Edu-Safe's Corner on Safety

Crisis Planning for Outdoor Stadiums

Dennis Lewis — Sun, 27 Sep 2009 00:00:00 +0000

Crisis Planning - Outdoor Stadiums

It is safe to assume that most schools have emergency management plans that outline appropriate responses to events that happen during the school day. And some schools have written plans that accommodate the needs of a catastrophic event that might occur at a concert, theatre production, or other extracurricular activity. But how many schools have specific plans that provide instructions for administrators and other personnel in the event a tragedy or crisis occurs at an outdoor football, track, or soccer stadium? We suspect not nearly enough.

One of the primary reasons administrators fail to put written plans into place is because the task seems so enormous and far reaching in its consequences that it is often difficult to know where to begin. Many administrators simply bet on the odds and hope that a catastrophic event will not occur and, if it does, that personnel on duty will act based upon past experiences and gut instinct to decide on an appropriate course of action. While this may indeed work some of the time, we would suggest that schools be far more strategic in their planning.

When considering the added issues which make a successful response to a crisis at an athletic stadium more difficult, remember the following.

Significant Numbers of Non-Students Will Be Present
Activities May Not Necessarily Be Confined to One Area
Sheltering & Evacuation Areas Will Be Limited
Communication May Be More Difficult
Staffing Will Be Unique

Writing The Plan - One individual should not be responsible for writing the plan. A committee should develop and sign off on the plan recommendations and components.The planning committee should include:

School Administration
Athletic Staff
Custodial Personnel
Law Enforcement or Security
Concession & Gate Attendants
Facility/Event Managers

Additionally, administrators should do the following:

A copy of the plan should be kept in the ticket booth, concession stand, and the announcers table or booth at all times. A copy should also be placed in the crisis kit located at the stadium.
The plan should be provided to all district groups or personnel that may use the stadium during evening or Saturday events. For example, if community groups or other schools within the district use the facility on a regular basis, a copy of pertinent documents should be provided to designated representatives.
The plan should be environmentally protected by using plastic sleeves for paper inserts and placed within a three ringed binder.

Plan Contents

Table of Contents - Although a stadium plan may not be lengthy, it is likely to be 8-10 pages in length and a table of contents will provide users easy access to important information in a short amount of time.

Bulleted information - As much as possible, the plan should be written with brevity in mind. Bulleted information is always preferable to a paragraph format.

Crisis Team Duties and Responsibilities - While supervisory staff might vary depending upon the nature of the event, there are certain duties that should be covered. These duties would include team leader, security, medical, student manager, and communications.

Critical Call List - During a critical incident it is not the time to use a telephone directory to locate the numbers of essential personnel or agencies. This call list should be written in advance, placed within the plan and should include the telephone numbers of the superintendent, the local utility companies, telephone service, poison control, hospitals, and relocation sites etc. Administrators should consider placing these numbers in their cell phone address books for easy and quick access.

Critical Equipment Operations - This section of the plan should include directions for operating a fire extinguisher, utility cutoffs (gas, water, electrical), and bull horns. Locations for fire extinguishers at the stadium should also be included.

Location and Listing of Contents of Crisis Kits - The stadium should have at least one crisis kit available for use. This kit should include flashlight, batteries, blankets, a first aid kit, water, etc. Crisis kit locations should be noted within the plan.

Instructions for the Following Events - The plan should include instructions for tornado or severe weather, chemical spills, earthquake, fire, or bomb threat.

Location of CCTV Equipment - If applicable, the location of cameras, as well as operating instructions should be included within the plan.

Sample Announcements - Evacuation or relocation announcements should be written and placed within the plan. The event announcer should be aware of the content and have easy access to them in case of a need to act quickly. Pre-game announcements should also be included within the plan. This would include such things as announcements regarding district tobacco policies, spectator conduct etc.

As you can see, the plan need not be lengthy. It just needs to be written. In real estate it may be location, locaiton, location. However, in the business of school safety it is planning, preparation, and practice.

Bomb Threats - An Explosive Issue

Dennis Lewis — Sun, 27 Sep 2009 00:00:00 +0000

Bomb threats pose some unique planning and response issues for school administrators. And, though this is more typically a secondary school problem, planning should occur district-wide to include elementary, administrative and support facilities.

Just what is an appropriate administrative response?

First, evaluate the threat for credibility. Ignoring a bomb threat or always evacuating are two response strategies that can be inherently problematic. The first has some serious and obvious legal and liability implications and the latter can quickly become impractical. The best approach is to carefully evaluate each threat using a team approach and respond based on the merit and circumstances of the incident. While most occurrences of explosive devices being found or detonated on school campuses are not preceded by a communicated threat, this should never be the overriding determiner used in making the final decision. In examining any threat, the primary litmus test is in determining the level of credibility based on all known facts.

Next, determine the level of threat. A low level threat is generally nonspecific with little or no indication of credibility. A medium level threat includes more specific details related to motive, location, etc. A high level threat would include a strong indication that a device is on campus.

A low level response should include notification of staff with instructions to be vigilant of unusual student behavior. Law enforcement should be notified because any type of bomb threat – regardless of degree of credibility – is a criminal offense. While a detailed search may not be warranted, personnel should be alert for any suspicious or unusual item.

A medium level response would include all of the aforementioned, as well a possible evacuation, relocation of students or leaving them in existing locations. It may involve a general walk through of the school by designated staff or, by necessity it may include a room by room examination. Some response by emergency service providers would be expected.

A high level response would usually involve all of the above, as well as evacuation or relocation of students; law enforcement would potentially treat the campus as a crime scene. Preparations for a search of the campus using special equipment or resources may be necessary.

Maintain security of school’s response strategies while keeping staff informed. Plan for the arrival of parents on campus during the event.

Staff should be provided with bomb threat procedures and a thorough discussion should occur at the start of the school year. Provisions should include how substitute staff will be made aware of the procedures and any individualized responsibilities that might be involved. Bomb threat procedures should be classified as confidential and details not made public. Any reference to bomb threat procedures in posted information such as classroom flip charts should be generic and general in nature. Typically most schools use fire evacuation notification systems when the need arises to move students to an alternative location. Staff should stay in the routine of having students take their immediate personal possessions with them during any evacuation. This is especially valuable in a bomb threat where a detailed search is necessary. When personal possessions such as book bags are left in classrooms it may cause personnel to spend extra time searching these items.

