1 School Security Officer Program Module III. 2 School Security Officer Program Module III: Understanding Today’s Student Understanding Today’s Student

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School Security Officer School Security Officer ProgramProgram

Module IIIModule III

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School Security Officer School Security Officer ProgramProgram

Module III:Module III: Understanding Today’s Understanding Today’s

StudentStudent

Presented by the Presented by the Virginia Department of Virginia Department of

Criminal Justice Criminal Justice ServicesServices

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Today’s StudentToday’s Student

The Contemporary StudentThe Contemporary Student Unattached YouthUnattached Youth Community Risk Factors for YouthCommunity Risk Factors for Youth Warning Signs Relating to Student Warning Signs Relating to Student

AggressionAggression Intervention StrategiesIntervention Strategies Students & GangsStudents & Gangs Abused & Neglected StudentsAbused & Neglected Students

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Today’s StudentToday’s Student

Sexual HarrassmentSexual Harrassment Students with Disabilities - Students with Disabilities -

GuidelinesGuidelines 16 Early-Warning Signs of Troubled 16 Early-Warning Signs of Troubled

YouthYouth Warning Signs of Students Warning Signs of Students

Considering SuicideConsidering Suicide Prevention ProgramsPrevention Programs

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The Contemporary The Contemporary StudentStudent

Most students in school want to:Most students in school want to: LearnLearn Be safe at schoolBe safe at school Have fun and socializeHave fun and socialize Understand and follow the school Understand and follow the school

rules and regulationsrules and regulations Be cooperativeBe cooperative

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The Contemporary The Contemporary StudentStudent

Most students in school want to:Most students in school want to: Get along with others studentsGet along with others students Fit in with a peer group and be Fit in with a peer group and be

likedliked Receive positive reinforcement Receive positive reinforcement

for accomplishmentsfor accomplishments Respect their teachers and other Respect their teachers and other

adults in the schooladults in the school

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The Contemporary StudentThe Contemporary Student

Most students in school want to:Most students in school want to: Be treated fairly by their teachersBe treated fairly by their teachers Receive reassurance when Receive reassurance when

failures occurfailures occur Be encouraged to try new Be encouraged to try new

approaches to learningapproaches to learning Be able to talk to teachers and Be able to talk to teachers and

other school personnel about other school personnel about problemsproblems

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Unattached YouthUnattached YouthMay…May… Not be motivated to achieveNot be motivated to achieve Not like schoolNot like school Be considered “at risk” and not care Be considered “at risk” and not care

about staying in schoolabout staying in school Be afraid to attend their school because Be afraid to attend their school because

of the unsafe environmentof the unsafe environment Be disabled and afraid they won’t be Be disabled and afraid they won’t be

accepted and find an education that accepted and find an education that meets their needs meets their needs

Be aggressive toward other students and Be aggressive toward other students and teachers (bullies)teachers (bullies)

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Unattached YouthUnattached YouthMay...May...

Not have the family support necessary Not have the family support necessary to succeedto succeed Be abused and neglectedBe abused and neglectedDistrust adults in authorityDistrust adults in authorityBe troubled about the conditions they Be troubled about the conditions they are facing at home, school, or in their are facing at home, school, or in their peer grouppeer group

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Community Risk Factors for Community Risk Factors for YouthYouth

Serious family issuesSerious family issues Lack of positive role modelsLack of positive role models Poverty issuesPoverty issues Substance abuse–alcohol or Substance abuse–alcohol or

other drugsother drugs Crime in the communityCrime in the community Peer influencePeer influence

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Warning SignsWarning Signs

Attendance problemsAttendance problems Academic problemsAcademic problems Anxiety or restlessnessAnxiety or restlessness Threatening information kept in Threatening information kept in

journalsjournals Graffiti/art dealing with Graffiti/art dealing with

student/school threatstudent/school threat

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Warning SignsWarning SignsVerbal Signs of Student Aggression:Verbal Signs of Student Aggression:

Tough “power talking” to students, Tough “power talking” to students, staff, security personnel, othersstaff, security personnel, others

Defensiveness – constant Defensiveness – constant arguing/accusingarguing/accusing

Verbal threats – intimidationVerbal threats – intimidation Abusive verbal behaviorAbusive verbal behavior

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Warning SignsWarning SignsSigns of Student Physical Aggression:Signs of Student Physical Aggression:

Involvement in student assaultsInvolvement in student assaults Involvement in staff assaultsInvolvement in staff assaults Destruction of school property – or Destruction of school property – or

other public or private propertyother public or private property

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Intervention StrategiesIntervention Strategies Use Team InterventionUse Team Intervention

- For self protection- For self protection- To reduce personal liability potential- To reduce personal liability potential

Focus on reducing aggressive tension in Focus on reducing aggressive tension in the situationthe situation

Use non-direct approachUse non-direct approach- Respect the personal space of the youth- Respect the personal space of the youth- Utilize a proper interview stance- Utilize a proper interview stance- Control the setting – is the action - Control the setting – is the action necessary and necessary and enforceable? enforceable?

