Transcript Presented By: - Vermont School Boards Association

Preventing Bullying
and School Crisis
Presented By:
Winton I. Goodrich
Vermont School Boards Association
(Packet Materials)
Participating Districts
15 CUBE member districts in 13 states
Average enrollment of 69,172 students
108 Schools
40 elementary
26 middle
28 high schools
14 K-8 schools
American School Climate
Survey© Constructs
Safety
 Bullying
 Trust, Respect & Ethos of
Caring
 Racial Self-Concept
 General Climate

Study Demographics
Study Demographics
School climate is the learning
environment created through the
interaction of human relationships,
physical setting and psychological
atmosphere.
Perkins, 2006
CUBE Survey of Urban School Climate Safety
CUBE Survey of Urban School Climate
Safety
CUBE Survey of Urban School Climate
Bullying
CUBE Survey of Urban School Climate
Bullying
CUBE Survey of Urban School Climate
Bullying
Recommendations
•
•
•
Districts should include a climate
assessment in their annual
evaluation processes
Schools should identify one or more
key areas on the basis of these
assessment findings
Parents should be encouraged to
participate in discussions on the
improvement of school climate
Recommendations
•
Students should engage with
members of the school community
to address climate issues
•
•
School officials should engage
members of the community about
ways in which they can participate
Boards of education should
establish clear policies to create a
positive school climate
Internet Bullying Prevention
www.isafe.org
Relationship Between Increases in
Obesity & Bullying
1995
1990
2005
No Data
<10%
10%–14%
15%–19%
20%–24%
25%–29%
≥30%
Support
1. Family support
2. Positive family communication
3. Other adult relationships
4. Caring neighborhood
5. Caring school climate
6. Parent involvement in schooling
Empowerment
7. Community values youth
8. Youth as resources
9. Service to others
10. Safety
Boundaries &
Expectations
11. Family boundaries
12. School Boundaries
13. Neighborhood boundaries
14. Adult role models
15. Positive peer influence
16. High expectations
Constructive Use of Time
17. Creative activities
18. Youth programs
19. Religious community
20. Time at home
Commitment to Learning
21. Achievement Motivation
22. School Engagement
23. Homework
24. Bonding to school
25. Reading for Pleasure
Positive Values
26. Caring
27. Equality and social justice
28. Integrity
29. Honesty
30. Responsibility
31. Restraint
Social Competencies
32. Planning and decision making
33. Interpersonal Competence
34. Cultural Competence
35. Resistance skills
36. Peaceful conflict resolution
Positive Identity
37. Personal power
38. Self-esteem
39. Sense of purpose
40. Positive view of personal future
Pair Share

Share with a new partner 2
effective child well-being initiatives
in your school/community.

How does the Board assess this
program effectiveness?
Pair Share

Discuss with partner what your school
has done to identify and respond to
bullying.

Report out results
Creating a School Public
Safety Committee
WHAT TYPES OF EMERGENCIES
SHOULD YOUR SCHOOL PLAN FOR?
School Public Safety Committee
School Public
Safety Committee
Emergency Management
Rescue Squad
Fire
Police
Principal/Superintendent
CERT/LEPC/RPC
School Crisis Team
Principal/Asst. Principal
Nurse
Guidance/SAP
Teachers
SRO
Custodian
Periodically Host School Public
Safety Committee Meetings
Set Committee Goals
and Objectives

Create “Incident Command”
structure

Principal “Incident Commander”
 Directs
command to Fire Chief if hazmat or
fire
 Directs command to police if law violation

Establish “Unified Command” system
for “Mutual Aid”
Incident Command System
(Packet Material)
Committee Objectives
(continue)

Establish and maintain a school
emergency plan

Focus on ways to implement
universal safety practices

Emergency responders and school
leaders prepare for a variety of
crises
Committee Objectives (continue)

Conduct tabletop exercises and
emergency drills

Help conduct evacuation and
relocation drills

Organize and train volunteers for
relocation sites
Types of Emergency
Exercises

Tabletop: Focus on an incident and
discuss the school & community
response

Functional: Simulate a crisis situation
and
respond verbally or in writing to your
action plan

Full Scale: People and equipment are
mobilized to practice specific
emergency functions
Tabletop Exercise

Exercise should be a learning process
intended to train personnel, not test or
criticize response

Tabletop goals:




Reveal planning weaknesses
Improve communication
Clarify roles and responsibilities
Foster cooperation among emergency
providers and school leaders
Tabletop Exercises

School Shooting

Student Knife Attack

Non-Custodial Parent Kidnapping
Child

Bomb Threat
“CLEAR THE HALLS”

Students report immediately to an adult
in the nearest classroom or other
secured area

Lock classroom doors when possible

Students and staff stay away from
doors and windows
“SECURE THE BUILDING”

Same as “Clear the Halls” but also
includes designated staff securing
external doors and allowing
emergency responders to enter

Students outside move away from
the building to safe area
“EVACUATE THE SCHOOL”

