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00-159ORIGINAL Return Copy 70: Police Dept. Accounting RESOLUTION OF SAINT PAUL, !VIINNESOTA Presented By: Referred To: W c�,un�,� F��e# co - is� Green Shee[# IOA�78 Committee:Date: wnnn�no, r.ne �ainc raw rouce vepar�ment nas recervea a �4yy,yta �tate mcennve t>rant tron Minnesota Department of Children, Families and Learning for the period March 1, 2000 through February 28, 2003; and A � WHEREAS, this grant will be a collaborative partnership between the Saint Paul Police Department, 6 Saint Paul School District, and Ramsey County Juvenile Corrections to unplement a consistent model 7 of prevention knowv as "Psychology of Mind/Health Realization" to prevent alcohol, tobacco, and other 8 substance abuse by children and teens ages 12 -17; and 9 10 WHEREAS, the Saint Paal PoHce Department needs to esta6lish a 2000 spending and fivancing plan for Il for this grant; and 12 13 WHEREAS, The Mayor pursuant to Section 10.07.1 of the Charter of the City of Sain# Paul, does certify that 14 there are available for appropriation funds of $171,625 in excess of those estimated in the 2000 budget; and IS IG WHEREAS, The Mayor recommends that the following addition be made to the 20Q0 budget: 17 IS 19 za 21 22 23 za 25 26 27 28 29 30 31 32 33 FINANCING PLAN: 436 - PoGce Special Projects Fund 34068 - State Incentive Grant 3199 - Other Federal Direct Grants-State SPENDING PI,AN: 436 - Police Special Projzcts Fund 3A0G8 - State Incentive Grant Ol l l- Full-Time Permanent 0219 - Fees-Other Professional Services OSA7 - Payment to Subcontractor 0359 - Other-Miscellaneous Supplies 0439 - Fringe Benefits 171,625 AMENDED Bi1DGET 171,625 - 171,625 171,625 - 42,000 42,000 - 81,350 81,350 - 35,000 35,000 - 1,475 1,475 - 11,800 11,800 - 171,625 171, 25 34 35 TI BE IT` RESOLVED, that the City Council accept this grant award in the'amount of $A99,925, 36 authorizes Chief William Finney to enter into an agreement with the Minnesota Department of Children, 39 Famili and Learning, and approves the changes to the 2000 bud et. Requested by Department of: B �r ..^^ Approvat Recommended �dopted by CounciL•Date: `�,�_�� p n � By: �-°�) —�- ,doption Certified by Council Secretar_y: Form Apyfo��d by y: ppr By: CURRENT BUDGET CEIANGES By: Services Director: to coun�a�: 340685tatelncentrveGrsncCH.99 � 1125100 292-3588 ASAP TOTA� # OF SIGNATURE PAGES REQUESTED GREEN SHEET wrtccsoa No. 104578 u�mnuonTE <«�� no-tsq �CIfYATTORN6Y� ❑CT'CLERK ❑Z FWNiCW.SERVICE$DIR_ �FLW1NCWlSERWAC.RG �M4YOR (OR ASSISTNtp _/ � % ❑MIINHN RIGHfS \�.J (CIiP ALL LOCATIONS FOR SIGNATURE) Approval of the attached council resolution accepting a$tate Incentive Grant, authorizing Chief Wiliiam Finney to enter into an agreement with the Minnesota Department of Children, Families, and Learnmg, and establishing a 2000 spending and financing plan for the grant PLANNING COMMlSSION CIB COMMITTEE Has �his persoNfirm ever worked under a con�ract for this department? YES NO Has this person/firm ever 6een a city employee? , CIVIL SERVICE COMMISSION � YES No 3 Dces this personff�m possess a skdl not normalty possessed by any current city employee� YES NO 4, ls this personlfirm a targeted vendo�'? YES NO all yes answers on separate sheet and attach fo green sheet The Saint Paul Police Department has received a$499, 925 State Incentive Grant from the Minnesota Department af Children, Families, and Leazning. This grant is for a collaboca�ive partnership between the Saint Paul Police Department, Saint Paul School District, and Ramsey County Juvenile Corrections to implement a consistenY model of prevention known as "Psychology of MindlHealth Realization° to prevent alcohol, tobacco, and other substance abuse by children and teens ages 12-17 (A copy of the grant is a[tached ) Opportunity to collaborate with the Saint Paul School District and Ramsey Counry to prevent substance abuse by children and teens ages 12-17. �� _ _ _ � „__a__ �� None. ��3 �c� 2�� 1GES IF NOT APPROVED � � � � � �� Grant funds will be unavailable for implemenung 'Ps}�chology of MindlHealth Realization" to prevent chiidren and teen substance abuse. �OTA4 AMOUNT OF TRANSACTION $ 17I,62S UNDING SOURCE State of Minnesota State Incentive Grant NANCIAL INFORMATION (EXPLAfN) COST/REVENUE BUDGETED ICIRCLE ONE) YES ND ACTIVIiYNUMBER 34068 34068StatelncenliveCsrant.gr,99 � Minnesota Department of Children, Families & Leatning Office of Community Services, Safe & Healthy Communities 7 500 Hwy 36 West Roseville, MN 55113 ��— ��Jq THfS GRANT, which shall be interpreted pursuant to the Iaws of the State of Minnesota between the State of Minnesota, acting through its Department of Children, Families and Learning (STATE) and ST. PAUL POLICE DEPARTMENT 100EASTELEVENTH STREET ST PAUL MM 55101 Soc. Sec. or MN Tax ID. No .8�2509, Federal Employer 4D. No. (if applicable} 4160055212, {herein afier GRAIVTEE), witnesseth that: WHEREAS, the Department of Children, Families and Learning has been designated to administer funds awarded to the State of Minnesota by the federal Center tor Substance Abuse Prevention for the purpose of making grants to communities tor research-based substance abuse prevention programs. WHEREAS, GRAN7EE represents that it is duly qualitied and willing to perform the services set torth herein, NOW, THEREFORE, it is agreed: GRANTEE'S DUTIES GRANTEE, who is not a state employee, shall perform the duties which are hereby incorporated by reference and made a part o4 this grant contract. See Attachment l. CONSIDERATION AND TERMS OF PAYMENT A. In consideration for aii services performed and goods or materiais supplied by GRANTEE pursuant to this Agreement, the STATE shail pay for aA actual allowable costs incurred by the GRANTEE under the terms of this agreement not to exceed � 499,925.00 {Four Hundred Ninety-Nine Thousand Nine Hundred Twenty-Five DOLLARS). � 1. Compensation shall be consistent with the Program Line Item Budget, wfiich is incorporated into and made a part of the grant contract as stated in Attachme�t 2. 2. The GRANTEE will expend grant funds aliocated for this project accordir�g to Attachment 2. The GRANTEE will submit a revised budget for any deviation of 10% or more between approved lines. The revised budget must be approved by the STATE before any expenditures can be made based on the revised budget. 3. Reimbursement for travel and subsistence expenses actually and necessarily incurred by GRANTEE'S performance of this grant contract will be paid provided that the GRANTEE shall " reimbursed for travel and subsistence expenses in the same manner and in no greater amo� than provided in the current "Commissioner's Plan" promulgated by the Commissioner o` Employee Relations and GRANTEE will onfy be reimbursed for travel and subsistence c NOTICE TO GRANTEE: If GRANTEE is other than a govemmentai agenty, it is required by Minnesota Statutes, SecTion 270.66 to provide its social security number or Minnesota Tax Identification number it it does business w'rth The State of Minnesota. This information may be used on the enforcemeni ot tederal and state Tax laws. Supplying these numbers coutd resulT in action to require yQU to tile state tax rexurns and pay delinquent state tax liabilities. THIS GRAfJT WILL NOT BE APpROVED UNLESS THESE NUMBERS ARE PROVIOED. These numbers will ba availabie to federal and state tax a�thoricies and state personnel i�rvolved in the payment ofi siate obligaTions. _ �a-�s�t State of Minnesota if it has received prior written approval for such out of state travel from the STATE. B. Terms of Payment 1. Payments shall 6e made by the STATE promptly after GRANTEE's presentavon of invoices for services performed and acceptance ofi such services by the STATE'S Authorized Agent pursuant to Clause VI. Invoices shall be submitted in a form prescribed by the STATE and according to the following schedule: a. Invoices fior reimbursemeni shall be identified in approved budget categories and submitted at minimum on a quarterly basis and within 30 days of the end ot the reporting period. b. No payment shail be made by the STATE until quarterly reports required under Ciause XV1I1 have been received by the STATE. c. Final invoice pettaining to this grant must be received within 30 days of the end of this grant agreement. 2. An advance payment may be made after grant contract execution, in an amount not to exceed tifteen percent (15%) of the totai STATE obligation, as determined necessary for execution of GRANTEE obligations by the STATE. 3. Payments are to be made from funds awarded by the federal Center for Substance Abuse Prevention. {f at any time these tunds become unavailabfe, this grant shafl be terminated immediately upon written notice of such fact by the STATE to the GRANTEE. in the event of such termination, GRANTEE shaff be entitled to payment, determined on a pro rata basis, for services satisfactorily performed. 4. The GRANTEE agrees to return any unused funds to the STATE unless prior approval for an extension has been granted by the Grants Administrator and an amendment to the grant contract has been duly executed. Unused tunds must be returned to the STATE within 30 days of the ending date of the grant contract. IN. CONDITIONS OF PAYMENT All services provided by GRANTEE pursuant to th+s grant shail be performed to the satisfaction of the STATE, as determined in the sole discretion of its Authorized Agent, and in accord with all app{icabie tederal, state and local laws, ordinances, rules and regulations. GRANTEE shall not receive payment for work found by the STATE to be unsatisfactory, or performed in violation of federal, state or focal law, ordinance, rule or regulation. IV. TERM OF AGREEMENT This grant sha41 be effective 03-01-2000 and shall remain in effect until �2-28- 2003, or untii all obligations set forth in this grant have been satisfactorily fulfilled, whichever occurs first. V. CANCELLA71pN A. Commencement of project. If the project is not operational within 6Q days of the original start date of the grant period, the GRANTEE must report by letter to the STATE the steps taken to initiate the project, the reasons for delay, and the expected start date. !f a project is not operational within 90 days of the original state date of the grant period, the GRANTEE must submit a second statement to the STATE explaining the implementation deiay. B. This grent may be cancefed by the S7ATE or GRANTEE at any time, with or without cause, ugo� thirty (301 days notice to the other party. In the event of such a cancellation GRANTEE shal� be enxitled to payment, determined on a pro rata hasis, for work or services satisfactorily pertormed. The STATE may cancel this grant immediately if the STATE finds that there has been a failure to comply with the provisions of this grant, that reasonable progress has not been made, or that the purposes for which the funds were granted have not been or will �ot be fulfifled, the STATE may take action to protect the interests of the State of Minnesota, including the retusal to disburse additional funds and requiring the return of all or part of the funds already disbursed. Vf. STA7E'S AUTHORIZED AGENT The STATE'S Authorized Agent for the purposes of administration of this grant is Carol Thomas, ar her successor. Such agent shalt have final authority for acceptance of GRANTEE'S services and ifi such services are accepted as satisfactory, shall so certify on each invoice sutrmitted pursuant to Clause 11, paragraph B. VI1. ASSiGNMENT GRANTEE shall neither assign nor transfier any rights of obligations under this grant agreement without the prior writte� consent of the STATE, GRANTEE may subcontract to provide services as described in the GRANTEE duties iAttachment 1). It is understood, however, the GRANTEE remains solely responsible to the STATE for providing the products and services described. eo - ts� Vlii. AMENDMENTS Any material amendments to this grant shall be in writing, and shall be executed by the same parties who executed the original or their successors in office. IX. LIABILI7Y To the extent permitted 6y law, C,RANTEE agrees to indemnify and save and hold the STATE, zhe Center for Su6stance A6use Prevention, their agents and employees harmless from any and aii cfaims or causes of action, including attorney's fees incurred by the STATE, arising from the performance of tfiis grant by GRANTEE or GRANTEE'S agents or employees. This cia�se shall not be construed to bar any legat remedies GRANTEE may have for the STATE'S failure to fiulfill its obligations pursuani to this grant. - X. ACCOUNTING The books, records, d'ocuments, and accounting procedures and practices of the GRANTEE relevant to this grant contract shall be subject to examination by the STATE, the U.S. Department of Health and Human Services, and the MN Legislative Auditor for a minimum of six years and as long as the records are retained. The CFDA number for this grant is 93.230. Xl. DATA PRACTICES ACT The GRANTEE shall comply with tfie Minnesota Data Practices Act as it applies to ail data provided by the STATE in accordance with this grant contract and as it applies to all data created, gathered, generated or acquired in accordance with this grent contract. XII. PftOPERTY OWNEFtSHlP A. Ownership of Copyrights. It is agreed that all right, title, and interest in all copyrightable material which GRANTEE shall conceive or originate, either individually or jointly wiih others, and which arises out of the performance of this agreemeni, wifi be ihe property of the STATE and by this agreement assigned to the STATE along with ownership of any and a11 copyrightable materia{. The GRANTEE also agrees, upon the request of the STATE to execute all papers and perform all other acts necessary to assist the State to obtain and segister copyrights on such material. Where applicable, works of authorship created by the GRANTEE for the STATE in performance of the Agreement shall be considered "works made for hire" as defined in U.S. Copyright Act. B. Intel(ectuai Property Rights I�demnification. GRANTEE represents and warrants that material produced or used under this agreement does not and will not infringe upon any intellectual property rights of another, including but not limited to patents, copyrights, trade secrets, trade names, and service marks and names. GRANTEE wiil indemnify STATE and defend at GRANTEE'S expense, any action brought against the property rights of another, GRANTEE will pay any and all such claims, demands, obligations, liabilities, costs, and damages inc{uding, but not limited to, reasonable counsel fees arising out of this agreement which are attributable to such claims. If such claim has occurred, or in GRANTEE'S or the STATE'S opinion is likely to occur, GRANTEE shall at the STATE'S discretion either procure for the STATE the right to continue using ihe materials at issue or replace or modify the allegedly infringing materials. This remedy shali be in addition to and shall not be exclusive to other remedies provided by �aw. C. The GRANTEE agrees to advise the STATE as to any inventions developed in conjunction with the grant in accordance with 37 CFR Part 441, "Rights to inveniions Made by Nonprofit Organizations and Smali Business �irms Under Government Grants, Contracts and Cooperative Agreements." XIII. PUBLICITY AND SOURCE OF FUNDING A. Any publicity given to the program, publications, or services provided resulting from this grant contract, including, but not limited to, notices, informational pamphlets, press releases, research, reports, signs, and simiiar public notices prepared by or for the GRANTEE or its employees individualty or jointly with others, or any subcontractor shall identify the STATE and the federal Center for Substance Abuse Prevention (CSAP} as the sponsoring agencies and shall not be released, unlsss such release is a specific part of an approved work plan included in this grant contract prior to its approval by the STATE'S Authorized Agent. In addition, any publications written or published under the grant contract shall contain the following acknowledgment and disclaimer: "This publication was made possible by Grant #5 Ui F SP08183-02 from CSAP" and "contents are solely the responsibility of the authors and do not necessarily rep�esent the official views of SAMHSA." XIV. HUMAN RIGHTS AND NONDISCRIMINATION A. GRANTEE certifies that it has received a certificate of compliance from the commissioner of Numan Rights pursuant to Minn. Stat. § 363.073. It is hereby agreed between the parties that Minn. Stat. §363.073 is incorporated into this grant contract by reference. DO�lS`t B. The GRANTEE assures that it wil! comply, and all its subcontractors will comply, with the nondiscrimination repuirements of Title VI ot the Civil Rights Aci of 1964; as amended, 42 USC 2000d-2000e et sep•; Section 504 of the Rehabilitation Act of 7973, as amended, 29 USC 794; Title IX of the Education Amendments of 1972, as amended, 20 USC 1681 et se ; the Age Discrim+nation Act of 1975, as amended, 42 USC 6"101 et sea. and the Americans with Disabilities Act of 1990. C. The GRANTEE assures that in the event a federal or state court or administrative agency makes a finding of discrimination after a due process heari�g on the grounds of race, color, reiigion, nationa! origin or sex against the GRANTEE or its subcontractors, the GRANTEE wiii forward a copy ot the finding to the STATE. XV. WORKERS' COMPENSATION GRANTEE certifies compiiance with the workers' compensation insurance coverage requirement of Minn. Stat. § 176.781, Subd. Z. XVI. ANTfTRUST GRANTEE hereby assigns to the State of Minnesota any and all ciaims for overcharges as to goods and/or services provided in connection with this contract resulting from antitrust violations which arise under the antitrust laws of the United States and the antitrust laws of the State of Minnesota. XVII. JURISDICTION AND VENUE This grant contract, and amendments and supplements thereto, shall be governed by the laws of the State ot Minnesota. Venue for all legai proceedings arising out of this grant contract, or breach thereofi, shall be in the state or fiederal court with competeni jurisdiciion in Ramsey County, Minnesota. XVIII. REPORTS The GRANTEE will advise the STA7E concerning the project progress through the submission of quarterly and annuai reports as required by the STATE's authorized agent. XIX. ADDITiONAL REQUIREMENTS for CSAP grant contract GRANTEES: A. Protection of Human Suhjects. The GRANTEE, if using human subjects, shall submit to the STATE an assurance of human subject protection, reviewed and approved by an appropr{ate institutional committee, demonstrating that the rights and welfare of any human subjects involved in this project are adequateiy protected in accordance with federaf regulations., The assurance must be submitted at least annuafly to tfie STATE prior to the expenditure of any funds provided under this grant contract. B. Debarment and Suspension. The GRANTEE certifies to the best of its knowledge and belief ihat it is not presently de6arred or suspe�ded, o� proposed for debarment or declared inefigible for the award of subcontracts, by any federal agency, in accordance with OMB guidelines (53 FR19161-19211}. C. Certification ot Non-Delinquency of Federal Debt. The Provider certifies that it is in compliance with the Non-Delinquency on Federal De6t criteria, in accordance with �MB Circular A-129. D. Certification of Drug-Free Workplace. The GRANTEE certifies that it has implemented appropriate policy in accordance with the Drug-Free Workplace Act of 1988, 45 CFR Part 76, Subpart F. E. Certification of Compliance with Clean Air and Water Pollution Contro! Acts. The GRANTEE certifies that it is in compiiance with Cfean Air and Water Poliution Controi Acts. F. Certification Regarding Lobbying. The GRANTEE certifies to best of its know�edge and belief that no federally appropriated funds have been paid or wil( be paid, by or on behalf of the STATE, to any person for influencing or attempiing to inffuence a federal officer or federai employee of any agency in connection with the awarding of any federal award (Section 1352, Title 37, 4.5 USC). G. Key Personne4. Key personne{ must be named for the following roles by the end of the first quarter if names were not submitted with the GRANTEE's proposal: fiiscal agent contact person, coordinator, and evaluation person. GRANTEE will notify the STATE immediately regarding the necessity for replacement for key personnel. Proposed substitutes shoufd have comparable qualifications to those of the person reptaced: .. . Oo -l� iN WiTNESS WHERE�F, the parties have caused this grant to be duly executed intending to be bound thereby. ST PLiE3L FOLICE=�EPAR"flVEENT Signature m st be that of the individuaf authorized to commrt the,�ization to this project. By: vJ . y ; v /� Title: ��t.-C"� o� �0�� C-G 1 Date: l^' l g"j ?- o 0 0 By: TiTfe: Date: NT OF,CNI�I3REAf, FR�yl1L:iES f � Manager � /_ �/ �'� 0 � �i ��. �.�T�,E��i'i�� ao -�S`l �� #: � Federal Emplover ID #: � Proiect start date: � Project end date: you are applyingfor &fiH intfie amourrt a Leve13, 4 ar 5 proQram on FORM Drug Prevention Project Dem�ogrephics List the courty or courties this project primarily serves: Indicate charaderistics aboui the Qrimary participants Rams e in the projeci - cfieck as many as needed. Projects that are city or neighbothood-based should name them below: ❑ Gender -(X ) Male (�) Ff:male ❑ CuRuraUethnic population: Diverse(see narr) State Legisiafive District Nuinber(s): bSB, 67B ❑ Age of youth served: 12-17 Projed Summary: Briefiy describe the scope, targeted population and irrtended impact of your projeci A collaborative partnership beCween Che St. Paul School District, Ramsey County Juvenile Corrections, and the St. Pau1 Police Department to implerlent a consistent model of preyention known as Psychology of Mind/Health Realization to prevent alcohol, tobacco, and other dtug use by children and teens ages 12-17. PLEASE CHECK WHtCH OF THE FOLLOWING HEST DESCRIBES THE 1NTENDED USE OF THE RE�UESTED GRANT FUNDS: Estabiishment oi a new program X Expansion of an existing program Continuation of an existin ro ram for which cu�rent fundin is no lon er ava1able 15 STATES iNCENTiVE GRANT FQ�� Do—lS`� FORD�I 2 STATEMENT OF ASSURANCES The appiicant assures that: 1. The applicant organization wiil participate in a rigorous evaluation process desi�ned and coordinated by our evaluation consultant, the Center for Applied Resezrch and Educational Improvement(CAREI)attheUniversiryofMinnesota. TheCenterforSubstznceAbusePrevention has indicated that "specific core indicators, instruments and protocols, etc. will be required of subrecipients jgrantees] .." Information and available resources to assist vou in preparing your _..__ _. _,_evaIuation nazratiye are, included in this request for proposals. Minnesota_ SIG graniees _, be required to submit the final draft of a written evaluation plan and biann�al reports. This will re4uire that at least a 0 2� full time eauivalent (FTE) staff aerson andfor censultant be dedicated to evaluation duzinQ the life of the 2rant. 2. The applicant organization agrees to participate in peraodic evaluation trainin� and support clinics related to (a) implementine required CSAP eva3uation procedures, z.d (b) the design and implementation of an evaluation pian that is reviewed and approved by CAREI. Grantees must agree to revise their dzaft evaluation plans based on comments from CAREI within three months of the SIG grant award. 3. In order to meet CSAP evaluation requirements, the Minnesota SIG evaluation is going to rely on data from the Minnesota 5ludent Survey to track chan�es in alcohol, tobacco, marij uana use, and other illicit drug use at the community-level where SIG grants are awazded. Grantees must agree to work with the schooi districts in the service area of their initiative to assn.�e participation in the administration of this survey in 2601 and 2004 (administered to students in �rades 6, 9, and 12). 4. A small number of grantee programs wi11 be selected for evaluation as model demonstration projects. Evaluation iechnicai assistance and additional funds, if needed, wii! be provided to these selected programs. If you aze selected and aeree to participatz as a model c�monstration project, you ensure that program level process and outcome evaluation, including a s sampling size (N=3D) to perform statistical analyses in three outcome domains (e.g.,outcome areas: individual, peer, ily, school, communiri�, workplace, sociery, ete.) will be developed 2nd implemented. You �e°� ork closely with CAREI and complete all required evatuation act_�•ities. , � ,�� 2 � � uthonzed Representative of Apolicant Organization Da e 16 �� _�s� �x.�� NARRATIVE DEMOGRAPHiC AND NEEDS ASSESSMENT In 1998, 188 juvensles were admif�ed to Boy's Tofem Town (BTT). The ethnic break down was 44.7°lo White, 37.2°l0 African American, 11.7°!o Asian, 4.3% Hispanic, 1.6% Native American, and .5% Other, Charges were prirsia��ly felonies that ranged from aggravafed assault fo grand theft. Chemicai health assessments for aii admissions to BTT have been completed since 1992. These assessments are compieted along guidelines of Rule 25 diagnostic and placeme�tcriteria as used by Ramsey County Human Services. Overall results forover 1,650 assessments indicates 77% of ail admissions to BTT from 1992-1998 were assessed at risk, chemicalfy abusive, or chemically dependent. For the period 19°6-199&, 8&°lo fit those categones. The frend for new admissions to BTT is totivard more serious chemical abuse histories, Gvhich inciude significant chemical abuse grobiems within tneir families. fn 1998, 2,667 kids were locked up in the Ramsey County Juvenile Qetention Center. The ethnic breakdown by percentage was, 40% White, 37% African American,ll°lo Asian, 5°lo Hispanic, 4°lo Native American, and 3°!o Other. 2,200 were males and 467 were females. Some of the charges and the number arrested for those charges were; assault 443, robbery 99, homicide 13, drugs 140, weapons 60, sex of�ense 36, kidnaping 6, violations ofi probation 450, and stolen cars 378. Their length of stay ranged from 1 day to 1 month, with an average of 6.6 days. JDC does not currently have a drug assessment procedure or an alcohol, tobacco, and other drug prevention aAd intervention program. The Superintendent, M+chaei Stevens says thaf, "Most of these kids begin to do better simply because they stop using drugs while in detention. Kids are pretty open while in detention, so a program that addressed substance abuse woufd be highly advantageous:'. Stevens roughiy estimates that 80% of the kids have some sort of ATOD use. Most of the information for the needs assessment has been provided over the past tive years from focus groups, indivitluaf interviews, and observations within the partner institufions. Pariicipanis included, but �r�ere not limited to, youth from ages 3-17, parents from ages 14-7Q teachers, correction o�cers, CD counselors, attorneys, police officers, psychologists, business owners, and social service providers. The participants have been diverse sociaily, economicaliy, culturally, and educafionaliy. Participants in the on-going process seem to be best represented by the demographic characteristics of the youth in the three partner insfitutions. The focus groups, interviews and observations have been conducted or attended by Officer Ed Lemon. The needs assessment hzs been conducted in As+an, African-American, Whike, Native indian, and Hispanic homes and i�stifutions i hese se+.:ings were private, non-profit, govemment, community-focused, recreationa! centered, religious, and educationa( in nature. Numerous interviews have been conducted in the greafer streets of St. Paul. By estimafion, the process inciuded approximaiely 15,OQ0 people. More recently, to pian this grant, 8 focus groups were held with schoof and correction siaif, students, and parents oi the three partner insiitutions. The major concems of the participants that they felt Healtn Realizaiion could address, may be summarizetl as follows: • Kids: getting adults to listen, gettirg adults to trust them, changina aduits bzhavior, how to de-escalate conflict, managing anger, getting along aviih parents, how to overcome'being se(f-conscous. � Adults: gang involvement and recruitment, getting kids and bosses to iisten, overcoming stress and burnout, connecting with and motivating kids, changing kids 6ehavior, working with over active kids, getting along with co-workers and the administration, keeping inner baiance, and managing wor;c loatl. Accord+ng to the 1995 "Minnesota Student Survey", in the tv�elve month period prior to tne surve�/ 54°l0 of adolescznt Pase i of 21 O��S`l pubiic school students and 78% of adolescents in corrections admitted to using drugs. 28% of public school and 63% of corrections kids admitted to being frequent users. Of the pu6fic school kids, 25°/o used marijuana, 8°lo LSD and hailucinogens, 11°!o amphetamines, 8% prsscription drugs, 5% cocaine, 6°1a inhalants, 5% sedatives, and 7°!0 opiates. fn contrast, offhe kids in corre�fions 74%used marijuzna, 37% LSD and hallucinogens, 3o%amphefamines, 29°lo prescription drugs, 27°lo cocaine, 24°/o inhalants, 19°!o sedatives, and i6°/o opiates. Adolesce�ts in cor�eciions in relation to adofescents in public schools were 2_ times more likely to use opiaies, 3 times more likely to use marijuana and amphetamines, 3.5 times more IiRely to use other peop(e's prescripfion drugs, 4 times more likely to use sedafives and inhalants, 4.5 times more likely'to use LSD or other halfucinogens, and 5 times more iikely to usa cocaine. Kids in corrections ar2 4 times more likely to have tinjected drugs. Corrections kids are 4 times more likely to be 2 drug users, and 5 times more likely to be 3 or more drug users. 1.5 fimes more adolescents in corrections use alcohol than adolescents in public school. Adolescents in corrections are 2.5 times more likely than those in pub{i� school to tlrink more than 6 drinks at a sitting, and they are 3.5 times mo�e likely to use alcohol & drugs befo�e o�during schooi. In relafion to the consequences oi sutistance a6use;the average number of consequences during a year was 6.2 for adolescents in corrections vs 2.3 for those in public school. More than haif of the adolescents in corrections reported indications oi impaired control oversubstance use: needing more to get an effect, using more than intended, memory biackouts, and/or spending an entire day using or recovering from the effects of using. 50°10 of adolescents in corrections repated social or vocational impairmenis such as: legal problems re{ated to their use, driving after use, violent behaviorwhile using, job or school absenteeism, and neglect of responsi6ilities. Familial rates of alcohol and drug abuse were 3 times higher among adolescents in corrections than students in public schooi. In regards to tobacco use, 22% of adofescents in pubfic schoois and 58% of adolescents in corrections admit to smoking on a daily basis. Of those, 8°!0 of public school kids and 36% of corrections kids smoke more than one pack a day. In 1985, the Nationaf fnstitute on Drug Abuse stated that many users among youth 12-17 are polydrug users. Of those that smoke cigarettes, 75°/o drink, 47% use marijuana, and 9°!o use cocaine. Of those who use a{cohol, 37°!o use masijuana, antl 60°10 smoke(p. 19-25) The int`ormaiion gained through the above Minnesota Student Survey, observation and interviews were transiated into these risk and protective factors; Risk Factor: Protective Factor: Protective Factor: Protective Factor, �rotective Factor: �iving from a misundersianding of how people function psychologicaffy. Living from an understanding of how peop(e function psychologically via the pri�cipfes of Mind, Cons�iousness, and Thought. Caring reiationships. Positive and high expectations. Opportunities to participate and contribute. in regartls to this initiative, the St Pau{ Police Department entered into a partnership with �rlichael Stevens znd Juvenife Deten"tion Cent (JDC) in Oc'tober oi 1997 in the form oi the "First Time Detainee Program", which is funded tnrough a Children, Families, & Learning grani. Throughout the program, JDC has supplied meeting space znd a fuH time probation off�cer to supervise the kids. Ramsey Counfy voluntarily provided the 25°lomatching funds requ!red by the grant. In the program, kitls a:tend cfasses in Heaith Realization twica a tiveek ior three months, while on intensive supervised release. The kids are chosen in regards to the following criteria: first time detained in Juvenile Detention Center, ages 12-18 years, enrolled in school, some evidence of pareni concem and invo(vement. To da.e. 65% of ihe kids have not re-offended. The 35% who did re-offend did not regulariy attend or complete the tra+n+ng. Lemon also teaches in the Secured Unit, 1-3 hours a month. Page 2 of 21 �o-ts� Since April of 1998, Lemon has been teaching Health Realization in two of the fhree communities of Boys Totem Town. Each Community dedicated 1 hour, 2 days a week. Community 2 incfuded the generai population and Community 3 limifed if to `Peer Group" participants. Frank Nosch said thaf initialiy he was sold on the program because of the opportunityforthe kids and a poiice o�cer to interact positively, and Lemon s wiifingness to work �r�ith the worst kids. He said that later, it was the impact af fhe training that impressed him. There are no formal statistics avai4able on this program, afthough staff members and students constantly attest fo how much this undersfanding has heiped them. Hosch aiso notes that one of their eva{uafion tools has shown a decrease in deviant behavio�, but this cannot be directly attributed to this one program. Throughout tnis program, Totem Town has suppfied meeti�g space, time, and assorfed program supplies. In September of 1994, O�cer Lemon began a partnership wifh the St. Pau! Public School District. His firstexperience was with acting teacherJan Mandel and several of her dasses with a Health Realization based program cailed "Cops N' Kids". The program focused on teaching police and kids how to stay in or regain a common sense perspective to de-escaiate confticf and sofve pro6lems. Afier a year, Children, Famifies, and Leamirg awarded a two year granf to create a video tape a�d curriculum based on the Cops N' Kids concepk. There was no substantial evaluaiion component, but the feedback from the atlult and youth participants was very favorab{e. The weakness of the program lay in the lack ofconsistent Health Realization training of the participants. The finished product refiected a lack of true understanding of the principies. In September of 1997 Mr. Smafler of Centrai Nigh School invited temon in for a week to teach his Health class. The kids liked the curriculum so much that Lemon stayed for six weeks, and only left after contracting a flu virus that kept him out of work for three weeks. Since the class, Lemon has run into many of the students from Mr. Smaller's cfass who have claimed that learning Health Realizakion has improved their relationships with friends, famify and students, and ailowed them to maintain their common sense perspective in adversity. Onestudentwho tivas contacted in March. 