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Table of Contents

2019 Application Packet

SCHOOL-JUSTICE PARTNERSHIPS AND

DIVERSION PATHWAYS CERTIFICATE PROGRAM

I. Introduction....................................................................................3II. Certificate Program............................................................................4III. Date and Location of the Program...........................................................5IV. Curriculum and Instructors...................................................................5V. Capstone Year..................................................................................8VI. Fellows Network and Other Program Benefits...............................................9VII. Cost for Participation.......................................................................10VIII. Selection Criteria..........................................................................10IX. Application Guidelines......................................................................12X. About the Partners..........................................................................13

School-Justice Partnerships and Diversion Pathways Certificate Program 2019 Application Packet

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I. IntroductionEducational success is a gateway to positive outcomes for children and youth who are at risk. Unfortunately, many youth known to, or at risk of entering, the juvenile justice system, do not obtain the services or supports they need to thrive in school. Youth exhibiting problem behavior are suspended or expelled at high rates due to harsh disciplinary policies and practices and often become involved in the juvenile justice system. Far too many youth with special education needs do not have their needs met. Further, children involved in the child welfare system are often moved from school to school without the cross-agency supports they need to succeed, which then raises the likelihood that they will disengage from school and begin to act out. In addition, those within juvenile justice facilities often lack the quality education services they need.

Clearly, more must be done to promote an ongoing connection to school among children and youth at risk and to reengage students who have been disconnected. Much attention has been given to this issue in recent years. For instance, The Council of State Governments Justice Center’s 2011 report, Breaking Schools’ Rules: A Statewide Study on How School Discipline Relates to Students’ Success and Juvenile Justice Involvement, and their subsequent The School Discipline Consensus Report have refocused national attention on the “school to prison pipeline.” Breaking Schools’ Rules documented surprisingly high suspension and expulsion rates among secondary school students, especially for African American students and those students that qualified for special education services. 1 The Consensus Report goes a step further and presents a comprehensive set of consensus-based and field-driven recommendations for improving learning conditions for all students, better behavioral supports and supportive school discipline practices; police-school partnerships that keep students in schools and out of the justice system; information sharing that complies with privacy laws while advancing the best interests of students; and data collection that tracks discipline needs and progress. Research literature such as Breaking Schools’ Rules has galvanized federal, state, and local efforts to address the policies and practices that can force students out of school and into the justice system. Subsequently, the Elementary and Secondary School Act was reauthorized in December 2015 as the Every Student Succeeds Act (ESSA). ESSA allows states to use nonacademic measures as part of their accountability system, which could include school discipline, and promotes reducing exclusionary discipline and implementing activities to support students.

Initiatives like these have advanced the field significantly; however, more must be done. To have the greatest impact on these issues will take nothing less than strong political will and a paradigm shift in the way schools and community partners, especially justice and child welfare partners, work together to ensure children are effectively connected to their education. In order to truly be successful, schools and community partners must develop systems that recognize and address the social and emotional needs of students, especially those students who are most disadvantaged and at risk, and provide effective alternatives to suspension, expulsion and referral to the juvenile justice system. Doing so requires acknowledging typical adolescent development and each individual youth’s risk factors for behavioral issues and protective factors that foster success. It also requires taking a whole-child approach to the educational process. Schools must create safe and supportive learning environments, conducive to all students’ success, but not at the cost of excluding and forcing out those students who are most at risk of negative life outcomes.

1 http://justicecenter.csg.org/resources/juveniles


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http://justicecenter.csg.org/resources/juveniles

Teachers, administrators, and other education staff cannot make these changes without proper training and support. Educators and staff must be equipped with the tools needed to manage classroom behavior in targeted, positive ways, balanced with the provision of quality instruction for all students. Moreover, they must work closely with family members and community stakeholders to reinforce school efforts and create environments that foster better academic and social outcomes outside of the classroom. Law enforcement, courts, and public agencies like child welfare, behavioral health, and juvenile justice must work with schools and school

districts as collaborative partners in the change process. Addressing the educational needs of youth who are at risk is a multi-system issue and requires a coordinated approach by everyone with a vested interest in the success of America’s young people.