Prepare for issues related to communication.

While the chances of an electronic communication instrument such as a cellular phone or two-way radio detonating an explosive device is remote, it can occur, so plan ahead related to communicating with and between staff during the event. Staff supervising students will have to be especially attentive to students trying to use cellular devices and should be prepared to seize phones if necessary. Second, expect media attention on bomb threats, especially with incidents where students are evacuated, relocated or if a suspicious item is found.

In addition, as parents hear about the threat they may call or come to the school. Know that communicating with these two groups will be important and plan in advance on what information can and will be released and how it will occur. Try to gain media cooperation on not publicizing low level threats and sensationalizing others as it may breed copycat incidents.

A variety of resources are available to schools for developing bomb threat response procedures. Schools should always involve emergency responders such as local police and fire departments.

Holiday Depression and School Security

Dennis Lewis — Mon, 30 Nov 2009 00:00:00 +0000

'Tis the Season...to be Safe & Secure

The holiday season can create additional safety and security concerns for school principals. While this time of year is typically a period of giving, for some it will be a time for taking as well. Some school buildings experience extended days of closure with few, if any, activities occurring. These buildings resemble a home with the occupants gone on vacation, thus, creating an increased risk for burglary. On the other hand, some schools schedule a multitude of athletic and other events, many times involving numbers of non-school personnel on campus. Both sets of conditions pose added risk.

Events involving staff and students generate added concerns just by the nature of the holidays. Strategies that can help minimize these various types of added risks occurring during the holidays include the following:

Provide local law enforcement with the adjusted holiday schedule including when the offices will be open, during what periods custodial staff will be on campus and what, if any, activities will be occurring such as athletic tournaments and practices. This will aid the local beat officer in recognizing when something is out of place during a time of year when the routine of personnel is atypical.
Remind staff to follow procedures for the handling of money and other items of value solicited and collected in the days leading up to the holidays. Cash should never be left in a classroom overnight. Most schools have secure locations designated for the keeping of money, and staff should be reminded to follow building practices and procedures related to this activity.
As teachers leave for the holidays they should audit their classrooms for valuables that might offer enticement for the unauthorized shopper. Electronic and other items of value should be secured by placing them in a closet, cabinet or desk. Small, valuable, easily concealed items should be removed from ground level window sills, and blinds and shades should be pulled to prevent viewing into the classroom from the outside. Computer monitors should be turned off so attention is not drawn from the outside into an individual classroom.
Custodial staff should ensure all exterior lighting designed for security purposes is functioning properly. This should be done in advance of the holidays to allow for repair time if necessary. It is always a good idea for custodial staff or other designated individuals to sporadically check the building during times of extended closure. This not only helps with security issues but also for maintenance problems that might arise from broken water pipes or heating problems.
Meet with staff that are overseeing or supervising activities during the holidays. Make sure they are familiar with security and safety measures. This would include such things as locations of emergency supplies such as first aid, critical contact numbers, and evacuation and sheltering procedures for the area where the event is being held. And, staff should be reminded to monitor and restrict access into areas where activities are not being held.
For staff taking students on out of town trips, other planning concerns will be present. With large numbers of family and school staff on the move during the holidays, it may be especially difficult to locate certain people during an emergency so making sure that all contact numbers, including temporary ones, are on file in the school office will be important. Additionally, staff should leave a detailed itinerary with school officials.
The behavior of some students will deteriorate in the weeks preceding the holiday season. Holidays are often portrayed as a time of happiness, but for some students this time of year means doing without and the recognition of this can cause an increase in aggressive behavior including threats of harm to self or others. Additionally, some students show signs of depression by displaying a variety of anti-social behaviors. This can include, but not be limited to, defiance of authority, disrespectful behavior toward other students and staff and physical aggression. School staff should be on the alert for changes in a student’s behavior that seem to correspond to the approach of the holidays; when observed, counselors should be immediately involved and intervention steps taken.

Maintaining a safe school environment is never easy and it is further complicated by the unique issues present during the holiday season. The recognition of the added risks during this time of year, along with using the appropriate response strategies, can make the holidays a better time for all.

School Access Control - Who Is In Your School?

Dennis Lewis — Sun, 27 Sep 2009 00:00:00 +0000

Who Is In Your School?

Ask any administrator what causes heartburn and you’re likely to get a variety of answers. But one of the things mentioned at some point in the conversation will be the problem of controlling access in and around the school campus.

Most schools were built in a time when worrying about trespassers was not an issue, and many schools – particularly in rural areas – have multiple buildings; consequently, students are expected to walk between these structures as they make their way to class. While it’s not the ideal during inclement weather – or when trying to control who has access to hallways, staff and students – it is the reality, and school personnel must work within the limitations given.

One strategy that can help is the use of student and staff identification badges. Picture identification badges have been a mainstay in the business world for several years, and many school districts now recognize the value of the card and use this method to help track who belongs and who doesn’t belong in and around the school.

Only individuals who have never worked in a school environment would question whether trespassing by non students is a concern throughout the school year. And, for some principals, it is a daily problem that takes time and resources to manage. While we would never say identification badges are the panacea, the fact of the matter is, they can help.

Work within the school community to educate students, parents and staff related to the value of the badge; taking time for this important step can help reduce resistance when implementation begins. Make this a recurring topic when meeting with student focus groups. At the very least, students will appreciate the fact they were asked for an opinion.
Inform students of the reasons for the display of the badges. Don't become so busy or dogmatic in response that student voices are not heard. Listen carefully, and take their concerns seriously.
Use the badge for a variety of purposes, and don’t try to sell the concept on the basis of safety and security alone. The more reasons students have to use the badge in their daily lives, the more likely they will be to accept the card as a viable tool. There are a number of uses for the card and the more value and convenience for students and parents, the more skepticism may be reduced.
Security aside, badges can also be used for the following:
- Library card
- Debit card for lunch or other school purchases
- Activity card for entrance into school events
- Internet usage
- Electronic class attendance procedures
- Anonymous "tip line" numbers for student use
Business discounts (Some local businesses will give discounts to students who can display a current picture identification badge.)
Consider the use of incentives for the proper displaying of the badge. To be eligible for the "contest" students must wear the badge each school day without having to reprint a new one for a pre-designated period of time. Having a monthly drawing for a gift certificate to the student "winners" can be a fun way to reinforce the importance of compliance.
During the initial implementation it is well advised to try not to make this a disciplinary issue. Student and staff need time to acclimate to the new requirements, and only after a reasonable period of time should students who repeatedly choose not to comply be given a disciplinary consequence.

