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Fairfax County Public Schools

Internal Security Review

Recommendations

June 18, 2018

Table of Contents

Scope ........................................................................................................................................ 1

Background .............................................................................................................................. 1

Best Practices ................................................................................................................ 1

FCPS Practices ........................................................................................................................ 2

Electronic Door Access .................................................................................................. 2

ID Badges and Background Checks ............................................................................... 2

Security Presence in Schools ......................................................................................... 2

Crisis Teams .................................................................................................................. 2

Emergency Management................................................................................................ 4

Training for Preparedness .............................................................................................. 6

Drills ............................................................................................................................... 9

Mental Health Supports for Students ..................................................................................... 9

Threat Assessments ....................................................................................................... 9

Partnerships for Mental Health Supports .......................................................................10

Focus Areas for Recommendations ......................................................................................11

Training .........................................................................................................................11

Physical and Technical Security ....................................................................................11

Human Capital ...............................................................................................................11

Mental Health ................................................................................................................11

Methodology............................................................................................................................11

Stakeholder Input ....................................................................................................................12

Recommendations ..................................................................................................................13

Training Recommendations ...........................................................................................13

1. Further train and engage students and staff during lockdown drills. ................13

2. Reinforce proper electronic door access .........................................................13

3. Conduct tabletop exercises annually ...............................................................14

4. Require annual safety and security training. ....................................................14

5. Require principals to include a safety and security briefing .............................15

6. Review and evaluate the school based threat assessment process ................15

7. Continue compliance .......................................................................................15

8. Increase communication and collaboration with principals ..............................16

9. Increase communication with school communities ..........................................16

Physical and Technical Security Recommendations ......................................................17

1. Upgrade interior classroom door locks ............................................................17

2. Update and install exterior and interior cameras (CCTV) systemwide .............17

Human Capital Recommendations ................................................................................18

1. Add eight training positions .............................................................................18

2. Add two specialist positions to install and monitor CCTV systemwide .............18

Mental Health Recommendations ..................................................................................19

1. Increase staffing by eighteen mental health specialists ...................................19

Summary of Recommendations with Costing ......................................................................20

Considerations Reviewed but Not Recommended ...............................................................21

Physical and Technical Security Considerations ............................................................21

1. Install security film ...........................................................................................21

2. Initiate a magnetometer program ....................................................................21

3. Enhance Visitor Management System ............................................................21

4. Require student identification badges .............................................................21

5. Additional physical and technology security systems ......................................22

6. Utilize door barricade devices .........................................................................22

7. Change fire alarm protocols ............................................................................22

Human Capital Considerations ......................................................................................23

1. Staff Elementary Schools with a security presence. ........................................23

2. Consider arming school security personnel .....................................................23

3. Increase OSS personnel .................................................................................23

4. Reorganize OSS to better manage safety and security programs ...................23

5. Convert six OSS temporary positions to FTE ..................................................24

6. Increase school based security personnel at middle and high schools ............24

7. Reassign school based Safety and Security personnel under OSS .................24

Summary of Considerations Reviewed but Not Recommended with Costing ...................25

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FAIRFAX COUNTY PUBLIC SCHOOLS SAFETY AND SECURITY REPORT, JUNE 2018

Scope

On February 19, 2018, as a result of the Parkland, Florida, school shooting, the School Board

requested that Superintendent Scott S. Brabrand conduct an internal review of Fairfax County

Public School’s (FCPS) current emergency management programs, practices, policies and

protocols. The Office of Safety and Security (OSS) conducted this review, concentrating on

security programs that are designed to mitigate threats of intentional harm. FCPS currently

deploys a full suite of security programs that are considered best practice by the Virginia

Department of Criminal Justice Services’ (DCJS) Center for School and Campus Safety as well

as security industry professionals who address school security. FCPS’ suite of security

programs is so robust that initial guidance from OSS includes continuing compliance with the

current security protocols while remaining vigilant in all areas of safety and security. Although

FCPS’ current security programs are effective, opportunities for improvement were identified

through internal review and stakeholder feedback. These opportunities have been categorized

into the following three areas: training, physical and technical security, and human capital. This

report contains recommendations for improvements to FCPS’ fundamental current security

practices. Additional information on other options that were considered but not currently

recommended is included.

Background

FCPS has been cited as a national model of school emergency preparedness by the U.S.

Department of Education, the U.S. Department of Homeland Security, and the America

Prepared Campaign. FCPS’ current programs, practices, policies and protocols are followed in

each school in the division. The Office of Safety and Security partners with principals to ensure

that proper safety measures are in place.

Best Practices

The National Center for Education Statistics’ Survey on Crime and Safety reports that the most

common types of security measures are locked buildings, ID badges for staff, video cameras,

and front door access notification systems. Seventy percent of middle and high school students

attend a school with at least one security guard or police officer. While these deterrents are best

practice, research has shown that the most effective way to ensure a safe school is to have a

positive school climate where students know school rules and the consequences for breaking

them.

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FCPS Practices

Electronic Door Access

Every FCPS school is equipped with an electronic door access system, which requires guests to

ring a buzzer to gain access to the school. Newer schools are designed so that visitors to the

school must walk through the front office in order to enter the building.

ID Badges and Background Checks

Staff and FCPS contractors are required to wear identification badges. Background checks are

conducted on all staff, substitutes, contractors and volunteers.