II. Certificate Program

The School-Justice Partnerships and Diversion Pathways Certificate Program will run from Monday, September 23 to Friday, September 27, 2019. The Center for Juvenile Justice Reform (CJJR) at the Georgetown University McCourt School of Public Policy, National Association of Counties (NACo), American Institutes for Research (AIR) and National Center for Youth Opportunity and Justice (NCYOJ) are working to offer a locally-run, field-based training that that will offer county leaders the opportunity to develop capacity, effectuate change, and build sustainable improvements within the education, juvenile justice, and related systems in their state.

Developed for NACo members, the locally-run Certificate Program is designed to engage a group of counties or regions within a state, with the possibility of the state juvenile justice agency joining with the local teams. Up to seven cross-system teams (of up to eight members each) within a state are invited to jointly apply to bring the Certificate Program training to a central location within their state. This local approach is a natural outgrowth building on CJJR’s series of over 40 Georgetown campus-based programs involving over 1,100 CJJR Fellows. This new offering is designed to reduce costs and expand the ability of local teams to experience the intensive training without the challenge of out of state travel.

School and district staff and their partners will receive the training and support they need to manage school and classroom behavior in positive ways, balanced with the provision of quality educational instruction for all students. They will learn how to create safe and supportive learning environments without excluding and forcing out those students who are most at risk for negative life outcomes, including students with special education needs, behavioral problems, child welfare involvement, or placement in juvenile justice facilities. Law enforcement, courts, lawyers, and leaders from public agencies like child welfare, behavioral health, and juvenile justice will learn how to work with schools and school districts to create environments outside of the school setting that foster better academic and social outcomes for youth at risk. This will include instruction on the development and implementation


“We knew that we were headed in the right direction with our School Pathways initiative, however, CJJR challenged our thinking, helped us to focus efforts,

and aligned out plan so that we could accomplish our goals centered in changing the trajectory of at-risk youth. We are grateful for the opportunity to learn

from the CJJR team, and excited for the positive impact this will have on our community.”

Shannon D. Hervey (Student Discipline Coordinator, Atlanta Public Schools)

Fulton County, Georgia Team, Class of 2018

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of school-based diversion programs for youth whose behavior may require a more structured response, but not one involving formal system involvement.All participants will receive instruction from national experts on cutting-edge ideas, policies, and practices focused on the development of systems that take a holistic approach to the educational process and best practices in creating a school diversion program. After completing the Certificate Program, each team of counties will be responsible for the development of a local Capstone Project – a set of actions designed to improve the educational experiences of youth at risk. Participants are offered technical assistance from instructors and ongoing support to aid in the design and implementation of their Capstone Project. After the Capstone is developed and approved, alumni of the Certificate Program receive an Executive Certificate from Georgetown University and become part of the CJJR Fellows Network.

III. Date and Location of the ProgramThe School-Justice Partnerships and Diversion Pathways Certificate Program will be held on September 23-27, 2019. The field-based training will allow groups of counties within a state to jointly apply to be part of the program to be held in a location convenient to the selected group of counties. All participants are required to attend the entire Certificate Program.

IV. Curriculum and Instructors The School-Justice Partnerships and Diversion Pathways Certificate Program is designed to provide school and district staff, court professionals, law enforcement, and other child-serving community leaders with the tools to address the needs of students known to, or at risk of entering, the juvenile justice system. The goals of this Certificate Program are to promote an ongoing engagement in school and improve outcomes for youth at risk, partner effectively across child-serving systems, and develop diversion programs, thereby disrupting school-justice pathways.

