The Restorative Justice Project at Zion

The Restorative Justice Project at Zion Proverbs 31:8-9 | Zechariah 8

“Helping Individuals, Organizations & Communities Achieve Their Full Potential�

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The Restorative Justice Project A Multidisciplinary Approach

Program Development Guide Submitted on Behalf of

The Zion Baptist Church Youth Services Partnership by: John C. Johnson III Executive Director – Advocacy Foundation Nonprofit Advisors Group – Principal Investigator Collaborative US – Director of Organizational Development

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3600 North Broad Street Philadelphia, PA 191 (878) 222-0450 Voice | Fax | SMS

† www.TheAdvocacyFoundation.org

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Biblical Authority _____ Proverbs 31:8-9 (MSG) 8-9

―Speak up for the people who have no voice, for the rights of all the down-and-outers.

Speak out for justice! Stand up for the poor and destitute!‖

Zechariah 8 (MSG) Rebuilding the Temple

8 1-2 And then these Messages from GOD-of-the-Angel-Armies: A Message from GOD-of-the-Angel-Armies: ―I am zealous for Zion—I care!

I’m angry about Zion—I’m involved!”

GOD’s Message: 3

―I’ve come back to Zion, I’ve moved back to Jerusalem.

Jerusalem’s new names will be Truth City, and Mountain of GOD-of-the-Angel-Armies, and Mount Holiness.‖ 4-5

A Message from GOD-of-the-Angel-Armies:

―Old men and old women will come back to Jerusalem, sit on benches on the streets and spin tales, move around safely with their canes—a good city to grow old in. And boys and girls will fill the public parks, laughing and playing—a good city to grow up in.‖ 6

A Message from GOD-of-the-Angel-Armies:

―Do the problems of returning and rebuilding by just a few survivors seem too much? But is anything too much for me? Not if I have my say.‖ 7-8

A Message from GOD-of-the-Angel-Armies:

―I’ll collect my people from countries to the east and countries to the west. I’ll bring them back and move them into Jerusalem. They’ll be my people and I’ll be their God. I’ll stick with them and do right by them.‖ 9-10 Message from G OD-of-the-Angel-Armies: BuildingA Resilient Youth Program Narrative (Zion 2014-2015) Page 3 of 44

―Get a grip on things. Hold tight, you who are listening to what I say through the preaching of the prophets. The Temple of GOD-of-the-Angel-Armies has been reestablished. The Temple is being rebuilt. We’ve come through a hard time: You worked for a pittance and

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Introduction Since its founding in 2003, The Advocacy Foundation has become recognized as an effective provider of support to those who receive our services, having real impact within the communities we serve. We are currently engaged in several community and faith-based collaborative initiatives, having the overall objective of eradicating all forms of youth violence.

We accomplish this by promoting evidence-based Multidisciplinary programs and services including, but by no means limited to: In-School and Afterschool Prevention & Intervention activities, Parenting programs, Mentoring, Internships & Community Service activities, Academic and Vocational Prep programs, Tutorial and Remedial curricula, and purposeful activities for Senior Citizens.

Moreover, it is our most fundamental belief that in order to be effective, Prevention and Intervention strategies must be Community Specific, Culturally Relevant, Evidence-Based, and Collaborative. The Multidisciplinary programming we employ in implementing and carrying-out this community-fortifying work includes all the programs further described herein, and several additional projects that are ―On The Drawing Board‖ for future implementation.

We also indirectly support, and contribute to, the adopted evidence-based strategic Gang Prevention Best Practices framework developed by the Office of Juvenile Justice & Delinquency Prevention (OJJDP): Community Mobilization, Social Intervention, Provision of Opportunities, Organizational Change & Development, and Suppression [of illegal activities].

Our cornerstone programs are: Program 1.

2.

3.

4.

5.

Building Resilient Youth – Multidisciplinary 24/7 Dads – Basic/ Advanced Fathering Mentoring Children of Prisoners Youth Court – Middle/ High School Project Healthy Living for Senior Citizens

Endorsed By NFLEC/ White House - HAY National Fatherhood Initiative Amachi/ Pub/Private Ventures National Youth Court Atlanta Metropolitan College

Although our main Prevention/ Intervention models were originally designed for African-American youth, the models have been adapted to a multi-cultural, as well as multidisciplinary, format. Today, Building Resilient Youth – A Multidisciplinary Approach (BRY-AMA) services young people and adults of all different races and cultures. The models empower and enable youth and adults, males and females, to appreciate different cultures as well as their own.

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Organizational Accomplishments Organizational accomplishments include, but are by no means limited to: 1.

2.

3.

4.

Acquisition of Nationally Recognized Evidence-Based programs and services; Formation and cultivation of Collaborative partnerships with key community stakeholders; Expansion of Organizational Development expertise; Success rates greater than 85%.

The Need for Our Program and Target Population

The Dilemma Facing the Juvenile Justice System America's Juvenile Justice System is responsible for keeping our citizenry safe and rehabilitating delinquent youth. Meeting these two responsibilities has been the goal of the system since it was first implemented. The dilemma, however, that has faced policymakers and citizens has been deciding which of the two aims should receive the most emphasis, and thus, funding. Should the state build more juvenile penitentiaries and immediately protect its citizens, or should it teach current prisoners life skills that will help them to live in such a way that they will be less likely to recapitulate (reoffend)? Or, in a separate, preventative effort, should the state use its resources to fund parenting, recreational, and mentoring programs that build up youth and enable them to make good decisions early on?

In the end, the state must balance effectiveness with urgency. Preventative and rehabilitative measures have been proven time and time again to significantly lower the likelihood of a youth offending (or reoffending). However, the results of prevention and rehabilitation programs do not become apparent until years after they are begun, and few are willing to risk the immediate threat that could befall the community should funding of penitentiaries experience a shortfall while prevention and rehabilitation programs are being established. Citizens do not want to be the guinea pigs through which psychologists measure the effectiveness of their rehabilitative efforts; they want offenders locked up. But most people also know a young person, or were one, that prevention or rehabilitation measures helped somewhere along the way.

Our operations model enables us to work with all strata of ―at-risk‖ youth, both male and female, and their respective families. Although we recognize that we cannot rescue children, we have developed programs that seek to assist families in developing and accessing resources which help lower the families’ at-risk factors. For entire communities, BRY-AMA provides structured, multifaceted, culturally responsive programs designed to foster community-wide paradigm shifting and thereby help young people become positive and productive adults.

BRY-AMA also promotes interdependence between self, family, local and global communities. The program embeds a Character-Building model called ―Ten-Step Rites of Passage‖, which promotes selfesteem, self-discipline, self-determination, and self-sufficiency. Through interactive workshops, creative field trips, and dynamic presentations, young persons are provided with the tools and information necessary to develop healthy behaviors, improved study skills, the ability to plan for the future, and increased practical knowledge of political, economic, and social systems that impact their lives.

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What Really Works and What Doesn’t - Juvenile Delinquency Prevention Legal Representation of Juveniles Low funding for juvenile defense attorneys has placed an additional strain on many states already overburdened by their caseloads. In Louisiana's New Orleans Juvenile Court System, for example, a staff of seven defense attorneys (six of which work part time) handles over 4,800 cases a year. Many of the accused juveniles, after receiving only minutes of legal counsel, are encouraged to plead guilty to reduce their sentences. The situation is worse outside of New Orleans; throughout the rest of the state fewer than half of juvenile defendants even meet with an attorney. While, the advised "guilty" plea often allows for the juveniles to be convicted on "misdemeanor" charges - and thus receive lighter penalties than they would receive if, tried guilty, they were convicted on "felony" charges - a "misdemeanor" conviction will remain on a juvenile's record and count against him should he face charges again.

"Well Adjusted" Juvenile Criminals Many are searching for an explanation for the rise in violent crime, drug use, and gang involvement in provincial, 'small towns' across the nation. Most states view the rise in crime among its youth frightening, in part, because the 'safe' environment found in many sub-urban environments is something parents across America have often hoped to model in their own communities. Sub-urban neighborhoods and local schools have traditionally been thought of as childhood utopias that rear healthy citizens. Latent behind school programs, family diners, and calm country settings, however, was a propensity toward crime normally assumed to be a trait of 'distant' inner cities. Across American communities, both the number and severity of juvenile crime cases have increased dramatically in recent years. The absence of substantial motive, along with the intensity of violence associated with many recent homicide cases has been quite shocking. Recent events have called for a reevaluation of American assumptions on what situations 'create' criminals.

It is now commonly believed that American adults must act to rid US culture of elements that have thwarted a healthy uniting of children with their communities. In an effort to sell products, advertisers, for example, have researched and "exploited" motifs that captivate and stimulate youth, creating scenarios charged with "hyper sexuality, aggression, addiction, coldness, and irony-laced civic disaffection."

Though juvenile crime cannot be reduced to the effects of the media, one writer makes the point that such advertising has "seeded" a youth culture that is enthralled with violence and detached from the effects of crime. Many young people do not receive the encouragement they need from adults to help them narrow in on their individual talents and experience confidence-giving success. The writer suggests that adults battle the growing separation between juveniles and their communities with a campaign of "sustained mentoring."

