Alternatives to Arrest for School Based Law Enforcement – Intermediate Curriculum

1. Alternatives to Arrest for School Based Law Enforcement – Intermediate Curriculum Instructor

2. Terminal Objectives • Participant should be able to recognize Campus Law Enforcement responses to criminal actions. • Participant should be able to recognize Campus Law Enforcement responses to non-criminal actions. • Participant should be able to identify one alternative to arrest strategy. • Participant should be able to identify internal and external resources available to assist with alternatives to arrest. • Participant should be able to identify components of the Restorative Justice philosophy.

3. Enabling Objectives • Participants will divide into small, evenly numbered groups and elect a spokesperson • Groups will be given scenarios • Groups will develop an alternative to arrest course of action • Group spokesperson will present the course of action to the class

4. Student Discipline • Punishment - Schools use punishment every day to maintain control of the behavior of students on campus.

5. Zero Tolerance • Adopted Language • Principal to Police • Arrests at School Have Increased • No Alternative

6. What is Our Goal in Public Schools? • Districts goal is to educate students • Campus Law Enforcement goal is to educate students in a safe environment

7. Student Culpability • Age of Criminal Responsibility • Minors • Brain Development

8. Continuum of Campus Law Enforcement Officer Responses • Campus Law Enforcement officers will respond to both criminal and non-criminal actions on their campus. • Responses to criminal actions will likely be more standardized but will still require notification to administration. • Responses to non-criminal actions may differ from district to district and may even differ from campus to campus.

9. Campus Law Enforcement Traditional Responses to Criminal Actions • Discretion • Citation • Non-Custodial Arrest • Custodial Arrest • Juvenile Processing Offices

10. Campus Law Enforcement Traditional Responses to Criminal Actions • Transports • Off Campus but School Related • Notifications • Training

11. Campus Law Enforcement Responses to Non-Criminal Actions • Administrative Discipline Processes • Student Code of Conduct

12. Administrative Discipline Process • Report of Misconduct • Open Communication • Discipline Referral • Root Cause • Interview

13. Administrative Discipline Process • Multiple players • Suspension • What Happens on Return • Stay Away Agreements • Hearings for Alternative Placement • Documentation

14. Dual Purpose Processes • Medical Assistance • Mental Health Assistance • Child Advocacy Center • Child Protective Services

15. Reducing Arrests • Juvenile Justice System as a Deterrent • Proactive / Non-Punitive Strategies

16. Campus Law Enforcement Alternatives to Arrest • Conflict Resolution • Mediation • Mentoring • Legislative Changes • First Time Misdemeanor Programs • Disciplinary Tiers

17. Legislative Changes • House Bill 359, 82ndTx. Legislature • Disruption of Transportation • Disruption of Classes • Disorderly Conduct – Abusive Language • Disorderly Conduct – Offensive Gesture • Disorderly Conduct – Noxious Odor • Disorderly Conduct – Unreasonable Noise • Disorderly Conduct – Fighting

18. First Time Misdemeanor Programs • First Offense for a Non-Violent Criminal Offense • Discretion • Refer to School Administration • Documentation • Future Offenses • Remains in an Enforcement Role

19. Disciplinary Tiers • Minor Incidents • More Severe Incidents • Tier 1 • Tier 2 • Tier 3 • Tier 4 • Tier 5

20. Identify Adequate Resources • Internal Resources • External Resources

21. Internal Resources • Student Code of Conduct • Officers (Training, MHO, Mediator) • Policies and Procedures (District and Department) • Community Trends • Staff (Teachers, Coaches, Security, Custodial)

22. External Resources • Parents • Courts • Juvenile Probation Officers • Faith Based Organizations

23. Restorative Justice Concept • Alternative to Punitive Models • Focuses on Control and Support

27. How Do Restorative Justice Practices Work? • Foster Awareness • Avoid Lecturing • Actively Involve Offenders • Accept Ambiguity • Separate the Deed from the Doer • Opportunity for Learning

28. Group Exercises

29. Scenario #1 • You are assigned as an SRO at Central High School. A 9th grade male student comes to your office and tells you he is being picked on by several upper classmen. The student is visibly upset and tells you he is afraid to walk down the halls during class change. What do you do?

30. Scenario #2 • You are assigned as the SRO at Lakeview Middle School and you receive a report of a 6th grade female student who just fought with a 7th grade female student in the hallway during class change. The fight was witnessed and broken up by a staff member. The girls were escorted to the main office. Neither claim that they are injured. What do you do?

31. Scenario #3 • You are assigned as the SRO at Rider Intermediate School and are called to the Principal’s office where an 8th grade male was found to be in possession of a small, but usable amount of marijuana. The Principal found the contraband during an administrative search. What do you do?

32. References • Chedekel, Lisa (2011) The Day, Seeking Alternatives to Arresting Kids, theday.com • Drug War Cost Clock, actionamerica.org • Moran, Patricia (2012) The Real Costs of Failing Our Kids, manchesterpatch.com • Wachtel, T. (2003) Restorative justice in everyday life: Beyond the formal ritual. Reclaiming Children and Youth, 12 (2), pp.83-87 • Texas Family Code, Section 52.025 • District of Columbia Public Schools, Disciplinary Responses to Student Behavior, (DCPS Student Discipline Policy, DCMR Chapter 25)

33. References for Images • www.beaumontenterprise.com/news/article/The-paddle-has-been-swung-in-SETx-schools-1-500-3546249.php#photo-2916197 • http://saline.patch.com/articles/officals-say-new-police-post-at-shs-is-saving-lives#photo-7942758 • http://www.uco.edu/student-affairs/conduct/ • http://www.nwaonline.com/news/2011/nov/22/board-rejects-request/ • http://www.okimoto.com/research/restorative.htm