Prevent School Violence Improve Staff Decision Making

Create Safer Environments 2015-16

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John Heiderscheidt Director and Safety and Culture

The purpose of this presentation is to update the Board of Education on the following: 1. Security at School 2. Comprehensive Safety and Crisis Plan 3. What Parents Can Do

4. Professional Development Conducted for Staff 5. Trauma Informed Care 6. Safe and Nurturing Environments 7. Changes in Illinois Discipline Laws PA-456 (SB-100)

Who is responsible for

safety and security?

5

School employees are the

accountability holders

Illinois Emergency Management Agency Grant: ◦ Security systems at elementary schools Electronic Access Control

Cameras that monitor those entrances

New door intercom system

◦ Radios and emergency communications District wide emergency channel

New radios at high schools

New radios for all middle and elementary principals

Electronic Access Control and key FOBs ◦ Limiting access points – the Why?

◦ Building exterior doors will be

re-keyed

◦ Cameras monitor those entrances

◦ New Master Key System

◦ Camera to monitor

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Door Buzzer Sign

Visitor Badge Visitor Sign In Sheet

0%

100%

Pass Pass Pass Pass Pass

Doors

Locked

Inquiry Greeting

Time

Sign In Vistor Tag

Overall Penetration Tests

May-13 Sep-13 Jan-14 May-14

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Red and Green Cards

1 - Staff must add room number 2 - Red line for fire escape 3 - Blue line for severe weather shelter area

Evacuation of Persons with Limited Mobility

Evacuation Chair in all

multiple-floor buildings

Do you know where the

evacuation chair is?

Fire Department Response

to Stairwell – tell them

Where is it located?

Who is on the CPR/AED Team?

Call for help first!

Exterior doors must be locked during normal school hours.

Name ID badges.

Visitor access controls.

Money storage in safe only – no exceptions.

Classroom security – lock door and windows when you leave for the day.

◦ Keeps items in room safe

◦ Ensures your lock and key works every day

Lockable Space?

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Keep kids in school, increase attendance rate

If you do not need to drive to school, send them on the bus

Use front entrance, be patient

If you like it, lock it

Don’t send valuables

Report bullying

If you see something, say something

Most important – create an environment where students can tell if they feel uncomfortable

Drill completion required by November 15 each year

Safety and Crisis Management Training: ◦ Conducted at each school during a staff meeting

◦ Facilitated scenarios to strengthen staff action steps:

Disruptive student – De-escalation

Armed assailant - Lockdown

Outside danger – Secure Building

Inside situation – Hold in Place

Students fighting – How to manage a fight in school

Concealed carry – Lockdown and call police

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We create the environment. Our behavior affects

their behavior.

Client

Behavior

Our

Approach

Our

Attitude

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How we react and respond to agitated or escalated behavior can only do one

of two things:

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Think, Pair, Share:

Scenario

Think

Pair Share

Group

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A student is yelling at another student in a rage. You approach the student and request that he calm down.

He yells at you,

“I hate this school,

I hate you,

get away from me or

I will hurt someone.”

What are your action

steps in this

situation?

Think - 10 seconds

Pair with one

person for 30

seconds

Share – one

group will

share their

action steps

Large group

discussion

will look at

action steps

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37

38 Crisis Prevention Institute, http://www.crisisprevention.com

Call for “Team”

Remove the audience if possible.

Allow for venting.

Validate student voice, feelings and frustrations.

Be directive with a choice so they can save face, take ownership.

Crisis Prevention Institute, http://www.crisisprevention.com

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Researched and Evidenced based tools for schools:

More effective statement's ◦ “The art of Enforceable Statements for Schools”

Trauma Informed Care ◦ ‘What’s happening?’ versus ‘What’s wrong with

you’

Setting Limits ◦ Have a regular routine of phrases – school wide?

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Give space and time to de-escalate.

You may need space and time to de-escalate, ask student for permission.

After tension reduction, re-establish communication.

Be non-judgmental in your approach

Crisis Prevention Institute, http://www.crisisprevention.com

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Examples: ◦ Students being bullied by other students

◦ Students being victimized by other students

◦ Students who are angry about grief and loss

◦ Families living in poverty; Severe Poverty

Crisis Prevention Institute, http://www.crisisprevention.com

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Paradigm Shift

What is wrong with this student?

Shift to

What is this student going

through? Jim Sporleder, 2015-16 CEO School Year Administrator's Meeting

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Trauma Informed Implementation

Allow

students to

de-escalate

Validate the

student’s

voice

Hold

student’s

accountable

Children's Resilience Initiative: Resilience Trumps ACEs

Jim Sporleder, 2015-16 CEO School Year Administrator's Meeting

There is a story behind the behavior…..

Fear of failure

Not feeling safe

During the work day, you you hear a popping noise.

The popping is repetitive.

You have never heard a noise like this in your building. Now you hear glass breaking and people screaming.

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What are your action

steps in this

situation?

Think - 10 seconds

Pair with one

person for 30

seconds

Share – one

group will

share their

action steps

Large group

discussion

will look at

action steps

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1. Immediately move to lockdown position. 2. Tell others if you can. 3. Call the front office and report. 4. Tell it like it is – no codes words. 5. Request a lockdown. 6. Lockdown in nearest room when inside:

a. Lock the door. b. Turn off the lights. c. Remain out of sight from the inside door window. d. No movement or sound. e. No cards under the door or on the window. f. Leave window blinds alone.

7. If you can’t lockdown, move out and away. 8. When outside – move away. 9. Call police on any type of phone

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Run, Hide, Fight – FEMA – IC907

FEMA - Active Shooter: What you can do: Evacuate, Hide Out, Take Action

Web based training:

See handout ◦Setting Limits and Avoiding Power Struggles

◦Secrets of Behavior Intervention…………

To provide the best

CARE, WELFARE, SAFTY and SECURITY

for all.

