Youth, Drugs and Violence: Results From State and Local Program Workshops. Youth, Drugs and Violence Results From State and Local Program Workshops Sponsored by the State Reporting and Evaluation Program Bureau of Justice Assistance, Office of Justice Programs U.S. Department of Justice June 1995 Prepared by the Justice Research and Statistics Association 444 North Capitol Street, N.W. Suite 445 Washington, DC 20001 (202) 624-8560 Acknowledgements This report is a product of a cooperative effort by the States and the Bureau of Justice Assistance as part of the State Reporting and Evaluation Program, which is coordinated by the Justice Research and Statistics Association. The staffs of the Arizona Department of Public Safety and the Arizona Criminal Justice Commission contributed to the coordination and implementation of the workshop that is discussed in this publication. A special thanks to Joe Albo, Director of the Arizona Department of Public Safety; Janet Napolitano, U.S. Attorney for the District of Arizona; Gerald Richard, II, Director of Community Services for the Phoenix Police Department; and Lars Jarvie, Police Chief of the Mesa Police Department for delivering their welcoming addresses. Special acknowledgement is made to the outstanding moderators of the working meeting: Dr. Harold Becker, Program Evaluator/Professor, California State University, Department of Criminal Justice, and Dr. Kenneth Robinson, President/Founder, Correctional Counseling, Inc., Memphis, Tennessee. Important contributions to the success of the meeting were made by John Sanders, Board Member of The San Antonio Fighting Back Project, San Antonio, Texas. The State Reporting and Evaluation Program relies on expertise from the States to insure the success of workshops and publications. The following individuals contributed their knowledge and time to make this workshop and publication a success: Jill Kateman, Program Analyst, Evaluation and Technical Assistance Division, Bureau of Justice Assistance; Roberta Silva, Senior Research Analyst, Idaho Department of Law Enforcement; Fred Fisher, Program Officer, Montana Board of Crime Control; Ruth Cardella, Consultant; Serena Fisher, Consultant; Laura Burke, Program Specialist, State and Local Assistance Division, Bureau of Justice Assistance; and Heber Willis, Program Specialist, State and Local Assistance Division, Bureau of Justice Assistance. The Justice Research and Statistics Association prepared this document under the direction of Joan C. Weiss, Executive Director. The following JRSA staff compiled and edited the information for this report under the supervision of Assistant Director for Special Projects Kellie J. Dressler: Andrea G. Richards, Program Associate; Andrea Tisi, Program Assistant; Ann Mulcahy, Intern; and Elizabeth Schrage, Intern. Table of Contents Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Perspective on Youth, Drugs and Violence. . . . . . . . . . . . . . . . . . . . . . . 3 The San Antonio Fighting Back Project: A Model Drug Prevention Program. . . . 5 State and Local Programs: Youth, Drugs and Violence. . . . . . . . . . . . . . . . . 9 Alabama: Commitment and Supervision Alternatives. . . . . . . . . . . . . . . 11 Arizona: Gang Intelligence and Team Enforcement Mission . . . . . . . . . . . 17 Colorado: Treatment Alternatives to Street Crime. . . . . . . . . . . . . . . 22 Delaware: Project Stay Free . . . . . . . . . . . . . . . . . . . . . . . . . 29 Florida: PACE Center for Girls, Inc.. . . . . . . . . . . . . . . . . . . . . 37 Illinois: The Midtown Educational Foundation. . . . . . . . . . . . . . . . . 43 Maryland: Living Classrooms: Fresh Start and Tico Enterprises. . . . . . . . 48 Mississippi: Mississippi Children's Advocacy Center Project . . . . . . . . . 53 Minnesota: Eden Statewide Children's Chemical Health Services Project . . . . 58 Montana: Rocky Top Academy. . . . . . . . . . . . . . . . . . . . . . . . . . 65 Nebraska: MAD DADS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Nebraska: YouthNet Community Based Evaluation-Douglas County. . . . . . . . . 75 New Jersey: Project CORE. . . . . . . . . . . . . . . . . . . . . . . . . . . 79 New Mexico: Talking Talons Youth Leadership . . . . . . . . . . . . . . . . . 84 New York: Riverhead School District: Anti-Violence Project . . . . . . . . . 90 North Carolina: School Resource Officer Program . . . . . . . . . . . . . . . 96 Oregon: OREGON TOGETHER!: Communities That Care. . . . . . . . . . . . . . . 101 Rhode Island: Tides Family Services . . . . . . . . . . . . . . . . . . . . . 107 Virginia: An Achievable Dream . . . . . . . . . . . . . . . . . . . . . . . . 114 Washington: Youth Violence Prevention and Intervention Program. . . . . . . . 120 Wyoming: Wind River Indian Reservation Youth & Family At-Risk Project . . . . 126 Workshop Participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 Introduction This publication reports the results of the Bureau of Justice Assistance State Reporting and Evaluation Program State and Local Programs Working Meeting: Youth, Drugs and Violence held April 6-8, 1995 in Mesa, Arizona. This meeting brought together over 60 State planners and local practitioners as well as researchers, analysts, and law enforcement officers from 27 states who have previously been or currently are involved in implementing and/or evaluating programs designed to meet the needs of youth involved in the criminal justice system. This publication identifies and documents programs that focus on youth, drugs, and violence at the State and local levels. The first section of the publication presents a perspective from a national expert on a successful youth program in San Antonio, Texas. The second section of the publication documents the twenty-one State and local programs that were presented at the workshop. Perspective on Youth, Drugs and Violence The San Antonio Fighting Back Project: A Model Drug Prevention Program Mr. John Sanders, Board Member of The San Antonio Fighting Back Project (San Antonio, Texas), presented San Antonio Fighting Back's innovative approach to the prevention of substance abuse. San Antonio Fighting Back is a program dedicated to the prevention and reduction of substance abuse. The project aids citizens of the south and southeast sections of San Antonio in combatting the problems which plague their neighborhoods. Since it began in 1990, San Antonio Fighting Back has been funded by the United Way of San Antonio and the Robert Wood Johnson Foundation. San Antonio Fighting Back comprises several components which work together to achieve the goal of "establishing a continuum of care to effectively address alcohol and other drug abuse through a comprehensive prevention, intervention, treatment, and relapse prevention program." The goal is realized through the consolidation of resources and the creation of a single community-wide system of prevention, early identification, treatment, and aftercare. This approach reduces the demand for and illegal use of alcohol and other drugs. The elements of the program include neighborhood resource centers, community empowerment, public awareness, Weed and Seed, and neighborhood beautification. Three Neighborhood Resource Centers are located in the target area. Each functions as a resource for training, coordination, support, resource development, and technical assistance to community activities. Every resource center provides a variety of services to San Antonio residents such as a Food Bank Program, Boy and Girl Scouts, and the San Antonio Independent School District Gang Unit. Community empowerment in San Antonio enables the residents to "take back" their neighborhoods. In order for residents to reclaim their community, aid must be given in the areas of education, leadership development, and advocacy training. Community empowerment is displayed through a variety of actions, including the availability of current information on alcohol and other drugs in the resource centers and public awareness and health campaigns which are culturally specific to help enrich the community. Finally, collaborative measures among organizations, communities, and task forces address prevention, intervention, treatment, and relapse prevention activities. San Antonio Fighting Back utilizes the influence of the media in shaping behavior. The program has established partnerships with various media sources including radio, television, and newspapers. The partnerships help to convey the message of positive, healthy, and drug- free youth and community role models. Neighborhood newsletters focus on the personal success stories of residents, achieved through prevention, intervention, treatment, and relapse prevention efforts. "Human Renewal" is the focus of San Antonio's Weed and Seed Program. The program is San Antonio Fighting Back's strategy for community policing. Coordinated law enforcement initiatives and combined resources from social, community, and private entities strengthen existing community policing efforts. Also, this strategy enhances detection, apprehension, and prosecution efforts in cases of narcotics trafficking, weapons violations, and violent crimes. San Antonio Fighting Back has implemented a neighborhood beautification program to achieve two goals. First, the project provides employment to the city's youth in the target area. Second, this employment results in community enhancement through the removal of graffiti, boarding up of abandoned buildings, and clearing of vacant lots. Residents of all ages assist the youth in this clean-up effort, fostering a sense of community. Military personnel from nearby bases also take part in the beautification initiative. The program resulted in the removal of over 650 tons of debris through the efforts of more than 1,000 community and military volunteers. The comprehensive substance abuse, crime, and violence prevention strategy of San Antonio Fighting Back includes eight components necessary to mobilize and organize the community for positive change. The strategy is a community-wide prevention effort of inclusion, assessment, planning, and awareness. A community assessment should be done to identify important issues and available resources. Both short and long-term planning efforts should be implemented. Community awareness should be promoted to alter community attitudes. Next, the strategy recognizes, provides, and develops leadership. The leaders function as facilitators. They share leadership and authority qualities with one another and other members of the group. The leaders are instructed to discourage apathy and negativism. The program must preserve its momentum in order to be successful and continue to function. Three ideas for maintaining the momentum of a program are communication, ongoing recruitment, and the establishment of operating norms. Communication initiatives may take several forms, such as regular coalition meetings, community-wide meetings, and retreats or other activities aimed at "getting people to talk, interact, and bond." Recruitment must be continuous and efficient to put recruits to work as soon as possible. Personnel assignments should attain a working balance between "comfort" and "growth." Operating norms are a mixture of conflict resolution; clearly defined roles, responsibilities, and accountability; and recognition, reward, and celebration. Several concerns should be kept in mind when implementing program activities. Among these considerations is that the activity should address the identified needs of the community. Also, as many people as possible should be involved in both the planning and the implementation of the activities. After all, "people support what they help to create." An evaluation of each activity should be conducted so as to establish the success, impact, or failure of an activity and the reason behind the outcome. Precautions must be taken to ensure that the activities are culturally sensitive, relevant, and appropriate. The assessment of prevention efforts is an ongoing process that should begin at the start of the organizational phase. Evaluation skills should be taught to community residents to ensure that these important skills remain within the community. San Antonio Fighting Back views evaluation as a "tool of improvement" through "constructive, healthy feedback." Within the evaluation component lie the accountability standards initially established by the group. Collaborative efforts are becoming increasingly important to the survival of a program. San Antonio Fighting Back calls for the development of partnerships which foster cooperation, coordination, and collaboration. The "three C's" are achieved through the sharing of resources, facilities, and volunteers; participation in joint programs, activities, and training; joint fundraising activities; and the development of joint grant proposals. In order to effectively address "turf issues," roles and responsibilities should be clearly identified. San Antonio Fighting Back participates in approximately 12 collaborative programs. Among these are a Treatment Collaborative, a High Risk Youth Collaborative, a Mentors Collaborative, and a Housing Development Collaborative. The impact that San Antonio Fighting Back has had on the community is evident in a variety of ways. Neighborhood residents have displayed pride toward the community by actively contributing to the success of neighborhood clean-ups. A community bond has formed among the 400,000 residents who participated in community events from 1992-1994. Through hard work and dedication, the staff at San Antonio Fighting Back and community residents were able to "reweave the fabric of the community." State and Local Programs: Youth, Drugs and Violence Alabama Commitment and Supervision Alternatives Statement of the Problem Huntsville, Alabama is the wealthiest community in the southeastern United States. It is a community with many resources, including an outstanding school system. However, in 1989, the Madison County Juvenile Court of Huntsville, Alabama, only had two disposition options available for adjudicated delinquents: probation with very limited services, or commitment to the Alabama Department of Youth Services (ADYS) for placement in a training school. Juveniles who violated the conditions of their probation were often committed to ADYS. During that year, the court committed 66 juveniles to the long-term on-campus training school programs of ADYS. The Edna McConnell Clark Foundation study of juveniles in the custody of the Alabama Department of Youth Services in 1989 found that 74% had committed relatively minor offenses and 54% scored less than seven points on a risk assessment instrument in which ten points was the recommended lower limit for secure placement. The study concluded that if alternative programs could be developed, the State's training school population could be reduced by 50 to 55%. There are significant disadvantages associated with the provision of rehabilitation services for delinquent juveniles in State training schools. Delinquent peer pressure may be detrimental to the goals of rehabilitation (i.e., the most severe delinquents may teach other juveniles how to perform delinquent acts not previously in their repertoires). Training schools can be centers for the recruitment, induction, and training of gang members. The campuses may be located far from the juvenile's family so that family involvement in the rehabilitation process is severely limited. Home and community factors which contributed to the juvenile's delinquent behavior cannot be addressed effectively. Upon release, the juvenile could return to the same environment, but with new skills in delinquent behavior. Goals and Objectives Since the State training schools were an ineffective strategy for dealing with juvenile delinquents, in June 1990 the Madison County Juvenile Court set the goal of reducing by one- third the number of juvenile delinquents from Madison County admitted to the training schools of ADYS by using community service work as a commitment alternative. In order to achieve this goal, the following objectives were established: (1) to conduct a community service program for 100 or more juvenile delinquents ordered by the court to perform a specified number of hours of community service; (2) to monitor progress and compliance; (3) to provide reports to the court; and (4) to collect information regarding the number of admissions to State training schools. Program Components The community service program was designed to be a positive experience for the juveniles while at the same time holding them accountable for their behavior. Since low self-esteem is generally thought to be a characteristic of many juvenile delinquents, it was expected that work assignments commonly associated with community service work (e.g., trash collection along highways) might lower their self-esteem even further. Instead of trash collection, work sites were selected which would enable juveniles to be of assistance to others, to interact with responsible adult role models in providing services to persons in need, and to gain skills which could help them obtain employment in the future. The program employed one coordinator to work regular office hours Tuesday through Saturday and, in the second year of the program, added an aide to work after-school and evening hours Tuesday through Friday and regular office hours on Saturdays. This work schedule permits maximum participation of juveniles in the program. Juveniles who are not in school and are not employed can work during regular office hours, and juveniles who are in school can work after school and on Saturdays. Work Sites and Supervisors To develop the program, the presiding juvenile court judge contacted public agencies to obtain work sites. A wide variety of those agencies agreed to participate and identified persons willing to assume responsibility for supervising the juveniles assigned to those sites. Agencies included Christmas Charities (collects toys, household goods, and clothing for distribution to needy families); North Alabama Food Bank (collects and distributes food to needy families); a lunch distribution center for senior citizens; the public library; Boys and Girls Clubs; and Mothers Against Drunk Driving. The program personnel studied the various work sites and determined the skills and abilities juveniles would need to work at various jobs in each location. On-site supervisors were trained to monitor the juveniles in their work duties. Emphasis was placed on finding work experience for juveniles which involved a professional environment in which the juvenile had to wear a suit and tie. Court Referrals Juveniles who have violated the conditions of probation or who have been adjudicated for offenses which the court concludes require accountability to the community in the form of community service are ordered to perform a specified number of hours of community service as a condition of probation. Most of the juveniles assigned to the program have been adjudicated for offenses which would be felonies if committed by adults. Those assigned to the program for offenses which would be misdemeanors if committed by adults usually have carried a concealed firearm or been in first-time possession of a controlled substance. Work Assignments A juvenile who is ordered to perform community service comes with his or her parent(s) for an interview with the program coordinator. Prior to the interview, the coordinator reviews the juvenile's file in order to understand the juvenile's legal history and other information which might influence a work site assignment. The rules and procedures of the program are explained, and the juvenile participates in determining where he or she will work. A work schedule is prepared and arrangements are made for program personnel to transport each juvenile to and from work sites, unless the juvenile can provide his or her own transportation. Monitoring In order to assure that juveniles are performing their duties satisfactorily, program personnel monitor work sites. Work site supervisors complete written reports of each juvenile's hours of work. When juveniles have completed their hours of service, program personnel submit a report for inclusion in each juvenile's file. Training School Admissions In order to determine the number of admissions from Madison County to the long-term on-campus training school programs of the Alabama Department of Youth Services, program personnel review court records and actual admissions to those programs. Results and Impact Performance Measures In order to determine the extent to which program components are being conducted, several performance measures have been established. To assure that work sites are readily available for work assignments, a list of work sites currently available for use by the program is maintained. To assure that a sufficient number of juveniles are assigned to the program to achieve the program's goal, a current list is maintained of those juveniles assigned to the program, the number of hours specified to be performed, and the number of hours of community service each juvenile has completed. In addition, a record of the number of admissions to State training schools is compiled. A concern with regard to the over- representation of minority juveniles in State training schools has prompted the monitoring of minority participation in the community service program in order to assure the use of community-based alternatives for minority juveniles. Implementation Problems and Successes During 1990, the first year of the program's operation, only one person, a community service coordinator, was employed in the program. The program was operated during regular office hours, Tuesday through Saturday. Juveniles were unable to perform hours of community service after school or during early evening hours. A community service aide was added to the program during its second year of operation. During the summer months when school is not in session, both program employees work regular office hours Tuesday through Saturday in order to maximize participation in the program. As increased numbers of younger juveniles have appeared before the court, a few juveniles have been assigned to the program who are too young for jobs at work sites. The court has permitted them to receive tutoring in their school subjects as an alternative to a work assignment. Other juveniles in the program have provided the tutoring services as their work assignment. The program was readily accepted by juvenile court: judges, prosecutors, and probation officers. It was praised by the general public, the juveniles, and their parents þ all of whom have commented that it is a good way to teach responsibility for one's actions. Successes and Accomplishments The program goal for 1990 was to reduce admissions to the long-term on-campus training school programs of the Alabama Department of Youth Services by one-third. That goal was exceeded as admissions dropped from 66 in 1989 to 26 in 1990, a reduction of 61%. The 123 juveniles who participated in the program in 1990 performed 7,021 hours of community service, an average of about 57 hours for each juvenile. The success of the program has continued in subsequent years with 20 admissions in 1991 (a 70% reduction); 24 admissions in 1992 (a 64% reduction); 48 admissions in 1993 (a 27% reduction); and 28 admissions in 1994 (a 58% reduction). In 1991, 155 juveniles performed 9,912 hours of community service; in 1992, 160 juveniles performed 10,876 hours of work; in 1993, 196 juveniles performed 12,600 hours of work; and in 1994, 146 juveniles performed 12,225 hours of work. Had Madison County continued to admit juveniles to the State training schools at the rate of 66 per year as in 1989, a total of 330 juveniles from the county would have been admitted during the five-year period from 1990 through 1994. Instead, only 146 juveniles were committed to those programs, a reduction of 56% (184). During the period cited, admissions to ADYS training schools doubled from about 900 in 1989 to almost 1,800 in 1994. Had Madison County admissions increased at that rate, admissions would be up to 132 per year in 1994. The cost of providing services to a juvenile in an ADYS training school is estimated to be about $30,000 per year. The cost per juvenile per year in the community service program has averaged less than $275 per juvenile over the five years of the program. The program has consistently served a very high percentage of minority juveniles in order to reduce over-representation of minority juveniles in the State's training schools. Minority participation has been as follows: in 1990, 88 juveniles (71%); in 1991, 105 juveniles (68%); in 1992, 114 juveniles (71%); in 1993, 125 juveniles (64%); and in 1994, 88 juveniles (60%). The fact that there has been a significant reduction in admissions to the training schools and that there has been a high participation of minority juveniles in the program confirms that the number of minority juveniles admitted to training schools from Madison County has been reduced during the last five years. The program's success can be viewed from several perspectives. At $30,000 per year for a training school placement, the State has saved millions of dollars. Community agencies have benefited from 52,634 hours of community service work performed by the juveniles. The juveniles have benefitted the most by learning to be accountable and responsible for their own behavior while acquiring job skills and establishing friendships with adult supervisors at the work sites. Some children have repeated the program, but the numbers have been low. Recidivism rates have not been tracked specifically, but rates have not gone up. No specific offenders are screened out; although certain groups þ status offenders or those who only commit misdemeanors þ are excluded. Staff selection has been difficult. It is very important that staff want to work with kids and be tough and charismatic. The staff should have high expectations for youth. Prospects for Replication The Commitment and Supervision Alternatives program can be easily replicated in other juvenile courts. A community service program is an excellent community-based alternative that can be effective in reducing admissions to State training schools and other correctional facilities. In order for such an effort to be successful, however, there needs to be cooperation and support from the various juvenile court participants, including judges, prosecutors, and probation officers. Some jurisdictions might want to use this model for less serious offenders, although focusing on more serious juvenile offenders and emphasizing alternatives to incarceration has been the most fruitful approach for Madison County. The next step is to develop restitution programs, so that juveniles not only do community service and thereby give back to the community, but also give back to the victims of their crimes. By requiring the juveniles to pay back the community through service, the offender learns responsibility and accountability for his behavior. Contact Information James H. Davis, Ph.D. Chief Probation Officer Madison County Juvenile Court Robert Neaves Center for Children 817 Cook Avenue Huntsville, AL 35801-5921 (205) 532-0314 (205) 532-0326 fax Arizona Gang Intelligence and Team Enforcement Mission (G.I.T.E.M.) Statement of the Problem In 1993, Arizona Governor Fife Symington asked the State's Department of Public Safety to develop a comprehensive approach to deal with the escalating gang problem in Arizona's communities. In response to this request and overwhelming statistical data that indicates that the number of identifiable gang sets in the State had grown from approximately 380 in 1991 and approximately 9,000 gang members to more than 800 sets in 1993 with membership over 15,000, the Gang Intelligence Team Enforcement Mission (G.I.T.E.M.) was conceived. This unique program brings together law enforcement and prosecution agencies from State, county, local, Federal, and tribal jurisdictions in a coordinated, intelligence-driven approach that deals with gangs on a broad scale. Traditionally, Arizona agencies had dealt with the gang problem individually rather than collectively. This resulted in displacement rather than focused and directed enforcement efforts in the area of gang enforcement and identification. The primary benefit of the G.I.T.E.M. project is that it joins the involved agencies and those that would ultimately be the recipients of the project's services to try to cripple gangs in the State rather than just move the problems created by these gangs into adjoining jurisdictions. The G.I.T.E.M. program is at its roots a pure enforcement project designed to provide opportunities for citizens to reassert their ownership over the community. Goals and Objectives The G.I.T.E.M. project is designed to deal a crippling blow to street and other gang elements. The project seeks to accomplish this by: (1) providing agencies statewide with a highly trained and highly mobile rapid deployment force to respond to calls for assistance and services directly related to gangs and gang-related problems; (2) franchising local agencies in the development of enforcement and intervention strategies unique to both the gang and quality of life issues present in their communities; (3) providing high quality, cost effective training for criminal justice agencies and community groups statewide; and (4) providing all of the listed services outlined herein in a nearly expense-neutral method. Program Components The G.I.T.E.M. project comprises a ready deployment task force of nearly sixty officers and supervisors from more than twenty different State, county, local, and tribal agencies. These personnel have been assigned to the task force on a full-time basis. The agencies receive full reimbursement from the project for all salary and employment-related expenses. Additionally, all equipment, with the exception of duty sidearm and body armor, is furnished to the assigned officer, as well as any travel or overtime costs the officer may accrue. In addition to the above officers, agents from the United States Immigration and Naturalization Service and the Bureau of Alcohol, Tobacco, and Firearms have been assigned to assist the officers of the task force on a half-time basis. The project is administered by the Arizona Department of Public Safety. The task force is located in two deployment centers, in the Phoenix and Tucson areas. From these centralized locations officers can respond to requests for service from agencies throughout the northern, central, and southern areas of the State. The personnel in the task force employ a zero tolerance approach to the interdiction of gang problems in their areas of responsibility. This approach, which entails the strict enforcement of all criminal and traffic laws in an area targeted by the requesting agency, has proven to be highly effective. This methodology also guarantees that issues of selective enforcement against suspected gang members because of ethnicity are minimized if not eliminated, and ensures the defense of such methodology in court challenges. The program also has a prosecution component. Prosecutors associated with the program are specially trained to handle gang cases. They are aware of the gang culture and instructed not to bargain. The project has an intelligence gathering and sharing component. Some officers are located in an intelligence unit within G.I.T.E.M. These officers debrief prisoners and arrestees and collect data to obtain search warrants to close crack and heroin distribution houses. Another aspect of the program involves the G.I.T.E.M. Advisory Board. This group comprises representatives from local, county, State, and Federal criminal justice agencies as well as representatives from the Arizona Criminal Justice Commission, the Arizona National Guard, and the Governor's Office. This is an oversight group whose tasks include the review of task force activities and assignment of priorities if an interagency need arose that the task force commander could not resolve. Additionally, this group provides valuable feedback to the task force commanders and the Department of Public Safety as to the level of service and success the project is providing. Another unique component of the project is the ability to pay for the assistance of other law enforcement personnel which may be called upon to assist the task force in its endeavors. Part of this effort is a program called the Regionalized Anti-Gang Training Enforcement (R.A.T.E.) program. This program brings officers from four rural areas of the State to a 3-day training session and two days working in the city. With this configuration, the officers do not become acclimated to city law enforcement that does not apply to rural areas. Instead, they use their training at home almost immediately. This capability greatly reduces the financial strain on assisting agencies, allowing many to assist their fellow agencies which would otherwise be impossible. Although the project is purely an enforcement effort at this time, it works with other groups to provide preventive services. The project trains school teachers, community groups, and victims' groups to recognize gang activity and provide early intervention to gang-involved youth. The funding of the G.I.T.E.M. project in its introductory year was also noteworthy. First, the Governor and the Arizona Legislature appropriated nearly $900,000 directly to the Arizona Department of Public Safety for the enhancement of its gang enforcement and intelligence gathering capabilities. Prior to this appropriation, the Department of Public Safety, which had begun its anti-gang efforts in 1989 following an executive order from then Governor Mofford, had relied exclusively on Racketeer Influenced Corrupt Organization (R.I.C.O.) funds acquired by the agency to support its efforts in this area. This appropriation provided sufficient funding for the addition of twelve officers, two sergeants, and one lieutenant to the existing sergeant and six officers in the gang detail. Following the regular legislative session, Governor Symington, who continued to become more concerned with the burgeoning gang and street violence problem in the State, called a special session of the Arizona Legislature in which an additional $5,000,000 was appropriated to the Arizona Criminal Justice Commission, which granted the same amount to the Arizona Department of Public Safety for initiation of the multi- agency task force that is now known as G.I.T.E.M. Results and Impact Implementation Problems and Successes The agencies in the State of Arizona displayed a tremendous willingness to involve themselves in a new and innovative approach to deal with the problems associated with gangs. In fact, the desire of the agencies to participate resulted in the need to limit the number of officers that any one agency could assign to the team to ensure equal participation opportunities for all agencies. However, there was a problem in that many of the agencies willing to participate couldn't afford to send their personnel to a 30-day training course because of the lack of personnel this would cause in small agencies. G.I.T.E.M. shortened the course to three days with a two day field component to make it more accessible. A significant drawback to the full implementation of the plan on a statewide basis is the continued delay of the Federal government in granting concurrent authority of the task force on Indian reservations. This is a major problem in Arizona because there is a documented growth of gang sets on many of those reservations. At the time of this writing, the Bureau of Indian Affairs, which has cooperated fully with the task force, is attempting to execute individual interagency agreements between all the tribes and the task force. Another problem that has been encountered deals with the availability and delivery of needed equipment for the task force personnel. Most of the problems in this regard have been associated with contract provisions and not with the task force itself. There has been a moderate displacement of crime and gang activity to other areas. The G.I.T.E.M. project tracks the gang members who move to new areas. Eventually, the gang members go underground in their home jurisdictions and discontinue their activities to avoid arrest and prosecution by G.I.T.E.M. Successes and Accomplishments The G.I.T.E.M. task force has been funded since July 1994 and has been in full operation since September 1994. During its operational life, the task force has been immensely successful in its mission of assistance. To date, the project has provided assistance to nearly 50 agencies statewide on more than 125 specific missions. These missions have resulted in the arrest of more than 2,200 adults and