Source: http://slideplayer.com/slide/2378156/
Timestamp: 2018-11-17 08:22:59
Document Index: 767156749

Matched Legal Cases: ['§4123', '§ 4123', '§ 617', '§ 4112', '§ 617', '§ 617', '§ 617', '§ 617', '§ 616', '§ 617', '§ 617', '§ 617', '§ 1', '§ 1']

Delaware Department of Education School Climate and Discipline Program - ppt download
Published byVernon Wiglesworth Modified over 4 years ago
Presentation on theme: "Delaware Department of Education School Climate and Discipline Program"— Presentation transcript:
1 Delaware Department of Education School Climate and Discipline Program
Criminal Youth Gang Detection Training Required of all district and charter public school employees under 14 Del Code §4123A Welcome to the Delaware Department of Education’s required yearly training on the identification and reporting of criminal youth gang activity as required under Title 14 of the Delaware Code.
2 If it looks like a duck… Walks like a duck… Quacks like a duck… Then it must be a Duck…
We are all familiar with this age old adage. This may be true for ducks, but….
3 Can the same be said for students that look, act and dress like gang members?
4 Would you know a Gang member if you saw one?
Delaware Code Title 14 § 4123A School Bullying Prevention and Criminal Youth Gang Detection Training Each school district and charter school shall ensure that its public school employees receive combined training each year totaling one (1) hour in the identification and reporting of criminal youth gang activity pursuant to § 617, Title 11 of the Delaware Code and bullying prevention pursuant to § 4112D, Title 14 of the Delaware Code. The training materials shall be prepared by the Department of Justice and the Department of Education in collaboration with law enforcement agencies, the Delaware State Education Association, the Delaware School Boards Association and the Delaware Association of School Administrators. Would you know a Gang member if you saw one? Would you know a gang member if you saw one? This training module will include how to identify and report criminal youth gang activity.
5 Ok, how about these girls. They are “throwing signs”…
Ok, how about these girls? They are “throwing signs”…. Gang language for communicating with their hands. Ok, how about these girls? Are they gang members just because they are using gang sign language, also know as “Throwing Signs.”
6 Which one is the gang member?
Can you guess which one is the gang member? Are any of these young people gang members? Before we go any further, lets take a look a the different gangs and their profiles on Facebook. Many of these gangs are active in Delaware.
7 Gangs are on the internet and Facebook
Click on the “Video 1” link below to watch video through internet explorer or Windows Media Player. When finished, close the video window and return to the PowerPoint presentation. Video 1 Video not working? Try this format.
8 Some of the Gangs in Delaware
135 Bloods, 9 Trey, 9 Triggaz , 924 Bloods Anybody Gets It, Bounty Hunter Bloods, Bush Babies, Cash Hoe Murda, Certified Ballina Killers, Crips, Dawg City, Piru, East Coast Bloods, Gangster Disciples, Latin Kings, Netas, Ochos, South Los, Sur-13,Street Piru Bloods and Juggalos 2011 FBI National Gang Threat Assessment – Emerging Trends As of November 20, 2011 the Delaware State Police said they've identified 80 street gangs, including various sets and cliques containing approximately 1,000 identified members. That's up from 720 members of 79 gangs in 2010 These gangs listed do not include, Hybrid Gangs which are non-traditional gangs with multiple affiliations, Ethnic-Based and Non-Traditional Gangs such as African, Asian, Eurasian, Caribbean, and Middle Eastern gangs, Outlaw Motorcycle gangs, White Supremacist Hate Groups, local sets or cliques.
9 The Three R’s of Gang Life
Reputation Respect Retaliation Instead of the three “R” s of Education, a gang member’s life is simple. It’s all about Reputation, Respect and Retaliation.
10 Some gangs avoid wearing “colors” so that they can’t be identified
How about now? Does this look like a gang? How would you know if this is a criminal youth gang or just some good friends hanging out together? Some gangs avoid wearing “colors” so that they can’t be identified
11 “187” is the California criminal code for murder
How about this one? Before you move on to get some answers, its also important to note that gangs are not just for males. “187” is the California criminal code for murder
12 Lets take a minute and look at the law
Lets take a minute to review the Delaware Law and the definition of a criminal youth gang.
