and may also include individuals working on bestpracticesforthispopulationatthenationallevel.Whileindividualswillbepermittedtoattend,interestedapplicantsarestronglyencouragedtoapplyasa team to increase their ability to implement reforms upon completion of the Certificate Program.Applicantsareencouragedtoformteamsofuptoeightpeople.Ideally,theywillincludeschoolleaders,

“Iattendedtheinaugural2015School-JuvenileJusticePartnershipsprogram.Fromtheinitialdinnertotheclosingremarks,Iwasveryimpressedwiththeprofessionalqualityoftheprogramandconsiderationthatwasgiventomaximizetheamountofeducationandguidancewereceived.Despitebeingpartofalargegroup,I

feltthatIwasgivenindividualattentionandtheabilitytosharemyspecificconcernsandhavethemaddressed.CJJRhandpickedspeakerswhowereabletoprovidevariousperspectivesontheissuessurroundingeducationandjuvenilejustice.Iappreciatedthespeakers'abilitytobuildonthecurriculumoverthecourseoftheweekandprovideuswithbestpracticesfromacrosssystemstospecificinterventions.Asaprofessionalworkinginthejuvenilejusticefield,theywereabletomakeallsessionsapplicabletome,evenonesthat

focusedonmatterswithintheschoolsystem.

Whilethespeakerswereveryeffective,themostvaluableportionoftheweekwasconnectingwithotherprofessionalswhoarepassionateaboutsimilarissuesandworkingtowardsfindingsolutionsthatbenefityouthandfamilies.Iwasabletohearfromotherswhoareexperiencingsimilarstruggleswithintheirjuvenilejusticesystems,andinspiredbyotherswhohavefoundcreativewaystoaddresstheschooltoprisonpipelineintheircommunities.Afterafullweekoflearning,Ileftfilledwithmotivationtomakeeffectivechangeinmystate.”

CelitaHastie(JuvenileJusticeProjectCoordinator,USCChildren'sLawCenter)

Individual,Classof2015


ajuvenileorfamilycourtjudge,juvenilejusticeleadership,andrepresentativesfromcorepartnerssuchaslawenforcement,childwelfareagencies,andbehavioralhealthagencies. Stronglyrecommendedteammembersinclude:

• Superintendents,principals,schooldistrictcentralofficestafforotherschoolleaderswhoworkonschooldisciplineissues

• Juvenileorfamilycourtjudge• Lawenforcement,includingSchoolResourceOfficers

Recommendedteammembersmayinclude:

• Schoolsupportpersonnel,includingschool-basedsocialworkers,psychologists,nurses,etc.• Courtadministrator• Juvenilejusticedirector/chiefjuvenileprobationofficer• Representativesfromotherchild-servingagencies,suchaschildwelfare,behavioralhealth,and

others• Representativesfromserviceproviders,nonprofitagencies,andresidentialprograms• Statelegislatorsandrepresentativefromcounty/citycouncils• ChiefJustices• Advocatesandcommunitystakeholders(includingleadersoffamily/parentcommunitygroups)

The exact composition of the team depends on the goals of the team. Selection decisionswill focusheavilyonparticipants’readinessforimplementingreforms,assessedbyaskingapplicantstosummarizetheir role in past reform efforts, especially efforts that engaged leaders in other systems, and theiragency’s relationship with other child-serving agencies. Applicants should identify the barriers theyexperiencedinundertakingthiswork,andwhateffortstheyhavetakentoovercomethosebarriers.Wearelookingforparticipantswhoareseekingtobuildontheirsuccessesorovercomechallenges,therebybeinginapositiontomostbenefitfromtheinstructionandtechnicalassistancetheywillreceiveduringtheCertificateProgramandasFellows.Thestrengthofteamcompositionwillalsobeconsideredwithinthecontextofthegoalsoftheteam.Because the School-Justice Partnerships Certificate Program is meant to benefit current and futureleaders, the Center will choose those applicants from appropriate professional roles, possessing therequisiteexperienceandexpertise.Whiletherearenominimumeducationorexperiencerequirements,a preferencewill be given to thosewith the ability and in a position tomove reformefforts forwarduponcompletionoftheCertificateProgram.NotethatindividualswhohaveparticipatedinCJJR’sotherCertificateProgramswouldbenefitfromattendingthisprogramtoexploreissuessurroundingeducationandjuvenilejusticemoredeeplyanddevelopreformeffortsspecifictothisarea.ThisprogramisNOTacceptingapplicationsfromstudentswhodonotalsoholdaprofessionalroleinachild-servingorganization.VIII.AboutthePartners CenterforJuvenileJusticeReform(CJJR)The Center for Juvenile Justice Reform supports leadership development and advances a balanced,multi-systems approach to reducing juvenile delinquency that promotes positive child and youthdevelopment,whilealsoholdingyouthaccountable.HousedinoneofthemostprestigiousuniversitiesinthecountryattheGeorgetownUniversityMcCourtSchoolofPublicPolicy,theCenterisinaunique


