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By

Michael D. King

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CONTENTS Overview School Building Security 3 Supervising the Outside Parameters of the Building 5 Posting Notification Signs 6 Trespassing 6 Protective Lighting 7 Traffic Control and Parking Lot Supervision 8 Vehicle Identification System 9

Securing Building Entrance Points 10 Securing Portable Buildings 12 Securing Windows and Classroom Doors 13 Placing Video Cameras at Critical Locations 14 Controlling Access to Building Keys 16

Establishing Efficient Communication Systems 18

Establishing a Uniform Visitor Screening Procedure 20

Student Identification 21 School Uniforms 22 How School Uniforms Promote Pride and Safety 22

Personnel Identification 25 Implementing a Personnel Identification System 26

Student Searches 29 Searches for Weapons and Drugs 29 The Meaning of “Reasonable Suspicion” 31 Performing Effective Student Searches 33 Search of School Property 34 Student Vehicle Searches 36 Metal Detectors 37 Drug Sniffing Dogs 38

Assessing School Security Measures 41 School Building Security Assessment Profile

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A PRACTICAL GUIDE TO SAFE, AND SECURE SCHOOLS

This book is divided into two major sections. Section one, “School Building Security,”

provides school safety planners with an overall program for securing their school facilities. It

provides policies and procedures necessary for securing both internal and external building

security. The author has provided short rationales for each policy and the necessary forms for

their implementation. The section concludes with a valuable assessment tool that save school

planning committees can use to evaluate the present level of building security and provides a

reference point for future security planning.

Section two, “Developing a Crisis Management Plan” provides policies and procedures

necessary to prevent and react to school threats, emergencies, and evacuations. The section is

divided into two parts: those crisis situations that require evacuation and those crisis situations

that require taking shelter.

Both sections are important parts of a comprehensive crisis management plan in any school, but

to be most effective, the policies and procedures must be tailored to meet the individual school’s

needs. The end result will be a comprehensive safe school plan that will help guide individuals

within the school setting to become cognizant of safety practices.

OVERVIEW

Unfortunately, in recent years, many difficult challenges have arrived at the schoolhouse

door. This spillover of negative societal ills into the schools has greatly changed the traditional

role of the school principal. In today’s schools, principals must become skilled as security

professionals, police officers, lawyers, as well as health and crisis management experts.

The days for public school security have arrived, and we, as educators, must take every

precaution to protect the safety, security, and wellbeing of every member who enters the school’s

environment. Providing a safe and secure environment for all students and employees begins

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with an increased awareness of school security, and safety issues. All individuals within the

school should know that safety and security are one of the public’s main concerns. Additionally,

the school officials must communicate to every individual within the school that each school

employee also bears a personal responsibility for maintaining a safe and secure school

environment.

School officials are now presented with the formidable task of developing security and crisis

preparedness guidelines at the building level. Along with the "traditional" security threats, recent

shifts in school violence and new state and national regulations for crisis management planning

are forcing school officials in even the safest of schools and communities to realize that a crisis

"could happen here.” Additionally, teachers, students, parents, politicians, lawyers, and the

media want to know what each school is doing or has done to prevent a crisis from happening

and how the school will react in cases of student injury. The sad reality is that no one individual

can offer a 100 percent guarantee that a violent or serious accident will not occur in his or her

school. But proactive planning can take specific steps designed to reduce the risks of student

injury by preparing to manage a crisis should one occur. Unfortunately, the safety of the

students and staff members might very well depend upon the school’s ability to design, plan, and

implement a comprehensive school safety, and crisis management program.

This process will involve assessing the overall security of the school, developing policies that

regulate safe practices, and planning in advance for a crisis. Section one will present those

security, crisis procedures and policies needed for assessing a school’s present protective

conditions, establishing a crisis management plan, and developing safe practices when assisting

students and staff.

