Wayne Sakamoto

1
Solutions To Gangs
San Diego County Office of Education

• Wayne Sakamoto
• San Diego County Office of Education
• Safe Schools Unit
• [phone]
• wsakamot_at_sdcoe.net

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Course Overview

• Gang Trends and Issues
• Gathering Gang Intelligence Within the Schools
• Assisting Schools With Assessment and
  Documentation
• School-Based Strategies

3
Course Outcomes

• Greater Understanding of the Impact Gangs Have on
  the Educational Community
• Increased Ability to Gather Gang Intelligence
  Within the School
• Increased Ability to Provide Schools With Gang
  Assessment and Documentation Protocols
• Greater Knowledge of School-based Anti-gang
  Strategies
• Additional Resources

4
Gang Trends and Issues

• Gang Migration
• Gangs Documented in Urban, Suburban and Rural
  Settings
• Involvement in Narcotics Trafficking and Other
  Crimes for Profit
• Involvement With Growing Violence
• Racial Tensions
• Gangs Continue to Thrive

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Gang Migration

• SUR Trece
• Crips and Bloods
• Folk and People
• 18th Street
• MS 13

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Gang Impact on Schools

• Direct Correlation With Bullying, Intimidation,
  Sexual Harassment
• Greater Fear
• Creates Copy-cat Gangs
• Creates a Sense That Gang Are Normal
• Market for Narcotics Sales
• Creates Racial Tensions

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Risk Factors

• Family
• Community
• Peer Group
• Individual
• School

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Risk Factors Associated With Violence
Family-Related Factors

• Stressful/Violent Home Life
• Low Parental Value for Education
• Low Educational Expectations
• Generational/Other Family Gang Membership
• Inconsistent Parenting Skills
• Permissive Truancy Attitudes Toward Violence,
  Alcohol, and Other Drug Use
• Harsh Continual Punishment

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Risk Factors and Protective Factors
Personal Factors

• Involvement in Antisocial Groups
• Low Hope for a Positive Future
• Low Motivation/Internal Locus of Control
• Low Self-Esteem
• Behavior/Discipline Problems
• Alcohol Other Drug Use

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Risk Factors Associated With Violence (Continued)
Personal Factors

• Poor Peer Relations
• Negative Police Involvement
• Poor Internalization Skills
• Need for Relief from Emotional Discomfort
• Poor Impulse Control
• Exposure to Violence in Mass Media

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Risk Factors Associated With Violence (Continued)
Potential for Increased Youth Violence

• Community-Related Factors
• Lack of Community Services
• High Incidence of Criminal Activities
• Lack of School/Community Linkages
• Lack of Recreational Facilities
• Lack of youth Employment Opportunities
• Established Gang(s)/Graffiti in the Community

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Risk Factors Associated With Violence (Continued)
Potential for Increased Youth Violence

• Community-Related Factors
• Easy Youth Access to Firearms
• Easy Youth Access to Alcohol
• Media Glorification of Violence/Gangs
• Poverty Socio-Economic Inequality
• Positive Attitudes Toward Violence in the Larger
  Society
• Prejudice Discrimination

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Risk Factors Associated With Violence (Continued)
Potential for Increased Youth Violence

• School-Related Factors
• No Policies Procedures Relating to
  Weapons/Violence/Gang-Related Issues/Alcohol and
  Other Drugs
• Lack of Enforcement for Existing Policies
• Low Teacher Expectations
• Lack of Educational Options

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Risk Factors Associated With Violence (Continued)
Potential for Increased Youth Violence

• School-Related Factors
• Negative School Environment
• Poor School/Community Relations
• Lack of Effective Attendance System
• Lack of Effective Discipline System
• Lack of Coordinated Crisis Response System
• No Gang/Violence Prevention Curriculum

15
Media Influence

• Children spend 6.5 hours each day with some type
  of media
• Video Games in 65 of US Homes
• 86 With Males
• 8th grade boys play 23 hours per week
• 8th grade girls play 12 hours per week
• 59 of 4th grade girls and 73 of 4th grade males
  favorite games are violent
• 61 of youth 8-17 have TVs in their rooms
• At 18 years old they witness 200,00 acts of
  violence including 40,000 acts of murder

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Why Youth Join Gangs

• Born into it
• Neighborhood Norm
• Power, Protection, Prestige and Party
• Basic Needs
• Money
• Cool Factor

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Figure 5 Odds of Joining a Gang at Ages 13 to
18, by Number of Childhood Risk Factors Present
at Ages 10 to 12, SSDP Sample
3
5
Number of Risk Factors
13
Odds of Joining a Gang
Note The odds are expressed as comparisons with
youth who had no risk factors or only one risk
factor. Source OJJDP
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Gang Typologies