Security Presence in Schools

Other than school staff, elementary schools do not have permanent security staffing. Security

training is provided by OSS as required by FCPS regulations. School security provides a routine

patrol presence.

All middle and high schools are staffed with a school resource officer. In addition, middle schools are staffed with one or two safety and security assistants, depending on student numbers and programs. High schools are staffed with one safety and security specialist and four safety and security assistants.

Crisis Teams

Each school principal, in consultation with staff members, is required to develop a Crisis

Management Plan by September 30 of each year for review by the Office of Safety and Security

(OSS). Within that plan, each principal must designate staff members for a crisis management

team (CMT), which should consist of an immediately accessible core group of school personnel

who have the knowledge and skills to deal with an emergency situation. A crisis team should

consist of the following roles:

Incident Supervisor: The highest level executive in the school who provides leadership

for the development and execution of the Crisis Management Security Plan. Duties

include: verifying a crisis is occurring and initiating the activation of the CMT; and

establishing a command post. Relinquishes overall incident leadership role to fire

officials during a fire/hazardous materials incident and/or to the ranking law enforcement

officer following a criminal act. May assume leadership role within a unified command

structure with responding agencies. Provides notifications to applicable Leadership

Team member(s) or department(s).

Police/Fire Liaison: Provides information to local emergency management. Duties

include maintaining contact with police/fire operations. During some incidents, the

incident supervisor can accomplish this liaison assignment; however, a large incident

should have someone whose sole responsibility is to act as a liaison.

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Off-Site Evacuation Coordinator: Organizes use of off-site location to include: selecting

evacuation routes; planning the safe movement of students; assisting with student

accounting once they are moved; and planning for the movement of special needs

students and staff. Coordinates with Incident Supervisor, Transportation, Student

Accounting and Parent Reunion Organizer to manage the moving and parent

reunification process.

Parent Reunion Organizer: Organizes, manages, and coordinates the safe and orderly

release of students to their parents/guardians during a school emergency. Duties

include: establishing a pre-identified location where parents can wait to be reunited with

their children; answering procedural questions; calming anxious parents; and providing

information concerning the emergency. Coordinates with Incident Supervisor and

Information Media Representative concerning the notification of parents and release of

information to parents. Also coordinates with Police/Fire Liaison and Student

Accounting, as necessary.

Counselor: Plans, organizes, and provides crisis intervention and prevention counseling.

Duties include: coordinating post-event counseling programs to help students, parents,

faculty, and the community to recover from an incident; and coordinating professional

community services, when required.

Communications Officer/Recorder: Organizes and manages communications. Duties

include: confirming 911 has been called; documenting events, including decisions and

actions with time annotations; ordering resources and providing informational updates as

directed by the Incident Supervisor. Assists Incident Supervisor with monitoring

communication devices.

Information/Media Liaison: Controls the flow of information. Duties include: establishing

a media staging area; ensuring media does not gain access to student or faculty;

providing school staff with necessary information about the incident. Assists Office of

Communications and Community Relations staff as directed.

Transportation/Go-Kit Liaison: Oversees evacuation procedures. Duties include:

organizing, managing and coordinating off-site evacuation transportation services;

managing and coordinating student dismissals with transportation; and controlling Go-

Kits, which contain supplies for a school evacuation. Coordinates with Off-site

Evacuation Organizer and Incident Supervisor.

Student Monitor: Tracks students. Duties include: ensuring that teachers have an

accurate accounting of students; and coordinating efforts to account for missing and

extra students. Coordinates with Incident Supervisor and Parent Reunion Organizer as

necessary.

School Site Security Officer: Assesses crisis and evaluates student and staff safety.

Initiates protective security measures to separate students and staff from threat, if

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necessary. Assists students and staff and maintains safety, order and discipline.

Prohibits media contact with students.

The school-based Crisis Management Team (CMT) should conduct hazard vulnerability and risk

assessments to determine the strengths and weaknesses of their individual building and

grounds; the school’s social, emotional, and cultural climate; community and staff resources;

and the unique concerns of individuals with disabilities and special needs. There is no standard

method for prioritizing school hazards. All risk determinations are subjective and may vary

depending on the community and factors unique to the school. Assessment data must be

routinely gathered and analyzed by the CMT and the Facility Crisis Management Security Plan

should be updated as necessary.

Emergency Management

Every classroom in FCPS is equipped with a Crisis Management Plan: Classroom Guide for

Teachers. It is commonly referred to as the “Red Book.” It contains terms and procedures for

emergency situations and drills, along with a red vest for teachers to wear during a crisis

situation. Teachers are required to review this book with students each year.

A school-centered emergency management program examines potential emergencies and

disasters based on the risk posed by likely hazards; develops and implements programs and

actions with the aim of reducing the impact of these events on the individual school; prepares

for those risks that cannot be eliminated; prescribes the actions required to deal with the

consequences of the events and takes action to quickly recover from the event. Crisis and

security plans contain procedures for implementing emergency procedures, to include:

Lockdown: used to describe enhanced security measures taken to protect against

potentially violent intruders who may be inside the building or on the school site. The

response secures students and staff, usually in classrooms, to prevent access or harm

to the occupants of the lockdown locations. This may also involve quickly moving

students and staff from unsecured locations, such as the cafeteria or gymnasium, to

secure locations or outside and away from the threat. School staff will advise the

Department of Public Safety Communications (DPSC) (911) and public safety workers

on the scene if lockdowns procedures are enacted.

