Post on 25-Jan-2015
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Safe, Secure SchoolsCommittee Membership:
Chris Bitner
Bill Heisel
Kathleen Mackaman
Julie McArdle
Cathy Powell
Ellen Smith
Perry Soldwedel
Becky Walker
GOAL FIVE: We will provide a safe, respectful inviting learning environment.
Behavior/ AttitudeExpectations/Consequences
PartnershipsClimate
AccessSecurityCrisis PreparednessAlternatives
•Maintenance
•Custodial Services
•Life/Safety
•Long Range Plans
•Upgrades
•Efficient Use
•Space Needs
•Health Needs
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Safe, Secure Schools
FOUR MAJOR AREAS OF STUDY:
SECURITY VIOLENCE PREVENTION/ INTERVENTION CRISIS/ SAFETY MANAGEMENT CLASSROOM MANAGEMENT AND TRAINING
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Process for Issues
Current SituationData SourcesCollection ActivitiesAssessment of current situation
What is working . . .What is not working . . .
Display of dataRecommendationsHypothesis, further study . . .
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Security
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What is the current security situation? Buildings have a sound security system. The system has provided few incidences of theft as compared to
data prior to the system. There is no surveillance equipment. There are no keys to lock classrooms. There is a check out system for keys to get into buildings after
hours. There is a lockdown procedure in place for all buildings. Visitors report to the office. There are no student or staff identification cards. There are procedures and policies related to security issues. Junior High Schools share a police liaison officer; the officer is on-
call to other buildings in emergency.
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What are the security data sources? Sonitrol sound security records. Board policies School procedures Illinois School Safety Resource Center on-
line school and district surveys Safe at School: A Resource Manual for Self-
Assessment, Planning and Training to Improve School Safety
PSA architect plans for security in Wilson and Washington
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How was the security data collected? Principals completed the on-line
survey; principals were interviewed. Committee complied school data from
the survey and interviews Committee reviewed the Safe at
School: A Resource Manual for Self-Assessment, Planning and Training to Improve School Safety
Committee reviewed policies and procedures related to security issues
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What is working?
Sound security system is effective. Police liaison officer is effective. Lockdown procedure is effective in
some buildings. Some security policies and
procedures are effective.
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What is not working?
Identification cards for visitors, staff and students would be beneficial.
Surveillance equipment in entry ways and on some buses would be beneficial.
A liaison officer for each junior high would be optimal.
Some policies and procedures need to be updated. Keys to lock classroom doors would be beneficial. Security procedures need to be well communicated
to students, staff and parents.
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Site Security Audits
0 10 20 30 40 50 60 70 80 90 100
1
District Ave.
Other
Broadmoor
Edison
Washington
Wilson
Dirksen
Smith
Jefferson
Starke
Sunset
Willow
Site Security Audits
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Security Personnel
0 10 20 30 40 50 60 70 80 90 100
1
District Ave.
Other
Broadmoor
Edison
Washington
Wilson
Dirksen
Smith
Jefferson
Starke
Sunset
Willow
Security Personnel
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Access Control
0 10 20 30 40 50 60 70 80 90 100
1
District Ave.
Other
Broadmoor
Edison
Washington
Wilson
Dirksen
Smith
Jefferson
Starke
Sunset
Willow
Access Control
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Security Presence
0 10 20 30 40 50 60 70 80 90 100
1
District Ave.
Other
Broadmoor
Edison
Washington
Wilson
Dirksen
Smith
Jefferson
Starke
Sunset
Willow
Security Presence
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Safe School Committee
0 10 20 30 40 50 60 70 80 90 100
1
District Ave.
Other
Broadmoor
Edison
Washington
Wilson
Dirksen
Smith
Jefferson
Starke
Sunset
Willow
Safe School Committee
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Recommendations: Use Identification cards for visitors, staff and
students. Purchase surveillance equipment for entry ways
and on some buses. Hire a police liaison officer for each junior high. Update board policies and procedures for security. Obtain keys to lock classroom doors. Communicate security procedures to students,
staff, parents and emergency personnel. Improve building signage. Conduct systematic security audits.
