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Safe, Secure SchoolsCommittee Membership:

Chris Bitner

Bill Heisel

Kathleen Mackaman

Gloria Ranney

Cathy Powell

Ellen Smith

Perry Soldwedel

Becky Walker

GOAL FIVE: We will provide a safe, respectful inviting learning environment.

Behavior/ AttitudeExpectations/Consequences

PartnershipsClimate

AccessSecurityCrisis PreparednessAlternatives

•Maintenance

•Custodial Services

•Life/Safety

•Long Range Plans

•Upgrades

•Efficient Use

•Space Needs

•Health Needs

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Safe, Secure Schools

FOUR MAJOR AREAS OF STUDY:

SECURITY VIOLENCE PREVENTION/ INTERVENTION CRISIS/ SAFETY MANAGEMENT CLASSROOM MANAGEMENT AND TRAINING

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Process for Issues

Current SituationData SourcesCollection ActivitiesAssessment of current situation

What is working . . .What is not working . . .

Display of dataRecommendationsHypothesis, further study . . .

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Security

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What is working?

Sound security system is effective. Police liaison officer is effective. Lockdown procedure is effective in

some buildings. Some security policies and

procedures are effective.

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What is not working?

Identification cards for visitors, staff and students would be beneficial.

Surveillance equipment in entry ways and on some buses would be beneficial.

A liaison officer for each junior high would be optimal.

Some policies and procedures need to be updated. Keys to lock classroom doors would be beneficial. Security procedures need to be well communicated

to students, staff and parents.

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Recommendations: Use Identification cards for visitors, staff

and students. Purchase surveillance equipment for

entry ways and on some buses. Maintain a police liaison officer and

consider expansion to one for each junior high.

Communicate security procedures to students, staff, parents and emergency personnel.

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Violence Prevention and Intervention

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What is working? The DARE and VEGA curricula is being taught at the

intermediate levels. Project Success offers good after school activities at the

intermediate level; junior high level needs some attention. Counselors provide excellent support for at-risk students. Mentoring programs are successful at the junior high level. BD programs at 4-6 and 7-8 are effective. The STAT process is effective in some buildings. There are few gang problems. There is accurate incident profiling. There are few weapon problems. Regional Alternative School is available for expelled students.

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What is not working? There are some truancy problems; lack of collaboration with

community agencies is evident. Bullying issues exist at all levels; sexual harassment issues

exist at junior high. Drug and alcohol problems exist at junior high levels Data shows some violence issues and police intervention in

7-8. There are many other students who display behavior and

attitude problems about school and school work. There are few alternatives available for those students. The STAT process needs improvement in some buildings. Incident profiling data needs to be accessible and shared with

appropriate personnel.

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Recommendations: Address truancy problems through improved

cooperation with Project Stay, Juvenile officers and States Attorney’s office.

Seek improved police collaboration/ court services through shared information and processes (SHOWCAP).

Provide alternatives for students who display behavior and attitude problems within the classroom and school.

Phase in SAP program at junior high schools and intermediate schools.

Establish an alternative school program.

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PRINCIPAL

Crisis/ Safety Management

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What is working? Discipline Handbooks Counselor training for crisis

management Media coordination of crisis events

is effective. Bomb threat procedures are

effective. Counselors provide effective post-

crisis management.

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What is not working? Board policies need revision. District Crisis Preparedness

Manual needs updating. Building procedures need to be

revised to address Crisis Preparedness Manual revisions.

Procedures need to be well communicated.

Crisis Management Teams need additional training.

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Recommendations: Revise District Crisis

Preparedness Manual. Revise Building procedures for

crisis management to address District Crisis Preparedness Manual revisions.

Communicate Crisis management procedures to parents, staff, students and community.

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Classroom management and Training

TRAINING

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What is working? Primary school-wide management programs. Washington RESPECT program. Teacher classroom management programs that are

aligned with school-wide programs. DARE and VEGA instructional programs at

intermediate schools. Family Living instructional program at intermediate

and junior high schools. District Discipline Handbooks Board policies related to management programs and

discipline.

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What is not working? Schools that do not have school-wide management

programs. Classroom management plans not aligned to school-wide

programs. Training programs for some beginning and tenured teachers. Training programs for support staff, playground supervisors,

bus drivers, etc. Parent involvement and support for school and classroom

management plans. Partnership with community agencies available to assist with

school and classroom management issues.

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Recommendations: Ensure all staff have classroom

management, aggression, bullying and sexual harassment training.

Promote school-wide management plans and ensure staff commitment to civility at all times; promote classroom management plans aligned with school management plans.

Enlist parent support for school and classroom management plans.

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Other Recommendations: Update board policies Purchase surveillance equipment

for entry ways and busses Conduct systematic audits. Consider classroom door keys. Make accessible incident profiling.