Safe, Secure Schools Committee Membership: Chris Bitner Bill Heisel Kathleen Mackaman Julie McArdle Cathy Powell Ellen Smi...
Safe Inviting Respectful GOAL FIVE: We will provide a safe, respectful inviting learning environment. Behavior/ Attitude E...
Safe, Secure Schools <ul><li>FOUR MAJOR AREAS OF STUDY: </li></ul><ul><li>SECURITY  </li></ul><ul><li>VIOLENCE PREVENTION/...
Process for  Issues <ul><li>Current Situation </li></ul><ul><li>Data Sources </li></ul><ul><li>Collection Activities </li>...
Security
What is the current security situation? <ul><li>Buildings have a sound security system. </li></ul><ul><li>The system has p...
What are the security data sources? <ul><li>Sonitrol sound security records. </li></ul><ul><li>Board policies </li></ul><u...
How was the security data collected? <ul><li>Principals completed the on-line survey; principals were interviewed. </li></...
What is working?  <ul><li>Sound security system is effective. </li></ul><ul><li>Police liaison officer is effective. </li>...
What is not working?  <ul><li>Identification cards for visitors, staff and students would be beneficial. </li></ul><ul><li...
Site Security Audits
Security Personnel
Access Control
Security Presence
Safe School Committee
Recommendations: <ul><li>Use Identification cards for visitors, staff and students. </li></ul><ul><li>Purchase surveillanc...
Hypotheses: <ul><li>Study identification cards for which levels- primary, intermediate, </li></ul><ul><li>junior high? </l...
Violence Prevention and Intervention
What is the current violence prevention and intervention situation? <ul><li>There are some truancy problems; lack of colla...
What are the prevention and intervention data sources? <ul><li>Student disciplinary records. </li></ul><ul><li>Suspension ...
How was the prevention and intervention data collected? <ul><li>Principals completed the 0n-line survey. </li></ul><ul><li...
What is working?  <ul><li>The DARE and VEGA curricula is being taught at the intermediate levels. </li></ul><ul><li>Projec...
What is not working?  <ul><li>There are some truancy problems; lack of collaboration with community agencies is evident. <...
Problem Analysis
Incident Profiling
Intervention/ Prevention
Bullying Assessment
Gangs
Drugs and Alcohol
Weapons
Recommendations: <ul><li>Address truancy problems through improved cooperation with Project Stay, Juvenile officers and St...
Hypotheses: <ul><li>Study SAP model for alternative  </li></ul><ul><li>intervention for junior high  </li></ul><ul><li>stu...
Crisis/ Safety Management PRINCIPAL
What is the current crisis/ safety management situation? <ul><li>The district crisis preparedness manual is in need of rev...
What are the crisis/ safety management data sources? <ul><li>Board Policies </li></ul><ul><li>Crisis Preparedness Manual <...
How was the crisis/ safety management data collected? <ul><li>Principals completed the on-line survey. </li></ul><ul><li>C...
What is working?  <ul><li>Discipline Handbooks </li></ul><ul><li>Counselor training for crisis management </li></ul><ul><l...
What is not working?  <ul><li>Board policies need revision. </li></ul><ul><li>District Crisis Preparedness  Manual needs u...
Crisis Management
Post-Crisis Management
Media Coordination
Bombs/Suspicious Devices
Recommendations: <ul><li>Update Board crisis management policies. </li></ul><ul><li>Revise District Crisis Preparedness Ma...
Hypotheses: <ul><li>Study communication strategies for crisis management. </li></ul><ul><li>Study training strategies for ...
Classroom management and Training  TRAINING
What is the current classroom management and training situation? <ul><li>Primary schools have effective school-wide manage...
What are the classroom management and training data sources? <ul><li>Board Policies </li></ul><ul><li>Discipline Handbooks...
How was the classroom management and training data collected? <ul><li>Principals completed the on-line survey. </li></ul><...
What is working?  <ul><li>Primary school-wide management programs. </li></ul><ul><li>Washington RESPECT program. </li></ul...
What is not working?  <ul><li>Schools that do not have school-wide management programs. </li></ul><ul><li>Classroom manage...