All students and staff evacuate the
building and move to designated areas

Teachers and staff take attendance and
report missing students

Maintain order and wait for direction
School Shooting
“CLEAR THE HALLS”
School Shooting



How do you encourage students to come
forward with information relating to
potential crimes that are believed to about
to occur or have already taken place? (i.e.
peer counselors, posters, school resource
officer…
What system does your school have for
students to report potential or actual
crimes that have already taken place?
How often is this system reviewed?
“CLEAR THE HALLS”
School Shooting




What system is available for students
who wish to report possible or real
crises on weekends or holidays?
How does follow-up occur when the
school receives a report from a
student?
What kind of plans are in place if your
school evacuates students and staff?
(class roster, coats in winter…)
Who oversees this plan?
Student Knife Attack
“CLEAR THE HALLS”
Student Knife Attack


Should staff members at the scene attempt
to disarm the student with the knife? Does
your school have a policy on dealing with
armed students?
Should the principal or designee
communicate the “Clear the Halls” command
over the intercom? Have you ever held a
drill to like “Clear the Halls”? Do you think
such a directive could help safeguard other
students?
“CLEAR THE HALLS”
Student Knife Attack




As an administrator, you are most likely going
to have to inform the staff and students of
what took place.
How are you going to inform the parents
about the incident?
Will you communicate with the police before
finalizing your notice to the students, staff
and parents and possibly the media?
Will you have your Crisis Team available to
meet with the students that were affected by
this incident?
Non-Custodial Parent
Kidnapping Child
“SECURE THE BUILDING”
Non-Custodial Parent Child Kidnapping
If you were the school administrator
should you have informed the father
that he was not allowed to enter onto
school property and if he did, you
would file a trespassing complaint with
the police?
 Are you going to give the order for the
staff to “Secure the Building” at this
time?

“SECURE THE BUILDING”
Non-Custodial Parent Child Kidnapping




Have you practiced the “SECURE THE
BUILDING” drill before?
Do you know if your intercom system is
heard in every part of the building?
If your intercom system does not reach every
part of the building, what plan do you have
in place to notify all staff and students?
Do you have pre-arranged assignments with
identified staff to lock all entry doors to the
building and remain available to monitor
them?
Bomb Threat
“EVACUATE THE SCHOOL”
Bomb Threat
Ask if FBI bomb questionnaire cards
have been placed at locations where
outside phone calls are received?
 Have you designated the location
where the Incident Command system
will be set up?
 Are you going to evacuate the school?
 If you evacuate, do you have
designated relocation sites?

“EVACUATE THE SCHOOL
Bomb Threat




Have you previously held a drill that moved
students and staff to the relocation site(s)?
Have you made arrangements to have
someone search your designated relocation
site for suspicious items before you move to
it?
Have school administrators worked with law
enforcement, fire and rescue staff on how
students and staff will be re-located off-site?
Do you have a plan in place for how meals
would be delivered to the re-location site(s) if
the situation warrants missing lunch?
TEAM WORK

School Public Safety Committee can
help plan for various emergencies

Can organize drills

They cannot make it work without you
being part of the team!
Tabletop Exercise
“Four on the Floor”
Debrief in Small Groups
DVD Distribution in PM
2006
School Threat Assessment
Resources Provided By:
United States Secret Service
Presented By:
Vermont School Boards Association
What School Boards
Can Do

Adopt policies and procedures on
prevention and response to school
emergencies and crises.

Ensure administrators and
emergency service providers
routinely run practice drills.
What School Boards
Can Do

Direct administrators to develop
and monitor the safety of the
school climate for students and
staff.

Receive periodic reports on the
types, number, and response to
school incidents.
Making and Posing a
Threat

Ensure administrators receive
training to better understand the
difference between a threat that is
made vs. one that is posed.

Use the School Public Safety
Committee to decide response to
both made and posed threats.

Different responses for each type.
Secret Service Targeted
Violence Prevention Resources

Analyzed School Gun & Bomb Incidents

Earliest cases began in 1974

Researched 37 highest profile
incidents over past 26 years

Occurred in 26 states
School Gun & Bomb
Incident Characteristics

Perpetrated by boys or young men

Students, staff and administrators
were targets

In 2/3 of incidents, attacker killed
one or more students and staff
Preliminary Findings

Incidents were rarely impulsive

Students developed idea 2 weeks in
advance

Over half created plan 2 days prior to
attack

Revenge primary motive
Preliminary Findings

2/3 of attackers had multiple reasons

3/4 had grievance at time of attack

Many told someone in advance about
idea or plan!

