disproportionate minority contact (dmc) community and strategic planning (casp) curriculum part i:...

Disproportionate Minority Contact (DMC) Community and Strategic Planning (CASP)

Curriculum

Part I: Enhanced DMC Reduction Model

Module 1:

Overview of the Training

Objectives of CASP Training

Equip participants with the following knowledge and skills necessary to provide training and technical assistance, public education, coordination, and outreach:

•Knowledge base to understand OJJDP enhanced DMC Reduction Model.

•Ability to communicate clearly what DMC is, how to measure it, analyze and interpret the data.

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Objectives of CASP Training (cont’d)

• Design empirically based delinquency prevention and systems improvement strategies.

• Increase state capacity to assist/guide localities in DMC-reduction activities.

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How to Achieve the Objectives

• Review OJJDP’s enhanced DMC Reduction Model.

• Trainers demonstrate the curriculum

• Using data from an assigned county within the training jurisdiction, participants engage in facilitation exercises and practice delivery.

• OJJDP trainers provide feedback on participant use of the curriculum.

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Module 2:

DMC Core Requirement

History of DMC

1. The original goals of the Juvenile Justice and Delinquency Prevention (JJDP) Act of 1974:

• Help state and local governments prevent and control juvenile delinquency and improve the

juvenile justice system.• Protect juveniles in the juvenile justice system from inappropriate placements and from the

physical and psychological harm that can result from contact with adult inmates.• Provide community-based treatment for juvenile offenders.

2. The evolution of the four JJDP Act Core Requirements:

• Deinstitutionalization of Status Offenders (DSO)—1974• Separation—1974• Jail Removal—1980• Disproportionate Minority Confinement (DMC)—1988

• Became a Core Requirement—1992• Expanded to Disproportionate Minority Contact — 2002

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History of DMC (cont’d)

3.1988 Annual Report to Congress by the Coalition for Juvenile Justice (then the National Coalition of State Juvenile Justice Advisory Groups), A Delicate Balance.

4.DMC as a requirement in the JJDP Act of 1974, as amended in 1988:

• Requiring states participating in the JJDP Act’s Part B Formula Grants program to “address efforts to reduce the proportion of juveniles detained or confined in secure detention facilities, secure correctional facilities, jails, and lockups who are members of minority groups if such proportion exceeds the proportion such groups represent in the general population.”

5.DMC as a Core Requirement in the JJDP Act of 1974, as amended in 1992:

• Twenty-five percent of that year’s Formula Grants allocation was tied to state compliance.

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Disproportionate Minority Contact (DMC) as a Core Requirement in the

JJDPA of 2002

Requiring states participating in the JJDP Act’s Part B Formula Grants program to “address juvenile delinquency prevention efforts and system improvement efforts designed to reduce, without establishing or requiring numerical standards or quotas, the disproportionate number of juvenile members of minority groups, who come into contact with the juvenile justice system.”

Twenty percent of the state’s Formula Grants allocation in the subsequent year is tied to the state’s compliance status.

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Purpose of the DMC Core Requirement

To ensure equal and fair treatment for every youth in the juvenile justice

system, regardless of race and ethnicity.

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Disproportionate Minority Contact

• Disproportionate

• Minority

• Contact

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Disproportionate

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

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Minority: Race and Ethnicity Categories

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Race/Ethnicity Definition

White (non-Hispanic): A person having origins in any of the original people of Europe, the Middle East, or North Africa.

Black or African-American (non-Hispanic): A person having origins in any of the black racial groups of Africa.

Hispanic or Latino: A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.

American Indian or Alaska Native (non-Hispanic): A person having origins in any of the original peoples of North and South America (including Central America) and who maintains tribal affiliation or community attachment.

Asian (non-Hispanic): A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent including Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.

Native Hawaiian or other Pacific Islander (non-Hispanic):

A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific islands.

Using Race and Ethnicity Categories

• Counts for all other groups should remove Hispanic/Latino (e.g., “African-American” should really be “non-Hispanic African-American”).

• Groups MORE specific than the six major groups may be defined IF they may be aggregated into the six major groups.

• Any of the six groups consisting of one (1) percent or more of the juvenile population in a specific jurisdiction (subject to juvenile justice contact and processes) should be assessed independently.

• Reports should describe the categories and allocation rules used. Be consistent within a state/local report.

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Juvenile Justice System Contact Points

Arrest(Law Enforcement

referral)2

J uvenile CourtReferrals

3

Diverted from system -(alternative handling)

4

Petition Filed(Charged)

6

Transfer / waiver toAdult Court

10

Found Delinquent(Guilty)

7

ProbationSupervision

8

Secure Confinement9

Detention5

OtherReferralSource

Y outh Population1

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Contact Point Definition

Arrest Youth are considered to be arrested when law enforcement agencies apprehend, stop, or otherwise contact them and suspect them of having committed a delinquent act.

Referral When a potentially delinquent youth is sent forward for legal processing and received by a juvenile or family court or juvenile intake agency, either as a result of law enforcement action or upon a complaint by a citizen or school.

Diversion Youth referred to juvenile court for delinquent acts are often screened by an intake department (either within or outside the court). The intake department may decide to dismiss the case for lack of legal sufficiency, resolve the matter informally (without the filing of charges), or resolve it formally (with the filing of charges). The diversion population includes all youth referred for legal processing but handled without the filing of formal charges.

Contact Points: Standard Definitions

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Contact Points: Standard Definitions (cont’d)


Detention Detention refers to youth held in secure detention facilities at some point during court processing of delinquency cases (i.e., prior to disposition). The detention population may also include youth held in secure detention to await placement following a court disposition. For the purposes of DMC, detention may also include youth held in jails and lockups.

Petitioned/charges filed Formally charged (petitioned) delinquency cases are those that appear on a court calendar in response to the filing of a petition, complaint, or other legal instrument requesting the court to adjudicate a youth as a delinquent or status offender or to waive jurisdiction and transfer a youth to criminal court.

Delinquent findings Youth are judged or found to be delinquent during adjudicatory hearings in juvenile court. Being found (or adjudicated) delinquent is roughly equivalent to being convicted in criminal court.

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Contact Points: Standard Definitions (cont’d)


Probation Those in which a youth is placed on formal or court-ordered supervision following a juvenile court disposition. Notably, youth on “probation” under voluntary agreements without adjudication should not be counted here but should instead be part of the diverted population.

Confinement in secure correctional facilities Confined cases are those in which, following a court deposition, youth are placed in secure residential or correctional facilities for delinquent offenders. The confinement population should not include all youth placed in any form of out-of-home placement.

Transferred to adult court Waived cases in which a youth is transferred to criminal court as a result of a judicial finding in juvenile court. Juveniles may be transferred to criminal court through a variety of other methods, but most of these methods are difficult or impossible to track from within the juvenile justice system, including prosecutor discretion or concurrent jurisdiction, legislative exclusion, and the variety of blended sentencing laws.

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Module 3:

Phase 1:

Identification: Measuring the Extent of DMC

Phase 1. Identification

Answer the questions:

• Does DMC exist?

• If so, where on the juvenile justice continuum?

• And with what minority population?

• To what extent?

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Important Considerations in Measuring DMC

• The need to compare jurisdictions and trends despite vast differences in the demographic composition of communities.

• DMC measurement is like taking vital signs in a hospital—it doesn’t tell you what the illness is or how to fix it, but it does tell you if it is getting better or worse and where to aim diagnostic resources.

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Why Measure DMC?

• To determine the existence and extent of disproportionality—“between race” comparisons within jurisdictions and at specific decision points.

• To make comparisons across multiple jurisdictions and select jurisdictions to receive primary attention.

• For data-based targeting of assessment studies, identifying points of intervention, and resource allocation.

• To enable monitoring/comparison of DMC trends.

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Rates

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

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Relative Rate Index Formula When Compared With White Rate(Most Frequently Used Formula)

Relative Rate Index =

minority rate ÷ white rate

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Relative Rate Index Formula When Compared With Another Minority Rate

(When minority youth comprise the majority of the youth population)

Relative Rate Index =

minority rate ÷ another minority rate

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Relationship of Data Elements for Relative Rate Index Calculations

Arrest

(Law Enforcementreferral)

2

J uvenile CourtReferrals

3

Diverted from system -(alternative handling)

4

Petition Filed(Charged)

6

Transfer / waiver toAdult Court

10

Found Delinquent(Guilty)

7

ProbationSupervision

8

Secure Confinement9

Detention5

OtherReferralSource

Y outh Population1

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Identifying the numerical bases for rate calculations

Contact Point Preferred base for rate

Arrest Rate 1,000 population

Referral to juvenile court Rate per 100 arrests

Diversion (prior to adjudication) Rate per 100 referrals

Detention Rate per 100 referrals

Petition/charges filed Rate per 100 referrals

Delinquency finding Rate per 100 petitions/charges filed

Placement in probation Rate per 100 delinquency findings

Placement in secure correctional facility Rate per 100 delinquency findings

Transfer to adult court Rate per 100 petitions filed

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A Simple Example

•A state with nearly 1,100,000 white non-Hispanic youths has 22,175 arrests in 2002 involving such youths. What is the rate of arrests per 1,000 white non-Hispanic youth?