positiontoprovidestrongandsustainednationalleadershipinidentifyingandhighlightingtheresearchon policies and practices thatwork best to reduce delinquency and achieve better outcomes for thisnation’schildren.Aparticular focusof theCenter’swork isonyouthknowntoboth thechildwelfareand juvenile justicesystems,alsoknownas“crossoveryouth.”ShayBilchik,oneofthecountry’smostinfluentialvoicesinthejuvenilejusticearena,workscloselywithGeorgetown’sotherpolicycentersanddepartmentsinleadingtheCenter’sefforts.In 2008 and 2009 the Center engaged in a year-longBreakthrough Series Collaborative to test small-scalemulti-systemsintegrationreformsinsevenjurisdictions.Theguidingprinciplesandbestpracticesidentifiedanddevelopedthrough itsstaff,expert instructors,andthesurveyingof the juvenile justiceandchildwelfare fields,haveservedas“drivers” increating thecurriculumfor thevariousCertificatePrograms the Center operates. CJJR has also used this knowledge to develop a practice model thatdescribes the specific practices that need to be in place within a jurisdiction in order to reduce thenumberofyouthwhocrossoverbetweenthechildwelfareandjuvenilejusticesystems,thenumberofyouth entering and reentering care, and the length of stay in out of home care. CJJR is currentlyimplementingthispracticemodelindozensofjurisdictionsaroundthecountry.Mostrecentlyithasalsodeveloped a Youth in Custody PracticeModel, which is being piloted in four jurisdictions across thecountry.Through a grant from the Public Welfare Foundation (PWF), the Center is also working to conveneprogressive juvenile justice leaders actively engaged in reformefforts in a Juvenile Justice LeadershipNetwork to strengthen peer support and solidify lessons learned in the field. Additionally, with thesupport of PWF and Casey Family Programs, the Center hosts a Public Information Officer LearningCollaborative for communication directors in the juvenile justice and child welfare fields to enhancemessaging around reform efforts underway in their jurisdictions. Another key aspect of the Center’sworkistheJuvenileJusticeSystemImprovementProjectandJuvenileJusticeReformandReinvestmentInitiative–effortsdesignedtohelpstatesimproveoutcomesforjuvenileoffendersbybettertranslatingknowledge on "what works" into everyday practice and policy. Formore on the Center’s work, visithttp://cjjr.georgetown.edu.AmericanInstitutesforResearch(AIR)AIRisoneoftheworld'sleadingorganizationsdedicatedtoitsmissionofconductingandapplyingthebestbehavioralandsocialscienceresearchtoimprovepeople’slives,especiallythedisadvantaged.ForAIR,makingtheworldabetterplaceisthegoalthatdrivestheorganization.Foundedin1946asanot-for-profitorganization,AIRconductsitsworkwithstrictindependence,objectivity,andnon-partisanship,andhasbeenattheforefrontofinnovationinthesocialandbehavioralsciencesfornearly70years.Today,theintellectualdiversityofAIR’s1,700employeesenablestheorganizationtobringtogetherexpertsfrommanyfieldsinthesearchforinnovativeanswerstoanychallenge.WithinAIR,theHealthandSocialDevelopment(H&SD)Programpromotesoverallwell-being,includingphysical,social,emotional,andmentalhealth;preventsillness,injuriesandviolence;andprovidesbetter,andmoreefficienthealthcareforchildren,youth,families,andolderadults.Healthandwell-beingareinterdependentandaffectednegativelybypovertyandsocialexclusion.AIR’sH&SDProgramisactiveateverystageofinnovation,fromformativeresearchtotakingprogramstoscale.Theorganizationtransformssystems—health,socialservice,andeducation—toimprovepeople’slives,especiallythoseintoughcircumstances.


