Overview of Presentation

Rationale

• Introduction (Slides 2-4)
• Legalities (Slides 5- 11)
• Data Sources (Slides 12-15)
• Database Requirements (Slides 16-19)

Break and Questions

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Focus on Education

• Discipline (Slides 20-26)
• Textbook Organizers (Slides 27- 28)
• Lesson Plans (Slides 28-29)
• Attendance (Slides 31- 32)
• Ratings (Slides 33- 34)

Summary and Questions,

Changing Lives through Accountability

Documenting and Communicating Effectively

My Education and Experience

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Our Choice

Image citation from http://unipath-magazine.com/wp-content/uploads/2015/01/drugsarrested.jpg,

http://www.sbs.com.au/news/sites/sbs.com.au.news/files/corrective%20services%20minister%20joe%20francis%20talking%20to%20detainees%20at%20banksia%20hill%20juvenile%20detention%20centre%20-%20ryan%20emery-1.jpg

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http://www.sbs.com.au/news/sites/sbs.com.au.news/files/corrective%20services%20minister%20joe%20francis%20talking%20to%20detainees%20at%20banksia%20hill%20juvenile%20detention%20centre%20-%20ryan%20emery-1.jpg

https://i.ytimg.com/vi/yePQREhwwOU/maxresdefault.jpg

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What are the legal benchmarks which are being implemented by the courts?

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Research Showed Current Legal Decisions

• “$400,000 awarded to T.D. and O’Neill Santiago in 2014”
• “U.S. District Court Judge Joseph Irenas awarded:”
• “T.D. awarded $130,000”
• “Mother of Santiago awarded 20,000”
• “Legal expert witness fees awarded $250,000”

“Governor Christie’s Signature of S2003/A4299 will implement significant and much needed reforms to New Jersey’s Juvenile Justice system…. The new law has several important new points:”

• “It moves the state closer to a rehabilitative model that appropriately factors in developmental considerations of youth and ensures progress toward racial fairness in the state juvenile justice system.”
• “Eliminates the use of solitary confinement as a disciplinary measure in juvenile facilities and detention centers, and places time limits on the use of solitary confinement for reasons other than punishment, such as safety concerns.”

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$400K awarded to settle lawsuit over solitary confinement of 2 N.J. boys. (2014, January 3). Retrieved 2016, from http://www.nj.com/politics/index.ssf/2014/01/400k_awarded_to_settle_lawsuit_over_solitary_confinement_of_2_nj_boys.html

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New Jersey Juvenile Justice Reform Coalition Applauds Enacted Juvenile Justice Reform Bill. (2015, August 11). Retrieved 2016, from http://www.businesswire.com/news/home/20150811006002/en/Jersey-Juvenile-Justice-Reform-Coalition-Applauds-Enacted taff

Y.C.’s Complaints

“According to Y.C.,”

• “According to Y.C., he had no opportunity to introduce educational and other records designed to show his positive progress while in JJC custody; only his disciplinary records and the JJC's institutional notes were introduced.”
• “Y.C. contended that he was making efforts to improve his behavior and had not incurred any disciplinary infractions for the past four months preceding the hearing.”
• “Y.C. argues that the interim policy unduly limits the juvenile's right to present evidence and call witnesses at the hearing, and does not clearly define what issues the juvenile is required to address.”
• “He also contends that, without access to his own institutional records, the right to present evidence at a transfer hearing is meaningless.”
• “In a related argument, he claims that the JJC's failure to consider a juvenile's entire record is improper.”

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STATE OF NEW JERSEY IN THE INTEREST OF Y.C. (2015). Retrieved 2016, from http://law.justia.com/cases/new-jersey/appellate-division-published/2014/a1030-13.html

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JJC’s Position Regarding Y.C.

• “Y.C. is nineteen years old, six feet tall, weighs 190 pounds, is a member of a security threat group.
• “was adjudicated delinquent for crimes that if committed by an adult would have constituted first-degree armed robbery”.
• “Y.C. is violent and has assaulted other juveniles while at the New Jersey Training School at Jamesburg and the Juvenile Medium Security Facility at Bordentown”
• “The JJC also contends that the procedures set forth in the interim policy were consistent with what J.J. required, and Y.C. was not entitled to any further due process.”