• The same state has nearly 185,000 non-Hispanic black or African-American youths with 12,700 arrests in 2002,. What is the rate of arrests per 1,000 non-Hispanic black or African-American youth?

• What is the Relative Rate Index, indicating the relative volume of arrests involving black or African-American youth compared with that of white youth?

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A Simple Example (cont’d)

• A state with nearly 1,100,000 white (non-Hispanic) youths has 22,175 arrests in 2002 involving such youths. What is the rate of arrests per 1,000 white non-Hispanic youth?

22,175 / 1,100,000 x 1,000 = 20.1

• The same state has nearly 185,000 (non-Hispanic) black or African-American youths with 12,700 arrests in 2002. What is the rate of arrest per 1,000 non-Hispanic black or African-American youth?

12,700 / 185,000 x 1,000 = 68.6

• What is the Relative Rate Index indicating the relative volume of arrests involving black or African-American youth compared with that of white youth?

RRI = 68.6 / 20.1 = 3.41, indicating that the rate of arrests of black/African-American youth was more than 3 times higher than that for white non-Hispanic youth.

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A Second Example

•In 2002, this state had 3,588 episodes of diversion among white non-Hispanic youth with a total referral activity of 22,175. What was the rate of diversions of per 100 referrals for white youth?

• Among black or African-American youth, there were 1,121 episodes of diversion with a total referral activity of 12,681. What was the rate of diversion per 100 referrals for black or African-American youth?

• What was the RRI, indicating the rate of diversion activity for black or African-American youth compared with that for white youth? 3-11

A Second Example (cont’d)

• In 2002, this state had 3,588 episodes of diversion among white non-Hispanic youth, with a total referral activity of 22,175. What was the rate of diversions per 100 referrals for white non-Hispanic youth?

3,588 / 22,175 x 100 =16.18

• Among black or African-American youth, there were 1,121 episodes of diversion with a total referral activity of 12,681. What was the rate of diversion per 100 referrals for black or African-American youth?

1,121 / 12,681 x 100 = 8.84

• What was the RRI, indicating what the rate of diversion activity for black or African-American youth compared with that for white youth?

RRI = 8.84 / 16.18 = 0.55 indicating that the rate of diversion for black/African-American youth is a little more than half the rate of diversion for white non-Hispanic youth.

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Five Steps of Interpreting and Analyzing RRI Values to Drive

Decision-Making

Step 1. Statistical significance

Step 2. Magnitude of RRI

Step 3. Volume of activity

Step 4. Comparison with other jurisdictions

Step 5. Contextual Considerations (Examining the local context)

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Step 1 of Interpreting and Analyzing RRI Values to Drive Decision-Making

Step 1. Statistical significance

• Statistically significant does not mean that a difference is big or important.

• A statistically significant difference does mean that there is statistical evidence that a difference in rates is unlikely to have occurred by chance. In other words, we can have confidence that 95 times out of 100 (contingent upon the significance level chosen) the difference was not random.

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Anywhere County Raw Data

Anywhere County

Total Youth White

Black or African-American

Hispanic or Latino Asian

Hawaiian Pacific Islander

American Indian or Alaska Native

Other/ Mixed

All Minorities

1. Population at risk (age 10 through 17) 176,115 115,605 15,622 13,238 26,368 0 1,824 3,458 60,510

2. Juvenile Arrests 6,492 4,236 1,630 0 456 0 170 0 2,256

3. Referrals to Juvenile Court 9,641 5,166 2,636 700 860 0 228 51 4,475

4. Cases Diverted 3,625 2,147 816 258 323 0 63 18 1,478

5. Cases Involving Secure Detention 2,902 1,316 1,055 212 211 0 96 12 1,586

6. Cases Petitioned (Charge Filed) 4,368 2,149 1,425 327 322 0 134 11 2,219

7. Cases Resulting in Delinquent Findings 2,755 1,355 889 192 222 0 89 8 1,400

8. Cases Resulting in Probation Placement 1,634 862 477 109 145 0 38 3 772

9. Cases Resulting in Confinement in Secure Juvenile Correctional Facilities 1,125 460 427 96 104 0 34 4 665

10. Cases Transferred to Adult Court 41 13 20 3 5 0 0 0 28

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Analysis Based on Statistical Significance

Data—Anywhere County



Native Hawaiian/ Pacific Islander


Other/ Mixed

All Minorities

2. Juvenile Arrests 2.85 NA 0.47 NA 2.54 ** 1.02

3. Referrals to Juvenile Court 1.33 NA 1.55 NA 1.10 ** 1.63

4. Cases Diverted 0.74 0.89 0.90 NA 0.66 0.85 0.79

5. Cases Involving Secure Detention 1.57 1.19 0.96 NA 1.65 0.92 1.39

6. Cases Petitioned (Charge Filed) 1.30 1.12 0.90 NA 1.41 0.52 1.19

7. Cases Resulting in Delinquent Findings 0.99 0.93 1.09 NA 1.05 ** 1.00

8. Cases Resulting in Probation Placement 0.84 0.89 1.03 NA 0.67 ** 0.87

9. Cases Resulting in Confinement in Secure Juvenile Correctional Facilities 1.41 1.47 1.38 NA 1.13 ** 1.40

10. Cases Transferred to Adult Court 2.85 ** ** NA ** ** 2.09

Group meets 1 percent threshold Yes Yes Yes No Yes Yes

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Five Steps of Interpreting and Analyzing RRI Values to Drive Decision-Making

(cont’d)

• Step 2. Magnitude of RRI

• Step 3. Volume of activity

• Step 4. Comparison with other jurisdictions

• Step 5. Contextual Considerations (i.e. examining the local context)

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Step 2: Magnitude of RRI (i.e. the effect size)The size of the RRI based on the magnitude of the index values.Statistical equality in processing should generate an RRI value of 1.0.To what extent does each stage generate a value substantially different from 1.0?Values under 1.0 reflect disparities as well

Step 3: Volume of activityStep 4: Comparison with other jurisdictionsStep 5: Examining the local context

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Magnitude: How much RRI is above or below 1.0

Area of concern Decision stage or contact points

More than 1.00 ArrestsReferrals to Juvenile CourtCases involving secure detentionCases petitionedCases resulting in delinquency findingsCases resulting in confinement in secure juvenile correctional facilitiesCases transferred to adult court

Less than 1.00 Cases divertedCases resulting in probation placement

Note: RRI values that cause DMC concern can be greater than 1 or less than 1.3-19

Analysis Based on Magnitude of RRI






Other/ Mixed

All Minorities











The greatest statistically significant disparities are at the arrest stage for Blacks and Native Americans and the adult court transfer stage for Black youth.

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Other/ Mixed

All Minorities











The RRIs for Black and Native American youth at the detention stage show the next greatest magnitude of disparity.

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Other/ Mixed

All Minorities











The smallest RRI values below 1.00 are found for Black and Native American youth at the diversion stage. They receive the benefit of diversion at a considerably lower rate than White youth.

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Step 3: Volume of activity

The amount of activity at each contact point.

In which stages (among the ones showing significant RRIs) are the most youth involved?

Focus on the groups and stages that will have the impact on the largest numbers of youth.

Step 4: Comparison with other jurisdictions

Step 5: Examining the local context

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Volume of Activity by Race and Contact Point



Native Hawaiian or other Pacific Islander


Other/ Mixed

All Minorities

2. Juvenile Arrests 1,630 NA 456 0 170 0 2,256

3. Referrals to Juvenile Court 2,636 700 860 0 228 51 4,475

4. Cases Diverted 816 258 323 0 63 18 1,478

5. Cases Involving Secure Detention 1,055 212 211 0 96 12 1,586

6. Cases Petitioned (Charge Filed) 1,425 327 322 0 134 11 2,219

7. Cases Resulting in Delinquent Findings 889 192 222 0 89 8 1,400

8. Cases Resulting in Probation Placement 477 109 145 0 38 3 772

9. Cases Resulting in Confinement in Secure Juvenile Correctional Facilities 427 96 104 0 34 4 665

10. Cases Transferred to Adult Court 20 3 5 0 0 0 28

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Step 4: Comparison with other jurisdictionsHow the county compares with other counties across the country with available data (900+ counties).