1. All students stay in place with a teacher or staff member.

2. Students and teachers remain in locked classrooms, unobservable from

outside the classroom (lights off, window blinds closed, door windows

obscured with paper) and outside potential lines of fire.

3. Students and staff members disregard fire alarms.

4. Students and staff in trailers remain in locked trailers.

5. The individual teacher or staff member may evacuate if it can be done so

safely. The decision should be made based on all available information.

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Secure the building: used to prevent unauthorized entry if the threat is outside the

building, such as a robbery in proximity to the school. Outside activities are cancelled

and all exterior doors are secured.

1. No students are allowed outside of buildings and trailers (no P.E., recess,

etc.).

2. Staff members and students are free to move about inside buildings and

trailers.

3. All building and trailer exterior doors are closed and locked.

4. Staff members are posted at the building’s main entrance to control visitor

access, issue passes, and direct to reunification area, if applicable.

5. Normally, people in trailers remain in locked trailers. They may be brought

into the main building if the movement is supervised and with the approval of

the principal or designee.

Shelter-in-place: used to temporarily separate people from a hazardous outdoor

atmosphere, such as in a hazmat or Weapons of Mass Destruction incident, such as

chemical, biological, or radiological agent releases. The building is placed in a secure

the building status and measures are taken to shut down the intake of outside air. No

one is allowed to enter the school until public safety officials give the “all clear.” School

staff will advise DPSC (911) and public safety workers on the scene if shelter-in-place

procedures are enacted.

1. Shelter-in-place announcement is made via public address system and radio.

2. Students and staff members are moved into the main building from trailers,

unless such movement might be life-threatening due to outside environmental

contamination.

3. All windows and doors are closed, locked, and sealed with tape, towels, and

other materials that will hinder air flow.

4. Elevators are not used (elevator movement may pump outside air into

building).

5. Staff members shut off main power to the building. This will shut down the

HVAC, exhaust, and roof ventilators.

6. Signs are placed on the front door providing notification of a shelter-in-place

emergency.

7. No one is allowed to enter the building until public safety officials arrive and

give the “all clear.”

8. Exposed or contaminated people will be kept separate from the rest of the

school population and directed to wash with soap and water.

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9. If possible, alternate clothing for exposed individuals will be provided, and

contaminated clothing will be removed and sealed in plastic bags.

10. Administrators will listen to local emergency management officials through

media and emergency fan-out messages and follow directions of these

responding public safety officials.

Stay put, stay tuned: implemented at the request of public safety officials to limit the

impact on the transportation infrastructure, such as a staged or phased evacuation of

residents, police or fire incident that impacts the roadway system, or a tornado warning

issued by the National Weather Service. Normal end-of-day release will not occur until

authorized by competent authority.

1. A stay put, stay tuned announcement is made via public address system and

radio.

2. No unsupervised release of students is to occur until direction is provided by

appropriate authority. Normal end-of-day release will not occur.

3. Staff members will monitor local media and messaging systems for updates.

4. Keep in Touch (KIT) message shall be initiated for affected schools.

5. Students are released to parents with proper identification.

6. Parents and guardians are allowed to pick up their students.

Evacuation: used when locations outside of the school building are safer than inside the

school. It involves the controlled movement of students from the building to a pre-

specified safe location, either to an area on the school grounds or to an off-site location.

1. On-Site Evacuation: the movement of the students and staff members

outside the building to remove them from a potential hazard. If inclement

weather is a factor, a request to the Office of Transportation Services may be

made to stage students and staff members on buses. In such an event, the

decision to arrange the buses in a way that will facilitate rapid departure from

school grounds should be made.

2. Off-site Evacuation: the movement of the students and staff members at a

facility to another location, typically one that has been predesignated. An off-

site evacuation requires authorization from the Division Superintendent, the

deputy superintendent, the chief operating officer, or their designee (See

regulation 8613.) to facilitate the coordination and mobilization of resources

required for such movement.

Training for Preparedness

Crisis plans should include preparedness plans, which ready schools to respond in a rapid,

coordinated and effective manner to an emergency. Because it is not possible to completely

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mitigate against every hazard that poses a risk, preparedness measures can help to reduce the

impact of the remaining hazards by taking specific actions before an emergency event occurs.

Preparedness activities should include:

Establishment and institutionalization of an Incident Command System

Lists identifying CMT members and their respective roles, school staff not assigned

students and/or not assigned specific duties, and the staff contact list;

Identification of inside and outside command posts, media staging area, parent

reunion areas and evacuation areas;

Standardization of school-based emergency response and protective procedures for

evacuations, lock downs, secure the building, stay put-stay tuned, and shelter in

place;

Integration of students with disabilities and special needs into emergency response

and crisis management planning, such as a fire evacuation staging area and a list of

the names and room numbers of students requiring special assistance;

Drill, exercise and training schedules, requirements and documentation procedures;

Detailed floor plans, site maps, location of utility cutoffs, and exterior door

numbering system are provided to all schools. Maps depicting hazardous material

site buffer zones and flood inundation zones should be distributed to affected

schools;

Identification of communications protocol and redundant systems to warn and

communicate with occupants in school buildings, the community, and local

response agencies. Typical methods of communication are bell and fire alarm

systems, portable radio, public safety radio, telephone, cell phone,

callback/intercom system, email, bullhorn, FCPS School Alerts, Keep-In-Touch

(KIT), electronic mass media outlets and the FCPS webpage. After-school and

athletic programs will contact local emergency response agencies directly in case of

emergency;

Locations of Automated External Defibrillators (AED), Go-Kit, public safety radio on-

site;

A list of crisis intervention services (FCPS Crisis Response Teams, local and state

victim services agencies) available to help students and staff members affected by a

crisis;

Identification of school-based staff trained to render emergency medical aid, such

as cardiopulmonary resuscitation (CPR), AED, first aid, glucagon and epinephrine

administration;

Conduct debriefing to analyze how school personnel and first responders function

during an exercise or actual emergency. Lessons learned can be used to

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proactively develop and enhance plans and procedures to ensure the safety of the

entire school community.

