training for: shasta county office of education safe schools …€¦ · worksheet 1-1 – school...

Training For: Shasta County Office of Education

Safe Schools Planning and School Readiness

Wayne Sakamoto, Director

Safe Schools

Murrieta Valley USD

[email protected]

mailto:[email protected]

Objectives/Outcomes

Greater Understanding of School Safety Mandates

Increased in Core Knowledge of School Safety

Issues’

Increased Ability to Develop School Safety Plans

That Are Compliant With California Education Code

Increased Ability to Develop School Readiness

Plans That Are NIMS Compliant

Clear Understanding of Lockdown Protocols

Course Overview

I. School Safety Planning

II. Key Strategies

III. Crisis Response Planning: School

Readiness

Part I: School Safety Planning

Education Codes

Why Safety Planning is Important

Seven Step Process – Establishing a Committee

– Vision

– Data

– Identifying Areas of Change

– Action Planning/Implementing strategies

– Communicating

– Evaluation

Introductions

Name, School, City/County, Role

Previous experience w/ safe schools

planning

Housekeeping

– Bathrooms

– Pagers/cell phones

– Breaks

The State Mandates

Ed Code § 32280 – Develop a comprehensive school safety plan that addresses safety

concerns identified through a systematic planning process.

Ed Code § 32281 – Identifies composition of school safety committee

Ed Code § 32282

– Identifies components of school safety plan

Ed Code § 32285

– Identifies 7 step planning process

Ed Code §32286 – Completed, updated and evaluated by March 1st of each year

Ed Code §32288 – Identifies methods for communicating the plan

Components of 32280-32289

School Site Council or Safety Committee

– The principal or designee

– One certificated staff

– One parent of a student in attendance

– One classified staff

– Other members if desired

Law Enforcement SHALL be a part of the

process


Assessing School Crime

– Arrest data

Non-Required Assessment

– Suspensions/Expulsions

– California Healthy Kids Survey/YRBS

– Referrals

– Focus Groups

– Staff input


Identifying Appropriate Strategies and

Compliance

– Child Abuse Reporting Procedures

– Disaster Procedures

Pupils with disabilities

Earthquake

Building disaster plan

Drop Procedure

Critical Question: What About the Triangle of Life?


Disaster Procedures Continued:

– Protective measures taken before, during and

after an earthquake

– Students and Staff properly trained in protocols

– Agreement for Mass Care Shelters

Red Cross

Local Authority

PODS


Policies for alternative education placement

Procedures for notifying teachers of

dangerous students

– 49079

Critical Question: Should we notify other staff?

Discrimination and Harassment Policy

Dress Code – Gang Related

– 35183


Procedures for Safe Ingress/Egress

Develop a Safe and Orderly Environment

Rules and Procedures on Discipline

– 35291 and 35291.5

Hate Crime Reporting Procedures


Legislative Intent

– Schools to develop plans using existing resources

– Schools use the SLEP Handbook: Safe Schools:

A Planning Guide for Action

– Work with other schools

Tip: Work in Feeder Pattern

– The safety plan shall be evaluated once per year

Safety Plan shall be updated by March 1st


The school site shall forward safety plan to

school district or county office of education

Before adopting the plan the site shall hold a

public meeting

The school shall notify in writing:

– Local Mayor

– Classified/Certificated Representatives

– Parent group representatives

– Student body government

– Other persons

Benefits of Safe School Planning

1. Helps raise test scores

– Decrease discipline problems

– Increase time on task

2. Reduces staff burnout/turnover

– Minimizes disruptions

– Creates feeling of community

– Reduces stress by adding adults to interact

w/students

Benefits continued…

3. Helps schools link to existing educational supports

– Helps identify existing programs

– Helps schools link with resource partners

4. Helps schools compete for safe school funding

– A tool for gathering and analyzing data

– Helps identify programs and funds to address needs


5. Increase community involvement and buy-in – Broadens the safety team

– Helps publicize needs and successes

– Links to community partners and resources

6. Required as part of School Accountability Report Card

– Will help show parents and community success, and

– A school worthy of their support


7. Will prove to be cost effective

– Decreases vandalism and discipline problems

– Keeps students positive and moving forward toward a

productive future

Seven-Step Planning Process

Managing complex change

Step #1- Identify your Safe School Planning Committee - Workbook page 7 - 11

Identification of committee members - Worksheet 1-1

– School Stakeholders

– Student representatives

– Community Stakeholders

Law Enforcement, parents, businesses, local agencies and

non-profits

– Identify a diverse representation - Include AB 537 voice

– Develop a communication plan

Role of participants - Worksheet 1-2

– Identify meaningful roles

Step #2 - Create a Vision

Answer the question, “What do we want?”

Gets people thinking creatively

Leads to school-wide buy-in

Have strong student involvement

– The importance of a diverse youth voice

– Student buy-in

– Research-based, youth development focused

Create a Vision Workbook pages 12 - 13

If you had the ideal school what would it look

and feel like?

How will you involve all stakeholders?

Does our mission statement reflect the vision

and connect school safety with academic

success?

Step #3 - Gathering and analyzing data

Data – to assess needs and resources and

– to evaluate results

Sources of data include:

– School Crime/Juvenile Crime

– Suspension/Expulsion (Attendance)

– Police reports

– Healthy Kids Survey

– Student and Parent Surveys

– Other local data sources

Identify resources and partners

Gathering and analyzing data - Workbook pages 16 -18

Do we have a plan for gathering and reviewing

existing data from the school, district, and

community. (Worksheet 3-1)

Include a narrative in your plan detailing what data

sources were used. (Worksheet 3-2)

Your plan must be based on objective data not on

what someone thinks might be the problem.

Link resources, partners, and providers to your plan (Worksheet 3-3)

Step #4 - Identify areas of desired change and set goals Workbook pages 19 - 24

First…

– Determine how well your school (Worksheet 4-2):

builds a positive climate

creates a safe physical environment

Then (workbook pages 22-24)…

identify areas for improvement

list priorities for action

set one or two goals achievable this year

Component 1 - People and Programs

How does our plan help us create a caring and connected school climate?

– Who are the people on our campus?

– What areas of pride and strength do they have?

– What areas might we want to change?

What programs do we have that build on pride and strength?

– What could we implement to address needed changes?

Are the programs researched based and comply with state and federal mandates?

Component 2 - Places

How does our plan create a physical

environment that communicates respect fro

learning and for individuals

How does the physical environment make

people feel welcome and secure?

What could we improve?

Sharing ideas

Pages 19 - 24 are tools to assist in

developing goals

Brainstorm w/your school team the following:

– What is working well

– Areas for improvement

– Need for more data or information

Share one possible goal for either

component with larger group

Step #5 - Select and implement strategies for both components

Action plans for… – The social climate - people and programs

– The Physical Environment - place

Utilizing three types of strategies (Planning guide pages 69 -72):

– Prevention Efforts

– Intervention Efforts

– Legal Tools

Strategy Selection

Meeting needs and complying with laws (Worksheet 5-1)

Identify Effective Practices (Worksheet 5-2)

Action plan for Component 1 (Worksheet 5-3)

Action plan for Component 2 (Worksheet 5-4)

– Includes Crisis response plan

Develop timeline (Worksheet 5-6)

Action Planning

Goals – Broad Statement

Objectives – What do you want to reduce or increase?

– Measurable

– Time sensitive

Activities – Highly specific

– Steps to achieve objectives

– Should list people responsible in accomplishing tasks

Step #6 - Communicate the Plan to Stakeholders

“Hold a public meeting…to allow the public to express opinions about the school safety plan…”

Back to School Night or Open House

PTA Meetings

School Improvement Committee Meetings

School Board Meetings

Healthy Start Meetings

School Site Council Meetings

Current plan kept in the school office for public review

Communicate the Plan Workbook page 45

Hold a public meeting for input- Education

Code §32288 (Worksheet 6-1)

How will we alert the public about the

meeting?

