Disproportionate Minority Contact (DMC) Community and Strategic Planning (CASP) Curriculum Part I: Enhanced DMC Reduction Model.

Disproportionate Minority Contact (DMC) Community and Strategic Planning (CASP) Curriculum Part I: Enhanced DMC Reduction Model

Module 1: Overview of the DMC CASP Curriculum

Objectives of CASP Curriculum Equip participants with the following knowledge and skills necessary to provide training and technical assistance, public education, coordination, and outreach: Knowledge base to understand OJJDP enhanced DMC Reduction Model. Ability to communicate clearly what DMC is, how to measure it, analyze and interpret the data. 1-1

Objectives of CASP Curriculum(cont’d) Design empirically based delinquency prevention and systems improvement strategies. Increase state capacity to assist/guide localities in DMC reduction activities. Learn how to conduct a local DMC assessment study 1-2

How to Achieve the Objectives Review OJJDP’s enhanced DMC Reduction Model. Have trainers demonstrate the curriculum. Using data from participants engage in facilitation exercises and practice delivery. Have OJJDP trainers provide feedback on participant use of the curriculum. 1-3

Module 2: DMC Core Requirement

History of DMC The original goals of the Juvenile Justice and Delinquency Prevention (JJDP) Act of 1974: Help state and local governments prevent and control juvenile delinquency and improve the juvenile justice system. Protect juveniles in the juvenile justice system from inappropriate placements and from the physical and psychological harm that can result from contact with adult inmates. Provide community-based treatment for juvenile offenders. 2-1

History of DMC (continued) The evolution of the four JJDP Act Core Requirements: 1.Deinstitutionalization of Status Offenders (DSO)—1974 2.Separation—1974 3.Jail Removal—1980 4.Disproportionate Minority Confinement (DMC)—1988 Became a Core Requirement—1992 Expanded to Disproportionate Minority Contact — 2002 2-2

History of DMC (cont’d) 1988 Annual Report to Congress by the Coalition for Juvenile Justice (then the National Coalition of State Juvenile Justice Advisory Groups), A Delicate Balance. DMC as a requirement in the JJDP Act of 1974, as amended in 1988: Requiring states participating in the JJDP Act’s Part B Formula Grants program to “address efforts to reduce the proportion of juveniles detained or confined in secure detention facilities, secure correctional facilities, jails, and lockups who are members of minority groups if such proportion exceeds the proportion such groups represent in the general population.” DMC as a Core Requirement in the JJDP Act of 1974, as amended in 1992: Twenty-five percent of that year’s Formula Grants allocation was tied to state compliance. 2-3

Disproportionate Minority Contact (DMC) as a Core Requirement in the JJDPA of 2002 Requiring states participating in the JJDP Act’s Part B Formula Grants program to “address juvenile delinquency prevention efforts and system improvement efforts designed to reduce, without establishing or requiring numerical standards or quotas, the disproportionate number of juvenile members of minority groups, who come into contact with the juvenile justice system.” Twenty percent of the state’s Formula Grants allocation in the subsequent year is tied to the state’s compliance status. 2-4

Disproportionate Minority Contact (DMC) as a Core Requirement in the JJDPA of 2002: What DMC Is Not 2-5 1.Does not establish or require an approximate percentage/rate of minority youth not be arrested, charged, adjudicated, detained, confined, etc. 2.Does not give minority youth preferential treatment. 3.Does not point blame at the different decisions making points in the juvenile justice system because DMC is due to many contributing factors. 4.Does not seek to directly “change” a delinquent youth’s family, community, and a host of other risk factors (i.e. poverty, single parent homes, etc.). 5.Does not make generalizations about minority youth based on the presence or number of risk factors or the lack of protective factors. 6.Does not take away discretion when making decisions about how to process minority youth. 7.Does not solely focus on providing direct services to minority youth. 8.Does not make decisions on how youth are arrested, charged, adjudicated, detained, confined, etc. based on values of juvenile justice system stakeholders.

Purpose of the DMC Core Requirement To ensure equal and fair treatment for every youth in the juvenile justice system, regardless of race and ethnicity. 2-6

Disproportionate Minority Contact Disproportionate Minority Contact 2-7

Disproportionate A rate of contact with the juvenile justice system among juveniles of a specific minority group that is significantly different from the rate of contact for whites (i.e., non-Hispanic Caucasians) or for other minority groups. 2-8

Minority: Race and Ethnicity Categories 2-9 Race/EthnicityDefinition White (non-Hispanic):A person having origins in any of the original people of Europe, the Middle East, or North Africa. Black or African-American (non-Hispanic):A person having origins in any of the black racial groups of Africa. Hispanic or Latino:A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race. American Indian or Alaska Native (non- Hispanic): A person having origins in any of the original peoples of North and South America (including Central America) and who maintains tribal affiliation or community attachment. Asian (non-Hispanic): A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent including Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam. Native Hawaiian or other Pacific Islander (non- Hispanic): A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific islands.

Using Race and Ethnicity Categories Counts for all other groups should remove Hispanic/Latino (e.g., “African-American” should really be “non-Hispanic African-American”). Groups MORE specific than the six major groups may be defined IF they may be aggregated into the six major groups. Any of the six groups consisting of one (1) percent or more of the juvenile population in a specific jurisdiction (subject to juvenile justice contact and processes) should be assessed independently. Reports should describe the categories and allocation rules used. Be consistent within a state/local report. 2-10

Juvenile Justice System C ontact Points 2-11

Contact PointDefinition ArrestYouth are considered to be arrested when law enforcement agencies apprehend, stop, or otherwise contact them and suspect them of having committed a delinquent act. ReferralWhen a potentially delinquent youth is sent forward for legal processing and received by a juvenile or family court or juvenile intake agency, either as a result of law enforcement action or upon a complaint by a citizen or school. DiversionYouth referred to juvenile court for delinquent acts are often screened by an intake department (either within or outside the court). The intake department may decide to dismiss the case for lack of legal sufficiency, resolve the matter informally (without the filing of charges), or resolve it formally (with the filing of charges). The diversion population includes all youth referred for legal processing but handled without the filing of formal charges. Contact Points: Standard Definitions 2-12

Contact Points: Standard Definitions (cont’d) Contact PointDefinition DetentionDetention refers to youth held in secure detention facilities at some point during court processing of delinquency cases (i.e., prior to disposition). The detention population may include youth held in secure detention to await placement following a court disposition. For the purposes of DMC, detention may also include youth held in jails and lockups. Petitioned/charges filedFormally charged (petitioned) delinquency cases are those that appear on a court calendar in response to the filing of a petition, complaint, or other legal instrument requesting the court to adjudicate a youth as a delinquent or status offender or to waive jurisdiction and transfer a youth to criminal court. Delinquent findingsYouth are judged or found to be delinquent during adjudicatory hearings in juvenile court. Being found (or adjudicated) delinquent is roughly equivalent to being convicted in criminal court. 2-13