Statistical Analysis In recent years, there has been an average of over 9,500 cases filed in the Juvenile Court.1 The cases were filed under the following five (5) categories: Unruly; Traffic; Delinquent; Deprived; and Special Proceedings. Delinquent and Unruly cases comprised the vast majority of these matters by an extreme margin. Delinquencies comprised 6,721 cases, a total of seventy-one percent (71%) of all filings. In the Delinquency category, young black males accounted for 4,090 of the cases, or 60.9%. Young black females accounted for 1,472 cases, or 21.9% of this category. These two categories alone account for 82.8% of all Juvenile Delinquency filings in the county. All other categories combined, such as white 1

Clayton County Government Website (www.co.clayton.ga.us)

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males (6.7%), white females (3.3%), and others (7.2%) accounted for a total of 17.2% of all Delinquency filings. Conversely, according to the 2000 Census,2 in Clayton County, 37.9% of all residents were white, while 51.6% of all residents were black. That accounts for 89.5% of all county residents.

Statewide, according to the 2000 Census, 65.1% of all Georgia residents are white, 28.7% are black, and 5.3% are Hispanic. In Clayton County, the total households with children under 18 was 40.7%, while the statewide total households with children under 18 was 35.0%. Hence, while the total number of nonminority residents residing in the county and state comprise around 37.9% and 65.1% of their respective populations, the total number of Juvenile minorities in trouble with the law in Clayton County is around 82.8% of case filings year after year. Total filings have not changed significantly since 2000.3 One noteworthy exception to all of this, however, was the signing of a community-wide stakeholder agreement diverting certain school-related offenses to the purview of the school system itself, thereby reducing annual Juvenile Court case filings by an average of 1,000 cases in the first two years after implementation of the agreement. At-risk behaviors within the schools has continued, however resulting in school-based, rather than court-imposed, consequences. Community stakeholders have continued to encourage the development of both faith and community-based, sorely needed, youth developmental programming.

Moreover, the school dropout rate for Clayton County students is around 9.4% for students in grades 9 through 12, while the statewide average is 6.8%. School spending for Clayton County students averages $4,902.00 per year while the statewide average is around $5,285.00. The 2000 Index Crime Rate (crimes per 1,000 residents) for Clayton County was 5.8.4 The statewide rate was 3.4. Of these, 8.2% of all crimes reported were violent offenses (for both adults and juveniles), while 91.8% were property crimes.

Deeper Statistics – Patterns in Juvenile Delinquency and Behavior Victimization of and by Juveniles occurs most frequently between the hours of 2pm and 8pm every school day, with violent crimes peaking at 3pm on weekdays.5 The most recent Office of Juvenile Justice and Delinquency Prevention study indicates that serious violent crimes by juveniles occur most frequently in the hours immediately following the close of school on school days. Fifty-seven percent (57%) of all violent crimes by juveniles occur on school days.6 On non-school days, the incidence of juvenile violence increases through the afternoon and early evening hours, peaking between 8pm and 10pm.7

2

Georgia Magazine (www.georgiamagazine.com/counties/clayton/demographics.htm) Clayton County Government Website (www.co.clayton.ga.us) 4 Georgia Magazine (www.georgiamagazine.com/counties/clayton/demographics.htm) 5 Office of Juvenile Justice and Delinquency Prevention (ojjdp.ncjrs.org) 6 id.

7 Ibid.

3

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The Early Training Approach The most effective way to prevent juvenile delinquency has indisputably been to assist children and their families early on. Numerous state programs attempt early intervention, and federal funding for community initiatives has allowed independent groups to tackle the problem in new ways. The most effective programs share the following key components: Education - Model programs have assisted families and children by providing them with information.

Some programs inform parents on how to raise healthy children; some teach children about the effects of drugs, gangs, sex, and weapons; and others aim to express to youth the innate worth they and all others have as human beings. All of these programs seek to instill youths with an awareness that will allow them to exercise discretion in what they will subject their minds to. This is particularly important in an era where youth are barraged with sexual and violent images. Educational programs have the underlying intent of encouraging hope and opening up opportunities for young people.

Recreation - One of the immediate benefits of recreational activities is that they fill unsupervised afterschool hours. (The Department of Education has reported that youths are most likely to commit crimes between 2 pm and 8 pm, with crime rates peaking at 3 pm.) Recreation programs allow youths to connect with other adults and children in the community. Such positive friendships may assist children in later years. Youth programs are designed to fit the personalities and skills of different children and may include sports, dancing, music, rock climbing, drama, karate, bowling, art, and other activities.

Community involvement - Girl scouts, boy scouts, church youth groups, and volunteer groups all involve youth with the greater community. Such involvement helps stop the disconnect many youths feel as they enter their teenage years, and ties them to the community they are a part of.

BUILDING RESILIENT YOUTH – A MULTIDISCIPLINARY APPROACH To address the needs of the at-risk youth involved in our program, BRY-AMA provides a support system for youth, and their families, experiencing poor academic performance (two or more class failures), or who have dropped out of school, or been expelled, and who also meet certain ―at-risk‖ environmental criteria. The mission of this program is to teach young people self-discipline, personal responsibility, academic and time-management skills, study skills, test-taking techniques, and a myriad of additional fundamental and advanced life skills designed to significantly decrease anti-social and destructive behaviors. Our programs are designed to encourage young persons to stay in school and complete either their high school education or vocational training and pursue a post-secondary education, a vocation, or the military.

In addition to great, relevant, evidence-based programming, exciting and inspiring programming, we must also continue to expand our capacity and develop greater fundamental organizational supports such as various Certifications, Staff Development and Training, Needs Assessments, Board Development, Grant Procurement expertise, Financial Systems automation and expertise, Evidence-Based data development and Database Tracking mechanisms. Such Organizational development will enable us to properly carry out our mission and serve the maximum number of young persons within our community. We will focus our efforts on targeting multiple additional funding sources to help develop Community and Human Resources, Identify Gaps in services, and develop various additional Evidence-Based community fortifying programming and strategies.

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No Ineffective Prevention Strategies The Hard-Time Scare Tactic Proved Ineffective Currently, Americans are steering away from this tactic, as it has proven rather ineffective, but during the 1990s it was a technique that politicians and the greater community put much confidence in. Slogans such as "get tough on crime" and "adult time for adult crime" spoke to the common-sense core of many people who worried about rising juvenile crime rates. The basic ideology centered on the idea that crime rates were high because youth were not afraid of facing juvenile detention. General opinion held that the system had become too soft; the threat of confinement was not deterring youth from criminal activity.

Several Major Shifts Occurred During This Time: 





Juvenile courts gave increased jurisdiction to adult, criminal courts. Courts authorized easier transfers of juveniles into the adult criminal court and, in some states, waived their authority over specified crimes.

Youths were sent to adult prisons in increased numbers. Younger offenders were sent to adult prisons as states tightened their definition of who was a child, and more court decisions placed youth in adult confinement.

Youths were issued longer prison sentences in the adult system than they would have been given in the juvenile justice system. Most of those sentenced, however, were not required to serve the full length of their prison terms.

The harsher penalties that came with the era of hard-time scare tactics were intended to lower crime rates and to express to youth that crime would not be tolerated. These penalties, however, did not achieve their intended effects. The approach was grounded in the idea that youth could be managed through fear. But fear was not a forceful impetus to motivate youth toward positive behavior. No direct correlation was witnessed between harsher sentencing and fewer first-time arrests, and youth that had been placed in the adult system actually had a higher recidivism rate than similar juveniles placed in juvenile detention facilities.

"Juvenile Boot Camp" and "Scared Straight" In the years that "get tough on crime" policies were being established, various new programs were also attempted. One such program, Juvenile Boot Camp, received high publicity but had little success. "At risk" youth were placed into intense, structured, severe environments that were modeled after military boot camps. The Juvenile Boot Camps were intended to teach youth about structure and discipline but their success rates, which were measured based on their ability to prevent kids from committing future crimes, were low. For some youth, the programs were actually counter-productive. Another program, "Scared Straight," brought parole/probation youth into interactions with adult prisoners through meetings or short-term incarcerations. The program was designed to make young offenders frightened of the violent adult prison system. The Surgeon General reported that the program did not work.

Current Standing of the Juvenile Justice System Since the late 1990s, gun control laws have been debated, school safety programs have been enacted, juvenile offenders have been sent to adult prison, and anti-drug use crusades have been pushed. The juvenile justice system has been studied and adjusted in response to statistical alarms and specific successes. The system finds itself irresolute at present, faced with the discouraging prevalence of crime, a lack of funding for preventative programs, and disagreement over the principles that define its very Building Resilient Youth Program Narrative (Zion 2014-2015) Page 10 of 44

foundation. Ideologically, and practically, America is grappling with a number of questions about juvenile justice; among them, the following:         

At what age is a juvenile to be held accountable for his or her actions?

Is it permissible to try and punish minor offenders as adults?

Can the death penalty be applied to juveniles?

To what extent is a parent or guardian responsible for the actions of a youth in his or her care?

Why do minority youth make up such a disproportionately large portion of prison inmates?

Is it appropriate that parents who can afford to independently fund rehabilitation for their children may care for them at home, when otherwise they would be placed under the care of the state?

Are juvenile and adult penitentiaries unsafe places for youth to live?

Is the incarceration of juveniles counterproductive?

Do juveniles have an increased right to confidentiality?

Through research into which programs have been effective - both at home and abroad - policy makers hope to develop strategies that will drop crime rates in future years. By taking the initiative to build anticrime programs structured to fit local needs, community leaders have generated a plethora of information on which programs work, where they work, and what it takes to carry them out. Current U.S. policy aims to balance public safety with the effective rehabilitation of youth, and courts seek to individualize recommendations to fit the situations of young offenders.

Are Young Persons in Danger at Detention Facilities?

Youths held within juvenile detention facilities and adult jails can face significant risks. In juvenile detention facilities, inmates are often in the presence of conflicting gang groups. Youth also face the risk of receiving harsh disciplinary action from staff untrained in calming volatile situations. Problems that have been reported as leading to higher tension and abuse in juvenile detention centers include high inmate to staff ratios (overcrowded, understaffed facilities) and poorly trained staff. Staff should know how to manage tense situations and angry inmates, calming them down and diffusing tension instead of resorting to acts of restraint and control.

