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The <strong>Transformative</strong> <strong>Justice</strong> <strong>Project</strong> of Pennsylvania, New Jersey & Delaware<br />

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The <strong>Transformative</strong> <strong>Justice</strong> <strong>Project</strong> @ Zion<br />

The <strong>Transformative</strong> <strong>Justice</strong> <strong>Project</strong> - A Multidisciplinary Approach<br />

To address the needs of the at-risk youth in our community, The <strong>Transformative</strong> <strong>Justice</strong> <strong>Project</strong><br />

provides a support system for youth experiencing poor academic performance (two or more class<br />

failures), or who have dropped out of school, or been expelled, and who also meet certain “atrisk”<br />

environmental criteria, their families and communities.<br />

This program also serves as an alternative to detention for young people coming into contact<br />

with the Juvenile <strong>Justice</strong> System.<br />

Our mission is to eradicate delinquency by teaching young people self-discipline, personal<br />

responsibility, academic and time-management skills, study skills, test-taking techniques, STEM<br />

and Computer Sciences, and a myriad of additional fundamental and advanced life skills<br />

designed to significantly decrease anti-social and delinquent behaviors. The program is designed<br />

to encourage young people to stay in school and complete either their high school education,<br />

vocational training or GED, and then to pursue either post-secondary education, a vocation, or<br />

military service.<br />

And finally, we believe that our T.E.A.M. provides the best courtroom support in the industry,<br />

seeking to ensure that our program participants receive the best possible advocacy, and without<br />

excessive expense to the young people and their families.<br />

And we need your help!<br />

So at your first opportunity, please visit our website and sign-up to become a monthly, quarterly<br />

or one-time donor of ($10, $30, or $120 respectively). Once you become a donor, you will<br />

receive our Quarterly Newsletter (The e-Advocate), as well as a host of other quarterly and annual<br />

informative and educational materials designed to keep our members and supporters wellinformed<br />

about the inner-workings of the <strong>Justice</strong> process, where and how it reforms are most<br />

needed, as well as a myriad of intricacies and best-practice advice for establishing and managing<br />

charitable organizations, helping them become self-sustaining powerhouses of evidence-based<br />

support within their own home communities.<br />

www.TheAdvocacy.Foundation<br />

Thank you for your attention, as well as for your encouragement and financial support.<br />

Blessings!<br />

Jack Johnson<br />

Jack Johnson<br />

Founder & CEO<br />

The <strong>Transformative</strong> <strong>Justice</strong> <strong>Project</strong> of Pennsylvania, New Jersey & Delaware<br />

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The <strong>Transformative</strong> <strong>Justice</strong> <strong>Project</strong> of Pennsylvania, New Jersey & Delaware<br />

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____________________________________________________<br />

The <strong>Transformative</strong> <strong>Justice</strong> <strong>Project</strong><br />

A Multidisciplinary Approach<br />

Program Guide<br />

Submitted on Behalf of<br />

The North Philadelphia Coalition<br />

for Delinquency-Free Communities<br />

by:<br />

John C. Johnson III<br />

Advocacy Foundation – Founder & CEO<br />

Nonprofit Advisors Group – Principal Investigator<br />

Collaborative US – Director of Organizational Development<br />

Theological Law Firm Academy – Superintendent<br />

Legal Missions International – Reconnaissance Administrator<br />

____________________________________________________<br />

1415 North Broad Street, Suite 226<br />

Philadelphia, PA 19122<br />

(878) 222-0450 Voice | Fax | SMS<br />

†<br />

www.TheAdvocacy.Foundation<br />

© The Advocacy Foundation, Inc. 2003 – 2018. All Rights Reserved<br />

The <strong>Transformative</strong> <strong>Justice</strong> <strong>Project</strong> of Pennsylvania, New Jersey & Delaware<br />

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The <strong>Transformative</strong> <strong>Justice</strong> <strong>Project</strong> of Pennsylvania, New Jersey & Delaware<br />

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Biblical Authority<br />

________<br />

Proverbs 31:8-9 (MSG)<br />

8-9<br />

“Speak up for the people who have no voice, for the rights of all the down-and-outers.<br />

Speak out for justice! Stand up for the poor and destitute!”<br />

Zechariah 8 (MSG)<br />

Rebuilding the Temple<br />

8 1-2 And then these Messages from GOD-of-the-Angel-Armies:<br />

A Message from GOD-of-the-Angel-Armies:<br />

“I am zealous for Zion—I care!<br />

I’m angry about Zion—I’m involved!”<br />

GOD’s Message:<br />

3<br />

“I’ve come back to Zion,<br />

I’ve moved back to Jerusalem.<br />

Jerusalem’s new names will be Truth City,<br />

and Mountain of GOD-of-the-Angel-Armies,<br />

and Mount Holiness.”<br />

4-5<br />

A Message from GOD-of-the-Angel-Armies:<br />

“Old men and old women will come back to Jerusalem, sit on benches on the streets and spin<br />

tales, move around safely with their canes—a good city to grow old in. And boys and girls<br />

will fill the public parks, laughing and playing—a good city to grow up in.”<br />

6<br />

A Message from GOD-of-the-Angel-Armies:<br />

“Do the problems of returning and rebuilding by just a few survivors seem too much? But is<br />

anything too much for me? Not if I have my say.”<br />

7-8<br />

A Message from GOD-of-the-Angel-Armies:<br />

“I’ll collect my people from countries to the east and countries to the west. I’ll bring them<br />

back and move them into Jerusalem. They’ll be my people and I’ll be their God. I’ll stick<br />

with them and do right by them.”<br />

The <strong>Transformative</strong> <strong>Justice</strong> <strong>Project</strong> of Pennsylvania, New Jersey & Delaware<br />

9-10<br />

A Message from GOD-of-the-Angel-Armies:<br />

Page 7 of 58<br />

“Get a grip on things. Hold tight, you who are listening to what I say through the preaching


The <strong>Transformative</strong> <strong>Justice</strong> <strong>Project</strong> of Pennsylvania, New Jersey & Delaware<br />

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Introduction<br />

Since its founding in 2003, The<br />

Advocacy Foundation has become<br />

recognized as an effective provider of<br />

support to those who receive our<br />

services, having real impact within the<br />

communities we serve. We are<br />

currently engaged in several<br />

community and faith-based<br />

collaborative initiatives, having the<br />

overall objective of eradicating all<br />

forms of youth violence. We<br />

accomplish this by promoting<br />

evidence-based Multidisciplinary<br />

programs and services including, but by no means limited to: In-School and Afterschool Prevention &<br />

Intervention activities, Parenting programs, Mentoring, Internships & Community Service activities,<br />

Academic and Vocational Prep programs, Tutorial and Remedial curricula, and purposeful activities for<br />

Senior Citizens.<br />

Moreover, it is our most fundamental belief that in order to be effective, Prevention and Intervention<br />

strategies must be Community Specific, Culturally Relevant, Evidence-Based, and Collaborative. The<br />

Multidisciplinary programming we employ in implementing and carrying-out this community-fortifying<br />

work includes all the programs further described herein, and several additional projects that are “On The<br />

Drawing Board” for future implementation.<br />

We also indirectly support, and contribute to, the adopted evidence-based strategic Gang Prevention Best<br />

Practices framework developed by the Office of Juvenile <strong>Justice</strong> & Delinquency Prevention (OJJDP):<br />

Community Mobilization, Social Intervention, Provision of Opportunities, Organizational Change &<br />

Development, and Suppression [of illegal activities].<br />

Our cornerstone programs are:<br />

Program<br />

Endorsed By<br />

1. <strong>Transformative</strong> <strong>Justice</strong> <strong>Project</strong> – Multidisciplinary NFLEC/ White House - HAY<br />

2. 24/7 Dads – Basic/ Advanced Fathering National Fatherhood Initiative<br />

3. Mentoring Children of Prisoners Amachi/ Pub/Private Ventures<br />

4. Youth Court – Middle/ High School National Youth Court<br />

5. <strong>Project</strong> Healthy Living for Senior Citizens Atlanta Metropolitan College<br />

Although our main Prevention/ Intervention models were originally designed for African-American<br />

youth, the models have been adapted to a multi-cultural, as well as multidisciplinary, format. Today,<br />

<strong>Transformative</strong> <strong>Justice</strong> <strong>Project</strong> – A Multidisciplinary Approach (TJP-AMA) services young people and<br />

adults of all different races and cultures. The models empower and enable youth and adults, males and<br />

females, to appreciate different cultures as well as their own.<br />

The <strong>Transformative</strong> <strong>Justice</strong> <strong>Project</strong> of Pennsylvania, New Jersey & Delaware<br />

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Organizational Accomplishments<br />

Organizational accomplishments include, but are by no means limited to:<br />

1. Acquisition of Nationally Recognized Evidence-Based programs and services;<br />

2. Formation and cultivation of Collaborative partnerships with key community stakeholders;<br />

3. Expansion of Organizational Development expertise;<br />

4. Success rates greater than 85%.<br />

The Dilemma Facing the Juvenile <strong>Justice</strong> System<br />

The Need for Our Program and Target Population<br />

America's Juvenile <strong>Justice</strong> System is responsible for keeping our citizenry safe and rehabilitating<br />

delinquent youth. Meeting these two responsibilities has been the goal of the system since it was first<br />

implemented. The dilemma, however, that has faced policymakers and citizens has been deciding which<br />

of the two aims should receive the most emphasis, and thus, funding. Should the state build more juvenile<br />

penitentiaries and immediately protect its citizens, or should it teach current prisoners life skills that will<br />

help them to live in such a way that they will be less likely to recapitulate (reoffend)? Or, in a separate,<br />

preventative effort, should the state use its resources to fund parenting, recreational, and mentoring<br />

programs that build up youth and enable them to make good decisions early on?<br />

In the end, the state must balance effectiveness with urgency. Preventative and rehabilitative measures<br />

have been proven time and time again to significantly lower the likelihood of a youth offending (or<br />

reoffending). However, the results of prevention and rehabilitation programs do not become apparent<br />

until years after they are begun, and few are willing to risk the immediate threat that could befall the<br />

community should funding of penitentiaries experience a shortfall while prevention and rehabilitation<br />

programs are being established. Citizens do not want to be the guinea pigs through which psychologists<br />

measure the effectiveness of their rehabilitative efforts; they want offenders locked up. But most people<br />

also know a young person, or were one, that prevention or rehabilitation measures helped somewhere<br />

along the way.<br />

Our operations model enables us to work with all strata of “at-risk” youth, both male and female, and<br />

their respective families. Although we recognize that we cannot rescue children, we have developed<br />

programs that seek to assist families in developing and accessing resources which help lower the families’<br />

at-risk factors. For entire communities, TJP-AMA provides structured, multifaceted, culturally<br />

responsive programs designed to foster community-wide paradigm shifting and thereby help young<br />

people become positive and productive adults.<br />

TJP-AMA also promotes interdependence between self, family, local and global communities. The<br />

program embeds a Character-Building model called “Ten-Step Rites of Passage”, which promotes selfesteem,<br />

self-discipline, self-determination, and self-sufficiency. Through interactive workshops, creative<br />

field trips, and dynamic presentations, young persons are provided with the tools and information<br />

necessary to develop healthy behaviors, improved study skills, the ability to plan for the future, and<br />

increased practical knowledge of political, economic, and social systems that impact their lives.<br />

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What Really Works and What Doesn’t - Juvenile Delinquency Prevention<br />

Legal Representation of Juveniles<br />

Low funding for juvenile defense attorneys has placed an additional strain on many states already<br />

overburdened by their caseloads. In Louisiana's New Orleans Juvenile Court System, for example, a staff<br />

of seven defense attorneys (six of which work part time) handles over 4,800 cases a year. Many of the<br />

accused juveniles, after receiving only minutes of legal counsel, are encouraged to plead guilty to reduce<br />

their sentences. The situation is worse outside of New Orleans; throughout the rest of the state fewer than<br />

half of juvenile defendants even meet with an attorney. While, the advised "guilty" plea often allows for<br />

the juveniles to be convicted on "misdemeanor" charges - and thus receive lighter penalties than they<br />

would receive if, tried guilty, they were convicted on "felony" charges - a "misdemeanor" conviction will<br />

remain on a juvenile's record and count against him should he face charges again.<br />

"Well Adjusted" Juvenile Criminals<br />

Many are searching for an explanation for the rise in violent crime, drug use, and gang involvement in<br />

provincial, 'small towns' across the nation. Most states view the rise in crime among its youth frightening,<br />

in part, because the 'safe' environment found in many sub-urban environments is something parents across<br />