1999 said that she had suffered from a terribie addiction to aicohoi and marijuana, and the understanding she gained from Neaith Realization allowed her to stop using. PROGRAM DESCRIPTION The col{aborative paRnershtip of the St Paul Public School Dtistrict, Ramsey County Juveniie Gorrections, and the St Paul Police Qepartment want to impfement a consistent program of Alcohoi, Tobacco and Other Drug (ATOD} prevention in Boy's Totem 7own, and the Juvenile Dstention Center. These institutions have a non-traditionaf pubiic schooi component. The foundaYional intention of this program is to create relaiionship-focusetl institutions and individuals who recognize the resilience wiihin themseives so fhat can recognize it +n every human being. ft is this perspective that wiil create a warm, nurturing environment that will help promote empowerment or seff-actualization of the participants, The vehicle used to help creste this environment is fo educate the stari members who interact with 8' thru 12` graders, the parents of 8 tnru 12 graders, and lhe students grades 8" thru 12`" in the modei of psychological funcfroning kno�rm as Hea{th Realizatian (Ha} os Psychology of Mind (PONI), and then have them apply th+s understanding to their every day lives. The understanding gained 'through this etlucation wi{I al{ow participants to function at a more healthy leve{ of cogniiion. Th+s level of cogni�ion will insulate them from participating in healih dzmaging behaviors. By the completion of the granf, the modei wiii become pari oi the goveming phi(osophy of the three institutions in the form of aduit and peer leadership, a daily school curriculum, and a model of in-house prevention for poorschool performance, truancy, incidents of schooi tliscioline and suspensior, school drop-out, and alcohol, tobacco, and otherdrug use. Health Realization directly fost2rs the healthy independent, mature, productive side of people's psychological makeup ratherthan consuming fime and energy battling pathology and keeping people focused on their dysfunctional thinking. Such a contribution leads to more efifective us2 of resources. At the end of this grant, Health Realization wiil 6ecome part of the partner institutions, and therefore tne program wifl become self- Page 3 of 21 � Q �15� sustaining. Currently th2re is a permanent Health Realization trzining component in both Boys i otem Town(STT� and Juvenile D2terrtion(JDC). There has been an inconsistent Health Realizafion training componenf in the public school district for the last 3 years. Curr2ntly, ali institutions but Juvenile Detention have some form of prevention and intervention modef in place. S'tnce Health Realization wilf enhanc2 the participants undersfanding of how people tru{y function psychologically via the principle of thought, the other models must become more effective. In addition, Fleaith ftealization wili creaie a consistent conceptual iramework of prevenfion and inferveniion within and across the insiitutions themselves, wh+le creafing a climate of �r�armth and respect. An estimate of fhe number of parficipants in the three year grant program is: 25 public schoo{ staff, 60 corrections sta�fi, 75 parenks, 400 kids in Boys Totem 7own, and 1,500 kids i� Juvenile Detention. The figures for the parerits and students are based roughly on the year{y attentlance and turn-over of students wifnin the three institutions. All of the -.. °.- ---- pragram act�vities �rill run for tk�e d�ration of the grant except the 2-day workshops and the Advanceif �ra�ier of °` Trainers course which wiil have specific iime iines. The basic activities are as foiiows: • School and correction staff training: staff who volunteer will receive Health Realization training. Fram this understanding of psychological functioning staff wiil teach, mentor, guide, discip(ine, etc. Representatives of the staff will also sit on the grant steering committee, and assist in bringing the program to the greater school district and correctionai institutions. • Parent Leatlership Program: parenis who volunteer will receive Health Realization training and then parent and lead from this understanding of psychological functioning. A parent outreach worker will be hired to reauit parents and keep them engaged in ihe program. Parent representafives wili afso serve an the grant steering committee, and assist in brinaing the program to the greater schoo! district and correctional institutions. • Student Training: teachers who volunteer to be trained 'rn Health Realization, will teach Health Realizafion within their daily classes with 8th-12th grade students. • Cfoset Genius Program: stutlents who volun;eer and are at-risk because of attentlance, tlisruptive behavior, discipline, or running away from a correciional facility will be trained in Heaith Realization. • Peer Leadership Program: students who volunteerwi(i receive Heaith Realizatio� training and then wiif assist in the "Closet Genius" (at-risk}dassroom, and later in standard classrooms. Student representatives will afso sit on the grant steering committee, and assist in bringing the program to the greater school district and correctional instiiutions. • Advanced Training of Tra+ners Program: 12 schaol or correction staff w�no volu�teer wili be trained as Advanced Health Realization trainers. Schoof and correction staff aviif take over aff 'training components by the end of the grant period. Adva�ced Trainers will act as consu{tants in the fogic and teach on-going staff, parent, and student ciasses. Beys Totem Town(BTT) is a 4-12 month res+deniial, correct+onal;ac1ity fosup to 65 adolescent boys who have been adjudicated delinquent by Juvenile Cour±. BTT has 15 St Paul Pubiic School stafi, and 70 correction sfafi members. Tne iacility is locaietl in the Battle Creek area of Si. Paul. The program is comprised of three residential communiiies or :-eaimeni units, each provid+ng a level based, open-ended program �+rhere a residents feng!h of stay depends on his advanc°ment through the levei system. Eacn communiiy has a trea"tment team composed oi a unit superviser, a caseworker, and a teacher o� case manager. The role of the tseztment team is to evaluate a resident's performance. Th� team gives feedback to a resident and makes decisions on level changes and disciplinary matfers. The program op�rates under the program cal{ed PEARS; Personai Effort and Responsibility System. li is highly struckured, can be confrontatianal, but a program thatcontinua(ly reiniorces positive and appropriate behaviors. i ne primary purpose Page 4 of 21 �o -`s� of this program is to focus the attention of bofh staff and residenfs on behavior The Totem Town program provides numerous support services fo residents in placement. The St. Pau{ Schooi District provides a complete educational program. The educational program is sta;fed by special education teachers who dzvelop individual leaming plans to meet the varying needs of tne students. Psychological tesiing and evafuation, medica! assessments and care, casework services, daity peergroups, weekly family groups, �r�eekly support groups and iniormational seminars are exampies oi services provided to a resident during his siay. Res+dents aiso have the opportunity to become involved wifh numerous community agencies who provide programming and suppori groups af Totem Torrrn. The Ramsey County Juvenile Detention Center{J�C) serves juveniles 1 Q to 18 years of �ge. JDC has 1 � St Paui Public School staff, and 70 correction staff inembers. Juveniles are detained for serious law violations and when there is reason fo believe: they woufd endanger themselves or others; they wouid noi want to return for a court hearing; they would nof remain in the care and of their parents; or theis heafth znd welfare is in•immediate danger. The length ofi stay fiaiis into three categories; next day release, a week stay after pfeatling guiity to the offense, and 30 days awaiting trial. An exception would be an adolescent awaiting to be certified as an adult. This stay couitl exceed the 30 day period. The Detention Center's mission is to hefp protect the community by ensuring that juven+les placed in custody remain in a safe and secure environment until the Juvenile Court decides on an altemative piacement. JDC does not currently have a drug assessment procedure or an alcohol, tobacco, and other drug prevention and intervention program. Psychologicai and chemicai assessments musibe courtordered, but there are questions related to use in both tne atlm'rttance procedure and the health screening. " The St Paul Schooi District#625 provides a strong educat+onal program to detainedjuveniles. Students are separated into two groups, Junior High and Senior Nigh. In 1998, ii included a regular schoof program plus ten weeks of summer school: 477 Students attended fhe regufar school program in the 1997-1998 school year, 121 were special education students; 185 were schoof drop outs; 240 students attended the summer school session. This program wi(f be a combination of Universal and Se!ective types oi in!ervention. The program is Universa{ because it offers training in the model ta ali 8'" -12' grade s?udents and their parents, and all school and corrections staff, without regard to risk factors for ATOD use. it is Sele�tive in the sense that rt targeis 8th-12th graders U�ho are identified as at-risk for dropping out of school antl ATQD use. TIE TO RESEARCH AND SCIENCE The theary of prevention in this program is known as Healtn Realization or Psychology of Mind. Heafth Reafizatior is foremost a modei of resilience that uses tne terms inn2te hea{th or unconditioned state of mind in its stead. I: recognizes that all peopie, regardless oi theirdemograpnic cnaracteris;ics, current circumstarces, past experiences, or fevef of educatron have the capacity to (unction in a healthy, stab{e mannec Thai in �„y given moment a!I peop(� are capable of deariy seeing tneir circumstances and �indirg solutions to daily chailenges. Leadership training and empowerment ciasses in this procram are a0 based on pinpoin2ng the source of alienatior�, drug abuse, and violence in peopie's leamed habits of thinking. The training process staris with the HR trainers listening to understand the kinds of problems, issues, anc stresses that se�m immu�aole and criticai to ihe targei Page � of 2 i oC� -t5q audience-issues that they wouid nof recagnize as the+rown thinking. The educationaf formatof s11 Health Realization training in this psogram is designed fo (a) help peop4e both identify and then recognize their seif-defeating thoughfs as merely learned habits of fhinking and perception; (b) he(p them understand the difference between Qercepfions and feelings generated by these thougMs and clearer perceptions resulting from tneir heafthy, common sense, here- and-now thinking; (c) heip tnem recognize the vaiue of not acting on these leamed paitems of fhinking; and (d) heip them see how to trust in their capacity to regain access io a healihier v2ntage point before acting or attempting to address problems or situations to which they might oiherwise have reac"ted negative{y irom conditioned membries. This is why there is little attention paid to demographic characteristics of ihe target audience, and so much success has been realized in the racia4ly div2rse communiiies that have implemented Heaifh Realization and other resi(ience modeis. Resilience is the same in any culiure, and at any age. (n this impersonal sense ave are afl the same(Bernard, B.,1996; Boothroyd, P., & Eberle, M. 1990; Cowen, E. L., & Work, W. C. ]988; Kumpfier, K. L., & Hopkins, R. 1993; Pransky, G., PAills, R. C., Blevens, K., Sedgeman, J. 1990; Werner & Smith, 1982, pp. 202). _ - The underlying assumption of this theory is that everyone is cansfantly c�eafsng and re-creaiing their reality moment to moment using their thinking(Bandura, A. 1989,1990; Bernard, B., 19°6, 1996a.; Beck, 1976; Pransky, G., Mills, R. C., Blevens, K., Sedgeman, J. 1996; Shantz, 1975). Realizing this is the uitimate form of empowerment. Once people recognize the role of thought to this dzpth not onfy do they change, but they create a process of change that's on-going(Bernard, B., 1996).From the principle of thoughi come these basic assumptions: 1. There are two modes of thinking, conditioned or pzrsonal and unconditioned or impersonal( Maslow, A. H. 1973, pp. 254; Pransky, G., Miffs, R. C., 8levens, K., Sedgeman, J. 1996). a. The state of mind known as conditioned thinking is experienced when analyzing or aciive{y manipufating our thaughts to process and draw conclusions. This is referred to as "closed minded" because if misused we limit ourseives to the information stored in our memory. (f we lisken whife analyzing we wiil quickfy draw conclusions. and classify new informatior� according to our conditioned thought process. b. The state of mind known as uncondiiioned thinking is experienced when we relax our own ability to anatyze. it is the default setting of our mind. This sta�e of mind has access to memory, but in a bigger picture, less threafening perspective. This state of mind is known as resi!ience. if is a hea4thy, uncontam+nated thought process tnaf is �he source of wisdom, common s�nse self-esteem, and insight. This thought process a(4ows us to see life differently than through �vhai we already kno�u (Bernard, B., 199�, 1991,1996, 199fia; Maslow, A. H. 1973, pp. 254; Pransky, G., Mills, R. C, Blevens, K., Sedgeman, J. 1996). Regardiess of their current state of inentai functicning, aff people have the same innate caoacity for healthy psychological functioni�g(Bemard, 8.1990, 1991,1996,1996a.; Boothroyd, P„ & Eoerie, M.1990; Cowen, E. L., & Work, W. C. 1988; Pransky, G., Mi;is, R. C., Blevens, K., Sedgeman, J. 199�; Rhodes, ,!. E., & Jason, L. A. 1990; Wesner & Smith, 1982, pp. 202). lnsight is a thought that comes from ou'tside of our already tormed infellec't, and therefore our memories or way of see+ng 4iie (Mahrer, A. R. ,& Nadler, ��a'. P. 1986; Maslo�rr, A. H. 1973;Prarsky, G., Milis, R. C., Blevens, K., Sedgeman, J. 1996 j. An insight comes when in an unconditioned stat� of mind (Maslow, A H 1973, pp. 254;Pransky, G., Miils, R. C., 8levens, K., Sedgeman, J.1996). It is a tnoughtthat insiantaneously changes the way we thi�k. After every insighi, neaative or limited thoughts that made sense to us, no longer seem valid or important. Insignt acts as a psychologicai penicillin to heal the mem�ories of past tsaumatic experiences, and the stories u�e innocently make up to explain tnose expenences(Pransky, G., Mills, R. C.. B4evens, K., Sedgeman, J. 1996). Two appiica'tions of this model oi prevention in large, crim2 inEested, low income housing comp!2xes. produced the Page 6 of 21 Do -lSg fol4owing outcomes (Bernard, B. 1996,1996a.; Pransky, G., Mills, R. C., Sievens, K., Sedgeman, J.1996 Roe, K. & 8owser, B. 1993): Motlello Housing Project, Hcmestead, FL. Afterthree years, out of the 150 families and o5� youth who were served; • households seliing drugs went from 65% to less than 20°!0, • the overali crime rafe went down 70-80%, • teen pregnancy wenf from 50°/a+ to 10%, • school drop out rafes went from 60% to 10%, child a6use and negiect decreased by 7�%, households on pub{ic assista�ce went from 85% to 35%, school absenteeism and truancy went from 65% to negligible, parent unemployment rafe went from 85°la to 35°l0. Coliseum Gardens Housing Project, Oakland, CA. fn 1991, Qakland had the fourth hignesthomicide rate in the United SEates. Cofiseum Gardens had a homicide rate eleven times higher than the c+ty avesage. After oneyear,--- • 100% decrease in homicides, first homicide occurred in August, 1999 and ditl not invoive residents, • other violent crimes reduced by 45°l0, � drug possession and sale reduced by 16°10, • assaults with firearms reduced by 38°/o, • youth attendance and invoivement with Boys antl Girls Club increased 110%, • gang warfare and ethnic cfashes between Cambodian and African American youth ceased. Environmental Protective Factors Noteo as the environmental factor in this program are the parents, school and ccrreciion staff, peer leaders and students within the thrze institutions. Research impiies that the most effective prevention programs that produce {ong term effects are those that address muftipie risk factors, parents, school, corrections (Yoshikawa, Hirokazu 1995}. Research also suggests that family, social support, and relationships are influenfial factoss in fostering resilience in youth(Boothroyd, P., & Eberfe, M. 1990; Cowe�, E. L., & Work, W. C. 1988; Rhodes, J. E., & Jason, L. �+. 1990). 7hese relationships, when marked by warmth, and the absence of severe criticism, can have a su6stantial protective effect against the tlevefopment of later anfi-social behavior (Yoshikawa, Hirokazu 1995). This warmth and lack of severe criticism could be referred to as psychological wellness or resilience or innate mentai health. Research shows thai the concepfs of competency, resi{ience, and empowerment can enhance psychological weliness (Boothroyd, P., & Eberle, M.199Q;Cowen, E. L 1991; Cowen, E. L., & Work, W. C.1988; Rhodes, J. E., & Jason, L. A.1990�. Heaith Reafization teaches participants abouf innate resilience, how to access this sfate of resilience, and the role thal thought plays in determining personai reality. It is a motlel of competency, resilience, and empowerment. lndividual Protective Factor Research implies that some of the most critical f actors to be emphasized in addiction prevention interveniions �or youtn are optimism, empathy, self-esteem and life skifis sucn as emotional management and planning skills (Kumpier, K. L., & Nopk+ns, R, 1993). Health Realization(HRJ teaches paricipanis that the source of optimism, empaihy, and self-esteem is an unconditional state of mind kno��vn as innate health or resilience. HR ih2n teaches participants houv to gain access to innate hea(th and make wefi pfanned decisions from this wiser perspective. Health Realization recognizes that emotion in its most basic form is thought.'Nhen participants understand this, they leam te manage their emotions by changing their thinking. Heaith Realization contains factors and skiils that research has suggested are some of the most critical to addiction prevention interizntions. Pa�e 7 of 21 �a �I S � fVfodeflo and Coliseum Garden Program The program is modeled afterfhe Modello and CoViseum Gardens projects. In both PAodello and Coliseum Gardens, ciasses in Heaiih Reatization were heid for school stafi, students, at-risk kids, parents, and program staff. The weekl� ciasses had a common formai, and usually preceded orfoliowed a 2-5 dzyworkshop. Ciasses were 90-120 m'inufes, once-t�rice a week for 9-10 weeks. The size ofi fhe ciasses fluctuated between 2-30 paricipants. Once impiemented, fhe ciasses would run for the duraiion of the gra�t. The workshops woufd continue throughout the iife of the program to introduce residents and service providers to the modef of community empowerment. The classes were voluntary and were struciured like a social event serving refreshmenis and allowing open discussion. 7he average amount of train+ng Nras 36-40 hours. The central focus of the classes was resiliency or innate health. In Modello, the parent or resident empowerment classes wese conducted for 2 hours, once a week for 9 weeks, for the duration of fhe program. These ciasses were fol{owed by a 5-day train+ng for residents who attended the 9 weeks - -- -- - - -—- of dasses and were hired as outreach wotkers. In CoTseum'�a�dens, there was arr iniii�l 2-daytraining;fioflowed �p' by ciasses for 1.5 hours, once a week for 10 weeks, for the duration of the grant. {n Co{iseum Gardens, the 2-day trainings were offered throughout the duration o4 the grant to attract more residents(Roe, K. & Bowser, B. i993). Modeilo participants were primarily African-American, Hispanic-American antl White-American women between the ages of 18-55. Most participants were on welfare, had less than a high school education, and were classified as impoverished. Coliseum Gartlens only differed in relation to the ethnic origin of the participants which were primarily African-American and Asian-American(Roe, K, & Bouiser, B. 1993). in Modelio, as the residents 6ecame healthy ihey began to see the need for Heaith Realization in the schoois, They noticetl that school staff viewed the Modeilo kids as troubfe makers, and they beli�ved that fhis affected their children's attendance and performance (Bernard, 8.1996; 800throyd, P., & Ebede, M.1990; Cowen, E, L., & Work, W. G.1988; Kumpfer, K. L., & Hopkins, R.1993; Pransky, G., Mills, R. G., Blevens, K., Sedgeman, J.1996; Rhodes, J. E., & Jason, L. A. 1990). Miiis mei with staff and administrators to introducz them to the model. 7here was substaniial interest, so staff classes met for 90 minutes, once a week for 10 weeks, for the duration of the program. In Coliseum Gardens, schoal staff were tinvited to attend pareni empowerment dasses and were so impressed hy the classes, and the health of the participants, that they had program staff ineet with schoo4 siaff and a class with the same structure as Modello's schooi component was implemented(Roe, K. & Bowser. B. 1993). Schooi statf in both focationswere primarilyAfrican-American, Hispanic-American, Asian-American and VVni;e-American women and men. In the Modello and Coliseum Gardens youth program there were no 2-day courses irvolvetl. Classes were 60-90 minutes, once a week for ten weeks, for the duration of the granf. The ages of ihe children ranged from 12-18. The racial mixture was comparabfe to the adult attendance. A worker, L1oyd Fieltls, was assigned part time to tne schoof, to work with youth from Modello who goi into trouble. These ciasses,afso coniinued ior tne duration of fhe grant from the date of implementation. St. Paul Public Schooi Dlstrict-Totem Town-JDC-St, Paul Police Program The folio�riing is an outiine for the comoonents of this grant. These shoufd be read with tne understanding that there musi be room for flexibility as dictated by the participants needs and evaluation feedbzck. All classes wiii meei from 60-120 minuies, 1-3 times a week for 12 Nreeks, for the duration of t��e gran't. Stafi an� the parent outreach worker will attend a 2-day workshop in addition to the weekiy classes. Other parenis and siudents wi!! have the option of aitending these workshops. Afl classes tivill be voluntary in nature, even in the case o� ai-risk students. They uril( be give� the option of ihe cfasses in lieu oi aiready prescribed sanctions. Remembering i�at the infention is for Healin Realization to become part of the reguiar school district curriculum, the frequency and fength of the classes were Pa�e 8 of 21 00 �15 y prescribed by the school fri-mester, 12 weeks, 2-3 hours a week. The period is longer than the classes in both Modello and Coliseum Gardens, buf the advantages will be 1. students receive full school credit for attendance, 2. it wiff a(low for participanfs missing classes hecause of dai(y cha((enges, 3. all class2s vriii be held for a consistent period of time in rela'tion fo changes of semesters during the school year. 4. clzsses wiii meet the educational requirements af the school district. In Boys Totem � own(BTT) and Juvenile Detenfion{JDC) there is a summerschool session so the school year is 45 v Stai classes will reflect ihe BTT and dDC schoof year, as wil4 the correction p�renting classes. There are educational aids or fanguage transfators wiihin the ins!itui;ons. One contiruos school and correction staif feadership ciass; and one paren't leadership ciass aaill both be conducted during the life of the grant at ihe Juvenile Detention Center's training facility. Once tra:ned in Health Realization, ieachers will teach Health Realization in the regular classrooms following the format of the peer lezdership program. In the Modello and Coliseum Gardens Law Eniorcement participated in the Health Realization training of the sfaff and residents Which makes common sense, seeing as they had the most authority over the residents. The Law Enforcement component in this program wi�i be fhe corrections staff of Totem Town and Juvenile Defenfion. if, as research suggests, a good relationship with parents, other adults, and peers, marked by warmth, and the absence of severe crificism, can have a substantial protective effect against the tlevelopment oi later anti-sociai behavior (Yoshikawa, Hirokazu 1995j, and; the most effective prevention programs that produce long term effects zre those thataddress multiple risk factors, parents, schoof, and corrections (Yoshikawa, Hirokazu 1995), and; the most criticai factors to be emphasized in prevention interventions for youth are: optimism, emoathy, self-eskeem, emotional management and planning ski{4s (Kumpfer, K. L., & Hopkins, R. 1993), and; Health Realizat+on resilience t�aining is a way to tlevelop these assets in al{ participants through a deeper understanding of psychological functioning or focusing on resilience(8ernard, 8.1990, 1991, 1996, 1996a.; Pransky, G., Mii1s, R. C., Blevens, K., Sedgeman, J. 1996), tnen; teaching Health Realizatio� to parficipants wi11 create a substantiaf protective effect against the development of later anti social behaviorsuch as delinquency, substance abuse, violence, and adult maiadjus'tment. The `Closet Genius" or at-risk youth classes wi�l b° ofrered to kids at-risk for dropping out of school. If, as research suggesis, the most critical factors io be emphasized in prevention interventions for at-risk youth are: optimism, empathy, self-esteem, and life skills such as emotional management and planning skiils, and Health Realization resilience iraining is a way to develop these assets through a deeper understanding of psychoiogical functioning or iocusing on resilience, then; teaching at-risk youih Heaith Rezlization will allow them te experience a decrezse in delinquency, substance abuse, violence, and aduli maladjustment. The pees leadership dasses were not formaily parf of either the Modello or Coliseum Gardens program, but the concepf is true to the Health Realization iocus on empowerment (Bernard, B.,1996;Prans�9, G., Mi!!s, R. C., Bievens, K., Sedgeman, J. 1990}. If, as research suggests, peer leadership alfows students to assume the empowered role oT mentor and role modei(Bernard, 8. 1996;Carr, ft. A. 19S8;Dishion, T. J., McCord, Joan, Poufin, Francois 1999), and; at-risk youth are particuiarly vulnerabie to pezr aggregatio�s (Dishion, T. J., McCord, Joan. Poulin, Francois 19°9), and; the most criticaf fiactors to be emphasized in preveniion interventions for yeuth are: ooiimism, empaihy, self-esteem, life skills such as emotional management and pianning skills(Kumpier, K. L.. & Hopkins, R. 1993), and; peer ieaders trained in Health Realization wil! focus on those healthy factors or the re�:lience or ihe siudents and building positive relationships with those students, then; a�-risk �outh will experience z decrease in delinquency, substance abuse, violence, and adult maladjusfinent (Dishion, T. J., McCord, Joan, Pou!in, Francois 1999). Parent or resident outreach workers svere part of both the Modello and Coliseum Garder. project( Bemard, B. 1990, 199oa.;Pransky, G., Mi44s, R. G., Blevens, K., Sedgeman, J.1996;Roe, K. & Bowser, B. i a93). They were invaluabie as a means of getting other parents to ine Health Realiza6on classes, and keeping th�m involved. If, as research Pa;e 9 of 2L D�-I5�( suggests, teaching Heaith Realization to participants will create a substantial protective effecf against the development of lateranti social behaviorsuch as delinquency, substance abuse, violenc°, and adult maladjustment, and; parent oufreach workers recruit more parents to atiend Health Rea(ization training, then; more parents wil! create a su6stantial protective effecf against the development of later anti social behavior such zs delinquency, substance abuse, violence, and adult maladjustmeni. The best trainers are those thaf come out oi the communiiy being served( Bemard, B. 1990,19°6a.;Pransky, G., Mills, R. C., Blevens, K., Sedgeman, J. 1990). Staff members of 1he institufions who are trained as "Advanced Trainers" in Nealth Realization will continue stafi, parent, aod student Healfh Reafization training, aci as consuVtants fo staft, and insure that the program wil� be seif-sufricient and remain in operation afiter the expiration of the grant. if siaff members of the institutions are trained as "Advanced 7rainers" in Health Realization, and; if, as research suggests, teaching Health Realization to parficipants wili create a substantiai profective effect against the developmentof later anti sociai behaviorsuch as delinquency, substance abuse, violence, and atlult maladjustment, then; it is +mportant that the program become self-sufticient and �emain in-oQeration-a€�er. the expiratioFl oft+� grant. References 8ernard, 8. (August,1996). Roger Milis: A Community Psychofogist Discovers Health Realization. Resiliency in Action: A journai of application and research, Summe ,.1996. Rio Rancho, NM: Resiiiency in Action, {nc. Bernard, B. (August, 1996a.). Fostering resiliency in Communities: An Inside Out Process. Resiliency in Acfion: A journal of application and research, Winter, 1996. Rio Rancho, NM: Resiliency in Action, Inc. Bernard, B. (August, 1991). �osfering resrliency in kids: Profective factors rn fhe-tamily, school, and community. Portland, OR: Northwest Regional Educational Laboratory. Bernard, B. (1990). The case for peers. Portland, OR: Northwest Regional Etlucationai Laboratory. ED 327 755. Boothroyd, P., & Eber(e, PJi. (199�, August). Hea!thy communities: What they are, how tney're made. CHS Research Bufletine. Univessity of British Columbia Centre for Human Settlements. Carr, R. A. (1988). Peer helping: the bridge to substance abuse prevention. The BC Counseilor,10(2), 3-18. Cowen, E. L. (1991). fn pursuit of wellness. American Psychofogist, 46(4), 404-408. Cowen, E. L., & Work, W. C. (1988). Resilient chifdren, psychoiogicai wellness, and primary prevention. American Joumal of Community Psychology, 16(4), 591-507. Dishion, T. J., McCord, Joan, Poulin, Francois (1 °99). When Interventions Harm: Peer Groups and Problem Behavior. American Psychologist, August 1999 Vol. 5? Issue 8, 755-764. Kumpfer, K. L., & Hopkins, R. (1993). Preveniion: Current research and trends. RecentAdvancesinAddiciive Disorders, 16(1}, 11-20. Masiow, A. H. (1973). The Farfher Reaches oih'uman Nafure. Midtliesex, Ergiand: Penquin Books Ltd. Mahrer, A. R. ,& Nadler, �N. P. (1986) Good moments in psychotherapy: A preliminary review, a list, and promising research avenues. Journal of Consulting and Clinical Psychology, 54 90-15. Mohai, C. E. (1991). Are school-cased drug prevzntion programs working? (ERIC Digesi). Washington, D. C.: U.S. Department of Education, Offiice ofi Educational Research and Improvement. Pransky, G., Mills, R. C., Blevens, K., Sedgeman, J. (1996). An Emerging Paradigm forBriefTreatment antl Prevention. Innovations in Clinical Practice, Voi. 15. Ne�r� York: Professional Resource Exchange. Rhodes, J. E., & Jason, L. A. (1990). A social stress modei of subsiance abuse. Joumal oi Consulting and Clinical Psychology, 5&(4), 395-401, Roe, K. & Bowser, B. (1993). Health Realization Community Empowerme�t Project. Coliseum Gard2ns, Oa'�cland, CA.: Evafuation of First Year Activities, Resideni and Staff Perspectives. (Submitted to East Bay Recovery Project). Shantz, C. U. (1975). Sociai cognitive. In E. M. Hetherington, J. W. Hagen, R, Kron, & A. H. Stein {Eds.), Pa�e 10 of 21 t� d -1 S°t Review of Chiid Developent Research (Vof. 5, pp. 257-323). Chicago, fL: University of Chicago Press. Werner, E. E. (1986). Resilient otispr+ng of a{coholics: A longitudinai study from birth fo age 18. Journal of Studies on Alcoho(, 44, 34-40. Yoshikawa, Hirokazu (1995�. Long-Term Efiects oT Early Childhood Programs on Social Outcomes and Delinquency. The Future of Children, Vol, 5. No. 3, Winter 1995. GOAL3 AND MANAGEMENT PLAN Risk Factor: Living from a misunderstanding of ho�N people function psychologically. Protective Factor: Parficipants understanding hom� people function psychologically via the principles of Mind, Consciousness, and Thought. Objective: Deepen the understanding of the participanis as to the role that the three principles play in creating reality, and the presence of innate mental hea{th. --- Activify: A41 activ+ties listed in the gcant. Performance Measure: increased levels of self-esteem, seif-confidence, decision making, and positive social skiils, reduce incitlents endirg in discipline, improve studenYs schoof performance, reduce school drop out rates, reduce teacher and other school employee loss of work because oi sickness, reduce correction workers loss of work because of sickness, reduce rates of ATOD use. Protective �actor: Caring relationships; - Objective: Create a more relaxed and comforabie environment within the Insii:utions and the homes of the participants. Objective: Staff and parents wifl maintain an environment that promotes studenis positive self- perceptio� as learners, decision makers, and exhibitors of positive behavior by staying in tneir own common s2nse and drawing out the common sense of the students. Objective: Train staff members, parents, at-risk students, and stutlents in He�itn Realizaiion. Activity: Train schoo{ and correction sfaff in POM/HR. • .luly, 2000-February, 2003; HR trainers and project coordinator. • 55 staff. • One(1) tv��o day training(Total of 6 available throughout granc?; 2 hours, once a week,12 weeks, 45 weeks a year, 3 years. Activify: Train parents in POMiHR. � March, 2000-February, 2603; HR trainers and project coordir2.or. • 100 parents. • BTT: 2 hrs, once a wk, 12 wks, 45 wks a yr, 3 yrs. � JDC: 2 hrs, o�ce a wk., ? wks, 45 wks a yr, 3 yrs. Activity: Train 8-12th grade at-risk studenfs in POM(HR. • Aprii, 20�0-Dec 2002; HR trainers, project coordina:or, and school staffi. � 1�0 students. • BTT: 1 hr, 3 times a wk, 12 wks, �5 wks a yr, 3 yrs. • JDC: 1 hr, 3 times a wk, ? wks, 45 wks a yr, 3 yrs. Activity: 7rain 8-12th grade students in POMIHR. • Nov. 2000February, 2003; schoof teaching staff, projeci coordinator. • 700 students. • 1 hr, 3 times a wk, 12 wks, 45 wks a yr, 3 yrs. Perfiormance Measure: increased ievels of seff-esteem, s2ff-confidence, decision making, and Page 11 of 21 c�� lS� positive social skiiis, reduce incidents ending in discipline, improve student's schooi performance, reduce schoof drop out rates, reduce teacher and other school empfoyee foss of work because oi sickness, reduce correction workers loss of work because of sick�ess, reduce rates of ATOD use. • Protective Factor: Positive and high expectations; Objective: Hire Heaith Realization frainers, and evafuator. Objective: Schooi staff wili teach Nea{th Realization(HR) in daily ciasses. Objective: Train and certify twelve schoo{ and correction sta$ as trainers in Nealfh Realiza'tion(HR). Objective: Train students in STT as HR peer leaoers. Objective: Hire a parent outreach arorker to recruii and assist other parents. Activity: 7rain students BTT as HR peer leaders. • March, 2000-February, 2003; HR trainers, project coordinator, school sta��. • 100 students. � BTT: 11�r, 3 times a wk, 12 wks, 45 wks a yr, 3 yrs. Activity: Hire parent outreach worker. • Septem6er, 2��0-Februar��, 2003; Steering committee, and project coordinator.. • lworker. � Once hired: 20 hours a week, 45 weeks, 3 years. Activity: School staff teach Health Realization wifhin their classrooms. • November, 2000-February, 2003; Teachers, students, and project coordinator. • 25 schooi staff. • BTT: 1 hr, 3 times a wk, 12 wks, 45 wks a yr, 3 yrs. Activity: Train school and correction staff as advanced trainers in Health Realization. • June, 2002-January, 2003; HR teachers and project coordinator. • 15 stafi members. • Four(4), 3 day, 8 hours a day workshops, 8 months. Performance Measure: increased levels oT seli-esteem, self-conridence, decision making, antl positive social skills, reduce incidents ending in discipline, improve studenYs school performance reduce school drop oui rates, reduce teacner and other school employee loss of work because oi sickness, reduce correction workers loss of work because of sickness, reduce rates of ATOD use. Protective Factor: Opportunities io participa:z and contribute; Objective: Peer leaders teach in "Closet G�nius" classes and main-stream classrooms. Objective: Peer leaders, parents, school and correction siaff serve on grant s;eerng commi'ttee. Objective: School and correction staff take over the Healtn Realization training component �Nithin the three partnership insfitutions. Advanced trainers act also as consuliants on Health Realization Icgic. Activity: Peer leaders ieach in tne "Closei Genius" (at-risk)ciass;oom, and la:er in standard classrooms. � June, 2002-January, 2003; Peer leaders, schooi staff, and project coordinator. • 1,100 students. � BTT: 1 hr,'3 times a wk. 12 wks. �5 wks a yr, 3 yrs. • Mainstream ciassroom tirnes and frequencies will vary, 3 yrs. Activity: School and correc'tion staff take over Heaitn Realization tra:ning compor�enf. • November, 2002-February, 2003; Peer iezders, school staii. 