MEMORANDUM OF UNDERSTANDING

BY AND BETWEEN

Shaler Township Police Department (Law Enforcement Authority )

and

Shaler Area School District (School Entity)

__________June 30, 2015_______

(Date)

I. Joint Statement of Concern

A. Parties

The following Law Enforcement Authority or Authorities enter into and agree to adhere to the

policies and procedures contained in this Memorandum of Understanding (hereinafter

“Memorandum”): Shaler Township Police Department

The following School Entity or Entities enter into and agree to adhere to the policies and procedures

contained in this Memorandum: Shaler Area School District

B. The purpose of this Memorandum is to establish procedures to be followed when certain specific

incidents - described in Section II below - occur on school property, at any school sponsored activity

or on any public conveyance providing transportation to or from a school or school sponsored

activity, including but not limited to a school bus.

C. It is further the purpose of this Memorandum to foster a relationship of cooperation and mutual

support between the parties hereto as they work together to maintain the physical security and safety

of the School Entity. Thus, the School Entity may disclose personally identifiable information from

an educational record of a student to the Law Enforcement Authority if a health or safety emergency

exists and knowledge of that information is necessary to protect the health or safety of the student or

other individuals. In determining whether a health or safety emergency exists, the School Entity

may take into account the totality of the circumstances pertaining to a threat to the health or safety of

a student or other individuals. If the School Entity determines that there is an articulable and

significant threat to the health or safety of a student or other individuals, it may disclose information

from education records to the Law Enforcement Authority, if knowledge of that information is

necessary for the Law Enforcement Authority to protect the health or safety of the student or other

individuals. The School Entity must record the articulable and significant threat to the health or

safety of a student or other individuals so that it can demonstrate - to parents, students and the

Family Policy Compliance Office - what circumstances led it to determine that a health or safety

emergency existed and why the disclosure was justified.

D. Priorities of the Law Enforcement Authority

1. Investigate all incidents reported to have occurred on school property, at any school sponsored

activity or on any public conveyance providing transportation to or from a school or school

sponsored activity, including but not limited to a school bus. The investigation of all reported

incidents shall involve as little disruption of the school environment as is practicable.

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2. Identify those responsible for the commission of the reported incident and, where appropriate,

apprehend and prosecute those individuals. Identification and apprehension procedures shall

involve as little disruption of the school environment as is practicable.

3. Assist the School Entity in the prevention of the incidents described in Section II of this

document.

E. Priorities of the School Entity

1. Create safe learning environments, which support each student’s well-being and opportunities to

reach their full potential while balancing and protecting the rights of all students.

2. Establish and maintain cooperative relationships with the Law Enforcement Authority in the

reporting and resolution of all incidents described in Section II of this document.

3. Foster partnerships with the Law Enforcement Authority for the education and guidance of

students to create a school climate and knowledge base conducive to learning and personal

growth.

4. Provide the Law Enforcement Authority with all relevant information and required assistance in

the event of a reported incident.

F. Legal Authority

1. The parties to this Memorandum enter into this agreement in accordance with the provisions of

the act of March 10, 1949 (P.L. 30, No. 14), as amended, 24 P.S. §§13-1301-A et seq.

(hereinafter “Safe Schools Act”), requiring all school entities to develop a memorandum of

understanding with local law enforcement which sets forth procedures to be followed when an

incident involving an act of violence or possession of a weapon, as further specified in Section II

of this document, by any person occurs on school property. Law enforcement protocols shall be

developed in cooperation with local law enforcement and the Pennsylvania State Police. 24 P.S.

§13-1303-A(c).

2. In so recognizing this legal authority, the parties acknowledge their respective duties pursuant to

the Safe Schools Act and hereby agree to support and cooperate with one another in carrying out

their joint and several responsibilities thereunder.

II. Notification of Incidents to Law Enforcement

A. Mandatory Notification

The School Entity shall immediately report by the most expeditious means possible to the Law

Enforcement Authority the occurrence of any of the following incidents occurring on school

property, at any school sponsored activity or on any public conveyance providing transportation to

or from a school or school sponsored activity, including but not limited to a school bus:

1. The following offenses under 18 Pa. C.S (relating to crimes and offenses):

a. Section 908 (relating to prohibited offensive weapons).

b. Section 912 (relating to possession of weapon on school property).

i. As used in this Memorandum “weapon” shall include, but not be limited to, any knife,

cutting instrument, cutting tool, nunchaku, firearm, shotgun, rifle, metal knuckles, billy

club, blackjack, grenade, incendiary device and any other tool, instrument or implement

capable of inflicting serious bodily injury.

ii. This reporting requirement does not apply to a weapon which is: (a) used, as part of a

school-approved program, by an individual who is participating in the program; or (b)

an unloaded weapon possessed by an individual while traversing school property for

the purpose of obtaining access to public or private lands used for lawful hunting if the

entry on school premises is authorized by school authorities.

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c. Chapter 25 (relating to criminal homicide).

d. Section 2701 (relating to simple assault).

e. Section 2702 (relating to aggravated assault).

f. Section 2706 (relating to terroristic threats).

g. Section 2709 (relating to harassment).

h. Section 2709.1 (relating to stalking).

i. Section 2901 (relating to kidnapping).

j. Section 2902 (relating to unlawful restraint).

k. Section 3121 (relating to rape).

l. Section 3122.1 (relating to statutory sexual assault).

m. Section 3123 (relating to involuntary deviate sexual intercourse).

n. Section 3124.1 (relating to sexual assault).

o. Section 3124.2 (relating to institutional sexual assault).

p. Section 3125 (relating to aggravated indecent assault).

q. Section 3126 (relating to indecent assault).

r. Section 3127 (relating to indecent exposure).

s. Section 3301 (relating to arson and related offenses).

t. Section 3307 (relating to institutional vandalism), when the penalty is a felony of the third

degree.

u. Section 3502 (relating to burglary).

v. Section 3503(A) AND (B)(1)(V) (relating to criminal trespass).

w. Section 3701 (relating to robbery).

x. Section 3702 (relating to robbery of motor vehicle).

y. Section 5501 (relating to riot).

z. Section 6110.1 (relating to possession of firearm by minor).