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Hypotheses: Study identification cards for which
levels- primary, intermediate,
junior high? Study purchase of surveillance
equipment. Develop Communication strategies
to enhance security Update On-line survey from each
school safety team.
FURTHERSTUDY
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Violence Prevention and Intervention
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What is the current violence prevention and intervention situation?
There are some truancy problems; lack of collaboration with community agencies is evident.
Bullying issues exist at all levels; sexual harassment issues exist at junior high. Drug and alcohol problems exist at junior high levels. Data shows some violence issues and police intervention in 7-8. Project Success offers good after school activities at the intermediate level;
junior high level needs some attention. Counselors provide excellent support for at-risk students. Mentoring programs are successful at the junior high level. BD programs at 4-6 and 7-8 are effective. There are many other students who display behavior and attitude problems
about school and school work. There are few alternatives available for those students. The STAT process is effective in some buildings.
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What are the prevention and intervention data sources?
Student disciplinary records. Suspension data Attendance data
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How was the prevention and intervention data collected?
Principals completed the 0n-line survey. Committee complied school data from the
survey. Counselors, Learning Consultants, Admin.
Interns and Principals were interviewed. Committee reviewed the Safe at School: A
Resource Manual for Self- on Assessment, Planning and Training to Improve School Safety
Committee reviewed policies and procedures related to violence prevention/ intervention issues
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What is working? The DARE and VEGA curricula is being taught at the
intermediate levels. Project Success offers good after school activities at the
intermediate level; junior high level needs some attention. Counselors provide excellent support for at-risk students. Mentoring programs are successful at the junior high level. BD programs at 4-6 and 7-8 are effective. The STAT process is effective in some buildings. There are few gang problems. There is accurate incident profiling. There are few weapon problems. Regional Alternative School is available for expelled students.
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What is not working? There are some truancy problems; lack of collaboration with
community agencies is evident. Bullying issues exist at all levels; sexual harassment issues
exist at junior high. Drug and alcohol problems exist at junior high levels Data shows some violence issues and police intervention in
7-8. There are many other students who display behavior and
attitude problems about school and school work. There are few alternatives available for those students. The STAT process needs improvement in some buildings. Incident profiling data needs to be accessible and shared with
appropriate personnel.
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Problem Analysis
0 10 20 30 40 50 60 70 80 90 100
1
District Ave.
Other
Broadmoor
Edison
Washington
Wilson
Dirksen
Smith
Jefferson
Starke
Sunset
Willow
Problem Analysis
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Incident Profiling
0 10 20 30 40 50 60 70 80 90 100
1
District Ave.
Other
Broadmoor
Edison
Washington
Wilson
Dirksen
Smith
Jefferson
Starke
Sunset
Willow
Incident Profiling
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Intervention/ Prevention
0 10 20 30 40 50 60 70 80 90 100
1
District Ave.
Other
Broadmoor
Edison
Washington
Wilson
Dirksen
Smith
Jefferson
Starke
Sunset
Willow
Intervention/ Prevention
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Bullying Assessment
0 10 20 30 40 50 60 70 80 90 100
1
District Ave.
Other
Broadmoor
Edison
Washington
Wilson
Dirksen
Smith
Jefferson
Starke
Sunset
Willow
Bullying Assessment
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Gangs
0 10 20 30 40 50 60 70 80 90 100
1
District Ave.
Other
Broadmoor
Edison
Washington
Wilson
Dirksen
Smith
Jefferson
Starke
Sunset
Willow
Gangs
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Drugs and Alcohol
0 10 20 30 40 50 60 70 80 90 100
1
District Ave.
Other
Broadmoor
Edison
Washington
Wilson
Dirksen
Smith
Jefferson
Starke
Sunset
Willow
Drugs and Alcohol
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Weapons Assessment
0 10 20 30 40 50 60 70 80 90 100
1
District Ave.
