Contact Person: Sergeant Ricardo Rodriguez
(203) 946-6392
The Youth Oriented Policing initiative is a collaborative effort of the New Haven Police Department, the New Haven Public School System, as well as local social service and criminal justice agencies. It provides a coordinated and comprehensive linkage of youth development support agencies that begins in the schools and extends into the neighborhoods and homes of students. It teams School Resource Police Officers with School Security Officers and Aides, Truancy Program personnel, as well as linkage to the Office of Juvenile Probation, Community Mediation, and the Yale Child Study Center to provide the external guidance needed to effectively service youth at risk.
The joint effort focuses on going beyond maintaining a safe learning environment for students to strengthening familial support, promoting higher education, and guiding the student toward success in the job market. The police component enhances the capabilities of the Family Services Division by increasing supervisory and investigative personnel during evening hours and weekends to better address juvenile matters and support the collaboration. The Division's role helps provide an opportunity for better coordination between school officials and social service providers for continuity of services, which is vital to this undertaking.
The six components of the Youth Oriented Policing Initiative are:
Safe Corridors - Provides security coverage through the assignment of strategically placed community patrol officers and school personnel (i.e. at schools and in their adjacent neighborhoods) to monitor the safe passage of students to and from school.
School Day Problem-Solving - School Resource Officers work in conjunction with School Security Officers/Aides to respond to activities which disrupt the school, home or neighborhood environment and coordinate the appropriate follow-up to such. Police and school personnel problem-solve to proactively address problems. Matters are addressed through the investigation of incidents and criminal activity, classroom sessions to address violence and gang behavior, conflict resolution, and referrals for counseling sessions with students, parents and faculty.
Truancy Intervention and Case Management - Four teams consisting of police, truancy officers, and drop-out prevention personnel make home visits and monitor known locations frequented by truant students. Team members coordinate the appropriate student support resources to provide case management and keep young people in school.
Evening Police Coverage and Follow-Up - A sergeant and four detectives supplement personnel and provide continuity of police service to juvenile matters during evening hours and weekends. Among the activities they are responsible for include; follow-up activity to day incidents, serving arrest warrants, and appropriately addressing juvenile street gatherings.
Coordination with Juvenile Probation - Juveniles on probation are closely monitored through information supplied by the Department of Juvenile Probation to encourage compliance of the conditions of the probation. Probation violations can result in heightened supervision, imposing a curfew or placement in a detention facility.
Curfew Responses - Police will place emphasis on curfew compliance associated with conditions of probation imposed by the court or probation officers. Curfew situations will range from reliance on parental control to house arrest and are imposed on a case by case basis. Monitoring is done by parental report, home visits, electronic supervision, or officer on patrol observation. Positive behavior modification will result in curfew adjustment or removal to present a working goal for the young person on probation.
All participating agency members involved in the Youth Oriented Policing collaboration have gone through an orientation process to familiarize themselves with the protocol and promote interagency support.
Police Departments are most often criticized by youth as being insensitive to their needs. In response, the New Haven Department of Police Service worked with high school students to create a representative group of students who would act as advisors to the Chief of Police on matters that interested and involved them. Currently, 22 high school students represent either their specific school or a neighborhood and reflect the diversity of New Haven's population. While there is a yearly turn-over of at least one-third of the Board due to graduation, these young leaders have had the opportunity to travel around the country acting in the capacity of youth ambassadors.They also impact on the operations of the police department by interviewing all Police Academy Students. In 1996 they were instrumental in the defeat of a proposed curfew ordinance because they were able to convince the City's legislative body that such an ordinance would be hard to enforce and would only harm law-abiding young adults.
The CD-CP is a collaborative effort aimed at facilitating the response of mental health service providers and police to the burdens of violence on children, families, and the broader community.Through the application of the principles learned in work with schools and agencies, our program attempts to change the "atmosphere" of police departments in relation to children and to increase the competence of police officers in their interactions with children and families.Fundamentally, the program attempts to reorient police officers in their interactions with children in order to optimize the psychological roles which they can play as providers of a sense of security, positive authority, and models for children.
Program Outline
The Yale Child Study Center and the New Haven Department of Police Service child development model consists of several inter-related educational and clinical components which aim at sharing knowledge between police officers and clinicians.