Within adult penitentiaries youths suffer heightened safety risks. Research conducted by Jeffrey Fagan of Columbia Law School compared safety rates of youths in juvenile detention to those of youths placed in adult confinement. It was found that juveniles in adult confinement are five times more likely to be sexually assaulted, eight times more likely to commit suicide, and twice as likely to be assaulted by staff. www.juvenilejusticefyi.com/juvenile_justice_faqs.html Participant Selection Process The Youth program is designed to provide educational support and life skills training for adolescents ages six (6) through eighteen (18); residing at home, in foster or relative care; and enrolled in the local public school system. These adolescents have been identified as ―at-risk‖ due to their high truancy rates, delinquent behavior, multiple placements, their failure in two or more subjects in school, drop-out rates, and their proximity to a multitude of extreme potentially life-threatening dangers. Through extensive outreach efforts, we will identify no less than two hundred fifty (250) adolescents over a twelve (12) month period to participate in This Program. The youth participants are expected to display one or more of the following at-risk characteristics: 

Poor attendance at school;

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           

Marginal academic achievement and/or low probability of high school graduation; Little or no previous job experience; Involvement in gang-related activities; Limited or lack of family and/or community support; Appear to have low self-motivation or low self-esteem; History of victimization and/or substance abuse; Negative involvement with law enforcement; History of running away or temporary periods of homelessness; Parents without adequate parenting skills and/or child care; Violence or fighting with others without provocation; General lack of positive direction and guidance; and Other high-risk factors.

Our Personnel will maintain a case file for each young person enrolled in the Program. The file will include the following:  Referral form;  Pre and Post Testing Results;  Assessment(s);  Skills Development Records;  Post-Assessment Report;  Attendance Records;  Record of Training/Activities, including specific type of training (i.e. math, tutoring, etc.); and  Copy of monthly reports submitted to the local School System, DFCS, Juvenile Probation, and/or the Court, etc.

Program Objectives Our primary objective is to reduce the incidence of pre-delinquent behaviors including gang affiliation and violence, acting disruptive and stealing, running away, truancy, marginal academic performance, and/or the low probability of high school graduation.

Coordination of the Evaluation Process: To evaluate the effectiveness of the program, meetings will occur quarterly with the local school system, the Department of Family and Children’s Services (―DFCS‖), Juvenile Probation, and/or the Juvenile Courts to coordinate the evaluation process and to make recommendations, as appropriate, for each youth. Our Personnel will provide the school system, DFCS, Juvenile Probation, and/or the Courts, with a monthly report including a report on each youth’s assessment and progress achieved, within ten (10) workdays, after the completion of the Program.

Follow-Up: In addition, Our Personnel will provide follow-up and supportive services on an ongoing basis up to ninety (90) days after services are completed, through a tracking cycle maintained over one (1), three (3), and five (5) year intervals, as the budget will permit.

Projected Outcomes: The projected outcomes for young persons successfully completing the program are as follows: increased motivation to attend or return to school;   

development of skills to negotiate the educational system; knowledge of available resources; enrollment in appropriate educational programs;

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   

knowledge of how to read and understand school educational records; improved self-esteem; development of support networks for youth; improved socialization skills; attainment of realistic goals for the future; and development of mentoring talents and personal gifts.

Impact/ Outcomes Evaluation

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Youth and Family Goals 1. Increase Pro-Social Behaviors In The Community: Internships, Jobs, Or Community Service. a. By the end of the year, 75% of students will be placed in jobs, internships or community service, as measured by case notes, and WIA/ Non-WIA report.

2. Decrease Criminal Activity and Violence a. By the end of the year, the program will have a lower rate of recidivism than the control group, as measured by police reports. b. By the end of the year, 85% of youth will decrease aggressive behaviors by 25%, as measured by self-report, case notes and therapist report. c. By the end of two years, city police departments will have a 45% reduction in general youth arrests, as measured by police reports.

3. Decrease Involvement in Gangs a. By the end of the year, 85% of youth will have a 40% reduction in gang-related activities, as measured by self- and police reports. b. By the end of two years, city police departments will have a 45% reduction in gang-related arrests, as measured by police reports.

4. Decrease Alcohol and Drug Use a. By the end of the year, 85% of youth will have reduced alcohol and drug use by 50%, as measured by drug tests, staff/ therapist and self-reports.

5. Improve School Functioning and Performance a. By the end of the year, 85% of youth will have a 65% increase in school attendance, as measured by school records. b. By the end of the year, 85% of youth will have improved school grades, as measured by report cards. c. By the end of the year, 90% of youth with failing grades will have a psychoeducational screening with educational recommendations for after school staff and schools, as measured by case notes and school records.

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6. Improve Family Functioning and Interaction a. By the end of the year, 85% of parents will attend at least one Family Involvement Trip, as measured by case notes and attendance records. b. By the end of the year, 85% of parents and youth will increase time spent in family activities, and 75% of parents and youth will report increased quality of interactions, as measured by staff- & self-report and family functioning assessment.

7. Increase Involvement in Extra-Curricular Activities: Sports, Music, Arts a. By the end of the year, 85% of youth will have participated in an extra-curricular activity, and 50% of youth will have participated in an activity for at least 5 months, as measured by self-, parent-, & staff-reporting, and case notes.

8. Increase Youth Workforce Development Skills and Access to Jobs a. By the end of the year, 85% of students will have received Workforce Development workshops, as measured by case notes, and WIA/ Non-WIA records. b. By the end of the year, 85% of youth will have increased Workforce Readiness skills, as measured by Pre/ Post Assessment. c. By the end of the year, 90% of interested youth will have assistance in Job Search, Resume Writing, and Interviewing, as measured by case notes, WIA/ Non-WIA records.

9. Inprove Attitudes Toward Self, Home, and School a. By the end of the year, 85% of youth will have increased self-esteem, as measured by pre/ post assessment. b. By the end of the year, 85% of youth will have increased positive perceptions of home life and will understand the importance of school for the future, as measured by pre/ post youth survey.

10. Improve Social Competence Skills: Self-Esteem, Peer Relations, Socialization, Social Problem Solving, and Cognitive Problem-Solving skills. a. By the end of the year, 85% of youth will have

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Community Infrastructure Goals 1. Increased Service Providers to Address Specific Community Needs Related to Juvenile Delinquency Behavior a. By the end of year one, 98% of unmet community needs related to Juvenile Delinquency are identified; b. By the end of year two, 90% of youth risk-factors/needs/issues related to Juvenile Delinquency will have a corresponding long-term community service provider to prevent, address and treat those behaviors; c. Within six (6) months, each jurisdiction served will have identified resources for long-term, free or stipend-reimbursement services provided by professionallytrained interns (education, psychology, social work, criminal justice, business) and will have Memorandums of Understanding or Agreements with the Department Field Training Programs at local colleges, Universities, and Public Health/County Centers; 2. Increased Service Integration and Coordination a. Within three months, 85% of identified services and providers are located at the centralized community site; b. By the end of the year, 85% of Service Providers attend monthly Provider CaseConference Meetings; c. By the end of the year, 85% of Service Providers have increased confidential communication and sharing about individual youth and family treatment plans (with Parent Releases); d. Within six months, Providers jointly review separate intake forms, develop a Comprehensive Integrated Service Intake to be completed by youth and families at a central, single-point of entry to be shared among service providers in compliance with HIIPA regulations, and 95% Providers use a developed document.

3. Development of Policies and Procedures for Integrated Service Networking, from Referral to Case Closure a. Within six months, a Policies and Procedures Manual describing Program Process from referral to case closure is developed by each Site Coordinator with input from Collaborative Providers.

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4. Development of Client Tracking Mechanisms a. Within three months, a client tracking mechanism is jointly developed and described by the Site Coordinator in the Policies and Procedures Manual.

5. Development of Quality Assurance Teams and Client Feedback Mechanisms. a. Within six months, a Quality Assurance Team is developed including Key Stakeholder staff, Service Providers, Supervisors or Professors from Field Training programs, Program Consultants and a Program Evaluator; b. By the end of the year, the Quality Assurance Team will have conducted one visit at each site to assess and improve quality of services; 6. Identification and Utilization of Safe and Accessible Community Sites a. Within one month, each community identifies and secures a safe (free of violence, drug-free) site that is centrally located and accessible by youth and families, or accessible by ADA (American Disabilities Act) compliant transportation.

7. Increased Transportation to Service Delivery Sites a. Within three months, each county will identify and implement the best method (determined by community focus groups) of transporting clients (public transportation, van with grant resources, in-kind community church bus, parents) to the centralized service site.

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Collaboration Appropriate personnel from the local School System, the Juvenile Court, Department of Family & Children’s Services, Juvenile Probation, and other key community stakeholders, will be designated to perform the following: 1) Oversee and administer any Agreement and/or work performance under any Agreement; 2) Monitor program activities and services; 3) Provide technical leadership to ensure that we meet or exceed program objectives.

Collaborative Program Managers, or their designee(s), will have the authority to: 

Monitor program performance in the day-to-day operations;



Provide direction to program personnel in areas relating to policy, information, and procedural requirements;



Collaborative Program Managers will not be authorized, however, to make changes to the terms and conditions of any written Agreement(s) and will not be authorized to obligate their respective collaborative entity(ies) in any way whatsoever beyond the terms of any agreement(s).