Other
Broadmoor
Edison
Washington
Wilson
Dirksen
Smith
Jefferson
Starke
Sunset
Willow
Weapons
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Recommendations: Address truancy problems through improved
cooperation with Project Stay, Juvenile officers and States Attorney’s office.
Address bullying and sexual harassment issues through instruction and training.
Seek improved police collaboration/ court services through shared information and processes (SHOWCAP).
Provide alternatives for students who display behavior and attitude problems within the classroom and school.
Make accessible incident profiling to all necessary personnel.
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Hypotheses:
Study SAP model for alternative
intervention for junior high
students. Study strategies to improve STAT
process in all buildings Explore safe school student councils,
crime watch, monitors, patrols, etc.
FURTHERSTUDY
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PRINCIPAL
Crisis/ Safety Management
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What is the current crisis/ safety management situation?
The district crisis preparedness manual is in need of revision. Not all buildings make use of the document.
Some buildings have procedures in place to address crisis preparedness issues.
There has been some training for crisis management teams under the direction of school counselors.
There are board policies in place for crisis preparedness. They need updating.
The Discipline Handbooks have been recently revised and are effective. Bomb threats have been rare, but procedures are in place to address
the threats effectively. Media coordination is done through central office.
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What are the crisis/ safety management data sources?
Board Policies Crisis Preparedness Manual Discipline Handbooks Building Crisis Emergency Procedures Crisis Preparedness workshop Illinois School Safety Resource Center on-line school and
district surveys Safe at School: A Resource Manual for Self-Assessment,
Planning and Training to Improve School Safety
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How was the crisis/ safety management data collected?
Principals completed the on-line survey. Counselors and principals were interviewed. Committee complied school data from the survey. Committee reviewed the Safe at School: A Resource
Manual for Self-Assessment, Planning and Training to Improve School Safety
Committee reviewed policies, procedures, handbooks, related to crisis management issues.
Two members of committee attended crisis management training workshop.
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What is working? Discipline Handbooks Counselor training for crisis
management Media coordination of crisis events
is effective. Bomb threat procedures are
effective. Counselors provide effective post-
crisis management.
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What is not working? Board policies need revision. District Crisis Preparedness
Manual needs updating. Building procedures need to be
revised to address Crisis Preparedness Manual revisions.
Procedures need to be well communicated.
Crisis Management Teams need additional training.
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Crisis Management
0 10 20 30 40 50 60 70 80 90 100
1
District Ave.
Other
Broadmoor
Edison
Washington
Wilson
Dirksen
Smith
Jefferson
Starke
Sunset
Willow
Crisis Management
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Post-Crisis Management
0 10 20 30 40 50 60 70 80 90 100
1
District Ave.
Other
Broadmoor
Edison
Washington
Wilson
Dirksen
Smith
Jefferson
Starke
Sunset
Willow
Post-Crisis Management
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Media Coordination
0 10 20 30 40 50 60 70 80 90 100
1
District Ave.
Other
Broadmoor
Edison
Washington
Wilson
Dirksen
Smith
Jefferson
Starke
Sunset
Willow
Media Coordination
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Bombs/ Suspicious Devices
0 10 20 30 40 50 60 70 80 90 100
1
District Ave.
Other
Broadmoor
Edison
Washington
Wilson
Dirksen
Smith
Jefferson
Starke
Sunset
Willow
Bombs/Suspicious Devices
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Recommendations: Update Board crisis management policies. Revise District Crisis Preparedness Manual. Revise Building procedures for crisis
management to address District Crisis Preparedness Manual revisions.
Communicate Crisis management procedures to parents, staff, students and community.
Require crisis management team in each building and provide training.
Maintain good media relations.
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Hypotheses:
Study communication strategies for crisis management.
Study training strategies for crisis management teams.
Study crisis management policies in other districts.