Implementation of any new security strategy is a balancing act, and administrators must remember that regardless of the nature of the change there will always be those in the community who believe it is too much, as well as those who believe it is too little. School personnel will have to decide whether or not the use of identification badges is a viable strategy; however, at the very least, it is an option that should be discussed and seriously considered.

Zero Tolerance

Dennis Lewis — Sun, 27 Sep 2009 00:00:00 +0000

Zero Tolerance - What does it really mean?

You know you’re having a bad day when CNN arrives at school. But it isn’t just an act of school violence that may result in media scrutiny. It may be a student disciplinary suspension resulting from a district’s position of "zero tolerance." Bad day? Indeed.

Do these events sound familiar?

A student is suspended for bringing a small knife, packed by her mother for the purpose of peeling an apple at lunch
A five year old kindergarten boy is suspended for kissing a girl on the playground
A boy is suspended for giving his cousin a cold medicine tablet for which both students had a prescription

All occurred under the philosophy of zero tolerance without consideration of mitigating factors. So why has zero tolerance suddenly become a hot button issue? When did the term begin to impact the educational system? Where did it al begin?

During the Reagan presidential administration of the 1980’s, the term zero tolerance became a slogan and part of the national campaign in the war on drug trafficking and substance abuse. The term was meant to imply that we, as a national public, would not tolerate the sale, use, or possession of illegal drugs and those participating in these activities would face a judicial system offering little latitude in terms of prosecution and/or sentencing. In fact, public sentiment and the courts espoused the idea that when drug couriers were apprehended, they would be given the maximum sentence allowed under the law.

Congress passed the Gun-Free Schools Act in 1994 requiring any state receiving federal funds to suspend or expel, for at least one calendar year, any student who brought a firearm to school. Though the law allowed a district’s chief administrative officer to modify the discipline on a case by case basis, the perception among educators was that a definitive line had been drawn to address difficult issue of school violence.

Over the last several years this same term - zero tolerance - has now become part of the vernacular with educators and the public related to a variety of behavioral offenses. It is most commonly associated within a student code of conduct addressing issues such as weapons, sexual harassment, drug possession or distribution, etc. Within the proper context, it appropriately communicates a strong message to school communities about what will and will not be allowed on a school campus.

Perhaps the answer lies in how the term has been used. Zero tolerance for violent behavior and criminal acts in schools has always been the standard. No school or educational institution has ever recognized these types of behaviors as acceptable, and framed in this manner, zero tolerance makes perfect sense. However, zero tolerance has now become attached to the discipline.

We would suggest zero tolerance not be eliminated, rather school districts rethink how the term is applied and communicated to the public. Suggestions on how to do so include:

Review all documents within the district’s policies and procedures and make certain, if the term is used, it describes the behavior and not the disciplinary consequence.
Educate staff, students and parents on the appropriate use of the term, as well as how it applies to student discipline.
Promote the difference between the tolerance of a behavior, as opposed to the unwavering punitive consequence.
Use common sense when administering student discipline. No two circumstances are ever completely the same; as the principal, recognize it and be prepared to explain your position when necessary.
Make certain disciplinary policies, practices, and procedures are prudent, measured, and reasonable. Are they a result of thoughtful review or merely an over reaction related to a specific event?

It is easy to adopt terminology that sounds good only to determine later that a clear understanding of intent was not communicated or the application of the strategy was misguided. While zero tolerance has a place in the school vernacular, it needs to be applied judiciously. With a thoughtful explanation to staff, students and parents, help them understand the original intent of the term, and use it only when it makes sense to do so.

Cyberbullying - 21st Century Harassment

Dennis Lewis — Mon, 10 May 2010 00:00:00 +0000

21st Century Harassment - Sent Electronically Yours

During most discussions of harassment and intimidation related to students, cyber-bullying is sure to be mentioned. And, while this hot topic may not be one of the most pressing problems facing principals rest assured it will be one of the more troubling issues facing students.

For principals, there is not always a clear line of distrinction between whether or not this type of behavior is a school matter. however, as a school administrator, there are things that can be done to help students, parents and staff understand individual responsibilities related to techno harassment.

Provide Parent, Student and Staff Education

While most people have some knowledge of this topic, they sometimes underestimate the extent of a student’s involvement, or, when aware of the problem, may not know how best to help.

Through the use of parent education meetings, newsletters, staff development, student forums, faculty and student handbooks, and school newspapers, principals should provide the following information to students, staff, and parents:

A definition of cyber-bullying - Cyber-bullying is often defined as using an electronic device to send damaging or hurtful messages about an individual with the intent to hurt a reputation or friendship with others.
The venues for this destructive behavior– social networking sites, text messaging, emails and instant messaging - can all provide a ‘place’ for harassment.
The types of cyber-bullying – Provide information related to the various ways this behavior may manifest itself.
- Flaming - online fights using electronic messages
- Harassment - repeatedly sending insulting messages
- Denigration - posting gossip or rumors
- Impersonation - pretending to be someone else
- Outing - sharing secrets or embarassing information
- Cyber-stalking - repeated harassment or threats
- Dissing - Using disrespectful language or tone
Appropriate student responses to the behavior

Tell the harasser to stop - Send the perpetrators a private message or verbal warning to stop sending the messages or to remove the information from a website
Ignore the harassment - Although this is sometimes difficult to do, ignoring the harassment may take away the 'thrill' from some perpetrators
Have parents contact the parents of the bully - Although not a very popular idea with most adolescents, this strategy will work with some.
File a complaint with the website service – Most social networking services will have provisions for filing a complaint if material is considered libelous or hurtful to others.
Tell a trusted adult at school – There is merit in informing school officials of the behaviors occurring on and off campus. This allows personnel to closely monitor any negative interaction happening on campus or at a school sponsored event.
Contact the police or an attorney – Not all types of cyber-bullying are law violations, but sometimes they meet that threshold. Any type of threat of violence should be reported to the appropriate authorities. It begins a paper trail, and puts the perpetrator on notice to cease and desist.
Help friends – If you know someone is being victimized, make sure you don’t participate in the intimidating behavior, and be a friend to them in time of need.
Don’t react emotionally; react with dignity – Remember the real winner in this type of conflict is not the one that has the last word; it is the individual that keeps control of his emotions. “Getting even” is not an appropriate response

