Culture and Climate Committee Summary of

Work and Recommendations 2018/19

Culture and Climate Committee Summary of Work and Recommendations 2018/19

1. STATEMENT OF MISSION: PER THE RESOLUTION

RESOLUTION NO. 19-100: AUTHORIZING FORMATION OF A CULTURE AND CLIMATE COMMITTEE FOR THE 2018-2019 SCHOOL YEAR:

“RESOLVED, that the Board of Education of the City School District of New Rochelle hereby authorizes the formation of a Culture and Climate Committee for the 2018-2019 school year to review the recommendations of the Task Force on Reducing Violence in the Lives of Children and Youth and the Internal Security Audit”

2. TASK FORCE RECOMMENDATIONS GENERAL RECOMMENDATIONS

1. Update City School District of New Rochelle Board of Education (BOE) policies. (This is ongoing and being handled by the Policy Committee)

2. The Student Code of Conduct should explicitly outline when police involvement is required and staff and students trained in its use. School District Recommendations (This is ongoing and being handled by the Solutions to Suspensions Committee, training is being handled by central administration)

3. Staff and students will have access to socio-emotional learning strategies, health and wellness practices, and alternatives to suspension in the event of minor behavioral incidents. (This is being introduced at the building level through central administration. Ms. Amy Goodman, Interim Asst. Superintendent for Student Support Services, has been working with principals. At NRHS there are alternatives to suspensions A. Choices and the Mindfulness Center: these programs help students re-engage with school through restorative practices and self-reflection. B. Unplug Program: The social workers and psychologist provide a weekly drop in center for students who are experiencing school related stress. C. The Student Ambassadors Program (at middle schools too): Students have been trained to help monitor student interactions and promote a positive school climate and culture.)

4. Implement Restorative Justice, PBIS, Cultural competence, and recognizing and dealing with implicit bias training for students, staff and parents across the district. (This is being introduced at the building level through central administration. Ms. Amy Goodman, Interim Asst. Superintendent for Student Support Services has been working with principals. She has also applied for a grant to support this work)

5. Increase educational opportunities for all students with a focus on underrepresented students to include expanding seats in the district gifted education programs (Kaleidoscope and AP classes for

example). (Not enough work has happened in this area. The Superintendent should present strategies to the BOE to address access to accelerated courses for all students with a keen eye on when where and how the gap starts.)

6. Identify students who show academic potential and strategies as well as programs to prepare students with the skills to be successful beginning in elementary school. (Not enough work has happened in this area. The Superintendent should present strategies to the BOE.)

7. Expanded use of data driven decision making with the building of a research department to evaluate curriculum, strategies, and student outcomes. (Not enough work has happened in this area. The Superintendent should present strategies to the BOE.)

8. Increase communication, engagement, and outreach with students, parents and guardians, and staff. (This has been a commitment all year. The BOE has increased communications and access, central admin has worked on the weekly blast and much more)

New Rochelle High School (NRHS) Recommendations

1. Implement an online student discipline referral process [with specific deliverables for when teachers will be notified of the disposition of their referral] for teachers and administrators. (This was piloted in the high school. Superintendent should inform BOE how effective the pilot was)

2. Revise the orientation process for students to include quarterly student development meetings to relay information, check for understanding, and create a sense of unity among students and staff. (This was piloted in the high school. Superintendent should inform BOE how effective the pilot was)

3. Assign a trained and armed School Resource Officer (SRO) on campus with a MOU about how, what, and when school administrators and the SRO work together. (This was studied by the Culture and Climate Committee)

4. The Board of Education will update policy 5520 adopted July 1, 1989 Closed Campus to allow for NRHS to establish a modified open campus for seniors in good standing. (This is ongoing and being handled by the Policy Committee)

5. All students should wear ID badges and use them to swipe in upon entering campus, and seniors in good standing swipe in and out when going off campus for lunch. (It is a closed campus)

City of New Rochelle Recommendations

1. City of New Rochelle and City School District of New Rochelle must invest in and expand student focused programming including diversion programs, peer mediation, My Brother’s Keeper (MBK), and Youth Bureau outreach services to be offered until 9 pm weekdays, weekends, and during the summer. (This work is ongoing. Many community organization partnerships were forged though NewRO Connects led by Ms. Amy Goodman, Interim Asst. Superintendent for Student Support Services)

2. Create and implement a process to ensure improved communication, connection and collaboration across relevant city offices with responsibility for supporting youth. Youth serving offices should participate in a monthly youth focused data stat process. (This work is ongoing. Many community

organization partnerships were forged though NewRO Connects led by Ms. Amy Goodman, Interim Asst. Superintendent for Student Support Services. Central admin to repost data collected to BOE)

3. Utilize space in public schools and public libraries after school hours for youth programming such as Boys and Girls Club of New Rochelle. (This has always been taking place. Focus has moved to ensuring that parents and students understand the resource available)

4. Hire a consultant to examine school overcrowding at NRHS, impact on traffic in NRHS community, and the use of NRHS campus and current City Hall building. (The BOE has already retained a demographer, studies relating to the future use of City Hall will be led by our Superintendent once hired)

5. The city of New Rochelle and City School District of New Rochelle should explore new ways to increase funding for youth serving programs through hiring a grant writer and asking developers to create a youth programming fund. (Agreed, the CCC is not aware if this is ongoing or not)

Community Resource Recommendations

1. The city of New Rochelle and school district should access preventative and intervention programs funded by Westchester County including crisis stabilization and mobile mental health programs. (This will be developed when we have a new Superintendent)

2. Partner with community-based organizations and county-based agencies for professional development for district teachers, staff, and security staff on unconscious bias, trauma and cultural competence. (This work is ongoing by central admin)

3. Hire a community liaison to strengthen the relationship between district parents and students. Hire parent coordinators for every school, establish community resource guides, host community fairs and events. (Not done)

4. Ensure all New Rochelle residents have access to affordable mental health, mobile mental health, and after school programs. (Not within the preview of the CSDNR other than afterschool programing which should be studied by central admin)

5. Expand partnership with local educational institutions to increase support services with schools. For example, if Iona College has a Master of Social Worker (MSW) program internship opportunities should be created for them in all of the schools in New Rochelle. (Not done)

1. General Recommendation: Update City School District of New Rochelle Board of Education (BOE) policies The New York State School Boards Association articulates that part of a board of education’s role is to develop policy that is consistent with all applicable laws, establishes the objectives and goals to be met by the district, and are forward thinking so the district will be prepared to move forward.

a. City School District of New Rochelle Board of Education policy 8220 states:

"Policies are principles adopted by the School Board to chart a course of action. They tell what is wanted; they may include why and how much. Policies should be broad enough to indicate a line of action to be followed by the administration in meeting a number of problems; narrow enough to give clear guidance. Policies are guides for action by the

administration, which then sets the rules and regulations to provide specific directions to school district personnel."

In reviewing the City School District of New Rochelle School Board of Education policies, the Task Force chair recommends that the BOE adopt a plan to review, revise, and develop new policies that articulate the goals and focus of the school district on an established calendar cycle. This policy review and revision schedule should be published so the community is aware of the policy development cycle. (This is ongoing and being handled by the Policy Committee)

(For added information about Social and Emotional Learning 2018-19 please see Exhibit V)

Committee discussions on the recommendations captioned above:

Some of these recommendations fall under the perview of other commitees (aka Policy) and are ongoing and will not be discussed at the Culture and Climate Committee. Other recommendations require partnership with the City and are ongoing and will not be discussed at the Culture and Climate Commmitee.

The Committee (CCC) discussed synthesising the other recommendations and prioritizing them. The CCC recognized that trust needed to be built between members of the CCC in order to fully dive into complex matters. The chairs of the committee opted to use the following structure that you will see futher articulated in secion 4.0 “Overview of Each Meeting”:

1. Organize the committee and drive thoughtful conversations through homework designed to inform members. Homework as assigned is captioned in section 4.0 so that members of the board see the process and work members engaged in this year.

2. Define both “Culture and Climate”

3. Get a sense of what members perceptions of the culture and climate are as a snapshot early on through their lenses.

4. Place the Task Force recommendations in to buckets and prioritize discussion of the same based on comfort levels and time needed to research a topic.

5. Have open “safe space” conversations and allow the conversation to drive where added professional input might be of value.

6. Make recommendations to the BOE at the end of the year.

3. COMMITTEE MEMBERS/LISTED AFFILIATIONS:

Note: Members volunteered through an online process. In a few instances, members were contacted by Superintendent Dr. Osborne to join.

Central Administration:

Dr. Magda Parvey (Interim Superintendent of Schools)

Amy Goodman (Interim Assistant Superintendent)

Members of the BoE:

Jeffrey Hastie Co-Chair (President of the Board of Education)

Amy Moselhi Co-Chair (Vice President of the Board of Education)

Julia Muggia Ochs (Member of the Board of Education)

Christopher Daniello (Member of the Board of Education)

Members from Solutions to Suspensions:

Rev. Dierdra Gray Clark (Member of the Solutions to Suspensions) John Barnes (Principal of ALMS and a member of Solutions to Suspensions)

Members from the Task Force Reducing Violence in the Lives of Children:

Robin Friedman (Member of the Task Force) Adam Etkin (Member of the Task Force)

Members from the District

Camille Edwards-Thomas (Assistant Principal of NRHS) Gustavo Barbosa (Administrator at NRHS) Michelle Shapiro (Teacher at NRHS) Tim Kuklis (Teacher at NRHS)

Calvin Heyward (Teacher at IEYMS) Dr. Tawanda Robinson (Interim Principal of IEYMS)

Michael Galland (Principal of Columbus School) Aisha Cook (Teacher at Columbus)

4. OVERVIEW OF EACH MEETING

November 28th, Meeting

Homework in prep for the meeting:

Research definition of culture and climate. Please be ready to discuss the difference between the two.

Please look into other school districts use and definition of these two terms.

Please be prepared to share your “initial perception of CSDNR culture and climate”. Of course this will be informed by your limited lens, but it will be interesting to see how our understanding and perceptions change as we learn from one another over the course of this committee’s work. Your initial perceptions will be logged and stored. Please issue your opinion on an index card (3x5) - no name required. We will revisit these in a few months.

Please look the Task force report and pull out up to three recommendations that you believe intersect and impact culture and climate. Please be ready to discuss how it impacts culture and climate.

We will also discuss some of the “take aways” from the undoing racism training held November 17 (11 - 6 pm) and 18 (noon - 6 pm).

Meeting Summary:

Work on defining culture vs climate.

Discussion about our perception of what the culture and climate in CSDNR are now. This was a key element in the committees work. It was important that members start to reflect on their own experiences and professional insight regarding the same. Once the committee began to unpack and listen to the perceived culture and climate the work ahead became clearer.

o A preliminary snapshot was taken through individual lenses

o A discussion about how to measure culture and climate was entered into.

