Objectives Describe the process of change by which law enforcement - - PDF document

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Feeling Safe and Understood in the Community

One State’s Experience with People with Intellectual and Developmental Disabilities and the Training of Law Enforcement

Logos for the MD Department of Disabilities, the MD Police and Correctional Training Commissions and Loyola University of MD

Objectives

 Describe the process of change by which law

enforcement is trained on appropriate interactions with people with intellectual and developmental disabilities (IDD) from a grassroots movement to policy and statewide adoption.

 Identify the key stakeholders that contributed

to the development of and actualized the vision for the Ethan Saylor Alliance (Alliance) for Self- Advocates as Educators.

 Articulate the valuable role people with IDD

serve within law enforcement trainings and, ultimately, the communities in which they reside.

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Objectives

 Demonstrate how strong collaborative

partnerships among various stakeholders contributed to the success and progress of the Alliance.

 Explain the components of entry-level and

in-service law enforcement trainings on appropriate and effective interactions with people with IDD and how they differ.

 Discuss the Alliance’s proposed strategies,

how it will collaborate with key stakeholders during the project duration, and provide an update on its activities.

Speakers

 Patti Saylor, mother and advocate  Erica

Wheeler, self-advocate

 Robert Wagner,

Training Director, MD Police & Correctional Training Commissions

 Jennifer Eastman, Director of Community

Living Policy, MD Department of Disabilities

 Lisa Schoenbrodt, Ed.D., CCC-SLP

Professor, Loyola University of MD

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A little about Ethan…

Close up of Ethan Saylor smiling

A little about Ethan…

Ethan age six with siblings in white rocking chair smiling.

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A little about Ethan…

Ethan in blue cap and gown, age 21.

A little about Ethan…

Ethan in black and red jacket holding keys to first apartment.

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A little about Ethan…

Ethan age 23 kissing his sister on the cheek, both looking into the camera smiling.

A little about Ethan…

Multicolor flower bouquets and notes covering Ethan’s chair at church the morning after death Handwritten note from Ethan, “I love you my mom I love you my Adam From Emma From Ethan”

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Tragedy in a movie theater

 Tragic consequences resulting from lack of

understanding, poor judgment, and lack of accommodations

 Evidence of lack of adequate training

Man in police uniform with news banner underneath “Man with Down syndrome dies in police custody” Close up photo of Ethan, age 25, looking into camera smiling.

Outrage spurs grassroots action

 Ethan Saylor Work Group

formed March 2013

 Partnership among Saylor family,

disability advocates in DC and MD and organizational/agency representatives

 Demand for Training:

• Mandatory
• Comprehensive
• Cross-disability
• Self-advocates led

Framed photos of Ethan and memorial candle about headline from local TV news “#JUSTICE FOR ETHAN Movement Growing”

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Positive strategies for change

 Traditional media

• Local newspapers, television

 Social media

• Facebook, Twitter

#JUSTICEFORETHAN

 Change.org petition

• 379,000 signatures

 Engage high profile

spokespeople

• Legislators, national
• rganizations

Saylor Family and other advocates stand at news podium in front of Maryland State House, holding signs that say “340,000 want #JusticeforEthan”

Advocacy leads to Governor’s Executive Order

 Governor’s Commission for Effective Inclusion of

Individuals with Intellectual and Developmental Disabilities Under the leadership of Tim Shriver.

• Reports issued December 2014 and December 2015

 Regulatory action – Collaboration with law

enforcement

 Legislative action – Establishment of Ethan Saylor

Alliance for Self Advocates as Educators

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Regulatory track

 Important to reach out to state law enforcement/first

responder leaders

 Identify key police training commission key players in

state

 Gather information about status quo training

programs

 Create grassroots consensus & demand for better

training

 Self-advocates play key role in building relationships  Collaboration and buy-in from law enforcement

leaders may lead to voluntary adoption of training mandates

Legislative track

 Determine scope of the bill

• If you have collaborative relationship with law enforcement and

have built consensus around training –-- Saylor Alliance-type bill

• If you have not built consensus –-- mandatory training bill
• Recognize political realities