Volunteers Staff volunteers include: adults, who are responsible for tutoring core subjects including math, reading, creative writing, social studies, science, etc.; High School Seniors who are responsible for assisting as workshop facilitators, with homework clubs, literacy support services, and youth mentorship; and High School Juniors and Sophomores who assist adult volunteers in tutoring core subjects, including math, reading, creative writing, social studies, science, etc.

Evaluation and Assessment

After the initial referral meeting, evaluations are conducted to determine the life-directional status of each eligible youth. Assessments will be conducted by Knowledge-Management professionals. The results, along with referral recommendations, where needed, are presented to the Intake/Assessment coordinator for inclusion in the program Participant Support Plan (―PSP‖). In the event assessment reveals a need for mental health counseling, such counseling will be integrated into the PSP as set forth below.

In the event pre-testing indicates a need for services outside the scope of the program, a referral to an appropriate entity will be initiated through the referring agency and pursued to completion, if requested by the referring agency. Upon program completion, follow-up testing will be conducted and the results will be made available to the referring entity and to the Court where appropriate.

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Assessment Within ten (10) business days following referral to the program or identification of program eligible youth, a program staff member will also interview each youth and perform an assessment of the youth’s basic academic skills; interests; psychosocial status; including living arrangements, family background, knowledge, and skills; life goals; and values. Our Personnel will also provide an interest and vocational assessment, including testing where needed, on an individual basis. A copy of the assessment may be provided to the local School System, DFCS, Juvenile Probation, and/or the Court for the development of the youth’s individual ESP. Parenting Skills Training for Adults and Teenage Parents Our program will also offer parenting skills training for those parents deemed appropriate by our staff.

The parenting skills training will consist of the following elements: An eight-week program of two (2) hours per week (ten weeks optional), with twelve (12) to sixteen (16) parents per leader. Eight (8) structured sessions, per 10-week program, parenting children with special needs and coping with a child through a trauma will be added to the curriculum where needed.

The eight (8) core sessions are as follows:          

Session 1 Session 2 Session 3 Session 4 Session 5 Session 6 Session 7 Session 8 (Optional) (Optional)

Improving parents’ attitudes toward their children Acquiring or improving parenting skills Child management abilities Communication skills and speaking respectfully Problem-solving skills and crisis management Child management abilities Assertive discipline Single parent issues Session 9 Parenting Children with Special Needs Session 10 Coping with a traumatized child.

The primary goal of the parenting skills training is to develop parents’ communication skills, and to improve child management skills that will result in improved parent-child relationships and promote healthy development and adjustment in the children.

Workshops Each youth participant will be required to attend a minimum of four (4) different workshops per month, totaling forty-eight (48) workshops in a twelve (12) month period. Each workshop will be limited to ten (10) participants and must be at least two (2) hours in length. Workshops must be conducted at times easily accessible for referred youth. The participants will attend workshops as designated in their individual PSP. Our Personnel will schedule sufficient workshops to ensure that youth participants receive all workshops required by their PSP. Workshops are designed to build self-esteem, social skills, conflict resolution skills, and other skills that will enable participants to succeed in school.

Our Personnel will provide one qualified instructor per 10 young persons. Our Personnel staff, guest speakers, and instructors will provide workshop instructions, supervision, disseminate information, and initiate role-playing. Our Personnel will also work with youth participants on an individual basis where needed to refine and focus their vocational and educational interests.

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Our Personnel will encourage school counselors, teachers, and administrators from the local School District to participate in the workshops. The participation of school administrators and personnel will establish a support network for the participants and facilitate their utilization of the educational services offered by the school.

Workshops will include, but not necessarily be limited to, the following issues during each twelve (12) month cycle:              

Proper study skills; Presentation of Educational resources available within the local public school system; Test Taking techniques; Procedures/requirements for enrolling in Specialized School Services; Mentoring and Leadership forums; Mentoring for careers in Government, Politics, or Public Service; Mentoring for careers in Social Services; Field trips to Political venues; Distribution of Educational material (study guides for mathematics, reading, history, etc.); Building Positive Self-Esteem; Self-Expression and Public Speaking competitions; Annual Awards Banquet; Art and Creative Writing skills development; Structured guidance in goal development for a productive future.

Our Personnel will post within the community center a monthly schedule of workshops with topics to be covered at least 30 days prior to scheduled workshops.

Educational Support Services Our personnel will provide Educational and Supportive services as follows: Homework Cubs and Literacy supportive services will be provided at our training site(s) by tutors and instructors selected by our personnel and approved by the local School System. Through the Homework Clubs, our personnel will provide from one (1) to four (4) hours of educational support services per week per youth according to the needs of each youth. The support will be in core curriculum areas such as mathematics, language arts, etc. Our personnel will provide literacy support for youth having difficulty in reading, as reported by the youth’s school and the Program assessment. This will be separate from the homework clubs and will be based on the specific needs of the youth.

School Contact (Quarterly/ Monthly) Our Personnel will visit each youth’s school at least once per quarter to:    

Check on the progress of each youth’s PSP; Determine specific educational services required for each youth; Determine classes required for each youth to graduate from high school; In high-risk situations, visits will be made to schools more frequently.

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Home Visits When necessary, our staff will make at least one in-home visit per month to each youth’s caregiver until the youth completes the program or is terminated from the program. Home visits will establish rapport with caregivers and seek their cooperation to ensure that participants will follow through on homework assignments and other educational plans.

Community Resources Our staff will make appropriate referrals to community agencies when appropriate (i.e., medical facilities, peer support groups, etc.). We will also refer youth participants to community resources, as appropriate (i.e., County Employment Development Department, Health Department, Department of Motor Vehicles, etc.).

We will also expose youth participants to recreational and cultural activities, such as museums, libraries, civic activities, amusement parks, etc. one (1) Saturday of each month. Time and location of field trips will be provided to youth and caregivers at least two (2) weeks prior to the events. Prior to any field trip, we will obtain written consent from each participating youth’s caregiver, as required by state law.

Incentives At least once per month, during classroom activities, we will provide program participants with feedback for good school attendance, participation in workshops/tutorial sessions, graduation, and efforts to make positive progress in school, and refrain from further negative behavior.

At least once per 12-month period, we will provide a one-day retreat or overnight outing (i.e. camping in the mountains or picnic on the beach) to no less than thirty-five (35) youth participants earning the most incentive points in the preceding 12-month period. The time and location of the retreat will be provided to youth and caregivers at least one (1) month prior to the event. We will obtain written consent from each youth’s caregiver prior to the event, as required by law.

Nutrition We will provide nutritional snacks for each youth participating in on-site workshops, educational sessions (homework clubs, literacy support services, etc.), and other activities required under this plan in accordance with local, state and federal requirements.

Mental Health Counseling for Adolescents Mental Health Counseling, where indicated, will include the following services and will be based on the family recovery theories set forth hereunder:        

Anger Management Crisis intervention Residential treatment Wrap-Around services Respite care Community intervention services Personal support network Mentorship and Character development

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The family-centered treatment of adolescents is found to be highly effective since adolescents tend to rely on other significant family members for guidance, discipline, direction, nurturance, validation, and role definition. The family is the center of the youngster’s life outside of his/her peer group. Many of the problems and unresolved conflicts have originated in the family and the family-centered approach to treatment allows unresolved issues to be addressed with the entire family unit.

The mental health system plays the role of supplementing care available in natural settings, instead of substituting for care. Whatever the services are that are needed by the adolescent, the family’s involvement is expected, supported, and facilitated in the natural setting. The family-centered treatment approach permits the family to participate in and ―buy-in‖ to the treatment process from its inception.

The family-centered treatment system of care for an adolescent includes many more options than routine outpatient psychotherapy or hospitalization. By being active participants in the treatment process, family members may become a major context of treatment, providing supervision for the suicidal, attention to withdrawn, and placing limits for the antisocial. Family-Centered treatment keeps the family members involved in all key decisions regarding the adolescent’s care eliminating the need for a ―buy-in‖ later.

Personnel Staff for the program will consist of the following personnel: Executive Director: Chief Operating Officer of the Program responsible for establishing agency and program philosophy; obtaining and allocating resources for the program, including fundraising and procurement of grants; networks to establish and maintain community resources; assisting in designing program workshops; developing program materials and instruments; and supervising the Director.

Volunteer Services Director: Responsible for supervision of program staff; responsible for all aspects of Forum activities as set forth in the program flowchart; assists in the development of workshops, program materials and instruments; coordinates and supervises workshops; homework clubs; literacy support services; field trips; weekend school; school visits; home visits; requests speakers; supervises program file maintenance; ensures accurate record keeping of program data; assists in staff development & training; conducts individual and group counseling sessions for program youth; confers with the local school system, DFCS personnel, Juvenile Probation, and the Court; and assists in the development of Educational Support Plans; responsible for supervising fiscal operation of the program; acts as liaison between the program and youth homes/foster homes/relative caregivers; coordinates quarterly meetings with school counselors; coordinates individual and group counseling sessions for program youth; and administers assessments for program youth.

Administrative Assistant – responsible for answering telephones; recording and relaying messages; maintaining program files; composing and typing correspondence for the program; maintaining program calendar; coordinating networking efforts; providing snacks for program participants; ordering and maintaining office supplies and equipment; and performing other duties as assigned; maintains attendance records.

Intake/Assessments Coordinator: Responsible for Intake Assessments for all youth participants; responsible for distribution and tracking of all materials, agency referrals, school visits, home visits; and weekly evaluations; records data for the program; responsible for monthly field trip coordination, as well as annual retreat coordination.