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SECTION I: A PRACTICAL GUIDE TO: SCHOOL BUILDING SECURITY

SUPERVISING THE OUTSIDE PARAMETERS OF THE BUILDING

Many schools have poorly defined parameters, transition markers, or barriers from street

traffic. Playground equipment, poles, and other structures often provide easy access to fire

escapes, roofs, and other potential entry points. Trees, shrubs, and related greenery frequently

offer perfect concealment for juvenile parties, vandalism, or entry into schools at night. This is

especially true for buildings where evening activities are conducted. Schools have as much

responsibility for security at night as they do during the day. To ensure that the parameters of the

building are constantly supervised, the building principal should develop a parameter supervision

policy. This policy should stipulate to members of the custodial staff, teachers, and students the

responsibilities and procedures for reporting an unidentified person or persons loitering on the

school grounds both during the day and at night. Exhibit 1-1.1 Parameter Supervision Policy

provides a sample policy statement that focuses on parameter supervision.

Posting Notification Signs Most schools make poor use of signs both outside and inside schools. Outside signs should

include notices prohibiting trespassing, identifying drug-free and weapon-free zones, providing

directions to visitors, and identifying specific entrances by number, letter, or both. Signs inside

the school should include clear directions to the office and should identify the school’s different

wings, program areas, or facilities.

Often school signs direct visitors to report to the main office, yet there are no signs that

indicate where the main office is located! To remedy this situation, some schools have posted

signs throughout the building which point to the main office or nearest administrative office.

Others have posted floor plans near each entrance so that visitors can locate the administrative

offices on the map.

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When posting signs outside the school facility, the author recommend that letters or numbers

identify each entrance and that directional signs and floor plans are posted inside the building

near each entrance. This particular plan will benefit emergency services and police department

officials because it provides a building layout with entrances marked on the plan. When entrance

locations are specified in advance of arrival, emergency care units can react more quickly. An

emergency caller can simply request that the ambulance driver and the police to be sent to

Entrance Door S1 (First South Door) and follow the red arrow to the gym. . (See Appendix-

Exhibit 1-1.2 Sample Building Security Plan). Exhibit 1-1.3 provides a sample policy statement

regulating the posting of notification signs.

Trespassing Trespassing, as defined in this section, should mean each and every actual entry upon the

premises by a person in violation and contrary to the provisions of any official sign posted to

regulate and govern such entry or notice. Former students, suspended or expelled students,

truants, and strangers increasingly present problems for school administrators as trespassers on

school property. Trespassing can lead to other incidents of violence and should be treated as a

priority concern by school administrators, teachers, and staff. Some basic suggestions for

managing trespassing include the following:

1. Implement effective access control procedures as previously mentioned.

2. In the student handbook, list trespassing as an offense which will warrant discipline.

3. Communicate to students via the student handbook and during student orientation that they

are not to have friends or relatives come to school grounds to meet with them before, during,

or after school. Students should be aware that if they support and encourage trespassers, they

will receive disciplinary consequences.

4. Use a camcorder, camera, or similar device to record trespassers or non-students in the area

of buses and school property at school dismissal. If the trespassers are unknown at the

trespassing location, a picture or videotape can assist administrators of other schools in the

area or the local police in identifying them. Once trespassers or loiterers are identified, their

home school administrators or the local police should pursue the appropriate disciplinary

action. The policy in Exhibit 1-1.4 establishes a procedure for handling suspended students

who trespass on school properties.

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Protective Lighting Protective lighting, which used to be a simple issue, has been increasingly debated over

recent years. Advocates of an energy conservation policy argue that by turning out all lights and

requiring school neighbors and others in the area to report any signs of light to police, thieves

will be caught much faster because they need light to do their dirty work. However, many

building principals question the lights-out philosophy because it is frequently supported and

advocated more from an energy (and dollar) conservation perspective than from a professional

security perspective. Whereas it may work in some areas, particularly in rural or smaller

suburban communities, building principals working with larger, urban districts question whether

lights-out is the best approach.

Most lights, such as individual classroom lights, should be turned off after hours or when the

classroom is not in use. The efficiency and logic of having a school completely lit up are

questionable. Nevertheless, good lighting outside the building deters the amateur vandal or

burglar who might otherwise commit an offense under the protection of darkness. It is logical to

follow “lights-out” on the inside and "lights-on" on the outside as a general recommendation,

recognizing that schools and districts are unique and may require individualized

recommendations.