 Identify legislative sponsors

• Look for connections to disability community
• Bipartisan support

 Grassroots support and advocacy

• Cross-disability effort
• Engage local, state and national self-advocacy leadership
• Self-advocate participation in all meetings, hearings, testimony
• Enlist help of law enforcement/first responders to attend

meetings and testify in support

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Maryland law: Ethan Saylor Alliance for Self-Advocates as Educators

 Landmark Maryland bill establishes framework for

preparing and supporting self-advocates to co-lead trainings

• Alliance has been established as part of the state

government in the Department of Disabilities

 Central premise is “nothing about us, without us”  Self-advocates will be prepared, supported and

compensated to participate as co-leaders in local law enforcement and other public entity trainings

MD Governor Hogan and large group

• f advocates pose for picture at bill-

signing ceremony.”

A Self Advocate’s Role: “We Can Do It”

Presented by : Erica Wheeler

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The Journey

 Personal Experience  Concept of Self Advocates –Trainers  Benefits

Personal Experience

 Governor's Commission  Ethan Saylor Alliance Steering Committee  Law Enforcement

Training

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Governor's Commission

 My Role  Listening

T

• ur

 Transition

Ethan Saylor Alliance Steering Committee

 Role on Alliance  MD State Senate Finance Committee  Law Enforcement Commission  Training Experiences

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Training Experiences

 Preparation  Memorable Moments

Self Advocates as Trainers

 Identify  Preparation  Monitoring  Partnering

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Benefits

 Building Relationships  Raising Awareness  Developing Leaders

“We Can Do It”

 “Where there is no hope in the future,

there is no power in the present.”

• John C. Maxwell

8/2/2018 14  Police

Training Commission established in 1966 to set standards for police training - abolished and replaced September 30, 2016.

 Police

Training and Standards Commission established October 1, 2016.

• Governed by the Public Safety Article.

 Correctional

Training Commission established in 1971 to set standards for correctional training.

• Governed by the Correctional Services Article.

Maryland Police and Correctional Training Commissions - Role

IDD Training Objectives

 Established collaboratively with members of

the Maryland Commission for the Effective Community Inclusion of People with Intellectual and Developmental Disabilities, self-advocates, disability professionals and the community.

• Effective January 01, 2015
• Mandated in the Code of Maryland Regulations

(COMAR)

 Objectives 09.15 – 09.22

Maryland Police and Correctional Training Commissions

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 Entry – Level Training (a.k.a. Academy)

• Recommended 8-hours.
• Self-advocates should be included as

instructors.

• Combination of lecture and interactive.

 Role-plays  Case studies

Maryland Police and Correctional Training Commissions

 In-Service

Training

• Veteran Law Enforcement ( 1 year – retirement)
• IDD implemented in 2016 through 2017
• Minimum of 2 hours
• Training every three years
• Self-advocates are recommended
• Focus can be on all identified objectives or can be

focused on one objective (depending on need)

Maryland Police and Correctional Training Commissions

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 Resistance

• Training schedules are already overloaded.
• Response – Already required to train on ADA.
• Response – Can be included in Communications
• bjectives.
• Response – Demonstrate value to trainees:

 Victims of crime – underreported  Opportunity to work collaboratively with family members and support agencies to decrease 9-1-1 calls.  Proactive response

 e.g. Voluntary registration with 9-1-1 to advise police when responding to an address.  e.g. Police change batteries in monitoring bracelets used by families.

