Reducing Racial and Ethnic Disparities in Juvenile Justice...

Formoreinformation,visithttp://[email protected].

ReducingRacialandEthnicDisparitiesinJuvenileJusticeCertificateProgram2016ApplicationPacket

2016ReducingRacialandEthnicDisparitiesinJuvenileJusticeApplicationPacket 2

TABLEOFCONTENTSI.Introduction........................................................................................................................3

II.Curriculum..........................................................................................................................4

III.CapstoneProject...............................................................................................................7

IV.FellowsNetworkandOtherBenefitsoftheProgram.........................................................8

V.DateandLocationoftheProgram......................................................................................9

VI.SelectionCriteria...............................................................................................................9

VII.ApplicationGuidelines....................................................................................................10

VIII.TuitionandSubsidy.......................................................................................................11

IX.Application......................................................................................................................12

X.AboutthePartners...........................................................................................................13


I.INTRODUCTIONChildren of color are overrepresented in the juvenilejusticesystemintheUnitedStates.Theyaremorelikelyto be arrested, charged, and incarcerated than theirwhite counterparts, even for the same behaviors.Involvement in the juvenile justice system hasnumerous negative consequences for young people,includingeducationaldisruptions,reducedemploymentrates, and increased likelihood of criminal justiceinvolvementasanadult.Disparatetreatmentforyouthof color in the juvenile justice system can lead todisparities in other arenas, and contribute to anintergenerational cycle of justice system involvementandotherpooroutcomesforpeopleofcolor.The Reducing Racial and Ethnic Disparities in JuvenileJustice Certificate Program is an intensive trainingdesignedtosupportlocaljurisdictionsintheireffortstoreduce racial and ethnic disparities in their juvenilejusticesystems.Theprogramisoperated jointlybytheGeorgetown Center for Juvenile Justice Reform (CJJR)andtheCenterforChildren’sLawandPolicy(CCLP).The threeprimarygoalsof theCertificateProgramaretohelpjurisdictionsreduce:

1. Overrepresentation of youth of color in thejuvenilejusticesystem;

2. Disparate treatment of youth of color ascompared to white youth within the juvenilejusticesystem;and

3. Unnecessary entry andmovement deeper intothejuvenilejusticesystemforyouthofcolor.

While the programwill primarily address disparities inthejuvenilejusticesystem,itwillalsoincludeafocusonthe relationship between disproportionality in thejuvenilejusticesystemanddisparatetreatmentinotherchild-serving systems, including child welfare andeducation.After completing the program, participants will be responsible for the development of a CapstoneProject – a set of actions each participant will design and undertake within their organization orcommunity to initiate or continue collaborative efforts to reduce racial and ethnic disparities in thejuvenile justice system. After the Capstone Project is developed and approved by GeorgetownUniversity, participants receive an Executive Certificate from the university and are offered technical

“Withunanimousagreement,ourteamfromGainesville,Floridawassoimpressedwiththe

depthandbreadthoftheREDcertificateprogram.We’vebeenworkingonDMC/REDissuesforthepastcoupleofyearsbutneverimaginedthatwewouldlearnsomuchfromtheteamatGeorgetown.Werecognizethatlivesareatstake,familiesareatstakeandourcommunitiesareatstakeifwedonotaddressthisissuewithgreatsobriety,equippedwiththemostcomprehensive

knowledgeandtoolstoshifttheparadigm,perceptionsandbiasthatimpactsouryouthofcolordisproportionately.Ifyouandyourcommunityaretrulycommittedtoaddressingthisissueyouwouldbegreatlybuoyedbythe

expertiseofthistraining.”

JeffreyWeisberg(ExecutiveDirector,RiverPhoenixCenterforPeacebuilding)

PaulPardue(SchoolResourcesBureau14Sergeant,AlachuaCountySheriff’sOffice)

WilliamHalvosa(DMCCoordinator,GainesvillePoliceDepartment)

ShawntaWalker(JuvenileProbationOfficer,FloridaDepartmentofJuvenileJustice)

DonaldReed(ESESupervisor,AlachuaCountyPublicSchoolSystem)

CherylTwombly(CommunityDevelopmentAdministrator,Circuits3&8,FloridaDepartment

ofChildrenandFamilies)

AlachuaCounty,FloridaTeam,Classof2015


assistance from instructors to aid in the implementation of their project. Additionally, alumni of theCertificateProgrambecomepartoftheCJJRFellowsNetwork.