In-service Training
Curriculum/ Instruction
School Climate
Commitment to Civility
Parents as Partners
Community Partners
Recommendations: <ul><li>Ensure all teachers have classroom management and aggression training. </li></ul><ul><li>Ensure a...
Hypotheses: <ul><li>Study school-wide  management programs for intermediate and junior highs. </li></ul><ul><li>Study trai...
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  1. 1. Safe, Secure Schools Committee Membership: Chris Bitner Bill Heisel Kathleen Mackaman Julie McArdle Cathy Powell Ellen Smith Perry Soldwedel Becky Walker
  2. 2. Safe Inviting Respectful GOAL FIVE: We will provide a safe, respectful inviting learning environment. Behavior/ Attitude Expectations/Consequences Partnerships Climate Access Security Crisis Preparedness Alternatives <ul><li>Maintenance </li></ul><ul><li>Custodial Services </li></ul><ul><li>Life/Safety </li></ul><ul><li>Long Range Plans </li></ul><ul><li>Upgrades </li></ul><ul><li>Efficient Use </li></ul><ul><li>Space Needs </li></ul><ul><li>Health Needs </li></ul>
  3. 3. Safe, Secure Schools <ul><li>FOUR MAJOR AREAS OF STUDY: </li></ul><ul><li>SECURITY </li></ul><ul><li>VIOLENCE PREVENTION/ INTERVENTION </li></ul><ul><li>CRISIS/ SAFETY MANAGEMENT </li></ul><ul><li>CLASSROOM MANAGEMENT AND TRAINING </li></ul>
  4. 4. Process for Issues <ul><li>Current Situation </li></ul><ul><li>Data Sources </li></ul><ul><li>Collection Activities </li></ul><ul><li>Assessment of current situation </li></ul><ul><ul><li>What is working . . . </li></ul></ul><ul><ul><ul><li>What is not working . . . </li></ul></ul></ul><ul><li>Display of data </li></ul><ul><li>Recommendations </li></ul><ul><li>Hypothesis, further study . . . </li></ul>
  5. 5. Security
  6. 6. What is the current security situation? <ul><li>Buildings have a sound security system. </li></ul><ul><li>The system has provided few incidences of theft as compared to data prior to the system. </li></ul><ul><li>There is no surveillance equipment. </li></ul><ul><li>There are no keys to lock classrooms. </li></ul><ul><li>There is a check out system for keys to get into buildings after hours. </li></ul><ul><li>There is a lockdown procedure in place for all buildings. </li></ul><ul><li>Visitors report to the office. </li></ul><ul><li>There are no student or staff identification cards. </li></ul><ul><li>There are procedures and policies related to security issues. </li></ul><ul><li>Junior High Schools share a police liaison officer; the officer is on-call to other buildings in emergency. </li></ul>
  7. 7. What are the security data sources? <ul><li>Sonitrol sound security records. </li></ul><ul><li>Board policies </li></ul><ul><li>School procedures </li></ul><ul><li>Illinois School Safety Resource Center on-line school and district surveys </li></ul><ul><li>Safe at School: A Resource Manual for Self-Assessment, Planning and Training to Improve School Safety </li></ul><ul><li>PSA architect plans for security in Wilson and Washington </li></ul>
  8. 8. How was the security data collected? <ul><li>Principals completed the on-line survey; principals were interviewed. </li></ul><ul><li>Committee complied school data from the survey and interviews </li></ul><ul><li>Committee reviewed the Safe at School: A Resource Manual for Self-Assessment, Planning and Training to Improve School Safety </li></ul><ul><li>Committee reviewed policies and procedures related to security issues </li></ul>
  9. 9. What is working? <ul><li>Sound security system is effective. </li></ul><ul><li>Police liaison officer is effective. </li></ul><ul><li>Lockdown procedure is effective in some buildings. </li></ul><ul><li>Some security policies and procedures are effective. </li></ul>
  10. 10. What is not working? <ul><li>Identification cards for visitors, staff and students would be beneficial. </li></ul><ul><li>Surveillance equipment in entry ways and on some buses would be beneficial. </li></ul><ul><li>A liaison officer for each junior high would be optimal. </li></ul><ul><li>Some policies and procedures need to be updated. </li></ul><ul><li>Keys to lock classroom doors would be beneficial. </li></ul><ul><li>Security procedures need to be well communicated to students, staff and parents. </li></ul>
  11. 11. Site Security Audits
  12. 12. Security Personnel
  13. 13. Access Control
  14. 14. Security Presence
  15. 15. Safe School Committee