13 Delaware Code Title 11 § 617 Criminal Youth Gangs
(a) Definitions. (1) "Criminal youth gang" shall mean a group of 3 or more persons with a gang name or other identifier which either promotes, sponsors, assists in, participates in or requires as a condition of membership submission to group initiation that results in any felony or any class A misdemeanor set forth in this title or Title 16. In Delaware, a Criminal Youth Gang is defined as a group of 3 or more persons with a gang name or identifier, that requires some type of group initiation that results in any felony or class A misdemeanor such as, but not limited to, terroristic threatening, unlawful sexual contact, or assault.
14 Fact or Fiction? There are approximately 30,000 gangs in the United States, with over 782,000 individual members Fact or Fiction: There are approximately 30,000 gangs in the United States, with over 782,000 members.
15 A 2011 survey estimated 29,900 gangs and 782,500 gang members
FACT The U.S. Department of Justice, Office of Juvenile Justice and Delinquency Prevention (OJJDP) A 2011 survey estimated 29,900 gangs and 782,500 gang members The OJJDP reported this number and included that the number of jurisdictions with gang problems and numbers of gangs increased more than 35% from 2002 to 2011. FACT: A 2011 survey estimated that there are 29,900 gangs and 782,500 individual gang members nationwide.
16 What about this one? Are these soldiers gang members or just imitating “throwing signs”? Many street gang members join the military to escape the gang lifestyle, but some revert back to their gang associations once they encounter other gang members in the military. As of April 2011, the National Gang Intelligence Center has identified members of at least 53 gangs whose members have served in or are affiliated with US military. These soldiers are dressed the same and throwing signs, but do they have an initiation ceremony which is criminal in nature? Click to the next slide and check out these soldiers doing the “Crip Walk” also known as the “C” dance….. Does this mean they are gang members? Not necessarily, but they could be, used to be, or… are just having some fun dancing for the people who are watching.
17 “Crip Walk” or “C” Dance…
Does this mean these soldiers are gang members? Click on the “Video 2” link below to watch video through internet explorer or Windows Media Player. When finished, close the video window and return to the PowerPoint presentation. Video 2 Video not working? Try this format.
18 Fact or Fiction? Larger cities and suburban counties remain the primary location for gangs
19 FACT Larger cities and suburban counties account for nearly two-thirds of gangs nationwide. Smaller cities account for nearly 30% and rural counties account for around 5% FACT: Larger cities and suburban counties account for nearly two-thirds of gangs nationwide. Smaller cities account for nearly 30% and rural counties account for around 5%
20 Know these signs. Remember the girls?
Here are more examples of “throwing or Flashing Signs”. It seems to be acceptable practice for kids and adults to throw signs or imitate non-violent gang identifying behaviors if not actually initiated into a gang. However, click to the next slide to see the “Crip Walk” displayed by a player that was in violation of his organization’s rules. The dance cost this player a major fine.
21 This “Crip Walk” cost this player a major fine.
22 Delaware Code Title 11 § 617 Criminal Youth Gangs
(a) Definitions. (2) "Identifier" shall mean common identifying signs, symbols, tattoos, markings, graffiti, or attire or other distinguishing characteristics or indicia of gang membership. “Throwing Signs” or “Flashing” is considered an “Identifier”. Other identifiers include symbols, tattoos, markings, graffiti, or attire or other distinguishing characteristics of gang membership. Click to the next slide to watch a “flashing signs” exhibition, but be aware that some of the “signs” may be offensive.
23 Video not working? Try this format.
24 Delaware Code Title 11 § 617 Criminal Youth Gangs
(a) Definitions. (3) "Student" shall mean any person enrolled in a school grades preschool through 12. For the purposes of our state’s definition of criminal youth gang, a “student” is any person enrolled in grades preschool through twelfth grade.
