{"id":92,"date":"2020-11-23T17:44:53","date_gmt":"2020-11-23T17:44:53","guid":{"rendered":"https:\/\/blogs.ubalt.edu\/cfcc20th\/?p=92"},"modified":"2022-04-01T17:03:27","modified_gmt":"2022-04-01T17:03:27","slug":"truancy-court-program-tcp","status":"publish","type":"post","link":"https:\/\/blogs.ubalt.edu\/cfcc20th\/2020\/11\/23\/truancy-court-program-tcp\/","title":{"rendered":"Truancy Court Program, TCP"},"content":{"rendered":"

Take a Peek Inside CFCC\u2019s Truancy Court Program<\/h2>\n
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CFCC\u2019s Truancy Court Program Tackles School Attendance and Much More<\/h2>\n
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Download an informative description of CFCC\u2019s Truancy Court Program.<\/em><\/span><\/a><\/figcaption><\/figure>\n

The University of Baltimore School of Law Sayra and Neil Meyerhoff Center for Families, Children and the Courts (CFCC) Truancy Court Program (TCP), a voluntary, non-punitive, data driven program to identify and address the root causes of each child\u2019s truancy, is celebrating its 15th<\/sup>\u00a0Anniversary in 2020-2021.<\/p>\n

The TCP began in Spring 2005 with seed funding from The Charles Crane Family Foundation, used to plan and design the TCP. \u00a0The TCP Team at that time consisted of a TCP Coordinator, a TCP Mentor, and a volunteer TCP Judge.\u00a0 Over the years, the problems faced by TCP students and their families became increasingly traumatic and overwhelming. To address these escalating needs, the TCP adjusted its operational model to add a TCP Attorney and a TCP Social Worker.<\/p>\n

The Difficult Lives of Baltimore City Students<\/strong><\/span><\/p>\n

As an example of the need for these intensive resources, let\u2019s look at the experience of one 4th<\/sup>\u00a0grader, Amelia*. \u00a0Amelia had nine absences in the two quarters preceding her participation in the TCP. \u00a0This child\u2019s home environment was very challenging:<\/p>\n

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  • Amelia\u2019s mother was in prison, and her father was the custodial parent of record.<\/li>\n
  • Amelia lived with her maternal great grandmother during the week to make getting to school easier.<\/li>\n
  • She stayed with her father, who was unemployed and living with his brother, over the weekends.\u00a0 Their home was in South Baltimore, and Amelia\u2019s school was in East Baltimore.<\/li>\n<\/ul>\n

    Amelia\u2019s father reported feeling depressed and hopeless about his financial and housing situations.\u00a0 He was on the waiting list for Baltimore City Public Housing and Section 8 vouchers, but not hopeful.<\/p>\n

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    CFCC Former Staff Member Cassie Jackson briefs Hon. David W. Young, Associate Judge, Baltimore City Circuit Court, 8th Judicial Circuit (Retired) on a TCP Students attendance and grades.<\/em> <\/span><\/figcaption><\/figure>\n

    TCP Team members had the skills to help with these difficult problems. \u00a0The TCP Social Worker gave the father referrals for outpatient therapy, which he was willing to consider.\u00a0 She also discussed the need for therapy for Amelia, due to the complicated feelings around her mother\u2019s release from prison. \u00a0With her father\u2019s consent, the TCP Social Worker arranged for the school social worker to see Amelia regularly.<\/span><\/p>\n

    When Amelia\u2019s father reported that his brother was being evicted, the TCP Social Worker provided him with referrals for three homeless programs. \u00a0The TCP Attorney contacted the school to ask that Amelia\u2019s father be listed as homeless for educational purposes to ensure that Amelia received benefits under the McKinney-Vento Homeless Assistance Act, which includes transportation to school.<\/span><\/p>\n

    Despite all of the family\u2019s challenges, Amelia was doing well academically and graduated from the TCP, improving her attendance by over 65%. \u00a0Sadly, many Baltimore City children face similarly difficult circumstances, and many do not fare as well.<\/span><\/p>\n

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    Showing Up for Baltimore City Children<\/strong><\/p>\n

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    Like all of the volunteer TCP Judges, Hon. Catherine Curran O\u2019Malley Associate Judge, District Court of Maryland, District 1, Baltimore City, helds TCP students accountable and also celebrated their successes.<\/span><\/em><\/figcaption><\/figure>\n

    The TCP has served over 2,600 public schoo<\/strong>l students and their families in four counties, in 51 school<\/strong>s, 41 of which are in Baltimore City.\u00a0 Over 25 Maryland judges and magistrate<\/strong>s have volunteered their time to serve as TCP Judges in participating schools.\u00a0 The program seeks to improve behavior and attitudes toward school among TCP students and families.<\/p>\n