How will we ensure all interested parties

have access to the plan presented in an easy

to understand model?

– Keep updated plan available for public inspection

Step #7 - Evaluate your Progress and Revise Plan (Workbook page 47)

The last step in the 7-step process, but the first step

in the next phase of program design

Helps refine, improve, and strengthen programs

Results from stated goals give a clear picture of

effectiveness

Provides promotional opportunities

Links safety and achievement

Evaluate and assess your progress

(Worksheets 7-1 and 7-2)

The plan is due March 1st of every year

The plan shall be reviewed and updated

every year thereafter

Review current year goals and objectives for

component one and two

Did we accomplish them?

Your Safe School Plan

The 7-Step Process yields a safe school plan that is:

– Comprehensive

– Inclusive of the school community

– Has a stated mission, goals, objectives

– Includes data assessment for needs, resources, and

evaluation

– Lists areas of pride and strength and area for change

– Includes a timeline with persons and responsibilities

– Describes method for communicating the plan

– Describes evaluation outcomes and methods

Part II. Key Strategies

Intensive

Intervention

Intervention

Whole School

Victim Perpetrator

Location/Time

Crime Prevention Triangle

Administrative Responses to Cyberbullying

• Nexus to the School

• Victim Impact Statements

– How has this impacted your attendance

– How has this impacted your academics

– How has this impacted you at school

• Bystander/Friend/Perpetrator Statements

• Have Other Students Shared the Text, Video Etc. At School?

• Has the Cyberbullying Caused School Bullying

Part III: Crisis Response Planning: School Readiness

Definitions

National Incident Management System

Incident Command System

Planning Steps Prevention/Mitigation

Preparedness

Response

Recovery

Drills/Exercises

Definitions

Crisis – A situation where schools could be faced with inadequate information, not enough

time, and insufficient resources, but in which leaders must make one or many crucial decisions.

Emergency – Any unplanned event that can cause deaths or significant injuries to people; or that

can shut down operations, cause physical or environmental damages, or threaten the facility’s financial standing or public image.

Terrorism – An act of violence or threat of violence which could result in:

damage beyond school boundaries;

victims who are contaminated;

a crime scene to protect;

or widespread fear and panic.

Code / Laws, (continued)

California Government Code Section 8607 requires

that state and local governments, and special districts

such as schools, respond to disasters using the

Standardized Emergency Management System

(SEMS)

Code / Laws (continued)

California Government Code Section 3100, states

…”public employees including school employees,

may be declared disaster service workers, subject

to such activities as may be assigned to them”

This would apply only when a state of emergency

has been declared and would be coordinated by the

Office of Emergency Services (OES)

National Incident Management System (NIMS)

1. Incident Command System (ICS). The primary management system required to be used by all agencies in California.

2. Mutual aid agreements between similar organizations (fire jurisdictions, city and county law enforcement agencies, etc.)

3. Multiple agency coordination. Allows diverse organizations to work, communicate together effectively (OES, law enforcement, fire, schools, etc.)

NIMS, continued

4. Operational areas (establishes overall

command and control for the incident.)

5. Satellite linkages (establishes priority

communication system if necessary.)

NIMS, continued

NIMS is a National mandate

Schools do not have to prepare for all five

components of NIMS.

Schools are only responsible for component 1, the

Incident Command System (ICS). The other four

components will be coordinated by other agencies.

The acronyms NIMS and ICS are sometimes used

interchangeably by school personnel.

School Incident Command Management Team

Safety School PIO

Liaison

School

Operations Chief

School

Logistics Chief

School

Planning and Intelligence

School

Administration /Finance

School Incident Commander

.

.

