Instructions: This form should be completed for the period July 1, 2004 through June 30, 2005. Please submit via e-mail to Marquita McGuire by 06/17/05. If the information to complete a section is unavailable or if the section does not apply put N/A instead of leaving the section blank. Use additional space if necessary.

CIRCUIT NUMBER:6 Name of person completing form: Jackie Griffin-Doherty, MS, Chair of the Pinellas County Juvenile Justice Council Phone #:(813) 503-5658

Part I. CIRCUIT BOARD INFORMATION

1. BOARD MEMBERSHIP INFORMATION

How many board members? 16

Demographic Information - Indicate the number of board members in each category:

Age: Less than 18 (youth) N/A; 18-65 (adult) 100% ; 65+ (retirees) N/A

Gender: Male 69% (N=11); Female 31% (N=5)

Race: Native American: N/A; African American: 4; White: 12;

Islander: N/A; Hispanic: N/A; Others: N/A

Disability: Are any members disabled? No If so, how many? N/A

Indicate the number of board members in each occupation or affiliation (The number of entries should equal the number of board members. Please make one entry per board member):

1 Education; 1 Judicial; 0 Medical;

4 Provider; 1 Business; 2 Local Government;

2 Law Enforcement; 1 State Attorney; 1 State Government;

1 Public Defender; 0 Social Services; 0 Youth/Student;

1 Faith Community 1 Other, specify Advocate (Baker Act & Marchman Act exp.)

2. MEETING INFORMATION

Number of board meetings this year 4 Average length of meetings (hours) 1 hour

Average number of members in attendance 10

3. STATUTORY BOARD COMPOSITION

The Circuit Juvenile Justice Board is required to have representatives from the county councils within the circuit, in addition to the state attorney, public defender and the chief judge. Complete the table below by listing each county in the circuit and the number of board representatives from each county. Add additional rows, if necessary.

NAME OF COUNTY	# MEMBERS ON BOARD
Pasco County	6
Pinellas County	7

Additional Members: If the board has more members than the county council representatives, please list the additional members, their county of residence and explain why they were added to the board.

BOARD MEMBER’S NAME	COUNTY OF RESIDENCE	REASON FOR ADDITION
N/A	N/A	N/A
N/A	N/A	N/A

4. COMMITTEE HIGHLIGHTS

Please identify the categories that relate the closest to the committee types and provide the committee highlights. Examples of various committees are listed below:

· Use “other” for committees that are very unique and do not relate to one of the categories provided.

COMMITTEE NAME OR FUNCTION	HIGHLIGHTS
Annual Reports	The Annual Report of the Circuit 6 Juvenile Justice Board was drafted by Chair of the Pinellas County Juvenile Justice Council. All Circuit 6 Juvenile Justice Board members and Pasco County Juvenile Justice Council and Pinellas County Juvenile Justice Council members received the document for input and approval prior to submission.
Business Partners, Partnerships	Not applicable
By-Laws / Procedural	A two-member committee was appointed to draft updated by-laws. This was completed but held pending review of statewide proposed by-laws prepared by the Florida Department of Juvenile Justice staff.
Executive / Administrative/ Steering	Not applicable
Grants, Grants Review	This function was performed by the Pasco County Juvenile Justice Council and the Pinellas County Juvenile Justice Council with recommendations reviewed by the Circuit 6 Juvenile Justice Board.
JJ Week	Juvenile Justice week activities are recognized circuit-wide by the activities prioritized by the Pasco County Juvenile Justice Council and the Pinellas County Juvenile Justice Council with participation from service providers, advocates and Circuit 6 Juvenile Justice Board members whenever possible.
Legislative	Not applicable
Membership /Nominating	Nomination of Circuit 6 Juvenile Justice Board members was performed by the Pasco County Juvenile Justice Council and the Pinellas County Juvenile Justice Council. An Officer Nominating Committee of the Circuit 6 Juvenile Justice Board has been appointed but is waiting adoption of updated Circuit 6 Juvenile Justice Board By-Laws.
Other Program areas, (i.e. Assessment Centers, Detention, Commitment)	Not applicable
Planning	This function is performed by the Pasco County Juvenile Justice Council and the Pinellas County Juvenile Justice Council with input from the Circuit 6 Juvenile Justice Board as necessary.
Prevention/Diversion/ Intervention	Not applicable
Public Information, Public Relations, Outreach	Not applicable
Quality Assurance	Not applicable
Other	Each of the functions designated as “NA” above is performed, if needed, by the Circuit 6 Juvenile Justice Board rather than by a standing or special committee of the Council or is performed by the Pasco County Juvenile Justice Council or the Pinellas County Juvenile Justice Council.