The curriculum of the Certificate Program will focus heavily on the change process that is needed to implement reforms. Case studies, and other interactive learning techniques help participants apply the learning to situations they are likely to encounter in their own jurisdictions. Each Certificate Program module will be tailored to reflect the current landscape in the state and counties selected to participate. All curriculum elements will take into account any work already being done to identify areas of focus and develop capacity to address them, and each team will complete a comprehensive Gap Analysis prior to the program. Specific training modules will be tailored to the selected state and based on the results of the Gap Analysis, but will cover the following topics:

School-Based Practices and Policies


“CJJR’s School-Justice Partnerships training was a remarkable gathering of energy. The people, the

environment, the instructors, the staff – everything offered, made us feel incredibly lucky to be able to

participate. With the help of the Center, we can begin to heal racial disparities and other harm zero tolerance has caused with trauma informed methods. They basically

handed us a map and showed us the steps we must take to break the school to prison pipeline and restore our

schools (and our society) to a just, safe and loving place.

We thank everyone at CJJR for making this opportunity available!”

Ulster County, New York Team, Class of 2017

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To keep children engaged in their education and connected to school, there are many practices and policies that can be implemented within the education system itself. This module will include background research on school as a protective factor, and will guide participants in creating safe and supportive schools through Positive Behavioral Interventions and Supports (PBIS), Restorative Justice, Positive Youth Justice, trauma informed and culturally responsive classrooms, and many other important practices. Specific sessions will include:

School as a Protective Factor Implicit Bias and Cultural Responsivity Trauma Informed Classrooms

This module will provide participants with an understanding of what it takes to implement such practices, and will share strategies for overcoming common challenges, such as staff and political resistance, inadequate training, funding shortfalls, and more.

Youth Panel and School District SpotlightThis session will include examples of current school district initiatives around improving school climate, policy and practice changes, diversion efforts, and other interventions for justice involved youth. It will also feature a panel of students discussing their thoughts and experiences related to positive school climate, youth voice in decision-making and reform, emotional and physical safety in school, and broader ramifications. They will also share their experience with School Resource Officers, teachers, and administrators.

Cross-System Practices and Policies While there are many practices and policies that schools can implement independently, there are challenges beyond the school’s walls that prevent at-risk youth from staying connected to, or reconnecting with, school. Therefore, it is vital that efforts be undertaken with other community partners. This module will include an in-depth look at collecting data and sharing information across systems, developing an MOU, engaging youth who are in foster care or experiencing homelessness, and disrupting school-justice pathways for youth with behavioral health needs. Specific sessions will include:


“I participated in the inaugural School-Justice Partnerships program with a seven-person team from Hamilton County, Ohio. I was completely impressed by the entire week. The CJJR staff put together a program of high quality speakers that were engaging, thoughtful, and probing. It was refreshing and invigorating to have such intellectual, resourceful, and articulate speakers. The sequence of topics

really prompted systemic reflection and will result in true reform. I know my team spent many hours outside of the structured day continuing the discussions and challenging each other and our system

based on the presentations. Our team is excited by the plan we were able to put together with feedback from the CJJR staff and are currently sharing it with our organizations.”

Darrell Yater (Assistant Director of Curriculum and Special Education, Northwest Local School District)

Hamilton County, Ohio Team, Class of 2015

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The Judge as a Convener Law Enforcement Partnerships and the Role of SROs Engaging Youth Who Are in Foster Care or Experiencing Homelessness Disrupting School-Justice Pathways for Youth with Behavioral Health Needs

Developing a School-Based Diversion Program This module will focus on the research evidence, purpose, and guiding principles of creating a school-based diversion program. Topics will include diversion intake criteria, operationalization, and program integrity, as well as the importance of family, youth, and community engagement and the role of SROs in disrupting school-justice pathways. Specific sessions will include:

Diversion Research, Purpose and Guiding Principles Collecting Data and Sharing Information for a Multi-System Approach Intake Criteria Operationalization and Program Integrity

Youth and Community EngagementThis half-day module will focus on the importance of engaging youth and their families in the educational decision-making process, and the role of leaders in driving such engagement. The module will also focus on the role that community partners play in building these relationships, and will provide participants with strategies to communicate to staff the importance of engaging with families and youth in a more empowering manner; assess their individual values and organizational culture in relation to family and youth engagement; promote cultural and linguistic competency in the school setting; engage youth and families as active participants in programs; as well as in strategic planning and policy development, including with respect to school discipline.