Step 5: Examining the local context

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Compare Your Date With the National Data

Using the National DMC Databook and/or the RRI Comparison Tool• Examine basic rates and RRI values for Black, Native and Asian youth (not Hispanic yet)• Explore trends over time and for differing crime categories• View sample text interpretations for the RRI values.

www.ojjdp.ncjrs.gov/ojstatbb/dmcdb/asp/sources.asp

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http://www.ojjdp.ncjrs.gov/ojstatbb/dmcdb/asp/sources.asp

Comparison With Other Jurisdictions

1. The Basis for Comparison:• 900+ jurisdictions with data entered into the OJJDP Web site during 2006-07• Grouped according to the size of the total juvenile population:

1. Under 5,000 total youth

2. 5,000 through 19,999 youth

3. 20,000 or more total youth

4. All jurisdictions

2. Used to show the jurisdiction’s RRI value for a particular decision stage and race/ethnicity group in percentile terms compared with other similar jurisdictions.

3. Using the DMC Local Data Comparison tool:

On the Web from the OJJDP “DMC tools” web page (http://ojjdp.ncjrs.gov/dmc/tools/index.html)

4. Using an Excel spreadsheet downloaded from the OJJDP Web site

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Comparison With Other Jurisdictions

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County Name ANYWHERE County Select County size for Comparison 1 (1 = Large, 2 = Medium, 3 = Small , 4 = comparison to all counties)

Comparison to be used: Compared with Jurisdictions reporting in 2006-7 and having 20,000 youth or more



Native Hawaiian or other Pacific Islanders


Other/ Mixed

All Minorities

2. Juvenile Arrests 5.67 1.13 0.52 * 1.45 * 2.40 3. Refer to Juvenile Court 0.83 0.95 1.01 * 1.16 * 0.87 4. Cases Diverted 0.90 1.06 0.82 * 0.90 * 0.93 5. Cases Involving Secure Detention 1.28 0.96 1.05 * 1.86 * 1.22

6. Cases Petitioned 1.40 1.54 1.70 * 1.72 * 1.46 7. Cases Resulting in Delinquent Findings 0.93 0.84 1.23 * ** * 0.93

8. Cases resulting in Probation Placement 1.00 1.05 1.02 * ** * 1.01

9. Cases Resulting in Confinement in Secure Juvenile Correctional Facilities

1.12 0.74 ** * ** * 1.07

10. Cases Transferred to Adult Court 1.79 2.88 ** * ** * 2.03


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

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(continued)

•Are best practices models for this decision point available and applicable? •Is there support for DMC reduction within the affected minority group and within the political leadership of that group? •Are there issues with the affected minority group regarding media attention at this decision point (e.g., potentially high visibility events that could generate support or resistance for DMC)?

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DMC Data – Common Issues

1. Missing data elements

2. Inability to find Hispanic data for arrest

3. Data definitions that don’t match the OJJDP recommendations

4. Small numbers

5. Racial “minority” may actually be the statistical majority

6. Homogenous communities in which there are few white youth

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Sample RRI Analysis Tracking Sheet

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State: Any State, County: Any County

Black or African-

American

Hispanic or Latino

Asian Native Hawaiian or other Pacific

Islander

American Indian or Native

Other/Mixed

All Minorities

2. Juvenile Arrests S,M,V,C,C N/A S,M,V N/A S,M,V,C,C **

3. Referrals to Juvenile Court S, M,V, C N/A S,M,V N/A S,M,V ** S,M,V,

4. Cases Diverted S, M,V, C S,M,V S,M,V N/A S,M S,M,V,C5. Cases Involving Secure Detention

S,M,V,C,C S,M,V N/A S,M S,V,C

6. Cases Petitioned (Charges Filed)

S,M,V S,M,V S,M,V N/A S,M S,M S, V

7. Cases Resulting in Delinquent Findings

S,M,V N/A S,M **

8. Cases resulting Probation Placement

S,M,V S,M,V N/A ** S,M,V,

9. Cases Resulting in Confinement in Secure Juvenile Correctional Facilities

S,M,V S,M,VC,C S,M,V N/A S,M ** S,M,V,

10.Cases Transferred toAdult Court

S,M,V,C,C ** ** N/A ** **

Key: S= Statistically Significant M=Magnitude of RRI V=Volume of Activity C=Comparative with other jurisdictions C=Contextual Considerations

Small Group Exercise: 5 Step RRI Analysis

Please answer the following questions in writing and complete the RRI Analysis and Tracking Sheet based on the data from (Insert State Here) targeted jurisdictions. You will be asked to explain your answers.

1. Statistical Significance

Is there statistical significance at any juvenile justice system contact points? If so, what are they?

2. Magnitude of RRI Values

Which of these statistically significant RRIs are also of a considerable magnitude (i.e. how much greater or lower than 1.0)?

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Small Group Exercise: 5 Step RRI Analysis (continued)

3. Volume of Activity

Among these significant RRIs of large magnitude, which are also associated with a large volume of cases?

4. Comparison of other jurisdictions

How does this jurisdiction(s) compare to other communities in the state (urban, suburban, rural, etc.)?

5. Contextual Considerations

Are there any contextual considerations that could act as barriers to addressing DMC in this community?

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RRI Analysis Tracking Sheet

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State: Any State, County: Any County

Black or African-

American

Hispanic or Latino

Asian Native Hawaiian or other Pacific

Islander

American Indian or Native

Other/Mixed

All Minorities

2. Juvenile Arrests

3. Referrals to Juvenile Court

4. Cases Diverted5. Cases Involving Secure Detention6. Cases Petitioned (Charges Filed)7. Cases Resulting in Delinquent Findings8. Cases resulting Probation Placement9. Cases Resulting in Confinement in Secure Juvenile Correctional Facilities10.Cases Transferred toAdult Court

Key: S= Statistically Significant M=Magnitude of RRI V=Volume of Activity C=Comparative with other jurisdictions C=Contextual Considerations

DMC-Reduction Planning Worksheet

DMC-REDUCTION ACTIVITIES

JUVENILE JUSTICE POINTS OF CONTACT

Arrest Referral Diversion DetentionPetitioned/

Charges FiledDelinquent Findings Probation

Confinement in Secure

Correctional Facilities

Transferred to Adult Courts

Identification

Assessment/Diagnosis

Intervention Strategies (IncludingStaffing, Funding, and Timelines)

Evaluation/ Performance Measurement

Monitoring

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Module 4:

Phase 2

Assessment/Diagnosis: What Possible Factors/Mechanisms Contribute to DMC?

Phase 2. Assessment

Answers the questions:

• Given the knowledge we have about our community, what probable explanations may be generated about DMC in the areas of focus?

• What are the types of data and patterns of results needed to support the possible explanations generated?

• What are the sources of the needed data?

• Based on analyses of data obtained, what are the most likely mechanisms creating DMC in the areas of focus based on data analysis?

• What are the mechanisms that the community decides to address with intervention strategies? 4-1

Mechanisms Leading to DMC: Differential Treatment

Is DMC caused by intentional or unintentional bias? Intentional bias is overt and operates on stereotypes and assumptions. Unintentional bias is typically indirect and operates through legitimate criteria but disadvantages minority youth.

• For example, are more minority youth referred to secure detention based on indirect effects?

• Suggested data sources• Case files• Surveys of youth and staff• Detention Risk Assessment Instruments

4-2

Mechanisms Leading to DMC: Differential Behavior

• In offenses reported to the police, do descriptions of an offender’s race indicate that minorities and non minorities commit offenses at different rates?

• How does this difference lead to the DMC numbers that we see? Do we have differences in drug-related offenses, violence offenses, gang offenses, and/or recidivism offenses per age groups?

• Suggested data sources• Arrest records (police records)• Self-reported delinquency reports (Youth Risk Behavior Survey)• Incident-based crime reports (National Incident-Based Reporting

System)• Aggregated crime statistics (State Statistical Analysis Centers)

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Mechanisms Leading to DMC: Mobility

• Is there an influx of juveniles that temporarily changes the demographic composition of the population? • For example, is this a summer destination or spring break destination?

• What is the relationship between the youth’s legal residence and the location/jurisdiction of apprehension?

• Suggested data sources• Arrest data (police reports)• Court referral data

4-4

Mechanisms Leading to DMC: Indirect Effects

• What are the risk factors for involvement in the juvenile justice system?

• To what extent do risk factors differ for kids of color, and does it explain RRI?