2. The possession, use or sale of a controlled substance or drug paraphernalia as defined in “The

Controlled Substance, Drug, Device and Cosmetic Act."

a. As used in this Memorandum, “controlled substance” shall include the possession, use or sale

of controlled substances as defined in the act of April 14, 1972 (P.L. 233, No. 64) known as

“The Controlled Substance, Drug, Device and Cosmetic Act” (hereinafter “Drug Act”)

including, but not limited to, marijuana, cocaine, crack cocaine, heroin, LSD, PCP,

amphetamines, steroids and other substances commonly known as “designer drugs.” See 35

P.S. §§ 780-101 et seq.

b. Included in this reporting provision shall be the possession, use or sale of drug paraphernalia,

as defined in the Drug Act, including, but not limited to, hypodermic syringes, needles and,

depending on the circumstances, rolling papers, as well as all other equipment or materials

utilized for the purpose of ingesting, inhaling, or otherwise introducing controlled substances

into the body. See 35 P.S. § 780-102.

3. Attempts, solicitation or conspiracy to commit any of the offenses listed in subsections (1) and

(2).

4. An offense for which registration is required under 42 Pa. C.S. § 9795.1 (relating to registration).

5. Purchase, consumption, possession or transportation of liquor or malt or brewed beverages by a

person under 21 years of age. See 18 Pa. C.S. § 6308(a).

B. Discretionary Notification

The School Entity may report to the Law Enforcement Authority the occurrence of any of the

following incidents occurring on school property, at any school sponsored activity or on any public

conveyance providing transportation to or from a school or school sponsored activity, including but

not limited to a school bus:

4

1. The following offenses under 18 Pa. C.S (relating to crimes and offenses):

a. Section 2705 (relating to recklessly endangering another person).

b. Section 3307 (relating to institutional vandalism), when the penalty is a misdemeanor of the

second degree.

c. Section 3503(b)(1)(i), (ii), (iii) and (iv), (b.1) and (b.2) (relating to criminal trespass).

d. Chapter 39 (relating to theft and related offenses).

e. Section 5502 (relating to failure of disorderly persons to disperse upon official order).

f. Section 5503 (relating to disorderly conduct).

g. Section 6305 (relating to sale of tobacco).

h. Section 6306.1 (relating to use of tobacco in schools prohibited).

2. Attempt, solicitation or conspiracy to commit any of the offenses listed in subsection (1).

C. Notification of the Law Enforcement Authority when incident involves children with disabilities

1. In accordance with 34 CFR 300.535 nothing will prohibit the school entity from reporting a

crime committed by a child with a disability to the Law Enforcement Authority or will

prevent State law enforcement and judicial authorities from exercising their responsibilities

with regard to the application of Federal and State law to crimes committed by a child with a

disability. 2. The school entity, when reporting a crime committed by a child with a disability, must

ensure that copies of the special education and disciplinary records of the child are

transmitted for consideration by the appropriate authorities to the Law Enforcement

Authority to whom the incident was reported. 3. The school entity, when reporting an incident under this section, may transmit copies of the

child’s special education and disciplinary records only to the extent that the transmission is

permitted by the Federal Educational Rights and Privacy Act (hereinafter “FERPA”).

4. If someone other than the school entity has reported an incident, which results in the student’s

arrest, the school entity may as allowable under FERPA release the student’s records.

5. Shaler Area School District’s Special Education Plan addresses the requirements outlined in

section “C” above.

D. Upon notification of the incident to the Law Enforcement Authority, the School Entity shall provide

as much of the following information as is available at the time of notification. In no event shall the

gathering of information unnecessarily delay notification:

1. Whether the incident is in-progress or has concluded.

2. Nature of the incident.

3. Exact location of the incident.

4. Number of persons involved in the incident.

5. Names and ages of the individuals involved.

6. Weapons, if any, involved in the incident.

7. Whether the weapons, if any, have been secured and, if so, the custodian of the weapons.

8. Injuries involved.

9. Whether EMS or the Fire Department were notified.

10. Identity of the school contact person.

11. Identity of the witnesses to the incident, if any.

12. All other such information as is known to the school authority which can be deemed relevant to

the incident under investigation.

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E. Additionally, in anticipation of the need for the Law Enforcement Authority to respond to incidents

described herein, the School Entity shall furnish the Law Enforcement Authority with the following

information:

a. Blueprints or floor plans of the school buildings;

b. Aerial photo, map or layout of the school campus, adjacent properties and surrounding

streets or roads;

c. Location(s) of predetermined or prospective command posts;

d. Current teacher/employee roster;

e. Current student roster;

f. Current school yearbook;

g. School fire-alarm shutoff location and procedures;

h. School sprinkler system shutoff location and procedures;

i. Gas/utility line layouts and shutoff valve locations; and

j. Cable/satellite television shutoff location and procedures.