Discussed each members view on the Task Force recommendations which impact culture and climate.

Discussion and debrief on “Undoing Racism Training”

December 19th, 2018

Homework in prep for the meeting:

Provide feedback on draft minutes

Be prepared to fine tune definition of culture and climate. Final definitions as recommended by the committee are in section 5.0 “Deliverables”

Vote on which of the task force recommendations we should discuss as a committee first. Options were placed into buckets based on conversation about perceived culture and climate and potential causations:

o Option 1: Discipline

The Student Code of Conduct should explicitly outline when police involvement is required and staff and students trained in its use. Assign a trained and armed School Resource Officer (SRO) on campus with a MOU about how, what, and when school administrators and the SRO work together. Should NR use SROs? If so how and where would they be integrated into the Code of Conduct? In the high school, implement an online student discipline referral process [with specific deliverables for when teachers will be notified of the disposition of their referral] for teachers and administrators.

o Option 2: Social and emotional

Staff and students should have access to socio-emotional learning strategies, health and wellness practices, and alternatives to suspension in the event of minor behavioral incidents. Maybe this could be accomplished by implementing Restorative Practices, PBIS, Cultural competence, and recognizing and dealing with implicit bias training for students, staff and parents across the district.

o Option 3: Educational Opportunities and Access

Increase educational opportunities for all students with a focus on underrepresented students this may include expanding seats in the district gifted education programs (Kaleidoscope and AP classes for example). Identify students who show academic potential and strategies as well as programs to prepare students with the skills to be successful beginning in elementary school. This should be studied through an expanded use of data driven decision making with the building of a research department to evaluate curriculum, strategies, and student outcomes. There should be tangible, tractable goals with an outcome that can be measured.

o Option 4: Engagement

Increase communication, engagement, and outreach with students, parents and guardians, and staff. Part of this increased outreach should include a City of New Rochelle and City School District of New Rochelle co-investment in student focused programming including diversion programs, peer mediation, My Brother’s Keeper (MBK), and Youth Bureau outreach services to be offered until 9 pm weekdays, weekends, and during the summer. Some though should do into utilizing space in public schools and public libraries after school hours for youth programming such as Boys and Girls Club of New Rochelle.

o Option 5: Orientation

Revise the orientation process for students to include quarterly student development meetings to relay information, check for understanding, and create a sense of unity among students and staff. Look into the onboarding of new hires. Determine how many attended the orientation (why/why not) and what was benefited. Make recommendations to change the orientation of students and new hires.

o Option 6: NRHS Open/Closed Campus

The Board of Education will update policy 5520 adopted July 1, 1989 Closed Campus to allow for NRHS to establish a modified open campus for seniors in good standing. All students should wear ID badges and use them to swipe in upon entering campus, and seniors in good standing swipe in and out when going off campus for lunch.

Meeting Summary:

Vote Tally:

Committee determined it would be best to discuss option 2 first to allow for trust building before we tackled the complex discussions on SROs.

January 23, 2019

Homework in prep for the meeting:

Review the code of conduct and determine how restorative practices have been integrated.

Think about and be prepared to discuss how the restorative practices can be more effectively used in buildings. (See Exhibit I Powerpoint presentation developed by Ms. Amy Goodman, Asst. Superintendent for Student Support Services)

Meeting Summary:

A restorative circle was conducted by Ms. Amy Goodman, Asst. Superintendent for Student Support Services. The purpose of the circle was to build trust within the group and to demonstrate the effective nature of restorative circles.

Some issues discussed:

Option Number of Votes:

Option 1: Discipline 13

Option 2: Social and emotional 13

Option 3: Educational Opportunities and Access 11

Option 4: Engagement 7

Option 5: Orientation 5

Option 6: NRHS Open/Closed Campus 2

“Our language as educators and parents reflects and shapes not only how we see others but also how they ultimately see themselves. When our words convey faith and optimism, we are more likely to hold high expectations for students, and they are more likely to live up to them.” The words we chooses when communicating expectations to a class or individual student show whether we are critiquing what is or cultivating what can be.

o How we need a more diversified application process considering that some committees or boards are not very diversified

o Incorporating restorative circles in classrooms and lessons even in department meetings

o Use restorative circles to address LGBTQ issues impacting students. One of the members of the circle shared an example of how the Wicked the musical field trip - a boy was able to feel completely comfortable in wearing what he wanted (including heels) while struggling with his sexual identity. Engaging students around difficult subject maters can happen in spaces that are set up and apart from conventional classroom environments.

o Use restorative circles to address sensitive political issues. The example used in the circle was a smaller version of speaking with Holocaust survivor

o Use restorative circles to address long range plans and goals with parents. Idea discussed in circle were to plan a workshop on hate (parent workshop), do a Black history event with local businesses, supporting the Community Dinner Project etc. Not all the work needs to be done in a circle. The restorative circle can be used to plan and engage thoughtful dialoged about an external project.

February 27, 2019

Homework in prep for the meeting:

Members were asked to think about: “Based on last month’s Restorative Circle, how did we each make an impact in our classes, our schools, or district, our community?”

Members were asked if they saw areas in their daily functioning where restorative practices could have helped improve outcomes.

Meeting Summary:

Members discussed take always from the circle experience in response to the homework captioned above.

Discussed SRO from 30,000 ft.

o What problem are we trying to solve?

o What process should be followed in studying SROs?

o What concerns do people have about SROs?

o What are the benefits of an SRO?

Watched a video about the use of SROs in Rochester

o Discussion of pros and cons of the SRO as shown in that video.

Committee chairs identified areas where added background and a better understanding of SROs would be helpful in informing the conversation. Many of the opinions shared were based on a “gut feeling” both pro and con. It was decided that the next two meetings would be dedicated to guest speakers on this issue.

March 27, 2019

Meeting Summary:

Two guest speakers

FIRST GUEST SPEAKER

Officer Bernhardt works for Westchester County Police and is responsible for training SROs. The county provides their police officers when the local police force does not have the manpower. Currently provides officers in four districts. He is the liaison with a fifth. These include: North Salem, Somers, Lakeland and Hendrick Hudson (Bedford liaison). He started to work with Lakeland in 2010 and then expanded. He is responsible for coordinating the whole program which includes: training, selection process, and the application process. SRO candidates must be good at diplomacy education as opposed to just law enforcement. Many officers are wonderful officers but just may not be suited for a school building. The law enforcer in schools takes on a role of an informal educator, mentor and law enforcer. All officers are in full uniform (including their weapon). Training is required especially in the case of an outside threat and then there is an active shooter protocol.

Questions from the committee/public:

Answering first is Officer Bernhardt:

What other criteria is involved in hiring/training? Need to be reliable decision makers and be able to work independently. The minimum training is a 5 day SRO program.

Is there continued ed for SROS? There is an advanced training but it has yet to happen but there’s been ongoing additional training and there’s also a webinar training and we are trying to partner with BOCES.

How do we determine success? There is no research-based model. Success goes off of administration - positive relationships and good feedback.

How much wiggle room in creating MOU within districts? What’s the connection between team members and SROS? Wasn’t involved in MOU selection and it was taken from previous. No major differences between MOU amongst the districts he has been involved in. Security guards have rapport with SRO- they currently deal with crisis management but not direct discipline.

What is the difference between safety and school discipline? An SRO is not there for behavioral issues (hall, cafeteria, etc.). An SRO has three different components: counselor, mentor and officer. Counseling: SRO has student come into a room to vent once they see that the student may have an outburst. Programs: criminal justice club and possibly internships ex. If you were being arrested what would the consequences be… would be a conversation instead of a punishment. These conversations are more about helping the student into the right path.

Is there a partnership with counselor or a psychologist or social worker? There is constant communication. Connectivity is created between the law enforcement and the support staff. Not looking to create a juvenile record especially since many times there are deeper issues.

How do you interface with students? There is a safety lane, an educational lane and a mentoring lane.

Does the SRO interject on their own accord or only with input of an administrator? Many times there are specific referrals from administration. Some SROS greet students in the morning and some of them visit different areas of the building and interact with students and many can speak to any student as they see fit.

Has there been any arrests? One student was arrested last year for drugs at the request of administration. There has been an occasion where an SRO disagrees with administration on an arrest (for there to be no arrest). Bond of police and rapport with community to break barriers with children. Most kids unfortunately associate cops with getting arrested or getting in trouble.

Selection process: who makes the decision for effectiveness? Is there a committee? Recently had a selection of officers for backups so Bernhardt and two lieutenants and control captain were on committee. Strong believer that the person needs to just “fit”.

9 SROS in four districts - are they already part of the community? Mix matched based on just the fit. An SRO at the elementary and middle school level where the volume of service is different. With the younger ages, officers offer classes, workshops, and reading with them in classes all in hopes to get to know the students better. Pros and cons of SRO transition from elementary level to higher up - one district had one SRO for whole district.

Perception of cops from different socioeconomic groups or is there implicit bias sensitivity training as well for the perception on the cops POV? This is part of the 5 day training. Cultural Sensitivity Training: 5 day training touches on this already since demographics is different everywhere. SRO 5 day training is not mandated so neither is continued education training. Policy- there is random drug testing and there are check ins directly with Bernhardt. Each week he physically sees his SROS and there is constant communication via phone and emails. The Principal basically runs the ship and the SROS are there to support unless there is a violent act or threat. The SRO should never get in the way of the Principal. Some cops have PTSD and combat duty- may be good officers and may not be good for community. Is there a screening process for PTSD or a continuance for testing levels? Is there a screening process that recognizes if an officer has prior military service that may connect to PTSD? There is no real specific protocol for eliminating officers with PTSD from the process. Many officers in the past have had counseling and are safe to be law enforcement officers.

What happens with the note taking and record keeping - is it all day or is it at end of each day? Not every little thing is documented.

SECOND GUEST SPEAKER

Ms. Cadet: AP Middle School in White Plains There are two SROS in her school district. She works in the White Plains school district. One SRO in the middle school and one SRO in the high school. She is pro-instruction and not necessarily pro SRO or con SRO. They were already in place when she started there. In WP, the SROS tend to be based from the area. SRO should never be the first responder, it should be admin in the building. In fact, Cadet states that the SRO is almost the last stop when she would need law enforcement. The school would accompany the student until a parent arrives when there is an incident.

