K-12 School Security: 12 Findings from the Field PDF

K-12 EDUCATION K-12 SCHOOL SECURITY: 12 F I N D I N G S F R O M T H E F I E L D  INTRODUCTION Over the last decade, issues related to school safety have become a central focus for district administrators. Historically, school safety involved issues related to...

K-12 EDUCATION K-12 SCHOOL SECURITY: 12 F I N D I N G S F R O M T H E F I E L D  INTRODUCTION Over the last decade, issues related to school safety have become a central focus for district administrators. Historically, school safety involved issues related to bullying, vandalism, student fights, and weather-related emergencies. With the rise in the number of school shootings, district administrators are redefining school safety to include an increased focus on school security. In support of K-12 districts who are engaging in meaningful conversations surrounding school security, Hanover Research conducted 14 in-depth interviews with urban, suburban, and rural district administrators in April 2018. The following 12 FINDINGS FROM THE FIELD note the key trends and observations from these K-12 leaders and insights on how their districts are adapting to heightened security needs and stakeholder concerns. Limited secondary details have been added and cited. © 2018 Hanover Research K12WP0418 2  12 FINDINGS FROM THE FIELD I. EMERGENCY PREPAREDNESS II. BUILDING SECURITY III. COMMUNITY ENGAGEMENT uu Finding #1: School Safety is a uu Finding #5: Vulnerability uu Finding #11: Parents Push Cross-Functional Responsibility Assessments Create for More Security the Roadmap uu Finding #2: Training is the Most uu Finding #12: Communication Critical Element to Safety Plans uu Finding #6: Secured Entry and Feedback Mechanisms Access for Buildings Reduce Anxiety uu Finding #3: Adaptive Protocols and Classrooms Drive Dynamic Responsiveness uu Finding #7: Use of Multi-Step uu Finding #4: Focus on Both Visitor Management Systems to Threat Prevention and Detection Scan and Track School Visitors uu Finding #8: Investments in Next Gen Emergency Communication Tools uu Finding #9: Police Partnerships Create a Culture of Safety uu Finding #10: Prevalence of Armed Security Officers in Secondary Schools © 2018 Hanover Research K12WP0418 3  I. EMERGENCY PREPAREDNESS Findings from the Field uuFinding #1: School Safety is a Cross-Functional Responsibility uuFinding #2: Training is the Most Critical Element to Safety Plans uuFinding #3: Adaptive Protocols Drive Dynamic Responsiveness uuFinding #4: Focus on Both Threat Prevention and Detection © 2018 Hanover Research K12WP0418 4  1 EMERGENCY PREPAREDNESS CROSS-FUNCTIONAL SCHOOL SAFETY TEAM SCHOOL SAFETY IS A CROSS-FUNCTIONAL School Boards Set safety policy. RESPONSIBILITY Director of Facilities Controls alarms and building access. Director of Operations Collaborates with police department. In developing district security plans, K-12 school leaders stress that school safety is a cross-functional Director of Safety Building Crisis Team responsibility and every individual’s participation and Security Trains and Develops safety plans communicates with drives the success of overall safety protocols. and trains staff. the rest of the staff. As these cross-functional teams collaborate to School Resource Police Departments develop safety plans, K-12 leaders identified several Partner with schools Officer Focuses on tactical common characteristics for district safety plans. and provide training safety and crime and security expertise. prevention, student Safety plans should be: mentoring, and provides details on youth-related issues. u uClearly written, understandable, and Incident Command Teams and Reunification Teams easy to follow. Jump into action during an emergency, appointing a liaison officer u uSimple and straightforward to execute. to limit communication in and out and a scribe to log decisions. u uF l e x i b l e t o a d a p t t o e v o l v i n g security concerns. If you make [the safety plan] too difficult, schools will have difficulty implementing and not be successful. Red Clay Consolidated School District, South Suburb © 2018 Hanover Research K12WP0418 5  2 EMERGENCY PREPAREDNESS TABLETOP PLANNING SESSIONS TRAINING IS THE MOST CRITICAL ELEMENT TO We have tabletop planning sessions with our local law enforcement where SAFETY PLANS administrators will sit in a room and go through different scenarios. I think that type of communication is K-12 leaders cite a variety of ways to deliver safety training to really valuable. faculty and staff, and flag that, while districts may spend millions Duane Van Hemert, of dollars on expensive security devices, training is still the Director of Facilities, most important aspect of a district’s safety plan. To encourage Iowa City Community Schools buy-in from every staff member, districts focus their training on explaining the reasoning and rationale behind safety protocols