  16. 16. Recommendations: <ul><li>Use Identification cards for visitors, staff and students. </li></ul><ul><li>Purchase surveillance equipment for entry ways and on some buses. </li></ul><ul><li>Hire a police liaison officer for each junior high. </li></ul><ul><li>Update board policies and procedures for security. </li></ul><ul><li>Obtain keys to lock classroom doors. </li></ul><ul><li>Communicate security procedures to students, staff, parents and emergency personnel. </li></ul><ul><li>Improve building signage. </li></ul><ul><li>Conduct systematic security audits. </li></ul>
  17. 17. Hypotheses: <ul><li>Study identification cards for which levels- primary, intermediate, </li></ul><ul><li>junior high? </li></ul><ul><li>Study purchase of surveillance equipment. </li></ul><ul><li>Develop Communication strategies to enhance security </li></ul><ul><li>Update On-line survey from each school safety team. </li></ul>FURTHER STUDY
  18. 18. Violence Prevention and Intervention
  19. 19. What is the current violence prevention and intervention situation? <ul><li>There are some truancy problems; lack of collaboration with community agencies is evident. </li></ul><ul><li>Bullying issues exist at all levels; sexual harassment issues exist at junior high. </li></ul><ul><li>Drug and alcohol problems exist at junior high levels. </li></ul><ul><li>Data shows some violence issues and police intervention in 7-8. </li></ul><ul><li>Project Success offers good after school activities at the intermediate level; junior high level needs some attention. </li></ul><ul><li>Counselors provide excellent support for at-risk students. </li></ul><ul><li>Mentoring programs are successful at the junior high level. </li></ul><ul><li>BD programs at 4-6 and 7-8 are effective. </li></ul><ul><li>There are many other students who display behavior and attitude problems about school and school work. </li></ul><ul><li>There are few alternatives available for those students. </li></ul><ul><li>The STAT process is effective in some buildings. </li></ul>
  20. 20. What are the prevention and intervention data sources? <ul><li>Student disciplinary records. </li></ul><ul><li>Suspension data </li></ul><ul><li>Attendance data </li></ul>
  21. 21. How was the prevention and intervention data collected? <ul><li>Principals completed the 0n-line survey. </li></ul><ul><li>Committee complied school data from the survey. </li></ul><ul><li>Counselors, Learning Consultants, Admin. Interns and Principals were interviewed. </li></ul><ul><li>Committee reviewed the Safe at School: A Resource Manual for Self- on Assessment, Planning and Training to Improve School Safety </li></ul><ul><li>Committee reviewed policies and procedures related to violence prevention/ intervention issues </li></ul>
  22. 22. What is working? <ul><li>The DARE and VEGA curricula is being taught at the intermediate levels. </li></ul><ul><li>Project Success offers good after school activities at the intermediate level; junior high level needs some attention. </li></ul><ul><li>Counselors provide excellent support for at-risk students. </li></ul><ul><li>Mentoring programs are successful at the junior high level. </li></ul><ul><li>BD programs at 4-6 and 7-8 are effective. </li></ul><ul><li>The STAT process is effective in some buildings. </li></ul><ul><li>There are few gang problems. </li></ul><ul><li>There is accurate incident profiling. </li></ul><ul><li>There are few weapon problems. </li></ul><ul><li>Regional Alternative School is available for expelled students. </li></ul>
  23. 23. What is not working? <ul><li>There are some truancy problems; lack of collaboration with community agencies is evident. </li></ul><ul><li>Bullying issues exist at all levels; sexual harassment issues exist at junior high. </li></ul><ul><li>Drug and alcohol problems exist at junior high levels </li></ul><ul><li>Data shows some violence issues and police intervention in 7-8. </li></ul><ul><li>There are many other students who display behavior and attitude problems about school and school work. </li></ul><ul><li>There are few alternatives available for those students. </li></ul><ul><li>The STAT process needs improvement in some buildings. </li></ul><ul><li>Incident profiling data needs to be accessible and shared with appropriate personnel. </li></ul>
  24. 24. Problem Analysis
  25. 25. Incident Profiling
  26. 26. Intervention/ Prevention
  27. 27. Bullying Assessment
  28. 28. Gangs
  29. 29. Drugs and Alcohol
  30. 30. Weapons