Culture Change and LeadershipCulture change is a key component of reform, and it requires strong leadership. This module discusses the following topics as they apply to keeping at-risk youth engaged in their education:

The importance of a clear vision, mission, and guiding principles that articulate a philosophy and framework within which to operate.

Strategies to engage all levels of staff in the change process, including soliciting their buy-in and support, as well as effectively training them on new practices and skills needed to implement the reforms well.

Collaborative leadership skills for working across systems (i.e. schools, courts, law enforcement, child welfare, behavioral health, etc.) and with communities

Strategies for promoting accountability, engaging in data-driven decision making, and overcoming political resistance.

Expert PanelThis interactive session features a panel of experts who have successfully implemented reforms promoting positive educational outcomes. These exceptional leaders will discuss their experiences and engage in a dialogue with participants who may have questions and concerns about overcoming challenges in their own jurisdictions.


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Instructors and Panelists Include:

Bersheril Bailey, Senior Technical Assistance Consultant, American Institutes for Research Kevin Bethel, Founder and Executive Director, Law Enforcement Juvenile Justice InstituteShay Bilchik, Director, Center for Juvenile Justice Reform, Georgetown UniversityGreta Colombi, Senior Researcher, American Institutes for Research Jay Corpening, Chief District Court Judge, Fifth Judicial Circuit, North CarolinaCathy Foley Geib, Deputy Director, Connecticut Judicial Branch Court Support Services DivisionJacqui Greene, Program Area Director, Policy Research Associates, National Center for Youth Opportunity and JusticeCarla Guenthner, Chief Magistrate Judge, Hamilton County Juvenile CourtDaniel Kim, Chief of Staff, Division of Student Equity and Opportunity, Denver Public Schools Michelle Lustig, President/CEO, Foster Horizons, Inc. David Osher, Vice President & Institute Fellow, American Institutes for ResearchIsaiah Pickens, Assistant Director of Service Systems, National Center for Child Traumatic Stress, UCLA Neuropsychiatric Institute and HospitalJohn Rosiak, Founder, Rosiak Associates, LLC, Prevention Partnerships

V. Capstone YearDuring the period following the Certificate Program, participants will receive ongoing support from CJJR staff and matter experts. This includes regular phone consultation and two one-day follow up cluster site visits to help further develop and implement a Capstone Project. The Capstone Project is a set of actions each team will implement within their jurisdiction in order to better meet the educational needs of youth at risk and keep them out of the juvenile justice system. The yearlong technical assistance will help the teams identify, assess, and improve weak spots and develop and act upon a vision for reform that incorporates the learning from the weeklong Certificate Program.

Some examples of past Capstone Projects include: Redesigning the discipline, suspension, and expulsion policies in schools to encourage the

utilization of developmentally appropriate and targeted behavior management techniques Developing an information-sharing protocol and agreement between child-serving agencies to

better identify and serve at-risk youth in schools Implementing culture and practice changes that encourage positive intervention, improve

school climate, and facilitate student and family engagement Creating and implementing a workforce development plan for school staff, law enforcement,

and/or probation to better support students at risk of entering or involved in the juvenile justice system

Establishing a new school-based diversion program and/or truancy prevention program Developing a toolkit, guide, or manual for replication of best practices for key stakeholders in

the jurisdiction


“CJJR helped us to focus our conversations and turn our vision into action and allow us to move forward. Now that our Capstone Project has been approved

and we have made some steps towards implementation, it is helpful to have both the tools

that were provided to us at Georgetown and the support and assistance of the staff.”

Nassau County, New York Team, Class of 2018

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The Capstone Project can be designed as a large, systemic change initiative, or it can be a more targeted proposal. A one- to two-page summary is due approximately one month after the end of the Certificate Program. The final Capstone Project Proposal (5-8 pages) is due approximately three months after the end of the Certificate Program. CJJR, partners, and instructors will provide time for Capstone development throughout the program, as well as support through the yearlong technical assistance phase.

