School Security PDF

Potential Strategies for School Safety Plans Personnel and Monitoring School Resource Officers (SROs): Provide law enforcement, counseling, and education; maintain consistent personnel for rapport-building. Probation Officers: Supervise and counsel students, especially in high s...

Potential Strategies for School Safety Plans Personnel and Monitoring School Resource Officers (SROs): Provide law enforcement, counseling, and education; maintain consistent personnel for rapport-building. Probation Officers: Supervise and counsel students, especially in high schools with significant juvenile caseloads. Paid Monitors: Train and hire personnel to monitor student behavior; ensure continuity and adequate staffing based on school size and layout. Parent and Volunteer Monitors: Screen, train, and provide clear guidelines for monitoring student activities. Policies and Procedures Restrict student loitering in areas like parking lots, hallways, and bathrooms; publish restrictions in the student handbook. Establish protocols for weapon and drug searches, and clearly communicate policies in the student handbook. Require visitor sign-in/out procedures with visible passes; post instructions at all entrances. Instruct staff to greet and direct strangers to sign in and report non-compliant visitors. Require photo IDs for students and staff during school and related activities. Implement a closed campus policy to prohibit students from leaving during lunch. Collaborate with law enforcement and neighboring property owners for joint monitoring and incident reporting. Security Measures Use metal detectors sparingly, in special circumstances. Provide and utilize alarm systems, intercoms, paging systems, radios, and camera monitoring for buses and campuses. Develop a school bus rider attendance checklist for daily use. Employ outside security personnel during school functions. Campus Patrol and Surveillance Patrol areas where students gather, such as parking lots, hallways, stairs, bathrooms, cafeterias, and schoolyards. Threat and Crisis Management Develop and implement threat and crisis management plans. Establish a comprehensive set of violence prevention strategies tailored to the school’s needs. By following these strategies, schools can effectively reduce vulnerabilities to violence and create a safer environment for students and staff. Summary: Promoting Reporting of Threats and Violence Encourage a Culture of Reporting Foster a school climate that enables students, teachers, and parents/guardians to report threats and acts of violence. Confidentiality and Reporting Procedures Maintain Confidentiality: Adhere to legal guidelines and statutes to protect the privacy of reporters. Develop Clear Reporting Procedures: ○ Collaborate with district school officials and local public safety agencies. ○ Define relevant information and establish clear protocols for distribution and handling. ○ Communicate procedures effectively to the school community. Hotline for Reporting Issues Establish a Confidential Hotline: ○ Properly staff the hotline for reporting harassment, safety concerns, vandalism, etc. ○ Ensure timely retrieval of messages, especially for addressing urgent threats. Advertise the Hotline: ○ Promote the hotline number in student handbooks, posters, pencils, IDs, lockers, etc. ○ Educate parents and students on when to use 9-1-1 instead of the hotline. Training for Threat Recognition Recognize False or Malicious Reports: ○ Obtain specialized training to assess the credibility of threats and identify false or malicious claims. By establishing clear, confidential reporting mechanisms and providing adequate training, schools can proactively address threats and acts of violence. Serious rule violations include: ​ 1. Possession of a firearm on school property or at school events. The 1994 Gun-Free Schools Act mandates a one-year expulsion for students who bring a firearm to school. The chief administrating officer of the local education agency is able to modify the expulsion requirement on a case- by-case basis. All local education agencies that receive funding from the Elementary and Secondary Education Act (ESEA) must require all students found carrying a firearm to be referred to the criminal justice or juvenile justice system. ​ 2. Possession or use of a weapon on school grounds or at school events that is capable of inflicting serious bodily harm. 3. Physical assault of a teacher, administrator, staff member, or student.k. Suspend and consider the appropriateness of expulsion for the following: ​ 1. Verbal threat to a teacher, administrator, staff member, or student. 