III. Law Enforcement Authority Response

A. Depending on the totality of the circumstances, initial response by the Law Enforcement Authority

shall include:

1. For incidents in progress:

a. Meet with contact person and locate scene of incident.

b. Stabilize incident.

c. Provide/arrange for emergency medical treatment, if necessary.

d. Control the scene of the incident

i. Secure any physical evidence at the scene.

ii. Identify involved persons and witnesses.

e. Conduct investigation.

f. Exchange information.

g. Confer with school officials to determine the extent of law enforcement involvement required

by the situation.

2. Incidents not in progress:

a. Meet with contact person.

b. Recover any physical evidence.

c. Conduct investigation.

d. Exchange information.

e. Confer with school officials to determine the extent of law enforcement involvement required

by the situation.

3. Incidents involving delayed reporting

a. In the event that a reportable incident occurs on school property, at a school sponsored event,

or on any public conveyance providing transportation to or from a school or school

sponsored activity, including but not limited to a school bus, either after the conclusion of the

school day or after the conclusion of the event at which the incident occurred, the School

Entity shall report the incident to the Law Enforcement Authority immediately upon its

notification.

b. If such incident is initially reported to the School Entity, the School Entity shall proceed as

outlined in paragraphs II (A – C) above.

c. If the incident is initially reported to the Law Enforcement Authority, Law Enforcement

Authority shall proceed directly with its investigation and shall immediately notify the

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School Entity of the incident, with all pertinent and reportable information, by the most

expeditious means possible as if the reporting was not delayed.

B. Custody of Actors

1. Students identified as actors in reported incidents may be taken into custody at the discretion of

the investigating law enforcement officer if:

a. the student has been placed under arrest;

b. the student is being placed under investigative detention;

c. the student is being taken into custody for the protection of the student; or

d. the student’s parent or guardian consents to the release of the student to law enforcement

custody.

2. The investigating law enforcement officer shall take all appropriate steps to protect the legal and

constitutional rights of those students being taken into custody.

IV. Assistance of School Entities

A. In Loco Parentis

1. Teachers, Guidance Counselors, Vice Principals and Principals in the public schools have the

right to exercise the same authority as to conduct and behavior over the pupils attending school,

during the time they are in attendance, including the time required in going to and from their

homes, as the parents, guardian or persons in parental relation to such pupils may exercise over

them.

2. School authorities’ ability to stand in loco parentis over children does not extend to matters

beyond conduct and discipline during school, school activities, or on any public conveyance

providing transportation to or from school or school sponsored activity.

B. Notification of Parent or Guardian

1. Taking into consideration the totality of the circumstances, parents or guardians of students

involved in acts of violence, possession of weapons, sexual assault, or the possession, use or sale

of a controlled substance or the underage possession of alcohol or intoxication from alcohol

should be notified of the involvement as soon as possible.

2. The School Entity shall document attempts made to reach the parents or guardians of all victims,

witnesses and suspects of incidents reportable to law enforcement authorities pursuant to the

terms of this agreement.

3. Except in cases in which the suspect student has been injured and requires medical attention, the

decision to notify a suspect’s parents or guardians shall be a cooperative decision between school

officials and law enforcement authorities.

C. Scope of School Entity’s Involvement

1. Victims

a. The Law Enforcement Authority does not need to secure parental permission to interview a

victim.

b. The School Entity shall promptly notify the parent or guardian of a victim when the Law

Enforcement Authority interviews that victim. The Law Enforcement Authority shall follow

department policies and procedures when interviewing a victim to ensure the protection of

the victim’s legal and constitutional rights.

c. In the event a victim is interviewed by Law Enforcement Authority on school property, a

guidance counselor or similar designated personnel shall be present during the interview.

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2. Witnesses

a. The Law Enforcement Authority does not need to secure parental permission to interview a

witness to a reportable incident.

b. The School Entity shall promptly notify the parent or guardian of a witness when the Law

Enforcement Authority interviews that witness. The Law Enforcement Authority shall

follow department policies and procedures when interviewing a witness to ensure the

protection of the witness’s legal and constitutional rights.

c. In the event a witness is interviewed by Law Enforcement Authority on school property, a

guidance counselor or similar designated personnel shall be present during the interview.

3. Suspects

a. General Principles: Once the Law Enforcement Authority assumes primary responsibility for

a matter, the legal conduct of interviews, interrogations, searches, seizures of property, and

arrests are within the purview of the Law Enforcement Authority. The School Entity shall

defer to the expertise of the Law Enforcement Authority on matters of criminal and juvenile

law procedure, except as is necessary to protect an interest of the School Entity.

b. Custodial Interrogation

i. Depending upon the individual circumstances of the incident, a juvenile suspect may

or may not be competent to waive his/her rights to consult with an interested adult

and/or an attorney prior to interrogation by law enforcement authorities.

ii. The School Entity shall cooperate with the Law Enforcement Authority to secure the

permission and presence of at least one parent or guardian of a student suspect before

that student is interrogated by law enforcement authorities.

iii. In the event an interested adult cannot be contacted, the School Entity shall defer to

the policies, procedures and direction of the investigating Law Enforcement

Authority who shall act in a manner consistent with the protection of the student

suspect’s legal and constitutional rights.

4. Conflicts of Interest

a. The parties to this Memorandum recognize that in the event that a School Entity employee,

contractor, or other person acting on behalf of the School Entity is the subject of an

investigation, a conflict of interest may exist between the School Entity and the adult suspect.

b. Where the possibility of such a conflict exists, neither the individual that is the subject of the

investigation nor any person acting as his/her subordinate or direct supervisor shall be

present during Law Enforcement Authority’s interviews of student co-suspects, victims or

witnesses by the Law Enforcement Authority.

c. Neither the individual who is the subject of the investigation, nor his/her subordinate(s)

and/or direct supervisor(s) shall be informed of the contents of the statements made by

student co-suspects, victims or witnesses, except at the discretion of the Law Enforcement

Authority or as otherwise required by law.

