In terms of the rest of the program: Is there any component that addresses teacher education/support for dealing with students in the program?
JIPP uses Math and English coaches who have extensive experience and training to work with highly challenged students. They are well-versed in differentiation of instruction as well as effective pedagogy and engagement of the students. Currently, they are involved in designing a standard-based curriculum for the academic intervention, as well as a classroom behavior program that incorporates LAUSD’s discipline policy.

We have found that some of the students act out in the class not because they are bad children but because they have not had prior success in the classroom. Having to complete the work raises their anxiety level and they begin to act out. The small class size and personalization of the instruction at JIPP helps support the student in their classroom struggles until they achieve success. It is an exciting breakthrough to witness the moment the students discover they are able to master the work at hand.

For some of the students in the program, it is the first time they have felt success in the classroom. Since the program takes a systemic approach, academic achievement is just one component that helps build the ego strength of the student so they feel capable of success.

Is this program considered culturally responsive?
Yes. A few of the officers and teachers have grown up in the neighborhood and we work closely with community-based organizations to make sure we are meeting the needs of the students and the parents. The program as a whole believes in being culturally responsive. This is also why the parenting classes are taught in Spanish as well as in English. One of the three macro areas of intervention, the community, is designed for this very purpose.

What happens when students do not conform to the military-style training or refuse to participate in some of the training? What tactics are used then?
The officers involved in the bio-behavioral aspect of the program have completed an 8-hour training course with the LAPD Psychiatrist on best practices for addressing the students in a supportive way while still being clear about limits and boundaries. The officers have also been trained in methods of outlining expectations for appropriate behavior for compliance in the bio-behavioral intervention. The officers have also completed four hours of training with the JR ROTC command staff on standard-based instruction in support of the bio-behavioral intervention.

In terms of the students not complying, this, believe it or not, rarely happens. The discipline is for the students not to the students. We are a supportive program in nature, not punitive. The program is tough, grueling and hard, but we are not going to give up on the students because we believe in them. Most of our students have never experiences this philosophy which allows them to buy into the bio-behavioral intervention. The military-style approach is utilized to teach strict, limits, boundaries, expectations and behavior. Squad leaders are assigned to be responsible for their squad and they empower the group as much as possible. Refusing to go along with the regiment is not acceptable, both by the officers and the other students. If one student refuses to participate, the group is empowered to address the issues of that one student and usually gets him/her to participate.

We start with the bio-behavioral component of the program to instill discipline for the students not to the students. This is a very important aspect of JIPP. The bio-behavioral intervention is not meant to be punitive in nature but to allow our students to achieve success by following strict guidelines of behavior and physical training. This allows the students to get out of their minds and into their bodies. In the beginning, some of the students are unable to do a push-up or run a lap, but all show significant physical improvements upon completion of JIPP. Getting their body in shape is another important component to the systemic approach of JIPP.

The first stage of the program is the resistance piece, in which we anticipate that students will be initially resistant. It is a important attribute to the future success of the students in the program that they are given the opportunity to work through their resistance. Clinical interns are assigned JIPP students provide further support. They do breakout groups after the social-emotional intervention of Ripple Effects, as well as individual counseling.