2. Possession, sale, or use of illegal drugs on campus.Actual or threatened retaliation against persons who report threats or acts of violence. Summary: Strategies for Supporting Suspended or Expelled Students Alternative Educational Programs Separate Environment: Offer alternative education tailored to the needs of elementary, middle, and high school students. Low Student-to-Staff Ratio: Ensure individualized attention for better outcomes. Community-Based Learning Opportunities Service-Based Programs: ○ Engage students in community beautification or assisting victims of violence to understand the impact of harmful behavior. Incentivized Participation: ○ Reduce suspension durations for successful completion of community service. Counseling and Behavioral Support Extra Counseling: ○ Provide guidance in anger management, conflict resolution, respect for others, and social skills. Behavior Modification: Use reward and punishment systems to discourage delinquency. Parental Support: Offer counseling or training in parenting skills to address student behavior issues at home and school. Security and Career Guidance Risk Mitigation: Address the security concerns of grouping troubled students by implementing appropriate measures. Career Counseling: Offer older students career guidance and information about employment opportunities. By combining educational, community, and counseling interventions, schools can help suspended or expelled students improve their behavior and future prospects. Summary: Advocacy and Promotion of Programs for Student Development Support for Early Childhood Education Advocate for Quality Preschool: Support Head Start and other on-site quality preschool programs for younger children. After-School Activities Promote After-School Programs: ○ Offer a variety of free and engaging activities for all students. ○ Examples include sports, academic assistance, and social events. ○ Ensure there is at least one activity that appeals to every student type. ○ Utilize the After-School Enrichment Grant Program for funding support. Partnerships for Supervised After-School Activities Collaborate with External Programs: ○ Form partnerships with community organizations to provide supervised after-school activities. ○ Programs should enhance students' safety and contribute to their physical, moral, academic, emotional, or social development. ○ Example programs: 4H, Scouts, Boys & Girls Clubs, YMCA, community youth sports programs. By promoting these initiatives, the aim is to enhance students' overall development and provide safe, enriching environments both during and after school hours. Conflict Resolution Programs to create a win-win scenario for either student. Find trainers to implement the program. Teach conflict resolution to students using activities incorporated into the curricula and by having teachers and staff model appropriate behaviors. Summary: Anti-Bullying Programs and Strategies Understanding and Defining Bullying Define Bullying Clearly: ○ Involve the school community (students, staff, parents, teachers, volunteers, law enforcement) in creating a clear definition of bullying. ○ Include physical, verbal, and psychological aspects of bullying. ○ Communicate the definition to all school stakeholders. School-Wide Rules and Consequences Establish Specific Rules: ○ Prohibit bullying behavior as part of the comprehensive school code of conduct. ○ Set clear consequences for bullying activities. Understanding Bullying Motivations Investigate Motivations: ○ Gather information to understand the reasons behind specific bullying incidents. Reporting Mechanisms Create a Reporting System: ○ Ensure incidents of bullying are reported and recorded immediately after they occur. ○ Address how and when information will be shared to ensure safety and confidentiality. ○ Protect witnesses and victims from retaliation. ○ Ensure personnel have necessary information to effectively intervene. ○ Safeguard the accused from false allegations. Parental Involvement Notify Parents/Guardians: ○ Inform parents/guardians of both victims and perpetrators when a formal bullying report is filed. ○ Establish a policy for when parents/guardians should be called in for conferences. Monitoring and Evaluation Track Bullying Incidents: ○ Continuously monitor reported bullying incidents. ○ Conduct regular surveys to assess the prevalence, locations, and types of bullying. ○ Include input from students, parents, teachers, and staff. ○ Address bullying that occurs on the way to and from school. ○ Work with community policing efforts to ensure safe student journeys. Focus Groups and Community Involvement Hold Focus Groups: ○ Regularly discuss bullying issues and solutions with focus groups. Identify Community Resources: ○ Use community resources for immediate intervention and developing additional programs. ○ Ensure availability and use of social service and mental health resources. Classroom-Level Intervention Identify Bullies and Victims: ○ Promote intervention at the classroom level and other student contact points.  ○ Provide victims with immediate support services, referrals, avoidance techniques, and coping skills. ○ Refer bullies to available support services. Documentation Encourage Record-Keeping: ○ Advise teachers and staff to document bullying events and the strategies implemented to address them. These strategies aim to reduce bullying, support victims, and create a safer school environment through clear definitions, active monitoring, and community involvement. PROGRAMS TO REDUCE ISOLATION AND PROMOTE RESPECT: Initiate a community service requirement for middle and high school graduation. DRUG AND ALCOHOL EDUCATION: Avoid programs that are based predominately on fear arousal, moral appeal, or the simple distribution of information. e. Establish a contract requiring students who participate in extracurricular activities to agree not to use alcohol or drugs. f. Identify community resources to which parents/guardians and students with alcohol or substance abuse problems can be referred for information and/or intervention. Summary: Teacher and Staff Support for School Safety Training and Technical Assistance Areas for Teachers and Staff To ensure a safe classroom environment, teachers and staff should be trained in the following areas:  Conflict Resolution and Management: Equip staff with skills to address and resolve conflicts effectively. Hostility and Anger Management: Provide strategies for managing hostility and anger in students. Victim Sensitivity and Support: Teach staff how to offer support to victims of bullying or violence. Crisis/Critical Incident Management: Train staff on how to handle crises and critical incidents in a school setting. Bullying and Harassment Recognition, Prevention, and Intervention: Educate staff on identifying and addressing bullying and harassment. Referral to Social Service Agencies: Guide staff on who to refer to, how, and where to refer students and families for additional help. Classroom Management: Help staff develop effective strategies for managing classroom behavior. Identifying and Defusing Potentially Violent Situations: Teach staff how to spot early warning signs of violence and defuse tense situations. Staff Behavior and Conflict Escalation: Raise awareness about how teachers' own behavior can either escalate or defuse conflicts. Identifying Troubled Students: Train staff to recognize warning signs of troubled students and intervene appropriately. Communicating with Parents/Guardians: Educate staff on how to effectively work with parents/guardians to intervene with troubled students. Working with Diverse Classes: Provide strategies for managing classes with ethnic and economic diversity. These training areas are essential for creating and maintaining a safe, supportive, and productive school environment. Students should be included in all efforts to create safer schools. Summary: Topics to Discuss with Children to Prevent School Violence School's Discipline Policy: ○ Parents/Guardians should understand the policy, support it, explain its reasons, and ensure children comply. School's Safety and Security Procedures: ○ Parents/Guardians should know the procedures, communicate them to their children, and explain the importance of following them.  Household Rules, Family Values, and Expectations: ○ Discuss positive family rules, values, and expectations, emphasizing the reasons behind them. Violence in Media: ○ Discuss the impact of violence in television shows, video games, movies, and books, along with its real-life consequences. Solving Problems Peacefully: ○ Teach children peaceful problem-solving techniques. Value of Individual Differences: ○ Emphasize the importance of respecting and appreciating individual differences. Concerns About Friends Exhibiting Violent Behavior: ○ Encourage children to share concerns about friends showing threatening behavior, while ensuring confidentiality when speaking to other parents/authorities. Personal Safety Issues: ○ Discuss personal safety and how to appropriately respond to safety concerns. Children's Day-to-Day Activities: ○ Stay informed about children’s daily activities, accomplishments, concerns, and problems to understand and address any issues that may arise. Summary: Actions Parents/Guardians Can Take with Children Model Appropriate Behaviors: ○ Demonstrate healthy ways to express anger and relieve stress. Avoid abusive anger expressions. Watch for Troubling Behaviors: ○ Learn the warning signs for at-risk children and seek help from school or community professionals when needed. Take an Active Role in Education: ○ Volunteer at school, monitor schoolwork, and engage with teachers. Participate in School Safety Planning: ○ Get involved in school safety planning if