    Four principles guide the TCP\u2019s operation:<\/strong><\/p>\n

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    • A therapeutic, holistic approach <\/strong><\/span>\u2013 a non-adversarial, trauma-informed model<\/li>\n
    • Early<\/strong>–<\/span>intervention<\/span> \u2013 <\/strong>a voluntary program serving students with 5-30 unexcused absences \/ tardies in the prior two marking periods<\/li>\n
    • A focus on prevention, f<\/strong>amily involvement, and empowerment <\/strong><\/span>\u2013 a multi-disciplinary team connecting families with available social and legal services and supports<\/li>\n
    • Rewarding progress<\/span> <\/strong>\u2013 incentives for TCP students meeting short-term attendance, academic, and behavioral goals, as well as graduation gifts upon successful completion of the program<\/li>\n<\/ul>\n
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      Tutoring is a big part of the TCP program.<\/span> <\/em><\/figcaption><\/figure>\n

      All TCP students receive one-on-one weekly conversations with a judge, mentoring, parent outreach, case management services, and resource referrals, as needed.\u00a0 The TCP Attorney reaches out to families to provide much needed legal advice, resources, and referrals to address problems such as homelessness, eviction, special education needs, public assistance benefits, and energy assistance.\u00a0 Similarly, the TCP Social Worker provides counseling to students, as well as resources and referrals to help families obtain food stamps, mental health services, and substance use services, among others. The TCP Team also regularly invites speakers to the high schools to talk about pathways to college, finding employment, financial literacy, and planning for the future.<\/p>\n

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      Everyone pitches in to tutor \u2013 the TCP Team, CFCC Student Fellows, and recruited UB law students.<\/span><\/em><\/figcaption><\/figure>\n

      The TCP Team conducts two 10 to 14-week sessions each academic year (fall and spring), with approximately 80 students in each session.\u00a0 The TCP generally operates in five schools; however, the number of schools varies due to the grant-funded nature of the program.\u00a0 Each year, approximately 75% of TCP participants \u201cgraduate\u201d from the program.\u00a0 Students graduate when they demonstrate a 65% improvement in absences and\/or tardies, or at the discretion of the TCP Judge.<\/p>\n

      Changing the Trajectory<\/strong><\/span><\/p>\n

      Researchers who have studied the causes and correlates of delinquency have identified truancy as a key step in the school-to-prison pipeline. The TCP effectively diverts youth from the juvenile justice system and reduces recidivism. For the past three years, the TCP has tracked juvenile arrest data for approximately 439 students. Many of these students have had multiple arrests prior to participating in the TCP.\u00a0 From these data, CFCC has observed the following:<\/p>\n

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      An ACCE graduate of the TCP celebrates finishing the program with Hon. Miriam B. Hutchins, Associate Judge, District Court of Maryland, District 1, Baltimore City (Retired)<\/span><\/em><\/figcaption><\/figure>\n
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      • Forty-seven TCP students had some Department of Juvenile Services involvement, totaling 108 arrests.<\/li>\n
      • Only three students out of 439 were arrested while<\/strong> participating in the TCP.<\/li>\n
      • Thirty-four students were arrested before participating in the TCP, with a total of 72 arrests. Only seven of the 34 students were re-arrested after<\/strong> participating in the TCP, and one was re-arrested while<\/strong> participating in the TCP.<\/li>\n
      • Less than 5% of the 439 students tracked were arrested or re-arrested after participating in the TCP.<\/span><\/strong><\/li>\n<\/ul>\n

        Over the years, the TCP Team began to see higher rates of trauma among the students, including gun violence, addiction, homelessness, bullying, and incarcerated parents.\u00a0 In 2016, the Baltimore City Board of School Commissioners and the Chief Executive Officer of Baltimore City Schools pledged to make Baltimore City Schools a restorative practices district as one response to trauma.\u00a0 As a result, the TCP Team began implementing restorative practices at all of the TCP schools.\u00a0 The TCP Mentor teaches restorative practices principles and facilitates weekly restorative circles with TCP students. The group discusses various ways to de-escalate conflict, and, in so doing, the circle exercises provide students much needed skills to address situations that arise at home or in the community.<\/p>\n

        Over the past 15 years, CFCC has refined the TCP to respond to the complicated needs of Baltimore City\u2019s children. CFCC is proud of that work and is deeply grateful to those who have helped make the TCP successful. The TCP Team plans to keep showing up for Baltimore\u2019s children.<\/p>\n

        *Names have been changed for privacy.<\/em><\/p>\n

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        Listen to a TCP Student and Family <\/strong><\/p>\n

        What matters most to us is what TCP Students and Families think of the TCP program. They say the TCP Team helps them \u201cget back to class\u201d and \u201cget on track and stay on track.\u201d Listen below.<\/p>\n

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