5. Appropriate adults responses to the behavior

Recognize warning signs - There are a number of warning signs that may indicate cyber-bullying is occurring, i.e. sadness or anger during or after internet use, withdrawal from friends and activities, decline of grades, depression, wanting to dropout of school, suicidal thoughts, etc.
Beware of legal liabilities. Remember adults may be held legally liable for the behavior of juveniles. Parents and school officials need to carefully monitor the usage of electronic devices knowing they may be financially liable if harm or damage is done to others.
Have conversations about social responsibility – Have a serious discussion related to social responsibility and what it means at school, home, and within the community.
Include cyber-bullying and sexting in the student code of conduct – Make certain this offense is clearly defined with appropriate disciplinary consequences outlined in the document.
Notify law enforcement if a law violation is suspected – If the violation occurs through the use of school owned equipment or if it happens at a school event, school personnel should contact local authorities.

Remember, electronic harassment and intimidation can be detrimental a school’s educational climate. Disruptions, fights, and even extreme acts of violence may result when the problem is ignored.

Staff Misconduct - When It's a Problem, It's a Big One

Dennis Lewis — Sun, 27 Sep 2009 00:00:00 +0000

School Staff and Sexual Misconduct

It’s Not a Problem ‘Til It’s a Problem – And Then It’s a Big One

Hardly a day passes without a report surfacing somewhere indicating a school employee has been accused, arrested or adjudicated for engaging in sexual misconduct with a student. For the average person, the occasional national splash of an incident may not convey the real extent of the problem, but for school principals, careful attention should be paid to these sensitive and emotionally charged incidents.

According to a report prepared for the U.S. Department of Education by Charol Shakeshaft of Hofstra University and Interactive Inc., an estimated 4.5 million students are subjected to some degree of sexual contact by a school employee between kindergarten and twelfth grade.

So what can principals do to help prevent and detect sexual misconduct by school staff?

Be observant of a student or staff member’s behavior and watch for unexplained changes or patterns that might be suspicious. A sudden special interest in a teacher by a student might warrant suspicion, especially if the interest goes beyond the normal school day.
School personnel should investigate all rumors thoroughly. While some rumors will have no merit, staff should report any unusual information to school officials immediately. Personnel should be reassured the allegation will be investigated, all individuals will be treated respectfully, and confidentiality will be strictly maintained.
Keep a record of all investigations. It is important to keep a written record of all complaints and investigations. Sometimes it is years later when allegations resurface and as personnel changes or memories fade, a historical perspective will be beneficial to those that must explain or conduct another review of the circumstances surrounding an allegation.
Remember to use a Child Abuse Hotline. If the student involved is a minor, error on the side of caution when considering whether or not to "hotline" the situation. If the information provided is not sufficient for the Division of Children’s Services to be involved, they will say so. As mandated reporters, school personnel should make the call and let others decide if further investigation is warranted.
Provide staff development to all staff

Professional development on this topic should include the following:

Board Policy related to staff to student sexual harassment and contact
Reporting procedures
Expectations of privacy and confidentiality related to investigations or allegations of inappropriate behavior or conduct
Reminders that all staff are part of the solution related to eliminating this type of destructive behavior
Review of both the Employee and Student Handbook with careful attention paid to the topic of harassment of any kind

NOTE: It is recommended principals ask staff to provide a signature indicating these polices have been reviewed and understood.

Establish a school climate that protects innocent staff from being accused and sets parameters and boundaries for student/staff interaction.

The following tips can help with these efforts:

Physical contact with students should be limited to only that which is necessary. Some students may misconstrue an innocent action by a teacher; consequently, when a staff member puts himself in a position for physical contact, especially on a repeated basis with the same student(s), it can cause some to question the motive.
Establish guidelines for giving of gifts and cards to students. Gifts of a personal nature given to any student should be discouraged or have administrative approval. Staff should be requested to alert a supervisor when receiving a gift from a student that may be inappropriate.
Except for school sanctioned events and activities, socializing with students outside of school should be prohibited. A number of cases of inappropriate relationships have surfaced when the teacher and a student were seen in a social setting or alone with each other away from school. Staff should be reminded students may misinterpret this type of activity, so the use of sound professional judgment is critical.
Staff should use only district issued computers while on the job. Should a complaint arise and an investigation be initiated, the staff member’s school computer should immediately be secured. If personal computers are used at school this may create a legal issue for the investigator.

While dialogue between principal and staff on this subject may be difficult to initiate, it is a conversation that must occur. Unfortunately, these types of situations happen in our profession and occasionally principals find themselves involved in a personnel investigation related to sexual misconduct. Being proactive and honest with staff regarding expectations, policies and procedures on this topic is a must in the 21st Century.

Off to a Safe Start

Dennis Lewis — Sun, 27 Sep 2009 00:00:00 +0000

Start Your School Safety Planning Now

While pre-service teachers receive instruction associated with classroom management, most will receive limited, if any, information related to issues of school violence. Unfortunately, many experienced teachers also lack knowledge and training on this important topic. Though most schools are secure and orderly, even the best of educational environments may experience events that turn violent; it is then that staff will be expected to respond in a reasonable, professional and prudent manner.

The training received by teachers on school safety usually occurs just before the beginning of the school year and may be limited to a few minutes out of a lengthy faculty meeting agenda. When it comes right down to it, what other topic is of greater importance for a school that student and staff safety?

Who, What, and When

Who should be trained?

All staff should be trained in how to appropriately respond during a school emergency situation, but the training of teachers is of critical importance. These individuals work most closely with students on a daily basis and are in a unique position to observe sudden changes in student behaviors, as well as the types of triggering events that can escalate into something more dangerous.

What should the training include?