VI. Fellows Network and Other Program Benefits

After participants complete the Certificate Program and successfully develop a Capstone Project, they become members of the Fellows Network. The Fellows Network is comprised of the alumni of CJJR’s Certificate Programs. Since 2008, CJJR has held over 41 Certificate Programs and welcomed over 1,100 individuals into the CJJR Fellows Network. The Fellows Network is designed to support the development of current and future leaders working to improve outcomes for youth known to multiple systems of care such as juvenile justice, child welfare, education, behavioral health, and others. This is done through assistance provided by national experts, members of the Fellows Network, and CJJR staff. Fellows Network participants stay connected through online tools so they can share knowledge and expertise, discuss reform agendas, and identify resources. The Fellows also have access to a Fellows Network Website that provides information on past and present Capstone Projects as well as other resources to help jurisdictions move the reform efforts forward.

2018 School-Justice Partnerships and Diversion Pathways Certificate Program Class

Benefits of participating in the program and being in the CJJR Fellows Network include: Instruction from national experts on cutting edge ideas, policies, and practices from across the

country Involvement in an interactive and dynamic learning environment with individuals from across

the country who share a common interest in enhancing their reforms in this area


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Guidance on how to use the learning to develop an action plan (Capstone Project) to lead reform efforts in your organization, community, and profession

One-on-one technical assistance from national experts on the Capstone Project An Executive Certificate from Georgetown University Priority to attend future programs, symposia, and forums sponsored by the Center for Juvenile

Justice Reform Ongoing support from staff of the Center and other CJJR Fellows

CJJR also requests formal progress updates annually, for at least two years after submission of the Capstone Project, to track progress and offer assistance. Based on these updates, CJJR recognizes the individual or team who has made the most significant progress in improving outcomes for youth in their community with the Capstone of the Year Award. The recipient of this award can be any CJJR Fellow from any Program and any year. The winner of the award will receive a personalized plaque and be awarded free tuition and travel for one individual to attend a CJJR Certificate Program of their choosing. The winner of the award will be also be featured on our website and in the CJJR Fellows Network Newsletter (to which all Fellows are subscribed as part of the Fellows Network). First distributed in March 2012, the creation of this award marked the beginning of an annual CJJR practice to honor and recognize the success, innovation, and tremendous work of CJJR Fellows via their Capstone Projects. Visit our website for more information.

VII. Cost for Participation This program will be paid for through a contract CJJR will enter with the participating jurisdictions. The selected cluster of jurisdictions must identify a fiscal agent among them to enter one contract with CJJR. The total cost of the program is $160,000, and up to seven participating jurisdictional teams of up to eight individuals can join together to apply as a group (at a cost per jurisdiction of approximately $23,000 with seven participating teams). Funding sources could come from the local counties, a state agency, foundations interested in this interest area, or some combination thereof. This cost includes the five-day Certificate Program training for all participants, and the Capstone Year TA during which the teams will be provided two on-site cluster visits from CJJR staff and subject matter experts, as well as regular distance TA through phone, email and webinar consultation.

Travel, hotel, and incidental expenses are the responsibility of the participating jurisdictions. Breakfast and lunch are provided throughout the program. The Center for Juvenile Justice Reform will reserve a block of rooms at a reduced rate at a hotel in the location where the program will be held. Participants will, however, be responsible for hotel expenses and making their individual reservations.

VIII. Selection Criteria The School-Justice Partnerships and Diversion Pathways Certificate Program is designed for public and private sector leaders working in the education and juvenile justice fields, as well as with other relevant child-serving agencies and organizations. A total of seven multi-disciplinary teams from one state will be accepted for participation in the program. Individuals on the teams selected for the program will be current and future leaders who are responsible for, and capable of, leading change. Teams can be from the local or state level. Ideally, local teams will include school leaders, a juvenile or family court judge, juvenile justice leadership, and representatives from core partners such as law enforcement, child welfare agencies, and behavioral health agencies. The composition of a state level team, if one is


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http://cjjr.georgetown.edu/certificate-programs/capstone-projects/capstone-of-the-year-award/

included in the application, will vary based on the structure of the state but should be designed to help support the local teams in instituting changes in policy and practice.