juveniles on criminal charges ranging from illegal possession of alcohol to a variety of violent crimes including at least a dozen arrests for homicide. Nearly 30% of those arrested were documented gang members, and the remainder of those arrested were street criminals. In addition, more than 400 firearms have been seized from suspects, over 1,500 new gang members have been identified, and nearly 4,000 traffic citations have been issued to violators. The personnel in the unit have completed nearly 6,000 field interrogation cards and have been involved in more than 8,000 other public or non-enforcement contacts with persons in the targeted areas. As impressive as these numbers are, the greater success of the unit has been its ability to regain some measure of tranquility and normalcy in the targeted areas. In one major city, the efforts of the local officers and the task force reduced gang-related violent crime by more the 30% in a 70 day period. In a smaller central Arizona city, the task force and the local officers were able to take enforcement action against the owners of a residence used for gang alcohol and drug parties. The attendees at these events were members of a major gang in that city and had been involved in several confrontations with police when the officers attempted to intervene in the illegal activities occurring at the residence. As a result of the combined and focused efforts of all involved, this location has ceased to be a problem or focus for gang activities. The task force has been involved in the assessment of gang problems in a number of non- metropolitan communities in the State. In each of these communities, the personnel were able to assist the local agency in identifying particular gang sets present and the extent of their influence, and in co-developing appropriate enforcement and intervention plans. In addition to the enforcement successes of the operation, one of the most active and beneficial aspects of the project has been the training component. This is staffed by one officer on a full- time basis and by numerous others, both internal and external to the task force, on an ad hoc basis. The full-time officer is an experienced gang enforcement officer who holds a Masters Degree in Education and has a corresponding level of experience in training both law enforcement and lay personnel in gang enforcement. To date, this officer has provided or coordinated more than 80 training sessions totalling nearly 600 hours to more than 80 law enforcement agencies and civic groups. The number of personnel and citizens attending these training sessions exceeds 4,100. Prospects for Replication The G.I.T.E.M. staff has already presented in-depth programs on the project to personnel from a number of western states. A number of other agencies have asked for and received basic information on the project via letter and telephone. The possibility of replicating this operation in other states is unlimited. It is simply a matter of commitment to global gang enforcement by agencies in any area and a willingness by those agencies to abandon the territorial approach to dealing with a problem. Such limitations and parochialistic methods have proven detrimental, while interdependent and cooperative styles have proven to be most beneficial in dealing with transient problems such as those posed by gangs. Contact Information Captain Michael G. Denney Arizona Department of Public Safety 2102 West Encanto Boulevard P.O. Box 6638 Phoenix, AZ 85005 (602) 223-2000 (602) 223-2917 fax Colorado Treatment Alternatives to Street Crime (TASC) Statement of the Problem Substance abuse is a major factor driving Colorado juveniles deeper into the juvenile justice system. Recent studies indicate a higher than national percentage of substance abuse at the time of intake into the system. Despite this fact, intervention efforts for the substance abusing juvenile offender are not adequately supported. Community-based substance abuse treatment is an effective approach to this problem. The Treatment Alternatives to Street Crime (TASC) program model has been shown to be helpful in reducing the incidence of substance abuse by the offender population. The TASC program, which coordinates the criminal justice and treatment systems, works to provide incentives for offenders to enter community-based treatment programs and matches offenders with the most appropriate treatment programs. In most states, the preponderance of resources are in adult corrections, and the TASC model is instituted for more adult than juvenile systems. In many districts in Colorado, juveniles' needs are not properly assessed, and the youths are ordered into treatment without a diagnosis of substance abuse. Without appropriate intervention, the substance abusing juvenile remains within the juvenile justice system and eventually, the adult criminal justice system. The First Judicial District is showing a rate of treatment-level youth committed to the Division of Youth Services higher than the statewide percentage, based on youth committed between July and December 1992. This demonstrates a need for the TASC program, which has shown to effectively reduce the incidence of substance abuse by the juvenile offender population. Goals and Objectives The first goal of the program is to implement the integrated TASC model in the First Judicial District probation department. To accomplish this goal the following objectives are necessary: to provide ongoing training to the probation officers of the First Judicial District during the 12 month grant cycle and to implement and maintain the TASC performance standards in the First Judicial District Probation Department. The second goal of the program is to increase the number of substance abusing juvenile offenders who receive substance abuse assessment and treatment services. This is accomplished by administering 144 differential assessments within a 12 month period with a target of 12 assessments monthly; enrolling 92 treatment-level juveniles in the TASC Program within a 12 month period; matching juvenile probationers with appropriate community-based treatment agencies and providing increased case management for these juveniles; and continuing the expansion of the Adolescent Treatment Network (ATN) in the First Judicial District to serve youth and their families. The program's third goal is to establish continuity of treatment for substance abusing juvenile offenders in the First Judicial District. This is achieved through continued collaboration between the First Judicial District Probation Department/TASC Project and the Division of Youth Services; by reviewing and modifying agreements with the Division of Youth Services Central Region to facilitate the transfer of drug and alcohol assessment and treatment information to the Division of Youth Services at the time juveniles from the First Judicial District are committed to the Department of Institutions; and through continued participation in the oversight committees with representatives from the First, Second, Seventeenth, and Eighteenth Judicial Districts, the Division of Youth Services, and the Alcohol and Drug Abuse Division throughout the duration of the project. The final goal of the program is to conduct a recidivism study for the purpose of evaluating the effectiveness of treatment services. This is achieved by defining data elements that will need to be collected on all terminated TASC clients; collecting and recording defined data elements from both first and second year client populations; and reviewing and collapsing aggregate data. Program Components The project plan is to implement the Denver Juvenile Justice Integrated (DJJI) TASC model in the First Judicial District in order to increase the number of substance abusing juvenile offenders who receive substance abuse treatment services and to establish a continuity of care model for these juveniles. The following are the key elements of the Juvenile TASC model: a broad base of support within the justice and treatment systems with a protocol for continued and effective communication; an independent TASC unit with a designated administrator; documented policies and procedures for required staff training; a data collection system to be used in program management and evaluation; a number of agreed upon offender eligibility criteria; procedures for the identification of eligible offenders that stress early intervention; documented procedures of assessment and referral; documented policies and procedures for random urinalysis and other tests; and documented procedures for offender monitoring that include criteria for success/failure, required frequency of contact, schedule of reporting, and notification of termination to the justice system. The TASC project staff consists of one full-time TASC Specialist who serves as the referring link between probation and treatment, one part-time tracker for non-compliant offenders, and one half-time clerical person. All TASC staff and other relevant staff (i.e., judges, magistrates, probation officers, district attorneys, public defenders, and Division of Youth Services personnel) are provided initial and ongoing training. In addition, the Operations Management Team, which consists of mid-line supervisors, TASC Specialists, representatives from the Division of Youth Services (DYS), representatives from the Alcohol and Drug Abuse Division, and treatment providers, was established to plan and discuss case management, programming issues, and training issues, and to make recommendations. The TASC model in the First Judicial District aims to provide identification, assessment, treatment, and case management to substance abusing juvenile offenders who are on probation or in community placement. The process involves identifying the treatment level of the probationer, assigning the case to a designated probation officer, making a referral to an appropriate treatment provider, and following up on the compliance of the probationer. TASC clients who are not compliant will be placed on jeopardy status, a probationary period during which they will be monitored more closely. Clients have two chances, Jeopardy I and Jeopardy II. If they fail to meet Jeopardy contract requirements, they will be terminated from the TASC project and referred back to the probation officer. One strength of the Juvenile TASC model is the collaboration between community-based treatment agencies and the project in order to bridge the treatment and juvenile justice communities. There are currently 20 treatment agencies that are members of the Adolescent Treatment Network in the First Judicial District, and the network continually works to include new members. This network was created in the first year of funding to provide treatment services to project youth. This collaboration has also strengthened the relationship between treatment providers and probation officers. The feedback system provides information regarding treatment progress or problems to probation officers. The TASC Specialist facilitates and coordinates the flow of information between treatment and probation. The TASC Specialist has been integrated into Jefferson County's Cooperative Council. This Council comprises representatives who identify gaps in services to youth and strategize to fill those gaps. Council meetings provide insight into the county response to juvenile problems and inform other county officials of the TASC model and its effect on delinquent youth. To ensure that service professionals are familiar with the project and the juvenile justice system, the TASC Specialist coordinates ongoing training. This training prepares service professionals for eventual implementation of the program in other districts. Representatives from the First, Seventeenth, and Eighteenth Judicial Districts were incorporated into the already existing TASC Management Team established by the DJJI TASC project. The Management Team also includes administrators from the Denver Juvenile Court, Department of Youth Services, Alcohol and Drug Abuse Division, Office of Probation Services and TASC Supervisors. The team meets regularly to oversee planning and implementation of the TASC model, advise program management, and provide policy direction. Participants from all areas discuss how to make the program most effective. The project has also enhanced collaboration between the First Judicial District Probation Department and the Division of Youth Services. This link further helps to facilitate transfers and provide the most effective services to youth committed to the Division. Results and Impact Performance Measures The success of the Juvenile TASC project can be measured both quantitatively and qualitatively. No one measure determines success or failure. However, many performance indicators considered collectively suggest the level of success this project can achieve. Performance indicators include: number of TASC Management Team meetings per quarter and frequency of TASC Management Team meetings per month and level of participation by agencies involved; number of Operations Team meetings per quarter and frequency of Operations Team meetings per month and level of participation by members involved; type(s) of training provided and members participating in training session(s), number and frequency of training sessions per quarter, accessibility of training, quality of training manual and lesson plan, and knowledge and skill level of trainers; number and title of positions hired; level of communication between TASC Specialist and the courts and frequency with which the courts follow TASC recommendations; frequency with which the court orders substance abuse evaluations; number of referrals accepted from probation; number and appropriateness of differential assessment tools used and number of differential assessments completed; efficiency of feedback between TASC Specialist and probation officers on the outcome of the assessment and recommended treatment; number of juveniles identified to be at each Prevention, Intervention, Treatment, and Aftercare level; number of appropriate referrals made by TASC Specialist to treatment and type of treatment provided; quality of communication and information shared between the probation officers, TASC Specialist, and treatment agency regarding client cases, and level of communication between the TASC Specialist and the juvenile; number of juveniles served per quarter and ratio of needs identified to needs met; accuracy of documentation of Juvenile TASC referrals and client contacts; number and frequency of treatment summaries received from the treatment provider; number of progress reports from the TASC Specialist to probation officers; number of non-compliant juvenile offenders and clients placed in Jeopardy I status; level of parental involvement; number of clients needing TASC monitoring and the effectiveness of tracking; number of successful completions of the program versus number of terminations; service providers participating in the Adolescent Treatment Network (ATN) and number and frequency of ATN meetings per quarter; number of quantified service agreements received from all participating agencies; identification and description of gaps in service; number of meetings between the Chief Probation Officer and the Division of Youth Services (DYS) Central Region Director; and quality of information shared between DYS and TASC and effectiveness of the transfer process between TASC and DYS. Implementation Problems and Successes As a result of the smooth implementation of the program, the number of referrals to the project was greater than projected. Because of the development of other program components, the TASC Specialist was unable to process the initial volume of cases at one time. In response to the high number of referrals from probation officers for assessment and the number of juveniles referred to the treatment services, parameters have been set in terms of the maximum number that the TASC Specialist can handle in a month. One obstacle to successful implementation was the coordination between the different actors in the program and their roles and the policies developed for the program. The Management Team helps to alleviate this problem by meeting to discuss policies and funding issues. Successes and Accomplishments Prior to the establishment of the Juvenile TASC program, probation officers had total discretion in testing juveniles for illegal use of substances and referring them to substance abuse treatment. Differential classification based on assessment was not available to probation officers, and monitoring was one of the numerous tasks the probation officer had to perform. As a result of the project's mandatory criteria for referral, the number of referrals to the TASC project and the number of evaluations completed are well above expectations. The project is identifying youth substance abuse levels, referring them immediately into treatment, and monitoring them in treatment on a consistent basis through a centralized approach. The project has provided important information regarding the level of treatment as well as the types of substances being used by adolescents on probation, making collaboration with service providers more effective regarding appropriate treatment. This information is communicated on an ongoing basis in order to serve adolescents more effectively. Furthermore, the courts have been cooperative and seem to follow recommendations from the TASC Specialist. The collaboration between community-based treatment agencies and the project has been facilitated by the ATN, which provides treatment services to project youth. The bi-monthly ATN meetings have increased sensitivity to the needs of the juvenile offender population, increased communication between treatment agencies, expanded services for juveniles and their families, and increased accountability for client services. The level of communication between the TASC Specialist and the treatment agencies has been much better than originally expected. During the first year of the project, 146 differential evaluations were completed, or 165% of the stated goal. A total of 68 youth were enrolled in the treatment level during the first year grant cycle, or 136% of the projected goal. By engaging the juvenile's family in assessment and treatment, TASC staff discovered that many times the juvenile offender's parents have substance abuse problems as well. With awareness of this problem, the TASC Specialist can recommend treatment to the parents in addition to their children. Prospects for Replication Since its inception, this project has focused on replication of the critical elements of the Juvenile TASC Model in other judicial districts. The model implemented in the First Judicial District was a replication project from the City and County of Denver. Documentation of policies and procedures addressing project components in the First Judicial District Probation Department TASC Project have been utilized to replicate the model in two large judicial districts in the Denver Metropolitan Area. During Fiscal Year 1994 and Fiscal Year 1995, a total of three replications have been realized. Presently, the TASC Model is operational in the First, Second, Seventeenth, and Eighteenth Judicial Districts Probation Departments. The probation departments work together to ensure the integrity of the TASC Model. Contact Information James Greco Chief Probation Officer First Judicial District Probation Department 100 Jefferson County Parkway Suite 2070 Golden, CO 80401 (303) 271-6354 (303) 271-6368 fax Delaware Project Stay Free Statement of the Problem Many juvenile repeat offenders in Wilmington, Delaware come from the Ferris School, a juvenile detention facility. Prior to the development of Project Stay Free, the curriculum at the Ferris School did not include a comprehensive aftercare component or preparation for release from incarceration. The establishment of Project Stay Free was based on the premise that every youth incarcerated in a secure care program will eventually return to the community from which they came. Therefore, it is necessary to provide supportive services that are truly grounded in the community and run by the community. Project Stay Free identified this need and has developed several programs targeted at this group of young people. Goals and Objectives The overall goal of Project Stay Free is to liberate the youth from the juvenile justice system so they do not become repeat offenders. Project objectives include: to provide intensive instruction, guidance, and supervision for 115 pre- and post- adjudicated males or females referred by the State Division of Youth Rehabilitation Services (DYRS). to operate the Project Stay Free transformation phase system þ characterized by a high level of supervision and program control þ to be progressively decreased as the youth displays a greater level of responsibility, respect, and discipline. to deliver or access a wide range of services guided by a continuously monitored, individualized service plan that focuses on instructing referred youth on the social and interpersonal skills necessary to maintain positive involvement with family, school, work, pro-social peers, and community institutions. to instruct, guide, and supervise the youth's family, where feasible, as a positive element of his or her support system. to instruct, guide, and supervise the development of relationships between the youth and law abiding persons/groups/institutions which can provide the following: alternative role models; a source of rewards and sanctions external to the program; a network of community support; and a vehicle for disengagement from delinquent peer groups. to instruct and guide youth to develop competencies in the key areas of life skills, education, and employment, and to arrange and advocate for access to opportunities in these areas. to address the youth's individualized risk factors that impede functioning or pro- social attachments. to apply consistently a system of graduated rewards and sanctions that recognizes each youth's achievements and provides immediate accountability for violations of rules. Program Components Project Stay Free provides a combination of early reintegration and/or transition services for youth released from institutional placements; intensive supervision and case management services; and 24-hour on-call crisis intervention that gives the youth an opportunity to survive and progress at home, in school, on the job, and in the community. Each youth is expected to complete the four phases of a transformation process: Phase I, Intake and Assessment; Phase II, Instruction, Guidance and Supervision; Phase III, Accountability and Self Discipline; and Phase IV, Liberation. Expectations of length of participation in the program range from ten to twelve months depending upon the needed services and the overall progress of the youth. All youth enter the program at Phase I and advance to the next phase only after completing all responsibilities within the first phase. After the youth completes the four phases, he or she participates in a post-termination interview. For a period of 30 days the youth is monitored by telephone and receives follow-up support correspondence and program resource referrals as deemed necessary. From May 1, 1991 and June 30, 1992, Project Stay Free contracted to provide four core services: (1) Community Reintegration, (2) Diversionary Program, (3) In-Home Detention, and (4) Probation and Aftercare Assistance. Community Reintegration The Community Reintegration Program emphasizes the coordination of early reintegration activities and service preceding release from secure care. Intensive mentoring in the community emphasizing gradual re-entry and the development of social skills helps to prevent criminal behavior. The project provides 90 days of intensive community interaction with the youth and their families, including case management, family therapy, career preparation, and culturally appropriate intervention. The program is divided into two phases. The institutional phase provides 30 days of reintegration activities that focus on preparing students and their families for release from the institution. The community phase provides a minimum of 60 days of intensive supervision, case management, and services at the community level. Project Stay Free's program structure requires youth referred by Ferris School case management staff participate in at least 30 days of programs and activities sponsored by the Project Stay Free Consortium. Programs and activities include daily African Rites of Passage, sponsored by the People Settlement Association at Ferris School and one of the local Community Centers; a weekly Computer-Based Learning at Edgemoor Community Center; a weekly Career Awareness at West End Neighborhood House, Inc.; and the Project Aware Program at the Delaware Correctional Center. Upon release each youth is required to attend a minimum of three group counseling sessions with Project Stay Free and to abide by a curfew enforced by the parent. Diversionary Program The Diversionary program was designed as an extension of the reintegration services. The focus of the program is to serve youth on probation or in aftercare who are having difficulty adjusting at home, in school, or in the community. Project Stay Free utilizes the community phase of the project to divert youth from incarceration, and has increased the number of slots available from five to fifteen. In-Home Detention Program The In-Home Detention Program is a non-secure detention alternative for youth who require supervision and support to remain at home and meet all court-ordered conditions of release such as scheduled appointments or court appearances. Youth accepted in the program are required to comply with all program conditions and are supervised by Project Stay Free staff. The objective is to provide the youth with the necessary services to impact the judicial decision made during the adjudicatory and/or dispositional proceeding to divert the youth from incarceration. During the period of supervision, and prior to formal case disposition, Project Stay Free develops a community service plan agreement to keep the youth at home. The plan makes individual assessments and identifies a combination of State and community resources to address his or her needs. Probation/Aftercare Assistance (Tracking) The Probation/Aftercare Assistance Program consists of three vital tracking services to ensure that referred youth abide by the conditions of their probation or aftercare and receive the full compliment of services offered by the DYRS and community. The overall goal of the program is to reduce the number of technical violations or arrests that result in incarceration. Upon request from the DYRS, Project Stay Free staff perform the following tasks: Surveillance consists primarily of contacts with assigned youth that include visiting schools to ensure attendance, visiting work sites, and checking curfews by telephone and in person. Monitoring youth activities at home and in the community includes overseeing community service placements and the collection of restitution; and assisting in implementing sanctions, such as an at-home restriction program for youth who violate their probation and/or aftercare. Transportation Assistance is provided to youth and families who are otherwise unable to keep scheduled appointments for referral services. Programs and activities sponsored by the Project Stay Free include the following: Project Stay Free Consortium The Consortium provides a full range of community- and group-oriented structured services designed to develop a youth's daily living, social, leisure time, organizational, vocational, and community integration skills. Each youth referred and accepted into Phase I or Phase II of Project Stay Free is required to participate in some of these programs and activities. Organizations which participate in the Consortium include Latin American Community Center, Christina Cultural Arts Center, Edgemoor Community Center, West End Neighborhood House, and IAMBIEN Institute. Evening or Second City Program Upon initial acceptance in the program all youth are required to participate in Second City workshops and evening activities for 30 to 60 days. This enables Project Stay Free staff to establish order and respect for the program and outline the youth's and parents' responsibilities and the youth's behavioral restructuring. Project Stay Free established the Second City Program in direct response to the number of youth involved in violent acts and the drug culture after dark. As part of Second City, Project Stay Free provides structured programs and activities, and intensely monitors the youth's activities at home, in school, and in the community between the hours of 7:00 p.m. and 1:30 a.m. HARAMBEE Center School Community Accepted youth may enroll in the Day Program at the HARAMBEE Center School Community, in addition to Second City workshops, programs, and services. The HARAMBEE Center School Community can serve a maximum of 25 students with a staff to student ratio of 1.5. The IAMBIEN Institute is responsible for the overall design, planning, and coordination of the holistic educational curriculum, and management of the day-to-day operations of the HARAMBEE Center School Community. Each youth enrolled in the school has an individual holistic education plan developed prior to the completion of Phase I. Additional services and programs are coordinated between HARAMBEE Center School Community and Project Stay Free, with emphasis on making services gender specific and culturally appropriate. Project Stay Free staff are geographically located throughout the city of Wilmington and parts of New Castle County. Each Intervention Specialist is assigned between five and ten youths, for a period specified by the individual youth's needs and his or her ability to adjust. Each Intervention Specialist is responsible for assessing each youth, ensuring that he or she adheres to the conditions of his or her service plan agreement upon release, monitoring youth activities and behavior in the home and community, visiting the public schools or training programs attended by the youth, and meeting with the youth's counselor, parents, or other school personnel to discuss the youth's performance. The Intervention Specialist also visits the youth's place of residence at least twice a week; engages each youth in community center programs, and monitors attendance (based on the needs assessment); accompanies the youth to interviews, court appearances, and meetings with DYRS Case Managers; and conducts a monthly adjustment report on each youth. Also, Project Stay Free Staff are responsible for instructing and guiding youth to educational and vocational achievement, adult skills building, conflict resolution and mediation skills, manhood and womanhood training, computer-based learning, career awareness, and other topics that will motivate and encourage a youth to be liberated from the program. If individual or family counseling services are needed, Project Stay Free contracts a professional licensed therapist. Results and Impact Project Stay Free has evolved into a far more comprehensive program than originally imagined. Since May 1991, each year the program has expanded both in number of youth served and in contract amount to accommodate the needs of youth who come in contact with the juvenile justice system. Performance Measures The first full year of operation, May 1, 1991 to June 30, 1992, produced the following results. Project Stay Free served a total of 169 youth by providing a combination of reintegration services for youth released from institutional placement; diversionary services for youth in jeopardy of violating conditions of probation or aftercare; in-home detention services for youth who could be better served in the community; and tracking services for DYRS clients. Length of stay in the program ranges from four to twelve months, depending on the needs of the youth and his or her family. Of the four core services Project Stay Free was contracted to provide from May 1, 1991 to June 30, 1992, the following outcomes were recorded: Community Reintegration Since May 1991, Project Stay Free has provided reintegration service for a total of 77 youth prior to their release from Ferris School. Realizing that the 90 day period was not enough time to provide a quality service, Project Stay Free extended intensive supervision for many cases from a minimum of three months to nine months after release. While some contact with the system is inevitable for many youth, penetration into the system can be minimized. With the extended period of service, Project Stay Free has been very effective in diverting youth from arrest or further formal court processing. Thirty-one of the 49 youth were successfully discharged from the project, with no major violations or incidents. Fourteen students (29%) have been in the community for over 12 months. Eight students (16%) have been in the community for nine months or more. Seven students (14%) have been in the community for six months or more. Twenty students (25%) have been in the community for three months or less. Forty-nine (49) youth are still in the community, twenty-nine (29) of which have been in the community for a period of six months or more. Diversionary Program Since implementation in August 1991, 15 youth have been served þ nine are still in the community; five have been placed in other institutions (such as Glen Mills and Ferris School); and the whereabouts of one is unknown. In-Home Detention Program Since February 1992, 17 youth have been referred to the in- home detention program. Through a cooperative agreement between the Family Court and the DYRS, court scheduling for a youth in-home detention order was expedited and referred to Project Stay Free for services. Eleven youths were placed on probation or continued aftercare; one youth received a seven day commitment to Ferris School; four youths were securely detained for violating court-ordered conditions and program conditions; and one youth was found non-amenable. Probation/Aftercare Assistance (Tracking) Since the inception of the tracking program in January 1992, Project Stay Free has provided services to 60 DYRS clients. Transportation services were provided to 36 youth; a combination of surveillance and monitoring services were provided to 17 youth; surveillance services were provided to four youth; and a combination of transportation and monitoring services were provided to three youth. Implementation Problems and Successes Although the original proposal clearly identified services to be provided and outlined a methodology to measure results, it did not address some major obstacles and barriers: How to effectively coordinate and utilize all project resources outlined in the proposal? How to implement a program that relies on the assistance and support of an institutional staff that has undergone considerable transition and scrutiny? How to motivate and prepare youth who have been institutionalized for transition? How to maintain community compassion for those youth who commit serious and violent offenses? The Consortium understood that these questions were not going to be answered in a three, six, or even 12-month period. However, a seed has been planted; there is a reason for optimism and change. The attitude toward Project Stay Free after its initial implementation, changed dramatically from skepticism to acceptance and outright enthusiasm. As a result, the relationship that exists between Project Stay Free and Ferris School staff, and in general the Division of Youth Rehabilitative Services, has provided a better understanding of the problems that exist within the system and a renewed spirit to address each problem in a constructive manner. With the support of the State Division of Youth Rehabilitative Services and a budget of $854,000, Project Stay Free has created a balanced and more structured approach in providing alternative community-oriented services for youth. Successes and Accomplishments Project Stay Free is the first community-oriented program that is maintained in and operated by the community. It has implemented the only African Rites of Passage and Manhood Training Program in an institutional environment in the country. It is recognized by the City of Wilmington as an appropriate community-oriented intervention strategy for the city's youth. It has raised over $600,000 to complete renovations of a building that will enable Project Stay Free to be open seven days per week from 7:00 a.m. to 10:00 p.m. Since May 1991, the State supported the Consortium's efforts to expand, and increased its capacity to serve more youth who come in contact with the system. In addition, the State of Delaware awarded a contract to provide