All staff should be thoroughly familiar with the school’s Emergency Response Plan. It should make little difference that some teachers and staff do not have pre-designated assignments or responsibilities during an emergency event because under adverse conditions tasks are often assigned by who is available or in close proximity. To facilitate the familiarity with a school’s plan, all staff should have a copy of the document and sufficient time should be allocated to discuss it.
The training should include how to operate basic equipment such as fire extinguishers, intercom systems and phones. Fire extinguishers are easy to use when one has been shown the operational procedures. All staff should know the location of the nearest fire extinguisher to their classrooms, as well as how to use the equipment.
Phones and intercoms are common items within a classroom, but different types of systems require different procedures and those new to the building may not know how to dial an outside line or how to call the office during an emergency event. This type of information should be included within the teacher handbook, as well as reviewed prior to the beginning of school.
Tabletop exercises are an excellent way for teachers and administrators to "test" their plans. When facilitated correctly, these exercises take approximately 20 minutes to complete and provide a wealth of good problem solving information for the staff, as well as important feedback for the administrative team.
Teachers should be shown how to assess their classroom for safety purposes. The review should include verification that designated safety supplies and aids are readily accessible.
Faculty should be given directions related to training students on safety issues. Students should be taught how to evacuate the building, shelter during inclement weather, as well as how to respond should an intruder be present on the school campus.
Faculty should review the student code of conduct. If students are going to be taught to use this important document, teachers must first understand how to use it for its intended purpose. The disciplinary definitions, as well as the scope and sequence of consequences, should be familiar to all teachers and reviewed with students.

When is training most critical?

Prior to the opening of school is the perfect time for this information to be discussed; however, the beginning of the second semester is another appropriate time for administrators and teachers to review safety related issues.
After any critical incident, it is important to debrief with staff and make note of any areas where the school’s response was limited or deficient, as well as where the response was correct. In the aftermath of an emergency situation a "teachable moment" is possible for all staff. Administrators should set aside their egos and opening and honestly discuss what went well and how things could have been done in a more prudent manner.
"Items of School Safety" should be a standard item on monthly faculty agendas. Staff should be asked if there are noteworthy safety concerns that should be discussed with the group. There will probably be some months when nothing is noted, but staff should still be encouraged to contribute their thoughts.

School Bus Safety

Dennis Lewis — Sun, 27 Sep 2009 00:00:00 +0000

Safety On the Bus - Everyone's Responsibility

The basis for any successful student management program on district provided transportation should begin with the premise that the school bus is merely an extension of the classroom. Of all the responsibilities under the daily "umbrella" of school administrators, providing transportation for students to and from school, as well as to extracurricular activities, can be frustrating when students or parents fail to recognize that riding the bus is a privilege rather than a "right".

Dedicated and often under appreciated bus drivers are expected to focus 100% of their attention on safely delivering students to their destinations, and we ask this while only providing a large mirror to assist them in terms of supervising students and maintaining order. It’s a formidable expectation, but fortunately for everyone drivers continue to do their jobs well and accidents rarely occur.

What Can Principals Do to Help?

We suggest that many of the strategies used within the classroom should also be utilized on the school bus. Implementing the following suggestions should help make the entire school day safer - including the ride on the bus.

Communication - There should be a recurring dialogue between bus drivers and certificated personnel. If a problem is evident during the school day between two or more students, staff should check to see if the students ride the same school bus. If so, the driver should be notified and suggestions for the ride home should be made. Perhaps the students need to have different assigned seats. Perhaps one should sit up front with the driver, with the other riding in the back of the bus. Either way, the most important thing is for the communication between driver and staff to occur. And drivers should be reminded that in order for this to be most effective, communication should work both ways.

Staff Development - Teaching staff is usually provided periodic staff development on managing aggressive and/or violent behavior, and bus drivers should receive the same. In fact, when practical, it is a good idea to train both groups together so managing behavior in the classroom and on the bus becomes a collaborative effort, since each affects and benefits the other. Support staff is part of the educational team and should be treated accordingly. – There should be a recurring dialogue between bus drivers and certificated personnel. If a problem is evident during the school day between two or more students, staff should check to see if the students ride the same school bus. If so, the driver should be notified and suggestions for the ride home should be made. Perhaps the students need to have different assigned seats. Perhaps one should sit up front with the driver and one in the back. Either way, the most important thing is for the communication between driver and staff to occur. And drivers should be reminded that in order for this to be most effective communication should work both ways. If the bus driver is aware of a problem on the morning ride to school, he should make contact with the administrator or counselor at the start of the school day.

Post Rules - Bus rules should be posted in the classroom as well as on the bus. Behavioral expectations for the classroom should be similar and students should understand this through posted visual cues. Additionally, bus rules should appear in the student handbook and include language making it applicable to both the school day and other times a student might be on district transportation such as field trips, extra-curricular activities or other events.

Assign Seating - Assigned seating should be implemented on the bus from the beginning of the school year. Since the bus driver may not initially be familiar with many of the students on the route, teachers and other school officials should be ready and willing to assist by providing drivers with helpful background information. Emphasize to parents and students that this is a safety initiative that is beneficial to all.

Use Character Education - For most schools, character education programs and themes are a mainstay for shaping student behavior. School staff should work with district transportation officials to develop appropriate venues to continue these educational efforts on the bus. Creativity will be required since the "classroom" is a moving vehicle, but drivers and teachers can collaborate on promotions and themes that are appropriate for both.

Use Behavioral Contracts - - If students have had previous disciplinary problems while riding district transportation, the use of contracts or agreements may be beneficial. A conference should occur that includes the driver, an administrator, the student, and parent. All should understand the terms of the agreement, and both student and parent should be required to sign as a condition of continued district provided transportation.

Remove students - - While administrators sometimes hesitate to inconvenience parents, it is critically important for students to understand administrative expectations, as well as the consequences for inappropriate behavior.

Students understand the "real rules" on the bus are the ones that get enforced. Teach the guidelines to staff, students and parents and maintain high expectations. Using administrative authority when necessary can appropriately support bus drivers in their duties and responsibilities, as well as provide for a safer environment for all.

School Safety Homework

Dennis Lewis — Sun, 27 Sep 2009 00:00:00 +0000

School Safety Homework - Make Sure You Make the Grade

Everyone in the school business has homework and school principals are no exception; however, some of us are not getting our homework done in a timely manner. And for school administrators who procrastinate and fail to complete all assignments, it may result in more than just a "bad grade".