8�d projeci coordinator.. • 12 schooi and corrections staffi. • Frequency and times foliosv gran'� guideiines. Pase 12 of 2 t oa -l�q Performance Measure: increased leveis of self-esteem, seli-confidence, tlecision making, and positive social skills, reduce incidents ending in discipline, improve student's school performance, reduce school drop out rates, reduce feacher and other schoo! empioyee loss of work because of sickness, reduce correction workers loss of work because of sickness, reduce rates of ATOD use. STAfF{NG: Project Coordinafor Fuil Time Position Quatifications: Foremost, the coordinator must be certiried as an Advanced Trainer in Psychology of MindlHealtn Realization. The coordinaior must have good people skilis, a notabie_ history of �vorking successfuliy with collaborations, sustaining pariicipant invoivement, and have worked in the capacify o� a grant coordinator at f2asi once. It would be ideal if fhe coordinator already had strong relationships with staff, students, and parents within tne Qartner institutions, and be a pofice officer. Responsibilities: • hire and supervise Health Realization trainers, an evaluator, and parent outreach worker • assist in the pianning and design of process and summative evaluations, • coordinate day to day activities, • teach health realization to participants, , • schedule and lead monthiy and then quarter{y pzrner meet+ngs, • solicit feedback and adapt activities to the needs of the participants, • assist the evaluator to collect data, and peer {eaders � complete required grant reports, • seek funding to expand program into the greater school d+strict and Ramsey County Adult Corrections Time Line: Activify Pre-Gra�t Stage • Recruit an evaluator and HR trainers • Organize parents, students, staff • Begin pianning process and summ. evafs. • Partnership meeting; info-evai, program Grant Stage • Program coordinaior starts • Hire evaluator • Begin gathering evaluative data • Stutlents and parents join steering committee � Hire additional Nealth Realization(HR) frainers. • Schedule/conduct at-risk classzs. • Schedule/conduct peer ieader classes. � Scheduielconduct parenting dasses � Plan! design process and summative evaluaiion • Participant meeting program-ieedback • Scheduleiconduct three (7) 2 day workshops. � Scheduie/conduct weekly staff classes • Hire parent outreach worker • Peer leaders work in at-risk classroom • Participant meeting program-feedback • Teachers begin implementing HR in classroam Target Date 1/16/2000 1 /10(2000 1/10(2000 2i1912000 3/1/2Q00 3i1/2000 3/1 /2000 3I1 /2000 3l1 /2000 3/13/2000 3/13/2000 3/13/2000 G/1 /2Q�Q 5/17/20D0 7/5/2000 9/5/2000 9/5/2��0 91512000 10/25/2060 11l27/2000 Person Responsible Amy Bro�vn, Ster. Comm., Lemon Administrators, Ster. Comm., Lemon Amy Brown, 5ter. Comm., Lemon Ster. C., Lemo�, stafi, parents, studenis Chief af Police Head oi R&D, PC, Steer Comm. Evaluator, PC, Staft Ster Comm, PC, Stati Program Coordinator(PG) PC, School Sta�f, HR trainers PC, Schooi Staff, HR trainers PC, Staff, HR trainers Evaluator, PC, Steer Comm. Ster. Comm., PC, stafr, parents, s:ud PC, Staff, HR trainer PC, Staff, HR frainers PC, Ster Comm. PL, PC, Schoof Stafi, hft train. Ster. Comm., PC, staff, parents, stud Schoo4 Stair, studenis, PC Page 13 of 21 �o-E5y • Begin to expiore expansion of tne proqram • Participant meeiing program-feedback • Participant meeting program-feed6ack • Participant meeting program-feedback • Training of Trainers(TOT) begins • Training of Trainers ends • Staff conduct ai{ HR but stafE and parent classes • Participant meefing program-feedback • Parficipant meeting program-feedback • Staff conduct or supervise all HR training • Grant ends 111/2��1 5i1612001 10124l2002 5i1512002 6/17/2002 1/15/2003 913l2002 10/23/2002 2/1 °/2003 2/28/2003 2/28l2003 PC, Ster Comm., staff Ster, Comm., PC, staff, parents, stud Stec Comm., PC, stafi, parents, stud Stec Comm., PC, siafi, oarents, stud PG, Staff, HR trainers PC, Sta�, NR trainers Staff, PC Ster. Comm., PC, siafi, parents, stud Ster. Comm., PC, staff, parents, stud Staff State ORGANIZATIONAL CAPAC4TY OF APPLICANT AGENCY The St. Paul Pofice Department has a hisiory of accomplishment in acquiring, managing, and effectively utilizir�g grant funds..ln 1997, the department received a totai of �2,922,906 from 22 grants. In 1998, the total increased to $3,103,651. Some of the awartls incfude: Juvenile Block Grant(DOJ, COPS Office); Grant to combine enforcement and education in schools(�OJ, COPS O�ce); Law Enforcement Block Grant for systems update(BJA); Grant to create paperiess records system(D0,1, COPS O�ce); School Sased Partnership Grant based on Health Realization(QOJ, COPS Office); State and Federai Weed & Seetl Grants; A Community Outreach Program(ACOP) grant to serve pubiic housing(PHA); Grant to establish an "Urban Lab" of Community Oriented Policing(DOJ, COPS Oirice). Grants awarded to th2 St. Paul Police Departmeni benefit from a manaqement team which oversees 700 fuli time empioyees and a budget in excess ot $55,000,000. In addition, ihe department operates a Research and Development Unit which ptovides specialized services for grant awarded projects. Th� unit is staifed by a Researc� & Grants Manager, who oversees boin grant and normal operating costs, a Sergeant, Research Analysl, Managesnent Assistant, Secretary, and the St. Paul Gun Violence Prevention Goordinator. The R&D Unit provides expert assistance in fiscal management, writing, form preparation, evaluation, and crime analysis to other units utilizing grant funds. The evaluzfor wif{ be responsible for evaluation of the grant program �rrhich will include assisiing and guidmg stakeholders in gathering data, cr2ating and conducfing process and summative evaluations, creating surveys. drawing educated conclusions from the data, pubfishing the results of the evaluation, and any other duties that ar° part of an evaluation process. The evaluator w11 be extemai to fhe program, and has not as yet been chosen. The evaluator wilf be hired by March 1, 2000, which is the official starf of the prant. All pariners have numerous grants and tnus have evaluation components in place. These same structures wouid be utdizetl with the understanding that they would be subject to reiinements from an evaluaior experienced in a more rigorous scientific eva!uation process. The participants themselves would provide the most assistance through meetings. The program coordinator would supervise the olanning, collecting or analyzing tlata, report preparation, with the assistance of the anafyst in the Po4ice DepartmenPs Research and Deveiopment unit, the sfeering committe�. Reflection and use of information from ihe evaluaiion wouid be shared at reguiar particioant meetings, published and distributed throuoh the St. Paul Police Department. PARTNERSHIPS The partners are the parents and residents of Boys Totem Town antl the Ramsey County Juvenile Qetention Center. Page 14 of 21 �� IS� Ramsey County Juvenife Corrections(specincaily the sfafi of Soys Totem Town and the Jwenile Detention Cenfer), St. Paui Pubiic Schoof District, and the St. Pau1 Police Deoartment. Strategies wi{I include: two parent oufreach �ror�cers, co{laboration wifh existing partner organizations, daily inferaction with the program coordinator, attendance at regular schnol and corsection functions, meetings of a(I partners, serving on the steering committee, pariicipation in the training, data gathering, receiving confinuing education and schooi credits for the training, making training events social occasions by having food and drink, and finally input into curriculum design and the grant as a whole. The St. Paul Police DepaRment shall be designated lead agency forthis coUaboration. 4n this capacity "st shail rece+ve and disperse SIG funds for the coilaboration's purposes as we!! as file alf progress and financiaf reports. Ali paR�ers have agreed to: donate time and at least ten salaried hours per employee to conduct sta'rf development, expanded program space, time, coordination of parent training, planning and data coilection for evaluation purposes and distribution of the information gained from the evaluation, supplies, and upon completion of the grant period to insiitutionalize the curriculum of hea{th realization at a staff {evel. The Steering Committee at this time is; St. Pau! Public School District-Greg Schones, Boys Totem Town Superintendent-FranK Hosch, Juvenile Detention Center Superintendent- Mike Stevens, and St Paul Police Department-Amy Brown and Oificer Ed Lemon. Front line empioyees, parents and students wiil serve on the Sfeering Committee when the grant is awardetl. All matters of disputation shall be subject to a vote of the Steering Commiftee. Onfy poficy matters which are necessary for the operation of the coflaboration and the carrying out of the collaboration program wil! be subject to this process. The Saint Paul Police Department shall be sofely responsibie for hiring and supervision of staff under this SlG grant. Afl partners have a long standing, generous relationship with each other By donating their time, effort, and resources in gathering information and creating the program design stakehoiders have already demonstrated a formai commitment to the program. Prior to this project, resources donated included a 25% match to receive the grant for the `First Time Detainee Program", program space antl time, training supplies, and copying casts, etc. As the grant progresses, a{I partners have agreed to find additional funding to expand the program inio the greater schooi dis'trict, Ramsey County Juvenife Corrections, and the St. Pauf Police Department. SPECIAL NOTE: Ruth Peckman of Open Schooi called the morning of �riday, October 29,1999 and said that after further consideration, they did not feel comfortable with the 3 year commitment required by this grant. There was concern that the grant put too great of a work foad on the staff. In light of these thoughts, they Niithdrew from the proqram. However, the St. Paul Pubiic School Disirict remains a partner through the Boys Totem Town and Juvenile Detention Center Pubiic Schools. Page l� of 21 � a -t Sq FORM 4 LOGfC MODEL 7) Goals Risk Factor: Living from a misunderstanding of how people function psychologicafly. Protective Factor: Parficipants how people function psycnologically via the principles of Mind, Consciousness, and Thought. Protective Factor: Protective Factor: Protective Factor: Caring relationships. Positive a�d high expectations. Opportunities to participate and contribute. 2} Program Activities (HR = Heafth Realization, BTT=Boys Totem Town, JDC = Juveni(e Detention Center) • School and correction staff wiil receive HR training, one(1) two-day workshop and 2 hour ciasses once a week for 12 weeks. • Parents wiil receive HR training, 2 hour classes once a week for 12 weeks.(Outreach workers aiso 2-day) • Students will receive HR training as part of the daily 8th-12th grade classroom curriculum. • Cioset Genius Program: Students who are at-risk will meet for 1 hour, 3 times a week for 12 weeks. In JDC 1 hour, 3 times a week until released or re-located. • Peer Leadership Program: Students will receive HR training,l.5 hours, 2 times a week for 12 weeks to serve as peer leaders. • Peer teadership Program: After being trained in HR, students will assist i� the "Closet Genius" (ai- risk)cfassroom, and later in standard classrooms. • Parent Outreach Program: After receiving HR training, two u�orkers wil! be hired 1 � hours a week to recruii parents to attendlstay involved in the twelve week training. � AdvancedTrainingofTrainersProgram:12schoolorcorrectionstaffwillbetrainedasAdvancedHRtrainers in four(4j 3-day workshops. 3) Target popu(ation (HR = Health Realization, BTT = Boys 7otem 7own, JDC = Juveniiz De;ention Center) • All school and correction staff of BTT and JDC. • All parents of BTT, parents of 8 thru 12' grade siudents in JDC. � All students in BTT, 8`" thru 12'" grade students in JDC. • Students identified as at risk because of: -2 or more incidents of tletention or suspension for disruptive behavier, -drop out from schaol prior fo +ncarceration, -running away from BTT or JDC, -placed in restraint. • All BTT students. • Ali stutlents in BTT trained as HR Peer Leaders. � General population who are trained in HR. • All stafi in BTT and JDC. 4) Assumptions (Theories of Changs): • TRAINING COMPONENT FOR STAFF, PARENTS, AND STUDENTS: If, as researcn suggests, a gcod relationship with parents, other adults, and peers, marked by warmth, and the absence of severe criticism can have a substantiai protective effect against the development of 4ater anti social behavior, and; the most eifective prevention programs that produce long term effects are those that atldress multip(e risk factors. PaQe 16 of 2l DO—\Sg parents, school, and corrections, and; fhe most critical factors to be emphasized in prevention interventions for youth are: optimism, empathy, se4f-esfeem, Iife skills, emoi+onzl management and plann+ng skills, and; Health Realization resilience iraining is a way to devefop ihese assets in al! oaricipants through a deeper understanding of psychological funcfioning or focusing on resifience, then; teaching Health Realization to participants wiff create a substantial protective eiiect against the development of later anti social behavior such as delinquency, substance abuse, violence, and zdult maladjusfinent. AT-RISK YdtSTH: ff, as research suggests, fhe mosf criticai factors to be emphasized in prevention inferventions for at-risk youth are: optimism, empathy, self-esteem, life skills, emotional management and pianning skills, and Nealth Realization resilience training is a way to develop these asseks through a deeper understanding of psychologicai funclioning or focusing on resilience, then; ;eaching at-risk youth Heaith Realization wilf allow them to experience a decrease in delinquency, substance abuse, violence, and adult maladjustment. PEER LEADERSHIP PROGRAM: If, as research suggests, peer leadership a�!ows students fo assume the empowered role of inentor and role model, and; at-riskyouth are particularly vul�erable to peer aggsegations, and; the most critical factors to be emphasized in prevention interventions foryouth are: optimism, empathy, se{f-esteem, life skilis, emotionai management and planning ski!!s, and; peer leaders trained in Health Realization wili focus on those healthy factors or the resiiience of fhe s!udents and buiiding positive relafionships with those students, fhen; at-risk youth wiif experience a decrea�e in delinquency, substance abuse, violence, and aduit maladjustment. PARENT OUTREACH PROGRAM: If, as research suggests, teaching Health Realization to participants will create a substantial protective effecf against the deve4opment of later ��ti social behavior such as delinquency, substance abuse, violence, and adult maladjustment, and; p arznt outreach workers recruii more parents to attend Health Realization training, then; more parents will create a substantia! protective effect against the development oi later anti sociaf behavior such as delinquenc�i, substan�e abuse, viofence, and adult maladjustment. ADVANCED TRA1NiNG OF TftAiNERS PROGRAM: If staff inembers of ihe institutions are trained as "Advanced Trainers" in Health Realization, antl; if, as research suggests, ieaching Health Realization to participants wi44 create a s�bstantial protective effect against the developmen: of later anti social behavior such as delinquency, substance abuse, viofence, and adult maladjustment. then; it is important that the program become self-suf�icient and remain in operation after the expiration c� the grant. 5). (mmediate outcomes and indicators of change: • Individual protectivefac'tor: Students show increased leve4s of self-esteem, sel�-confidence, decision making and positive social skills. • Environment protective factor. Parents, schoal and correction staff, peer izaders, and students sho��v increased self-esteem, selfi-confidence, decision making, and positive sociai skiifs. 6). Long term outcomes and indicators of change: • improve studenYs school periormance • Reduce rates of ATOD use. � • Reduce school drop out rates. • Reduce incidents ending in discipline. • Retluce incidenis of teacher burnout from stress. • Reduce correction worker burnout from stress. • Reduce teacher and other schoof empfoyee loss of worx because of sickress. • Reduce correction workers loss of work because of sickness. Pa�e 17 of 21 60 --15 q FORM 5 PROCE55 EVALUATION PLAN Upon receiot of the grant, the collaborative partners promise fo have a completed process evaluation plan fhre� months after the grant is implemented. Pa�e 13 of 21 oo—��q G�i�!'!L SUMMATIVE EVALIfATION PLAN Upon receipt oi the grant, the collaborative partners promise to have a completed summative evzluation pfan three months after the grant is implemented. Pa�e 19 of 21 � ' " - � 4 / f 1 . f��l ��X..��-` � Vb "�S\ �ORM 7 PROGRAM BUDGET REQUEST Budget Periad: From March 1, 2000 Through February 23, 2003 YEARI YEAR2 YEAR3 TOTAL Salary and Fringe � 99,475 $ 9>,12� S 85,075 �279,675 ConsultanUContracted Services $ 70,675 � 73,87� $ 70,900 �21�,450 Training � TravellTransportation 0 Equipment over $S,OOQ per unit 0 Offlce EYpenses � Program E�penses $ 1,475 � 1,900 $ 1.42� $ 4,800 OtherExpenses TOTAL �171,62� $170,900 5157,='.00 $499,925 Paee 20 af 21 � LINE ITEM BUDGET SALARY AND FRINGE Coordinator(Police Officer) ($50,957/yr x 28% _$65,225 x 1 x3 years =) Staff Overtime 1. St Paul Public School (25 employees x 30 hours x S17 x 19°fo) 2. ORamsey County Correction Staff (59employees x 30 hours x$21 x 1°%) 3. Advanced Training of Trainers (12 employees x 80 hours x S2Q x 25%) TOTAL CONSIlLTANTICONTRACTED SERVICES Heaith Realization Instruction: • (7) 2 day Staff classes; (2 �nstructors x�100 @ hour x 16 hours x 7=) • (4) 3 day Training of Trainer classes (2 Instructors x 5150 @ hour x 20 hours x �_) • Parent Classes(2 4ns±ructors x$35 @ hr x 2 hrs x 45 wks x 1 site x 3 yrs=) • Staff Classes(2 instructors x$35 @ hr x 2 hrs x 45 wks x 1 site x 3 yrs=) • Student classes (peer, at-risk) (�35 @ hr x 9 hrs x 45 wks x 2 yrs=) Parent Outreach Worker (1 OW x�12 @ hr x 20 hrs @ wk x 45 wks x 3 yrs=) Eva4uation .25 FTE=($23,500 @ year x 3 years=) TOTAL a� 195,675 $ 15,750 $ 44,250 � 24.00D $ 279,675 � 22;400 � 24,000 $ 18, 90Q � 18,900 $ 28,350 $ 32,400 � 7Q.50Q $ 215,540 !�� PROGRAM EXPENSES Food and drinks for training S 4,800 TOTAL S 4,800 TOTAL GRANT FUNDS REQUESTED: �499,925 COMMENTS: The cost of the (TOT) Training of Trainers program is normaily �3,500- 56,500 per person. The cost of hourly training is normaliy $100 an hour. Health Realization trainers have volunteered to work for fhe wages listed. This is an intuitive based learning mode{ so it is customary fos two trainers to conduct each class. Page 21 of 21 ORIGINAL Return Copy 70: Police Dept. Accounting RESOLUTION OF SAINT PAUL, !VIINNESOTA Presented By: Referred To: W c�,un�,� F��e# co - is� Green Shee[# IOA�78 Committee:Date: wnnn�no, r.ne �ainc raw rouce vepar�ment nas recervea a �4yy,yta �tate mcennve t>rant tron Minnesota Department of Children, Families and Learning for the period March 1, 2000 through February 28, 2003; and A � WHEREAS, this grant will be a collaborative partnership between the Saint Paul Police Department, 6 Saint Paul School District, and Ramsey County Juvenile Corrections to unplement a consistent model 7 of prevention knowv as "Psychology of Mind/Health Realization" to prevent alcohol, tobacco, and other 8 substance abuse by children and teens ages 12 -17; and 9 10 WHEREAS, the Saint Paal PoHce Department needs to esta6lish a 2000 spending and fivancing plan for Il for this grant; and 12 13 WHEREAS, The Mayor pursuant to Section 10.07.1 of the Charter of the City of Sain# Paul, does certify that 14 there are available for appropriation funds of $171,625 in excess of those estimated in the 2000 budget; and IS IG WHEREAS, The Mayor recommends that the following addition be made to the 20Q0 budget: 17 IS 19 za 21 22 23 za 25 26 27 28 29 30 31 32 33 FINANCING PLAN: 436 - PoGce Special Projects Fund 34068 - State Incentive Grant 3199 - Other Federal Direct Grants-State SPENDING PI,AN: 436 - Police Special Projzcts Fund 3A0G8 - State Incentive Grant Ol l l- Full-Time Permanent 0219 - Fees-Other Professional Services OSA7 - Payment to Subcontractor 0359 - Other-Miscellaneous Supplies 0439 - Fringe Benefits 171,625 AMENDED Bi1DGET 171,625 - 171,625 171,625 - 42,000 42,000 - 81,350 81,350 - 35,000 35,000 - 1,475 1,475 - 11,800 11,800 - 171,625 171, 25 34 35 TI BE IT` RESOLVED, that the City Council accept this grant award in the'amount of $A99,925, 36 authorizes Chief William Finney to enter into an agreement with the Minnesota Department of Children, 39 Famili and Learning, and approves the changes to the 2000 bud et. Requested by Department of: B �r ..^^ Approvat Recommended �dopted by CounciL•Date: `�,�_�� p n � By: �-°�) —�- ,doption Certified by Council Secretar_y: Form Apyfo��d by y: ppr By: CURRENT BUDGET CEIANGES By: Services Director: to coun�a�: 340685tatelncentrveGrsncCH.99 � 1125100 292-3588 ASAP TOTA� # OF SIGNATURE PAGES REQUESTED GREEN SHEET wrtccsoa No. 104578 u�mnuonTE <«�� no-tsq �CIfYATTORN6Y� ❑CT'CLERK ❑Z FWNiCW.SERVICE$DIR_ �FLW1NCWlSERWAC.RG �M4YOR (OR ASSISTNtp _/ � % ❑MIINHN RIGHfS \�.J (CIiP ALL LOCATIONS FOR SIGNATURE) Approval of the attached council resolution accepting a$tate Incentive Grant, authorizing Chief Wiliiam Finney to enter into an agreement with the Minnesota Department of Children, Families, and Learnmg, and establishing a 2000 spending and financing plan for the grant PLANNING COMMlSSION CIB COMMITTEE Has �his persoNfirm ever worked under a con�ract for this department? YES NO Has this person/firm ever 6een a city employee? , CIVIL SERVICE COMMISSION � YES No 3 Dces this personff�m possess a skdl not normalty possessed by any current city employee� YES NO 4, ls this personlfirm a targeted vendo�'? YES NO all yes answers on separate sheet and attach fo green sheet The Saint Paul Police Department has received a$499, 925 State Incentive Grant from the Minnesota Department af Children, Families, and Leazning. This grant is for a collaboca�ive partnership between the Saint Paul Police Department, Saint Paul School District, and Ramsey County Juvenile Corrections to implement a consistenY model of prevention known as "Psychology of MindlHealth Realization° to prevent alcohol, tobacco, and other substance abuse by children and teens ages 12-17 (A copy of the grant is a[tached ) Opportunity to collaborate with the Saint Paul School District and Ramsey Counry to prevent substance abuse by children and teens ages 12-17. �� _ _ _ � „__a__ �� None. ��3 �c� 2�� 1GES IF NOT APPROVED � � � � � �� Grant funds will be unavailable for implemenung 'Ps}�chology of MindlHealth Realization" to prevent chiidren and teen substance abuse. �OTA4 AMOUNT OF TRANSACTION $ 17I,62S UNDING SOURCE State of Minnesota State Incentive Grant NANCIAL INFORMATION (EXPLAfN) COST/REVENUE BUDGETED ICIRCLE ONE) YES ND ACTIVIiYNUMBER 34068 34068StatelncenliveCsrant.gr,99 � Minnesota Department of Children, Families & Leatning Office of Community Services, Safe & Healthy Communities 7 500 Hwy 36 West Roseville, MN 55113 ��— ��Jq THfS GRANT, which shall be interpreted pursuant to the Iaws of the State of Minnesota between the State of Minnesota, acting through its Department of Children, Families and Learning (STATE) and ST. PAUL POLICE DEPARTMENT 100EASTELEVENTH STREET ST PAUL MM 55101 Soc. Sec. or MN Tax ID. No .8�2509, Federal Employer 4D. No. (if applicable} 4160055212, {herein afier GRAIVTEE), witnesseth that: WHEREAS, the Department of Children, Families and Learning has been designated to administer funds awarded to the State of Minnesota by the federal Center tor Substance Abuse Prevention for the purpose of making grants to communities tor research-based substance abuse prevention programs. WHEREAS, GRAN7EE represents that it is duly qualitied and willing to perform the services set torth herein, NOW, THEREFORE, it is agreed: GRANTEE'S DUTIES GRANTEE, who is not a state employee, shall perform the duties which are hereby incorporated by reference and made a part o4 this grant contract. See Attachment l. CONSIDERATION AND TERMS OF PAYMENT A. In consideration for aii services performed and goods or materiais supplied by GRANTEE pursuant to this Agreement, the STATE shail pay for aA actual allowable costs incurred by the GRANTEE under the terms of this agreement not to exceed � 499,925.00 {Four Hundred Ninety-Nine Thousand Nine Hundred Twenty-Five DOLLARS). � 1. Compensation shall be consistent with the Program Line Item Budget, wfiich is incorporated into and made a part of the grant contract as stated in Attachme�t 2. 2. The GRANTEE will expend grant funds aliocated for this project accordir�g to Attachment 2. The GRANTEE will submit a revised budget for any deviation of 10% or more between approved lines. The revised budget must be approved by the STATE before any expenditures can be made based on the revised budget. 3. Reimbursement for travel and subsistence expenses actually and necessarily incurred by GRANTEE'S performance of this grant contract will be paid provided that the GRANTEE shall " reimbursed for travel and subsistence expenses in the same manner and in no greater amo� than provided in the current "Commissioner's Plan" promulgated by the Commissioner o` Employee Relations and GRANTEE will onfy be reimbursed for travel and subsistence c NOTICE TO GRANTEE: If GRANTEE is other than a govemmentai agenty, it is required by Minnesota Statutes, SecTion 270.66 to provide its social security number or Minnesota Tax Identification number it it does business w'rth The State of Minnesota. This information may be used on the enforcemeni ot tederal and state Tax laws. Supplying these numbers coutd resulT in action to require yQU to tile state tax rexurns and pay delinquent state tax liabilities. THIS GRAfJT WILL NOT BE APpROVED UNLESS THESE NUMBERS ARE PROVIOED. These numbers will ba availabie to federal and state tax a�thoricies and state personnel i�rvolved in the payment ofi siate obligaTions. _ �a-�s�t State of Minnesota if it has received prior written approval for such out of state travel from the STATE. B. Terms of Payment 1. Payments shall 6e made by the STATE promptly after GRANTEE's presentavon of invoices for services performed and acceptance ofi such services by the STATE'S Authorized Agent pursuant to Clause VI. Invoices shall be submitted in a form prescribed by the STATE and according to the following schedule: a. Invoices fior reimbursemeni shall be identified in approved budget categories and submitted at minimum on a quarterly basis and within 30 days of the end ot the reporting period. b. No payment shail be made by the STATE until quarterly reports required under Ciause XV1I1 have been received by the STATE. c. Final invoice pettaining to this grant must be received within 30 days of the end of this grant agreement. 2. An advance payment may be made after grant contract execution, in an amount not to exceed tifteen percent (15%) of the totai STATE obligation, as determined necessary for execution of GRANTEE obligations by the STATE. 3. Payments are to be made from funds awarded by the federal Center for Substance Abuse Prevention. {f at any time these tunds become unavailabfe, this grant shafl be terminated immediately upon written notice of such fact by the STATE to the GRANTEE. in the event of such termination, GRANTEE shaff be entitled to payment, determined on a pro rata basis, for services satisfactorily performed. 