• Suggested data sources:• OJJDP Model Programs Guide community indicators • Self-report data on alcohol, tobacco, and other drug use• Community-level income data• Community-level unemployment rate• Community-level demographic data• Area-level school attendance data

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Mechanisms Leading to DMC: Differential Opportunities for Prevention and Treatment

• Do minorities and non-minorities have the same access to services in terms of the service programs location, fees, other requirements, and the like?

• Are minorities and non-minorities offered prevention and early intervention programming at the same rate?

• If minority youth are more involved in particular offenses, are prevention and treatment services available to address those types of behavior?

• What is the rate at which minorities are admitted to community-based programs for first-time offenders compared with the rate at which they are confined in secure detention? How do these rates compare with the rates for non-minorities?

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Mechanisms Leading to DMC: Differential Opportunities for Prevention and Treatment

(continued)

• What is the rate at which minorities are enrolled in prevention programming for at-risk youths? How does this rate compare with the rate at which non-minorities are being admitted?

• What is the minority participation in existing prevention programs? What is the effectiveness of the programs?

• Suggested data sources:• Prevention program availability, enrollment, and

participation data• Court disposition data

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Mechanisms Leading to DMC: Differential Handling or Inappropriate Decision-Making

Criteria

• What are the bases or criteria on which decisions are made?

• Are those criteria applied consistently across all groups of youth?

• Are the criteria structured in a manner that places some groups at a disadvantage?

• Are minorities and non-minorities treated similarly by the justice system?

• Are minorities and non-minorities treated similarly when charged with the same type of offense?

• How do the rates at which minorities and non-minorities are adjudicated for the same offenses differ?

• How do the rates at which minorities and non-minorities are offered programming compare?

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Mechanisms Leading to DMC: Differential Handling or Inappropriate Decision-

Making Criteria

• Do youth’s reports of interaction between youth and those who work in the juvenile justice system differ across races and ethnicities? How?

• How do arrest rates compare with incident-based crime reports for minorities and non-minorities?

• What factors are putting youths at risk of offending?

• What factors are protecting them?

• Suggested data sources:– NIBRS data (where available)– Periodic client surveys

4-9

Mechanisms Leading to DMC: Justice by Geography

• To what extent, do different neighborhoods, communities, or regions have different rates of arrest, different sensitivity to types of offenses, different definitions of severity or other juvenile justice decisions?

• Do those differences coincide with different racial and ethnic composition?

• Suggested data sources:• Arrest data by neighborhood, region, county, or state

4-10

Mechanisms Leading to DMC: Legislation, Policies, and Legal Factors with DMC

Impact

• What rules exist for releasing youths after the initial hearing? Do these rules disproportionately affect minorities?

• What policies are in place to regulate behavior among youths at the area schools? Do these disproportionately affect minority youths?

• Does enforcement deployment differ?

• What procedures exist for providing youth with indigent defense? Do these procedures disproportionately affect minority youths?

• Suggested data sources:• State and/or local code• Administrative rules regarding handling of youths in the juvenile

justice system4-11

Mechanisms Leading to DMC:Accumulated Disadvantage

• Simple accumulation• Do small to moderate differences at each stage

compound into a disadvantage for minority youth?

• Impacts on later decisions• Do decisions made at earlier stages affect outcomes at

later stages, in particular, judicial disposition?

• Suggested data sources:• RRI-level data• Transactional data including race/ethnicity and the

outcomes of multiple decisions within the juvenile justice system

4-12

Mechanisms Leading to DMC:Statistical Aberrations

• Counting issues:• Do census estimates provide substantial undercounts of specific groups?

• Do classification and recording issues related to racial/ethnic identification lead to substantial uncertainty about the rates of system activity?

• Statistical issues:• Do small numbers in specific groups or small numbers within a jurisdiction

for a year make it difficult to identify statistically significant patterns?

• Possible solutions (as noted earlier) — aggregate data over multiple jurisdictions or multiple years.

• Possible data source: other service system data4-13

NameThat

Mechanism

4-14

Assessment Exercise: Name That Mechanism

DifferentialOffending Mobility

IndirectEffects

Differential Opportunities for Prevention and

Treatment

NameThat

MechanismDifferentialHandling

Justiceby

Geography

Legislation,Policy, and Legal

FactorsAccumulatedDisadvantage

4-15

Name That Mechanism

Youth who appear with a private attorney are diverted at a higher rate

than those with public defenders.

4-16


IndirectEffects


Treatment

NameThat


Justiceby

Geography



4-17

Name That Mechanism

The County juvenile diversion programs are only for first-time offenders

4-18


IndirectEffects


Treatment

NameThat


Justiceby

Geography



4-19

Name That Mechanism

The Police Department has decided that all juvenile felony cases must go directly to Court and by-pass Intake Screening

4-20


IndirectEffects


Treatment

NameThat


Justiceby

Geography



4-21

Name That Mechanism

The “Latin Kings”

street gang

4-22


IndirectEffects


Treatment

NameThat


Justiceby

Geography



4-23

Name That Mechanism

Bobby gets in trouble so often because his father has been in prison for the past five years

4-24


IndirectEffects


Treatment

NameThat


Justiceby

Geography



4-25

Name That Mechanism

The Central City School District has Zero Tolerance for fights…

participants must be arrested

4-26


IndirectEffects


Treatment

NameThat


Justiceby

Geography



4-27

Name That Mechanism

In Anywhere County, each of the suburban communities has a Youth

Court diversion program, but the Central City doesn’t

4-28


IndirectEffects


Treatment

NameThat


Justiceby

Geography



4-29

Name That Mechanism

New York City: Times Square

Memphis: Beale Street

New Orleans: Bourbon Street

San Francisco: Haight Ashbury

4-30


IndirectEffects


Treatment

NameThat


Justiceby

Geography



4-31

Name That Mechanism

Some prefer powder cocaine, while others prefer crack cocaine

4-32


IndirectEffects


Treatment

NameThat


Justiceby

Geography



4-33

Name That Mechanism

Bobby’s Mom has three jobs

4-34


IndirectEffects


Treatment

NameThat


Justiceby

Geography



4-35

Name That Mechanism

Gang members are not allowed at the Central City Girls and Boys Club

4-36


IndirectEffects


Treatment

NameThat


Justiceby

Geography



4-37

Name That Mechanism

Poverty is the reason we have Disproportionate Minority Contact in

the Juvenile Justice System

4-38


IndirectEffects


Treatment

NameThat


Justiceby

Geography



4-39

Name That Mechanism

When non-secure group home residents go AWOL, an arrest

warrant is issued. When the residents are eventually arrested, the warrant prescribes they be taken directly to

secure detention.4-40


IndirectEffects


Treatment

NameThat


Justiceby

Geography



4-41

Name That Mechanism

The Anywhere County Family/Juvenile Court does not have

any Spanish-speaking staff

4-42


IndirectEffects


Treatment

NameThat


Justiceby

Geography



4-43

Name That Mechanism

There is an 80% re-arrest rate among juveniles who are released from long-

term residential correctional placement

4-44


IndirectEffects


Treatment

NameThat


Justiceby

Geography



4-45

Name That Mechanism

The Suburban Town Police Chief reports that the Super Mall, which is on the City busline, has a big shoplifting problem, mostly involving Central City juveniles

4-46


IndirectEffects


Treatment

NameThat


Justiceby

Geography



4-47

Name That Mechanism

The Anywhere County Probation Department’s “Juvenile Electronic

Monitoring Program” charges clients $10 a day for their electronic ankle

bracelet

4-48


IndirectEffects


Treatment

NameThat


Justiceby

Geography



4-49

Name That Mechanism

Anywhere County Department of Juvenile Justice Criminal History

Name: Bobby Jones DOB: 06/13/1997

5/18/2007 - Truancy Petition

10/18/2007 - Truancy Petition

10/20/2007 - Shoplifting

11/15/2007 - Adjudicated PINS, 6 months Probation

12/07/2007 - Larceny 3rd

12/07/2007 - Admitted Secure Detention

12/10/2007 - Probation Violation, Probation extended 12 months

12/26/2007 - Burglary 2nd

12/26/2007 - Admitted Secure Detention

3/15/2008 - Placed in Juvenile Corrections, 6 months4-50


IndirectEffects


Treatment

NameThat


Justiceby

Geography



4-51

Discussing Mechanisms Leading to DMC

1. Generate a list of probable explanations.

1. Discuss each probable explanation.

1. Questions to ask or data to collect to determine if this explanation stands.

1. Suggested data sources to check out this explanation.

4-52

Analyzing the Data and Determining the Most Likely Mechanism(s) Creating DMC

• What process will the community use to identify the mechanisms?

• Who is going to be brought into the process to understand and accept the data?

• Who is going to be brought together to bring ideas?