Contact Points: Standard Definitions (cont’d) Contact PointDefinition ProbationThose in which a youth is placed on formal or court- ordered supervision following a juvenile court disposition. Notably, youth on “probation” under voluntary agreements without adjudication should not be counted here but should instead be part of the diverted population. Confinement in secure correctional facilitiesConfined cases are those in which, following a court deposition, youth are placed in secure residential or correctional facilities for delinquent offenders. The confinement population should not include all youth placed in any form of out-of-home placement. Transferred to adult courtWaived cases in which a youth is transferred to criminal court as a result of a judicial finding in juvenile court. Juveniles may be transferred to criminal court through a variety of other methods, but most of these methods are difficult or impossible to track from within the juvenile justice system, including prosecutor discretion or concurrent jurisdiction, legislative exclusion, and the variety of blended sentencing laws. 2-14

OJJDP’s DMC Reduction Model 2-15

Module 3: Phase 1: Identification: Measuring the Extent of DMC

Phase 1. Identification Answer the questions: Does DMC exist? If so, where on the juvenile justice continuum? And with what minority population? To what extent? 3-1

Important Considerations in Measuring DMC The need to compare jurisdictions and trends despite vast differences in the demographic composition of communities. DMC measurement is like taking vital signs in a hospital—it doesn’t tell you what the illness is or how to fix it, but it does tell you if it is getting better or worse and where to aim diagnostic resources. 3-2

Why Measure DMC? To determine the existence and extent of disproportionality—“between race” comparisons within jurisdictions and at specific decision points. To make comparisons across multiple jurisdictions and select jurisdictions to receive primary attention. For data-based targeting of assessment studies, identifying points of intervention, and resource allocation. To enable monitoring/comparison of DMC trends. 3-3

Rates Total number of units measured by the indicator in relation to some base (population or volume of activity at the juvenile justice system contact points). 3-4

Relative Rate Index Formula When Compared With White Rate (Most Frequently Used Formula) Relative Rate Index = minority rate ÷ white rate 3-5

Relative Rate Index Formula When Compared With Another Minority Rate (When minority youth comprise the majority of the youth population) Relative Rate Index = minority rate ÷ another minority rate 3-6

Identifying the numerical bases for rate calculations Contact PointPreferred base for rate ArrestRate 1,000 population Referral to juvenile courtRate per 100 arrests Diversion (prior to adjudication)Rate per 100 referrals DetentionRate per 100 referrals Petition/charges filedRate per 100 referrals Delinquency findingRate per 100 petitions/charges filed Placement in probationRate per 100 delinquency findings Placement in secure correctional facilityRate per 100 delinquency findings Transfer to adult courtRate per 100 petitions filed 3-8

Magnitude: How much RRI is above or below 1.0 Area of concernDecision stage or contact points More than 1.00Arrests Referrals to Juvenile Court Cases involving secure detention Cases petitioned Cases resulting in delinquency findings Cases resulting in confinement in secure juvenile correctional facilities Cases transferred to adult court Less than 1.00Cases diverted Cases resulting in probation placement Note: RRI values that cause DMC concern can be greater than 1 or less than 1. 3-17

A Simple Example A state with nearly 1,100,000 white non-Hispanic youths has 22,175 arrests in 2002 involving such youths. What is the rate of arrests per 1,000 white non-Hispanic youth? The same state has nearly 185,000 non-Hispanic black or African-American youths with 12,700 arrests in 2002,. What is the rate of arrests per 1,000 non-Hispanic black or African- American youth? What is the Relative Rate Index, indicating the relative volume of arrests involving black or African-American youth compared with that of white youth? 3-9

A Simple Example (cont’d) A state with nearly 1,100,000 white (non-Hispanic) youths has 22,175 arrests in 2002 involving such youths. What is the rate of arrests per 1,000 white non-Hispanic youth? 22,175 / 1,100,000 x 1,000 = 20.1 The same state has nearly 185,000 (non-Hispanic) black or African-American youths with 12,700 arrests in 2002. What is the rate of arrest per 1,000 non-Hispanic black or African-American youth? 12,700 / 185,000 x 1,000 = 68.6 What is the Relative Rate Index indicating the relative volume of arrests involving black or African-American youth compared with that of white youth? RRI = 68.6 / 20.1 = 3.41, indicating that the rate of arrests of black/African- American youth was more than 3 times higher than that for white non- Hispanic youth. 3-10

A Second Example In 2002, this state had 3,588 episodes of diversion among white non-Hispanic youth with a total referral activity of 22,175. What was the rate of diversions of per 100 referrals for white youth? Among black or African-American youth, there were 1,121 episodes of diversion with a total referral activity of 12,681. What was the rate of diversion per 100 referrals for black or African-American youth? What was the RRI, indicating the rate of diversion activity for black or African-American youth compared with that for white youth? 3-11

A Second Example (cont’d) In 2002, this state had 3,588 episodes of diversion among white non-Hispanic youth, with a total referral activity of 22,175. What was the rate of diversions per 100 referrals for white non-Hispanic youth? 3,588 / 22,175 x 100 =16.18 Among black or African-American youth, there were 1,121 episodes of diversion with a total referral activity of 12,681. What was the rate of diversion per 100 referrals for black or African-American youth? 1,121 / 12,681 x 100 = 8.84 What was the RRI, indicating what the rate of diversion activity for black or African- American youth compared with that for white youth? RRI = 8.84 / 16.18 = 0.55 indicating that the rate of diversion for black/African-American youth is a little more than half the rate of diversion for white non-Hispanic youth. 3-12

Five Steps of Interpreting and Analyzing RRI Values to Drive Decision-Making Step 1. Statistical significance Step 2. Magnitude of RRI Step 3. Volume of activity Step 4. Comparison with other jurisdictions Step 5. Contextual Considerations (Examining the local context) 3-13

Step 1 of Interpreting and Analyzing RRI Values to Drive Decision-Making Step 1. Statistical significance Statistically significant does not mean that a difference is big or important. A statistically significant difference does mean that there is statistical evidence that a difference in rates is unlikely to have occurred by chance. In other words, we can have confidence that 95 times out of 100 (contingent upon the significance level chosen) the difference was not random. 3-14

Five Steps of Interpreting and Analyzing RRI Values to Drive Decision-Making (cont’d) Step 2. Magnitude of RRI Step 3. Volume of activity Step 4. Comparison with other jurisdictions Step 5. Contextual Considerations (i.e. examining the local context) 3-15