II.CURRICULUMThecurriculumhelpsjurisdictionsidentifythemostpromisingareasforreformatkeydecisionpointsinthejuvenilejusticesystem.Theprogramprovidesinformationaboutspecificstrategiestoaddressracialandethnicdisparitiesatthosedecisionpointsthroughaseriesofmodules,allofwhichdiscusswaystoovercomepotentialchallengesassociatedwiththeimplementationofstrategies.Participantswillhavean opportunity to consider these topicswithin the context of their local systems. Instructors provideguidance throughout the training to make connections between each participant’s needs and bestpracticesfromthefield.ModulesincludeelementsthathelpparticipantsapplylessonsfromtheCertificateProgramtotheirreformefforts:

• Delving into Data: These discussions helpparticipants understand the data that arenecessary to diagnose and analyze racialand ethnic disparities at different decisionpoints, challenges with availability andinterpretation of data, and ways toovercomedatachallengesatthosedecisionpoints. Exercises build the capacity ofparticipantstogatherandusedata.Whereappropriate,instructorswilldrawupondatasubmittedbyparticipantstoillustratetheseaspectsofthework.

• Objective Decision Making: Curriculumtopics include an emphasis on thedevelopment and implementation ofobjective tools and criteria that supportreductionofracialandethnicdisparitiesatkeydecisionpointsinthejuvenilejusticesystem.

• CulturalResponsivenessandValuingFamilies:Providingculturallyandlinguisticallycompetent

programmingandincorporatingfamilies’voicesenhancestheeffectivenessofeffortstoreduceracialandethnicdisparities.Thesevaluesareincorporatedacrossthemodulesbydiscussingtheorganizational, policy, and practice transformations that are often needed to better engagefamiliesandtoensurethatprogramsaretailoredtotheyouthandfamiliestheyserve.

• CollaborationandEngagement:Throughouttheprogram,discussionswillexplorecollaborationbetweenjuvenilejusticeandotherchild-servingagencies,suchaschildwelfareandeducation,to reduce racial and ethnic disparities at a particular decision point. Exercises reinforce theimportance of engaging a variety of constituencies, as well as staff within juvenile justiceagencies, when implementing reforms. Messaging strategies for both internal (agency) andexternal(community)audiencesareincorporatedindiscussionsandexercises.

“Whatanintensive,enrichingweeklongexperience.AttimesIfeltoverwhelmed,butina

positiveway.Somuchtolearn,somuchopportunityforimprovementinthelivesofyouth

inmycommunity.Ileftfeelinganawesomeburden,butwithsomanyideasandresourcestobeginthejourneyandenlistmentofotherson

thisjourney,includingmyREDfamily.”

MalrieShelton(ProjectDirector,DefendingChildhoodInitiative–NetworkforOvercomingViolenceand

Abuse(DCI-NOVA),Memphis,Tennessee)

ShelbyCounty,TennesseeTeam,Classof2014


• Identifying andUsingResources:Themodules includediscussionsandexercises that increase

participants’capacitiestoidentifyneededresourcesandmosteffectivelyusetheresourcestheyhave.

• ProgramPlanningandImplementation:AcriticalpartoftheCertificateProgramisanemphasis

on planning and implementation of program or policy reforms via the Capstone Project. Theprogram dedicates time to helping participants develop their plans of action and addressimplementationchallengestheyforesee.

In addition, most modules include a case study exercise. Instructors engage participants in aninteractive,problem-solvinghypothetical(basedonreallifescenarios)thathighlightsandreinforcesthethemesateachdecisionpoint.Casestudyexercisesaredesignedtoassist theparticipants inapplyingthelearningfromtheprogramtothecircumstancesoftheirownjurisdictions.Theprogramwillconsistofthefollowingmodules:

