1. General Information 7. Number of Association 1. Program Title 2. Bar Name 3. Address 4. City/State/Zip 5. Phone 6. E-mail Address Members State Bar of Arizona Diversity Pipeline State Bar of 4201 North 24th Street, Suite Phoenix, AZ 602-340- firstname.lastname@example.org 20,000 Initiatives Arizona 200 85016 7389 2. 8. Describe your program, including:- Program objectives- Program history- Number of times presented- Target audience- Number of people participating- Measurable results of efforts to date (include statistics, program evaluation, and follow-up)- Future program plans Text Response The Diversity Pipeline Initiative is one of the main thrusts of the State Bar of Arizona’s Diversity and Inclusion process. The Initiative partners with Arizona law firms, schools, universities, and community organizations to encourage young people, especially people in under-represented populations, to consider careers in the law. Objective The objective is to connect lawyers and law students with our schools, communities, and civic organizations in order to inform our young people about the steps necessary to become an attorney or to have a legal career. The primary goal is to increase the number of minorities in the legal profession in Arizona. Program History Diversity Pipeline Project and Programs In 2009 and as a starting point for its Diversity Pipeline initiative, the State Bar’s Diversity Department launched its diversity pipeline project by adopting the Cloves C. Campbell Sr. Elementary School in Phoenix. Planned as a long-term partnership between the State Bar and the school, it involves several school visits annually to 7th and 8th grades students at the school. The project exposes students, from diverse backgrounds, to the benefits of higher education and thereby encourages them to attend law school, pass the bar, and hopefully become attorneys. Project volunteers made up of law students from the Phoenix School of Law, the Sandra Day O’Connor College of Law at Arizona State University, and attorneys mentor the elementary school students and hope to guide them through the pipeline from entry to the legal profession. Extending the project to include 6th grade students of the school is being currently considered. One of the reasons for selecting the Cloves Campbell . Elementary School for the pilot project is because it has at least an 85% minority student population. We currently have a volunteer pool of 20 law students and 16 attorneys, most of whom are minorities. These numbers keep expanding as more law students and attorneys learn of the Initiative. One unique thing about the State Bar’s diversity pipeline project is that we go to the students so that they are not removed from their familiar school environment. We follow the progress of Cloves Campbell Elementary School 8th graders after graduation, especially those who attend South Mountain High School for its law magnate program. This means we have expanded our project to include South Mountain High School. Project volunteers will be visiting the high school several times a year and engaging students in law-related activities, not only to connect with former Cloves Campbell Elementary School students now enrolled in the law magnate program, but to also mentor others in the program. Number of times presented We since 2009, our volunteer law students and attorneys have visited the school eight times during which they engaged students in all types of interactive activities. As noted below, we also have an annual High School Law Symposium and summer law camps. Target audience Even though participation in the pipeline programs is open to all students, our main target is the minority populations. Targeting the K-12 student population is necessary because available information indicates that the test-score gap between students of color and white students begins as early as the fourth grade and continues through the undergraduate and graduate levels. African-Americans graduate from high school at significantly lower rates than whites and Asian- Americans. Students of color have disproportionately lower law school application, enrollment, and graduation rates. Prior to the end of last school-year, our volunteer law students and practicing attorneys visited Cloves Campbell Elementary School several times during the 2009-10 school year to engage the students in various law-related interactive exercises. Eighth grade students went on a field trip to Phoenix Municipal Court where they met City of Phoenix judges, including the Chief Presiding Judge. The students participated in a short mock trial, playing the roles of judges, jury, bailiffs, prosecution and defense attorneys, and, of course, defendants. During the same outing, they visited the State Bar of Arizona offices where they also met and dialogued with a paralegal, legal secretary and investigator. This was designed so that the students could gain an insight into other jobs and careers in the legal field. We have made two visits to the courts since the beginning of the project. Summer Law Camp and High School Law Symposium In 2009 the State Bar collaborated with the Indian Legal Program at the Sandra Day O’Connor College of Law at Arizona State University to host a summer law camp. Students participated in mock trials and learned about college and law school admissions process. In 2010, the State Bar partnered with the Phoenix School of Law to host a well-attended High School Law Symposium. Law students, lawyers and judges mentored the students during the programs. We also hosted law camps in Phoenix and Tucson during the summer of 2010. Number of people participating In February 2011, we