CCAS Awards Three Jurisdictions with Technical Assistance Grant for Multi-System Collaboration
With support from the Office of Juvenile Justice and Delinquency Prevention, the Center for Coordinated Assistance to States (CCAS) has awarded three jurisdictions with an opportunity to participate in a second cohort of the Multi-System Collaboration Training and Technical Assistance (MSC-TTA) Program. Each selected jurisdiction has exhibited a distinct level of readiness to work in a collaborative manner in their efforts to positively impact at-risk youth in their community.
As part of CCAS, the Center for Juvenile Justice Reform (CJJR) at Georgetown University’s McCourt School of Public Policy will work with the cohort of three communities for eight months on the development of policies and procedures to support multi-system collaboration in their jurisdiction.
The three awarded communities are…read more.
New Practice Model to Improve Outcomes for Youth In Custody
The Center for Juvenile Justice Reform (CJJR) at Georgetown University’s McCourt School of Public Policy and the Council of Juvenile Correctional Administrators (CJCA) have partnered to develop a practice model to guide service delivery for youth in custody at the post-adjudication phase, from commitment to re-entry.
Informed by research, best practices and professional standards, the Youth in Custody Practice Model will outline the steps necessary to deliver high quality services to youth that are developmentally appropriate, strength-based, trauma-informed, family-focused, data-driven and culturally competent. The practice model will guide a comprehensive technical assistance package delivered by field experts that is designed to improve outcomes for youth, families, staff and communities.
CJJR and CJCA will issue a Request for Application (RFA) for interested jurisdictions in November 2015. Once the initial cohort of jurisdictional sites is selected, we plan to begin implementation of technical assistance on the practice model in January 2016. The RFA will be announced in an upcoming newsletter.
Local Teens Talk School Justice with Leaders at Georgetown University
The Center for Juvenile Justice Reform and the American Institutes for Research recently held the inaugural School-Justice Partnerships Certificate Program at Georgetown University from September 28 to October 2, 2015.
A total of 61 participants from Arizona, California, Colorado, Nebraska, New York, Ohio, South Carolina, and Australia participated in a five-day-long program to gain knowledge necessary to address the needs of students known to, or at risk of entering the juvenile justice system.
School and district staff, as well as representatives from local courts, law enforcement, child welfare and juvenile justice agencies, and many other child-serving organizations came together to discuss culture change, family and youth engagement, and improved school-based and cross-system practices and policies.
The certificate program concluded with an engaging youth panel comprised of high school students from Arundel County, Md. public schools who talked directly to program participants about their experiences with school discipline policies.
the group photo of program participants.
Police Chief Magazine: "The Multnomah County Experience: Reducing Racial and Ethnic Disparities in Juvenile Justice"
Brian Detman, System Change and Community Initiatives Manager, and Christina McMahan, JD, Juvenile Services Division Director, Department of Community Justice, Multnomah County, Oregon
In July 2014, a team representing Multnomah County participated in Georgetown University’s Center for Juvenile Justice Reform Reducing Racial and Ethnic Disparities (RED) Certificate Program. The team came away from the program with a renewed perspective and the understanding that they have the power to make change happen. The Multnomah County team has developed and is launching a project that will reform the way youth in the region encounter the juvenile justice system and address the disparities that impact youth of color.
the full article.