America have often hoped to model in their own communities. Sub-urban neighborhoods and local<br />

schools have traditionally been thought of as childhood utopias that rear healthy citizens. Latent behind<br />

school programs, family diners, and calm country<br />

settings, however, was a propensity toward crime<br />

normally assumed to be a trait of 'distant' inner<br />

cities. Across American communities, both the<br />

number and severity of juvenile crime cases have<br />

increased dramatically in recent years. The<br />

absence of substantial motive, along with the<br />

intensity of violence associated with many recent<br />

homicide cases has been quite shocking. Recent<br />

events have called for a reevaluation of American<br />

assumptions on what situations 'create' criminals.<br />

It is now commonly believed that American<br />

adults must act to rid US culture of elements that<br />

have thwarted a healthy uniting of children with<br />

their communities. In an effort to sell products, advertisers, for example, have researched and "exploited"<br />

motifs that captivate and stimulate youth, creating scenarios charged with "hyper sexuality, aggression,<br />

addiction, coldness, and irony-laced civic disaffection." Though juvenile crime cannot be reduced to the<br />

effects of the media, one writer makes the point that such advertising has "seeded" a youth culture that is<br />

enthralled with violence and detached from the effects of crime. Many young people do not receive the<br />

encouragement they need from adults to help them narrow in on their individual talents and experience<br />

confidence-giving success. The writer suggests that adults battle the growing separation between<br />

juveniles and their communities with a campaign of "sustained mentoring."<br />

The <strong>Transformative</strong> <strong>Justice</strong> <strong>Project</strong> of Pennsylvania, New Jersey & Delaware<br />

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Deeper Statistics – Patterns in Juvenile Delinquency and Behavior<br />

Victimization of and by Juveniles<br />

occurs most frequently between the<br />

hours of 2pm and 8pm every school<br />

day, with violent crimes peaking at<br />

3pm on weekdays. 1 The most recent<br />

Office of Juvenile <strong>Justice</strong> and<br />

Delinquency Prevention study<br />

indicates that serious violent crimes by<br />

juveniles occur most frequently in the<br />

hours immediately following the close<br />

of school on school days. Fifty-seven<br />

percent (57%) of all violent crimes by<br />

juveniles occur on school days. 2 On non-school days, the incidence of juvenile violence increases<br />

through the afternoon and early evening hours, peaking between 8pm and 10pm. 3<br />

The Early Training Approach<br />

The most effective way to prevent juvenile delinquency has indisputably been to assist children and their<br />

families early on. Numerous state programs attempt early intervention, and federal funding for<br />

community initiatives has allowed independent groups to tackle the problem in new ways. The most<br />

effective programs share the following key components:<br />

Education - Model programs have assisted families and children by providing them with information.<br />

Some programs inform parents on how to raise healthy children; some teach children about the effects of<br />

drugs, gangs, sex, and weapons; and others aim to express to youth the innate worth they and all others<br />

have as human beings. All of these programs seek to instill youths with an awareness that will allow them<br />

to exercise discretion in what they will subject their minds to. This is particularly important in an era<br />

where youth are barraged with sexual and violent images. Educational programs have the underlying<br />

intent of encouraging hope and opening up opportunities for young people.<br />

Recreation - One of the immediate benefits of recreational activities is that they fill unsupervised afterschool<br />

hours. (The Department of Education has reported that youths are most likely to commit crimes<br />

between 2 pm and 8 pm, with crime rates peaking at 3 pm.) Recreation programs allow youths to connect<br />

with other adults and children in the community. Such positive friendships may assist children in later<br />

years. Youth programs are designed to fit the personalities and skills of different children and may<br />

include sports, dancing, music, rock climbing, drama, karate, bowling, art, and other activities.<br />

Community Involvement - Girl scouts, boy scouts, church youth groups, and volunteer groups all involve<br />

youth with the greater community. Such involvement helps stop the disconnect many youths feel as they<br />

enter their teenage years, and ties them to the community they are a part of.<br />

1<br />

Office of Juvenile <strong>Justice</strong> and Delinquency Prevention (ojjdp.ncjrs.org)<br />

2<br />

id.<br />

3<br />

Ibid.<br />

The <strong>Transformative</strong> <strong>Justice</strong> <strong>Project</strong> of Pennsylvania, New Jersey & Delaware<br />

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The TRANSFORMATIVE JUSTICE PROJECT – A MULTIDISCIPLINARY APPROACH<br />

To address the needs of the at-risk youth involved in our program, TJP-AMA provides a support system<br />

for youth, and their families, experiencing poor academic performance (two or more class failures), or<br />

who have dropped out of school, or been expelled, and who also meet certain “at-risk” environmental<br />

criteria. The mission of this program is to teach young people self-discipline, personal responsibility,<br />

academic and time-management skills, study skills, test-taking techniques, and a myriad of additional<br />

fundamental and advanced life skills designed to significantly decrease anti-social and destructive<br />

behaviors. Our programs are designed to encourage young persons to stay in school and complete either<br />

their high school education or vocational training and pursue a post-secondary education, a vocation, or<br />

the military.<br />

In addition to great, relevant, evidence-based programming, exciting and inspiring programming, we must<br />

also continue to expand our capacity and develop greater fundamental organizational supports such as<br />

various Certifications, Staff Development and Training, Needs Assessments, Board Development, Grant<br />

Procurement expertise, Financial Systems automation and expertise, Evidence-Based data development<br />

and Database Tracking mechanisms. Such Organizational development will enable us to properly carry<br />

out our mission and serve the maximum number of young persons within our community. We will focus<br />

our efforts on targeting multiple additional funding sources to help develop Community and Human<br />

Resources, Identify Gaps in services, and develop various additional Evidence-Based community<br />

fortifying programming and strategies.<br />

The Hard-Time Scare Tactic Proved Ineffective<br />

No Ineffective Prevention Strategies<br />

Currently, Americans are steering away from this tactic, as it has proven rather ineffective, but during the<br />

1990s it was a technique that politicians and the greater community put much confidence in. Slogans such<br />

as "get tough on crime" and "adult time for adult crime" spoke to the common-sense core of many people<br />

who worried about rising juvenile crime rates. The basic ideology centered on the idea that crime rates<br />

were high because youth were not afraid of facing juvenile detention. General opinion held that the<br />

system had become too soft; the threat of confinement was not deterring youth from criminal activity.<br />

Several Major Shifts Occurred During This Time:<br />

<br />

<br />

<br />

Juvenile courts gave increased jurisdiction to adult, criminal courts. Courts authorized easier<br />

transfers of juveniles into the adult criminal court and, in some states, waived their authority over<br />

specified crimes.<br />

Youths were sent to adult prisons in increased numbers. Younger offenders were sent to adult<br />

prisons as states tightened their definition of who was a child, and more court decisions placed<br />

youth in adult confinement.<br />

Youths were issued longer prison sentences in the adult system than they would have been given<br />

in the juvenile justice system. Most of those sentenced, however, were not required to serve the<br />

full length of their prison terms.<br />

The harsher penalties that came with the era of hard-time scare tactics were intended to lower crime rates<br />

and to express to youth that crime would not be tolerated. These penalties, however, did not achieve their<br />

intended effects. The approach was grounded in the idea that youth could be managed through fear. But<br />

fear was not a forceful impetus to motivate youth toward positive behavior. No direct correlation was<br />

witnessed between harsher sentencing and fewer first-time arrests, and youth that had been placed in the<br />

The <strong>Transformative</strong> <strong>Justice</strong> <strong>Project</strong> of Pennsylvania, New Jersey & Delaware<br />

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adult system actually had a higher recidivism rate than similar juveniles placed in juvenile detention<br />

facilities.<br />

"Juvenile Boot Camp" and "Scared Straight"<br />

In the years that "get tough on crime" policies were being established, various new programs were also<br />

attempted. One such program, Juvenile Boot Camp, received high publicity but had little success. "At<br />

risk" youth were placed into intense, structured, severe environments that were modeled after military<br />

boot camps. The Juvenile Boot Camps were intended to teach youth about structure and discipline but<br />

their success rates, which were measured based on their ability to prevent kids from committing future<br />

crimes, were low. For some youth, the programs were actually counter-productive. Another program,<br />

"Scared Straight," brought parole/probation youth into interactions with adult prisoners through meetings<br />

or short-term incarcerations. The program was designed to make young offenders frightened of the<br />

violent adult prison system. The Surgeon General reported that the program did not work.<br />

Current Standing of the Juvenile <strong>Justice</strong> System<br />

Since the late 1990s, gun control laws have been<br />

debated, school safety programs have been enacted,<br />

juvenile offenders have been sent to adult prison, and<br />

anti-drug use crusades have been pushed. The juvenile<br />

justice system has been studied and adjusted in response<br />

to statistical alarms and specific successes. The system<br />

finds itself irresolute at present, faced with the<br />

discouraging prevalence of crime, a lack of funding for<br />

preventative programs, and disagreement over the<br />

principles that define its very foundation. Ideologically,<br />

and practically, America is grappling with a number of<br />

questions about juvenile justice; among them, the following:<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

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

Is it permissible to try and punish minor offenders as adults?<br />

Can the death penalty be applied to juveniles?<br />

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

Why do minority youth make up such a disproportionately large portion of prison inmates?<br />

Is it appropriate that parents who can afford to independently fund rehabilitation for their children<br />

may care for them at home, when otherwise they would be placed under the care of the state?<br />

Are juvenile and adult penitentiaries unsafe places for youth to live?<br />

Is the incarceration of juveniles counterproductive?<br />

Do juveniles have an increased right to confidentiality?<br />

Through research into which programs have been effective - both at home and abroad - policy makers<br />

hope to develop strategies that will drop crime rates in future years. By taking the initiative to build anticrime<br />

programs structured to fit local needs, community leaders have generated a plethora of information<br />

on which programs work, where they work, and what it takes to carry them out. Current U.S. policy aims<br />

to balance public safety with the effective rehabilitation of youth, and courts seek to individualize<br />

recommendations to fit the situations of young offenders.<br />

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Are Young Persons in Danger at Detention Facilities?<br />

Youths held within juvenile detention facilities and adult jails can face significant risks. In juvenile<br />

detention facilities, inmates are often in the presence of conflicting gang groups. Youth also face the risk<br />

of receiving harsh disciplinary action from staff untrained in calming volatile situations. Problems that<br />

have been reported as leading to higher tension and abuse in juvenile detention centers include high<br />

inmate to staff ratios (overcrowded, understaffed facilities) and poorly trained staff. Staff should know<br />

how to manage tense situations and angry inmates, calming them down and diffusing tension instead of<br />

resorting to acts of restraint and control.<br />

Within adult penitentiaries youths suffer heightened safety risks. Research conducted by Jeffrey Fagan of<br />

Columbia Law School compared safety rates of youths in juvenile detention to those of youths placed in<br />

adult confinement. It was found that juveniles in adult confinement are five times more likely to be<br />

sexually assaulted, eight times more likely to commit suicide, and twice as likely to be assaulted by staff.<br />

Participant Selection Process<br />

www.juvenilejusticefyi.com/juvenile_justice_faqs.html<br />

The Youth program is designed to provide educational support and life skills training for adolescents ages<br />

six (6) through eighteen (18); residing at home, in foster or relative care; and enrolled in the local public<br />

school system. These adolescents have been identified as “at-risk” due to their high truancy rates,<br />

delinquent behavior, multiple placements, their failure in two or more subjects in school, drop-out rates,<br />

and their proximity to a multitude of extreme potentially life-threatening dangers. Through extensive<br />

outreach efforts, we will identify no less than two hundred fifty (250) adolescents over a twelve (12)<br />

month period to participate in This Program. The youth participants are expected to display one or more<br />

of the following at-risk characteristics:<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

Poor attendance at school;<br />

Marginal academic achievement and/or low probability of high school graduation;<br />

Little or no previous job experience;<br />

Involvement in gang-related activities;<br />

Limited or lack of family and/or community support;<br />

Appear to have low self-motivation or low self-esteem;<br />

History of victimization and/or substance abuse;<br />

Negative involvement with law enforcement;<br />

History of running away or temporary periods of homelessness;<br />

Parents without adequate parenting skills and/or child care;<br />

Violence or fighting with others without provocation;<br />

General lack of positive direction and guidance; and<br />

Other high-risk factors.<br />

Our Personnel will maintain a case file for each young person enrolled in the Program. The file will<br />

include the following:<br />

Referral form;<br />

Pre and Post Testing Results;<br />

Assessment(s);<br />

Skills Development Records;<br />

Post-Assessment Report;<br />

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Attendance Records;<br />

Record of Training/Activities, including specific type of training (i.e. math, tutoring,<br />

etc.); and<br />

Copy of monthly reports submitted to the local School System, DFCS, Juvenile<br />