Part II. COUNTY COUNCIL INFORMATION (Please complete separately for each county council within the circuit.

1. COUNCIL PARTICIPANT INFORMATION

County Council Name: Pasco County Juvenile Justice Council

Average number of council participants for the fiscal year: 20

Demographic Information - Record the percentage of council participants in each category: (Estimate, if necessary.)

Age: Less than 18 (youth) _____; 18-65 (adult) _19; 65+ (retirees) 1

Gender: Male 8; Female 12

Race: Native American: 0; African American: 3; White: 14;

Islander: ______; Hispanic: 3; Others: _____.

Disability: Are any members disabled? N/a If so, how many?

2. MEETING INFORMATION

Number of council meetings this year: 12 Average length of meetings (hours) 1.5

Average participants in attendance 20

3. COUNCIL PARTICIPATION The statute outlines that certain individuals and representatives of various groups participate in the county councils. In this section please put one check in either the yes or no column to indicate the individuals and other groups represented on the county councils. Examples:

· The Children and Families Regional Administrator is a regular attendee and someone else from that office also attends the council meetings regularly you should only check yes one time beside DCF Circuit or Regional representative.

· One regular participant represents two categories - the Sheriff is also a provider, check yes for each participant category.

· Keep in mind that for some of the categories, you may have several participants who qualify; you will only need to make one entry.

Designated Individuals	Yes	No
Local School District representative	x
Board of County Commissioners representative		x
Municipal Governing Body representative		x
Department of Children and Families Circuit or Regional representative	x
County sheriff or designee	x
Local law enforcement agency representatives	x
Judicial system representative	x
Faith community representative		x
Victim services program representative	x
Victims of crime representative	x
Department of Corrections representative	x
Other Group Representatives
Business representatives	x
Children’s services council representative		x
Public or private providers of juvenile justice services	x
Students / Youth	x
Advocate(s)	x

4. COMMITTEE HIGHLIGHTS

If the county councils use committees, please identify the categories that relate closest to the committee types and provide the committee highlights. Examples of various committees are listed below:

· Use “Other” for committees that are very unique and do not relate to one of the categories provided.

COMMITTEE NAME OR FUNCTION	COMMENTS
Annual Reports	Not applicable
Business Partners, Partnerships	Not applicable
By-Laws / Procedural	Updated by law this past year.
Executive/ Administrative/ Steering	Not applicable
Faith Committee	Not applicable
Grants, Grants Review	The Grants Committee met and reviewed three grants. Big Brother, Big Sisters and Eckerd Youth Alternatives received the local grants.
JJ Week	This council sponsored “Turn Around Awards” for youth who participate in local DJJ funded programs. The following programs had one youth and their family at the April meeting: PACE, Eckerd Youth Alternatives High Five Program, Big Brothers, Big Sisters, Harbor Academy, Judges in Schools, Youth and Family Alternatives, CINS/FINS. Youth were presented certificates by Pat Mulieri, Chair of the Pasco County Commission.
Legislative	Not applicable
Membership /Nominating	The Nominating Committee met for nominations of the new year. Mark Phillips (Youth and Family Alternatives) was voted Chair, Scott Larson (Pasco County School Board, Co-Chair and Danielle Taylor-Fagan (PACE), Secretary
Other Program areas, (i.e. Assessment Centers, Detention, Commitment)	Not applicable
Planning	Not applicable
Prevention/ Diversion/ Intervention	Not applicable
Public Information/ Public Relations	Not applicable
Quality Assurance	Not applicable
Other	A committee is currently working on the Three Year Plan for Pasco County.

Part III. OBSERVATIONS AND HIGHLIGHTS

1. OBSERVATIONS (Use additional sheets, if necessary.)

Provide any explanations that may help clarify the information provided for any of the previous questions.

Part II. COUNTY COUNCIL INFORMATION (Please complete separately for each county council within the circuit.

1. COUNCIL PARTICIPANT INFORMATION

County Council Name: Pinellas County Juvenile Justice Council

Average number of council participants for the fiscal year: There were 19 active members of the Pinellas County Juvenile Justice Council as of 6/15/05. Demographic information presented below is for all community members listed on the PCJJC membership roster.

Demographic Information - Record the percentage of council participants in each category: (Estimate, if necessary.)

Age: Less than 18 (youth) 10% (N=8); 18-65 (adult) 90% N = (71); 65+ (retirees) N/A

Gender: Male 43% (N=35) ; Female 57% (N=46)

Race: Native American: N/A; African American: 14% (N =11); White: 81% (N=66);

Islander: N/A; Hispanic: 5% (N=4); Others: N/A

Disability: Are any members disabled? No If so, how many? N/A

2. MEETING INFORMATION

Number of council meetings this year: 13 Average length of meetings (hours) 2.5

Average participants in attendance 35

4. COUNCIL PARTICIPATION The statute outlines that certain individuals and representatives of various groups participate in the county councils. In this section please put one check in either the yes or no column to indicate the individuals and other groups represented on the county councils. Examples:

· One regular participant represents two categories - the Sheriff is also a provider, check yes for each participant category.