electronic monitoring for high-risk youth, established the Second City Program in direct response to the number of youth involved in violent acts and the drug culture, and increased staff size from four to a total of 20 full-time employees who live in the community. All staff are trained and knowledgeable in the area of youth development and are able to deal with the unique and sensitive needs of each youth. Project Stay Free has assisted the City of Wilmington in establishing a Youth Intervention Unit in the Police Department. The Consortium, the State of Delaware, and the community realize that Project Stay Free is an appropriate intervention strategy for youth to remain in the community. Subsequently, the Consortium is in a position to supplement and intensify the most appropriate services offered to youth in the custody of the State, while proactively influencing the way services are coordinated and administered to youth in the institution and community. Project Stay Free continues to advocate State institutional program standards conducive to the treatment, education, and counseling needs of all youth. In order to sustain itself past the formative years, Project Stay Free has undergone a reevaluation and a renewal process. This has forced the Consortium and the State to realize that an impact analysis is necessary to validate the achieved aims of the project. As a result, Project Stay Free has outlined an evaluation design scheduled to be implemented in July 1995. Contact Information Tyrone Jones Director Project Stay Free Kingswood Community Center 2300 Bowers Street Wilmington, DE 19802 (302) 762-8229 (302) 762-5785 fax Florida PACE Center for Girls, Inc. Statement of the Problem Historically, institutionalization has long been a cornerstone of the juvenile justice system's response to troubled girls. Commitments of girls to detention centers have declined somewhat, although girls are still more likely than boys to be incarcerated for status and minor offenses. Many girls in correctional settings have experienced physical and sexual abuse; nearly four out of five are runaways. Not surprisingly, most report that their first arrest was for running away from home (for the physical and sexual abuse that was occurring there) or for larceny theft. Studies of the conditions in the nation's detention centers and training schools indicate that rather than protecting girls, many neglect their needs and often victimize them. There are few programs at the State or national level designed to deal with this problem. Since troubled girls rarely become armed robbers, they are easier to ignore, and thus they often choose self-destructive alternatives. The transition to adolescence is a time of great psychological risk for girls, during which they are vulnerable to contracting sexually transmitted diseases, early childbearing, substance abuse, eating disorders, depression, suicide attempts, and dropping out of school. By the time they leave high school, 52% of teenage women have had sexual intercourse. The rate of STDs and AIDS is increasing among teenagers, especially females, and the STD rate is 2.5 times higher for females than for males. Among women aged 15 to 20, AIDS is the leading cause of death. Every day in America almost 3,000 girls become pregnant. There are an estimated one million teen pregnancies every year. In addition to the multiple health risks of teenage pregnancy, there is the increased likelihood that teen moms will drop out of school, thus lowering their chance for productive employment. Daily in this country over 1,500 teenage girls drop out of school, and every 35 seconds an infant is born to a mother who is not a high school graduate. Florida, like the rest of our country, has not addressed the needs of at-risk young women despite clear evidence of the connections between abuse, neglect, teen pregnancy, delinquency, high school dropout rate, substance abuse, and other destructive behaviors. Florida has the nation's highest youth suicide rate, and ranks fourth in the nation for teen pregnancy and parenting. Ninety percent of Florida's teen mothers are not in school. Not surprisingly, less than half of the teens who are parents before the age of 18 graduate from high school (Florida Demographic Conference, 1990: Florida Center for Children and Youth, 1990). PACE [Practical Academic Cultural Education] Center for Girls, Inc., is a unique gender-sensitive, nonprofit, nonresidential, community-based, educational and therapeutic intervention program designed to address the needs of at-risk girls. Goals and Objectives The goal of PACE Center for Girls, Inc. is to improve the quality of life for at-risk girls. The purpose of the program is to prevent juvenile delinquency referrals, status offenses, high school dropouts, foster care referrals, and teen pregnancies. This is done by empowering young women to further their education, build self-esteem, and develop personal/social and family relationship skills so that they may become productive citizens. To achieve this goal, PACE provides accredited high school completion and basic skills education; develops and implements career placement plans; prevents substance abuse through education and counseling; prevents teenage pregnancies; teaches cultural awareness; enables young women to choose a safe environment free from violence and abuse; teaches responsible health choices; and encourages involvement and volunteerism in the community. Program Components PACE was incorporated in 1983 with a board of directors made up of five community volunteers. These volunteers were dedicated to making changes in the juvenile justice system as it related to the treatment of girls. The program opened in a donated room at the Snyder Memorial Methodist Church in downtown Jacksonville, Florida in 1985. PACE Center for Girls, Inc. currently serves nearly 300 girls daily throughout Florida at seven program sites (Jacksonville, Bradenton, Orlando, Ft. Lauderdale, Miami, Tallahassee, and Pensacola). An additional 729 students are served daily through the aftercare/follow-up component. PACE Center for Girls provides educational, counseling, and case management services to teenage girls aged 12 to 18 who are labeled status offenders, delinquents, runaways, truants, ungovernables, dependents, dropouts, incorrigibles, and unwed teen mothers. Services include enrollment in a fully accredited high school credit or General Equivalency Diploma (GED) program; gender-sensitive life management curriculum; individual, group and family counseling; and community service volunteer experience. Referrals/Intake PACE has an open referral process, and enrollment is voluntary. Referral sources include juvenile judges, Department of Health and Rehabilitation Services counselors, Department of Juvenile Justice personnel, community service agencies, school personnel, parents, family members, friends, and the students themselves. Students are accepted without regard to race, creed, or socio-economic background. PACE has designed a comprehensive intake process that is designed to determine individual needs. Staff utilize a wide range of resources during the assessment phase, including interviews, home visits, psychosocial assessments, psychiatric evaluations, and educational placement testing. Comprehensive Education Education is the core of PACE. It is the key to addressing girls' broken homes, poverty, and low self-esteem. Each girl attends school while at PACE, and works toward her high school credit diploma or GED. The PACE staff/student ratio in academics is 1:10. PACE is a fully accredited high school credit program which includes remedial, high school credit, GED (if applicable) examination, and college preparation. PACE has a scholarship fund to assist the girls with continued education after they graduate from PACE. Life Management The PACE curriculum features a gender-sensitive curriculum designed specifically for its students. SMARTGIRLS! (Students Making a Right Turn) consists of four modules that address the development of healthy choices. SMARTALK! assists girls in learning the importance of using appropriate language in varying situations, while ICE (Inclusive Cultural Education) focuses on the appreciation of cultural differences. PINK SLIPS highlights career awareness and the employment process, and SOS (SAVE OUR SISTERS) encompasses healthy lifestyle choices in regard to sexual activity, nutrition, and drugs. Counseling PACE treatment plans are specifically tailored to each student. Individual, group, and family counseling sessions are conducted regularly (weekly and monthly at a minimum). Often a girl's success is dependent upon family involvement. PACE strives to improve a family's commitment to their daughter. Staff is on call 24 hours a day. Each student is assigned an advisor who is responsible for compiling an individualized treatment plan, including monthly visits with parents or guardians, and documenting weekly progress toward short- and long-term goals. The advisor/student ratio is 1:10. Individual, group and family counseling sessions are conducted regularly. Specialized therapeutic interventions include crisis counseling, grief and loss counseling, peer support, and cultural diversity groups. Community Service Projects PACE requires each girl to participate in at least two different community service projects while enrolled. Community service projects were initially a way to repay the community for their support. However, they also proved to enhance self-esteem and promote self-worth, which are integrally related to pride and involvement in a community. Community service projects allow the girls a unique opportunity to see themselves as individuals who are needed by others. Community service projects include serving lunch to the elderly, working with disabled and abused children, and working in homeless shelters. Aftercare/Follow-up PACE has developed a comprehensive three-year aftercare/follow- up/placement component for all students, whether they were successful or unsuccessful at PACE. This component consists of a one-year intensive aftercare program for students needing that service. Intensive aftercare includes individual treatment plans and comprehensive case management services. Education groups and therapeutic counseling services are also available. Follow-up consists of regular telephone contacts made with girls at three-month intervals during the second year after exit, and every six months thereafter to ensure that students continue with their education and employment. Although the average length of stay is six months, the program is based upon individual needs, so length of stay varies. Girls are eligible for graduation after they have successfully completed their individual treatment plans. These plans typically include the completion of two community service projects, maintenance of a 92% attendance rate, demonstration of improved academic functioning (by receiving a high school diploma or advancing a minimum of one grade level and re-enrolling in their home school), and completion of life management courses. Results and Impact Performance Measures Semi-annual quality assurance reviews of all programs are conducted to ensure compliance with all grant and government mandates, as well as the minimum standards established by the PACE, Inc. Board of Directors. Personnel Policies and Procedures and Program Policies and Procedures are used as reference tools for all programs, to ensure the delivery of quality services. The quality assurance assessment is also designed to accomplish the following: assure the credibility of PACE programs through the provision of quality services; assure that the services provided by PACE are safe and effective and that they are meeting the needs of at-risk girls and their family members; assist in the identification of training and technical assistance needs; assist in inter-program education and the exchange of ideas among PACE programs; and assess pattern/trends related to young women and gender issues. The following table represents the programmatic measurable objectives for PACE programs: Programmatic Measurable Objectives State Standard Standard based on Years of Operations 0-1 Yr 2-4 Yrs Over 4 Yrs Monthly Attendance 87-89% 90-92% 93+% Average Daily Enrollment 20-30 30-40 40-50 Favorable Exits 60-64% 65-69% 70+% Favorable Placements 60-64% 65-69% 70+% Number of days in Program 225 225 225 Implementation Problems and Successes As PACE has grown from serving ten girls in the donated room of a church (1983), to serving over 1,000 girls daily in programs located across Florida in 1994, many challenges have been encountered. It has been a continuing challenge to balance honoring funding contracts and simultaneously meeting the needs of at-risk girls. The development of involved, local boards of directors has proven to be a key element, not only in the long-term success of the program, but particularly in the viability of the program during the critical first year. Staffing also presented challenges, as PACE has broken the traditional mold for teachers. Developing teachers into "teacher/advisors" (a teacher/social worker hybrid) has presented its own set of training, development, and supervisory challenges. Geography has also presented challenges: the State Office in Jacksonville provides assistance to programs located as far as 400 miles away. Creative and dedicated board members and staff have been the solution to the challenges that growth and expansion have brought about. People whose vision is to provide excellent services to girls are those who have "met the challenges," turning them into positive experiences. Staff work diligently to balance girls' needs with contract compliance. The State Office staff, under the direction of State Director, Dr. LaWanda Ravoira, has made board development and technical assistance to new programs high priorities. The role of teacher/advisor continues to grow and change. Several programs have adopted a dual component model in which an academic program manager and social services manager work under the direction of the executive director. The geographic challenges are being met with creative solutions such as training local program staff to co-facilitate training, and holding peer staff meetings and quarterly administrative meetings at program locations around the State. Successes and Accomplishments PACE Center for Girls has provided comprehensive services to over 1,800 young women since its inception in 1985. This year, as PACE celebrates ten years of successful work as a major voice and service provider for troubled girls, it continues to boast a documented 75% success rate. Identified by the University of Michigan Center for Youth Policy as one of the most promising girls programs in the country, PACE was the 1987 winner of the Juvenile Judges Award for Most Outstanding Dependency Program in Florida. PACE was featured as a successful model on the NBC Nightly News with Tom Brokaw (1993), and profiled in the Office of Juvenile Justice and Delinquency Prevention National newsletter. PACE has been highlighted in the National Coalition of State Juvenile Justice Newsletter, and the Miami Herald wrote an editorial endorsement of PACE in 1992. In March 1995, Attorney General Janet Reno highlighted PACE's success during a news conference. Recently, the PACE Center for Girls received the Office of Juvenile Justice and Delinquency Prevention's 1994 Gould Wysinger Award, given to outstanding programs throughout the country. PACE has also entered the arena of public advocacy, convening the first National Girls' Caucus in Washington, DC; co-chairing the State of Florida Girls' Initiative; and delivering Congressional testimony to U.S. House of Representatives Education and Labor, Human Resource Subcommittee which resulted in the inclusion of girls in the Reauthorization of the 1992 Juvenile Justice and Delinquency Prevention Act. Prospects for Replication The positive effect of the PACE program was quickly evident as requests for expansion began pouring in from other areas of Florida. Based on the success of the Jacksonville program, PACE has been replicated in Bradenton (1989), Orlando (1991), Fort Lauderdale (1992), Miami (1992), Tallahassee (1993), and Pensacola, Florida (1993). PACE has also received numerous inquiries for national expansion. In response to this expansion, a detailed replication manual was designed to document the critically important development process, program elements, and funding requirements. The manual offers information about the formation of local boards, organizational structure, facilities, budgeting, staffing needs, fundraising, and public relations. The key to any PACE chapter's success is the combination of elements that makes the program unique: a blending of academic and social services, home visits, 24-hour availability of staff, individual treatment plans that honor the PACE mission statement, a holistic spectrum of services, and a staff-wide, statewide, organizational commitment to girls. Contact Information Karen Bugler Director of Programs PACE Center for Girls, Inc. 100 Laura Street Suite 100 Jacksonville, FL 32201 (904) 358-0555 (904) 358-0660 fax Illinois The Midtown Educational Foundation Statement of the Problem Forty-nine percent of Chicago's kids drop out of high school, and only 14% attend college. Instead of finding challenges in the classroom, many Chicago youth have been finding them on the streets and have created major challenges for the nation's third largest city. Murder rates, violent crimes, and gang activity are at an all-time high. Drug abuse and unwed motherhood continue to spiral out of control. The magnitude of these challenges will continue to increase as each generation reaches maturity. Character education helps students to conquer the at-risk conditions that surround them. Growing up in playgrounds and street corners, urban youth are ill prepared to courageously and wisely confront the many moral decisions that assault them every day: cheating on a test, lying to a parent, shoplifting, etc. Going beyond personal behavior, character education also prepares one for success. Doug Heath, an author and ethics consultant, has conducted research that demonstrates that personal virtue, not academic grades or SAT scores, predicts success and well-being. Youth who live by values and principles have greater self-esteem and personal happiness, and they have it as a consequence of their good behavior. The Character Education Partnership (CEP) has been tracking the success of character education curricula in different school districts throughout the country. CEP is "dedicated to developing civic virtue and moral character in our nation's youth as one means of creating a more compassionate and responsible society." Another example of the growing concern about helping youth to develop good character was a recent interview given by the Secretary of Housing and Urban Development, Henry Cisneros. He argued that most of the problems his agency deals with cannot be solved without finding a way to reconstitute families and, in particular, to instill a sense of responsibility in young men. "One of the most important things we have to do is to find ways to re-engage fathers in the lives of their children," he noted. Goals and Objectives The Midtown Educational Foundation (MEF) aims to equip students for long-term success and happiness. This is done through four principal objectives: (1) motivating young people to strengthen their academic skills; (2) encouraging personal growth and development; (3) instilling a vision of service to the community; and (4) giving support and guidance to parents. Program Components MEF is now entering its fourth decade of service to Chicago inner city youth. It operates two resource centers for youth, with after-school, Saturday, and summer hours: the Metro Achievement Center for girls and the Midtown Center for boys. Its students come from neighborhoods that frequently dominate the news. Ninety percent of MEF kids are African-American or Hispanic, and almost 70% of MEF families are in the "very low income" group. Participation in the program is voluntary. How does an after school program with a small core staff and a consistently low cost-per-student affect the academic performance and personal behavior of 800 at-risk youth? MEF's programs are centered on supplementary education. Its distinguishing characteristic is a highly effective character development program that imbues and enriches every activity of the centers. Crime, drugs, gangs, and teen pregnancy all involve moral decisions. Because of these challenges, there is a need to help young people develop good character so that they know and act upon values such as honesty, compassion, responsibility, and respect for self and others. This means delivering a consistent and clear message that is reinforced through the behavior of every staff member and volunteer. It means having a personal mentor for every child so that students can effectively integrate these values. MEF staff and volunteers act as positive role models. There is a permanent staff of 16 who recruit and train a volunteer corps of 375 people. Most of the latter are young professionals. Everyone involved with the centers is carefully selected to assure that they can project the virtues that are being communicated to the students. Moreover, ongoing training is given. Walgreens One-on-One Program (4-6 grade) - Young professional volunteers act as individual tutors/mentors for students. Weekly sessions aim to encourage good attitudes toward learning, assist students with homework, present positive role models, and develop in students the study habits associated with high achievers. In addition to tutoring, participants attend character development classes, athletic programs, and recreation and receive counseling. Midtown/Metro Achievement Program, MAP (7th & 8th grades) - Math, science, and English courses prepare students to enter a college preparatory high school, and ultimately, college. Character development is strongly emphasized. Individual mentors are provided. College Orientation Program, COP (9th to 12th grade) - Through this program, students build strong math and science skills by participating in a series of technically-based courses. They prepare for college entrance exams and explore college options. They participate in enriching activities such as Junior Achievement, Museum of Science & Industry Science Club, and Toastmasters in order to develop confidence and promote constructive ways to use free time. Individual mentors are also provided in this phase of the program. As stated earlier, there is a strong character education component in each of these programs. Each student has an adviser/mentor who meets with him/her individually on a weekly basis. The adviser chats with the student, encouraging him/her to set realistic study goals, use time wisely, be a good son/daughter and sibling, and get along with other kids. Each week, the goals are reviewed and built upon. Students attend dynamic talks on values such as honesty, compassion, responsibility, cheerfulness, generosity, order, and respect for self and others. Volunteer service projects, including visits to elderly shut-ins and distribution of food to poor families, are made available to students. MEF views parents as partners in the scholastic and character education of children. It offers parents opportunities for enrichment, guidance, and support in their parenting role. Classes and seminars in parenting strategies, as well as personal interviews with their child's adviser/mentor, provide chances for parents to share experiences, service, and friendship with other families. Parents are expected to assure regular program attendance by their children, cooperation with program requirements, and payment of a nominal fee for services. Results and Impact Performance Measures Tangible measures include outstanding high school and college graduation rates, student attendance, and avoidance of criminal or self-destructive behavior. There have been third-party evaluations by authorities such as the Chapin Hall Center for Children at the University of Chicago. In addition, there are testimonials by parents and tutors that provide many anecdotal examples of the small "miracles" being worked in students. Implementation Problems and Successes Most recently, efforts at improvement have been made in three main areas: improving and expanding parenting programs; strengthening high school programs; and increasing contact with students of all age groups. The biggest obstacle is recruiting good volunteers. The program needs more volunteers to spend more individual time with the kids. According to Midtown Educational Foundation Executive Director Jim Palos, "people are the key" to the success of the program. The programs are based in the target neighborhoods. The downside of this is the segregation of Chicago neighborhoods, which hinders the integration and socialization of the kids. Successes and Accomplishments Phone surveys of MEF graduates indicate that 95% graduate high school and 64% go on to college. The percentages for all Chicago students are, respectively, 51% and 14%. In a 1992 review of the Walgreens One-on-One Program, Dr. Joan Costello of the University of Chicago wrote, "the One-on-One program at Midtown Center exudes vitality. It is a strong mentoring program that fosters academic and character development through relationships, one by one. In short, it gives one a hopeful sense of what can be done when a capable organization helps one adult and one child to become friends and grow stronger together." In her conclusion she noted that it "is an exemplary mentoring program, not a traditional tutoring program. Tutor/mentors in One-on-One serve as guides and role models who encourage academic achievement and character building through a relationship that goes well beyond homework help or teaching academic skills. Students have the opportunity to develop relationships with educationally and occupationally successful adults whose involvement with them on a weekly basis provides individual attention, interest and encouragement that few children, especially inner-city children, usually enjoy." Attendance at the Walgreens One-on-One Program is high, 87% for students and 78% for tutors. This has been attributed to the personal relationships that develop between students and tutors, the commitment of parents, and the staff's emphasis on reliability. To lead the parenting program, a full-time Parenting Coordinator was hired. Both Midtown and Metro have been increasing the frequency and quality of their parenting sessions. To increase contact with students, 1995 will be the first year that high school programs will run through the summer. Also, relationships with local universities are being strengthened to expand the resources available to high school students. Midtown has received commendations from corporate heads, U.S. presidents, Chicago mayors, and education experts. In addition, the One-on-One Program was chosen in 1993 as one of only 44 programs worldwide to join YouthNet, an initiative of the International Youth Foundation. These programs were selected from more than 2,000 applications for their excellence in meeting the needs of disadvantaged youth. Prospects for Replication Programs modeled on Midtown and Metro have begun in four cities: Boston, the South Bronx (NY), Washington, D.C., and Milwaukee. Some Midtown and Metro staff now work at these programs, and MEF has acted as an ongoing consultant to them. MEF is sharing its knowledge and experience in other ways. A class in character education for teachers is beginning this summer at the Metro Achievement Center. This graduate-level course is accredited by the University of Illinois at Chicago and will be offered through the school's education department. In 1994 the Kellogg Foundation of Battle Creek, Michigan awarded a grant to document the MEF character building model. Six other youth-serving agencies requested that such a manual be developed so that these character building activities could be integrated into their programs. MEF personnel take part in education conferences and seminars, and MEF's Executive Director, Jim Palos, sits on the Illinois State Board of Education. Contact Information Jim Palos Executive Director Midtown Educational Foundation 718 South Loomis Street Chicago, IL 60607 (312) 738-8301 (312) 738-8306 fax Maryland Living Classrooms: Fresh Start and Tico Enterprises Statement of the Problem Many young people in Baltimore, particularly those who have repeatedly been in trouble with the law, have very little job experience. These youth typically come from very low-income, high-crime neighborhoods within the city. These areas lack social stability and offer few legitimate economic opportunities. Not surprisingly, they are also areas that are notorious for drug trafficking. Consequently, there is a need for economic development and job training, for youth in general and delinquents in particular, that are not getting the job training they need to survive. They need opportunities to complete their high school education or General Equivalency Diploma, and to receive training in employability and vocational skills. They also need to experience success and the enjoyment of learning. Living Classrooms seeks to provide these experiences in an employment model to help youth establish goals and turn their sense of hopelessness into one of opportunity. Living Classrooms' employment and entrepreneurial training programs serve juvenile offenders and other high-risk youth, aged sixteen to twenty, from Baltimore, Maryland. Goals and Objectives The goal of Living Classrooms is to provide at-risk and delinquent youth a chance to be productive members of the adult work force, thereby increasing self-esteem through hard work and accomplishment. The objectives of the Living Classrooms program are to: provide high-risk youth with a technical skills base in carpentry and the marine trades; provide these youth with training and practice in appropriate work-world behaviors and attitudes; set up a business with graduates of the vocational training program and train these youth in business techniques necessary for legitimate business enterprises; and establish a network of support among local companies, social service agencies, and community business leaders for the entrepreneurial training program. Program Components On average, the participants in Living Classrooms have a history of eight to ten arrests, have dropped out of school after the first year of middle school, and live in the urban areas of Baltimore, which has a serious heroin problem. Students are on probation throughout the program and afterwards. Living Classrooms does not take murderers or sex offenders. Fresh Start and Tico Enterprises are two of 23 programs the Living Classrooms Foundation operates. The principles of Living Classrooms stem from a commitment to project-based education. The program employs the Socratic method throughout all activities to teach and reinforce important values and lessons. Instruction goes on throughout projects; it is not out of textbooks. Fresh Start Fresh Start takes in seven kids (and hopes to graduate five) five times per year. Sometimes probation officers refer clients, but programs are open to the community as well. Both men and women may participate. This first phase is a nine-month carpentry and boat building vocational program designed to teach broad-based employability skills, along with the trade and academic components. It is designed to mirror the workplace by placing students in small groups with an instructor acting as a supervisor. While there are opportunities for Fresh Start students to practice business skills (e.g., constructing a boat for a client), the second phase is entirely based on the concept of business training. Tico Enterprises This second phase is a student company program, Tico Enterprises, Inc. Tico Enterprises is a for-profit business operated by students with staff advisors providing business training. Tico Enterprises has its own Board of Directors. Students at present are aged 20 or older. Fifteen-year-olds are not accepted, and only some sixteen-year-olds may join, because Living Classrooms wants graduates to be able to enter the work force as soon as possible once they have completed the course. Very quickly during training there is a divergence between those who rise to the challenge and those who drop out within eight weeks. Tico Enterprises has participated in Baltimore's application to receive Empowerment Zone funding from the U.S. Department of Health and Human Services. Tico Enterprises has business contracts worth $260,000 per year. Tico had a Harvard MBA volunteer for two years who helped design the business, Black and Decker has supplied Tico with equipment, and a pro bono corporate lawyer helped Tico secure a registered trademark. Students negotiate prices and sell boats on their own. Stipends are not offered; only cash for work is allowed. The students design their own projects, make their own calculations, and conduct profit-sharing directly. The program is small and flexible; if a student is skilled at computers and not wood work, then an attempt is made to find the student a position in the front office. Results and Impact Performance Measures A measure of success is to have 80% of Fresh Start graduates enter employment and/or further education upon completion of the program and not be rearrested. Another anticipated result is that Tico Enterprises will be a profitable business and continue to provide the opportunity for high-risk youth to receive business training. Tico associates will, hopefully, gain skills and contacts that will be helpful to them in the future, and will earn a living through legitimate enterprises. There are seven criteria by which the success of the students is determined: punctuality, cooperation, self-motivation, efficiency, professionalism, completion of tasks, and quality of work. Violence is not tolerated. Implementation Problems and Successes Problems in Fresh Start result from students' living situations. Most students live in a dormitory residence run by Juvenile Services. These students receive transportation to and from the site as well as excellent care from a staff that is united with Living Classrooms staff in terms of program objectives. However, the program has always struggled with a shortage of staff and bed space at the residential facility. The program also enrolls some youth who come from their homes, who are difficult to retain in the program. The student company þ Tico Enterprises þ was initiated in 1992 to respond to our Fresh Start graduates' further needs for jobs and training, and to their interest in becoming business owners. Since that time, the company has named itself, developed a logo, become legally incorporated, written bylaws, and developed and marketed products. The company provides full-time employment for four associates (students) and three staff advisors, and has a Board of Directors with eleven members. One of Tico's great successes has been in networking with local business people. Many of these people have a sincere desire to help our youth and are delighted to serve on the Board of Directors, and provide consulting, pro bono legal assistance, office equipment, and business contacts. Tapping into the business community as opposed to depending solely on grant monies has widened our ideas on creating sustainable programs that are a real part of the community. One of the problems in implementing Tico has been the difficulty of balancing the business with the educational program. In order for the program to be successful (i.e., to provide a real business environment as a teaching platform) significant energy and time has to be spent in the nuts and bolts of operating the business. The obvious "Catch-22" is that there is less purely instructional time than anticipated. There have also been problems for the staff in trying to instill in students the consistent motivational drive that is necessary for entrepreneurship. Successes and Accomplishments Fresh Start has been in operation since 1990. Of the 30 graduates, 22 are presently holding jobs. Those in regular employment are role models for others still in the program. Participants know that if they work hard, they will earn the reward of paid work. This program has been consistently funded by the Maryland Department of Juvenile Services to provide employment training for delinquent youth. The program's success stems from a talented and caring staff working in small groups with students, and from a high integrity level. The no-violence policy has led to a completely safe workplace. Students are held to high work and behavioral standards, which in turn demonstrates