New and veteran police officers have the opportunity to complete a 10 week course on child development and community policing.Several police supervisors have completed, or are currently enrolled in, the Clinical Fellowship and attend weekly Case Conferences.Over 500 children have been seen through the Consultation Service since the formal introduction to the department in February of 1992.
With the cases seen through the Consultation Service, the Yale Child Study Center clinicians and their colleagues in the police department are learning about the impact of inner-city violence on children and their families.Working together, we are developing strategies for both the consulting room, the classroom, and the streets for interrupting and minimizing the effects of that violence.In addition, the relationship that has been forged between the Yale Child Study Center faculty and members of the New Haven Police Department has generated a broader understanding of the needs of inner-city youth and ideas about how we can best serve them.
Education of New Police Officers
A seminar for new police officers was created by police officers and faculty of the YCSC to provide new officers with both knowledge and a sense of personal empowerment to think about and intervene positively with children and families.
A basic concept of the CD - CP is that new officers should be introduced to a mental health orientation while they are beginning to form a sense of their new professional identities.Thus, the seminar meets weekly during the first 10 weeks of field training.Exposure to child development principles early in their careers introduces them to the importance of thinking about children's development and their own influence on children, while they are for the first time encountering children and families in their daily work.Also, the course provides officers with the experience of working alongsidemental health professionals and with concepts and methods for working comparatively with other social services on behalf of children.
Child Development Fellowships
Community policing requires supervisors who oversee neighborhood substations (District Managers) to be committed to the philosophy of neighborhood policing and prepared to translate the concepts into actual practice.
Child Development Fellows are police supervisors (Sergeants or Lieutenants typically) who spend four to six hours per week over the course of three months in the Yale Child Study Center.With the guidance of a mentor from the clinical faculty, police Fellows participate in a range of activities, similar to those of residents in psychiatry, which familiarize them with development concepts, patterns of psychological disturbance, methods of clinical intervention, and settings for treatment and care.
Case Conference
Police officers, educators, and faculty within the YCSC (child psychiatrists, psychologists, social workers, pediatricians, and lawyers) meet weekly to discuss difficult and perplexing cases that arise from the officers' direct experience and from the Consultation Service.Cases are discussed by officers and clinicians from many different points of view -- in relation to the child and family's specific problems, the reasons for their interaction with the police, the types of services which they have used or might currently require, barriers to intervention, and specific problems posed to the police officers and other agencies involved.
Consultation Service
The Consultation Service allows the police to make referrals and to have clinicians respond to police officers' immediate needs for guidance, especially children's traumatic experiences.Child clinicians carry beepers and are on call 24-hours a day to discuss children and youth with police officers.At times, the consultation leads to a disposition to an available clinical program, e.g., the use of the child psychiatric emergency service, referral to the state child protection agency, an appointment at the YCSC or other guidance services within the community, or engagement with the mental health teams within the child's school.However, at times, a direct clinical response is needed because of the urgency of the child's distress.At such times, clinicians can respond immediately and see children and youth at the YCSC, at the police station, or at their homes.
For More Information, Contact Assistant Chief Bryan Norwood at (203) 946-6266.
Contact Person: Sergeant Ricardo Rodriguez
Telephone: 203-946-6290
During the summer, middle school students and adults attend Camp DEFY, a national Weed & Seed project.Connecticut's partner, the National Guard, host a one-week program at Camp Rell in Niantic, CT.The New Haven Weed & Seed Coordinator and Sgt. Patrick Redding, supervisor in the Family Services Unit, organized the New Haven DEFY project.New Haven campers share their week with other Connecticut participants.In addition to traditional camp activities, students receive instruction in substance abuse prevention, conflict management, increasing self-esteem, gang resistance, decision making and goal setting, and physical fitness.
All camp participants are part of a year long mentoring program. In 2004, Camp DEFY will be implemented in the Hill Neighborhoods.
Contact Person: Sergeant Ricardo Rodriguez
Telephone: 203-946-6290
The New Haven Public Schools has a K-12 Social Development Program that teaches empathy, impulse control, and anger management through age appropriate lessons throughout their school careers. These lessons are blended into the normal curriculum requirements of each grade and are not separate lessons. A part of the goals of this particular component of the general Social Development Program is to establish a rapport between youth and police in fourth and fifth grade classrooms. Classroom teachers and uniformed officers co-teach a number of specially designed lessons regarding gun violence, personal safety, danger recognition, peer pressure resistance and alternatives to fighting. Officers participating in the program receive instruction from educators and NHPD personnel. Teaching techniques are emphasized.There are 30 officers trained to teach this program in 15 schools in the city.