Training for preparedness includes conducting critical incident drills and emergency exercises

involving the CMT, teachers, support staff, including food service, custodial, transportation,

health workers and students. Trainings are essential for the successful implementation of crisis

plans. They offer opportunities for everyone to evaluate what works, what needs to be

improved, and how well students and staff respond and cooperate during the drills and

emergencies. By participating in different types of exercises, schools can identify the

appropriate methods for preventing, preparing for, responding to, and recovering from crises.

FCPS conducts and participates in five types of critical incident training and emergency

exercises:

Orientations are introductions to the Facility Crisis Management Security Plan. The

purpose of an orientation is to familiarize the CMT and staff with roles, responsibilities,

plans, procedures and equipment operation. Orientations can also resolve questions of

coordination, assignment of responsibilities, chain of command, and prioritization of

objectives. An orientation session should be conducted prior to the start of the school

year.

Drills test a specific operation or function of crisis and emergency plans. The goal of a

drill is to practice aspects of the response plan and prepare CMT, staff and students for

more extensive exercises in the future. Schools are required to conduct fire, lockdown,

bus evacuation and tornado drills to demonstrate the steps they should take in an

emergency. The procedures as well as the responsibilities of all involved (i.e., students,

teachers, staff and emergency personnel) are addressed. These exercises may include

local public safety agencies.

Tabletop exercises analyze an emergency event in an informal, stress-free environment.

They provide participants with an emergency scenario to analyze and increase their

awareness of the roles and responsibilities of individuals who need to respond, stabilize,

mitigate, resolve and help others recover from emergencies. They are designed to

prompt a constructive discussion about existing emergency response plans as

participants identify, investigate and resolve issues.

Functional exercises test one or more functions of a school’s emergency response plan

during an interactive, time-pressured, simulated event. The exercise is facilitated by

controllers and role players, participants respond to simulated emergency events.

Evaluators observe exercise play and critique the exercise and the participants’

performance. Functional exercises can also be conducted in a Department Operations

Center.

Full-scale exercises evaluate the operational capability of emergency management

systems in a highly stressful environment that simulates actual conditions. Full-scale

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exercises test and evaluate most functions of the emergency response-operational plan,

including the mobilization of emergency personnel, equipment and resources.

Drills

Recognizing and responding to a crisis takes practice. The more a plan is practiced, reviewed

and improved, the better that plan will be implemented. In addition to the FCPS required

drills/training outlined in the Facility Crisis Management Security Plan template, the CMT and

staff should continue to review the roles, responsibilities, relationships, communication

strategies and resources that would be critical should an actual crisis occur.

To ensure students and staff receive regular practice of security procedures, the following

schedule of drills is maintained:

Fire drills: Once a week for first twenty (20) school days and monthly thereafter

Tornado drills: in March of each academic year

Bus evacuation drills: in September and February of each academic year

Lockdown drills: Two within the first twenty (20) school days plus two additional drills,

one of which must occur in January

Mental Health Supports for Students

Threat Assessments

When a student makes an explicit or implicit threat, or if the student’s behavior indicates that a

threat is reasonably likely, FCPS conducts a threat assessment. A threat assessment is a

structured process for gathering information regarding a threat made by a student to harm

someone else. The goal of the threat assessment is to provide assistance to the student being

assessed, to support victims or potential victims, and to take appropriate preventative or

corrective measures to maintain a safe and secure school environment.

The student who communicated the threat, the recipient(s) of the threat, and witnesses are

interviewed by the school administrator as expeditiously as possible to obtain specific

information regarding the threat. A threat assessment team is then assembled to evaluate the

data and to determine whether the threat is transient or substantive, and what actions are

needed to prevent an act of violence from taking place. A threat assessment team may consist

of the principal or assistant principal, the school resource officer, a counselor, a psychologist, a

social worker, and a teacher. If the threat is found to be substantive a mental health

assessment is completed by the psychologist or social worker to maintain the safety and well-

being of the student making the threat and the potential victim(s).

A threat assessment is not a disciplinary action and is not a prerequisite to disciplinary action.

However, disciplinary action and referral to law enforcement may occur as required by the

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current version of Regulation 2601, Student Rights and Responsibilities Booklet, and/or the

Code of Virginia.

Partnerships for Mental Health Supports

In partnership with the Children’s Behavioral Health Collaborative, which includes members

from county agencies, non-profits, George Mason University (GMU), and the schools, several

initiatives have been started to coordinate prevention efforts and increase access to mental

health care for those with limited income or other barriers. These and other recommendations of

the Children’s Behavioral Health Blueprint will be implemented in the coming year.