· Keep in mind that for some of the categories, you may have several participants who qualify; you will only need to make one entry.

Designated Individuals	Yes	No
Local School District representative	X
Board of County Commissioners representative	X
Municipal Governing Body representative		X
Department of Children and Families Circuit or Regional representative	X
County sheriff or designee	X
Local law enforcement agency representatives	X
Judicial system representative	X
Faith community representative	X
Victim services program representative	X
Victims of crime representative	X
Department of Corrections representative		X
Other Group Representatives
Business representatives	X
Children’s services council representative	X
Public or private providers of juvenile justice services	X
Students / Youth	X
Advocate(s)	X

4. COMMITTEE HIGHLIGHTS

If the county councils use committees, please identify the categories that relate closest to the committee types and provide the committee highlights. Examples of various committees are listed below:

· Use “Other” for committees that are very unique and do not relate to one of the categories provided.

COMMITTEE NAME OR FUNCTION	COMMENTS
Annual Reports	Responsibility handled by the Planning Committee chaired by Jackie Griffin-Doherty, Chair of the Pinellas County Juvenile Justice Council to be approved by the Circuit 6 Juvenile Justice Board following input and approval of the PCJJC.
Business Partners, Partnerships	Not applicable
By-Laws / Procedural	This Committee meets as necessary. It was last Chaired by former Chair of the PCJJC Vance Arnett.
Executive/ Administrative/ Steering	This Committee meets monthly.
Faith Committee	This is not a Standing Committee at this time. However, the Chair is recommending that this initiative be discussed at a PCJJC meeting to consider implementing in the upcoming year.
Grants, Grants Review	This committee meets as necessary. It was last chaired by Secretary of the PCJJC Stephanie Prestwood in March 2005. The DJJ Delinquency Prevention funds were awarded to the following agencies: YMCA of Greater St. Petersburg, YMCA of the SunCoast and Boley Centers of Behavioral Health Care, Inc.
JJ Week	The Pinellas County Juvenile Justice Council did not celebrate as a sponsored council event. Many organizations that are members of the PCJJC participate in Juvenile Justice Week activities. There is no standing committee.
Legislative	This is not an existing committee. However, the Chair is recommending that this initiative be discussed at a PCJJC meeting to consider implementing in the upcoming year.
Membership /Nominating	This committee meets when necessary. It was last chaired by Stephanie Prestwood seeking nominations for Parliamentarian, Dave Plyer seeking nominations for Secretary and Kathleen Peters seeking nominations to the Circuit 6 Juvenile Justice Board. In January 2005, the PCJJC selected the following 7 individuals to serve on the Circuit 6 Juvenile Justice Board: Pinellas County Commissioner Calvin Harris (policy makers and re-appointment to Circuit 6 Juvenile Justice Board); Pinellas County Commissioner Kenneth Welch (policy makers); James Myles, Bethel Community Foundation (faith community); Martha Lenderman (community and re-appointment to the Circuit 6 Juvenile Justice Board); Pinellas County Sheriff Jim Coats (law enforcement); Pinellas County School Board Jane Gallucci (schools) and PCJJC Chair Jackie Griffin-Doherty (as Chair of PCJJC).
Other Program areas, (i.e. Assessment Centers, Detention, Commitment)	Not applicable
Planning	Responsibility handled by the Planning Committee chaired by Jackie Griffin-Doherty, Chair of the Pinellas County Juvenile Justice Council. This committee is responsible for developing the Strategic Plan with input from the Community Needs Committee and the Outreach Committee. The Outreach Committee and Community Needs Committee provide the community needs assessment (citizen input) and data required for the Strategic Plan.
Prevention/ Diversion/ Intervention	Not applicable
Public Information/ Public Relations	During the year, the Outreach Committee was chaired by Chris Ortiz and is now chaired by Michael Whalen. - In conjunction with PCJJC Outreach Committee Special Inquiry meetings, 4 PCJJC meetings were held in community centers in the evening to increase public input and awareness of PCJJC. Public information was disseminated via face to face contact with community members, community advisories and media advisories. Additionally, neighborhood leaders attend these meetings. PCJJC membership has been increased as a result of these meetings. - Outreach Chair contacted The St. Petersburg Times and a number of smaller community newspapers and also local television stations with notice of PCJJC Special Inquiry Meetings. In February 2005, the St. Petersburg Times published a feature story on the PCJJC Inquiry Meeting held in Tarpon Springs. - Copies of the 3 Year Strategic Plan are now being distributed to the 12 Neighborhood Family Centers in Pinellas County. - New letterhead was designed for PCJJC and a new brochure is near completion - The PCJJC has directed Outreach to create policy and procedure for implementation of a PCJJC website. A “Test” Web Site was created for a period of time as a model. Proposed Website will include Mission Statement, meeting schedules, PCJJC documents, etc., to increase public awareness and participation in the PCJJC.
Quality Assurance	Not applicable
Other	Zero Tolerance Committee, Chaired by Reverend Bruce Wright Outreach Committee chaired by Chris Ortiz and then Michael Whalen Community Needs Committee chaired by Tom Toy and then Tony Hinson