25 Delaware Code Title 11 § 617 Criminal Youth Gangs
(b) Recruitment or retention of juveniles or students for a criminal street gang or criminal youth gang; penalties. – (1) Any person who solicits, invites, recruits, encourages or otherwise causes or attempts to cause a juvenile or student to participate in or be come a member of a criminal street gang as defined in § 616(a) of this title or criminal youth gang is guilty of a class G felony. Recruitment or retention of juveniles or students for a criminal street or youth gang is against the law in Delaware
26 Delaware Code Title 11 § 617 Criminal Youth Gangs
(2) Any person who, a. In order to encourage a juvenile or student to: 1. Join a criminal youth gang or criminal street gang, 2. Remain as a participant in or a member of a criminal youth gang or criminal street gang, or 3. Submit to a demand by a criminal youth gang or criminal street gang to commit a crime; or Many gang members are required to participate and must submit to the gang leadership. Its against the law in Delaware encourage juveniles to join and remain as a member of a criminal youth gang.
27 Delaware Code Title 11 § 617 Criminal Youth Gangs
b. In order to prevent a juvenile or student from withdrawing or attempting to withdraw from a criminal youth gang or criminal street gang threatens to commit any crime likely to result in death or in physical injury to the juvenile, the juvenile's property, a member of that juvenile's family or household, or their property; or commits a crime which results in physical injury or death to the juvenile, the juvenile's property, a member of that juvenile's family or household, or their property…… In addition, it is also against the law to threaten or to commit a crime causing serious injury or death to prevent a person from leaving a gang or to harm or threaten to harm a person’s family or property in order to prevent that person from leaving a gang.
28 Delaware Code Title 11 § 617 Criminal Youth Gangs
….shall be guilty of a class F felony and shall constitute a separate and distinct offense. If the acts or activities violating this section also violate another provision of law, a prosecution under this section shall not prohibit or bar any prosecution or proceeding under such other provision or the imposition of any penalties provided for thereby. (75 Del. Laws, c. 421, § 1; 70 Del. Laws, c. 186, § 1.) It is a considered a violent felony when someone violates any of the provisions of Title 11, section 617 of the Delaware Code.
29 Why People Join Gangs: Six major risk factors
Lack of jobs for youth Poverty compounded by social isolation Domestic violence Negative peer networks Lack of parental supervision Early academic failure and lack of school attachment Why do people joins gangs? There are six major risk factors, two being lack of parental supervision and early academic failure with a lack of school attachment.
30 Other reasons include…
A sense of family Need for money or food Desire for protection Peer pressure Family history Excitement To appear cool Other reasons include: A sense of family, a need for money or food, desire for protection, peer pressure, family history, excitement, or to appear “cool.”
31 Gang Identity Colors Symbols and numbers Athletic Apparel Tattoos
Hand Signs and Slang Nicknames Graffiti Keep in mind that these identifiers can be different depending on the region. How do gangs establish their identity? These are the identifiers you look for, but remember, these identifiers can be different depending on the region. Also, some gangs may rarely use these in public or conceal certain identifiers.
32 The majority of gang members are males.
Fact or Fiction? The majority of gang members are males. Fact or Fiction? The majority of gang members are males.
33 FACT Current estimates suggest that anywhere from 9%-22% of gang members are female. Fact: Current estimates suggest that anywhere from 9%-22% of gang members are female. And yes, under the scenario described above, these young ladies would be considered a criminal youth gang. If these students called themselves the “Peace Girls” and required members to call in a bomb threat in order to be considered part of their group, would they be considered a criminal youth gang?
34 Young people don’t join gangs until around high school.
Fact or Fiction? Young people don’t join gangs until around high school. Fact or Fiction? Young people don’t join gangs until around high school
35 FICTION The fact is that gang involvement can begin as early as elementary school. Children as young as 6 years old have been recruited. Fact: Gang involvement can begin as early as elementary school. Children as young as 6 years old have been recruited to become gang members.