Further lighting problems can be caused by inadequate maintenance and infrequent

inspections of lighting conditions. School security assessments often turn up reports of burned-

out or damaged lights that have gone un-repaired for months, even though the facility had been

used on a daily basis.

Like other physical security issues, lighting generally requires financial commitments. This

includes costs associated with repairs, replacement, and labor. Costs, however, should not

automatically disqualify corrective action. It is better to pay smaller amounts for prevention than

larger amounts for damage awards in court.

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Checklist for Use of Protective Lighting

� Are parking lots, building entrances, and outside parameters well lit?

� Does the school maintenance program include the replacement and repair of outside lights?

� Are all security lights on timers or sensors to conserve energy?

� Is there an inside lighting plan for after-school hours in specific areas of the school building?

Traffic Control and Parking Lot Supervision The times when the parking lot and school driveways are most vulnerable to outside

interference and trespassers is usually at the beginning of the school day, during lunch, and after

school. Because parking lots often have multiple entrances and exits that can facilitate vandalism

and defacement of vehicles and school property, the building principal should insist that the staff

be assigned to various traffic and parking lot duties during the most vulnerable times of the

school day.

The most important element for controlling and supervising the parking lot is the campus

traffic and parking lot supervision plan. This plan should be designed in such a way that it

restricts traffic locations, but in areas where the traffic is heavy, the plan should allow an easy

flow of traffic for both pedestrians and vehicles. To help implement safe traffic practices, the

building principal should establish procedures that communicate the desired before- and after-

school traffic procedures. (See Exhibit 1-1.6 Traffic Procedures)

It should be noted that parking lot supervision policies for elementary school sites will differ

substantially from those for secondary school sites. Elementary policies focus more on getting

the children safely into the proper vehicles (school buses, parents’ cars, day-care shuttles) while

secondary sites focus more on preventing speeding, reckless driving, violence, and vandalism

while students are entering and exiting the school parking lot (See Exhibit 1-1.7 Secondary

Parking and Driving Regulations). Controlling secondary parking lots requires intense

supervision; therefore, the authors highly recommend closed campuses for lunch, thereby

eliminating an opportunity for students to engage in unsafe behaviors.

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Vehicle Identification System Schools with a large staff and student body are also likely to have more problems associated

with vehicles. Consequently, a vehicle identification program that requires all vehicles to be

registered with the main office should be maintained. (See Exhibit 1-1.8- Vehicle Registration

Policy) Registration should include a vehicle description, license number, and related

identification information for staff and student vehicles. Examples of both a student vehicle

registration form and a teacher vehicle registration form have been provided in the Appendix.

(See Appendix-Exhibit 1-1.9 Teacher Vehicle Registration Form and Exhibit 1-1.10 Student

Vehicle Registration Form) Note of Caution: It will be important to keep faculty and staff

vehicle identification information out of the hands of students.

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SECURING BUILDING ENTRANCE POINTS Most schools have far too many access points. Not only do they have too many doors, but

also in many districts, most of those doors are left unlocked and accessible from the outside.

Building principals should minimize the number of daily campus entrance and exit points.

Additionally, school entrances and exits should be supervised on a regular basis by individuals

who are familiar with the student body.

School safety officials often view the reduction of entrances and exits as a fire hazard.

Chaining doors from the inside will certainly create a fire hazard, but the proper use of panic bars

on doors does not create a fire hazard since they do not prevent the occupants from leaving the

building in an emergency. Another method for communicating the importance of access control

is to post a sign on each door indicating the time the doors will be locked. (See Exhibit 1-1.11)

Exhibit 1-1.11 SAMPLE SECURITY SIGN

Some schools have secured all doors from the outside and established one designated

entrance point. This designated entrance door is also secured from the outside, and an electronic

buzzer, frequently integrated with video surveillance, speaker systems, or both, controls access

into the school building. This works particularly well at the elementary level but can be less

effective at larger schools because of a significant amount of pedestrian traffic. When using the

access control method, principals should always remind teachers of the importance of closing the

doors behind them when they enter or leave the building during the school day. A sample

memorandum to help remind teachers of their responsibilities for keeping the building secure has

been provided in Exhibit 1-1.12.