GMU, the Fairfax County Government, and FCPS have established a consortium to

provide training for school-based staff members and private providers treating youth

mental health issues. Two trainings have been offered to date: Cultural Competency on

LGBT Issues and Evidence-based Practice for Suicide Risk Assessment and Safety

Planning. Training promotes the use of evidence-based risk assessments, safety plans,

and treatments for youth with suicidal ideation and behavior in response to findings from

the YSRT.

Short-term Behavioral Health Project provides access for youth in families up to 400

percent of poverty within five days to a private provider, who will provide six to eight

therapy sessions at no cost to parents. This service fills a gap in the need for rapid

access to treatment for individuals who do not need hospitalization, but are in crisis.

Over 100 youth accessed services in the first two years of the program. In SY2018-19

there is a plan to extend access to this program to elementary school families, following

identification of a sufficient number of appropriate and willing providers.

Give an Hour is a new program which will start in SY2018-19, and provide ongoing

treatment by private providers for youth referred by school counselors, school

psychologists, and school social workers. These providers will be vetted and organized

by the Give an Hour foundation, and agree to provide pro bono services to youth from

families up to 400 percent of poverty.

Family Support Partners are available through the National Alliance on Mental Illness

(NAMI) Northern Virginia to help other parents who have recently found that their child is

experiencing a significant mental health concern, and need assistance navigating the

complex system of doctors, therapy, medications, and school services that are

sometimes needed.

A database of providers and services available within Fairfax County, including

insurance information, languages spoken, and other key information is being created to

improve the ability for families to navigate existing resources to get assistance when

needed.

A public awareness campaign around the Fairfax County Youth Survey results and the

value and importance of assets for youth is under development. The campaign will

target youth, families, schools, and community members.

https://www.fairfaxcounty.gov/healthymindsfairfax/sites/healthymindsfairfax/files/assets/documents/healthy%20minds%20fairfax%20blueprint%20fy2018.pdf

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Additional information on FCPS initiatives regarding student and staff mental health can be

found in the Goal 2: Caring Culture report, presented to the School Board on June 14, 2018.

Focus Areas for Recommendations

Training

Training is the foundation that guides human behavior in stressful situations towards positive

outcomes. In school systems the basic security training of staff followed by the training of

students through drills and exercises keeps this foundation strong. Keeping security training

simple is key.

Physical and Technical Security

Physical and technical security systems are fundamental to a security program. At the core is

physical security and basic “brick and mortar” programs that can be the first and last layer of

defense required. A variety of other physical security programs can provide effective layers of

security but must be considered carefully. Technical security today is equally as fundamental as

its physical security counterpart. Technical systems not only tie in and react to physical security

programs, but they provide an additional layer of support resulting in effective communications,

coordination, and assistance to the operational side of security programs, specifically, security

staff response.

Human Capital

The success of any school security program is the appropriate amount and competency of

security personnel to provide security training, operate and maintain security systems, and

provide an operational security presence. At the core of managing security personnel and

programs successfully is the structure and staffing of the Office of Safety and Security (OSS).

Mental Health

Strengthening mental health supports to students is a necessary component of ensuring school

security.

Methodology

Given the scope, this review was conducted internally by managers and staff assigned to the

OSS and focused on compliance to security regulations, improvements to existing programs,

review of new programs and an increased security presence. During this process staff worked

with emergency response partners (law enforcement and fire officials) as well as school security

professionals and state officials with the VA DCJS.

Important to this process was the input from others within FCPS, primarily principals and

students. The OSS solicited and received security concerns and recommendations from

https://www.boarddocs.com/vsba/fairfax/Board.nsf/files/AZJ2XL6A9423/$file/2018%20Caring%20Culture%20Narrative.pdf

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principals, staff, students, vendors, and the community. Participants were asked to discuss

safety and security issues amongst their groups and provide a prioritized list of concerns and

topics for discussion and review. This process was accomplished through interactive meetings,

one-on-one conversations, client responses, and responsive data collection.

Meetings were held separately at each principal level (elementary, middle and high) with both

their executive boards and full membership. Input from students was accomplished by meeting

with the representative Student Advisory Counsel and receiving responsive data through a

“Google docs” process. The responses support OSS’ three focus areas for recommendations:

training, physical and technical security, and human capital.

Stakeholder Input

A main concern from all stakeholders, especially students, was the need for additional training

and direction for lockdown procedures. This training should include a module for substitutes.

Students are concerned with what actions they should take in a lockdown when not in

classrooms. Students in trailers and academy classes would like additional instruction on what

to do in an emergency situation. Teachers would like explicit instruction on what age-

appropriate conversations look like when practicing for lockdown drills in the elementary school.

Additional training concerns included: a safety and security module for all employees to

complete, best practices documents from safety and security, videos for students with security

scenarios, teacher training on crisis team members, and ongoing tabletop exercises.

Door locks were also included as a point of concern. Both students and principals voiced the

concern that dual-keyed doors may not be secure, especially if there is a substitute in the

classroom. Teachers were concerned that all schools staff, including specialists, be given

classroom keys. Additional training was recommended to ensure all staff understands the

importance of door safety.

Principals expressed the need for more closed-circuit television cameras, especially in the

elementary and middle schools.

Additional staff was requested by principals. Elementary principals in particular were interested

in more behavior specialists, psychologists, or social workers to help address mental health

issues and family needs when they arise. Additional security staff, or having substitute security

staff available, was also requested.