4. The GRANTEE agrees to return any unused funds to the STATE unless prior approval for an extension has been granted by the Grants Administrator and an amendment to the grant contract has been duly executed. Unused tunds must be returned to the STATE within 30 days of the ending date of the grant contract. IN. CONDITIONS OF PAYMENT All services provided by GRANTEE pursuant to th+s grant shail be performed to the satisfaction of the STATE, as determined in the sole discretion of its Authorized Agent, and in accord with all app{icabie tederal, state and local laws, ordinances, rules and regulations. GRANTEE shall not receive payment for work found by the STATE to be unsatisfactory, or performed in violation of federal, state or focal law, ordinance, rule or regulation. IV. TERM OF AGREEMENT This grant sha41 be effective 03-01-2000 and shall remain in effect until �2-28- 2003, or untii all obligations set forth in this grant have been satisfactorily fulfilled, whichever occurs first. V. CANCELLA71pN A. Commencement of project. If the project is not operational within 6Q days of the original start date of the grant period, the GRANTEE must report by letter to the STATE the steps taken to initiate the project, the reasons for delay, and the expected start date. !f a project is not operational within 90 days of the original state date of the grant period, the GRANTEE must submit a second statement to the STATE explaining the implementation deiay. B. This grent may be cancefed by the S7ATE or GRANTEE at any time, with or without cause, ugo� thirty (301 days notice to the other party. In the event of such a cancellation GRANTEE shal� be enxitled to payment, determined on a pro rata hasis, for work or services satisfactorily pertormed. The STATE may cancel this grant immediately if the STATE finds that there has been a failure to comply with the provisions of this grant, that reasonable progress has not been made, or that the purposes for which the funds were granted have not been or will �ot be fulfifled, the STATE may take action to protect the interests of the State of Minnesota, including the retusal to disburse additional funds and requiring the return of all or part of the funds already disbursed. Vf. STA7E'S AUTHORIZED AGENT The STATE'S Authorized Agent for the purposes of administration of this grant is Carol Thomas, ar her successor. Such agent shalt have final authority for acceptance of GRANTEE'S services and ifi such services are accepted as satisfactory, shall so certify on each invoice sutrmitted pursuant to Clause 11, paragraph B. VI1. ASSiGNMENT GRANTEE shall neither assign nor transfier any rights of obligations under this grant agreement without the prior writte� consent of the STATE, GRANTEE may subcontract to provide services as described in the GRANTEE duties iAttachment 1). It is understood, however, the GRANTEE remains solely responsible to the STATE for providing the products and services described. eo - ts� Vlii. AMENDMENTS Any material amendments to this grant shall be in writing, and shall be executed by the same parties who executed the original or their successors in office. IX. LIABILI7Y To the extent permitted 6y law, C,RANTEE agrees to indemnify and save and hold the STATE, zhe Center for Su6stance A6use Prevention, their agents and employees harmless from any and aii cfaims or causes of action, including attorney's fees incurred by the STATE, arising from the performance of tfiis grant by GRANTEE or GRANTEE'S agents or employees. This cia�se shall not be construed to bar any legat remedies GRANTEE may have for the STATE'S failure to fiulfill its obligations pursuani to this grant. - X. ACCOUNTING The books, records, d'ocuments, and accounting procedures and practices of the GRANTEE relevant to this grant contract shall be subject to examination by the STATE, the U.S. Department of Health and Human Services, and the MN Legislative Auditor for a minimum of six years and as long as the records are retained. The CFDA number for this grant is 93.230. Xl. DATA PRACTICES ACT The GRANTEE shall comply with tfie Minnesota Data Practices Act as it applies to ail data provided by the STATE in accordance with this grant contract and as it applies to all data created, gathered, generated or acquired in accordance with this grent contract. XII. PftOPERTY OWNEFtSHlP A. Ownership of Copyrights. It is agreed that all right, title, and interest in all copyrightable material which GRANTEE shall conceive or originate, either individually or jointly wiih others, and which arises out of the performance of this agreemeni, wifi be ihe property of the STATE and by this agreement assigned to the STATE along with ownership of any and a11 copyrightable materia{. The GRANTEE also agrees, upon the request of the STATE to execute all papers and perform all other acts necessary to assist the State to obtain and segister copyrights on such material. Where applicable, works of authorship created by the GRANTEE for the STATE in performance of the Agreement shall be considered "works made for hire" as defined in U.S. Copyright Act. B. Intel(ectuai Property Rights I�demnification. GRANTEE represents and warrants that material produced or used under this agreement does not and will not infringe upon any intellectual property rights of another, including but not limited to patents, copyrights, trade secrets, trade names, and service marks and names. GRANTEE wiil indemnify STATE and defend at GRANTEE'S expense, any action brought against the property rights of another, GRANTEE will pay any and all such claims, demands, obligations, liabilities, costs, and damages inc{uding, but not limited to, reasonable counsel fees arising out of this agreement which are attributable to such claims. If such claim has occurred, or in GRANTEE'S or the STATE'S opinion is likely to occur, GRANTEE shall at the STATE'S discretion either procure for the STATE the right to continue using ihe materials at issue or replace or modify the allegedly infringing materials. This remedy shali be in addition to and shall not be exclusive to other remedies provided by �aw. C. The GRANTEE agrees to advise the STATE as to any inventions developed in conjunction with the grant in accordance with 37 CFR Part 441, "Rights to inveniions Made by Nonprofit Organizations and Smali Business �irms Under Government Grants, Contracts and Cooperative Agreements." XIII. PUBLICITY AND SOURCE OF FUNDING A. Any publicity given to the program, publications, or services provided resulting from this grant contract, including, but not limited to, notices, informational pamphlets, press releases, research, reports, signs, and simiiar public notices prepared by or for the GRANTEE or its employees individualty or jointly with others, or any subcontractor shall identify the STATE and the federal Center for Substance Abuse Prevention (CSAP} as the sponsoring agencies and shall not be released, unlsss such release is a specific part of an approved work plan included in this grant contract prior to its approval by the STATE'S Authorized Agent. In addition, any publications written or published under the grant contract shall contain the following acknowledgment and disclaimer: "This publication was made possible by Grant #5 Ui F SP08183-02 from CSAP" and "contents are solely the responsibility of the authors and do not necessarily rep�esent the official views of SAMHSA." XIV. HUMAN RIGHTS AND NONDISCRIMINATION A. GRANTEE certifies that it has received a certificate of compliance from the commissioner of Numan Rights pursuant to Minn. Stat. § 363.073. It is hereby agreed between the parties that Minn. Stat. §363.073 is incorporated into this grant contract by reference. DO�lS`t B. The GRANTEE assures that it wil! comply, and all its subcontractors will comply, with the nondiscrimination repuirements of Title VI ot the Civil Rights Aci of 1964; as amended, 42 USC 2000d-2000e et sep•; Section 504 of the Rehabilitation Act of 7973, as amended, 29 USC 794; Title IX of the Education Amendments of 1972, as amended, 20 USC 1681 et se ; the Age Discrim+nation Act of 1975, as amended, 42 USC 6"101 et sea. and the Americans with Disabilities Act of 1990. C. The GRANTEE assures that in the event a federal or state court or administrative agency makes a finding of discrimination after a due process heari�g on the grounds of race, color, reiigion, nationa! origin or sex against the GRANTEE or its subcontractors, the GRANTEE wiii forward a copy ot the finding to the STATE. XV. WORKERS' COMPENSATION GRANTEE certifies compiiance with the workers' compensation insurance coverage requirement of Minn. Stat. § 176.781, Subd. Z. XVI. ANTfTRUST GRANTEE hereby assigns to the State of Minnesota any and all ciaims for overcharges as to goods and/or services provided in connection with this contract resulting from antitrust violations which arise under the antitrust laws of the United States and the antitrust laws of the State of Minnesota. XVII. JURISDICTION AND VENUE This grant contract, and amendments and supplements thereto, shall be governed by the laws of the State ot Minnesota. Venue for all legai proceedings arising out of this grant contract, or breach thereofi, shall be in the state or fiederal court with competeni jurisdiciion in Ramsey County, Minnesota. XVIII. REPORTS The GRANTEE will advise the STA7E concerning the project progress through the submission of quarterly and annuai reports as required by the STATE's authorized agent. XIX. ADDITiONAL REQUIREMENTS for CSAP grant contract GRANTEES: A. Protection of Human Suhjects. The GRANTEE, if using human subjects, shall submit to the STATE an assurance of human subject protection, reviewed and approved by an appropr{ate institutional committee, demonstrating that the rights and welfare of any human subjects involved in this project are adequateiy protected in accordance with federaf regulations., The assurance must be submitted at least annuafly to tfie STATE prior to the expenditure of any funds provided under this grant contract. B. Debarment and Suspension. The GRANTEE certifies to the best of its knowledge and belief ihat it is not presently de6arred or suspe�ded, o� proposed for debarment or declared inefigible for the award of subcontracts, by any federal agency, in accordance with OMB guidelines (53 FR19161-19211}. C. Certification ot Non-Delinquency of Federal Debt. The Provider certifies that it is in compliance with the Non-Delinquency on Federal De6t criteria, in accordance with �MB Circular A-129. D. Certification of Drug-Free Workplace. The GRANTEE certifies that it has implemented appropriate policy in accordance with the Drug-Free Workplace Act of 1988, 45 CFR Part 76, Subpart F. E. Certification of Compliance with Clean Air and Water Pollution Contro! Acts. The GRANTEE certifies that it is in compiiance with Cfean Air and Water Poliution Controi Acts. F. Certification Regarding Lobbying. The GRANTEE certifies to best of its know�edge and belief that no federally appropriated funds have been paid or wil( be paid, by or on behalf of the STATE, to any person for influencing or attempiing to inffuence a federal officer or federai employee of any agency in connection with the awarding of any federal award (Section 1352, Title 37, 4.5 USC). G. Key Personne4. Key personne{ must be named for the following roles by the end of the first quarter if names were not submitted with the GRANTEE's proposal: fiiscal agent contact person, coordinator, and evaluation person. GRANTEE will notify the STATE immediately regarding the necessity for replacement for key personnel. Proposed substitutes shoufd have comparable qualifications to those of the person reptaced: .. . Oo -l� iN WiTNESS WHERE�F, the parties have caused this grant to be duly executed intending to be bound thereby. ST PLiE3L FOLICE=�EPAR"flVEENT Signature m st be that of the individuaf authorized to commrt the,�ization to this project. By: vJ . y ; v /� Title: ��t.-C"� o� �0�� C-G 1 Date: l^' l g"j ?- o 0 0 By: TiTfe: Date: NT OF,CNI�I3REAf, FR�yl1L:iES f � Manager � /_ �/ �'� 0 � �i ��. �.�T�,E��i'i�� ao -�S`l �� #: � Federal Emplover ID #: � Proiect start date: � Project end date: you are applyingfor &fiH intfie amourrt a Leve13, 4 ar 5 proQram on FORM Drug Prevention Project Dem�ogrephics List the courty or courties this project primarily serves: Indicate charaderistics aboui the Qrimary participants Rams e in the projeci - cfieck as many as needed. Projects that are city or neighbothood-based should name them below: ❑ Gender -(X ) Male (�) Ff:male ❑ CuRuraUethnic population: Diverse(see narr) State Legisiafive District Nuinber(s): bSB, 67B ❑ Age of youth served: 12-17 Projed Summary: Briefiy describe the scope, targeted population and irrtended impact of your projeci A collaborative partnership beCween Che St. Paul School District, Ramsey County Juvenile Corrections, and the St. Pau1 Police Department to implerlent a consistent model of preyention known as Psychology of Mind/Health Realization to prevent alcohol, tobacco, and other dtug use by children and teens ages 12-17. PLEASE CHECK WHtCH OF THE FOLLOWING HEST DESCRIBES THE 1NTENDED USE OF THE RE�UESTED GRANT FUNDS: Estabiishment oi a new program X Expansion of an existing program Continuation of an existin ro ram for which cu�rent fundin is no lon er ava1able 15 STATES iNCENTiVE GRANT FQ�� Do—lS`� FORD�I 2 STATEMENT OF ASSURANCES The appiicant assures that: 1. The applicant organization wiil participate in a rigorous evaluation process desi�ned and coordinated by our evaluation consultant, the Center for Applied Resezrch and Educational Improvement(CAREI)attheUniversiryofMinnesota. TheCenterforSubstznceAbusePrevention has indicated that "specific core indicators, instruments and protocols, etc. will be required of subrecipients jgrantees] .." Information and available resources to assist vou in preparing your _..__ _. _,_evaIuation nazratiye are, included in this request for proposals. Minnesota_ SIG graniees _, be required to submit the final draft of a written evaluation plan and biann�al reports. This will re4uire that at least a 0 2� full time eauivalent (FTE) staff aerson andfor censultant be dedicated to evaluation duzinQ the life of the 2rant. 2. The applicant organization agrees to participate in peraodic evaluation trainin� and support clinics related to (a) implementine required CSAP eva3uation procedures, z.d (b) the design and implementation of an evaluation pian that is reviewed and approved by CAREI. Grantees must agree to revise their dzaft evaluation plans based on comments from CAREI within three months of the SIG grant award. 3. In order to meet CSAP evaluation requirements, the Minnesota SIG evaluation is going to rely on data from the Minnesota 5ludent Survey to track chan�es in alcohol, tobacco, marij uana use, and other illicit drug use at the community-level where SIG grants are awazded. Grantees must agree to work with the schooi districts in the service area of their initiative to assn.�e participation in the administration of this survey in 2601 and 2004 (administered to students in �rades 6, 9, and 12). 4. A small number of grantee programs wi11 be selected for evaluation as model demonstration projects. Evaluation iechnicai assistance and additional funds, if needed, wii! be provided to these selected programs. If you aze selected and aeree to participatz as a model c�monstration project, you ensure that program level process and outcome evaluation, including a s sampling size (N=3D) to perform statistical analyses in three outcome domains (e.g.,outcome areas: individual, peer, ily, school, communiri�, workplace, sociery, ete.) will be developed 2nd implemented. You �e°� ork closely with CAREI and complete all required evatuation act_�•ities. , � ,�� 2 � � uthonzed Representative of Apolicant Organization Da e 16 �� _�s� �x.�� NARRATIVE DEMOGRAPHiC AND NEEDS ASSESSMENT In 1998, 188 juvensles were admif�ed to Boy's Tofem Town (BTT). The ethnic break down was 44.7°lo White, 37.2°l0 African American, 11.7°!o Asian, 4.3% Hispanic, 1.6% Native American, and .5% Other, Charges were prirsia��ly felonies that ranged from aggravafed assault fo grand theft. Chemicai health assessments for aii admissions to BTT have been completed since 1992. These assessments are compieted along guidelines of Rule 25 diagnostic and placeme�tcriteria as used by Ramsey County Human Services. Overall results forover 1,650 assessments indicates 77% of ail admissions to BTT from 1992-1998 were assessed at risk, chemicalfy abusive, or chemically dependent. For the period 19°6-199&, 8&°lo fit those categones. The frend for new admissions to BTT is totivard more serious chemical abuse histories, Gvhich inciude significant chemical abuse grobiems within tneir families. fn 1998, 2,667 kids were locked up in the Ramsey County Juvenile Qetention Center. The ethnic breakdown by percentage was, 40% White, 37% African American,ll°lo Asian, 5°lo Hispanic, 4°lo Native American, and 3°!o Other. 2,200 were males and 467 were females. Some of the charges and the number arrested for those charges were; assault 443, robbery 99, homicide 13, drugs 140, weapons 60, sex of�ense 36, kidnaping 6, violations ofi probation 450, and stolen cars 378. Their length of stay ranged from 1 day to 1 month, with an average of 6.6 days. JDC does not currently have a drug assessment procedure or an alcohol, tobacco, and other drug prevention aAd intervention program. The Superintendent, M+chaei Stevens says thaf, "Most of these kids begin to do better simply because they stop using drugs while in detention. Kids are pretty open while in detention, so a program that addressed substance abuse woufd be highly advantageous:'. Stevens roughiy estimates that 80% of the kids have some sort of ATOD use. Most of the information for the needs assessment has been provided over the past tive years from focus groups, indivitluaf interviews, and observations within the partner institufions. Pariicipanis included, but �r�ere not limited to, youth from ages 3-17, parents from ages 14-7Q teachers, correction o�cers, CD counselors, attorneys, police officers, psychologists, business owners, and social service providers. The participants have been diverse sociaily, economicaliy, culturally, and educafionaliy. Participants in the on-going process seem to be best represented by the demographic characteristics of the youth in the three partner insfitutions. The focus groups, interviews and observations have been conducted or attended by Officer Ed Lemon. The needs assessment hzs been conducted in As+an, African-American, Whike, Native indian, and Hispanic homes and i�stifutions i hese se+.:ings were private, non-profit, govemment, community-focused, recreationa! centered, religious, and educationa( in nature. Numerous interviews have been conducted in the greafer streets of St. Paul. By estimafion, the process inciuded approximaiely 15,OQ0 people. More recently, to pian this grant, 8 focus groups were held with schoof and correction siaif, students, and parents oi the three partner insiitutions. The major concems of the participants that they felt Healtn Realizaiion could address, may be summarizetl as follows: • Kids: getting adults to listen, gettirg adults to trust them, changina aduits bzhavior, how to de-escalate conflict, managing anger, getting along aviih parents, how to overcome'being se(f-conscous. � Adults: gang involvement and recruitment, getting kids and bosses to iisten, overcoming stress and burnout, connecting with and motivating kids, changing kids 6ehavior, working with over active kids, getting along with co-workers and the administration, keeping inner baiance, and managing wor;c loatl. Accord+ng to the 1995 "Minnesota Student Survey", in the tv�elve month period prior to tne surve�/ 54°l0 of adolescznt Pase i of 21 O��S`l pubiic school students and 78% of adolescents in corrections admitted to using drugs. 28% of public school and 63% of corrections kids admitted to being frequent users. Of the pu6fic school kids, 25°/o used marijuana, 8°lo LSD and hailucinogens, 11°!o amphetamines, 8% prsscription drugs, 5% cocaine, 6°1a inhalants, 5% sedatives, and 7°!0 opiates. fn contrast, offhe kids in corre�fions 74%used marijuzna, 37% LSD and hallucinogens, 3o%amphefamines, 29°lo prescription drugs, 27°lo cocaine, 24°/o inhalants, 19°!o sedatives, and i6°/o opiates. Adolesce�ts in cor�eciions in relation to adofescents in public schools were 2_ times more likely to use opiaies, 3 times more likely to use marijuana and amphetamines, 3.5 times more IiRely to use other peop(e's prescripfion drugs, 4 times more likely to use sedafives and inhalants, 4.5 times more likely'to use LSD or other halfucinogens, and 5 times more iikely to usa cocaine. Kids in corrections ar2 4 times more likely to have tinjected drugs. Corrections kids are 4 times more likely to be 2 drug users, and 5 times more likely to be 3 or more drug users. 1.5 fimes more adolescents in corrections use alcohol than adolescents in public school. Adolescents in corrections are 2.5 times more likely than those in pub{i� school to tlrink more than 6 drinks at a sitting, and they are 3.5 times mo�e likely to use alcohol & drugs befo�e o�during schooi. In relafion to the consequences oi sutistance a6use;the average number of consequences during a year was 6.2 for adolescents in corrections vs 2.3 for those in public school. More than haif of the adolescents in corrections reported indications oi impaired control oversubstance use: needing more to get an effect, using more than intended, memory biackouts, and/or spending an entire day using or recovering from the effects of using. 50°10 of adolescents in corrections repated social or vocational impairmenis such as: legal problems re{ated to their use, driving after use, violent behaviorwhile using, job or school absenteeism, and neglect of responsi6ilities. Familial rates of alcohol and drug abuse were 3 times higher among adolescents in corrections than students in public schooi. In regards to tobacco use, 22% of adofescents in pubfic schoois and 58% of adolescents in corrections admit to smoking on a daily basis. Of those, 8°!0 of public school kids and 36% of corrections kids smoke more than one pack a day. In 1985, the Nationaf fnstitute on Drug Abuse stated that many users among youth 12-17 are polydrug users. Of those that smoke cigarettes, 75°/o drink, 47% use marijuana, and 9°!o use cocaine. Of those who use a{cohol, 37°!o use masijuana, antl 60°10 smoke(p. 19-25) The int`ormaiion gained through the above Minnesota Student Survey, observation and interviews were transiated into these risk and protective factors; Risk Factor: Protective Factor: Protective Factor: Protective Factor, �rotective Factor: �iving from a misundersianding of how people function psychologicaffy. Living from an understanding of how peop(e function psychologically via the pri�cipfes of Mind, Cons�iousness, and Thought. Caring reiationships. Positive and high expectations. Opportunities to participate and contribute. in regartls to this initiative, the St Pau{ Police Department entered into a partnership with �rlichael Stevens znd Juvenife Deten"tion Cent (JDC) in Oc'tober oi 1997 in the form oi the "First Time Detainee Program", which is funded tnrough a Children, Families, & Learning grani. Throughout the program, JDC has supplied meeting space znd a fuH time probation off�cer to supervise the kids. Ramsey Counfy voluntarily provided the 25°lomatching funds requ!red by the grant. In the program, kitls a:tend cfasses in Heaith Realization twica a tiveek ior three months, while on intensive supervised release. The kids are chosen in regards to the following criteria: first time detained in Juvenile Detention Center, ages 12-18 years, enrolled in school, some evidence of pareni concem and invo(vement. To da.e. 65% of ihe kids have not re-offended. The 35% who did re-offend did not regulariy attend or complete the tra+n+ng. Lemon also teaches in the Secured Unit, 1-3 hours a month. Page 2 of 21 �o-ts� Since April of 1998, Lemon has been teaching Health Realization in two of the fhree communities of Boys Totem Town. Each Community dedicated 1 hour, 2 days a week. Community 2 incfuded the generai population and Community 3 limifed if to `Peer Group" participants. Frank Nosch said thaf initialiy he was sold on the program because of the opportunityforthe kids and a poiice o�cer to interact positively, and Lemon s wiifingness to work �r�ith the worst kids. He said that later, it was the impact af fhe training that impressed him. There are no formal statistics avai4able on this program, afthough staff members and students constantly attest fo how much this undersfanding has heiped them. Hosch aiso notes that one of their eva{uafion tools has shown a decrease in deviant behavio�, but this cannot be directly attributed to this one program. Throughout tnis program, Totem Town has suppfied meeti�g space, time, and assorfed program supplies. In September of 1994, O�cer Lemon began a partnership wifh the St. Pau! Public School District. His firstexperience was with acting teacherJan Mandel and several of her dasses with a Health Realization based program cailed "Cops N' Kids". The program focused on teaching police and kids how to stay in or regain a common sense perspective to de-escaiate confticf and sofve pro6lems. Afier a year, Children, Famifies, and Leamirg awarded a two year granf to create a video tape a�d curriculum based on the Cops N' Kids concepk. There was no substantial evaluaiion component, but the feedback from the atlult and youth participants was very favorab{e. The weakness of the program lay in the lack ofconsistent Health Realization training of the participants. The finished product refiected a lack of true understanding of the principies. In September of 1997 Mr. Smafler of Centrai Nigh School invited temon in for a week to teach his Health class. The kids liked the curriculum so much that Lemon stayed for six weeks, and only left after contracting a flu virus that kept him out of work for three weeks. Since the class, Lemon has run into many of the students from Mr. Smaller's cfass who have claimed that learning Health Realizakion has improved their relationships with friends, famify and students, and ailowed them to maintain their common sense perspective in adversity. Onestudentwho tivas contacted in March. 1999 said that she had suffered from a terribie addiction to aicohoi and marijuana, and the understanding she gained from Neaith Realization allowed her to stop using. PROGRAM DESCRIPTION The col{aborative paRnershtip of the St Paul Public School Dtistrict, Ramsey County Juveniie Gorrections, and the St Paul Police Qepartment want to impfement a consistent program of Alcohoi, Tobacco and Other Drug (ATOD} prevention in Boy's Totem 7own, and the Juvenile Dstention Center. These institutions have a non-traditionaf pubiic schooi component. The foundaYional intention of this program is to create relaiionship-focusetl institutions and individuals who recognize the resilience wiihin themseives so fhat can recognize it +n every human being. ft is this perspective that wiil create a warm, nurturing environment that will help promote empowerment or seff-actualization of the participants, The vehicle used to help creste this environment is fo educate the stari members who interact with 8' thru 12` graders, the parents of 8 tnru 12 graders, and lhe students grades 8" thru 12`" in the modei of psychological funcfroning kno�rm as Hea{th Realizatian (Ha} os Psychology of Mind (PONI), and then have them apply th+s understanding to their every day lives. The understanding gained 'through this etlucation wi{I al{ow participants to function at a more healthy leve{ of cogniiion. Th+s level of cogni�ion will insulate them from participating in healih dzmaging behaviors. By the completion of the granf, the modei wiii become pari oi the goveming phi(osophy of the three institutions in the form of aduit and peer leadership, a daily school curriculum, and a model of in-house prevention for poorschool performance, truancy, incidents of schooi tliscioline and suspensior, school drop-out, and alcohol, tobacco, and otherdrug use. Health Realization directly fost2rs the healthy independent, mature, productive side of people's psychological makeup ratherthan consuming fime and energy battling pathology and keeping people focused on their dysfunctional thinking. Such a contribution leads to more efifective us2 of resources. At the end of this grant, Health Realization wiil 6ecome part of the partner institutions, and therefore tne program wifl become self- Page 3 of 21 � Q �15� sustaining. Currently th2re is a permanent Health Realization trzining component in both Boys i otem Town(STT� and Juvenile D2terrtion(JDC). There has been an inconsistent Health Realizafion training componenf in the public school district for the last 3 years. Curr2ntly, ali institutions but Juvenile Detention have some form of prevention and intervention modef in place. S'tnce Health Realization wilf enhanc2 the participants undersfanding of how people tru{y function psychologically via the principle of thought, the other models must become more effective. In addition, Fleaith ftealization wili creaie a consistent conceptual iramework of prevenfion and inferveniion within and across the insiitutions themselves, wh+le creafing a climate of �r�armth and respect. An estimate of fhe number of parficipants in the three year grant program is: 25 public schoo{ staff, 60 corrections sta�fi, 75 parenks, 400 kids in Boys Totem 7own, and 1,500 kids i� Juvenile Detention. The figures for the parerits and students are based roughly on the year{y attentlance and turn-over of students wifnin the three institutions. All of the -.. °.- ---- pragram act�vities �rill run for tk�e d�ration of the grant except the 2-day workshops and the Advanceif �ra�ier of °` Trainers course which wiil have specific iime iines. The basic activities are as foiiows: • School and correction staff training: staff who volunteer will receive Health Realization training. Fram this understanding of psychological functioning staff wiil teach, mentor, guide, discip(ine, etc. Representatives of the staff will also sit on the grant steering committee, and assist in bringing the program to the greater school district and correctionai institutions. • Parent Leatlership Program: parenis who volunteer will receive Health Realization training and then parent and lead from this understanding of psychological functioning. A parent outreach worker will be hired to reauit parents and keep them engaged in ihe program. Parent representafives wili afso serve an the grant steering committee, and assist in brinaing the program to the greater schoo! district and correctional institutions. • Student Training: teachers who volunteer to be trained 'rn Health Realization, will teach Health Realizafion within their daily classes with 8th-12th grade students. • Cfoset Genius Program: stutlents who volun;eer and are at-risk because of attentlance, tlisruptive behavior, discipline, or running away from a correciional facility will be trained in Heaith Realization. • Peer Leadership Program: students who volunteerwi(i receive Heaith Realizatio� training and then wiif assist in the "Closet Genius" (at-risk}dassroom, and later in standard classrooms. Student representatives will afso sit on the grant steering committee, and assist in bringing the program to the greater school district and correctional instiiutions. • Advanced Training of Tra+ners Program: 12 schaol or correction staff w�no volu�teer wili be trained as Advanced Health Realization trainers. Schoof and correction staff aviif take over aff 'training components by the end of the grant period. Adva�ced Trainers will act as consu{tants in the fogic and teach on-going staff, parent, and student ciasses. Beys Totem Town(BTT) is a 4-12 month res+deniial, correct+onal;ac1ity fosup to 65 adolescent boys who have been adjudicated delinquent by Juvenile Cour±. BTT has 15 St Paul Pubiic School stafi, and 70 correction sfafi members. Tne iacility is locaietl in the Battle Creek area of Si. Paul. The program is comprised of three residential communiiies or :-eaimeni units, each provid+ng a level based, open-ended program �+rhere a residents feng!h of stay depends on his advanc°ment through the levei system. Eacn communiiy has a trea"tment team composed oi a unit superviser, a caseworker, and a teacher o� case manager. The role of the tseztment team is to evaluate a resident's performance. Th� team gives feedback to a resident and makes decisions on level changes and disciplinary matfers. The program op�rates under the program cal{ed PEARS; Personai Effort and Responsibility System. li is highly struckured, can be confrontatianal, but a program thatcontinua(ly reiniorces positive and appropriate behaviors. i ne primary purpose Page 4 of 21 �o -`s� of this program is to focus the attention of bofh staff and residenfs on behavior The Totem Town program provides numerous support services fo residents in placement. The St. Pau{ Schooi District provides a complete educational program. The educational program is sta;fed by special education teachers who dzvelop individual leaming plans to meet the varying needs of tne students. Psychological tesiing and evafuation, medica! assessments and care, casework services, daity peergroups, weekly family groups, �r�eekly support groups and iniormational seminars are exampies oi services provided to a resident during his siay. Res+dents aiso have the opportunity to become involved wifh numerous community agencies who provide programming and suppori groups af Totem Torrrn. The Ramsey County Juvenile Detention Center{J�C) serves juveniles 1 Q to 18 years of �ge. JDC has 1 � St Paui Public School staff, and 70 correction staff inembers. Juveniles are detained for serious law violations and when there is reason fo believe: they woufd endanger themselves or others; they wouid noi want to return for a court hearing; they would nof remain in the care and of their parents; or theis heafth znd welfare is in•immediate danger. The length ofi stay fiaiis into three categories; next day release, a week stay after pfeatling guiity to the offense, and 30 days awaiting trial. An exception would be an adolescent awaiting to be certified as an adult. This stay couitl exceed the 30 day period. The Detention Center's mission is to hefp protect the community by ensuring that juven+les placed in custody remain in a safe and secure environment until the Juvenile Court decides on an altemative piacement. JDC does not currently have a drug assessment procedure or an alcohol, tobacco, and other drug prevention and intervention program. Psychologicai and chemicai assessments musibe courtordered, but there are questions related to use in both tne atlm'rttance procedure and the health screening. " The St Paul Schooi District#625 provides a strong educat+onal program to detainedjuveniles. Students are separated into two groups, Junior High and Senior Nigh. In 1998, ii included a regular schoof program plus ten weeks of summer school: 477 Students attended fhe regufar school program in the 1997-1998 school year, 121 were special education students; 185 were schoof drop outs; 240 students attended the summer school session. This program wi(f be a combination of Universal and Se!ective types oi in!ervention. The program is Universa{ because it offers training in the model ta ali 8'" -12' grade s?udents and their parents, and all school and corrections staff, without regard to risk factors for ATOD use. it is Sele�tive in the sense that rt targeis 8th-12th graders U�ho are identified as at-risk for dropping out of school antl ATQD use. TIE TO RESEARCH AND SCIENCE The theary of prevention in this program is known as Healtn Realization or Psychology of Mind. Heafth Reafizatior is foremost a modei of resilience that uses tne terms inn2te hea{th or unconditioned state of mind in its stead. I: recognizes that all peopie, regardless oi theirdemograpnic cnaracteris;ics, current circumstarces, past experiences, or fevef of educatron have the capacity to (unction in a healthy, stab{e mannec Thai in �„y given moment a!I peop(� are capable of deariy seeing tneir circumstances and �indirg solutions to daily chailenges. Leadership training and empowerment ciasses in this procram are a0 based on pinpoin2ng the source of alienatior�, drug abuse, and violence in peopie's leamed habits of thinking. The training process staris with the HR trainers listening to understand the kinds of problems, issues, anc stresses that se�m immu�aole and criticai to ihe targei Page � of 2 i oC� -t5q audience-issues that they wouid nof recagnize as the+rown thinking. The educationaf