For Your Child’s Security

This Door Will Be Locked After 8:00 A.M. Daily

Please Use The Front Entrance Doors

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Exhibit 1-1.12 BUILDING SECURITY PLAN MEMO

All faculty and staff are responsible for building security during normal school hours. Teachers

are responsible for securing the building as they enter and leave the building by making sure

that the door is always closed securely. Teachers will be responsible for checking entrance

doors by their classrooms periodically throughout the school day.

During school hours, the east, west, and north doors will be locked by 8:05 A.M., and only the

south front doors and the two northeast side portable entrance doors will remain open. Building

doors will be locked and secured as soon as possible following the close of the school day. The

custodial staff, prior to leaving for the day/evening, will check doors. To ensure the safety of

the night custodial staff, doors will remain locked to the public after the school day ends.

Delivery entrances are to be checked regularly by the custodial staff.

When the building is rented for activities that are not a part of the school day/program, a half-

hour window of time will be allowed for doors being locked, e.g., fifteen minutes on either side

of the starting time of the event. (When possible, gates will be used to secure the main

building.)

The reality is that access control is more an issue of convenience than anything else.

Although some parents and visitors will complain about having all doors secured, except for one

designated entrance, it is often more of an inconvenience for the staff. If school officials educate

parents, staff, students, and visitors of the necessity for access control, resistance should

eventually decrease. One method is to inform and educate parents and students about the policy

through a school newsletter or student handbook. (See Exhibit 1-1.13)

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Exhibit 1-1.13 BUILDING SECURITY POLICY

All doors to the building, except the main front door, will be locked. Panic hardware enables

students to exit from inside the building. Teachers, staff, and students are instructed NOT to

open the doors to anyone. All visitors, parents, parent volunteers, delivery persons, and

workmen will be required to stop by the office first, sign in, and wear a "visitor" or

"volunteer" badge when visiting in the building.

For the safety of students, no unauthorized persons are allowed in the building without

administrative approval. Students not enrolled at THIS SCHOOL are not permitted to visit

during the school day. These unnecessary classroom disruptions are detrimental to the

learning process.

Persistent individuals will gain access to the school if they really want to do so. Legitimate

users can occasionally leave doors partially open, and in some schools, students will often open

doors for visitors. Still, an aggressive effort to control access points should be maintained, and

signs should be posted on all doors directing visitors to the main office, along with signs posted

throughout the building which indicate the actual location of the main office.

Securing Portable Buildings Different school designs present different access problems. A large number of districts have

portable classrooms, such as trailers or single-story houses that can be moved around on school

grounds or from school to school. Whereas portable classrooms meet the overcrowding needs of

the district, they also create a significant security concern about unlocked doors, no

communications link to the main building, and the need to have students walking back and forth

between portables and the main buildings during the school day.

Security measures should be provided for portable buildings that are placed outside the

school facility. First of all, portable buildings should be placed in highly visible locations, even

though some building administrators would prefer to place portables behind the main building

for aesthetic reasons. Another security consideration regarding the placement of portable

buildings is that they need to be in locations where they can easily be fenced off from the general

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public while also ensuring proper evacuation distance in case of fires. If the school district is

utilizing a number of portables at one school site, all the portables need to be located somewhat

close together so that faculty members can assist each other in case of emergencies. Strict

visitation policies should be clearly posted outside the portable area to ensure that visitors report

to the main office. All portables should be equipped with an intercom system to the office and

should be supervised daily by the administrative staff. Video cameras can also help monitor the

outside parameters of the portable buildings during the school day.

Securing Windows and Classroom Doors

Open windows that are accessible from ground level present access control problems. Many

schools have adjacent playgrounds where children and youth spend many evenings and late

nights. It is not uncommon for children to crawl inside the school through an open window for

the purpose of vandalism. To ensure that windows are properly locked, the teachers need to be

reminded daily to check windows at the end of each day. This could be accomplished through a

school wide end-of-the-day intercom announcement or by distributing an end-of-the day

checklist for teachers. The custodial staff can also help by routinely checking windows as a part

of their daily classroom maintenance procedure.

Another security concern is that many of the classrooms in today’s schools do not have

locking doors, therefore, making it impossible to secure classrooms during teacher-free periods

and overnight. An even greater security problem arises during crisis planning, which requires

that all classrooms are locked from within in order to prevent intruders from entering.