Step 2 of Interpreting and Analyzing RRI Values to Drive Decision-Making Step 2: Magnitude of RRI (i.e. the effect size) The size of the RRI based on the magnitude of the index values. Statistical equality in processing should generate an RRI value of 1.0. To what extent does each stage generate a value substantially different from 1.0? Values under 1.0 reflect disproportionality as well Step 3: Volume of activity Step 4: Comparison with other jurisdictions Step 5: Examining the local context 3-16

Analysis Based on Magnitude of RRI The greatest statistically significant rates are at arrests, secure detention, and cases resulting in secure confinement for Black youth and secure detention for Hispanic/Latino youth. 3-18 Anywhere County, USA Black or African- American Hispanic or LatinoAsian Native Hawaiian or other Pacific Islanders American Indian or Alaska Native Other/ MixedAll Minorities 2. Juvenile Arrests 5.150.260.15***4.57 3. Refer to Juvenile Court 0.77** ***0.77 4. Cases Diverted 0.970.94*****0.97 5. Cases Involving Secure Detention 1.871.57*****1.87 6. Cases Petitioned 1.011.02*****1.01 7. Cases Resulting in Delinquent Findings 0.930.63*****0.93 8. Cases resulting in Probation Placement 1.27** ***1.29 9. Cases Resulting in Confinement in Secure Juvenile Correctional Facilities 4.79** ***4.78 10. Cases Transferred to Adult Court ** *** Statistically significant results:Bold font Results that are not statistically significantRegular font Group is less than 1% of the youth population* Insufficient number of cases for analysis** Missing data for some element of calculation---

Step 3 of Interpreting and Analyzing RRI Values to Drive Decision-Making Step 3: Volume of activity The amount of activity at each contact point. In which stages (among the ones showing significant RRIs) are the most youth involved? Focus on the groups and stages that will have the impact on the largest numbers of youth. Step 4: Comparison with other jurisdictions Step 5: Examining the local context 3-19

Volume of Activity by Race and Contact Point 3-20 Total YouthWhite Black or African- American Hispanic or LatinoAsian Native Hawaiian or other Pacific Islanders America n Indian or Alaska Native Other/ Mixed All Minorities 1. Population at risk (age 10 through 17 ) 88,47356,48128,2781,6431,8780193031,992 2. Juvenile Arrests 8,4772,3616,08418121106,116 3. Refer to Juvenile Court 7,1702,3884,7205170404,782 4. Cases Diverted 1,465499955100010966 5. Cases Involving Secure Detention 2,6945672,0971990202,127 6. Cases Petitioned (Charge Filed) 5,7051,8893,7654170303,816 7. Cases Resulting in Delinquent Findings 3,7731,3092,4371860302,464 8. Cases resulting in Probation Placement 83824558182020593 9. Cases Resulting in Confinement in Secure Juvenile Correctional Facilities 1301311601000117 10. Cases Transferred to Adult Court 432401000041 Meets 1% rule for group to be assessed?Yes No

Achieving Statistical Parity: What Would it Take in Anywhere County for White and Minority Youth to have the same rate of contact? 3-21 Note - All calculated values are shown, including those with non- significant RRI scores. Black or African- American Hispanic or LatinoAsian Hawaiian or other Pacific American Indian or Alaskan Other/ MixedAll Minorities 1. Population (ages 10-17) 28,2781,6431,8780193031,992 2. Juvenile Arrests -4902516770-4779 3. Refer to Juvenile Court 1434-3351-301404 4. Cases Diverted 311200033 5. Cases Involving Secure Detention -976-7 00-992 6. Cases Petitioned -31 000-33 7. Cases Resulting in Delinquent Findings 172100 0180 8. Cases resulting in Probation Placement -125-50 0-132 9. Cases Resulting in Secure Confinement -920000-92 10. Cases Transferred to Adult Court -360000-37

Step 4 of Interpreting and Analyzing RRI Values to Drive Decision-Making Step 4: Comparison with other jurisdictions How the county compares with other counties across the country with available data (900+ counties). Step 5: Examining the local context 3-22

Compare Your Rate with the National Data Using the National DMC Databook and/or the RRI Comparison Tool Examine basic rates and RRI values for Black/African- American, Native American/Alaska Native, and Asian youth (not Hispanic/Latino yet) Explore trends over time and for differing crime categories View sample text interpretations for the RRI values. http://www.ojjdp.gov/ojstatbb/dmcdb/index.html 3-23

Step 5 of Interpreting and Analyzing RRI Values to Drive Decision-Making Step 5: Examining the local context Is the agency involved in that decision point amenable to change? Have there been recent events (public relations issues) that make a change in DMC patterns more or less likely? Are funds or resources available that might assist (or hinder, if lacking) the DMC effort at this decision point? Is strong leadership available that is committed to addressing DMC issues? 3-24

Step 5 of Interpreting and Analyzing RRI Values to Drive Decision-Making (continued) Are best practices models for this decision point available and applicable? Is there support for DMC reduction within the affected minority group and within the political leadership of that group? Are there issues with the affected minority group regarding media attention at this decision point (e.g., potentially high visibility events that could generate support or resistance for DMC)? 3-25

DMC Data – Common Issues 1. Missing data elements 2. Inability to find Hispanic/Latino data for arrest 3.Data definitions that don’t match the OJJDP recommendations 4. Small numbers 5.Racial “minority” may actually be the statistical majority 6.Homogenous communities in which there are few white youth 3-26

Sample RRI Analysis Tracking Sheet 3-27 State: Any State, County: Any County Black or African- American Hispanic or Latino AsianNative Hawaiian or other Pacific Islander American Indian or Native Other/ Mixed All Minorities 2. Juvenile Arrests S,M,V,C,CN/AS,M,VN/AS,M,V,C,C** 3. Referrals to Juvenile Court S, M,V, CN/AS,M,VN/AS,M,V**S,M,V, 4. Cases Diverted S, M,V, CS,M,V N/AS,MS,MS,M,V,C 5. Cases Involving Secure Detention S,M,V,C,CS,M,VN/AS,MS,MS,V,C 6. Cases Petitioned (Charges Filed) S,M,V N/AS,MS,MS,MS,MS, V 7. Cases Resulting in Delinquent Findings S,M,VN/AS,MS,M** 8. Cases resulting in Probation Placement S,M,V N/A**S,M,V, 9. Cases Resulting in Confinement in Secure Juvenile Correctional Facilities S,M,VS,M,VC,CS,M,VN/AS,MS,M**S,M,V, 10.Cases Transferred to Adult Court S,M,V,C,C** N/A** Key: S= Statistically Significant M=Magnitude of RRI V=Volume of Activity C=Comparative with other jurisdictions C=Contextual Considerations See Folder for handout

Small Group Exercise: 5 Step RRI Analysis Please answer the following questions in writing and complete the RRI Analysis and Tracking Sheet based on the data from (Insert State/Locality Name). You will be asked to explain your answers. 1. Statistical Significance -Is there statistical significance at any juvenile justice system contact points? If so, what are they? 2. Magnitude of RRI Values -Which of these statistically significant RRIs are also of a considerable magnitude (i.e. how much greater or lower than 1.0)? 3-28

Small Group Exercise: 5 Step RRI Analysis (continued) 3. Volume of Activity -Among these significant RRIs of large magnitude, which are also associated with a large volume of cases? -Choose one contact point and discuss/report out “What Would it Take” 4. Comparison of other jurisdictions How does this jurisdiction(s) compare to other communities in the state/locality (urban, suburban, rural, etc.)? 5. Contextual Considerations Are there any contextual considerations that could act as barriers to addressing DMC in this community? 3-29

Module 4: Phase 2: Assessment/Diagnosis: What Possible Factors/Mechanisms Contribute to DMC?