A study by the University of Arkansas for Medical Sciences and Arkansas Children’s Hospital Research Institute indicates that many schools are unprepared related to disasters, particularly those that would affect large numbers of students and community members. This study surveyed 3,670 school superintendents throughout the United States and found the following:

More than half of the districts do not use any type of student identification badge system.
Half of the districts do not utilize a staff identification system.
30% of the superintendents have never conducted an emergency drill.
Few districts have written protocols for dealing with children with special needs during a disaster situation.

It would be a rare school that does not have a crisis plan that covers a myriad of crisis circumstances; but it appears some districts are still "behind the curve" when it comes to preparing for a disaster event that involves more than just the immediate student and staff population.

We suspect the primary reason schools have not adequately planned is a lack of knowledge related to steps in the process. As any student knows, the hardest part of completing one’s homework is mustering the willpower to get started. So we would suggest using the following guidelines to school principals and superintendents.

Begin by reviewing all existing crisis planning documents to verify where the plan may be lacking. While the plan probably provides for sheltering in place students for a relatively short amount of time, consider what you would need to do to shelter a larger community such as area residents.
Speak with local emergency management providers and familiarize yourself with the county or municipal plans. These disaster coordinators have the resources and training that can help to bridge the gap between your school and greater community plan. Be sure to ask about a pandemic event and seek their advice related to planning, provisions, and preparedness.
Update school floor plans after renovations and ensure that these plans are provided to law enforcement and community agencies. Additionally, invite law enforcement into the school to walk the building and become familiar with the "lay of the land". Provide law enforcement with digital pictures of the school so that a virtual tour is possible during an emergency situation.
Use tabletop exercises to test the plan. While full crisis preparedness drills are helpful, they are often time consuming and impractical. Tabletop exercises can provide much of the same type of feedback without all the disruption.
Be sure to include support staff in the planning and training. Bus drivers, secretaries, food service, and custodial personnel would be an integral part in an emergency response and their advance preparation is critical.
Ensure crisis plans are updated related to students or staff with special physical, educational, or medical needs. This may include individuals in wheelchairs, those with fragile medical conditions, hearing impaired, visually impaired, etc. When finalizing these arrangements be sure to include parents, the school nurse, classroom teachers, and administrators.
Make certain parents are informed related to relocation sites and student check out procedures. In addition, make sure student and staff emergency contact information is current and accessible off campus. Because families may change cell phone providers, employment, or personal residence during the school year, it is advisable to update the information in the fall, as well as confirming that the information is still accurate at the beginning of the second semester.
If your district does not currently require student or staff identification badges, we would recommend exploring the possibility. Even in relatively small communities transporting individuals to medical facilities could be more expeditious if picture identification of victims was readily available.

As you read through any of our articles on school safety you should always ask, "Will this play in Peoria?" In other words, are the suggestions practical for your particular school and community? While not all may seem to resonate immediately, it is a safe bet that some of the suggestions should be explored and are worthy of your follow-through.

Plan ahead, be prepared, do your homework, and be ready for school. It is always better to be safe than sorry.

Strategic Supervision

Dennis Lewis — Sun, 27 Sep 2009 00:00:00 +0000

Strategic Supervision

Have you ever wondered what effective student supervision and successful fishing have in common? If your answer has anything to do with 'strategy', you are on the right track.

Ask any seasoned administrator, and he will tell you that for supervision to be effective, it must include administrative strategy. As an experienced fisherman what determines where and how to fish, and his answer will also include some type of strategic decision making. Time of day, weather conditions, geographical location, first hand experience and reports from others will be relevant to both. Successful fishermen do not randomly fish, and successful principals do not randomly decide where and how to supervise a school building or event.

As with many tings in the school business, it is well advised to develop a written plan and to communicate expectations to those that must carry out the duties.

As you develop your plan for supervision, we suggest asking the following questions:

Based upon knowledge of the school plant and past disciplinary situations, as well as staff and student input, where and at what times of day should supervisory personnel be placed at specific location?
- We would suggest beginning with bus arrivals and departures, lunchroom, student commons areas and hallways during class change.
- Additionally, a periodic review of discipline and accident reports can provide insight into the location of problem areas. An analysis of this data is best completed by an internal safety committee made up of staff and faculty members. When staff is involved in the review of data, they become more participatory in the process of school safety.
Does my current supervisory plan include the following:
- Beginning and ending times for supervision duties
- Communication procedures between supervisors and administrative personnel, such as a requirement to carry a radio or cellular phone
- Instructions for evacuations or in place sheltering and the expectations and duties for staff during times of supervision
- Notations of special problems or areas requiring special attention
- Monitoring hallways, exterior doors, restrooms, common areas, etc.
How should principals remind staff about the value, responsibility, and accountability related to supervision?
- In addition to giving staff a handbook that provides expectations for student supervision, periodic discussion of supervisory guidelines should be a part of faculty meetings throughout the school year. Staff should be required to sign for receipt of the handbook indicating that it has been read, understood, and an opportunity given to ask questions. Faculty agendas that provide documentation of items discussed should be retained.
Have I trained all personnel in the dynamics of supervision?
- In addition to training full time staff, provisions should be made to ensure that substitute teachers and staff hired after the beginning of the school year are provided with similar expectations for supervision. Substitute teacher folders should include instructions indicating the same supervisory guidelines as the regular education teacher.
Do I always model the appropriate techniques for supervision?
- Administrators should properly model supervisory techniques by refraining from personal adult conversation while on supervisory duty. When faculty see administrators that are not paying attention to students, the message is sent that this is an acceptable practice.

Remember, many aspects of school security and safety come with a price; however, strategic supervision is one of the most valuable, inexpensive and proven methods to ensure staff and student safety. It will require a number of discussions and considerable planning, but it will be well worth the effort in establishing the optimum safe school environment.

Prepare to 'Weather' the Storm

Dennis Lewis — Sun, 27 Sep 2009 00:00:00 +0000

Preparing for Severe Weather

With the recent tragedy in Enterprise, Alabama in which a tornado struck the high school during the school day, it is prudent to once again reflect upon the strategies that should be part of a school’s emergency planning.

Practicing for Situations of Severe Weather

While certain parts of the country are more susceptible to severe storms and may warrant additional drills, a minimum of five should occur regardless of the location. From the first day of school until the last student leaves at the end of the school year, there is always the possibility for a weather related emergency; therefore, two drills should be held the first week of school with quarterly drills to follow.

The first severe weather drill should be completed as a "walk through" to orient new students and staff to the procedures involved; the second drill should be conducted to assess true readiness for such an event. With each exercise, staff should have the opportunity to debrief and discuss problems that arise.