Additional security measures can be provided for classrooms by reminding teachers not to give

their keys to students and to secure (lock) their classroom doors when classrooms are not in use.

The authors suggest that building administrators periodically spot check both window and

classroom door security. This will do more to raise the faculty’s awareness level than daily

reminders or checks by the custodial staff will.

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In order for schools to maintain top security, an overall program designed to raise staff

awareness must be implemented in concert with other access control measures, such as a closed

campus at student lunchtime, an appropriately and clearly marked campus, and the limiting and

control of building access points. To further help in the security assessment process, the authors

have provided a checklist to assist principals in evaluating and securing building access points.

Checklist for Evaluating Access Points

� Have panic bars been installed on all exit doors?

� Has a policy been implemented to minimize the number of campus entrances and exits?

� Are all entrances and exits checked on a regular basis for security?

� Do all staff members understand the importance of securing doors behind them?

� Are there methods in place that require delivery entrances to be checked regularly?

� Is the building properly secured during and after evening and week-end activities?

� Is it possible to isolate portions of the building for after-school activities through the use of interior

gates?

� Are teachers, staff, and students instructed NOT to open doors to visitors?

� Are signs that direct visitors to the main office clearly posted on all entrances?

� Have all security measures been provided for outside portable buildings?

� Are there periodic checks by the administration to ensure that all windows are securely closed?

� Are there periodic checks by the administration to ensure that all classrooms are locked when not in

use?

Placing Video Cameras at Critical Locations

Closed-circuit television (CCTV) provides additional physical security and can be used for

detecting and monitoring critical locations within and along building parameters. Because close

circuit television is expensive, an economical solution would be to install cameras only at the

most vulnerable points of access. These areas would include parking lots, main entrances, lunch

facilities, portable building areas, and the backs of buildings where supervision is low. Other

useful locations for closed-circuit television are in places where student traffic is high, such as

gates, halls, stairwells, and vending machine areas.

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Closed-circuit television can minimize the number of security personnel normally needed for

checking identification at gates or other designated areas. This type of system requires the

utilization of monitoring personnel, which could include parents, trained volunteers, or security

staff members. The biggest downfall to this type of security system tends to be the hypnotic

effect that the system has on the viewer. Other distractions include gaps in attention and periods

when an individual is otherwise occupied with additional activities such as answering the

telephone or performing clerical tasks.

One possible solution for providing monitoring personnel is to train a select group of parent

volunteers to work at a security desk at the main entrance to the building where the CCTV

monitors are located. Schools who have security budgets will be financially able to hire

professionally trained security personnel to monitor the CCTV system. To help readers further

visualize the layout of a total building security plan that utilizes CCTV devices, the authors have

provided a Sample Building Security Plan- Exhibit 8-1.2 in the Appendix.

The effectiveness of a CCTV system can be improved with the addition of motion detectors

that will activate an audio or visual alarm at the control center when movement is detected within

the camera's area of vision. In addition, a time-lapse videotape recorder can be added at the

control center. It can be installed so that it will be activated automatically by the camera's motion

detector or by the monitoring personnel in the control center.

A common problem with CCTV systems is the light intensity required for available cameras.

The availability of sufficient light should be verified before the system is purchased and

installed. Other factors that must be considered are the initial cost of the system, the cost of

maintenance, weather conditions that may hamper visibility, and proper installation

requirements. “The following features should be considered for inclusion in a CCTV system:

� Pan/tilt/zoom capability if appropriate

� Closed circuit (non-tube)

� Fixed varifocal or wide-angle lens as appropriate

� Low lux

� VHS time-lapse recorder or multiplexer as necessary

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� Color (most cameras for school applications should be color vice black and white particularly

where there is a security officer response; this also facilitates identification of persons

involved in incidents; black and white cameras may be appropriate in other applications).

� Emergency backup power

� Fast warm-up capability

� Remote adjustment

� Special environmental enclosures or covers that are vandal-resistance � Moving image sensor” 1

Source: Reprinted with permission from J. Barry Hylton, Safe Schools, page 81, 1996, Butterworth-

Heinemann.