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Intervention StrategiesIntervention Strategies

Remove non-participating studentsRemove non-participating students Use Verbal intervention Use Verbal intervention firstfirst Use physical intervention only Use physical intervention only as a as a

last resortlast resort

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Intervention StrategiesIntervention Strategies Use physical intervention only Use physical intervention only as a last as a last

resortresort - Be sure any physical intervention - Be sure any physical intervention follows your school’s policy requirements follows your school’s policy requirements and is approved by your principal.and is approved by your principal.- Be sure that you have received proper - Be sure that you have received proper training in approved physical training in approved physical restraint tactics in your school.restraint tactics in your school.- Be sure the emphasis is on physical - Be sure the emphasis is on physical restraint when using physical restraint when using physical intervention.intervention.

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When concluding an intervention:When concluding an intervention:

Insure safety for students and staff.Insure safety for students and staff. In accordance with school policy, In accordance with school policy,

enforce consequences.enforce consequences. Document all aspects of the Document all aspects of the

incident.incident. Assist in debriefing staff members.Assist in debriefing staff members.

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Intervention StrategiesIntervention StrategiesApproaching a fight ...Approaching a fight ... Move toward the conflict in a controlled manner. As you Move toward the conflict in a controlled manner. As you

approach the fight, visually assess the situation and approach the fight, visually assess the situation and begin to plan your action.begin to plan your action.

Do not overlook an aggressive act.Do not overlook an aggressive act. Be alert to what weapons are being used if any.Be alert to what weapons are being used if any. Actively listen to comments, and observe the actions of Actively listen to comments, and observe the actions of

bystanders and participants.bystanders and participants. While approaching the fight scene, ask for help.While approaching the fight scene, ask for help.

• Have an adult note the names of bystanders who Have an adult note the names of bystanders who will not leave or are encouraging the fightwill not leave or are encouraging the fight

• Do not intervene alone.Do not intervene alone.

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Intervention StrategiesIntervention StrategiesIdentify yourself as school security.Identify yourself as school security.Control your verbal behavior and evaluate Control your verbal behavior and evaluate that of the student during an incident (rate, that of the student during an incident (rate, tone, volume).tone, volume). State assertively that this situation needs to State assertively that this situation needs to end.end.

• Use a deep, calm voice and moderate Use a deep, calm voice and moderate rate of speech to encourage them to rate of speech to encourage them to leave the scene. leave the scene. • Speak clearly – give concise, direct Speak clearly – give concise, direct instructions. Make certain that involved instructions. Make certain that involved individuals can hear you.individuals can hear you.• Never use profanity during your verbal Never use profanity during your verbal intervention.intervention.

If known, use individuals’ names to If known, use individuals’ names to personalize intervention. Call (watchers, personalize intervention. Call (watchers, bystanders) by their names and start giving bystanders) by their names and start giving them orders.them orders.

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Intervention StrategiesIntervention Strategies If a fight has not come to blows, as you If a fight has not come to blows, as you

approach – talk to the person with whom approach – talk to the person with whom you have the most rapport.you have the most rapport.

Do not make verbal judgments about Do not make verbal judgments about individuals involved in the incident.individuals involved in the incident.

Do not provoke a physical confrontation.Do not provoke a physical confrontation. Do not get in the middle of the fight. Do not get in the middle of the fight.

Stand in a non-confrontational manner.Stand in a non-confrontational manner. Do not set unenforceable limits or Do not set unenforceable limits or

penalties for those involved in the penalties for those involved in the incident.incident.

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Work to defuse the situation rather than Work to defuse the situation rather than escalate it.escalate it.

Put distance between the students by Put distance between the students by encouraging a student to go with you to a encouraging a student to go with you to a designated area.designated area.

As tension during the incident is reduced As tension during the incident is reduced or ceases, reflect that reduction in your or ceases, reflect that reduction in your voice and demeanor.voice and demeanor.