D. Reporting Requirements and Exchange of Information

1. The Law Enforcement Authority shall be governed by the following reporting and information

exchange guidelines:

a. Criminal History Record Information Act, 18 Pa. C.S. §§ 9101 et seq.

8

b. The prohibition against disclosures, specified in paragraph IV(C)(4) of this Memorandum.

2. When sharing information and evidence necessary for the Law Enforcement Authority to

complete their investigation, the School Entity shall:

a. Comply with FERPA, 20 U.S.C. § 1232g and its implementing regulations at 34 C.F.R. §§

99.1 et seq., and 22 Pa. Code §§ 12.31-12.33 and any amendments thereto.

b. Comply with the requirements of the Public School Code of 1949, 24 P.S. §§ 13-1303-A and

13-1317.2 and any amendments thereto.

c. Complete reports as required by the Public School Code of 1949, 24 P.S. § 13-1303-A and

any amendments thereto.

3. All school entities are required to submit an annual report, which will include violence statistics

and reports to the Department of Education’s Office of Safe Schools. This annual report must

include all new incidents described in Section II (A) above. Prior to submitting the required

annual report, each chief school administrator and each police department having jurisdiction

over school property of the School Entity shall do the following:

a. No later than thirty days prior to the deadline for submitting the annual report, the chief

school administrator shall submit the report to the police department with jurisdiction over

the relevant school property. The police department shall review the report and compare

the data regarding criminal offenses and notification of law enforcement to determine its

accuracy.

b. No later than fifteen days prior to the deadline for submitting the annual report, the police

department shall notify the chief school administrator, in writing, whether the report

accurately reflects police incident data. Where the police department determines that the

report accurately reflects police incident data, the chief of police shall sign the report.

Where the police department determines that the report does not accurately reflect police

incident data, the police department shall indicate any discrepancies between the report and

police incident data.

c. Prior to submitting the annual report, the chief school administrator and the police

department shall attempt to resolve discrepancies between the report and police incident

data. Where a discrepancy remains unresolved, the police department shall notify the chief

school administrator and the office in writing.

d. Where a police department fails to take action as required under clause (a) or (b), the chief

school administrator shall submit the annual report and indicate that the police department

failed to take action as required under clause (a) or (b).

e. Where there are discrepancies between the School Entity’s incident data and the police

incident data, the Superintendent of Shaler Area School District and appropriate

administrative staff shall maintain open lines of communication with all four of the local

police chiefs and meet when appropriate to discuss and discrepancies with the reporting of

incidents in the Safe Schools Report.

V. Media Relations

A. Release of information

1. The release of information concerning incidents reportable to the Law Enforcement Authority

pursuant to the terms of this Memorandum shall be coordinated between the Law Enforcement

Authority and the School Entity.

2. The parties shall release as much information as is allowable by law with due deliberation given

to the investigative considerations and the need to limit disruptions to school functions and

protect the privacy of the students and staff involved.

9

VI. General Provisions

A. This Memorandum is not intended to and does not create any contractual rights or obligations

between the signatory Law Enforcement Authority, the signatory School Entity, any additional

signatory authorities or entities, or their respective officer, employees, agents or representatives.

B. This Memorandum may be amended, expanded or modified at any time upon the written consent of

the parties, but in any event must be reviewed and re-executed within two years of the date of its

original execution and every two years thereafter.

C. In the event of changes in state or federal law which necessitate changes to this Memorandum, the

parties shall collaborate to amend this Memorandum to assure compliance by the parties with state

and federal requirements.

D. All parties to this Memorandum will communicate fully and openly with each other in order to

resolve any problems that may arise in the fulfillment of the terms of this Memorandum.

AND NOW, this day of , 20___, the parties hereby acknowledge the foregoing as the terms

and conditions of their understanding.

_______ Shaler Area School District

Chief School Administrator School Entity

______ Shaler Township Police Department

Chief Law Enforcement Authority Law Enforcement Authority

______ Shaler Area School District Board of Directors

Board President School Board

______ Shaler Area High School__________

Building Principal School Building

______ Shaler Area Middle School ________

Building Principal School Building

______ Shaler Area Elementary School_____

Building Principal School Building

______ Burchfield Primary School_________

Building Principal School Building

______ Jeffery Primary School ____________

Building Principal School Building

______ Marzolf Primary School ___________

Building Principal School Building

______ Rogers Primary School_____________

Building Principal School Building

4/13/2015

$1 Purchase OptionThe $1 Purchase Option allows your school to create fixed costs, build equity that can beleveraged for more equipment year after year, and retain the benefits of a $1.00 purchaseoption lease structure. This is the best option for schools that want to own their equipmentat term’s end, want to build a fleet of systems quickly, and/or seek to create a long-termbudgetary plan for their systems.With the $1 Purchase Option, a school that owns their equipment at term’s end may seek totrade in that equipment for credit toward new systems or for cash. Apple's Trade-InProgram for Education is available to guide your school through responsible equipmentdisposal. Many schools have used this program to recover past years' budget dollars inorder to pay for a portion of their next systems deployment.

CustCity

QuoteFinanceType

Payment Options:Payment TermsPayment AmountLease Term

Annual$166,686.513 Years $489,240.00Annual$126,183.904 Years $489,240.00

Financed Amount

Confidential Proposal ForShaler Area School District

Bryan O’Black

For each of the above options the initial lease payment will be due July 15, 2015. All leasepayments calculated based upon a 1.9% incentive rate of interest.

