school safety in the 21st century: a balanced...

School Safety in the 21st Century: A Balanced Approach & Peer Jury: A Model for a School‐Based Court Diversion Program

Tri‐State Area School Study CouncilPrincipal Leadership Workshop #3: 2/28/19

Friends of Safe Schools U.S.A.‐ Pennsylvaniawww.friendsofsafeschoolspa.org 1

Presented by:- Aaron Vanatta, School Police Officer, Quaker Valley School District

- Joseph Kozarian, Safety and Security Coordinator, Fox Chapel Area School District- Friends of Safe Schools U.S.A.

Pennsylvania Chapter

School Safety in the 21st Century: A Balanced Approach

www.friendsofsafeschoolspa.org

Source: Gabrielle Bruney, Esquire.com, March 24, 2018

Source: Michael Boren, philly.com, April 11, 2018

• Quality relationships between staff and students and their families along with the ability to recognize, manage, and assess threats

• Adequately trained faculty, staff, and students

• Support from the community, including law enforcement, mental health, and social service agencies

• Safe physical buildings, equipment, and grounds

Multi-Pronged Approach

• The most effective way to mitigate threats of school violence is knowing your students:

• Knowing who the kids are that might be going through a tough time right now, and who the kids are that could potentially need someone to stop and talk to them

• Building trusting relationships so that students and families feel comfortable sharing information about students who may need help

• Ensure school culture is such that every student feels connected and respected

Relationships




Relationships

• Kids who genuinely feel healthy, safe, engaged, supported, and challenged perform better in school (www.ascd.org).

• Nurturing the physical and emotional needs of children is the foundation of a school safety and security program

• Building an all inclusive culture reduces negative behavior

• Offer programs that help build trusting relationships among students and adults.

• Teachers• Administrators• School Nurses• School Counselors• Social Workers• Support Staff• Coaches• School-based Mental Health•★SROs/SPOs★

Building Relationships

Working Hard or Hardly Working?• Provide a safe environment for students to

learn and for faculty and staff to work• Bridge the gap between police officers and

our youth• Increase positive attitude toward law

enforcement• Reduce crime through education,

counseling, student personal interest, building relationships

• Act as a positive role model, liaison, resource

• Preparedness and awareness

School Resource Officers or School Police Officers

Law Enforcement Officer

SRO Triad Concept Intervention ListenerEstablish rapportHelper Identifying and clarifying problem situationsPersonal, family, peers

Refer to outside agencies for assistance

Counselor/Mentor




Educate Students **Traffic safety

Seat belt use, impaired and distracted driving Citizenship

Bill of Rights Courts School Law

Law related professions Drug and alcohol awareness Cyberbullying and harassment Internet safety Personal & school safety issues

Educator

Educate StudentsGuest speakersAssemblies

Law related field trips

Youth Traffic Safety Council

SADD

Events

Educator




Deterrent to crime and crime related activities Provides safety and security Investigate criminal activity in school buildings, on

school grounds, and on school buses Truancy Liaison to local law enforcement and first responders School-based Court Diversion Programs Crime prevention Emergency preparedness

Law Enforcement Officer SRO/SPO – Ultimate Goal

• Every law enforcement agency that places an officer in a school should have in place a memorandum of understanding (MOU), signed by the heads of both the law enforcement agency and the educational institution.

• SPOs must have a clear and concise contract or SOP.

A Clear and Concise Memorandum of Understanding is

Essential• Require that all school resource officers (SROs) be carefully selected

law enforcement officers who have received specialized SRO training in the use of police powers and authority in a school environment.

• Clearly define the roles of the SRO to include those of: • Law enforcement officer• Teacher• Informal counselor

• Prohibit SROs from becoming involved in formal school discipline situations that are the responsibility of school administrators.

Clarifying Terms and Conditions

Not a Disciplinarian




Youth ViolencePrevention Partnership2009‐2010 Report

• School employees are on the front line - they can be the first individuals to spot changes in student behaviors and mood perhaps before anyone else.

• Sometimes the behavior is impossible to ignore – a student may lash out, cause harm to himself or other students or the teacher.

• Maybe a student’s problems are manifested in more subtle ways – changes in how the student interacts with his peers, or in how a student expresses themselves in assignments.


• Any educator can be the first to notice any warning signals of an underlying illness or concern for a student and could be the essential first connector for getting that student the help he or she needs.