Benefits: provide support with many things off-campus including attendance, missing students, rumored fights off-campus. Safety concerns include intruders and issues of weapons and reported to the SRO or if a student comes into the building and is heard saying something to the effect of “I’m going to shoot up the school...” this would be referred to the student’s home or even if a student needed to be escorted to a hospital or police station the SRO should go BUT there must also always be an admin present. A student would never be left alone with an SRO without an admin or parent. They would also help with an off-campus community issue which may include but are not limited to: cyber-crimes like inappropriate photos or selling things online, drug distribution which is different than drug use. There is typically no referral to the SRO for vaping - that would go to a substance counselor. Try not to involve cops for prescription drugs or marijuana. The point is to help the students get the help they need. Even when there is fighting, the SRO does not sweep in and start cuffing kids.

Note: at Albert Leonard there are about 13 security officers and approximately 5 TAs whereas in WP middle school there are 2 security guard and around 20 TAs. WP did not want to outsource so many personnel outside of the classroom. There should be a shift in mindset of security to education. Is it possible for some of the security support staff to receive TA training to be part of the classroom? (Cadet’s question for the table… to think about/consider) How does the SRO interface with the two security guards? First of all the go to should always be admin and not security. Interacting: assist admin, patrol hallways, door coverage, deliveries, recess, early in the morning and after school bus as well as safety meetings, etc. Many incidents happen outside of an actual classroom, teachers are expected to be in halls before and after classes and more TAs allow for help outside the classroom areas. They also have in WP two teachers who are paid extra to help with lunch duty. She finds that some schools are over outsourced in security and that teachers need to do more since again it is not the role of the SRO to sweep in UNLESS ASKED. TA training: integrated co-teaching and they get trained in everything else that teachers do.

Mrs. Cadet- Simpkins stated that she shares one SRO with the other middle school and sees no

difference on the days when he is present at her school vs when he is away at the other school.

Questions from the committee/public:

WP: how long have the SROS been there? Do you really need them and what have they added (value)? They have been there at least over four years. She doesn’t know any other way since

they’ve been there since she has. The SRO minimally impacts the school. We are educators and not police. The SRO is truly just that, a resource. Teachers and parents may feel safer (which is a good relief) but there have not been any negative relationships that have come out of having the SRO present. WP has a strong community and their schools are very aligned with one another where New Rochelle seems less so.

What is the impact/ reduction of safety issues post SRO? The presence alone of an SRO may help reduce- even though we may not even be aware of it. Some violence may have been deterred in the same way that people who are speeding slow down when they see a cop.

Who would break up a fight in the lunchroom? Ms. Simpkins responded, I would, as the

administrator we discipline our students. This underscores again, the seemingly tertiary role the

SRO has in WP. (Teachers and administrator have large role in discipline, and relationship

building)

April 24, 2019

Meeting Summary:

Two guest speakers Alisse Waterston Professor and Department Chair at John Jay College of Criminal Justice, City University of New York (previously part of the Task Force) (Power Point Presentation attached see Exhibit II) and Mark McLean (President of the NAACP)

FIRST GUEST SPEAKER

Alisse Waterston-guest speaker, a professor and department chair at John Jay College of Criminal Justice, City University of New York (previously part of the Task Force). Before giving her presentation, Dr. Waterston said that the Task Force did not base its recommendations on evidence-based policies although that was the agreed-upon norm for the Task Force’s process; instead the Task Force chair generated opinions from members of the Task Force. Dr. Waterston stressed the importance of developing policies and practices that are based on “what the data say,” which is the title of her presentation, and she offered a bibliography of sources that she used as the basis of her presentation. She expressed that we need to put aside what we think we know and what we believe is true and listen with an open heart and an open mind to findings from rigorously produced research and analysis.

We should listen to the data as well as ask ourselves: what are the implications of what the data say? All the data presented here is from peer-reviewed scholarly articles and government research reports. Dr. Waterston noted that given the name of the task force--The Task Force on Reducing Violence in the Lives of Children and Youth in New Rochelle, it is important to understand what “violence” is. Violence comes in many forms including interpersonal (direct action) or person-to-person (visible-like a punch) violence, and structural violence – which refers to systemic violence -we cannot always “see” it and it is rooted in resource and social inequities.

Moving on from there, Dr. Waterston presented data on numbers of mass school shootings, the greatest predictor of mass school shootings (access to guns), and the demographic profile of mass school shooters (white males). With respect to mass school shootings, the data indicate

that “hardening” of schools is a questionable endeavor: there is no empirical evidence these methods actually diminish firearm violence in schools; they do create a false sense of security.

Turning to the data on SROs, the topics covered included: defining what an SRO is; identifying the primary responsibility of SROs, which is law enforcement (it’s a policing assignment), and clarifying that “SRO” is an armed police officer.

Dr. Waterston asked, “Do people know that SROs are armed police officers?” Since she could not locate data that documents what people know about SROs, she offered her speculation that people do not know that a “School Resource Officer/SRO” is an armed police officer. The term “school” “resource” officer (SRO) masks the fact that the duty of an SRO is law enforcement. This is unfair to police officers—it places an unfair burden of misrepresentation on them. In terms of efficacy (effectiveness of having SROs in schools), Dr. Waterston cited findings from the literature that concludes, “There is no evidence that the presence of SROs results in a decrease in crime.” The data say that adults PERCEIVE improved safety. Students do not perceive improved safety; for them, the presence of SROs increases anxiety.

SRO training: What does it entail? Is the 40 hours of training an adequate amount of time particularly when SROs are purportedly serving in a “counseling” role in addition to their law enforcement duties? The research documents that schools with SROs result in an increase in the number of arrests of students for minor infractions, with Black/African American, Latino/Hispanic and students with disabilities disproportionately funneled into the criminal justice system.

Thoughts/Comments

Are some schools “over-utilizing” the SRO for disciplinary issues that should be addressed otherwise?

Questions/Concerns:

Money should not be the reason to go in a certain direction -it should be the NEED and safety of the school and students.

Dr. Waterston urged administrators to study best practices and what works to ensure students’ needs are served and schools can provide the best learning environment for students.

What direction do we want to take?

We do not have to do what other districts have done. We can implement evidence-based, best practices.

Dr. Waterston concluded by suggesting the committee read the 2019 article on trends, consequences, and future directions in school security published in the Journal of Contemporary Criminal Justice.

Dr. Waterston stated the New Rochelle Schools are safe. There is no crime reduction in relation to SROs - it is the perception ONLY that their presence decreases crime (that there is greater safety with them).

In terms of improved communication to the community, one suggestion offered by Dr. Waterston was a speaker series to discuss important issues in the schools, which is a public space.

Waterston suggested inviting New Rochelle Danielle Sered of Common Justice, a successful, restorative justice, alternative to prison program in New York City (Sered is author of Until We Reckon: Violence, Mass Incarceration, and A Road to Repair).

An appreciation of implications of armed SRO when making decisions -who will be impacted the most by the decisions we make?

Most of our kids are amazing students. There is a small number of students who are especially vulnerable. Generally, the teachers, counselors and school administrators know who the “at risk,” troubled or traumatized children are, and therefore we need to address the needs of these specific students. According to the American Bar Association study, there is disproportionality-so whatever we do must consider this.

There are many examples of best practices; for one example, at Manhattan’s West Side High School (where there are no armed police officers), counselors, administrators and support staff are at the doors when students enter in the morning so that many issues get addressed from the very beginning of the day.

New Ro Security-do we need more staff or training? The idea of a police officer sounds appealing to some; unfortunately the security personnel have gotten a raw deal. There seems to be a gap in security and we want to move toward resolving these gaps.

What are the alternative solutions/best practices/programs that can be implemented? Other questions we need to get more data on?

At John Jay, is there any talk of some sort of hybrid position that crosses over a mental health counselor and security?

Let's be creative- and we need to look at the literature. There is a colleague doing research on intervention programs between kids and cops - outside of the school day- get the data and synthesize the key points.

Have we exhausted resources for best practices and other programs?

Have all schools fully implemented programs that we DO have access to?

If not working, what else is there? We need to be mindful when we make recommendations.

Data on suspension, absences, failures and graduation rate- socioeconomic class, race, gender, etc.

Conflict resolution in the classroom needs to take place.

There is a significant number of students that withdrew from Albert Leonard between last year and this year- there is fear in the community- how do we convey that a solution may not be with policing but with social/mental/literacy issues, etc. - need to provide the community w data.

Acknowledge that there is a fear and seek out the most appropriate solution.

Issues may be that people have a distorted sense of safety vs. safety of child- and that each child needs to be nurtured in order to reach their full potential and not take away that opportunity to make a better choice.

A need for more support for certain programs - can be costly/ taxes but “it takes a village”- for all of us to be safe, we must take care of ALL of our kids.

City of New Rochelle does not pay for the SRO- it would have to be a budgetary line within schools. Is it irresponsible to take a free resource- if New Ro city wanted to allocate 5 SROs for our district at no cost to the district?

Police officer as SRO - “their beat IS their school

How we frame our discussions- should not be not anti-SRO but PRO-safety- since not all people know that SRO= GUN

Richard St. Paul (civil rights lawyer with NAACP. - informed opinion - over policing and over criminalization issue in America

There is a case TKO vs Jersey where kids have limited 4th amendment rights and can be searched with reasonable suspicion- adding in SRO increases police interaction with our kids which may have a negative connotation. There is a stigma of being addressed at schools- checked, searched, and surrounded by law enforcement

SECOND GUEST SPEAKER

Mark McLean (President of the NAACP)

No PowerPoint presentation. A statement made against SROs.

Full statement below:

”Good afternoon Culture and Climate Committee members. I want to thank President Hastie and Vice-President Moselhi for this opportunity to share my perspective on this very important question of whether or not we should place armed police officers in our school learning environments. First of all, I would like to share some personal history and experience that informs my perspective on this issue. I am a lifelong resident of New Rochelle and grew up in the public housing projects on Main Street commonly known as The Hollow. I am a product of the New Rochelle public schools, graduating from the NRHS in 1981. I attended City College in Harlem NY, where I studied Jazz performance and African American studies. In 1986 I Joined the New Rochelle Fire Department and have served our community as a firefighter for 33 years. I have also served our young students in the capacity of security, primarily at NRHS, for over 12 years. I serve as a Minister at Family Christian Center and have work in my community for close to 2 decades. I served on the Westchester Human Rights Commission for 5 years. I presently serve on the board of the Interfaith Dwellings Corporation, Vice-President of the Interreligious Council of New Rochelle and I am the President of the NAACP New Rochelle Branch. I have been married for 32 years and own a home in the Rochelle Heights historic district. I have 3 adult kids who all went through the New Rochelle schools and have an awesome grandson who attends Webster school. So I come to this discussion fully invested and with much on the line. I am disturbed today. I am disturbed because I feel that this whole issue has been driven on false narratives. I am a somewhat frequent presence at our board of education meetings and every time this idea is discussed it is in the context that our schools are somehow inundated with violence; and the security personnel have contributed to this environment with their lack of work ethic and unprofessionalism. I am here today to state unequivocally that these narratives are not only false, but they are highly insulting. It is beyond alarming that today we stand at the precipice of inserting armed police officers, you can euphemistically call them SRO’s, I prefer to call them what they are; Armed police officers, into the everyday academic lives of our young developing students. And we are doing this based on what? A false narrative and hip national trend? A desire to acquire a shinning new toy? I pray that this is not the case. As members of this committee, it is imperative that you first ask yourself the most important and critical question in this whole deliberative process. Do our schools really need armed police officers? I am here today to tell you based on my experience working with our young students, the answer to that question is a resounding no.

