Annual Safety Training

School Safety and Culture

2017-18

1

Outline the Session

1. Security - What’s new?

2. School Culture of High Achievement

3. School Code of Conduct

4. Trauma Informed Care

5. Scenarios – Action Scripts

2

Who is responsible for

safety and security?

3

School employees are the

accountability holders

School Safety

5Essentials – Environmental Perceptions

Culture, Climate, Environmental Perceptions

4

5

• Parent perceptions question – My child feels safe at school

• Measurement is ‘to a great extent’ *some, a little, not at all’ Not included

44

60

40

63 55

70

48

0 0

102030405060708090

100

Safety School Safety Teacher Safety Parentperceptions

5Essentials - Safety

District

State

Facility Safety and Security

6

Electronic Access Control - FOBs • Electronic Access Control and key FOBs

– Limiting access points – the Why?

– Cameras monitor those entrances

– Key FOB for all staff

• Part time and full time

ESC Access to

Interior lobby

7

Panic Buttons - Silent Alarms

• Tested during lockdown drills

Reset Key

Lockdown Locks

• New standard locks

• Will lock from inside

• Special universal key

• Different key for hallway entrance

• Lockdown key is used for staff bathroom

• Staff bathroom privacy is by using key to turn the deadbolt

9

Lockdown Locks and Keys • All classrooms, offices,

single staff bathrooms

• Not large rooms

10

• View from outside • Occupied • Large key needed

• Inside bathroom use lockdown key, turn the lock and no one can enter

• Adm, front office and custodian have a master key just in case

11

Staff Bathrooms

For your safety Outside or event supervision wear safety vests.

Two Way Radios

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

AED LOCATION/ GO TO PERSON

Call for help first!

The Red Phone

Weather Alert Radio

Classroom Action Guide and Map

18

1 – Custodian hangs the holders 2 – Schools responsible for materials 3 – Supplied by District procedure

19

Visitor Management System • Raptor System

• 2016-17 we had 79,000 visitors

• Checks all against sex offender registration files.

• Adding private alerts this year.

20

• Talk to your shoulder partner

• What 3 things did you learn during this section

Stand up – Brain break

Building School Culture of High Achievement

Three main pillars to high achieving cultures:

• A Welcoming Environment

• Belief.

• Consistency

Student Code of Conduct Revisions for

2017-18

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Student Code of Conduct

Multiple Choice Question Discipline is

A) To punish B) To teach C) To mentor D) B and C

Discipline - To Teach / Mentor

• What does the student behavior communicate?

• What does the student behavior tell us is happening?

• Are the interventions we are using working?

Student Code of Conduct Revisions: • Separated from the Handbook.

• Posted on-line

• Staff guide to the Student Code of Conduct.

• We seek behavior change from our interventions.

• Transparency, clarity, consistency

26

Discipline 2016-17

• 39,703

• Number of students in the District

• 8,882

• Number of students with discipline referrals or 22.3%

• 30821

• Number of students with no discipline referrals or 77.7%

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Out of school suspension

28

7082

4639 5110

4650 4146

3006

2340 1827

1210 1431 1112

1418 1338 1261 929

626 504 236

5651

3527 3692

3312

2885

2077 1714

1323

974

0

1000

2000

3000

4000

5000

6000

7000

2007-082008-092009-102010-112011-122012-132013-14 2014-152015-16

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

HS andMS

MS

HS

Out of school suspension 2016-17

• 1678

• Occurrences of Out of school suspensions

• 1010

• Number of students who received out of school suspension

29

30

31

Precipitating Factors

Paradigm Shift

What is wrong with this student?

Shift to

What is this student going through?

32

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

2015-16 School District U-46 Facts from the School Report Card: • 58% students were low

income

• 13% were students with disabilities

• 2% of students were homeless (for the past 3 years) or about 800 students

• 94% attendance rate

• 9% of students moved in or out of the District annually (Mobility)

• 9% of students were chronically truant

• 2% of students were dropouts

“Children with toxic stress live much of their lives in fight, flight or fright (freeze) mode. They respond to the world as a place of constant danger.”