•School based attacks are rarely sudden, impulsive acts

•Prior to the attacks others usually knew of the attackers plan- peers, siblings, online communities

•Most attackers did not threaten their targets directly prior to the attack

•No accurate or useful profile of a ”school shooter”

Safe School Initiative (2002)

US Secret Service & US Dept. of Ed‐ Final Report and Findings of the Safe School Initiative (2002)

•Most had significant difficulties with losses or failures- many were suicidal

•Most attackers had seriously concerned others in their lives prior to the attack• infatuation with past school shootings and acts of violence

• self harm•other strange behaviors






•Many felt bullied, persecuted, or inured by others•Most attackers had access to weapons, and used weapons, prior to attack

• In many cases other students were involved in some capacity

•Despite quick law enforcement response, most incidents were stopped by means other than law enforcement. Most were very brief.



1. Making statements or threats about killing someone2. Violent or threatening schoolwork, artwork, drawings, class projects/papers and social media3. Fascination with guns, knives, swords, bombs or other deadly weapons4. Might keep a journal or blog with their thoughts, threats or plans5. Fascination with other school shootings, especially Columbine6. Fascination with violent or hateful books, as well as serial killer type books7. Will begin to commit petty crimes8. Some harm themselves and take part in self-abuse, like cutting their arms9. Drastic change in appearance, like hair style, makeup and clothing

Warning Signs

Warning Signs

Triggers

1. Suspension or expulsion from school2. A recent arrest3. Dispute with parents over a range of topics from entertainment choices to boyfriend or girlfriend issues4. Breakup with a boyfriend or girlfriend5. Bullying incidents at school or online




Essential Violence Risk Factors• Past history of violence, esp.

with an identified target• Recent acts or intent

• Ideation or fantasy• Hostile tone. Edgy,

untrusting• Warnings, explicit threats• More specific plan with

“evasive” features• Substance use

• Also worth considering:• Limited or loss of coping

mechanisms or supports• Low IQ or history of TBI• Recent increase in life stressors • Impulsivity• Suicidal, hopelessness• Recent victimization• Untreated or undertreated

Mental Illness

Warning Signs

Warning Signs

•Are they on the ”Pathway to Violence”?•How do we get them off of that path?

•Tell tale signs of grievance• Awareness of being wronged• Sense of loss (actual or threatened)- relationships,

pride, security• Sense of injustice• Sense of destiny• Desire for revenge• Desire for recognition, notoriety

Signs

Source: Dr. John S. Rozel, Clinical Homicide & Aggression Management Practices for Inpatient, Outpatient, & Non‐traditional Settings 2018

Signs

•Tell tale signs of ideation• Specific consideration of harm and injury• Discusses with other, posted online• Identify with assailants/shooters/aggressors• Sees violence as a good idea or only option• Fascination with weapons, guns, people who

engage in violence• Fixation on anniversary dates• Setting conditions and expectations


Signs• 80% of school shooters tell

someone of their violent plans

• 69% tell more than one person

• Most mass shootings are planned for more than 6 months

• 37% of threats of violence or bullying are sent electronically, 28% use social media

• Up to 70% of people who commit suicide tell someone of their plan or leave warning signs

Source: https://www.sandyhookpromise.org




Social Media Monitoring Social Media Monitoring

Signs

•Tell tale signs of research and planning• Information gathering on

• Target• Past violent acts• “Role models”• Consequences• Weapons

• Stalking• Suspicious inquires• Intentional focus on developing an attack• Developing n operational plan Source: Dr. John S. Rozel, Clinical Homicide & Aggression

Management Practices for Inpatient, Outpatient, & Non‐traditional Settings 2018

Signs

•Tell tale signs of preparation• Acquiring weapon• Acquiring other equipment for assault• Practicing, rehearsing• Assembling equipment• Arranging transportation• Observation of significant dates• Final ritual, messages, goodbyes• Dressing/Costuming


Signs

•Tell tale signs of breach•Probing security•Surreptitious approach to perimeter breach

•Test approach•Walk-through•Testing the plan Source: Dr. John S. Rozel, Clinical Homicide & Aggression

Management Practices for Inpatient, Outpatient, & Non‐traditional Settings 2018




• Information about students ideas and plans for violence can be observed or discovered before harm occurs

• Information is usually scattered or fragmented• Key is to act quickly upon initial report of concerns,

gather the pieces of the puzzle, then assemble it to see what emerges

• Assessment involves asking if this student is on the “Pathway to Violence”

• If so, what are the underlying components that if we solve those problems for them we can get them off that “Pathway to Violence”

Violence Can Be Prevented Violence Can Be Prevented

• Identifying student threats to commit a violent act

• Determining the seriousness of the threat

• Developing intervention plans that protect potential victims and address the underlying problem or conflict that led to the threatening behavior.