invited. Join Community Violence Prevention Groups: ○ Engage in local groups like Communities that Care or Mothers Against Violence in America. Know Children's Friends and Families:  ○ Build a network with other parents to exchange information about children's activities and behavior. Monitor Media Consumption: ○ Supervise children's reading material, TV, video games, and music for violent content. Supervise Internet Use: ○ Monitor and control children's internet activities. Talk to Employers: ○ Discuss with employers the importance of accommodating parents who wish to participate in school activities. Attend Parenting or Anger Management Classes: ○ Participate in available classes to improve parenting skills or manage anger. Establish and Enforce Household Rules: ○ Set consistent rules and reward positive behavior. Provide Quality Childcare: ○ Ensure children have access to reliable and supportive childcare. Promote a Healthy Lifestyle: ○ Prohibit the illegal or irresponsible use of alcohol, tobacco, or other drugs in the home. Seek Support for Parenting: ○ Join support groups to improve parenting skills or manage anger and frustration. Provide a Safe After-School Environment: ○ Ensure children have a positive, safe after-school setting. Supervise Children's Whereabouts: ○ Track children’s locations, maintain communication, and ensure they associate with friends who exhibit good behavior. Make home a welcoming and safe place for well-behaved friends. Summary: Police Activities Patrol School Grounds and Develop SRO Programs: ○ School Resource Officers (SROs) can deter violence and misconduct, helping develop and implement violence prevention programs. Maintain Partnerships with Schools: ○ Build and sustain working relationships with local schools. Work to Lower Truancy:  ○ Partner with schools, parents, and truants to reduce absenteeism. Re-engage students found outside of school and assess parental neglect or abuse. Consult on School Security: ○ Collaborate with school administrators, teachers, and parents about improving school safety. Provide Guidance on Concealed Weapons: ○ Offer advice to school personnel on recognizing concealed weapons and the correct steps to take in such situations. Provide Information on Police Resources: ○ Inform schools, students, and parents about available police department resources. Provide Guidelines on When to Contact Police: ○ Establish protocols for when schools should involve law enforcement. Assist in Employee and Volunteer Screening: ○ Help schools screen staff and volunteers, including checking criminal history and sex offender registries. Serve on School Threat and Disciplinary Teams: ○ Participate in school assessment teams to evaluate threats and disciplinary actions. Build Constructive Relationships with Students and Parents: ○ Develop positive interactions to foster respect for authority, using activities like bicycle registration, recreational programs, and in-service training. Initiate Programs for Juvenile Offenders: ○ Implement appropriate interventions for juvenile offenders based on their risk factors and violations. Follow-Up Visits to Juvenile Offender Homes: ○ Visit homes of juvenile offenders when necessary, and conduct searches in cases involving threats or weapons. Enforce Laws for Minors: ○ Form task forces to enforce laws targeting minors, particularly regarding illegal activities. Crack Down on Illegal Gun Sales and Educate on Firearm Safety: ○ Develop strategies to address illegal gun sales and educate parents on the proper storage of firearms. Enforce Truancy Laws: ○ Actively enforce laws related to student truancy. Utilize Other Law Enforcement Resources:  ○ Leverage resources from federal, state, and local agencies to enhance school safety strategies. Summary: After-School Programs An Office of Juvenile Justice and Delinquency Prevention (OJJDP) Report to Congress issued July, 1999 reported that juvenile violence frequently occurs in the context of unsupervised groups of adolescents. Juvenile Violence and Unsupervised Groups: ○ Juvenile violence often occurs in unsupervised groups. ○ Youth in supervised after-school programs tend to have lower delinquency rates. Benefits of After-School Programs: ○ Adult Supervision: Increases accountability and decreases bad behaviors. ○ Role Models: Provides exposure to positive adult and peer role models. ○ Reduced Free Time: Participants have less time to engage in trouble. ○ Positive Peer Associations: Participants are more likely to form friendships with positive peers. ○ Increased Self-Esteem: Programs may boost self-esteem and positive future outlooks, reducing engagement in negative behaviors. Challenges in Effectiveness: ○ Low Participation: Those most in need of supervision may be less likely to participate. ○ Peer Pressure: Delinquent peers who do not participate may influence those in the programs to engage in negative behaviors. Improving Program Effectiveness: ○ Offer Diverse Options: Provide a broad range of positive after-school activities to appeal to more students. ○ Remove Barriers to Participation: Make programs free, provide scholarships, offer convenient schedules, and ensure transportation. ○ Ensure Consistency: Establish dependable drop-off and pick-up times/locations, and promote long-term participation for skill development. ○ Support Academic Advancement: Ensure activities complement academic achievement by offering study time, tutors, and encouragement to do well in school. ○ Encourage Social and Moral Development: Focus on values such as teamwork, good sportsmanship, helping others, and cooperation. Summary: Approaches to Conflict Resolution and Problem-Solving Process Curriculum Approach: ○ Devotes specific time to teaching problem-solving skills in a separate course or curriculum. Mediation Program Approach: ○ Trains individuals in conflict resolution to act as third-party mediators in disputes. Peer Mediation: ○ Effective for many problems but not suitable for serious or persistent delinquency issues. ○ Must be available when needed, not just when convenient for peer counselors and staff. Peaceable Classroom Approach: ○ Integrates conflict resolution techniques into core subject areas to help manage classrooms. Peaceable Schools Approach: ○ Expands on the peaceable classroom approach by using conflict resolution across the entire school for management. We believe: All children can learn if given the opportunity to do so. Children will consistently strive to meet high expectations. The school should provide a safe and positive environment in which each student can achieve success. Students learn best when they have the support and encouragement of parents, community, teachers, and peers. Each student should share a common body of knowledge, which enables them to act in an ethical manner (responsible, functional, independent member of society). The school should strive to meet the individual student's learning style. The school should be able to adapt to the changing community. The statement of values below is from West Decatur Elementary School, Decatur, AL. At West Decatur, we believe: Every individual deserves to be treated with dignity and respect.  Every individual is entitled to a quality education in a safe, nurturing, and orderly environment. Every individual needs to believe in the worth of themselves and others. Every individual needs to accept consequences for chosen behavior. IDENTIFYING WARNING SIGNS When deciding whether and where to make referrals, one should consider applicable regulations concerning parental consent, confidentiality, and mandatory reporting requirements. These signs simply mean that a child appears to be troubled, and violence might be one of the possible outcomes of this distress. Neither stigmatize children nor assume that they will be violent just because they are at risk for such behavior. Engaged in violent behavior in the past. Has tantrums or uncontrollable angry outbursts abnormal for their age. Exhibits antisocial behaviors that started early. Forms friendships with others who engage in problem behaviors. Engages in name-calling, cursing, or abusive language. Has brought a weapon or threatened to bring one to school. Consistently makes violent threats when angry. Has a substance abuse problem. Frequently truant or suspended from school. Preoccupied with weapons or violence, especially related to killing humans. Has few or no close friends, despite being in the area for some time. Sudden decrease in academic performance or interest in school. Abuses animals. Has inadequate parental supervision for their age and maturity. Has been a victim of abuse or neglect by parents/guardians. Has witnessed domestic abuse or other forms of violence. Experienced trauma or loss in their home or community. Pays no attention to the feelings or rights of others. Intimidates others. Has been a victim of intimidation. Dwells on perceived slights, rejection, or mistreatment and appears vengeful. Preoccupied with violent media, including TV, video games, or music. Reflects excessive anger in writing projects. Involved in a gang or antisocial group.  Seems depressed/withdrawn or experiences severe mood or behavioral swings. Expresses sadistic, violent, prejudicial, or intolerant attitudes. Has threatened or attempted suicide or acts of self-mutilation. Notes: Warning signs suggest distress, and violence is a possible outcome but not certain. Children displaying these signs should be referred to appropriate professionals. Referrals must comply with regulations regarding consent, confidentiality, and mandatory reporting.