Workshops/Homework Clubs Manager: responsible for all aspects of Workshops and Homework Club activities as set forth in the program flowchart; responsible for procuring Instructors, Peer Counselors, Guest Speakers, and Youth Volunteers; responsible for Monthly and Quarterly reporting; maintains Building Resilient Youth Program Narrative (Zion 2014-2015) Page 22 of 44

Education program records; monitors program progress and evaluation; acts as a liaison between program participants, the local school system, DFCS, Juvenile Probation, and the Court; facilitates weekly staff meetings and training; facilitates weekly meetings with the Director; and maintains the Quality Control plan for the program.

Mentors: responsible for providing off-site support for assigned young persons in all areas of life-skills development as well as academic performance; assists in assessments for program youth; assists in weekly program workshops as co-facilitators; supervises miscellaneous school activities; and facilitates college/career planning for program youth.

Peer Counselors: High school seniors who have completed program training will assist as workshop facilitators and assist with homework clubs, literacy support services, and youth mentorship.

Adult Volunteers: Responsible for tutoring Core subjects, including Math, Reading, Creative Writing, Social Studies, Science, etc.

Youth Volunteers: Assists Adult volunteers in Tutoring Core Subjects, including Math, Reading, Creative Writing, Social Studies, Science, etc.

Collaboration Appropriate personnel from the local School System, the Juvenile Court, DFCS, Juvenile Probation, or a combination thereof, will be designated to perform the following: 1) Oversee and administer any Agreement and/or work performance under any Agreement; 2) Monitor program activities and services; 3) Provide technical leadership to ensure that we meet or exceed program objectives.

Collaborative Program Managers, or their designee(s), will have the authority to: 

Monitor program performance in the day-to-day operations;



Provide direction to program personnel in areas relating to policy, information, and procedural requirements;



Collaborative Program Managers will not be authorized, however, to make changes to the terms and conditions of any written Agreement(s) and will not be authorized to obligate their respective collaborative entity(ies) in any way whatsoever beyond the terms of any agreement(s).

Solutions We propose to serve two hundred fifty (250) young persons per year under our current program model.

In each of four (4) quarters, we will serve fifty (50) young persons, and we will ―float‖ an additional fifty (50) throughout the fiscal program year. ―Participation in Character Building and Mentoring programs produces positive academic, social and emotional results.‖8 ―Preventative and rehabilitative measures have been proven time and time again to significantly lower the likelihood of a youth offending (or reoffending).‖ ―The most effective programs share the following key components: Education, Recreation, and Community involvement.‖9 Conversely, the hard-time scare tactic strategies of the 1990’s have

8 9

Child Trends (www.childtrends.org) Juvenile Justice fyi (juvenilejusticefyi.com)

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proven ineffective.10 That approach was grounded in the idea that youth could be managed through fear.

Courts imposed harsher sentences on young offenders and in some instances relinquished rights to adjudicate juveniles accused in certain [heinous] crimes to the adult system. No direct correlation was realized between harsher punishments and fewer arrests. In fact, juveniles placed in the adult system actually had a higher recidivism rate than similar juveniles placed in juvenile detention facilities.11 Moreover, ―Juvenile Boot Camp‖ and ―Scared Straight‖ programs were reported by the U.S. Surgeon General’s office to be almost completely ineffective.12 Currently, the Juvenile Justice system finds itself irresolute, faced with the discouraging prevalence of crime and a lack of funding for preventive programs. Momentum is shifting rapidly from the belief in ―get tough on crime‖ policies to an approach that targets the ―root‖ causes of delinquency, rather than the effects of generations of misguided thinking and child-rearing.

Program Outcomes By the end of the first project cycle (1 year from the date of inception), we will achieve the following goals and objectives: Youth and Family Goals 1. Increased Pro-Social Behaviors in the Community: Internships, Jobs, and/ or Community Service a. 75% of Program Participants must be placed in Jobs, Internships, and/ or Community Service.

2. Decreased Criminal Activity and Violence a. In general and overall, program participants must demonstrate a lower rate of recidivism than a control group; b. 85% must demonstrate decrease aggressive behaviors by 25%; c. There must be a 45% reduction in youth arrests overall by the end of the second cycle year (measurable by Police reports).

3. Decreased Involvement in Gangs a. At least 85% of program participants must demonstrate a 40% reduction in gang-related activities; b. A 45% reduction in gang-related arrests by the end of the second cycle year (measurable

by Police reports).

10

id. id.

12 id.

11

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4. Decreased Alcohol and Drug use a. At least 85% of program participants must demonstrate a 50% reduction in alcohol and drug use; 5. Improved School Functioning and Performance a. At least 85% of program participants must demonstrate a 65% increase in school attendance; b. At least 85% of program participants must demonstrate improved academic performance (grades - measured by report cards).

6. Improve Family Functioning and Interaction a. No less than 85% of the parents of program participants, and their families, must attend at least one (1) Family Involvement trip; b. 85% of parents and youth must increase time spent in family activities; c. 75% of parents and youth must report increased quality of interactions.

7. Increased Involvement in Extra-Curricular Activities (Sports/ Music/ Arts/ etc.) a. 85% of program participants must participate in at least one extra-curricular activity; i. 50% of those must participate for at least 5 months.

8. Increased Youth Workforce Development Skills and Access to Jobs a. 85% of program participants must participate in Workforce Development Workshops; b. 85% of program participants must be able to demonstrate increased workforce readiness skills (pre/ post assessment).

9. Improved Attitudes Toward Self, Home, and School a. 85% of program participants must demonstrate increased self-esteem; b. 85% of program participants must demonstrate increased positive perceptions of home life and an understanding of the importance of school for the future (pre/ post youth survey).

10. Improved Social Competence Skills: Self-Esteem, Peer Relations, Socialization, Social Problem-Solving, and Cognitive Problem-Solving Skills a. 85% of program participants must demonstrate increased self-esteem (pre/ postassessment); b. 85% of program participants must demonstrate increased positive peer interaction(s); Building Resilient Youth Program Narrative (Zion 2014-2015) Page 25 of 44

c. 85% of program participants must demonstrate a 50% increase in utilization of positive problem-solving techniques.

Cost/Benefit Analysis What Is The Annual Cost of Juvenile Incarceration?

Incarceration costs vary between different facilities and states. When making comparisons, the cost of each detention program must be weighed against its success at keeping inmates from becoming repeat offenders.

The average amount of money it takes to incarcerate a youth for one year is $43,000. This comes to roughly $117 per day. High-end programs cost about $64,000 per year ($175 per day) and low-end programs cost about $23,000 ($63 per day).13 Much of the money spent on inmates goes toward medical care, supervision, and operating costs. The following points of interest may differ from common conceptions:   

Personalized counseling programs (outside of prison) cost less than confinement and are often more effective.

Recreation programs that keep youths healthy and fit cut down on heavy medical costs and create safer prisons with lower security costs.

Educational programs held in youth prison centers usually lower prison costs. Youth in the classroom environment require less supervision than youth not participating in structured activities. In addition, earning a GED or credit toward college lowers recidivism rates by increasing the likelihood that a youth will find legitimate employment once out of detention.

Can a Taxpayer or a Business Get a Tax Deduction for Contributions Made to Programs Designed to Benefit At-Risk Juveniles ?

Yes! – The CARE Act The CARE Act was brought before the Senate in 2003. The act is designed to allow tax deductions for individuals who make charitable contributions. The aim of the program is to promote giving to community programs that benefit youth and their families. Such positive activities lower youth crime.

A Proposed Solution - The Juvenile Justice and Delinquency Prevention Act of 1974 The Juvenile Justice System was instituted during the Progressive Era, a period of social reform in the U.S. It was initially designed to assist vagrant youth that were being dealt with within the adult system.

Since that time it has been effected by numerous policy and philosophy changes. The landmark policy that established the system we currently operate under was the 1974 Juvenile Justice and Delinquency Prevention Act. The Juvenile Justice and Delinquency Prevention Act called for a "deinstitutionalization" of juvenile delinquents. It required that states holding youth within adult prisons for status offenses remove them within a span of two years (this timeframe was adjusted over time). The act also provided program grants 13

For the cost of every 1 youth incarcerated at the low-end confinement rate ($23,000), we can provide services for 12.6 and most likely help them from experiencing the same fate. For each youth incarcerated at the average annual rate ($43,000), we can help 23.6 toward becoming well-adjusted and productive adults.

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to states, based on their youth populations, and created the Office of Juvenile Justice and Delinquency Prevention (OJJDP).

Through reauthorization amendments, additional programs have been added to the original Juvenile Justice and Delinquency Prevention Act. The following list highlights a few of these additions:       

1977 - Programs were developed to assist learning disabled children that entered the juvenile justice system.

1984 - A new missing and exploited children program was added.

1984 - Strong support was given to programs that strengthened families.

1988 - Studies on prison conditions within the Indian justice system were called for.

1990 - The OJJDP began funding child abuse training programs to instruct judicial personnel and prosecutors.

1992 - A juvenile boot camp program was designed to introduce delinquent youth to a lifestyle of structure and discipline.

1992 - A community prevention grants program gave start-up money to communities for local juvenile crime prevention plans.

Service Components Below is a detailed description of the services and activities that will be provided by the BRY-AMA program over a two-year life-cycle.

Literacy and Psycho-Social Assessments All enrolled youth will be assessed upon admission into the Building Resilient Youth – A Multidisciplinary Approach (BRY-AMA) program. The assessment helps our professional staff identify areas of deficiency so that our prevention and intervention activities can be aligned with each individual student’s needs. The results from the assessments are inserted into each student’s confidential file.