formatof s11 Health Realization training in this psogram is designed fo (a) help peop4e both identify and then recognize their seif-defeating thoughfs as merely learned habits of fhinking and perception; (b) he(p them understand the difference between Qercepfions and feelings generated by these thougMs and clearer perceptions resulting from tneir heafthy, common sense, here- and-now thinking; (c) heip tnem recognize the vaiue of not acting on these leamed paitems of fhinking; and (d) heip them see how to trust in their capacity to regain access io a healihier v2ntage point before acting or attempting to address problems or situations to which they might oiherwise have reac"ted negative{y irom conditioned membries. This is why there is little attention paid to demographic characteristics of ihe target audience, and so much success has been realized in the racia4ly div2rse communiiies that have implemented Heaifh Realization and other resi(ience modeis. Resilience is the same in any culiure, and at any age. (n this impersonal sense ave are afl the same(Bernard, B.,1996; Boothroyd, P., & Eberle, M. 1990; Cowen, E. L., & Work, W. C. ]988; Kumpfier, K. L., & Hopkins, R. 1993; Pransky, G., PAills, R. C., Blevens, K., Sedgeman, J. 1990; Werner & Smith, 1982, pp. 202). _ - The underlying assumption of this theory is that everyone is cansfantly c�eafsng and re-creaiing their reality moment to moment using their thinking(Bandura, A. 1989,1990; Bernard, B., 19°6, 1996a.; Beck, 1976; Pransky, G., Mills, R. C., Blevens, K., Sedgeman, J. 1996; Shantz, 1975). Realizing this is the uitimate form of empowerment. Once people recognize the role of thought to this dzpth not onfy do they change, but they create a process of change that's on-going(Bernard, B., 1996).From the principle of thoughi come these basic assumptions: 1. There are two modes of thinking, conditioned or pzrsonal and unconditioned or impersonal( Maslow, A. H. 1973, pp. 254; Pransky, G., Miffs, R. C., 8levens, K., Sedgeman, J. 1996). a. The state of mind known as conditioned thinking is experienced when analyzing or aciive{y manipufating our thaughts to process and draw conclusions. This is referred to as "closed minded" because if misused we limit ourseives to the information stored in our memory. (f we lisken whife analyzing we wiil quickfy draw conclusions. and classify new informatior� according to our conditioned thought process. b. The state of mind known as uncondiiioned thinking is experienced when we relax our own ability to anatyze. it is the default setting of our mind. This sta�e of mind has access to memory, but in a bigger picture, less threafening perspective. This state of mind is known as resi!ience. if is a hea4thy, uncontam+nated thought process tnaf is �he source of wisdom, common s�nse self-esteem, and insight. This thought process a(4ows us to see life differently than through �vhai we already kno�u (Bernard, B., 199�, 1991,1996, 199fia; Maslow, A. H. 1973, pp. 254; Pransky, G., Mills, R. C, Blevens, K., Sedgeman, J. 1996). Regardiess of their current state of inentai functicning, aff people have the same innate caoacity for healthy psychological functioni�g(Bemard, 8.1990, 1991,1996,1996a.; Boothroyd, P„ & Eoerie, M.1990; Cowen, E. L., & Work, W. C. 1988; Pransky, G., Mi;is, R. C., Blevens, K., Sedgeman, J. 199�; Rhodes, ,!. E., & Jason, L. A. 1990; Wesner & Smith, 1982, pp. 202). lnsight is a thought that comes from ou'tside of our already tormed infellec't, and therefore our memories or way of see+ng 4iie (Mahrer, A. R. ,& Nadler, ��a'. P. 1986; Maslo�rr, A. H. 1973;Prarsky, G., Milis, R. C., Blevens, K., Sedgeman, J. 1996 j. An insight comes when in an unconditioned stat� of mind (Maslow, A H 1973, pp. 254;Pransky, G., Miils, R. C., 8levens, K., Sedgeman, J.1996). It is a tnoughtthat insiantaneously changes the way we thi�k. After every insighi, neaative or limited thoughts that made sense to us, no longer seem valid or important. Insignt acts as a psychologicai penicillin to heal the mem�ories of past tsaumatic experiences, and the stories u�e innocently make up to explain tnose expenences(Pransky, G., Mills, R. C.. B4evens, K., Sedgeman, J. 1996). Two appiica'tions of this model oi prevention in large, crim2 inEested, low income housing comp!2xes. produced the Page 6 of 21 Do -lSg fol4owing outcomes (Bernard, B. 1996,1996a.; Pransky, G., Mills, R. C., Sievens, K., Sedgeman, J.1996 Roe, K. & 8owser, B. 1993): Motlello Housing Project, Hcmestead, FL. Afterthree years, out of the 150 families and o5� youth who were served; • households seliing drugs went from 65% to less than 20°!0, • the overali crime rafe went down 70-80%, • teen pregnancy wenf from 50°/a+ to 10%, • school drop out rafes went from 60% to 10%, child a6use and negiect decreased by 7�%, households on pub{ic assista�ce went from 85% to 35%, school absenteeism and truancy went from 65% to negligible, parent unemployment rafe went from 85°la to 35°l0. Coliseum Gardens Housing Project, Oakland, CA. fn 1991, Qakland had the fourth hignesthomicide rate in the United SEates. Cofiseum Gardens had a homicide rate eleven times higher than the c+ty avesage. After oneyear,--- • 100% decrease in homicides, first homicide occurred in August, 1999 and ditl not invoive residents, • other violent crimes reduced by 45°l0, � drug possession and sale reduced by 16°10, • assaults with firearms reduced by 38°/o, • youth attendance and invoivement with Boys antl Girls Club increased 110%, • gang warfare and ethnic cfashes between Cambodian and African American youth ceased. Environmental Protective Factors Noteo as the environmental factor in this program are the parents, school and ccrreciion staff, peer leaders and students within the thrze institutions. Research impiies that the most effective prevention programs that produce {ong term effects are those that address muftipie risk factors, parents, school, corrections (Yoshikawa, Hirokazu 1995}. Research also suggests that family, social support, and relationships are influenfial factoss in fostering resilience in youth(Boothroyd, P., & Eberfe, M. 1990; Cowe�, E. L., & Work, W. C. 1988; Rhodes, J. E., & Jason, L. �+. 1990). 7hese relationships, when marked by warmth, and the absence of severe criticism, can have a su6stantial protective effect against the tlevefopment of later anfi-social behavior (Yoshikawa, Hirokazu 1995). This warmth and lack of severe criticism could be referred to as psychological wellness or resilience or innate mentai health. Research shows thai the concepfs of competency, resi{ience, and empowerment can enhance psychological weliness (Boothroyd, P., & Eberle, M.199Q;Cowen, E. L 1991; Cowen, E. L., & Work, W. C.1988; Rhodes, J. E., & Jason, L. A.1990�. Heaith Reafization teaches participants abouf innate resilience, how to access this sfate of resilience, and the role thal thought plays in determining personai reality. It is a motlel of competency, resilience, and empowerment. lndividual Protective Factor Research implies that some of the most critical f actors to be emphasized in addiction prevention interveniions �or youtn are optimism, empathy, self-esteem and life skifis sucn as emotional management and planning skills (Kumpier, K. L., & Nopk+ns, R, 1993). Health Realization(HRJ teaches paricipanis that the source of optimism, empaihy, and self-esteem is an unconditional state of mind kno��vn as innate health or resilience. HR ih2n teaches participants houv to gain access to innate hea(th and make wefi pfanned decisions from this wiser perspective. Health Realization recognizes that emotion in its most basic form is thought.'Nhen participants understand this, they leam te manage their emotions by changing their thinking. Heaith Realization contains factors and skiils that research has suggested are some of the most critical to addiction prevention interizntions. Pa�e 7 of 21 �a �I S � fVfodeflo and Coliseum Garden Program The program is modeled afterfhe Modello and CoViseum Gardens projects. In both PAodello and Coliseum Gardens, ciasses in Heaiih Reatization were heid for school stafi, students, at-risk kids, parents, and program staff. The weekl� ciasses had a common formai, and usually preceded orfoliowed a 2-5 dzyworkshop. Ciasses were 90-120 m'inufes, once-t�rice a week for 9-10 weeks. The size ofi fhe ciasses fluctuated between 2-30 paricipants. Once impiemented, fhe ciasses would run for the duraiion of the gra�t. The workshops woufd continue throughout the iife of the program to introduce residents and service providers to the modef of community empowerment. The classes were voluntary and were struciured like a social event serving refreshmenis and allowing open discussion. 7he average amount of train+ng Nras 36-40 hours. The central focus of the classes was resiliency or innate health. In Modello, the parent or resident empowerment classes wese conducted for 2 hours, once a week for 9 weeks, for the duration of fhe program. These ciasses were fol{owed by a 5-day train+ng for residents who attended the 9 weeks - -- -- - - -—- of dasses and were hired as outreach wotkers. In CoTseum'�a�dens, there was arr iniii�l 2-daytraining;fioflowed �p' by ciasses for 1.5 hours, once a week for 10 weeks, for the duration of the grant. {n Co{iseum Gardens, the 2-day trainings were offered throughout the duration o4 the grant to attract more residents(Roe, K. & Bowser, B. i993). Modeilo participants were primarily African-American, Hispanic-American antl White-American women between the ages of 18-55. Most participants were on welfare, had less than a high school education, and were classified as impoverished. Coliseum Gartlens only differed in relation to the ethnic origin of the participants which were primarily African-American and Asian-American(Roe, K, & Bouiser, B. 1993). in Modelio, as the residents 6ecame healthy ihey began to see the need for Heaith Realization in the schoois, They noticetl that school staff viewed the Modeilo kids as troubfe makers, and they beli�ved that fhis affected their children's attendance and performance (Bernard, 8.1996; 800throyd, P., & Ebede, M.1990; Cowen, E, L., & Work, W. G.1988; Kumpfer, K. L., & Hopkins, R.1993; Pransky, G., Mills, R. G., Blevens, K., Sedgeman, J.1996; Rhodes, J. E., & Jason, L. A. 1990). Miiis mei with staff and administrators to introducz them to the model. 7here was substaniial interest, so staff classes met for 90 minutes, once a week for 10 weeks, for the duration of the program. In Coliseum Gardens, schoal staff were tinvited to attend pareni empowerment dasses and were so impressed hy the classes, and the health of the participants, that they had program staff ineet with schoo4 siaff and a class with the same structure as Modello's schooi component was implemented(Roe, K. & Bowser. B. 1993). Schooi statf in both focationswere primarilyAfrican-American, Hispanic-American, Asian-American and VVni;e-American women and men. In the Modello and Coliseum Gardens youth program there were no 2-day courses irvolvetl. Classes were 60-90 minutes, once a week for ten weeks, for the duration of the granf. The ages of ihe children ranged from 12-18. The racial mixture was comparabfe to the adult attendance. A worker, L1oyd Fieltls, was assigned part time to tne schoof, to work with youth from Modello who goi into trouble. These ciasses,afso coniinued ior tne duration of fhe grant from the date of implementation. St. Paul Public Schooi Dlstrict-Totem Town-JDC-St, Paul Police Program The folio�riing is an outiine for the comoonents of this grant. These shoufd be read with tne understanding that there musi be room for flexibility as dictated by the participants needs and evaluation feedbzck. All classes wiii meei from 60-120 minuies, 1-3 times a week for 12 Nreeks, for the duration of t��e gran't. Stafi an� the parent outreach worker will attend a 2-day workshop in addition to the weekiy classes. Other parenis and siudents wi!! have the option of aitending these workshops. Afl classes tivill be voluntary in nature, even in the case o� ai-risk students. They uril( be give� the option of ihe cfasses in lieu oi aiready prescribed sanctions. Remembering i�at the infention is for Healin Realization to become part of the reguiar school district curriculum, the frequency and fength of the classes were Pa�e 8 of 21 00 �15 y prescribed by the school fri-mester, 12 weeks, 2-3 hours a week. The period is longer than the classes in both Modello and Coliseum Gardens, buf the advantages will be 1. students receive full school credit for attendance, 2. it wiff a(low for participanfs missing classes hecause of dai(y cha((enges, 3. all class2s vriii be held for a consistent period of time in rela'tion fo changes of semesters during the school year. 4. clzsses wiii meet the educational requirements af the school district. In Boys Totem � own(BTT) and Juvenile Detenfion{JDC) there is a summerschool session so the school year is 45 v Stai classes will reflect ihe BTT and dDC schoof year, as wil4 the correction p�renting classes. There are educational aids or fanguage transfators wiihin the ins!itui;ons. One contiruos school and correction staif feadership ciass; and one paren't leadership ciass aaill both be conducted during the life of the grant at ihe Juvenile Detention Center's training facility. Once tra:ned in Health Realization, ieachers will teach Health Realization in the regular classrooms following the format of the peer lezdership program. In the Modello and Coliseum Gardens Law Eniorcement participated in the Health Realization training of the sfaff and residents Which makes common sense, seeing as they had the most authority over the residents. The Law Enforcement component in this program wi�i be fhe corrections staff of Totem Town and Juvenile Defenfion. if, as research suggests, a good relationship with parents, other adults, and peers, marked by warmth, and the absence of severe crificism, can have a substantial protective effect against the tlevelopment oi later anti-sociai behavior (Yoshikawa, Hirokazu 1995j, and; the most effective prevention programs that produce long term effects zre those thataddress multiple risk factors, parents, schoof, and corrections (Yoshikawa, Hirokazu 1995), and; the most criticai factors to be emphasized in prevention interventions for youth are: optimism, emoathy, self-eskeem, emotional management and planning ski{4s (Kumpfer, K. L., & Hopkins, R. 1993), and; Health Realizat+on resilience t�aining is a way to tlevelop these assets in al{ participants through a deeper understanding of psychological functioning or focusing on resilience(8ernard, 8.1990, 1991, 1996, 1996a.; Pransky, G., Mii1s, R. C., Blevens, K., Sedgeman, J. 1996), tnen; teaching Health Realizatio� to parficipants wi11 create a substantiaf protective effect against the development of later anti social behaviorsuch as delinquency, substance abuse, violence, and adult maiadjus'tment. The `Closet Genius" or at-risk youth classes wi�l b° ofrered to kids at-risk for dropping out of school. If, as research suggesis, the most critical factors io be emphasized in prevention interventions for at-risk youth are: optimism, empathy, self-esteem, and life skills such as emotional management and planning skiils, and Health Realization resilience iraining is a way to develop these assets through a deeper understanding of psychoiogical functioning or iocusing on resilience, then; teaching at-risk youih Heaith Rezlization will allow them te experience a decrezse in delinquency, substance abuse, violence, and aduli maladjustment. The pees leadership dasses were not formaily parf of either the Modello or Coliseum Gardens program, but the concepf is true to the Health Realization iocus on empowerment (Bernard, B.,1996;Prans�9, G., Mi!!s, R. C., Bievens, K., Sedgeman, J. 1990}. If, as research suggests, peer leadership alfows students to assume the empowered role oT mentor and role modei(Bernard, 8. 1996;Carr, ft. A. 19S8;Dishion, T. J., McCord, Joan, Poufin, Francois 1999), and; at-risk youth are particuiarly vulnerabie to pezr aggregatio�s (Dishion, T. J., McCord, Joan. Poulin, Francois 19°9), and; the most criticaf fiactors to be emphasized in preveniion interventions for yeuth are: ooiimism, empaihy, self-esteem, life skills such as emotional management and pianning skills(Kumpier, K. L.. & Hopkins, R. 1993), and; peer ieaders trained in Health Realization wil! focus on those healthy factors or the re�:lience or ihe siudents and building positive relationships with those students, then; a�-risk �outh will experience z decrease in delinquency, substance abuse, violence, and adult maladjusfinent (Dishion, T. J., McCord, Joan, Pou!in, Francois 1999). Parent or resident outreach workers svere part of both the Modello and Coliseum Garder. project( Bemard, B. 1990, 199oa.;Pransky, G., Mi44s, R. G., Blevens, K., Sedgeman, J.1996;Roe, K. & Bowser, B. i a93). They were invaluabie as a means of getting other parents to ine Health Realiza6on classes, and keeping th�m involved. If, as research Pa;e 9 of 2L D�-I5�( suggests, teaching Heaith Realization to participants will create a substantial protective effecf against the development of lateranti social behaviorsuch as delinquency, substance abuse, violenc°, and adult maladjustment, and; parent oufreach workers recruit more parents to atiend Health Rea(ization training, then; more parents wil! create a su6stantial protective effecf against the development of later anti social behavior such zs delinquency, substance abuse, violence, and adult maladjustmeni. The best trainers are those thaf come out oi the communiiy being served( Bemard, B. 1990,19°6a.;Pransky, G., Mills, R. C., Blevens, K., Sedgeman, J. 1990). Staff members of 1he institufions who are trained as "Advanced Trainers" in Nealth Realization will continue stafi, parent, aod student Healfh Reafization training, aci as consuVtants fo staft, and insure that the program wil� be seif-sufricient and remain in operation afiter the expiration of the grant. if siaff members of the institutions are trained as "Advanced 7rainers" in Health Realization, and; if, as research suggests, teaching Health Realization to parficipants wili create a substantiai profective effect against the developmentof later anti sociai behaviorsuch as delinquency, substance abuse, violence, and atlult maladjustment, then; it is +mportant that the program become self-sufticient and �emain in-oQeration-a€�er. the expiratioFl oft+� grant. References 8ernard, 8. (August,1996). Roger Milis: A Community Psychofogist Discovers Health Realization. Resiliency in Action: A journai of application and research, Summe ,.1996. Rio Rancho, NM: Resiiiency in Action, {nc. Bernard, B. (August, 1996a.). Fostering resiliency in Communities: An Inside Out Process. Resiliency in Acfion: A journal of application and research, Winter, 1996. Rio Rancho, NM: Resiliency in Action, Inc. Bernard, B. (August, 1991). �osfering resrliency in kids: Profective factors rn fhe-tamily, school, and community. Portland, OR: Northwest Regional Educational Laboratory. Bernard, B. (1990). The case for peers. Portland, OR: Northwest Regional Etlucationai Laboratory. ED 327 755. Boothroyd, P., & Eber(e, PJi. (199�, August). Hea!thy communities: What they are, how tney're made. CHS Research Bufletine. Univessity of British Columbia Centre for Human Settlements. Carr, R. A. (1988). Peer helping: the bridge to substance abuse prevention. The BC Counseilor,10(2), 3-18. Cowen, E. L. (1991). fn pursuit of wellness. American Psychofogist, 46(4), 404-408. Cowen, E. L., & Work, W. C. (1988). Resilient chifdren, psychoiogicai wellness, and primary prevention. American Joumal of Community Psychology, 16(4), 591-507. Dishion, T. J., McCord, Joan, Poulin, Francois (1 °99). When Interventions Harm: Peer Groups and Problem Behavior. American Psychologist, August 1999 Vol. 5? Issue 8, 755-764. Kumpfer, K. L., & Hopkins, R. (1993). Preveniion: Current research and trends. RecentAdvancesinAddiciive Disorders, 16(1}, 11-20. Masiow, A. H. (1973). The Farfher Reaches oih'uman Nafure. Midtliesex, Ergiand: Penquin Books Ltd. Mahrer, A. R. ,& Nadler, �N. P. (1986) Good moments in psychotherapy: A preliminary review, a list, and promising research avenues. Journal of Consulting and Clinical Psychology, 54 90-15. Mohai, C. E. (1991). Are school-cased drug prevzntion programs working? (ERIC Digesi). Washington, D. C.: U.S. Department of Education, Offiice ofi Educational Research and Improvement. Pransky, G., Mills, R. C., Blevens, K., Sedgeman, J. (1996). An Emerging Paradigm forBriefTreatment antl Prevention. Innovations in Clinical Practice, Voi. 15. Ne�r� York: Professional Resource Exchange. Rhodes, J. E., & Jason, L. A. (1990). A social stress modei of subsiance abuse. Joumal oi Consulting and Clinical Psychology, 5&(4), 395-401, Roe, K. & Bowser, B. (1993). Health Realization Community Empowerme�t Project. Coliseum Gard2ns, Oa'�cland, CA.: Evafuation of First Year Activities, Resideni and Staff Perspectives. (Submitted to East Bay Recovery Project). Shantz, C. U. (1975). Sociai cognitive. In E. M. Hetherington, J. W. Hagen, R, Kron, & A. H. Stein {Eds.), Pa�e 10 of 21 t� d -1 S°t Review of Chiid Developent Research (Vof. 5, pp. 257-323). Chicago, fL: University of Chicago Press. Werner, E. E. (1986). Resilient otispr+ng of a{coholics: A longitudinai study from birth fo age 18. Journal of Studies on Alcoho(, 44, 34-40. Yoshikawa, Hirokazu (1995�. Long-Term Efiects oT Early Childhood Programs on Social Outcomes and Delinquency. The Future of Children, Vol, 5. No. 3, Winter 1995. GOAL3 AND MANAGEMENT PLAN Risk Factor: Living from a misunderstanding of ho�N people function psychologically. Protective Factor: Parficipants understanding hom� people function psychologically via the principles of Mind, Consciousness, and Thought. Objective: Deepen the understanding of the participanis as to the role that the three principles play in creating reality, and the presence of innate mental hea{th. --- Activify: A41 activ+ties listed in the gcant. Performance Measure: increased levels of self-esteem, seif-confidence, decision making, and positive social skiils, reduce incitlents endirg in discipline, improve studenYs schoof performance, reduce school drop out rates, reduce teacher and other school employee loss of work because oi sickness, reduce correction workers loss of work because of sickness, reduce rates of ATOD use. Protective �actor: Caring relationships; - Objective: Create a more relaxed and comforabie environment within the Insii:utions and the homes of the participants. Objective: Staff and parents wifl maintain an environment that promotes studenis positive self- perceptio� as learners, decision makers, and exhibitors of positive behavior by staying in tneir own common s2nse and drawing out the common sense of the students. Objective: Train staff members, parents, at-risk students, and stutlents in He�itn Realizaiion. Activity: Train schoo{ and correction sfaff in POM/HR. • .luly, 2000-February, 2003; HR trainers and project coordinator. • 55 staff. • One(1) tv��o day training(Total of 6 available throughout granc?; 2 hours, once a week,12 weeks, 45 weeks a year, 3 years. Activify: Train parents in POMiHR. � March, 2000-February, 2603; HR trainers and project coordir2.or. • 100 parents. • BTT: 2 hrs, once a wk, 12 wks, 45 wks a yr, 3 yrs. � JDC: 2 hrs, o�ce a wk., ? wks, 45 wks a yr, 3 yrs. Activity: Train 8-12th grade at-risk studenfs in POM(HR. • Aprii, 20�0-Dec 2002; HR trainers, project coordina:or, and school staffi. � 1�0 students. • BTT: 1 hr, 3 times a wk, 12 wks, �5 wks a yr, 3 yrs. • JDC: 1 hr, 3 times a wk, ? wks, 45 wks a yr, 3 yrs. Activity: 7rain 8-12th grade students in POMIHR. • Nov. 2000February, 2003; schoof teaching staff, projeci coordinator. • 700 students. • 1 hr, 3 times a wk, 12 wks, 45 wks a yr, 3 yrs. Perfiormance Measure: increased ievels of seff-esteem, s2ff-confidence, decision making, and Page 11 of 21 c�� lS� positive social skiiis, reduce incidents ending in discipline, improve student's schooi performance, reduce schoof drop out rates, reduce teacher and other school empfoyee foss of work because oi sickness, reduce correction workers loss of work because of sick�ess, reduce rates of ATOD use. • Protective Factor: Positive and high expectations; Objective: Hire Heaith Realization frainers, and evafuator. Objective: Schooi staff wili teach Nea{th Realization(HR) in daily ciasses. Objective: Train and certify twelve schoo{ and correction sta$ as trainers in Nealfh Realiza'tion(HR). Objective: Train students in STT as HR peer leaoers. Objective: Hire a parent outreach arorker to recruii and assist other parents. Activity: 7rain students BTT as HR peer leaders. • March, 2000-February, 2003; HR trainers, project coordinator, school sta��. • 100 students. � BTT: 11�r, 3 times a wk, 12 wks, 45 wks a yr, 3 yrs. Activity: Hire parent outreach worker. • Septem6er, 2��0-Februar��, 2003; Steering committee, and project coordinator.. • lworker. � Once hired: 20 hours a week, 45 weeks, 3 years. Activity: School staff teach Health Realization wifhin their classrooms. • November, 2000-February, 2003; Teachers, students, and project coordinator. • 25 schooi staff. • BTT: 1 hr, 3 times a wk, 12 wks, 45 wks a yr, 3 yrs. Activity: Train school and correction staff as advanced trainers in Health Realization. • June, 2002-January, 2003; HR teachers and project coordinator. • 15 stafi members. • Four(4), 3 day, 8 hours a day workshops, 8 months. Performance Measure: increased levels oT seli-esteem, self-conridence, decision making, antl positive social skills, reduce incidents ending in discipline, improve studenYs school performance reduce school drop oui rates, reduce teacner and other school employee loss of work because oi sickness, reduce correction workers loss of work because of sickness, reduce rates of ATOD use. Protective Factor: Opportunities io participa:z and contribute; Objective: Peer leaders teach in "Closet G�nius" classes and main-stream classrooms. Objective: Peer leaders, parents, school and correction siaff serve on grant s;eerng commi'ttee. Objective: School and correction staff take over the Healtn Realization training component �Nithin the three partnership insfitutions. Advanced trainers act also as consuliants on Health Realization Icgic. Activity: Peer leaders ieach in tne "Closei Genius" (at-risk)ciass;oom, and la:er in standard classrooms. � June, 2002-January, 2003; Peer leaders, schooi staff, and project coordinator. • 1,100 students. � BTT: 1 hr,'3 times a wk. 12 wks. �5 wks a yr, 3 yrs. • Mainstream ciassroom tirnes and frequencies will vary, 3 yrs. Activity: School and correc'tion staff take over Heaitn Realization tra:ning compor�enf. • November, 2002-February, 2003; Peer iezders, school staii. 8�d projeci coordinator.. • 12 schooi and corrections staffi. • Frequency and times foliosv gran'� guideiines. Pase 12 of 2 t oa -l�q Performance Measure: increased leveis of self-esteem, seli-confidence, tlecision making, and positive social skills, reduce incidents ending in discipline, improve student's school performance, reduce school drop out rates, reduce feacher and other schoo! empioyee loss of work because of sickness, reduce correction workers loss of work because of sickness, reduce rates of ATOD use. STAfF{NG: Project Coordinafor Fuil Time Position Quatifications: Foremost, the coordinator must be certiried as an Advanced Trainer in Psychology of MindlHealtn Realization. The coordinaior must have good people skilis, a notabie_ history of �vorking successfuliy with collaborations, sustaining pariicipant invoivement, and have worked in the capacify o� a grant coordinator at f2asi once. It would be ideal if fhe coordinator already had strong relationships with staff, students, and parents within tne Qartner institutions, and be a pofice officer. Responsibilities: • hire and supervise Health Realization trainers, an evaluator, and parent outreach worker • assist in the pianning and design of process and summative evaluations, • coordinate day to day activities, • teach health realization to participants, , • schedule and lead monthiy and then quarter{y pzrner meet+ngs, • solicit feedback and adapt activities to the needs of the participants, • assist the evaluator to collect data, and peer {eaders � complete required grant reports, • seek funding to expand program into the greater school d+strict and Ramsey County Adult Corrections Time Line: Activify Pre-Gra�t Stage • Recruit an evaluator and HR trainers • Organize parents, students, staff • Begin pianning process and summ. evafs. • Partnership meeting; info-evai, program Grant Stage • Program coordinaior starts • Hire evaluator • Begin gathering evaluative data • Stutlents and parents join steering committee � Hire additional Nealth Realization(HR) frainers. • Schedule/conduct at-risk classzs. • Schedule/conduct peer ieader classes. � Scheduielconduct parenting dasses � Plan! design process and summative evaluaiion • Participant meeting program-ieedback • Scheduleiconduct three (7) 2 day workshops. � Scheduie/conduct weekly staff classes • Hire parent outreach worker • Peer leaders work in at-risk classroom • Participant meeting program-feedback • Teachers begin implementing HR in classroam Target Date 1/16/2000 1 /10(2000 1/10(2000 2i1912000 3/1/2Q00 3i1/2000 3/1 /2000 3I1 /2000 3l1 /2000 3/13/2000 3/13/2000 3/13/2000 G/1 /2Q�Q 5/17/20D0 7/5/2000 9/5/2000 9/5/2��0 91512000 10/25/2060 11l27/2000 Person Responsible Amy Bro�vn, Ster. Comm., Lemon Administrators, Ster. Comm., Lemon Amy Brown, 5ter. Comm., Lemon Ster. C., Lemo�, stafi, parents, studenis Chief af Police Head oi R&D, PC, Steer Comm. Evaluator, PC, Staft Ster Comm, PC, Stati Program Coordinator(PG) PC, School Sta�f, HR trainers PC, Schooi Staff, HR trainers PC, Staff, HR trainers Evaluator, PC, Steer Comm. Ster. Comm., PC, stafr, parents, s:ud PC, Staff, HR trainer PC, Staff, HR frainers PC, Ster Comm. PL, PC, Schoof Stafi, hft train. Ster. Comm., PC, staff, parents, stud Schoo4 Stair, studenis, PC Page 13 of 21 �o-E5y • Begin to expiore expansion of tne proqram • Participant meeiing program-feedback • Participant meeting program-feed6ack • Participant meeting program-feedback • Training of Trainers(TOT) begins • Training of Trainers ends • Staff conduct ai{ HR but stafE and parent classes • Participant meefing program-feedback • Parficipant meeting program-feedback • Staff conduct or supervise all HR training • Grant ends 111/2��1 5i1612001 10124l2002 5i1512002 6/17/2002 1/15/2003 913l2002 10/23/2002 2/1 °/2003 2/28/2003 2/28l2003 PC, Ster Comm., staff Ster, Comm., PC, staff, parents, stud Stec Comm., PC, stafi, parents, stud Stec Comm., PC, siafi, oarents, stud PG, Staff, HR trainers PC, Sta�, NR trainers Staff, PC Ster. Comm., PC, siafi, parents, stud Ster. Comm., PC, staff, parents, stud Staff State ORGANIZATIONAL CAPAC4TY OF APPLICANT AGENCY The St. Paul Pofice Department has a hisiory of accomplishment in acquiring, managing, and effectively utilizir�g grant funds..ln 1997, the department received a totai of �2,922,906 from 22 grants. In 1998, the total increased to $3,103,651. Some of the awartls incfude: Juvenile Block Grant(DOJ, COPS Office); Grant to combine enforcement and education in schools(�OJ, COPS O�ce); Law Enforcement Block Grant for systems update(BJA); Grant to create paperiess records system(D0,1, COPS O�ce); School Sased Partnership Grant based on Health Realization(QOJ, COPS Office); State and Federai Weed & Seetl Grants; A Community Outreach Program(ACOP) grant to serve pubiic housing(PHA); Grant to establish an "Urban Lab" of Community Oriented Policing(DOJ, COPS Oirice). Grants awarded to th2 St. Paul Police Departmeni benefit from a manaqement team which oversees 700 fuli time empioyees and a budget in excess ot $55,000,000. In addition, ihe department operates a Research and Development Unit which ptovides specialized services for grant awarded projects. Th� unit is staifed by a Researc� & Grants Manager, who oversees boin grant and normal operating costs, a Sergeant, Research Analysl, Managesnent Assistant, Secretary, and the St. Paul Gun Violence Prevention Goordinator. The R&D Unit provides expert assistance in fiscal management, writing, form preparation, evaluation, and crime analysis to other units utilizing grant funds. The evaluzfor wif{ be responsible for evaluation of the grant program �rrhich will include assisiing and guidmg stakeholders in gathering data, cr2ating and conducfing process and summative evaluations, creating surveys. drawing educated conclusions from the data, pubfishing the results of the evaluation, and any other duties that ar° part of an evaluation process. The evaluator w11 be extemai to fhe program, and has not as yet been chosen. The evaluator wilf be hired by March 1, 2000, which is the official starf of the prant. All pariners have numerous grants and tnus have evaluation components in place. These same structures wouid be utdizetl with the understanding that they would be subject to reiinements from an evaluaior experienced in a more rigorous scientific eva!uation process. The participants themselves would provide the most assistance through meetings. The program coordinator would supervise the olanning, collecting or analyzing tlata, report preparation, with the assistance of the anafyst in the Po4ice DepartmenPs Research and Deveiopment unit, the sfeering committe�. Reflection and use of information from ihe evaluaiion wouid be shared at reguiar particioant meetings, published and distributed throuoh the St. Paul Police Department. PARTNERSHIPS The partners are the parents and residents of Boys Totem Town antl the Ramsey County Juvenile Qetention Center. Page 14 of 21 �� IS� Ramsey County Juvenife Corrections(specincaily the sfafi of Soys Totem Town and the Jwenile Detention Cenfer), St. Paui Pubiic Schoof District, and the St. Pau1 Police Deoartment. Strategies wi{I include: two parent oufreach �ror�cers, co{laboration wifh existing partner organizations, daily inferaction with the program coordinator, attendance at regular schnol and corsection functions, meetings of a(I partners, serving on the steering committee, pariicipation in the training, data gathering, receiving confinuing education and schooi credits for the training, making training events social occasions by having food and drink, and finally input into curriculum design and the grant as a whole. The St. Paul Police DepaRment shall be designated lead agency forthis coUaboration. 