The School-Justice Partnerships and Diversion Pathways Certificate Program is designed to provide school and district staff, court professionals, law enforcement, and other child-serving community leaders with the knowledge and understanding necessary to address the immediate and long term needs of students known to, or at risk of entering, the juvenile justice system. The goals of this Certificate Program are to promote an ongoing engagement in school among youth at risk, partner effectively across child-serving systems, develop diversion programs and disrupt school-justice pathways, and improve academic outcomes for all students.
School and district staff will receive the training and support they need to manage school and classroom behavior in positive ways, balanced with the provision of quality educational instruction for all students. They will learn how to create safe and supportive learning environments without excluding and forcing out those students who are most at risk for negative life outcomes, including students with special education needs, behavioral problems, child welfare involvement, or placement in juvenile justice facilities. Law enforcement, courts, and leaders from public agencies like child welfare, behavioral health, and juvenile justice will be instructed on strategies of how to work with schools and school districts to create environments outside of the school setting that foster better academic and social outcomes for youth at risk.
All participants will receive instruction from national experts on cutting-edge ideas, policies, and practices from across the country focused on the development of systems that take a holistic approach to the educational process and best practices in developing a school diversion program. Upon completion of the Certificate Program and submission of an approved Capstone Project, participants will receive an Executive Certificate from Georgetown University, membership into CJJR’s Fellows Network, and ongoing support from the CJJR staff.
CJJR has partnered with American Institutes for Research (AIR) and the National Center for Mental Health and Juvenile Justice to offer this professional development opportunity.
As part of the Certificate Program, participants are required to develop and submit a Capstone Project a set of actions designed to initiate or continue reform efforts. After the Capstone Project is developed and approved by Georgetown University, participants are offered technical assistance from instructors to aid in the implementation of their project. Learn more about Capstone Projects.
Tuition & Application
Tuition & Application
The Certificate Program will be held September 24-28, 2018. The application period is now closed.
Tuition subsidies are available through CJJR’s Janet Reno Scholarships and the Office of Juvenile Justice and Delinquency Prevention’s Center for Coordinated Assistance to States. These competitive scholarships of up to $1,000 per person will be provided to teams that show a heightened readiness to utilize the curriculum to undertake changes in their local community, as determined by CJJR’s review of the individual and team applicants. There will also be a separate category of need-based subsidies available through CJJR to support the participation of individuals and teams with demonstrated need. Read more about tuition.
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While there are no minimum education or experience requirements to apply, a preference will be given to leaders working in juvenile justice who are positioned to effect meaningful change in areas related to school justice. This might include school leaders, a juvenile or family court judge, juvenile justice leadership, and representatives from core partners such as law enforcement, the child welfare agency and behavioral health agency. Participants can be individuals working on best practices related to improving educational outcomes for youth at the local, state, or national levels.
Applicants are strongly encouraged to apply as a team of up to seven individuals from the same jurisdiction. While each application will be reviewed on an individual basis, the value of this team approach will be considered in our review of applicants.
Strongly recommended team members include:
- Superintendents, principals, school district central office staff or other school leaders who work on school discipline issues
- Juvenile or family court judge
- Law enforcement, including School Resource Officer
Recommended team members may include:
- School support personnel, including school-based social workers, psychologists or nurses
- Court administrator
- Juvenile justice director / chief juvenile probation officer
- Representatives from other child-serving agencies, such as child welfare, behavioral health, and others
- Representatives from service providers, nonprofit agencies, and residential programs
- State legislators and representative from county/city councils
- Chief Justices
- Advocates and community stakeholders (including leaders of family/parent community groups)
Teams should be comprised of applicants with demonstrated readiness for implementing reforms, especially efforts that engage leaders in other systems, and their agency’s relationship with other child-serving agencies. Team members can be senior level professionals in the juvenile justice, child welfare, mental health, education and other related systems of care.
This program is NOT accepting applications from students who do not also hold a professional role in a child serving organization.
Curriculum & Instructors
Curriculum & Instructors
The School-Justice Partnerships and Diversion Pathways Certificate Program provides school and district staff, court professionals, juvenile justice, law enforcement and other child serving cross-agency community leaders with the knowledge and understanding necessary to address the educational and related needs of children known to, or at risk of entering, the juvenile justice system.
The curriculum of the Certificate Program will focus heavily on the change process that is needed to move forward reforms with respect to education and juvenile justice. Case studies and other interactive learning techniques help participants apply the learning to situations they are likely to encounter in their own jurisdictions. In addition to an expert panel of experienced reform leaders and a youth panel, the curriculum includes the following modules:
School-Based Practices and Policies
To keep children engaged in their education and connected to school, there are many practices and policies that can be implemented within the education system itself. This module will include background research on school as a protective factor, and will guide participants in creating safe and supportive schools through PBIS, Restorative Justice, Positive Youth Justice, trauma informed and culturally responsive classrooms, and many other important practices. Specific sessions will include:
- School as a Protective Factor
- Implicit Bias and Cultural Responsivity
- Trauma Informed Classrooms
Youth Panel and School District Spotlight
A panel of students will discuss their experiences with local reform efforts including what their involvement has meant to them, as well as their experience with student Code of Conduct reforms, being part of the solution and implementation, and improving their school climate and student safety.