Strongly recommended local team members include: Superintendents, principals, school district central office staff or other school leaders who work

on school discipline issues Juvenile or family court judge Law enforcement, including School Resource Officers

Recommended local team members include: School support personnel, including school-based social workers, psychologists, nurses, etc. Court administrator Juvenile justice director / chief juvenile probation officer Prosecutor and public defender Representatives from other child-serving agencies, such as child welfare, behavioral health, and

others Representatives from service providers (including community based behavioral health),

nonprofit agencies, and residential programs Representative from county/city councils Chief Justices Advocates and community stakeholders (including leaders of family/parent community groups)

The exact composition of the team depends on the goals of the team. Selection decisions will focus heavily on participants’ readiness for implementing reforms, assessed by asking applicants to summarize their role in past reform efforts, especially efforts that engaged leaders in other systems, and the relationships that exist between child-serving agencies. Applicants should identify the barriers they experienced in undertaking this work, and what efforts they have taken to overcome those barriers. We are looking for participants who are seeking to build on their successes or overcome challenges, thereby being in a position to most benefit from the instruction and technical assistance they will receive during the Certificate Program and as Fellows. The strength of team composition will also be considered within the context of the goals of the team.

Please note that although this program has been developed for NACo members, counties that join in a group application with NACo member(s) within a state do not need to be NACo members themselves; nor does the fiscal agent designated to contract with Georgetown University if the application is accepted.

While there are no minimum education or experience requirements to apply, the School-Justice Partnerships and Diversion Pathways Certificate Program is meant to benefit current and future leaders. Team members should include those with appropriate professional roles, who possess the requisite experience and expertise and an ability to move reform efforts forward upon completion of the Certificate Program.


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IX. Application Guidelines CJJR will hold an informational call on April 17, 2019 from 4-5 p.m. Eastern to describe the application process in detail. Please email [email protected] to register. The application process involves two steps:

Step 1: Identification of jurisdictions that will comprise the cluster of teams and completion of full state team essay responses. The application should be completed on behalf of the entire cluster, with input from leadership on each individual team.

Step 2: Once selected for final consideration, each team within the cluster will be asked to submit a secondary application and list all proposed team members.

Step 1: Essay Questions

Applicants should prepare one joint submission of the essay questions reflecting all jurisdictions included on your team. Each applicant should designate one jurisdiction to upload/submit the completed document on behalf of the entire group, but team leads from each jurisdiction should be identified in the application and consulted on its completion. Responses to the essay questions must be uploaded as a Word document. While the length of responses to each question may vary, essay questions as a whole should be equivalent to roughly 4-5 single-spaced pages.

In order to apply to the Certificate Program, a designated representative will be required to create a Submittable account to submit essay responses on behalf of the entire cluster of teams applying from the state. Each cluster of teams should submit just one set of essay responses. Once an application has been submitted, an email confirmation will be sent within 24 hours. If this is not received, please contact us at [email protected].

Step 1 of the application must be submitted by 11:59 p.m. (in the state’s local time zone) by Friday, May 24, 2019. Applications must be completed online at:

https://cjjr.submittable.com/submit/42b59ff6-f1ca-4a41-b44f-75be95b1c6a6/2019-school-justice-partnerships-and-diversion-pathways

1. Please list each jurisdiction/team that makes up your state’s group application (you may list up to seven teams, including, where applicable, both county and state level teams). Please also include the team lead/point person from each of the teams, and the proposed funding structure for your overall team.

2. What does your cluster of teams hope to achieve by participating in this Certificate Program? This response should reflect the goals of the entire cluster and be as specific as possible. When describing your goals, please provide any relevant data regarding the issues within each jurisdiction that you seek to address, as well as how you might collect and analyze data moving forward to assess whether you are achieving that goal.


Key Dates

Step 1 Deadline:May 24, 2019

Step 2 Deadline:June 28, 2019

Notification of acceptance:

July 2019

Certificate Program September 23-27, 2019

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mailto:[email protected]

mailto:[email protected]

3. Please describe any past and/or ongoing reform efforts aimed at addressing issues involving both education and juvenile justice that the jurisdictions comprising your application have undertaken. Note that there should be at least one example from the past two years.