School Maps and Evacuation Routes

All rooms within the school should contain evacuation and sheltering maps posted at approximately eye level and adjacent to the exit. Maps and written directions should be easily read with large fonts and color coded. Additionally, designated sheltering areas should be clearly marked as such. In the event patrons or visitors need to quickly seek shelter outside of the normal school day, they should be able to find the designated areas through directional signage posted in the hallways and throughout the building.

Weather Alert Radios

While some schools have agreements with local authorities that result in a notification of impending severe weather, using a weather alert radio provides a backup system. For others, a weather alert radio may be the primary source of weather information. Regardless, the weather alert radio should be placed in an area where there is constant adult presence.

Emergency Management Plans

Emergency management plans specific to severe weather should be reviewed by outside emergency response providers to help ensure all contingencies have been covered. Fire department or other qualified officials should review the identified sheltering locations in the school and "sign off" that the areas selected are appropriate.

Alternate provisions for notification should be made for areas of the school where staff and students may have difficulty hearing the internal alarm. These locations may include band, orchestra and music rooms, industrial technology, physical education, etc.

School Events off Campus

School and district staff accompanying students on trips away from the school should be well versed on actions to take if severe weather strikes. This includes not only when they are at their appointed destination, but in transit as well. One should not try to outrun or out maneuver a tornado. Seeking immediate shelter in the closest well constructed building or having students move to low areas such as a ditch or depression in the ground and assume a duck and cover profile is prudent, provided standing or rushing water is not a hazard.

Emergency Planning for Physically Disabled Students

For many schools the student population will contain both permanently physically disabled students, as well as those with a temporary handicapping condition due to accident or injury. For both groups, advance planning will need to occur. Evacuation and sheltering plans should be written for these students designating sufficient staff to help transport them to the sheltering or evacuation location. These plans should cover each class period, as well as lunch and other non-instructional times. Unless advised by parent or physician, the school should practice these evacuation and sheltering procedures with these students so all understand the expectations and steps in the process.

Planning for Parent Arrival and Student Dismissal

Since knowing exactly when and where a tornado will strike is not possible, dismissing students during a storm warning can put them in harm’s way and increase the risk that something tragic will happen. Procedures should be written to guide staff when parents arrive and ask for the release of students during a sheltering event. This information and the accompanying procedures, along with how the school generally handles a severe weather event, should be included in the student handbook, posted on the district or school’s website, and given to parents through other appropriate venues.

Regardless of how well school administrators plan for severe weather events, it is not possible to totally predict how and when nature’s fury will strike; however, thorough and collaborative planning can provide the best opportunity for safety when tornados or other severe weather interrupt the school year.

Responding to an Armed Intruder

Dennis Lewis — Sun, 27 Sep 2009 00:00:00 +0000

Training Staff and Students to Respond to the Armed Intruder　

Recently a school district in Texas hired a company to instruct teachers and students in how to fight back if a gunman invaded a classroom. As the first district in the country known to institute this type of training, media attention was inevitable. While some applauded the effort, others, including local law enforcement, were critical of the tactic. The idea was heatedly debated across the Internet and in the print media. In the end, the school district discontinued the program; however, the dilemma faced by school principals in public and private education related to how to instruct staff and students to respond when confronted by an armed intruder at school is still a question that needs to be answered.

Who are these armed intruders?

Armed intruders generally fit into two basic categories - individuals who are armed and make threatening statements indicating harm, and those actually shooting, referred to in law enforcement as "active shooters", and the line between the two is very fine and fragile.

Armed but Not Shooting

Staff should know that when faced with an armed intruder who is not yet an active shooter, there are few hard and fast rules. While easier said than done, maintaining one’s composure is the best first step. Under stress, rational decision making is difficult, so it will be critically important for staff to stay as calm as possible and look for ways to engage the intruder in conversation and find some area of commonality. If there is a face to face encounter with the intruder, building rapport may buy time for law enforcement to arrive. If students are present, a staff member’s calmness and stability will be reassuring. Speak in a normal but low tone of voice. Maintain eye contact but do not stare.

Staff should be instructed to make all decisions based on the premise that the armed intruder intends to use the weapon. However; attempting to disarm or attack the intruder should be a last resort relegated to when it appears failure to do so will result in someone being injured or killed.

Active Shooters

For the active shooter, staff should be instructed to take whatever action necessary for the protection of self and others in the immediate vicinity. Staff will inevitability ask if this means confronting or attacking the intruder and, if so, how? The answer should be that the decision to physically engage an active shooter is a personal one that must be made on all known facts at the time, and staff should use whatever means are available. While it is not advisable for districts to provide training related to physically engaging armed individuals, interested staff can be referred to groups offering such service.

Training Students

Discussing the same topic with students poses a completely different set of problems. Some parents will object to the training believing that directing a student to physically engage an armed intruder would increase the chances of not coming home from school safely. And, while school shootings do occur, they are still relatively rare and many in a community will believe training students in that manner of response is an over reaction.

Generally speaking, students should be told that during emergencies and crisis situations, they should follow the directions and actions of school personnel. If a teacher or other adult is not present when an armed intruder is nearby, students should either hide by concealment or, if possible, flee.

Parents and Law Enforcement

Parents should be informed related to what children are being told on this topic. In-place sheltering drills, which provide an opportunity for staff and students to practice procedures for when an intruder may be on the campus, will be an opportunity for teachers to have an age appropriate discussion with students on the topic.

District administrators should also have an open and frank discussion with local law enforcement on what staff and students are being told to do in the event of an armed intruder. Their input and expertise will be critically important.

In the end, most will agree on a set of parameters and, in some cases, parents will continue the dialogue at the dinner table.

Student Threats of Violence

Dennis Lewis — Sun, 27 Sep 2009 00:00:00 +0000

Assessing Students Threats of Violence - A School's Responsibility

Hardly a month passes without a student somewhere in the United States being arrested or detained for making a serious threat of violence against individuals at a school. So what is a principal to do when aware of a possible threat of violence made by a student or students?

First, administrators should be aware that in 2002 the United States Secret Service and Department of Education published two critically important books related to assessing student threats of violence and a summary of those findings are included in this article. There were ten key findings related to student threats and each finding has implications for school personnel.