And All means All.

4% 14%

28%

38% 38% 45% 48%

0%

10%

20%

30%

40%

50%

60%

CPI Trained Employees - June 2015

District Safety collaborates with the Coordinator of Student Discipline, Principals, Assistant Principals, Deans, School Resource Officers and Dean’s Assistants to continuously improve safe school environments.

District Safety Goals for 2013-14: 1. Reduce occurrences of out-of-school suspensions (OSS) by 10%

2. Reduce occurrences of OSS for fighting by 10%

3. Reduce occurrences of OSS for drugs/alcohol by 10%

4. Reduce occurrences of OSS for weapons by 10%

Addresses punitive and exclusionary use of discipline

Out of School Suspension limited in use for situations where removing the student from school required for safety purposes.

Must exhaust school interventions before OSS can be used.

U-46 does NOT use Zero Tollerence

Why do we measure OSS?

Research shows that suspension and get-tough policies are not making our schools safer nor our children behave. Excluding our children from school seems to be a precursor to them entering our legal system as they face academic failure, which often, in turn, leads to higher dropout rates. Some have called it the “school-to-prison pipeline.”

(Amstutz and Mullet, The Little Book of Restorative Discipline for Schools,

Teaching responsibility; creating caring climates, 2005)

• OSS occurrences decreased by 74.2% from 2007-08 to 2014-15.

• From 2013-14 to 2014-15 OSS occurrences dropped by 21.9%, high schools by 22.8% and middle schools by 19.5%.

• The range of use of OSS occurrences is as follows:

• High school range was 240, substantially lower than last year, with 71 (SHS) as the low and 311 (EHS) as the high use of OSS occurrence.

• Middle school range was 99, slightly lower than last year, with 28 (Ellis) as the low and 127 (Kimball) as the high use of OSS occurrence.

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Occurrence of OSS – not incidents, days of OSS or number of students D2015 Goal is to reduce overall occurrence by 75% from 2007-08

1431 1112 1418 1338 1261 929 626 504

5651

3527 3692

3312 2885

2077 1714 1323

7082

4639 5110

4650 4146

3006 2340

1827

0

1000

2000

3000

4000

5000

6000

7000

8000

2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15

Occurrences of Out-of-School Suspensions for all Reasons Secondary Schools HS

MS

HSandMS

OSS Occurrences for Fighting – D2015 Goal was 75% lower than 2007-08 • OSS occurrences decreased by only 14.81% from 2013-14, high schools by 14.7% and middle schools by 15%.

• The range of use of OSS occurrences is as follows:

• High school range was 33, lower than last year, with 26 (SHS) as the low and 59 (EHS) as the high use of OSS occurrence.

• Middle school range was 25, lower than last year, with 7 (Canton) as the low and 32 (Larsen) as the high use of OSS occurrence.

59

334 328 338 316 204 246

173 147

575 518 516

406

354 366

279 238

909 846 854

722

558 612

452 385

0

100

200

300

400

500

600

700

800

900

1000

2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15

Occurrences of Out-of-School Suspensions for Fighting - Secondary Schools

HS

MS

HS andMS

OSS Occurrences for Drugs/Alcohol - D2015 Goal was 50% lower than 2010-11

• OSS occurrences for drug and alcohol increased by 22.9% from 2013-14, high schools increased by 45% and middle schools decreased 50%.

• The range of use of OSS occurrences is as follows:

• High school range was 26, with 3 (SHS) as the low and 26 (SEHS) as the high use of OSS occurrence.

• Middle school range was 7, with 0(Abbott, EV and KW ) as the low and 7 (Kimball) as the high use of OSS occurrence.

• Alternative program – GSHS had 10 occurrences.

60

4

51 55 50 46 29 36

18

154

157

179 188 188

191

128 186

158

208

234 238 234 220

166

204

0

50

100

150

200

250

2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15

Occurrences of Out-of-School Suspensions or Drugs, including Alcohol - All U-46 Secondary Schools

HS

MS

HS andMS

Occurrences of OSS for Weapons - D2015 Goal was 75% lower than 2007-08 • OSS occurrences decreased by 27.9% from 2013-14, high schools decreased by 22.7% and middle schools

decreased by 33.3%.

• The range of use of OSS occurrences is as follows:

• High school range was 5, with 1 (BHS) as the low and 6(EHS) as the high use of OSS occurrence.

• Middle school range was 5, with 0 (EV, Kimball) as the low and 5 (Canton as the high use of OSS occurrence.

61

32

13 19 16

13 17 21 14

36

22

26 28

10

23

22

17

68

35

45 44

23

40 43

31

0

10

20

30

40

50

60

70

80

2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15

Occurrences of Out-of-School Suspensions for Weapons

HS

MS

HS and MS

D2015 goals were achieved. In 2014-15 all students recommended for expulsion were provided educational options as an alternative to being expelled. Only one student did not stay in school.

This also resulted in students who were recommended for expulsion requiring less OSS days to move the student to those educational options, thereby reducing the number of student OSS 10 days or more.

62

82

47 45 38

11

35

16 22

16

1 0

20

40

60

80

100

2010-11 2011-12 2012-13 2013-14 2014-15

Expulsions

Hearings Expulsions

Next Steps for 2015-16: Complete remaining 9 schools electronic

access control system 2016.

New security hard key system for all buildings – Completed in 2016

Lockdown Locks

Raptor – Visitor/volunteer Check in system – ID or name and DOB required to national sex offender registration files.