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Physical Intervention Physical Intervention StrategiesStrategies

If physical aggression has begun...If physical aggression has begun... Move quickly and deliberately towards Move quickly and deliberately towards

the incident. Plan your actions as you the incident. Plan your actions as you move.move.

Call the fighters by name. Let them Call the fighters by name. Let them know that you know who they are.know that you know who they are.

Do not intervene alone.Do not intervene alone. Do not allow the aggressor to gain Do not allow the aggressor to gain

power by making him/her the center of power by making him/her the center of attention.attention.

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Pay attention to the victim.Pay attention to the victim. Approach the disruptive student Approach the disruptive student

from the side, not head on.from the side, not head on. Do not back the aggressive student Do not back the aggressive student

to the wall.to the wall. Do not point a finger.Do not point a finger. Physically intervene only with the Physically intervene only with the

assistance of a crisis team of adults.assistance of a crisis team of adults.

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Concluding a Fight Concluding a Fight IncidentIncident

Investigate cause of dispute and notify Investigate cause of dispute and notify school security team and/or school security team and/or administrators if necessary.administrators if necessary.

Only confront the disruptive student(s) Only confront the disruptive student(s) in private.in private.

Avoid physical punishment. It’s illegal.Avoid physical punishment. It’s illegal. Encourage and reinforce cooperative Encourage and reinforce cooperative

behavior and resolution.behavior and resolution. Listen to any comment the aggressor Listen to any comment the aggressor

makes.makes.

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Concluding a Fight Concluding a Fight IncidentIncident

Contact the parents of bystanders Contact the parents of bystanders who refused to leave the scene.who refused to leave the scene.

Contact the parents of the victim Contact the parents of the victim and aggressor.and aggressor.

Contact police in incidents of Contact police in incidents of assault.assault.

Document!Document! Offer support and protection for Offer support and protection for

victims of the incident.victims of the incident.

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Physical Intervention Physical Intervention Additional ConsiderationsAdditional Considerations

The SSO must:The SSO must: Obtain all available information Obtain all available information

about the incident.about the incident. Be certain he/she have witnessed Be certain he/she have witnessed

the aggressive act.the aggressive act. Provide an opportunity for the Provide an opportunity for the

individuals involved to respond to individuals involved to respond to verbal demands.verbal demands.

Attempt to involve a second adult Attempt to involve a second adult for assistance and civil protection.for assistance and civil protection.

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Physical InterventionPhysical InterventionAdditional ConsiderationsAdditional Considerations

Prior to any physical intervention, Prior to any physical intervention, have a strong knowledge of school have a strong knowledge of school policies regarding “student policies regarding “student intervention.”intervention.”

Know what policies Know what policies supportsupport your your actions.actions.

Know what policies Know what policies restrictrestrict your your actions.actions.

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Physical InterventionPhysical InterventionAdditional Additional

ConsiderationsConsiderations Do not rush into an incident.Do not rush into an incident. Refrain from using physical force on Refrain from using physical force on

the first person you reach.the first person you reach. Use a “supporting stance.”Use a “supporting stance.” Do not physically strike out at Do not physically strike out at

individuals in the incident.individuals in the incident. Focus on Focus on reducingreducing aggressive aggressive

tension.tension.

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Practice physical restraint Practice physical restraint techniques you will use during techniques you will use during interventions – during training interventions – during training provided by your local school provided by your local school district.district.

As part of your work and As part of your work and coordination with your local coordination with your local administrator, administrator, be surebe sure to to demonstrate the physical demonstrate the physical restraint techniques you will use restraint techniques you will use during your SSO assignment.during your SSO assignment.

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Refrain from using ‘Pain Refrain from using ‘Pain Compliance Techniques’ – arm Compliance Techniques’ – arm twisting, choke holds, etc.twisting, choke holds, etc.

Utilize only the approved Utilize only the approved equipment issued by your school equipment issued by your school district and only use this equipment district and only use this equipment in accordance with the training and in accordance with the training and policies of your school district.policies of your school district.