Controlling Access to Building Keys

Most schools have not developed efficient control regulations regarding keys to the building.

In many cases, key proliferation has been caused by the public’s use of school facilities after

school hours. In some schools, keys that have been duplicated, lost, or stolen are often more

accessible to students than staff. The reasons for many of the key duplication problems are

usually associated with school staff members who are doing favors for various interest groups in

the community. For example, band parents may want to have their children practice after school,

so they request that the band students be given access to the band practice room.

Some easy solutions for controlling access to building keys can be accomplished through

policy development. Key control security is a low budget factor and can be accomplished

through a few regulations. These regulations would include a policy that controls the duplication,

issuing, and storage of keys. (See Exhibit 1-1.14- Building Key and Lock Control Policy) The

authors also recommend including all keys, locks, padlocks, and other locking devices used to

secure the facilities, critical assets, confidential material, sensitive material, or supplies as a part

of key regulation development.

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Exhibit 1-1.14 BUILDING KEY AND LOCK CONTROL POLICY

The purpose for the key and lock control policy is to regulate all keys, locks, padlocks, and

other locking devices used to protect or secure the school facilities, supplies, and records.

The following regulations are to be followed by all school personnel who are responsible for

securing the building and who have access to keys to the building.

1. The building principal is responsible for initiating the key and lock control program at

his/her school site.

2. The building principal can either appoint a key custodian or assume this responsibility

himself/herself. The key custodian will be responsible for the implementation and

supervision of the key and lock control program.

3. No key will be issued to any staff member until authorization by an administrator has

been obtained. Administrators will only authorize keys to staff members who have a

legitimate need for the key.

4. The key custodian shall post a key access list of those authorized to have keys beside the

key storage locker. The key storage locker should be located in a secure location within

an administrative office.

5. All unused keys to the building will be stored in the key storage locker.

6. All staff members who are issued keys must sign a receipt for the key. The receipts will

be kept by the key custodian.

7. The key custodian will keep a log which contains the following information: the number

of the issued key, to whom it was issued, the date it was issued, and the date it was

returned.

8. Only one duplicate key will be made for each original key. Before a duplicate key can be

issued, administrative authorization must be obtained. Duplicate keys must also be

receipted.

9. Whenever a key is lost, misplaced, or stolen, the affected lock will be replaced

immediately.

10. All padlocks and combination locks should be rotated annually.

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The user-friendly mentality can create additional problems for building security, even when

all doors have locks. Crime prevention awareness must be established within the school culture

in order to make locking cabinets and doors a routine behavior. The building administrator can

raise the staff’s awareness by instituting a strong key and building lock regulation policy. The

following checklist will provide some guidance to the development of these regulations.

Checklist for Establishing Key Regulations

� Is there a policy regulating the duplication of keys?

� Are keys clearly marked “DO NOT DUPLICATE”?

� Are keys stored in a safe and secure place?

� Are school personnel in-serviced on key control issues? Do they know not to give their keys to any

other member of the organization or community or to any student?

� Has one person been designated as the key custodian?

� Are all keys checked out from and returned to a central location?

� Is there an authorization process in place before keys can be checked out?

Establishing Efficient Communication Systems Many schools have antiquated communication systems, if any at all. A reliable

communications system within the school setting is necessary for preserving effective security

measures. The basic necessities for a building communication system would include telephones,

at least one cellular phone, a set of two-way radios, and an intercom call-in system that is

accessible in every classroom. Communication to outside emergency sources is an absolute must.

Communication resources must be provided for policing the facility in order to prevent hostile

situations and to provide immediate responses to emergency situations. If people cannot

effectively communicate in a timely manner, security-related incidents will probably increase in

numbers and duration. The purpose of security communications is to provide the following:

� Expeditious transmission of routine and emergency instructions between emergency agencies and the

school site.

� Integration and coordination of supervisory personnel within the school setting.

� Efficient and economical use of supervision time and efforts.

� Immediate transmission of requests for assistance to emergency agencies in the event of a crisis.

� A means or method for all school personnel to reach a central source in case of emergencies.