Jane Ellen Stevens

34 Sporleder and Forbes, 2016

What can we do?

• Assume everyone has trauma

• An escalation means – something happened

• Create predictable, consistent, welcoming environments

• Building relationships builds resiliency

35

• Talk to your shoulder partner

• What 3 things did you learn during this section

Stand up – Brain break

Bullying

37

Myth or Fact 1. Students with disabilities are at higher risk of being

bullied?

2. Nothing can be done about bullying if the target doesn't tell those in charge?

3. Bullies are rejected by their peers and have no friends?

4. Children and youth who are bullied will always tell an adult?

5. Bullying is the most common form of violence in our society?

6. Targets of bullying bring on the trouble themselves?

7. If we ignore bullying, it will resolve itself?

Fact

Myth

Myth

Myth

Fact

Myth

Myth

38 Bullying Behaviors (2011). Crisis Prevention Institute, http://www.crisisprevention.com

U-46 Bullying Reporting Form

39

40

431 381

570

160

0

100

200

300

400

500

600

2014-15 2015-16 2016-17 2017-18*

Bullying Behavior Incident

School and District Response

Web investigations:

• School social worker in the discipline department - 3

• SERT – Social Emotional Response Team

• Conducts investigations and works with families, school personnel, administration

• 2017 handle 300 cases of reported behavior incidents

• Mentoring programs for over 180 students

• Web site reports – 60 – all actionable

• This year to date 19

41

Scenario Training

Improving Staff Decision Making

Cues

Patterns Action Scripts

Situation

generates

that let

you

recognize

that activate

to

affect the

Mental Models

Mental Simulation

Using

your

Which you

assess by

Recognition-Primed Decision

Model

The Power of Intuition, Gary Klein, 2003 43

We create the environment.

Client Behavior

Our Approach

Our Attitude

Relationships Matter

Do they perceive us

as trust worthy

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How we react and respond to agitated or escalated behavior can only do one of two things:

45

Scenarios

46

Think, Pair, Share:

Scenario

Think

Pair Share

Group

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Escalating Student

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A student is yelling at another student in a rage. You approach the student and give a directive.

The student yells,

“Get away from me!

Don’t talk to me!”

• Please stand up and talk to one person?

• What 3 things do you need to do?

• 1 minute

Stand up – What are your next steps?

50

Trauma Informed System

• It’s not about you.

• Can’t problem solve when escalated.

• Offer support – I am here to help.

• How do I help the student regulate their own behavior.

• Remove the audience .

• Find a safe place for the student.

52 Sporleder and Forbes, 2016

Lockdown You are in your work area, classroom, office or outside. An intercom announcement starts:

Lockdown, Lockdown, go to your lockdown positions. I repeat, go to your lockdown positions.

It is repeated on the radio.

You recognize the voice and hear the tone of stress. 53

• Talk to one person?

• What 3 things do you need to do?

• 1 minute

Stand up – What are your next steps?

Lockdown 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

55

Run, Hide, Fight – FEMA – IC907

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

Web based training:

Outside Situation

You are in your work area. An intercom announcement starts:

Secure Building , Secure Building , go to your Secure Building positions. I repeat, go to your Secure Building positions.

It is repeated on the radio.

You recognize the voice and hear an unusual cadence in her voice. 56

• Talk to one person?

• What 3 things do you need to do?

• 1 minute

Stand up – What are your next steps?

SECURE BUILDING

Outside hazard or all other Situations: 1. A Secure Building is a pre-cautionary step. 2. Move back inside the building. 3. Notify the office as soon as possible to announce a

Secure Building – radios? 4. Move back to your area, normalize, and continue

activities inside. 5. Take attendance to assure everyone is with you. 6. Keep normal inside activities 7. Someone should check all doors to assure they are

locked. 8. Further announcements will provide directions and

updates.

58

Inside Situation You are in your work area. An intercom announcement starts:

Hold in Place, all staff and students please hold in place. I repeat, this is a hold in place, please remain where you are located.

It is repeated on the radio.