First of all our school environment is an overall safe and positive environment. My 3 kids went to our public schools from kindergarten to 12 grade. Not one day did I ever fear for their safety. Not one day did they ever come home to say “Dad I am afraid for my safety in school.” I have worked with young students in our schools and the vast majority are awesome, respectful young people. Yes there is a small group of students that are challenging but the answer for them, for God sakes, is not for us to foster greater opportunity for them to clash with law enforcement. The answer is for us as a community to roll up our sleeves and identify real strategies that will help to get them in the position to be educated. The security team that is constantly characterized as lazy, and undisciplined, I have seen time and time again, over the years, answer the call of duty and meet adversity with dedication, love, and respect for our students. I have seen security personnel get injured, take blows breaking up altercations and never losing their cool. Many times they have gone the extra mile counseling and mentoring students. Dedicated individuals bridging the gap and going beyond the call of duty for our students. These nameless folks do not deserve the negative caricatures that have permeated this discussion. But time after time I have had to sit back and listen to security being singled out as a problem. This is a false narrative. Another false narrative is that we need armed police officers because of the threat of a mass shootings. According to a New York Times review of the Gun Violence Archive, from 2015 through 2017 101 people were killed by shootings on school campuses. Now I don’t suggest to diminish any life, every life matters. However that is 101 out of 55 million students attending K-12 grades, both in public and private schools. That works out to 1 in a million odds. In addition, Criminologist James Alan Fox points out, the odds of a given school experiencing a mass shooting is once every 150,000 years.

The policies for the schools in our community should cultivate a safe haven for our kids to learn. I submit to you the culture and climate in our schools is a safe and positive one. Have we experience some difficult times in the recent past? Yes we have, however I caution to not over react. I admonish you please don’t exacerbate the problem by putting armed police officers in our schools simply based on one fact and one fact alone. Armed Police Officers are not needed in New Rochelle schools.”

May 31, 2019

Two guest speakers Mr. Daniello Member of the BoE and a NYPD Officer. (Power Point Presentation attached seen Exhibit III) and Rabbi Weiner (President Inter-Religious Counsel)

FIRST GUEST SPEAKER

Mr. Daniello: SRO Presentation (See Exhibit III for PowerPoint Presentation)

Community policing: building a rapport with the community

Police can teach certain classes about: date rape, substance abuse, bullying, etc.

What evidence exists that SROS are valuable? Need a responsible adult who both cares and listens. They can act as an informal counselor and be an active listener.

Reviews stats about incidents in New Rochelle district that looked at how many times the police were contacted in 2017, 2018 and 2019 and then how many of those incidents led to arrests.

SROs are not in place to discipline. When there is disorderly conduct, the guards and administrators are responsible for handling the issue.

Presentation included clips from school shootings and specifically Columbine - the average police response time is 3 minutes and here at NRHS it is most likely 3 minutes to the parking lot and therefore closer to 6 minutes before they can get to right location within the building (assess where the shooter is).

Questions posed after Daniello’s presentation:

Considering that SROs have multiple roles and 40 hours of training- how do they truly train to deal with kids? The chosen officer is someone who is diplomatic, an active listener, someone who is patient, and can communicate well. Beyond the 40 hours of specific SRO training, many areas that need to be covered and addressed occur in the 6 month police academy.

Is there specific data that says that SROs work? There are so many variables.

Where did the data come from in regards to disorderly conduct? Directly from incidents that led to police arrests.

Is there any date that shows how many schools that experienced shooting had SRO’s present? There was one that was stopped in 9 seconds but here is no other hard data - we just have what schools have presented to the media.

In the training that the SRO’s go through, since working with kids a certain skill set is needed, what training is specifically involved in dealing with socio/emotional aspects? Furthermore, in regard to training, what is the awareness for students with special needs. Even though, the SRO is aware of students with IEPS, in NRHS alone, we have over 500 students with disabilities. SRO’s work with counselors and can just be an active listener when a counselor is not available. Additionally, part of the academy training is ow to deal with these types of issues and over time, you just learn. SRO’s, approximately will have 5 years on the field before being brought on as an SRO.

Is there a middle ground when it comes to officers having a weapon? NYC security guards have police training and have the power to arrest.

Comments posed after Daniello’s presentation:

All the roles SROs play is helpful but can’t a mentor play those roles as well? When the Code of Conduct dictates that administration should call the police, is an SRO really necessary if an admin is calling anyway?

Do we want a possible ineffective SRO in our building exposing students to more police (possibly another negative connection to cops)?

SECOND GUEST SPEAKER Rabbi Weiner- statement form the executive IRC (Inter-religious counsel)

Full statement below:

“Thank you all for a few moments of your time.

I am here today as President of the Inter Religious Council of New Rochelle, and on behalf of our Executive Committee. Within our great city, there is no civic organization which represents a greater diversity than does the IRC. The member congregations of the IRC bring together peoples of all the colors of the human rainbow and across the spectrum of beliefs, economics, neighborhoods, ethnicities and nationalities. Our congregations are Buddhist, Catholic, Bahaii, Greek Orthodox, Jewish, Mormon, Protestant, Muslim, 7th Day Adventist and more.

The mission statement of the IRC says that

We are committed to promoting interfaith understanding among all religions. We exist to keep the lines of communication open among religious communities, to foster an atmosphere of trust and cooperation, and to serve the New Rochelle community through a combination of action and dialogue.

We express the essential commonalities of our varied religious heritages and traditions while respecting our differences. We promote interfaith amity and cooperation. We seek to address the human needs of our City community. We serve the community by undertaking ministries to meet these needs and by cooperating with other groups and individuals.

I am here today as this body discusses the placement of armed police officers in our schools in order to fulfill our mission to promote understanding, trust and cooperation and to address the human needs of our City community. The Executive Committee of the IRC unequivocally opposes the placement of armed police officers, euphemistically referred to as School Resource Officers, in our schools. We believe that the placement of such police officers in our schools will undermine the core values of this community: equality, diversity and unity.

All of us are aware of the need for safe schools and that every child deserves, as a human right, a good education in a safe environment. As a parent of two children in district schools, of course, I personally want our schools to be as safe as possible. Safety, however, comprises many elements far beyond the protection from extremely rare occurrences of violence in our schools. In fact, the overall feelings of safety in our schools are likely to be eroded by placing armed police in the schools. Most particularly for our students of color. The fact is, black and brown children will feel less safe if there are armed police in our schools. This erosion of their feelings of safety will act to further exacerbate the underlying issues in our district which cause strife and division. Armed police in our schools is the treatment of a symptom rather than the malady itself. The resources which might be allocated to such armed police officers in our schools would be better appropriated to more social services, more teachers, more mental health professionals, more guidance counselors and more professionals who can elevate the lives of our students. These would be real resource officers. These are the people who will actually make our students feel safer, reach higher and live lives of meaning and purpose.

There are those who have made the case that students have nothing to fear from the police, in general and in our schools. Sadly, the data on this does not lie – people of color do fear the

police, students of color in schools with armed police do fear them. That is not conducive to learning – the core purpose of the City School District. Likewise, the belief of some that, somehow, our District would be immune from the kinds of negative consequences of armed police officers in our schools is just that – a matter of belief – a leap of faith. We at the IRC are believers, in our own individual traditions and in our District, but not at the expense of data and facts. Leave matters of faith to us and let our schools be environments of nurturing and compassion, not fear and overreactions. Let our schools be places where we believe in our students, not treat them as potential criminals. Let us believe that we can make our schools safer by lifting up those who need it. Let us believe that we can do the work of providing an outstanding education, as this district has been known for.

Across all of the religious groups that make up the Inter Religious Council, we share a belief that human beings contribute the most to our world when we strive to be our very best and to live out our highest ideals. Armed police in our schools is neither a striving to be our best nor a living of the ideals of New Rochelle – a city founded on the principle that all should be welcome in our community – equally. Striving to be our best means putting our resources to work to deal with the core issues in our schools. That is what the IRC asks this School District to do. We say no to armed police in our schools and yes to truly making our schools safe havens for our children.”

Open Community Questions and Comments:

A community member stated that there were three shooting they were aware of within the last year where an SRO was present- would there have been dead children without this SRO? Mr. Daniello replied “Yes.”

Do we really need the SRO? Do we need metal detectors? We want our children to learn that police are friends and try to get away from racial implications. We do not want a negative connection to cops.

Many shooters have had issues in the past - instead we need to put in the resources within the community to help address issues before they become a danger - we need to be PROACTIVE!

Some members believe that the committee has predetermined how we proceed with SROs. There should be data to represent both the pros and cons (which we have speakers who have come to meetings that have spoken to each side). What are the unintentional consequences of an SRO? We need to come to an intelligent decision.

Have we always follow the policies and procedures? Policies and procedures need to be updated and reviewed with the current climate. Policies and procedures also need to be implemented and people need to be held accountable.

A parent with 4 daughters in the district spoke about how he feels all of his daughters when asked feel safe. He also addressed that the real needs that should be addressed more in depth are the social/ emotional needs of the students.

The committee’s motives seem politicized and there needs to be more focus on the student.

If we did have an SRO and they were out sick or vacation or a break, who replaces them? Is there something in place for this?

Are we actually going to adhere to an MOU?

A parent and retired teacher spoke about her instinct is that having an armed SRO makes her very nervous and her view is that an SRO does not improve safety.

President of the NAACP: Do we really need to take this drastic step and add in an SRO? We need to focus on empowering youth and not focus on race. However, we cannot deny the hardships that come with being and African American and the negative stigma with police officers. We cannot say that it is not an issue when it is a reality!

5. DELIVERABLES

5.1 Definition of “Culture” and “Climate

Culture: Culture is the shared beliefs and values of a school district that create the norms/rules leading to expected patterns/practices/behaviors of the community as a whole.

Climate: School climate is the intersection of the collective experience and response to school safety, teaching and learning, Interpersonal relationships, institutional and community environments, and Social media. “Climate can be variable in a building or even by time and place.”