• Identify possible mechanisms that contribute to the differences at contact point, such as

arrests.

• Suggest data or other information that would help decide which of the alternative

mechanisms should be studied.

• What organizations and individuals should be involved in gathering this information?

• Who is going to do the analysis?

• Does the mechanism have the hypothesized relationship to race/ethnicity?

• Does the mechanism have the expected relationship to the juvenile justice contact

point that is being explained?

• If the impact of that mechanism is held constant, does the strength of the relationship

of race/ethnicity at that same contact point become markedly reduced?

4-53

Assessment Data Collection Strategies

• Informational interviews

• Focus groups

• Review court and other agency case-level records

• State and national risk factor data (e.g., census data, alcohol and drug abuse data, school data)

• Specialized surveys

4-54




Arrest Referral Diversion DetentionPetitioned/

Charges FiledDelinquent Findings Probation




Identification




Monitoring

4-55

Module 5:

Phase 3

Intervention:Developing Data-Based Strategies to Reduce DMC

Phase 3. InterventionPhase 3. Intervention

Answer the following questions:

• What direct services are available?

• Is there training and technical assistance available?

• What systems change activities are needed?

5-1

Intervention Strategies

Intervention Type

Direct services -Prevention and early intervention-Diversion-Alternatives to secure confinement-Advocacy

Training and technical assistance -Cultural competency training and program development-Culturally competent staffing practices

Systems change -Legislative reforms -Administrative, policy, and procedural changes-Structured decision-making

5-2

Direct Services:Prevention and Early Intervention

Prevention is proactive and aimed at youth who exhibit risk factors for delinquency but who have not been adjudicated delinquent. Intervention is reactive and aimed at youth already juvenile justice–system involved.

•Examples: family therapy, parent training, cognitive behavioral treatment, mentoring, academic skills enhancement, afterschool recreation, vocational/job training, and wraparound services.

•DMC mechanisms addressed: differential offending, mobility effects, indirect effects, and differential opportunities for prevention and treatment.

5-3

Direct Services: Diversion

Specialized subset of interventions that typically serve youth who are at risk or have been arrested or referred to the juvenile court for status offenses or non-serious delinquent offenses.

•Examples: community service, informal hearings, family group conferences, victim impact panels, victim–offender mediation, mentoring, teen courts, restitution, and other restorative justice strategies.

•DMC mechanisms addressed: indirect effects, differential opportunities, differential processing, justice by geography.

5-4

Direct Services:Alternatives to Secure Confinement

Alternatives keep less-serious or nonviolent offenders at home or in their home communities with greater access to needed resources without endangering the community, and at much less expense.

•Examples: home confinement (or house arrest), day (or evening) treatment facilities, shelter care, specialized foster care, attendant or holdover care, and intensive supervision programs.

•DMC mechanisms addressed: indirect effects, differential opportunities, differential processing, and justice by geography.

5-5

Direct Services: Advocacy

Advocacy connects youth and families with a variety of social networks and service providers to integrate services that multiple agencies provide, to ensure continuity of care, and to facilitate the development of a youth’s social skills. It promotes the coordination of human services for, opportunities for, or benefits that help juvenile justice system–involved youth and families.

•Examples: Detention advocacy programs, minority family advocacy programs in Colorado.

•DMC mechanisms addressed: indirect effects, differential opportunities, and differential processing.

5-6

Training and Technical Assistance:Cultural Competency Training and Program

Development

Cultural competency training and culturally competent programs engender a deeper awareness of cultural factors (e.g., differences in communication styles, body language and demeanor, language use, beliefs about the family, attitudes toward authority figures) among staff, administrators, and the public that typically influence decision-making about youth.

•Examples: training in cultural differences for law enforcement/juvenile justice practitioners, Strengthening Families Program, and Syracuse Family Development Research Program. Programs need to be tailored to the culture and population served.

•DMC mechanisms addressed: indirect effects, differential opportunities, differential processing, accumulated disadvantage, and justice by geography.

5-7

Training and Technical Assistance:

Culturally Competent Staffing Practices

Hire, promote, and retain—at all levels qualified—culturally competent personnel who belong to the minority groups that these agencies serve.

•Examples: minority internship programs, interpreters, translators, minority recruitment programs, language-appropriate materials, and community-based neighborhood prosecution.

•DMC mechanisms addressed: differential opportunities, differential processing, accumulated disadvantage, legislation, policies, and legal factors.

5-8

Systems Change: Legislative Reforms

Legislative reforms that promote systems change can be an effective strategy for addressing DMC because of the enormous potential for producing broad-based change in every aspect of the system.

•Examples: monitoring bills concerning juvenile justice issues to ensure they do not result in statutes that could fuel overrepresentation or bias justice officials’ decision-making; enacting laws to establish standards for decision-making at certain stages of the juvenile justice process.

•DMC mechanisms addressed: differential processing; legislation, policies, and legal factors with disproportionate impact; accumulated disadvantage.

5-9

Systems Change:Administrative, Policy, and Procedural Changes

Altering the way an organization operates can provide the impetus for administrative, policy, and procedural changes that can reduce DMC.

•Examples: sentencing guidelines, diversion guidelines, probation classification systems, detention release criteria.

•DMC mechanisms addressed: differential opportunities; differential processing; legislation, policies, and legal factors with disproportionate impact; accumulated disadvantage.

5-10

Systems Change:Structured Decision-Making

Uses statistical risk classification (i.e., a risk assessment instrument) to objectively classify youth according to level of risk and to reassess level of risk at different stages in the juvenile justice process.

•Examples: detention screening instruments, risk assessment instruments, needs assessment instruments.

•DMC mechanisms addressed: differential processing; accumulated disadvantage.

5-11

Intervention Strategies and Contributing Mechanismss

Direct Services

Training & Technical Assistance

Systems Change

Differential Offending X

Mobility X X X

Indirect Effects X X

Differential Opportunities X X X

Differential Handling/ Inappropriate Criteria

X X

Justice by Geography X X

Accumulated Disadvantage X X X

Legislation, Policies, & legal factors X X

Statistical Aberrations X XCo

ntr

ibu

tin

g M

ech

anis

ms

5-12

NameThat

Intervention

5-13

Exercise: Name That Intervention

Prevention DiversionAlternatives to Secure

Confinement

Advocacy

NameThat

InterventionCulturally Competent

Practices

Legislative ReformsAdministrative,

Policy, and Procedural Changes

Structured Decision Making

5-14

Name That Intervention

The County will implement a Risk Assessment Instrument to screen all possible admissions to the Juvenile

Detention Center

5-15


Confinement

Advocacy

NameThat


Practices




5-16


A Juvenile Court judge orders 40 hours of Community Service with the Volunteer Action Agency instead of

one-year of formal supervision by the Probation Department

5-17

PreventionDiversion Alternatives to Secure

Confinement

AdvocacyNameThat


Practices




5-18


“Deinstitutionalization of Status Offenders”

(a JJDPA Core Protection)

5-19


Confinement

AdvocacyNameThat

Intervention

Culturally Competent Practices

Legislative Reforms Administrative,Policy, and Procedural

Changes


5-20


The local Legal Aid Society will provide free legal representation in delinquency cases to poor juveniles

and their families

5-21


Confinement

AdvocacyNameThat

Intervention



Changes


5-22


A non-secure group home

5-23


Confinement

AdvocacyNameThat

Intervention



Changes


5-24


The Juvenile Court arranges for a translator to be present at all

proceedings in the case of Juan Hernandez. (Juan’s parents do not

speak English)

5-25


Confinement

AdvocacyNameThat

Intervention



Changes


5-26


The Principal of the Junior High School will end their Zero Tolerance

arrest policy for food fights in the school cafeteria

5-27


Confinement

AdvocacyNameThat

Intervention



Changes


5-28


In September, the Elementary School will begin an Aggression Replacement

Training (ART) program for all 4th graders

5-29


Confinement

AdvocacyNameThat

Intervention



Changes


5-30


A Juvenile Court judge will order an electronic monitoring ankle bracelet and home confinement for Bobby Jones in lieu of a six-month out-of-home residential placement

5-31


Confinement

AdvocacyNameThat

Intervention



Changes


5-32


A local faith-based group is working with community leaders to allow some gang members who are first offenders to be eligible for diversion programs. They are presently excluded.