4n this capacity "st shail rece+ve and disperse SIG funds for the coilaboration's purposes as we!! as file alf progress and financiaf reports. Ali paR�ers have agreed to: donate time and at least ten salaried hours per employee to conduct sta'rf development, expanded program space, time, coordination of parent training, planning and data coilection for evaluation purposes and distribution of the information gained from the evaluation, supplies, and upon completion of the grant period to insiitutionalize the curriculum of hea{th realization at a staff {evel. The Steering Committee at this time is; St. Pau! Public School District-Greg Schones, Boys Totem Town Superintendent-FranK Hosch, Juvenile Detention Center Superintendent- Mike Stevens, and St Paul Police Department-Amy Brown and Oificer Ed Lemon. Front line empioyees, parents and students wiil serve on the Sfeering Committee when the grant is awardetl. All matters of disputation shall be subject to a vote of the Steering Commiftee. Onfy poficy matters which are necessary for the operation of the coflaboration and the carrying out of the collaboration program wil! be subject to this process. The Saint Paul Police Department shall be sofely responsibie for hiring and supervision of staff under this SlG grant. Afl partners have a long standing, generous relationship with each other By donating their time, effort, and resources in gathering information and creating the program design stakehoiders have already demonstrated a formai commitment to the program. Prior to this project, resources donated included a 25% match to receive the grant for the `First Time Detainee Program", program space antl time, training supplies, and copying casts, etc. As the grant progresses, a{I partners have agreed to find additional funding to expand the program inio the greater schooi dis'trict, Ramsey County Juvenife Corrections, and the St. Pauf Police Department. SPECIAL NOTE: Ruth Peckman of Open Schooi called the morning of �riday, October 29,1999 and said that after further consideration, they did not feel comfortable with the 3 year commitment required by this grant. There was concern that the grant put too great of a work foad on the staff. In light of these thoughts, they Niithdrew from the proqram. However, the St. Paul Pubiic School Disirict remains a partner through the Boys Totem Town and Juvenile Detention Center Pubiic Schools. Page l� of 21 � a -t Sq FORM 4 LOGfC MODEL 7) Goals Risk Factor: Living from a misunderstanding of how people function psychologicafly. Protective Factor: Parficipants how people function psycnologically via the principles of Mind, Consciousness, and Thought. Protective Factor: Protective Factor: Protective Factor: Caring relationships. Positive a�d high expectations. Opportunities to participate and contribute. 2} Program Activities (HR = Heafth Realization, BTT=Boys Totem Town, JDC = Juveni(e Detention Center) • School and correction staff wiil receive HR training, one(1) two-day workshop and 2 hour ciasses once a week for 12 weeks. • Parents wiil receive HR training, 2 hour classes once a week for 12 weeks.(Outreach workers aiso 2-day) • Students will receive HR training as part of the daily 8th-12th grade classroom curriculum. • Cioset Genius Program: Students who are at-risk will meet for 1 hour, 3 times a week for 12 weeks. In JDC 1 hour, 3 times a week until released or re-located. • Peer Leadership Program: Students will receive HR training,l.5 hours, 2 times a week for 12 weeks to serve as peer leaders. • Peer teadership Program: After being trained in HR, students will assist i� the "Closet Genius" (ai- risk)cfassroom, and later in standard classrooms. • Parent Outreach Program: After receiving HR training, two u�orkers wil! be hired 1 � hours a week to recruii parents to attendlstay involved in the twelve week training. � AdvancedTrainingofTrainersProgram:12schoolorcorrectionstaffwillbetrainedasAdvancedHRtrainers in four(4j 3-day workshops. 3) Target popu(ation (HR = Health Realization, BTT = Boys 7otem 7own, JDC = Juveniiz De;ention Center) • All school and correction staff of BTT and JDC. • All parents of BTT, parents of 8 thru 12' grade siudents in JDC. � All students in BTT, 8`" thru 12'" grade students in JDC. • Students identified as at risk because of: -2 or more incidents of tletention or suspension for disruptive behavier, -drop out from schaol prior fo +ncarceration, -running away from BTT or JDC, -placed in restraint. • All BTT students. • Ali stutlents in BTT trained as HR Peer Leaders. � General population who are trained in HR. • All stafi in BTT and JDC. 4) Assumptions (Theories of Changs): • TRAINING COMPONENT FOR STAFF, PARENTS, AND STUDENTS: If, as researcn suggests, a gcod relationship with parents, other adults, and peers, marked by warmth, and the absence of severe criticism can have a substantiai protective effect against the development of 4ater anti social behavior, and; the most eifective prevention programs that produce long term effects are those that atldress multip(e risk factors. PaQe 16 of 2l DO—\Sg parents, school, and corrections, and; fhe most critical factors to be emphasized in prevention interventions for youth are: optimism, empathy, se4f-esfeem, Iife skills, emoi+onzl management and plann+ng skills, and; Health Realization resilience iraining is a way to devefop ihese assets in al! oaricipants through a deeper understanding of psychological funcfioning or focusing on resifience, then; teaching Health Realization to participants wiff create a substantial protective eiiect against the development of later anti social behavior such as delinquency, substance abuse, violence, and zdult maladjusfinent. AT-RISK YdtSTH: ff, as research suggests, fhe mosf criticai factors to be emphasized in prevention inferventions for at-risk youth are: optimism, empathy, self-esteem, life skills, emotional management and pianning skills, and Nealth Realization resilience training is a way to develop these asseks through a deeper understanding of psychologicai funclioning or focusing on resilience, then; ;eaching at-risk youth Heaith Realization wilf allow them to experience a decrease in delinquency, substance abuse, violence, and adult maladjustment. PEER LEADERSHIP PROGRAM: If, as research suggests, peer leadership a�!ows students fo assume the empowered role of inentor and role model, and; at-riskyouth are particularly vul�erable to peer aggsegations, and; the most critical factors to be emphasized in prevention interventions foryouth are: optimism, empathy, se{f-esteem, life skilis, emotionai management and planning ski!!s, and; peer leaders trained in Health Realization wili focus on those healthy factors or the resiiience of fhe s!udents and buiiding positive relafionships with those students, fhen; at-risk youth wiif experience a decrea�e in delinquency, substance abuse, violence, and aduit maladjustment. PARENT OUTREACH PROGRAM: If, as research suggests, teaching Health Realization to participants will create a substantial protective effecf against the deve4opment of later ��ti social behavior such as delinquency, substance abuse, violence, and adult maladjustment, and; p arznt outreach workers recruii more parents to attend Health Realization training, then; more parents will create a substantia! protective effect against the development oi later anti sociaf behavior such as delinquenc�i, substan�e abuse, viofence, and adult maladjustment. ADVANCED TRA1NiNG OF TftAiNERS PROGRAM: If staff inembers of ihe institutions are trained as "Advanced Trainers" in Health Realization, antl; if, as research suggests, ieaching Health Realization to participants wi44 create a s�bstantial protective effect against the developmen: of later anti social behavior such as delinquency, substance abuse, viofence, and adult maladjustment. then; it is important that the program become self-suf�icient and remain in operation after the expiration c� the grant. 5). (mmediate outcomes and indicators of change: • Individual protectivefac'tor: Students show increased leve4s of self-esteem, sel�-confidence, decision making and positive social skills. • Environment protective factor. Parents, schoal and correction staff, peer izaders, and students sho��v increased self-esteem, selfi-confidence, decision making, and positive sociai skiifs. 6). Long term outcomes and indicators of change: • improve studenYs school periormance • Reduce rates of ATOD use. � • Reduce school drop out rates. • Reduce incidents ending in discipline. • Retluce incidenis of teacher burnout from stress. • Reduce correction worker burnout from stress. • Reduce teacher and other schoof empfoyee loss of worx because of sickress. • Reduce correction workers loss of work because of sickness. Pa�e 17 of 21 60 --15 q FORM 5 PROCE55 EVALUATION PLAN Upon receiot of the grant, the collaborative partners promise fo have a completed process evaluation plan fhre� months after the grant is implemented. Pa�e 13 of 21 oo—��q G�i�!'!L SUMMATIVE EVALIfATION PLAN Upon receipt oi the grant, the collaborative partners promise to have a completed summative evzluation pfan three months after the grant is implemented. Pa�e 19 of 21 � ' " - � 4 / f 1 . f��l ��X..��-` � Vb "�S\ �ORM 7 PROGRAM BUDGET REQUEST Budget Periad: From March 1, 2000 Through February 23, 2003 YEARI YEAR2 YEAR3 TOTAL Salary and Fringe � 99,475 $ 9>,12� S 85,075 �279,675 ConsultanUContracted Services $ 70,675 � 73,87� $ 70,900 �21�,450 Training � TravellTransportation 0 Equipment over $S,OOQ per unit 0 Offlce EYpenses � Program E�penses $ 1,475 � 1,900 $ 1.42� $ 4,800 OtherExpenses TOTAL �171,62� $170,900 5157,='.00 $499,925 Paee 20 af 21 � LINE ITEM BUDGET SALARY AND FRINGE Coordinator(Police Officer) ($50,957/yr x 28% _$65,225 x 1 x3 years =) Staff Overtime 1. St Paul Public School (25 employees x 30 hours x S17 x 19°fo) 2. ORamsey County Correction Staff (59employees x 30 hours x$21 x 1°%) 3. Advanced Training of Trainers (12 employees x 80 hours x S2Q x 25%) TOTAL CONSIlLTANTICONTRACTED SERVICES Heaith Realization Instruction: • (7) 2 day Staff classes; (2 �nstructors x�100 @ hour x 16 hours x 7=) • (4) 3 day Training of Trainer classes (2 Instructors x 5150 @ hour x 20 hours x �_) • Parent Classes(2 4ns±ructors x$35 @ hr x 2 hrs x 45 wks x 1 site x 3 yrs=) • Staff Classes(2 instructors x$35 @ hr x 2 hrs x 45 wks x 1 site x 3 yrs=) • Student classes (peer, at-risk) (�35 @ hr x 9 hrs x 45 wks x 2 yrs=) Parent Outreach Worker (1 OW x�12 @ hr x 20 hrs @ wk x 45 wks x 3 yrs=) Eva4uation .25 FTE=($23,500 @ year x 3 years=) TOTAL a� 195,675 $ 15,750 $ 44,250 � 24.00D $ 279,675 � 22;400 � 24,000 $ 18, 90Q � 18,900 $ 28,350 $ 32,400 � 7Q.50Q $ 215,540 !�� PROGRAM EXPENSES Food and drinks for training S 4,800 TOTAL S 4,800 TOTAL GRANT FUNDS REQUESTED: �499,925 COMMENTS: The cost of the (TOT) Training of Trainers program is normaily �3,500- 56,500 per person. The cost of hourly training is normaliy $100 an hour. Health Realization trainers have volunteered to work for fhe wages listed. This is an intuitive based learning mode{ so it is customary fos two trainers to conduct each class. Page 21 of 21 ORIGINAL Return Copy 70: Police Dept. Accounting RESOLUTION OF SAINT PAUL, !VIINNESOTA Presented By: Referred To: W c�,un�,� F��e# co - is� Green Shee[# IOA�78 Committee:Date: wnnn�no, r.ne �ainc raw rouce vepar�ment nas recervea a �4yy,yta �tate mcennve t>rant tron Minnesota Department of Children, Families and Learning for the period March 1, 2000 through February 28, 2003; and A � WHEREAS, this grant will be a collaborative partnership between the Saint Paul Police Department, 6 Saint Paul School District, and Ramsey County Juvenile Corrections to unplement a consistent model 7 of prevention knowv as "Psychology of Mind/Health Realization" to prevent alcohol, tobacco, and other 8 substance abuse by children and teens ages 12 -17; and 9 10 WHEREAS, the Saint Paal PoHce Department needs to esta6lish a 2000 spending and fivancing plan for Il for this grant; and 12 13 WHEREAS, The Mayor pursuant to Section 10.07.1 of the Charter of the City of Sain# Paul, does certify that 14 there are available for appropriation funds of $171,625 in excess of those estimated in the 2000 budget; and IS IG WHEREAS, The Mayor recommends that the following addition be made to the 20Q0 budget: 17 IS 19 za 21 22 23 za 25 26 27 28 29 30 31 32 33 FINANCING PLAN: 436 - PoGce Special Projects Fund 34068 - State Incentive Grant 3199 - Other Federal Direct Grants-State SPENDING PI,AN: 436 - Police Special Projzcts Fund 3A0G8 - State Incentive Grant Ol l l- Full-Time Permanent 0219 - Fees-Other Professional Services OSA7 - Payment to Subcontractor 0359 - Other-Miscellaneous Supplies 0439 - Fringe Benefits 171,625 AMENDED Bi1DGET 171,625 - 171,625 171,625 - 42,000 42,000 - 81,350 81,350 - 35,000 35,000 - 1,475 1,475 - 11,800 11,800 - 171,625 171, 25 34 35 TI BE IT` RESOLVED, that the City Council accept this grant award in the'amount of $A99,925, 36 authorizes Chief William Finney to enter into an agreement with the Minnesota Department of Children, 39 Famili and Learning, and approves the changes to the 2000 bud et. Requested by Department of: B �r ..^^ Approvat Recommended �dopted by CounciL•Date: `�,�_�� p n � By: �-°�) —�- ,doption Certified by Council Secretar_y: Form Apyfo��d by y: ppr By: CURRENT BUDGET CEIANGES By: Services Director: to coun�a�: 340685tatelncentrveGrsncCH.99 � 1125100 292-3588 ASAP TOTA� # OF SIGNATURE PAGES REQUESTED GREEN SHEET wrtccsoa No. 104578 u�mnuonTE <«�� no-tsq �CIfYATTORN6Y� ❑CT'CLERK ❑Z FWNiCW.SERVICE$DIR_ �FLW1NCWlSERWAC.RG �M4YOR (OR ASSISTNtp _/ � % ❑MIINHN RIGHfS \�.J (CIiP ALL LOCATIONS FOR SIGNATURE) Approval of the attached council resolution accepting a$tate Incentive Grant, authorizing Chief Wiliiam Finney to enter into an agreement with the Minnesota Department of Children, Families, and Learnmg, and establishing a 2000 spending and financing plan for the grant PLANNING COMMlSSION CIB COMMITTEE Has �his persoNfirm ever worked under a con�ract for this department? YES NO Has this person/firm ever 6een a city employee? , CIVIL SERVICE COMMISSION � YES No 3 Dces this personff�m possess a skdl not normalty possessed by any current city employee� YES NO 4, ls this personlfirm a targeted vendo�'? YES NO all yes answers on separate sheet and attach fo green sheet The Saint Paul Police Department has received a$499, 925 State Incentive Grant from the Minnesota Department af Children, Families, and Leazning. This grant is for a collaboca�ive partnership between the Saint Paul Police Department, Saint Paul School District, and Ramsey County Juvenile Corrections to implement a consistenY model of prevention known as "Psychology of MindlHealth Realization° to prevent alcohol, tobacco, and other substance abuse by children and teens ages 12-17 (A copy of the grant is a[tached ) Opportunity to collaborate with the Saint Paul School District and Ramsey Counry to prevent substance abuse by children and teens ages 12-17. �� _ _ _ � „__a__ �� None. ��3 �c� 2�� 1GES IF NOT APPROVED � � � � � �� Grant funds will be unavailable for implemenung 'Ps}�chology of MindlHealth Realization" to prevent chiidren and teen substance abuse. �OTA4 AMOUNT OF TRANSACTION $ 17I,62S UNDING SOURCE State of Minnesota State Incentive Grant NANCIAL INFORMATION (EXPLAfN) COST/REVENUE BUDGETED ICIRCLE ONE) YES ND ACTIVIiYNUMBER 34068 34068StatelncenliveCsrant.gr,99 � Minnesota Department of Children, Families & Leatning Office of Community Services, Safe & Healthy Communities 7 500 Hwy 36 West Roseville, MN 55113 ��— ��Jq THfS GRANT, which shall be interpreted pursuant to the Iaws of the State of Minnesota between the State of Minnesota, acting through its Department of Children, Families and Learning (STATE) and ST. PAUL POLICE DEPARTMENT 100EASTELEVENTH STREET ST PAUL MM 55101 Soc. Sec. or MN Tax ID. No .8�2509, Federal Employer 4D. No. (if applicable} 4160055212, {herein afier GRAIVTEE), witnesseth that: WHEREAS, the Department of Children, Families and Learning has been designated to administer funds awarded to the State of Minnesota by the federal Center tor Substance Abuse Prevention for the purpose of making grants to communities tor research-based substance abuse prevention programs. WHEREAS, GRAN7EE represents that it is duly qualitied and willing to perform the services set torth herein, NOW, THEREFORE, it is agreed: GRANTEE'S DUTIES GRANTEE, who is not a state employee, shall perform the duties which are hereby incorporated by reference and made a part o4 this grant contract. See Attachment l. CONSIDERATION AND TERMS OF PAYMENT A. In consideration for aii services performed and goods or materiais supplied by GRANTEE pursuant to this Agreement, the STATE shail pay for aA actual allowable costs incurred by the GRANTEE under the terms of this agreement not to exceed � 499,925.00 {Four Hundred Ninety-Nine Thousand Nine Hundred Twenty-Five DOLLARS). � 1. Compensation shall be consistent with the Program Line Item Budget, wfiich is incorporated into and made a part of the grant contract as stated in Attachme�t 2. 2. The GRANTEE will expend grant funds aliocated for this project accordir�g to Attachment 2. The GRANTEE will submit a revised budget for any deviation of 10% or more between approved lines. The revised budget must be approved by the STATE before any expenditures can be made based on the revised budget. 3. Reimbursement for travel and subsistence expenses actually and necessarily incurred by GRANTEE'S performance of this grant contract will be paid provided that the GRANTEE shall " reimbursed for travel and subsistence expenses in the same manner and in no greater amo� than provided in the current "Commissioner's Plan" promulgated by the Commissioner o` Employee Relations and GRANTEE will onfy be reimbursed for travel and subsistence c NOTICE TO GRANTEE: If GRANTEE is other than a govemmentai agenty, it is required by Minnesota Statutes, SecTion 270.66 to provide its social security number or Minnesota Tax Identification number it it does business w'rth The State of Minnesota. This information may be used on the enforcemeni ot tederal and state Tax laws. Supplying these numbers coutd resulT in action to require yQU to tile state tax rexurns and pay delinquent state tax liabilities. THIS GRAfJT WILL NOT BE APpROVED UNLESS THESE NUMBERS ARE PROVIOED. These numbers will ba availabie to federal and state tax a�thoricies and state personnel i�rvolved in the payment ofi siate obligaTions. _ �a-�s�t State of Minnesota if it has received prior written approval for such out of state travel from the STATE. B. Terms of Payment 1. Payments shall 6e made by the STATE promptly after GRANTEE's presentavon of invoices for services performed and acceptance ofi such services by the STATE'S Authorized Agent pursuant to Clause VI. Invoices shall be submitted in a form prescribed by the STATE and according to the following schedule: a. Invoices fior reimbursemeni shall be identified in approved budget categories and submitted at minimum on a quarterly basis and within 30 days of the end ot the reporting period. b. No payment shail be made by the STATE until quarterly reports required under Ciause XV1I1 have been received by the STATE. c. Final invoice pettaining to this grant must be received within 30 days of the end of this grant agreement. 2. An advance payment may be made after grant contract execution, in an amount not to exceed tifteen percent (15%) of the totai STATE obligation, as determined necessary for execution of GRANTEE obligations by the STATE. 3. Payments are to be made from funds awarded by the federal Center for Substance Abuse Prevention. {f at any time these tunds become unavailabfe, this grant shafl be terminated immediately upon written notice of such fact by the STATE to the GRANTEE. in the event of such termination, GRANTEE shaff be entitled to payment, determined on a pro rata basis, for services satisfactorily performed. 4. The GRANTEE agrees to return any unused funds to the STATE unless prior approval for an extension has been granted by the Grants Administrator and an amendment to the grant contract has been duly executed. Unused tunds must be returned to the STATE within 30 days of the ending date of the grant contract. IN. CONDITIONS OF PAYMENT All services provided by GRANTEE pursuant to th+s grant shail be performed to the satisfaction of the STATE, as determined in the sole discretion of its Authorized Agent, and in accord with all app{icabie tederal, state and local laws, ordinances, rules and regulations. GRANTEE shall not receive payment for work found by the STATE to be unsatisfactory, or performed in violation of federal, state or focal law, ordinance, rule or regulation. IV. TERM OF AGREEMENT This grant sha41 be effective 03-01-2000 and shall remain in effect until �2-28- 2003, or untii all obligations set forth in this grant have been satisfactorily fulfilled, whichever occurs first. V. CANCELLA71pN A. Commencement of project. If the project is not operational within 6Q days of the original start date of the grant period, the GRANTEE must report by letter to the STATE the steps taken to initiate the project, the reasons for delay, and the expected start date. !f a project is not operational within 90 days of the original state date of the grant period, the GRANTEE must submit a second statement to the STATE explaining the implementation deiay. B. This grent may be cancefed by the S7ATE or GRANTEE at any time, with or without cause, ugo� thirty (301 days notice to the other party. In the event of such a cancellation GRANTEE shal� be enxitled to payment, determined on a pro rata hasis, for work or services satisfactorily pertormed. The STATE may cancel this grant immediately if the STATE finds that there has been a failure to comply with the provisions of this grant, that reasonable progress has not been made, or that the purposes for which the funds were granted have not been or will �ot be fulfifled, the STATE may take action to protect the interests of the State of Minnesota, including the retusal to disburse additional funds and requiring the return of all or part of the funds already disbursed. Vf. STA7E'S AUTHORIZED AGENT The STATE'S Authorized Agent for the purposes of administration of this grant is Carol Thomas, ar her successor. Such agent shalt have final authority for acceptance of GRANTEE'S services and ifi such services are accepted as satisfactory, shall so certify on each invoice sutrmitted pursuant to Clause 11, paragraph B. VI1. ASSiGNMENT GRANTEE shall neither assign nor transfier any rights of obligations under this grant agreement without the prior writte� consent of the STATE, GRANTEE may subcontract to provide services as described in the GRANTEE duties iAttachment 1). It is understood, however, the GRANTEE remains solely responsible to the STATE for providing the products and services described. eo - ts� Vlii. AMENDMENTS Any material amendments to this grant shall be in writing, and shall be executed by the same parties who executed the original or their successors in office. IX. LIABILI7Y To the extent permitted 6y law, C,RANTEE agrees to indemnify and save and hold the STATE, zhe Center for Su6stance A6use Prevention, their agents and employees harmless from any and aii cfaims or causes of action, including attorney's fees incurred by the STATE, arising from the performance of tfiis grant by GRANTEE or GRANTEE'S agents or employees. This cia�se shall not be construed to bar any legat remedies GRANTEE may have for the STATE'S failure to fiulfill its obligations pursuani to this grant. - X. ACCOUNTING The books, records, d'ocuments, and accounting procedures and practices of the GRANTEE relevant to this grant contract shall be subject to examination by the STATE, the U.S. Department of Health and Human Services, and the MN Legislative Auditor for a minimum of six years and as long as the records are retained. The CFDA number for this grant is 93.230. Xl. DATA PRACTICES ACT The GRANTEE shall comply with tfie Minnesota Data Practices Act as it applies to ail data provided by the STATE in accordance with this grant contract and as it applies to all data created, gathered, generated or acquired in accordance with this grent contract. XII. PftOPERTY OWNEFtSHlP A. Ownership of Copyrights. It is agreed that all right, title, and interest in all copyrightable material which GRANTEE shall conceive or originate, either individually or jointly wiih others, and which arises out of the performance of this agreemeni, wifi be ihe property of the STATE and by this agreement assigned to the STATE along with ownership of any and a11 copyrightable materia{. The GRANTEE also agrees, upon the request of the STATE to execute all papers and perform all other acts necessary to assist the State to obtain and segister copyrights on such material. Where applicable, works of authorship created by the GRANTEE for the STATE in performance of the Agreement shall be considered "works made for hire" as defined in U.S. Copyright Act. B. Intel(ectuai Property Rights I�demnification. GRANTEE represents and warrants that material produced or used under this agreement does not and will not infringe upon any intellectual property rights of another, including but not limited to patents, copyrights, trade secrets, trade names, and service marks and names. GRANTEE wiil indemnify STATE and defend at GRANTEE'S expense, any action brought against the property rights of another, GRANTEE will pay any and all such claims, demands, obligations, liabilities, costs, and damages inc{uding, but not limited to, reasonable counsel fees arising out of this agreement which are attributable to such claims. If such claim has occurred, or in GRANTEE'S or the STATE'S opinion is likely to occur, GRANTEE shall at the STATE'S discretion either procure for the STATE the right to continue using ihe materials at issue or replace or modify the allegedly infringing materials. This remedy shali be in addition to and shall not be exclusive to other remedies provided by �aw. C. The GRANTEE agrees to advise the STATE as to any inventions developed in conjunction with the grant in accordance with 37 CFR Part 441, "Rights to inveniions Made by Nonprofit Organizations and Smali Business �irms Under Government Grants, Contracts and Cooperative Agreements." XIII. PUBLICITY AND SOURCE OF FUNDING A. Any publicity given to the program, publications, or services provided resulting from this grant contract, including, but not limited to, notices, informational pamphlets, press releases, research, reports, signs, and simiiar public notices prepared by or for the GRANTEE or its employees individualty or jointly with others, or any subcontractor shall identify the STATE and the federal Center for Substance Abuse Prevention (CSAP} as the sponsoring agencies and shall not be released, unlsss such release is a specific part of an approved work plan included in this grant contract prior to its approval by the STATE'S Authorized Agent. In addition, any publications written or published under the grant contract shall contain the following acknowledgment and disclaimer: "This publication was made possible by Grant #5 Ui F SP08183-02 from CSAP" and "contents are solely the responsibility of the authors and do not necessarily rep�esent the official views of SAMHSA." XIV. HUMAN RIGHTS AND NONDISCRIMINATION A. GRANTEE certifies that it has received a certificate of compliance from the commissioner of Numan Rights pursuant to Minn. Stat. § 363.073. It is hereby agreed between the parties that Minn. Stat. §363.073 is incorporated into this grant contract by reference. DO�lS`t B. The GRANTEE assures that it wil! comply, and all its subcontractors will comply, with the nondiscrimination repuirements of Title VI ot the Civil Rights Aci of 1964; as amended, 42 USC 2000d-2000e et sep•; Section 504 of the Rehabilitation Act of 7973, as amended, 29 USC 794; Title IX of the Education Amendments of 1972, as amended, 20 USC 1681 et se ; the Age Discrim+nation Act of 1975, as amended, 42 USC 6"101 et sea. and the Americans with Disabilities Act of 1990. C. The GRANTEE assures that in the event a federal or state court or administrative agency makes a finding of discrimination after a due process heari�g on the grounds of race, color, reiigion, nationa! origin or sex against the GRANTEE or its subcontractors, the GRANTEE wiii forward a copy ot the finding to the STATE. XV. WORKERS' COMPENSATION GRANTEE certifies compiiance with the workers' compensation insurance coverage requirement of Minn. Stat. § 176.781, Subd. Z. XVI. ANTfTRUST GRANTEE hereby assigns to the State of Minnesota any and all ciaims for overcharges as to goods and/or services provided in connection with this contract resulting from antitrust violations which arise under the antitrust laws of the United States and the antitrust laws of the State of Minnesota. XVII. JURISDICTION AND VENUE This grant contract, and amendments and supplements thereto, shall be governed by the laws of the State ot Minnesota. Venue for all legai proceedings arising out of this grant contract, or breach thereofi, shall be in the state or fiederal court with competeni jurisdiciion in Ramsey County, Minnesota. XVIII. REPORTS The GRANTEE will advise the STA7E concerning the project progress through the submission of quarterly and annuai reports as required by the STATE's authorized agent. XIX. ADDITiONAL REQUIREMENTS for CSAP grant contract GRANTEES: A. Protection of Human Suhjects. The GRANTEE, if using human subjects, shall submit to the STATE an assurance of human subject protection, reviewed and approved by an appropr{ate institutional committee, demonstrating that the rights and welfare of any human subjects involved in this project are adequateiy protected in accordance with federaf regulations., The assurance must be submitted at least annuafly to tfie STATE prior to the expenditure of any funds provided under this grant contract. B. Debarment and Suspension. The GRANTEE certifies to the best of its knowledge and belief ihat it is not presently de6arred or suspe�ded, o� proposed for debarment or declared inefigible for the award of subcontracts, by any federal agency, in accordance with OMB guidelines (53 FR19161-19211}. C. Certification ot Non-Delinquency of Federal Debt. The Provider certifies that it is in compliance with the Non-Delinquency on Federal De6t criteria, in accordance with �MB Circular A-129. D. Certification of Drug-Free Workplace. The GRANTEE certifies that it has implemented appropriate policy in accordance with the Drug-Free Workplace Act of 1988, 45 CFR Part 76, Subpart F. E. Certification of Compliance with Clean Air and Water Pollution Contro! Acts. The GRANTEE certifies that it is in compiiance with Cfean Air and Water Poliution Controi Acts. F. Certification Regarding Lobbying. The GRANTEE certifies to best of its know�edge and belief that no federally appropriated funds have been paid or wil( be paid, by or on behalf of the STATE, to any person for influencing or attempiing to inffuence a federal officer or federai employee of any agency in connection with the awarding of any federal award (Section 1352, Title 37, 4.5 USC). G. Key Personne4. Key personne{ must be named for the following roles by the end of the first quarter if names were not submitted with the GRANTEE's proposal: fiiscal agent contact person, coordinator, and evaluation person. GRANTEE will notify the STATE immediately regarding the necessity for replacement for key personnel. Proposed substitutes shoufd have comparable qualifications to those of the person reptaced: .. . Oo -l� iN WiTNESS WHERE�F, the parties have caused this grant to be duly executed intending to be bound thereby. ST PLiE3L FOLICE=�EPAR"flVEENT Signature m st be that of the individuaf authorized to commrt the,�ization to this project. By: vJ . y ; v /� Title: ��t.-C"� o� �0�� C-G 1 Date: l^' l g"j ?- o 0 0 By: TiTfe: Date: NT OF,CNI�I3REAf, FR�yl1L:iES f � Manager � /_ �/ �'� 0 � �i ��. �.�T�,E��i'i�� ao -�S`l �� #: � Federal Emplover ID #: � Proiect start date: � Project end date: you are applyingfor &fiH intfie amourrt a Leve13, 4 ar 5 proQram on FORM Drug Prevention Project Dem�ogrephics List the courty or courties this project primarily serves: Indicate charaderistics aboui the Qrimary participants Rams e in the projeci - cfieck as many as needed. Projects that are city or neighbothood-based should name them below: ❑ Gender -(X ) Male (�) Ff:male ❑ CuRuraUethnic population: Diverse(see narr) State Legisiafive District Nuinber(s): bSB, 67B ❑ Age of youth served: 12-17 Projed Summary: Briefiy describe the scope, targeted population and irrtended impact of your projeci A collaborative partnership beCween Che St. Paul School District, Ramsey County Juvenile Corrections, and the St. Pau1 Police Department to implerlent a consistent model of preyention known as Psychology of Mind/Health Realization to prevent alcohol, tobacco, and other dtug use by children and teens ages 12-17. PLEASE CHECK WHtCH OF THE FOLLOWING HEST DESCRIBES THE 1NTENDED USE OF THE RE�UESTED GRANT FUNDS: Estabiishment oi a new program X Expansion of an existing program Continuation of an existin ro ram for which cu�rent fundin is no lon er ava1able 15 STATES iNCENTiVE GRANT FQ�� Do—lS`� FORD�I 2 STATEMENT OF ASSURANCES The appiicant assures that: 1. The applicant organization wiil participate in a rigorous evaluation process desi�ned and coordinated by our evaluation consultant, the Center for Applied Resezrch and Educational Improvement(CAREI)attheUniversiryofMinnesota. TheCenterforSubstznceAbusePrevention has indicated that "specific core indicators, instruments and protocols, etc. will be required of subrecipients jgrantees] .." Information and available resources to assist vou in preparing your _..