5.2 Recommended Survey

Summary of the process that led to the recommendation

Surveys/Samples examined:

• New York State’s School Climate Survey Pilot http://www.p12.nysed.gov/sss/ssae/schoolsafety/school-climate-survey-pilot.html

• School Climate Survey - New Jersey https://www.state.nj.us/education/students/safety/behavior/njscs/NJSCS_Staff_Q2.pdf

• School Climate Survey Suite - PBISApps.org https://www.pbisapps.org/Resources/SWIS%20Publications/School%20Climate%20Survey%20Suite%20Manual.pdf

• School Climate Survey Compendium | Safe Supportive Learning https://safesupportivelearning.ed.gov/topic-research/school-climate-measurement/school-climate-survey-compendium

• Measuring School Climate (CSCI) - National School Climate Center https://www.schoolclimate.org/services/measuring-school-climate-csci

• School climate survey template | SurveyMonkey https://www.surveymonkey.com/mp/school-climate-survey-template/

Recommendations:

• Which survey is recommended by CCC: After viewing several examples of pre-existing surveys with a focus on school climate and culture, a sub-committee used questions and sections from a variety of these sources to create a New Rochelle Culture & Climate Survey. The draft of the survey contains 78 questions and should take an estimated eight minutes to complete. Survey Monkey’s algorithm predicts a completion rate of approximately 78%. A sample of this survey may be found in Exhibit IV. However, it is important to note that In reading through the manual for the Department of Education Climate Survey, written by 3 professionals from the American Institutes of Research, they explain:

"Allowing end users to customize their survey administrations by modifying or deleting questions may be an attractive option to obtain maximum utility from the EDSCLS platform and surveys. However, modification or deletion of survey content could potentially affect the psychometric properties of the EDSCLS scales. Specifically, the questions that are offered in the EDSCLS are intended to produce psychometrically validated scales, and it is crucial for the statistical validity of those scales that all questions remain in the survey. The platform allows users to add questions, in the same multiple-choice form, to the end of the surveys. The platform will not provide any reporting on these additional questions, and it’s not possible to import data from additional questions into a data collection. However, users can export the data files and perform additional analysis and reporting outside of the system"

The inclusion of elementary parents and staff, but not students, should be considered as well.

Our recommendation is to consult with professionals, such as K12 Insight or the National School Climate Center, to determine the correct approach to gather the data needed while still including topics which we know are important to the New Rochelle community.

• Recommended Rollout time (And why): Ideally professional consultants will be engaged this summer/fall which would allow the survey to be sent in the first quarter of

the next school year. We would like a consultant’s suggestion as to whether or not there is a benefit to sending the survey to all stakeholders at different intervals. This will allow us to get as many respondents as possible for a wider pool of data. It may also give us an indication as to whether or not attitudes change over time.

• Recommended survey pool: Students, teachers, administrators, staff, parents

• Recommended input from shareholders: The survey was constructed so that we could gather input from all stakeholders on a variety of topics. It begins by gathering demographic information and based on the initial response built-in logic was used to direct the individual to the appropriate next step. For example, a student will be asked to indicate which school they attend, while a parent will be asked to select which school(s) their children go to. Note that the survey was also designed to work on desktops, laptops, tablets, and Mobile Phones.

• Summary of survey output and possible uses of output: The questions attempt to gather feedback on the following topics:

• Academic Preparation

• Faculty Relations and Support

• Parent Engagement

• Safety and Behavior

• School Leadership

• School Operations

• Student Support

• Tools/Technology

Ultimately the goal is to use the data from the survey to gauge the climate of our schools from the point of view of the various community shareholders (Student, Teachers, Staff, and Parents etc.). This will allow the BOE and the City to make informed decisions regarding current and future policies.

5.3 Recommendation regarding SRO

Summary of the process that led to the recommendation

Summary of guest and their presentations’ objective

March 27, 2019

Officer Bernhardt works in Westchester County and is responsible for four districts. He is the liaison with a fifth. These include: North Salem, Somers, Lakeland and Hendrick Hudson (Bedford liaison). He started to work with Lakeland in 2010 and then expanded.

Objective to explain what SROs are and how they can be implemented successfully. See details on meeting for more detail.

Conclusion: Pro the use of SROs

Ms. Cadet AP Middle School in White Plains There are two SROS in her school district. She works in the White Plains school district. One SRO in the middle school and one SRO in the high school. She is pro-instruction and not necessarily pro SRO or con SRO.

Objective to explain what SROs are and how they can be implemented successfully. See details on meeting for more detail.

Conclusion: Neutral on the use of SROs. Believes the focus should be on instruction. Less security more TA’s.

April 24, 2019

Alisse Waterston Professor and Department Chair at John Jay College of Criminal Justice, City University of New York (previously part of the Task Force) (Power Point Presentation attached seen Exhibit II)

Objective Caution against the use of SROs. Use data to drive the conversation.

Conclusion: Against the use of SROs

Mark McClain (President of the NAACP)

Objective Caution against the use of SROs. Urge the district, on behalf of the NAACP, against SROs.

Conclusion: Against the use of SROs. Wants to increase guard and provide more training.

May 31, 2019

Mr. Daniello Member of the BoE and a NYPD Officer. (Power Point Presentation attached seen Exhibit III)

Objective: Encourage the use of SROs

Conclusion: Pro SROs

Rabbi Weiner (President Inter-Religious Counsel)

Objective Caution against the use of SROs. Urge the district, on behalf of the inter-religious council, against SROs.

Conclusion: Against the use of SROs

If NO

Determine alternatives to an armed Officer

(a) Examine the use of SA's in New Rochelle.

(b) Expand NRPD Mentoring Program with an MOU in the

middle schools and high school.

(c) Nothing other than what recommended by consultant

excluding SROs.

CCC accepted definition of an SRO with cited reference as defined by NASRO (National Association of School resource Officers)

“A school resource officer, by federal definition, is a career law enforcement officer with sworn authority who is deployed by an employing police department or agency in a community-oriented policing assignment to work in collaboration with one or more schools. NASRO recommends that agencies select officers carefully for SRO assignments and that officers received at least 40 hours of specialized training in school policing before being assigned.”

SRO Options and Pathways before the Committee for recommendation to the Board of Education:

If YES

Use MOU from White Plains as guidance

MOU should allow for BOE to determine

which SRO is deployed to a school.

Implement:

(a) In NRHS

(b) In NRHS and Middle Schools

Final Recommendation ON SROs:

The issue of SROs has energized in our community and at times has been polarizing. This committee was charged with reviewing recommendation made by the task force. This issue was one we opted to study because of the interest generated by the community on both sides. As a group of professionals many of us having dedicated our lives to the teaching and support of all students we took this task seriously. Time was needed to listen, deliberate on collectively and individually and study this issue was used to ensure that the recommendations made were thoughtful and based on sound academic principals.

Final Vote:

SRO Vote Accompanying Recommendation

(3) YES

(13) NO

The final recommendation from the CCC is that no SRO be placed in any schools in the CSDNR. The CCC further offers:

Understanding that the district worked with NRPD to support a mentoring program developed by NRPD housed at the Boys and Girls Club.

o Acknowledging that an officer has been in the middle schools visiting students in the program.

o Hearing from both middle school principals that the officer (Officer Johnson) comes to the school armed and unannounced and was seen standing in the hallways and cafeteria.

o Hearing from both middle school principals that Officer Johnson is good with students and serves purpose for those who have elected to be a part of the NRPD mentoring program.

We recommend:

o The program continue to be hosted off campus until data is collected and a curriculum is presented to the superintendent for review.

o We recommend that the CSDNR continue to fund busing for students to the program.

o We recommend that officers be permitted to enter the school with an explicit MOU.

The MOU should:

o Ensure the officers used in this program be agreed to by the CSDNR in partnership with NRPD.

o Officers should have an agreed to schedule to visit the school through the principal.

o Officers should only meet with kids in the program (those who have opted in with permission from their parents/guardians) and in a separate room designated by the principal.

o Meetings with students should not be more than once a week on school grounds.

o Someone from the school and or central admin should have some idea what is being done and discussed with the officers while on school grounds.

o The officer should have no contact with students in the school that are not enrolled in the program

o There should also be language in the MOU encouraging partnership between the CSDNR and the NRPD in opportunities for young people off school grounds.

5.4 Recommendations regarding Social and Emotional Learning

No radical recommendations can be made until after the survey is complete. Once we have data it will inform what direction the CSDNR should move in and whether what we are doing not is working or not.

Until more data is collected the CDNR should continue the initiatives and work in restorative practices that have started.

5.5 Recommendations regarding the committee

Recommending the committee continues under the leadership of the new Superintendent.

o This committee will help keep issues about culture and climate current and may help think about and recommend actions in support of ESSA requirements. It will also be helpful in assessing other recommendations made by the Task Force that could not be addressed this year.

Recommended that the district teachers and administrates remain on this committee

o Trust takes time to build

o Many of the conversations are rolling over from this year. Members who wish not to continue will be replaced.

Exhibit I

Restorative CircleJanuary 30, 2019

Culture & Climate Committee

1. Respect the talking piece: everyone listens; everyone has a turn

2. Speak from the heart: Your truth, your perspectives, and your

experiences

3. Listen from the heart: Let go of stories that make it hard to hear each

other

4. Trust that you will know what to say: No need to rehearse

5. Say just enough: Without feeling Rushed, be concise and considerate of

the time of others

Restorative

Circle Guidelines:

Introduction to the Circle

Drop a pebble in the water:

just a splash, and it is gone; But there’s half-a-hundred ripples Circling on and on and on, Spreading, spreading from the center,

flowing on out to the sea. And there is no way of telling where the end is going to be. Drop a pebble in the water: in a minute you

forget, But there’s little waves a-flowing, and there’s ripples circling yet, And those little waves a-flowing to a great big wave have

grown; You’ve disturbed a mighty river just by dropping in a stone. Drop an unkind word, or careless: in a minute it is gone; But

there’s half-a-hundred ripples circling on and on and on. They keep spreading, spreading, spreading from the center as they go, And

there is no way to stop them, once you’ve started them to flow. Drop an unkind word, or careless: in a minute you forget; But

there’s little waves a-flowing, and there’s ripples circling yet, And perhaps in some sad heart a mighty wave of tears you’ve stirred,

And disturbed a life was happy ere you dropped that unkind word. Drop a word of cheer and kindness: just a flash and it is gone;

But there’s half-a-hundred ripples circling on and on and on, Bearing hope and joy and comfort on each splashing, dashing wave

Till you wouldn’t believe the volume of the one kind word you gave. Drop a word of cheer and kindness: in a minute you forget;

But there’s gladness still a-swelling, and there’s joy circling yet, And you’ve rolled a wave of comfort whose sweet music can be

heard Over miles and miles of water just by dropping one kind word.

