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Operation Safe Passage alternatives to: Exclusionary Discipline from Detroit Public Schools

Operation Safe Passage alternatives to: Exclusionary Discipline from Detroit Public Schools. Chief Of Police Ralph L. Godbee, Jr. Assistant Chief Chester L. Logan. Special Agent In Charge Thomas Brandon. Table of Contents. Operation Safe Passage Mission Statement Scope of the Problem

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Operation Safe Passage alternatives to: Exclusionary Discipline from Detroit Public Schools

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  1. Operation Safe Passagealternatives to: Exclusionary Discipline from Detroit Public Schools Chief Of Police Ralph L. Godbee, Jr. Assistant Chief Chester L. Logan Special Agent In Charge Thomas Brandon

  2. Table of Contents • Operation Safe Passage • Mission Statement • Scope of the Problem • Policy Implications for Schools/Enabling legislation • Priorities and Roles • Prevention and Community • Agencies/Partners • Financial Resources • Program Development/General Resources • Summary

  3. Mission Statement It is the Safe Passage sub-committee’s response to Juvenile truancy driving crime. Detroit Police Department identified exclusionary practices as being a contributing factor to the issue. Safe Passage is a strategy to address Juvenile truancy and exclusionary practices to provide necessary resources to establish a safer environment for our children

  4. Scope of the problem Law enforcement and the community have forged a partnership under “Operation Safe Passage, Alternative to Suspensions and Expulsions” to identify solutions to truancy, delinquency and crimes that plague the City of Detroit. Detroit’s 2009 graduation rate was 62% which included alternative schools.

  5. Policy Implications for Schools/Enabling Legislation Policy Implications for Schools Enabling Legislation No Child Left behind (NCLB) Programs for suspended and expelled students Opportunities for academic enrichment • Providing educational support • Assistance for the parent/guardian • Community support services

  6. Detroit Police Department Priorities and Roles Priorities: It is our goal to decrease crime created by legalized truancy by incorporating alternatives to exclusionary discipline. Roles: Our role is to enlist other partners and agencies to bridge the resources of law enforcement, education and other community groups.

  7. Prevention & Community • G.R.E.A.T (Gang Resistance Education and Training) prevention of: • Delinquency • Youth Violence • Gang Membership • Project Sentry (Middle and High School) a project were the below groups educate youth: • Medical professionals • Law enforcement • Social services personnel • Prosecutors • Family & Interpersonal Relationships: • Students gain knowledge re: • Importance of family • How to support and balance family • Maintain healthy interpersonal relationships

  8. Prevention & Community cont.. • Family & Interpersonal Relationships, were students gain knowledge in: • Importance of family structure • Family support and balance • Healthy interpersonal relationships • Violence Preventions, were students learn how: • Their actions affect others • To build positive character traits • To report incidents of violence • Restorative Practices, help school leaders and staff to: • Develop plans based on student needs • Organize staff action groups

  9. DPD DPS: Code of Conduct Office Agencies/Partners AGENCIES AGENCIES Goodwin Consulting/ Made Man A.T.F Detroit City Council, Councilmen Spivey DPSPD Brightmoor Alliance WCSD Brightmoor Pastors Alliance AUSA Grandmont/ Rosedale Community Organization WCPO Children’s Aid Society Safer Saner Schools PARTNERS

  10. Financial Resources • No Child Left behind (NCLB) • Office of Juvenile Justice and Delinquency Prevention (OJJDP) • Bureau of Justice Assistance (BJA) • Comprehensive Anti-Gang Strategies and Program 2011 • Multi – State Mentoring Initiative 2011

  11. Program Development&General Resources • Program Development, resources for schools interested in: • Decreasing delinquency, truancy, drop-out rates, & implementing prevention policies and programs. • General Resources: • Arnette, J.L. & Walsleben, M.C. (1998). Combating fear and restoring safety in schools: A juvenile justice bulletin. Washington, DC: Office of Juvenile Justice and Delinquency Prevention, U.S. Department Of Justice. • Blauvelt, P. (2000). Making schools safe for students: Creating a proactive school safety plan. Thousand Oaks, CA: Corwin Press.

  12. Summary It is understood that negative behavior by the minority disrupts the learning process for the majority. Yet, removing the disruptive students from the educational institution creates more distressing scenarios, such as increasing the dropping-out rate and delinquency. We unite our efforts today to secure our youth of tomorrow. We thank you for your partnership and commitment to improving the quality of the educational experience and overall quality of life within our communities.

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