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SSO Force ContinuumSSO Force Continuum

Officer’s ResponseSupport Law EnforcementResponse

Use physical intervention techniques approved by your school district

Team approach; ask another adult to assist

Use calming language todeescalate the incident

Interview stance

Verbal commands

Physical Presence

Establish rapport with students, staff & parents

Subject’s Action

Deadly Force Assault

Active Aggression

Active Resistance

Passive resistance

In-active resistance


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Conclusion:Conclusion:When physical force is necessary in When physical force is necessary in addressing a school incident, your actions as addressing a school incident, your actions as a SSO will be reviewed by a number of a SSO will be reviewed by a number of professionals and others associated with the professionals and others associated with the schools. schools. When involved in a physical intervention, When involved in a physical intervention, make sure that your actions are clear, make sure that your actions are clear, concise, and reasonable AND DOCUMENT all concise, and reasonable AND DOCUMENT all aspects of each incident, with special aspects of each incident, with special emphasis on the actions and comments made emphasis on the actions and comments made by participants and witnesses.by participants and witnesses.

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Students & GangsStudents & GangsWhat is a Gang?What is a Gang? Three or more personsThree or more persons One of its primary objectives or activities is One of its primary objectives or activities is

the commission of one or more criminal the commission of one or more criminal activitiesactivities

Identifiable name or identifying sign or symbolIdentifiable name or identifying sign or symbol Members individually or collectively have Members individually or collectively have

engaged in the commission of, attempt to engaged in the commission of, attempt to commit, conspiracy to commit, or solicitation commit, conspiracy to commit, or solicitation of two or more predictable criminal acts, at of two or more predictable criminal acts, at least one of which is an act of violence.least one of which is an act of violence. VA Code Section 18.2-46.1VA Code Section 18.2-46.1

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Students & GangsStudents & GangsWhy do students join gangs?Why do students join gangs? Acceptance/belonging Acceptance/belonging ThrillsThrills ProtectionProtection Friends/Family belongFriends/Family belong Financial incentivesFinancial incentives Commit criminal actsCommit criminal acts Abuse alcohol/other drugsAbuse alcohol/other drugs

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Students & GangsStudents & GangsRules in dealing with gang members:Rules in dealing with gang members:1.1. Be decisive, firm, fair, and consistent.Be decisive, firm, fair, and consistent.2.2. Intimidation of gang members usually Intimidation of gang members usually

escalates into a confrontation.escalates into a confrontation.3.3. Media hype escalates gang activity.Media hype escalates gang activity.4.4. Share intelligence concerning gang Share intelligence concerning gang

involved youth with school personnel, involved youth with school personnel, law enforcement and community law enforcement and community stakeholders.stakeholders.

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Students & GangsStudents & GangsRules in dealing with gang members:Rules in dealing with gang members:

5.5. When suspected gang graffiti is When suspected gang graffiti is found, take certain actions:found, take certain actions:

- Take photos of the graffiti and notify - Take photos of the graffiti and notify law enforcement law enforcement- Report the graffiti to school officials- Report the graffiti to school officials- Remove the graffiti as soon as - Remove the graffiti as soon as practicablepracticable

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Students & GangsStudents & GangsRules in dealing with gang Rules in dealing with gang

members:members:6.6. View each suspected gang View each suspected gang

member as an individual and member as an individual and follow a set protocol when follow a set protocol when interviewing them. interviewing them.

7.7. Work with the individual.Work with the individual.8.8. Do not classify all disruptive youth Do not classify all disruptive youth

behavior as gang activity.behavior as gang activity.9.9. Seek out support services.Seek out support services.

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Students & GangsStudents & Gangs

Interviewing gang members:Interviewing gang members: Separate, Isolate, and Interview Separate, Isolate, and Interview

(SII).(SII). Never interview in groups.Never interview in groups. Indicate their name will not be used Indicate their name will not be used

in an information exchange.in an information exchange. Never reveal your own thoughts Never reveal your own thoughts

early in the interview.early in the interview.

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Interviewing gang members:Interviewing gang members: Build the individual’s image/ego Build the individual’s image/ego

during the interview. Many times during the interview. Many times the individual will begin to boast to the individual will begin to boast to impress you.impress you.

Tell the individual that you have Tell the individual that you have already spoken to their associates – already spoken to their associates – but but nownow you want their side of the you want their side of the story.story.

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Students & GangsStudents & GangsFamily and friends of members could Family and friends of members could

experience:experience: Fear for their own or their family’s safety.Fear for their own or their family’s safety. Damage to personal property.Damage to personal property. Trauma, grief, confusion and depression over Trauma, grief, confusion and depression over

the injury or loss of a loved one due to gang the injury or loss of a loved one due to gang violence.violence.

Personal injury or death.Personal injury or death. Realization that once a youth becomes deeply Realization that once a youth becomes deeply

involved in gang activities, it’s difficult to end involved in gang activities, it’s difficult to end that lifestyle.that lifestyle.