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STATE OF NEW JERSEY IN THE INTEREST OF Y.C. (2015). Retrieved 2016, from http://law.justia.com/cases/new-jersey/appellate-division-published/2014/a1030-13.html

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Why is there no documentation?

• “Both sides offer representations rather than record evidence in support of their arguments.”
• “…(The) JJC has not created any factual record (e.g., through public comments and the agency's responses to those comments) to justify the agency's procedures or permit us to evaluate whether they pass statutory or constitutional muster …. The hearing process conducted by the JJC in this case provided an inadequate record on which to decide the serious issues Y.C. seeks to present on this appeal.”
• “Both sides shall have the right to present evidence on these issues: the reasons why Y.C. should or should not have been transferred to an adult prison, consistent with the standards set forth in the juvenile transfer statute, N.J.S.A. 52:17B–175(e); “

STATE OF NEW JERSEY IN THE INTEREST OF Y.C. (2015). Retrieved 2016, from http://law.justia.com/cases/new-jersey/appellate-division-published/2014/a1030-13.html

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Important Proposition Yet to Be Implemented

• “We lack an adequate factual record to consider Y.C.'s challenge to the substance of the interim policy, and a challenge to the agency's regulations, which have thus far only been proposed, must wait until the regulations are adopted. In ordering the agency to adopt regulations within 180 days, we contemplate that, within a reasonable time, there will be a vehicle for an appropriate challenge and a record on which to raise many of the issues that we are not deciding in this appeal.”

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STATE OF NEW JERSEY IN THE INTEREST OF Y.C. (2015). Retrieved 2016, from http://law.justia.com/cases/new-jersey/appellate-division-published/2014/a1030-13.html

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Summary of Requirements

• “Within a reasonable time, there will be a vehicle for an appropriate challenge and a record on which to raise many of the issues that we are not deciding in this appeal.”
• A rehabilitative model that appropriately factors in developmental considerations of youth
• An opportunity to introduce educational and other records
• Show (accurate) progress while in JJC custody
• Provides accurate behavior documentation
• Considers whole record for exact view of juvenile’s behaviors while in custody of State
• Can be easily and accurately used by both defense and prosecution
• Shares valid information about juvenile between custody and education
• Documents all efforts to remediate behaviors- whether or not student is classified
• Demonstrates innovative, modern, exact approach
• Deescalates tensions between staff and juveniles

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BUT IS THIS POSSIBLE?

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STATE OF NEW JERSEY IN THE INTEREST OF Y.C. (2015). Retrieved 2016, from http://law.justia.com/cases/new-jersey/appellate-division-published/2014/a1030-13.html

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What do we need to do?

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Employees With Information About Juveniles

Juvenile data exists everywhere, but there is no centralized database to use information effectively

• Educators
• Educational Supervisors
• Administration
• LT
• CO
• IA
• HU Supervisors
• Social Workers
• Youth Workers
• Parole
• Medical

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Who has Data?

Student Data Should be Centralized

Data from

• previous records
• JJC Staff
• “interviews”
• federal, state and local government sources
• other juveniles (non-official, but valuable)
• family members
• correspondence

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Database Program’s Objectives

The Database Needs to be Complete and Organized-General Categories

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• Relational
• Extensive and accurate
• User-friendly
• Mobile among all staff
• Secured and confidential
• Flexible
• Systematic
• Secure
• Easy to operate
• Stable

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A Complete and Organized-Database Based on Legal Requirements will:

• will use juvenile ID as “Master Key”
• be inclusive for ”Education” and “Operations”
• become an expansive behavioral component with remediation used which documents each juvenile’s behaviors and implemented psychological modifications.
• document incidents in “real-time”
• deescalate tensions and provide “instant email” documentation (if a student needs to be removed from class).
• accurately record each juvenile’s educational progress using forms and spreadsheets which will record data to a central database
• predict group interactions
• “debrief” specific staff with necessary information
• Accurately record behavioral interactions among individual students, groups and gangs and staff and students. Can be used to evaluate personality conflicts.