a belief in their ability to reach those standards. Within the last year, Baltimore City schools placed two certified high school teachers on site, allowing better academic service to the students. The program developed a project-based curriculum in academic subject areas as well as in GED preparation. Success of participants is measured by using the Harter Scale, as well as in-house technical assessment. Through Ph.D. evaluators, Living Classrooms has developed a tool to evaluate development of desired characteristics in graduates, such as empathy and anger management skills. Often students are functionally homeless during and after the program. This program helps them to find a place to live in the area. One success story from Fresh Start concerns a young man who had a drug problem. He stopped using drugs and was admitted to Fresh Start. As a result of his commitment to staying drug free, the rest of his family eventually stopped using drugs. All six family members are now working. That the Fresh Start student became clean and employed created change within his family system. When one family member breaks the dysfunctional system, it creates an environment for the development of a healthy family system. Obstacles have arisen primarily in dealing with mental health and human services professionals. Living Classrooms does not get enough referrals from them, because information does not travel through systems efficiently. We are very active in recruiting participants. In fact, we call probation officers regularly to recruit candidates. Prospects for Replication Living Classrooms has been given a three-year demonstration grant for both phases of this project from the U.S. Department of Health and Human Services, Family and Youth Services Bureau. Since the beginning of the project, Living Classrooms has documented activities, problems, and significant findings in narrative quarterly reports. At the end of the three years, a manual detailing the entire project will be made available nationally. Independent evaluators are also working on ongoing and final evaluation reports. This entrepreneurial model is highly replicable elsewhere. Contact Information Edmund Snodgrass Director Education Programs Living Classrooms Foundation The Lighthouse, Pier 5 717 Eastern Avenue Baltimore, MD 21202 (410) 685-0295 (410) 752-8433 fax Mississippi Mississippi Children's Advocacy Center Project Statement of the Problem Although all victims of crime benefit from therapeutic support and treatment, child victims are often forgotten, either as a result of system neglect or because families do not have the resources needed to get help for their children. The trauma suffered by children at the hands of others can cause lifetime impairment including emotional, psychological, and physical problems. Of particular concern are child victims of sexual abuse who may suffer a plethora of symptoms ranging from physical complaints, difficulty forming and maintaining relationships, lack of trust, broken homes, guilt, shame, decreased self-esteem, nightmares, and numerous other behavioral problems, such as increased aggressiveness, alcohol/drug abuse, inappropriate sexual behavior and promiscuity, numbing of emotions, difficulty concentrating, school problems, running away, depression, withdrawal, and self-injurious behaviors. If these victims are treated soon after the crime occurs, the child sexual abuse victim has a better chance of healing and developing into a healthy and productive citizen. If untreated, a child victim may grow into a depressed and maladaptive person or a perpetrator him/herself. Many child victims of familial sexual abuse fear retribution by the perpetrator or by other family members who do not believe that the abuse occurred. Thus the time when the victim needs family support the most becomes the time when the family can not cope enough to support the child. Often these factors and the stress within the family cause the child sexual abuse victim to recant his/her abuse disclosure, making prosecution almost impossible. In order to provide services for the victims of child sexual abuse, emphasis needs to be placed not only on the child, but also on the non-offending family members. Professionals working within the system need to coordinate their victim service efforts. Often children are interviewed many times throughout an investigation by criminal justice and child protection agencies, causing the child to relive the trauma of the event(s) over and over again, typically increasing the child's fear of the system as well as his/her apathy toward the professionals involved in the case. The problem is intensified by professionals who either have inadequate interview training or none at all in interviewing the child sexual abuse victim. This creates an atmosphere in which there is a strong risk of alienating the child victim and frustrating both the child and the professional when information is not adequately obtained. Goals and Objectives The primary goal of the Mississippi Children's Advocacy Center (MCAC) is to protect and rebuild the child sexual abuse victim. Another goal of the MCAC is to create a multidisciplinary approach to the handling of child abuse cases and to facilitate a support system for the child throughout the criminal court process. Currently the MCAC is able to provide services to the child victim and the criminal justice system in the form of free, therapy- based forensic interviews and psychotherapy. Based on the experience of MCAC to date, it appears that there are four problem areas related to serving the child victims of sexual abuse that must be met to achieve the MCAC's goals. First, hard data needs to be collected on the victims. Hard data is defined as psychological inventories and tests that show the behavioral and psychological difficulties that the child victims are experiencing. This is typically lacking for the child victim of sexual abuse. As a result, expert testimony often relies on the expert's opinion, which may not be sufficient to convince a judge or jury. Second, non-offending parents need to be educated on the dynamics of child sexual abuse, methods for coping with abuse, ways to deal with the child victim, and ways to handle the court system. Groups need to be formed to prepare non-offending parents/family members for what to expect from their child victim and how to better handle their own stress as well as problems that arise. Third, the child victims need to be prepared for participation in the criminal justice system. They need to be briefed on the processes of the court system and the realistic outcome possibilities of their case, in terms that they can understand. A child who must face the system with no understanding of it can break down or recant his or her disclosure of abuse. The court system's officials and prosecutors seldom have time to prepare victims and witnesses properly. Fourth, to prevent the child from being revictimized by the system, professionals involved in the child's case need to be educated on the dynamics of child abuse, how to interview and relate to children, and how to form and use the multidisciplinary approach to cases. Program Components The Mississippi Children's Advocacy Center is centralized and coordinated within the community to oversee the treatment of child victims and insure that children receive counseling and support and are not revictimized by the system. This central unit provides training and support services to law enforcement, district attorneys, social workers, and other professionals involved in the process. This center uses the multidisciplinary team approach to serve the needs of the child sexual abuse victim. The MCAC was established not only to provide counseling and support for child victims of sexual abuse, but to serve as a liaison between other professionals involved in the case, so that information is exchanged freely between professionals. Currently, the MCAC provides services for approximately 400 children per year. Roughly 95% of these children are possible victims of sexual abuse. The therapists at the center provide forensic interviews that can be forwarded to the child protective service worker, law enforcement, prosecution, and the judiciary. These therapists provide therapy for child sexual abuse victims on a short-term basis. Within the past fiscal year, over 50% of the cases that have been referred to the MCAC have been substantiated cases of child sexual abuse, closely matching the national average. While most of these cases go to the Youth Court, only a small percentage result in criminal prosecution. Many activities are performed under the MCAC project. Psychological hard data is collected on children who have been determined to be victims of child sexual abuse, have a supportive non-offending parent or guardian, and may testify in court. The parent or guardian fills out the Child Behavior Checklist, a Conner's Rating Scale, and a Child Sexual Behaviors Inventory. The child's primary teacher is asked to complete the Conner's Teacher Rating Scale to provide corroborative data. The child victim completes a Child Depression Inventory and a personality inventory. This data is scored and analyzed for each child, and the results are included in the child's clinical summary report. Summary data on cases is compiled and kept as a database for reference. The psychologist at MCAC develops the curriculum and recruits members for the non- offending guardian group. Group members are accepted from the MCAC caseload and through referrals from community and criminal justice agencies. Group members must be willing to attend meetings and read all distributed materials. A questionnaire is completed upon entering and exiting the group to assess the knowledge gained. The psychologist develops the curriculum and recruits members for the court preparation group. Child victims who are required to testify in court are selected for this group. The group lasts several weeks and includes: actual courtroom visits with the child; age-appropriate education on the court system; a forum for exploring fears about the legal process and how to overcome those fears; parent-child sessions to exchange ideas and educate parents on what they can do to support their child; and a class about what to expect on the trial day. Prosecutors, victim/witness coordinators, and judges are invited to speak to this group. Training is provided for professionals working with child victims of sexual abuse. This training includes learning successful interviewing skills, speaking the language of children, and running multidisciplinary processes. Training is given on using the Children's Advocacy Center. The Mississippi Children's Advocacy Center staff consists of two full-time therapists, one part- time therapist, a program director, and an administrative assistant. Collegiate-level interns in related fields are used when available. Results and Impact Performance Measures The areas outlined for this project are evaluated as follows: the number of child sexual abuse victims who have completed the data requested and the number of completed clinical reports for these same children; the results of non-offending guardian groups is counted and based on entry and exit questionnaires; the results of the Court Preparation Groups are recorded; the surveys assess the effectiveness of the two types of groups; and a summary of each training program is prepared indicating attendees and their backgrounds, along with a rating questionnaire to assess training effectiveness. Implementation Problems and Successes One problem with the program was a lack of collaboration. Another problem was opening the educational system to volunteer information about the children to the court system or the psychologist. Successes and Accomplishments The impact to date for this project has been extremely pleasing. The MCAC helped implement and participates in a multidisciplinary team in the three metro counties that make up its primary service area. Training and consulting has provided improved handling of child victim cases in the child protection and criminal justice fields. There is a fluid line of communication with area law enforcement to respond to their needs related to investigations. There are at least 25 hard data cases evaluated in a project year to meet objectives and provide a foundation for the creation of a data base. Prospects for Replication The program, one of 140 centers across the country, is easily replicated. To be successful, a center must meet the needs of its community. Each center is slightly different to accommodate each community, but the goal to create a multidisciplinary environment that supports the abused child is the same. A full member of the National Network of Children's Advocacy Centers is required to make a site visit to a proposed member center, perform an evaluation, and present the evaluation findings before the Board of Directors of the Network before a center is accredited. Contact Information Jeff Johns Deputy Director Children's Advocacy Center P.O. Box 5083 Jackson, MS 39292-5083 (601) 969-1995 (601) 969-7111 fax Minnesota The Eden Statewide Children's Chemical Health Services Project Statement of the Problem The available chemical abuse treatment services for children age 14 and younger are extremely limited in Minnesota. Moreover, there continues to be a lack of public and professional awareness, information, and training on how to serve chemically abusing children, including where and how services may be acquired. According to the 1992 report to the governor and people of Minnesota from the Action for Children Commission, Kids Can't Wait: Action for Minnesota's Children: since 1980, the number of single parent families in Minnesota has grown by 42%; one child in five now lives in poverty in Minnesota, and from 1979 to 1989, child poverty increased 78% compared to a national increase of 26%; approximately 69,000 children have no health insurance, making up 18% of the State's 370,000 uninsured people; 65% of the 50,000 Minnesota families that turned to food shelves for help in 1990 included children under 18 years of age; approximately 50,000 Minnesota children aged five to twelve have no adult supervision after school, and children who are regularly home alone after school for 11 or more hours a week are more likely to use alcohol, tobacco, and other drugs; on a daily basis, children spend less time with caring adults than ever before, and the average time parents spent with their children decreased by ten hours per week from 1960 to 1986; alcohol use is widespread among Minnesota teenagers, but is often ignored or sanctioned by parents and other adults; children of color are experiencing greater feelings of exclusion from their schools and from the larger community in which they live; and the 1990 dropout rate for African American students in Minnesota was 13.1%, 12.4% for Native Americans, and 9.9% for Hispanics compared to 2.8% for white students. The Minnesota Department of Education conducts a Minnesota Student Survey every three years of students in grades 6, 9, and 12. Survey results reveal that three out of four high school seniors have used alcohol at least occasionally during the previous year, as have almost half of the ninth-graders. Twenty-two percent of the seniors and 15% of the ninth-graders have used at least one drug other than alcohol or tobacco during the previous year. Among the sixth-graders, one in ten students has used alcohol or drugs during the previous year. The author concludes: "High school seniors who started drinking before the age of 14 have a 40% probability of problem use compared with a 10% probability of problem use if they started drinking at age 15 or older." The Tri-Ethnic Center for Prevention Research, in Fort Collins, Colorado, conducted a drug and alcohol use survey of the Northeast Minnesota Native American reservation school students in September 1990 utilizing the American Drug and Alcohol Survey. Of the 4th through 6th grade students who completed the survey, lifetime prevalence results show that 24% have used alcohol, 10% have been drunk, 27% have smoked cigarettes, 13% have abused inhalants, and 8% have smoked marijuana. Young people who are abusing alcohol and other drugs require levels of service unheard of in the human services ten years ago. They are experiencing a myriad of problems that require much more time, energy, and attention. Many Minnesota communities have programs that demonstrate strong collaboration and partnerships, which ensure that families receive the best services possible. Most services, however, are designed to "fix" problems with little appreciation or understanding of the child/family's cultural or ethnic background. Family needs are different, and family problems have changed dramatically over the years. The current system does not have the capacity to respond fully to current family needs. Many times family members participate in several different programs with little or no coordination. Too often, the system requires clear family trouble before it can get help. Alcohol or other drug abuse is only one of the many serious and longstanding problems confronting families who come to the attention of the children's welfare or corrections systems. For many, chemical abuse arises in the context of poverty, substandard housing or homelessness, the absence of community and family support services, and pervasive feelings of alienation and hopelessness. Oftentimes, chemical dependency occurs in areas that lack needed services and are "run down" and sometimes dangerous. These areas often are rejected by the larger society, and the families who live in them experience that sense of rejection. Chemical abuse and dependency add to the sense of powerlessness and social isolation that these children and families experience. To adequately address and deal with children's chemical use, children and families must have access to a wide range of preventive and supportive services including alcohol and drug education, medical care, parental support, parent education, employment and educational counseling, assistance in locating adequate housing and transportation, and access to income resources. The Eden Children's Project was developed in 1989 through a grant from the Minnesota Department of Human Services to address these and other issues related to children's use of mind-altering chemicals. It is the only program of its kind in Minnesota. Goals and Objectives The goals of the project are to: (1) decrease chemical use among children, aged 14 and younger, through case management, community education, and networking; (2) maximize use of available community resources on behalf of children who are using mind-altering chemicals; and (3) increase professional service providers' knowledge and skills regarding children's chemical use prevention, intervention, and treatment. Program Components The Eden Statewide Children's Chemical Health Services Project provides case management services to children abusing chemicals aged 14 and younger. The project includes a Project Director and three Children's Intervention Specialists (CIS) including: 1) a Native American whose sole responsibility is to provide services to Minnesota Native American families; 2) a Chicana who provides services to Hispanic families in central Minnesota; and 3) a CIS from the general population to provide services for children who are abusing chemicals. These Children's Intervention Specialists provide services in two areas: Direct Case Management and Education, Consultation, and Training. Children's Intervention Specialists are familiar with the particular cultures they are dealing with are bilingual, are familiar with child development, chemical dependency, and alcohol abuse, and are able to work well with people. Direct Case Management The Children's Intervention Specialists provide case management services to chemical-abusing young children and their families. The case management services include on-site, in-home, culturally-sensitive, community-based intervention, treatment, and referral services that address both the child's chemical use and underlying problems that give rise to dysfunctional patterns. The primary strategy is to stabilize the child and family, creating new services as well as utilizing existing community resources. Education, Consultation, and Training The Project Director and three Children's Intervention Specialists network with and provide education and training to community service professionals including child welfare workers, school personnel, chemical dependency counselors, probation officers, police, community groups, and other identifiable groups working with children in areas related to substance abuse among children. The purpose is to develop collaborative strategies to begin reexamining and restructuring existing children and family services. In providing intervention, referral, and counseling services to children, the Children's Intervention Specialists counsel, advocate, and guide children and their families to be proactive and responsible. They coordinate existing community services and obtain the necessary support to alleviate the problem of chemical abuse and other problem areas as needed. They meet with families in the community and in their own homes as they work to educate, support, and empower families in their own prevention plans. Results and Impact Performance Measures A great deal of data from both the direct service component and the education and training component of the project is collected and analyzed. In order to evaluate the progress of the child and other family members, an initial assessment and follow-up assessments are completed at six-month intervals. In order to evaluate improvement of professionals' knowledge and skill levels at the education and training seminars, participant self-assessment forms are distributed. Additionally, parent satisfaction and service satisfaction forms are collected at various intervals to obtain opinions on project activities. A file is maintained for each child which includes the child's chemical health assessment, a child and family needs assessment, a case management record, a Strickland Nowicki Locus of Control assessment, a Louisville Behavior Checklist, a Piers-Harris Children's Self Concept Scale, treatment plans, progress notes, a case contact sheet, and other data pertinent to the case. Monthly written reports are completed by the Children's Intervention Specialists. The Project Director submits a written Quarterly Progress Report to the State of Minnesota. An independent professional evaluation expert was contracted in 1992 to develop the project's evaluation instruments. The evaluator also analyzed the case management records for 1994 and prepared a summary report of the findings. Implementation Problems and Successes The project has been highly successful and well received by all sections of the State. The project is regularly featured in television and print media. Requests for services are received daily. Staff burnout is a consideration due to long hours, extensive travel, and the need to deal continually with highly dysfunctional families. Staff turnover within county social service and probation departments is challenging. There is high staff turnover, so that project staff are continually having to introduce themselves to new staff who are not familiar with the history of their inherited caseload. This rapid staff turnover is especially disruptive for the family. In order to ensure the retention of project staff, a generous salary and benefits are provided. Successes and Accomplishments Sixty case management records, based on the initial assessment of the family needs, were completed by the Children's Intervention Specialists during the 1994 project year. A follow-up case management record assessment was also completed for 48 of the 60 families. The children ranged in age from 8 to 17, with half of the children 12 years old or younger. Fifty- eight percent of the children had used inhalants during the thirty days prior to referral to the project, about half had used tobacco, half had used alcohol, and about one-fourth had smoked marijuana. Other than the use of chemicals and inhalants, the most common issue was social isolation and withdrawal followed by nutrition, court involvement, depression/suicide, hostile/violent behavior, irrational behavior, lack of organized recreational activities, and absence from the home. The quality of parent-child relationships was usually poor. Three-fourths of the parents used alcohol at least once during the thirty days prior to the referral and 10% had smoked marijuana. Thirteen percent of the mothers and 29% of the fathers had received chemical dependency treatment in the past. The parents typically lacked: recognition of problems; motivation to solve problems; support from friends and family; support from agencies; self-esteem/confidence; and housing stability. The project's evaluation results reveal that: the children's use of tobacco, alcohol, and inhalants decreased between the assessment at referral and follow-up: 78% of the children did not use alcohol during the thirty days prior to the follow-up assessment, compared with 51% at the time of referral to the program; of the 26 children who had used inhalants during the 30 days before referral, 73% of these children had not used inhalants during the 30 days prior to the follow-up; and the children showed improvement regarding social isolation/withdrawal, relationships with their parents, parent involvement in school, and school behavior. Eighty-eight percent of the parents reported that the project was "a lot" of help to their families. Three-fourths of the parents also indicated that they received "a lot" of help regarding: understanding better the needs of their children; getting through difficult times by being able to talk about their concerns; helping their children work through some of their concerns; improving communication with their children; finding community agencies that give families support; and setting goals and finding ways to change their behavior. A pre-test, post-test, and six-month follow-up participant self-assessment evaluation form is used for the education and training seminars. Twelve all-day training seminars were conducted throughout Minnesota in 1994. Training participants included chemical dependency treatment staff, county social services, mental health, and corrections staff, police and sheriff's department personnel, school teachers and counselors, and various other service professionals. Two hundred and forty pre-test, 224 post-test, and 47 six-month follow-up participant self- assessment forms were collected. Pre-test data revealed that less than half of the participants reported good/excellent knowledge or skill level in the 18 areas measured. Post-test data revealed a marked increase in knowledge and skill level, and follow-up data indicated that training participants integrated their learned knowledge and skills into their professional and personal lives. The project was instrumental in the passage of new State legislation regarding the sale and use of inhalants by children. More than 1,000 Education and Training Seminars have been conducted since June 1989. Project staff have presented at numerous major Minnesota conferences as well as national conferences. The project is a member of the National Inhalant Abuse Prevention Coalition and an associate member of the Regional Alcohol and Drug Awareness Resource (RADAR) Network consisting of resource centers in more than 1,200 locations around the nation. The project is connected to the Center for Substance Abuse Prevention's (CSAP) computer-based message and information service used to exchange ideas and information around the nation. The project developed a school-based inhalant abuse prevention curriculum which is utilized throughout Minnesota as well as several other states and Canada. Thousands of K-12 Minnesota school children have attended the inhalant abuse prevention class. Hundreds of Minnesota teachers and school personnel have been educated and trained in the use of the curriculum. Several children's inhalant abuse prevention information pamphlets have been developed in three languages. The project has provided direct services to more than 200 families with children who are abusing chemicals. Prospects for Replication This project can be implemented within any community/State with ease utilizing the established written program materials. Successfully implementing the project requires the support of a State agency. Developing an advisory committee consisting of key individuals including representatives from the Department of Human Services, the Department of Corrections, the Sheriff's Office or Police Department, the school system, the community, and a social worker is a must. Securing long-term, consistent funding from more than one source is recommended. Establishing the project via a grant program is also recommended to buffer the staff from State, County, or local politics. Staff must be self-starters, motivated, culturally-sensitive, flexible, and committed. The Project Director must be open-minded and totally enthusiastic in the project's mission. Contact Information Mark Groves Director The Eden Children's Project 1035 Franklin Avenue East Minneapolis, MN 55404 (612) 874-9441 (612) 874-0023 fax Montana Rocky Top Academy Statement of the Problem Drug abuse and violent crime statistics are dominated by young males. While statistical models show correlations between arrests and community poverty and urbanization, personal conditions become relevant as the individual adolescent begins to seek chemical and violent solutions to his problems. Family and school problems accelerate, usually associated with rejections of authority, grades drop, involvement in physical recreation declines, job attendance becomes uneven, and diet changes radically. In addition, the potential suspect makes a willful change in his patterns of friendship, and he often cultivates a group of adolescents with behavior like his recently affected behavior. It is at this point in the youth's social decline that Rocky Top Academy, a special purpose private school, receives its students. At this point, conventional school and the youth's parents feel they can no longer control the student and that he is headed for a serious encounter with the legal system. Rocky Top Academy is a place to rebuild a life that may be thrown away without intervention. Goals and Objectives Rocky Top Academy has as its goal the restoration of the troubled adolescent to the healthier academic, physical, and social habits he had before he embraced poor behaviors. While it may be true from a psychiatric standpoint that negative behavior patterns are merely symptomatic of a deeper problem, it is the behavior that creates legal problems. It is also true that a productive life is more conducive to a sense of well-being than a life that is destructive. Rocky Top Academy's goals are three-fold: to restore mental and physical health; to rebuild the connection between the alienated youth and the rest of the physical and social world; and to return the student to his home and school, in regular classes, at an age-appropriate level. The staff and consultants of the Academy have developed specific objectives to support these goals: (1) to construct a surrogate "extended family," in order to provide an immediate working model of a community; (2) to replace the artificial stimulation of drugs with the real excitement of challenging physical activities, supported by a wholesome diet, in a clean outdoor setting; (3) to initiate study habits leading to conventional academic discipline; (4) to teach experiential education that promotes confidence and self-esteem; (5) to introduce the youth to responsibility within his school and community; and (6) to re-establish constructive contact with his family. Program Components The program is a residential school which deals with disruptive behavior, learning disabilities, and drug, emotional, social, and authority problems. The school accepts only males age 12 to 18. Students may have been declined at other boarding schools and at military school because of discipline problems. Students enter at different times of the year and stay nine to 12 months. Some students stay until high school graduation. The program costs approximately $2,000 per child per year. Positive Peer Pressure Rocky Top uses the positive peer group model as the primary method of discipline. In order to participate in the numerous recreational activities available in the program, the entire student body has to earn the privilege as a group. When a single student decides not to cooperate, it is up to the other students to give that student the direction, assistance, encouragement, and motivation needed. Positive peer pressure is also evidenced in group meetings addressing conflict resolution, community building, student organization, and self-improvement. In order to demonstrate the interconnection of authority and community, most decisions regarding individuals or the group are made by a committee including students, staff, teachers, administrators, and mental health professionals, when necessary. The group is charged with devising practical and agreeable solutions to accomplish established goals. Students enforce their decisions with discussion and cooperation and are discouraged from referring to artificial external authority to solve problems. Nutrition for Healthy Bodies and Minds Food is cooked by professional staff with the help of students. Food service is one of the occupational training options for students, but all students share in kitchen chores. Meals are served family style. Students and staff clean up. A balanced diet is selected, avoiding processed foods, simple sugars, and preservatives. Academic Discipline: Failure is Not an Option At both the high school and middle school levels, the academic program at Rocky Top Academy is individualized. Through evaluation of school records and informal and standardized testing, a starting point is determined for each incoming student, and an educational plan is designed to make up for the lack of basic skills or courses needed to bring the student to the age-appropriate level and to progress from that point. Each concept is worked upon until it is mastered, allowing each student to work at his own pace. To monitor progress to the ninth grade, basic skills checklists are used that combine those skills outlined in the Brigance Inventory of Basic Skills, the Curriculum Guide of the State of Montana, and other lists of competencies drawn from State curriculum guides and textbook publishers. Part of the high school curriculum is based upon the University of Nebraska design, where each course has its own syllabus providing both instructional and testing components. Self- check tests are conducted at the end of each unit along with instructor-administered tests. The remainder of the curriculum takes place in a group setting. This includes literature, social studies, foreign language, and current events. The group setting is used to increase the involvement and interaction of the student in the matter being studied. Experiential Physical and Emotional Education To make the connection between human endeavor and the real world, students' physical exercise is integrated with the social and physical environment and connected with academic studies. For example, in summer 1994 the faculty directed student projects toward regional issues: ecology, exploration, Native Americans, resource industries, animal conservation, and geology. An all-school trip to Yellowstone National Park incorporated outdoor adventure, abundant exercise, and opportunities to advance their studies, with the enthusiastic cooperation of the National Park Service staff. Physical and emotional education is tied with academic advances. After the classroom preparation for the Yellowstone expedition and the field trip itself, each student wrote an additional project paper. The thesis of each paper was to answer the question: "What is my place in what I have seen?" Students learn first-hand the rewards and the excitement of being competent and connected. Recreational Program The recreation program at Rocky Top Academy plays a major role in the building of self-esteem. It also establishes a framework in which students can practice the setting and meeting of goals, expansion of potential, and positive group interaction. As part of the recreational program, organized noncompetitive sports activities are designed to enhance the well-being of students. The goal is to get all students excited about participating. Using the peer group approach, with a team only as strong as all of its members, there is a place for everyone, regardless of athletic abilities. Each team works to help all students compete intramurally. One of the highly effective aspects of the recreational program is that martial arts are taught to students with histories of violence. Social violence is often a function of the feeling of powerlessness and the lack of discipline. Every boxer, wrestler, or student of karate learns to fight on command and to stop on command, execute learned techniques in a chaotic environment, and think while fighting. This discipline is the reason competitive combative athletes almost never fight outside their sports, and why the students cease fighting as soon as they start training. Juvenile Delinquent Judo: Make the Irresponsible Responsible In the real world, Academy students were not responsible for misbehavior. At the Academy, they are given authority over the areas where they are deficient. If they do not satisfy the demands, their peers are quick to redirect the leader's efforts, since they and the offender suffer privilege loss if goals are not met. This is one of the most expedient, direct, and effective programs. Close Encounters: Rediscovering the Family Students are encouraged to phone their family members, especially their parents. More useful in the experience of Rocky Top staff is the practice of regular letter writing. Not only are academic purposes served, but there is an integration of newly learned reasoning, problem-solving, and conflict resolution skills at an appropriate and temper-reducing distance when family issues are committed to paper. Results and Impact Performance Measures Some of the means to measure the success of this program are the number of completed school assignments and raised grades; the added physical skills, willingness to participate, and reduced combativeness; the successful completion of school and housekeeping tasks, avoidance of friction, and cooperation with others; and the visits, letters, and scheduled activities with family of each student. Successes and Accomplishments The students achieve competence at conventional academics. Graduates return to regular school, not special programs. On their return to their own schools, graduates typically earn grades of A and B in the classes they had previously failed. Combining the record of Rocky Top Academy and its predecessor program, 64% graduated the program in an average of nine months. Of those graduates, 79% (51% of total enrolled students) graduated from an accredited college or university. Recidivism of previous negative behavior patterns has been almost non-existent. Graduates understand and act on the connection between themselves, others, and social institutions, which is the source of discipline. This is demonstrated by their performance in higher education. Graduates return home. All Rocky Top graduates, and nearly all program participants, return to their homes. Graduates do not go to foster homes, group homes, or public institutions but to their own homes. Most graduates forge a new, healthier relationship with their parents. Prospects for Replication To replicate the program, there is a requirement for facilities similar to those of the Rocky Top Academy Galen Campus and for adequate faculty and recreational staff resources. Location is essential to program success. It must be physically separate from surrounding communities. A variety of outdoor recreation must be close at hand. Zoning of the surrounding area must be appropriate to the student farming and building programs which release tension, teach academic and vocational lessons, and allow students to support themselves. Contact Information Tom Gregory Director Rocky Top Academy P.O. Box 1349 Anaconda, MT 59722-1349 (406) 693-2277 (406) 693-2434 fax Nebraska MAD DADS Statement of the Problem During the last three years, Lincoln, Nebraska has experienced a significant increase in the number of youth involved in criminal activities. Statistics from the Lincoln Police Department reveal that 2,431 juveniles were arrested in 1990. In 1993 that number increased 28% to 3,101. Factors contributing to this problem include an increase in the availability of drugs, an increase in drug use by youth, child abuse, an increase in gang activities, a lack of positive supervision by parents, and a lack of activities available for youth at night. Gang problems from Omaha are filtering into the City of Lincoln. In 1992, a representative from the Omaha MAD DADS (Men Against Destruction - Defending Against Drugs and Social-disorder) contacted Reverend Don Coleman about starting a MAD DADS chapter in Lincoln as a preventive measure against to the growing problem of gangs and youth violence. Reverend Coleman met with law enforcement officials, the county attorney, and the mayor to receive their input about starting a MAD DADS chapter in Lincoln. Strong support was received for this idea. Goals and Objectives The goal of the program is to create a safe, drug-free, recreational environment where youth receive positive support and encouragement. "It's all about getting the child to start feeling good about himself again," said Reverend Coleman. "I want every child, every child to feel `I am somebody.'