safety training 2010-2011 · is leadership:” the unthinkable: who survives when disaster strikes...
TRANSCRIPT
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Annual Safety Training
School Safety and Culture
2017-18
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Outline the Session
1. Security - What’s new?
2. School Culture of High Achievement
3. School Code of Conduct
4. Trauma Informed Care
5. Scenarios – Action Scripts
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Who is responsible for
safety and security?
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School employees are the
accountability holders
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School Safety
5Essentials – Environmental Perceptions
Culture, Climate, Environmental Perceptions
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• Parent perceptions question – My child feels safe at school
• Measurement is ‘to a great extent’ *some, a little, not at all’ Not included
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60
40
63 55
70
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0 0
102030405060708090
100
Safety School Safety Teacher Safety Parentperceptions
5Essentials - Safety
District
State
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Facility Safety and Security
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Electronic Access Control - FOBs • Electronic Access Control and key FOBs
– Limiting access points – the Why?
– Cameras monitor those entrances
– Key FOB for all staff
• Part time and full time
ESC Access to
Interior lobby
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Panic Buttons - Silent Alarms
• Tested during lockdown drills
Reset Key
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Lockdown Locks
• New standard locks
• Will lock from inside
• Special universal key
• Different key for hallway entrance
• Lockdown key is used for staff bathroom
• Staff bathroom privacy is by using key to turn the deadbolt
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Lockdown Locks and Keys • All classrooms, offices,
single staff bathrooms
• Not large rooms
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• View from outside • Occupied • Large key needed
• Inside bathroom use lockdown key, turn the lock and no one can enter
• Adm, front office and custodian have a master key just in case
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Staff Bathrooms
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For your safety Outside or event supervision wear safety vests.
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Two Way Radios
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Evacuation of Persons with Limited Mobility
• Evacuation Chair in all
multiple-floor buildings
• Do you know where the
evacuation chair is?
• Fire Department Response
to Stairwell – tell them
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AED LOCATION/ GO TO PERSON
Call for help first!
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The Red Phone
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Weather Alert Radio
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Classroom Action Guide and Map
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1 – Custodian hangs the holders 2 – Schools responsible for materials 3 – Supplied by District procedure
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Visitor Management System • Raptor System
• 2016-17 we had 79,000 visitors
• Checks all against sex offender registration files.
• Adding private alerts this year.
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• Talk to your shoulder partner
• What 3 things did you learn during this section
Stand up – Brain break
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Building School Culture of High Achievement
Three main pillars to high achieving cultures:
• A Welcoming Environment
• Belief.
• Consistency
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Student Code of Conduct Revisions for
2017-18
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Student Code of Conduct
Multiple Choice Question Discipline is
A) To punish B) To teach C) To mentor D) B and C
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Discipline - To Teach / Mentor
• What does the student behavior communicate?
• What does the student behavior tell us is happening?
• Are the interventions we are using working?
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Student Code of Conduct Revisions: • Separated from the Handbook.
• Posted on-line
• Staff guide to the Student Code of Conduct.
• We seek behavior change from our interventions.
• Transparency, clarity, consistency
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Discipline 2016-17
• 39,703
• Number of students in the District
• 8,882
• Number of students with discipline referrals or 22.3%
• 30821
• Number of students with no discipline referrals or 77.7%
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Out of school suspension
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7082
4639 5110
4650 4146
3006
2340 1827
1210 1431 1112
1418 1338 1261 929
626 504 236
5651
3527 3692
3312
2885
2077 1714
1323
974
0
1000
2000
3000
4000
5000
6000
7000
2007-082008-092009-102010-112011-122012-132013-14 2014-152015-16
Occurrences of Out-of-School Suspensions for all Reasons Secondary Schools
HS andMS
MS
HS
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Out of school suspension 2016-17
• 1678
• Occurrences of Out of school suspensions
• 1010
• Number of students who received out of school suspension
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Precipitating Factors
Paradigm Shift
What is wrong with this student?
Shift to
What is this student going through?
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Jim Sporleder, 2015-16 CEO School Year Administrator's Meeting
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2015-16 School District U-46 Facts from the School Report Card: • 58% students were low
income
• 13% were students with disabilities
• 2% of students were homeless (for the past 3 years) or about 800 students
• 94% attendance rate
• 9% of students moved in or out of the District annually (Mobility)
• 9% of students were chronically truant
• 2% of students were dropouts
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“Children with toxic stress live much of their lives in fight, flight or fright (freeze) mode. They respond to the world as a place of constant danger.”