4. Please discuss any previous and/or ongoing juvenile diversion or other reform efforts the jurisdictions included in your application have initiated or participated in that required partnerships with other systems (including law enforcement), community groups, families, or constituents.

5. What common barriers or challenges have you encountered when undertaking reforms to address issues involving both education and juvenile justice? In the past two years, what specific actions have been taken to address the barriers/challenges? Which specific actions were most effective in overcoming the challenges? What has been least successful and why?

6. Please comment on the ability of each jurisdiction included in your application to lead or influence the development and implementation of a reform initiative involving education and the juvenile justice and related systems. Please also take this opportunity to comment on any additional resources, if any, available to you in developing and implementing reforms.

7. Please address the state level support your team has for system improvement efforts that you hope to develop and implement.

X. About the PartnersCenter for Juvenile Justice Reform CJJR supports leadership development and advances a balanced, multi-system approach to reducing juvenile delinquency that promotes positive child and youth development, while also holding youth accountable. Housed in one of the most prestigious universities in the country at the Georgetown University McCourt School of Public Policy, the Center is in a unique position to provide strong and sustained national leadership in identifying and highlighting the research on policies and practices that work best to reduce delinquency and achieve better outcomes for this nation’s children. A particular focus of the Center’s work is youth known to both the child welfare and juvenile justice systems, or “crossover youth.” Shay Bilchik, one of the country’s most influential voices in the juvenile justice arena, works closely with Georgetown’s other policy centers and departments in leading the Center’s efforts.

In 2008 and 2009 the Center engaged in a yearlong Breakthrough Series Collaborative to test small-scale multi-system integration reforms in seven jurisdictions. The guiding principles and best practices identified and developed through staff, expert instructors, and the surveying of the juvenile justice and child welfare fields, have served as “drivers” in creating the curriculum for the various Certificate Programs the Center operates. CJJR also used this knowledge to develop the Crossover Youth Practice Model (CYPM) which describes the specific practices that need to be in place within a jurisdiction in order to reduce the number of youth who cross over between the child welfare and juvenile justice systems, the number of youth entering and reentering care, and the length of stay in out of home care. CJJR has worked with over 100 jurisdictions around the country to implement the CYPM.

In 2016, CJJR, in partnership with the Council of Juvenile Correctional Administrators, also developed the Youth in Custody Practice Model (YICPM), a comprehensive, research-based guide to best practices in serving youth in custody. As part of the YICPM initiative, CJJR and CJCA work with state and county juvenile correctional agencies and facilities over a period of 18 months to align their policies and practices with those set forth in the practice model. CJJR and CJCA partnered with four jurisdictions in the inaugural cohort of the 18-month initiative, and are currently working with an additional three


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jurisdictions to implement the YICPM. This effort complements and builds off of the work of the Youth in Custody Certificate Program.

Through a grant from the Public Welfare Foundation, the Center is also working to convene progressive juvenile justice leaders actively engaged in reform efforts in a Juvenile Justice Leadership Network to strengthen peer support and solidify lessons learned in the field. Additionally, with support from Casey Family Programs, the Center hosts a Public Information Officer Learning Collaborative for communication directors in the juvenile justice and child welfare fields to enhance messaging around reform efforts underway in their jurisdictions. Another key aspect of the Center’s work has been the Juvenile Justice System Improvement Project and Juvenile Justice Reform and Reinvestment Initiative--efforts designed to help states improve outcomes for juvenile offenders by better translating knowledge on "what works" into everyday practice and policy. For more on the Center’s work, visit http://cjjr.georgetown.edu/.

National Association of Counties (NACo)The National Association of Counties Research Foundation (NACoRF) is the National Association of Counties’ 501(c)(3) subsidiary that provides information, peer networking and education opportunities to help county elected and appointed leaders find innovative, effective and cost‐efficient solutions. NACoRF conducts research, facilitates peer learning, develops education and training events and serves as a convener among various levels of government and private‐sector leaders. NACo is the only national organization representing county government in the U.S. NACo assists America’s 3,069 counties—including the approximately 40,000 county elected and appointed officials and senior staff that serve counties—in pursuing excellence in public service to produce healthy, vibrant, safe and resilient communities.