Part III. OBSERVATIONS AND HIGHLIGHTS

1. OBSERVATIONS (Use additional sheets, if necessary.)

Provide any explanations that may help clarify the information provided for any of the previous questions.

In the upcoming year, the Community Needs Committee, chaired by Tony Hinson, will be spearheading a series of educational events that will include presentation of data sets highlighting areas of Pinellas County that have the highest incidents of referrals for juvenile crime.

2. BOARD AND COUNCIL HIGHLIGHTS (Use additional sheets if necessary.) Provide FIVE or SIX highlights of the board and county councils’ activities/initiatives in the past fiscal year. Information will be drawn from this section to draw attention to and to emphasize impact of the councils within their local communities and the impact of the board within their local circuits. This is also one way to share with other boards and councils across the state, the innovative, creative activities of the boards and councils in this circuit. Here are a few hints for exhibiting this board and councils’ accomplishments.

· Use this opportunity to showcase and explain the accomplishments, events, activities, initiatives or programs that the board and/or councils either developed or participated in during FY 04-05.

· Describe and highlight the board and/or councils’ involvement or activities relating to juvenile justice week and other statewide activities. To provide a better picture of the board or councils’ success, focus and elaborate on their actual involvement instead of on just the program’s success. How did the board or council contribute?

· Emphasize the creative, exciting, fun, unusual, successful and productive happenings in which the board or council participated.

· Include the circumstances of each highlight, give some information about the results or impact of the event, i.e., new program established, number of people participating, improved juvenile justice statistics.

· Identify partners in the ventures. What entities collaborated to make the event a success?

· Be sure to include the full names of programs and initiatives instead of just the acronyms.

· Include the name and number of people who can be contacted about the event.

· The development, adoption and implementation of the Three Year Strategic Plan FYs 2005-2007. The plan was finalized in January 2005 following eight months of development.

· The recommendations of the Zero Tolerance Committee contained in the Three Year Strategic Plan FYs 2005-2007.

· Achievements of the YMCA Youth Enhancement Skills (YES) Program funded by Department of Juvenile Justice Delinquency Prevention grant funds. The project serves two schools Pinellas Park Middle School and Kennedy Middle School in partnership with the YWCA of Greater St. Petersburg and the YWCA of the SunCoast. See Appendix A.

· Community Input gathered from the Special Inquiry meetings was highly successful. During FY 2004-2005 several Special Inquiry meetings were held. See Appendix B for sample highlights.

· The PCJJC members are reviewing the issues surrounding juvenile justice records and the ability of FDLE to release “confidential,” records. A recommendation may be forthcoming in 2005.

Part IV. ISSUES OR CONCERNS

1. COMMENTS (Use additional sheets, if necessary.)

Provide any comments, issues or concerns that the board or council may have related to its role.

The Pinellas County Juvenile Justice Council is diverse in membership and representation within the community. Members are reviewing methods to recruit and maintain more youth involvement and parent involvement. The Special Inquiry meetings, facilitated by the PCJJC Outreach Committee, have been a successful outreach tool to learn from community members regarding issues that they are facing with the juvenile justice system or to educate community members about effective Pinellas County prevention programs that could prevent youth from entering into the juvenile justice system. Priority issues for the upcoming year are: (1) Reviewing issues surrounding the release of confidential Juvenile Justice records; (2) Prioritizing and implementing the recommendations of the Zero Tolerance Committee; (3) Reviewing needs identified in the Strategic Plan, such as Minority Overrepresentation, and (4) Facilitating discussion with the PCJJC members regarding whether to develop a Legislative and Faith-Based Committee.