Thank you for the opportunity to present this financing proposal for your review. I lookforward to discussing your unique situation further. Please do not hesitate to call me at thecontact information below with questions or concerns.Regards,

Corey StephensonApple Inc.Apple Financial Services12545 Riata Vista CircleAustin, Texas 78727-6524T: 512-674-6606F: 512-674-2434E: stephenson@apple.com

4/13/2015

Pricing Notes and ConditionsPayments, rates, terms, and conditions contained in this non-binding proposal are offered forinformational purposes only and are subject to change without notice and shall not be construed asan offer to extend credit or enter into any lease financing transaction.Applications for credit or lease financing shall be subject to our independent credit review, and shallbe reviewed and/or approved subject to such terms and conditions as we may require in our solediscretion.All quotes are exclusive of any applicable taxes.This proposal is subject to the execution of mutually acceptable documentation between lessor andlessee, the terms and conditions of which shall be controlling.Lease Discount Disclosure Statement: Apple Inc., as lessor, through the Apple Education FinanceProgram, provides an equipment discount (“Discount”) to certain third party investors. The proposedlease shall be financed by a particular third party investor and, therefore, the Discount may beapplied to facilitate this Lease Discount Promotion. The actual interest rate you will pay in respect ofany resulting lease shall be reflected in an amortization table provided with such lease. The leasediscount listed above refers to the lease discount for the lessor’s assignee.The lease charge portion of the Payments (described above) can be determined by applying to theTotal Adjusted Cost (described above) the rate which will amortize such Total Adjusted Cost down tothe Purchase Option amount (as described above) by payment of such Payments. The lease chargerate may be higher than the actual annual interest rate because of the amortization of certain costs,expenses and fees incurred by us. It is understood that even if our mutual intention is confirmed byyou, neither party shall be legally bound to the other by reason of this proposal, nor shall any rights,liabilities or obligations arise as a result of this proposal. Rates are subject to verification that theLessee is a state or political subdivision as defined in Section 103 of the Internal Revenue Code of1986.

CoSt-115174 4/13/2015 1:48 PMProposal No.

$1 Purchase Option - End of Term Options

Options available upon completion of the base financed term include:1. Exercise the option to purchase the equipment at end of term for one dollar2. Return all products to Apple at schedule-holder's expense3. Exercise purchase option and trade in equipment at then-agreed upon values for credittoward new purchase or payment

Toni Hollingsworth (803) 403-4122 leadtolearntoni@gmail.com

CONTRACT PROPOSAL

DISTRICT: Shaler SD, PA SCHOOL/AREA: Elementary, Administrator,

Selected Teacher Coaching

DATE: 3/10/15 SCHOOL YEAR: 2015-16

SERVICES (Teacher & Administrator Job-Embedded Coaching - $2,700/day)

Administrator Training & Coaching

o 4 days @ $2,700/day…………………………………………………………..…...$5,400

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o 32 days (monthly visits) @ $2,700/day…………………………………………….$43,200

Selected Teacher Job-Embedded Coaching-Secondary – 6 teachers

o 4 days @ $2,700/day…………………………………………………………..…….$5,400

(The number of days is based on 6 teachers – this number would increase should additional

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CONTRACT TOTAL: $54,000*

* Contract Total includes consultant travel and expenses. Contract Total due and payable prior to

implementation. Consultant days will be scheduled upon receipt of signed proposal.

Acceptance of Contract Proposal:

_____________________________ _____________________________ __________

Authorized Representative Title Date

SEND SIGNED PROPOSAL TO ONE OF THE FOLLOWING: EMAIL: leadtolearntoni@gmail.com

Lead To Learn, LLC – 1 Mills Lake Ct. – Chapin, SC 29036

SHALER AREA SCHOOL DISTRICT No: 819

SECTION: OPERATIONS

TITLE: SUICIDE AWARENESS, PREVENTION AND RESPONSE

ADOPTED:

REVISED:

Page 1 of 6

819. SUICIDE AWARENESS, PREVENTION AND RESPONSE

1. Purpose

SC 1526

Pol. 103.1, 248,

249, 806

The Board is committed to protecting the health, safety and welfare of its students

and school community. This policy supports federal, state and local efforts to

provide education on youth suicide awareness and prevention; establish methods of

prevention, intervention, and response to suicide or suicide attempt; and to promote

access to suicide awareness and prevention resources.

2. Authority

Title 22

Sec. 12.12

Pol. 207, 216, 236

In compliance with state law and regulations, and in support of the district’s suicide

prevention measures, information received in confidence from a student may be

revealed to the student’s parents/guardians, the building principal or other

appropriate authority when the health, welfare or safety of the student or any other

person is deemed to be at risk.

3. Guidelines The district shall utilize a multifaceted approach to suicide prevention which

integrates school and community-based supports.

SC 1526 The district shall notify district employees, students and parents/guardians of this

policy and shall post the policy on the district’s website.

SC 1526 SUICIDE AWARENESS AND PREVENTION EDUCATION

Protocols for Administration of Student Education

Students shall receive age-appropriate education on the importance of safe and

healthy choices, coping strategies, how to recognize risk factors and warning signs,

as well as help-seeking strategies for self or others including how to engage school

resources and refer friends for help.

Lessons shall contain information on comprehensive health and wellness, including

emotional, behavioral and social skills development.

Protocols for Administration of Employee Education

All district employees, including but not limited to secretaries, coaches, bus drivers,

custodians and cafeteria workers, shall receive information regarding risk factors,

warning signs, response procedures, referrals, and resources regarding youth suicide

prevention.