Front door monitoring was a concern for principals and teachers. Both groups expressed the

need to ensure that all visitors are instructed to come through the main office for check-in. The

need for additional support to monitor the main entrance was mentioned.

Additional comments from principals included the need to update the public address system;

especially the ability to access the public announcement system from multiple locations. Issuing

IDs to students was mentioned as a possible solution by the students.

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Recommendations

Training Recommendations

1. Further train and engage students and staff during lockdown drills.

Current Process

Lockdown drills are conducted four times a year. During these drills teachers are required to participate and cover the content contained in the Crisis Management and Security Plan Classroom Guide for Teachers, “Red Book” with students. The Red Book is reviewed annually by OSS. Timeline

Short Term (within 1 year)

Provide additional guidance on lockdown options and procedures through standardized scripts and video (grade level specific). Require all teachers to follow the guidance during lockdown drills.

Long Term (1-3 years)

Work with principals to formalize comprehensive student and staff lockdown training drill requirements as follows:

Provide permanent grade level appropriate training scripts and videos

Extend lockdown drill duration

Require one lockdown drill during a lunch period and/or between classes

Require teachers to review the script, video and Red Book content with students during lockdown drills

Require teachers to cover other relevant safety and security topic; “See Something Say Something,” Tipline information and conduct a Q&A session as part of the lockdown drill

2. Reinforce proper electronic door access (main door) and use of Aiphone video intercoms. Main door visitor control continues to be problematic.

Current Process

While school is in session, all visitors (to include students and staff) must use the Aiphone video intercom to gain entry into schools. Once in the school, visitors are required to go directly to the front office for visitor processing and use of the visitor management system. At times, visitors are able to enter the building without proper screening or “piggy back” in and not report to the office. Timeline


Provide existing training content on proper visitor management protocols, supported by regulation and OSS fact sheets, and assign additional school staff to enhance visitor management operations.

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Provide OSS customized training on a request or case by case basis, and assign additional local school staff to assist with visitor management.

3. Conduct tabletop exercises annually. Table top exercises are a vital means of training, exercising, discussing, and evaluating each school’s crisis management plan based upon a variety of crisis and emergency management scenarios.

Current Process

OSS conducts tabletop exercises every three years at elementary schools and every other year as middle and high schools. Timeline


Continue compliance with current table top exercises, and develop a plan for these exercises to be conducted annually at all schools.


Conduct table top exercises in a stepped approach as follows: a. Biannually at elementary schools b. Annually at all schools.

4. Require annual safety and security training. OSS would provide training for all new administrators (principals, assistant principals (AP), directors of student activities, etc.), teachers, and substitutes teachers. In addition, sessions will be held for all school-based employees. This training will consist of a combination of mandatory play list videos and in-person group sessions. In-person group sessions could occur during the following orientation events typically conducted in August:

Great Beginnings (New Teachers)

New administrator briefing/orientation

Principal/AP briefing/orientation Current Process

Other than tabletop exercises, OSS does not provide formal safety and security training during orientations for new or existing employees. Prior to 2008, OSS provided a full day of training to new administrators. This training covered critical safety, security and environmental health information imperative for all administrators to know to safely operate a school. Timeline


Reinstate safety and security training for new administrators and other groups. Those completing this training would be eligible to receive licensure and certification credit points in accordance with VA Department of Education established criteria.


Formalize the training content and requirements for annual deployment.

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5. Require principals to include a safety and security briefing during the first week of teachers’ contracts. Assisted by content provided by OSS, the briefing would cover safety and security programs, updates, and issues/concerns, followed by a question and answer session.

Current Process

Staff briefings held during the first week of teacher contracts may not cover adequate safety and security content. Timeline


Work with principals to develop content for the all staff meetings.


Require principals to conduct a safety and security briefing during the first week of teacher contracts.

6. Review and evaluate the school based threat assessment process. Threat assessments are conducted by OSS and the Department of Special Services in collaboration with the police department, State and Local mental health officials, FCPS human resources (HR) and academic partners. A threat assessment is a structured process for gathering information regarding a threat made by a student to harm someone else.

Current Process

Threat assessments are conducted on students that are guided by regulation and reviewed by OSS for compliance and follow up. Timeline


Review the entire program and process to ensure compliance and to consider changes that would better identify and monitor the potential for future student violent behavior.


Incorporate suggested changes from the review to the student threat assessment process. Consider staff and adult threat assessment and work place violence into the existing threat assessment paradigm.

7. Continue compliance with the following required safety and security drills and programs:

Fire, Lockdown, Bus Evacuation and Tornado drills

Crisis plan process

Tabletop exercises

VA safety audit check list and wellness survey

Current Process

Virginia Code requires participation and logging of all drills. An administrator’s checklist for drills and crisis plans is available on the OSS intranet site along with additional training information on other safety and security programs. OSS currently conducts all

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tabletop exercises, during which the importance of drills and emergency management procedures are emphasized. The status of drill compliance for 2016-17 and 2017-18 is:

Timeline


Continue compliance and consider revisions to the drill schedule based on stakeholder feedback.


Continue compliance and incorporate suggested drill changes.

8. Increase communication and collaboration with principals by meeting and discussing safety and security issues.

Current Process

OSS attends meetings at the request of principal association representatives and facilities managers.

Timeline


Meet consistently every quarter with principals via their executive board and full member association meetings.


Present safety and security briefings yearly at an All County Administrator Meeting covering core security programs.