__ _. _,_evaIuation nazratiye are, included in this request for proposals. Minnesota_ SIG graniees _, be required to submit the final draft of a written evaluation plan and biann�al reports. This will re4uire that at least a 0 2� full time eauivalent (FTE) staff aerson andfor censultant be dedicated to evaluation duzinQ the life of the 2rant. 2. The applicant organization agrees to participate in peraodic evaluation trainin� and support clinics related to (a) implementine required CSAP eva3uation procedures, z.d (b) the design and implementation of an evaluation pian that is reviewed and approved by CAREI. Grantees must agree to revise their dzaft evaluation plans based on comments from CAREI within three months of the SIG grant award. 3. In order to meet CSAP evaluation requirements, the Minnesota SIG evaluation is going to rely on data from the Minnesota 5ludent Survey to track chan�es in alcohol, tobacco, marij uana use, and other illicit drug use at the community-level where SIG grants are awazded. Grantees must agree to work with the schooi districts in the service area of their initiative to assn.�e participation in the administration of this survey in 2601 and 2004 (administered to students in �rades 6, 9, and 12). 4. A small number of grantee programs wi11 be selected for evaluation as model demonstration projects. Evaluation iechnicai assistance and additional funds, if needed, wii! be provided to these selected programs. If you aze selected and aeree to participatz as a model c�monstration project, you ensure that program level process and outcome evaluation, including a s sampling size (N=3D) to perform statistical analyses in three outcome domains (e.g.,outcome areas: individual, peer, ily, school, communiri�, workplace, sociery, ete.) will be developed 2nd implemented. You �e°� ork closely with CAREI and complete all required evatuation act_�•ities. , � ,�� 2 � � uthonzed Representative of Apolicant Organization Da e 16 �� _�s� �x.�� NARRATIVE DEMOGRAPHiC AND NEEDS ASSESSMENT In 1998, 188 juvensles were admif�ed to Boy's Tofem Town (BTT). The ethnic break down was 44.7°lo White, 37.2°l0 African American, 11.7°!o Asian, 4.3% Hispanic, 1.6% Native American, and .5% Other, Charges were prirsia��ly felonies that ranged from aggravafed assault fo grand theft. Chemicai health assessments for aii admissions to BTT have been completed since 1992. These assessments are compieted along guidelines of Rule 25 diagnostic and placeme�tcriteria as used by Ramsey County Human Services. Overall results forover 1,650 assessments indicates 77% of ail admissions to BTT from 1992-1998 were assessed at risk, chemicalfy abusive, or chemically dependent. For the period 19°6-199&, 8&°lo fit those categones. The frend for new admissions to BTT is totivard more serious chemical abuse histories, Gvhich inciude significant chemical abuse grobiems within tneir families. fn 1998, 2,667 kids were locked up in the Ramsey County Juvenile Qetention Center. The ethnic breakdown by percentage was, 40% White, 37% African American,ll°lo Asian, 5°lo Hispanic, 4°lo Native American, and 3°!o Other. 2,200 were males and 467 were females. Some of the charges and the number arrested for those charges were; assault 443, robbery 99, homicide 13, drugs 140, weapons 60, sex of�ense 36, kidnaping 6, violations ofi probation 450, and stolen cars 378. Their length of stay ranged from 1 day to 1 month, with an average of 6.6 days. JDC does not currently have a drug assessment procedure or an alcohol, tobacco, and other drug prevention aAd intervention program. The Superintendent, M+chaei Stevens says thaf, "Most of these kids begin to do better simply because they stop using drugs while in detention. Kids are pretty open while in detention, so a program that addressed substance abuse woufd be highly advantageous:'. Stevens roughiy estimates that 80% of the kids have some sort of ATOD use. Most of the information for the needs assessment has been provided over the past tive years from focus groups, indivitluaf interviews, and observations within the partner institufions. Pariicipanis included, but �r�ere not limited to, youth from ages 3-17, parents from ages 14-7Q teachers, correction o�cers, CD counselors, attorneys, police officers, psychologists, business owners, and social service providers. The participants have been diverse sociaily, economicaliy, culturally, and educafionaliy. Participants in the on-going process seem to be best represented by the demographic characteristics of the youth in the three partner insfitutions. The focus groups, interviews and observations have been conducted or attended by Officer Ed Lemon. The needs assessment hzs been conducted in As+an, African-American, Whike, Native indian, and Hispanic homes and i�stifutions i hese se+.:ings were private, non-profit, govemment, community-focused, recreationa! centered, religious, and educationa( in nature. Numerous interviews have been conducted in the greafer streets of St. Paul. By estimafion, the process inciuded approximaiely 15,OQ0 people. More recently, to pian this grant, 8 focus groups were held with schoof and correction siaif, students, and parents oi the three partner insiitutions. The major concems of the participants that they felt Healtn Realizaiion could address, may be summarizetl as follows: • Kids: getting adults to listen, gettirg adults to trust them, changina aduits bzhavior, how to de-escalate conflict, managing anger, getting along aviih parents, how to overcome'being se(f-conscous. � Adults: gang involvement and recruitment, getting kids and bosses to iisten, overcoming stress and burnout, connecting with and motivating kids, changing kids 6ehavior, working with over active kids, getting along with co-workers and the administration, keeping inner baiance, and managing wor;c loatl. Accord+ng to the 1995 "Minnesota Student Survey", in the tv�elve month period prior to tne surve�/ 54°l0 of adolescznt Pase i of 21 O��S`l pubiic school students and 78% of adolescents in corrections admitted to using drugs. 28% of public school and 63% of corrections kids admitted to being frequent users. Of the pu6fic school kids, 25°/o used marijuana, 8°lo LSD and hailucinogens, 11°!o amphetamines, 8% prsscription drugs, 5% cocaine, 6°1a inhalants, 5% sedatives, and 7°!0 opiates. fn contrast, offhe kids in corre�fions 74%used marijuzna, 37% LSD and hallucinogens, 3o%amphefamines, 29°lo prescription drugs, 27°lo cocaine, 24°/o inhalants, 19°!o sedatives, and i6°/o opiates. Adolesce�ts in cor�eciions in relation to adofescents in public schools were 2_ times more likely to use opiaies, 3 times more likely to use marijuana and amphetamines, 3.5 times more IiRely to use other peop(e's prescripfion drugs, 4 times more likely to use sedafives and inhalants, 4.5 times more likely'to use LSD or other halfucinogens, and 5 times more iikely to usa cocaine. Kids in corrections ar2 4 times more likely to have tinjected drugs. Corrections kids are 4 times more likely to be 2 drug users, and 5 times more likely to be 3 or more drug users. 1.5 fimes more adolescents in corrections use alcohol than adolescents in public school. Adolescents in corrections are 2.5 times more likely than those in pub{i� school to tlrink more than 6 drinks at a sitting, and they are 3.5 times mo�e likely to use alcohol & drugs befo�e o�during schooi. In relafion to the consequences oi sutistance a6use;the average number of consequences during a year was 6.2 for adolescents in corrections vs 2.3 for those in public school. More than haif of the adolescents in corrections reported indications oi impaired control oversubstance use: needing more to get an effect, using more than intended, memory biackouts, and/or spending an entire day using or recovering from the effects of using. 50°10 of adolescents in corrections repated social or vocational impairmenis such as: legal problems re{ated to their use, driving after use, violent behaviorwhile using, job or school absenteeism, and neglect of responsi6ilities. Familial rates of alcohol and drug abuse were 3 times higher among adolescents in corrections than students in public schooi. In regards to tobacco use, 22% of adofescents in pubfic schoois and 58% of adolescents in corrections admit to smoking on a daily basis. Of those, 8°!0 of public school kids and 36% of corrections kids smoke more than one pack a day. In 1985, the Nationaf fnstitute on Drug Abuse stated that many users among youth 12-17 are polydrug users. Of those that smoke cigarettes, 75°/o drink, 47% use marijuana, and 9°!o use cocaine. Of those who use a{cohol, 37°!o use masijuana, antl 60°10 smoke(p. 19-25) The int`ormaiion gained through the above Minnesota Student Survey, observation and interviews were transiated into these risk and protective factors; Risk Factor: Protective Factor: Protective Factor: Protective Factor, �rotective Factor: �iving from a misundersianding of how people function psychologicaffy. Living from an understanding of how peop(e function psychologically via the pri�cipfes of Mind, Cons�iousness, and Thought. Caring reiationships. Positive and high expectations. Opportunities to participate and contribute. in regartls to this initiative, the St Pau{ Police Department entered into a partnership with �rlichael Stevens znd Juvenife Deten"tion Cent (JDC) in Oc'tober oi 1997 in the form oi the "First Time Detainee Program", which is funded tnrough a Children, Families, & Learning grani. Throughout the program, JDC has supplied meeting space znd a fuH time probation off�cer to supervise the kids. Ramsey Counfy voluntarily provided the 25°lomatching funds requ!red by the grant. In the program, kitls a:tend cfasses in Heaith Realization twica a tiveek ior three months, while on intensive supervised release. The kids are chosen in regards to the following criteria: first time detained in Juvenile Detention Center, ages 12-18 years, enrolled in school, some evidence of pareni concem and invo(vement. To da.e. 65% of ihe kids have not re-offended. The 35% who did re-offend did not regulariy attend or complete the tra+n+ng. Lemon also teaches in the Secured Unit, 1-3 hours a month. Page 2 of 21 �o-ts� Since April of 1998, Lemon has been teaching Health Realization in two of the fhree communities of Boys Totem Town. Each Community dedicated 1 hour, 2 days a week. Community 2 incfuded the generai population and Community 3 limifed if to `Peer Group" participants. Frank Nosch said thaf initialiy he was sold on the program because of the opportunityforthe kids and a poiice o�cer to interact positively, and Lemon s wiifingness to work �r�ith the worst kids. He said that later, it was the impact af fhe training that impressed him. There are no formal statistics avai4able on this program, afthough staff members and students constantly attest fo how much this undersfanding has heiped them. Hosch aiso notes that one of their eva{uafion tools has shown a decrease in deviant behavio�, but this cannot be directly attributed to this one program. Throughout tnis program, Totem Town has suppfied meeti�g space, time, and assorfed program supplies. In September of 1994, O�cer Lemon began a partnership wifh the St. Pau! Public School District. His firstexperience was with acting teacherJan Mandel and several of her dasses with a Health Realization based program cailed "Cops N' Kids". The program focused on teaching police and kids how to stay in or regain a common sense perspective to de-escaiate confticf and sofve pro6lems. Afier a year, Children, Famifies, and Leamirg awarded a two year granf to create a video tape a�d curriculum based on the Cops N' Kids concepk. There was no substantial evaluaiion component, but the feedback from the atlult and youth participants was very favorab{e. The weakness of the program lay in the lack ofconsistent Health Realization training of the participants. The finished product refiected a lack of true understanding of the principies. In September of 1997 Mr. Smafler of Centrai Nigh School invited temon in for a week to teach his Health class. The kids liked the curriculum so much that Lemon stayed for six weeks, and only left after contracting a flu virus that kept him out of work for three weeks. Since the class, Lemon has run into many of the students from Mr. Smaller's cfass who have claimed that learning Health Realizakion has improved their relationships with friends, famify and students, and ailowed them to maintain their common sense perspective in adversity. Onestudentwho tivas contacted in March. 1999 said that she had suffered from a terribie addiction to aicohoi and marijuana, and the understanding she gained from Neaith Realization allowed her to stop using. PROGRAM DESCRIPTION The col{aborative paRnershtip of the St Paul Public School Dtistrict, Ramsey County Juveniie Gorrections, and the St Paul Police Qepartment want to impfement a consistent program of Alcohoi, Tobacco and Other Drug (ATOD} prevention in Boy's Totem 7own, and the Juvenile Dstention Center. These institutions have a non-traditionaf pubiic schooi component. The foundaYional intention of this program is to create relaiionship-focusetl institutions and individuals who recognize the resilience wiihin themseives so fhat can recognize it +n every human being. ft is this perspective that wiil create a warm, nurturing environment that will help promote empowerment or seff-actualization of the participants, The vehicle used to help creste this environment is fo educate the stari members who interact with 8' thru 12` graders, the parents of 8 tnru 12 graders, and lhe students grades 8" thru 12`" in the modei of psychological funcfroning kno�rm as Hea{th Realizatian (Ha} os Psychology of Mind (PONI), and then have them apply th+s understanding to their every day lives. The understanding gained 'through this etlucation wi{I al{ow participants to function at a more healthy leve{ of cogniiion. Th+s level of cogni�ion will insulate them from participating in healih dzmaging behaviors. By the completion of the granf, the modei wiii become pari oi the goveming phi(osophy of the three institutions in the form of aduit and peer leadership, a daily school curriculum, and a model of in-house prevention for poorschool performance, truancy, incidents of schooi tliscioline and suspensior, school drop-out, and alcohol, tobacco, and otherdrug use. Health Realization directly fost2rs the healthy independent, mature, productive side of people's psychological makeup ratherthan consuming fime and energy battling pathology and keeping people focused on their dysfunctional thinking. Such a contribution leads to more efifective us2 of resources. At the end of this grant, Health Realization wiil 6ecome part of the partner institutions, and therefore tne program wifl become self- Page 3 of 21 � Q �15� sustaining. Currently th2re is a permanent Health Realization trzining component in both Boys i otem Town(STT� and Juvenile D2terrtion(JDC). There has been an inconsistent Health Realizafion training componenf in the public school district for the last 3 years. Curr2ntly, ali institutions but Juvenile Detention have some form of prevention and intervention modef in place. S'tnce Health Realization wilf enhanc2 the participants undersfanding of how people tru{y function psychologically via the principle of thought, the other models must become more effective. In addition, Fleaith ftealization wili creaie a consistent conceptual iramework of prevenfion and inferveniion within and across the insiitutions themselves, wh+le creafing a climate of �r�armth and respect. An estimate of fhe number of parficipants in the three year grant program is: 25 public schoo{ staff, 60 corrections sta�fi, 75 parenks, 400 kids in Boys Totem 7own, and 1,500 kids i� Juvenile Detention. The figures for the parerits and students are based roughly on the year{y attentlance and turn-over of students wifnin the three institutions. All of the -.. °.- ---- pragram act�vities �rill run for tk�e d�ration of the grant except the 2-day workshops and the Advanceif �ra�ier of °` Trainers course which wiil have specific iime iines. The basic activities are as foiiows: • School and correction staff training: staff who volunteer will receive Health Realization training. Fram this understanding of psychological functioning staff wiil teach, mentor, guide, discip(ine, etc. Representatives of the staff will also sit on the grant steering committee, and assist in bringing the program to the greater school district and correctionai institutions. • Parent Leatlership Program: parenis who volunteer will receive Health Realization training and then parent and lead from this understanding of psychological functioning. A parent outreach worker will be hired to reauit parents and keep them engaged in ihe program. Parent representafives wili afso serve an the grant steering committee, and assist in brinaing the program to the greater schoo! district and correctional institutions. • Student Training: teachers who volunteer to be trained 'rn Health Realization, will teach Health Realizafion within their daily classes with 8th-12th grade students. • Cfoset Genius Program: stutlents who volun;eer and are at-risk because of attentlance, tlisruptive behavior, discipline, or running away from a correciional facility will be trained in Heaith Realization. • Peer Leadership Program: students who volunteerwi(i receive Heaith Realizatio� training and then wiif assist in the "Closet Genius" (at-risk}dassroom, and later in standard classrooms. Student representatives will afso sit on the grant steering committee, and assist in bringing the program to the greater school district and correctional instiiutions. • Advanced Training of Tra+ners Program: 12 schaol or correction staff w�no volu�teer wili be trained as Advanced Health Realization trainers. Schoof and correction staff aviif take over aff 'training components by the end of the grant period. Adva�ced Trainers will act as consu{tants in the fogic and teach on-going staff, parent, and student ciasses. Beys Totem Town(BTT) is a 4-12 month res+deniial, correct+onal;ac1ity fosup to 65 adolescent boys who have been adjudicated delinquent by Juvenile Cour±. BTT has 15 St Paul Pubiic School stafi, and 70 correction sfafi members. Tne iacility is locaietl in the Battle Creek area of Si. Paul. The program is comprised of three residential communiiies or :-eaimeni units, each provid+ng a level based, open-ended program �+rhere a residents feng!h of stay depends on his advanc°ment through the levei system. Eacn communiiy has a trea"tment team composed oi a unit superviser, a caseworker, and a teacher o� case manager. The role of the tseztment team is to evaluate a resident's performance. Th� team gives feedback to a resident and makes decisions on level changes and disciplinary matfers. The program op�rates under the program cal{ed PEARS; Personai Effort and Responsibility System. li is highly struckured, can be confrontatianal, but a program thatcontinua(ly reiniorces positive and appropriate behaviors. i ne primary purpose Page 4 of 21 �o -`s� of this program is to focus the attention of bofh staff and residenfs on behavior The Totem Town program provides numerous support services fo residents in placement. The St. Pau{ Schooi District provides a complete educational program. The educational program is sta;fed by special education teachers who dzvelop individual leaming plans to meet the varying needs of tne students. Psychological tesiing and evafuation, medica! assessments and care, casework services, daity peergroups, weekly family groups, �r�eekly support groups and iniormational seminars are exampies oi services provided to a resident during his siay. Res+dents aiso have the opportunity to become involved wifh numerous community agencies who provide programming and suppori groups af Totem Torrrn. The Ramsey County Juvenile Detention Center{J�C) serves juveniles 1 Q to 18 years of �ge. JDC has 1 � St Paui Public School staff, and 70 correction staff inembers. Juveniles are detained for serious law violations and when there is reason fo believe: they woufd endanger themselves or others; they wouid noi want to return for a court hearing; they would nof remain in the care and of their parents; or theis heafth znd welfare is in•immediate danger. The length ofi stay fiaiis into three categories; next day release, a week stay after pfeatling guiity to the offense, and 30 days awaiting trial. An exception would be an adolescent awaiting to be certified as an adult. This stay couitl exceed the 30 day period. The Detention Center's mission is to hefp protect the community by ensuring that juven+les placed in custody remain in a safe and secure environment until the Juvenile Court decides on an altemative piacement. JDC does not currently have a drug assessment procedure or an alcohol, tobacco, and other drug prevention and intervention program. Psychologicai and chemicai assessments musibe courtordered, but there are questions related to use in both tne atlm'rttance procedure and the health screening. " The St Paul Schooi District#625 provides a strong educat+onal program to detainedjuveniles. Students are separated into two groups, Junior High and Senior Nigh. In 1998, ii included a regular schoof program plus ten weeks of summer school: 477 Students attended fhe regufar school program in the 1997-1998 school year, 121 were special education students; 185 were schoof drop outs; 240 students attended the summer school session. This program wi(f be a combination of Universal and Se!ective types oi in!ervention. The program is Universa{ because it offers training in the model ta ali 8'" -12' grade s?udents and their parents, and all school and corrections staff, without regard to risk factors for ATOD use. it is Sele�tive in the sense that rt targeis 8th-12th graders U�ho are identified as at-risk for dropping out of school antl ATQD use. TIE TO RESEARCH AND SCIENCE The theary of prevention in this program is known as Healtn Realization or Psychology of Mind. Heafth Reafizatior is foremost a modei of resilience that uses tne terms inn2te hea{th or unconditioned state of mind in its stead. I: recognizes that all peopie, regardless oi theirdemograpnic cnaracteris;ics, current circumstarces, past experiences, or fevef of educatron have the capacity to (unction in a healthy, stab{e mannec Thai in �„y given moment a!I peop(� are capable of deariy seeing tneir circumstances and �indirg solutions to daily chailenges. Leadership training and empowerment ciasses in this procram are a0 based on pinpoin2ng the source of alienatior�, drug abuse, and violence in peopie's leamed habits of thinking. The training process staris with the HR trainers listening to understand the kinds of problems, issues, anc stresses that se�m immu�aole and criticai to ihe targei Page � of 2 i oC� -t5q audience-issues that they wouid nof recagnize as the+rown thinking. The educationaf formatof s11 Health Realization training in this psogram is designed fo (a) help peop4e both identify and then recognize their seif-defeating thoughfs as merely learned habits of fhinking and perception; (b) he(p them understand the difference between Qercepfions and feelings generated by these thougMs and clearer perceptions resulting from tneir heafthy, common sense, here- and-now thinking; (c) heip tnem recognize the vaiue of not acting on these leamed paitems of fhinking; and (d) heip them see how to trust in their capacity to regain access io a healihier v2ntage point before acting or attempting to address problems or situations to which they might oiherwise have reac"ted negative{y irom conditioned membries. This is why there is little attention paid to demographic characteristics of ihe target audience, and so much success has been realized in the racia4ly div2rse communiiies that have implemented Heaifh Realization and other resi(ience modeis. Resilience is the same in any culiure, and at any age. (n this impersonal sense ave are afl the same(Bernard, B.,1996; Boothroyd, P., & Eberle, M. 1990; Cowen, E. L., & Work, W. C. ]988; Kumpfier, K. L., & Hopkins, R. 1993; Pransky, G., PAills, R. C., Blevens, K., Sedgeman, J. 1990; Werner & Smith, 1982, pp. 202). _ - The underlying assumption of this theory is that everyone is cansfantly c�eafsng and re-creaiing their reality moment to moment using their thinking(Bandura, A. 1989,1990; Bernard, B., 19°6, 1996a.; Beck, 1976; Pransky, G., Mills, R. C., Blevens, K., Sedgeman, J. 1996; Shantz, 1975). Realizing this is the uitimate form of empowerment. Once people recognize the role of thought to this dzpth not onfy do they change, but they create a process of change that's on-going(Bernard, B., 1996).From the principle of thoughi come these basic assumptions: 1. There are two modes of thinking, conditioned or pzrsonal and unconditioned or impersonal( Maslow, A. H. 1973, pp. 254; Pransky, G., Miffs, R. C., 8levens, K., Sedgeman, J. 1996). a. The state of mind known as conditioned thinking is experienced when analyzing or aciive{y manipufating our thaughts to process and draw conclusions. This is referred to as "closed minded" because if misused we limit ourseives to the information stored in our memory. (f we lisken whife analyzing we wiil quickfy draw conclusions. and classify new informatior� according to our conditioned thought process. b. The state of mind known as uncondiiioned thinking is experienced when we relax our own ability to anatyze. it is the default setting of our mind. This sta�e of mind has access to memory, but in a bigger picture, less threafening perspective. This state of mind is known as resi!ience. if is a hea4thy, uncontam+nated thought process tnaf is �he source of wisdom, common s�nse self-esteem, and insight. This thought process a(4ows us to see life differently than through �vhai we already kno�u (Bernard, B., 199�, 1991,1996, 199fia; Maslow, A. H. 1973, pp. 254; Pransky, G., Mills, R. C, Blevens, K., Sedgeman, J. 1996). Regardiess of their current state of inentai functicning, aff people have the same innate caoacity for healthy psychological functioni�g(Bemard, 8.1990, 1991,1996,1996a.; Boothroyd, P„ & Eoerie, M.1990; Cowen, E. L., & Work, W. C. 1988; Pransky, G., Mi;is, R. C., Blevens, K., Sedgeman, J. 199�; Rhodes, ,!. E., & Jason, L. A. 1990; Wesner & Smith, 1982, pp. 202). lnsight is a thought that comes from ou'tside of our already tormed infellec't, and therefore our memories or way of see+ng 4iie (Mahrer, A. R. ,& Nadler, ��a'. P. 1986; Maslo�rr, A. H. 1973;Prarsky, G., Milis, R. C., Blevens, K., Sedgeman, J. 1996 j. An insight comes when in an unconditioned stat� of mind (Maslow, A H 1973, pp. 254;Pransky, G., Miils, R. C., 8levens, K., Sedgeman, J.1996). It is a tnoughtthat insiantaneously changes the way we thi�k. After every insighi, neaative or limited thoughts that made sense to us, no longer seem valid or important. Insignt acts as a psychologicai penicillin to heal the mem�ories of past tsaumatic experiences, and the stories u�e innocently make up to explain tnose expenences(Pransky, G., Mills, R. C.. B4evens, K., Sedgeman, J. 1996). Two appiica'tions of this model oi prevention in large, crim2 inEested, low income housing comp!2xes. produced the Page 6 of 21 Do -lSg fol4owing outcomes (Bernard, B. 1996,1996a.; Pransky, G., Mills, R. C., Sievens, K., Sedgeman, J.1996 Roe, K. & 8owser, B. 1993): Motlello Housing Project, Hcmestead, FL. Afterthree years, out of the 150 families and o5� youth who were served; • households seliing drugs went from 65% to less than 20°!0, • the overali crime rafe went down 70-80%, • teen pregnancy wenf from 50°/a+ to 10%, • school drop out rafes went from 60% to 10%, child a6use and negiect decreased by 7�%, households on pub{ic assista�ce went from 85% to 35%, school absenteeism and truancy went from 65% to negligible, parent unemployment rafe went from 85°la to 35°l0. Coliseum Gardens Housing Project, Oakland, CA. fn 1991, Qakland had the fourth hignesthomicide rate in the United SEates. Cofiseum Gardens had a homicide rate eleven times higher than the c+ty avesage. After oneyear,--- • 100% decrease in homicides, first homicide occurred in August, 1999 and ditl not invoive residents, • other violent crimes reduced by 45°l0, � drug possession and sale reduced by 16°10, • assaults with firearms reduced by 38°/o, • youth attendance and invoivement with Boys antl Girls Club increased 110%, • gang warfare and ethnic cfashes between Cambodian and African American youth ceased. Environmental Protective Factors Noteo as the environmental factor in this program are the parents, school and ccrreciion staff, peer leaders and students within the thrze institutions. Research impiies that the most effective prevention programs that produce {ong term effects are those that address muftipie risk factors, parents, school, corrections (Yoshikawa, Hirokazu 1995}. Research also suggests that family, social support, and relationships are influenfial factoss in fostering resilience in youth(Boothroyd, P., & Eberfe, M. 1990; Cowe�, E. L., & Work, W. C. 1988; Rhodes, J. E., & Jason, L. �+. 1990). 7hese relationships, when marked by warmth, and the absence of severe criticism, can have a su6stantial protective effect against the tlevefopment of later anfi-social behavior (Yoshikawa, Hirokazu 1995). This warmth and lack of severe criticism could be referred to as psychological wellness or resilience or innate mentai health. Research shows thai the concepfs of competency, resi{ience, and empowerment can enhance psychological weliness (Boothroyd, P., & Eberle, M.199Q;Cowen, E. L 1991; Cowen, E. L., & Work, W. C.1988; Rhodes, J. E., & Jason, L. A.1990�. Heaith Reafization teaches participants abouf innate resilience, how to access this sfate of resilience, and the role thal thought plays in determining personai reality. It is a motlel of competency, resilience, and empowerment. lndividual Protective Factor Research implies that some of the most critical f actors to be emphasized in addiction prevention interveniions �or youtn are optimism, empathy, self-esteem and life skifis sucn as emotional management and planning skills (Kumpier, K. L., & Nopk+ns, R, 1993). Health Realization(HRJ teaches paricipanis that the source of optimism, empaihy, and self-esteem is an unconditional state of mind kno��vn as innate health or resilience. HR ih2n teaches participants houv to gain access to innate hea(th and make wefi pfanned decisions from this wiser perspective. Health Realization recognizes that emotion in its most basic form is thought.'Nhen participants understand this, they leam te manage their emotions by changing their thinking. Heaith Realization contains factors and skiils that research has suggested are some of the most critical to addiction prevention interizntions. Pa�e 7 of 21 �a �I S � fVfodeflo and Coliseum Garden Program The program is modeled afterfhe Modello and CoViseum Gardens projects. In both PAodello and Coliseum Gardens, ciasses in Heaiih Reatization were heid for school stafi, students, at-risk kids, parents, and program staff. The weekl� ciasses had a common formai, and usually preceded orfoliowed a 2-5 dzyworkshop. Ciasses were 90-120 m'inufes, once-t�rice a week for 9-10 weeks. The size ofi fhe ciasses fluctuated between 2-30 paricipants. Once impiemented, fhe ciasses would run for the duraiion of the gra�t. The workshops woufd continue throughout the iife of the program to introduce residents and service providers to the modef of community empowerment. The classes were voluntary and were struciured like a social event serving refreshmenis and allowing open discussion. 7he average amount of train+ng Nras 36-40 hours. The central focus of the classes was resiliency or innate health. In Modello, the parent or resident empowerment classes wese conducted for 2 hours, once a week for 9 weeks, for the duration of fhe program. These ciasses were fol{owed by a 5-day train+ng for residents who attended the 9 weeks - -- -- - - -—- of dasses and were hired as outreach wotkers. In CoTseum'�a�dens, there was arr iniii�l 2-daytraining;fioflowed �p' by ciasses for 1.5 hours, once a week for 10 weeks, for the duration of the grant. {n Co{iseum Gardens, the 2-day trainings were offered throughout the duration o4 the grant to attract more residents(Roe, K. & Bowser, B. i993). Modeilo participants were primarily African-American, Hispanic-American antl White-American women between the ages of 18-55. Most participants were on welfare, had less than a high school education, and were classified as impoverished. Coliseum Gartlens only differed in relation to the ethnic origin of the participants which were primarily African-American and Asian-American(Roe, K, & Bouiser, B. 1993). in Modelio, as the residents 6ecame healthy ihey began to see the need for Heaith Realization in the schoois, They noticetl that school staff viewed the Modeilo kids as troubfe makers, and they beli�ved that fhis affected their children's attendance and performance (Bernard, 8.1996; 800throyd, P., & Ebede, M.1990; Cowen, E, L., & Work, W. G.1988; Kumpfer, K. L., & Hopkins, R.1993; Pransky, G., Mills, R. G., Blevens, K., Sedgeman, J.1996; Rhodes, J. E., & Jason, L. A. 1990). Miiis mei with staff and administrators to introducz them to the model. 