and offering opportunities across the school year to promote safety awareness. Common practices for staff training include: u uAllocate crisis training hours during professional development days throughout the school year. u uPartner with local law enforcement to train administrators in incident command systems and conduct tabletop sessions to discuss security best practices for a variety of scenarios. u uSet up informal, ongoing training to remind every building employee about everyday practices that increase safety. © 2018 Hanover Research K12WP0418 6  3 EMERGENCY PREPAREDNESS ADAPTIVE PROTOCOLS “I LOVE U GUYS” FOUNDATION’S STANDARD RESPONSE PROTOCOL DRIVE DYNAMIC Overview: Maps out responses to any given situation with four specific actions: RESPONSIVENESS u u Lockout is followed by the Directive: “Get Inside. Lock Outside Doors” and is the protocol used to safeguard students and staff within the building. u u Lockdown is followed by “Locks, Lights, Out of Sight” All interviewed districts conduct state-mandated fire drills, weather and is the protocol used to secure individual rooms drills, and a minimal number of lockdown drills. However, a number and keep students quiet and in place. of school leaders are pursuing additional safety protocols such as u u Evacuate is followed by a location, and is used to the “I Love You Guys” Foundation’s Standard Response Protocol move students and staff from one location to a and the ALICE intruder response protocol. The drills for both different location in or out of the building. approaches emphasize quick and flexible thinking instead of rote u u Shelter is always followed by a type and a method memorization of specific procedures. Faculty are encouraged to and is the protocol for group–and self-protection. look at their classrooms to identify hiding places and escape routes, and to think in terms of decision trees during drills to determine whether it’s better to evacuate or to lock down. ALICE INTRUDER RESPONSE PROTOCOL The truth was, people needed to [do one of only four things:] Overview: Designed to respond to an armed intruder using specific commands: evacuate the building, lock someone out of the building, prepare for an active shooter (...) or shelter in place. We u u A = Alert: Notification of an incident reduced a whole big list of things for people to do to a much u u L = Lockdown: Barricade to create a safe space smaller number. u u I = Inform: Communicate details in real time David Christopher, Assistant Superintendent u u C = Counter: Create noise, distance, distraction for K-12 Education, North Allegheny School District u u E = Evacuate: Remove from the danger zone Source: Active Shooter Civilian Response Training for all Organizations.” Alice Training Institute. https://www.alicetraining.com/ The Standard Response Protocol - K12.” I Love U Guys Foundation. http://iloveuguys.org/srp.html © 2018 Hanover Research K12WP0418 7  4 EMERGENCY PREPAREDNESS THREAT PREVENTION THREAT ASSESSMENT FOCUS ON BOTH Build trust and create emotionally safe and secure environments Evaluate student behavior to determine risk through training THREAT PREVENTION and technology TRUSTED ADULT RELATIONSHIPS HOTLINES & TIPLINES Promote a culture of trusted Foster anonymous and relationships between students AND DETECTION confidential information on and adults. potential threats. Common SCHOOL CLIMATE platforms include: Survey students, teachers, u u Okay 2 Say Interviewees indicated that collaboration with the whole u u Safe 2 Tell and parents annually to assess u u We Tip Anonymous Hotline community can help prevent threats by fostering a school climate and identify areas u u Text-a-Tip safe and secure environment and identify threats with of need. u u The Safe School Helpline hotlines, tiplines, and social media monitoring. COUNSELING SUPPORT SOCIAL MEDIA MONITORING Support student emotional From a preventative standpoint, K-12 leaders seek to Scan social media for potentially well-being with counseling and create trust and empathy with students and try to track threatening messages and support services. their progress with ongoing annual climate surveys. documents. Common platforms include: From a detection standpoint, K-12 leaders cited tiplines u u Gaggle as safe, easy-to-use mechanisms to surface potential u u Social Sentinel threats to law enforcement. Several districts monitor social media activity on students’ one-to-one devices Students [need to] have someone they can turn to if through third-party threat assessment providers. they’re feeling bad or if they see someone else who is doing something that is concerning, disturbing, or While privacy concerns exist, K-12 leaders hope to threatening. (…) You can put all the buzzers and bells and spot potential issues early for intervention. alarms and cameras, but none of that’s going to [work] if you have a student in the building who’s troubled, who’s