2. Operation Safe Passage Mission Statement Mission Statement Scope of the Problem Scope of the Problem Policy Implications for Schools/Enabling legislation Policy Implications for Schools/Enabling legislation Priorities and Roles Priorities and Roles Prevention and Community Prevention and Community Agencies/Partners Agencies/Partners Financial Resources Financial Resources Program Development/General Resources Program Development/General Resources Summary Summary

3. It is the Safe Passage sub-committee’s response to Juvenile truancy driving crime. Detroit Police Department identified exclusionary practices as being a contributing factor to the issue. Safe Passage is a strategy to address Juvenile truancy and exclusionary practices to provide necessary resources to establish a safer environment for our children

4. Law enforcement and the community have forged a partnership under “Operation Safe Passage, Alternative to Suspensions and Expulsions” to identify solutions to truancy, delinquency and crimes that plague the City of Detroit. Detroit’s 2009 graduation rate was 62% which included alternative schools.

5. Policy Implications for Schools Providing educational support Assistance for the parent/guardian Community support services Enabling Legislation No Child Left behind (NCLB) Programs for suspended and expelled students Opportunities for academic enrichment

6. Priorities: It is our goal to decrease crime created by legalized truancy by incorporating alternatives to exclusionary discipline. Roles: Our role is to enlist other partners and agencies to bridge the resources of law enforcement, education and other community groups.

7. Family & Interpersonal Relationships: Students gain knowledge re:  Importance of family  How to support and balance family  Maintain healthy interpersonal relationships G.R.E.A.T (Gang Resistance Education and Training) prevention of: Delinquency Delinquency Youth Violence Youth Violence Gang Membership Gang Membership Project Sentry (Middle and High School) a project were the below groups educate youth: Medical professionals Medical professionals Law enforcement Law enforcement Social services personnel Social services personnel Prosecutors Prosecutors

8. Family & Interpersonal Relationships, were students gain knowledge in: Importance of family structure Importance of family structure Family support and balance Family support and balance Healthy interpersonal relationships Healthy interpersonal relationships Violence Preventions, were students learn how: Their actions affect others Their actions affect others To build positive character traits To build positive character traits To report incidents of violence To report incidents of violence Restorative Practices, help school leaders and staff to: Develop plans based on student needs Develop plans based on student needs Organize staff action groups Organize staff action groups

9. AGENCIESAGENCIES Goodwin Consulting/ Made Man Goodwin Consulting/ Made Man Detroit City Council, Councilmen Spivey Brightmoor Alliance Brightmoor Pastors Alliance Children’s Aid Society DPS: DPS: Code of Conduct Office DPS: DPS: Code of Conduct Office Grandmont/ Rosedale Community Organization Safer Saner Schools A.T.F A.T.F DPSPDDPSPDWCSDWCSDAUSAAUSAWCPOWCPO DPDDPD PARTNERSPARTNERS AGENCIESAGENCIES

10. No Child Left behind (NCLB) No Child Left behind (NCLB) Office of Juvenile Justice and Delinquency Prevention (OJJDP) Office of Juvenile Justice and Delinquency Prevention (OJJDP) Bureau of Justice Assistance (BJA) Bureau of Justice Assistance (BJA) Comprehensive Anti-Gang Strategies and Program 2011 Comprehensive Anti-Gang Strategies and Program 2011 Multi – State Mentoring Initiative 2011 Multi – State Mentoring Initiative 2011

11. Program Development, resources for schools interested in: Decreasing delinquency, truancy, drop-out rates, & implementing prevention policies and programs. Decreasing delinquency, truancy, drop-out rates, & implementing prevention policies and programs. General Resources: Arnette, J.L. & Walsleben, M.C. (1998). Combating fear and restoring safety in schools: A juvenile justice bulletin. Washington, DC: Office of Juvenile Justice and Delinquency Prevention, U.S. Department Of Justice. Arnette, J.L. & Walsleben, M.C. (1998). Combating fear and restoring safety in schools: A juvenile justice bulletin. Washington, DC: Office of Juvenile Justice and Delinquency Prevention, U.S. Department Of Justice. Blauvelt, P. (2000). Making schools safe for students: Creating a proactive school safety plan. Thousand Oaks, CA: Corwin Press. Blauvelt, P. (2000). Making schools safe for students: Creating a proactive school safety plan. Thousand Oaks, CA: Corwin Press.

12. It is understood that negative behavior by the minority disrupts the learning process for the majority. Yet, removing the disruptive students from the educational institution creates more distressing scenarios, such as increasing the dropping-out rate and delinquency. We unite our efforts today to secure our youth of tomorrow. We thank you for your partnership and commitment to improving the quality of the educational experience and overall quality of life within our communities.