• Traditional Gangs
• Business/Profit Gangs
• White Hate Gangs
• Copy-Cat Gangs
• Delinquent Social Gangs

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Critical Issue

• Discussion Why do youth in our area get
  involved with gangs?
• List top ten reasons
• Prioritize your list
• Be prepared to report out

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The Resiliency Wheel
Reprinted from Resiliency In Schools Making It
Happen For Students Educators by Nan Henderson
Mike Milstein, published by Corwin Press,
Thousand Oaks, CA, 1996
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Basic Strategies

• Must Be Aware of Gangs in the Community
• Ride-Along
• Must Be Aware of Documented Gang Members
• Must Be Aware of Rivals
• Must Establish a Documentation File
• Must Know of Gang Probation Terms and Conditions

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Basic Strategies

• Surveys Must Include Gang Questions
• Must Conduct Focus Groups
• Must Conduct and Document Observations
• Must Track Incidences Involving Gang Involved
  Youth
• Must Establish a Documentation File
• Must Have Information Sharing Protocol
• Must Be Aware of Identifiers

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School Strategies

• School Safety Team
• Assessment
• Develop and Enforce Policies
• Inservice Plan to Include Safety Issues
• Self-defense/Rape Prevention
• Safe Fight Intervention
• Gang Awareness
• Conflict Resolution
• De-escalating Verbal Conflicts
• Diversity Training

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Gang Assessments

• What is the Scope and Nature of Your Issue?
• National School Safety Center Gang Assessment
  Tool
• Observations
• Community Data
• How are Gangs Affecting the Campus?
• Bullying/Intimidation
• Drug Sales/Use
• Fights
• Rivalries
• Racial Issues
• Gang Typologies
• Traditional
• For Profit
• Hate
• Copy-Cat
• Delinquent Social
• Capacity Assessments

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Policies and Procedures

• Student Conduct
• Behavior endangering staff and/or students
• Behavior disrupting orderly classrooms or school
  environment
• Harassment of students or staff
• Bullying
• Intimidation
• Hazing
• Initiation
• Damage to or theft of property
• Profane, vulgar or abusive language
• Inappropriate dress
• Cell phone and personal electronic signaling
  devices
• Dress Code
• Gang Related Apparel
• Symbols of Hate
• Uniforms

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Policies and Procedures Continued

• Gangs
• Free of threats and Harmful Influence
• Shall take steps to deter
• Shall exchange information with law enforcement
• Inservice training
• Awareness
• Strategies/skills
• Gang Violence Prevention curriculum
• Inform Parent or Guardian of signs of affiliation

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Training and Education

• Staff Inservice
• Recognition
• Reporting Protocols
• Classroom Strategies
• Curriculum
• Health
• Social Science
• Language Arts
• Parent/Community
• Awareness
• Prevention
• Intervention
• Youth
• Critical Thinking Skills
• Awareness
• Capacity Assessment Who currently conducts
  trainings?

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The Quiz

• SWP
• Peckerwood
• Featherwood
• 14, X4, XIV
• 88
• 14 Words
• 666

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The Quiz Continued

• RAHOWA
• HFFH
• 13, X3, XIII
• 311
• Crab

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Quiz Continued

• Flue
• 420
• 187
• FFF

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Keeping Your Child Safe

• Be a Role Model not a Friend
• Positive Attention
• Open Lines of Communication
• Demonstrate Love
• Discipline
• Increase Your Knowledge
• Know Their Friends
• Develop Positive View

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Keeping Your Child Safe

• Develop and Anti-Gang Self-Concept
• Establish a Drug-Free and Gang-Free Home
• Get Involved in the Community
• Provide Supervision
• Provide Enrichment
• Teach Them
• Positive Attitudes and Values
• Ensure School Success

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Develop Action Plans

• Prevention
• Intervention
• Suppression
• Parent Awareness/Involvement
• Law Enforcement
• Business and Community Resources
• Evaluation

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Gang Prevention

• Targeted Prevention
• Mentors/Role Models
• Enrichment Activities
• Academic Skills
• Social Skill Development
• Critical Thinking Skills
• Build Family and Parenting Skills
• GREAT
• After School Programs
• Project Courage
• Academic Skills
• Social Skills
• Athletics
• Arts and Crafts
• Fun and Leisure
• Hope

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Intervention

• Whole School Level
• Identify groups and gangs
• Identify leaders and leadership structure
• Enforce policies
• Hold continuous meetings with groups
• Identify areas of interests
• Conduct leadership meetings
• Develop Peace Treaties
• Other?