Telephone:946-6290
The New Haven Mentoring Program is a partnership between the police and fire departments, schools, and juvenile probation.
In January of 1995, New Haven Superintendent of Schools, Dr. Reginald Mayo, issued a challenge to community leaders on behalf of the "endangered American male of Greater New Haven".It had become apparent that males, especially those of school age, were rapidly falling prey to a way of life that could only lead to personal and social destruction.It was incumbent upon adults, particularly adult males, to take stock of their personal commitment and responsibility to society.It was time to explore ways of providing boys and young men with the skills needed for them to become knowledgeable, active, and productive citizens in an emerging global and multicultural world.
A strategy session was called and members from around the city met as a committee to examine the realities facing young males.The committee included representatives from the New Haven Public Schools, police and fire departments, Board of Aldermen, Yale Child Study Center, and social service agencies.As a result of extensive brainstorming, the "Male AgendaÕs Cry for Help" was formulated.The agenda contained three strategic components that centered around sound educational tenets.
The committee also reached an initial consensus that for many of our young people, there is often no responsible adult in the immediate family environment or social network.It was then decided that to adopt the slogan, "Youth are our Most Important Resource", and work toward the development of a mentoring program.Mentoring affords students the chance to experience a positive relationship with an adult - man or woman - who will help instill pride, nurture hopes and dreams, and promote responsible, success-oriented behavior.Then Assistant Chief of Police Melvin H. Wearing, as committee chairperson, provided the leadership to implement the New Haven Mentoring Program.
PROGRAM GOALS:
The mentoring relationship provides an opportunity for youngsters to identify with and emulate the values, ideals, aspirations, and behavior of a caring, sensitive adult, while at the same time, develop individuality and a strong sense ofpersonal identity.The goals of the mentoring program are defined as follows:
- To promote social development, academic success, positive self-esteem, and respect for self and others
- To reinforce communication, problem-solving, and substance abuse prevention skills
- To provide activities and opportunities for educational enrichment
- To recognize and respond to the needs of students at-risk of failure
PROGRAM DEVELOPMENT
The committee worked closely with the Social Development Program of the Education Department which had already begun the implementation of a mentoring program.They looked closely at what was in place in the city schools and decided that a joint collaboration would be the most appropriate use of skills, resources, and expertise.The program was expanded to include both boys and girls of middle school age and targeted those students considered to be most "at-risk" for failure.Fair Haven Middle School was the first to participate.
Recruitment for mentors became one of the first tasks for the committee.A concentrated effort was undertaken to recruit both police and fire department personnel who could make a solid commitment to spend a minimum of one-hour per week with a student.Police officers and fire fighters with the following characteristics were looked for:
- Have a genuine concern and love for children and an interest in schools
- Be interested in developing a positive relationship with a student
- Be motivated to help the student learn
- Be a good listener and possess the virtue of patience
- Be reliable, friendly and flexible
- Have the ability to remain calm in stressful, frustrating situations
- Be sensitive and responsive to student's needs, values and ideas
An application to participate was attached to the paychecks of all police and fire department personnel.Announcements were read at police roll call line-ups and posted in all fire department engine houses.
Training for the mentors was a key element in the success of the program.An in-depth curriculum was developed and implemented in a two-hour training session. The training components developed included:
- Mentor responsibilities
- Characteristics and cultural backgrounds
- Communicating with parents and teachers
- Encouraging children to understand self-esteem
- Suggested activities
The first class of twenty (20) police and fire mentors was teamed with the 5th and 6th grade students at Fair Haven Middle School in June of 1995.
An evaluation component was developed to help maintain the integrity of the program. A steering committee made up of police, fire and probation department members continually monitors and critiques activities as well as checks on the individual progress of each mentor.This can sometimes take the form of side-line coaching, but the intent is to provide support and encouragement for mentors so they can maintain and improve their relationship with the child.Social Development Program staff members also oversee the program to insure that the needs of each student are being met and that each boy or girl is matched with the appropriate mentor.
WHERE WE ARE TODAY
Since the first call of mentors, emphasis has been placed on additional recruitment of mentors.Members of the Yale University Police Department as well as State Correctional Officers have been included as mentors.