36 Youth Gangs and Guns Recent surveys show that around seven percent of teens say they belong to gangs, 20 percent of all teens know someone killed or injured by gang members, and as many as 70 percent of teens killed by guns are gang members. Around seven percent of teens say they belong to a gang, yet seventy percent of teens killed by guns are gang members.
37 Fact or Fiction? Graffiti is one of the most visible signs of gang activity
38 FACT Gangs use graffiti to communicate with each other, or with rival gangs, and to intimidate people and neighborhoods. Gang graffiti is unsafe and illegal. Fact: Gangs use graffiti to communicate with each other, or with rival gangs, and to intimidate people and neighborhoods. Gang graffiti is unsafe and illegal.
39 Gang identifiers within schools What to look for:
Identifiers can include graffiti Focus on a certain color in clothing, jewelry or accessories What can you look for in schools that may be an indicator of student gang involvement? Focus on graffiti, certain clothing, jewelry or accessories
40 watch for “Flashing or Throwing Signs”
Hand signs. watch for “Flashing or Throwing Signs” In addition, sign language such as “flashing” or “throwing signs” may be an indicator of criminal youth gang activity.
41 Fact or Fiction? Gang-Member migration is more prevalent in metropolitan areas.
42 FACT As part of a 2010 National Gang Center survey, respondents serving larger cities and suburban counties were significantly more likely to report gang member migrants than were their counterparts in smaller areas (74 percent versus 65 percent). The reason gang members migrate can be grouped into two categories…. Fact: As part of a 2010 National Gang Center survey, respondents serving larger cities and suburban counties were significantly more likely to report gang member migrants than were their counterparts in smaller areas (74 percent versus 65 percent). The reason gang members migrate can be grouped into two categories.
43 Illegitimate: Drug distribution Recruiting members Avoiding law enforcement Legitimate: “Social” reasons, such as a family moves for better job opportunities or to move to a better, safer area First, for illegitimate reasons which include: Drug distribution, recruitment of new members and to avoid law enforcement. Second, gang members will also migrate for legitimate social reasons such as the family moving for better job opportunities or just to live in a better, safer area.
44 Respondents to the 2010 OJJDP survey reported that social reasons significantly (more than 3 times) outweighed illegitimate reasons as motivating factors for gang member migration Social reasons significantly outweighed all other reasons as a motivating factor for gang member migration.
45 More Gang identifiers within schools
Initiations There are also several ways to identify a child who has recently been initiated into a gang. Initiations are commonly carried out at school in bathrooms, playgrounds, and other unsupervised areas. Look for unexplained injuries, bruises, or marks on their body. Lets look at more ways to identify a student that may be a possible gang member…. Initiations. These are commonly carried out in bathrooms and on playgrounds. Usually in an area that is unsupervised. Unexplained injuries, bruises or marks on a student’s body may be an indication that the student has been part of a gang initiation.
46 More to look for… A student suddenly wearing one color exclusively. Certain or expensive jewelry or clothing can also be an indicator. Again, look for students suddenly wearing one color exclusively. Expensive or certain types of jewelry can also be an indicator.
47 declining school performance or behavior
Other behaviors associated with a child joining or participating in a gang: declining school performance or behavior sudden negative opinions about law enforcement officers or adults in positions of authority (teachers) unusual interest in a color or certain clothes Other student behaviors may include declining school performance or behavior, sudden negative opinions about law enforcement or adults in a position of authority such as teachers.
48 More behaviors associated with a child joining a gang:
interest in gang-influenced music, videos, or movies learning hand signals to communicate drawings of symbols on desk, school books or clothing drastic changes in hair or dress different friends or withdrawal from longtime friends Also, learning hand signals to communicate and interest in gang-influenced music, videos or movies. Drastic changes in a student’s hair and/or dress and a sudden withdrawal from longtime friends may be an indication that a student has joined a gang.