819. SUICIDE AWARENESS, PREVENTION AND RESPONSE - Pg. 2

Page 2 of 6

SC 1526

Pol. 333

As part of the district’s professional development plan, professional educators in

school buildings serving students in grades six (6) through twelve (12) shall

participate in four (4) hours of youth suicide awareness and prevention training

every five (5) years.

Additional professional development in risk assessment and crisis intervention shall

be provided to guidance counselors, district mental health professionals and school

nurses.

Resources for Parents/Guardians

The district may provide parents/guardians with resources including, but not limited

to, health promotion and suicide risk, including characteristics and warning signs;

and information about local behavioral/mental health resources.

SC 1526

METHODS OF PREVENTION

The methods of prevention utilized by the district include, but are not limited to,

early identification and support for students at risk; education for students, staff and

parents/guardians; and delegation of responsibility for planning and coordination of

suicide prevention efforts.

Suicide Prevention Coordinators

District-Wide:

A district-wide suicide prevention coordinator shall be designated by the

Superintendent. This may be an existing district employee. The district suicide

prevention coordinator shall be responsible for planning and coordinating

implementation of this policy.

Building Level:

Each building principal shall designate a school suicide prevention coordinator to

act as a point of contact in each school for issues relating to suicide prevention and

policy implementation. This may be an existing district employee.

Early Identification Procedures

Early identification of individuals with one (1) or more suicidal risk factors or of

individuals exhibiting warning signs, is crucial to the district’s suicide prevention

efforts. To promote awareness, district employees, students and parents/guardians

should be educated about suicidal risk factors and warning signs.

Risk factors refer to personal or environmental characteristics that are associated

with suicide including, but not limited to:

Behavioral Health Issues/Disorders:

819. SUICIDE AWARENESS, PREVENTION AND RESPONSE - Pg. 3

Page 3 of 6

- Depression

- Substance abuse or dependence

- Previous suicide attempts

- Self-injury

Personal Characteristics:

- Hopelessness/low self-esteem

- Loneliness/social alienation/isolation/lack of belonging

- Poor problem-solving or coping skills

- Impulsivity/risk-taking/recklessness

Adverse/Stressful Life Circumstances:

- Interpersonal difficulties or losses

- Disciplinary or legal problems

- Bullying (victim or perpetrator)

- School or work issues

- Physical, sexual or psychological abuse

- Exposure to peer suicide

Family Characteristics:

- Family history of suicide or suicidal behavior

- Family mental health problems

- Divorce/death of parent/guardian

- Parental-child relationship

Warning signs are indications that someone may be in danger of suicide, either

immediately or in the near future. Warning signs include, but are not limited to:

Expressions such as hopelessness, rage, anger, seeking revenge, feeling trapped,

anxiety, agitation, no reason to live or sense of purpose.

Recklessness or risky behavior.

Increased alcohol or drug use.

Withdrawal from friends, family, or society.

Dramatic mood changes.

Referral Procedures

Any district employee who has identified a student with one (1) or more risk factors

or who has an indication that a student may be contemplating suicide, shall refer the

student for further assessment and intervention.

Documentation

The district shall document the reasons for referral, including specific warning signs

and risk factors identified as indications that the student may be at risk.

819. SUICIDE AWARENESS, PREVENTION AND RESPONSE - Pg. 4

Page 4 of 6

SC 1526 METHODS OF INTERVENTION

The methods of intervention utilized by the district include, but are not limited to,

responding to suicide threats, suicide attempts in school, suicide attempts outside of

school, and completed suicide. Suicide intervention procedures shall address the

development of an emotional or mental health safety plan for students identified as

being at increased risk of suicide.

Procedures for Students at Risk

A district-approved suicide assessment instrument may be used by trained mental

health staff such as counselors, psychologists, social workers.

Pol. 806 Parents/Guardians of a student identified as being at risk of suicide shall be notified

by the school. If the school suspects that the student’s risk status is the result of

abuse or neglect, school staff shall immediately notify Children and Youth Services.

The district shall identify mental health service providers to whom students can be

referred for further assessment and assistance.

Mental health service providers – may include, but not be limited to, hospital

emergency departments, psychiatric hospitals, community mental health centers,

psychiatrists, psychologists, social workers, and primary care providers.

The district shall create an emotional or mental health safety plan to support a

student and the student’s family if the student has been identified as being at

increased risk of suicide.

Students With Disabilities

Pol. 103.1, 113,

113.2, 113.3,

114

For students with disabilities who are identified as being at risk for suicide or who

attempt suicide, the appropriate team shall be notified and shall address the student’s

needs in accordance with applicable law, regulations and Board policy.

Pol. 103.1, 113,

113.2, 113.3,

114

If a student is identified as being at risk for suicide or attempts suicide and the

student may require special education services or accommodations, the Director of

Special Education shall be notified and shall take action to address the student’s

needs in accordance with applicable law, regulations and Board policy.

Documentation

The district shall document observations, recommendations and actions conducted

throughout the intervention and assessment process including verbal and written

communications with students, parents/guardians and mental health service

providers.

819. SUICIDE AWARENESS, PREVENTION AND RESPONSE - Pg. 5

Page 5 of 6

The Superintendent or designee shall develop administrative regulations providing

recommended guidelines for responding to a suicide threat.

SC 1526 METHODS OF RESPONSE TO SUICIDE OR SUICIDE ATTEMPT

The methods of response to a suicide or a suicide attempt utilized by the district

include, but are not limited to:

1. Identifying and training the school crisis response/crisis intervention team.

2. Determining the roles and responsibilities of each crisis response team member.

3. Notifying students, employees and parents/guardians.

4. Working with families.

5. Responding appropriately to the media.

6. Collaborating with community providers.

The Superintendent or designee shall develop administrative regulations with

recommended guidelines for responding to a suicidal act or attempt on school

grounds or during a school-sponsored event.