School Incident Commander

Responsibility is to coordinate the school response

Continually checking on status, progress and needs

of all other ICS school management chiefs

Coordinates with responding agencies and

establishes a unified command

Main ICS Sections (typical school activities)

Operations: “Doers” - accountability of all on campus, first aid, parent information, assembly, shelter if needed, search and locate, security

Logistics: “Getters” - resources, volunteers, transportation, communication, rest rooms, water, food, etc.

Planning/Intelligence: “Thinkers” - collects information, plans ahead, coordinates mental health crisis team, provides incident log scribes.

Administration/Finance: “Keepers” - record keeping, funding, costs

Operations The “Doers”

These teams do the actual “hands on” response

Each team lead reports to the Operations Chief

The Operations Chief manages the various teams

Operations teams are concerned with accountability,

student release, assembly, shelter, first aid, search

and locate, security, etc

School Operations Teams

ACCOUNTABILITY TEAM

--checks attendance for that day for both students

and adults (everyone on campus)

--determines who is missing or unaccounted for,

sends list to Operations Chief

-- may use a red and green card system

Operations, continued

STUDENT RELEASE TEAM

--sets up a parent center

--gets information from Accountability Team

--should have an administrator present

--documents person picking up child

--have interpreters available

--high stress jobs – may need relief frequently


ASSEMBLY, SHELTER TEAM --Responsible for setting up evacuation site.

--Coordinates the supervision of students until release.

--Works closely with the Parent/Student Reunification Team.

--Rest rooms always an issue.

FIRST AID TEAM -- A nurse is the logical team leader with back up from other

staff with first aid training.

--a team member might accompany children to hospital.

--responsible for patient identification and tracking.


SEARCH AND LOCATE

--Responsible to “sweep” bathrooms, hallways, and other

areas for students, staff, visitors.

--May need to search campus for unaccounted for people

--Community responders will do actual major rescue efforts

when they arrive.

MENTAL HEALTH/COUNSELING

--Aftermath/Recovery

Logistics The “Getters”

This team(s) obtain any needed resource including people

Team lead reports to the Logistics Chief

Logistics Chief manages the activities of the teams

Responsible for transportation, food, water, supplies, etc.

Makes sure communication system is functioning

May have to be “messengers” if communication can not be established.

Logistics:

COMMUNICATIONS TEAM

--responsible for communication between students, management team, staff and parents

TRANSPORTATION TEAM --arranges for buses

--supervises loading, moving of buses

--may have to arrange alternative transportation

FOOD, WATER, SUPPLIES TEAM

--provides needed items

Team Leaders report to the Logistics Chief

Planning/Intelligence The “Thinkers”

This team gathers information.

Assists with medium/long range planning related to the ongoing incident and school recovery (logistical) issues.

Arranges for recovery/aftermath resources so that there is no gap between the end of the incident and necessary support/services.

Team leader reports directly to the School Incident Commander and may stay with the School IC throughout the incident.

Planning, continued

Incident Log Scribe

--Stays with the School Incident Commander at all times.

--Keeps a written record of the incident including actions taken,

actions reported to the Incident Commander, time, person

reporting, etc.

--In a large school/district the Operations and Logistics Chiefs

may have a scribe as well.

Planning, continued

Mental Health Crisis Team - Critical Incident

Stress Management (CISM)

--May be personnel from outside the District.

--Should be screened and approved in advance.

--Responsible for mental health crisis intervention and related

support activities for students and staff.

--Coordinates with other community mental health resources.

--Implements the mental health portion of Aftermath Plan

Administration/Finance The “Keepers”

This team is responsible for collecting data, scribe records, expenses, etc. either during or after the incident.

Provides an official record of the event.

Coordinates the follow up paperwork, reports.

Works closely with other Management Chiefs to provide personnel information, resource information, money/credit if needed.

Administration Chief reports to the School IC.

School Incident Command System Overview

Safety PIO

Liaison

Accountability

Student release

Assembly shelter

Security

First aid

Search and locate

Maintenance/fire

Operations Chief

Transportation

Food, water, supplies

Resources

Communication

Logistics Chief

Incident log scribe

Mental health crisis team

Planning and Intelligence

Recordkeeping

Administration/finance

Incident Commander

.