Phase 2. Assessment Answers the questions: Given the knowledge we have about our community, what probable explanations may be generated about DMC in the areas of focus? What are the types of data and patterns of results needed to support the possible explanations generated? 4-1

Phase 2. Assessment (continued) Answers the questions: What are the sources of the needed data? Based on analyses of data obtained, what are the most likely mechanisms creating DMC in the areas of focus based on data analysis? What are the mechanisms that the community decides to address with intervention strategies? 4-2

Mechanisms Leading to DMC: Example: Differential Treatment Is DMC caused by intentional or unintentional bias? Intentional bias is overt and operates on stereotypes and assumptions. Unintentional bias is typically indirect and operates through legitimate criteria but disadvantages minority youth. For example, are more minority youth referred to secure detention based on indirect effects? Suggested data sources Case files Surveys of youth and staff Detention Risk Assessment Instruments 4-3

Mechanisms Leading to DMC: Example: Differential Behavior In offenses reported to the police, do descriptions of an offender’s race indicate that minorities and non minorities commit offenses at different rates? How does this difference lead to the DMC numbers that we see? Do we have differences in drug-related offenses, violence offenses, gang offenses, and/or recidivism offenses per age groups? Suggested data sources Arrest records (police and/or school offense records) Self-reported delinquency reports (Youth Risk Behavior Survey) Incident-based crime reports (National Incident-Based Reporting System) Aggregated crime statistics (State Statistical Analysis Centers) 4-4

Mechanisms Leading to DMC: Example: Mobility Is there an influx of juveniles that temporarily changes the demographic composition of the population? For example, is this a summer destination or spring break destination? What is the relationship between the youth’s legal residence and the location/jurisdiction of apprehension? Suggested data sources Arrest data (police reports) Court referral data 4-5

Mechanisms Leading to DMC: Example: Indirect Effects What are the risk factors for involvement in the juvenile justice system? To what extent do risk factors differ for minority youth and do these factors solely explain the RRI(s)? Suggested data sources: OJJDP Model Programs Guide community indicators Self-report data on alcohol, tobacco, and other drug use Community-level income data Community-level unemployment rate Community-level demographic data Area-level school attendance data 4-6

Mechanisms Leading to DMC: Example: Differential Opportunities for Prevention and Treatment Do minorities and non-minorities have the same access to services in terms of the service programs location, fees, other requirements, and the like? Are minorities and non-minorities offered prevention and early intervention programming at the same rate? If minority youth are more involved in particular offenses, are prevention and treatment services available to address those types of behavior? What is the rate at which minorities are admitted to community- based programs for first-time offenders compared with the rate at which they are confined in secure detention? How do these rates compare with the rates for non-minorities? 4-7

Mechanisms Leading to DMC: Example: Differential Opportunities for Prevention and Treatment (continued) What is the rate at which minorities are enrolled in prevention programming for at-risk youths? How does this rate compare with the rate at which non-minorities are being admitted? What is the minority participation in existing prevention programs? What is the effectiveness of the programs? Suggested data sources: Prevention program availability, enrollment, and participation data Court disposition data 4-8

Mechanisms Leading to DMC: Example: Differential Handling or Inappropriate Decision-Making Criteria What are the bases or criteria on which decisions are made? Are those criteria applied consistently across all groups of youth? Are the criteria structured in a manner that places some groups at a disadvantage? Are minorities and non-minorities treated similarly by the justice system? Are minorities and non-minorities treated similarly when charged with the same type of offense? How do the rates at which minorities and non-minorities are adjudicated for the same offenses differ? How do the rates at which minorities and non-minorities are offered programming compare? 4-9

Mechanisms Leading to DMC: Example: Differential Handling/ Inappropriate Decision-Making Criteria Do youth’s reports of interaction between youth and those who work in the juvenile justice system differ across races and ethnicities? How? How do arrest rates compare with incident-based crime reports for minorities and non-minorities? What factors are putting youths at risk of offending? What factors are protecting them? Suggested data sources: –NIBRS data (where available) –Periodic client surveys 4-10

Mechanisms Leading to DMC: Example: Justice by Geography To what extent, do different neighborhoods, communities, or regions have different rates of arrest, different sensitivity to types of offenses, different definitions of severity or other juvenile justice decisions? Do those differences coincide with different racial and ethnic composition? Suggested data sources: Arrest data by neighborhood, region, county, or state 4-11

Mechanisms Leading to DMC: Example: Legislation, Policies, and Legal Factors with DMC Impact Do these rules disproportionately affect minorities? What rules exist for releasing youths after the initial hearing? What policies are in place to regulate behavior among youths at the area schools? Does enforcement deployment differ? What procedures exist for providing youth with indigent defense? Suggested data sources: State and/or local code Administrative rules regarding handling of youths in the juvenile justice system 4-12

Mechanisms Leading to DMC: Example: Accumulated Disadvantage 1.Simple accumulation Do small to moderate differences at each stage compound into a disadvantage for minority youth? 2.Impacts on later decisions Do decisions made at earlier stages affect outcomes at later stages, in particular, judicial disposition? Suggested data sources: RRI data Transactional data including race/ethnicity and the outcomes of multiple decisions within the juvenile justice system 4-13

Mechanisms Leading to DMC: Example: Statistical Aberrations 1.Counting issues: Do census estimates provide substantial undercounts of specific groups? Do classification and recording issues related to racial/ethnic identification lead to substantial uncertainty about the rates of system activity? 2.Statistical issues: Do small numbers in specific groups or small numbers within a jurisdiction for a year make it difficult to identify statistically significant patterns? Possible solutions (as noted earlier) — aggregate data over multiple jurisdictions or multiple years. Possible data source: other service system data 4-14