You recognize the voice and hear the tone is strained but calm.

59

• Talk to one person?

• What 3 things do you need to do?

• 1 minute

Stand up – What are your next steps?

Hold-In-Place

Outside hazard or all other Situations: 1. Initiated when an incident is occurring within the

school: – Non life threatening event

2. Stay where you are. 3. Bring in any students from the hallways. 4. Lock classroom door if available. 5. Do not permit anyone to enter or exit. 6. Take attendance, account for students. 7. Continue class as normal, even if hour bell is sounded 8. If outside or in the gym/commons, stay put.

– Listen for direction from Principal.

61

Fight You hear a call on the radio of a fight near the commons. You are not in a class or supervising

students. You start moving toward the area.

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• Talk to one person?

• What 3 things do you need to do?

• 1 minute

Stand up – What are your next steps?

Handling a Fight

#1 - Do not intervene alone #2 - Call for help – team.

–Ratio of staff to fighting student • 1-1, and preferably 2 or 3 – 1

#3 - Use a distraction technique – Yell - STOP – STOP - STOP –Use the student’s name.

Fights at School, Non-Violent Crisis Intervention Training for the Educator, Crisis Prevention Institute (1996)

64

What if they don’t stop?

65

Responsible

Feelings

Survival

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

Think of fights as rings with an epicenter

• Wait for help to arrive

• Work to prevent other students from entering the area

• Help move others away

• Remove potential harmful objects

• Identify witnesses

• Continually tell students what to do

• What if they are video taping the incident?

• If you see a weapon, yell WEAPON and move away

66

Handling a Fight

• Intervene when their energy has decreased and you have the advantage.

• Separate the students in different areas.

• Thank the students for stopping and encourage them to make good choices.

• Investigate why the fight happened.

• Hold accountable.

Fights at School, Non-Violent Crisis Intervention Training for the Educator, Crisis Prevention Institute (1996)

67

School Staff make a difference everyday!

68

Handling Difficult Situations • Rational Detachment

• Effective statements:

– What’s happening?

– Are you OK?

• Compassion fatigue

We are better together!

71

Leadership “After crisis preparation, the next best thing during a crisis

is leadership:” The Unthinkable: Who Survives When Disaster Strikes and Why? , Amanda Ripley (2009)

• Trust your instincts – they are right! Sources of Power: How People Make Decisions, Klein (1999)

• School employees are or soon will become: – experts in crisis management. – experts in human behavior.

• Tell someone if something makes you feel

uncomfortable!

• Prevention starts from sharing information.

Reference materials: • Children's Resilience Initiative. Resilience Trumps

ACEs

• Crisis Prevention Institute. Non-Violent Crisis Intervention,

• Crisis Prevention Institute (1996). Fights at School, Non-Violent Crisis Intervention Training for the Educator

• Department of Homeland security. “If you see something, say something”

• Department of Homeland Security. Run, Hide, Fight

• Dorn, Michael. Safe Havens International (2014). Staying Alive: How to Act Fast and Survive Deadly Encounters.

• FEMA. Active Shooter: What you can do

• Fisher, Frey and Pumpian. 2012. How to Create a Culture of Achievement in your school and classroom

• Illinois State Police. Clear and Present Danger,

• Illinois Department of Human Services. Clear and Present Danger Defined, FOID

• Klein, Gary. 1999. Sources of Power: How People Make Decisions

• Klein, Gary. 2003. The Power of Intuition

• Mitchel and Everly. Critical Incident Stress Debriefing

• Muhammad, Anthony. 2009. Transforming School Culture; How to overcome staff division.

• OJJDP. Trauma-Informed Care for Children Exposed to Violence Tips for Teachers

• Ripley, Amanda. 2009. The Unthinkable: Who Survives When Disaster Strikes and Why?

• Run, Hide, Fight - Department of Homeland Security – http://www.youtube.com/watch?v=oI5EoWBRYmo&feature=youtu.be

• Scherz, Jared. 2014. It can’t happen here.

• Scherz, Jared. 2014. Catastrophic School Violence; A new approach to prevention.

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

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