Re-Entry Procedures

Pol. 103.1, 113,

113.2, 113.3,

117, 204

A student’s excusal from school attendance after a mental health crisis and the

student’s return to school shall be consistent with state and federal laws and

regulations.

A district-employed mental health professional, the building principal or suicide

prevention coordinator shall meet with the parents/guardians of a student returning

to school after a mental health crisis, and, if appropriate, meet with the student to

discuss re-entry and applicable next steps to ensure the student’s readiness to return

to school.

When authorized by the student’s parent/guardian, the designated district employee

shall coordinate with the appropriate outside mental health care providers.

The designated district employee will periodically check in, as needed, with the

student to facilitate the transition back into the school community and address any

concerns.

819. SUICIDE AWARENESS, PREVENTION AND RESPONSE - Pg. 6

Page 6 of 6

SC 1526 REPORT PROCEDURES

Effective documentation assists in preserving the safety of the student and ensuring

communication among school staff, parents/guardians and mental health service

providers.

When a district employee takes notes on any conversations or situations involving or

relating to an at-risk student, the notes should contain only factual or directly

observed information, not opinions or hearsay.

As stated in this policy, district employees shall be responsible for effective

documentation of incidents involving suicide prevention, intervention and response.

The suicide prevention coordinator shall provide the Superintendent with a copy of

all reports and documentation regarding the at-risk student. Information and reports

shall be provided, as appropriate, to guidance counselors, district mental health

professionals and school nurses.

SC 1526 SUICIDE AWARENESS AND PREVENTION RESOURCES

A listing of resources regarding suicide awareness and prevention shall be attached

to this policy.

References:

School Code – 24 P.S. Sec. 1526

State Board of Education Regulations – 22 PA Code Sec. 12.12

Board Policy – 103.1, 113, 113.2, 113.3, 114, 117, 146, 204, 207, 216, 236, 248,

249, 333, 805, 806

819. ATTACHMENT

Page 1 of 4

Suicide Prevention Resources for Schools

***Please note that the resources listed here are free of charge. There are many more excellent

resources for minimal cost.

General Information (many with webinar sessions)

PA Youth Suicide Prevention Initiative Mission http://www.payspi.org/

Mission - The Pennsylvania Youth Suicide Prevention Initiative is a multi-system collaboration

to reduce youth suicide.

Vision - Youth suicide prevention will be embraced and incorporated into the fabric of every

community in Pennsylvania to address the social and emotional needs of youth at risk and

survivors of suicide.

Suicide Prevention Resource Center http://www.sprc.org/

SPRC is the nation’s only federally supported resource center devoted to advancing the National

Strategy for Suicide Prevention. They provide technical assistance, training, and materials to

increase the knowledge and expertise of suicide prevention practitioners and other professionals

serving people at risk for suicide. They also promote collaboration among a variety of

organizations that play a role in developing the field of suicide prevention.

Toolkit for High Schools http://store.samhsa.gov/product/SMA12-4669

Assists high schools and school districts in designing and implementing strategies to prevent

suicide and promote behavioral health. Includes tools to implement a multi-faceted suicide

prevention program that responds to the needs and cultures of students. Released in June 2012.

American Foundation for Suicide Prevention http://www.afsp.org/

The American Foundation for Suicide Prevention has been at the forefront of a wide range of

suicide prevention initiatives – each designed to reduce loss of life from suicide. They are

investing in groundbreaking research, new educational campaigns, innovative demonstration

projects and critical policy work. And they are expanding their assistance to people, whose lives

have been affected by suicide, reaching out to offer support and offering opportunities to become

involved in prevention.

American Association of Suicidology http://www.suicidology.org/home

AAS is a membership organization for all those involved in suicide prevention and intervention,

or touched by suicide. AAS is a leader in the advancement of scientific and programmatic efforts

in suicide prevention through research, education and training, the development of standards and

resources, and survivor support services.

Page 2 of 4

Services for Teens At Risk (STAR Center) http://www.starcenter.pitt.edu/

Services for Teens At Risk (STAR-Center) is a comprehensive research, treatment, and training

center. Funded by the State of Pennsylvania’s General Assembly in 1986 to address adolescent

suicide and depression, the program provides individual assessment and treatment to teens that

are experiencing depression and suicidality. They also provide community education services

about depression and suicidality to schools, social service agencies, churches and other

organizations that request them.

The Trevor Project http://www.thetrevorproject.org/

The Trevor Project is the leading national organization providing crisis intervention and suicide

prevention services to lesbian, gay, bisexual, transgender, and questioning youth.

Comprehensive School Guide

Youth Suicide Prevention School-Based Guide http://theguide.fmhi.usf.edu/

The Youth Suicide Prevention School-Based Guide is designed to provide accurate, user-friendly

information. The Guide is not a program but a tool that provides a framework for schools to

assess their existing or proposed suicide prevention efforts (thought a series of checklists) and

provides resources and information that school administrators can use to enhance or add to their

existing program. First, checklists can be completed to help evaluate the adequacy of the

schools’ suicide prevention programs. Second, information is offered in a series of issue briefs

corresponding to a specific checklist. Each brief offers a rationale for the importance of the

specific topic together with a brief overview of the key points. The briefs also offer specific

strategies that have proven to work in reducing the incidence of suicide, with references that

schools may then explore in greater detail. A resource section with helpful links is also included.

The Guide provides information to school to assist them in the development of a framework to

work in partnership with community resources and families.