Differential OffendingMobility Indirect Effects Differential Opportunities for Prevention and Treatment Name That Mechanism Differential Handling Justice by Geography Legislation, Policy, and Legal Factors Accumulated Disadvantage 4-15 Assessment Exercise: Name That Mechanism

Name That Mechanism Poverty is the reason we have Disproportionate Minority Contact in the Juvenile Justice System Answer: Indirect Effects 4-16

Name That Mechanism Youth who appear with a private attorney are diverted at a higher rate than those with public defenders. Answer: Differential Handling 4-17

Name That Mechanism The County juvenile diversion programs are only for first-time offenders Answer: Differential Opportunities for Prevention and Treatment 4-18

Name That Mechanism The Police Department has decided that all juvenile felony cases must go directly to Court and by-pass Intake Screening Answer: Legislation, Policy, and Legal Factors 4-19

Name That Mechanism The “Latin Kings” street gang Answer: Differential Offending and/or Treatment 4-20

Name That Mechanism Bobby is sent to detention because is mother is unable to pick him up from court because she is working even though his uncle is in court an assures the judge that Bobby will be at the next court appearance. Answer: Indirect Effects 4-21

Name That Mechanism The Central City School District has Zero Tolerance for fights… participants must be arrested Answer: Legislation, Policy, and Legal Factors 4-22

Name That Mechanism In Anywhere County, each of the suburban communities has a Youth Court diversion program, but the Central City doesn’t Answer: Differential Opportunities for Prevention and Treatment and/or Justice by Geography 4-23

Name That Mechanism The Anywhere County Family/Juvenile Court does not have any Spanish- speaking staff Answer: Differential Opportunities for Prevention and Treatment and/or Differential Handling 4-24

Name That Mechanism The Suburban Town Police Chief reports that the Super Mall, which is on the City bus line, has a big shoplifting problem, mostly involving Central City juveniles Answer: Mobility Effects 4-25

Discussing Mechanisms Leading to DMC 1.Generate a list of probable explanations. 2.Discuss each probable explanation. 3.Questions to ask or data to collect to determine if this explanation stands. 4.Suggested data sources to check out this explanation. 4-26

Analyzing the Data and Determining the Most Likely Mechanism(s) Creating DMC What process will the community use to identify the mechanisms? Who is going to be brought into the process to understand and accept the data? Who is going to be brought together to bring ideas? Identify possible mechanisms that contribute to the differences at contact point, such as arrests. Suggest data or other information that would help decide which of the alternative mechanisms should be studied. 4-27

Analyzing the Data and Determining the Most Likely Mechanism(s) Creating DMC (continued) Who is going to do the analysis? Does the mechanism have the hypothesized relationship to race/ethnicity? Does the mechanism have the expected relationship to the juvenile justice contact point that is being explained? If the impact of that mechanism is held constant, does the strength of the relationship of race/ethnicity at that same contact point become markedly reduced? 4-28

Assessment Data Collection Strategies Informational interviews Focus groups Review court and other agency case-level records State and national risk factor data (e.g., census data, alcohol and drug abuse data, school data) Specialized surveys 4-29

Module 5: Phase 3: Intervention: Developing Data-Based Strategies to Reduce DMC

Phase 3. Intervention Phase 3. Intervention Answer the following questions: What direct services are available? Is there training and technical assistance available? What systems change activities are needed? 5-1

Intervention Strategies Intervention Type Direct services -Prevention and early intervention -Diversion -Alternatives to secure confinement -Advocacy Training and technical assistance -Implicit Bias Training and Program Development -Culturally competent staffing practices Systems change -Legislative reforms -Administrative, policy, and procedural changes -Structured decision-making 5-2

Direct Services: Prevention and Early Intervention Prevention is proactive and aimed at youth who exhibit risk factors for delinquency but who have not been adjudicated delinquent. Intervention is reactive and aimed at youth already juvenile justice–system involved. Examples: family therapy, parent training, cognitive behavioral treatment, mentoring, academic skills enhancement, afterschool recreation, vocational/job training, and wraparound services. DMC mechanisms addressed: differential offending, mobility effects, indirect effects, and differential opportunities for prevention and treatment. 5-3

Direct Services: Diversion Specialized subset of interventions that typically serve youth who are at risk or have been arrested or referred to the juvenile court for status offenses or non-serious delinquent offenses. Examples: community service, informal hearings, family group conferences, victim impact panels, victim– offender mediation, mentoring, teen courts, restitution, and other restorative justice strategies. DMC mechanisms addressed: indirect effects, differential opportunities, differential processing, justice by geography. 5-4

Direct Services: Alternatives to Secure Confinement Alternatives keep less-serious or nonviolent offenders at home or in their home communities with greater access to needed resources without endangering the community, and at much less expense. Examples: home confinement (or house arrest), day (or evening) treatment facilities, shelter care, specialized foster care, attendant or holdover care, and intensive supervision programs. DMC mechanisms addressed: indirect effects, differential opportunities, differential processing, and justice by geography. 5-5

Direct Services: Advocacy Advocacy connects youth and families with a variety of social networks and service providers to integrate services that multiple agencies provide, to ensure continuity of care, and to facilitate the development of a youth’s social skills. Examples: Detention advocacy programs, minority family advocacy programs in Colorado. DMC mechanisms addressed: indirect effects, differential opportunities, and differential processing. 5-6

Training and Technical Assistance: Cultural Competency Training and Program Development Implicit Bias Training and culturally competent programs engender a deeper awareness of cultural factors Examples: training in how implicit bias can affect law enforcement and juvenile justice system stakeholders interactions with minority youth. Programs need to be tailored to the culture and population served. DMC mechanisms addressed: indirect effects, differential opportunities, differential processing, accumulated disadvantage, and justice by geography. 5-7

Training and Technical Assistance: Culturally Competent Staffing Practices Hire, promote, and retain at all levels qualified culturally competent personnel who belong to the minority groups that these agencies serve. Examples: minority internship programs, interpreters, translators, minority recruitment programs, language- appropriate materials, and community-based neighborhood prosecution. DMC mechanisms addressed: differential opportunities, differential processing, accumulated disadvantage, legislation, policies, and legal factors. 5-8

Systems Change: Legislative Reforms Legislative reforms that promote systems change can be an effective strategy for addressing DMC because of the enormous potential for producing broad-based change in every aspect of the system. Examples: monitoring bills concerning juvenile justice issues to ensure they do not result in statutes that could fuel overrepresentation or bias justice officials’ decision-making; enacting laws to establish standards for decision-making at certain stages of the juvenile justice process, which is similar to Connecticut’s state law that passed in 2011. DMC mechanisms addressed: differential processing; legislation, policies, and legal factors with disproportionate impact; accumulated disadvantage. 5-9