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SSO Gang Awareness Guidelines:SSO Gang Awareness Guidelines: Be observant to possible gang behavior Be observant to possible gang behavior

in schools.in schools. If you suspect gang activity, notify the If you suspect gang activity, notify the

school security team, the principal, law school security team, the principal, law enforcement about your specific enforcement about your specific suspicions.suspicions.

Be aware of current gang intelligence. Be aware of current gang intelligence. (names, colors, hand signs etc.)(names, colors, hand signs etc.)

Don’t over-react...talk to administrators Don’t over-react...talk to administrators first.first.

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Virginia’s Gang StatutesVirginia’s Gang StatutesGang Recruitment:Gang Recruitment:

Class 1 misdemeanor to recruit another, Class 1 misdemeanor to recruit another, regardless of age of offender or victimregardless of age of offender or victim

Class 6 felony for an adult to recruit a Class 6 felony for an adult to recruit a minorminor

Class 6 felony to use or threaten force Class 6 felony to use or threaten force against an individual, or a member of his against an individual, or a member of his family or household, to encourage that family or household, to encourage that individual to join a gang; remain in a individual to join a gang; remain in a gang, or submit to a demand by a gang gang, or submit to a demand by a gang to commit a felony.to commit a felony.

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Abused & Neglected Abused & Neglected ChildrenChildren

Mandatory reportersMandatory reporters of suspected of suspected abuseabuse

Code of Virginia 63.2-1509 Code of Virginia 63.2-1509 Any teacher or other person Any teacher or other person

employed in a public or private employed in a public or private school, kindergarten or nursery school, kindergarten or nursery school.school.

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Abused & Neglected Abused & Neglected ChildrenChildren

Code of Virginia 63.2-1518Code of Virginia 63.2-1518 Any person required to make a report Any person required to make a report

or conduct an investigation or family or conduct an investigation or family assessment, pursuant to this chapter assessment, pursuant to this chapter may talk to any child suspected of may talk to any child suspected of being abused or neglected or to any of being abused or neglected or to any of his siblings without consent of and his siblings without consent of and outside the presence of his parent, outside the presence of his parent, guardian, legal custodian, or other guardian, legal custodian, or other person standing in loco parentis, or person standing in loco parentis, or school personnel.school personnel.

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Abused & Neglected Abused & Neglected StudentsStudents

Recognize when a student:Recognize when a student: Shows sudden changes in behavior or Shows sudden changes in behavior or

performance.performance. Has not received help for Has not received help for

physical/medical problems from physical/medical problems from parents.parents.

Has learning problems not attributed Has learning problems not attributed to physical/psychological causes.to physical/psychological causes.

Lacks adult supervision.Lacks adult supervision. Comes to school early, stays late – Comes to school early, stays late –

avoids going home.avoids going home.

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Signs of what may be physical abuse:Signs of what may be physical abuse: Unexplained burns, bruises, or broken Unexplained burns, bruises, or broken

bones.bones. Fading bruises or other marks noticeable Fading bruises or other marks noticeable

after an absence from school.after an absence from school. Seems frightened of parents and protests Seems frightened of parents and protests

or cries when it is time to go home.or cries when it is time to go home. Shrinks back in fear when an adult Shrinks back in fear when an adult

approaches.approaches. Reports an injury inflicted by a parent or Reports an injury inflicted by a parent or

adult.adult.

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Signs of child neglect:Signs of child neglect: Begs or steals food or money from Begs or steals food or money from

classmates.classmates. Lacks needed medical or dental care, Lacks needed medical or dental care,

immunizations, or glasses.immunizations, or glasses. Consistently dirty and has a severe Consistently dirty and has a severe

body odor.body odor. Lacks proper clothing for the weather. Lacks proper clothing for the weather. Abuses alcohol or other drugs.Abuses alcohol or other drugs. States that there is no one at home to States that there is no one at home to

provide care.provide care.

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Sexual Harassment & the Sexual Harassment & the StudentStudent

Sexual harassment of students is a Sexual harassment of students is a form of prohibited sex discrimination form of prohibited sex discrimination under the circumstances described in under the circumstances described in the United States Department of the United States Department of Education Education Sexual Harassment Guidance.Sexual Harassment Guidance. School Security Officers should be School Security Officers should be familiar with these federal guidelines as familiar with these federal guidelines as well as with their local school board well as with their local school board policies concerning sexual harassment.policies concerning sexual harassment.