...I want a child to have that pride, that self-esteem in himself or herself." To meet this goal, the following objectives are used: increase the number of recreational activities available in the downtown Lincoln area for youth ages eight to 18; decrease the number of youth congregating on the streets in downtown Lincoln; increase the number of positive presentations against drugs, alcohol, and tobacco; and discourage sexual assaults, thefts, and other crimes. Program Components MAD DADS began in Lincoln with 25 members. Membership included the Mayor, City Council, Chief of Police, County Attorney, Sheriff, State Patrol Commander, local business leaders, and grassroots community members. Membership is open to the community. Members of MAD DADS pay a membership fee of $10 per year. Individuals can sign up for areas of service including communications, education, and economic development. A monthly meeting is held for volunteers to coordinate activities. One of the first problems that MAD DADS addressed was the need for street patrols as a result of the rape of two women in the downtown area. To address this problem, the MAD DADS decided to patrol the streets in a program called Moonwalkers, to ensure safety in the downtown area at night. Ten citizens patrolled the downtown streets in groups of two from 10:00 p.m. to 2:00 a.m. on weekend nights. The volunteers are equipped with radios to report any illegal activities to police. The patrol groups were surprised to encounter large numbers of youth ranging in ages from eight to 18 years who were unsupervised and unruly in the downtown area so late at night. Youth would gather in parking lots of businesses, creating disturbances. As a result of the youth congregating in the downtown area, there was an increase in fights, shoplifting, auto thefts, car break-ins, vandalism, and confrontations between youth and the adults leaving bars after closing. An outlet needed to be found to release this energy and control the movements of the at-risk youth. The citizens patrol groups visited with the youth to determine why they were in the downtown area at night and what they would like to do if they had a place to do it. It was found that the youth were in the downtown area to meet with their friends because there was no place available for them to assemble, and they didn't have anything else to do. The cost of available activities was a problem for some of the youth, but for the most part there were no activities available at night. The local newspaper published an article about the MAD DADS. In the article, Reverend Coleman spoke of this problem. As a result of the article, the Director of the YMCA called Reverend Coleman and offered the use of the YMCA. The YMCA offers a variety of activities, such as swimming, basketball, volleyball, boxing, weight-lifting, racquetball, music and dance, and space for youth to visit with their friends. The MAD DADS printed flyers about the Teen Nights at the YMCA, held every Saturday night from 7:30 p.m. to midnight. Flyers were distributed to the youth on the street, in Lincoln Public Schools, at the Police Department, at all community-based organizations, and through the media. The program was also advertised on the radio. Volunteers, including the Lincoln Police Department, provided the needed supervision during Teen Nights, and area businesses provided food and music. The volunteers working with the at-risk youth are helping them to develop self-esteem and self-worth. Conflict resolution, anger control, and problem solving are being taught during Teen Night. To maintain order, youth who attend the Teen Nights are given identification cards as their pass to get in. Each Teen Night includes information about the negative effects of drugs, alcohol, and tobacco. Such information is provided both formally and informally. MAD DADS has several different programs. One program, GIRLS (Genuine Individuals Reaching Levels of Success), promotes community involvement of young women and girls who are residents of group homes or who are in at-risk situations. Girls from WICS (Women In Community Services) and Youth Services programs help make lap robes for seniors while learning about self-respect. Another program is the JAIL program (Juveniles Against Illegal Lifestyles). In this program, youth ages 11 to 16 who have minor misdemeanor violations are paired with MAD DADS members to paint over public graffiti, tour the State penitentiary and talk with inmates, tour police and sheriff's departments, watch courtroom hearings, and work with business owners. Other programs whose goal is to make every child feel that "I am somebody" include: Kids to Kids - high school students are selected to be guest speakers for MAD DADS at middle schools and create a program in a call-in talk show format for public radio and television; Driving Miss Daisy - a program senior citizens may call for transportation; Lawn Mowing - students can borrow mowers to earn extra money during summer months and learn the skills of small-engine repair; Reach Out - teenagers 16 and over are paired with employers who are seeking extra help during the summer months; Moonburn - all-night festivities held in the spring once a year; Parent Patrols - parents monitor school property to ensure fights or gang-related activities cease before, during, and after school; MAC-DADS Kids - MacDonald's donated 500 t-shirts to be used in an attitude, drug, and gang awareness campaign for fifth and sixth graders; and Workshops - automotive workshop to teach maintenance skills for teenagers who drive and a computer skills class. An outgrowth of MAD DADS is MAD DADS Kids, a group of 40 Culler Middle School students who wanted to make a difference and prevent gangs. One of their activities is to remove graffiti all over the city. Results and Impact Performance Measures To assess the success of the program, the following items are measured: the number of recreational activities available to youth; the number of youth participating in those activities; the number of youth congregating on the streets of downtown Lincoln; and the number of presentations discouraging the use of drugs, alcohol, and tobacco. Implementation Problems and Successes Implementation problems were minimal because the downtown community realized the need for action. The major problem became transportation for those youth who did not frequent downtown late at night but were in their communities late at night causing problems. The program is working on obtaining a van to transport the kids. Financial support is a basic element to the success of the program and has been the hardest to maintain. The cost to operate the program averages approximately $10,000 a year. The funds are used primarily for janitorial services, staff of the YMCA, and food. Due to the loss of the program's basic financial support, the operation of the program was changed. This change has had a positive result in that the City's Parks and Recreation Department has taken a more active role in the program by opening up their facilities around the city at night. This allows youth to participate in the program but within close proximity to their homes. The YMCA still provides its facilities one Saturday night per month. Parental support is vital and also hard to maintain. Parents are pressured into participating by articles in the paper that state that there isn't enough parental support for the program. In addition, pictures in the paper of parents and kids together at MAD DADS' activities motivate parents to attend activities. It helps to get parents to network with each other to build community and maintain their support. Successes and Accomplishments There were numerous successes in implementing this program. One key success was the support and active involvement of the community, without whose active involvement the program would not have succeeded. Crime rates decreased 15% due to Teen Night. The most important factor in the success of the program was that the youth bought heavily into the program. Approximately 132 youth attended the first Teen Night, and there is city-wide participation of youth which crosses all economic, cultural, religious, school, and age boundaries. By the end of the fourth week of the program, 300 youth were attending regularly, and there have been as many as 400 youth attending the program in one night. One participant, when asked what he would be doing if he were not at Teen Night, said, "Probably out getting drunk. I had an offer." Law enforcement support provides a strong role model for youth. As part of the Community Policing program, law enforcement greatly contributes to addressing a major problem in the city and provides youth with the opportunity to develop friendships with law enforcement and see them in a different light. Involvement of local colleges and other civic organizations has had a significant impact on youth as it has given them additional positive role models and provided encouragement to achieve educational goals. Prospects for Replication Replication of this program is possible as long as there is community support for the program, which includes volunteers for supervision of activities, mentoring and tutoring, and friendship building, and the donation of supplies, food, music, and other items. Establishing rules, parameters, and standards that youth are required to abide by is vital. Youth need to know the rules, boundaries, and standards they are expected to follow and that they will be held accountable for failure to comply. Often kids say, "There's nothing to do and no place to go." If they have a place to go, something to do, and positive adult influences, youth will rise to the expected level of success. Contact Information Reverend Don Coleman President MAD DADS - Lincoln Chapter P.O. Box 80732 Lincoln, NE 68501 (402) 436-1301 (402) 436-1540 fax (402) 475-3237 MAD DADS Nebraska YouthNet Community Based Evaluation - Douglas County Statement of the Problem Youth arrests for status offenses, misdemeanors, and delinquent acts have risen over the past three years in Douglas County, Nebraska. Arrested youths ages ten to 18 are sent to the Douglas County Youth Center. Status offenders are often placed in foster care, a community program, or hospital to await a Juvenile Court hearing. Depending upon the seriousness of his/her crime, the youth could also be sent to a youth center in Kearney or Geneva, Nebraska. Community-based evaluations have been mandated by Nebraska law to lessen overcrowding in youth centers. Family Service's YouthNet Community Based Evaluation (YCBE) Program originated out of this mandate. Goals and Objectives The primary goal of the YCBE Program is to provide a quality, comprehensive youth evaluation within the youth's community with a 30 to 40 day turnaround time. This evaluation gives the juvenile court officers and judges the best insight into the youth's strengths and weaknesses. This information is used to plan the most appropriate treatment or intervention. The following are 1995 objectives to support this goal: reduce youth center evaluations of status offenders by 50%; reports of 75% or more of the youth and families being served by the YCBE Program being actively involved in the YCBE treatment plan process in determining appropriate solutions for the family; and reports of 75% of the juvenile probation officers and juvenile court judges satisfied with the quality of the YouthNet Community Based Evaluation report. Program Components The Assessment The 1994 program consisted of one half-time Therapist II, one half-time YouthNet outreach worker, and one half-time secretary. Agreements with a Clinical Psychologist for psychological assessments, a physician for medical and dental screenings, the youth's school counselor for a school progress assessment, and a drug/alcohol counselor for a drug screening rounded out staff needed to produce a comprehensive assessment of the youth within his/her family and neighborhood environment. The assessment is done in six parts. The therapist meets with the youth and his/her family and explains what is required of them to complete the evaluation. The therapist helps the youth and family set up appointments with the clinical psychologist, the Charles Drew Health Clinic, and the Family Service chemical dependency evaluator. Releases are signed by the youth's parent(s) for the above services, the youth's school counselor or teacher, and the YouthNet outreach worker. The YouthNet outreach worker meets the youth and his/her family either with the therapist at the initial intake visit or separately at another time. The YouthNet outreach worker will do a recreational time usage assessment and provide transportation for those families who need it. The therapist receives five evaluations from the other agencies involved and conducts her own three home visit evaluations on the youth and family. Strengths and weaknesses of the youth and his/her family support are summarized into one report. The original six reports are attached for reference. The reports are given to the Juvenile Court Judges, Juvenile Probation Officer, the youth's defense attorney, and the County Attorney. A written follow-up questionnaire is given to the Juvenile Probation Officer and Juvenile Court Judge for program evaluation. The parents and the youth are called by phone and asked to answer a four-question follow-up report. Cooperation of Douglas County Agencies The source of referrals for the YCBE Program is the juvenile probation officers and juvenile court judges. The source of the comprehensive assessments are the Charles Drew Medical Center, Woodhaven Counseling Center, Omaha Public School counselors, YMCA, and YouthNet outreach worker. The Family Service counselor's role is to coordinate, troubleshoot, and problem solve among all these agencies to ensure a quality product and keep referrals flowing. In 1994 cooperation was good, with the exception of one juvenile court judge. Results and Impact Performance Measures One of the 1994 goals of the program was to reduce the number of institutional evaluations by 50%. The second goal was to provide equal numbers or improve upon the 90% Geneva family participation in the evaluation. The third goal was that 50% or better of families served by YCBE report less disruption. The fourth goal was that 50% or more of families and individuals served by the program report being involved in the YCBE treatment plan process to determine appropriate solutions for their family. Implementation Problems and Successes One problem was that the lead Juvenile Court Judge refused to allow program staff to talk to the other judges about the YCBE program. She stated that she preferred Geneva evaluations. The solution was for Juvenile Court probation officers to discuss the YCBE program informally during court with the other judges. After a while, the court began to send referrals to YCBE. Another problem was that extra communication was necessary by the YCBE therapist when a youth was a ward of the State and had a NDSS caseworker as well as a juvenile court probation officer. This problem was solved by checking the NDSS status of the youth upon receiving the referral and immediately notifying the NDSS caseworker of the court-ordered evaluation. The program also experienced problems with collaboration. Getting different systems to work together was difficult. The solution was to convene team meetings, especially with agency executives. Successes and Accomplishments In 1993, 49 Douglas County status offenders were evaluated at the Geneva Youth Rehabilitation Center. In 1994, 25 Douglas County status offenders were evaluated in Geneva, and YCBE performed 34 evaluations in the county. The program met or exceeded all four of its goals. Due to the availability of the YCBE program, 58% of youth who completed evaluations for the court were done in Douglas County. The YCBE program had 100% family participation. Ninety percent of the families reported less family disruption. Ninety percent of the families reported feeling involved in the YCBE treatment plans. During the first quarter of 1994 a part-time therapist, a part-time YouthNet outreach worker, and a part-time secretary were hired, oriented, and trained. Policies and procedures were developed, and evaluation forms were created. YCBE staff met with the juvenile court probation officers and networked with the juvenile court judges, prosecutors, and public defenders. During the second quarter, evaluations began and by July 1, 1994, 11 evaluations were completed. The parents' follow-up questionnaire was developed, and positive feedback was received from the contacted parents. As a result of seven agencies working closely together, the Juvenile Court Judges and the Probation Department are learning more about what Omaha agencies can do and how many other programs for youths and families Omaha has to offer. Thirty-four youths were given comprehensive evaluations, with their families closely involved in the assessment process. Prospects for Replication To be successful, the program must be specific in determining how a family can best be helped. In order to facilitate Nebraska-wide community-based evaluations, YCBE has requested funding to train eight other communities in the evaluation model during the 1995-96 funding period of the Nebraska Crime Commission. Contact Information Peter Tulipana Executive Director Family Service 2240 Landon Court Omaha, NE 68102 (402) 345-9118 (402) 345-3902 fax New Jersey Project CORE Statement of the Problem Alternative management of juvenile offender populations has gained acceptance over the past decade as a response to increased juvenile crime and incarceration rates. These factors, combined with the growing costs of facility construction, have prompted criminal justice officials to seek non-incarcerative correctional options for juveniles. At the same time, increased emphasis is being placed on reducing recidivism through the development of meaningful offender programs. Faced with these issues, New Jersey is in the process of developing and testing new forms of offender programming for its juvenile population. Recognizing the need to establish effective aftercare programming, particularly in disadvantaged communities, the New Jersey Attorney Generalþs Office, Division of Criminal Justice, approved the creation of a pilot juvenile aftercare program in 1993. Working cooperatively with Rutgers University, the New Jersey Department of Human Services (Division of Juvenile Services) implemented Project CORE (Communities Organized to Regain Their Environment) in early 1994. Project CORE is located in Newark, New Jersey and serves adjudicated Essex county males aged 15 to 18. Newark was chosen as the site of New Jerseyþs first juvenile aftercare program based in part on community need. With 37% of its children living below the poverty level, Newark is one of the most severely disadvantaged of all New Jersey communities. The city is 78% non-white with a teen death rate 133% above the State average. Essex County consistently ranks last among all New Jersey counties in terms of overall child well-being. Further, the countyþs juvenile arrest rates and commitment rates are well above the State average, ranking 19% and 107%, respectively, above the norm in 1993. Recent studies have found that children growing up in such communities are far more likely to be exposed to violence, do less well in school, become unmarried teen parents, and fail to make a smooth transition to work. This is particularly true for juveniles who have been previously adjudicated. All too often these children, without the tools and guidance necessary to establish and maintain a crime-free lifestyle, are as likely to return to the criminal justice system as they are likely to make a successful transition back into the community. As a community-based aftercare program, Project CORE is unique within New Jerseyþs criminal justice system. Through the provision of transitional support to court-adjudicated youth, the program is designed to address many of the inadequacies of the current system recently identified by the Governorþs Advisory Council on Juvenile Justice. Goals and Objectives The program seeks to reduce juvenile recidivism rates through the development of community- based programming. This programming is designed to provide increased employment opportunities and job training, ongoing relationships with positive community mentors, life- skills training, and a commitment to community service. Project CORE is targeted at Essex County youth who have been adjudicated for auto theft and related offenses such as drug charges. CORE provides these juveniles with aftercare services in an effort to meet the following objectives: to reduce juvenile recidivism rates; to increase levels of educational achievement; to provide job training and placement services; and to increase community involvement and awareness. Program Components Specific program activities include: enhancement of basic skills and abilities in mathematics, language arts, and computer literacy through applied skill development activities; provision of vocational, interpersonal and coping skills necessary for successful job placement; development of a framework which challenges youth to discover their personal career and educational goals, and empowers them to successfully attain these goals; reintegration of youth into the community through community service and team- building activities; improvement of youth self-esteem through opportunities for meaningful and gainful employment; and provision of hands-on experiential education applied to urban life, issues, and environment. Attainment of these program goals requires staff involvement with participants, the studentþs family, and the impacted community. By offering ongoing assistance to the student, while strengthening external support systems, CORE strives to provide participants with the guidance necessary to develop and maintain a crime-free lifestyle. Because Project CORE is operated in conjunction with Rutgers University and located adjacent to its Newark campus, juveniles are able to benefit from many of the academic offerings of the school. Students regularly participate in instructional programs led by University faculty, make use of University facilities, and interact with University students. CORE is designed to be a 12-month program broken down into three phases of approximately equal length. The total program time, however, can vary depending upon the needs of the individual participant. Ideally, potential program candidates are interviewed by a selection committee shortly after adjudication. Phase I involves allowing eligible juveniles interested in participating in CORE to be placed in one of three residential facilities for approximately four months, depending upon student behavior and total term length. During this time, students are familiarized with the CORE program, work with staff in developing a program plan, and participate in selected CORE activities. Phase II begins with a week of transition during which participants are involved in CORE activities during the day and return to the residential facilities in the evening. As a group, second-week students engage in an "Outward Bound" type experience in order to build teamwork and self-esteem. For the remainder of the second program phase, participants are involved in a flexible mix of educational and personal enrichment activities. Client participation is key in determining which enrichment activities will work. Staff work with students on an ongoing basis, monitoring individual progress and assisting in the development of educational and employment goals. Working with staff, each participant identifies and receives an appropriate educational and/or employment placement. Juveniles participate in regular CORE programming when not involved in placement activities. The following program components have been developed and implemented as part of Phase II: Applied Basic Skills Development An individualized education plan is developed for each student entering CORE. The plan is developed and implemented by the CORE educational staff and based on standardized testing, student observation, and academic records supplied by the residential centers. CORE, like all residential juvenile facilities in the State, is required by the Department of Education to provide participants with minimum levels of educational instruction. Beyond these requirements, CORE staff endeavor to design educational programs suited to each student's individual learning style, educational needs, and interests. Specific attention involves providing instruction relevant to student goals, training pupils for General Equivalency Diploma or Scholastic Aptitude Test testing, and integrating learning experiences into all components of the program. Life Skills and Urban Issues CORE works with community contractors to provide training in life skills and urban issues. Classes cover a variety of topics including computer literacy, conflict management and resolution, personal finances, and minority history/culture. Educational and Career Placement During the early stages of CORE, efforts are made to assess each student's abilities and interests. In addition, participants are exposed to a wide variety of educational and career options throughout the program. Efforts are made to identify settings which are challenging and provide an opportunity for growth. Community Service Participants perform community service work on a weekly basis. The community service component of CORE is designed to provide an opportunity to contribute to the community, build pride through accomplishment, and develop a sense of community responsibility. Vocational Training The vocational training component of the program is designed to expose participants to a variety of vocational employment opportunities. This training is expected to offer an understanding of the various vocational opportunities available, while providing sufficient skills to allow participants to seek entry-level employment upon completion of Phase II of the program. Mentoring The mentor program is designed to provide CORE participants with positive adult role models. They assist their CORE participants in acquiring the skills necessary to function effectively, and independently, in their communities. Because many mentors are recruited from the university community, their influence may also serve as a positive inducement for juveniles to explore higher education and aspire to careers beyond their own current expectations. Following successful completion of Phase II, students enter the third and final stage þ monitoring. During Phase III, on-site program participation is no longer required, though placement activities continue to be monitored. Monitoring is done by providing youth with a strictly enforced curfew. Daily CORE operations are supervised by the Project Director located in Newark. Other positions include Program Coordinator for Student, Family and Community Affairs, Basic Skills Instruction Program Coordinator, Placement Program Coordinator, Court/Intake Program Coordinator and Project Team Leaders. Project Team Leaders are responsible for the day-to- day supervision of CORE participants and for monitoring and assisting in the progress of participants assigned to his caseload. Results and Impact Implementation Problems and Successes As a pilot program, CORE is continuously modifying and improving its programming. CORE's initial program evaluation identified a number of problem areas including: participant selection and classification procedures; a system of graduated incentives and sanctions and the imposition of enforceable conditions; case documentation and record-keeping; placement procedures and monitoring; and community service opportunities. As a result, numerous program changes have been implemented and are planned. For instance, residential programming and aftercare were separate and are now integrated. Successes and Accomplishments CORE has been successful in efforts to make meaningful educational and employment placements, to complete numerous community service projects, to establish a community mentoring network, and to involve participant families in program activities. Twenty-four participants are currently enrolled, and the program adds eight or nine new youth each month. Fifty youths completed the program thus far. There is a high staff to client ratio. There are no outcomes to report at this time, although a formal evaluation by Rutgers University will be conducted. Prospects for Replication The initial assessment of Project CORE documented program components and identified areas in need of modification. As a result of the study, sufficient program documentation has been developed to allow successful program replication. With the development and implementation of a planned program monitoring and reporting system, prospects for program replication should be excellent. Contact Information William Curry Deputy Director Department of Human Services Division of Juvenile Services CN 701 Trenton, NJ 08625 (609) 588-4553 (609) 588-4544 fax New Mexico Talking Talons Youth Leadership Statement of the Problem A 1993 survey of Albuquerque Public Schools (APS) and other school districts in New Mexico measured youth involvement with alcohol and drugs and other high-risk behaviors. This survey and other reports showed: alcohol is the drug of choice for most New Mexican students: 43% of New Mexican high school students reported episodic heavy drinking, the highest rate in the nation; the percentages of New Mexican students ever using marijuana (41%) and currently using marijuana (18%) were also the highest in the nation; 26% of APS fourth graders have experimented with beer, wine, or wine coolers; 75% of APS seniors drink alcohol; 27% of APS seniors mix alcohol with other drug use; and 29% of APS seniors drive after drinking. During the 1980s, substance abuse prevention strategies gradually changed from focusing on short-term individual-oriented interventions to an emphasis on looking beyond the school to the community. Research began to identify the risk factors for youth problems, but truly effective prevention strategies for actual risk reduction remained unclear. Recently the emphasis has been placed on the development of resiliency in youth, examining "protective factors" that appear to alter or even reverse predictions of negative outcome. Traditional drug-education prevention programs exist in the Albuquerque area and in the State. Well known are the Drug Awareness Response Education (DARE) program and a University of New Mexico-based program. The programs are effective in educating directly about substance abuse and its negative effects, including long-term morbidity, associated vehicular trauma, and violence. Yet problems of violence and drug abuse continue to escalate. Goals and Objectives The overall goal of Talking Talons Youth Leadership is to motivate students through self- esteem enhancement by instilling empathy and confidence in students. This is done by providing public speaking opportunities for students. At-risk youth were originally targeted, but all youth are now included, because protective factors need to be enhanced in the general population as well as for high-risk youth. Specific goals of Talking Talons include: motivating youth toward academics and community service; instilling positive attitudes and confidence in interpersonal relationships; increasing awareness about community problems such as substance abuse, gang violence and graffiti; building resiliency in youth by enhancing protective factors; and instilling leadership and