Systems Change: Administrative, Policy, and Procedural Changes Altering the way an organization operates can provide the impetus for administrative, policy, and procedural changes that can reduce DMC. Examples: sentencing guidelines, diversion guidelines, probation classification systems, detention release criteria. DMC mechanisms addressed: differential opportunities; differential processing; legislation, policies, and legal factors with disproportionate impact; accumulated disadvantage. 5-10

Systems Change: Structured Decision-Making Uses statistical risk classification to objectively classify youth according to level of risk and to reassess level of risk at different stages in the juvenile justice process. Examples: detention screening instruments, risk assessment instruments, needs assessment instruments. DMC mechanisms addressed: differential processing; accumulated disadvantage. 5-11

s Intervention Strategies and Contributing Mechanisms Direct Services Training & Technical Assistance Systems Change Differential OffendingX MobilityXXX Indirect EffectsXX Differential OpportunitiesXXX Differential Handling/ Inappropriate Criteria XX Justice by GeographyXX Accumulated DisadvantageXXX Legislation, Policies, & legal factorsXX Statistical AberrationsXX Contributing Mechanisms 5-12

PreventionDiversion Alternatives to Secure Confinement Advocacy Name That Intervention Culturally Competent Practices Legislative Reforms Administrative, Policy, and Procedural Changes Structured Decision Making 5-13 Exercise: Name That Intervention

Name That Intervention The County will implement a Risk Assessment Instrument to screen all possible admissions to the Juvenile Detention Center Answer: Structured Decision Making 5-14

Name That Intervention A Juvenile Court judge orders 40 hours of Community Service with the Volunteer Action Agency instead of one-year of formal supervision by the Probation Department Answer: Diversion 5-15

Name That Intervention “Deinstitutionalization of Status Offenders” (a JJDPA Core Protection) Answer: Legislative Reforms 5-16

Name That Intervention The local Legal Aid Society will provide free legal representation in delinquency cases to poor juveniles and their families Answer: Advocacy 5-17

Name That Intervention A non-secure group home Answer: Alternatives to Secure Confinement 5-18

Name That Intervention The Juvenile Court arranges for a translator to be present at all proceedings in the case of Juan Hernandez (Juan’s parents do not speak English) Answer: Culturally Competent Practices 5-19

Name That Intervention A Juvenile Court judge will order an electronic monitoring ankle bracelet and home confinement for Bobby Jones in lieu of a six-month out-of-home residential placement Answer: Alternatives to Secure Confinement 5-20

Name That Intervention The State’s House and Senate have agreed to change the requirements for admission to secure juvenile detention limiting the use of detention to only violent felony cases Answer: Legislative Reforms 5-21

Name That Intervention The City’s police had been requiring all juvenile felony cases to go directly to court. The Police Chief has now directed that these cases should first be screened by an Intake Officer Answer: Administrative, Policy, and Procedural Changes 5-22

Name That Intervention Restorative Justice programs Informal probation supervision Answer: Diversion 5-23

Module 6: Phase 4: Evaluation: Measuring the Effectiveness of DMC- Reduction Strategies

Phase 4. Evaluation Answers the following questions: What is the effectiveness of DMC intervention efforts? How can an intervention be improved? What additional resources are needed? 6-1

What is Evaluation? Evaluation is a formal process for collecting, analyzing, and interpreting information about a program’s implementation and effectiveness. It uses procedures that are systematic, objective, and unbiased. 6-2

* Evaluation definitions excerpt from William M. Trochim, The Research Methods Knowledge Base, Second Edition. Impact evaluations are broader and assess the overall or net effects— intended or unintended—of the program as a whole. * Scope Time Process Evaluation Outcome Evaluation Impact Evaluation Performance Measurement Evaluation Outcome evaluations investigate whether the program causes demonstrable effects on specifically defined target outcomes.* Process evaluations investigate the process of delivering the program, focusing primarily on inputs, activities, and outputs.* Program Monitoring Types of Program Evaluation 6-3

Two Types of Program Evaluation Process Evaluation – examines how a program works. Outcome Evaluation – examines whether or not the expected benefits from a program were achieved. Impact Evaluation-assesses the changes that can be attributed to a specific intervention, which can be a program or policy. 6-4

Process Evaluation Can be likened to a quality control review of a program Documents and analyzes the development and implementation of a program Critical for the replication of a program in other jurisdictions 6-5

Process Evaluation (cont’d) Typical Questions About a Program What are the goals and objectives of the program? How were they defined? By whom? Are they clearly specified? Does the program operate in an environment supportive of achieving its goals and objectives? 6-6

Process Evaluation Typical Questions cont’d To what extent have staff been trained in how to achieve program goals and objectives? Do all program staff and clients understand the goals and objectives of the program? Is the delivery of the program consistent across all staff? 6-7

Process Evaluation Typical Questions cont’d How are clients actually recruited? Is this consistent with program design? Are client eligibility requirements appropriate and/or realistic? Is the program culturally competent? Are staff and clients satisfied with the operation of the program? 6-8

Process Evaluation Typical Questions cont’d Was the program sufficiently staffed and resourced to be able to achieve program goals and objectives? Have any internal or external events occurred during the course of the program that might impede achieving goals and objectives? 6-9

Various Sources of Process Data Program Proposal, funding documents Program’s Policy and Procedure Manual Training records Quarterly reports Daily log of program events Satisfaction surveys Attendance records and client service files Staff & client interviews and focus groups Case studies of service delivery to clients 6-10

Outcome Evaluation Examines the results of a program to determine whether or not expected benefits and goals were achieved. Did it work? 6-11

Outcome Evaluation The Bottom Line You said the program would [X]… did it??? Reduce re-arrests of youth returning from juvenile corrections by 90%? Double the percentage of youth offered juvenile diversion services? Lower the Secure Detention RRI for Black youth from 3.68 to 1.50 in the first year? 6-12

Outcome Evaluation - Measurement Measurement is the Key to Evaluation If you can measure it… you can change it… Measurement is the process of operationalizing a program goal. That is, linking the goal to a concrete, observable indicator that tells us the extent to which a goal has been achieved. 6-13

Impact Evaluation Assesses the overall or net effects—intended or unintended—of the program as a whole Did the program do what it said it would do and/or did it do other things not in the original plan? 6-14

Impact Evaluation: The Bottom Line You said the program would [X]… did it??? Reduce re-arrests of youth returning from juvenile corrections by 90%?-Yes Double the percentage of youth offered juvenile diversion services?-Yes (Why did this not occur?) Lower the Secure Detention RRI for Black youth from 3.68 to 1.50 in the first year? No (Why did this not occur?) Unintended effect: Youth who received diversion services grades improved by 5% 6-15