.

Comprehensive Crisis Response

Policies and procedures in 4 specific areas: Prevention/Mitigation

Preparedness

Response

Evacuation

Containment (hazardous materials)

Lock down

Shelter in Place

Recovery

Prevention / Mitigation

California Education Code Section 32280

requires all schools to have a comprehensive

Safe School Plan which includes crisis

response

Safe Guarding Schools: Strategies for

Mitigating School Shootings

Six Critical Steps

Target Hardening

Campus Security

Training

Response Protocols

Breaking the Code of Silence

Building a Positive School Culture

Target Hardening

Secure Ingress and Egress Points

Natural Surveillance

Visitor Check-in and Check-out

– Main Gate/Entry Point

– Must Show Proper ID

High Staff Visibility

Security Cameras at Key Locations

Reduces Vandalism and Theft

Campus Security

Increase Numbers of Campus Security

First Line of Defense

Station at Ingress-Egress Points

Must be Highly Trained

Discourages Unauthorized Visitors

Discourages Students from Bringing Contraband

Assists in Developing Social Culture of School

Training

All Staff Must be Trained On Safety Issues

Greeting/Monitoring of Visitors

Identifying Non-Verbal Communicators of Potential Violence

Identifying Potential Warning Signs of Violence

Lockdown Protocols

Emergency First Aid

Protocols

Work With Fire Department on Keeping Doors Locked at All Times

Visitor and Vendor Protocols

– Sign-in AND Sign-out

Location

Reason for Visit

Communication with teacher/staff being visited

Time in/out

– Show Proper Identification

– Color Coded Badges/Name Tags

Randomly Rotate Colors

– Campus Security to Escort Suspicious Individuals

Threat Assessment Team and Protocol

Protocols

Lockdown – Quickly Inform Staff

– Use Clear Simple Language

– Managing Lockdown During Lunch, Passing Periods, Before/After School

– Managing Students That Are Locked Out

– Knowledge of How to Secure a Room With Students Inside

– Knowledge of How to Notify Emergency Responders of Injured Students

– Knowledge of How to Account for Students, Staff and Visitors

– Must Drill Protocols - Multiagency

Breaking the Code of Silence

Use of Student Greetings

– Front of School

– Teachers

Invisible Mentoring

Student Reporting Options

– Boxes

– Telephone

– Internet

School Administrator/School Resource Officer

– Walking the Beat

Peer Helper/Peer Listeners

Open Door Policies

Building a Positive School Culture

School Safety Must be a Priority

– Reduce Bullying and Aggression

Classroom Management

Informal Communication With Students

Using Student Leaders to Monitor Cliques

– FORCE 8

– PLUS

Reach-out to “Outcasts”

Build Positive Relationships

Preparing

Develop a School Crisis Response Box

Develop School Crisis Response Plans

Implement ICS

Develop a School Crisis Team

Develop Procedures Related to School Crisis Response

– Lock down

– Evacuation Protocols or Flow Charts

– Containment (hazardous materials) Protocols or Flow Charts

– Shelter in Place Protocols

Communication Strategies/Protocols

Responding

Confirm the Facts

Communication/Contact

– 911

– District Superintendent

Convene School Crisis Response Team

Set-up the Command Center

Implement Appropriate ICS Structure

Establish Objectives

Assign Staff to Meet Objectives

Response Protocols

Lockdown – General

Lockdown – Intruder

Evacuation – On-site

Evacuation – Off-site

Containment

Shelter In Place

Recovery

Schools may be affected more by the aftermath

than by the incident.

School tasks:

– Provide a safe place for students and staff to process

what happened

– Return school/community to normal, although the

school/community may have a new “normal”

– Plan for resumption of regular activities as soon as

practical

Drills/Exercises

Thank You

Questions and Answers

Other needs

training for: shasta county office of education safe schools …€¦ · worksheet 1-1 – school...

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