values. The primary objectives of Talking Talons are to increase protective factors through a positive, peer-taught, engaging, entertaining, and proven method, as measured by professional evaluation. The protective factors include increasing a youth's positive self-esteem, self- efficacy, communication skills, and connection to community. One way to accomplish this is by providing an opportunity to involve the entire community þ law enforcement professionals, families, schools, churches, businesses, and other groups þ in a collaborative, holistic method to meet the needs of youth. Talking Talons also emphasizes a preference for long-term goals over short-term or immediate needs þ in other words, instilling a sense of purpose and future. Finally, Talking Talons provides the availability of a strong support person or team. Program Components Talking Talons Youth Leadership (Talking Talons) is a nationally recognized, award-winning, 501(c)(3) youth development program incorporated in New Mexico in 1990. Talking Talons provides leadership and public speaking training free of charge to students aged five to 17 within three APS schools, and creates public speaking teams of youth which provide educational outreach to thousands each year throughout the State. The concept is original and professionally-proven to be successful in enhancing protective factors against drug abuse and violence. The program involves injured or orphaned wild animals, which, like youth, often come with a history of injury, neglect, and abuse. Initially, the children's incentive for participating in Talking Talons is to get out of school twice per week and to play with the animals. Strong leadership roles are internalized after the children become "hooked" on the program through the educational animals. Children take on attitudes of commitment and caring about animals and their environments and preserving health and habitat. Students are then introduced to the expanded role that we expect of them, that of examining their own world to determine how best to combat negative, self-destructive, and community-destructive behaviors such as substance abuse, violence and vandalism. They are invested with the Talking Talons role of becoming peer leaders and ambassadors for responsible citizenship. With live animals, student public teams educate people of all ages about these subjects. Through their involvement with the program, students are trained (generally biweekly within their schools) in public speaking, environmental science, public relations, interpersonal communication, health education, and law. Their activities teach them responsibility, restraint, accountability, and respect þ for themselves, for other humans, for animals, and for the earth itself. Students recognize their personal growth as the result of participating in the program and commit themselves to the goals. Placement in the program is largely by school administrations, based on the children's direct need and interest. A portion of the Talking Talons students is intentionally placed in the program to be models for others. This is important so that there is no stigma associated with Talking Talons. The overall philosophy of the program is exemplified in a Code of Ethics and Code of Conduct. The underlying philosophy is to maintain a positive attitude. Honesty is expected at all times. Young people are trained to enhance their own esteem while building that of others. Within the world of Talking Talons, children find themselves surrounded by caring people who provide an atmosphere of security, comfort, stability, acceptance, and trust. Research shows that a caring and supportive relationship remains the most critical variable throughout childhood and adolescence, and that this basic sense of trust appears to be the critical foundation for human development, bonding, and resiliency. Inter-agency cooperation is intrinsic to the concept of Talking Talons. Ongoing collaborations have been established with many agencies such as U.S. Fish and Wildlife, the New Mexico Department of Game and Fish, and the New Mexico Museum of Natural History and Science. Talking Talons is subcontracting with the museum to provide science presentations throughout rural New Mexico, especially to Indian nations. District 23 Toastmasters International provides ongoing public speaking training. The City of Albuquerque Graffiti Removal Services sponsors Olive the Anti-Graffiti Drug-Free Baboon presentations. Community Leadership outreach prevention education is specially designed to combat youth violence, drugs, and vandalism in an entertaining and positive way. Talking Talons provides Community Leadership presentations to group homes, treatment centers, schools, and hospitals. "Olive" serves as a role model who teaches how to say "no" to alcohol, cigarettes, and drugs, which captures the imaginations of youngsters. "Dash," a peregrine falcon, is used to illustrate negative effects of toxins on health. (The peregrine is endangered due to inappropriate chemical usage.) Through the use of Olive and Dash in presentations, a strong message of compliance with law and avoidance/resistance of peer pressure is delivered. To extend direct activities to youth and to enhance experiential learning activities, Talking Talons is opening the Talking Talons Leadership Center. The center is a rented house in rural Tijeras, New Mexico, next door to an animal hospital. Three veterinarians donate medical services to the animals. Students and classrooms will visit the Talking Talons Leadership Center and participate in projects designed to enhance their learning. They will be given the opportunity to help prepare the diets of birds and bats, and to see the veterinarians and wildlife rehabilitators in action at the animal hospital. The large living room will be the presentation and work room. The kitchen will be used by children to prepare animal diets. Students will be able to learn business ethics and simple retail procedures by working with adults in the gift shop/art gallery. The gift shop will sell bird houses and bat houses built by youngsters in the workshop in the back shed. One room includes a research library. An insectivorous bat room will house educational bats. Tropical fruit bats will be housed inside, in heated and humidified enclosures. In the back yard and side yard the hawks, owls, and falcons will be housed in state-of-the-art facilities. An organic vegetable garden in the back will be maintained by the adults and youngsters to grow food for the animals. A terraced hummingbird garden of flowers will attract many birds and provide a restful spot for solitude. Students will be the docents for public tours of the educational facility. Many high-risk youngsters will find themselves participating in a lifestyle to which they had never previously been exposed, namely to Talking Talons. Results and Impact Performance Measures The program has been evaluated by the University of New Mexico (UNM) College of Education, Department of Counseling and Family Studies, supervised by Wayne Maes, Ph.D. He measured outcomes by conducting pre-test and post-test evaluations of 80 to 100 students per school year in a random experimental design with an adolescent social efficacy test. One group of high-risk adolescents at an inner city middle school showed statistically significant improvement in self-efficacy, and another group comprising high-risk elementary students, many living in a group home and/or victims of sexual and child abuse, showed a statistically significant increase in general self worth. Since 1991 Talking Talons has engaged the College of Education for ongoing professional evaluations. In 1992 and 1993 two evaluations of Talking Talons have been a part of the research on examining the protective factors which seem to create healthy development in young people. The evaluation design of the 1995 evaluation, under Dr. Maes, includes the measurement of both outcome and process variables. A pre-test and post-test control group design will be employed in assessing the outcome variables. Eligible students will be randomly assigned to control and experimental groups. Individuals in each of the two groups will be tested prior to the beginning of the Talking Talons program on each of the outcome variables. Post-tests on each of the outcome variables will also be administered on the same individuals at the conclusion of the program. Statistical tests will be run on the data to determine the impact of the Talking Talons program on the members of the experimental group. The 1995 evaluation seeks to identify proneness to substance abuse and violence. These process variables will be assessed through direct observation of the treatment program (participant observer method) by a graduate student from UNM. Implementation Problems and Successes The primary difficulty faced by the program is that the outreach program has been an all- volunteer program with no staff funding. It is a testament to a core of extremely dedicated volunteers that accomplishments have been achieved. To date there is only one full-time paid employee. Thus, the true potential of the program and its ability to touch the sensitivities of youth and thereby to become a major educational force in all communities lie largely untapped. Successes and Accomplishments The program has close to a zero drop-out rate, even with high-risk youth, and a long waiting list of youngsters and schools wanting the program. Although public speaking is generally recognized as the number one fear of adults, Talking Talons has a success rate of 100% in placing all students into public speaking, including the use of a microphone. The rewards of the program are entirely intrinsic. There are no merit badges, no point systems, no grades, and no graduations. To participate in public speaking events, students must contract to make up all missed work. Animals are the vehicle through which program staff successfully reach, teach, and motivate youth to serve their worlds. In 1994, approximately 122,000 New Mexicans were reached by the public speaking teams of Talking Talons, the equivalent of eight percent of the population of New Mexico. The popularity of the program and the demand for the presentations is a major factor making the children feel so important to their communities and world, and why the program has seen statistically significant changes in the self-efficacy and self-concept of young people. Awards received include the New Mexico Research and Study Council's First Place Quality Education Award, and the Renew America's Special Merit Award from the National Environmental Awards Council, 1992. This was one of six awards nationwide in the category "Community Environmental Education." Governor Bruce Kingþs office hosted the ceremony and declared December 2, 1992 Talking Talons Youth Leadership Recognition Day. Public Speaking Outreach has dramatically increased since the incorporation in 1990: 1990, 7,000; 1991, 13,500; 1992, 44,400; 1993, 57,500; and 1994, 121,700. Prospects for Replication National replication is a goal of Talking Talons Youth Leadership. The specific plan for replication includes use of the developed methodology and curriculum of Talking Talons, and extension of developed partnerships with the U.S. Fish and Wildlife Service, State game departments, and Toastmasters International. Over the past five years the efforts of Talking Talons have focused on solidification of the program, not direct expansion. Numbers of students have been held at approximately 80 to 100 each year, with in-school training at two middle schools and one elementary school. Plans are to expand to six to ten schools within APS in 1995-1996, assuming adequate funding. A pilot out-of-State program operating out of a Leadership Center similar to the facility described above will be a subsequent extension. Contact Information Wendy Aeschliman Executive Director Talking Talons Youth Leadership P.O. Box 2020 Tijeras, NM 87059-2020 (505) 281-1133 (505) 281-1100 fax New York Riverhead School District: Anti-Violence Project Statement of the Problem The Riverhead School District is representative of the rural and suburban school districts of America which have increasingly become the scenes of violent and disruptive behaviors. The Suffolk County Department of Social Services reports that the Town of Riverhead accounts for 50% of the families in the region receiving public assistance; 41% of the students in the target schools receive free or reduced price lunches. The median income is the lowest of all Long Island towns; it is 32% lower than the median for Long Island. The Riverhead High School is the target school for this project. Over the past several years the high school has been the scene of increasing incidents of violent and disruptive acts. The community has experienced a growth in crime committed by young people. The extent of the problem is indicated by statistics from the Probation Department. In 1993-94, there were 2,315 new probation files for individuals under the age of 21. During the first half of 1994 there were 1,484 new cases. The rate of increase over the past three years has been between 24% and 26%. During the spring of 1993, 25% of Riverhead High School's population received an out-of- school suspension. A total of 478 suspensions were administered during this period. The following are the most common causes for suspension: truancy and class cutting, insubordination and refusal, disorderly conduct, and fighting. In addition, there were suspensions for: weapons possession, harassment, menacing, unlawful assembly, assault upon teachers and students, and drug possession. During the 1993 school year there were 17 assaults committed by pupils on teachers. There was increasing community and parental concern. A Newsday article, "Riven in Riverhead," captured the amount and degree of community concern. The stage was set to develop, adopt, and implement a comprehensive and systematic program dedicated to eliminating school violence and disruption. Goals and Objectives The overall goal of the Riverhead project is to decrease the incidents of violent and disruptive behavior in the Riverhead High School and to create a safe environment which is conducive to learning. This goal is supported by several program and performance objectives which represent the comprehensive and systematic orientation of the project: to develop and/or review and revise Board of Education policies and building level regulations to establish a safe school; to decrease incidents of violent and disruptive behavior in the High School and increase the achievement, self-esteem, and compliance with rules and regulations of at-risk pupils through participation in the Alternative High School program; to reduce the drop-out rate for the Riverhead High School by 80%; to achieve gains in the pupils language arts and mathematics skills and achievement in credit courses through instruction, mentoring, and counseling; to increase the knowledge, skill, and understanding of staff in dealing with disruptive students through a comprehensive in-service program which addresses awareness of anti-violence education, methods for coping with and diffusing violence, and techniques for handling critical incidents, and to achieve a 75% decrease in teacher requests for administrative or security guard intervention in discipline incidents; to develop a planning model for police and school interaction and action which addresses the mutual aims of eliminating violence and disruption in the school and community; to empower administrators to understand, through continuing in-service training and expert consultation, the dynamics of pupil disruption so that they may develop strategies and tactical capability to interdict, intervene, and prevent such unsafe behaviors; to increase the precision and evaluation of anti-violence program planning, through the development of a Safe School Data Base and Management Information System, thereby increasing the effectiveness of program planning and the efficiency with which staff accomplish data-dependent tasks; to foster in the pupil the ability to cope with stress, anxiety, frustration, and anger, and to deal in a nonviolent way with problems through the development and delivery of prevention programs targeted at the development of coping skills; to empower parents to work with their children through the development and delivery of in-service education programs which will better equip the parent to become a partner in the processes of decreasing teenage violent behavior and becoming proactive in school and community substance abuse intervention activities; and to design and install a video surveillance system for the outside perimeter of the building and for undersupervised areas in order to monitor the school environment and provide documentation for prosecution in drug-related and violent behaviors. Program Components The Riverhead School District Anti-Violence Project applies comprehensive and systematic planning strategies and tactics to the problem of school violence. It exploits what is known about youth violence and the importance of establishing a structured environment for the violence mitigation effort. The comprehensive planning effort involves the identification of roles, groups, and resources within the school and community that are affected by school violence and can contribute to its mitigation. The project targets a constellation of factors which impact violence mitigation. Among the areas targeted are Board of Education policy and its application in the school buildings; administrative tasking and training; teacher training in coping with disruptive and violent persons; the development of police and community liaison; the development of anti- violence curriculum for pupils; the establishment of an Alternative High School program for those pupils who are unable to profit from regular school and whose behaviors are disruptive to the safe and orderly education of others; parent training and empowerment in coping with their children; the application of technological solutions to surveillance; and the development of tactical response and interdiction plans to violent situations (Critical Incident Response Teams). At the initiation of the project, the Riverhead School District contracted with District and School Safety Services, Inc. (DSSS) to assist with project implementation. Project staff were recruited from among existing district staff. Assistance was also obtained from the New York State Division of Criminal Justice Services, which provided active technical assistance; the New York State School Boards Association in respect to policy development; and the New York State Education Department, Division of Cultural Education, which provided statistical background and program information. The project's specific components include: Board of Education Policy All policies relating to the issue of school violence including weapons, substance abuse, discipline and consequence codes have been reviewed and/or re-cast. Special attention was devoted to the issue of congruence between the Board's policies and the administrative regulations applied to the high school. A committee composed of teachers and building-level administrators worked on the building regulations; formulated a code which detailed universally applied consequences; and promulgated these regulations to staff, pupils, and parents. Data Base Development Early in the project there was recognition that a data base needed to be constructed to record and measure progress in reducing violence and drug use. This system has been designed not only to access pupil data but also to provide an incident information system which supports the administration in tactical planning, scheduling, and the assignment of personnel. Staff Training A comprehensive staff training program has been developed and implemented. The mission of this program is to empower staff to become proactive in the process of building control (interdiction), intervention, and prevention of violence. For the vast majority of teachers and administrators, this represented their first discrete introduction to the field. The content for the in-service program has been drawn from the disciplines of education, law enforcement curriculum, sociology, psychology and law. The programs include an Awareness Program aimed at introducing the staff to the issues of personal safety, the functions of police, and security; defusing violent and disruptive encounters; management of incidents; the laws affecting search and seizure; anti-violence prevention programs; gangs and the occult; substance abuse, etc. In addition, there is a program entitled Coping with and Treating Violence in the School which concentrates on prevention and intervention strategies and tactics for the educator. A Crisis Management or Critical Incident Planning Course is offered to both administrators and teachers. The significant effect of this training has been to permit the teacher to become more effective in actively supervising pupil conduct. With training, teachers are more likely to assume or reassume the function of supervision beyond their classroom and into the hallways and transition spaces, where violent incidents are likely. Critical Incident Planning and Critical Incident Response Teams Over 30 strategic and tactical plans have been developed to cope with incidents with the potential for personal injury, significant loss of property value, or disruption of the institution. In addition, a Critical Incident Response Team composed of teachers, security guards, and administrators has been trained to respond to critical incidents. The existence of this team has bolstered the school's confidence in its ability to manage student and teacher safety. Alternative High School Program An Alternative High School Program has been established for those pupils who exhibited an inability to function in or profit from attendance in the regular high school. In approximately 70% of the cases, these pupils' behavior had been violent. The Alternative High School is based on flexible scheduling, career path education, mentoring, and a strict code of conduct. The preliminary indicators of success for this project have been positive. This program serves approximately 50 students. Security Guard Structure and Training The District currently maintains four security guards in the High School. These guards have been provided with 60 hours of training and 40 hours of supervised field service. Their roles are defined by rules, procedures, and post orders. The function of the guard has been communicated to staff, and the guard has been integrated into the high school team. At the initiation of the project, there were eight guards, but with the advent of teacher training, the need for guards decreased. Substance Abuse and Parenting Program A Substance Abuse Program with a parenting component has been initiated. The Neighborhoods in Action Program has been introduced and is scheduled for full-scale implementation. Police Liaison The introduction of a mechanism for regular meetings between members of the Riverhead Police Department and project personnel, the discussion of roles, shared training, and the development of a shared data base have all facilitated the development of a Police School Liaison officer. Surveillance A component of the project is the application of video surveillance hardware and techniques to the monitoring of the perimeter of the facility. This equipment has been installed and monitors parking lots, remote areas of the building, and the cafeteria. Results and Impact Performance Measures The project design includes an evaluation component. The evaluation design has been developed to document and measure the efficiency of the project activities and the effectiveness of the project in meeting its stated objectives and goals. Descriptive statistics are gathered documenting incidents of violent and disruptive behavior. In addition, questionnaires have been developed to gather perceptions of school climate. Pupil academic achievement and attendance data is gathered. Current evaluation results demonstrate that the activities are on schedule and the project is meeting the stated objectives. Implementation Problems and Successes There have been remarkably few problems in program implementation since the project's inception. The support of the Board of Education and the Superintendent cleared a path for project implementation and provided necessary and emphatic visibility for the project. Training is a critical component in this project, and as a result most change was dependent on prerequisite training. The initial scheduling of courses was difficult. The Superintendent provided conference days for staff training to accelerate implementation of the project. Successes and Accomplishments The fundamental measure of project success addresses the question of whether or not there has been a decrease in violent and disruptive behaviors in the High School. A major evaluation study is currently being undertaken. Preliminary findings point to the dramatic impact of the project. Interim findings demonstrate the following in respect to the numbers of pupils referred to the school administration for disciplinary reasons: Set I (pupil behaviors consistent with violent behavior): pupil fights have decreased over 68%; pupil assaults on pupils have decreased 66%; assaults on teachers have decreased 100%; display and threat to use a weapon has decreased 63%; refusals to follow teacher direction have decreased 93%; and incidents of harassment have decreased 42%; and Set II (incidents which are indicative of staff initiative and activity): seizure of weapons by staff increased 56%; and drug/alcohol use and possession incidents increased 89%. Questionnaires administered to staff indicate an increased comfort level with the safety, security, and climate of the school after the institution of project activities. Over 90% of staff participating in the in-service course reported that they felt more confident in their own security as well as their own abilities to intervene in pupil discipline matters as a result of the training. Prospects for Replication From the initiation of the project there has been a commitment to document, validate and demonstrate the effective elements of this project. Initial and interim evaluation results are positive. Components of the project have been demonstrated in several New York State School Districts and at workshops sponsored by the New York State Education Department, New York State School Boards Association, and others. There has been a great deal of interest expressed by schools, parent groups, and governmental agencies. This project is an excellent candidate for replication. Contact Information Edward J. Swensen Project Manager District and School Safety Services, Inc. 135 Fourth Street Greenport, NY 11944 (516) 477-0181 (516) 477-5081 fax North Carolina School Resource Officer Program Statement of the Problem The North Carolina Department of Public Instruction's 1991-1992 survey of all school systems within the State of North Carolina reveals that 59% of the districts reported an increase in violent behavior over the past five years. More recently, the Annual Report on School Violence 1993-94 Baseline Year published by the North Carolina Department of Public Instruction reports 6,683 incidents or criminal acts occurring on school property including two kidnappings, four armed robberies, and four rapes. A number of profound social and demographic changes, which are statistically correlated with youth violence, are underway. In the past 35 years a demographic shift from the nuclear family of the 1950s to an ever increasing proportion of single-parent families has taken place. The rate of illegitimacy has grown. Many new families are headed by females who are at or just above the poverty line. Moreover, in those families where mother and father are present, the dual income family is becoming the norm, producing a generation of latchkey children who turn to peers and media for advice before they turn to family. One clear consequence of the demographic trends is a diminished capacity of many families to deal with the problems of adolescent development. In fact, some of the factors previously mentioned are themselves predisposing factors of delinquency: poverty, single parent homes, and lack of adequate parental supervision. In other words, inadequate child rearing practices are strong predictors of delinquent behavior. Children must learn from their families the ability to exercise self control and defer gratification in favor of long-term projects or prospects. The diminished capacity of the family to instill these values in some children produces enormous pressures on public schools. Clearly, some of these pressures are felt in terms of students who are unmotivated to learn and difficult to discipline, and some are ultimately released in the form of school violence. While researchers in the area of youth violence differ on the causes of youth violence, almost all agree that youth violence is better addressed early. In other words, youth violence in its more extreme expression þ assault, robbery, rape þ is usually preceded by a pattern of earlier, less serious incidents such as truancy. The earlier society can intervene to divert at-risk youth from violence, the better the chances are that more serious violence later will be averted. This early intervention approach is more effective and ultimately less costly. The current concern about school violence underscores the inherent incompatibility between real learning and school violence. No educator would disagree that violence is contrary to the order required for learning to take place. To underscore this point, the mission statement of the Charlotte, North Carolina schools reads: "Education is the primary purpose of the public school. In order for teachers to teach and students to learn, an atmosphere conducive to learning must be consistently maintained." At a minimum, an atmosphere conducive to learning requires that students, teachers, and administrators be safe and perceive that they are safe while at school. Goals and Objectives The primary goal of the School Resource Officer Program is to maintain and improve the safety of the learning environment in the schools through the reduction and prevention of school violence. To accomplish this goal the following objectives are used: establish a WEBNET or a network of existing community agencies to catch children who will otherwise fail due to diminished capacity of their families to provide adequate socialization; assign an officer to schools from 9 a.m. to 5 p.m. Monday through Friday; and establish a juvenile task force which provides referrals. Program Components A school outreach program begins with a multijurisdictional task force which has representatives that bring together decision-making authority and resources that directly affect juvenile issues. Representation includes law enforcement, education, courts, the district attorney, social service agencies, parents, students, and the community. The task force is responsible for determining the best way to address school violence for their community. By involving representatives of all interested parties in the assembly of a community-wide group of leaders, the fact that school violence in a community is just like other violence in the community is recognized. This recognition leads to ownership of the problem of school violence by the entire community and the desire to address the problem. It is made manageable because the problem can be addressed school-by-school or district-wide depending on the resources and attitude of the community that tackles the problem. Many programs are available for consideration by such a task force. Research by the Governor's Crime Commission determined that a School Resource Officer (SRO) Program, operating under the umbrella of a task force, is a very successful approach. A School Resource Officer Program is a community policing approach practiced in a school environment. The school is the officer's beat. The exclusive focus on the physical and social territory of the school is an important aspect of the SRO concept. Unlike the police officer who responds to school problems as a result of a 911 call by the principal, the SRO regards the school as his or her community. He knows its physical design and layout and is aware of who belongs on campus and who does not. The officer is required to wear both his uniform and his weapon while on duty to reinforce his role as an actual police officer in the school. He is the center of many school activities and extra curricular events and is a classroom resource to teachers in his areas of expertise. One expression of this approach is the Robeson County School Outreach Program (RCSOP). The RCSOP places a sworn law enforcement officer in targeted high schools in Robeson County. Unlike many other SRO programs nationwide that place uniformed officers in the schools, the RCSOP reflects a much more comprehensive policy focus that includes an integration of the resource officer's function with the existing social network of the community including the Department of Social Services, juvenile courts, the public schools, and law enforcement. The RCSOP is a community effort to provide juvenile intervention before court action becomes necessary. It is based on a premise that school violence is simply juvenile violence that takes place in a school setting. Results and Impact Performance Measures The ultimate desired outcome of an SRO Program is to maintain and improve the safety of the learning environment in the schools through the reduction and prevention of school violence. The best way to measure whether an SRO Program is achieving this desired outcome is to ask those who are directly involved in such a program þ the students and teachers in the schools. Surveys of students and teachers are important tools to measure program effectiveness. Although difficult to measure, one way to explore violence and crime prevention effectiveness is to examine incident numbers, such as the number of fights in schools. Incident numbers for schools and the community at large should be compared before and after program implementation to determine the impact of the SRO on youth crime outside the school. One way to set the amount of savings related to the SRO initiative is to use the SRO's own assessment of his interactions with students to determine how many of his student contacts actually prevent court petitions. He can then link these numbers to costs associated with such petitions. The reduction in the number of petitions is determined to be a savings in court costs directly attributed to the SRO's actions in the school. Implementation Problems and Successes Research shows that not all schools with sworn officers on campus have an effective SRO Program. To be of maximum effectiveness, the SRO must be integrated into the school community with a much larger role than just an officer. Specifically, the roles of the SRO are threefold: peace officer, counselor, and resource officer. When the program was first introduced, there was a strong social consensus that the police and their weapons did not belong on campus. Once the program was established and the officer was trained and performing his function correctly, the community sustained the program. Many of the SROs were not comfortable with the different types of law enforcement required on campus, including traffic and drug law enforcement, and with the transition from being a street cop to being a lecturer in the classroom. Their training included lectures on these topics. Successes and Accomplishments Approximately 80% of the eleventh and twelfth grade classes at two high schools in Robeson County were surveyed. Respondents were asked, "Would you say the School Resource Officer has helped reduce the amount of violence since he or she has been at your school?" "Yes" responses came from 71.1% of the students who remembered their school before the SRO's presence. If the definition of effectiveness is expanded to include effective or efficient use of resources, an SRO Program offers communities an efficient means to combat crime and violence. If the SRO Program is effective, it involves very few additional costs for a community. In fact, if hidden costs are investigated, an SRO Program actually pays the community. General costs of a program include personnel costs, training and associated travel costs, supply and equipment costs, and administrative costs. Because many of these costs already exist independent of an SRO Program, the additional costs of such a program are less than those categories suggest. These additional costs essentially involve opportunity costs or a redirection of resources with the