~By James W. Foley

Prompts for Culture & Climate Committee Restorative Dialogue:

How do we treat each other and our students? How do our actions today

influence others in the future?

“Our language as educators and parents reflects and shapes not only how we see others but also how they ultimately see

themselves. When our words convey faith and optimism, we are more likely to hold high expectations for students, and they

are more likely to live up to them.” The words we chooses when communicating expectations to a class or individual student

show whether we are critiquing what is or cultivating what can be.

Final Circle:

Prompts for Deeper Sense of Community for Culture & Climate Committee:

Explain your will and commitment to educate every child. Are there areas you

need help or can help your colleagues /community members address in a positive

non-blaming manner?

Exhibit II

WHAT THE DATA SAY

School Resource Officers

WHAT THE DATA SAY

School Resource Officers

Alisse Waterston, Ph.D.Presidential Scholar, Professor and Department Chair

John Jay College of Criminal Justice

City University of New York

Presentation to:

New Rochelle BoE Climate & Culture Committee

April 24, 2019

Task Force on the Reduction of Violence

in the Lives of Children & Youth

Based on what evidence?

My Request to this Audience

WHAT THE DATA SAY

Understanding Violence: Frameworks

Interpersonal violence: direct action; person to person. Visible

Structural violence: Systemic = Barriers limiting individuals’ ability to fulfill their potential. Resource and social inequities. Invisible

WHAT THE DATA SAY

References: On ViolenceGaltung, Johan. "Violence, peace, and peace

research." Journal of peace research 6.3 (1969):

167-191.

Rylko-Bauer, Barbara, and Paul Farmer.

"Structural violence, poverty, and social

suffering." The Oxford handbook of the social

science of poverty (2016): 47-75.

WHAT THE DATA SAYOn School Violence

Mass School Shootings

In the 20th century, 22 mass school shootings in the United States.

In the 21st century (to 2018), 13 mass school shootings in the United States.

The 21st century shootings to date have resulted in 67 deaths cf. 55 for all of the 20th century.

Perpetrators: majority white males (88% in 20th century; 85% in 21st century)

source on next slide

WHAT THE DATA SAY

On Mass School Shootings, source

Katsiyannis, Antonis, Denise K. Whitford, and

Robin Parks Ennis. "Historical examination of

United States intentional mass school shootings in

the 20th and 21st centuries: Implications for

students, schools, and society." Journal of Child and

Family Studies 27.8 (2018): 2562-2573.

WHAT THE DATA SAYOn Gun Violence

[Visible Violence]

Access to guns is best predictor of gun deaths.

Armed guards or citizens do not reduce death or injury in mass shoots.

Cases of mass shootings at schools with armed police officers show they have not and are unlikely to prevent a mass shooting or decrease the fatalities associated with such an event.

sources on Slide 11

WHAT THE DATA SAYOn Gun Violence

A 2019 article “School Firearm Violence Prevention Practices & Policies”

offers a comprehensive review of school-based practices.

Conclusions:

Hundreds of millions of dollars spent on security measures.

No evidence these measures diminish firearm violence in

schools.

The measures do create a false sense of security.

sources on Slide 11

WHAT THE DATA SAYOn Gun Violence

2019 article “School Firearm Violence Prevention Practices & Policies” offers

a comprehensive review of school-based practices

Recommendations: School systems need to engage in:

Research for evidence-based practices.

Policy advocacy to address state firearm laws.

Expanding mental health services and cost-effective

interventions for reducing violence (e.g., bullying, peer

mediation, conflict resolution, etc.).

sources on next slide

WHAT THE DATA SAYOn Gun Violence, sources

Jonson, Cheryl Lero. "Preventing school shootings: The effectiveness of safety measures." Victims & Offenders 12.6 (2017): 956-973.

Lemieux, Frederic. "Effect of gun culture and firearm laws on gun violence and mass shootings in the United States: A multi-level quantitative analysis." International Journal of Criminal Justice Sciences 9.1 (2014)

Madfis, Eric. The risk of school rampage: Assessing and preventing threats of school violence. Springer (2014).

Price, James H., and Jagdish Khubchandani. "School firearm violence prevention practices and policies: Functional or folly?." Violence and Gender (2019):1-14.

WHAT THE DATA SAYOn School Violence

School interpersonal violence presents in many forms, from

verbal or emotional harm to targeted or random physical

attacks or assaults with or without a weapon, and more.

Since the late 1990s, school violence in general has declined.

These data parallel the overall trend: violent crime in the US

has declined in the same period.

sources on Slide 14

WHAT THE DATA SAYOn School Violence

Media portrayal of violence in schools depictsschool-based violence as epidemic, portrayingschools as unsafe and dangerous places

Political rhetoric invokes fear and danger

sources on next slide

WHAT THE DATA SAY

On School Violence, sources

Barnett-Ryan, Cindy, Lynn Langton, and Michael Planty. "The nation’s two crime measures." US Department of Justice, Washington, DC (2014).

Cuellar, Matthew J. "School safety strategies and their effects on the occurrence of school-based violence in US high schools." Journal of School Violence 17.1 (2018): 28-45.

Musu, Lauren, et al. "Indicators of school crime and safety: 2018." (2019). US Department of Education.

Musu-Gillette, Lauren, et al. "Indicators of school crime and safety: 2017." (2018). US Department of Education.

Shapiro, Harvey, ed. The Wiley handbook on violence in education: Forms, factors, and preventions. John Wiley & Sons (2018).

WHAT THE DATA SAYResponses to Actual and Perceived School Violence

Parents and School Personnel:

Fear & Panic

Policy Makers:

Heightened Surveillance & Security (including SROs)

Positive Behavior Interventions and Supports (PBIS)

WHAT THE DATA SAYSROs: School Resource Officers

What is an SRO? A law enforcement officer with sworn authority who is employed by a local police department or sheriff ’s agency in a policing assignment in a school.

SRO responsibilities, like those of regular police officers, is to make arrests, respond to calls for service, and document incidents that occur within their jurisdiction.

Beyond law enforcement, SROs may serve as educators, emergency managers, and informal counselors: the law enforcer (50%), the “counselor” (25%), the “law-related educator” (13%); 12% “other.”

Sources on Slide 18

WHAT THE DATA SAYSROs: School Resource Officers

Question: Are SROs usually armed?

Answer: Yes. A school resource officer is a commissioned, sworn law enforcement officer, not a “security guard.” Except in local jurisdictions that prohibit SROs to carry firearms in schools, SROs are armed. They are issued and carry all the same equipment police officers have on any other law enforcement assignment.

sources on next slide

WHAT THE DATA SAY

On School Resource Officers, sourcesCommunity Oriented Policing Services COPS. US Department of Justice.

James, Nathan, and Gail McCallion. "School resource officers: Law

enforcement officers in schools." Congressional Research Service, June 26

(2013).

Merkwae, Amanda. "Schooling the police: Race, disability, and the

conduct of school resource officers." Michigan Journal of Race & Law 21

(2015): 147-181.

National Association of School Resource Officers. Frequently Asked

Questions.

WHAT THE DATA SAYSROs: School Resource Officers

Question: Do people know that SROs are armed police officers?

My speculation: Some do know; many people do not know.

My view: Need to use language that does not obscure information—that is transparent. This will help stakeholders have the information they need, and will protect police officers on whom are placed unfair burden of misrepresentation.

WHAT THE DATA SAY

SROs and Efficacy

Do SROs increase student safety?

In other words, are they effective?

WHAT THE DATA SAYSROs and Efficacy

No evidence that presence of SROs effects a decrease in crime.

No objective crime reduction outcome

sources on Slides 27-28

WHAT THE DATA SAYSROs and Perception of Efficacy

Presence of SROs=Adults (administrators and parents) perceive improved safety

Presence of SROs=Students do not perceive improved safety; they do perceivelack of due process in punishment

sources on Slides 27-28

WHAT THE DATA SAYDocumented Consequences of SROs in Schools:

[1]The doubling of the rate of referrals to lawenforcement for the most common misbehavior bystudents in schools—fighting (in legal terms,“simple assault without a weapon”) and disorderlyconduct.

Students at schools with a SRO presence are fivetimes more likely to be arrested for disorderlyconduct, with over 10,000 prosecutions of youngpeople under the so-called ‘disturbing schools’ lawsevery academic year.

Sources on Slides 27-28

WHAT THE DATA SAYDocumented Consequences of SROs in Schools:

[2]Disciplinary situations redefined as criminal justiceproblems rather than social, psychological, oracademic problems.

Accordingly, increases the likelihood that studentsare arrested at school.

sources on Slides 27-28

WHAT THE DATA SAYDocumented Consequences of SROs in Schools:

[3]Criminalizing traditional school disciplinaryissues exacerbates the school-to-prison pipeline, aform of structural violence.

sources on Slides 27-28

WHAT THE DATA SAYDocumented Consequences of SROs in Schools:

[4]Students of color and students with disabilities aredisproportionately funneled into the criminal justicesystem (the school to prison pipeline), a form ofstructural violence.

sources on next slides

WHAT THE DATA SAYConsequences of SROs in schools, sources

Bleakley, Paul, and Cindy Bleakley. "School resource officers, ‘Zero Tolerance’ and the enforcement of compliance in the American education system." Interchange 49, no. 2 (2018): 247-261.

Bracy, Nicole L. “Student perceptions of high-security school environments.” Youth and Society Vol 43, no. 1 (2011): 365-395.

George, Janel. "Populating the pipeline: School policing and the persistence of the school-to-prison pipeline." Nova Law Review 40 (2015): 493-536.

Henning, Kristin. "The challenge of race and crime in a free society: The racial divide in fifty years of juvenile justice reform." George Washington Law Review 86 (2018): 1604-1666.

Hirschfield, P. J. (2008). Preparing for prison? The criminalization of school discipline in the USA. Theoretical Criminology, 12(1): 79–101.

Jackson, Arrick. “Police school resource officers’ and students’ perception of the police and offending." Policing: An International Journal of Police Strategies & Management, Vol. 25 Issue: 3 (2002): 631-650.

James, Nathan, and Gail McCallion. "School resource officers: Law enforcement officers in schools." Congressional Research Service, June 26 (2013).

WHAT THE DATA SAYConsequences of SROs in schools, sources

Jonson, Cheryl Lero. "Preventing school shootings: The effectiveness of safety measures." Victims & Offenders 12.6 (2017): 956-973.

Merkwae, Amanda. "Schooling the police: Race, disability, and the conduct of school resource officers." Michigan Journal of Race & Law 21 (2015): 147-181.

McNeal, Laura R. "Managing our blind spot: The role of bias in the school-to-prison pipeline." Arizona State Law Journal 48 (2016): 285-311

Na, Chongmin, and Denise C. Gottfredson. "Police officers in schools: Effects on school crime and the processing of offending behaviors." Justice Quarterly 30.4, (2013): 619-650.