Overview:History,Definitions,KeyValuesandStrategies,ResearchThisintroductionframesthediscussionaboutracialandethnicdisparitiesinthejuvenilejusticesystem. This module ensures that participants understand key concepts and values, andfoundational elements that are necessary to begin planning for reforms. The foundationalelements include collection and analysis of data, family engagement, cultural competence,implicitbias,andcross-systemsissues.ReducingDisparitiesattheArrest,ReferralandDiversionDecisionPointsFactors that contribute to disparities at arrest, referral to the juvenile justice system, andchargingarethefocusofthismodule.Participantswilldiscussthemechanismsthatcontributeto disparities in arrest, how school discipline and child welfare practices can feed youthinvolvementinjuvenilecourt,particularlyforyouthofcolor,andoptionsforhandlingstatusandother low-level offenders without unnecessary involvement in the juvenile justice system.Participantswillalsolearnaboutjurisdictionsthathavesuccessfullyimplementedreformsatthefrontendofthejuvenilejusticesystem.ReducingDisparitiesattheDetentionDecisionPointThis module discusses factors related to the unnecessary and inappropriate use of securedetentionforyouthofcolor.Learningwillfocusonfactorsthatcontributetodisparitiesatthedetention decision point, including special factors that contribute to disparities for crossoveryouth. Participants will also learn how to employ objective and risk-based detention criteria,utilizescreeninginstrumentseffectively,anddeveloporenhancecommunity-basedalternativesto secure detention. Discussion will include examples of effective interventions to reducedisparitiesaswellasstrategiesforculturalcompetenceandlinguisticresponsiveness.ReducingDisparitiesattheDispositionDecisionPointThismoduleexaminesdecision-makingatthedispositiondecisionpointwithanemphasisonitsimpact on youth of color. Participants will learn about best practices in creating effectivedispositionorders,includingtheuseofstructureddecision-makingtools,andhowtoavoidandhandle violations of probation andother court orders.Discussionswill include key policy andpracticereformssuchasgraduatedincentivesandsanctionsforyouthsupervisedincommunity


settings. This module will also present case management strategies at disposition, with aparticularfocusonimplicationsforcrossoveryouth.ReducingDisparitiesatthePost-DispositionandRe-entryDecisionPointsThismoduleexploresfactorscontributingtodisproportionalityanddisparitiesatthepost-dispositionandre-entrydecisionpointsinthejuvenilejusticesystem,includingplacementexperiencesandoutcomes,re-entrydecision-making,re-entryplanning,andprogramming.Participantswillalsoexploreeffortstousedatatoassessdisparitiesinplacement,aswellasassignment,classification,andlengthofstay,inadditiontopromisingre-entryreformsandtheidentificationofdisparitiesregardingLGBTQIyouth.LeadershipandMessagingforCultureChangeIn addition to understanding best practices, it is essential to pair this knowledgewith strongleadership and messaging to advance and embed reforms effectively. This module discussesleadershipandmessagingstrategiesthatcanchangethecultureofsystemsandsustainreformefforts.

ExperiencedPractitionerPanelThispanelfeaturesexperiencedpractitionerswhohavemadeprogressinaddressingracialandethnicdisparitiesintheircommunities.Theseexceptionalleaderswilldiscusstheirexperiencesundertakingreformefforts,andwill respondtoquestionsandconcerns thatparticipantshaveabouttheirabilitytoovercomechallengesintheirownjurisdictions.

InstructorsfortheCertificatePrograminclude:• KaitlinBanner,StaffAttorney,AdvancementProject• KevinBethel,SeniorPolicyAdvisorandStoneleighFoundationFellow,JuvenileJusticeResearch

ReformLab,DepartmentofPsychology,DrexelUniversity• ShayBilchik,DirectorandResearchProfessor,CenterforJuvenileJusticeReform• TianaDavis,PolicyDirectorforEquityandJustice,CenterforChildren’sLawandPolicy• KristinHenning,ProfessorofLaw,GeorgetownLaw• RoxanaMatiela,DirectorofAlternativestoIncarceration,CenterforChildren'sLawandPolicy• MarkSchindler,ExecutiveDirector,JusticePolicyInstitute• MyrindaSchweitzerSmith,DeputyDirector,UniversityofCincinnatiCorrectionsInstitute• MarkSoler,ExecutiveDirector,CenterforChildren’sLawandPolicy• JasonSzanyi,DirectorofInstitutionalReform,CenterforChildren’sLawandPolicy• MarkWhite,DeputyCommissioner,OfficeofJuvenileJustice,NewYorkStateDivisionofCriminal

JusticeServicesPriortoattendingtheprogram,participantswillcompletepreworkreadingsandassignmentstoensurethat all participants have a foundational understanding of the issues. Participants will collect datarelated to racialandethnicdisparitiesaspartof thepreworkprocess.Participantswillbe required tosubmitthedataatleastsixweekspriortotheprogramandtoparticipateinapre-programconferencecallwiththe instructors.Availabilityof thesedatawillhelpeachparticipantorteamtailor its focustothemostpromisingareasforreform.Wherepossible,instructorswillincorporatethedataintothedatadiscussions in individual modules of the curriculum and exercises. Instructors will meet with eachparticipant or team during the program to review the data, discuss local systems operations andcapacities,andhelprefineplansfortheirCapstoneProjects.