placement of already existing and trained officers into the schools, rather than the expenditure of additional monies. Two additional effects come from SRO coverage at the schools: (1) violence prevention, and (2) savings within the criminal justice system. The savings to the criminal justice system occurs when cases end as petitions. When SROs bring juveniles to court, the quality of cases increases so that judges dismiss fewer cases. Before SRO presence in schools, juvenile cases that made it to court were often dismissed because the quality of evidence was not acceptable. The municipality incurred court costs with no tangible benefit for the community nor the juveniles involved. Moreover, as one judge stated, such dismissals gave the juveniles involved the message that they could "beat the system." It became a badge of honor for youngsters to go to court, have their case dismissed, and return to school to brag about the adventure. With SROs, the quality of evidence is such that case dismissal is less likely to occur. Another savings to the criminal justice system from an SRO Program is related to training school admissions. Court officials in Robeson County attribute a reduction in the number of training school admissions to the Robeson County Juvenile Task Force (RCJTF) generally and the SRO Program specifically. According to court officials, each admission to training school has an annual (1994) cost of $42,000. The average number of annual admissions to training schools decreased in Robeson County since the introduction of the RCJTF in July 1991. Prospects for Replication To create a School Resource Officer Program, the local leadership must be identified and formed into a community-wide task force with members who represent all segments of the community, from law enforcement to social services. This group will assess the needs of the community and ascertain community leadership support. This group will also establish goals and objectives and identify the target population and funding sources for the SRO Program. A board of interested parties in each jurisdiction and school site chooses the SRO. Successful resource officers are well integrated and well trained using a proven curriculum. The SRO must be connected to a network of services so that he/she can provide all the services necessary to the children or refer them to the appropriate services. To institutionalize the program, the initial task force should continue to hold meetings, and the results of the program should be quantified. Contact Information James Klopovic Michael Vasu, Ph.D. Policy Analyst Professor The Governor's Crime Commission NCSU 3824 Barrett Drive Box 7801 Suite 100 Raleigh, NC 27695 Raleigh, NC 28609 (919) 515-3791 (919) 571-3647 (919) 515-7856 fax (919) 571-3645 fax Oregon OREGON TOGETHER!: Communities That Care Statement of the Problem All across the country, adults concerned about the health and development of young people are searching for answers to the adolescent problems of violence, alcohol and other drug abuse, delinquency, school drop-outs, and teen pregnancy. Although the problems have existed for a long time, there is a renewed sense of urgency now, more than ever, to cultivate the best potential of young Americans. Until recently, society has responded to these problems with treatment and rehabilitation services. Such attempts, at best, do not change the behaviors but only deal with them after they have surfaced. Dealing with adolescents once they have exhibited problem behaviors has shown only modest success and is costly. Understanding underlying conditions that exist in the lives of young people is the first step toward identifying effective means of prevention. This particular program effort, OREGON TOGETHER! (OT!), provides local planners and service deliverers with a means to head off such problems long before they begin to drain the community of its economic and human resources. It focuses on those issues and concerns which research proves predict such problems. Research accumulated over the past 30 years or so has demonstrated that there are a number of risk factors that increase the chances of adolescent problem behaviors. Equally important is the evidence that certain protective factors can help shield youngsters from problems. If we can reduce or buffer the risks that youngsters face, while increasing protection throughout the course of their development, we can prevent these problems and promote healthy, pro-social behaviors. Goals and Objectives The major goal of the OT! project is to mobilize communities throughout the State to reduce risk factors and to increase protective factors that predict adolescent alcohol and other drug abuse, delinquency, teen pregnancy, school-drop out, and violent behavior. The key objectives of the OT! project include the following: to involve a minimum of 50 Oregon communities in the OT! process, including completion of the three major stages of the process; to institute risk/protective-focused prevention approaches throughout the State with particular emphasis on collaborative efforts to reduce adolescent and youth problems and those related to families; to cooperate with other states, and federal-level agencies as well, in the initiation of effective and research-based approaches, based on this risk/protective factor framework, in order to more completely assess its effectiveness; and to institute State- and community-wide approaches to scientific measurement of the quality and success of such efforts, in order to provide an opportunity for others to replicate such approaches, where appropriate. Program Components OREGON TOGETHER! is based on the David Hawkins and Rick Catalano Communities That Care model developed at the University of Washington. Listed below are the key elements and components of the OT! process. Involvement of Key Leaders: Key Leader Orientation The purpose of the orientation is to create an understanding of the risk/protective factor prevention framework, its basic premises, and the essential involvement of key leaders who should include the Sheriff and/or Police Chief, Mayor, District Attorney, School Superintendent, and business leaders. Organizers should try for diversity in ethnicity and spheres of influence. Involvement of key leaders is critical to success. This orientation prepares key leaders to: develop a vision of common goals for the community and forecast the community's capacity for change; decide whether or not to pursue the risk/protective factor prevention framework in their local community and whether or not to commit to a comprehensive, multifaceted, long-term undertaking; and decide whom to invite as members of the community board or task force. Formation of a Community Planning Board If the key leaders decide to launch the program in their community, they invite members of their community to participate. The community board is the main mechanism for carrying out the day-to-day operations of the effort, and some key leaders may be somewhat less involved as these board members assume a greater level of responsibility. The board members typically represent diverse groups and areas in the community. Law enforcement, schools, and local government are among those likely to be represented. These boards often include existing community coalitions, parents, human service agencies, crime prevention providers, service providers, youth, representatives of local businesses, service and civic organizations, religious and cultural groups, recreational organizations, and the media. Conducting a Community Risk and Resource Assessment The third step in the process is for communities to conduct a local assessment of the risk and protective factors related to adolescent problem behaviors. Communities gather information on prevention programs and activities that are currently being offered in order to assess their effectiveness in reducing critical risks or building protective factors in local young people. In assessing risk/protective factors and local program delivery, the community is asked to focus primarily on outcomes þ the extent to which local programs are having an actual impact on the key risk/protective factors identified in the local assessment. In contrast to many situations in which communities rush to implement a program, this process will help focus on those parts of the community that are at highest risk and outline strategies that will address the major risks they identify. Community Risk and Resource Assessment Training prepares communities to: understand risk and protective factor research, apply the Social Development Strategy, conduct a community risk assessment, and examine local programs targeting adolescent problem behaviors for effectiveness. OT! training materials include a compilation of Social Indicator Data for each Oregon county and the State, which help community board members assess risk factors according to different areas of a child's life (family, school, community, peers). This research assists communities in creating the profile of their community and identifying the most salient risk factors. Planning the Program and Deciding on Evaluation Methods Once the community board has completed an assessment of the community's most prevalent risks and understands what programs/activities exist that meet evaluation criteria, the next step is to initiate program planning. The focus of the Promising Approaches Training is on developing connections between identified risk/protective factors and effective strategies that address them. The community can then develop an action plan for implementing programs. The Promising Approaches Training assists communities to: prioritize the most salient risk/protective factors in the community; select appropriate strategies from a menu of programs that have been tested and evaluated for effectiveness in addressing problem behaviors; develop goals and objectives for an action plan in response to identified risks; identify obstacles to carrying out the plan and resources for overcoming those obstacles; and establish appropriate program evaluation methods. Results and Impact Performance Measures There are two basic performance measures for the project. The first is the assessment of changes in the risk/protective factors identified by each local community planning board. Second is the viability of the key leader and community board within the community. Changes in the Risk Assessment Data A community collects updated information and assesses changes in data. Progress is determined by a reduction in the incidence of risk. For each risk factor there are multiple sets of information. Communities are encouraged to collect more than one set for each risk factor. As of February 1995, the Office of Alcohol and Drug Abuse Programs provides each OT! member with archival social indicator data, comparable on a county-by-county basis. State Student Alcohol and Drug Use Survey The biennial adolescent alcohol and other drug use survey of over 11,000 students statewide conducted by the Office of Alcohol and Drug Abuse Programs measures overall trends in prevalence of all intoxicating substances. In 1994, for the first time, this survey of sixth, eighth, and eleventh graders measured various risk/protective factors. Viability of Community Board Presty and Wandersman, Goodman and Steckler, Pentz, and other researchers have clearly shown that effective prevention efforts require a sustained involvement of a community. The University of Washington TOGETHER research staff and OT! staff, in concert with the above cited researchers and others, have preliminarily identified criteria to assess a community board's status. They have identified thirteen criteria necessary to ensure the community board's long-term survivability. Implementation Problems and Successes In 1990, the goal of the OREGON TOGETHER! project was to involve 25 communities from throughout the State. The project has far exceeded this goal. As of January 1995, there are 55 OT! communities, with another six being formed. Some of the issues and concerns the project continues to face include the following: The sustainability of community coalitions. Keeping the momentum alive is difficult, particularly in rural communities where a few volunteers do everything. Limited resources for the OT! communities and limited staff are also barriers. Encouraging key leaders to stay involved is of vital importance. How to more effectively measure and evaluate success. Because of the largely volunteer nature of the OT! coalitions, keeping people informed, trained, and motivated to continue collecting risk assessment data is staff intensive. Successes and Accomplishments Project staff are very pleased with the support of the Oregon Criminal Justice Services Division, which has provided three years of funding to support the OT! project. This year OT! communities are applying individually for Edward Byrne Memorial Grant funds through the Oregon Criminal Justice Services Division to implement risk-focused prevention strategies at their local level. Currently 55 Oregon communities have been trained and actively participate in the risk-focused prevention approach to reduction of adolescent behavior problems. Thirty-five communities successfully completed implementation plans for their strategies and receive $4,000 mini-grants to aid in their efforts. Through a grant from MicroSoft, Inc., OT! members have been trained in and given software to aid the ongoing risk assessment process and evaluation of strategies. Oregon Office of Drug Abuse Prevention was awarded a grant from the Center for Substance Abuse Prevention to provide a data analyst to profile the sixteen risk factors in every Oregon county by assessing common archival data and survey data. Additionally, the Department of Human Resources division heads and staff are now being trained to utilize the risk factors in their daily work with clients. Additionally, we have had significant success in getting other social service agencies and providers to consider the risk/protective factor framework in efforts to serve a variety of clients and consumers. Those adopting such an approach, at least in part, include local commissions on children and families; the Oregon Department of Education, which administers 70% of the State's Safe and Drug-Free Schools and Communities funds; Reduce Adolescent Prevention Problems project of the Department of Human Resources; Oregon National Guard efforts in drug demand reduction; Tobacco-Free Coalition of Oregon (TOFCO); and Department of Human Resources Risk/Protective Factors Task Force. Included here is a brief profile of one OT! community effort to impact its salient risk/protective factors. Beaverton Together! efforts have been led by a strong group of key community leaders including the Superintendent of Schools, Mayor, local police officers, county sheriff's office, business leaders, school personnel, faith community leaders, youth, and others. Key leaders describe Beaverton Together! not as a "program," but as a group that links and facilitates programs to address the risks facing young people. The Together! Board conducted an assessment of risk factors in Beaverton by collecting archival data and conducting a phone survey. Juvenile vandalism and loitering in city parks was becoming a problem for this suburban community. A city police officer approached Beaverton Together! about launching a Friday night basketball program to draw in gang members and juveniles with nothing to do. Night Court, a midnight basketball program for seventh to ninth grade youth, was launched at three middle schools in Spring 1994. This program is attracting over 500 young people each Friday night and has recently expanded to six sites. City police officers run the program assisted by the local park and recreation program and Boys and Girls Club staff. The school district provides the open gyms and a janitor, youth civil patrol help monitor parking lots, and Cellular One provides free phones for emergency calls. This project exemplifies model collaboration. In another project involving youth from the Beaverton Intermediate Schools and the Beaverton Police Department, Beaverton Peer Court, was launched in February 1995. As modeled in other peer court projects from around the country, peer court utilizes students as jurors, defense and prosecuting attorneys, and bailiffs. Only misdemeanor cases are heard by Peer Court juries at each week's sessions. A local judge serves as the presiding officer of the court. Prospects for Replication The U.S. Department of Health and Human Services has supported many of the research efforts of the David Hawkins and Rick Catalano work at the University of Washington in Seattle. The Office of Juvenile Justice and Delinquency Prevention has also provided resources to local communities and states investing in this approach, as has the Bureau of Justice Assistance. The work of a Six-state consortium has allowed ongoing communication between professionals implementing the risk/protective factor framework into their statewide prevention efforts. Those states (Kansas, Maine, Oregon, South Carolina, Utah and Washington) have received some limited assistance from the Center for Substance Abuse Prevention to continue this work together. As they continue this collaborative effort, they have begun to reach out to other states and organizations nationwide, providing key information and guidelines for implementation. Contact Information Judy Cushing Project Coordinator OREGON TOGETHER! Office of Alcohol and Drug Abuse Prevention 500 Summer Street NE Salem, OR 97310-1016 (503) 945-5764 (503) 378-8467 fax Rhode Island Tides Family Services Statement of the Problem There is a need to develop a consistent, unified strategy and plan to effectively (therapeutically and financially) deal with runaway, truant, substance abusing youth at the community level rather than refer these youth to Family Court and, potentially, to the Rhode Island State system. As a result of the lack of coordinated services at the community level, youth run the risk of initially being "ignored" for behaviors (truancy, running away, substance abuse and beyond- control behaviors) that are symptomatic of potentially more serious delinquency, and then are prematurely removed from their communities and placed in a State system. On a local level, there is a need to seek out and provide accessible family services. Researchers agree that early identification of problems and early intervention are key to reducing later negative outcomes. Problem behaviors are precursors of more potentially serious behaviors. Youth involved in these behaviors respond best when they and their families are offered a range of services and there is multiagency collaboration. Emphasis needs to be on empowering both the youth and the family. Use of strategies based on the traditional mental health model (50 minute clinical hour office visit) consistently demonstrates little success with this group of youngsters. Empowering families means reaching out to them in their homes, schools and community, and experiencing their world. Parents and youth are more cooperative when they know you understand the environmental pressures they are facing. Evaluation of the human services delivery system in Rhode Island consistently paints a picture that is not family friendly, that lacks the financial resources to respond to the needs of the families and youth, and that is fragmented. The limited menu of services and delays in service delivery reduce the likelihood of success. Family Court, with its ability to "order" funding for treatment, is one avenue to access services. This is a "Catch 22," since placement frequently becomes the treatment of choice, due to long waiting lists for essential services and the lack of preventive alternatives. Thus, a youth who is causing trouble at home, in school, or the community can be petitioned to Family Court to "solve the problem" and, if uncooperative, can ultimately be incarcerated at great expense to the taxpayer. Research is inconclusive about whether or not the threat or actual incarceration of juveniles prevents or enhances the possibility of further involvement with the juvenile justice system. Given the current mentality of "zero tolerance" for inappropriate behaviors, the threat of incarceration is very real. Goals and Objectives The goal of the Tide Family Services program is to intervene with youth who are most at-risk of becoming involved with the juvenile justice system. These youth are the most likely to be petitioned to Family Court on charges of truancy, wayward/status offenses, or delinquency. Traditionally, these youth are difficult to engage and not receptive to treatment. Although isolated attempts are made to find these youth, there is little or no consistent follow-through until the youth is petitioned to Family Court. Specifically, the objectives of the program are to: Improve the availability and coordination of local services related to runaway, truant, substance abusing, and beyond-control youth by identifying them and their families and insisting that they become involved in the services; and providing a model for legislative initiatives for the purpose of mandating appropriate family outreach counseling and advocacy services to wayward/status youth and their families prior to allowing a Wayward/Status Petition to be filed on a youth in Family Court. Provide a therapeutically sound and cost-effective continuum of services for youth at risk of being placed outside of the home and referring youth in the fifth, sixth, seventh, and eighth grades to the project when a pattern of truancy begins; aggressively identifying these youngsters who continue to be truant or suspended, and, when possible, bringing them to the project during the school hours; insisting that the parent(s) participate in services with other parents at least one night a week at the community center where community service providers will be present and available to help families; and developing a 24-hour, seven-day-a-week intensive tracking program with the capacity to service 50 youth in the target area for a maximum of six months. Provide a culturally sensitive program by ensuring the capability of communicating and understanding the various ethnic/cultural issues through networking with and, when possible, accessing services provided by the various ethnic groups and associations involved in the community; and hiring bilingual staff when possible. Provide information and training regarding issues related to the illicit use of alcohol and drugs and teaching refusal skills and nonviolent conflict resolution skills by developing a series of individual, family, and group counseling programs to maximize awareness of the dangers of illicit alcohol and drugs, and teaching refusal skills and nonviolent conflict resolution. Program Components The program structure is a collaborative working arrangement involving the police, the youth's school, and Tides Family Services. In each of the target areas, a TEAM is established composed of a juvenile or community police officer, a school representative, and a family outreach worker from Tides Family Services. Tides Family Services seeks out these youth and families on home visits and initiates family counseling and advocacy. The TEAM meets regularly to monitor and attempt, with parental permission, to secure appropriate preventive services. Before petitioning the youth into court, which can be filed by either the police or school authorities, the TEAM must attempt to secure services for the youth within her/his community. Even when the youth is petitioned into court, the Family Court Diversionary Unit becomes involved in the project and works with the TEAM. The Family Court Diversionary worker can informally dispose of the petition provided the youth cooperates. Tides Family Services staff work directly with representatives of the schools, police jurisdictions, and Family Court. The concepts used in the original project have been refined and an intensive 24-hour, seven-day-a-week tracking program has been added. An Hispanic outreach/counseling component has been operational for one year in the Pawtucket and Central Falls area. There are also significant Portuguese and Cape Verdian populations. If a youth is known to the police or school authorities as a runaway, a substance abuser, a truant, and/or is beyond the control of the parent(s), a referral is made to Tides Family Services. The Tides family worker will arrange an initial meeting at the youth's home to explain the program and conduct a family assessment. If the parent(s) or the youth refuses to allow the Tides family worker to come to the home, the truant or juvenile officer will arrange a meeting either at school or in the police station. If a referral comes to the police, the juvenile officer might choose to refer it to the Juvenile Hearing Board or to the Tides Family Services project. The initial meeting might take place at the police station with the parent(s), youth, juvenile officer and Tides worker, or at the home with the Tides family worker. In either case, the family worker begins the assessment at the home. The treatment team, at this point, is the school representative, the juvenile officer and the Tides family worker. Based upon the assessment, the team develops and approves a treatment plan. It is the responsibility of the Tides worker to see that the plan is implemented. The Tides family worker is expected to work with the family on all issues relating to the family and the family's involvement within the community. The minimum services include family, individual, and group counseling. Ancillary services include advocacy work, helping to secure additional resources (e.g., AIDS testing, fuel assistance, arranging General Equivalency Diploma classes, job training, etc.). If there are school-related problems, the Tides family worker and school team member are expected to work with the family to develop an appropriate school program. If the school cannot initiate a program, the family begins an appeal process. The family worker would be expected to advocate for the family. The Tides family worker can recommend that the youth be evaluated for learning disabilities under Public Law 94-142. If the youth is determined not eligible for these services, the family worker can request that the youth be considered eligible for program adjustments under section 504 of the Rhode Island Education Law. At any stage of the process, the team, in conjunction with the parent(s), may utilize appropriate community resources. This can involve referrals to the local Child and Adolescent Service System Program, Alcoholics Anonymous or Alanon meetings, parent support groups, or Brother to Brother (family violence counseling). If the youth is a runaway or homeless, the team uses the services offered by the Rhode Island Runaway and Host Home Network. If the problem is still unresolved, the appropriate petition is filed with Family Court and the team requests that the case be sent to the Family Court Diversionary Unit. One member of this unit is assigned to the target area. The court diversion worker is part of the team (social service worker, school representative, and juvenile officer) and attends regularly scheduled meetings. The team attempts to resolve the issues and work on a quasi-probationary contract. If the youth or family still refuses to cooperate, the team may recommend that the case be placed on the court calendar. At the pre-trial hearing, with permission from the parent(s), the members of the team present a report prepared under the leadership of the Tides family worker to the Judge. The report includes a brief social history, description of services provided, and specific recommendations for that youth. Removal of the youth from the family is the last option considered. If the judge orders a short-term placement, the Tides family worker remains involved in the case, with the approval of the court. This facilitates a more expeditious return of the youth to the family. Results and Impact Performance Measures The innovative focus of this project is that it has the capability of effecting a change in the current system that is used to deal with runaway and homeless youth. Currently, there is no organized or coordinated statewide approach to servicing these youth. Neither the police nor the truant officers were able to assess and treat the problems that the youth and their families presented, and their knowledge of the services within the human service community was limited. Their only function was to make the referral to court. With the involvement of Tides Family Services as the lead social agency, crisis intervention, assessment, and counseling are available prior to the youth being referred to Court. Implementation Problems and Successes In the original target area (Kent County), the overall implementation went smoothly. The police, school and Family Court readily agreed to become involved with the project. The TEAMS were quickly established and referrals were processed. Statewide, the difficulty was the number of referrals. In January 1995, with a total of five full-time staff processing cases, there were still 71 cases on the waiting list. Parents were calling requesting services and youths were cooperating. Many of the youth resided in the same areas and their friends were either involved with this project or in other Tides programs. The Tides workers' main function is to find and engage these families in the community. The expectation for the original project was that with three full-time staff, the program could service a daily average of 70 youth and their families. The maximum length of service would be six months. The plan was to service 200 families in the original project during the first year of operation. The project used college student interns to work under the supervision of the regular staff. This accounted for approximately 200 hours a week of volunteer services from college students. Although staff were very successful at finding the participants and convincing them to return to school, staff nevertheless spent considerable time advocating on behalf of parents and youths with school administrators and teachers to provide an appropriate educational program. The youths frequently fell into a pattern of detention, suspensions and, eventually, exclusion. When not in school, the youths were caught up in the cycle of staying up very late at night and sleeping during the day. This pattern frequently involved alcohol and drug use/abuse and sexual promiscuity, indicating a high potential for more serious delinquent behaviors. It was very difficult to break this pattern. Although Rhode Island is a small state, there are 39 municipalities, and each is independent, so that creating a legislative change is much more difficult then originally anticipated. Successes and Accomplishments The teams are operational in Kent County, the original target area. Petitions for truancy and Wayward/Status offenses are referred to the Tides Family Services. Youths and families have basically cooperated. Although it was beyond the scope of the research component to measure success, the cooperation of the police, school, and Family Court personnel was very encouraging. As a result, a number of youth were diverted from the Family Court. Those petitioned to the Family Court in a number of cases were referred back to Tides for counseling services, and were able to continue to live at home. Two professional conferences have been conducted: one for professionals from across the State and one for the Kent County area professionals. The purpose of these conferences is to help communities assume "ownership" for their children. On a program level, in her report entitled Runaway Reunification Project: Program Evaluation (October, 1994) Lenore Olsen, Ph.D., noted the following: This program model incorporates many of the elements that have been found to be successful with this population of high-risk youth. It offers a range of services to youth and their families and has developed strategies for multiagency collaboration. Early identification of problems and early intervention are key to reducing later negative outcomes. This program has components for identifying at-risk youth, and providing early intervention services. Social skills training, which was offered to most youth, is another component of successful early intervention programs. Reviews of successful programs also repeatedly emphasize the need to empower both the youth and their parents. Suggestions for empowerment include involving clients in cooperative case planning, peer support and education, involvement in agency and community policy making, experiential sharing, and involvement in advocacy and outreach efforts. Such groups (peer support) have been demonstrated to be particularly effective in dealing with drug abuse, anger management, and social skills development. Tides Family Services has a Latino Outreach Component. This has helped considerably in reaching this population, especially in Pawtucket and Central Falls. The workers are in direct contact with Progresso Latino and Proyecto Esperanza, the two major Hispanic agencies in Rhode Island. The Hispanic population is the largest minority group in the State. Prospects for Replication Tides Family Services began in 1983. The DHHS grant enabled Tides to focus more closely on the issue of preventing youth from being removed from their families. The project is in the process of being replicated in a second target area. The intensive outreach component begun in October 1994 in the second target area provides intensive tracking. The hope is to add another component which will allow Tides workers in conjunction with the truant officers and police to seek out truants and bring them to a central location. This new component is the final step in a total network of services for truant, runaway, substance abusing, and beyond control youth. Tides Family Services is currently attempting to secure funding and a legislative mandate to seek out truants and bring them to the Barton Street Community Center in Pawtucket, Rhode Island. Tutorial and counseling services will be provided for the youth, and the parent(s) will be expected to attend family and group counseling sessions. Contact Information Brother Michael Reis Executive Director Tides Family Services 1599 Main Street West Warwick, RI 02893 (401) 822-1360 Virginia An Achievable Dream Statement of the Problem Thousands of children in Newport News are shut out of the "American Dream" because they are at-risk for school failure. Factors contributing to the risk include: poverty, single parent homes, violence in their environment, lack of successful role models, a pervasive street culture that degenerates education, and low opportunity for exposure to academic/cultural enrichment opportunities. In Newport News, more than 30% of ninth graders fail to complete high school with their entering class. Dropouts have little hope of competing for jobs, which require technical knowledge, communication, critical thinking, and problem-solving skills. The solution is education. This is the Achievable Dream: that these children stay in school and obtain the education needed to become contributing citizens. The vision is that many will attend college with help from the Virginia Guaranteed Assistance Program and others will go to technical and vocational schools after completing high school. To compete in a global economy, educated workers must be readied for the technically demanding industries that will drive the economy. If the United States is to compete successfully in this global marketplace, all of its children, including those at-risk, must be prepared to be productive. Goals and Objectives An Achievable Dream Magnet School is committed to the academic success of children grades three through eight who are identified as being at-risk of school failure. An Achievable Dream Magnet School provides a challenging educational environment including social, emotional, and academic support which enables students to take full advantage of educational opportunities leading to success as educated, employable, and highly responsible citizens. The overall goal of An Achievable Dream Magnet School is to provide an exciting but highly structured educational environment. This environment must challenge and motivate the academic and social skills of children who risk not realizing their full educational potential due to the presence of multiple negative socio-economic factors. This rigorous academic program is offered year-round and emphasizes self-discipline. The self-esteem, aspirations, and skills students develop while a part of An Achievable Dream Magnet School will lead them to stay in school, pursue an education beyond high school, and become productive