considering an act of violence. Director of Safety and Security, Urban School District, Midwest © 2018 Hanover Research K12WP0418 8  II. BUILDING SECURITY Findings from the Field uuFinding #5: Vulnerability Assessments Create the Roadmap uuFinding #6: Secured Entry Access for Buildings and Classrooms uuFinding #7: Use of Multi-Step Visitor Management Systems to Scan and Track School Visitors uuFinding #8: Investments in Next Gen Emergency Communication Tools uuFinding #9: Police Partnerships Create a Culture of Safety uuFinding #10: Prevalence of Armed Security Officers in Secondary Schools © 2018 Hanover Research K12WP0418 9  5 BUILDING SECURITY VULNERABILITY ASSESSMENT PROCESS VULNERABILITY ASSESSMENTS Review, Revise, Form Assessment Team/ CREATE THE ROADMAP & Reassess Develop Timeline Interviewees suggest districts should evaluate their school safety and security policies and procedures through needs, risks, or vulnerability assessments that are most commonly performed through third-party security consultants, and occasionally by local police Determine Risk Brainstorm Hazards, Priorities & Risks, Additional or state departments of criminal justice services. Vulnerability Report Findings Considerations assessments help schools take steps to prevent, mitigate, and lessen potential impact of risks by developing customized district and school emergency management plans. You have to start with a needs assessment, Research & Select Hazards [otherwise] you can (…) start throwing solutions Identify School’s Assessment Tool at things with no clear understanding what Vulnerabilities your challenges are. David Christopher, Assistant Superintendent for K-12 Education, North Allegheny School District Source: U.S. Department of Education. “A Guide to School Vulnerability Assessments.” 2008. https://cdpsdocs.state.co.us/safeschools/Resources/USED%20US%20Department%20of%20Education/Vulnerability%20Assessment%20Guide_2008,0.pdf © 2018 Hanover Research K12WP0418 10  6 BUILDING SECURITY EXTERIOR DOOR MANAGEMENT SECURED ENTRY ACCESS FOR BUILDINGS u u Electronic Door Access: Several districts emphasize the benefits of electronic door access, AND CLASSROOMS which can help monitor and control points and times of access, and uu Door Propping Alerts: ensure staff compliance Several districts with carrying ID. Many of the interviewees noted a focus on managing access express interest in a and entry points into the school. One of the main challenges system to alert schools when a door has been with managing entrance points is compliance as each entry propped open. management system requires changes in process and behavior to work effectively. Many schools use controlled entrances, keeping all but the main entrance locked during the majority of the school day, but compliance challenges can persist if doors are often INTERIOR DOOR MANAGEMENT left propped open. Additionally, some K-12 leaders are focusing on internal classroom door security and reconsidering both the u u Outward Swinging Doors: locked door protocols and the door hardware in place. More difficult to kick in. u u Locked Classroom Door Protocols: Keeping classroom doors locked The safety of our schools is our first priority… on a regular basis. that means creating barriers to entrance, [and] having protocols in place so we know uu Heightened Door Locking Systems: who’s in our schools. Can include upgraded handsets that lock the room from the inside or expandable bar systems that Liz Margolis, Executive Director of Student render most commercial doors impossible to open. and School Safety, Ann Arbor Public Schools © 2018 Hanover Research K12WP0418 11  7 BUILDING SECURITY BEST PRACTICES: USE OF MULTI-STEP VISITOR MANAGEMENT SYSTEMS VISITOR MANAGEMENT u u BUZZ IN: Most districts have adopted a camera / voice-activated buzzer SYSTEMS TO SCAN AND system, allowing for schools to screen visitors before they enter. TRACK SCHOOL VISITORS u u SECURE-CHECK IN: Visitors have their IDs Monitoring and tracking visitors to the school is increasingly scanned at a security checkpoint. Districts important to K-12 districts. Many K-12 leaders have are increasingly moving implemented visitor management systems to scan individuals toward secure vestibules, or areas removed from before they enter and track them during their visit. the rest of the school. Raptor Technologies is the most commonly cited visitor management system given its ability to scan a visitor’s government ID against several major databases, including the national sex u u BADGES: Visitors must wear badges offender database. The system can also alert law enforcement by with their photo while email or text if a potentially problematic visitor arrives. on the premises, and check out when leaving. One district notes the Everyone comes though one door (...) additional usage of has to show identification, and then they brightly colored vests. get scanned