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Sexual Harassment & the Sexual Harassment & the StudentStudent

Tips for SSOsTips for SSOs When in doubt, school officials should When in doubt, school officials should

review harassment details with law review harassment details with law enforcement to ensure criminal conduct is enforcement to ensure criminal conduct is reported. reported.

Sexual Harassment is a violation of civil law Sexual Harassment is a violation of civil law and must be reported to the school and must be reported to the school administration.administration.

Sexual Assault is a violation of criminal law Sexual Assault is a violation of criminal law and must be reported to law enforcement.and must be reported to law enforcement.

In certain instances, an act that appears In certain instances, an act that appears sexually “harassing,” may advance to the sexually “harassing,” may advance to the level of sexually “assaulting.”level of sexually “assaulting.”

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Special Ed. Guidelines for Special Ed. Guidelines for SSOsSSOs

Key Provisions of the Law:Key Provisions of the Law:The Individuals with The Individuals with Disabilities Education Act Disabilities Education Act (IDEA) is designed to provide (IDEA) is designed to provide children with disabilities, living children with disabilities, living in the United States, the in the United States, the following:following:

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Guidelines for SSOsGuidelines for SSOs

A free appropriate public education.A free appropriate public education. An education in the least restrictive An education in the least restrictive

environment, based on their environment, based on their individual needs.individual needs.

Assurance that the rights of Assurance that the rights of children with disabilities and their children with disabilities and their parents will be protected.parents will be protected.

Financial assistance from the Financial assistance from the federal government to carry out federal government to carry out provisions of IDEA.provisions of IDEA.

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Students with DisabilitiesStudents with Disabilities

Definition of Students with Definition of Students with Disabilities:Disabilities:A child with disabilities is a child A child with disabilities is a child who has been properly tested who has been properly tested under state and federal law and under state and federal law and found to have one of the following found to have one of the following conditions:conditions:

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AutismAutism Deaf-blindness Deaf-blindness

(combination)(combination) DeafnessDeafness Emotional DisturbanceEmotional Disturbance Hearing impairmentHearing impairment

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Mental retardationMental retardation Multiple disabilitiesMultiple disabilities Orthopedic impairmentOrthopedic impairment Other health impairment Other health impairment

(including ADD/ADHD)(including ADD/ADHD)

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Specific learning disability e.g. Specific learning disability e.g. dyslexiadyslexia

Speech or language impairmentSpeech or language impairment Traumatic brain injuryTraumatic brain injury Visual impairment Visual impairment Developmental delayDevelopmental delay

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Discipline and Students with Discipline and Students with Disabilities:Disabilities:SSOs should be familiar with the SSOs should be familiar with the requirements for the discipline of requirements for the discipline of children with disabilities. children with disabilities. A discussion should be held with A discussion should be held with local school principal and counselor local school principal and counselor about the proper implementation of about the proper implementation of discipline approaches with children discipline approaches with children in the school who have disabilities.in the school who have disabilities.

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Discipline and Students with Discipline and Students with Disabilities:Disabilities:The IDEA Amendments of 1997 The IDEA Amendments of 1997 clarify the authority of school clarify the authority of school personnel to take disciplinary action, personnel to take disciplinary action, including a change in placement for including a change in placement for a child with a disability:a child with a disability:

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to an appropriate interim to an appropriate interim alternative educational setting, alternative educational setting, another setting, or suspension, for another setting, or suspension, for not more than 10 days (to the not more than 10 days (to the extent such alternatives would be extent such alternatives would be applied to children without applied to children without disabilities); anddisabilities); and

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Students with Students with DisabilitiesDisabilities

to an appropriate interim alternative to an appropriate interim alternative education setting for the same amount of education setting for the same amount of time that a child without a disability would time that a child without a disability would be subject to discipline, be subject to discipline, but for not more but for not more than 45 days ifthan 45 days if – – the child carries a the child carries a weapon to school or a school function... or weapon to school or a school function... or the child knowingly possesses or uses the child knowingly possesses or uses illegal drugs or sells or solicits the sale of illegal drugs or sells or solicits the sale of a controlled substance while at school or a a controlled substance while at school or a school function.school function.