Jane Ellen Stevens
34 Sporleder and Forbes, 2016
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What can we do?
• Assume everyone has trauma
• An escalation means – something happened
• Create predictable, consistent, welcoming environments
• Building relationships builds resiliency
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• Talk to your shoulder partner
• What 3 things did you learn during this section
Stand up – Brain break
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Bullying
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Myth or Fact 1. Students with disabilities are at higher risk of being
bullied?
2. Nothing can be done about bullying if the target doesn't tell those in charge?
3. Bullies are rejected by their peers and have no friends?
4. Children and youth who are bullied will always tell an adult?
5. Bullying is the most common form of violence in our society?
6. Targets of bullying bring on the trouble themselves?
7. If we ignore bullying, it will resolve itself?
Fact
Myth
Myth
Myth
Fact
Myth
Myth
38 Bullying Behaviors (2011). Crisis Prevention Institute, http://www.crisisprevention.com
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U-46 Bullying Reporting Form
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40
431 381
570
160
0
100
200
300
400
500
600
2014-15 2015-16 2016-17 2017-18*
Bullying Behavior Incident
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School and District Response
Web investigations:
• School social worker in the discipline department - 3
• SERT – Social Emotional Response Team
• Conducts investigations and works with families, school personnel, administration
• 2017 handle 300 cases of reported behavior incidents
• Mentoring programs for over 180 students
• Web site reports – 60 – all actionable
• This year to date 19
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Scenario Training
Improving Staff Decision Making
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Cues
Patterns Action Scripts
Situation
generates
that let
you
recognize
that activate
to
affect the
Mental Models
Mental Simulation
Using
your
Which you
assess by
Recognition-Primed Decision
Model
The Power of Intuition, Gary Klein, 2003 43
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We create the environment.
Client Behavior
Our Approach
Our Attitude
Relationships Matter
Do they perceive us
as trust worthy
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How we react and respond to agitated or escalated behavior can only do one of two things:
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Scenarios
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Think, Pair, Share:
Scenario
Think
Pair Share
Group
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Escalating Student
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A student is yelling at another student in a rage. You approach the student and give a directive.
The student yells,
“Get away from me!
Don’t talk to me!”
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• Please stand up and talk to one person?
• What 3 things do you need to do?
• 1 minute
Stand up – What are your next steps?
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Trauma Informed System
• It’s not about you.
• Can’t problem solve when escalated.
• Offer support – I am here to help.
• How do I help the student regulate their own behavior.
• Remove the audience .
• Find a safe place for the student.
52 Sporleder and Forbes, 2016
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Lockdown You are in your work area, classroom, office or outside. An intercom announcement starts:
Lockdown, Lockdown, go to your lockdown positions. I repeat, go to your lockdown positions.
It is repeated on the radio.
You recognize the voice and hear the tone of stress. 53
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• Talk to one person?
• What 3 things do you need to do?
• 1 minute
Stand up – What are your next steps?
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Lockdown 1. Immediately move to lockdown position. 2. Tell others if you can. 3. Call the front office and report. 4. Tell it like it is – no codes words. 5. Request a lockdown. 6. Lockdown in nearest room when inside:
a. Lock the door. b. Turn off the lights. c. Remain out of sight from the inside door window. d. No movement or sound. e. No cards under the door or on the window. f. Leave window blinds alone.
7. If you can’t lockdown, move out and away. 8. When outside – move away. 9. Call police on any type of phone
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Run, Hide, Fight – FEMA – IC907
FEMA - Active Shooter: What you can do: Evacuate, Hide Out, Take Action
Web based training:
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Outside Situation
You are in your work area. An intercom announcement starts:
Secure Building , Secure Building , go to your Secure Building positions. I repeat, go to your Secure Building positions.
It is repeated on the radio.
You recognize the voice and hear an unusual cadence in her voice. 56
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• Talk to one person?
• What 3 things do you need to do?
• 1 minute
Stand up – What are your next steps?
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SECURE BUILDING
Outside hazard or all other Situations: 1. A Secure Building is a pre-cautionary step. 2. Move back inside the building. 3. Notify the office as soon as possible to announce a
Secure Building – radios? 4. Move back to your area, normalize, and continue
activities inside. 5. Take attendance to assure everyone is with you. 6. Keep normal inside activities 7. Someone should check all doors to assure they are
locked. 8. Further announcements will provide directions and
updates.