Nowicki, Jacqueline M. "K-12 Education: Discipline disparities for black students, boys, and students with disabilities. Report to Congressional Requesters. GAO-18-258." US Government Accountability Office (2018).

Ryan, Joseph B., et al. "The growing concerns regarding school resource officers." Intervention in School and Clinic 53.3 (2018): 188-192.

Theriot, Matthew T. "School resource officers and the criminalization of student behavior." Journal of Criminal Justice 37, no. 3 (2009): 280-287.

WHAT THE DATA SAYOther Issues and Concerns:

Training of SROs:Length? Depth? Type? No national standards; short term (e.g., 40 hours; equivalent to 5 days)

Costly Practice / Financial Incentive: Federal government COPS program awarded more than $750 million to local police departments for SROs (1999-2008).

Note: There are an estimated 14,000-20,000 SROs, which has grown exponentially since the 1990s

WHAT THE DATA SAYConclusions

To reduce violence in the lives of children & youth:

School officials should not give in topolitical pressures to ‘‘do something’’ whenthat ‘‘something’’ is likely to be ineffectiveand wasteful of limited school resources.

Sources on Slide 35

WHAT THE DATA SAYConclusions

Intuitive appeal of SROs is notjustification for implementing them inthe schools.

Sources on Slide 35

WHAT THE DATA SAYConclusions

To reduce violence in the lives of children & youth:

Administrators need to avoid rash decisionsthat result in the implementation ofineffective and potentiallycounterproductive measures just to dosomething. Difficult to impossible to turnback from such a policy action.

sources on Slide 35

WHAT THE DATA SAYConclusions

To reduce violence in the lives of children & youth:

There are many school-based programs andpractices that have been demonstrated in high-quality research to enhance school safety. Manyof these effective practices (including identifyingand addressing needs of the most vulnerable or“at risk” students) are also known to be cost-effective. Schools can make more extensive use ofthese non-SRO programs. Resources need to bedirected at these programs.

sources on Slide 35

WHAT THE DATA SAYConclusions

To reduce violence in the lives of children & youth:

Taking school safety seriously requires schoolofficials rely on an evidence-based approach todevelop policies and procedures that will notonly keep our schools safe but also maintain anenvironment conducive to learning.

Our students, staff, and faculty merit this investment.

sources on Slide 35

WHAT THE DATA SAYConclusions, sources

Jafarian, Mahsa and Vidhya Ananthakrishan. Just kids: When misbehaving is a crime. Vera Institute of Justice. August (2017).

Jonson, Cheryl Lero. "Preventing school shootings: The effectiveness of safety measures." Victims & Offenders 12.6 (2017): 956-973.

Katsiyannis, Antonis, Denise K. Whitford, and Robin Parks Ennis. "Historical examination of United States intentional mass school shootings in the 20th and 21st centuries: Implications for students, schools, and society." Journal of Child and Family Studies 27.8 (2018): 2562-2573.

Na, Chongmin, and Denise C. Gottfredson. "Police officers in schools: Effects on school crime and the processing of offending behaviors." Justice Quarterly 30.4, (2013): 619-650.

Price, James H., and Jagdish Khubchandani. "School firearm violence prevention practices and policies: Functional or folly?." Violence and Gender (2019):1-14.

WHAT THE DATA SAY

Final Recommendation:

Study Holistic Approaches

Examine

What the Data SayYou might start with this April 2019 source:

King, Sanna, and Nicole L. Bracy. "School security in the post-

Columbine era: Trends, consequences, and future directions."

Journal of Contemporary Criminal Justice (2019):1-22.

1

What the Data Say: Bibliography Prepared by Alisse Waterston, Ph.D., Presidential Scholar, Professor and Chair John Jay College of Criminal Justice, City University of New York Prepared for: Culture and Climate Committee, New Rochelle Board of Education April 24, 2019 presentation: What the Data Say: School Resource Officers (SROs) Barnett-Ryan, Cindy, Lynn Langton, and Michael Planty. "The nation’s two crime measures." US Department of Justice, Washington, DC (2014). Bleakley, Paul, and Cindy Bleakley. "School Resource Officers, ‘Zero Tolerance’ and the Enforcement of Compliance in the American Education System." Interchange 49, no. 2 (2018): 247-261. Bracy, Nicole L. “Student Perceptions of High-Security School Environments.” Youth and Society Vol 43, no. 1 (2011): 365-395. Colombi, Greta, and David Osher. "Advancing school discipline reform." Education Leaders Report 1, no. 2 (2015): 1-24. http://www.air.org/sites/default/files/downloads/report /Advancing-School-Discipline-Reform-Sept-2015.pdf Community Oriented Policing Services COPS. US Department of Justice. https://cops.usdoj.gov/supportingsafeschools Cuellar, Matthew J. "School safety strategies and their effects on the occurrence of school-based violence in US high schools." Journal of School Violence 17.1 (2018): 28-45. Galtung, Johan. "Violence, peace, and peace research." Journal of peace research 6.3 (1969): 167-191. George, Janel. "Populating the Pipeline: School Policing and the Persistence of the School-to-Prison Pipeline." Nova Law Review 40 (2015): 493-536. Henning, Kristin. "The Challenge of Race and Crime in a Free Society: The Racial Divide in Fifty Years of Juvenile Justice Reform." George Washington Law Review 86 (2018): 1604-1666.

2

Hirschfield, P. J. (2008). Preparing for prison? The criminalization of school discipline in the USA. Theoretical Criminology, 12(1): 79–101. Jackson, Arrick. “Police School Resource Officers’ and Students’ Perception of the Police and Offending." Policing: An International Journal of Police Strategies & Management, Vol. 25 Issue: 3 (2002): 631-650. Jafarian, Mahsa and Vidhya Ananthakrishan. Just Kids: When Misbehaving Is a Crime. Vera Institute of Justice August (2017). Online only: https://www.vera.org/when-misbehaving-is-a-crime James, Nathan, and Gail McCallion. "School resource officers: Law enforcement officers in schools." Congressional Research Service, June 26 (2013). Jonson, Cheryl Lero. "Preventing school shootings: The effectiveness of safety measures." Victims & Offenders 12.6 (2017): 956-973. Katsiyannis, Antonis, Denise K. Whitford, and Robin Parks Ennis. "Historical Examination of United States Intentional Mass School Shootings in the 20th and 21st Centuries: Implications for Students, Schools, and Society." Journal of Child and Family Studies 27.8 (2018): 2562-2573. King, Sanna, and Nicole L. Bracy. "School Security in the Post-Columbine Era: Trends, Consequences, and Future Directions." Journal of Contemporary Criminal Justice (2019): 1043986219840188. Lemieux, Frederic. "Effect of Gun Culture and Firearm Laws on Gun Violence and Mass Shootings in the United States: A Multi-Level Quantitative Analysis." International Journal of Criminal Justice Sciences 9.1 (2014). Madfis, Eric. The risk of school rampage: Assessing and preventing threats of school violence. Springer (2014). McNeal, Laura R. "Managing our blind spot: The role of bias in the school-to-prison pipeline." Arizona State Law Journal 48 (2016): 285-311.

3

Merkwae, Amanda. "Schooling the police: Race, disability, and the conduct of school resource officers." Michigan Journal of Race & Law 21 (2015): 147-181. Musu, Lauren, et al. "Indicators of school crime and safety: 2018." (2019). US Department of Education. Musu-Gillette, Lauren, et al. "Indicators of school crime and safety: 2017." (2018). US Department of Education. Na, Chongmin, and Denise C. Gottfredson. "Police officers in schools: Effects on school crime and the processing of offending behaviors." Justice Quarterly 30.4 (2013): 619-650. National Association of School Resource Officers. Frequently Asked Questions. https://nasro.org/ Nowicki, Jacqueline M. "K-12 Education: Discipline Disparities for Black Students, Boys, and Students with Disabilities. Report to Congressional Requesters. GAO-18-258." US Government Accountability Office (2018). Price, James H., and Jagdish Khubchandani. "School Firearm Violence Prevention Practices and Policies: Functional or Folly?." Violence and Gender (2019): 1-14. Ryan, Joseph B., et al. "The growing concerns regarding school resource officers." Intervention in School and Clinic 53.3 (2018): 188-192. Rylko-Bauer, Barbara, and Paul Farmer. "Structural violence, poverty, and social suffering." The Oxford handbook of the social science of poverty (2016): 47-75 Shapiro, Harvey, ed. The Wiley Handbook on Violence in Education: Forms, Factors, and Preventions. John Wiley & Sons, 2018. Theriot, Matthew T. "School resource officers and the criminalization of student behavior." Journal of Criminal Justice 37, no. 3 (2009): 280-287.

Exhibit III

School Resource Officer Presentation

What is a School Resource Officer?

A School Resource Officer, by federal definition, is a career Law Enforcement Officer with sworn authority, who is deployed by an employing police department or agency in a community policing assignment to work in collaboration with one or more schools.

What would appropriate roles of School Resource Officers be?

Drug Awareness and Substance Abuse.

Bullying Prevention.

School Safety and Threat Assessment.Mentoring and Problem Solving.

Involvement in…Fostering a Climate of Respect and Trust.

Build POSITIVE relationships and communication with ALLstudents and families.

Assist Administration in completing Violent and Disruptive Incident Reporting(VADIR).

What evidence exists that School Resource Officers are valuable?

Prevention or minimization of

property damage in the school

and surrounding areas.

Prevention of student injuries and even death due to bullying, violence and drug overdoses.

Reduction of the need for schools to call 911.

Increase in the feeling of safety

among students and staff.

Increase the likelihood that students with mental health issues will get the help they need from the social service and health care systems.

Reduction of the likelihood that a

student will get a criminal record.

National Public School Crime Statistics

1. Violent incidents Include physical attack or fight without a weapon and threat of physical attack without a weapon.

2. Serious violent Incidents include rape, sexual assault other than rape, physical attack or fight with a weapon, threat of physical attack with a weapon, and robbery with or without a weapon.

3. Theft or larceny This includes pocket picking, stealing a purse or backpack (if left unattended or no force was used to take it from owner), theft from a building, theft from a motor vehicle or motor vehicle parts or accessories, theft of a bicycle, theft from a vending machine, and all other types of thefts. Taking items worth over $10 without any personal confrontation.

Rate of nonfatal victimization against students

ages 12–18 per 1,000 students, 1992 through 2017

Indicators of School Crime and Safety: 2017US Department of Justicehttps://www.bjs.gov/content/pub/pdf/iscs17.pdf

National Public School Crime Statistics

National CenterEducational Statistics

1. Violent incidents Include physical attack or fight without a weapon and threat of physical attack without a weapon.

2. Serious violent Incidents include rape, sexual assault other

than rape, physical attack or fight with a weapon, threat of physical attack with a weapon, and robbery with or without a weapon.