Incidents of targeted school violence at school are usually not sudden or impulsive.
In most incidents, the student made some type of verbal or written threat to others.
Most attackers did not directly threaten a target individual.
No accurate "profile" exists.
Most perpetrators exhibited some type of behavior prior to the incident that indicated a need for help.
Many attackers had considered or attempted suicide.　
Many of these students believed they had been bullied.
Access to weapons was readily available.
In most cases, other students were involved.
Most shootings were stopped by someone other than law enforcement.

If those are the key findings then what are the implications for school administrators?

Fact: The attacks were usually the end result of thinking and the development of a plan.

Administrative Implication: The time span between the decision to attack and the actual event may be short in duration, so school personnel should act quickly and decisively.

Fact: In most cases, other persons knew of the impending attack.

Administrative Implication: Principals should encourage all students and staff to be a part of the prevention process. This can be done through conflict mediation, character education, and other programs with an anti violence theme.

Fact: Most attackers did not threaten their targets directly.

Administrative Implication: Principals must help others understand the difference between making a threat and posing a threat. Principals should also remember there is a difference between a serious threat and a serious discipline violation.

Fact: School personnel should not profile students.

Administrative Implication: Rather than trying to decide whether or not a student is capable of violence, principals should focus on behaviors and communications to help determine if an attack is actually being planned.

Fact: School personnel should determine whether or not these students have posed a threat prior to the current incident.

Administrative Implication: The principal should compile a comprehensive listing of the student’s previous behavioral patterns.

Fact: More that ¾ of the school shooters had suicidal thoughts.

Administrative Implication: The principal should determine whether or not the student has had a recent loss or perceived failure.

Fact: Bullying and perceived victimization is often a problem for perpetrators of school violence.

Administrative Implication: Principals should work with teachers and counselors to develop bullying prevention programs at all grade levels.

Fact: Almost 2/3 of the perpetrators had access to weapons.

Administrative Implication: The principal should communicate to parents that the access to weapons is a critical part of the investigation.

Fact: In over ½ of the incidents of school violence other students were involved.

Administrative Implication: The principal should speak with friends and acquaintances to determine the perpetrator’s thinking and possible preparations for the attack.

Fact: Most attacks were stopped by someone other than law enforcement.

Administrative Implication: Principals should help to develop preventive measures and written protocols for responding to threats of violence.　

For further information on this important topic we would direct you to the Secret Service and Department of Education publications entitled, The Final Report for the Prevention of School Attacks in the United States and Threat Assessment in Schools: A Guide to Managing Threatening Situations and to Creating Safe School Climates. Both of these documents can be ordered from the Secret Service at no charge to the school. Both books are well written and easily read – all the while providing invaluable information that all administrators should know.

Bringing New Staff 'Up to Speed' on

Dennis Lewis — Sun, 27 Sep 2009 00:00:00 +0000

Bringing New Staff Up To Speed On Safety

With the beginning of each school year administrators all across the country provide orientations, professional development opportunities, and assistance to new employees as to the way "we do things around here". These procedures include, but are not limited to student attendance, computerized record keeping, school improvement plans, master schedules, lunchroom procedures, etc.

Granted, all of these are critical functions in the secondary schools of today, but administrators should reserve ample time on their orientation agendas to discuss specific matters related to student and staff safety. And, it is equally as important to involve support staff, as they will have roles and responsibilities during an emergency. Among topics that should be reviewed and discussed with all staff should be relocation sites and evacuation procedures, in place sheltering procedures, access control, supervision, and crisis management plans.

In addition to the aforementioned, individual schools or districts may have other information considered "critical" to new employee orientation. If so, this information needs to be included, as well. But as all good teachers and principals know, "Teaching is not as simple as just telling". Consequently, it will be necessary for this group of new employees to reassemble mid year to discuss and review these same topics. And just as importantly as the orientation itself, principals should retain a copy of the agenda for the purpose of documentation.

The teacher handbook will contain pertinent safety information. While it is the expectation that teachers will read it, principals should not assume such. Rather the first faculty meeting should be used in part to thoroughly discuss the critical parts of this document, which will effectively outline an administrator’s expectation for staff behavior. Teachers should be expected to put into writing that the handbook was thoroughly read.
Certificated staff need to understand the administrator’s expectation for planning for substitute teachers. These instructions should include seating charts, adequate lesson plans, attendance procedures, a listing of potentially difficult students, a listing of students that can normally be depended upon for appropriate behavior, emergency flip charts, and procedures for building evacuation, classroom first aid supplies, severe weather, and sheltering in-place.
Administrators should provide to the teaching staff a safety checklist for teachers to use as they prepare individual substitute teacher folders. While most schools currently limit access within the school during the day, staff need to be informed of their responsibilities related to this practice. All staff can help in this endeavor by informing visitors and guests that they are to enter using specific entry points, as well as to check into the office immediately upon arrival to the campus. Additionally, all new employees need to receive instructions in how to approach individuals safely and effectively when it appears that they are on campus without following building procedures.
All staff should understand the procedures followed in the event that the school has a need to in-place shelter students. These procedures can be nerve rattling during an actual emergency even to the seasoned veterans. Principals should emphasize that staff may have to take initiative under certain conditions with little or no communication from the office. Most Crisis Management Plans include provisions for at least one relocation site in the event that the school becomes uninhabitable during the school day. New employees need to be knowledgeable of these sites, as well as have the opportunity to review the procedures used should relocation actually become necessary. Evacuation procedures should be explained, including procedures for when students are at lunch or assemblies, as opposed to when they need to be evacuated from the classroom setting.
All new employees should receive a copy of the Crisis Management Plan. Depending upon the specific position of a support staff member, he/she may not need a complete copy of the plan, but should still receive general information. Additionally, if the school uses a "flip chart" in addition to the more comprehensive plan, the components of the chart should be reviewed and discussed. Remember, for first year teachers coming out of the university this will be a new experience.

Administrators know the importance of adequate supervision. Staff should be made to realize that it takes everyone working together to monitor students and their activities while on campus. The supervision of students is especially critical between classes, lunch hours, and before and after school. In addition, it is always a good idea to discuss staff supervisory expectations for chaperoning dances or when students are at school activities away from the campus. Don’t forget that support staff is a part of the school’s valuable group supervision plan and expectations and limitations should be made clear to them, as well.