AIRisanationalleaderinassistingstatesandlocalitiesinsomeofthemostpressingjusticeandeducationreformefforts.AIR’sNationalTechnicalAssistanceCenterfortheEducationofNeglectedandDelinquentChildrenandYouth(NDTAC)providestrainingandtechnicalassistance(TTA)fortheprovisionofeducation,transition,andrelatedservicesandsupportstoyouthinvolvedoratriskofinvolvementwiththejuvenilejusticeandchildwelfaresystems—ensuringopportunitiescomparabletothoseofyouthwhoarenotsystem-involvedtofostersuccessforallstudents.AIRalsooperatestheSupportiveSchoolDisciplineCommunitiesofPractice(SSDCOP),whichbringstogetheranetworkofeducationandjusticeleaderswithdiverseskillsandexperienceswithinandacrossstatesto(1)shareexperiences,(2)getinformationandtools,(3)learnwithandfromeachother,and(4)contributetotheirjurisdiction’sefforttoeliminatetheschooltoprisonpipelineandpromotegraduation.Inparticular,SSDCoPisfacilitatingregionalconveningsofcommunityteamsonrethinkingdiscipline.Additionally,AIRhousestheNationalCenteronSafeSupportiveLearningEnvironments(NCSSLE),whichprovidesTTAtoimproveschools'conditionsforlearningthroughmeasurementandprogramimplementation,sothatallstudentshavetheopportunitytorealizeacademicsuccessinsafeandsupportiveenvironments.IX.ApplicationGuidelinesSubmitapplicationsby11:59p.m.(intheapplicant’slocaltimezone)byFriday,June17,2016.Applicationsmustbecompletedonlineat:http://cjjr.georgetown.edu/certificate-programs/application-form/EveryapplicantmustcompletePartI(ContactInformation,BiographyandPersonalStatement)andPartIII(DemographicInformation).ThosesubmittingessayresponsesonbehalfoftheirteamorapplyingasanindividualshouldcompletePartIIoftheapplication.FinancialAssistance:The tuition for the Certificate Program is $2,500 per person. This doesnot includeanyadditionalcosts forairfare,hotelaccommodations,andincidentalexpenses.TheCertificateProgramwillbeginwithamandatoryopening dinner on the evening of Monday, September 26, 2016.Breakfast and lunch are provided the second through last day of theprogram.TherearealimitednumberofCJJRsubsidiesofupto$1,000tosupporttheparticipationofindividualsandteammemberswithdemonstratedneed.Therewillalsobesubsidiesavailable fromtheOfficeofJuvenileJusticeandDelinquencyPrevention’sCenterforCoordinatedAssistancetoStatesforteamsthatshowaheightenedreadiness toutilize thecurriculumtoundertakechanges in their localcommunity.Heightenedreadinesswillbeassessedbasedonthefollowingfactors:

• Understandingoftheissues:Athoughtfulunderstandingofissues,suchasspecificpoliciesandpracticesthatremaintobeaddressedinthejuvenilejusticesysteminyourjurisdiction.

• Leadership:Adescriptionofcontributionsteammembershavemadeorareabletomaketoreformefforts,andtoadvocatingforthisissuetobecomeapriority.

• Capacitytousedatainordertosupportandmeasuretheimpactofreformefforts:Specificreferencestodatadescribingtheissuesidentifiedinyourjurisdiction.

• Familyengagement:Thehistoryof,and/orstrategytopursue,effortstoeffectivelyengagefamiliesinordertobetterservetheyouthinyourjurisdiction.

Key Dates

Friday, June 17, 2016 at 11:59 p.m.

(in applicant’s time zone)

Application deadline

Early July, 2016 Notification of

acceptance

Sept. 26, 2016 Certificate Program

Opening Dinner


• Efficacy:Adetaileddescriptionofchallengesorbarriersencounteredinpreviousreformefforts,andanunderstandingofsuccessfulandunsuccessfulstrategiestoeliminatebarriers.