Maryland Police and Correctional Training Commissions

MD Department of Disabilities (MDOD)

 Only Cabinet-level department in the

country with a cross-disability focus

 Coordinates disability policy across state

government by providing advocacy and guidance to sister agencies

 Policy areas include: community living,

transportation, employment, health/behavioral health, housing

 Houses the state technology assistance

program

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MDOD’s Role

 Member of the Commission  Saylor Alliance established within the

Department

 Department Secretary has authority on

membership

 Staffs Steering Committee  With guidance from the Steering Cmte.,

developed scope of work for Saylor Alliance

 Monitors the Saylor Alliance contract

Saylor Alliance Scope of Work

 Develop model curriculum to prepare and

support self-advocates (SAs) in training roles

 Recruit and train SAs using model curriculum  Partner with a police training academy to

identify and carve out “meaningful involvement” for SAs through scenario-based learning and role-playing exercises

 Connect SAs with law enforcement training

• pportunities

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Saylor Alliance Scope of Work, cont.

 Support SAs in training roles including

arranging transportation and providing compensation

 Oversee the quality of the trainers’

performance

 Evaluate efficacy of training on how it can

prepare and support SAs in training roles

 Make recommendations for sustainability  Maintain ongoing communication with and

solicit feedback from Steering Cmte.

Saylor Alliance Future Vision

 Training curriculum can be expanded and

replicated across post-secondary institutions within the state

 SAs can be included in trainings beyond

law enforcement to include other first responders, emergency room and hospital personnel, businesses, etc.

 Employment opportunity for people with

disabilities

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LEAD Model

Self-Advocate Educators for Law Enforcement

Law Enforcement Department

Academic Institution

Community Based Advocacy Organization

LEAD Model = Law Enforcement, Academics, and ADvocates working together to locally support Self-Advocate Educators

Image of LEAD Model demonstrating relationship between participating entities

Self-Advocate Educators (SAEs)

Job Description/Qualifications



The Self-Advocate Educators will participate in role playing and simulations with the police department trainees to help them learn about how to safely and positively interact with individuals with ID/DD. They will work with the police trainees in simulations of various crisis situations in which the individual with ID/DD and the policeperson will need to interact rapidly and effectively.



10 Additional Qualifications



$15.00 per hour compensation (LEAD Training + Police Training)



A key component is that the SAE is an “actor” in the role play and understands that he or she is able to separate playing a training role and a real life situation.



For this reason, components of Improvisation are formally and explicitly introduced and used in each session.



All SAE’s will participate in one or more of the 5 training sessions on site at the PGCC Municipal Police Academy.

Screening Assessment & Job Interviews



Designed to screen candidates for participation across three domains including:

1.

Communication Skills

2.

Sensory Processing Skills

3.

Role Playing Skills



An additional informal job interview and scenario based questions are also included.

10 SAEs were selected following Screening Assessments and Job Interviews

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Development of the Scenarios & Corresponding Curriculum

 Following observation and consultation with

Police Academy Trainers, 5 scenarios were developed in consultation with PGCC’s Training Director and staff and approved by the Commission. Of these 5, three were determined by the PI’s to be used for initial training purposes.

 These included: Bystander/Witness/Victim in

a Public Space, Request for Assistance from a Family Member, and Missing Person.

The Training!

 Explicit lesson plans and protocols were developed

for SAE training.

 T

wo SAE training sessions were held. T wo more will follow in the Fall.

 The format included:

1. Warm Up Activities using improvisation (walking through a “door” and introducing self, bowl of emotions). 2. Introduction of Role Play Scenarios with models first provided by instructors and then implemented by the SAE’s. 3. Self and T eam Critique with N.E.D. (narration, emotion, detail) strategy. All sessions were recorded and reviewed. 4. Homework with explicit instructions distributed for further practice with “Buddies”.

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Picture of 10 Self-Advocate Educators smiling

QUESTIONS?

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Contact Information

Jennifer Eastman MD Department of Disabilities jennifer.eastman@maryland.gov Patti Saylor, mother & advocate saylor11@comcast.net Erica Wheeler, self-advocate MYTHREEWHEELS@aol.com Robert Wagner MD Police and Correctional Training Commissions robert.wagner2@maryland.gov Lisa Schoenbrodt, PhD. Loyola University of MD lschoenbrodt@Loyola.edu

Logos for the MD Department of Disabilities, the MD Police and Correctional Training Commissions and Loyola University of MD