Appendix A

Program Name:	YMCA Youth Enhancement Skills (YES)	Check the appropriate quarter: July – Sep Oct - Dec Jan – Mar Apr – Jun
Program Mailing Address: (street, city, state, zip)	70 35^th Street South St. Petersburg, FL 33711
Provider Name or Agency Name:	YMCA of Greater St. Petersburg	Date of Report:	4/10/2005
Reporting Person:	Susan Biszewski-Eber
Telephone #:	( 727 ) 895-9622, ext 225

I. PROGRAM INFORMATION:

A. Please check the type of program based upon the funding source:

1. Delinquency Prevention	X
2. JJDP Grant
3. Civil Citation
4. Neighborhood Accountability Board
5. Contract

B. Enter the number of youth admitted and released for each quarter of this grant year to date (leave future quarters blank, but enter and calculate the total for all quarters to date):

	# of Youth Newly Admitted to the program	# of Youth Released from the program
# of youth already active in the program on July 1st		# of Youth Released from the program
# of youth admitted from July 1^st through September 30^th	78	2
# of youth admitted from October 1^st through December 31^st	6	76
# of youth admitted from January 1^st through March 30^th	75
# of youth admitted from April 1^st through June 30^th
TOTAL	159	78

(The total number should agree with the number entered into the JJIS Prevention Web at the end of each quarter)

C. Number of Youths and Adults that Volunteered in your program during the 3 months of this quarter.

Total Number of Adults*	0		Total Number of Youths*	0
Total Number of Hours	0		Total Number of Hours	0

*Please attach a listing of the names (first & last) of all adult and youth volunteers in the program during this quarter with the number of hours volunteered during this quarter.

II. OBJECTIVE SPECIFIC INFORMATION: Please describe your accomplishments toward the outcome objectives specified in your grant or contract for the three months of the quarter that is being reported: (List your program's measurable objectives as listed in your grant or contract, and provide progress notes on each of your objectives at the end of each quarterly period. Please be brief, factual, and provide measurable and supportable (or verifiable) data. Attach additional pages if necessary.)

OBJECTIVE	PROGRESS THIS QUARTER
Program staff will monitor school related referrals made by SRO for pending or current delinquency matters.	Misdemeanor referral/arrests dropped 51% from this time last year. Felonies dropped 45% this time last year. Admissions to PJAC dropped 66%. See Attachment # 1
75% of participants will increase their knowledge of CRISS strategies to comprehend and organize academic work as measured by pre/post tests. As a result, 60% of all participants will increase their Scholastic Reading Inventory (SRI) scores by 50 points as measured from SRI scores administered pre, mid, and post.	Scores from the 2^nd quarter: 32% of the students increased their SRI scores. 31% increased their scores by at least 10 points. Current data will be available in the final report.
70% of all participants will increase their knowledge of life/social skills by 10% as measured by pre/post tests.	The Pre-test was administered in January. 69 students took the test. See attachment 2. The Instructor reviewed the data and developed a plan to increase student knowledge of social skills.
The number of discipline referrals (Disrespect & Defiance, and Lack of Cooperation) will be reduced by 10% the first year as measured by the Student Information System to determine the number and type of referrals and suspensions made during the 2003-04 school year, as well as throughout the program period. Number and type of referrals and suspensions will be tracked throughout the school year with analysis done at mid term and end of year.	Data from the 2nd quarter: 28% of the students in the class reduced their referrals by 10%. Current data will be available in the final report.
70% of participants will increase their awareness of using tobacco and other drugs as measured by pre/post tests. Baseline data will be collected from pretests results. Progress will be tracked through posttests results. Staff will track through YMCA tracking form.	The Pre-test was administered in January. 69 students took the test. (See attachment 2.) The Instructor reviewed the data and developed a plan to increase student awareness of using tobacco and other drugs.

III. NARRATIVE DESCRIPTION: Please provide a narrative description of how your program is operating during the three months of the quarter being reported, including any obstacles and successes. Also, describe any changes, amendments or modifications to the program that have occurred since the last quarterly report.

Program Progress: This is the second year, second semester of the Safe School Program, now called the Y.E.S. (Youth Enhancement Skills) Program at Pinellas Park Middle School. There have been two YMCA personnel changes in the program since its inception, and several changes in the school administration personnel. Additionally, the Principal has accepted a position in the Pinellas County School Administrative Offices and will leave PPMS before this semester has concluded.

The goal of the program continues to be the reduction of the number of arrests/referrals, in and out of school suspensions, and de-escalation of student conflicts. This is achieved by helping students identify their behavioral challenges and learn how to make better choices. In short, the YES Program tries to shift the student/campus culture from a survival mindset to a learning mindset. Since the inception of the program in August 2003, Misdemeanor referral/arrests dropped 51% from this time last year. Felonies dropped 45% this time last year. Admissions to PJAC dropped 66%

Both the LifeSkills instructor and the mediator continue to be integral to the school’s support system. In fact, the principal had requested their assistance in providing breaks for faculty during FCAT testing. They attend faculty meetings and have cultivated relationships with many of the school instructional staff. This allows for the facilitation of information regarding student behaviors and safety issues. Both the mediator and the instructor are available to students at all times. Some of teachers are now using the YMCA staff as a step before deciding to write a student up. Both the Mediator and the Instructor attend student/parent/teacher conferences for LifeSkills students. This is an important function because LifeSkills is not an academic program and works with the students on attitudes and behaviors. These meetings allow the staff to fully inform the parent/guardian of changes in behavior and attitudes inside and outside the classroom.