5-33


Confinement

AdvocacyNameThat

Intervention





5-34


• Multi-Systemic Therapy

• Cognitive Behavioral Therapy

• Functional Family Therapy

5-35


Confinement

AdvocacyNameThat

Intervention



Changes


5-36


The State’s House and Senate have agreed to change the requirements for

admission to secure juvenile detention… limiting the use of

detention to only violent felony cases

5-37


Confinement

AdvocacyNameThat

Intervention





5-38


The Probation Department will now see Juvenile Delinquents and their families in a neighborhood satellite

office during the evening rather than during the day in their downtown

headquarters building5-39


Confinement

AdvocacyNameThat

Intervention





5-40


The City’s police detectives had been requiring all juvenile felony cases to go directly to court. The Police Chief has now directed that these cases

should first be screened by an Intake Officer

5-41


Confinement

AdvocacyNameThat

Intervention





5-42


Juveniles apprehended for shoplifting will be considered for participation in the Boys & Girls Club Good Citizen’s Program instead of arrest and court

referral

5-43


Confinement

AdvocacyNameThat

Intervention





5-44


• Restorative Justice programs

• Informal probation supervision

5-45


Confinement

AdvocacyNameThat

Intervention





5-46

Ten Steps for Developing aDMC-Reduction Action Plan

1. Identify key players.2. Get your community together.3. Run a good meeting.4. Ensure community’s/participants’ understanding of the RRI data.5. Reach consensus on areas of concern.6. Collect and analyze assessment data to determine mechanisms that

have led to DMC in the areas of concern.7. Prioritize mechanisms of focus that the community decides to address.8. Identify best practices to address the mechanisms of focus for

DMC.9. Develop goal statements.10. Establish a DMC-reduction action plan with timelines, responsible

parties, resources, and measures of success.5-47

Developing a DMC-Reduction Action Plan:Step 8. Identify Best Practices to Address

the Mechanisms of Focus for DMC Exercise

If the community data on arrest of black/African-American youth indicates that, among other mechanisms, the majority of the arrests involve chronically aggressive black youth who were repeatedly arrested for delinquent and aggressive behaviors against others, and the community decides to target this mechanism with intervention activities:

• Aggression Replacement Therapy (ART), Connections, FFT, Project Back-on-Track and five county-based DMC multi-component strategies (Cook County, Dauphin County, Hillsborough County, King County, and Rock County)

5-48

Developing a DMC-Reduction Action Plan:Step 9. Develop Goal Statements Exercise

A goal statement sets out what one intends:

“The DMC Committee will reduce disproportionality among black youth at the

arrest stage.”

5-49

Developing a DMC-Reduction Action Plan:Step 9. Develop Goal Statements Exercise

An objective or activity statement sets out one strategy to achieve the goal. There are likely to be many objectives/strategies. “The DMC Committee will reduce disproportionality among black youth at the arrest stage.”

Objective 1: By establishing regular evidence-based cultural competency training.

5-50

Developing a DMC-Reduction Action Plan:Step 10. Specify Timelines, Responsibilities,

Resources, and Measures of Success Exercise

An action plan consists of numerous activities (objectives) to reach the stated goal. The action plan should indicate the steps to implement each activity, a certain date, who is responsible, and how you know the step was accomplished.

Example: “[B]y the DMC Committee, by May 15, 2011, measure: the list of those to attend the training is developed.”

5-51

Developing a DMC-Reduction Action Plan:Steps 9-10. Goal and Action Plan Summarized

• Goal (“I will accomplish….”)• Action plan (“By doing….”)

• Objective/Activity/strategy 1• Steps (elements to accomplish the best-practice

activity broken down by smallest increments. This should include date to complete, who is responsible, and how you know it is accomplished. Steps may include substeps as well.)

• Objective/Activity/strategy 2• Steps

Caveat: Keep track of the progress of your action plan (but not through performance measurement reporting)

5-52

Steps 8-10 Exercise.Determine Mechanisms for DMC, Developing Action

Plans, and Identifying Responsibility

Exercise:

• Select evidence-based, if possible, intervention strategies to address statistically significant juvenile justice system contact points for two races and ethnicities and enter these on your DMC-Reduction Planning Worksheet.

• Develop goal statements.

• Describe a DMC-reduction action plan with specific intervention strategies, staffing, funding, and timeline for implementation and enter these on your Action Plan.

• Report out.5-53




Arrest Referral Diversion Detention

Petitioned/Charges

FiledDelinquent Findings Probation




Identification




Monitoring

5-54

DMC-Reduction Action Plan

Intervention(s) to be undertaken Action Steps Staff Responsible Timeline

Name: ______________________ Date: ______________

Organization: _________________

5-55

Module 6:

Phase 4

Evaluation: Measuring the Effectiveness of DMC-Reduction Strategies

Phase 4. Evaluation

Answers the following questions:

• What is the effectiveness of DMC intervention efforts?

• How can an intervention be improved?

• What additional resources are needed?

6-1

What is Evaluation?

Evaluation is a formal process for collecting, analyzing, and interpreting

information about a program’s implementation and effectiveness. It uses procedures that are systematic,

objective, and unbiased. 6-2

*Evaluation definitions excerpt from William M. Trochim, The Research Methods Knowledge Base, Second Edition.

Impact evaluations are broader and assess the overall or net effects—intended or unintended—of the program as a whole.*

Scope

Time

Process Evaluation

Outcome Evaluation

Impact Evaluation

Performance Measurement

Eval

uatio

n

Outcome evaluations investigate whether the program causes demonstrable effects on specifically defined target outcomes.*

Process evaluations investigate the process of delivering the program, focusing primarily on inputs, activities, and outputs.*

Program Monitoring

Types of Program Evaluation

6-3

Two Types of Program Evaluation

• Process Evaluation – examines how a program works

• Outcome Evaluation – examines whether or not the expected benefits from a program were achieved.

6-4

Process Evaluation

• Can be likened to a quality control review of a program

• Documents and analyzes the development and implementation of a program

• Critical for the replication of a program in other jurisdictions

6-5

Process Evaluation cont’d

Typical Questions About a Program

• What are the goals and objectives of the program? How were they defined? By whom? Are they clearly specified?

• Does the program operate in an environment supportive of achieving its goals and objectives?

6-6

Process EvaluationTypical Questions cont’d

• To what extent have staff been trained in how to achieve program goals and objectives?

• Do all program staff and clients understand the goals and objectives of the program?

• Is the delivery of the program consistent across all staff?

6-7


• How are clients actually recruited? Is this consistent with program design?

• Are client eligibility requirements appropriate and/or realistic?

• Is the program culturally competent?

• Are staff and clients satisfied with the operation of the program?

6-8


• Was the program sufficiently staffed and resourced to be able to achieve program goals and objectives?

• Have any internal or external events occurred during the course of the program that might impede achieving goals and objectives?

6-9

Various Sources of Process Data

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

6-10

Outcome Evaluation

• Examines the results of a program to determine whether or not expected benefits and goals were achieved.

• Did it work?

6-11

Outcome Evaluation

The Bottom Line

You said the program would [X]… did it???• Reduce re-arrests of youth returning from juvenile

corrections by 90%?

• Double the percentage of youth offered juvenile diversion services?

• Lower the Secure Detention RRI for Black youth from 3.68 to 1.50 in the first year?

6-12

Impact Evaluation

Assesses the overall or net effects—intended or unintended—of the program as a whole

Did the program do what it said it would do and/or did it do other things not in the original plan?

6-13

Impact Evaluation: The Bottom Line

You said the program would [X]… did it???

• Reduce re-arrests of youth returning from juvenile corrections by 90%?-Yes

• Double the percentage of youth offered juvenile diversion services?-Yes (Why did this not occur?

• Lower the Secure Detention RRI for Black youth from 3.68 to 1.50 in the first year? No (Why did this not occur?)

• Unintended effect: Youth who received diversion services grades improved by 5%

6-14

Outcome Evaluation - Measurement

Measurement is the Key to Evaluation

• If you can measure it… you can change it…

• Measurement is the process of operationalizing a program goal. That is, linking the goal to a concrete, observable indicator that tells us the extent to which a goal has been achieved.

6-15

Measurement – A Basic DMC Example

Program Goal: To reduce DMC at the arrest contact point.

Evaluation Measure: The Arrest RRI•In this simple example, we would demonstrate if the program achieved the desired outcome by examining the Relative Rate Index at the arrest stage for race/ethnic groups for time periods before and after the program intervention.

6-16

Measurement: A More Complicated Example

Program Scenario:

• A program proposes to reduce DMC at the Arrest contact point by increasing Police use of available arrest diversion programs.

• The premise of the program is that Police don’t use diversion opportunities because they aren’t aware of them.

• The objective is to increase Police Officer knowledge of diversion, thereby leading to increased use of diversion.