3. Theft or larceny This includes pocket picking, stealing a purse or backpack (if left unattended or no force was used to take it from owner), theft from a building, theft from a motor vehicle or motor vehicle parts or accessories, theft of a bicycle, theft from a vending machine, and all other types of thefts.

Taking items worth over $10 without any personal confrontation.

4. Other incidents Include possession of a firearm or explosive device; possession of a knife or sharp object; distribution, possession, or use of illegal drugs or alcohol; inappropriate distribution, possession, or use of prescription drugs; and vandalism.

1.4

Million

Crimes

449,000

Crimes

Indicators of School Crime and Safety: 2017US Department of Justicehttps://www.bjs.gov/content/pub/pdf/iscs17.pdf

Local Crime Incidents NRHS and WPHS

New Rochelle High school2017Incidents - 28Arrests - 2

2018Incidents - 15Arrests - 3

2019Incidents - 19Arrests - 5No arrests on school property, arrests made after a follow up investigation. Others were NON-Criminal or closed due to victims choosing not to purse.Report from NRPD Youth Detectives.

White Plains High school2017Incidents - 6Arrests - 1

2018Incidents - 7Arrests - 1

2019Incidents - 6Arrests – 1No arrests on school property, arrests made after a follow up investigation. Others were NON-Criminal or closed due to victims choosing not to purse.Report from WPPD Detectives.

When school discipline

is handled by Police

Departments.

NYS PL 240.20 Disorderly conduct

A person is guilty of disorderly conduct when, with intent to cause public

inconvenience, annoyance or alarm, or recklessly creating a risk thereof:

1. Engages in fighting or in violent, tumultuous or threatening behavior; or

2. Makes unreasonable noise; or

3. In a public place, A person uses abusive or obscene language, or makes an

obscene gesture; or

4. Without lawful authority, A person disturbs any lawful assembly or meeting of

persons; or

5. Obstructs vehicular or pedestrian traffic; or

6. Congregates with other persons in a public place and refuses to comply with a

lawful order of the police to disperse; or

7. Creates a hazardous or physically offensive condition by any act which serves

no legitimate purpose.

Do School Resource Officers contribute to a school-to-prison pipeline?

No!SROs who follow National Association of School Resource Officers (NASRO) do not arrest students for disciplinary

issues. DISORDERLY CONDUCT

SROs help troubled students avoid involvement with the juvenile justice system.

Serious crimes in schools throughout the U.S. fell during a

period when the proliferation of SROs increased.

(https://www.bjs.gov/content/pub/pdf/iscs17.pdf)

Do School Resource Officers contribute to a school-to-prison pipeline?

Only when a school district manifest itself in the criminalization of adolescent

behavior. The School to Prison Pipeline, Explained http://www.justicepolicy.org/news/8775

NY Raise The Age Implementation – Starting October 1, 2019 criminal responsibility will be raised to 18.

Adolescent Offender will be 16 and 17 years old that commit felony level crimes.

Where school discipline is delegated to SROs and police

departments, rather than being handled internally by school administration. The School to Prison Pipeline, Explained http://www.justicepolicy.org/news/8775

Proper Implementation of a School Resource Officer Program.

A Clear and Concise Memorandum of Understanding(MOU) is Essential.

Roles of the SRO that should be defined are:• Mentor• Informal Counselor• Teacher• Law enforcement officer

Prohibit SROs from becoming involved in formal

school discipline of students. That is the

responsibility of the School Administrators.

Clearly defined roles in the district’s Code of Conduct.

Officers Must Volunteer and be trained for the position of School Resource Officer.

Include a school administrator or superintendent in the SRO selection process.

Proper Implementation of a School Resource Officer Program.

National Association of School Resource Officers (NASRO) includes extensive information on the topic of Children with Special Needs.

SROs understand how special needs children and their behaviors are different from those who do not have special needs.

It also provides SROs with information on special education laws, regulations and policies, including the Individualized Education Program (IEP) document that schools create for each special education student.

White Plains CSD and White Plains DPS MOU

Graduation Rates NRHS and WPHS

New Rochelle 2018ALL STUDENTS

GRAD RATE Regents with Adv. Des.

643 238

78% 29%

Regents Diploma Local Diploma

354 51

43% 6%

White Plains 2018ALL STUDENTS

GRAD RATE Regents with Adv. Des.

470 206

86% 38%

Regents Diploma Local Diploma

237 27

43% 5%

https://data.nysed.gov/gradrate.php?year=2018&instid=800000034913https://data.nysed.gov/gradrate.php?year=2018&instid=800000035159

How should School Resource Officers respond to active shooter incidents?

School Resource Officers move directly to the threat, as quickly as possible

and then to neutralize the threat to prevent further injury or loss of life.

What Is The Average Police Response Time To An Active Shooter Event?

Unfortunately, active shooter situations have become far too common. Because of this, police departments have made this an extremely high priority, and

response times average 3 minutes around the country.

That response time is for the first unit to arrive in the parking lot. Now add the time to enter the building and find the threat.

Center for Homeland Defense and Security K – 12 School Shooting Database March 2019

Approximately 725

between 13 and 19

1,373 Reported School Shootings

Center for Homeland Defense and Security K – 12 School Shooting Database March 2019

1,373 Reported School Shootings

References

National Association of School Resource Office Manualhttps://nasro.org/cms/wp-content/uploads/2013/11/NASRO-To-Protect-and-Educate-nosecurity.pdf

Emerging Models for Police Presence in Schoolshttps://educationalequity.org/sites/default/files/documents/emerging_models_for_school_resource_officers_final.pdf

U. S. Department of Justice Office of Community Oriented Policing Services www.cops.usdoj.gov

School Resource Officers: Law Enforcement Officers in Schools Nathan James Analyst in Crime Policy Gail McCallionSpecialist in Social Policy June 26, 2013

US Department Homeland Security Making Schools Safer https://www.secretservice.gov/data/protection/ntac/ntac_saferschoolsmay2013.pdf

ASU Assigning Police Officers to Schools https://popcenter.asu.edu/content/assigning-police-officers-schools-0

School Resource Officers Seeing Resultshttps://www.educationworld.com/a_issues/issues/issues214.shtml

Indicators of School Crime and Safety: 2017https://www.bjs.gov/content/pub/pdf/iscs17.pdf

Indicators of School Crime and Safety: 2017https://nces.ed.gov/programs/crimeindicators/ind_02.asp

K – 12 School Shooting Database: Research Methodology

https://www.chds.us/ssdb/resources/uploads/2018/10/Intro-and-Methodology-K-12-SSDB.pdf

The School to Prison Pipeline, Explained

http://www.justicepolicy.org/news/8775

To Protect and Educate: The School Resource Officer and the Prevention of Violence in School.

School resource officers and armed school employeeshttps://www.researchgate.net/publication/272025402_Law_enforcement_executive_and_principal_perspectives_on_school_safety_measures_School_resource_officers_and_armed_school_employees_Article_information

Understanding and assessing school police officers: A conceptual and methodological comment http://youthjusticenc.org/download/education-justice/school-policing-security/Understanding%20and%20Assessing%20School%20Police%20Officers_%20A%20Conceptual%20and%20Methodological%20Comment.pdf

https://thepsyoflifeblog.com/2018/05/19/with-the-santa-fe-school-shooting-2018-ties-record-for-

most-school-shootings-in-one-year/

Exhibit IV

APPENDIX XYZ

Exhibit V

Exhibit V

For Social/Emotional Learning for 2018-2019

Year One Outcomes: Elementary Schools

1. Social/Emotional Curriculum (Rethink) Individualized Implementation Plans for Elementary Schools tied to PBIS

2. Staff Introductions and Training on Social/Emotional Strategic for Adults & Students 3. Monthly PBIS Meetings to Monitor Implementations 4. Quarterly Administrator Meetings 5. Social/Emotional Curriculum (Rethink) Roll-Out 6. Staff Climate Surveys for All Educators Conducted 7. Building Wide SEL Observation Walkthrough Checklists 8. Four Schools Piloting Incident Reporting Data Tracker 9. Parents/Caregivers Workshops on SEL Strategies 10. Lunch Monitor and Safety Officers Training SEL 11. Mindfulness Professional Development

Year One Outcomes: Middle Schools

1. Social/Emotional Curriculum (Rethink) Individualized Implementation Plans incorporated into:

ALMS: Home and Careers Classes

IEYMS: Advisory Periods for 6th graders

Health Classes 2. Staff Introductions and Training Complete for Social Emotional Curriculum 3. Quarterly Administrator Meetings to Continue Implementation Planning 4. Safe School Ambassador Program (anti-bullying up-stander program) 5. Restorative Practices Introduction to Staff 6. Restorative Circles training 7. Safe School Ambassador Training

Year One Outcomes: High School

1. Social/Emotional Curriculum (Rethink) SEL Incorporated into Health Classes per Health Coordinator

2. Staff Introductions delivered via Health Coordinator 3. Monthly PBIS Meetings to Monitor Implementations 4. Safe School Ambassadors 5. Restorative Practices Introduction

District-wide Community:

-Restorative Practices – started Jan. 29, 2019 -Parent Workshop dated Jan. 7, 2019 -Town Hall dated Nov. 14, 2018 -NewRo Connects /School/City Partnership dated March 21, 2019

Glossary

Definitions of common terms: Restorative Justice - a philosophy, set of principles and practices that help adults and young people to

both understand and respond to conflict.

Restorative Practices- an approach schools can use to improve school climate and reduce discipline

disparities. The focus is on building relationships and creating community to prevent harm, to repair

harm and address the needs of all people impacted by the harm Restorative practice can serve as a

valuable tool to help student’s process nonviolent misbehavior. Effective restorative justice

programming does not remove penalties. Students may do an alternative suspension placement and

complete constructive assignments that help them to learn from the incident,

Restorative Circles: Although this practice is most commonly used to address student discipline issues,

restorative circles are equally important in proactively building relationships and community, through

which students build the skills needed to support one another and collectively address the challenges

they face. Circles can be used to explore systemic underlying forces and can help students better

understand their situation. It can be a useful starting point for students to become more active

themselves. In turn, action and activism inspire hope, connection, and healing.

School Resource Officer: A school resource officer, by federal definition, is a career law enforcement officer with sworn authority who is deployed by an employing police department or agency in a community-oriented policing assignment to work in collaboration with one or more schools. NASRO recommends that agencies select officers carefully for SRO assignments and that officers received at least 40 hours of specialized training in school policing before being assigned