49 Behaviors associated with a child joining a gang:
Suspected drug use Interest in handguns Unexplained wounds or bruises Unexplained money (flashing it around) or jewelry Increase in drug and gun crimes. Warning signs of gang violence between competing gangs include verbal challenges, groups squaring off, flashing gang colors and hand signals If you encounter a student that is exhibiting most or all of these behaviors, there is a good possibility that the student has recently joined a criminal youth gang.
50 Multiple identifiers are needed to confirm gang activity
Taking everything into account, multiple identifiers are needed to confirm gang activity. P
51 Are gangs in your school?
Gangs have evolved over the past several decades. They have begun to migrate to places that are not prepared for their type of violence and crime Are criminal youth gangs in your school? Maybe, maybe not.
52 What about schools and gangs?
53 Who do you tell and what can you do if you suspect a student is a gang member?
54 Please keep your information confidential
Follow your school’s established procedure for reporting criminal youth gang activity. If no formal procedure, notify your administrator via and “cc” your School Resource Officer (if you have one) Please be specific! Please keep your information confidential Follow your district or charter school’s adopted procedure for reporting suspected criminal youth gang activity. If your LEA does not have a formalized process then notify your administrator via and copy your School Resource Officer on the . Please be specific and remember to keep your information confidential.
55 Recognizing challenges in schools
Schools face many problems when it comes to identifying and preventing gang involvement. These include lack of staff training, lack of resources, staff turnover, maximizing instructional time, parental involvement and consistency Certain circumstances in both the home and at school can also affect how a child behaves Recognizing challenges in schools is important. No matter how good your school is or how well you communicate with students, all schools face common problems in identifying gang members and preventing gang involvement. These include: Lack of staff or staff turnover, lack of resources and most importantly, parental involvement and consistency.
56 Factors in the schools or classrooms that can cause anti-social behavior
Overuse of punishment Punishing effect of difficult instructional material Poorly articulated rules Little/no acknowledgment of appropriate behavior Little individualization in teaching social behavior Misuse of behavior management procedures First, lets look at some factors in the schools or classrooms that can cause anti-social behavior. They include: overuse of punishment, punishing effect of difficult instructional material, poorly articulated rules, little/no acknowledgment of appropriate behavior, little individualization in teaching social behavior, misuse of behavior management procedures.
57 Establishing rules for behavior and standards
Rules should be established at the beginning of the school year, reinforced consistently for both following and violating them, and reviewed and revised throughout the year. When students are involved in the development of the rules they are more likely to remember and follow them. The rules should be stated positively and clearly. Establishing rules for behavior and standards in the school and classroom is a must. Rules should be established at the beginning of the school year, reinforced consistently for both following and violating them, and reviewed and revised throughout the year. The rules should be stated positively and clearly.
58 Teaching social skills
Research shows that pro-social skills strongly predict academic achievement. Some of the social skills that are needed for successful academic performance are paying attention, persistence on task, compliance with requests and directions, and setting goals. Social skills deficits are a main cause of both academic and behavioral problems and cause antisocial youths to join gangs. In addition to academic content, teachers are also teaching social skills. Research shows that pro-social skills strongly predict academic achievement. Some of the social skills that are needed for successful academic performance are paying attention, persistence on task, compliance with requests and directions, and setting goals.
59 Teaching social skills
When a student uses aggression to escape from teasing, bullying or disagreements with other students, teach them to leave the situation, negotiate with the peer, and to ask for help from a teacher or adult when appropriate. When a student uses aggression to escape from teasing, bullying or disagreements with other students, teach them to leave the situation, negotiate with the peer, and to ask for help from a teacher or adult when appropriate.
60 Teaching more social skills
When a student becomes aggressive to gain peer attention or recognition, teach more effective methods such as sharing, assisting others, inviting others to participate, taking turns, asking permission, complimenting others, negotiating, and self-control. When a student becomes aggressive to gain peer attention or recognition, teach more effective methods such as sharing, assisting others, inviting others to participate, taking turns, asking permission, complimenting others, negotiating, and self-control.