III.CAPSTONEPROJECT ParticipantsintheprogramdevelopandimplementaCapstoneProjectduringthetwelve-monthperiodfollowing thecompletionof theirCertificateProgramsession.TheCapstoneProject isa setofactionseach participant or team will design and undertake within his or her organization or community toinitiate or continue efforts to reduce racial and ethnic disparities by applying their learning from theCertificateProgram.CJJRmustapprovetheprojectforsuccessfulcompletionoftheCertificateProgramandacceptanceintotheFellowsNetwork.

ExampleCapstoneProjectscouldinclude:• Implementation of an objective decision-making tool, such as a detention risk assessment

instrument;• Developmentorenhancementofalternativestodetention;• Conducting an analysis of the intersection of family involvement and racial and ethnic

disparities,andimplementingastrategytoincreasefamilyinvolvementataparticulardecisionpointinthejuvenilejusticeprocess;

• Focusingonreductionofonetargetpopulationataparticulardecisionpoint,suchasdetentionofyouthchargedwithtechnicalviolationsofprobation.

TheCapstoneProject canbedesignedasa large, systemic change initiative,or asadiscreteeffort toreducedisparitiesataparticulardecisionpoint.

Aonetotwo-pagesummaryoftheCapstoneProjectwillbedueapproximatelyonemonthaftertheendoftheCertificateProgram.ThefinalCapstoneProjectproposal(approximately10-12pages)willbedueapproximatelytwomonthsaftertheendoftheCertificateProgram.CJJRwillprovidetimeforCapstonedevelopmentduringthesessioninWashington,DC.UponcompletionoftheCertificateProgram,eachindividualisallocatedfivehoursoftechnicalassistancefrominstructorswhohaveexpertiseinthearearelevanttotheproject.Thistechnicalassistanceisdonethroughemails,conferencecalls,andwebinars,andisinadditiontosupportfromtheCJJRstaff.

“WehadthepleasureofparticipatingintheReducingRacialandEthnicDisparitiesCertificateProgramatGeorgetownUniversityinAugust2015.Thereweresomanyinformativesessionsthroughouttheweekandthepresenterswereveryknowledgeableandengaging.ThematerialsprovidedandtheinformationsharedareessentialtotheoutcomethatwearestrivingtowardshereinJeffersonCounty.Weareveryexcitedaboutlayingthefoundationinanefforttoeffectsubstantialpositiveimprovementregardingthedisparatetreatmentthathasplaguedoursocietyforyears.Overall,wethoughttheprogramservedasa

welldrawn-outroadmapwithintricatedetailsthatwillhelpusavoidpitfalls,landminesandotherdistractionsalongtheway.”

DavellaMalone(JuvenileProbationOfficer/EducationLiaison,JeffersonCountyFamilyCourt)

VanessaJones(DirectorofIntakeandPrograms,JeffersonCountyFamilyCourt)AngelaHarris(SupervisorofStudentServices,JeffersonCountyBoardofEducation)

JeffersonCounty,AlabamaTeam,Classof2015


CJJRrequestsformalprogressupdatestwiceperyearaftersubmissionoftheCapstoneProjectinordertotrackprogressandofferassistance.Basedontheseupdates,CJJRrecognizesthe individualorteamwith the most significant progress in improving outcomes for youth in their jurisdiction with theCapstoneof the YearAward. The recipient of this award canbe anyCJJR Fellow fromanyCertificatePrograminanyyear.Thewinneroftheawardreceivesapersonalizedplaqueandfreetuitionandtravelforone individualtoattendaCJJRCertificateProgramofhisorherchoosing.Theawardrecipientwillalsobe featuredon theCJJRwebsiteand in theCJJRFellowsNetworkNewsletter. Firstdistributed inMarch 2012, this awardmarks the beginning of an annual CJJR practice to honor and recognize thesuccess, innovation, and tremendouswork of CJJR Fellows via their Capstone Projects. Visit the CJJRwebsiteformoreinformation.