  31. 31. Recommendations: <ul><li>Address truancy problems through improved cooperation with Project Stay, Juvenile officers and States Attorney’s office. </li></ul><ul><li>Address bullying and sexual harassment issues through instruction and training. </li></ul><ul><li>Seek improved police collaboration/ court services through shared information and processes (SHOWCAP). </li></ul><ul><li>Provide alternatives for students who display behavior and attitude problems within the classroom and school. </li></ul><ul><li>Make accessible incident profiling to all necessary personnel. </li></ul>
  32. 32. Hypotheses: <ul><li>Study SAP model for alternative </li></ul><ul><li>intervention for junior high </li></ul><ul><li>students. </li></ul><ul><li>Study strategies to improve STAT process in all buildings </li></ul><ul><li>Explore safe school student councils, crime watch, monitors, patrols, etc. </li></ul>FURTHER STUDY
  33. 33. Crisis/ Safety Management PRINCIPAL
  34. 34. What is the current crisis/ safety management situation? <ul><li>The district crisis preparedness manual is in need of revision. Not all buildings make use of the document. </li></ul><ul><li>Some buildings have procedures in place to address crisis preparedness issues. </li></ul><ul><li>There has been some training for crisis management teams under the direction of school counselors. </li></ul><ul><li>There are board policies in place for crisis preparedness. They need updating. </li></ul><ul><li>The Discipline Handbooks have been recently revised and are effective. </li></ul><ul><li>Bomb threats have been rare, but procedures are in place to address the threats effectively. </li></ul><ul><li>Media coordination is done through central office. </li></ul>
  35. 35. What are the crisis/ safety management data sources? <ul><li>Board Policies </li></ul><ul><li>Crisis Preparedness Manual </li></ul><ul><li>Discipline Handbooks </li></ul><ul><li>Building Crisis Emergency Procedures </li></ul><ul><li>Crisis Preparedness workshop </li></ul><ul><li>Illinois School Safety Resource Center on-line school and district surveys </li></ul><ul><li>Safe at School: A Resource Manual for Self-Assessment, Planning and Training to Improve School Safety </li></ul>
  36. 36. How was the crisis/ safety management data collected? <ul><li>Principals completed the on-line survey. </li></ul><ul><li>Counselors and principals were interviewed. </li></ul><ul><li>Committee complied school data from the survey. </li></ul><ul><li>Committee reviewed the Safe at School: A Resource Manual for Self-Assessment, Planning and Training to Improve School Safety </li></ul><ul><li>Committee reviewed policies, procedures, handbooks, related to crisis management issues. </li></ul><ul><li>Two members of committee attended crisis management training workshop. </li></ul>
  37. 37. What is working? <ul><li>Discipline Handbooks </li></ul><ul><li>Counselor training for crisis management </li></ul><ul><li>Media coordination of crisis events is effective. </li></ul><ul><li>Bomb threat procedures are effective. </li></ul><ul><li>Counselors provide effective post-crisis management. </li></ul>
  38. 38. What is not working? <ul><li>Board policies need revision. </li></ul><ul><li>District Crisis Preparedness Manual needs updating. </li></ul><ul><li>Building procedures need to be revised to address Crisis Preparedness Manual revisions. </li></ul><ul><li>Procedures need to be well communicated. </li></ul><ul><li>Crisis Management Teams need additional training. </li></ul>
  39. 39. Crisis Management
  40. 40. Post-Crisis Management
  41. 41. Media Coordination
  42. 42. Bombs/Suspicious Devices
  43. 43. Recommendations: <ul><li>Update Board crisis management policies. </li></ul><ul><li>Revise District Crisis Preparedness Manual. </li></ul><ul><li>Revise Building procedures for crisis management to address District Crisis Preparedness Manual revisions. </li></ul><ul><li>Communicate Crisis management procedures to parents, staff, students and community. </li></ul><ul><li>Require crisis management team in each building and provide training. </li></ul><ul><li>Maintain good media relations. </li></ul>
  44. 44. Hypotheses: <ul><li>Study communication strategies for crisis management. </li></ul><ul><li>Study training strategies for crisis management teams. </li></ul><ul><li>Study crisis management policies in other districts. </li></ul>FURTHER STUDY
  45. 45. Classroom management and Training TRAINING
