School Based Juvenile Justice Diversion

1. School Based Juvenile Justice Diversion

2. School Based Diversion Why we applied

3. Why we applied • Zero Tolerance polices • Resulted from 1999 tragedy at Columbine High School • Foster a school to prison pipeline though increased Juvenile Justice involvement • Majority of youth in JJ system have a diagnosable MH issue • Conditions can go unrecognized • Systems not coordinating effectively

4. Mission Statement • Our mission is to reduce Juvenile Justice involvement of youth with Mental Health and Substance Use Disorder needs by diverting from arrest in schools and creating clear pathways to effective individualized assessments, treatments, and supports.

5. Mission Statement • Through collaboration of: • Skill-building and pro-social skills • Consistent responses • Create some sort of over-arching, holistic approach • Fits into framework of increasing access to MHSUD support through schools • Crossover between schools and Juvenile Justice system • Collaboration across stakeholders/initiatives/systems • Integrated effort across systems

6. School-Based Diversion • Schools are a primary source of referrals to JJ • Acting out behaviors are often as a result of, or a symptom of a behavioral health need • Many referrals involve students with special education needs • Many schools often find it easier to refer youth to JJ system rather than address underlying reasons • Or refer to JJ as a form of referral to BH assistance

7. Gaps in Service • Statewide data • 8.2% of youth have an SUD • Recent marijuana use 19% • Heavy occasional binge alcohol use 25% • 13.1% have a diagnosable MH need • 13% seriously considered suicide • Much higher prevalence in JJ system • 67-70% have MH need and/or SUD • Statistics from Wisconsin Mental health and Substance Abuse Needs Assessment, 2013; Wisconsin youth Risk Behavior Survey, 2013; National Center for Mental Health and Juvenile Justice, 2006

8. ACEs and Trauma • Adverse Childhood Experiences (ACEs) • Children with two or more ACES more likely to: • Repeat grades • Have behavioral issues • Suffer chronic health issues (including ADHD) • 46% of Wisconsin’s children have at least one ACE • 11% of Wisconsin’s children have three or more ACEs • In DOC and the Division of Juvenile Corrections (DJC): • 2% report having zero ACEs (compared to 46% of WI youth in general) • 64% report three or more ACEs

9. ACEs and Trauma • Trauma Informed Care (TIC) • What it is: • A principle-based culture change process • It focuses how trauma may affect an individual’s life and their response to behavioral health services • What it is not: • An intervention to address PTSD • A “flavor of the day” approach • “We need to presume the clients we serve have a history of traumatic stress and exercise universal precautions by creating systems of care that are trauma informed.” (Hodas, 2005)

10. Disparities • Racial/ethnic minorities disproportionately represented in WI JJ system • 60% of youth in juvenile detentions in 2013 were youth of color • 47% identified as African-American • Detention rate for white youth in WI: 7 per 1000 • Detention rate for American Indian youth: 33.6 per 1000 (4.8x) • Detention rate for African-American youth: 67.5 per 1000 (9.6x)

11. Disparities • Racial/ethnic disparities continue further into the system as well • At DOC’s two juvenile justice institutions • Seven out of ten young people identified as African-American (70%) • White, non-Hispanic youth more likely to be filtered out of the juvenile correction system • African-American and American Indian youth more likely to be filtered deeper into the system

12. Local Gaps in Service • Rock County • Lacking community based providers who work with adolescents with co-occurring disorders • Needs • Increased access and availability of assessment • Outreach • Intervention • Pre-treatment services • Evidence-based treatment availability • Support for adolescents

13. Local Gaps in Service • Need for evidence-based, adolescent-specific services • Biologically • Psychologically • Socially

14. Local Readiness • AODA/JJ Grant • JJ Reform and Culture Shift • DPI Grants to Beloit • Expression of desire for culture improvement • Restorative Justice

15. School Based Diversion What we’re doing

17. What’s Already Happening • Safe Schools / Healthy Students • Department of Public Instruction (DPI) • Increase % of students referred for MH services • Incorporate therapeutic counseling in the school wellness center • Implement SBIRT at middle and high school levels • Decrease the number of office discipline referrals • Develop a cross agency release of information agreement with BPD, School District of Beloit, and Human Services Department

18. What’s Already Happening • Safe Schools / Healthy Students • Reduce % of LGBT identifying students who report being harassed • Reduce % of students reporting they didn’t go to school in the past 30 days • Train at least 10 BPD officers in Crisis Intervention Teams (CIT) • Use agreement with JJ, the court system, and the school to support and implement Teen and Truancy Court

19. Strategic Plan Phases • Oversight • Data Analysis and Choice of Pilots • Outreach • Research on tools • Model Development • Training Plan • Outcomes

20. 1) Oversight • Form a steering committee • Establish a collaborative decision-making body • Set the vision/mission • Our mission is to reduce Juvenile Justice involvement of youth with Mental Health and Substance Use Disorder needs by diverting from arrest in schools and creating clear pathways to effective individualized assessments, treatments, and supports.

21. Our Goals • Establish a collaborative and coordinated cross-system process focused on developing recommendations that will support the appropriate and timely interventions for youth to divert those youth with behavioral health needs from the JJ system • Establish policies and procedures that appropriately divert youth with behavioral challenges from the JJ system

22. 2) Data Analysis Review County Data Review Beloit School Data Choose Pilot School– Todd, Cunningham, Beloit Learning Academy

23. 3) Outreach 1) Focus Groups a) Overview of the NCMHJJ Policy Academy Initiative b) Context/Description of why schools were chosen c) Questions/Discussion for staff Common Behavioral Incidents Current Process/Policy Law Enforcement/SRO/Mobile Crisis involvement Knowledge of MH/SUD Training Needs

24. 4) Research Tools 1) SAEBRS 2) GAINS 3) MAYSI

25. Model Development • Utilized mobile crisis team to pilot an expanded response in 3 pilot schools as SBDI • Lowered the threshold for crisis response • Allowed for earlier intervention as prevention • Diversion from JJ • Assessment includes risk for JJ involvement • Targeted interventions on specific and expanded risk factors • Linkage and Follow up • Process Hand out

26. Training Plan - School • Trauma Sensitive Schools • MH Framework – DPI • Youth MH First Aid • Intro to SBDI • JJ/MH Model • Crisis Response vs SBDI • Model and Flow Chart • SAEBRs Training

27. County Training • New Model and thresholds • School Based Initiatives • GAIN • MAYSI?

28. Community & LE Training • Education on culture shift • ED FAQ’s from OCMH • CIT • CIT-Y

29. Outcomes • Develop Rock County school-based diversion tracking form in Electronic Health Record • Date of Contact • Referring School • Referring Teacher (optional) • Referral Category (optional) • SAEBR Outcome • Dispositional Decision • MAYSI Outcome • School Discipline Data

30. MacArthur Website • Ncmhjj.com/srm