American Institutes for Research (AIR)AIR is one of the world's leading organizations dedicated to its mission of conducting and applying the best behavioral and social science research to improve people’s lives, especially the disadvantaged. For AIR, making the world a better place is the goal that drives the organization. Founded in 1946 as a not-for-profit organization, AIR conducts its work with strict independence, objectivity, and non-partisanship, and has been at the forefront of innovation in the social and behavioral sciences for nearly 70 years. Today, the intellectual diversity of AIR’s 1,700 employees enables the organization to bring together experts from many fields in the search for innovative answers to any challenge.

Within AIR, the Policy Practices, and Systems Change (PP&SC) service area works with international, national, state, local government, and community-based agencies across education, health, and social services to build their capacity to reach outcomes that improve quality and sustain the implementation of innovations in policy and practice. Anchored in data, evidence-based practices, and application of research, we work on accomplishing strategic goals, assessing readiness for change, improving systems, translating research, and spreading innovation. AIR’s approach to capacity building is based on wielding a range of technical assistance services to develop people, organizations, and broader systems to improve outcomes.

AIR is a national leader in assisting states and localities in some of the most pressing justice and education reform efforts. AIR’s National Technical Assistance Center for the Education of Neglected and Delinquent Children and Youth (NDTAC) provides training and technical assistance (TTA) for the provision of education, transition, and related services and supports to youth involved or at risk of involvement with the juvenile justice and child welfare systems—ensuring opportunities comparable to


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those of youth who are not system-involved to foster success for all students. AIR also operates the Supportive School Discipline Communities of Practice (SSDCOP), which brings together a network of education and justice leaders with diverse skills and experiences within and across states to (1) share experiences, (2) get information and tools, (3) learn with and from each other, and (4) contribute to their jurisdiction’s effort to eliminate the school to prison pipeline and promote graduation. In particular, SSDCoP is facilitating regional convenings of community teams on rethinking discipline. Additionally, AIR houses the National Center on Safe Supportive Learning Environments (NCSSLE), which provides TTA to improve schools' conditions for learning through measurement and program implementation, so that all students have the opportunity to realize academic success in safe and supportive environments.

National Center for Youth Opportunity and Justice (NCYOJ) Established in 2001, (previously known as the National Center for Mental Health and Juvenile Justice), the NCYOJ assists the field in developing improved policies and programs for vulnerable youth with who are in contact with, or at-risk of contact with, the juvenile justice system. The organization has positioned itself as the nationally recognized source for training, technical assistance, and information on behavioral health, trauma, and juvenile justice reform. Over the last five years alone, the NCYOJ has provided training, technical assistance and strategic planning/policy development support to successfully bring about sustainable juvenile justice reform in 34 states and 12 tribal communities.

NCYOJ’s training and technical assistance has directly supported the development of front-end diversion strategies, including one model that is rated promising practices (“Front-End Diversion Initiative”) and another model with a developing research base to demonstrate its effectiveness at disrupting school-justice pathways (“School Responder Model”); increased knowledge and skills for better responding to youth with mental health, substance use, and trauma-related conditions through various training initiatives such as Mental Health Training for Juvenile Justice and Adolescent Mental Health Training for School Resource Officers and Educators; state and tribe level policy changes that increase collaboration across child-serving systems to improve responses to youth with behavioral health and trauma-related conditions in contact with the juvenile justice system; and, the development of numerous resources to support widespread dissemination of lessons learned from these initiatives and to guide adoption of key learnings, practices, and policies in jurisdictions all across the country.

The School Responder Model (SRM) work of the NCYOJ focuses on supporting states and localities in operationalizing four key components to system change that enhance identification of students with mental health needs and structure connection of those students to needed community-based supports. With sites active in seven states, SRM efforts have functioned to address disparities in the use of exclusionary school discipline and law enforcement referral for students with disabilities by increasing student access to needed behavioral health supports.


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Georgetown University - Youth in Custody …€¦ · Web view3 School-Justice Partnerships and...

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