FURTHERSTUDY
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Classroom management and Training
TRAINING
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What is the current classroom management and training situation?
Primary schools have effective school-wide management programs- “I CARE”; some are more effective than others.
Washington has an effective RESPECT management program. Wilson, and both junior high schools have no school-wide management programs. 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.
The DARE and VEGA curricula is being taught at the intermediate levels. Most behavior problems occur during unstructured times- recess, lunch, before
and after . . . There is some training for playground supervisors but it is not as effective as it
should be. There is need for classroom management training for some non-tenured and some
tenured staff. There is need for classroom management training for support staff.
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What are the classroom management and training data sources?
Board Policies Discipline Handbooks School-wide management programs Classroom management plans Illinois School Safety Resource Center on-line school
and district surveys Safe at School: A Resource Manual for Self-
Assessment, Planning and Training to Improve School Safety
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How was the classroom management and training data collected?
Principals completed the on-line survey. Committee compiled school data from the survey. Committee interviewed principals, counselors, learning
consultants. Committee reviewed the Safe at School: A Resource
Manual for Self-Assessment, Planning and Training to Improve School Safety
Committee reviewed school-wide management programs. Committee reviewed current training programs.
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What is working? Primary school-wide management programs. Washington RESPECT program. Teacher classroom management programs that are
aligned with school-wide programs. DARE and VEGA instructional programs at
intermediate schools. Family Living instructional program at intermediate
and junior high schools. District Discipline Handbooks Board policies related to management programs and
discipline.
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What is not working? Schools that do not have school-wide management
programs. Classroom management plans not aligned to school-wide
programs. Training programs for some beginning and tenured teachers. Training programs for support staff, playground supervisors,
bus drivers, etc. Parent involvement and support for school and classroom
management plans. Partnership with community agencies available to assist with
school and classroom management issues.
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In-service Training
0 10 20 30 40 50 60 70 80 90 100
1
District Ave.
Other
Broadmoor
Edison
Washington
Wilson
Dirksen
Smith
Jefferson
Starke
Sunset
Willow
In-service Training
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Curriculum/ Instruction
0 10 20 30 40 50 60 70 80 90 100
1
District Ave.
Other
Broadmoor
Edison
Washington
Wilson
Dirksen
Smith
Jefferson
Starke
Sunset
Willow
Curriculum/ Instruction
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School Climate
0 10 20 30 40 50 60 70 80 90 100
1
District Ave.
Other
Broadmoor
Edison
Washington
Wilson
Dirksen
Smith
Jefferson
Starke
Sunset
Willow
C
School Climate
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Commitment to Civility
0 10 20 30 40 50 60 70 80 90 100
1
District Ave.
Other
Broadmoor
Edison
Washington
Wilson
Dirksen
Smith
Jefferson
Starke
Sunset
Willow
Commitment to Civility
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Parent Partners
0 10 20 30 40 50 60 70 80 90 100
1
District Ave.
Other
Broadmoor
Edison
Washington
Wilson
Dirksen
Smith
Jefferson
Starke
Sunset
Willow
Parents as Partners
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Community Partners
0 10 20 30 40 50 60 70 80 90 100
1
District Ave.
Other
Broadmoor
Edison
Washington
Wilson
Dirksen
Smith
Jefferson
Starke
Sunset
Willow
Community Partners
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Recommendations: Ensure all teachers have classroom
management and aggression training. Ensure all support staff and ancillary personnel
have similar training. Promote school-wide management plans and
ensure staff commitment to civility at all times. Promote classroom management plans aligned
with school management plans. Enlist parent support for school and classroom
management plans. Improve communication regarding school and
classroom management plans to parents and community.
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Hypotheses: Study school-wide management
programs for intermediate and junior highs. Study training programs to improve
management skills for teachers, support staff and ancillary personnel.
Develop surveys to periodically assess student, parent and staff perceptions related to school and classroom climate.
FURTHERSTUDY