• The goal of threat assessment is to keep schools safe and help predict and prevent tragedies like shootings, self-harm, suicide, drug and alcohol abuse, and criminal activity.

• Can start with SAP and be called anything

• Care Team

• Behavioral Intervention Team

• QUEST

Threat Assessment•No profile of a student attacker

•Male•Female•Young•Old•High-achieving•Poor performers•Sociable•Loners

Threat Assessment

Source: Enhancing School Safety Using a Threat Assessment Model: An Operational Guide for Preventing Targeted School Violence, U.S.S.S. NTAC July 2018

Characteristics of School Shooters

New Hampshire School Safety Preparedness Task Force Report 2018

•Establish a team•Variety of disciplines within the school community• Principal, counselors, mental health,nurse, SRO, coaches, teachers, SME

•Establish protocols and procedures•Meet on a regular basis

Threat Assessment

Source: Enhancing School Safety Using a Threat Assessment Model: An Operational Guide for Preventing Targeted School Violence, U.S.S.S. NTAC July 2018




Threat Assessment•Define concerning behaviors

• Increased absenteeism• Withdrawal or Isolation• Sudden or dramatic changes in

appearance• D/A use• Erratic, depressive, or other emotional or

mental health symptomsSource: Enhancing School Safety Using a Threat Assessment Model: An Operational Guide for Preventing Targeted School Violence, U.S.S.S. NTAC July 2018

Threat Assessment• Low threshold for intervention

• Identify students in distress before behavior escalates• Offer supports

• Mentoring• Counseling• Mental Health Services• Tutoring• Social or family services

• May identify other concerning behaviors

Threat Assessment• Establish one or more reporting mechanisms

• Online form• Email address• Phone number• Smart phone application platform• Text-a-tip line• PA Safe2Say

• Train faculty, staff, and students • Monitored 24/7 and able to respond immediately• Confidential

ANONYMOUS?

Tip Lines

Tip Lines




Tip Lines

Online Threat Assessment• Establishing assessment procedures

• Maintain documentation

• Use a community systems approach

• Identify sources who may have more information on the student’s actions and circumstances

• Examine social media pages, conduct interviews, review class assignments, search the student’s desk or locker

• Review academic, disciplinary, arrest, and other formal records

• Build a rapport that can facilitate information gathering

• Consider the student’s age and social/emotional development

Threat Assessment• Key themes to guide assessments

• Student’s motives and goals

• Concerning, unusual, or threatening communications

• Inappropriate interest in weapons, school shooters, mass attacks or violence

• Access to weapons

• Stressors

• Evidence of desperation or hopelessness

• Does student view violence as an option?

• Capacity to carry out or evidence of planning an attack

• Are others concerned?

• Protective factors and positive influences

• Consistency between the student’s statements and actions




•Risk management• Evaluate if the student is at risk for self-harm or harming

others to develop a plan that reduces the risk• Individualized management plan with supports and

resources depending on the information gathered• Determine if the student requires monitoring or is in need

of guidance to cope with losses or overcome setbacks• Use resources such as peer support, therapeutic counseling,

mental health care, or tutoring• Removing a student from school does not eliminate the risk

• Management plans should remain in place until the team is no longer concerned about the student or the risk of violence

• Notify law enforcement immediately if a student is thinking about or planning an act of violence

• Make efforts to address the safety of any targets• Create a situation that is less prone to violence• Remove or redirect the student’s motive• Reduce the stressors by providing resources to help the student

manage setbacks and challenges “No Warning” Exercise

Adequately trained faculty, staff, and students


• During a school violence incident faculty, staff, and students will be the 1st responders

0:01 Shots Fired?:?? Call 911+?:?? Officer Response+?:?? Officer Entry+?:?? Officer Locates Bad Guy?:?? Total Time

• We need to empower them with a proactive, options-based response to violent critical incidents

• Instructor led training • Blended learning approach

• ALICE• Run, Hide, Fight• Avoid, Deny, Defend• 3 Outs




GET OUT if you can

Have a plan, inform your students of the plan and exit if safe to do so

Get out fast

Consider alternative exits

Do not worry about personal belongings

Run naturally Zig zag motion

Evacuate/Escape Lessons Learned

Lessons Learned

Why did they wait until after the shooting stopped to leave?

