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  1. 1. Safe, Secure Schools Committee Membership: Chris Bitner Bill Heisel Kathleen Mackaman Gloria Ranney 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 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>
  8. 8. 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>
  9. 9. 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>Maintain a police liaison officer and consider expansion to one for each junior high. </li></ul><ul><li>Communicate security procedures to students, staff, parents and emergency personnel. </li></ul>
  10. 10. Hypotheses: <ul><li>Study identification cards for which levels- primary, intermediate, </li></ul><ul><li>junior high? </li></ul>FURTHER STUDY
  11. 11. Violence Prevention and Intervention
  12. 12. 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>
  13. 13. 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>
  14. 14. 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>
  15. 15. Recommendations: <ul><li>Address truancy problems through improved cooperation with Project Stay, Juvenile officers and States Attorney’s office. </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>
  16. 16. Hypotheses: <ul><li>Study SAP model for alternative intervention for junior high students. </li></ul>FURTHER STUDY
  17. 17. Crisis/ Safety Management PRINCIPAL
  18. 18. 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>
  19. 19. 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>
  20. 20. 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>
  21. 21. Recommendations: <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>
  22. 22. Hypotheses: <ul><li>Study crisis management communication issues. </li></ul>FURTHER STUDY
  23. 23. Classroom management and Training TRAINING
  24. 24. 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>
  25. 25. 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>
  26. 26. 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>
  27. 27. Recommendations: <ul><li>Ensure all staff have classroom management, aggression, bullying and sexual harassment training. </li></ul><ul><li>Promote school-wide management plans and ensure staff commitment to civility at all times; promote classroom management plans aligned with school management plans. </li></ul><ul><li>Enlist parent support for school and classroom management plans. </li></ul>
  28. 28. Hypotheses: <ul><li>None </li></ul>FURTHER STUDY
  29. 29. Other Recommendations: <ul><li>Update board policies </li></ul><ul><li>Purchase surveillance equipment for entry ways and busses </li></ul><ul><li>Conduct systematic audits. </li></ul><ul><li>Consider classroom door keys. </li></ul><ul><li>Make accessible incident profiling. </li></ul>

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