Probation, and/or the Court, etc.<br />

Program Objectives<br />

Our primary objective is to reduce the incidence of pre-delinquent behaviors including gang affiliation<br />

and violence, acting disruptive and stealing, running away, truancy, marginal academic performance,<br />

and/or the low probability of high school graduation.<br />

Coordination of the Evaluation Process: To evaluate the effectiveness of the program, meetings will occur<br />

quarterly with the local school system, the Department of Family and Children’s Services (“DFCS”),<br />

Juvenile Probation, and/or the Juvenile Courts to coordinate the evaluation process and to make<br />

recommendations, as appropriate, for each youth. Our Personnel will provide the school system, DFCS,<br />

Juvenile Probation, and/or the Courts, with a monthly report including a report on each youth’s<br />

assessment and progress achieved, within ten (10) workdays, after the completion of the Program.<br />

Follow-Up: In addition, Our Personnel will provide follow-up and supportive services on an ongoing<br />

basis up to ninety (90) days after services are completed, through a tracking cycle maintained over one<br />

(1), three (3), and five (5) year intervals, as the budget will permit.<br />

<strong>Project</strong>ed Outcomes: The projected outcomes for young persons successfully completing the program are<br />

as follows: increased motivation to attend or return to school;<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

development of skills to negotiate the educational system;<br />

knowledge of available resources;<br />

enrollment in appropriate educational programs;<br />

knowledge of how to read and understand school educational records;<br />

improved self-esteem; development of support networks for youth;<br />

improved socialization skills; attainment of realistic goals for the future; and<br />

development of mentoring talents and personal gifts.<br />

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Impact/ Outcomes Evaluation Criteria<br />

Youth and Family Goals<br />

1. Increase Pro-Social Behaviors In The Community: Internships, Jobs, Or<br />

Community Service.<br />

a. By the end of the year, 75% of students will be placed in jobs, internships or<br />

community service, as measured by case notes, and WIA/ Non-WIA report.<br />

2. Decrease Criminal Activity and Violence<br />

a. By the end of the year, the program will have a lower rate of recidivism than the<br />

control group, as measured by police reports.<br />

b. By the end of the year, 85% of youth will decrease aggressive behaviors by 25%,<br />

as measured by self-report, case notes and therapist report.<br />

c. By the end of two years, city police departments will have a 45% reduction in<br />

general youth arrests, as measured by police reports.<br />

3. Decrease Involvement in Gangs<br />

a. By the end of the year, 85% of youth will have a 40% reduction in gang-related<br />

activities, as measured by self- and police reports.<br />

b. By the end of two years, city police departments will have a 45% reduction in<br />

gang-related arrests, as measured by police reports.<br />

4. Decrease Alcohol and Drug Use<br />

a. By the end of the year, 85% of youth will have reduced alcohol and drug use by<br />

50%, as measured by drug tests, staff/ therapist and self-reports.<br />

5. Improve School Functioning and Performance<br />

a. By the end of the year, 85% of youth will have a 65% increase in school<br />

attendance, as measured by school records.<br />

b. By the end of the year, 85% of youth will have improved school grades, as<br />

measured by report cards.<br />

c. By the end of the year, 90% of youth with failing grades will have a psychoeducational<br />

screening with educational recommendations for after school staff<br />

and schools, as measured by case notes and school records.<br />

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6. Improve Family Functioning and Interaction<br />

a. By the end of the year, 85% of parents will attend at least one Family<br />

Involvement Trip, as measured by case notes and attendance records.<br />

b. By the end of the year, 85% of parents and youth will increase time spent in<br />

family activities, and 75% of parents and youth will report increased quality of<br />

interactions, as measured by staff- & self-report and family functioning<br />

assessment.<br />

7. Increase Involvement in Extra-Curricular Activities: Sports, Music, Arts<br />

a. By the end of the year, 85% of youth will have participated in an extra-curricular<br />

activity, and 50% of youth will have participated in an activity for at least 5<br />

months, as measured by self-, parent-, & staff-reporting, and case notes.<br />

8. Increase Youth Workforce Development Skills and Access to Jobs<br />

a. By the end of the year, 85% of students will have received Workforce<br />

Development workshops, as measured by case notes, and WIA/ Non-WIA<br />

records.<br />

b. By the end of the year, 85% of youth will have increased Workforce Readiness<br />

skills, as measured by Pre/ Post Assessment.<br />

c. By the end of the year, 90% of interested youth will have assistance in Job<br />

Search, Resume Writing, and Interviewing, as measured by case notes, WIA/<br />

Non-WIA records.<br />

9. Inprove Attitudes Toward Self, Home, and School<br />

a. By the end of the year, 85% of youth will have increased self-esteem, as measured<br />

by pre/ post assessment.<br />

b. By the end of the year, 85% of youth will have increased positive perceptions of<br />

home life and will understand the importance of school for the future, as<br />

measured by pre/ post youth survey.<br />

10. Improve Social Competence Skills: Self-Esteem, Peer Relations, Socialization, Social<br />

Problem Solving, and Cognitive Problem-Solving skills.<br />

a. By the end of the year, 85% of youth will have<br />

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Community Infrastructure Goals<br />

1. Increased Service Providers to Address Specific Community Needs Related to<br />

Juvenile Delinquency Behavior<br />

a. By the end of year one, 98% of unmet community needs related to Juvenile<br />

Delinquency are identified;<br />

b. By the end of year two, 90% of youth risk-factors/needs/issues related to Juvenile<br />

Delinquency will have a corresponding long-term community service provider to<br />

prevent, address and treat those behaviors;<br />

c. Within six (6) months, each jurisdiction served will have identified resources for<br />

long-term, free or stipend-reimbursement services provided by professionallytrained<br />

interns (education, psychology, social work, criminal justice, business)<br />

and will have Memorandums of Understanding or Agreements with the<br />

Department Field Training Programs at local colleges, Universities, and Public<br />

Health/County Centers;<br />

2. Increased Service Integration and Coordination<br />

a. Within three months, 85% of identified services and providers are located at the<br />

centralized community site;<br />

b. By the end of the year, 85% of Service Providers attend monthly Provider Case-<br />

Conference Meetings;<br />

c. By the end of the year, 85% of Service Providers have increased confidential<br />

communication and sharing about individual youth and family treatment plans<br />

(with Parent Releases);<br />

d. Within six months, Providers jointly review separate intake forms, develop a<br />

Comprehensive Integrated Service Intake to be completed by youth and families<br />

at a central, single-point of entry to be shared among service providers in<br />

compliance with HIIPA regulations, and 95% Providers use a developed<br />

document.<br />

3. Development of Policies and Procedures for Integrated Service Networking, from<br />

Referral to Case Closure<br />

a. Within six months, a Policies and Procedures <strong>Manual</strong> describing Program Process<br />

from referral to case closure is developed by each Site Coordinator with input<br />

from Collaborative Providers.<br />

4. Development of Client Tracking Mechanisms<br />

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a. Within three months, a client tracking mechanism is jointly developed and<br />

described by the Site Coordinator in the Policies and Procedures <strong>Manual</strong>.<br />

5. Development of Quality Assurance Teams and Client Feedback Mechanisms.<br />

a. Within six months, a Quality Assurance Team is developed including Key<br />

Stakeholder staff, Service Providers, Supervisors or Professors from Field<br />

Training programs, Program Consultants and a Program Evaluator;<br />

b. By the end of the year, the Quality Assurance Team will have conducted one visit<br />

at each site to assess and improve quality of services;<br />

6. Identification and Utilization of Safe and Accessible Community Sites<br />

a. Within one month, each community identifies and secures a safe (free of violence,<br />

drug-free) site that is centrally located and accessible by youth and families, or<br />

accessible by ADA (American Disabilities Act) compliant transportation.<br />

7. Increased Transportation to Service Delivery Sites<br />

a. Within three months, each county will identify and implement the best method<br />

(determined by community focus groups) of transporting clients (public<br />

transportation, van with grant resources, in-kind community church bus, parents)<br />

to the centralized service site.<br />

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Collaboration<br />

Appropriate personnel from the local School System, the Juvenile Court, Department of Family<br />

& Children’s Services, Juvenile Probation, and other key community stakeholders, will be<br />

designated to perform the following:<br />

1) Oversee and administer any Agreement and/or work performance under any Agreement;<br />

2) Monitor program activities and services;<br />

3) Provide technical leadership to ensure that we meet or exceed program objectives.<br />

Collaborative Program Managers, or their designee(s), will have the authority to:<br />

<br />

<br />

<br />

Monitor program performance in the day-to-day operations;<br />

Provide direction to program personnel in areas relating to policy, information, and<br />

procedural requirements;<br />

Collaborative Program Managers will not be authorized, however, to make changes to the<br />

terms and conditions of any written Agreement(s) and will not be authorized to obligate<br />

their respective collaborative entity(ies) in any way whatsoever beyond the terms of any<br />

agreement(s).<br />

Volunteers<br />

Staff volunteers include: adults, who are responsible for tutoring<br />

core subjects including math, reading, creative writing, social<br />

studies, science, etc.; High School Seniors who are responsible for<br />

assisting as workshop facilitators, with homework clubs, literacy<br />

support services, and youth mentorship; and High School Juniors<br />

and Sophomores who assist adult volunteers in tutoring core<br />

subjects, including math, reading, creative writing, social studies,<br />

science, etc.<br />

Evaluation and Assessment<br />

After the initial referral meeting, evaluations are conducted to determine the life-directional status of each<br />

eligible youth. Assessments will be conducted by Knowledge-Management professionals. The results,<br />

along with referral recommendations, where needed, are presented to the Intake/Assessment coordinator<br />

for inclusion in the program Participant Support Plan (“PSP”). In the event assessment reveals a need for<br />

mental health counseling, such counseling will be integrated into the PSP as set forth below.<br />

In the event pre-testing indicates a need for services outside the scope of the program, a referral to an<br />

appropriate entity will be initiated through the referring agency and pursued to completion, if requested<br />

by the referring agency. Upon program completion, follow-up testing will be conducted and the results<br />

will be made available to the referring entity and to the Court where appropriate.<br />

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Assessment<br />

Within ten (10) business days following referral to the program or identification of program eligible<br />

youth, a program staff member will also interview each youth and perform an assessment of the youth’s<br />

basic academic skills; interests; psychosocial status; including living arrangements, family background,<br />

knowledge, and skills; life goals; and values. Our Personnel will also provide an interest and vocational<br />

assessment, including testing where needed, on an individual basis. A copy of the assessment may be<br />

provided to the local School System, DFCS, Juvenile Probation, and/or the Court for the development of<br />

the youth’s individual ESP.<br />

Parenting Skills Training for Adults and Teenage Parents<br />

Our program will also offer parenting skills training for those parents deemed appropriate by our staff.<br />

The parenting skills training will consist of the following elements:<br />

An eight-week program of two (2) hours per week (ten weeks optional), with twelve (12) to sixteen (16)<br />

parents per leader. Eight (8) structured sessions, per 10-week program, parenting children with special<br />

needs and coping with a child through a trauma will be added to the curriculum where needed.<br />

The eight (8) core sessions are as follows:<br />

Session 1 Improving parents’ attitudes toward their children<br />

Session 2 Acquiring or improving parenting skills<br />

Session 3 Child management abilities<br />

Session 4 Communication skills and speaking respectfully<br />

Session 5 Problem-solving skills and crisis management<br />

Session 6 Child management abilities<br />

Session 7 Assertive discipline<br />

Session 8 Single parent issues<br />

(Optional) Session 9 Parenting Children with Special Needs<br />

(Optional) Session 10 Coping with a traumatized child.<br />

The primary goal of the parenting skills training is to develop parents’ communication skills, and to<br />

improve child management skills that will result in improved parent-child relationships and promote<br />

healthy development and adjustment in the children.<br />

Workshops<br />

Each youth participant will be required to attend a minimum of four (4) different workshops per month,<br />

totaling forty-eight (48) workshops in a twelve (12) month period. Each workshop will be limited to ten<br />