citizens. As students develop respect for themselves and for the value of their education, they will begin to understand, appreciate, and value others. Responsible patterns of socialization will unfold, making involvement in crime, delinquency, and substance abuse unlikely. The specific objectives of An Achievable Dream Magnet School are to: provide a creative, motivating, and exciting program to ensure academic success and improve school attendance; develop positive attitudes about school and the relationship education plays in success; provide a social bridge through the sport of tennis; provide social skills training and expect appropriate behavior to demonstrate this training; help students develop a positive and realistic self-concept; increase student awareness of career opportunities; expand student aspirations and instill a belief that these aspirations are achievable; strengthen parent involvement in the educational process; develop an awareness of individual responsibility in the community; achieve 12-month academic progress during a 240 day school year based upon the Iowa Test of Basic Skills (ITBS) and Degrees of Reading Power (DRP) test scores; develop a minimum word processing literacy of 25 words per minute by the fifth grade; ensure that all fifth grade students read at the fifth grade reading level as indicated by IOWA and DRP scores; and offer positive alternatives to street culture which harbors crime, drugs, and violence. Program Components An Achievable Dream Magnet School is a traditional elementary school with a major emphasis on academics, character development, and discipline. Emphasis is on reading, reading comprehension, mathematics, and computer skills. An Achievable Dream Magnet School imparts academics aggressively through an elementary school day which is 35% longer than the Newport News Public Schools standard in core subjects. This extended day allows teachers to provide lessons in much greater depth. Teaching is done at an accelerated level with tutoring provided for those children who are not on grade level. The school requires not only a longer school day, but a year-round school program with a calendar from September through June and a required 8-week summer semester. An Achievable Dream Magnet School is in session 45 weeks out of 52 weeks in the calendar year. There is a teacher and an assistant in each class, which represents a 12 to one student to teacher ratio. Teachers are recruited with a year-to-year commitment. The program attempts to select young teachers with good stamina, high energy, and diversity in race and gender. Teachers are dared to dream up the most exciting ways to teach and are given the freedom to be creative. An Achievable Dream Magnet School enhances the academic enrichment experience with frequent field trips. Weekly trips during the summer reinforce thematic curriculum, and monthly trips during the school year provide not only educational support but cultural and socially broadening experiences as well. Along with academic ability, An Achievable Dream Magnet School stresses the essential ingredients of character and citizenship to a person's success. The virtues for success which are concentrated on daily as part of the school and classroom culture are: self discipline, honesty, integrity, acceptance of responsibility, respect for adults, respect for property, punctuality, lawfulness, decision making, and peaceful conflict resolution. To stress the strong association between education, character building, and success, role models are brought in each Friday for a presentation which includes their backgrounds, education, and what they believe it takes to succeed. The children have an opportunity to ask questions of people whom they can learn from and emulate. The children have daily character development sessions conducted by a volunteer group from the military with an emphasis on moral and personal responsibility. Discipline is administered so that children understand that they have to be responsible for their own actions. There is a demerit system to monitor the expectations for uniform presentation and behavior. Tennis is an important part of the program, and every child must participate in it year-round. Playing tennis develops sportsmanship, teamwork, discipline, social skills, proper dress, and appropriate behavior which are necessary in the development of a good citizen. An Achievable Dream Magnet School furnishes uniforms which must be worn every day and must be maintained and replaced by the family as needed. The program starts in the third grade and continues through the twelfth grade. Children in the program who maintain a C+ grade average, are drug and major crime free, do not become pregnant or father a child, and meet the necessary entrance requirements will be given their choice to attend a State college or trade school with tuition paid by the State through the Virginia Guaranteed Assistance Program. Students in the Achievable Dream Magnet School Program are expected to grow academically, socially, and emotionally. Study and organizational skills are expected to improve. Students are given many opportunities to interact with peers and adults in an attempt to improve social skills. For those students needing additional support, academic tutoring is available. If counseling or family services support is needed, the guidance department and home/school coordinators work with children and their families to provide requested support. Parental involvement is a big part of the program. Both parents and students are required to sign a contract that ensures participation, attendance, regular homework, and good behavior. A home-school coordinator is on site full-time to help teachers involve parents and support students. Families are expected to give 16 hours of involvement time every nine weeks. When children get their report cards every nine weeks, parents also get report cards, highlighting adherence to parent contract obligations and giving suggestions for continued family involvement. Results and Impact Performance Measures Performance is measured in several ways by gathering both hard and soft data. Academic success is measured with the DRP (Degrees of Reading Power) Test, ITBS (Iowa Test of Basic Skills), and teacher-directed informal Reading Inventory and Math Testing. Growth in citizenship and work-study habits is measured by the staff and indicated every nine weeks on both the academic and citizenship report cards. Implementation Problems and Successes The Achievable Dream Program represents a complex amalgam of educators, business partners, and municipal government. The implementation of this complex program has been challenging due to the colliding paradigms of involved entities. As the school system strives to work with the business community and city government to insure adequate implementation of the components of the Achievable Dream Program, all entities have had to stretch and shift their paradigms about what works in the education arena. The length of the school day, transportation from one end of the city to another (approximately 21 miles), parental involvement, attendance, uniform maintenance, and technology integration are some of the many challenges that the Achievable Dream Program has had to face this school year. Successes and Accomplishments Students are actively engaged in the academic experiences offered to them each day. They enjoy wearing uniforms to school and being associated with the program. The teachers and assistants are dedicated and make sure that students are successful. In the 1992-93 school year, the majority of the Achievable Dream Magnet School students made percentile growth in academic achievement: 42% on the DRP; 41% on the ITBS Reading; 69% on the ITBS Math; 83% in at least one of the academic areas tested; and 17% in all areas. An Achievable Dream Magnet School students made quartile growth on the standardized measures (DRP and ITBS Reading and Math): 22% on the DRP; 17% on the ITBS Reading; 40% on the ITBS Math; 54% in at least one of the three tested areas; and 7% in all three areas. Thirty-three percent of an Achievable Dream Magnet School students made more than one year's gain in reading, and 68% made more than one year's gain in math. In the 1993-94 school year in the fourth grade, the average scores in math were maintained or increased, and more new fourth graders are scoring above the national average in math (52%). The fifth grade groups showed quartile growth in reading from 10% the first year to 49% the second year on the ITBS - Reading and from 22% to 40% on the DRP. After their first year in the program, 37% of the new fifth grade students made quartile gains on the DRP; 53% made quartile gains on the ITBS - Reading; and 42% made quartile gains on the ITBS - Math. Most fifth graders are scoring above the national average on standardized test measures. Most fifth graders are achieving more than one year's growth in reading or in math. Prospects for Replication Many other localities have inquired about what would be necessary to replicate the Achievable Dream Magnet School Program. Achievable Dream, Inc. is very willing to share information and staff to assist in the process of replication. Richmond, Virginia and Hampton, Virginia have actively investigated the possibility of beginning programs like this one. Contact Information Jacob M. Wilson, III Principal An Achievable Dream Magnet School Dunbar-Erwin Elementary School 726 16th Street Newport News, VA 23607 (804) 928-6825 (804) 247-1720 fax Washington Youth Violence Prevention and Intervention Program Statement of the Problem Incidents of youth violence in Washington State have been rising steadily for more than a decade, with arrests of juveniles for violent crimes increasing at a rate more than twice the national average. In 1992, Washington's Department of Community, Trade and Economic Development launched a counter offensive to this exponential growth of violence with an innovative pilot program which mobilized communities to develop solutions to their unique sets of problems related to youth violence. The roots of violence are an intricate web of compounding factors that include poverty, racism, drug abuse, child abuse, easy access to guns, and media glamorization of violence. While virtually all communities across Washington have experienced heightened levels of youth violence, the circumstances that lead to violent behavior often differ significantly from town to town and neighborhood to neighborhood. The Youth Violence Prevention and Intervention Program was created in recognition of this, with the belief that each community is the best expert on its own problems and in the best position to develop its own solutions. With this philosophy in mind, the Department invited communities to develop strategies for community-based solutions to youth violence. They were directed to use a developmental framework which begins with assessment and prioritization of community needs, followed by formation of strategies. The final stage of this development model involves identification and measurement of outcomes to assure strategies are working successfully. Fourteen custom- designed approaches, known universally as the Youth Violence Prevention and Intervention Program (YVPIP), have now been developed across the State, creating a laboratory in which individual categories of services and a variety of service combinations are being studied for effectiveness. Goals and Objectives The universal goal of the YVPIP is to reduce those factors which place individuals and communities at risk of experiencing violence and enhance those factors which protect against violence. Individual, community-level goals encompass these general areas: provide educational, employment, and health care services to youths living in areas with disproportionately low incomes and high rates of violence; reduce rates of recidivism for youthful offenders; reduce school failure and dropout rates; create safe and empowering schools for students and staff; reduce rates of crime, violence, and unemployment in areas heavily impacted by violence and crime; and assist students to prevent or escape gang involvement and succeed in school. The objective of the YVPIP is to provide opportunities for young people to experience recognition and respect and forge bonds to their communities within the context of their schools, families, and neighborhoods. YVPIP activities and services are designed to develop in young people a sense of identity and purpose leading to positive contributions to their communities. Specific objectives at the local level include: individualized case management of youths in the development of educational goals, job training and placement, and special assistance and support in accessing needed resources; incarcerated youths develop skills in communication, anger management, victim empathy, and conflict resolution with aftercare support provided in job and educational placement and accessing needed services and supports; mentoring programs pair high-risk students with caring teachers and police to provide educational and social support; school district-wide training provided to students and staff in anger management, conflict resolution, and violence prevention skills; comprehensive case management of high-risk students by multidisciplinary team; drop-in recreational programs provide safe environments, educational assistance, job training and placement, and access to health and social services; school-based violence prevention and peer counselor training; interdisciplinary team uses outreach and case management to develop social and health service plans to improve family functioning; after-school homework assistance and life skills training for students impacted by poverty, family problems, and special educational needs; high school re-entry classes provide opportunities for students to make up high school credits, with reinforcement in areas such as self-esteem, gang prevention, career awareness, teen pregnancy, goal setting, life skills, HIV education, and seeking a vision; and street outreach and skill-building opportunities in the areas of life skills, education, leadership, and recreation for gang involved youths. Program Components While the specific activities and services provided by each YVPIP differ according to individual communities' needs, each program is required to develop services using the following development model: assess community needs through identification of risk and protective factors; prioritize risk factors to be addressed; identify means for enhancing factors which protect against community risks; design strategy for minimizing risks and maximizing protective factors; identify indicators for measuring outcomes; devise means for measuring outcomes; implement outcome measurement; and participate in statewide evaluation. The YVPIPs use a community mobilization model at each site. This model allows each site to bring together a consortium of service providers, educators, parents, business and community leaders, law enforcement, and young people. This group designs and implements solutions to community problems. This broad-based inclusion of youths, service providers, parents, and educators makes for more comprehensive and reliable planning. By using a risk and protective factor based model, each community designs services to meet their needs, but within a format that assures accountability and maximizes success. Activities conducted by the 14 projects cover a broad spectrum of services, from prevention to intervention and treatment, including: educational assistance including school re-entry services, tutoring, educational placement, and alternative schools; job training and placement; drop-in activity programs; counseling and support groups; skill building in communications, anger management, conflict resolution, victim awareness and empathy, and life choices; transition services for paroled youths; and assistance in accessing social and health resources including drug treatment, housing, health care, and other basic needs. Results and Impact Performance Measures These indicators may be individual or community-based, depending on the services provided. In a drop-in, recreationally-based program, where individual case management is not appropriate or possible, community trends such as drops in crime rates for the areas where drop-in sites are located are measured. In a program where specific individuals are being managed, tracking those individuals' successes is possible, and the indicators used by this kind of a program might include raised grade point average, completion of drug treatment, or job placement. While the individual nature of the 14 pilot projects which make up the YVPIP presents an evaluation challenge, the flexibility which allows each community to custom-design services to meet their individual needs is expected to be more successful than prescribed program services. The risk and protective factor-based model provides the basis for evaluation, allowing for each program to be evaluated on its own merits, based upon the goals and measurements they themselves have identified. An independent evaluator, Dr. Claus Tjaden, has been contracted to conduct an evaluation of the program. A process evaluation was completed in January 1995. The first stage of the program evaluation will be completed in July 1995. Implementation Problems and Successes Community-designed and implemented services hold great promise for success, but such a design can also pose particular challenges because there is no single replication model. Most programs have struggled to some extent with the challenge of tailoring services to be community-appropriate. Training in risk and protective factors has been provided to the YVPIP contractors to help them make most effective use of this development model. This allows program strategies and services to be more effective when designed to mitigate specific situations. At the same time, by basing services on known risks and protective factors, the means for measuring and evaluating program effectiveness is created. The initial findings in the process evaluation confirm that services address important individual and community needs. In most instances, programs are well integrated into, and receive support from, the local communities. A wide range of community types and populations are served through these community-based models. Funding is a challenge for virtually all the projects, as YVPIP funding is minimal, from a low of $36,450 to a high of $74,300. The programs are required to access a minimum 25% local match in cash, in-kind, or a combination of the two. As described above, most programs are attempting significant community change requiring substantially greater resources than those provided through their YVPIP grant alone. Most programs are leveraging local funds far beyond the 25% match required. Successes and Accomplishments A total of 11,846 clients including 1,632 parents were provided services over fiscal year 1994. Demographically, those served were African American (15.8%), Asian American (13.4%), Caucasian (47.5%), Hispanic (15.6%), Native American (2.9%), and other ethnicities (1.6%). Clients ranged in age from eight to twenty-one years. Seventy-four percent of clients were 8- 15 years old; 21.8% were 16-18 years old; and 4.2% were 19-21 years old. In the Center for Career Alternatives YVPIP, 72% of youths who were provided job training were employed in un-subsidized jobs. Ninety day follow-ups indicated 100% job retention. One hundred percent (100%) of the youths targeted for reentry into school are still attending or have graduated. The Yakima Police Department has reported an 83% reduction in violent crime rates in neighborhoods where Kid's Place and Night Action programs exist as part of the Yakima YVPIP. There has been a 75% reduction of reported on-campus violence since conflict resolution training has been provided through the Puget Sound Educational Service District YVPIP. The suspension rate for students of color has been reduced by 50% since implementation of school-wide conflict resolution training, and weapons violations decreased from ten in 1992-93 to three in 1991-94 in the Kennewick YVPIP area. Tacoma Police report a sharp decline in gang activity during hours when the Late-Night YMCA program is in operation as part of the Safe Streets YVPIP. Finally, 72% of the youths who initially indicated they intended to continue drug use after release from Echo Glen juvenile rehabilitation institution went into drug treatment after participating in counseling and youth support groups as part of the Echo Glen YVPIP. Prospects for Replication The development model can and has been successfully replicated. The model used by the YVPIPs is based largely upon a model developed by the University of Washington's Social Development Research Group, known as "Communities that Care." The assessment of community risk and protective factors form the basis for strategies and services and the development of means for measurement. What occurs in between the assessment and the outcome is completely individualized, although actual services provided generally can be categorized by type. It is the tailoring of these services to meet specific community needs and the particular combination of these services that makes each program unique. The other unique factor found in the projects is the mobilization of the community to assess needs and design strategies. The advantages to this community-based approach are compounded across the State through the exchange of ideas that take place among the YVPIPs, as they meet to discuss and provide updated information on their respective programs and communities. Representatives share what has and has not worked for each organization, trouble-shoot problems, and exchange solutions and models directly from their respective experiences. Contact Information Sherman Wilkins Gang/Youth Violence Intervention Prevention Specialist Echo Glen Children's Center 33010 Southeast 99th Street Snoqualmie, WA 98065 (206) 831-1262 (206) 831-1320 fax Wyoming Wind River Indian Reservation Youth and Family At-Risk Project Statement of the Problem The 2.3 million-acre Wind River Indian Reservation in west central Wyoming is one of the largest Indian reservations in the United States. Seventy-five percent of the families on the Reservation are classified as low-income or living in poverty. The average family income for Arapaho families is $5,520; Shoshone, $4,326; and non-Indian, $13,951. Sixty-one percent (61%) of so-called "low-income" Indian families on the Reservation have no income at all. By virtue of living in such a rural, isolated and poverty-stricken area, young people face considerable risks and obstacles. Problems facing these at-risk youth and families include unemployment, alcohol and substance abuse, and high levels of domestic and interpersonal violence. In addition, the high rates of school drop-outs, suicide and teen pregnancies þ all higher than the State average þ contribute to low self-esteem and poor academic achievement. Multifamily households are common. Goals and Objectives The overall goals of Wind River Youth and Family at Risk Project are to elevate the quality of life on the Reservation, and to provide a forum through which various groups can interact with one another and work together. Specific objectives include: Establish a Database to Measure Project Outcomes Data generated from the Teen Assessment Project (TAP) will be disseminated to provide information about community adolescent perceptions of mental health concerns, perceptions of the community, school and family; to provide self-reports of various positive and problematic behaviors; and to expand the TAP process into a third school district. Increase Community Support for Original and Expanded Audiences To accomplish community support and outreach, the program maintains coalition participation, communication and sustainability by providing a periodic newsletter, "Support Line", and conducts monthly meetings; reviews and updates coalition membership, resources, services, goals, outreach and activities; implements goals to increase participation in community youth, parent and educational projects promoting effective problem solving and educational efforts; and works to increase the volunteer base. Expand Activities to Develop Youth Competencies The At-Risk Project provides training to volunteers and agency staff; continues outreach to schools, agencies and community events by organizing active 4-H groups, projects, afterschool programs, summer activities and summer camps; and increases student competencies in technical areas with 4-H educational programs. The expected results of these activities are to increase youth participation in 4-H and community projects; and to expand youth leadership, employability, and academic skills. Expand Activities to Develop Family Strengths The project provides outreach to schools, agencies, parent groups, community events and to isolated communities on the Reservation through training and consultation to volunteer and agency staff; facilitates community sponsorship of educational programs and recreational activities for parents and families; promotes the delivery of educational programs by agencies; increases volunteerism by introducing the opportunity for community volunteers to receive community training; and provides family enrichment activities. These activities are designed to improve parental self-worth and effective parenting skills; increase community support for individuals, families and children; empower community members with leadership skills; and enhance families' and children's creative opportunities. Develop Innovative Educational and Awareness Programs Addressing Youth and Families The Wind River project provides training for educators/teachers and parents to help cope with at-risk children; addresses community at-risk issues as identified by TAP data through identification and implementation of programs that supplement existing education and at-risk programs; and provides resources for Coalition for Families and Youth to prioritize issues. These educational programs increase teacher, parent and community awareness of at-risk issues facing Indian children; and increase cooperation through the development of partnerships among agencies, schools, and communities to explore solutions. Use Volunteers Wherever Possible Volunteer goals at the start of the program were the following: ten adults will contribute 240 hours of volunteer time toward family camp; 120 adults each contribute eight hours participating in developing parenting skills with 160 youth; six adults will contribute 120 hours of volunteer time working with 25 4-H youth at camp; twelve adults will volunteer a total of 60 hours of time improving leadership skills for community and self-awareness; twenty adults will contribute 1,200 hours of volunteer time developing and implementing TAP in schools to reach 150 youth; twelve adults will contribute 200 hours of service providing 80 youth day camp enrichment activities. Program Components The Wind River Indian Reservation Youth and Family At-Risk Project is a collaborative effort among a wide array of organizations and groups who are trying to combat the serious and pervasive problems of the Reservation. Because of the unique history of these two tribes þ they were enemies until the U.S. Government placed them side by side on Wind River Reservation þ the problems have become entrenched. The At-Risk Project recognizes this history, and seeks to involve the many different organizations which already provide services, albeit fragmented, to the Indians. The project's efforts have involved the following program components. The Wind River Indian Reservation Youth and Family At-Risk Project includes programs, projects, and approaches in trying to combat youth delinquency, teen pregnancy, family health, youth unemployment, addiction problems and extensive family violence. Because the problems are great, and many organizations recognizing this have become involved with the Reservation in the past, the list of collaborators and the programs they bring to Wind River is extensive. For instance, there is a 4-H SERIES using several different 4-H programs, some of which are based on the California Community Center for Action, including a 4-H CARES (Chemical Abuse Resistance Education Series) and 4-H PACT (Parents and Adolescents Can Talk) programs. Other programs include Building Common Ground, an educational, problem solving, skills- enhancing program regarding the land and environment; Wildlife Habitat Evaluation, which teaches youth fundamentals of wildlife management and the importance of habitat; PEER- PLUS II, an explanation of relationships for teens; Project Adventure (Rope Course); Self- Esteem: Your Children and You, an Extension Parenting Education Model; Youth Quake, an Extension Court Mandated Parenting Training; Supportive Connections: Rural Communities and Single Parent Families, an Extension Parenting Program; SPACES, a program designed for early adolescents (children aged nine to fifteen) and the adults who work with them. The primary goals of SPACES is to help prepare adults to work with youth in three areas: outer space (science and technology), inner space (personal coping skills) and shared spaces (environmental and cultural awareness). Another collaborative program is Raising Responsible Teens, a series developed for parents of early adolescents aged 11 to 14 and other adults who work with or are concerned about youth. Raising Responsible Teens provides parents with information to better understand the developmental needs of teenagers and specific parenting strategies for dealing with tough issues such as teenage sexuality, alcohol and drug abuse and communication. By attending meetings of the Wind River Youth and Family Coalition, the schools and health and human resources agencies have expressed the need for a continued collaborative effort. They have agreed to work together for the good of at-risk youth and their families, and have demonstrated their commitment to this project through in-kind resources. The project is now communicating with the USDA Networks. Two associate professors in Human Development and Family Studies are included in the grant as consultants and evaluators as well. The following organizations have made additional commitments to the coalition and to this project: the Business Councils and Tribal Social Services, as well as several schools, which provide facilities for Coalition meetings and conferences at no cost, and provide staff to help facilitate workshops and conferences. Tribal Social Services provides resource materials as needed. Indian Health Services conducts in-service classes, provides information and resource materials, and refers youth and families. The Shoshone/Arapaho Head Start Program helps identify children and families for the program. The Wind River Health Promotion Program provides programs and serves as liaison with Wind River Reservation Youth Council to help identify youth and families. The Shoshone/Arapaho Tribal Court explore the possibility of court-mandated youth programs such as Youth Quake and assist in providing parenting classes with other agencies. Bureau of Indian Affairs Social Services work cooperatively on the project and serve as a resource providing information as needed, as well as identifying at-risk youth. Wyoming Council on Indian Affairs provides resource information for possible funding of youth educational programs from the Wyoming State Government. Wind River Reservation Youth Council works cooperatively to obtain a grant from the Shoshone and Arapaho Tribes and the Wyoming State Division of Community Services to provide employment for youth; serve as volunteers; identify youth; and assist with the self-esteem conference. The Shoshone/Arapaho Youth Shelter provides training for staff development for educators/teachers of at-risk students; implements program development; and provides technical assistance. The Wind River Extension 4-H Educator establishes 4-H clubs; trains volunteer leaders and works with families and youth on self-esteem; implements and expands CARES, SERIES, SPACES, and 4-H Kids Stuff. The Wind River Extension Family Living Educator serves as a resource and consultant; conducts in-service training; establishes support groups; and expands CARES, PACT and FCL. The Wind River Extension Agricultural Educator continues agro/ecology training with an emphasis on family decision-making, self-esteem building and improved skills; and works on increased employment opportunities through agriculture education programs and scientific research. The Expanded Food and Nutrition Education Program (EFNEP) holds nutrition/food safety classes for youth and families. The Coalition for Families and Youth programs is delivered through a variety of methods including newspaper articles, club meetings, coalition meetings, conferences, workshops, camps, after-school programs and training programs. Results and Impact Performance Measures The greatest obstacle in measuring the efficacy of programs is the history of extensive testing already conducted on Native Americans. The last thing they want is take another evaluative or diagnostic test. Staff have to be sensitive to this reality in trying to balance the need to measure and improve programs. The project intends to rely heavily on the Teen Assessment Project (TAP) to give an indication of which direction the project needs to take, what issues need to be addressed, and what programs might be effective in addressing the issues. Accountability progress is based on staff evaluation forms related to specific objectives, including measurement of contact hours and numbers of families and youth involved. Measurement of the number of agencies attending coalition meetings is an indicator of success, as well as support and participation in Wind River events, training and projects. Numbers of 4-H leaders and members are also monitored. Specific programs have been evaluated with a simple evaluation instrument in order to determine impact and to improve programming. The TAP instrument has been used in two separate schools. Staff consulted with teens themselves to develop the questions. Thus far, massive data sets have been collected. These data sets help to identify risk factors and protective factors. The aim is to conduct this survey again in five years to determine whether problems have been addressed successfully. Implementation Problems and Successes The Wind River delegation to the National Youth At-Risk Conference in Washington, DC identified two areas of particular need: the need to build a volunteer base and the need to introduce more science into the 4-H and youth programming. This will include encouraging training in telecommunications whenever possible. Volunteer numbers have been completely unrealistic in the past given the short history of the program. This next year it is essential for the project staff to conduct massive volunteer training in order to "revolutionize" the volunteer mentality. Volunteerism as known in mainstream society does not exist on the Wind River Reservation, primarily because of the culture of poverty on the Reservation. People have had to work several jobs in order to survive, and many cannot even afford gas money to drive to the volunteer sites. Nevertheless, pooling resources and fostering a sense of community responsibility to solve problems is a necessary part of combatting the serious problems the Indian Reservations. Successes and Accomplishments The primary success of the program has been to find the wall of silence and cross it þ to foster the process of collaboration between different agencies which had already been working on the Reservation. It has taken four years to achieve this. Four years of projects have helped to reach the stage where there is a comfort level to discuss critical issues such as family dysfunction. For instance, an annual 4-H day has become popular. To illustrate the extent of the problems, one judge who presides over domestic violence cases killed his wife. This judge is not sympathetic to victims of domestic violence. Community collaboration has been the project's approach to try to temper the judge's power. The courtroom has been filled with supporters of the women who have had to appear before him. Indian Reservations present particularly entrenched problems of violence, teenage pernancy, substance abuse, hopelessness, and despair. Solutions can only result from multiagency comprehensive prevention and intervention programs. Contact Information D. Duncan Perrote Director/Family Living Educator Wind River Extension Program P.O. Box 248 Fort Washakie, WY 82514 (307) 332-2681 (307) 332-2683 fax