9. Increase communication with school communities on safety and security matters via the client system, FCPS messaging, meetings and social media.

Current Process

Communication with the internal and external members of the school community is accomplished through FCPS’ basic messaging formats.

Timeline


Develop a communication plan and update the OSS Intra/Internets. Add safety and security to the client portal. Participate in more PTA community functions related to safety and security.


Partner with OCCR in its review of procedures for emergency communication response. Incorporate social media as a part of OSS’ communication plan.

EM Area (# Required) Compliancy % EM Area (# Required) Compliancy %

Fire Drills (2548) 99.6 Fire Drills (2548) TBD

Lockdown Drills (784) 99 Lockdown Drills (784) TBD

Tornado Drills (196) 100 Tornado Drills (196) 96.4

Table Top Exercises (~75) 100 Table Top Exercises (~75) 100

Crisis Plan Completion (196) 100 Crisis Plan Completion (196) 100

VA Safety Audit (196)* 100 VA Safety Audit (196)* 100

SY 16/17 SY 17/18

FCPS Emergency Management (EM) Compliancy Table

*Conducted and Reported For Previous SY

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Physical and Technical Security Recommendations

1. Upgrade interior classroom door locks. Install push button locks on all doors outside of the renovation cycle. Doors installed prior to the implementation of the current ed specs require keys when locking. This can delay the locking of doors in a lockdown situation, should the keys not be readily available. Push button locks allow for a swift lockdown protocol. Elementary schools would be scheduled first. Current Process

Updated door locks are installed during renovation. Timeline


Conduct lock survey and review renovation ed specs. Replace keyed locks with push button locks.


Continual review of lock technology and systems.

2. Update and install exterior and interior cameras (CCTV) systemwide. CCTV is

fundamental to any school security program. CCTV systems drive the deployment of other technical and physical security systems like electronic door access, shot detection systems, fire alarm pulls, etc. FCPS is the only school system in the entire region without system-wide deployment of CCTV.

Current Process

External CCTV is installed if it existed prior to renovation and on an ad hoc basis. Internal CCTV is installed during a renovation only if it existed prior to renovation. A community review and approval process is required for any new internal CCTV installation. Other CCTV systems are installed and funded through grants, OSS operating funds, School/PTA funding efforts, etc., on an ad hoc basis with no centralized funding mechanism. Timeline


Provide detailed plan and identify funding.


Deploy CCTV systemwide and eliminate approval process. See Appendix A for details.

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Human Capital Recommendations

1. Add eight training positions to increase the frequency of tabletop exercises, further train and engage students and staff, and increase monitoring and reinforcement of security protocols.

Current Process

OSS currently has no positions devoted to conduct a comprehensive training program. There are two positions to conduct tabletop exercise training. They perform approximately 80 tabletop exercises a year.

Timeline


Add three positions to create and conduct a comprehensive safety and security training program. Add five positions to support the increased frequency of tabletop exercises.


Continue to review staffing for optimum performance.

2. Add two specialist positions to install and monitor CCTV systemwide. The installation and maintenance of interior and exterior closed-circuit television cameras systemwide will require two technical specialist positions.

Current Process

Currently, OSS has five technician positions to monitor and install all electronic security systems such as CCTV, electronic door management, visitor management systems, and intrusion alarm systems.

Timeline


Add two positions for CCTV installation and maintenance.



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Mental Health Recommendations

1. Increase staffing by eighteen mental health specialists (psychologists or social workers). These positions could support the necessary follow-up work for threat assessments as well as provide enhanced mental health support for students.

Current Process

The current ratio is 1:2325 points for psychologists and 1:2360 points for social workers. Points are generated for each school based on: school level, free and reduced-price meals eligibility, and special education services.

Timeline


Add eighteen mental health positions (psychologists or social workers).



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Summary of Recommendations with Costing

Page | 21


Considerations Reviewed but Not Recommended

Physical and Technical Security Considerations

1. Install security film. Fortify windows on classroom doors (9,400 doors) and main

entrance doors (200) by installing security film to classroom door vision panel glass and front entrance door and window glass.

Current Process

Security film not utilized. Developed and tested by OSS with Underwriter’s Laboratory (UL).

2. Initiate a magnetometer program. Metal detectors can be a valid defense against weapons being brought into schools. They must be closely supervised and reinforced through regulations. Additionally, the security integrity of the building after hours must be considered. Industry standards list the pros and cons as:

Pros

Weapons confiscation

Deterrence

Community safety perception Cons

Costs in equipment and personnel

Community safety perception

Need for armed presence Current Process

Used on a case by case basis for discipline hearings with hand held devices at the Gatehouse Center. Metal detectors are used at the courthouse Alternative Learning Center location.

3. Enhance Visitor Management System (VMS). Practice good visitor management, assisted by the VMS and front office operations. Guided by Regulation 4215.8, all schools have automated VMS that provides temporary paper badging and performs checks against the nationwide registered sex offender database. There are fact sheets, continuous service and support for VMS, protocols, and effective training for the use of VMS.

Current Process

VMS in place at all schools

4. Require student identification badges at the middle and high school levels.

Current Process

Not issued or required to display

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5. Additional physical and technology security systems. There are myriad physical and technical systems and products to consider. Security professionals warn to proceed with caution and properly vet new technologies and products and suggest equally addressing mental health programs.