in. The concept of a visitor management system is a good [addition to u u CAMERAS: our safety protocols]. Nearly all districts use camera systems to track Steve Chatterton, Director of School Safety visitors, staff, and students, and Security, Greece Central School District but they do require maintenance and upkeep. © 2018 Hanover Research K12WP0418 Additional detail from Raptor’s website https://raptortech.com/ 12  8 BUILDING SECURITY PANIC ALARMS/LIGHTS INVESTMENTS IN NEXT u u Uses physical, in-classroom buttons and portable devices to communicate a threat GEN EMERGENCY to law enforcement, the alarm company, and the school community. Some services can automatically lock fire doors and flash COMMUNICATION TOOLS warning lights and alarms. u u Platforms Include: Allertus Schools indicated using a variety of communication tools DISTRICT-WIDE RADIO SYSTEM to flag a security threat and share information with law enforcement, staff, and the community. When deciding on new u u Networks school security and administrators with police, fire, and EMS via two-way radios security equipment, districts consult their peers and local law to initiate or receive communications. enforcement about the latest technology. uu Platforms Include: School SAFE Communications Interviewees suggest security hardware and equipment should be: u uEasy to use. u uIntegrated with other school systems. CRISIS RESPONSE MOBILE APP u uAble to be serviced and updated. u u Phone-based mobile app lets users send alert u uFrom a reputable and reliable vendor. of a threat to law enforcement, the alarm company, and the networked community. u u Platforms Include: Rave Mobile Safety A student described it as security theater. It’s a lot of stuff being sold that doesn’t even SCHOOL MESSENGER SYSTEM speak to the problem at hand. u u Sends emergency alerts via voice, text, Director of Safety and Security, email, and social media to parents and the school community. Urban School District, Midwest u u Platforms Include: School Messenger © 2018 Hanover Research K12WP0418 13  9 BUILDING SECURITY POLICE PARTNERSHIPS CAMPUS POLICE DEPARTMENTS Urban school districts may have their own CREATE A CULTURE district or campus police departments composed of retired police officers. OF SAFETY SCHOOL RESOURCE OFFICERS (SROS) K-12 leaders cite various engagements with law enforcement, Many districts use SROs while middle and high school students and staff are on from campus police departments to school resource campus, and then use a third-party security officers. Close integration with police during everyday and patrol service overnight and on weekends. non-emergency settings helps build relationships and a culture of safety between law enforcement, students, and staff. Many districts meet with police departments monthly to update SCHOOL POLICE PARTNERSHIP MEETINGS new safety strategies and training. Some model incidents from Districts and schools meet monthly with other schools and discuss ways they could prepare and anticipate local police departments to discuss training a similar situation. strategies and the latest in school safety and security. It would be nothing for me or one of my principals to call any of our regional chiefs of police about an incident or a concern we had. We have all of their numbers and we have good relationships with them. David Christopher, Assistant Superintendent for K-12 Education, North Allegheny School District © 2018 Hanover Research K12WP0418 14  10 PREVALENCE OF ARMED BUILDING SECURITY Immediately after Parkland, they wanted an armed guard at every door in every building, SECURITY OFFICERS IN and it’s just not feasible to hire that many people and staff to that level. West Rural (Fringe) SECONDARY SCHOOLS With the exception of Midwestern districts, most districts have SROs and find their presence critical to school safety. Some districts without SROs are considering instituting them in the Our school guard has stated that they coming year. are not in favor of armed teachers. While part of an SRO’s role involves enforcing physical safety, Assistant Superintendent of Operations, many SROs are also active in building relationships with students Urban School District, South and unpacking the social challenges they face. My feeling on unarmed guards in schools is that they’ve just identified the first victim for a shooter that comes in. West Rural (Fringe) © 2018 Hanover Research K12WP0418 15  III. COMMUNITY ENGAGEMENT Findings from the Field uuFinding #11: Parents Push for More Security uuFinding #12: Communication and Feedback Mechanisms Reduce Anxiety © 2018 Hanover Research K12WP0418 16  11 PARENTS PUSH FOR COMMUNITY ENGAGEMENT RURAL MORE SECURITY We tried to implement the door buzz-in about a year ago and everybody complained about it. After the Parkland shooting we got buy-in Several interviewees noted that the active shooter incidents in and people were