IV.FELLOWSNETWORKANDOTHERBENEFITSOFTHEPROGRAMOnce a participant has completed the Certificate Program and successfully developed a CapstoneProject,heorshebecomesamemberoftheFellowsNetwork.TheFellowsNetworkiscomprisedofthealumniofCJJR’sCertificatePrograms.Since2008,CJJRhasheldovertwenty-fiveCertificateProgramsandwelcomedmorethan700 individuals intotheNetwork.TheFellowsNetworksupportsthedevelopmentofcurrentandfutureleadersworkingtoimprovetreatmentof youth in the juvenile justice system and other systems of care such as child welfare, education,mental health, law enforcement, andmore. National experts,members of the Fellows Network, andCJJRstaffprovideassistancetoNetworkmembers.Fellows Network participants stay connected through online tools so they can share knowledge andexpertise, discuss reform agendas, and identify resources. The Fellows also participate in exclusivewebinarsthataddresstopicsmostrelevanttotheirwork,andhaveaccesstoaFellowsNetworkWebsitethat provides information on past and present Capstone Projects as well as other resources to helpjurisdictionsmovethereformeffortsforward.


BenefitsofparticipatingintheprogramandbeingintheCJJRFellowsNetworkinclude:

• Instructionfromnationalexpertsoncutting-edgeideas,policies,andpracticesfromacrossthecountry;

• Involvement in an interactive anddynamic learning environmentwith individuals fromacrossthecountrywhoshareacommoninterestinenhancingtheirreformsinthisarea;

• Guidanceonhowtousethelearningtodevelopanactionplan(CapstoneProject)toleadeffortsaroundreforminyourorganization,community,andprofession;

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

JusticeReform;and• OngoingsupportfromstaffoftheCenterandotherCJJRFellows.

V.DATEANDLOCATIONOFTHEPROGRAMThe Certificate Program will be held Monday, October 24 through Friday, October 28, 2016. TheprogramtakesplaceattheGeorgetownUniversityHotelandConferenceCenterinWashington,DC.Allparticipantsareexpectedtoarriveintimeforthemandatoryopeningbreakfastat8:30amonOctober24,andarerequiredtoattendtheCertificateProgramthroughits lastsessiononOctober28.Thelastsessionwillendat3:00pm.

VI.SELECTIONCRITERIAThisprogramisdesignedforleadersworkinginjuvenilejusticewhoarepositionedtoaffectmeaningfulchange to reduce racial andethnic disparities.While individualswill be considered, applications fromteamswillreceivegreaterconsiderationandfirstpriorityintheselectionprocess.Interestedapplicantsare strongly encouraged to apply as a team to increase their ability to implement reforms uponcompletionoftheCertificateProgram.

While individualsarepermittedtoattend, interestedapplicantsarestronglyencouragedtoapplyasateamofuptoeightparticipants to increasetheirability to implementreformuponcompletionof theCertificate Program.When building a team,members should include leaders working in the juvenile

“Absolutelyoneof,ifnotthebest,trainingthatdealswithdisparityinthejuvenilejusticesystem.Iwasliterallyamazedathowwellthematerialwaspresented.Theinstructorswere

extremelyknowledgeablefromtheirlifeexperiences.OurteamhascontinuedtoforgeforwardwithCapstoneProjectsandwearemakingincredibleprogress.I’mpleasedtobea

partoftheGeorgetowntrainingandpredictthiseffortwillcontinuelongterm.Itfinallyseemslikeaprogramisruninawaythatencompassesmanydisciplinesandgivestheteamgoalsthat

areobtainabletomakechangeshortandlongterm.”

KevinBailey(Detective,IowaCityPoliceDepartment,IowaCity,Iowa)

Classof2013


justice field, as well as representatives from related child-serving agencies. Recommended teammembersinclude:

• The senior juvenile justice administrator in the jurisdiction (this could be the chief juvenileprobationofficer,theregionaldirectorofjuvenilejustice,orotherindividualswithresponsibilitytooverseetheprovisionofjuvenilejusticeservicesandsupervision);