The BRY-AMA assessment will begin with the Wechsler Individual Achievement Test, Stimulus Book 2, to assess each student’s Reading Comprehension, Numerical Operations, Listening Comprehension, and Spelling skills. This Literacy assessment will help our professional staff identify the grade-level on which each student is performing, as well as identify key areas in which they may need remedial assistance. Each assessment will be administered individually in order to provide each student with a high level of privacy. BRY-AMA professional staff has been trained to both administer the assessment tool and tabulate results.

BRY-AMA will use a variety of tools to conduct the Psycho-Social assessment. The Psycho-Social assessment seeks to identify the psychological and social status of each participant. It identifies student goals, living arrangements, peer relationships, social behaviors, family and personal history, mental health status, academic background, and employment history. The following tools are used to obtain the aforementioned information: Admission Application, Student Autobiography, School Transcripts, Report Cards, Attendance Reports, Caregiver Evaluation, Comprehensive Adult Student Assessment Systems (CASAS), Job Interest Inventory, and Vocational Aptitudes Inventory. These assessments are inserted into each student’s confidential file.

The Psycho-Social assessments provide us with very important information about each participant.

Participants who belong to a gang, or who use drugs, or who are sexually active, or who are not thriving Building Resilient Youth Program Narrative (Zion 2014-2015) Page 27 of 44

in school, will be identified, referred, and/ or serviced appropriately. Many of our present students face multiple barriers, as they seek to cope with the trauma experienced within their families. Identifying all barriers is critical for a successful prevention/ intervention.

Weekly Workshops A battery of workshops will be used from our Ten-Step Rites of Passage NFLEC evidence-based curriculum. Through the weekly workshops, students will learn the lessons of the Ten-Step Rites of Passage Program and experience the rituals and ceremonies of growth, maturity, and evolution. All workshops are designed to be interactive and interesting for participants. Our goal is to equip students with all of the tools they will need to become positive and productive adults. Workshops, therefore, cover a wide range of topics from self-esteem, conflict management, discipline, anger management, social etiquette, and study skills from cooking, ironing, and lodging a complaint with a Public agency.

Due to the severe at-risk status of our clients, workshop facilitators must be highly skilled and well prepared to work with this population. Using the ceremonies, rituals, and interactive activities of the Rites of Passage Program, allows participants to receive critical information, in a fun and interesting way.

Rather than youth viewing our services as a program, they often view it as their extended family.

Educational Supportive Services Homework Clubs Homework Clubs are designed to assist students with their homework. The peers that assist students with their homework will be recruited from the neighboring schools and will be students who have a gpa of 3.3 or higher. Using peers to assist in tutoring will help students establish positive relationships with high achievers in their schools and communities. The research has shown that students success in school can be correlated to their relationships with peers and teachers. Using peer counselors will help build that support network for the failing youth. Homework Clubs are primarily designed to assist students in developing the discipline to complete homework on a consistent basis and acquire study skills. The Homework Club is a comfortable environment to complete homework.

Literacy Support Services Currently, over 60% of our youth are two or more grade levels behind in reading and math comprehension. We have found that illiteracy is a primary contributing factor in problem behavior in school and in their respective homes and communities. Many schools and programs provide tutoring for students, however, these students need literacy services before they can take advantage of tutorial services.

BRY-AMA has created innovative ways to offer Literacy Support services. Through ―Hooked On Phonics‖, Literacy software, Karaoke, movies with subtitles, Drama production, and other means, we make literacy fun and informative. Participants find these services to be less threatening than what they experience at school or other community-based organizations.

School Contact BRY-AMA will visit Academic Counselors once per quarter. School visits will be utilized to obtain Report Cards, Attendance Reports, Transcripts, School Resource lists, School Calendars, Access to Guidance & Academic Counselors, and to meet with teachers. These visits are designed to facilitate the participants’ academic success.

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Home Visits BRY-AMA will visit each participants home once per month. Home visits will help program staff establish positive relationships with parents and help parents reinforce the information presented in the weekly workshops at home. Past experience has demonstrated a great need for the Home and BRY-AMA programs to work together. During Home visits, BRY-AMA Program staff will help mediate conflicts in the home, as well as help enhance relationships between young persons and their parents. These visits will also offer support for parents.

Community Resources and Field Trips BRY-AMA personnel will assemble a battery of Multidisciplinary Youth Services resources. Program staff will refer students to appropriate community and county resources. Many of our youth are unaware of the many resources and services available to them. BRY-AMA will invite representatives from community and county programs to attend weekly meetings to share information about their programs with youth. Additionally, we will take students to tour community and county offices.

Field trips will facilitate recreational learning. Recreational learning provides fun, relaxation, and cultural exposure to broken students’ view of the world. The CCYSP will provide a minimum of one Field Trip per month. Field Trips will be held the third Saturday of each month, except for Special Events. All Field Trips will be coordinated with group home staff, caregivers, and appropriate personnel. Caregivers will be given sufficient notice via fax, telephone, and mailed correspondence. Field Trips have varied from attending NBA games to passing out gifts to homeless children during holidays. The Field Trips have been a highlight of our program and have been both informative and fun for our youth.

Incentives BRY-AMA will offer a variety of incentives to increase school performance and to reward participation in the program(s), including but not necessarily limited to the following: 1. The Academic Bowl: the Academic Bowl is an incentive for participants to increase school performance and to turn in weekly progress reports. The Academic Bowl rewards students on a point system. Students with the highest point total at the end of the year will win a Grand Prize, the size and nature of which will depend upon then current resources available for such awards.

Points are awarded based on each student’s weekly progress reports (i.e. - students having greater workshop attendance will have more points). Students who fail to bring in their reports will receive no points. The following is the Grade Point Chart we will use: a. b. c. d. e.

10 points = 7 points = 3 points = 1 point = 0 points =

A B C D F

The Academic Bowl will motivate students to increase school performance and encourage participants to motivate their peers to achieve in school.

2. The Rites of Passage Program: The Rites of Passage program will award certificates to two participants each month for outstanding participation and achievement in the workshops, homework clubs, and literacy support services. Participants will be recognized in front of the entire group during workshops.

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3. Weekend Extra-Curricular Activities: weekend extra-curricular activities will be additional incentives for participants, including but not necessarily limited to: a. Martial Arts: The ancient art of Ju-Jitsu will be offered to participants each weekend.

Ju-Jitsu (the gentle version) is a non-aggressive physical activity designed to teach discipline, non-violent conflict resolution, courage, honesty, fairness, good citizenship, enthusiasm, and hard work. b. Dance: Students interested in traditional and modern dance can enroll in this beginners class. Traditional values, virtues, history, and culture are taught through this class. c. Drama: Presented in a workshop format, various exercises will allow students to explore and achieve self-expression and other dramatic skills. The class will work to host an event at the end of the year. d. African-American/ Latino History: This class will survey African-American and Latino history. The class will enhance student self-esteem, as well as knowledge of history and culture.

4. WAVE Sports Activities: W.A.V.E. stands for “War Against Violence Everywhere”. It ...

These classes will be offered every Saturday according to demand. Classes will be offered at the workshop location. All classes will be taught by qualified personnel.

Parent Support Groups/ Council of Elders Monthly meetings will be scheduled for the parents/ caregivers of all participating students. These meetings are designed to inform parents how to implement the lessons being taught in the program in their respective homes. Getting parents to be involved in education at the High School level has been a tremendous challenge. However, our past experience of using incentives has often motivated parents to attend. Once parents hear the information being presented, they are often motivated to return on their own.

A. College/ Career/ Emancipation Workshops (Rites to Success) The Rites of Passage program will prepare juniors and seniors for post high school education.

Unfortunately, many young people do not have a secure plan for their future. The Rites of Passage program uses an intense series of workshops and presentations to help prepare young persons for their future. The workshops include, but are by no means limited to: Assisting each young person with creating a Life Plan, as well as two back-up, life plans, College, University, and/or Vocational School tours, Money Management, Financial Aid, College Admission, Guest Lecturers, and SAT/ ACT preparation. This component of the program, unlike most college prep programs, is geared to address living arrangements, employment, money management, etc.

B. Rite to Success Workshop Goals a. Juniors i. Visit Colleges, Universities, and/or Vocational Schools once per month; ii. Enroll in Summer ―Bridge‖ programs; iii. Create a detailed Education plan; Building Resilient Youth Program Narrative (Zion 2014-2015) Page 30 of 44

iv. v. vi. vii. viii. ix. x.

College Tour(s); Identify Schools of Interest; PSAT/ SAT/ ACT Preparation & Testing; Workshops Helping Students Get Serious About Their Future; Develop Support Networks; Attend College/ Career Community Activities; Guest Presentations.

b. Seniors i. Continue College Campus visitations; ii. Apply to a Minimum of Ten (10) Schools; iii. Complete Financial Aid Applications; iv. Create Two (2) Back-Up Plans for Emancipation; v. Secure Housing (Transitional or Other); vi. SAT and/or ACT Testing; vii. Job Development; viii. Create an Emancipation Folder with Important Resource Contacts; ix. Money Management; x. Strengthen Support Networks; xi. Guest Presentations.

Youth Interventions Interventions are specialized meetings with program participants that are struggling in school or at home.

These meetings are comprised of the young person, BRY-AMA Professional staff, Ministers, Guardians, and any other person the young person would like to attend. The intervention is designed to confront the young person in a loving and supportive environment, and to assist them in creating a plan to correct or enhance their behavior. The intervention is a powerful session for participants who are presenting a variety of problems. Issues and behaviors that students may not address in a group setting can often be worked out in these individualized sessions.