Less than 1/4 communicated intent to
attacker
Preliminary Findings

No accurate or useful attacker
profile

Student ages ranged from 11 to 21

Variety of racial and ethnic
backgrounds
Preliminary Findings

Range from intact family
situations to foster homes with
histories of neglect

Academic performance ranged
from excellent to failing

Range of friendship patterns from
socially isolated to popular
Preliminary Findings

Behavioral histories varied from no
problems to multiple discipline
issues

Few showed marked change in
academic performance, friendships,
or discipline

Few diagnosed w/ mental disorder
or histories of drug or alcohol abuse
Implications

Risk in attempting to profile
students

Profiles will fail to identify some
attackers

Fact-based approach more
accurate than trait-based analysis
Implications

Many cases, other students
involved

Attacker acted alone in 2/3 of
cases

50% of cases, attacker influenced
or encouraged by others
Implications

One case, one attacker brought
gun to school to stop student
harassment

Friends convinced attacker to
shoot harassers

3/4 of cases other students knew
about attack in advance
Implications

2/3 of cases, attackers were
bullied or threatened prior to
incident

Many had experienced
longstanding and severe bullying

This behavior played key role in
attacks
Implications

Most incidents, attacker engaged in
behaviors which caused others to be
concerned

3/4 of cases, staff or adm. expressed
concern about attacker prior to incident

Over 50% of attackers’ behavior was
identified in advance
For More Information
National Threat Assessment Center
U.S. Secret Service
950 H Street NW, Suite 9100
Washington, DC 20223
202-406-5470
202-406-6180 fax
http://www.treas.gov/usss/ntac
School Virtual Tour
Kevin Flanders, President
PeopleGIS
School
Mapping
by
PeopleGIS
Copyright 2004 PeopleGIS Inc.
Presentation Agenda
What is School Mapping?
 School Mapping Demonstration
 The Mapping Process Step-By-Step
 Your Role in the Process
 Hands-On
 Questions

What Is School Mapping?
 Created
In Littleton NH for an
Active Shooter Program
 Extended to support all police and
fire needs for school incidents
 Integrates multimedia
 Maps
 Photography
 spherical photography
 floor plans
 voice files
 and more
What Is School Mapping?
• Mobile technology
• For use in the field
• For use in cruisers
• For use in fire trucks
• Can be built locally by students
• Can be distributed inexpensively
• Web-based (easy to use)
Crisis Response by PeopleGIS







GIS Mapping
Integrated MultiMedia
Document
Management
Integrated Searches
Real-Time Security
Camera Connectivity
Secure/Portable
Data Access
Cost Effective
Project Execution
with Students or
Seniors
Crisis Response by PeopleGIS

GIS Mapping







Floor Plans
Entrances
Aerial Photography
Alarm Systems
Electrical & HVAC
Systems
Neighborhood Mapping
Integrated Multi-Media



Virtual Tours
Still Photography
Audio
Crisis Response by PeopleGIS
• Document Management
–
–
–
–
Response Plans
Alarm Instructions
Crisis Lists
Crisis Contacts
• Integrated Searches
– Zoom To Rooms
– Zoom To Buildings
– Zoom To Zones
• Real-Time Security
Camera Connectivity
Crisis Response Demo
Crisis Response by PeopleGIS
• Secure/Portable
Data Access
– Public Safety
Laptops
– USB Drives
– USB Watches
• Cost Effective
Project Plans
– Students
– Seniors
SMART
School Multi-Hazard Assessment &
Resource Tool

5 current modules






Arson
Communications
Fire
Violence
Intrusion
3 future modules



Sexual Violence
Drills & Exercises
Bombs / Threats
The NI2 web site was developed by
Kevin Flanders at PeopleGIS. Kevin and
staff developed the school virtual tour
software that is being used to film the
interior of schools in Vermont.
School Violence Questions
Communication Questions
Assessment Outcome
SMART Violence Questions

32 Questions



Does your school have a written policy defining what
objects are prohibited in the school, what types of
objects are considered weapons or potential weapons,
and is this policy communicated to both staff and
students?
Does your school have an emergency guidelines in
place to notify parents how, when, and where to pick
up their children if there is a violent incident?
Does your school policy handbook clearly define and
outline when parents will be notified if their child is
involved in a violent incident at school?
SMART Intrusion Questions

27 Questions




Does your school have an Intrusion Response Plan?
Does your school's Intrusion Response Plan include the various
types of evacuations (such as lock-downs and shelter-in-place)
and are they practiced with drills?
Does your school have an assigned school resource officer with
powers of arrest?
Are visitors required to present identification and sign in and
out?
SMART Contact Information
If you are interested in using SMART:
NI2CIE
Email: [email protected]
Web: www.ni2cie.org/s3
603-766-3390
Action Steps

New Pair Share

What will you do differently in your
district, given the new information and
resources received today?

What professional development will your
teachers, staff, and administration need?
REFERENCE WEB SITES

Vermont Department of Education:
http://www.state.vt.us/educ/new/html/pgm_safesch
ools/pubs.html
(School Crisis Guide 2004)
(School Safety Review Checklist)

U.S. Secret Service Web Site:
http://www.ustreas.gov/usss/
(Safe School Initiatives)
For More Information
Winton Goodrich
VSBA Associate Director
[email protected]
Kevin Flanders
PeopleGIS
[email protected]