61 Understanding Parents: Characteristic parental behavior of an anti-social, at-risk youth:
Low monitoring of behavior Rely on coercive behavior management procedures Inconsistent in rule setting Ineffective communication Poor problem-solving skills Reject and/or uninvolved with child Harsh, inconsistent punishment Personal problems that interfere with effective parenting Parental involvement and consistency are key components to the success of a child. Parents of anti-social, at risk youth often exhibit the following characteristics: Low monitoring of child’s behavior rely on coercive behavior management procedures inconsistent rule setting little or no communication with their child poor problem-solving skills reject and/or are uninvolved with their child use harsh and inconsistent punishment and allow personal problems to interfere with effective parenting What can you do?
62 Working with parents Research indicates that parents play a crucial role in keeping kids out of gangs. Negative behavior within the family can increase the likelihood that a child will join a gang. Research indicates that parents play a crucial role in keeping kids out of gangs. Negative behavior within the family can increase the likely-hood that a child will join a gang.
63 Working with parents For a child to be successful in school, their family needs to provide a sense of belonging, usefulness, security and protection, and competence. For a child to be successful in school, their family needs to provide a sense of belonging, usefulness, security and protection, and competence.
64 Working with parents Resources that can help parents understand the severity of the situation are school and community forums, newsletters, letters from the police chief or school resource officers, open houses at schools and community centers, and home visits. Resources that can help parents understand the severity of the situation are school and community forums, newsletters, letters from the police chief or school resource officers, open houses at schools and community centers, and home visits.
65 Suggestions you can make.. Positive actions that parents can take:
Monitoring activities Real conversations about tough subjects Know their friends Allow them to speak openly without fear of reprisal Teach and demonstrate model behavior Deal with misbehavior quickly and consistently Offer love and security Here are some supportive suggestions you can make to parents Monitor their child’s activities Have real conversations about tough subjects Know their friends Allow their children to speak openly without fear of reprisal Teach and demonstrate good behavior Deal with their child’s misbehavior quickly and consistently Always offer love and security
66 Suggestions you can make….. Positive actions that parents can take:
Adjust responses depending on the situation Do not condemn their opinions Emphasize responsibility rather than obedience Listen carefully Have one-on-one time with them Explain consequences Set limits with expectations Get them involved with sports or organized activities Here are more suggestions you can make….
67 Some good tips for talking with families about problem behavior
Do: Begin the discussion by expressing concern about the child. Don’t: Begin the discussion by indicating that the child’s behavior is not tolerable. What do you say when talking to a parent about a student’s problem behavior? Begin the discussion by expressing concern about the child.
68 Talking with Families about Problem Behavior
Do: Let the parent know that your goal is to help the child. Don’t: Indicate that the child must be punished or “dealt with” by the parent. Let the parent know that your goal is to help the child.
69 Talking with Families about Problem Behavior
Do: Ask the parent if he or she has experienced similar situations and are concerned. Don’t: Ask the parent if something has happened at home to cause the behavior. Ask the parent if he or she has experienced similar situations and are concerned.
70 Talking with Families about Problem Behavior
Do: Tell the parent that you want to work with the family to help the child develop appropriate behavior and social skills. Don’t: Indicate that the parent should take action to resolve the problem at home. Tell the parent that you want to work with the family to help the child develop appropriate behavior and social skills
71 Talking with Families about Problem Behavior
Do: Tell the parent about what is happening in the classroom, but only after the parent understands you are concerned about the child, not blaming the family. Don’t: Initiate the conversation by listing the child’s problem behavior. (Discussions about problem behavior should be framed as “the child is having a difficult time,” rather than losing control.) Tell the parent about what is happening in the classroom, but only after the parent understands you are concerned about the child, not blaming the family
72 Talking with Families about Problem Behavior
Do: Emphasize that your focus will be to help the child develop the skills needed to be successful in the classroom. Don’t: Leave it up to the parent to manage problems at home; Develop a plan without inviting family participation. Emphasize that your focus will be to help the child develop the skills needed to be successful in the classroom.