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Building an Effective Database

1. Interview staff
2. Collect required information
3. Build database
4. Develop relational links within database
5. Create forms
6. Do “test-run”/ assessment for database
7. Fix ”bugs”

Build database

Collect required information

Interview staff

Create forms

Develop relational links

Text- run and beta test

DISCIPLINE

• “That consolidation was designed to, among other things, permit effective response to acts of delinquency by juvenile offenders, maximize efforts to meet the special needs of the juvenile justice population and promote the successful reintegration of juvenile-delinquents into the community.”

• “By this proposal, the Commission seeks to establish a behavior management system tailored to meet the disciplinary and rehabilitative goals specific to juvenile offenders serving a term of incarceration in a Commission facility ( “committed juveniles”). Supervision practices, rehabilitative intervention strategies and sanctions that are appropriate to juvenile offenders distinguish the Juvenile Justice Commission’s proposed rules from the Department of Corrections rules for Inmate Discipline at N.J.A.C 10A:4.”

DISCIPLINE- By law different in JJC

NJAC 13: 101

“… Disciplinary hearings will no longer be conducted by a single Department of Corrections’ Disciplinary Hearing Officer, but by a Treatment Team of four Commission supervisors housed at certain secure facilities. The Treatment Team at each facility will consist of the Superintendent, the Director of Custody Operations, the facility’s Supervisor of Education and the facility’s Supervisor of Social Services.”

“The newly proposed rules… define those behaviors that will result in discipline for juveniles incarcerated in a Commission facility, the sanctions that may be imposed for violations and procedures, including appeals, tha ensure that juvenils receive due process when discipline is sought or imposed.”

DISCIPLINE- changes mandated

NJAC 13: 101

“The advantages of this approach are:

• (1) discipline is imposed and sanctions are determined with input from experienced juvenile justice professionals in multiple disciplines which will better serve the Commission’s rehabilitative goals for juvenile offenders
• (2) the Treatment Team’s familiatity with the internal workings of the facility and the juveniles housed there will result in sanctions tailored to meet the needs of each juvenile while promoting safety and order in the facility.”

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NJAC 13: 101

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DISCIPLINE- Advantages

“The newly proposed rules

• “Define those behaviors that will result in discipline for juveniles incarcerated”
• “The sanctions that may be imposed for violations and procedures, including appeals, that ensure that juveniles receive due process when discipline is sought or imposed.”
• “The proposed rules define mechanisms for define mechanism for responding to both minor and more serious disciplinary matters and procedures to insure that the discipline imposed in proportionate to the offending conduct.”
• “The proposed rules establish the procedure by which juveniles will be notified of behaviors that constitute violations of Commission rules, and their rights and responsibilities while residing at a Commission facility.”
• “The proposed rules also establish details procedures for placing and holding a juvenile in isolation pending a disciplinary hearing or as a disciplinary sanction."

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NJAC 13: 101

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DISCIPLINE

The current situation::

• Personal examples
• At Green as T1
• At BAU
• Comments made by residents when they didn’t think I was listening
• With new changes as mandated by Judges Reisner, Ostrer and Carroll’s decision in the case of Y.C. and Governor Christie’s Signature of S2003/A4299
• The proposed rules establish the procedure by which juveniles will be notified of behaviors that constitute violations of Commission rules, and their rights and responsibilities while residing at a Commission facility.
• The proposed rules also establish details procedures for placing and holding a juvenile in isolation pending a disciplinary hearing or as a disciplinary sanction."

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DISCIPLINE

My recommendation:

• Form committee of lawyers, administrators, psychologists, CST personnel, educators, CO, IA, social workers, youth workers, medical personnel, etc. to form a consolidated list of positive and all negative behaviors (with standard behavioral mediations, and ascending consequences based on policies and statutes)
• Publish in a student handbook
• Use an input and output to database to track individual juvenile’s behaviors using positive and negative behaviors in checklist format with drop-downs
• That behavioral records can become part of “Treatment Team’s records”, parole and Housing Unit meetings

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DISCIPLINE

TEXTBOOK ORGANIZERS

TEXTBOOK ORGANIZERS

• Currently used with some staff, but most can be incorporated to include every textbook used by staff.
• Provides a daily, weekly and marking period tracking mechanism.
• Can incorporate auto-calculate, mean, median, mode, range
• Can be used to “flag” students who are underperforming after specified number of submitted assignments under mastery level. Provides check to teachers, educational supervisors, housing unit supervisors and possibly parole.