6-17

Measurement Example cont’d

Goals & Objectives:

• Reduce DMC at Arrest contact point

• Increase Police knowledge of diversion

• Increase Police use of diversion

Possible Measurements for Evaluation:

• Compare Arrest RRI pre & post program

• Administer a diversion knowledge test to Police Officers at start & finish of

training program

• Compare diversion usage rates pre & post program among Officers with

Hi/Medium/Low knowledge scores.6-18

Possible Analysis:Arrest RRI Values Before and After Training

6-19

RRI 12 months RRI 12 months

Before Training After Training

Black RRI 3.25 1.25

Hispanic RRI 2.25 1.15

Possible Analysis:Police Officer Diversion Knowledge Scores

Before and After Training Program

6-20

% % Before Training After Training

Officer Knowledge Score High 15% 70% Medium 30% 20% Low 55% 10% 100% 100%

Evaluation Exercise

Program Scenario:• Assessment research reports a high Arrest RRI among Black

youth due to school fights.• The school proposes to reduce the Arrest RRI for Black youth by

conducting a Youth Violence Reduction Program.• Program objectives are to impact youth Knowledge, Attitudes, and

Behaviors (KAB) related to violence through counseling, role playing, development of coping skills, and training on alternatives to violence.

Exercise: Identify various measurements and data collection strategies to evaluate goal achievement.

6-21

Evaluation Exercise: Various Questions

• What are youth attitudes toward violence? For example, how many find it acceptable to settle a dispute by violent means?

• What is the youth knowledge base regarding alternatives to violence? Are they aware of different ways to settle disputes?

• Are school fights down as a result of the training?

• Are youth arrests down as a result of the training?

• Is the Arrest RRI for Black youth down as a result of the training?

6-22

Evaluation Exercise: Various Approaches

• Administer a pre & post program survey measuring attitudes toward violence, including scales that measure “violence acceptability”.

• Administer a pre & post program knowledge test measuring knowledge of various ways to settle disputes.

• Measure the number of school fights, pre & post program, from school incident records.

• Measure the number of youth arrests for assault, pre & post program, from police blotter data.

• Compare the Arrest RRI, pre & post program, for Black youth.6-23





Petitioned/Charges





Identification




Monitoring

6-24

Module 7:

Phase 5Monitoring: Continuing to Measure the Extentof DMC

Phase 5. MonitoringReasons for Ongoing Monitoring

Uses the same methods as the Identification Phase to address the following questions:

•Has the targeted RRI improved or worsened?

•Have other RRI values improved or worsened?

•What can account for these changes?

7-1

More Reasons for Ongoing Monitoring

• Changing demographics in the state or localities affects DMC trends.

• Fluctuations in DMC rates require adjustments in intervention strategies.

• Multiple data points are needed to evaluate success of intervention strategies.

• Ongoing monitoring sustains the visibility and need to address DMC.

7-2

Example: Arrest RRI Values Across Years

• RRI Values for Juvenile Arrests in Brown County 2002-2004

4.47

0.82

4.61

1.88

5.39

1.45

4.46

2.20

6.24

3.78

2.26

ND ND1.080.64

0.01.02.03.04.05.06.07.0


Hispanic orLatino

Asian American Indianor Alaska Native

All Minorities

RR

I

2002

2003

2004

7-3

Example: Detention RRI Values Across Years

• RRI Values for Cases Involving Secure Detention in Dane County 2002-2004

2.112.54 2.73

2.171.99 2.201.60

1.962.09

2.82

2.132.22

00.5

11.5

22.5

3


Hispanic or Latino Asian All Minorities

RR

I

2002

2003

2004

7-4





Petitioned/Charges





Identification




Monitoring

7-5

Sample Completed DMC-ReductionPlanning Worksheet

Arrests

Referral

Diversion

Detention

Petitioned/ Charges Filed

Delinquent Findings

Probation

Identification

-The Relative Rate Index is 2.85 for Blacks and 2.54 for American Indians

-RRI data show Asian (1.55) and Black (1.33) youth are referred at a higher rate than white youth

-RRI data show each minority group is diverted at a lesser rate that whites, particularly American Indians (0.66)

-RRI data show American Indian (1.65), Black (1.57), and Hispanic (1.19) youth are detained at a higher rate than white youth

-American Indian (1.41), Black (1.30), and Hispanic (1.12) youth are petitioned at a higher rate than whites

-RRI’s show little disproportionality at this stage.

- American Indian (0.67), Black (0.84), and Hispanic (0.89) youth get probation at a lesser rate than whites

Assessment/ Diagnosis

-City police refuse to allow diversion of felony cases

-Suspended students are arrested for trespass upon entry of school

-Zero tolerance for school conduct; students arrested for fights

-Frequent re-arrest of youth on aftercare (after release from long term confinement)

-Chief Jones reports that his officers seem to resist the idea of diverting juvenile arrests, especially minority kids who “just don’t get it”

-Youth are referred to court “to get treatment” (mental health, substance abuse, anger mgt)

-Zero tolerance policies... youth are sent to court to send a message to others that behaviors won’t be tolerated (eg., bomb threats)

-There are fewer city-based diversion resources than in suburbs (minority population is city-based)

-Parents must attend probation intake meeting for youth to be eligible for diversion (job & transportation problems)

-The State Education Department has put the Central City High School on its “Watch List” because of the high number of reports of violence in school. This is increasing pressure to look tough and not divert cases in the city

-No standardized risk assessment tools used by detention facility for potential admissions

-Police prefer secure over non-secure detention

-Police admissions lack legal representation

-When parents are not available at arrest, youth must be detained

-Police detain youth to “teach them a lesson”; Judges detain youth “to get them treatment”

-Police act as complainant, insisting on prosecution, bypassing the diversion stage

-Police label minority youth as “gang affiliated” because of residence, which biases case with county attorney

-Black youth who have been in detention are more likely to be charged by prosecutor

-Minority youth rely on public counsel while white youth use private attorneys

-Minority youth are denied the community-based probation sanction based on perceptions of risk, family stability, lack of parental supervision

Intervention Strategies (including Staffing, Funding, and Timelines)

-Implement a New York DMC Arrest Diversion Project; have police divert youth to human service program in lieu of arrest; Police Chief Jones will assign juvenile detective Watkins to seek United Way funding for arrest diversion project. Report back by May 1st.

-Develop community assessment center for diversion referrals; County Mental Health Dept. will provide 2 clinicians for assessment center; Mayor’s Office will identify center site by July 1st

-Develop electronic monitoring and/or intensive supervision for aftercare cases; Probation will donate 5 EM bracelets for aftercare cases if Corrections will agree to supervise cases; get back to us in 30 days

-Implement “Aggression Replacement Training” in schools to reduce fights and subsequent suspensions

-Chief Jones suggests exploring DMC and cultural diversity training for his police officers

-Develop “youth court/peer court” program as an alternative to official Family Court processing; Probation Dept to check with OJJDP about Colonie Youth Court Model. PO to report back to DMC Committee at June meeting

-Offer neighborhood-based diversion programs in the West side of Central City, particularly with Big Brothers/Big Sisters and Boys and Girls Club of Central City; Probation Director has a June 3rd meeting with the Central City Foundation to seek funds for a diversion project with the Boys & Girls Club; reporting back to DMC Committee at July meeting

-Establish a probation satellite office in the West Side neighborhood to see juvenile clients in school setting rather than main probation office

-May 15th meeting with Probation Director Wilson and School Superintendent Jackson to allocate space to probation diversion program in Central City High School

-Explore alternative to Detention programs: JDAI, Burns Institute, Multnomah County, Oregon; Probation Director Wilson will call Annie Casey Foundation about JDAI and report to DMC Committee at May meeting

-Adopt use of detention screening and risk-assessment instruments; Vera Institute invited to make presentation to DMC Committee on risk assessment instruments at June meeting

-Develop day reporting program

-Develop pre-trial electronic monitoring; Family Court Judge Wilson to check on legality of pre-trial EM; also checking with Chief Judge for funding of 3 EM bracelets

-Conduct cultural awareness training for police and prosecutors; County Attorney will check with university on availability of trainers

-Develop “Youth Advocate Program” to enhance legal representation at various processing points

-County Bar Association to write grant application within 30 days for $135,000 Formula Grant to establish Juvenile Legal Aid program

-Probation Director to explore use of “Youth Assessment Screening Instrument” (YASI), reporting to August Committee meeting


Output measures: -Number of programs implemented* -Number of program youth served* -Number of program staff trained (on diversity training for police) -Number of hours of program staff training provided

Outcome measures: -Number of program youth who offend or reoffend* -Number and percent of program youth completing program* -Number and percentage of program youth exhibiting change in targeted behavior* -Number and percentage of program staff with increased knowledge of program area