The presence of the YES Program on campus is evident by the data that pertains to arrests, referrals, and the measurable objectives. The objectives were met by educating students on good social behavior, and de-escalate and mediate student conflicts.

The Instructor reports that she observes that the attitudes of the students are changing. They are very interested in the LifeSkills class and ask questions that imply that they are taking life more seriously.

The Mediator: Each month the Mediator compiles activity data. Mediation and de-escalation are two offenses that without the mediator’s intervention could directly result in a student referral or arrest for battery or disruption of a campus environment. Mediation is defined as a Group (2+) of students resolving a dispute or conflict. Each mediation was counted as one mediation, regardless of the number of students present. If at least one LifeSkills student is present, the mediation is recorded as LSS mediation.

There were a total of 1266 interventions between August 2004 and March 2005. These are situations that potentially could have resulted in a campus referral/arrest. Because of the Mediator’s relationship with the SRO and other grade house administrators as well as the high level of interaction with students, the student’s perception of the campus is that it is a much safer environment. The students use the Mediator to resolve disputes and as a sounding board to solve their problems.

The LST Instructor: The Instructor has worked to convey to the students the importance of academics in their future. In addition to LifeSkills education, she has taken the time to explain how grade point averages are developed, how they impact their future school and life plans, and how they can change their grades by changing their approach in the classroom. In the first semester of the program 60% of the students in the LifeSkills program increased their grade point average. This is the highest increase of any Y.E.S. site in the county. 32% of the students in LifeSkills increased their reading level.

Students understand the flow of what is expected when coming to this class/daily routine. Each class begins with a journal entry that is graded. There are fifteen units in the LifeSkills Curriculum. After each unit, the instructor submits a Fidelity Check list. This tool, designed by LifeSkills, evaluates each chapter of the LifeSkills Curriculum. The evaluation ensures that the curriculum is followed with fidelity. The checklist requests estimation of the time spent teaching the chapter and asks for general comments. Cumulative data on the checklist is used to develop strategies to work more effectively with the curriculum. This tool helps the supervisor monitor the delivery of the curriculum and gives the LST Instructor a structured way of identifying challenges in meeting measurable objectives and developing a plan for improvement for the next semester.

LST Analysis: Students are given a pre-test that is used to test their knowledge of drug use and social skills. The units address these areas throughout the semester. The students are then re-tested at the end of the semester. Data is collected and analyzed to determine the effectiveness of the data delivery.

Pre-test data is analyzed by the Instructor to determine student knowledge and attitudes before starting the curriculum. Instructors are asked to develop an improvement plan and submit to the Director of the YES Program. Instructor observations from PPMS student pre-test data include:

1. LifeSkills students appear to have a hard time understanding what the “most” means. For example: 84% of the students responded that “Most adults smoke cigarettes.”

2. Students also appear to have a difficult time answering statements/questions on the test because of lack of vocabulary knowledge. For example the following words were misread or confusing for students: Anxiety, Consequences, Self-Image, Anxious, Deceptive, Technique.

Many students’ answers on the pre-test proved that understanding key words was their greatest challenge. This lack of skill in this area may also present a challenge for them in academic areas as well. The strategies that the Instructor will be employing is consistent and deep review the definitions and understanding of quantifiable adjectives.

Instructors gathered over the December holiday and developed definitions by consensus for these areas:

1. Discussion- A teaching method involving both teacher and students where both groups participate in questioning, answering and sharing opinion.

2. Lecture- A teaching method where the teacher's role is to provide information and the students role is to practice listening and note taking skills.

3. Demonstrating- A teaching method requires the teacher to model the skill for

the students.

4. Practice- A teaching method where students use knowledge obtained through lecture, discussion and demonstration to show they have mastered a skill being discussed. The teacher’s role is as a facilitator. Skits, group work, projects and class assignments will all be part of this teaching method.

Since the beginning of this second semester, the Instructor spent 34% lecturing, 14% Demonstrating, 38% Discussion and 13% Practicing.

Grades

Grades for the first quarter are as follows:

· 7% received an A

· 9% received a B

· 17% received a C

· 48% received a D

· 17% received an F

· 2% received an I

These grades are reflective of mid-term grades during FCAT season. Last year the same situation occurred, but grades improved by the final grading period.