The number of participating schools have grown.In addition to Fair Haven, other middle schools including Jackie Robinson, Troup, and Sheridan are part of the program.Sixty-five (65) youngsters have been matched with mentors.The selection of students for the program has generally been through teacher evaluation/recommendation.However, once the program became operational, the Yale Child Study Center began to refer children they have identified through counseling as being at-risk and in need of role models/mentors.As word of the program spread, parents have made direct inquiries about getting a mentor for their child.
To enhance and complement the individual time spent with each student, the mentors have also arranged for group activities.Mentors have hosted holiday parties and end-of-the-school-year cookouts.With funding from the state Drug Enforcement Program, mentors and "mentees" were able to go on a two-day, two-night camping trip to Camp Cedarcrest.The mentors served as camp counselors and everyone spent time swimming, going on nature hikes, playing baseball and sharing chores.The "mentees" had a chance to leave the familiarity of the city and experience life in the great outdoors.Recruits from the New Haven Police Academy also volunteered to help in this effort.As a result, because the experience was such a positive one, many signed on as permanent mentors.Mentors also organized a trip to the Shubert Theater for an opening night performance of West Side Story.Participants were able to go backstage and meet the cast.
The New Haven Mentoring Program started with the idea of helping young boys become better equipped to handle life.Once the program took hold, it became clear that all young people need a little extra boost along the way on the road to adulthood.Adults, particularly role models including police officers and fire fighters, can be the helping-hands for that boost.
P.A.L. responds to the needs of youth in many neighborhoods through after school, weekend and special summer events. With volunteer coaches, P.A.L. sponsors basketball leagues, judo classes, a street hockey league, a chess club, track and field clinics, girls' volleyball, flag football, and karate instruction. Special events include essay contests, Young Eagles Day with a local pilots association, an olympic style statewide track and field competition and others. A special relationship has developed between P.A.L. and The Housing Authority of New Haven. HANH has provided funding and space for some of P.A.L.'s activities allowing the program to expand rapidly. Officers, youth and their parents get to know each other in a different way that affects relationships over the long term.
We have expanded the Police Athletic League program to include more youth and encompass a wider variety of activities and special events. PAL is a citywide, multi-site approach allowing broader participation by youth throughout New Haven. Examples include a 10 week PAL Hockey League, a 15-week basketball league, and two 2-day chess tournaments. Summer programs included flag football, street hockey, boys and girls basketball and cheerleading. Special events included trips to Yankee Stadium, the Basketball Hall of Fame, the Groton Submarine Base, and Riverside Park. 200 youth attended the annual PAL banquet.
During the school year PAL sponsors:
- Basketball League
- Hockey League
- Judo/Karate Classes
- Chess Club
- Girls' Volleyball
During the summer PAL sponsors:
- Flag Football
- Street Hockey
- Cheerleading
- Track and Field Clinic
- Boys and Girls Basketball Leagues
Special Events:
- Trips to Yankee Stadium, the Basketball Hall of Fame, the U.S. Naval Submarine Base at Groton, CT, and Riverside Park
- Young Eagles Day (with a local pilot's association)
- Olympic Style Statewide Track and Field Competition
- Essay Contests
- PAL Banquet
The New Haven Housing Authority has entered into a partnership with Pal and provides funding and space for some activities, which has allowed the program to expand rapidly. Relationships between officers, youth, and their parents are fostered and encouraged.
PAL, Spring 2002
Safe Corridor Program
Telephone: 203-946-6290
The safety of youngsters while traveling to and from school is a priority of the New Haven Police Department. Uniformed officers and Family Service Unit Detectives patrol areas adjacent to schools prior to the start of the school day, and at dismissal time. Using motorcycles, bikes, cars and foot patrols, students are assured a safe passage to and from school. School security officers and school administrators are also involved in this program. Officers monitor all individuals who loiter about school grounds to insure no illegal drug or gang activity takes place. Motor vehicle enforcement is also used as a tool to discourage those who do not have a reason to be in the area.
Contact: Sergeant Ricardo Rodriguez
Telephone: 203-946-6426
Seven uniformed officers are assigned to middle and high schools to respond to any disruption. In partnership with school security officers, School Resource Officers investigate any criminal activity as well as act as intermediaries in interpersonal disputes or respond to students requests. School Resource Officers participate in handgun violence prevention, conflict resolution, and mediation. They counsel both parents as well as students and are neighborhood liaisons. They develop information regarding gang members and activity. They work with Probation Officers and school guidance personnel to monitor at-risk student behaviors. School Resource Officers work with other members of the Family Services Unit to ensure continuous information flow between shifts and continuity through follow-up and case management. This allows both home and school to be aware of any situation that may impact the health and safety of students, as well as the monitoring of those who show signs of being at-risk or delinquent behavior.