*mandatory

Output measures: -Number of program youth served*

Outcome measures: -Number of program youth who offend or reoffend* -Number and percent of program youth completing program* -Number and percentage of program youth exhibiting change in targeted behavior*

*mandatory

Output measures: -Number of program youth served*

Outcome measures: -Number of program youth who offend or reoffend* -Number and percent of program youth completing program*

*mandatory

Output measures: -Number of programs implemented* -Number of program youth served* -Number of objective decisionmaking tools developed -Number of planning activities conducted

Outcome measures: -Number of program youth who offend or reoffend* -Number and percent of program youth completing program* -Number and percentage of program youth exhibiting change in targeted behavior* -Number and percentage of program staff with increased knowledge of program area

*mandatory

Output measures: -Number of program staff trained (on cultural awareness for police and prosecutors) -Number of hours of program staff training provided

Outcome measures: -Number of program youth who offend or reoffend* -Number and percent of program youth completing program* -Number and percentage of program staff with increased knowledge of program area

*mandatory

Output measures: -Number of programs implemented* -Number of program youth served*

Outcome measures: -Number of program youth who offend or reoffend* -Number and percent of program youth completing program* -Number and percentage of program youth exhibiting change in targeted behavior*

*mandatory

Output measures: -Number of programs implemented* -Number of program youth served* -Number of objective decisionmaking tools developed -Number of planning activities conducted

Outcome measures: -Number of program youth who offend or reoffend*

*mandatory

Monitoring

-Police Chief to provide monthly summary of arrests and diversion status

-Youth Court to sent monthly intake stats to DMC Coordinator

-Probation to track diversion denials and reasons with bi-weekly report

-Detention to provide weekly tracking of cases by “reason for admission” to detention

-County Attorney to track diversion by-pass cases

-Bar Association to provide monthly report of court outcome by attorney type

-Probation Juvenile Unit to review YASI scores and sanctions at quarterly staff meeting with court clerk

7-6

Disproportionate Minority Contact (DMC) Community and Strategic Planning (CASP)

Curriculum

Part II: Community Readiness

Module 8

Phase ICommunity Engagement: How to facilitate local initiatives

Not everything that is Not everything that is faced can be changed, but faced can be changed, but nothing can be changed nothing can be changed

until it is faced.until it is faced.

- James Baldwin- James Baldwin 8-1

Community Pathway to DMC Reduction

8-2

Acknowledgment

Acceptance

Agreement

Action

At-Risk Youth

Higher Risk/Need Youth

DMC

Reducing DMC Requires Targeted Action Planning

8-3

Offenders

Detention

Secure Confinement

Social Conditions

Social Policies

Justice Policies

JJ Practices

DMC

The Context for DMC Planning

8-4

Selecting DMC Reduction Communities

• Key stakeholders are committed to engaging in the process

• The community possesses or has access to key data to analyze the existence and extent of DMC locally

• There is a DMC “Champion” willing to lead the local effort

• There are existing “structures” already in place to house the DMC effort

• The community has the capacity to support the DMC effort

• The community is willing and able to establish the position of a local DMC Coordinator

8-5

Assessing Community Readiness for DMC Reduction Action Planning

• Conduct community presentation on DMC

• Interview key community leaders• Do key community leaders acknowledged that DMC exists?• Have key community leaders expressed a desire to discuss

and address DMC?

• Document resources currently available in the community

• Prepare a report on findings, observations and recommendations

8-6

Selecting State and Local DMC Committees

• Judicial Branch Representatives

• Judges (Juvenile and Family Court)• Administrative Office of the Court(s)

• Law Enforcement• State Police• Local Police Department• Sheriff’s Office• School Resource Officers

• Public Defenders

• Prosecutors 8-7

Selecting State and Local DMC Committees (cont’d)

• Educational Community• State Department of Education Representative• University Representative• Public School Administrator• Private School Administrator• School Data/MIS Representative

• Juvenile Justice Representatives• Juvenile Court Administrator• Chief Probation Officer• Detention Administrator

8-8

Selecting State and Local DMC Committees (cont’d)

• State/Local Child Welfare Representatives

• State/Local Mental Health Representatives

• Faith Based Community Representatives

• Private Service Providers

• State/Local Advocacy Organizations

• Community Representatives

• Service Recipients

• Representative(s) of Existing Community Initiatives

8-9

Selecting State and Local DMC Committees (cont’d): Exercise

• Develop a list of possible community organizations, associations, initiatives, etc. that you are aware of in your state/communities that should be represented on your state and local DMC Committee(s).

8-10

Developing a DMC-Reduction Action Plan:Step 1. Identify Key Players

Discussion and Exercise

What is community engagement?• How do we effectively recruit the community

and involve members of the community in organizing our response to DMC, developing a plan, and producing results?

8-11

Community Assessment: The Social Autopsy

The Social Autopsy• A social autopsy, for our purposes, is a

thorough examination of a person’s experiences with the educational, child welfare, mental health and juvenile and criminal justice systems. Further, it is intended to expose the social conditions that may have led to a person’s involvement in these various systems.

8-12

Community Assessment The Social Autopsy (cont’d)

Why Do a Social Autopsy?• The Social Autopsy can be a valuable exercise and bring

additional clarity to your local DMC discussions and resolutions.• The Social Autopsy helps puts a human face on the issue.• It provides an important look at how the local justice system is

connected (or not connected).• It provides clear insight into how youth move through the juvenile

justice system in each community.• Provides insight into services that are provided.• It provides an opportunity to pinpoint policy, procedural and

programmatic changes.8-13


How is the Social Autopsy Conducted?• Case selection• Case file reviews• Collaboration• Confidentiality

8-14


Sample Collection Form

8-15

Sample Case File Review Results

8-16

• School provided the greatest number of risk indicators

• All 11 youth have a history of truancy

• 10 of the 11 have poor academic achievement, have been retained at least one grade, have been placed in alternative school and have a generally negative attitude towards school

• At least 7 of the youth also have disciplinary referrals, school suspensions and school disruptions/moves


8-17


8-18

10 of the 11 youth (91%) have a mental health diagnosis and an ongoing history of antisocial behavior82% have substance abuse issuesEight of the youth (73%) have known aggressive behavior and non-DJJ out of home placementsSeven of the youth (64%) have a history of physical abuse victimization


8-19

Local DMC-Reduction Model: Action Plan

Phase I: Identification

Phase II: Assessment/Diagnosis

Phase III: Intervention

Phase IV: Evaluation

Phase V: Monitoring8-20

Local DMC-Reduction Model: Action Plan (cont’d)

Phase I: Identification• Local DMC Committee• Local DMC Coordinator• Data Collection & Analysis

8-21


Phase II: Assessment• Additional data collection & analysis• Social autopsy• Systems analysis• Resource assessment

8-22


Phase III: Intervention• Issue identification• Goal development• Strategies• Outcomes

• Short-term outcomes• Long-term impacts

• Timelines

8-23


Phase IV: Intervention• Timelines• Phased implementation

8-24


Phase IV: Evaluation• Allow the DMC Committee to follow the progress of the

DMC Reduction Action Plan, to evaluate the effectiveness of changes and interventions

8-25


Phase V:Monitoring• Plan Adjustments

-Allow the Committee an opportunity to make the changes that are necessary to achieve success

8-26

Using Assessment Results for Reduction Action Planning

Policy/Procedural (Examples)• Detention Risk Assessment Instruments• Detention Processing• Citations• Warrants• Sharing of Information• Integrated Case Management

8-27

Responding to Assessment Findings - Examples

Programs/Services (Examples)• Juvenile Processing Centers• Juvenile Assessment Centers• Alternatives to Detention

8-28

Sample ATD Cost Savings

ATD Savings Calculator

Oct. 2008 - September 2009

Total Days in

Care Daily CostTotal ATD

Cost

Total Secure Detention

Cost * Total Savings

Home Detention w/ Electronic Monitoring 3,450

$21.00 $72,450.00

Foster Care 2,471 $78.00 $192,738.0

0

Secure Detention* 5,921 $164.00 $971,044.00

Totals $265,188.0

0 $971,044.00 $705,856.00

* Total days youth would have spent in secure detention if an ATD was not utilized/available.

8-29

For more information or assistance

• OJJDP website: www.ojjdp.gov

• DMC webpage: www.ojjdp.gov/dmc

• OJJDP’s National Training and Technical Assistance Center: www.nttac.org

http://www.ojjdp.gov/

http://www.ojjdp.gov/dmc

http://www.nttac.org/

disproportionate minority contact (dmc) community and strategic planning (casp) curriculum part i:...

Documents

training slide

dmc core requirement

juvenile justice system

juvenile offenders

control juvenile delinquency

dmcreduction activities

history of dmc contd

jjdp act core requirements