73 Talking with Families about Problem Behavior
Do: Stress that if you can work together, you are more likely to be successful in helping the child learn new skills. Don’t: Let the parent believe that the child needs more discipline. (The child needs instruction and support.) Stress that if you can work together, you are more likely to be successful in helping the child learn new skills.
74 Talking with Families about Problem Behavior
Don’t: Minimize the importance of helping the family understand and implement positive behavior support. Implement positive behavior support
75 A Quick Review.. Behavior Support Teams & Student Intervention Teams
Let’s take a quick review of Behavior Support and Student Intervention Teams
76 Forming a team approach to prevention and intervention (as a reminder)
About 50 percent of all behavior problems in schools are associated with three to five percent of students. Team-based approaches aim to target these students. There are two types of team-based approaches that are effective in dealing with at-risk and behavior problem children—the Behavior Support Team and the Student Intervention Team. Many schools use these two approaches, but may refer to them by another name. About 50 percent of all behavior problems in schools are associated with three to five percent of students. Team-based approaches aim to target these students. There are two types of team-based approaches that are effective in dealing with at-risk and behavior problem children—the Behavior Support Teams and the Student Intervention Teams. Many schools use these two approaches, but may refer to them by another name. If you are unsure whether or not your school has these supports – ask your principal.
77 Forming or reviewing a team approach to prevention and intervention
Goal setting as a team should include a shared vision for the child and a belief that goals can and will be accomplished. Goals are written in such a way that skills can be taught within daily activities and routines in natural environments. This will not only allow for generalization of skills but also increased opportunities for teaching. Goal setting as a team should include a shared vision for the child and a belief that goals can and will be accomplished.
78 Forming or reviewing a team approach to prevention and intervention
The Behavior Support Team (also known as PBS) designs a comprehensive approach whose focus is primarily on prevention. The Behavior Support Team focus is primarily on prevention.
79 Forming or reviewing a team approach to prevention and intervention
Having a Behavior Support Team is a benefit because it is impossible for one staff member to develop, implement, and maintain a school-wide discipline program. Also, having several members produces varied perspectives on the problem and support of each other and the program. Having a Behavior Support Team is a benefit because it is impossible for one staff member to develop, implement, and maintain a school-wide discipline program. Several members will produce varied perspectives on the problem and support of each other and the program.
80 The team approach to prevention and intervention
Potential members of a Behavior support team are parents, teachers, school resource officers and local law enforcement, school administrators who deal with discipline, and school counselors. The members of the team should be based on who will be served. Teams work best when there is open communication between members, goal setting, teaching within natural environments, use of family strengths, monitoring of progress, and family involvement beyond meetings. Parents, teachers, school resource officers and local law enforcement, school administrators who deal with discipline, and school counselors should be a part of the team. Teams work best when there is open communication between members, goal setting, teaching within natural environments, use of family strengths, monitoring of progress, and family involvement beyond meetings.
81 Forming or reviewing a team approach to prevention and intervention
The Student Intervention Team designs an approach that targets youth at risk for severe behavior problems, focusing on those with academic and social problems. The Student Intervention Team designs an approach that targets youth at risk for severe behavior problems, focusing on those with academic and social problems.
82 Forming or reviewing a team approach to prevention and intervention
The Student Intervention Team has several responsibilities that are different from a Behavior Support Team. The Student Intervention Team is the team that identifies at risk-youth and implements programs, including a BST for them. The Student Intervention Team is the team that identifies the at risk-youth and implements programs, including a Behavior Support Team for them.
83 Forming or reviewing a team approach to prevention and intervention
Responsibilities of a Student Intervention team include designing and implementing intensive and early intervention programs, conducting proactive, regular student screening and identification in the early grades to help early detection of antisocial behavior. Responsibilities of a Student Intervention include designing and implementing intensive and early intervention programs, conducting proactive, regular student screening and identification in the early grades to help early detection of antisocial behavior.
84 Forming a team approach to prevention and intervention
The Student Intervention Team also builds proactive support plans, collect and interpret behavioral data, and establish and implement crisis intervention strategies. They should train and provide support for involved staff and parents, evaluate progress and success of programs, and ensure continued support from every team member. Student Intervention Teams should train and provide support for involved staff and parents, evaluate progress and success of programs, and ensure continued support from every team member.