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Students with DisabilitiesStudents with DisabilitiesDiscipline and Students with Disabilities:Discipline and Students with Disabilities:

No later than 10 days after taking the No later than 10 days after taking the discipline action (mentioned above), if the local discipline action (mentioned above), if the local school district did not conduct a school district did not conduct a functional functional behavior assessment behavior assessment and implement a and implement a behavioral intervention for the child before the behavioral intervention for the child before the behavior that resulted in the suspension, the behavior that resulted in the suspension, the district must convene an district must convene an Individualized Individualized Education Program Education Program (IEP) (IEP) meetingmeeting to develop to develop an assessment plan to address the behavior. If an assessment plan to address the behavior. If the child already has a behavioral assessment the child already has a behavioral assessment plan, the IEP team must modify it.plan, the IEP team must modify it.

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Discipline and Students with Discipline and Students with Disabilities:Disabilities:When there is misconduct by a child When there is misconduct by a child with disabilities, a “manifestation with disabilities, a “manifestation determination review” must be held determination review” must be held to determine the relationship to determine the relationship between the child’s disability between the child’s disability and the misconduct.and the misconduct.

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Discipline and Students with Disabilities:Discipline and Students with Disabilities:The IDEA amendments make it The IDEA amendments make it clear that the school districts clear that the school districts are are not prohibited not prohibited from reporting a from reporting a crime committed by a child with a crime committed by a child with a disability to the proper disability to the proper authorities.authorities.Special Education Requirements Special Education Requirements do do notnot serve as a shelter for criminal serve as a shelter for criminal misconduct.misconduct.

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16 Signs of a Troubled Youth:16 Signs of a Troubled Youth:1.1. Affiliation with gangs.Affiliation with gangs.2.2. Being a victim of violence.Being a victim of violence.3.3. Chronic behavior and disciplinary Chronic behavior and disciplinary

problems.problems.4.4. Drug and alcohol abuse.Drug and alcohol abuse.5.5. Excessive feelings of isolation and Excessive feelings of isolation and

being alone.being alone.6.6. Excessive feelings of rejectionExcessive feelings of rejection

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Warning SignsWarning Signs16 Signs of a Troubled Youth:16 Signs of a Troubled Youth:

7.7. Expression of violence in writings Expression of violence in writings and drawings.and drawings.

8.8. Feelings of being picked on and Feelings of being picked on and persecuted.persecuted.

9.9. Inappropriate access to, possessions Inappropriate access to, possessions of, and use of firearms.of, and use of firearms.

10.10. Low school interest and poor Low school interest and poor academic performance.academic performance.

11.11. Past history of violent and Past history of violent and aggressive behavior.aggressive behavior.

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16 Signs of a Troubled Youth:16 Signs of a Troubled Youth:12.12. Patterns of impulsive and chronic Patterns of impulsive and chronic

hitting, intimidating, or bullying.hitting, intimidating, or bullying.13.13. Prejudices towards others.Prejudices towards others.14.14. Serious threats of violence against Serious threats of violence against

oneself or others.oneself or others.15.15. Social withdrawal.Social withdrawal.16.16. Uncontrollable anger.Uncontrollable anger.

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Signs of a Suicidal Youth:Signs of a Suicidal Youth:Loss/Rejection of:Loss/Rejection of: Parent, friend, or other significant Parent, friend, or other significant

personperson Self-esteemSelf-esteem Job or major responsibilityJob or major responsibility Physical healthPhysical health Ability to achieveAbility to achieve Rejection by peers, family, Rejection by peers, family,

authority figures, etc.authority figures, etc.

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Signs of a Suicidal Youth:Signs of a Suicidal Youth:Depression:Depression: Changes in sleeping and eating patterns.Changes in sleeping and eating patterns. Problems concentrating.Problems concentrating. Noticeable and major loss or gain in Noticeable and major loss or gain in

weight.weight. Neglect of personal hygiene and Neglect of personal hygiene and

appearance.appearance. Abrupt changes in personality and Abrupt changes in personality and

behavior (withdrawal, aggression, behavior (withdrawal, aggression, moodiness).moodiness).

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Signs of a Suicidal Youth:Signs of a Suicidal Youth:Depression:Depression: Increase in alcohol and/or drug use.Increase in alcohol and/or drug use. Rebellion and hostility.Rebellion and hostility. Withdrawal from friends and Withdrawal from friends and

activities.activities. Appearing sad most of the time.Appearing sad most of the time. Sudden drop in school performance.Sudden drop in school performance.

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Signs of a Suicidal Youth:Signs of a Suicidal Youth:Verbal Clues:Verbal Clues: ““I’m going to kill myself.”I’m going to kill myself.” ““What would you think of What would you think of

someone who committed someone who committed suicide?”suicide?”

