2019-2020 Final Reports

Recommendations 11

• R1

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  TheMCGJ recommends that, by the beginning of the fiscal year 21-22, the Department of Corrections secure funding to fill vacant positions.
• R2

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  TheMCGJ recommends that, by the beginning of the fiscal year 21-22, the MCDC redesign the workflow of the booking/intake area.
• R3

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  The MCGJ recommends that, by the beginning of the fiscal year 21-22, Madera County Probation and Department of Corrections investigate an outsourcing option for mental health services.
• R4

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  TheMCGJ recommends that, by the beginning of fiscal year 21-22 MCDC and Madera County Probation work cooperatively to seek employment opportunities in the local area.
• R5

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  The MCGJ recommends that theMCDC continue to work cooperatively with inmates to provide work opportunities to increase a financial support system for released inmates.
• R6

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  The MCGJ recommends thatthe MCDC continue their work in providing open communication to the MCGJ. 20 21 22 JUVENILE DETENTION CENTER SUMMARY: Madera County Grand Jury visited the Madera County Juvenile Detention Center (MCJDC) on October 2, 2019.The visit included observing the interior and exterior of the facility. Access was provided to all requested locations. OVERVIEW: This facility is for juvenile residents. TheMadera County Juvenile Hall is a medium to low- security detention center that is operated locally by the Juvenile Justice Department and holds youth awaiting the determination of punishment for the crimes of which they are accused. Most of the adolescents are detained for less than two years. The Probation Department is also responsible for operation and administration of the Juvenile Hall. Juvenile Hall is a place of detention for juvenile offenders taken into custody within the provisions of Section 602 of the Juvenile Court Law. These young people are detained for their protection or the protection of the community pending and/or serving final disposition of their cases. Programs include temporary detention pending court disposition, holding for other agencies, and varying lengths of residential care. Treatment programs include full-time school within the Juvenile Hall for continuation of education.
• R7

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  The MCGJ recommends that, by the beginning of fiscal year 21-22, additional bus routes be added for Fairmead, LaVina, Berenda, Raymond, North Fork, and Eastern Madera County.
• R8

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  The MCGJ recommends that, by the beginning of fiscal year 21-22, a concerted effort be made by SSTAC to recruit volunteers to serveon the SSTAC committee.
• R9

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  The MCGJ recommends that, by the beginning of fiscal year 21-22, the annual $500,000 savings be utilized to increase transit service routes in outlying areas; Eastern Madera County, La Vina, Fairmead, Berenda, Raymond, and North Fork.
• R10