(10) participants and must be at least two (2) hours in length. Workshops must be conducted at times<br />

easily accessible for referred youth. The participants will attend workshops as designated in their<br />

individual PSP. Our Personnel will schedule sufficient workshops to ensure that youth participants<br />

receive all workshops required by their PSP. Workshops are designed to build self-esteem, social skills,<br />

conflict resolution skills, and other skills that will enable participants to succeed in school.<br />

Our Personnel will provide one qualified instructor per 10 young persons. Our Personnel staff, guest<br />

speakers, and instructors will provide workshop instructions, supervision, disseminate information, and<br />

initiate role-playing. Our Personnel will also work with youth participants on an individual basis where<br />

needed to refine and focus their vocational and educational interests.<br />

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Our Personnel will encourage school counselors, teachers, and administrators from the local School<br />

District to participate in the workshops. The participation of school administrators and personnel will<br />

establish a support network for the participants and facilitate their utilization of the educational services<br />

offered by the school.<br />

Workshops will include, but not necessarily be limited to, the following issues during each twelve (12)<br />

month cycle:<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

Proper study skills;<br />

Presentation of Educational resources available within the local public school system;<br />

Test Taking techniques;<br />

Procedures/requirements for enrolling in Specialized School Services;<br />

Mentoring and Leadership forums;<br />

Mentoring for careers in Government, Politics, or Public Service;<br />

Mentoring for careers in Social Services;<br />

Field trips to Political venues;<br />

Distribution of Educational material (study guides for mathematics, reading, history,<br />

etc.);<br />

Building Positive Self-Esteem;<br />

Self-Expression and Public Speaking competitions;<br />

Annual Awards Banquet;<br />

Art and Creative Writing skills development;<br />

Structured guidance in goal development for a productive future.<br />

Our Personnel will post within the community center a monthly schedule of workshops with topics to be<br />

covered at least 30 days prior to scheduled workshops.<br />

Educational Support Services<br />

Our personnel will provide Educational and Supportive services as follows:<br />

Homework Cubs and Literacy supportive services will be provided at our training site(s) by tutors and<br />

instructors selected by our personnel and approved by the local School System. Through the Homework<br />

Clubs, our personnel will provide from one (1) to four (4) hours of educational support services per week<br />

per youth according to the needs of each youth. The support will be in core curriculum areas such as<br />

mathematics, language arts, etc. Our personnel will provide literacy support for youth having difficulty in<br />

reading, as reported by the youth’s school and the Program assessment. This will be separate from the<br />

homework clubs and will be based on the specific needs of the youth.<br />

School Contact (Quarterly/ Monthly)<br />

Our Personnel will visit each youth’s school at least once per quarter to:<br />

<br />

<br />

<br />

<br />

Check on the progress of each youth’s PSP;<br />

Determine specific educational services required for each youth;<br />

Determine classes required for each youth to graduate from high school;<br />

In high-risk situations, visits will be made to schools more frequently.<br />

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Home Visits<br />

When necessary, our staff will make at least one in-home visit per month to each youth’s caregiver until<br />

the youth completes the program or is terminated from the program. Home visits will establish rapport<br />

with caregivers and seek their cooperation to ensure that participants will follow through on homework<br />

assignments and other educational plans.<br />

Community Resources<br />

Our staff will make appropriate referrals to community agencies when appropriate (i.e., medical facilities,<br />

peer support groups, etc.). We will also refer youth participants to community resources, as appropriate<br />

(i.e., County Employment Development Department, Health Department, Department of Motor Vehicles,<br />

etc.).<br />

We will also expose youth participants to recreational and cultural activities, such as museums, libraries,<br />

civic activities, amusement parks, etc. one (1) Saturday of each month. Time and location of field trips<br />

will be provided to youth and caregivers at least two (2) weeks prior to the events. Prior to any field trip,<br />

we will obtain written consent from each participating youth’s caregiver, as required by state law.<br />

Incentives<br />

At least once per month, during classroom activities, we will provide program participants with feedback<br />

for good school attendance, participation in workshops/tutorial sessions, graduation, and efforts to make<br />

positive progress in school, and refrain from further negative behavior.<br />

At least once per 12-month period, we will provide a one-day retreat or overnight outing (i.e. camping in<br />

the mountains or picnic on the beach) to no less than thirty-five (35) youth participants earning the most<br />

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incentive points in the preceding 12-month period. The time and location of the retreat will be provided<br />

to youth and caregivers at least one (1) month prior to the event. We will obtain written consent from<br />

each youth’s caregiver prior to the event, as required by law.<br />

Nutrition<br />

We will provide nutritional snacks for each youth participating in on-site workshops, educational sessions<br />

(homework clubs, literacy support services, etc.), and other activities required under this plan in<br />

accordance with local, state and federal requirements.<br />

Mental Health Counseling for Adolescents<br />

Mental Health Counseling, where indicated, will include the following services and will be based on the<br />

family recovery theories set forth hereunder:<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

Anger Management<br />

Crisis intervention<br />

Residential treatment<br />

Wrap-Around services<br />

Respite care<br />

Community intervention services<br />

Personal support network<br />

Mentorship and Character development<br />

The family-centered treatment of adolescents is found to be highly effective since adolescents tend to rely<br />

on other significant family members for guidance, discipline, direction, nurturance, validation, and role<br />

definition. The family is the center of the youngster’s life outside of his/her peer group. Many of the<br />

problems and unresolved conflicts have originated in the family and the family-centered approach to<br />

treatment allows unresolved issues to be addressed with the entire family unit.<br />

The mental health system plays the role of supplementing care available in natural settings, instead of<br />

substituting for care. Whatever the services are that are needed by the adolescent, the family’s<br />

involvement is expected, supported, and facilitated in the natural setting. The family-centered treatment<br />

approach permits the family to participate in and “buy-in” to the treatment process from its inception.<br />

The family-centered treatment system of care for an adolescent includes many more options than routine<br />

outpatient psychotherapy or hospitalization. By being active participants in the treatment process, family<br />

members may become a major context of treatment, providing supervision for the suicidal, attention to<br />

withdrawn, and placing limits for the antisocial. Family-Centered treatment keeps the family members<br />

involved in all key decisions regarding the adolescent’s care eliminating the need for a “buy-in” later.<br />

Personnel<br />

Staff for the program will consist of the following personnel:<br />

Executive Director: Chief Operating Officer of the Program responsible for establishing agency and<br />

program philosophy; obtaining and allocating resources for the program, including fundraising and<br />

procurement of grants; networks to establish and maintain community resources; assisting in designing<br />

program workshops; developing program materials and instruments; and supervising the Director.<br />

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Volunteer Services Director: Responsible for supervision of program staff; responsible for all aspects of<br />

Forum activities as set forth in the program flowchart; assists in the development of workshops, program<br />

materials and instruments; coordinates and supervises workshops; homework clubs; literacy support<br />

services; field trips; weekend school; school visits; home visits; requests speakers; supervises program<br />

file maintenance; ensures accurate record keeping of program data; assists in staff development &<br />

training; conducts individual and group counseling sessions for program youth; confers with the local<br />

school system, DFCS personnel, Juvenile Probation, and the Court; and assists in the development of<br />

Educational Support Plans; responsible for supervising fiscal operation of the program; acts as liaison<br />

between the program and youth homes/foster homes/relative caregivers; coordinates quarterly meetings<br />

with school counselors; coordinates individual and group counseling sessions for program youth; and<br />

administers assessments for program youth.<br />

Administrative Assistant – responsible for answering telephones; recording and relaying messages;<br />

maintaining program files; composing and typing correspondence for the program; maintaining program<br />

calendar; coordinating networking efforts; providing snacks for program participants; ordering and<br />

maintaining office supplies and equipment; and performing other duties as assigned; maintains attendance<br />

records.<br />

Intake/Assessments Coordinator: Responsible for Intake Assessments for all youth participants;<br />

responsible for distribution and tracking of all materials, agency referrals, school visits, home visits; and<br />

weekly evaluations; records data for the program; responsible for monthly field trip coordination, as well<br />

as annual retreat coordination.<br />

Workshops/Homework Clubs Manager: responsible for all aspects of Workshops and Homework Club<br />

activities as set forth in the program flowchart; responsible for procuring Instructors, Peer Counselors,<br />

Guest Speakers, and Youth Volunteers; responsible for Monthly and Quarterly reporting; maintains<br />

Education program records; monitors program progress and evaluation; acts as a liaison between program<br />

participants, the local school system, DFCS, Juvenile Probation, and the Court; facilitates weekly staff<br />

meetings and training; facilitates weekly meetings with the Director; and maintains the Quality Control<br />

plan for the program.<br />

Mentors: responsible for providing off-site support for assigned young persons in all areas of life-skills<br />

development as well as academic performance; assists in assessments for program youth; assists in<br />

weekly program workshops as co-facilitators; supervises miscellaneous school activities; and facilitates<br />

college/career planning for program youth.<br />

Peer Counselors: High school seniors who have completed program training will assist as workshop<br />

facilitators and assist with homework clubs, literacy support services, and youth mentorship.<br />

Adult Volunteers: Responsible for tutoring Core subjects, including Math, Reading, Creative Writing,<br />

Social Studies, Science, etc.<br />

Youth Volunteers: Assists Adult volunteers in Tutoring Core Subjects, including Math, Reading,<br />

Creative Writing, Social Studies, Science, etc.<br />

Collaboration<br />

Appropriate personnel from the local School System, the Juvenile Court, DFCS, Juvenile Probation, or a<br />

combination thereof, will be designated to perform the following:<br />

1) Oversee and administer any Agreement and/or work performance under any Agreement;<br />

2) Monitor program activities and services;<br />

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3) Provide technical leadership to ensure that we meet or exceed program objectives.<br />

Collaborative Program Managers, or their designee(s), will have the authority to:<br />

<br />

<br />

<br />

Monitor program performance in the day-to-day operations;<br />

Provide direction to program personnel in areas relating to policy, information, and procedural<br />

requirements;<br />

Collaborative Program Managers will not be authorized, however, to make changes to the terms<br />

and conditions of any written Agreement(s) and will not be authorized to obligate their respective<br />

collaborative entity(ies) in any way whatsoever beyond the terms of any agreement(s).<br />

Solutions<br />

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

In each of four (4) quarters, we will serve fifty (50) young persons, and we will “float” an additional fifty<br />

(50) throughout the fiscal program year. “Participation in Character Building and Mentoring programs<br />

produces positive academic, social and emotional results.” 4 “Preventative and rehabilitative measures<br />

have been proven time and time again to significantly lower the likelihood of a youth offending (or reoffending).”<br />

“The most effective programs share the following key components: Education, Recreation,<br />

and Community involvement.” 5 Conversely, the hard-time scare tactic strategies of the 1990’s have<br />

proven ineffective. 6<br />

That approach was grounded in the idea that youth could be managed through fear. Courts imposed<br />

harsher sentences on young offenders and in some instances relinquished rights to adjudicate juveniles<br />

accused in certain [heinous] crimes to the adult system. No direct correlation was realized between<br />

harsher punishments and fewer arrests. In fact, juveniles placed in the adult system actually had a higher<br />

recidivism rate than similar juveniles placed in juvenile detention facilities. 7 Moreover, “Juvenile Boot<br />

Camp” and “Scared Straight” programs were reported by the U.S. Surgeon General’s office to be almost<br />

completely ineffective. 8<br />

Currently, the Juvenile <strong>Justice</strong> system finds itself irresolute, faced with the discouraging prevalence of<br />

crime and a lack of funding for preventive programs. Momentum is shifting rapidly from the belief in<br />

“get tough on crime” policies to an approach that targets the “root” causes of delinquency, rather than the<br />

effects of generations of misguided thinking and child-rearing.<br />

4<br />

Child Trends (www.childtrends.org)<br />

5<br />

Juvenile <strong>Justice</strong> fyi (juvenilejusticefyi.com)<br />

6<br />

id.<br />

7<br />

id.<br />

8<br />

id.<br />

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Cost/Benefit Analysis<br />

What Is The Annual Cost of Juvenile Incarceration?<br />

Incarceration costs vary between different facilities and states. When making comparisons, the cost of<br />

each detention program must be weighed against its success at keeping inmates from becoming repeat<br />

offenders.<br />

The average amount of money it takes to incarcerate a youth for one year is $43,000. This comes to<br />

roughly $117 per day. High-end programs cost about $64,000 per year ($175 per day) and low-end<br />

programs cost about $23,000 ($63 per day). 9 Much of the money spent on inmates goes toward medical<br />

care, supervision, and operating costs. The following points of interest may differ from common<br />

conceptions:<br />

<br />

<br />

<br />

Personalized counseling programs (outside of prison) cost less than confinement and are often<br />

more effective.<br />

Recreation programs that keep youths healthy and fit cut down on heavy medical costs and create<br />

safer prisons with lower security costs.<br />

Educational programs held in youth prison centers usually lower prison costs. Youth in the<br />

classroom environment require less supervision than youth not participating in structured<br />

activities. In addition, earning a GED or credit toward college lowers recidivism rates by<br />

increasing the likelihood that a youth will find legitimate employment once out of detention.<br />