(203) 946-6392
The schools were and continue to be central to Youth Oriented Policing. Schools are the one common denominator - every child attends or should attend school regularly. The New Haven Public Schools interact with private and parochial schools in terms of transportation and the special needs of children. However, when young people do not attend school, their prospects for the future become limited. Gateway crimes such as car theft and exposure to the drug culture and related criminal activity correlate with truancy and dropout status among middle and high school aged youth. Key administrators from both the school system and the police department reinvented the way they worked with each other and the tools and resources they could use as partners. In 1995, the School Resource Officer program began in which five officers were assigned full-time to work in specific middle and high schools where reported crime incidents were high.
These Officers provided service beyond the school security officers already working in many schools. They also act as mentors and confidants to students who know that they care about them as well as protect them. In addition, the New Haven Public Schools employs a truancy and dropout prevention coordinator, 8 truancy and dropout prevention workers, and 2 truant officers. The Housing Authority contributes 6 truancy assistants who work with young residents of their family developments. A team approach is used: cross-training by each department provides a broader range of knowledge to those whose task it is to keep kids in school and actively engaged in their education. Although a highly successful undertaking, this program focuses on middle and high school students. Patterns of attendance and absence are often established early in the child's life. Therefore, future program expansion will target the youngest truants and near-truants.
Contact Person: Lieutenant Joseph Streeto
Telephone: 203-946-6290
Ms. Luz Garcia, Project Manager
Telephone: 203-946-7505
In 1998, the Fair Haven neighborhood received Department of Justice designation as a Weed & Seed site. This collaboration with the community seeks to reduce crime by "weeding" out the bad elements while assisting community revitalization with "seeding" funds. The community developed a strategic plan that identified gaps in service in Fair Haven. The action plan seeks to plug those holes. To date, the Weed & Seed program has focused its funding on youth initiatives: peer mediation training, gang resistance education for students and their families, a truancy-reduction program for middle school girls, and extended recreation opportunities. In addition, the "weed" funds have supplemented regular patrols and plainclothes investigations.
Implementation of the Weed and Seed plan focuses on violent crimes and the quality of life in the Fair Haven policing district of New Haven. During 1999, no homicides occurred in the Fair Haven neighborhood. In addition, other violent crimes in the district have been reduced to levels that occurred in the mid-eighties. This reduction can be attributed to Weed and Seed-funded patrol procedures as well as collaboration with other agencies involved in community policing efforts citywide.
Under the Weed and Seed law enforcement effort, police officers patrol "hot spot" areas, concentrating on reducing street narcotic sales, gang activity, noise, loitering and other quality of life problems. Officers have formed bonds with the community and the community has become integral to the patrol officer's problem solving methods in curbing crime and making the district a vibrant and wholesome community for its citizens.
Prevention, Intervention and Treatment
Prevention, intervention and treatment services form the nucleus of the Weed and Seed strategy. These services have been ongoing and serve to meet needs identified through community input to the Steering Committee. Community Mediation Services, Fair Haven Clinic, Farnam Neighborhood House, Urban Solutions, the New Haven Department of Parks, Recreation and Trees, and Yale Child Study Center are the current service providers using Weed and Seed funds. The Weed and Seed Steering Committee provides 'seed' fund to initiate the programs and to test their validity, while giving the providers an opportunity to search for long-term funding.
Neighborhood Restorations
Numerous community agencies work together for the beautification and restoration of the Fair Haven community. LCI (Livable City Initiative), Project More and Urban Solutions are part of a team approach that supports Weed and Seed by concentrating on blighted housing, refuse removal, city code violations, noise abatement, illegal dumping and unauthorized businesses (car repair shops). Activities leading toward neighborhood restoration include neighborhood clean-ups, the restoration of vacant lots, the development of community gardens, and other projects. The Fair Haven District Manager continues to monitor and address concerns that are brought forth by community residents on a daily basis. The management team also helps monitor school construction projects, housing rehabilitation and economic development.