• Capacityandwillingnesstocollaborate(withinyourteamandwithothers):Ananalysisofeachteammember'srole,influenceandresources,andadescriptionofanyhistoryofsuccessfulcollaborationandreformefforts.

• Availableresources:Ananalysisoftheavailableresourceswithinyourjurisdiction,aswellascapacityandstrategytoobtainresourcestoimplementthereformeffort.

Toapplyforasubsidy,submitastatementoffinancialneedwithyourindividualonlineapplication.Thestatement of financial need should be one paragraph that details your circumstances and needs,indicatingthespecificamountyouarerequesting.Pleaseindicateifyouragency/organizationisunableorunwillingtoprovidefundsforyourattendanceatthisprogramandanyattemptsyouhavemadetoidentifylocalfoundationsthatcouldsupportyourparticipation.CJJRwillnotconductaseparatereviewofyour financialneed,soweencourageyoutoexerciserestraint inapplying for these limiteddollars,helpingtoensurethattheyareallocatedtothosewiththegreatestneed.Pleasedirectanyquestionstojjreform@georgetown.eduX.ApplicationPARTI:ContactInformation,ProfessionalBiographyandPersonalStatementRequiredofALLapplicants.Responsesmustbesubmittedonlineat:http://cjjr.georgetown.edu/certificate-programs/application-form/PARTII:EssayQuestionsRequiredofthosewhoareapplyingasanindividualANDthosewhoareapplyingaspartofateamandhavebeendesignatedtocompletetheEssayportionoftheapplicationonbehalfofthegroup.Responsestotheessayquestions(PartII)mustbesubmittedviatheuploadoptionontheonlineapplication(followingPartI).Whilethelengthofyourresponsestoeachquestionmayvary,youressayquestionsasawholeshouldbeequivalenttoroughly3-4single-spacedpages.Teamsshouldprepareonejointsubmissionoftheessayquestions,anddesignateoneteammembertoupload/submitthecompleteddocument.1. WhatdoyouhopetoachievebyparticipatinginthisCertificateProgram?Ifyouareapplyingasa

team,thisresponseshouldreflectthegoalsoftheentireteamratherthanindividualmembers.Pleasebeasspecificaspossible.Whendescribingyourgoal,pleaseprovideanyrelevantdataregardingtheissueswithinyourjurisdictionthatyourgoalseekstoaddress,aswellashowyoumightcollectandanalyzedatamovingforwardtoassesswhetheryouareachievingthatgoal.

2. Pleasedescribeanypastreformeffortsaimedataddressingissuesinvolvingbotheducationandjuvenilejusticethatyouoryourorganizationhasundertaken.Notethatthereshouldbeatleastoneexamplefromthepasttwoyears.

3. Pleasediscussanypreviousreformeffortsyouoryourteamhaveinitiatedorparticipatedinthatrequiredpartnershipswithothersystems(includinglawenforcement),communitygroups,families,orconstituents.


4. Whatbarriersorchallengeshaveyouoryourteamencounteredwhenundertakingreformstoaddressissuesinvolvingbotheducationandjuvenilejustice?Inthepasttwoyears,whatspecificactionshaveyouoryourteamtakentoaddressthebarriers/challenges?Whichspecificactionsweremosteffectiveinovercomingthechallenges?Whathasbeenleastsuccessfulandwhy?

5. Ifyouareapplyingasateam,pleasecommentontheroleandimportanceofeachteammemberin

termsofyourteam’sabilitytoleadorinfluencethedevelopmentandimplementationofareforminitiativeinvolvingeducationandthejuvenilejusticeandrelatedsystemswithinyourjurisdiction.Ifyouareapplyingasanindividual,pleasecommentonyourroleandyourabilitytoleadorinfluencethedevelopmentandimplementationofsuchreformsinyourjurisdiction.Forboththoseapplyingasindividualsandthoseapplyingaspartofateam,pleasealsotakethisopportunitytocommentonanyadditionalresources,ifany,availabletoyouindevelopingandimplementingreforms.

PARTIII:DemographicInformationRequiredofALLapplicants.

Documents

Final School-Justice Partnerships CP 2016 Application ...cjjr.georgetown.edu/.../SJP-CP-2016-Application-Packet.pdfnational attention on the “school to prison pipeline.” Where