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Intervention Continued

• Individual Level
• Early identification
• Risk Factors
• Protective Factors
• Skills/Interests
• Skill Development
• Academic
• Social
• Employment
• Mentors
• Connections
• Enrichment
• Hope

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Ontario PD Chart
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Gang Intervention Tips

• Know What Gang Members Value
• Identify Correct Staff to Facilitate Groups
• Establish Rapport
• Work With Leaders First
• Get Buy-in
• Meet With Teachers
• Meetings Must be Safe and Secure
• Classroom and Whole School Behavior Count

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Gang Intervention Steps

• Physical Consequences
• Cuts, bruises, broken bones
• Head trauma
• Paralysis
• Alcohol and other drug addiction
• Death
• Psychological Consequences
• Stress
• Burn-out
• Guilt (Killing or harming others parents
  siblings)
• Social Consequences
• Poor school record
• Poor work record
• Lack of positive friends
• Loss of freedom (Cant go every where)
• Harm to family

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Gang Intervention Steps Continued

• Legal Consequences
• Conspiracy Laws
• Step Act
• Proposition 21
• Vandalism Laws
• Being locked up
• Other Consequences
• Jumped in
• Jumped out
• Getting used by older gang members
• Lost time (Veteranos and OGs trying to get a
  GED)
• Innocent people get killed
• Siblings get involved

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Gang Intervention Steps Continued

• Behavioral Changes
• Anger Management
• Conflict Resolution
• Root Problems
• Learned Responses
• Positive Alternatives
• Identify positive activities
• Sports
• Art
• Hobbies
• Strategies
• Knowledge of What to Expect
• Jump outs
• Other intimidation
• Know what to say if approached
• Have answers to likely questions

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Gang Intervention Steps Continued

• How to Stay Out
• Be Committed
• Hang-out with positive friends
• Change attire
• Develop other interests
• Become involved in the community
• Stay away from known gang members
• Remember the consequences
• Identify positive role models
• Stay clean
• Get Involved in Aftercare
• Support Groups
• Family support groups
• Relocate if possible

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Establishing a Neutral School

• Policies and Procedures
• Rules
• Dress Codes
• No tolerance for gang identifiers
• Identify Players
• Consistent Enforcement
• Remove Graffiti
• Student Assistance Programs
• Gang Mediation
• Peace Treaties

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Breaking the Negative Group Influence

• Child must stop wearing gang or drug related
  identifiers
• Child must understand the differences between a
  real family and a gang
• Child must understand the differences between
  real friends and a gang
• They must understand the real consequences of
  gang involvement or drug use
• Child must take responsibility for his/her own
  actions

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Breaking the Negative Group (Continued)

• Youth must set realistic goals
• Youth must learn resistance skills and practice
  those skills
• Child must be able to resist peer pressure
• They must develop interests in positive
  activities
• Child must build ties to positive groups
• Child must bond to positive role models

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WHAT STUDENTS MAY FACE

• Abuse at home
• Physical, Mental, Sexual
• Broken promises/Inconsistency
• Drug Addictions
• Learning Disabilities
• SURVIVAL MODE

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School Based Suppression

• Develop and enforce policies
• Dress codes
• Behavior codes
• Suspensions/Expulsions
• Re-entry plan
• On Campus Suspension/Saturday Schools
• Skills based
• Family Contracts
• Parenting skills/support
• Progress reports
• Calls for positive and negative behaviors
• Communication is two-way street

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Suppression Continued

• Documentation File
• Policies
• Student Attendance Review Board
• Suspension/Expulsion
• Legal System
• Prescriptive Re-entry Contract

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Do's Don'ts

• Treat Gang Involved Students with the same
  Respect and Value shown to Other Students.
• 2. Have High Expectations for Academic
  Achievement.
• 3. Expect Gang Involved Students to Submit
  Assignments.

• Do Not Humiliate or Embarrass Gang Involved
  Students (especially in front of peers)
• 2. Do Not Publicly Praise Gang Members for
  Academic Achievement before Checking with
  Student.
• 3. Do Not Allow Students to Write Gang Symbols or
  Turn in assignments with Gang Style Writing.

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Do's Don'ts

• 4. Provide more Cooperative and Hands-On Learning
  Experiences.
• 5. Actively Involve Gang Members in the Learning
  Process.
• 6. Only Talk to Individual Students about Gang
  Involvement.

• 4. Do Not Allow Gang Members from the Same Set to
  Work Together.
• 5. Do Not Allow Gang Involved Students to
  Disappear in the Classroom.
• 6. Do Not Allow Your Classroom to be Used as a
  Gang Forum.

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Do's Don'ts

• 7. Enlist Gang Involved Students to Work with
  Other Students on School Projects and Other Extra
  Curriculum Activities.
• 8. Do Set Definite Rules and Consequences.
  Suspend, File Charges, Etc., if Needed. Gang
  Kids Respect and Expect Discipline and Structure.