7here was substaniial interest, so staff classes met for 90 minutes, once a week for 10 weeks, for the duration of the program. In Coliseum Gardens, schoal staff were tinvited to attend pareni empowerment dasses and were so impressed hy the classes, and the health of the participants, that they had program staff ineet with schoo4 siaff and a class with the same structure as Modello's schooi component was implemented(Roe, K. & Bowser. B. 1993). Schooi statf in both focationswere primarilyAfrican-American, Hispanic-American, Asian-American and VVni;e-American women and men. In the Modello and Coliseum Gardens youth program there were no 2-day courses irvolvetl. Classes were 60-90 minutes, once a week for ten weeks, for the duration of the granf. The ages of ihe children ranged from 12-18. The racial mixture was comparabfe to the adult attendance. A worker, L1oyd Fieltls, was assigned part time to tne schoof, to work with youth from Modello who goi into trouble. These ciasses,afso coniinued ior tne duration of fhe grant from the date of implementation. St. Paul Public Schooi Dlstrict-Totem Town-JDC-St, Paul Police Program The folio�riing is an outiine for the comoonents of this grant. These shoufd be read with tne understanding that there musi be room for flexibility as dictated by the participants needs and evaluation feedbzck. All classes wiii meei from 60-120 minuies, 1-3 times a week for 12 Nreeks, for the duration of t��e gran't. Stafi an� the parent outreach worker will attend a 2-day workshop in addition to the weekiy classes. Other parenis and siudents wi!! have the option of aitending these workshops. Afl classes tivill be voluntary in nature, even in the case o� ai-risk students. They uril( be give� the option of ihe cfasses in lieu oi aiready prescribed sanctions. Remembering i�at the infention is for Healin Realization to become part of the reguiar school district curriculum, the frequency and fength of the classes were Pa�e 8 of 21 00 �15 y prescribed by the school fri-mester, 12 weeks, 2-3 hours a week. The period is longer than the classes in both Modello and Coliseum Gardens, buf the advantages will be 1. students receive full school credit for attendance, 2. it wiff a(low for participanfs missing classes hecause of dai(y cha((enges, 3. all class2s vriii be held for a consistent period of time in rela'tion fo changes of semesters during the school year. 4. clzsses wiii meet the educational requirements af the school district. In Boys Totem � own(BTT) and Juvenile Detenfion{JDC) there is a summerschool session so the school year is 45 v Stai classes will reflect ihe BTT and dDC schoof year, as wil4 the correction p�renting classes. There are educational aids or fanguage transfators wiihin the ins!itui;ons. One contiruos school and correction staif feadership ciass; and one paren't leadership ciass aaill both be conducted during the life of the grant at ihe Juvenile Detention Center's training facility. Once tra:ned in Health Realization, ieachers will teach Health Realization in the regular classrooms following the format of the peer lezdership program. In the Modello and Coliseum Gardens Law Eniorcement participated in the Health Realization training of the sfaff and residents Which makes common sense, seeing as they had the most authority over the residents. The Law Enforcement component in this program wi�i be fhe corrections staff of Totem Town and Juvenile Defenfion. if, as research suggests, a good relationship with parents, other adults, and peers, marked by warmth, and the absence of severe crificism, can have a substantial protective effect against the tlevelopment oi later anti-sociai behavior (Yoshikawa, Hirokazu 1995j, and; the most effective prevention programs that produce long term effects zre those thataddress multiple risk factors, parents, schoof, and corrections (Yoshikawa, Hirokazu 1995), and; the most criticai factors to be emphasized in prevention interventions for youth are: optimism, emoathy, self-eskeem, emotional management and planning ski{4s (Kumpfer, K. L., & Hopkins, R. 1993), and; Health Realizat+on resilience t�aining is a way to tlevelop these assets in al{ participants through a deeper understanding of psychological functioning or focusing on resilience(8ernard, 8.1990, 1991, 1996, 1996a.; Pransky, G., Mii1s, R. C., Blevens, K., Sedgeman, J. 1996), tnen; teaching Health Realizatio� to parficipants wi11 create a substantiaf protective effect against the development of later anti social behaviorsuch as delinquency, substance abuse, violence, and adult maiadjus'tment. The `Closet Genius" or at-risk youth classes wi�l b° ofrered to kids at-risk for dropping out of school. If, as research suggesis, the most critical factors io be emphasized in prevention interventions for at-risk youth are: optimism, empathy, self-esteem, and life skills such as emotional management and planning skiils, and Health Realization resilience iraining is a way to develop these assets through a deeper understanding of psychoiogical functioning or iocusing on resilience, then; teaching at-risk youih Heaith Rezlization will allow them te experience a decrezse in delinquency, substance abuse, violence, and aduli maladjustment. The pees leadership dasses were not formaily parf of either the Modello or Coliseum Gardens program, but the concepf is true to the Health Realization iocus on empowerment (Bernard, B.,1996;Prans�9, G., Mi!!s, R. C., Bievens, K., Sedgeman, J. 1990}. If, as research suggests, peer leadership alfows students to assume the empowered role oT mentor and role modei(Bernard, 8. 1996;Carr, ft. A. 19S8;Dishion, T. J., McCord, Joan, Poufin, Francois 1999), and; at-risk youth are particuiarly vulnerabie to pezr aggregatio�s (Dishion, T. J., McCord, Joan. Poulin, Francois 19°9), and; the most criticaf fiactors to be emphasized in preveniion interventions for yeuth are: ooiimism, empaihy, self-esteem, life skills such as emotional management and pianning skills(Kumpier, K. L.. & Hopkins, R. 1993), and; peer ieaders trained in Health Realization wil! focus on those healthy factors or the re�:lience or ihe siudents and building positive relationships with those students, then; a�-risk �outh will experience z decrease in delinquency, substance abuse, violence, and adult maladjusfinent (Dishion, T. J., McCord, Joan, Pou!in, Francois 1999). Parent or resident outreach workers svere part of both the Modello and Coliseum Garder. project( Bemard, B. 1990, 199oa.;Pransky, G., Mi44s, R. G., Blevens, K., Sedgeman, J.1996;Roe, K. & Bowser, B. i a93). They were invaluabie as a means of getting other parents to ine Health Realiza6on classes, and keeping th�m involved. If, as research Pa;e 9 of 2L D�-I5�( suggests, teaching Heaith Realization to participants will create a substantial protective effecf against the development of lateranti social behaviorsuch as delinquency, substance abuse, violenc°, and adult maladjustment, and; parent oufreach workers recruit more parents to atiend Health Rea(ization training, then; more parents wil! create a su6stantial protective effecf against the development of later anti social behavior such zs delinquency, substance abuse, violence, and adult maladjustmeni. The best trainers are those thaf come out oi the communiiy being served( Bemard, B. 1990,19°6a.;Pransky, G., Mills, R. C., Blevens, K., Sedgeman, J. 1990). Staff members of 1he institufions who are trained as "Advanced Trainers" in Nealth Realization will continue stafi, parent, aod student Healfh Reafization training, aci as consuVtants fo staft, and insure that the program wil� be seif-sufricient and remain in operation afiter the expiration of the grant. if siaff members of the institutions are trained as "Advanced 7rainers" in Health Realization, and; if, as research suggests, teaching Health Realization to parficipants wili create a substantiai profective effect against the developmentof later anti sociai behaviorsuch as delinquency, substance abuse, violence, and atlult maladjustment, then; it is +mportant that the program become self-sufticient and �emain in-oQeration-a€�er. the expiratioFl oft+� grant. References 8ernard, 8. (August,1996). Roger Milis: A Community Psychofogist Discovers Health Realization. Resiliency in Action: A journai of application and research, Summe ,.1996. Rio Rancho, NM: Resiiiency in Action, {nc. Bernard, B. (August, 1996a.). Fostering resiliency in Communities: An Inside Out Process. Resiliency in Acfion: A journal of application and research, Winter, 1996. Rio Rancho, NM: Resiliency in Action, Inc. Bernard, B. (August, 1991). �osfering resrliency in kids: Profective factors rn fhe-tamily, school, and community. Portland, OR: Northwest Regional Educational Laboratory. Bernard, B. (1990). The case for peers. Portland, OR: Northwest Regional Etlucationai Laboratory. ED 327 755. Boothroyd, P., & Eber(e, PJi. (199�, August). Hea!thy communities: What they are, how tney're made. CHS Research Bufletine. Univessity of British Columbia Centre for Human Settlements. Carr, R. A. (1988). Peer helping: the bridge to substance abuse prevention. The BC Counseilor,10(2), 3-18. Cowen, E. L. (1991). fn pursuit of wellness. American Psychofogist, 46(4), 404-408. Cowen, E. L., & Work, W. C. (1988). Resilient chifdren, psychoiogicai wellness, and primary prevention. American Joumal of Community Psychology, 16(4), 591-507. Dishion, T. J., McCord, Joan, Poulin, Francois (1 °99). When Interventions Harm: Peer Groups and Problem Behavior. American Psychologist, August 1999 Vol. 5? Issue 8, 755-764. Kumpfer, K. L., & Hopkins, R. (1993). Preveniion: Current research and trends. RecentAdvancesinAddiciive Disorders, 16(1}, 11-20. Masiow, A. H. (1973). The Farfher Reaches oih'uman Nafure. Midtliesex, Ergiand: Penquin Books Ltd. Mahrer, A. R. ,& Nadler, �N. P. (1986) Good moments in psychotherapy: A preliminary review, a list, and promising research avenues. Journal of Consulting and Clinical Psychology, 54 90-15. Mohai, C. E. (1991). Are school-cased drug prevzntion programs working? (ERIC Digesi). Washington, D. C.: U.S. Department of Education, Offiice ofi Educational Research and Improvement. Pransky, G., Mills, R. C., Blevens, K., Sedgeman, J. (1996). An Emerging Paradigm forBriefTreatment antl Prevention. Innovations in Clinical Practice, Voi. 15. Ne�r� York: Professional Resource Exchange. Rhodes, J. E., & Jason, L. A. (1990). A social stress modei of subsiance abuse. Joumal oi Consulting and Clinical Psychology, 5&(4), 395-401, Roe, K. & Bowser, B. (1993). Health Realization Community Empowerme�t Project. Coliseum Gard2ns, Oa'�cland, CA.: Evafuation of First Year Activities, Resideni and Staff Perspectives. (Submitted to East Bay Recovery Project). Shantz, C. U. (1975). Sociai cognitive. In E. M. Hetherington, J. W. Hagen, R, Kron, & A. H. Stein {Eds.), Pa�e 10 of 21 t� d -1 S°t Review of Chiid Developent Research (Vof. 5, pp. 257-323). Chicago, fL: University of Chicago Press. Werner, E. E. (1986). Resilient otispr+ng of a{coholics: A longitudinai study from birth fo age 18. Journal of Studies on Alcoho(, 44, 34-40. Yoshikawa, Hirokazu (1995�. Long-Term Efiects oT Early Childhood Programs on Social Outcomes and Delinquency. The Future of Children, Vol, 5. No. 3, Winter 1995. GOAL3 AND MANAGEMENT PLAN Risk Factor: Living from a misunderstanding of ho�N people function psychologically. Protective Factor: Parficipants understanding hom� people function psychologically via the principles of Mind, Consciousness, and Thought. Objective: Deepen the understanding of the participanis as to the role that the three principles play in creating reality, and the presence of innate mental hea{th. --- Activify: A41 activ+ties listed in the gcant. Performance Measure: increased levels of self-esteem, seif-confidence, decision making, and positive social skiils, reduce incitlents endirg in discipline, improve studenYs schoof performance, reduce school drop out rates, reduce teacher and other school employee loss of work because oi sickness, reduce correction workers loss of work because of sickness, reduce rates of ATOD use. Protective �actor: Caring relationships; - Objective: Create a more relaxed and comforabie environment within the Insii:utions and the homes of the participants. Objective: Staff and parents wifl maintain an environment that promotes studenis positive self- perceptio� as learners, decision makers, and exhibitors of positive behavior by staying in tneir own common s2nse and drawing out the common sense of the students. Objective: Train staff members, parents, at-risk students, and stutlents in He�itn Realizaiion. Activity: Train schoo{ and correction sfaff in POM/HR. • .luly, 2000-February, 2003; HR trainers and project coordinator. • 55 staff. • One(1) tv��o day training(Total of 6 available throughout granc?; 2 hours, once a week,12 weeks, 45 weeks a year, 3 years. Activify: Train parents in POMiHR. � March, 2000-February, 2603; HR trainers and project coordir2.or. • 100 parents. • BTT: 2 hrs, once a wk, 12 wks, 45 wks a yr, 3 yrs. � JDC: 2 hrs, o�ce a wk., ? wks, 45 wks a yr, 3 yrs. Activity: Train 8-12th grade at-risk studenfs in POM(HR. • Aprii, 20�0-Dec 2002; HR trainers, project coordina:or, and school staffi. � 1�0 students. • BTT: 1 hr, 3 times a wk, 12 wks, �5 wks a yr, 3 yrs. • JDC: 1 hr, 3 times a wk, ? wks, 45 wks a yr, 3 yrs. Activity: 7rain 8-12th grade students in POMIHR. • Nov. 2000February, 2003; schoof teaching staff, projeci coordinator. • 700 students. • 1 hr, 3 times a wk, 12 wks, 45 wks a yr, 3 yrs. Perfiormance Measure: increased ievels of seff-esteem, s2ff-confidence, decision making, and Page 11 of 21 c�� lS� positive social skiiis, reduce incidents ending in discipline, improve student's schooi performance, reduce schoof drop out rates, reduce teacher and other school empfoyee foss of work because oi sickness, reduce correction workers loss of work because of sick�ess, reduce rates of ATOD use. • Protective Factor: Positive and high expectations; Objective: Hire Heaith Realization frainers, and evafuator. Objective: Schooi staff wili teach Nea{th Realization(HR) in daily ciasses. Objective: Train and certify twelve schoo{ and correction sta$ as trainers in Nealfh Realiza'tion(HR). Objective: Train students in STT as HR peer leaoers. Objective: Hire a parent outreach arorker to recruii and assist other parents. Activity: 7rain students BTT as HR peer leaders. • March, 2000-February, 2003; HR trainers, project coordinator, school sta��. • 100 students. � BTT: 11�r, 3 times a wk, 12 wks, 45 wks a yr, 3 yrs. Activity: Hire parent outreach worker. • Septem6er, 2��0-Februar��, 2003; Steering committee, and project coordinator.. • lworker. � Once hired: 20 hours a week, 45 weeks, 3 years. Activity: School staff teach Health Realization wifhin their classrooms. • November, 2000-February, 2003; Teachers, students, and project coordinator. • 25 schooi staff. • BTT: 1 hr, 3 times a wk, 12 wks, 45 wks a yr, 3 yrs. Activity: Train school and correction staff as advanced trainers in Health Realization. • June, 2002-January, 2003; HR teachers and project coordinator. • 15 stafi members. • Four(4), 3 day, 8 hours a day workshops, 8 months. Performance Measure: increased levels oT seli-esteem, self-conridence, decision making, antl positive social skills, reduce incidents ending in discipline, improve studenYs school performance reduce school drop oui rates, reduce teacner and other school employee loss of work because oi sickness, reduce correction workers loss of work because of sickness, reduce rates of ATOD use. Protective Factor: Opportunities io participa:z and contribute; Objective: Peer leaders teach in "Closet G�nius" classes and main-stream classrooms. Objective: Peer leaders, parents, school and correction siaff serve on grant s;eerng commi'ttee. Objective: School and correction staff take over the Healtn Realization training component �Nithin the three partnership insfitutions. Advanced trainers act also as consuliants on Health Realization Icgic. Activity: Peer leaders ieach in tne "Closei Genius" (at-risk)ciass;oom, and la:er in standard classrooms. � June, 2002-January, 2003; Peer leaders, schooi staff, and project coordinator. • 1,100 students. � BTT: 1 hr,'3 times a wk. 12 wks. �5 wks a yr, 3 yrs. • Mainstream ciassroom tirnes and frequencies will vary, 3 yrs. Activity: School and correc'tion staff take over Heaitn Realization tra:ning compor�enf. • November, 2002-February, 2003; Peer iezders, school staii. 8�d projeci coordinator.. • 12 schooi and corrections staffi. • Frequency and times foliosv gran'� guideiines. Pase 12 of 2 t oa -l�q Performance Measure: increased leveis of self-esteem, seli-confidence, tlecision making, and positive social skills, reduce incidents ending in discipline, improve student's school performance, reduce school drop out rates, reduce feacher and other schoo! empioyee loss of work because of sickness, reduce correction workers loss of work because of sickness, reduce rates of ATOD use. STAfF{NG: Project Coordinafor Fuil Time Position Quatifications: Foremost, the coordinator must be certiried as an Advanced Trainer in Psychology of MindlHealtn Realization. The coordinaior must have good people skilis, a notabie_ history of �vorking successfuliy with collaborations, sustaining pariicipant invoivement, and have worked in the capacify o� a grant coordinator at f2asi once. It would be ideal if fhe coordinator already had strong relationships with staff, students, and parents within tne Qartner institutions, and be a pofice officer. Responsibilities: • hire and supervise Health Realization trainers, an evaluator, and parent outreach worker • assist in the pianning and design of process and summative evaluations, • coordinate day to day activities, • teach health realization to participants, , • schedule and lead monthiy and then quarter{y pzrner meet+ngs, • solicit feedback and adapt activities to the needs of the participants, • assist the evaluator to collect data, and peer {eaders � complete required grant reports, • seek funding to expand program into the greater school d+strict and Ramsey County Adult Corrections Time Line: Activify Pre-Gra�t Stage • Recruit an evaluator and HR trainers • Organize parents, students, staff • Begin pianning process and summ. evafs. • Partnership meeting; info-evai, program Grant Stage • Program coordinaior starts • Hire evaluator • Begin gathering evaluative data • Stutlents and parents join steering committee � Hire additional Nealth Realization(HR) frainers. • Schedule/conduct at-risk classzs. • Schedule/conduct peer ieader classes. � Scheduielconduct parenting dasses � Plan! design process and summative evaluaiion • Participant meeting program-ieedback • Scheduleiconduct three (7) 2 day workshops. � Scheduie/conduct weekly staff classes • Hire parent outreach worker • Peer leaders work in at-risk classroom • Participant meeting program-feedback • Teachers begin implementing HR in classroam Target Date 1/16/2000 1 /10(2000 1/10(2000 2i1912000 3/1/2Q00 3i1/2000 3/1 /2000 3I1 /2000 3l1 /2000 3/13/2000 3/13/2000 3/13/2000 G/1 /2Q�Q 5/17/20D0 7/5/2000 9/5/2000 9/5/2��0 91512000 10/25/2060 11l27/2000 Person Responsible Amy Bro�vn, Ster. Comm., Lemon Administrators, Ster. Comm., Lemon Amy Brown, 5ter. Comm., Lemon Ster. C., Lemo�, stafi, parents, studenis Chief af Police Head oi R&D, PC, Steer Comm. Evaluator, PC, Staft Ster Comm, PC, Stati Program Coordinator(PG) PC, School Sta�f, HR trainers PC, Schooi Staff, HR trainers PC, Staff, HR trainers Evaluator, PC, Steer Comm. Ster. Comm., PC, stafr, parents, s:ud PC, Staff, HR trainer PC, Staff, HR frainers PC, Ster Comm. PL, PC, Schoof Stafi, hft train. Ster. Comm., PC, staff, parents, stud Schoo4 Stair, studenis, PC Page 13 of 21 �o-E5y • Begin to expiore expansion of tne proqram • Participant meeiing program-feedback • Participant meeting program-feed6ack • Participant meeting program-feedback • Training of Trainers(TOT) begins • Training of Trainers ends • Staff conduct ai{ HR but stafE and parent classes • Participant meefing program-feedback • Parficipant meeting program-feedback • Staff conduct or supervise all HR training • Grant ends 111/2��1 5i1612001 10124l2002 5i1512002 6/17/2002 1/15/2003 913l2002 10/23/2002 2/1 °/2003 2/28/2003 2/28l2003 PC, Ster Comm., staff Ster, Comm., PC, staff, parents, stud Stec Comm., PC, stafi, parents, stud Stec Comm., PC, siafi, oarents, stud PG, Staff, HR trainers PC, Sta�, NR trainers Staff, PC Ster. Comm., PC, siafi, parents, stud Ster. Comm., PC, staff, parents, stud Staff State ORGANIZATIONAL CAPAC4TY OF APPLICANT AGENCY The St. Paul Pofice Department has a hisiory of accomplishment in acquiring, managing, and effectively utilizir�g grant funds..ln 1997, the department received a totai of �2,922,906 from 22 grants. In 1998, the total increased to $3,103,651. Some of the awartls incfude: Juvenile Block Grant(DOJ, COPS Office); Grant to combine enforcement and education in schools(�OJ, COPS O�ce); Law Enforcement Block Grant for systems update(BJA); Grant to create paperiess records system(D0,1, COPS O�ce); School Sased Partnership Grant based on Health Realization(QOJ, COPS Office); State and Federai Weed & Seetl Grants; A Community Outreach Program(ACOP) grant to serve pubiic housing(PHA); Grant to establish an "Urban Lab" of Community Oriented Policing(DOJ, COPS Oirice). Grants awarded to th2 St. Paul Police Departmeni benefit from a manaqement team which oversees 700 fuli time empioyees and a budget in excess ot $55,000,000. In addition, ihe department operates a Research and Development Unit which ptovides specialized services for grant awarded projects. Th� unit is staifed by a Researc� & Grants Manager, who oversees boin grant and normal operating costs, a Sergeant, Research Analysl, Managesnent Assistant, Secretary, and the St. Paul Gun Violence Prevention Goordinator. The R&D Unit provides expert assistance in fiscal management, writing, form preparation, evaluation, and crime analysis to other units utilizing grant funds. The evaluzfor wif{ be responsible for evaluation of the grant program �rrhich will include assisiing and guidmg stakeholders in gathering data, cr2ating and conducfing process and summative evaluations, creating surveys. drawing educated conclusions from the data, pubfishing the results of the evaluation, and any other duties that ar° part of an evaluation process. The evaluator w11 be extemai to fhe program, and has not as yet been chosen. The evaluator wilf be hired by March 1, 2000, which is the official starf of the prant. All pariners have numerous grants and tnus have evaluation components in place. These same structures wouid be utdizetl with the understanding that they would be subject to reiinements from an evaluaior experienced in a more rigorous scientific eva!uation process. The participants themselves would provide the most assistance through meetings. The program coordinator would supervise the olanning, collecting or analyzing tlata, report preparation, with the assistance of the anafyst in the Po4ice DepartmenPs Research and Deveiopment unit, the sfeering committe�. Reflection and use of information from ihe evaluaiion wouid be shared at reguiar particioant meetings, published and distributed throuoh the St. Paul Police Department. PARTNERSHIPS The partners are the parents and residents of Boys Totem Town antl the Ramsey County Juvenile Qetention Center. Page 14 of 21 �� IS� Ramsey County Juvenife Corrections(specincaily the sfafi of Soys Totem Town and the Jwenile Detention Cenfer), St. Paui Pubiic Schoof District, and the St. Pau1 Police Deoartment. Strategies wi{I include: two parent oufreach �ror�cers, co{laboration wifh existing partner organizations, daily inferaction with the program coordinator, attendance at regular schnol and corsection functions, meetings of a(I partners, serving on the steering committee, pariicipation in the training, data gathering, receiving confinuing education and schooi credits for the training, making training events social occasions by having food and drink, and finally input into curriculum design and the grant as a whole. The St. Paul Police DepaRment shall be designated lead agency forthis coUaboration. 4n this capacity "st shail rece+ve and disperse SIG funds for the coilaboration's purposes as we!! as file alf progress and financiaf reports. Ali paR�ers have agreed to: donate time and at least ten salaried hours per employee to conduct sta'rf development, expanded program space, time, coordination of parent training, planning and data coilection for evaluation purposes and distribution of the information gained from the evaluation, supplies, and upon completion of the grant period to insiitutionalize the curriculum of hea{th realization at a staff {evel. The Steering Committee at this time is; St. Pau! Public School District-Greg Schones, Boys Totem Town Superintendent-FranK Hosch, Juvenile Detention Center Superintendent- Mike Stevens, and St Paul Police Department-Amy Brown and Oificer Ed Lemon. Front line empioyees, parents and students wiil serve on the Sfeering Committee when the grant is awardetl. All matters of disputation shall be subject to a vote of the Steering Commiftee. Onfy poficy matters which are necessary for the operation of the coflaboration and the carrying out of the collaboration program wil! be subject to this process. The Saint Paul Police Department shall be sofely responsibie for hiring and supervision of staff under this SlG grant. Afl partners have a long standing, generous relationship with each other By donating their time, effort, and resources in gathering information and creating the program design stakehoiders have already demonstrated a formai commitment to the program. Prior to this project, resources donated included a 25% match to receive the grant for the `First Time Detainee Program", program space antl time, training supplies, and copying casts, etc. As the grant progresses, a{I partners have agreed to find additional funding to expand the program inio the greater schooi dis'trict, Ramsey County Juvenife Corrections, and the St. Pauf Police Department. SPECIAL NOTE: Ruth Peckman of Open Schooi called the morning of �riday, October 29,1999 and said that after further consideration, they did not feel comfortable with the 3 year commitment required by this grant. There was concern that the grant put too great of a work foad on the staff. In light of these thoughts, they Niithdrew from the proqram. However, the St. Paul Pubiic School Disirict remains a partner through the Boys Totem Town and Juvenile Detention Center Pubiic Schools. Page l� of 21 � a -t Sq FORM 4 LOGfC MODEL 7) Goals Risk Factor: Living from a misunderstanding of how people function psychologicafly. Protective Factor: Parficipants how people function psycnologically via the principles of Mind, Consciousness, and Thought. Protective Factor: Protective Factor: Protective Factor: Caring relationships. Positive a�d high expectations. Opportunities to participate and contribute. 2} Program Activities (HR = Heafth Realization, BTT=Boys Totem Town, JDC = Juveni(e Detention Center) • School and correction staff wiil receive HR training, one(1) two-day workshop and 2 hour ciasses once a week for 12 weeks. • Parents wiil receive HR training, 2 hour classes once a week for 12 weeks.(Outreach workers aiso 2-day) • Students will receive HR training as part of the daily 8th-12th grade classroom curriculum. • Cioset Genius Program: Students who are at-risk will meet for 1 hour, 3 times a week for 12 weeks. In JDC 1 hour, 3 times a week until released or re-located. • Peer Leadership Program: Students will receive HR training,l.5 hours, 2 times a week for 12 weeks to serve as peer leaders. • Peer teadership Program: After being trained in HR, students will assist i� the "Closet Genius" (ai- risk)cfassroom, and later in standard classrooms. • Parent Outreach Program: After receiving HR training, two u�orkers wil! be hired 1 � hours a week to recruii parents to attendlstay involved in the twelve week training. � AdvancedTrainingofTrainersProgram:12schoolorcorrectionstaffwillbetrainedasAdvancedHRtrainers in four(4j 3-day workshops. 3) Target popu(ation (HR = Health Realization, BTT = Boys 7otem 7own, JDC = Juveniiz De;ention Center) • All school and correction staff of BTT and JDC. • All parents of BTT, parents of 8 thru 12' grade siudents in JDC. � All students in BTT, 8`" thru 12'" grade students in JDC. • Students identified as at risk because of: -2 or more incidents of tletention or suspension for disruptive behavier, -drop out from schaol prior fo +ncarceration, -running away from BTT or JDC, -placed in restraint. • All BTT students. • Ali stutlents in BTT trained as HR Peer Leaders. � General population who are trained in HR. • All stafi in BTT and JDC. 4) Assumptions (Theories of Changs): • TRAINING COMPONENT FOR STAFF, PARENTS, AND STUDENTS: If, as researcn suggests, a gcod relationship with parents, other adults, and peers, marked by warmth, and the absence of severe criticism can have a substantiai protective effect against the development of 4ater anti social behavior, and; the most eifective prevention programs that produce long term effects are those that atldress multip(e risk factors. PaQe 16 of 2l DO—\Sg parents, school, and corrections, and; fhe most critical factors to be emphasized in prevention interventions for youth are: optimism, empathy, se4f-esfeem, Iife skills, emoi+onzl management and plann+ng skills, and; Health Realization resilience iraining is a way to devefop ihese assets in al! oaricipants through a deeper understanding of psychological funcfioning or focusing on resifience, then; teaching Health Realization to participants wiff create a substantial protective eiiect against the development of later anti social behavior such as delinquency, substance abuse, violence, and zdult maladjusfinent. AT-RISK YdtSTH: ff, as research suggests, fhe mosf criticai factors to be emphasized in prevention inferventions for at-risk youth are: optimism, empathy, self-esteem, life skills, emotional management and pianning skills, and Nealth Realization resilience training is a way to develop these asseks through a deeper understanding of psychologicai funclioning or focusing on resilience, then; ;eaching at-risk youth Heaith Realization wilf allow them to experience a decrease in delinquency, substance abuse, violence, and adult maladjustment. PEER LEADERSHIP PROGRAM: If, as research suggests, peer leadership a�!ows students fo assume the empowered role of inentor and role model, and; at-riskyouth are particularly vul�erable to peer aggsegations, and; the most critical factors to be emphasized in prevention interventions foryouth are: optimism, empathy, se{f-esteem, life skilis, emotionai management and planning ski!!s, and; peer leaders trained in Health Realization wili focus on those healthy factors or the resiiience of fhe s!udents and buiiding positive relafionships with those students, fhen; at-risk youth wiif experience a decrea�e in delinquency, substance abuse, violence, and aduit maladjustment. PARENT OUTREACH PROGRAM: If, as research suggests, teaching Health Realization to participants will create a substantial protective effecf against the deve4opment of later ��ti social behavior such as delinquency, substance abuse, violence, and adult maladjustment, and; p arznt outreach workers recruii more parents to attend Health Realization training, then; more parents will create a substantia! protective effect against the development oi later anti sociaf behavior such as delinquenc�i, substan�e abuse, viofence, and adult maladjustment. ADVANCED TRA1NiNG OF TftAiNERS PROGRAM: If staff inembers of ihe institutions are trained as "Advanced Trainers" in Health Realization, antl; if, as research suggests, ieaching Health Realization to participants wi44 create a s�bstantial protective effect against the developmen: of later anti social behavior such as delinquency, substance abuse, viofence, and adult maladjustment. then; it is important that the program become self-suf�icient and remain in operation after the expiration c� the grant. 5). (mmediate outcomes and indicators of change: • Individual protectivefac'tor: Students show increased leve4s of self-esteem, sel�-confidence, decision making and positive social skills. • Environment protective factor. Parents, schoal and correction staff, peer izaders, and students sho��v increased self-esteem, selfi-confidence, decision making, and positive sociai skiifs. 6). Long term outcomes and indicators of change: • improve studenYs school periormance • Reduce rates of ATOD use. � • Reduce school drop out rates. • Reduce incidents ending in discipline. • Retluce incidenis of teacher burnout from stress. • Reduce correction worker burnout from stress. • Reduce teacher and other schoof empfoyee loss of worx because of sickress. • Reduce correction workers loss of work because of sickness. Pa�e 17 of 21 60 --15 q FORM 5 PROCE55 EVALUATION PLAN Upon receiot of the grant, the collaborative partners promise fo have a completed process evaluation plan fhre� months after the grant is implemented. Pa�e 13 of 21 oo—��q G�i�!'!L SUMMATIVE EVALIfATION PLAN Upon receipt oi the grant, the collaborative partners promise to have a completed summative evzluation pfan three months after the grant is implemented. Pa�e 19 of 21 � ' " - � 4 / f 1 . f��l ��X..��-` � Vb "�S\ �ORM 7 PROGRAM BUDGET REQUEST Budget Periad: From March 1, 2000 Through February 23, 2003 YEARI YEAR2 YEAR3 TOTAL Salary and Fringe � 99,475 $ 9>,12� S 85,075 �279,675 ConsultanUContracted Services $ 70,675 � 73,87� $ 70,900 �21�,450 Training � TravellTransportation 0 Equipment over $S,OOQ per unit 0 Offlce EYpenses � Program E�penses $ 1,475 � 1,900 $ 1.42� $ 4,800 OtherExpenses TOTAL �171,62� $170,900 5157,='.00 $499,925 Paee 20 af 21 � LINE ITEM BUDGET SALARY AND FRINGE Coordinator(Police Officer) ($50,957/yr x 28% _$65,225 x 1 x3 years =) Staff Overtime 1. St Paul Public School (25 employees x 30 hours x S17 x 19°fo) 2. ORamsey County Correction Staff (59employees x 30 hours x$21 x 1°%) 3. Advanced Training of Trainers (12 employees x 80 hours x S2Q x 25%) TOTAL CONSIlLTANTICONTRACTED SERVICES Heaith Realization Instruction: • (7) 2 day Staff classes; (2 �nstructors x�100 @ hour x 16 hours x 7=) • (4) 3 day Training of Trainer classes (2 Instructors x 5150 @ hour x 20 hours x �_) • Parent Classes(2 4ns±ructors x$35 @ hr x 2 hrs x 45 wks x 1 site x 3 yrs=) • Staff Classes(2 instructors x$35 @ hr x 2 hrs x 45 wks x 1 site x 3 yrs=) • Student classes (peer, at-risk) (�35 @ hr x 9 hrs x 45 wks x 2 yrs=) Parent Outreach Worker (1 OW x�12 @ hr x 20 hrs @ wk x 45 wks x 3 yrs=) Eva4uation .25 FTE=($23,500 @ year x 3 years=) TOTAL a� 195,675 $ 15,750 $ 44,250 � 24.00D $ 279,675 � 22;400 � 24,000 $ 18, 90Q � 18,900 $ 28,350 $ 32,400 � 7Q.50Q $ 215,540 !�� PROGRAM EXPENSES Food and drinks for training S 4,800 TOTAL S 4,800 TOTAL GRANT FUNDS REQUESTED: �499,925 COMMENTS: The cost of the (TOT) Training of Trainers program is normaily �3,500- 56,500 per person. The cost of hourly training is normaliy $100 an hour. Health Realization trainers have volunteered to work for fhe wages listed. This is an intuitive based learning mode{ so it is customary fos two trainers to conduct each class. Page 21 of 21