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Signs of a Suicidal Youth:Signs of a Suicidal Youth:Behavior:Behavior: Previous suicide attempts.Previous suicide attempts. Giving away special and personal Giving away special and personal

possessions.possessions. Vague complaints about health.Vague complaints about health. Crying (many times Crying (many times

uncontrollably).uncontrollably). Suicidal notes, poems, drawings, Suicidal notes, poems, drawings,

journal or diary entries.journal or diary entries.

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Prevention ProgramsPrevention Programs

Prevention Programs help Prevention Programs help create a safe and secure create a safe and secure learning environment by learning environment by alleviating or eliminating alleviating or eliminating disruptive behavior, reducing disruptive behavior, reducing individual or group tension, individual or group tension, and teaching students positive and teaching students positive life and decision-making life and decision-making skills.skills.

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Anti-Bullying:Anti-Bullying:These programs focus on training These programs focus on training teachers and other school teachers and other school personnel to reduce bullying personnel to reduce bullying behavior. These programs enable behavior. These programs enable school personnel (including school personnel (including SSOs) to identify bullying SSOs) to identify bullying behavior early and to intervene behavior early and to intervene with positive actions.with positive actions.

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Conflict Resolution:Conflict Resolution:These programs are used to teach These programs are used to teach school staff and students how to school staff and students how to peacefully resolve conflicts. They peacefully resolve conflicts. They help educators and students help educators and students communicate more effectively and communicate more effectively and resolve problems at school, at home, resolve problems at school, at home, and in the community without and in the community without violence. Schools initiating these violence. Schools initiating these programs report fewer incidents of programs report fewer incidents of school violence.school violence.

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Life Skills Development:Life Skills Development:Designed to help decrease incidents Designed to help decrease incidents of vandalism and crime at school by of vandalism and crime at school by teaching students how to cope with teaching students how to cope with life’s challenges, the programs help life’s challenges, the programs help students learn vital communication students learn vital communication and decision making skills, manage and decision making skills, manage adverse situations at school and adverse situations at school and develop character through develop character through community involvement.community involvement.

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Gang Recognition and Intervention:Gang Recognition and Intervention:These programs teach students, staff These programs teach students, staff and parents to recognize and address and parents to recognize and address the presence of gangs in schools and the presence of gangs in schools and the community. Programs may involve the community. Programs may involve a structured series of lessons (e.g. a structured series of lessons (e.g. G.R.E.A.T.), or a combination of school G.R.E.A.T.), or a combination of school and community activities designed to and community activities designed to equip youth to resist gang involvement equip youth to resist gang involvement and assist parents and community and assist parents and community stakeholders in addressing the problem stakeholders in addressing the problem of gangs.of gangs.

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Parental Involvement:Parental Involvement:Students whose parents participate Students whose parents participate in their school activities perform in their school activities perform better academically. Parental better academically. Parental involvement programs are used to involvement programs are used to help meet the challenge of help meet the challenge of increasing or maintaining parental increasing or maintaining parental participation in school life.participation in school life.

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Suicide Prevention:Suicide Prevention:A number of programs are being A number of programs are being used to help reduce incidents of used to help reduce incidents of suicide or attempted suicide and to suicide or attempted suicide and to counsel peers and families of counsel peers and families of suicide victims. These programs suicide victims. These programs help schools’ administrators, help schools’ administrators, teachers, parents, and SSOs to teachers, parents, and SSOs to identify students identify students at-riskat-risk for suicide for suicide and give instruction about how to and give instruction about how to intervene in a crisis situation.intervene in a crisis situation.

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Substance Abuse:Substance Abuse:Nationally, a number of programs Nationally, a number of programs have been used to educate students have been used to educate students about the dangers of substance about the dangers of substance abuse as a means of reducing drug abuse as a means of reducing drug abuse incidents. Research about abuse incidents. Research about this topic indicates the importance this topic indicates the importance of early intervention to effectively of early intervention to effectively change student attitudes about change student attitudes about drugs and alcohol.drugs and alcohol.

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Law Related Education:Law Related Education: Designed to emphasize an Designed to emphasize an understanding of statutes that understanding of statutes that govern socially acceptable behavior govern socially acceptable behavior in home, school and community in home, school and community (e.g., Class Action).(e.g., Class Action).

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Documents

1 School Security Officer Program Module III. 2 School Security Officer Program Module III: Understanding Today’s Student Understanding Today’s Student