•Size•Weather•Amenities•Location •Traffic•Parking •Security

Rally Points

• Lock the door and secure it with personal environmental items• Use barricades• Spread out, don’t have everyone in one corner• Listen for alerts• Make a plan• Keep Quiet• Stay out of sight

Enhanced Lockdown Procedures Enhanced Lockdown Procedures




Lessons Learned

Passive vs. Proactive

Full Barricade

Barricade/Evacuate

29 2

Source: New York Times, April 23, 2007

Lessons Learned

Source: The South Florida Sun Sentinel

81

Lessons Learned Lessons Learned

Source: The South Florida Sun Sentinel

• As last resort interfere with their ability to shoot accurately• Cause sensory overload• OODA Loop (Observe, Orient, Decide, Act)

• Age appropriateness• Numerical Superiority

Overwhelm and Interrupt Overwhelm and Interrupt

• Create Chaos• Shout, Yell, Scream• Throw things• Sprays• Move, Move, Move• Create barriers• Divert attention• SWARM




Information is the Key

• Plain simple language- NO CODES• Anyone can provide• May be through the senses-needs to be

recognized immediately• PA System• Emergency notification software• Smart projectors• Two-way radios

Age & Developmentally Appropriate, Non-Fearful Age Appropriate Non-fearful

SINCE1896

Preparation=Survival

Source: FBI.gov

Plan

Do

Check

AdjustContinuousImprovement

Process





• The more a plan is practiced and stakeholders are trained on the plan, the more effectively they will be able to act before, during, and after an emergency to lessen the impact on life and property.

• Exercises provide opportunities to practice with community partners (e.g., first responders, local emergency management personnel), as well as to identify gaps and weaknesses in the plan.

• The exercises below require increasing amounts of planning, time, and resources. Ideally, schools will create an exercise program, building from a tabletop exercise up to a more advanced exercise, like a functional exercise.

Exercise the Plan• Are low-stress discussion of coordination and policy within the school

and/or between the school and other agencies.• Provide a good environment for problem solving. • Provide an opportunity for key agencies and stakeholders to become

better acquainted with one another, their interrelated roles, and their respective responsibilities.

• Provide good preparation for a functional exercise.

Tabletop Exercises

• Practice and perfect one small part of the response plan and help prepare for more extensive exercises in which several functions will be coordinated and tested.

• Focus on a single, relatively limited portion of the overall emergency management system to be effective.

• Provide training with new equipment, to develop new policies or procedures, or to practice and maintain current skills.

Drills• Functional exercises are similar to drills but

involve multiple partners; some may be conducted district-wide.

• Participants react to realistic simulated events (e.g., a bomb threat, or an intruder with a gun in a classroom), and implement the plan and procedures using the ICS.

Functional Exercises

• These exercises are the most time-consuming activity in the exercise continuum and are multiagency, multijurisdictional efforts in which all resources are deployed.

• This type of exercise tests collaboration among the agencies and participants, public information systems, communications systems, and equipment.

• An Emergency Operations Center (EOC) is established by either law enforcement or fire services, and the ICS is activated.

Full-scale Exercises • Law Enforcement (Police, Sheriff, DNR, State, Military Police, Tribal)

• Fire Agencies (City, County, Correctional Facility)

• Emergency Management

• Emergency Medical Services (EMS) and Air Medical Units

• 911 Dispatch

• Hospitals

• Public Health

• Volunteer Agencies (Red Cross, Salvation Army)

• Local Community Emergency Response Teams (CERT)

• Media, Parents, Student Drama Club, College students

Who Should Be Involved?




Support from the community, including law enforcement, mental health, and social service agencies

• Emergency Responder Partnerships• Two way radios and access to county 911• Crisis app or emergency notification software for faculty, staff,

and first responders• Digital emergency response plans for first responders• Live camera feeds to law enforcement• If a student poses a clear and imminent threat of serious

violence towards others, school officials should immediately notify law enforcement.

• Notify law enforcement of disturbing posts, assignments, drawings etc.

• Behavioral Health Partnerships

• School-based mental health partnerships

• If the student is already receiving outside mental health services, and the parent and student has given consent to allow the education and mental health agencies to share information, ask school officials to notify mental health officials of the violence concerns and request a joint meeting to discuss and devise plans to address such concerns.

• In extreme cases, if the student is at immediate risk of seriously harming himself /herself or others, request that school officials work with the parent to consider voluntary commitment to a mental health facility.



• Wellness Network• Student health services

• Dental services

• Social Services

• Multi-Tiered Systems of Support (MTSS)- Intentional (instructional), Targeted Interventions (some), Intensive Interventions (few)

• Academic

• Behavior

• Health and Social Services

•Harden the school to discourage intruders•Access Control•SRO

•Marked Police Car•Surveillance

•Video•Natural

Safe physical buildings, equipment, and grounds

•Steel gates •Perimeter fencing•Parking lot gates•Signage

Access Control• Secured entry points• Security keys• Magnetic locks on lobby doors • Sally ports/captured vestibules• Reinforced glass• Visitor Management Systems• Metal detectors• Classrooms doors / locks

• Magnets for the door frames to keep locked all times

Access Control




• Natural• Placement of visitor parking where it can be easily observed• Adequate lighting• Intentional placement of persons in locations where causal

observations can be made• Clear away obstructions such as trees, banners, etc.