85 It takes a Team Team-based approaches and working together are effective in dealing with at-risk and behavior problem children Team-based approaches and working together are effective in dealing with at-risk and behavior problem children who can be lured into joining criminal youth gangs.
86 GANGS USE TEAM BASED APPROACHES
Why shouldn’t you? Gangs use team based approaches to recruit and maintain members. School personnel should do the same in targeting at-risk students who are more likely to consider joining a criminal youth gang.
87 Let’s take a moment to review….
88 What is “Throwing Signs”?
A gang member’s way of communicating with their hands. This is done so members can communicate without talking and being overheard What is “Throwing or Flashing Signs?”
89 What are the three “R”s of gangs?
Reputation Respect Retaliation What are the three “R”s of gangs?
90 What are the three components that must be present in order to be considered a criminal youth gang member in Delaware? Part of a group of 3 or more persons And The group has a gang name or other identifier The group either promotes, sponsors, assists in, participates in or requires as a condition of membership submission to group initiation that results in any felony or class A misdemeanor. What is the Delaware definition of a Criminal Youth Gang?
91 Name two major risk factors for joining a gang?
Lack of parental supervision Early academic failure and lack of school attachment Name two major risk factors for joining a gang?
92 Should elementary school staff have any concerns about criminal youth gangs?
Yes. Gang involvement can begin as early as elementary school. Children as young as 6 years old have been recruited. Should elementary school staff have any concerns about criminal youth gangs?
93 True or False? Graffiti is one of the most visible signs of gang activity
94 However, it could only be one!
How many identifiers should you have to suspect a student is a gang member? Multiple. It could include common identifying signs, symbols, tattoos, markings, graffiti, attire, etc. However, it could only be one! How many identifiers should be present to suspect a student may be a gang member?
95 What do you do if you suspect a student is a gang member?
Follow your LEA’s procedures for reporting suspected gang activity or members If no formal procedure, contact a school level administrator by and include details of why you suspect a student may be a gang member If applicable, copy your SRO on the What do you do if you suspect a student is a gang member?
96 (School, Parents, Law Enforcement, Community)
Last one…. What type of approach does it take to help our students to not become involved in criminal youth gangs? A Team Approach (School, Parents, Law Enforcement, Community) What type of approach does it take to help our students to not become involved in criminal youth gangs?
97 If you have any questions, please contact:
John Sadowski, Education Associate School Climate and Discipline Program Delaware Department of Education
98 Acknowledgements and Resources
The U.S. Department of Justice, Office of Juvenile Justice and Delinquency Prevention (OJJDP) Gangfree.org Delaware Attorney Generals Office National Center for Education, US Department of Education Los Angeles Police Department Federal Bureau of Investigation Delaware State Police
99 Acknowledgements and Resources
Jones, Darryl and Sczuroski, Charles. (2008, February 6). Working with Parents. Presentation at Project Safe Neighborhoods Anti-Gang Training in Nashville, TN. Ybarra, Bill. (2008, February 7). Gangs in Schools. Presentation at Project Safe Neighborhoods Anti-Gang Training in Nashville, TN.
100 Acknowledgements and Resources
Center for Evidence-Based Practice: Young Children with Challenging Behavior (CEBP). Collaborative Action Planning Form. Center for Evidence-Based Practice: Young Children with Challenging Behavior (CEBP). Talking with Families about Problem Behavior: Do’s and Don’ts.
101 Acknowledgements and Resources
Howell, James. (2008, February 5). Why Youth Join Gangs. Presentation at Project Safe Neighborhoods Anti-Gang Training in Nashville, TN. Howell, James. (2008, February 6). Gang Prevention and Intervention Strategies. Presentation at Project Safe Neighborhoods Anti-Gang Training in Nashville, TN.
Download ppt "Delaware Department of Education School Climate and Discipline Program"