Men’s and Women’s Nights Men’s and Women’s Nights are gender-specific groups held once each month to provide a forum for young people to discuss issues pertaining to manhood and womanhood. These nights are facilitated by BRY-AMA, and may include guest presenters and/or Field Trips. These workshops may be held at a local restaurant, beauty or barber shop, or other causal meeting space. Men’s and Women’s Nights will be held the last Thursday of each month, immediately following Homework Club and Literacy. This provides an arena for our young ladies to discuss menstrual cycles and care, personal hygiene, men’s virtues, and sexuality; one Women’s night actually centered around how to change a tire on a car. These nights are very interesting and informative. When we removed this component of our program, many of our youth demanded that we bring it back, as they felt they were able to discuss issues and learn things they could not discuss or learn elsewhere.

Rites of Passage Retreat The Rites of Passage Retreat provides an opportunity for youth enrolled in the Rites of Passage program to escape from urbana, to assess themselves, their goals, their vision, and align their behavior with their values. During the three day/ two night retreat, youth will reside in the beautiful and serene mountains of Appalachia, and will participate in various workshops and traditional ceremonies designed to enhance self-esteem, self-awareness, self-determination, and discipline. Additionally, young people will Building Resilient Youth Program Narrative (Zion 2014-2015) Page 31 of 44

participate in cooking breakfast, lunch, and dinner, thereby learning basic cooking skills. Young people will enjoy the many recreation amenities of the campsites such as horseback riding, visiting the lake(s), hiking, basketball courts, campfires, volleyball, and much more. The retreat will be a life-changing experience for all youth in attendance.

Council of Elders The Council of Elders is the body of parents/ guardians that are formed to support the program. Parents meet once per month to learn the information being presented to students. The Council of Elders gathers resources for the program and directs the implementation of the program at BRY-AMA. BRY-AMA will select elders from its constituency to serve as the Council of Elders.

What Is The Ten-Step Rites of Passage?

Throughout the history of civilization, humans have constructed societal institutions designed to help their constituents transition from one stage of life to another. The term ―Rites of Passage‖ was most popularized by a French Ethnographer, Arnold van Gennep, however the traditions and institutions of ―Rites of Passage‖ have been in existence long before Mr. Gennep. Rites of Passage are generally represented by three stages: 1. Separation; 2. Liminality (limbo); and 3. Incorporation.

In the Separation phase, a particular group is identified as having either achieved a certain accolade or reached a period of preparation for a future life stage. Once identified, this group is generally separated from the rest of their community and they enter into ―Limbo‖, a stage in which they receive instruction, guidance, wisdom, training, and participate in rituals in preparation or celebration of their development.

The last phase is Incorporation, which is generally marked by a large celebration/ ceremony whereby the society recognizes that the individual has been properly prepared for their new role in the community.

Rites of Passage’s purpose, structures, traditions, and ceremonies differ across the world. Purposes, structures, traditions, rituals, and ceremonies are culturally specific and are created to enable the individuals within a specified community to prosper and be productive. Today, we see many traces of ―Rites of Passage‖ with Baby Showers, Weddings, Baptisms, First Communions, Bar-Mitzvah, Quinceanera, Sweet-Sixteen’s, Proms, Graduations, Job Promotions, Retirement, and Death. Most of these events are highly celebrated days in the United States and include a variation of the stages noted above.

BRY-AMA has developed a Ten-Step Rites of Passage program that helps participants transition from childhood to adulthood. We focus on ten (10) life areas (Rites) that we believe are critical to the development of people in today’s society. These ten Rites are often taught independently, however every graduate discovers their interdependency. The Ten Rites include: Personal Rite, Emotional Rite, Mental Rite, Economic Rite, Spiritual Rite, Social Rite, Physical Rite, Political Rite, Historical Rite, and Cultural Rite. BRY-AMA conducts Orientations upon enrollment of youth into the program, inviting previous graduates to share their experiences of being in the pfogram, and to let enrollees know that the community supports their participation in this program. Upon entrance into the program, BRY-AMA separates boys and girls during instruction, however some field trips and activities are co-ed. BRY-AMA has designed a dynamic curriculum which employs ―Hands-On‖ workshops to teach life skills during the ―Limbo‖ period. The ―Ten-Step Rites of Passage‖ program has various ceremonies and rituals that culminate each rite and the program.

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The Ten-Step Rites of Passage program is an Evidence-Based Youth Development model. The Ten Step Rites of Passage program is a ―Best-Practice‖ approach because it is not ―problem-focused‖ like most programs, such as only dealing with anger, drug abuse, gang involvement, etc. Instead, the Ten-Step model focuses not only on behaviors that we do not want young people to engage in, but it also equips them with the skills necessary to create productive lives for themselves. The Ten-Step program is holistic in its approach, and employs strategies that are proven most effective in working with high-risk populations. The overall goal is not simply to decrease teen pregnancy, or delinquency, but to guide young people into adulthood as well.

The Ten-Step Rites of Passage PERSONAL:

Life is hard from your womb to your tomb; from the time you check-in to the time you check-out; from your cradle to your grave life is a struggle; but if you are still alive, you still have a chance.

EMOTIONAL:

Emotions are designed to feed us information about how we feel, but they are not designed to dictate our behavior; we all must learn to master our emotions.

SPIRITUAL:

All of our lives are God-Prescribed and God-Supported; the beginning of all knowledge is the fear [respect] of God.

MENTAL:

Learning is a life-long and life-enriching process; we must thirst for the acquisition of knowledge, and develop the skill of thinking; whatever is not growing/ changing is dying.

SOCIAL:

One’s family, community, and the world should benefit from our presence, and not suffer because of it; each one must teach one.

POLITICAL:

Everything and everyone is political; we all make a political statement based on how we choose to live; we must be active in making our families, communities, nation, and world greater than when we inherited it.

ECONOMIC:

Money will not make one a man or a woman, but we all need money to take care of our manly and womanly responsibilities; we must learn how to make, save, spend, and invest a dollar in ways that increase our personal and collective wealth.

HISTORICAL:

Your ―Past‖ explains your ―Present‖; what you so in your ―Present‖ situation will dictate your ―Future‖; therefore, history is an understanding of past, present, and future, and those who do not know their history are bound to repeat it.

CULTURAL:

Culture is everything; Culture is the framework for our values, perceptions, and interactions with this world.

PHYSICAL:

Your health, nutrition, hygiene, and physical activities determines how you will live and how you will grow.

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PROGRAM PERSONNEL BRY-AMA staff for will consist of the following personnel: Executive Director: Chief Operating Officer of the Program responsible for establishing agency and Program philosophy; obtaining and allocating resources for the Program, including fundraising and procurement of grants; networks to establish and maintain community resources; assisting in designing Program workshops; developing Program materials and instruments; and supervising the Director.

Volunteer Services Director: Responsible for supervision of Program staff; responsible for all aspects of Forum activities as set forth in the Program Flowchart; assists in the development of workshops, program materials and instruments; coordinates and supervises workshops; homework clubs; literacy support services; field trips; weekend school; school visits; home visits; requests speakers; supervises Program file maintenance; ensures accurate record keeping of Program data; assists in staff development & training; conducts individual and group counseling sessions for Program youth; confers with DFCS personnel, Juvenile Probation, and the Court; and assists Unit Leaders in the development of Educational Support Plans; responsible for supervising fiscal operation of the Program; acts as liaison between the Program and youth homes/foster homes/relative caregivers; coordinates quarterly meetings with school counselors; coordinates individual and group counseling sessions for Program youth; and administers assessments for Program youth.

Administrative Assistant – responsible for answering telephones; recording and relaying messages; maintaining Program files; composing and typing correspondence for the Program; maintaining Program calendar; coordinating networking efforts; providing snacks for program participants; ordering and maintaining office supplies and equipment; and performing other duties as assigned.

Intake/Assessments Coordinator: Responsible for Intake Assessments for all youth participants; responsible for distribution and tracking of all materials, agency referrals, school visits, home visits; and weekly evaluations; records data for the Program; responsible for monthly field trip coordination, as well as annual retreat coordination.

Workshops/Homework Clubs Manager: responsible for all aspects of Workshops and Homework Club activities as set forth in the Program Flowchart; responsible for procuring Instructors, Peer Counselors, Guest Speakers, and Youth Volunteers; responsible for Monthly and Quarterly reporting; maintains Education program records; monitors program progress and evaluation; acts as a liaison between Project CONNECTparticipants, Department of Family And Children’s Services (DFCS), Juvenile Probation, and the Court; facilitates weekly staff meetings and training; facilitates weekly meetings with the Director; and maintains quality control plan for the Program.

Mentors: responsible for providing off-site support for assigned young persons in all areas of lifeskills development as well as academic performance; assists in assessments for Program youth; assists in weekly Program workshops as co-facilitators; supervises miscellaneous school activities; and facilitates college/career planning for Program youth.

Peer Counselors: High school seniors who have completed the Program’s training will assist as workshop facilitators and assist with homework clubs, literacy support services, and youth mentorship.

Adult Volunteers: Responsible for Tutoring Core Subjects, including Math, Reading, Creative Writing, Social Studies, Science, etc.

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Youth Volunteers: Assists Adult volunteers in Tutoring Core Subjects, including Math, Reading, Creative Writing, Social Studies, Science, etc.