• Ajuvenilecourtjudgeormaster;and• Theindividualwhowillberesponsibleforcoordinatinglocaleffortstoreduceracialandethnic

disparitiesinthejuvenilejusticesystem.Potential teammembersmay includeother leadersanddecision-makers inthe juvenile justicesystem(e.g. district attorneys, public defenders, lawenforcement, court personnel, and state advisory groupmembers),mentalhealthsystemrepresentatives,communitymembers,familymembersofyouthinthesystem,andadvocates. Jurisdictions shouldalso consider includingadataanalyst in their teams.CJJRencouragesteamstoincludeaseniorchildwelfareleader,aswellasaseniorschooladministratorwhenpossible. Teams should be comprised primarily of local (county or parish) representatives. However,teamsmayalsoincludeoneortwostate-levelrepresentativestosupportthespreadoflocalreformstootherjurisdictionsinthestate.The strongest applicants will have a demonstrated commitment to reducing disparities, teamscomprisedofkeysystempractitionersandpolicymakers,acapacitytocollectandanalyzedata,andaninterestincommunityandfamilyinvolvementinreformefforts.Thoseselectedforparticipationintheprogramshouldalsodemonstratetheirunderstandingofthechallengesthathavehinderedtheireffortstodate,andacommitmenttoovercomingthosechallenges.Thebestapplicantswillhaveaholisticviewofhowtoaddressracialandethnicdisparities.Duringtheprogram,participantswillbeencouragedtonarrowtheirCapstoneProjectstofocusonareasinwhichtheycanhavethemostimpact.BecausetheCertificateProgramisdesignedtobenefitcurrentandfutureleaders,CJJRwillchooseonlythoseapplicantsfromappropriateprofessionalroles,possessingtheneededexperienceandexpertise.Apreferencewill be given to thosewith the ability and position tomove reform efforts forward uponcompletionoftheCertificateProgram.Therearenominimumeducationorexperiencerequirements.Note that individuals who have participated in CJJR’s other Certificate Programs would benefit fromattendingthisprogramtoexploreracialandethnic issues in juvenile justicemoredeeplyanddevelopreformefforts specific to thisarea.Thisprogram isNOTacceptingapplications fromstudentswhodonotalsoholdaprofessionalroleinachildservingorganization.

VII.APPLICATIONGUIDELINESSubmitapplicationsby11:59p.m. (in theapplicant’s local timezone)byFriday, July 22, 2016. Applications must be completed online at: http://cjjr.georgetown.edu/certificate-programs/application-form/

EveryapplicantmustcompletePartI(ContactInformation,Biography,andPersonalStatement)andPartIII(DemographicInformation).ThosesubmittingessayresponsesonbehalfoftheirteamorapplyingasanindividualshouldcompletePartIIoftheapplication.

KeyDates

Friday,July22,2016at11:59pm

(inapplicant’stimezone)Applicationdeadline

August2016

Notificationofacceptance

Monday,October24,2016CertificateProgramBegins


[email protected].

VIII.TUITIONANDSUBSIDYThetuitionforthisprogramis$3,000perapplicant.Tuitiondoesnotincludetravel,hotel,andincidentalexpenses,whicharetheresponsibilityoftheparticipant.TuitionSubsidies:Theonlineapplicationincludesanopportunitytosubmitastatementoffinancialneed.ThetuitionfortheCertificateProgramis$3,000.Thisdoesnotincludeanyadditionalcostsforairfare,hotelaccommodations,andincidentalexpenses.BreakfastandlunchwillbeprovidedeachdayoftheCertificateProgram.TherearealimitednumberofCJJRsubsidiesofupto$1,500tosupporttheparticipationofindividualsand teamswithdemonstratedneed.Therewill alsobe subsidiesavailable from theOfficeof JuvenileJusticeandDelinquencyPrevention’sCenterforCoordinatedAssistancetoStatesforteamsthatshowaheightened readiness to utilize the curriculum to undertake changes in their local community.Heightenedreadinesswillbeassessedbasedonthefollowingfactors:

• Understandingoftheissues:Athoughtfulunderstandingofissues,suchasspecificpoliciesandpracticesthatremaintobeaddressedinthejuvenilejusticesysteminyourjurisdiction.

• Leadership:Adescriptionofcontributionsteammembershavemadeorareabletomaketoreformefforts,andtoadvocatingforthisissuetobecomeapriority.

• Capacitytousedatainordertosupportandmeasuretheimpactofreformefforts:Specificreferencestodatadescribingtheissuesidentifiedinyourjurisdiction.

• Familyengagement:Thehistoryof,and/orstrategytopursue,effortstoeffectivelyengagefamiliesinordertobetterservetheyouthinyourjurisdiction.