Measurement: A Basic DMC Example Program Goal: To reduce DMC at the arrest contact point. Evaluation Measure: The Arrest RRI In this simple example, we would demonstrate if the program achieved the desired outcome by examining the Relative Rate Index at the arrest stage for race/ethnic groups for time periods before and after the program intervention. 6-16

Measurement: A More Complicated Example Program Scenario: A program proposes to reduce DMC at the Arrest contact point by increasing Police use of available arrest diversion programs. The premise of the program is that police don’t use diversion opportunities because they aren’t aware of them. The objective is to increase police officer knowledge of diversion, thereby leading to increased use of diversion. 6-17

Measurement Example cont’d Goals & Objectives: Reduce DMC at Arrest contact point Increase Police knowledge of diversion Increase Police use of diversion Possible Measurements for Evaluation: Compare Arrest RRI pre & post program Administer a diversion knowledge test to Police Officers at start & finish of training program Compare diversion usage rates pre & post program among Officers with Hi/Medium/Low knowledge scores 6-18

Possible Analysis: Arrest RRI Values Before and After Training 6-19 RRI 12 months RRI 12 months Before Training After Training Black RRI 3.25 1.25 Hispanic RRI 2.25 1.15

Possible Analysis: Police Officer Diversion Knowledge Scores Before and After Training Program 6-20 % % Before Training After Training Officer Knowledge Score High 15% 70% Medium 30% 20% Low 55% 10% 100% 100%

Evaluation Exercise Program Scenario: Assessment research reports a high Arrest RRI among Black youth due to school fights. The school proposes to reduce the Arrest RRI for Black youth by conducting a Youth Violence Reduction Program. Program objectives are to impact youth Knowledge, Attitudes, and Behaviors (KAB) related to violence through counseling, role playing, development of coping skills, and training on alternatives to violence. Exercise: Identify various measurements and data collection strategies to evaluate goal achievement. 6-21

Evaluation Exercise: Various Questions What are youth attitudes toward violence? For example, how many find it acceptable to settle a dispute by violent means? What is the youth knowledge base regarding alternatives to violence? Are they aware of different ways to settle disputes? Are school fights down as a result of the training? Are youth arrests down as a result of the training? Is the Arrest RRI for Black youth down as a result of the training? 6-22

Evaluation Exercise: Various Approaches Administer a pre & post program survey measuring attitudes toward violence, including scales that measure “violence acceptability”. Administer a pre & post program knowledge test measuring knowledge of various ways to settle disputes. Measure the number of school fights, pre & post program, from school incident records. Measure the number of youth arrests for assault, pre & post program, from police blotter data. Compare the Arrest RRI pre and post program for Black youth. 6-23

Module 7: Phase 5 Monitoring: Continuing to Measure the Extent of DMC

Phase 5. Monitoring Reasons for Ongoing Monitoring Uses the same methods as the Identification Phase to address the following questions: Has the targeted RRI improved or worsened? Have other RRI values improved or worsened? What can account for these changes? 7-1

More Reasons for Ongoing Monitoring Changing demographics in the state or localities affects DMC trends. Fluctuations in DMC rates require adjustments in intervention strategies. Multiple data points are needed to evaluate success of intervention strategies. Ongoing monitoring sustains the visibility and need to address DMC. 7-2

Example: Arrest RRI Values Across Years 7-3

Example: Detention RRI Values Across Years 7-4

Sample Completed DMC Reduction Planning Worksheet 7-5 See Folder for handout

Disproportionate Minority Contact (DMC) Community and Strategic Planning (CASP) Curriculum Part II: Community Readiness

Module 1 Community Engagement: How to implement local initiatives

Not everything that is faced can be changed, but nothing can be changed until it is faced. - James Baldwin 1-1

Community Pathway to DMC Reduction 1-2 Acknowledgment Acceptance Agreement Action

At-Risk Youth Higher Risk/Need Youth DMC Reducing DMC Requires Targeted Action Planning 1-3 Offenders Detention Secure Confinement

Social Conditions Social Policies Justice Policies JJ Practices DMC The Context for DMC Planning 1-4

Selecting DMC Reduction Communities: Contextual Considerations Key stakeholders are committed to engaging in the process The community possesses or has access to key data to analyze the existence and extent of DMC locally There is a DMC “Champion” willing to lead the local effort There are existing “structures” already in place to house the DMC effort The community has the capacity to support the DMC effort The community is willing and able to establish the position of a local DMC Coordinator 1-5

Assessing Community Readiness for DMC Reduction Action Planning Conduct community presentation on DMC Interview key community leaders Do key community leaders acknowledged that DMC exists? Have key community leaders expressed a desire to discuss and address DMC? Document resources currently available in the community Prepare a report on findings, observations and recommendations 1-6

Selecting State and Local DMC Committees Judicial Branch Representatives Judges (Juvenile and Family Court) Administrative Office of the Court(s) Law Enforcement State Police Local Police Department Sheriff’s Office School Resource Officers Public Defenders Prosecutors 1-7

Selecting State and Local DMC Committees (cont’d) Educational Community State Department of Education Representative University Representative Public School Administrator Private School Administrator School Data/MIS Representative Juvenile Justice Representatives Juvenile Court Administrator Chief Probation Officer Detention Administrator 1-8

Selecting State and Local DMC Committees (cont’d) State/Local Child Welfare Representatives State/Local Mental Health Representatives Faith Based Community Representatives Private Service Providers State/Local Advocacy Organizations Community Representatives Service Recipients Representative(s) of Existing Community Initiatives Leaders from the business community YOUTH 1-9

Selecting State and Local DMC Committees (cont’d): Exercise Develop a list of possible community organizations, associations, initiatives, etc. that you are aware of in your state/communities that should be represented on your state and/or local DMC Committee(s). 1-10

Developing a DMC-Reduction Action Plan: Step 1. Identify Key Players Discussion and Exercise What is community engagement? How do we effectively recruit the community and involve members of the community in organizing our response to DMC, developing a plan, and producing results? 1-11

Module 2: Ten Steps for Developing a DMC-Reduction Action Plan

Ten Steps for Developing a DMC-Reduction Action Plan 1.Identify key players. 2.Get your community together. 3.Run a good meeting. 4.Ensure community’s/participants’ understanding of the RRI data. 5.Reach consensus on areas of concern. 6.Collect and analyze assessment data to determine mechanisms that have led to DMC in the areas of concern. 7.Prioritize mechanisms of focus that the community decides to address. 8.Identify best practices to address the mechanisms of focus for DMC. 9.Develop goal statements. 10.Establish a DMC-reduction action plan with timelines, responsible parties, resources, and measures of success. 2-1