hosted, in collaboration with Phoenix School of Law, our second High School Law Symposium. The event attracted more than 220 high school students from across the State of Arizona, beating the 2010 attendance of ninety-one students. Our summer law camps (2010) in Phoenix and Tucson attracted more than eighty 8th – 10th grade students. As previously indicated, to help facilitate the different activities involved in the programs and project within the Diversity Pipeline initiative, we maintain a pool of volunteer attorneys and law students. Measurable results of efforts to date (include statistics, program evaluation, and follow-up) During our first summer law camp held in collaboration with the Sandra day O’Connor College of Law in 2008, sixty students attended. In the two years since we started the law camps in Phoenix and Tucson, we have hosted more than one hundred and fifty 8th – 10th grade students. As previously indicated, our first High School Law Symposium in 2010 attracted 91 students from across Arizona. In February of 2011, two hundred and twenty-one high school students registered and attended the event held in partnership with Phoenix School of Law. During our first year with the Cloves Campbell Elementary School, seventy-five 7th and 8th grade students participated in the project. Twelve of those students went on to enroll in the Law Magnate program at South Mountain High School, after graduation from the 8th grade. Previously, two to four students from Cloves Campbell Elementary School would enroll in the law Magnate program. Students’ evaluations of the programs have been very positive. Some of the comments from participating students are: “I learned a lot today. . . . I liked the mock trials . . . “Very fun . . really liked it . . . “. . . Everything was wonderful and I enjoyed it all . . .” “I’m coming next year.” “I liked how we did the workshops and . . .got to learn about colleges and universities” Future program plans Based on the level of response and positive feedback received from the students and their parents, we hope to continue building on the success of the diversity pipeline initiatives. Another faith organization has already offered to host our next (2011) summer law camp at their school facility which can provide up to fifteen classrooms for the program. 3. 9. Total Program Budget Text Response Approximately $11,000 4. 10. Source of Program Funds Text Response State Bar of Arizona annual budget includes the funds for the programs. 5. 11. Other Resources (e.g. in-kind contributions, materials, etc.) Text Response Community faith-based organizations, such as the Sunnyslope Apostolic and Pilgrim Rest Churches, have sponsored some of the events by providing venues. A local caterer (Courthouse Café) has provided meals to our participating students at much reduced rates. The Arizona Foundation for Legal Services & Education has provided much of the mock trial and curriculum materials. 6. 12. Identify other "partners" who supported your effort (e.g. bar associations, agencies, high schools/colleges/universities/law schools, law firms, etc. Text Response Arizona's law schools (Sandra Day O'Connor College of Law at Arizona State University, University of Arizona James E. Rogers College of Law, and the Phoenix School of Law) have been partners in the various programs and the Cloves Campbell Elementary School Project. 7. 13. Note any recognition that these efforts have received (e.g. media coverage, awards, etc.) Text Response Phoenix Channel 12 News covered the initial visit to the Cloves Campbell Elementary School. In April, 2010, members of the ABA Center for Racial and Ethnic Diversity selected the State Bar of Arizona’s school project for a visit during their annual spring meeting in Arizona. The visiting members commended the State Bar for the project which is still on-going. The initiative has also appeared in the Arizona Attorney magazine and its blog 8. 14. Could another bar association easily replicate this program? If so, how? Are there materials, checklists, reports that lend themselves to a "how to" guide for other organizations? Please include any pertinent materials with the application form or send separately by e-mail. Text Response Yes, another bar association can easily replicate our program by utilizing the curriculum, and program materials we have prepared for use by our facilitators. Our typical summer law camp and High School Law Symposium agenda is being sent separately via email. Some curriculum materials will also be included. 9. 15. What suggestions or recommendations would you offer to others who might undertake a similar program? Text Response No need to reinvent the wheel. Seek advice from those who have implemented successful programs; and then modify it to suit your own environment. 10. 16. Program contact person, title, phone number: Text Response I. Godwin Otu, Diversity Director, 602-340-7389 11. 17. Program contact person's snail mail and e-mail address: Text Response email@example.com LEGAL Consequences if you are caught: 1) Smoking Weed The Law: A person shall not knowingly: 1. Possess or use marijuana. 2. Possess marijuana for sale. 3. Produce marijuana. 4. Transport for sale, import into this state or offer to transport for sale or import into this state, sell, transfer or offer to sell or transfer marijuana. Consequences: 1. Drug rehab & education – go to class, pay fine may loose driving privileges, even if not yet of driving age. 2. If driving – Jail time, day in jail, expensive education class (mandatory) 2) Drinking and Driving The Law: Prohibits drinking alcoholic beverages & driving or improper use by persons under legal drinking age Consequences: 1. Considered driving under the influence (DUI) 2. License suspension and denial; 3. Mandatory education class 4. Jail time in juvenile detention facility 5. 