There are several linked efforts involved in expediting the overall Weed and Seed strategy. Agencies involved in providing direct services to youth and families in the targeted community provide the following services:
Parks and Recreation Department
The Department of Parks, Recreation, and Trees previously ran a boy's spring soccer league using Weed and Seed funds. Now that Parks and Recreation funds the boy's team, Weed and Seed will fund a girl's team as well. The Department of Parks and Recreation also provide another program under Weed and Seed called Cooks and Books. This program, run during school vacations, concentrates on building literacy while including lessons on nutrition. It is designated for youth in the area.
Fair Haven School Truancy Program
The truancy program continues to make a great impact in our local junior high school. Female students between the ages of 9 - 12 identified for inclusion in the program receive the following services:
- one on one counseling with a certified social worker
- medical examinations
- referrals for mediations
- psychological treatment referrals if needed
- confidential sexual education and advice, along with prevention and intervention
- social and emotional support group
Farnam Neighborhood House
Offers youth and family recreation in Fair Haven including basketball, arts and crafts, after school tutoring, trips, table games, swimming and summer camp programs. The Farnam youth program in Fair Haven runs all year round. The program is fully supervised by certified employees and volunteers. Transportation for all participants is provided. Weed and Seed funds allow Farnam to open Friday and Saturday evenings for parent/child activities.
Community Mediation
This 15 hour peer mediation program is available to Fair Haven Middle School students. Upon completion of this training, graduates become involved in conflict resolution and teen mediation in the community. This program complements services provided citywide by Community Mediation and New Haven Public School's K-12 Social Development curriculum.
Urban Solutions
The Fair Haven Weed and Seed anti-blight initiative provides support to a community building effort that provides local youth with alternatives to criminal and drug activity. In the fall of 1999, a committee of Fair Haven residents voted to reallocate Weed and Seed funds for an employment initiative for Fair Haven teenagers. This initiative allows community teenagers between the ages of 14 and 18 years of age the opportunity to have gainful after-school employment throughout the community in which they live. They participate in neighborhood cleanups, help maintain community gardens, and assist elderly and disabled homeowners maintain their yards. They also receive assistance in writing resumes and help in seeking other outside employment. This program links to the School to Career programs of the New Haven Public Schools.
Anti-Gang Program
A Yale Child Study Center program operates from the Middle School in the target area. This program provides gang resistance techniques for youth recommended by the Middle School principal. District officers work with child development clinical partners to teach participants more about the role of the police in their neighborhood, anger management, and decision-making skills. A separate parents' group is also convened. Participants begin to learn that officers play many roles in their neighborhoods. The Fair Haven District Manager attends weekly meetings at the Child Study Center to support this initiative. This program dovetails with the New Haven Police Department's partnership with New Haven's K-12 Social Development curriculum.
Additional linkages and collaboration have been formed with the following organizations to provide a comprehensive array of services to deter violence and restore neighborhood pride:
The Livable City Initiative (LCI)
The Livable City Initiative convenes a Fair Haven team that includes many city department and the District Manager of the Fair Haven Sub-Station. The LCI team meets monthly to work on neighborhood problems related to eviction proceedings as well as boarded houses and demolitions. Periodically, LCI conducts neighborhood 'sweeps' that identify properties with zoning, building, and housing code violations. District officers also participate.
Narcotics Intelligence Unit - is comprised of various units of the police department, the Drug Enforcement Administration and the U.S. Attorney's Office to assist with drug elimination, and eradication of organized gangs.
Cultural Outreach Network
Cultural Outreach Network was created to provide support and share information with individuals in city, arts and cultural institutions who are involved in developing and offering cultural outreach programs to city neighborhoods and minority populations.
Enterprise Community/Empowerment Zone
Enterprise Community/Empowerment Zone application was awarded to the City of New Haven in the amount of $100 million for six neighborhoods.
Project One Voice
Project One Voice is part of the law enforcement and seed strategy, and incorporates increased patrols and investigations for identified drug hot spots. Project One Voice will continue to monitor those individuals who are on probation and parole and will expand its efforts in sharing information with other law enforcement agencies about those released from incarceration, particularly those specific individuals who have preyed upon specific areas of the neighborhood.
Strategic Approaches to Community Safety (SACSI)
SACSI is an NIJ sponsored project that includes federal, state and local law enforcement agencies. The goal is to develop cooperative problem solving methods. Fair Haven is the SACSI pilot site in New Haven. Use of this type of coordinated approach to crime reduction shows some preliminary success.
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