Strategies used to engage students include: Current articles from magazines, newspapers and Internet that were reflective of the LifeSkills topics were used in the class. These articles emphasized the curriculum and used for discussion. The students learned the importance of constructive criticism, debate, and opinions.

· Journal writing: Using prompts that supported LifeSkills curriculum, each student wrote in a composition book.

· Webbing: A CRISS strategy that helps students to teach skills.

· Behavior rehearsals: Re-enacting units from the curriculum with small groups.

· Self-Image Project: The students brought in a picture that shows who they are and wrote an essay of what they stand for as a person.

Student Profile: While only 69 students took the pre-test, there are currently 80 students enrolled in the classes. Eleven students were added in after the test was administered. 76% of these 80 students served live in the targeted zip codes outlined in the grant proposal (33756, 33712, 33781, 33711, 33714, 33782, 33771). 63 students have completed the LifeSkills pre-test with the exception of a few questions.

Of the 80 students 61% are males and 39% are females.

· 70% of the students reported they are living with their mother & father

· 15% are living with mother,

· 10% live with their father

· 4% identify other

· 18% have a delinquency record

· 81% of the students reported they were White/Non-Latino, 16% Latino/Hispanic.

· 18% students identified themselves as Black, 11% identified themselves as Asian 1% Indian

51% met three out of four risk factors.
18% met four out of four risk factors.

· Overall 69% met the requirements

Zip Codes:

33711 3% 33712 5% 33714 3% 33781 56% 33782 8%

33771 1%

Overall 76% met the requirements.

Program Amendments: There are no program amendments at this time. However, the Human Resource Department of the YMCA of Greater St. Petersburg has adopted a new Performance Management System (PMS) that changed the Position Description format and evaluation process for all of the employees. Attachments 5-10 include the documents.

Challenges: Also, though 76% of the students live in the designated zip code, only 69% have three or more risk factors. Since the assessment is based on student reporting as well as student record, students were not fully disclosing. Both the Instructor and the Mediator are reviewing the files for each student to add risk factors that they now know exist. An example of this situation: Several students declined to talk about their families during the initial intake, however, as the students submitted their journals and created their self-definition posters, more information was forthcoming. Since all of the Assistant Principals are now familiar with the students, the second semester there are a greater number of identified risk factors. Records will continue to be reviewed monthly by the supervisor.

Pinellas Park Middle School is rated 5^thin risk factors among Middle Schools in Pinellas County. Additionally, the number of Felonies and PJAC charges in 2002-2003 lead the principal to work from a more comprehensive approach in hopes of affecting eighth graders during the first year of the program in the 2003-2004 school year. During this time 63% of the students served met three of the four risk factors. After the initial results in the pilot year were reviewed, it was decided to add seventh graders into the classroom component of the program during the 2004-2005 school year. While the Mediator worked closely with high-risk students and/or students who constitute the highest number of referrals on campus, classroom scheduling prohibited many of these students from being offered the opportunity to enroll in the Life Skills class. Thus these students received only part of the prevention and only 69% of the students received Instructor and Mediator services.

However, given the high degree of Mediator intervention (1266 interventions since the August 2004) and the reduction in arrests/referrals (from 89 to 45 misdemeanors and 9 to 4 felonies) the program has made a significant impact on the campus. That said, there will be a leadership change next year which may affect the philosophical approach of handling individual student behaviors on campus. Dialogue continues with the current administration to ensure that the impact of scheduling problems has minimal effect on the delivery of program services to a population that is in high need.

Review of current plans in progress:

1. We will continue to work with the school to compile data.

2. The instructor is now administering standardized tests (from NHPA) on each chapter.

3. We will continue to work with the student resource officer in an effort to reduce arrests on campus.

4. Students with higher risk factors who are not in the program are being served outside the classroom.

5. Continue to emphasize reading strategies.

6. Continue to work with administration to identify target population and schedule in LifeSkills Classes.

Appendix B Participant Input - Pinellas County Juvenile Justice Council Outreach “Inquiry” Meeting Martin Luther King Jr. Neighborhood Family Center-Clearwater- Feb. 24, 2005
*Improving Outreach Meetings*	*What is Working*	*Youth Related Issues*	*Obstacles/Issues*
Concern about lack of community information about meeting	Girl Scouts	Misconceptions about teens as “bad” caused by drama created by media	Programs are hostage to funding which can inhibit creativity
Need to hear the voice of those impacted by DJJ issues	Precious Pearls (80 girls involved with mentors)	Create a new “Spin” that emphasizes the positive	Competition among providers for money decreases cooperation
Need more outreach into those neighborhoods most impacted(33755, 33705, 33712)	Boy Scouts	Respect kids as people, they may be doing “bad” things, but they still have values, respect for others	Questions about how we (as council members/providers) bridge our own gaps to increase trust and cooperation
Out-of-the Box Outreach: Churches, Barber & Beauty Shops	Services help(mental health, community oriented)	Appearances are not the person	Need to go to the churches and contact “lay” leaders (via ministers) to create more support
Current format is intimidating; use circle format; empower participants to counter hopeless, overwhelmed feelings.	“Safe House” for drug treatment worked in the community until it lost funding	Need to talk about youth in these meetings	Hidden agendas of participants leads to diminished interest
Explore other ways of having meeting: Family days;	Weed-N-Seed projects – brought computers to neighborhood cent	Hard for youth to get out of bad neighborhood/situation without help
Get organization’s representatives available to talk about services	Glad Council has come here; we need to be working together.	Need more things for kids to do that are low cost or free
Later meeting times		Need for real jobs for youth that pay something, mean something and are year round.
		Concern about criminalization of youth- Legal issue of criminal records following youth – need for pro-bono lawyering for youth

Appendix B Participant Input - Pinellas County Juvenile Justice Council Outreach “Inquiry” Meeting Tarpon Springs, October 28, 2004 Juvenile Justice Council Members present: Chris Ortiz, Cathy Cory, Tim Nierman, Tony Hinson, Michael Whalen
*Parenting Issues*	*Teen Issues*	*Juvenile Justice Related Issues*	*School Related Issues*
Parents who act as “buddies” create problems for teens dealing with authority	Teens hang at inappropriate places in large groups and get in trouble.	In Court if a judge gets angry with previous cases or gets in a bad mood can give out stiffer consequences that are unfair	Kids get public record during middle and high school for minor fight because Zero Tolerance Policy creates an assault charge (criminalization of youth)
Parents need to be part of education around “Zero Tolerance” rules	Need more organized social activities	Cops need sensitivity training regarding teens (development issues, behavior, de-escalation)	Rules are Subjective based on classroom management style/skill of teacher.
Parents have difficulty finding help for preventative counseling services if not already in system (if problem is not already of high intensity)	Need for teens to develop critical thinking skills – e.g. chess (clubs, competitions, etc.)	Case load too high for Probation officers to be helpful. Suggestion: teen probation officers.	Teachers who are poor managers may focus on “problem kid” unfairly. Sometimes it is the teacher who is ‘out of control’
“Proactive” vs. “Reactive” services - Have agencies provide counseling at neighborhood center	Utilize “Alpha Institute” model to teach kids practical skills like how to handle negative situations; dealing with police and other authority figures	Use the “village”: get other parents to help with rides, watching kids while to court, counseling, parenting classes, etc.	Need for suspension alternatives with trained staff.
Service for families to access before child or parent is in system	Instill sense of worth via goal setting (military, trades, skills) and	Lack of truancy enforcement	Classes in anger management, trips to courthouse, JJ, police station.
Parenting Classes/Counseling -Anger Management, etc	Providing role models	Change law allowing 16 year olds to quit school	Use resource officer for teacher of skills for dealing with police
*Parenting Issues*	*Teen Issues* Activities/Education	*Juvenile Justice Related Issues*	*School Related Issues*
Parents punished by J.J. system by needing to deal with system. Dealing with system increases stress for parent, affects child, leads to negative cycle.	Jobs/work/volunteer programs	Adults, church leaders, parents shadow police officers to understand police officer’s job	Bring judges, attorneys, police, Probation Officers, to middle schools to speak to kids & teachers about staying out of system and how to handle situations with police/system
Parent support groups for dealing with JJ, etc.	Create tax incentives for employers to hire youth	Police as part of solution by using negotiating skills, de-escalation and reporting problems to civic leaders. (E.G. A local ball field was a good hangout until houses were built nearby. Police could inform city officials about need for new spot/ change in usage)	Field trips to court (as happens in “Alpha House” model
Parents are restricted by abuse laws in discipline choices; children are empowered – parents disempowered	Continue to utilize other incentives (like drivers licenses connected to school attendance)	Test new ideas on small groups (RFPs) Use P-D-S-A model (Plan-Do-Study-Act)	Teachers are overloaded with behavioral problems and paperwork
Positive impact of TV commercials that say it is “okay” to monitor/discipline kids		City/local officials taking more responsibility for youth of their community in city planning	Need for smaller class sizes
Parents need to be called when students are absent - Used to happen, not happening now (at Tarpon High)			School counselors are too busy to work on goal development with kids.
			Teach anger management, conflict management, Peer Mediation skills in school as part of usual curriculum.