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  The MCGJ recommends that, by the beginning of fiscal year 21-22, theCounty Public Works Department proactively seek additional funding, either through grants or minimal fare increases, to brand themselves and actively market their services to improve community outreach and increase ridership. 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 1920-03 At Promise Student Opportunities In Madera County SUMMARY: The Madera County Grand Jury (MCGJ) investigated programs and facilities which support “At- Risk” youth. The essential question the MCGJ considered is, what does the education system within the County of Madera do with ‘at-risk youth’ to prevent them from becoming adults with similar problems? What preventative educational programs and training do the districts within Madera County provide to school-aged students who need additional help to prepare to navigate the adult world. The base concern being students becoming homeless or incarcerated adults. The MCGJ reviewed each school district throughout Madera County and how their programs fit to serve the needs of the student. The first problem the MCGJ encountered was a misunderstanding in terminology. At the outset of the investigation, the MCGJ was referring to the student population under consideration as “At-Risk Youth.” The term “at-risk” had been used to describe students coming from precarious situations or circumstances that increase their chances of academic failure. The term was often used to refer to those from disadvantaged backgrounds, which can include those in low-income communities, English learners, and children in foster care, among others. However, the MCGJ was quickly and politely corrected that the current term is “At-Promise Youth.” In October of 2019, the California Governor, through Assembly Bill No. 413, officially changed the term from “At-Risk Youth” to “At-Promise Youth.” The reasoning behind this name change was to create a more positive, “promising” image of students. BACKGROUND: Dr. David Satcher, director of the Centers for Disease Control and Prevention stated, If you can give young people a reason to believe that they can change their future, then it is much easier to deal with violence and substance abuse and teenage pregnancy…” According to Dr. Satcher, violence, substance abuse, and teenage pregnancy are not the problem but the symptoms of a lack of hope in the future, when young people don’t have any hope for the future, they’ll do anything. For students who are at-promise, their key to success in high school lies in convincing them that a satisfying futureis within their reach by showing them how education relates to their future goals. For the mainstream student in any school, the valued outcome from the school’s perspective is to have as many students graduate as possible and to go on to college. However, for many of the students, their immediate concern is to make money. Students may not want to pursue an academic college education but may wish to pursue a career technical education. Those who do not expect to attend college, however, are often confused as to why they should care about getting a good grade in English, or even finishing high school at all. Students focused on making money have limited their concerns to skill oriented education. Student who don’t see a connection between high school and future success are doomed to spend their school years in a ‘neutral position.’ The way to turn on turned-off students is to help them 62 understand the role of high school achievement in reaching their goals in life as well as in education and employment. In the wake of significant concern and frustration surrounding current public-school systems, forms of alternative education continue to thrive. Many parents are dissatisfied with the quality and focus of the education their children receive in the public-school system. Others may have religious or political reasons to seek alternative schools. Others simply believe their students are unsafe in the public-school system and seek out alternative, nontraditional schools. Students themselves may find that the traditional forms of teaching and learning do not fit their needs. Types of Non-traditional Schools: The Education Code, sections 58500-58512, provides that school districts may establish and maintain alternative schools and programs of choice. The premise behind alternative schools of choice is that “one size doesn’t fit all.” In other words, not all students will thrive or reach their full potential in the traditional comprehensive school. The following is a list of the different types of alternative educational programs available throughout California including Madera County. Alternative-Non-traditional Schools: a form of alternative education with non-traditional methods. Non-traditional schools base their curriculum and methods on individual philosophies of education. Non-traditional schools often teach in radically different manners, sometimes not using grades, or typical teaching strategies such as lesson plans, rubrics, worksheets, and standard type tests. The purpose of alternative schools and programs of choice is to provide different means of achieving grade-level standards and meeting students' needs. Alternative Schools and Programs of Choice are voluntary for districts, teachers, students, and their parents/guardians/caregivers. These schools and programs are often characterized by responsiveness to learning and instructional style differences and small unit size. The effective use of such instructional strategies as independent study, community-based education, focused or thematic education, and flexible scheduling increases attendance and improves performance. Independent Schools: a form of alternative education, often referred to as “independent” schools, are often more traditional in their methods. Students often work at their own pace with standard curriculum and teacher resources. Often times, independent schools provided students an opportunity to catch up on missing credits. Charter Schools: a form of alternative education which is publicly funded but have more freedom and choice in policies and curriculum. In return for academic freedom, charter schools are required to produce better results than the public-school system. Continuation High Schools: Continuation high school is primarily for students who are considered at risk for not graduating at the normal pace. Continuation education provides a high school diploma program that meets the needs of students of ages 16 to 18 who have not graduated from high school, are not exempt from compulsory school attendance, and are deemed at risk of not completing their education. Students enrolled in continuation education programs 63 often are behind in high school credits. They may need a flexible educational environment because they are employed or fulfilling family obligations. Minimum attendance in the program is 15 hours per week or 180 minutes daily. Community Day Schools: Community day schools are schools for students who have been expelled from school or who have had problems with attendance or behavior. They are run by school districts. These schools serve troubled students in many ways. They offer challenging classes and teach important skills. They have counselors and other professionals who assist students. The California Department of Education is involved in the funding and management of community day schools.
• R13-14

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  officers on each of three shifts.This providesa ratio of 1officerto 31-33 inmates on eachshift. The number of inmates in each housing unit variesandofficers are assignedbased on availability.During the MCGJ visitandwitnessed, inone unit,only one officer was charged with handling an entire unit whereas, in other units more than one officer was availableto maintain safety for the officers and inmates. Environmental Conditions:Theexterior and the interior ofthe Administrative and Training portionof the facility is well-maintainedand manicured. Although the Grand Jury did not see the outdoor areas intended for inmates, it was described as havinga 12-foot perimeter fence topped with razor wire. The yard is enclosed with 2-story high block walls,so inmates are not visible to the public at any time. Information provided by the jail indicates thatinmate housing areas arefully equipped with lightsand a surveillancesystem. Lighting and temperature of the housing unit are withintheCaliforniaTitle 24 standardsand are maintained by on-sitemaintenancepersonnel. Title 24 standards includes ADA accessibility.The facility is not new, however,routinemaintenance has been deferredfor an extended period of time. The look of the inmate housing area of the building is aged and has significant wear.This is evidenced byworn flooring, and detached rubber floor coving. Orientation of Inmates:The intake area is typicallystaffed by threeofficersalthoughthe time may be divided as they attend to arriving inmates. A watch commander also assists asarriving inmates are searched for contraband with a pat search,bodyscan,and metal detectors. Incoming inmates are divided intothree types of holding cells: intake cells, safety cells, or sobering cells. The various cells require differinglevels ofmonitoring. Processing of inmates includeschecks for wants and warrants, pictured, fingerprinted,and booked. Inmates are then evaluated foreither release or housing.Those moving onto housingarefurther evaluated based ontheir classification,in order to minimize disruptive housing issues. The MCGJ was not provided with a daily schedule for inmates. Time appears to be at-will of inmates. Incominginmatesare oriented to the facility both verbally and in written form. Topics addressedduring the orientation include correspondence, visiting,telephone use,inmategrievanceprocedures, available programs, how to participate in activities,medical services, housing assignments, court appearance, voting registration,inmatediscipline,andrules for the moduleand facility. 7