• Efficacy:Adetaileddescriptionofchallengesorbarriersencounteredinpreviousreformefforts,andanunderstandingofsuccessfulandunsuccessfulstrategiestoeliminatebarriers.

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

• Availableresources:Ananalysisoftheavailableresourceswithinyourjurisdiction,aswellascapacityandstrategytoobtainresourcestoimplementthereformeffort.

Toapplyforasubsidy,submitastatementoffinancialneedwithyourindividualonlineapplication.Thestatementoffinancialneedshouldbeoneparagraphthatdetailsyourcircumstancesandneeds,indicatingthespecificamountyouarerequesting.Pleaseindicateifyouragency/organizationisunableorunwillingtoprovidefundsforyourattendanceatthisprogramandanyattemptsyouhavemadetoidentifylocalfoundationsthatcouldsupportyourparticipation.CJJRwillnotconductanyseparatereviewofyourfinancialneed,soweencourageyoutoexerciserestraintinapplyingfortheselimiteddollars,helpingtoensurethattheyareallocatedtothosewiththegreatestneed.OtherFinancialAssistance:Asmanyorganizationsarefacingbudgetconstraints,westronglyurgeparticipantstoseekotherformsof financial assistance beyond that provided through Georgetown University or the applicant’s ownagency. For example, local, state, and regional level foundations are often supportive of this type of


training activity andmay be able to provide grants to cover the portion of the tuition forwhich theparticipantisresponsible,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 educatorsandcoordinators in leadership rolesworkingwithneglect,delinquent,orat riskprograms.CJJRurgeseducationprofessionalstocontacttheirNeglectedandDelinquentStateCoordinatorsorTitleIDirectorstorequestapprovalfortheuseofTitleIfundstosupporttheirparticipationinthisprogram.TitleIV-EoftheChildAbuseandPreventionTreatmentActmayalsosupportthistypeoftrainingactivityfor eligible candidates, aswill fundsavailable to states and localities through the Juvenile Justice andDelinquencyPreventionAct.Applicantsareencouragedtoseekthistypeofsupportthroughtheirstate’sadministeringagencyorStateAdvisoryGroup(SAG).Applicants accepted for participation will receive additional information regarding how to makepayment.Breakfastandlunchwillbeprovidedeachdayoftheprogram.Inordertomakethebookingofhotelroomsaseasyaspossible,CJJRwillreserveablockofroomsatareducedrateattheprogramsite.However, participants are responsible for hotel expenses and making their reservations. Moreinformationisprovideduponacceptancetotheprogram.

IX.APPLICATIONPARTI:ContactInformation,ProfessionalBiography,andPersonalStatementRequiredofALLapplicants.Responsesmustbesubmittedonlineat:

http://cjjr.georgetown.edu/certificate-programs/application-form/

PARTII:EssayQuestions

RequiredofthosewhoareapplyingasanindividualANDthosewhoareapplyingaspartofateamandhavebeendesignatedtocompletetheEssayportionoftheapplicationonbehalfofthegroup.

Responsestotheessayquestions(PartII)mustbesubmittedviatheuploadoptionontheonlineapplication(followingPartI).Whilethelengthofyourresponsestoeachquestionmayvary,youressayquestionsasawholeshouldbeequivalenttoroughly3-4single-spacedpages.Teamsshouldprepareonejointsubmissionoftheessayquestions,anddesignateoneteammembertoupload/submitthecompleteddocument.

1) Describetheracialandethnicdisparitiesinyourjuvenilejusticesystem.Includedisproportionaterepresentation,disparatetreatment,andtheunderlyingfactorsthatcontributetotheseproblems.

2) Providebaselinedata,usingreadilyavailabledatasources,todescribecurrentracialandethnic

disparitiesinyourjurisdiction.Ataminimum,pleaseshareyourrequiredOJJDPRelativeRateIndex(RRI)data.Feelfreetoincludelinkstoanyreportsthatmaybeavailableonline.


3) Describeeffortsinyourjurisdictiontoaddressracialandethnicdisparities.Besuretoincludepastefforts,challengestoreform,effortstoaddressthesechallenges,andwhicheffortshavebeenmostandleastsuccessful.