• Video• Stairwells• Common areas• Parking lot• Entrances• Other areas not easily observed

Surveillance• Classroom go-kits• Bleeding control kits• Updated phone system• Gun safe w/ long gun• Panic button• Emergency notification software• Updated fire alarms• Smart projector

Equipment

A Balanced Approach

STUDENT

Circle of Protection

Drills and Exercises

SRO in a schoolCommunity Partnerships

Access Control

Behavioral Health Support

Emergency Notification Systems

Emergency Responder Partnerships

Equipment

Wellness Network

Safe and Secure Facilities

Threat Assessment

Equity

Adequately Trained Faculty, staff, and Students

Relationships

Tip Lines

A Balanced Approach

So, Where Are We Now?

• 1635 First Public School (Boston Latin)• 1764 First School Attack (Enoch Brown)• 1975 Congressional Subcommittee: Report Card “A” in School Violence-

serious crimes of seriousness nature including felonious assaults and sexual assaults occurring in our schools

• 1978 HHS Report to Congress- Safe School Study Report- crime and disruption in school should be recognized as significant problem but no data to support it

• 1987 Drug Free Schools and Communities Act- directed $200 million to fight drugs, alcohol, ad tobacco- no mention of violence

• 1994 Safe Schools Act- $20 million dedicated toward school violence• 1994 Improving Americas Schools Act

• Changed to Safe and Drug Free Schools- money could be used for violence prevention

• Created Gun Free Schools Act

Source: Bill Modzeleski, SIGMA Threat Management Associates


• Began robust data collection• Increased emphasis on research based programs• Growing number of partners in school safety• Movement toward a comprehensive approach to

school safety• Adoption of Emergency Operations Plans• Started identifying students on “Pathway to

Violence”• Recognized the need for school-based mental

health Source: Bill Modzeleski, SIGMA Threat Management Associates





• Between 1992-2015 total victimization rates for students ages 12-18 declined 82% from 181 per 1,000 students in 1992 to 33 per 1,000 students in 2015

• Last year, school associated violent deaths (47) only made up 1.7 % of nearly 2,800 violent deaths for victims between ages 8 and 18 years

• Violent crime at schools decreased by more than 50% from 1.6 million reported in 1992 to 750 K reported in 2015

• Serious violent crime also decreased more than 50% from 198K to 89K

• Percentage of students 12-18 who reported gangs present in their schools decreased from 20% to 17.5%

• Number of students 12-18 who reported being bullied decreased from 32% to 20%

Source: US Dept. of Ed, NCES: Indicators of School Crime and Safety (2016)


US Department of Health and Human Services/Centers for Disease Control and Prevention MMWR / January 25, 2019 / Vol. 68 / No. 3

STORM CLOUDS

• Threats made against students with weapons on school property increased from 17.4% to 17.5%

• Teacher assaults increased slightly• Gun Free School Zone violations increased slightly• Mass casualty “school shootings” increased in

frequency

Source: US Dept. of Ed, NCES: Indicators of School Crime and Safety (2016)

STORM CLOUDS

US Department of Health and Human Services/Centers for Disease Control and Prevention MMWR / January 25, 2019 / Vol. 68 / No. 3

Probability• According to the Secretary of Education, there are

95,230 public schools in the nation that generally operate 5 days a week for about 10 months out of the year. Last year in 2018, we recorded 25 school shootings.

• 55,000,000 students K-12 total in U.S.• Only 4% homeschooled

• California most with 3% of 7,000,000 (210,000)

• According to the Naval Postgraduate School Study, there were 51 people killed in a K-12 environment




Probability

.00000093

CONCLUSION

•51 school-associated violent deaths in 2018 (NPS, 2019)•Only 1.2% of all homicides and > 1% suicides for victims between 5-18 occur at school (CDC 2018)

•16,617 all homicides in 2017 (FBI UCR, 2018)•37,133 vehicle accident fatalities in 2017 (NHTSA, 2018)

•47,173 suicides in 2017, 14.46% adolescents (CDC, 2018)

•72,287 drug overdose deaths in 2017 (CDC, 2018)

QUESTIONS?

THANK YOU!

www.friendsofsafeschoolspa.org

[email protected]

school safety in the 21st century: a balanced...

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