• 7. Do Not Allow Students to overly Group or
  Clique Together and Exclude Other Groups.
• 8. Do Not Change your Mind about Enforcing Rules.
  Gang Kids See Inconsistencies as a Weakness and
  Will Exploit It.

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Do's Don'ts

• 9. Enforce All Rules with respect.
• 10. Be Consistent with Consequences for ALL
  Students.
• 11. Keep Current on Words or Activities that are
  Gang Related Dress, Rap Music, Hair Nets, Etc.

• 9. Do Not Challenge or Try to Intimidate Gang
  Involved Youth, Especially in Front of Their
  Peers.
• 10. Do Not Make Exceptions for Favorite Students.
• 11. Do Not Allow Students to Use Words or
  Activities that are Gang Related.

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Do's Don'ts

• 12. Know Students by Street Names or Nicknames.
• 13. Give Gang Members Responsibility that
  Enhances Their Positive Self-Esteem Tutors,
  Helpers, Etc.
• 14. Show Concern and Empathy for Gang Involved
  Youth.

• 12. Do Not Allow Students to Refer to Each Other
  by Gang Monikers.
• 13. Do Not Trust Gang Members Completely. Be a
  Guide and Mentor
• 14. Do Not Become an Enabler by Providing Excuses
  for the Students Negative Behaviors.

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Do's Don'ts

• 15. Be Open and Honest. Promote Informal
  Communication with Gang Involved Youth.

• 15. Do Not Become a Home Boy/Girl to Gang Kids.

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Tips for Teachers

• Know the playas
• Take Immediate Appropriate Action
• Discipline With Respect
• Remind Them You are Doing Your Job
• Discipline Away From Peers
• Connect With the Students
• Keep Students Involved
• Find Assets They Possess
• Give Students HOPE

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Tips for Teachers

• Rapport!
• Make the Curriculum Relevant to the Real
  World
• Use Judgment--No Drug Trafficking Tests
• Curriculum Should be Culturally Sensitive
• Have Passion for the Subject

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Tips for Teachers (Continued)

• Interact with the Students
• Multiple Intelligences
• Include More Hands-On Activities
• Do Not Get Into Head-butting Contests
• You do not have to win every battle to win a war
• Rapport!!!

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Classroom Strategies

• Have School and Classroom Rules Posted and
  Clearly Visible
• Continuously Discuss the Rules and Your
  Expectations
• Invite Student Participation in Rules Development
  and During Discussions on the Rules

• Be Firm, Fair, and Consistent in Enforcing Rules
• Maintain a Safe Class Environment
• Be Aware of Gang Rivalries
• Be Aware of Precursors to Aggressive Acts

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Summit School Classroom Rules

• No Sagging Pants
• No Hats
• No Monikers, Gang Nicknames
• No Gang Writing on Clothing, Body, School
  Property, or School Work
• No Gang Graffiti
• No British Knights or Calvin Klein

• No Sports Team Shirts, Jackets, Etc.
• No Colors Displayed
• No Colored Shoestrings Reflecting Gang
  Affiliation
• No signing
• No Glasses or Beepers
• No Hair Nets
• No Gum or Seeds

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Classroom Strategies(Continued)

• Act Swiftly and Decisively to Intervene Before
  the Conflict gets out of Hand
• Know the School Policies and be sure of
  Enforcement
• Do Not Put Gang Members On The Spot

• Do Not let Gang Members from the Same Set Sit
  Next to Each Other
• Discipline in a Low Key Manner
• Do Not Lay Hands on a Student or their Belongings
  in a Hostile or Aggressive Manner

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Classroom Strategies(Continued)

• Be Culturally Sensitive
• Encourage Student to Participate in All
  Activities
• Have more Hands On or Cooperative Learning
  Situations
• Bring in Positive Role Models

• Refer Student to Counseling, Peer Counseling or
  Appropriate Student Assistance Programs
• Provide Academic Assistance
• Provide Enrichment Activities

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Classroom Strategies (Continued)

• Encourage Participation in After School Programs
  and Positive Activities
• Encourage Interaction and Bonding with Positive
  Students and Groups

• Work with Parents
• Communicate with Parents, Especially Successes

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Resources

• Local Law Enforcement
• Gang Unit
• District Attorneys Office
• Probation
• Education
• Community Based Organizations

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Sources

• THANKS TO
• Al Valdez, Orange County District Attorneys
  Office
• Ken Davis, Yonkers Police Department
• David Rubin, San Diego District Attorneys Office
• Mark Haynesworth, Vista Sheriffs Station