School Policy

Model School Policy on Suicide Prevention –

https://www.afsp.org/content/download/10555/186750/file/Model%20Policy_FINAL.pdf

Written by American Foundation for Suicide Prevention, National Association of School

Psychologists, American School Counselor Association, and The Trevor Project. This modular,

adaptable document will help educators and school administrators implement comprehensive

suicide prevention policies in communities nationwide.

STAR Center Sample School Suicide Policy and Procedure -

http://www.starcenter.pitt.edu/Sample-School-Suicide-Policy-And-Procedure/41/Default.aspx

Training for School Staff

Page 3 of 4

Society for Prevention of Teen Suicide http://www.sptsusa.org/

The mission of the Society for the Prevention of Teen Suicide is to reduce the number of youth

suicides and attempted suicides by encouraging overall public awareness through the

development and promotion of educational training programs for teens, parents and educators.

The free, interactive series Making Educators Partners in Suicide Prevention is designed to be

completed at the viewer’s own pace. Pennsylvania school staff requiring Act 48 hours may

submit the certificate of completion to c-paschool@pa.gov or fax it to 717-783-4790, along with

your Dept. of Education Professional ID number, to have these hours submitted.

More Than Sad Program http://www.afsp.org/preventing-suicide/our-education-

and-prevention-programs/programs-for-professionals/more-than-sad-suicide-prevention-education-for-

teachers-and-other-school-personnel

The More Than Sad Program of the American Foundation for Suicide prevention provides

education about factors that put youth at risk for suicide, in particular depression and other

mental disorders. Instructional materials accompany the More Than Sad Program, including a

power point presentation.

American Foundation for Suicide Prevention (http://www.afsp.org/) – PA AFSP chapters will

make the “More Than Sad” DVD available free to all high and middle schools in PA that request

one. Contact Pat Gainey to receive your copy. Patricia Gainey, Regional Director, American

Foundation for Suicide Prevention, Greater Philadelphia Regional Office, 3535 Market Street,

Suite 4047, Philadelphia, PA 19104; Office: (215)746-7256

Suicide Prevention Resource Center – Best Practice Registry http://www.sprc.org/bpr

The purpose of the Best Practices Registry (BPR) is to identify, review, and disseminate

information about best practices that address specific objective of the National Strategy for

Suicide Prevention. The BPR is a collaborative project of the Suicide Prevention Resource

Center (SPRC) and the American Foundation for Suicide Prevention (AFSP). It is funded by the

Substance Abuse and Mental Health Services Administration (SAMHSA). May of the best

practice resources listed have to be purchased.

Material for Students

More Than Sad Program http://www.afsp.org/preventing-suicide/our-education-

and-prevention-programs/programs-for-teens-and-young-adults/more-than-sad-teen-depression

The More Than Sad Program of the American Foundation for Suicide prevention provides

education about factors that put youth at risk for suicide, in particular depression and other

mental disorders.

American Foundation for Suicide Prevention (http://www.afsp.org) – PA AFSP chapters will

make the “More Than Sad” DVD available free to all high and middle schools in PA that request

one. Contact Pat Gainey to receive your copy. Patricia Gainey, Regional Director, American

Foundation for Suicide Prevention, Greater Philadelphia Regional Office, 3535 Market Street,

Suite 4047, Philadelphia, PA 19104; Office: (215)746-7256

Page 4 of 4

Suicide Prevention Resource Center Best Practice Registry

http://www.sprc.org/bpr

The purpose of the Best Practices Registry (BPR) is to identify, review, and disseminate

information about best practices that address specific objectives of the National Strategy for

Suicide Prevention. The BPR is a collaborative project of the Suicide Prevention Resource

Center (SPRC) and the American Foundation for Suicide Prevention (AFSP). It is funded by the

Substance Abuse and Mental Health Services Administration (SAMHSA). Many of the best

practice resources listed have to be purchased.

Wisconsin Department of Public Instruction

The curriculum is not SPRC listed, but does use elements of SOS and Lifelines.

http://sspw.dpi.wi.gov/sspw_suicideprev main page

Link to Student programs: http://sspw.dpi.wi.gov/sspw_spstudentprograms

Link to Curriculum: http://sspw.dpi.wi.gov/sspw_suicideprevcurriculum

Postvention Assistance

Services for Teens At Risk (STAR Center) http://www.starcenter.pitt.edu/

Services for Teens At Risk (STAR-Center) is a comprehensive research, treatment, and training

center. Funded by the State of Pennsylvania’s General Assembly in 1986 to address adolescent

suicide and depression, the program provides individual assessment and treatment to teens that

are experiencing depression and suicidality. They also provide community education services

about depression and suicidality to schools, social service agencies, churches and other

organizations that request them. Any PA school can contact the STAR-Center for assistance in

the aftermath of a suicide or other tragic loss. STAR-Center can also provide in-service training

and resource materials on a variety of mental health related topics.

Suicide Prevention Resource Center Postvention Toolkit

http://www.sprc.org/sites/sprc.org/files/library/AfteraSuicideToolkitforSchools.pdf

This toolkit is designed to assist schools in the aftermath of a suicide (or other death) in the

school community. It is meant to serve as a practical resource for schools facing real-time crises

to help them determine what to do, when, and how. The toolkit reflects consensus

recommendations developed in consultation with a diverse group of national experts, including

school-based personnel, clinicians, researchers, and crisis response professionals. It incorporates

relevant existing material and research findings as well as references, templates, and links to

additional information and assistance.

Compiled by the: PA Youth Suicide Prevention Initiative: www.payspi.org

Vol. II 2015

SS 11 W 8285 8/11

1-800-334-7344 | MHEonline.com

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