  46. 46. What is the current classroom management and training situation? <ul><li>Primary schools have effective school-wide management programs- “I CARE”; some are more effective than others. </li></ul><ul><li>Washington has an effective RESPECT management program. </li></ul><ul><li>Wilson, and both junior high schools have no school-wide management programs. </li></ul><ul><li>Teachers have classroom management programs, some more effective than others. Some do not relate to the school management program. Most buildings do not have a safe schools committee. </li></ul><ul><li>The DARE and VEGA curricula is being taught at the intermediate levels. </li></ul><ul><li>Most behavior problems occur during unstructured times- recess, lunch, before and after . . . </li></ul><ul><li>There is some training for playground supervisors but it is not as effective as it should be. </li></ul><ul><li>There is need for classroom management training for some non-tenured and some tenured staff. </li></ul><ul><li>There is need for classroom management training for support staff. </li></ul>
  47. 47. What are the classroom management and training data sources? <ul><li>Board Policies </li></ul><ul><li>Discipline Handbooks </li></ul><ul><li>School-wide management programs </li></ul><ul><li>Classroom management plans </li></ul><ul><li>Illinois School Safety Resource Center on-line school and district surveys </li></ul><ul><li>Safe at School: A Resource Manual for Self-Assessment, Planning and Training to Improve School Safety </li></ul>
  48. 48. How was the classroom management and training data collected? <ul><li>Principals completed the on-line survey. </li></ul><ul><li>Committee compiled school data from the survey. </li></ul><ul><li>Committee interviewed principals, counselors, learning consultants. </li></ul><ul><li>Committee reviewed the Safe at School: A Resource Manual for Self-Assessment, Planning and Training to Improve School Safety </li></ul><ul><li>Committee reviewed school-wide management programs. </li></ul><ul><li>Committee reviewed current training programs. </li></ul>
  49. 49. What is working? <ul><li>Primary school-wide management programs. </li></ul><ul><li>Washington RESPECT program. </li></ul><ul><li>Teacher classroom management programs that are aligned with school-wide programs. </li></ul><ul><li>DARE and VEGA instructional programs at intermediate schools. </li></ul><ul><li>Family Living instructional program at intermediate and junior high schools. </li></ul><ul><li>District Discipline Handbooks </li></ul><ul><li>Board policies related to management programs and discipline. </li></ul>
  50. 50. What is not working? <ul><li>Schools that do not have school-wide management programs. </li></ul><ul><li>Classroom management plans not aligned to school-wide programs. </li></ul><ul><li>Training programs for some beginning and tenured teachers. </li></ul><ul><li>Training programs for support staff, playground supervisors, bus drivers, etc. </li></ul><ul><li>Parent involvement and support for school and classroom management plans. </li></ul><ul><li>Partnership with community agencies available to assist with school and classroom management issues. </li></ul>
  51. 51. In-service Training
  52. 52. Curriculum/ Instruction
  53. 53. School Climate
  54. 54. Commitment to Civility
  55. 55. Parents as Partners
  56. 56. Community Partners
  57. 57. Recommendations: <ul><li>Ensure all teachers have classroom management and aggression training. </li></ul><ul><li>Ensure all support staff and ancillary personnel have similar training. </li></ul><ul><li>Promote school-wide management plans and ensure staff commitment to civility at all times. </li></ul><ul><li>Promote classroom management plans aligned with school management plans. </li></ul><ul><li>Enlist parent support for school and classroom management plans. </li></ul><ul><li>Improve communication regarding school and classroom management plans to parents and community. </li></ul>
  58. 58. Hypotheses: <ul><li>Study school-wide management programs for intermediate and junior highs. </li></ul><ul><li>Study training programs to improve management skills for teachers, support staff and ancillary personnel. </li></ul><ul><li>Develop surveys to periodically assess student, parent and staff perceptions related to school and classroom climate. </li></ul>FURTHER STUDY
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