Partnering Across Systems
While there are many practices and policies that schools can implement independently, there are challenges beyond the school’s walls that prevent at-risk youth from staying connected to, or reconnecting with, school. Therefore, it is vital that efforts be undertaken with other community partners. This module will include an in depth looks at collecting data and sharing information across systems, developing an MOU, engaging youth who are in foster care or experiencing homelessness, and disrupting school-justice pathways for youth with behavioral health needs. Specific sessions will include:
- The Judge as a Convener
- Law Enforcement Partnerships and the Role of SROs
- Engaging Youth Who Are In Foster Care or Experiencing Homelessness
- Disrupting School-Justice Pathways for Youth with Behavioral Health Needs
Developing a School-Based Diversion Program
This module will focus on the research evidence, purpose and guiding principles of creating a school-based diversion program. Topics will include diversion intake criteria, operationalization and program integrity will also be covered, as well as the importance of family, youth and community engagement and the role of SROs in disrupting school-justice pathways. Specific sessions will include:
- Diversion Research, Purpose and Guiding Principles
- Collecting Data and Sharing Information for a Multi-System Approach
- Intake Criteria
- Operationalization and Program Integrity
- Youth and Community Engagement
Culture Change and Leadership
Culture change is a key component of reform. To successfully change the cultures of the education and other child-focused systems, strong leadership is required, especially when leading potentially contentious reforms.
A panel of experts who have successfully implemented reforms to promote positive educational outcomes for this population will be featured. These exceptional leaders will discuss their experiences undertaking their efforts, and will respond to questions and concerns that participants have regarding their ability to overcome challenges in their own jurisdiction.
2018 Instructors and Panelists for this program will include:
- Shawn Ashworth, Program Specialist, Anne Arundel County Public Schools
- Bersheril Bailey, Senior Technical Assistance Consultant, American Institutes for Research
- Kevin Bethel, Senior Policy Advisor & Stoneleigh Foundation Fellow, Juvenile Justice Research Reform Lab, Department of Psychology, Drexel Univeristy
- Shay Bilchik, Director, Center for Juvenile Justice Reform
- Don Bridges, President, National Association of School Resource Officers
- Greta Colombi, Senior Researcher, American Institutes for Research
- Jay Corpening, Chief District Court Judge, 5th District, State of North Carolina
- Cathy Foley Geib, Deputy Director, Connecticut Judicial Branch Court Support Services Division
- Jacqui Greene, Program Area Director, Policy Research Associates, National Center for Mental Health and Juvenile Justice
- Carla Guenthner, Chief Magistrate Judge, Hamilton County, Ohio Juvenile Court
- Melissa Irby-Marshall, Senior Turnaround Consultant, American Institutes for Research
- Daniel Kim, Chief of Staff, Division of Student Equity and Opportunity, Denver Public Schools
- Michelle Lustig, Manager, Foster Youth Services Coordinating Program & Homeless Education Services, San Diego County Office of Education
- David Osher, Vice President, American Institutes for Research
- Lourdes Rosado, Bureau Chief, Civil Rights Bureau, Office of the Attorney General of New York State
- John Rosiak, Founder and Director, Rosiak Associates, LLC, Prevention Partnerships
What our participants are saying
What our participants are saying
CJJR’s School-Justice Partnerships training was a remarkable gathering of energy. The people, the environment, the instructors, the staff – everything offered, made us feel incredibly lucky to be able to participate. With the help of the Center, we can begin to heal racial disparities and other harm zero tolerance has caused with trauma informed methods. They basically handed us a map and showed us the steps we must take to break the school to prison pipeline and restore our schools (and our society) to a just, safe and loving place. We thank everyone at CJJR for making this opportunity available!
Ulster County, NY Team | Class of 2017
In September of 2016, we had the honor of participating as an 8-member team from Flathead County Montana in the School Justice Certificate Program. We greatly valued the opportunity to connect with members from our own community and others from around the nation in an in-depth cross-agency conversations supported by leaders in the field. The program was meaningful and significant to each of us, and foundational to our ability to land back in our community and enact real systems-level change for those youth who are at the greatest need for support. It was a transformational experience — A program that you walk away from armed with tangible tools and powerful data to bring about meaningful shifts.
Shareen Springer, Executive Director of the Center for Restorative Youth Justice, Montana | Class of 2016
I participated in the inaugural School-Justice Partnerships Certificate Program with a seven-person team from Hamilton County, Ohio. I was completely impressed by the entire week. The CJJR staff put together a program of high quality speakers that were engaging, thoughtful, and probing. It was refreshing and invigorating to have such intellectual, resourceful, and articulate speakers. The sequence of topics really prompted systemic reflection and will result in true reform. I know my team spent many hours outside of the structured day continuing the discussions and challenging each other and our system based on the presentations. Our team is excited by the plan we were able to put together with feedback from Georgetown staff and are currently sharing it with our organizations.
Darrell Yater, Assist. Dir. of Curriculum & Special Ed., Northwest Local School District, Ohio | Class of 2015
Read more testimonials.