Can a Taxpayer or a Business Get a Tax Deduction for Contributions Made to Programs Designed<br />

to Benefit At-Risk Juveniles ?<br />

Yes! – The CARE Act<br />

The CARE Act was brought before the Senate in 2003. The act is designed to allow tax deductions for<br />

individuals who make charitable contributions. The aim of the program is to promote giving to<br />

community programs that benefit youth and their families. Such positive activities lower youth crime.<br />

A Proposed Solution - The Juvenile <strong>Justice</strong> and Delinquency Prevention Act of 1974<br />

The Juvenile <strong>Justice</strong> System was instituted during the Progressive Era, a period of social reform in the<br />

U.S. It was initially designed to assist vagrant youth that were being dealt with within the adult system.<br />

Since that time it has been effected by numerous policy and philosophy changes. The landmark policy<br />

that established the system we currently operate under was the 1974 Juvenile <strong>Justice</strong> and Delinquency<br />

Prevention Act.<br />

The Juvenile <strong>Justice</strong> and Delinquency Prevention Act called for a "deinstitutionalization" of juvenile<br />

delinquents. It required that states holding youth within adult prisons for status offenses remove them<br />

within a span of two years (this timeframe was adjusted over time). The act also provided program grants<br />

to states, based on their youth populations, and created the Office of Juvenile <strong>Justice</strong> and Delinquency<br />

Prevention (OJJDP).<br />

9<br />

For the cost of every 1 youth incarcerated at the low-end confinement rate ($23,000), we can provide services for<br />

12.6 and most likely help them from experiencing the same fate. For each youth incarcerated at the average annual<br />

rate ($43,000), we can help 23.6 toward becoming well-adjusted and productive adults.<br />

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Through reauthorization amendments, additional programs have been added to the original Juvenile<br />

<strong>Justice</strong> and Delinquency Prevention Act. The following list highlights a few of these additions:<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

1977 - Programs were developed to assist learning disabled children that entered the juvenile<br />

justice system.<br />

1984 - A new missing and exploited children program was added.<br />

1984 - Strong support was given to programs that strengthened families.<br />

1988 - Studies on prison conditions within the Indian justice system were called for.<br />

1990 - The OJJDP began funding child abuse training programs to instruct judicial personnel and<br />

prosecutors.<br />

1992 - A juvenile boot camp program was designed to introduce delinquent youth to a lifestyle of<br />

structure and discipline.<br />

1992 - A community prevention grants program gave start-up money to communities for local<br />

juvenile crime prevention plans.<br />

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Service Components<br />

Below is a detailed description of the services and activities that will be provided by the TJP-AMA<br />

program over a two-year life-cycle.<br />

Literacy and Psycho-Social Assessments<br />

All enrolled youth will be assessed upon admission into The <strong>Transformative</strong> <strong>Justice</strong> <strong>Project</strong> – A<br />

Multidisciplinary Approach (TJP-AMA) program. The assessment helps our professional staff identify<br />

areas of deficiency so that our prevention and intervention activities can be aligned with each individual<br />

student’s needs. The results from the assessments are inserted into each student’s confidential file.<br />

The TJP-AMA assessment will begin with the Wechsler Individual Achievement Test, Stimulus Book 2, to<br />

assess each student’s Reading Comprehension, Numerical Operations, Listening Comprehension, and<br />

Spelling skills. This Literacy assessment will help our professional staff identify the grade-level on<br />

which each student is performing, as well as identify key areas in which they may need remedial<br />

assistance. Each assessment will be administered individually in order to provide each student with a<br />

high level of privacy. TJP-AMA professional staff has been trained to both administer the assessment<br />

tool and tabulate results.<br />

TJP-AMA will use a variety of tools to conduct the<br />

Psycho-Social assessment. The Psycho-Social<br />

assessment seeks to identify the psychological and<br />

social status of each participant. It identifies student<br />

goals, living arrangements, peer relationships, social<br />

behaviors, family and personal history, mental health<br />

status, academic background, and employment history.<br />

The following tools are used to obtain the<br />

aforementioned information: Admission Application,<br />

Student Autobiography, School Transcripts, Report<br />

Cards, Attendance Reports, Caregiver Evaluation,<br />

Comprehensive Adult Student Assessment Systems<br />

(CASAS), Job Interest Inventory, and Vocational Aptitudes Inventory. These assessments are inserted<br />

into each student’s confidential file.<br />

The Psycho-Social assessments provide us with very important information about each participant.<br />

Participants who belong to a gang, or who use drugs, or who are sexually active, or who are not thriving<br />

in school, will be identified, referred, and/ or serviced appropriately. Many of our present students face<br />

multiple barriers, as they seek to cope with the trauma experienced within their families. Identifying all<br />

barriers is critical for a successful prevention/ intervention.<br />

Weekly Workshops<br />

A battery of workshops will be used from our Ten-Step Rites of Passage NFLEC evidence-based<br />

curriculum. Through the weekly workshops, students will learn the lessons of the Ten-Step Rites of<br />

Passage Program and experience the rituals and ceremonies of growth, maturity, and evolution. All<br />

workshops are designed to be interactive and interesting for participants. Our goal is to equip students<br />

with all of the tools they will need to become positive and productive adults. Workshops, therefore, cover<br />

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a wide range of topics from self-esteem, conflict management, discipline, anger management, social<br />

etiquette, and study skills from cooking, ironing, and lodging a complaint with a Public agency.<br />

Due to the severe at-risk status of our clients, workshop facilitators must be highly skilled and well<br />

prepared to work with this population. Using the ceremonies, rituals, and interactive activities of the<br />

Rites of Passage Program, allows participants to receive critical information, in a fun and interesting way.<br />

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

Educational Supportive Services<br />

Homework Clubs<br />

Homework Clubs are designed to<br />

assist students with their<br />

homework. The peers that assist<br />

students with their homework will<br />

be recruited from the neighboring<br />

schools and will be students who<br />

have a gpa of 3.3 or higher. Using<br />

peers to assist in tutoring will help<br />

students establish positive<br />

relationships with high achievers in<br />

their schools and communities.<br />

The research has shown that<br />

students success in school can be<br />

correlated to their relationships<br />

with peers and teachers. Using<br />

peer counselors will help build that<br />

support network for the failing<br />

youth. Homework Clubs are primarily designed to assist students in developing the discipline to<br />

complete homework on a consistent basis and acquire study skills. The Homework Club is a comfortable<br />

environment to complete homework.<br />

Literacy Support Services<br />

Currently, over 60% of our youth are two or more grade levels behind in reading and math<br />

comprehension. We have found that illiteracy is a primary contributing factor in problem behavior in<br />

school and in their respective homes and communities. Many schools and programs provide tutoring for<br />

students, however, these students need literacy services before they can take advantage of tutorial<br />

services.<br />

TJP-AMA has created innovative ways to offer Literacy Support services. Through Evidence-Based<br />

Literacy software, Karaoke, movies with subtitles, Drama production, and other means, we make literacy<br />

fun and informative. Participants find these services to be less threatening than what they experience at<br />

school or other community-based organizations.<br />

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School Contact<br />

TJP-AMA will visit Academic Counselors once per quarter. School visits will be utilized to obtain<br />

Report Cards, Attendance Reports, Transcripts, School Resource lists, School Calendars, Access to<br />

Guidance & Academic Counselors, and to meet with teachers. These visits are designed to facilitate the<br />

participants’ academic success.<br />

Home Visits<br />

TJP-AMA will visit each participants home once per month. Home visits will help program staff<br />

establish positive relationships with parents and help parents reinforce the information presented in the<br />

weekly workshops at home. Past experience has demonstrated a great need for the Home and TJP-AMA<br />

programs to work together. During Home visits, TJP-AMA Program staff will help mediate conflicts in<br />

the home, as well as help enhance relationships between young persons and their parents. These visits will<br />

also offer support for parents.<br />

Community Resources and Field Trips<br />

TJP-AMA personnel will assemble a battery of<br />

Multidisciplinary Youth Services resources.<br />

Program staff will refer students to appropriate<br />

community and county resources. Many of our<br />

youth are unaware of the many resources and<br />

services available to them. TJP-AMA will invite<br />

representatives from community and county<br />

programs to attend weekly meetings to share<br />

information about their programs with youth.<br />

Additionally, we will take students to tour<br />

community and county offices.<br />

Field trips will facilitate recreational learning.<br />

Recreational learning provides fun, relaxation, and cultural exposure to broken students’ view of the<br />

world. The Coalition will provide a minimum of one Field Trip per month. Field Trips will be held the<br />

third Saturday of each month, except for Special Events. All Field Trips will be coordinated with group<br />

home staff, caregivers, and appropriate personnel. Caregivers will be given sufficient notice via fax,<br />

telephone, and mailed correspondence. Field Trips have varied from attending NBA games to passing out<br />

gifts to homeless children during holidays. The Field Trips have been a highlight of our program and<br />

have been both informative and fun for our youth.<br />

Incentives<br />

TJP-AMA will offer a variety of incentives to increase school performance and to reward participation in<br />

the program(s), including but not necessarily limited to the following:<br />

1. The Academic Bowl: the Academic Bowl is an incentive for participants to increase school<br />

performance and to turn in weekly progress reports. The Academic Bowl rewards students on a<br />

point system. Students with the highest point total at the end of the year will win a Grand Prize,<br />

the size and nature of which will depend upon then current resources available for such awards.<br />

Points are awarded based on each student’s weekly progress reports (i.e. - students having greater<br />

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workshop attendance will have more points). Students who fail to bring in their reports will<br />

receive no points. The following is the Grade Point Chart we will use:<br />

a. 10 points = A<br />

b. 7 points = B<br />

c. 3 points = C<br />

d. 1 point = D<br />

e. 0 points = F<br />

The Academic Bowl will motivate students to increase school performance and encourage participants to<br />

motivate their peers to achieve in school.<br />

2. The Rites of Passage Program: The Rites of Passage program will award certificates to two<br />

participants each month for outstanding participation and achievement in the workshops,<br />

homework clubs, and literacy support services. Participants will be recognized in front of the<br />

entire group during workshops.<br />

3. Weekend Extra-Curricular Activities: weekend extra-curricular activities will be additional<br />

incentives for participants, including but not necessarily limited to:<br />

a. Martial Arts: The ancient art of Ju-Jitsu will be offered to participants each weekend.<br />

Ju-Jitsu (the gentle version) is a non-aggressive physical activity designed to teach<br />

discipline, non-violent conflict resolution, courage, honesty, fairness, good citizenship,<br />

enthusiasm, and hard work.<br />

b. Dance: Students interested in traditional and modern dance can enroll in this beginners<br />

class. Traditional values, virtues, history, and culture are taught through this class.<br />

c. Drama: Presented in a workshop format, various exercises will allow students to explore<br />

and achieve self-expression and other dramatic skills. The class will work to host an<br />

event at the end of the year.<br />

d. African-American/ Latino History: This class will survey African-American and<br />

Latino history. The class will enhance student self-esteem, as well as knowledge of<br />

history and culture.<br />

4. All-Sports Activities:<br />

These activities are offered daily, according to demand. Classes will be offered at the workshop location.<br />

All classes will be taught by qualified personnel.<br />

Parent Support Groups/ Council of Elders<br />

Monthly meetings will be scheduled for the parents/ caregivers of all participating students. These<br />

meetings are designed to inform parents how to implement the lessons being taught in the program in<br />

their respective homes. Getting parents to be involved in education at the High School level has been a<br />

tremendous challenge. However, our past experience of using incentives has often motivated parents to<br />

attend. Once parents hear the information being presented, they are often motivated to return on their<br />

own.<br />

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A. College/ Career/ Emancipation Workshops (Rites to Success)<br />

The Rites of Passage program will prepare juniors and seniors for post high school education.<br />

Unfortunately, many young people do not have a secure plan for their future. The Rites of<br />