Additional physical and technical security systems are an option that should be considered after the deployment of fundamental systems like door locks, CCTV and electronic door management. Some examples of these additional systems and programs include:

Centralized electronic key access

Shot detection

Centralized access control

Emergency notification and communication

Ballistic shields and shelters

Current Process

Reviewed for consideration

6. Utilize door barricade devices (Fire Code Change). The Fire Code does not allow the use of door barricade devices. This proposal would require vetting through the Fairfax County Fire Department Office of the Fire Marshal and a possible change in the Fire Code. Current Process

Commercial barricade devices are not used as they conflict with the Fire Code.

7. Change fire alarm protocols. Allow three minute fire alarm annunciation delay at middle and elementary schools. This delay is for when a single pull station is either intentionally or accidentally pulled.

This delay allows local security staff to investigate the pull and if no cause is found the alarm can be manually reset to prevent the sounding of the fire alarm requiring the school to be evacuated. Additionally, the delay would allow security staff to investigate a malicious pull of the fire alarm system as part of an active violence scenario to bring students into the hallway. The investigating staff member would be able to initiate a lockdown. An activation of a sprinkler or smoke detector is not part of this delay system.

Current Process

All high schools have a three minute pull station alarm delay. Elementary and middle school fire systems do not have this delay. Implementation of these protocols is dependent on the existence of CCTV and the presence of security personnel.

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Human Capital Considerations

1. Staff Elementary Schools with a security presence. Currently, elementary schools do not have a permanent security presence. Optional models could be considered for consideration to increase security at all Elementary schools.

a. School Resource Officers (Police Department Program)

b. School Education Officers (Police Department Program-Reinstate)

c. Armed security specialists

d. Unarmed security specialists

e. Armed uniformed school security officers

f. Unarmed uniformed school security officers

g. Armed regional uniformed school security officers

h. Unarmed regional uniformed school security officers Current Process

Other than school staff, elementary schools do not have permanent security staffing. School security provides a routine patrol presence. Security training is provided by OSS as required by regulation.

2. Consider arming school security personnel in accordance with state law. Further

research and surveys are needed in this area, and there are a variety of questions/concerns.

Current Process

VA law allows arming school security personnel under a program of verification, certification and authorization. Requires school board approval.

3. Increase OSS personnel. OSS needs to increase its personnel to address the management of safety and security programs in the short and long term with immediate attention required for emergency management training and security assessments.

Current Process

OSS is permanently staffed with forty-eight personnel including twenty uniformed security officers and supervisors to operate a 24-hour call, patrol, and response center for all FCPS schools and administrative centers.

4. Reorganize OSS to better manage safety and security programs. The reorganization is needed to better manage current programs, as well as those associated with the implementation of this security review.

Current Process

Reorganization is being discussed with HR.

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5. Convert six OSS temporary positions to FTE. Currently, OSS has two Security Patrol Officers and four Security Systems Monitors funded through a trade position process (one year only positions). This one year only status makes the recruitment and retention of qualified applicants difficult. These positions are at the core of our 24-hour operation which provides emergency support to all schools. When vacant, it requires using security officers to staff, resulting in reduced security coverage and response at schools.

Current Process

Six positions are temporary and are “one year only.”

6. Increase school based security personnel at middle and high schools. Given increased student enrollment, staff, schools size, security systems and requirements, an increase in school based safety and security staffing is suggested as follows:

Middle Schools Current Process

Middle schools are staffed with one safety and security assistant (supervised by Principal or AP) and at times a second assistant depending on student numbers and programs. High Schools

Current Process

High schools are staffed with one safety and security specialist and four safety and security assistants.

7. Reassign school based Safety and Security personnel under OSS (part of reorganization). Assign school based S&S personnel to OSS will provide a centrally based safety and security program that will provide uniformity in scope and duties.

Current Process

Safety and security specialists and assistants report to and are managed by the principal at each school. OSS provides required training and certification to all security specialists and assistants as well as guidance on safety and security programs and issues.

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Summary of Considerations Reviewed but Not Recommended

with Costing

Considerations Reviewed but Not Recommended Cost Estimate

Se

cu

rity

Install Security Film $3.5 million

Initiate a Magnetometer Program One-time equipment: $1.0 million

Recurring: $1.0 million per school

Enhance Visitor Management Program TBD

Require Student Identification Badges $0.6 million

Additional physical and technology security systems TBD

Utilize Door Barricade Devices TBD

Change Fire Alarm Protocols $0.9 million

Hu

ma

n C

ap

ita

l

School Resource Officers at Elementary Schools (FCPD) $18.0 million

Education Officers at Elementary Schools (FCPD) TBD

Armed Security Specialists at Elementary Schools $9.0 million

Unarmed Security Specialists at Elementary Schools $8.0 million

Armed Uniformed School Security at Elementary Schools $11 million

Unarmed Uniformed School Security at Elementary Schools $10 million

Armed Regional School Security at Elementary Schools $6.0 million

Unarmed Regional School Security at Elementary Schools $5.0 million

Arm Current Security Staff TBD

Increase OSS Staffing 26 positions: ~$2.4 million

Process OSS Classification TBD

Reorganize OSS TBD

Convert temporary traded positions to permanent cost neutral

Increase Security Assistants at High Schools $2.2 million

Increase Security Specialists at Middle School $1.5 million

Staff OSS to Manage School Security Specialists (Short Term) 6 positions: ~$0.7 million

Equipment: ~$0.2 million

Reassign School Specialists to OSS (Long Term) TBD

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