• When/ if resident is re-incarcerated, records can be restored to allow continuity of curriculum.
• When a student is assigned a subject, organizers are “populated” with information from database AND AN INDIVIDUAL LESSON PLAN IS GENERATED. This may contain IEP information, specific mastery levels, procedures and modifications.
• Juvenile’s individual progress is recorded with SPECIFIC, DAILY percentages and teacher’s initials. Teacher’s notes may be included in a drop-down section.
• If legal requirements demand records, the data can be saved for years/ decades.

LESSON PLANS

LESSON PLANS

• can be standardized using approved curriculum.
• can be completely individualized
• provides specific and accurate documentation of daily progress
• can demonstrate using a pie chart actual achievement to potential completion
• may be used to demonstrate advancement towards goal for sending district

Social Studies Lesson Plan

Teacher: _Lee_ IAP Code: _ AGS WH 38 _ GL _ 4-6 IL _11-12_ Blueprints Focus: ________

Core Content Area: __World History__ Date: ______________________

Content Area Standard: 6. 3.8. B. 1

Lesson Objectives:

TSW read and compare to explain to describe life in Sumer and identify the Sumerians contributions to the world; describe Akkadian and Babylonian civilizations in Mesopotamia and analyze the rule of Hammurabi; evaluate the role of the Phoenicians and the Hebrews to world civilization.

Procedure:

Using assigned materials, the student will read and complete written responses to Lesson 4 Review.

Distribute copies of text. TSW read Chapter 2, Lesson 3 Review, pages 35-37 and write answers to questions to the Lesson 3 Review .

TSW write answers to “Lesson 3 Review” on page 38 (using complete sentences).

Materials: King, Wayne E. Lewinski, Marcel . World History.. Pearson/ AGS Globe . Shoreview, Minnesota, 2008. ISBN 978-0-7854-7406-8..

Modifications to Regular Education Program:

Provide pupil additional time to complete assignments and tests and provide opportunity for oral testing.

Modify grading system to allow more emphasis on participation and less on test scores.

Repeat, clarify and/ or reword directions and modify written expression expectations.

Provision for Special Needs:

As per IEP/ IPP, reduce demands for written work.

Provide short, concise directions and follow instructions for Lesson 3 Review on page 38 (using complete sentences)

Previous Dates Used: ______________ ______________ ______________ ______________

______________ ______________ ______________ ______________

ATTENDANCE

ATTENDANCE

• Gives accurate attendance with modifications easily made for excused reasons (security/ operational, holidays, religious, medical, parole, etc.)
• Allows teachers to easily record attendance which can calculate exact class time.
• Gives an accurate record of days in subject area. If juvenile is shifted between teachers/ units- attendance becomes evident and reasons for movement.
• Classes may be held in Housing Units in cases of emergencies by giving access to Housing Unit Supervisors to view juvenile’s Textbook Organizer. A form can be generated with page and book where juvenile is assigned.

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RATINGS

RATINGS

• Ratings can be accurately based on specific, juvenile progress and accurate listings of behaviors.
• All staff can enter ratings securely and tracked to ensure fairness. Any specific pattern of unfair evaluations could be “flagged” by a computer for clarification based on behavioral patterns.
• If juvenile has classification, explanation can be made to help operations understand the behaviors.
• Juveniles know that specific behaviors will result in loss of ratings, and this makes ratings valuable tools– meaning fewer phone calls, food, etc. This gives a concrete reality to ratings which should be tied specifically to behaviors.
• Ratings are regularly tied to discipline- as stipulated in N.J.A.C 13: 101.

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SUMMARY

• Based on 28 years with various curriculums.
• Recent Master of Science in Educational Technology with 3.85 GPA
• Copyrighted materials
• Can have ”sponsors” for future licensing to other states
• Administrators can have full access to ”real-time” statistics, forms and documents
• Structured approach documents staff and juvenile behaviors using accurate data
• Incorporates current policies and statutes
• Develops standardized discipline code which is universal for all juveniles
• Correlates behavior to ratings, discipline and classroom progress
• Individualizes lesson plans, textbook organizers and reports

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QUESTIONS?