Passage program uses an intense series of workshops and presentations to help prepare young<br />

persons for their future. The workshops include, but are by no means limited to: Assisting each<br />

young person with creating a Life Plan, as well as two back-up, life plans, College, University,<br />

and/or Vocational School tours, Money Management, Financial Aid, College Admission, Guest<br />

Lecturers, and SAT/ ACT preparation. This component of the program, unlike most college prep<br />

programs, is geared to address living arrangements, employment, money management, etc.<br />

B. Rite to Success Workshop Goals<br />

a. Juniors<br />

i. Visit Colleges, Universities, and/or Vocational Schools once per month;<br />

ii. Enroll in Summer “Bridge” programs;<br />

iii. Create a detailed Education plan;<br />

iv. College Tour(s);<br />

v. Identify Schools of Interest;<br />

vi. PSAT/ SAT/ ACT Preparation & Testing;<br />

vii. Workshops Helping Students Get Serious About Their Future;<br />

viii. Develop Support Networks;<br />

ix. Attend College/ Career Community Activities;<br />

x. Guest Presentations.<br />

b. Seniors<br />

i. Continue College Campus visitations;<br />

ii. Apply to a Minimum of Ten (10) Schools;<br />

iii. Complete Financial Aid Applications;<br />

iv. Create Two (2) Back-Up Plans for Emancipation;<br />

v. Secure Housing (Transitional or Other);<br />

vi. SAT and/or ACT Testing;<br />

vii. Job Development;<br />

viii. Create an Emancipation Folder with Important Resource Contacts;<br />

ix. Money Management;<br />

x. Strengthen Support Networks;<br />

xi. Guest Presentations.<br />

Youth Interventions<br />

Interventions are specialized meetings with program participants that are struggling in school or at home.<br />

These meetings are comprised of the young person, TJP-AMA Professional staff, Ministers, Guardians,<br />

and any other person the young person would like to attend. The intervention is designed to confront the<br />

young person in a loving and supportive environment, and to assist them in creating a plan to correct or<br />

enhance their behavior. The intervention is a powerful session for participants who are presenting a<br />

variety of problems. Issues and behaviors that students may not address in a group setting can often be<br />

worked out in these individualized sessions.<br />

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Men’s and Women’s Nights<br />

Men’s and Women’s Nights are gender-specific groups held once each month to provide a forum for<br />

young people to discuss issues pertaining to manhood and womanhood. These nights are facilitated by<br />

TJP-AMA, and may include guest presenters and/or Field Trips. These workshops may be held at a local<br />

restaurant, beauty or barber shop, or other causal meeting space. Men’s and Women’s Nights will be held<br />

the last Thursday of each month, immediately following Homework Club and Literacy. This provides an<br />

arena for our young ladies to discuss menstrual cycles and care, personal hygiene, men’s virtues, and<br />

sexuality; one Women’s night actually centered around how to change a tire on a car. These nights are<br />

very interesting and informative. When we removed this component of our program, many of our youth<br />

demanded that we bring it back, as they felt they were able to discuss issues and learn things they could<br />

not discuss or learn elsewhere.<br />

Rites of Passage Retreat<br />

The Rites of Passage Retreat provides an opportunity for youth enrolled in the Rites of Passage program<br />

to escape from urbana, to assess themselves, their goals, their vision, and align their behavior with their<br />

values. During the three day/ two night retreat, youth will reside in the beautiful and serene mountains of<br />

Appalachia, and will participate in various workshops and traditional ceremonies designed to enhance<br />

self-esteem, self-awareness, self-determination, and discipline. Additionally, young people will<br />

participate in cooking breakfast, lunch, and dinner, thereby learning basic cooking skills. Young people<br />

will enjoy the many recreation amenities of the campsites such as horseback riding, visiting the lake(s),<br />

hiking, basketball courts, campfires, volleyball, and much more. The retreat will be a life-changing<br />

experience for all youth in attendance.<br />

Council of Elders<br />

The Council of Elders is the body of parents/ guardians that are formed to support the program. Parents<br />

meet once per month to learn the information being presented to students. The Council of Elders gathers<br />

resources for the program and directs the implementation of the program at TJP-AMA. TJP-AMA will<br />

select elders from its constituency to serve as the Council of Elders.<br />

What Is The Ten-Step Rites of Passage?<br />

Throughout the history of civilization, humans have constructed societal institutions designed to help<br />

their constituents transition from one stage of life to another. The term “Rites of Passage” was most<br />

popularized by a French Ethnographer, Arnold van Gennep, however the traditions and institutions of<br />

“Rites of Passage” have been in existence long before Mr. Gennep. Rites of Passage are generally<br />

represented by three stages:<br />

1. Separation;<br />

2. Liminality (limbo); and<br />

3. Incorporation.<br />

In the Separation phase, a particular group is identified as having either achieved a certain accolade or<br />

reached a period of preparation for a future life stage. Once identified, this group is generally separated<br />

from the rest of their community and they enter into “Limbo”, a stage in which they receive instruction,<br />

guidance, wisdom, training, and participate in rituals in preparation or celebration of their development.<br />

The last phase is Incorporation, which is generally marked by a large celebration/ ceremony whereby the<br />

society recognizes that the individual has been properly prepared for their new role in the community.<br />

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Rites of Passage’s purpose, structures, traditions, and ceremonies differ across the world. Purposes,<br />

structures, traditions, rituals, and ceremonies are culturally specific and are created to enable the<br />

individuals within a specified community to prosper and be productive. Today, we see many traces of<br />

“Rites of Passage” with Baby Showers, Weddings, Baptisms, First Communions, Bar-Mitzvah,<br />

Quinceanera, Sweet-Sixteen’s, Proms, Graduations, Job Promotions, Retirement, and Death. Most of<br />

these events are highly celebrated days in the United States and include a variation of the stages noted<br />

above.<br />

TJP-AMA has developed a Ten-Step Rites of Passage program that helps participants transition from<br />

childhood to adulthood. We focus on ten (10) life areas (Rites) that we believe are critical to the<br />

development of people in today’s society. These ten Rites are often taught independently, however every<br />

graduate discovers their interdependency. The Ten Rites include: Personal Rite, Emotional Rite, Mental<br />

Rite, Economic Rite, Spiritual Rite, Social Rite, Physical Rite, Political Rite, Historical Rite, and Cultural<br />

Rite. TJP-AMA conducts Orientations upon enrollment of youth into the program, inviting previous<br />

graduates to share their experiences of being in the pfogram, and to let enrollees know that the community<br />

supports their participation in this program. Upon entrance into the program, TJP-AMA separates boys<br />

and girls during instruction, however some field trips and activities are co-ed. TJP-AMA has designed a<br />

dynamic curriculum which employs “Hands-On” workshops to teach life skills during the “Limbo”<br />

period. The “Ten-Step Rites of Passage” program has various ceremonies and rituals that culminate each<br />

rite and the program.<br />

The Ten-Step Rites of Passage program is an Evidence-Based Youth Development model. The Ten Step<br />

Rites of Passage program is a “Best-Practice” approach because it is not “problem-focused” like most<br />

programs, such as only dealing with anger, drug abuse, gang involvement, etc. Instead, the Ten-Step<br />

model focuses not only on behaviors that we do not want young people to engage in, but it also equips<br />

them with the skills necessary to create productive lives for themselves. The Ten-Step program is holistic<br />

in its approach, and employs strategies that are proven most effective in working with high-risk<br />

populations. The overall goal is not simply to decrease teen pregnancy, or delinquency, but to guide<br />

young people into adulthood as well.<br />

THE TEN-STEP RITES OF PASSAGE<br />

PERSONAL:<br />

EMOTIONAL:<br />

SPIRITUAL:<br />

MENTAL:<br />

SOCIAL:<br />

Life is hard from your womb to your tomb; from the time you check-in to the<br />

time you check-out; from your cradle to your grave life is a struggle; but if you<br />

are still alive, you still have a chance.<br />

Emotions are designed to feed us information about how we feel, but they are not<br />

designed to dictate our behavior; we all must learn to master our emotions.<br />

All of our lives are God-Prescribed and God-Supported; the beginning of all<br />

knowledge is the fear [respect] of God.<br />

Learning is a life-long and life-enriching process; we must thirst for the<br />

acquisition of knowledge, and develop the skill of thinking; whatever is not<br />

growing/ changing is dying.<br />

One’s family, community, and the world should benefit from our presence, and<br />

not suffer because of it; each one must teach one.<br />

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POLITICAL:<br />

ECONOMIC:<br />

HISTORICAL:<br />

CULTURAL:<br />

PHYSICAL:<br />

Everything and everyone is political; we all make a political statement based on<br />

how we choose to live; we must be active in making our families, communities,<br />

nation, and world greater than when we inherited it.<br />

Money will not make one a man or a woman, but we all need money to take care<br />

of our manly and womanly responsibilities; we must learn how to make, save,<br />

spend, and invest a dollar in ways that increase our personal and collective<br />

wealth.<br />

Your “Past” explains your “Present”; what you so in your “Present” situation will<br />

dictate your “Future”; therefore, history is an understanding of past, present, and<br />

future, and those who do not know their history are bound to repeat it.<br />

Culture is everything; Culture is the framework for our values, perceptions, and<br />

interactions with this world.<br />

Your health, nutrition, hygiene, and physical activities determines how you will<br />

live and how you will grow.<br />

________<br />

TECHNOLOGY and STEM WORKSHOPS<br />

Using the “TechnoKids” Curricula<br />

Primary (for Grades K-3): Making learning fun with projects that teach fundamentals, inspire creativity,<br />

and build confidence.<br />

Junior: (for Grades 3-5): Integrating technologies with school curricula using innovative projects that<br />

engage young learners.<br />

Intermediate (for Grades 6-8): <strong>Project</strong>-Based learning through meaningful activities.<br />

Senior (for Grades 9-12): Advanced Skills training with projects designed to prepare students for higher<br />

learning, military training, and/ or the workforce.<br />

Click to View<br />

https://www.technokids.com/<br />

ALL-SPORTS ACTIVITIES<br />

Providing local at-risk youth with opportunities to play organized recreational sports in an environment<br />

conducive to learning game fundamentals while enjoying the fellowship of young people of similar age<br />

and gender.<br />

Click to View<br />

https://www.yumpu.com/en/document/view/62095135/the-all-sports-ministry-of-pa-nj-de-rules-regulations<br />

COMMUNITY ENGAGEMENT<br />

I. Strengthening Existing Community And Faith-Based Organizations<br />

II. Participation In Juvenile Court Processes<br />

III. Strengthening “Second Chance” Ministries<br />

IV. The Community Learning Series<br />

Click to View<br />

https://www.yumpu.com/en/document/view/62259546/the-community-engagement-strategy<br />

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PROGRAM PERSONNEL<br />

The TJP-AMA staff for will consist of the following personnel:<br />

Executive Director: Chief Operating Officer of the<br />

Program responsible for establishing agency and<br />

Program philosophy; obtaining and allocating<br />

resources for the Program, including fundraising<br />

and procurement of grants; networks to establish<br />

and maintain community resources; assisting in<br />

designing Program workshops; developing<br />

Program materials and instruments; and<br />

supervising the Director.<br />

Volunteer Services Director: Responsible for<br />

supervision of Program staff; responsible for all<br />

aspects of Forum activities as set forth in the Program Flowchart; assists in the development of<br />

workshops, program materials and instruments; coordinates and supervises workshops; homework<br />

clubs; literacy support services; field trips; weekend school; school visits; home visits; requests<br />

speakers; supervises Program file maintenance; ensures accurate record keeping of Program data;<br />

assists in staff development & training; conducts individual and group counseling sessions for<br />

Program youth; confers with DFCS personnel, Juvenile Probation, and the Court; and assists Unit<br />

Leaders in the development of Educational Support Plans; responsible for supervising fiscal operation<br />

of the Program; acts as liaison between the Program and youth homes/foster homes/relative<br />

caregivers; coordinates quarterly meetings with school counselors; coordinates individual and group<br />

counseling sessions for Program youth; and administers assessments for Program youth.<br />

Administrative Assistant – responsible for answering telephones; recording and relaying messages;<br />

maintaining Program files; composing and typing correspondence for the Program; maintaining<br />

Program calendar; coordinating networking efforts; providing snacks for program participants;<br />

ordering and maintaining office supplies and equipment; and performing other duties as assigned.<br />

Intake/Assessments Coordinator: Responsible for Intake Assessments for all youth participants;<br />

responsible for distribution and tracking of all materials, agency referrals, school visits, home visits;<br />

and weekly evaluations; records data for the Program; responsible for monthly field trip coordination,<br />

as well as annual retreat coordination.<br />

Workshops/Homework Clubs Manager: responsible for all aspects of Workshops and Homework<br />