glad that we were doing it. the 2017-2018 school year have heightened parental concern and a sense of alarm, and have led school district communities West Town (Distant) to engage in debates about institutionalizing schools by installing metal detectors, bulletproof glass, and fencing. Rural school districts see this increased concern as a long-awaited allowance by parents to upgrade their security measures. URBAN/SUBURBAN Suburban and urban districts stress the need to keep the community up-to-date on any safety protocols implemented. The things that get all the press, fortunately, are not that frequent. (...) We try to alleviate parents’ or community fears by telling them some of the things that we’re doing to change our procedures. Assistant Director of Health, Safety, and Risk Management, South City (Midsize) © 2018 Hanover Research K12WP0418 17  12 COMMUNICATION AND COMMUNITY ENGAGEMENT PARENT AND STUDENT COMMUNICATION AND FEEDBACK MECHANISMS FEEDBACK MECHANISMS u u Public board meetings u u Newsletters REDUCE ANXIETY u u Social media u u Climate surveys u u Direct email feedback Many leaders believe that creating clear communication and u u Personal outreach feedback channels for parents, students, and staff can help alleviate anxiety over safety concerns. School districts regularly hold public board meetings and forums, release newsletters, and update social media about school safety and security, all while limiting the access and emergency plan details that STAFF COMMUNICATION AND they share with the public. Proactive districts get ahead of parent FEEDBACK MECHANISMS questions with regular communication explaining in general terms u u Direct email feedback what school buildings are doing to stay up to date. u u Personal outreach School districts rely on school administration to design building u u Climate surveys security and for staff to provide feedback on how to improve emergency protocols after drills. It’s very good to have the community engaged (…) But when it comes right down to the details of [building access], (…) putting too much information out there is a bad thing. Shannon Sullivan, Director of Facilities, Granby Public Schools © 2018 Hanover Research K12WP0418 18  CONCLUSION These findings from the field demonstrate a range of strategies that school district leaders are considering as school security is an increasing concern across the country. Currently, there is a dearth of research that examines school security strategies and interventions. Given the urgency for this type of research, policy makers, education researchers, and practitioners must study school security challenges and interventions. Hanover Research encourages additional research that examines the effectiveness of school security practices and interventions. © 2018 Hanover Research K12WP0418 19 19  PARTICIPANTS Steve Chatterton, Director of School Safety and Security, Greece Central School District David Christopher, Assistant Superintendent for K-12 Education, North Allegheny School District Shannon Sullivan, Director of Facilities, Granby Public Schools Liz Margolis, Executive Director of Student and School Safety, Ann Arbor Public Schools Duane Van Hemert, Director of Facilities, Iowa City Community Schools Director of Safety and Security, Urban School District, Midwest Assistant Principal, Midwest Suburb Assistant Superintendent of Operations, South City, (Large) Assistant Director of Health, Safety, and Risk Management, South City (Midsize) Red Clay Consolidated School District, South Suburb District Administrator, West Rural (Fringe) Chief of Police, West Rural (Distant) Anonymous, West Rural (Fringe) Anonymous, West Town (Distant) © 2018 Hanover Research K12WP0418 20  REC OMMEND E D S OU R CE S “http://www.nea.org/home/16364.htm” NEA School Safety “https://www.pta.org/home/family-resources/safety/School-Safety” National PTA “https://www.nasponline.org/resources-and-publications/resources/school-safety-and-crisis” National Association of School Psychologists “https://www.naesp.org/school-safety-resources” National Association of Elementary School Principals “http://www.ecs.org/clearinghouse/01/05/74/10574.pdf” Education Commission of the States “http://www.aasa.org/SafetyResources.aspx” AASA ACKNOWLEDGEMENTS Contributions to this publication were made by the following Hanoverians: Chief Content Officer: Anil Prahlad Project Leads: Leila Nuland, Meagan Gregory Contributors: Erin Oakley, Emily Earl, Julia Weisman Editorial Team: Amanda Lockhart, Sarah Jacques, Erin Morris, Jordan Wells Designed by: Johanna Mora, Louisa Smith © 2018 Hanover Research K12WP0418 21  ABOUT HANOVER RESEARCH Hanover Research provides high-quality, custom research and analytics through a cost effective model that helps clients make informed decisions, identify and seize opportunities, and heighten their effectiveness. 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