2 years driver’s license suspension 3) Graffiti The Law: Criminal Damage and Graffiti: If you damage property, you will be held accountable. If you recklessly damage property, it is called criminal damage. Criminal damages as defined by Arizona state law (A.R.S. 13-1602A&B) may be a misdemeanor or a felony depending on the amount of damage. In many cases you and your parents are responsible for paying for damages. Defacing property is also considered criminal damages. This includes marking, scratching or painting of property that does not belong to you and without the owner's permission. Painting graffiti is breaking the law. In Arizona, a 16-year old who spray-painted 32 homes, a half-dozen cars, and various garage doors and fences was tried as an adult and sentenced to 2 months in jail and 3 years probation. Juveniles who damage the property of others can be placed on probation (either with or without detention) and can be required to pay for damages. Consequences: 1. Education class 2. Pay Fine 3. Restitution to property owner 4. Community service 5. Possible suspension of driver’s license 4) Shoplifting The Law: A person commits shoplifting if, while in an establishment in which merchandise is displayed for sale, the person knowingly obtains such goods of another with the intent to deprive that person of such goods, example, 1. Removing any of the goods from the immediate display or from any other place within the establishment without paying the purchase price; or 2. Charging the purchase price of the goods to a fictitious person or any person without that person’s authority; or 3. Paying less than the purchase price of the goods by some trick or artifice such as altering, removing, substituting or otherwise disfiguring any label, price tag or marking; or 4. Transferring the goods from one container to another 5. Concealment Consequences: 1. Attend class 2. 1st offence – Diversion program 2nd offence - Fine & restitution 3. Parent may be required to pay the store back 4. Could go on juvenile record which is public information Press Release Contact: I. Godwin Otu, State Bar of Arizona Diversity Director Phone: (602) 340-7389 State Bar Seeks Youngsters for Summer Law Camp PHOENIX – June 3, 2009 – The State Bar of Arizona is seeking students to participate in a Summer Law Camp on Friday, June 25 and Saturday, June 26. This is the second year of the program. The free Summer Law Camp is open to students in grades 8 through 10. The camp is open to all. However, minority students are especially encouraged to apply. The application deadline is Friday, June 11. The State Bar is co-sponsoring the program with the Arizona Foundation for Legal Services & Education and the Phoenix School of Law. The event will be held at Sunnyslope Apostolic Church, 9035 N. 8th Street, Phoenix. The camp will encourage students to consider careers in the legal profession. Participants will learn about the law in a fun and interactive way, get an inside look at law-related careers, experience a mock trial, and chat with law students and attorneys. Meals will be provided. For more information or to register, contact Rosie Figueroa at 602-340-7393. About the State Bar The State Bar of Arizona is a non-profit organization that operates under the supervision of the Arizona Supreme Court. The Bar includes approximately 16,000 active attorneys and provides education and development programs for the legal profession and the public. Since 1933 the Bar and its members have been committed to serving the public by making sure the voices of all people in Arizona are heard in our justice system. Did You Know? The State Bar of Arizona has a Speakers Bureau. To request a speaker for an event, visit: http://www.azbar.org/LegalResources/speakers.cfm. The Law-Related Education Academy is sponsored by the Arizona Foundation for Legal Services & Education with funding made possible by the Arizona Department of Education School Safety Program. Scripted Trial Objectives: After completing this activity, participants will be able to: Identify the key players in a courtroom Understand the court process Materials: Scripted Trial: Chris Krafty v. Principal Gene Pool “The Case of the Suspended Speaker” – 1 per role player Layout of Classroom handout – 1per faculty Simplified Steps in a Trial handout – 1per student Key Words handout – 1per faculty Timeframe: 45min Strategy: 1. Explain to students that they will learn about the court process by engaging in a scripted mock trial (you may need to explain scripted). 2. Draw the courtroom diagram write the player into the appropriate box. 3. Next, inform the students of their court case: Chris Krafty v. Principal Gene Pool. Display the roles needed for the scripted trial (pre-written flip chart paper). Assign roles. There may be students left over after roles have been assigned, they can be the audience. **There should be 2 defense attorneys and 2 Prosecuting attorneys – have the 2 students split the attorney role, i.e. one does opening one does closing and they divide examining the witnesses** 4. Arrange the room so that it reflects a courtroom and start the Mock Trial. 5. Faculty should answer any questions as the trial proceeds. 6. After the jury has deliberated and provided their verdict, arrange the room back to its original state and debrief the activity. Purpose: To introduce students to the court process and help them develop useful knowledge about the law, questioning techniques, critical thinking, and oral advocacy skills.