Club activities as set forth in the Program Flowchart; responsible for procuring Instructors, Peer<br />

Counselors, Guest Speakers, and Youth Volunteers; responsible for Monthly and Quarterly reporting;<br />

maintains Education program records; monitors program progress and evaluation; acts as a liaison<br />

between <strong>Project</strong> CONNECTparticipants, Department of Family And Children’s Services (DFCS),<br />

Juvenile Probation, and the Court; facilitates weekly staff meetings and training; facilitates weekly<br />

meetings with the Director; and maintains quality control plan for the Program.<br />

Mentors: responsible for providing off-site support for assigned young persons in all areas of lifeskills<br />

development as well as academic performance; assists in assessments for Program youth; assists<br />

in weekly Program workshops as co-facilitators; supervises miscellaneous school activities; and<br />

facilitates college/career planning for Program youth.<br />

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Peer Counselors: High school seniors who have completed the Program’s training will assist as<br />

workshop facilitators and assist with homework clubs, literacy support services, and youth<br />

mentorship.<br />

Adult Volunteers: Responsible for Tutoring Core Subjects, including Math, Reading, Creative<br />

Writing, Social Studies, Science, etc.<br />

Youth Volunteers: Assists Adult volunteers in Tutoring Core Subjects, including Math, Reading,<br />

Creative Writing, Social Studies, Science, etc.<br />

The <strong>Transformative</strong> <strong>Justice</strong> <strong>Project</strong> of Pennsylvania, New Jersey & Delaware<br />

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Annual Budget<br />

Data-Driven Resource Allocation<br />

Position Positions Monthly Salary Time (%) Months 12 Month Budget<br />

Executive Director 1 $5,500.00 100% 12 $67,000.00<br />

Director 1 $3,750.00 100% 12 $45,000.00<br />

Workshops/Homework Mgr. 1 $2,625.00 100% 12 $30,500.00<br />

Mental Health Counselors 2 $5,250.00 100% 12 $63,000.00<br />

Parenting Skills Counselor 1 $2,625.00 100% 12 $30,500.00<br />

Intake/Assessment Coordinator 1 $2,083.00 100% 12 $25,000.00<br />

Youth Trainers 2 $2,083.00 100% 12 $50,000.00<br />

Administrative Assistant 1 $1,900.00 100% 12 $23,800.00<br />

Peer Counselors 3 $230.00 100% 12 $8,280.00<br />

Instructors 1 (x 5) $845.00 100% 12 $10,140.00<br />

Tutors 1 (x5) $845.00 100% 12 $10,140.00<br />

Personnel and Non-Personnel<br />

Personnel Costs<br />

Total $363,360.00<br />

Employee Benefits<br />

Salaries Subject to 12 Month Budget<br />

Type of Benefits Percent (%) Employee Benefits by Line Item<br />

Medical/ Dental 0.00% $0.00 $0.00<br />

Retirement 0.00% $0.00 $0.00<br />

Social Security 7.65% $251,594.40 $19,246.97<br />

State Unemployment 5.70% $251,594.40 $14,340.88<br />

Worker's Compensation 6.00% $251,594.40 $15,095.66<br />

Other Employment Tax/Benefit 1.00% $251,594.40 $2,515.94<br />

TOTAL $51,199.46<br />

Total Personnel Cost $414,559.46<br />

The <strong>Transformative</strong> <strong>Justice</strong> <strong>Project</strong> of Pennsylvania, New Jersey & Delaware<br />

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Non-Personnel Costs<br />

Outreach<br />

Rate Per Estimated<br />

12 Mo. Budget<br />

Description Mile Miles by Line Item<br />

Mileage $0.31 14,250 $4,417.50<br />

TOTAL $4,417.50<br />

Training Costs<br />

Period<br />

12 Mo. Budget<br />

Description (Month) Allowance by Line Item<br />

Assessment Materials 12 $100.00 $1,200.00<br />

Independent Living Skills Training Materials 12 $250.00 $3,000.00<br />

Field Trips 11 $600.00 $6,600.00<br />

Nutrition (Food & Refreshments) 12 $500.00 $6,000.00<br />

Retreat (35 Youth) 1 $3,500.00 $3,500.00<br />

Youth Activities (Event Tickets & Snacks) 12 $400.00 $4,800.00<br />

TOTAL $25,100.00<br />

Facilities Costs<br />

Period<br />

12 Mo. Budget<br />

Description (Month) Allowance by Line Item<br />

Telephone 12 $400.00 $4,800.00<br />

Utilities (Water, Gas, & Electricity) N/A N/A N/A<br />

Rent/Lease of Training Site 12 $1,500.00 $18,000.00<br />

TOTAL $22,800.00<br />

Consumable Supplies<br />

Period<br />

12 Mo. Budget<br />

Description (Month) Allowance by Line Item<br />

Office Supplies 12 $200.00 $2,400.00<br />

Postage 12 $85.00 $1,020.00<br />

Other N/A N/A N/A<br />

TOTAL $3,420.00<br />

The <strong>Transformative</strong> <strong>Justice</strong> <strong>Project</strong> of Pennsylvania, New Jersey & Delaware<br />

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Non-Personnel Costs<br />

Other Costs<br />

Period<br />

12 Mo. Budget<br />

Description (Month) Allowance by Line Item<br />

Accounting/Auditing 12 $450.00 $5,400.00<br />

Insurance 12 $600.00 $7,200.00<br />

TOTAL $12,600.00<br />

Equipment (Rent/Lease/Purchase)<br />

Period Monthly 12 Mo. Budget<br />

Description (Month) Lease by Line Item<br />

Van N/A N/A N/A<br />

TOTAL<br />

N/A<br />

TOTAL OPERATING COSTS $68,337.50<br />

(Non-Personnel)<br />

TOTAL OPERATING COSTS $482,896.96<br />

(Personnel & Non-Personnel)<br />

Cost per child for twelve months (w/out MH/PST) $1,554.70<br />

Cost per child for twelve months (w/ MH/PST) $1,931.59<br />

The <strong>Transformative</strong> <strong>Justice</strong> <strong>Project</strong> of Pennsylvania, New Jersey & Delaware<br />

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Notes<br />

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Notes<br />

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The <strong>Transformative</strong> <strong>Justice</strong> <strong>Project</strong> of Pennsylvania, New Jersey & Delaware<br />

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Executive Summary<br />

The <strong>Transformative</strong> <strong>Justice</strong> <strong>Project</strong> of Pennsylvania, New Jersey & Delaware<br />

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Executive Summary<br />

The <strong>Transformative</strong> <strong>Justice</strong> <strong>Project</strong><br />

The mission of the Zion Baptist Church Restorative <strong>Justice</strong> Ministry is to eliminate the<br />

recidivism and to clear the records of court adjudicated youth in the Nicetown-Tioga community<br />

providing a model for other sections of the city.<br />

By August 2016, 50 youth will have completed the program at which point we will evaluate the<br />

program and make appropriate adjustments. Other milestones – September 2016, 100 youth<br />

enrolled; September 2017, 250 youth enrolled and 2 nd site<br />

High Level Overview of The Program<br />

Jack Johnson through the court system will “recruit” 50 youth from the local community<br />

who have been “connected” with the criminal justice system of Philadelphia<br />

The youth will be enrolled in a 12 month program running from September 2015 –<br />

August 2016<br />

The program which is titled The <strong>Transformative</strong> <strong>Justice</strong> <strong>Project</strong> – A Multidisciplinary<br />

Approach (TJP-AMA) is a program that is administered by The Advocacy Foundation<br />

TJP-AMA has been operated by The Advocacy Foundation in 5 locations in Georgia.<br />

Atlanta, Clayton County, Jasper County, (Jack please fill the others)<br />

The program will operate out of the annex in one of the large class rooms on the 1 st , 2 nd<br />

or 3 rd floor<br />

The program will run from 3 PM – 6 PM Monday – Friday except on holidays<br />

Upon completion of 9 months (September – June) of the program, The Adolescent Law<br />

Group will work to see that the youth’s records are cleared.<br />

<br />

<br />

<br />

Year 1 (September – August) will be used as a pilot.<br />

Finances<br />

o All monies received will distributed in the following manner:<br />

• 10% to Host Facility<br />

• 10% to The Advocacy Foundation<br />

• 80% to the Program costs<br />

o Financial reports will be provided on a monthly basis<br />

Staffing:<br />

o While the initial plan is to operate the program with volunteers the ultimate goal<br />

would be to provide a stipend for all volunteers moving them being volunteers to<br />

paid staff<br />

o Requirements<br />

• Initial/ Interim Director – Jack Johnson<br />

• Teachers - 12 are required to provide a ratio of 1:12 adult to youth ratio<br />

• 4 staff is required per day with a request that staff are being asked to serve<br />

a maximum of 2 afternoons per week.<br />

The <strong>Transformative</strong> <strong>Justice</strong> <strong>Project</strong> of Pennsylvania, New Jersey & Delaware<br />

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High-level timeline<br />

December: 1) Meeting with initial group of Stakeholders to review the plan<br />

2) Conference call with Dr. James P. Griffin to program success in<br />

Georgia<br />

January: 1) Presentation 1 to Stakeholders and request for endorsement<br />

2) Presentation 2 to Stakeholders and request for endorsement<br />

February: 1) Fundraising begins<br />

2) Host to provide “actual” cost of space for grant proposal<br />

purposes<br />

3) Prepare brochure/materials including letter/endorsements from<br />

church<br />

March: 1) Jack begins working with the Courts using material prepared<br />

2) Recruitment of Advisory Committee begins<br />

3) Recruitment of Staff/Volunteers begins<br />

June: 1) Advisory Committee complete<br />

2) Finalize space arrangements where program will be held<br />

August: 1) Staff/volunteers recruitment complete<br />

2) Training for staff/volunteers – 2 weeks; 2 nights per week<br />

September: Program launch with 25 youth<br />

August: Program evaluation<br />

September: Additional youth enrolled in the program<br />

September: Additional youth enrolled<br />

2 nd site launched<br />

The Coalition<br />

1) Interim Director (Johnson)<br />

2) Local Faith-Based Organizational Partners<br />

3) Local Community-Based Organizational Partners<br />

4) Local Business Partner(s)<br />

5) Local University Partner(s)<br />

6) Probation officer(s)<br />

7) Social worker(s)<br />

8) Someone familiar with the DHS requirements<br />

9) Representative(s) from local police districts (Community Relations Officer(s))<br />

10) Educator(s)<br />

11) Community representative(s)<br />

12) Politician(s)<br />

13) Ward leader(s)<br />

The <strong>Transformative</strong> <strong>Justice</strong> <strong>Project</strong> of Pennsylvania, New Jersey & Delaware<br />

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Mobilization Budget (January – March)<br />

Executive Director stipend $4,200<br />

Staff/volunteers stipends $31,200<br />

o 4 per day/2 days per week + Friday (12 people)<br />

@ $50 per week = $600 week * 52 weeks<br />

Activities (Educational Support Services, Athletics,<br />

Computer & STEM Activities) $20,000<br />

Total Year First year costs $55,400<br />

Note: Interim Director stipend begins in January while staff/volunteers & activities not<br />

required until February.<br />

A. Program Abstract<br />

The <strong>Transformative</strong> <strong>Justice</strong> <strong>Project</strong> - A Multidisciplinary Approach (hereinafter referred to as “<br />

TJP-AMA”) is our evidence-based, multi-year, multi-faceted, cornerstone Youth and<br />

Community Infrastructure program designed to address the needs of “at-risk” young people and<br />

change the disenfranchisement paradigm encompassing dysfunctional family cycles, as well as<br />

their perceptions within the communities to which they will be restored to “good standing”. Our<br />

particular program was first proven effective in its two-year pilot in urban, suburban, and rural<br />

environments throughout Georgia, and similar programs have also succeeded in nine other states.<br />

We have been highly successful in helping the young people we’ve served, as well as their<br />

families, and their communities, understand and break negative social and family patterns<br />

regarding youth violence and juvenile delinquency, education, literacy, pregnancy, substance<br />

abuse, etc. The overall objective of the program is to teach self-discipline, personal<br />

responsibility, academic and time-management skills (including study skills, test-taking<br />

techniques, and life skills) designed to promote community binding, while simultaneously<br />

decreasing anti-social behaviors, and building a Community Infrastructure designed to encourage<br />

young people to stay in school and complete either their high school education or a vocational<br />

training program in preparation for college, military service, or the workforce after graduation.<br />