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Inside Situation You are in your work area. An intercom announcement starts:
Hold in Place, all staff and students please hold in place. I repeat, this is a hold in place, please remain where you are located.
It is repeated on the radio.
You recognize the voice and hear the tone is strained but calm.
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• Talk to one person?
• What 3 things do you need to do?
• 1 minute
Stand up – What are your next steps?
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Hold-In-Place
Outside hazard or all other Situations: 1. Initiated when an incident is occurring within the
school: – Non life threatening event
2. Stay where you are. 3. Bring in any students from the hallways. 4. Lock classroom door if available. 5. Do not permit anyone to enter or exit. 6. Take attendance, account for students. 7. Continue class as normal, even if hour bell is sounded 8. If outside or in the gym/commons, stay put.
– Listen for direction from Principal.
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Fight You hear a call on the radio of a fight near the commons. You are not in a class or supervising
students. You start moving toward the area.
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• Talk to one person?
• What 3 things do you need to do?
• 1 minute
Stand up – What are your next steps?
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Handling a Fight
#1 - Do not intervene alone #2 - Call for help – team.
–Ratio of staff to fighting student • 1-1, and preferably 2 or 3 – 1
#3 - Use a distraction technique – Yell - STOP – STOP - STOP –Use the student’s name.
Fights at School, Non-Violent Crisis Intervention Training for the Educator, Crisis Prevention Institute (1996)
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What if they don’t stop?
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Responsible
Feelings
Survival
Crisis Prevention Institute, http://www.crisisprevention.com
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Think of fights as rings with an epicenter
• Wait for help to arrive
• Work to prevent other students from entering the area
• Help move others away
• Remove potential harmful objects
• Identify witnesses
• Continually tell students what to do
• What if they are video taping the incident?
• If you see a weapon, yell WEAPON and move away
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Handling a Fight
• Intervene when their energy has decreased and you have the advantage.
• Separate the students in different areas.
• Thank the students for stopping and encourage them to make good choices.
• Investigate why the fight happened.
• Hold accountable.
Fights at School, Non-Violent Crisis Intervention Training for the Educator, Crisis Prevention Institute (1996)
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School Staff make a difference everyday!
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Handling Difficult Situations • Rational Detachment
• Effective statements:
– What’s happening?
– Are you OK?
• Compassion fatigue
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We are better together!
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Leadership “After crisis preparation, the next best thing during a crisis
is leadership:” The Unthinkable: Who Survives When Disaster Strikes and Why? , Amanda Ripley (2009)
• Trust your instincts – they are right! Sources of Power: How People Make Decisions, Klein (1999)
• School employees are or soon will become: – experts in crisis management. – experts in human behavior.
• Tell someone if something makes you feel
uncomfortable!
• Prevention starts from sharing information.
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Reference materials: • Children's Resilience Initiative. Resilience Trumps
ACEs
• Crisis Prevention Institute. Non-Violent Crisis Intervention,
• Crisis Prevention Institute (1996). Fights at School, Non-Violent Crisis Intervention Training for the Educator
• Department of Homeland security. “If you see something, say something”
• Department of Homeland Security. Run, Hide, Fight
• Dorn, Michael. Safe Havens International (2014). Staying Alive: How to Act Fast and Survive Deadly Encounters.
• FEMA. Active Shooter: What you can do
• Fisher, Frey and Pumpian. 2012. How to Create a Culture of Achievement in your school and classroom
• Illinois State Police. Clear and Present Danger,
• Illinois Department of Human Services. Clear and Present Danger Defined, FOID
• Klein, Gary. 1999. Sources of Power: How People Make Decisions
• Klein, Gary. 2003. The Power of Intuition
• Mitchel and Everly. Critical Incident Stress Debriefing
• Muhammad, Anthony. 2009. Transforming School Culture; How to overcome staff division.
• OJJDP. Trauma-Informed Care for Children Exposed to Violence Tips for Teachers
• Ripley, Amanda. 2009. The Unthinkable: Who Survives When Disaster Strikes and Why?
• Run, Hide, Fight - Department of Homeland Security – http://www.youtube.com/watch?v=oI5EoWBRYmo&feature=youtu.be
• Scherz, Jared. 2014. It can’t happen here.
• Scherz, Jared. 2014. Catastrophic School Violence; A new approach to prevention.
• Sporleder, Jim. 2015-16 CEO School Year Administrator's Meeting
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