4) Whatareyourgoalsforparticipatinginthisprogram?Howdoyouexpecttousethelearningfrom

theprograminyourjurisdiction?(Forteams,pleasecommentonyourteam’sgoals.)5) Describetheroleoffamiliesandcommunitypartnersinyourjurisdictioninracialandethnic

disparityefforts,includingleadership,representationoncommittees,andthekeyrelationshipsinvolvedintheseefforts.

6) Forteamsonly:Howdoesthecompositionofyourteamrelatetoyourjurisdiction’sgoalsforparticipatingintheprogram?Inthisresponse,pleaseincludeadescriptionofyourteam’sprevioushistoryofworkingwithsystempartnerstoaddresstheseissues.

7) Forindividualapplicantsonly:Whatfactorsinfluencedyourdecisiontoapplytothisprogramasanindividual?HowdoyouanticipatethatyouwillbeabletoleverageyourindividuallearningfromthisprogramintothesuccessfuldevelopmentandimplementationofacollaborativeCapstoneProject?

X.ABOUTTHEPARTNERSCenterforJuvenileJusticeReform(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,theCenterisinauniquepositiontoprovidestrongandsustainednationalleadershipinidentifyingandhighlightingtheresearchon 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.


ThroughagrantfromthePublicWelfareFoundation(PWF),theCenterisalsoworkingtoconveneprogressivejuvenilejusticeleadersactivelyengagedinreformeffortsinaJuvenileJusticeLeadershipNetworktostrengthenpeersupportandsolidifylessonslearnedinthefield.Additionally,withthesupportofPWFandCaseyFamilyPrograms,theCenterhostsaPublicInformationOfficerLearningCollaborativeforcommunicationdirectorsinthejuvenilejusticeandchildwelfarefieldstoenhancemessagingaroundreformeffortsunderwayintheirjurisdictions.AnotherkeyaspectoftheCenter’sworkistheJuvenileJusticeSystemImprovementProjectandJuvenileJusticeReformandReinvestmentInitiative–effortsdesignedtohelpstatesimproveoutcomesforjuvenileoffendersbybettertranslatingknowledgeon"whatworks"intoeverydaypracticeandpolicy.FormoreontheCenter’swork,visithttp://cjjr.georgetown.edu.

CenterforChildren’sLawandPolicy(CCLP)CCLPisapublicinterestlawandpolicyorganizationfocusedonreformofjuvenilejusticeandothersystemsthataffecttroubledandat-riskchildren,andprotectionoftherightsofchildreninthosesystems.CCLPstaffworktoeliminateracialandethnicdisparitiesinthejuvenilejusticesystem,reduceunnecessaryincarcerationofyouthwithoutjeopardizingpublicsafety,andimproveconditionsofconfinementforyouthinstateandlocalfacilities.CCLP’sprojectsencompassarangeofactivitiesincludingtechnicalassistance,training,research,developmentandimplementationofstandards,writing,publiceducation,mediaadvocacy,andadministrativeandlegislativeadvocacy.Since its founding, CCLP has helped counties, parishes, and states across the country create moreequitableandeffective juvenile justice systems.From2006 to2011,CCLP staff coordinatedefforts toreduceracialandethnicdisparitiesin17jurisdictionsineightstatesaspartoftheJohnD.andCatherineT.MacArthurFoundation’sModels forChange InitiativeandDisproportionateMinorityContactActionNetwork.Inthisrole,CCLPstaffofferedguidanceonpromotingsystemschange,learningopportunitiesforjuvenilejusticeofficials,andpracticalsolutionstotheoverrepresentationanddisparatetreatmentofyouthofcolor.Jurisdictionsreliedheavilyondatatoidentifyproblems,developsolutions,andmonitorthe effectiveness of interventions.As a result of these reformefforts,many jurisdictions experiencedsignificant,measurablereductionsinracialandethnicdisparitiesintheirjuvenilejusticesystems.CCLPiscurrentlyreplicatingthesestrategiesinConnecticutwithsupportfromtheTowFoundation,andin jurisdictions in Colorado and Floridawith support from theMacArthur Foundation and the federalOffice of Juvenile Justice and Delinquency Prevention. CCLP staff regularly present information onsuccessfulapproachestoreduceracialdisparitiesatlocal,state,andnationaleventsandconferences,inaddition to training judges, probationdepartments, serviceproviders, andother groups. FormoreonCCLP’swork,visitwww.cclp.org.

Reducing Racial and Ethnic Disparities in Juvenile Justice...

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