Developing a DMC-Reduction Action Plan: Step 8. Identify Best Practices to Address the Mechanisms of Focus for DMC Exercise If the community data on arrest of black/African-American youth indicates that, among other mechanisms, the majority of the arrests involve black youth who were repeatedly arrested for delinquent and aggressive behaviors against others, then the community decides to target this mechanism with intervention activities: Aggression Replacement Therapy (ART), Connections, FFT, Project Back-on-Track and five county-based DMC multi-component strategies (Cook County, Dauphin County, Hillsborough County, King County, and Rock County) 2-2

Developing a DMC-Reduction Action Plan: Step 9. Develop Goal Statements Exercise A goal statement sets out what one intends: “The DMC Committee will reduce disproportionality among black youth at the arrest stage.” 2-3

Developing a DMC-Reduction Action Plan: Step 9. Develop Goal Statements Exercise An objective or activity statement sets out one strategy to achieve the goal. There are likely to be many objectives/strategies. “The DMC Committee will reduce disproportionality among black youth at the arrest contact point.” Objective 1: By establishing regular evidence-based cultural competency training for law enforcement officers. 2-4

Developing a DMC-Reduction Action Plan: Step 10. Specify Timelines, Responsibilities, Resources, and Measures of Success Exercise An action plan consists of numerous activities (objectives) to reach the stated goal. The action plan should indicate the steps to implement each activity, a certain date, who is responsible, and how you know the step was accomplished. Example: “[B]y the DMC Committee, by May 15, 2011, measure: the list of those to attend the training is developed.” 2-5

Developing a DMC-Reduction Action Plan: Steps 9-10. Goal and Action Plan Summarized Goal (“I will accomplish….”) Action plan (“By doing….”) Objective/Activity/strategy 1 Steps (elements to accomplish the best-practice activity broken down by smallest increments. This should include date to complete, who is responsible, and how you know it is accomplished. Steps may also include sub-steps) Objective/Activity/strategy 2 Steps Caveat: Keep track of the progress of your action plan (but not through performance measurement reporting) 2-6

Steps 8-10 Exercise. Determine Mechanisms for DMC, Developing Action Plans, and Identifying Responsibility Exercise: Select evidence-based, if possible, intervention strategies to address statistically significant juvenile justice system contact points for two races and ethnicities and enter these on your DMC Reduction Planning Worksheet. Develop goal statements. Describe a DMC-reduction action plan with specific intervention strategies, staffing, funding, and timeline for implementation and enter these on your Action Plan. Report out. 2-7

DMC Reduction Action Plan Intervention(s) to be undertakenAction StepsStaff ResponsibleTimeline Name: ______________________Date: ______________ Organization: _________________ 2-8

Module 3: DMC Community Assessments: local studies and the Social Autopsy

Local DMC Assessment Study Similar to a statewide study, a local DMC assessment is a methodological study to determine, based on data, information from juvenile justice system and other stakeholders, youth, case file reviews, contextual issues, etc., the mechanisms contributing to DMC. It should provide local data by race and ethnicity (i.e. minority youth population that comprise at least 1% of the total youth population ages 10-17 or the age of full criminal responsibility. 3-1

Local DMC Assessment Study (continued) The final report should contain findings (i.e. which mechanisms contributed to DMC at those contact points with statistically significant values) and recommendations of how to address them via delinquency prevention/intervention AND systems improvement strategies. The “Social Autopsy” could also be added as a component to the study to put a human face on the issue (see next slides). 3-2

DMC Community Assessment : The Social Autopsy The Social Autopsy A social autopsy, for our purposes, is a thorough examination, based on formal methodological techniques, of a person’s experiences with the educational, child welfare, mental health and juvenile and criminal justice systems. Further, it is intended to expose the social conditions that may have led to a person’s involvement in these various systems based on the RRI and/or other data. 3-3

Community Assessment The Social Autopsy (cont’d) Why Do a Social Autopsy? The Social Autopsy can be a valuable exercise and bring additional clarity to your local DMC discussions and resolutions. The Social Autopsy helps puts a human face on the issue, particularly if a jurisdiction has conducted a formal methodlogical assessment study. It provides an important look at how the local justice system is connected (or not connected). It provides clear insight into how youth move through the juvenile justice system in each community. Provides insight into services that are provided. It provides an opportunity to pinpoint policy, procedural and programmatic changes. 3-4

Community Assessment The Social Autopsy (cont’d) How is the Social Autopsy Conducted? Case selection Case file reviews Collaboration Confidentiality 3-5

Community Assessment: The Social Autopsy (cont’d) 3-6 State: City/County/Township: Agency/Facility: State: City/County/Township: Agency/Facility: Youth IdentifierDOBAgeRace/EthnicityReason for Contact/ChargeDispositionComments See Folder for handout

Sample Case File Review Results 3-7

School provided the greatest number of risk indicators All 11 youth have a history of truancy 10 of the 11 have poor academic achievement, have been retained at least one grade, have been placed in alternative school and have a generally negative attitude towards school At least 7 of the youth also have disciplinary referrals, school suspensions and school disruptions/moves Sample Case File Review Results 3-8

Sample Case File Review Results 3-9 10 of the 11 youth (91%) have a mental health diagnosis and an ongoing history of antisocial behavior 82% have substance abuse issues Eight of the youth (73%) have known aggressive behavior and non-DJJ out of home placements Seven of the youth (64%) have a history of physical abuse victimization

Sample Case File Review Results 3-10

WHERE DO WE GO FROM HERE? 4 STEPS TO ACCOMPLISHMENT To ensure any DMC initiative is successful (i.e. reduces disproportionality throughout the juvenile justice system via sound delinquency prevention and systems improvement strategies) the 4P’s must be accomplished: PLAN PURPOSEFULLY PREPARE THOROUGHLY PROCEED POSITIVELY PURSUE PERSISTENTLY 3-11

WHERE DO WE GO FROM HERE? 4 STEPS TO ACCOMPLISHMENT (continued) ACT AS IF THE SUCCESS (OR FAILURE) DEPENDS ON YOU…BECAUSE IT DOES! 3-12

OJJDP Resources OJJDP website: www.ojjdp.govwww.ojjdp.gov DMC webpage: www.ojjdp.gov/dmcwww.ojjdp.gov/dmc DMC Virtual Resource Center: https://www.nttac.org/index.cfm?event=dmc.modelR esource https://www.nttac.org/index.cfm?event=dmc.modelR esource OJJDP’s National Training and Technical Assistance Center: www.nttac.orgwww.nttac.org OJJDP’s State Training and Technical Assistance Center: http://www.juvenilejustice-tta.org/http://www.juvenilejustice-tta.org/ 3-11

Disproportionate Minority Contact (DMC) Community and Strategic Planning (CASP) Curriculum Part I: Enhanced DMC Reduction Model.

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Disproportionate Minority Contact (DMC) Community and Strategic Planning (CASP) Curriculum Part I: Enhanced DMC Reduction Model.

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