B. Specific Aims – Program Goals<br />

Our program will focus on the following aspects of the MAVPP Peace Plan Initiative:<br />

a. Youth Violence;<br />

b. Gang Affiliation;<br />

c. Truancy Reduction;<br />

d. Family Violence;<br />

e. Youth Capacity Building;<br />

f. Mentoring;<br />

g. Parental Involvement;<br />

h. And more as we evolve.<br />

The <strong>Transformative</strong> <strong>Justice</strong> <strong>Project</strong> of Pennsylvania, New Jersey & Delaware<br />

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Our primary objective is to reduce the incidence of pre-delinquent behaviors, including, but not limited to,<br />

gang affiliation and violence, acting disruptive and stealing, running away, truancy, marginal academic<br />

performance, and/or the low probability of high school graduation.<br />

C. Service Delivery Plan<br />

The TJP-AMA program serves adolescents ages eight (8) through eighteen (18); residing either<br />

at home or in foster or relative care; and enrolled in the local public school system. These<br />

adolescents have been identified as “at-risk” due to their high truancy rates, delinquent behavior,<br />

multiple placements, failure in two or more subjects in school, drop-out rates, and their close<br />

proximity to a multitude of potentially life-threatening dangers within or near their surrounding<br />

communities. Through extensive outreach efforts, we identify no less than two hundred fifty<br />

(250) adolescents over a twelve (12) month period to participate in the program in each service<br />

delivery area. Eligible participants typically display one or more of the following characteristics:<br />

D. Risk Factors<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

Poor attendance at school;<br />

Marginal academic achievement and/or low probability of high school graduation;<br />

Little or no previous job experience;<br />

Involvement in gang-related activities;<br />

Limited or lack of family and/or community support;<br />

Appear to have low self-motivation or low self-esteem;<br />

History of victimization and/or substance abuse;<br />

Negative involvement with law enforcement;<br />

History of running away or temporary periods of homelessness;<br />

Parents without adequate parenting skills and/or child care;<br />

Violence or fighting with others without provocation;<br />

General lack of positive direction and guidance; and<br />

Other high-risk factors.<br />

The <strong>Transformative</strong> <strong>Justice</strong> <strong>Project</strong> of Pennsylvania, New Jersey & Delaware<br />

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Youth and Family Goals<br />

Replacing Risk Factors with Protective Factors<br />

1. Increase Pro-Social Behaviors in the Community: Internships, Jobs, and/ or Community<br />

Service<br />

a. 75% of program participants are placed in Jobs, Internships, and/ or long-term<br />

Community Service activities.<br />

2. Decrease Criminal Activity and Violence<br />

a. 85% or program participants demonstrate decreased aggressive behaviors by 25%;<br />

b. There is generally a 45% reduction in program participant arrests by the end of the<br />

second cycle year.<br />

3. Decrease Involvement in Gangs<br />

a. Approximately 85% of program participants demonstrate a 40% or better reduction in<br />

gang-related activities;<br />

4. Decrease Alcohol and Drug use<br />

a. Approximately 85% of program participants demonstrate a 50% or better reduction in<br />

alcohol and drug use;<br />

5. Improve School Functioning and Performance<br />

a. Approximately 85% of program participants demonstrate a 65% or better increase in<br />

school attendance;<br />

b. Approximately 85% of program participants demonstrate improved academic<br />

performance (grades are measured by report cards).<br />

6. Improve Family Functioning and Interaction<br />

a. Almost 85% of the parents of program participants, and their families, attend at least one<br />

(1) Family Involvement trip; and<br />

i. increase time spent in family activities;<br />

ii. report increased quality of interactions.<br />

7. Increase Involvement in Extra-Curricular Activities (Sports/ Music/ Arts/ etc.)<br />

a. Approximately 85% of program participants participate in at least one extra-curricular<br />

activity;<br />

i. 50% of those usually participate for at least 5 months.<br />

The <strong>Transformative</strong> <strong>Justice</strong> <strong>Project</strong> of Pennsylvania, New Jersey & Delaware<br />

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8. Increase Youth Workforce Development Skills and Access to Jobs<br />

a. Approximately 85% of program participants participate in Workforce Development<br />

activities;<br />

b. Approximately 85% of program participants demonstrate increased workforce readiness<br />

skills (pre/ post assessment).<br />

9. Improve Attitudes Toward Self, Home, and School<br />

a. Approximately 85% of program participants demonstrate increased self-esteem;<br />

b. Approximately 85% of program participants demonstrate increased positive perceptions<br />

of home life and an understanding of the importance of school for the future (pre/ post<br />

youth survey).<br />

10. Improve Social Competence Skills: Self-Esteem, Peer Relations, Socialization, Social<br />

Problem-Solving, and Cognitive Problem-Solving Skills<br />

a. Approximately 85% of program participants demonstrate increased self-esteem (pre/<br />

post-assessment);<br />

b. Approximately 85% of program participants demonstrate increased positive peer<br />

interaction(s);<br />

c. Approximately 85% of program participants demonstrate a 50% or better increase in<br />

utilization of positive problem-solving techniques.<br />

The projected outcomes for young persons successfully completing the program also include increased<br />

motivation to attend or return to school due to:<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

Development of skills to negotiate the educational system;<br />

Knowledge of available resources;<br />

Enrollment in appropriate educational programs;<br />

Knowledge of how to read and understand school educational records;<br />

Improved self-esteem; development of support networks for youth;<br />

Improved socialization skills; attainment of realistic goals for the future; and<br />

Development of mentoring talents and personal gifts.<br />

The <strong>Transformative</strong> <strong>Justice</strong> <strong>Project</strong> of Pennsylvania, New Jersey & Delaware<br />

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Community Infrastructure Goals<br />

8. Increase Service Providers to Address Specific Community Needs Related to<br />

Juvenile Delinquency Behavior<br />

d. By the end of year one, 98% of unmet community needs related to Juvenile<br />

Delinquency are identified;<br />

e. By the end of year two, 90% of youth risk-factors/needs/issues related to Juvenile<br />

Delinquency will have a corresponding long-term community service provider to<br />

prevent, address and treat those behaviors;<br />

f. Within six (6) months, each jurisdiction served will have identified resources for<br />

long-term, free or stipend-reimbursement services provided by professionallytrained<br />

interns (education, psychology, social work, criminal justice, business)<br />

and will have Memorandums of Understanding or Agreements with the<br />

Department Field Training Programs at local colleges, Universities, and Public<br />

Health/County Centers;<br />

9. Increase Service Integration and Coordination<br />

a. Within three months, 85% of identified services and providers are located at the<br />

centralized community site;<br />

b. By the end of the year, 85% of Service Providers attend monthly Provider Case-<br />

Conference Meetings;<br />

c. By the end of the year, 85% of Service Providers have increased confidential<br />

communication and sharing about individual youth and family treatment plans<br />

(with Parent Releases);<br />

d. Within six months, Providers jointly review separate intake forms, develop a<br />

Comprehensive Integrated Service Intake to be completed by youth and families<br />

at a central, single-point of entry to be shared among service providers in<br />

compliance with HIIPA regulations, and 95% Providers use a developed<br />

document.<br />

10. Develop Policies and Procedures for Integrated Service Networking, from Referral<br />

to Case Closure<br />

a. Within six months, a Policies and Procedures <strong>Manual</strong> describing Program Process<br />

from referral to case closure is developed by each Site Coordinator with input<br />

from Collaborative Providers.<br />

The <strong>Transformative</strong> <strong>Justice</strong> <strong>Project</strong> of Pennsylvania, New Jersey & Delaware<br />

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11. Develop Client Tracking Mechanisms<br />

a. Within three months, a client tracking mechanism is jointly developed and<br />

described by the Site Coordinator in the Policies and Procedures <strong>Manual</strong>.<br />

12. Develop Quality Assurance Teams and Client Feedback Mechanisms.<br />

a. Within six months, a Quality Assurance Team is developed including Key<br />

Stakeholder staff, Service Providers, Supervisors or Professors from Field<br />

Training programs, Program Consultants and a Program Evaluator;<br />

b. By the end of the year, the Quality Assurance Team will have conducted one visit<br />

at each site to assess and improve quality of services;<br />

13. Identify and Operate Safe and Accessible Community Sites<br />

a. Within one month, each community identifies and secures a safe (free of violence,<br />

drug-free) site that is centrally located and accessible by youth and families, or<br />

accessible by ADA (American Disabilities Act) compliant transportation.<br />

14. Increase Transportation to Service Delivery Sites<br />

a. Within three months, each county will identify and implement the best method<br />

(determined by community focus groups) of transporting clients (public<br />

transportation, van with grant resources, in-kind community church bus, parents)<br />

to the centralized service site.<br />

The <strong>Transformative</strong> <strong>Justice</strong> <strong>Project</strong> of Pennsylvania, New Jersey & Delaware<br />

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Representation of Minors<br />

The Adolescent Law Group (ALG) provides Juvenile Court legal services for the local indigent<br />

community. These types of services range from delinquency to dependency matters and, due to<br />

the nature of the proceedings, may include representation for family members of dependents as<br />

well as for those of the accused young persons.<br />

These services will apply to individuals who qualify for them using the “Advocates Minimum<br />

Qualification System”, and/or a “Sliding-Fee Scale”, based on a variety of factors including<br />

income, access to other legal alternatives, and the type of representation needed.<br />

1. Delinquencies (Violations of Law): These are cases in which the child has<br />

committed an offense which would be charged as a crime if s/he were an adult;<br />

2. Deprivation (Abuse and/or Neglect): These are cases in which the child has<br />

been mistreated by the parents, to the point where it becomes necessary for the<br />

court to take over temporary legal custody for the protection of the child.<br />

Depending on the circumstances, it may also be necessary for the state to take<br />

physical custody, removing the child from the parents' home and placing the child<br />

with relatives or in foster care;<br />

3. Status Offenses: These are cases in which a child runs away from home, or is<br />

frequently truant from school, or is otherwise beyond parental control.<br />

E. Expungements, Pardons & Clemency<br />

Once our young persons have completed the TJP-AMA process, and their statutorily defined<br />

waiting period has elapsed, we pursue Expungements, Pardons & Clemency for each eligible<br />

client.<br />

Expungement is the process through which information about an arrest and the result will be<br />

removed from a criminal history. Expunged arrests are not visible to employers, housing<br />

providers, or licensing agencies that are reviewing the official criminal history. Expunged<br />

information will still be visible, however, to law enforcement agencies, including prosecutors<br />

and courts.<br />

Today, pardons are granted in many jurisdictions when individuals have demonstrated that they<br />

have fulfilled their debt to society, and/ or are otherwise considered to be deserving.<br />

Pardons are sometimes offered to persons who are wrongfully convicted or claim they have been<br />

wrongfully convicted. a Pardon DOES NOT set aside the original conviction, however, and in<br />

some cases the offer is therefore refused.<br />

The <strong>Transformative</strong> <strong>Justice</strong> <strong>Project</strong> of Pennsylvania, New Jersey & Delaware<br />

Page 56 of 58


Five-Year Strategic Community Development Plan<br />

Over the next five (5) years, having already completed the aforementioned programmatic and<br />

Community Structuring plan over the previous five (5) years, we plan to accomplish the<br />

following:<br />

1. Develop enhanced Evidence-Based programming in our service delivery areas for the<br />

following organizations:<br />

a. Nonprofits;<br />

b. Churches;<br />

c. School Systems;<br />

d. Government Municipal Groups (Police, Sheriff, Court and Probationary<br />

personnel, and Child-Care Agencies);<br />

e. etc.<br />

While developing these programs, we will also continue to:<br />

a. Represent the Interests of Young People within their local Court, School, and<br />

other systems as needed;<br />

b. Educate Community Stakeholders and Professionals about the Alternative to<br />

Detention programs we develop;<br />

c. Train Juvenile <strong>Justice</strong> Professionals with an aptitude and desire to work<br />

effectively in the Juvenile <strong>Justice</strong> system with an emphasis on <strong>Transformative</strong><br />

<strong>Justice</strong> and Community Re-Engineering.<br />

The <strong>Transformative</strong> <strong>Justice</strong> <strong>Project</strong> of Pennsylvania, New Jersey & Delaware<br />

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The <strong>Transformative</strong> <strong>Justice</strong> <strong>Project</strong> of Pennsylvania, New Jersey & Delaware<br />

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