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Annual Budget Personnel and Non-Personnel Position Positions Executive Director 1 Director 1 Workshops/Homework Mgr. 1 Mental Health Counselors 2 Parenting Skills Counselor 1 Intake/Assessment Coordinator 1 Youth Trainers 2 Administrative Assistant 1 Peer Counselors 3 Instructors 1 (x 5) Tutors 1 (x5)

Monthly Salary Time (%) Months 12 Month Budget $5,500.00 100% 12 $66,000.00 $3,750.00 100% 12 $45,000.00 $2,625.00 100% 12 $31,500.00 $5,250.00 100% 12 $63,000.00 $2,625.00 100% 12 $31,500.00 $2,083.00 100% 12 $25,000.00 $2,083.00 100% 12 $50,000.00 $1,900.00 100% 12 $22,800.00 $230.00 100% 12 $8,280.00 $845.00 100% 12 $10,140.00 $845.00 100% 12 $10,140.00

Personnel Costs Total

$363,360.00

Employee Benefits

Salaries Subject to 12 Month Budget Type of Benefits Medical/ Dental Retirement Social Security State Unemployment Worker's Compensation Other Employment Tax/Benefit

Percent (%) 0.00% 0.00% 7.65% 5.70% 6.00% 1.00%

TOTAL

Total Personnel Cost

Employee Benefits $0.00 $0.00 $251,594.40 $251,594.40 $251,594.40 $251,594.40

by Line Item $0.00 $0.00 $19,246.97 $14,340.88 $15,095.66 $2,515.94 $51,199.46

$414,559.46

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Non-Personnel Costs Outreach Description

Rate Per Estimated Mile Miles

Mileage

$0.31

14,250

TOTAL

12 Mo. Budget

by Line Item $4,417.50 $4,417.50

Training Costs Description

Period (Month) Allowance

Assessment Materials Independent Living Skills Training Materials Field Trips Nutrition (Food & Refreshments) Retreat (35 Youth) Youth Activities (Event Tickets & Snacks)

12 12 11 12 1 12

$100.00 $250.00 $600.00 $500.00 $3,500.00 $400.00

TOTAL

12 Mo. Budget

by Line Item $1,200.00 $3,000.00 $6,600.00 $6,000.00 $3,500.00 $4,800.00 $25,100.00

Facilities Costs Description

Period (Month) Allowance

Telephone Utilities (Water, Gas, & Electricity) Rent/Lease of Training Site

12 N/A 12

$400.00 N/A $1,500.00

TOTAL

12 Mo. Budget

by Line Item $4,800.00 N/A $18,000.00 $22,800.00

Consumable Supplies Description

Period (Month) Allowance

Office Supplies Postage Other TOTAL

12 12 N/A

$200.00 $85.00 N/A

12 Mo. Budget

by Line Item $2,400.00 $1,020.00 N/A $3,420.00

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Non-Personnel Costs Other Costs Description Accounting/Auditing Insurance

Period (Month) 12 12

Allowance $450.00 $600.00

TOTAL

12 Mo. Budget

by Line Item $5,400.00 $7,200.00 $12,600.00

Equipment (Rent/Lease/Purchase) Description Van TOTAL

Period (Month)

Monthly Lease

12 Mo. Budget

by Line Item

N/A

N/A

N/A N/A

TOTAL OPERATING COSTS (Non-Personnel)

$68,337.50

TOTAL OPERATING COSTS (Personnel & Non-Personnel)

$482,896.96

Cost per child for twelve months (w/out MH/PST) Cost per child for twelve months (w/ MH/PST)

$1,554.70 $1,931.59

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Executive Summary Zion Baptist Church Restorative Justice Ministry The mission of the Zion Baptist Church Restorative Justice Ministry is to eliminate the recidivism and to clear the records of court adjudicated youth in the Nicetown-Tioga community providing a model for other sections of the city.

By August 2016 50 youth will have completed program at which point we will evaluate the program and make appropriate adjustments.

High level overview of the program         



Jack Johnson through the court system will ―recruit‖ 50 youth from the Nicetown-Tioga community who have been ―connected‖ with the criminal justice system of Philadelphia The youth will be enrolled in a 12 month program running from September 2015 – August 2016 The program which is titled Building Resilient Youth – A Multidisciplinary Approach (BRY-AMA) is a program that is administered by The Advocacy Foundation BRY-AMA has been operated by The Advocacy Foundation in 5 locations in Georgia.

Atlanta, Clayton County, Jasper County, (Jack please fill the others) The program will operate out of the annex in one of the large class rooms on the 1st, 2nd or 3rd floor The program will run from 3 PM – 6 PM Monday – Friday except on holidays Upon completion of 9 months (September 2015 – June 2016) of the program, the Adolescent Law Group will work to see that the youth’s records are cleared.

Year 1 (September 2015 – August 2016) will be used as a pilot.

Finances o All monies received will distributed in the following manner:  10% to Zion  10% to The Advocacy Foundation  80% to the Program costs o Financial reports will be provided on a monthly basis Staffing: o While the initial plan is to operate the program with volunteers the ultimate goal would be to provide a stipend for all volunteers moving them being volunteers to paid staff o Requirements  Executive Director – Jack Johnson  Teachers - 12 are required to provide a ratio of 1:12 adult to youth ratio  4 staff is required per day with a request that staff are being asked to serve a maximum of 2 afternoons per week.

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High-level timeline 

December 2014:



January 2015:



February 2015:



March 2015:



June 2015:



August 2015:

   

September 2015: August 2016: September 2016: September 2017:

1) Meeting with initial group of deacons to review plan 2) Conference call with Dr. James P. Griffin to program success in Georgia 1) Presentation to Deacons request for endorsement 2) Presentation to Joint Board request for endorsement 3) Presentation to church request for endorsement 1) Fundraising begins 2) Zion provide ―actual‖ cost of space for grant proposal purposes 3) Prepare brochure/material including letter/endorsement from church 1) Jack begins working with the courts using material prepared 2) Recruitment of advisory committee begins 3) Recruitment of staff/volunteers begins 1) Advisory Committee complete 2) Finalize space in the annex where program will be held 1) Staff/volunteers recruitment complete 2) Training for staff/volunteers – 2 weeks; 2 nights per week Program launch with 50 youth Program evaluation 100 youth enrolled in the program 250 youth enrolled 2nd site launched

Advisory Council Makeup 1) Zion Deacon probably 2 or 3 – we currently have 3 (Kay, Tucker, Mole) 2) Zion Trustee(s)?

3) Zion Deaconess (?)

4) Zion minister me 5) Probation officer 6) Social worker 7) Someone familiar with the DHS requirements 8) Representative from 25th and 39th police districts (Zion is bounded by both) 9) School teacher, administrator, educator 10) Community representative 11) Politician 12) Ward leader Jack is there a good number in terms of the makeup of this committee? How many people? At this present count we would have about 15 people is that too many?

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Initial Budget (January 2015 – August 2016)     

Executive Director stipend $4,200 o $200/month (91 for monthly transpass + $25 per week) – for discussion purposes this will be removed when we present it is just for framing purposes Staff/volunteers stipend $31,200 o 4 per day/2 days per week + Friday (12 people) @ $50 per week = $600 week * 52 weeks Activities $20,000 Total Year First year costs $55,400 Note: Executive Director stipend begins in January while staff/volunteers & activities not required until September 2015.

A. Program Abstract

The Restorative Justice Project - A Multidisciplinary Approach (hereinafter referred to as ―RJPAMA, or BRY-AMA‖) is our evidence-based, multi-year, multi-faceted, cornerstone Youth and Community Infrastructure program designed to address the needs of ―at-risk‖ young people and change the disenfranchisement paradigm encompassing dysfunctional family cycles, as well as their perceptions within the communities to which they will be restored to ―good standing‖. Our particular program was first proven effective in its two-year pilot in urban, suburban, and rural environments throughout Georgia, and similar programs have also succeeded in nine other states.

We have been highly successful in helping the young people we’ve served, as well as their families, and their communities, understand and break negative social and family patterns regarding youth violence and juvenile delinquency, education, literacy, pregnancy, substance abuse, etc.

The overall objective of the program is to teach self-discipline, personal

responsibility, academic and time-management skills (including study skills, test-taking techniques, and life skills) designed to promote community binding, while simultaneously decreasing anti-social behaviors, and building a Community Infrastructure designed to encourage Building Resilient Youth Program Narrative (Zion 2014-2015) Page 41 of 44

young people to stay in school and complete either their high school education or a vocational training program in preparation for college, military service, or the workforce after graduation.

B. Specific Aims – Program Goals Our program will focus on the following aspects of the MAVPP Peace Plan Initiative:

a. b. c. d. e. f. g. h.

Youth Violence; Gang Affiliation; Truancy Reduction; Family Violence; Youth Capacity Building; Mentoring; Parental Involvement; And more as we evolve.

Our primary objective is to reduce the incidence of pre-delinquent behaviors, including, but not limited to, gang affiliation and violence, acting disruptive and stealing, running away, truancy, marginal academic performance, and/or the low probability of high school graduation.

C. Service Delivery Plan The RJP-AMA program serves adolescents ages eight (8) through eighteen (18); residing either at home or in foster or relative care; and enrolled in the local public school system. These adolescents have been identified as ―at-risk‖ due to their high truancy rates, delinquent behavior, multiple placements, failure in two or more subjects in school, drop-out rates, and their close proximity to a multitude of potentially life-threatening dangers within or near their surrounding communities. Through extensive outreach efforts, we identify no less than two hundred fifty (250) adolescents over a twelve (12) month period to participate in the program in each service delivery area. Eligible participants typically display one or more of the following characteristics: D. Risk Factors     

Poor attendance at school; Marginal academic achievement and/or low probability of high school graduation; Little or no previous job experience; Involvement in gang-related activities; Limited or lack of family and/or community support;

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       

Appear to have low self-motivation or low self-esteem; History of victimization and/or substance abuse; Negative involvement with law enforcement; History of running away or temporary periods of homelessness; Parents without adequate parenting skills and/or child care; Violence or fighting with others without provocation; General lack of positive direction and guidance; and Other high-risk factors.

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