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In many cases, school officials are ill equipped when an emergency situation occurs,

especially during school activities, when large crowds are gathered. One solution to offset the

lack of communication between school officials, police, and emergency personnel is to require

all supervisors at school activities to carry two-way radios that are directly tied in to police

emergency frequencies. This system must have direct lines between the school office and other

personnel performing supervisory duties. All hand-held, two-way radios should be lightweight

and easy to carry. Cellular phones are also useful in emergencies for maintaining constant

contact and communication with emergency services. The following checklist will help building

administrators assess their present communication system and isolate areas for improvement.

Checklist for Establishing Efficient Communication Systems

� Can teachers contact the office through in-house phones or by use of a panic button in each

classroom?

� Is there a public address system that can be used to broadcast emergency messages through the

school? It is also helpful to have a two-way public address system for broadcasting and

communicating with individual classrooms.

� Does the school have two-way, portable walkie-talkie or radio units for use in routine and emergency

situations?

� Does the school provide training for the proper use of two-way radios and cellular phones?

� Can pay phones be monitored or removed from the hallways and school grounds in order to reduce

loitering, rumor control, prank 911 calls, and related misuse?

� Are phone systems easily accessible to all school personnel at key locations within the school?

� Is there a regular maintenance program for the upkeep of all communication systems?

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ESTABLISHING A UNIFORM VISITOR SCREENING PROCEDURE

The building principal should develop and implement specific procedures to screen and

monitor visitors and potential campus intruders. As mentioned earlier in this section, signs

directing visitors to the office should be placed in strategic, visible locations and should be large

enough to attract visitors' notice. To ensure maximum security, building principals should

develop a policy requiring all visitors to sign in at the school office, state their specific business,

and visibly display a visitor's badge. The application of visitor screening policies will be

ineffective until the building principal advises all school employees of their responsibilities to

greet any unidentified person and direct them to the main office to ensure these persons have

legitimate business at the school. (See Exhibit 1-1.15 Visitors Screening Policy Memo).

Teachers and staff should be trained to courteously challenge all visitors. "May I help you?" is a

kind, non-threatening way to begin. An example of a visitor screening policy has been given in

Exhibit 1-1.16.

Exhibit 1-1.15

MEMO TO TEACHERS

RE: Visitors Screening Policy

To assist in enforcing staff, student, and building security, all staff will be expected to

address any non-staff person regarding that person's reasons for being in the building.

All visitors to the building will be required to secure a visitor's pass from the office in

order to be in any area of the building. This includes parents, volunteers, visitors,

sales personnel, program presenters, etc. These passes must be worn in a visible

manner. Visitors will also sign the visitor sign-in folder in the office and state the

name of the person they wish to visit, the time, and the date. Visitors will also sign

out when they return the visitor's pass.

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Exhibit 1-1.16 VISITATION POLICY

In order to maximize the safety of our students, the school’s safety and advisory councils

have recommended that we establish a school visitation policy. We ask that all visitors

adhere to the following visitation policy.

All visitors to the school must sign-in at the main office and obtain a visitor's pass. These

passes must be worn in a visible manner at all times while on the school campus. Visitors

will sign the office visitor sign-in folder and state the name of the person they wish to

visit, the time, and the date. Visitors will also sign out when they return the visitor's pass.

In an effort to keep instructional interruptions to a minimum, parents should leave items

such as books, lunches, or other supplies in the school office. There is a procedure in

place for getting items to the students in the classrooms. Parents should not attempt to

deliver these items themselves to the students in the classroom.

Student Identification One method for screening visitors is to establish regulations requiring picture identification

cards for all students. School officials have debated the value of ID cards at the secondary level

for years, and still there appears to be no conclusive position on whether the benefits outweigh

the costs. The time consumed in repeatedly requesting identification cards and in replacing them

seems to be a major factor in the demise of most student identification card programs. The cost

of implementing and maintaining identification programs is another detriment.

Despite these drawbacks, school principals and personnel must be able to identify enrolled

students from non-students. An effective picture identification system will enhance the control

and management of the campus. The most successful student identification programs use a

multi-purpose student identification card. The students must show their cards not only for

individual identification purposes but also for access to student services such as the media center,

the lunchroom, extra-curricular activities, the student recreation center, etc.

22

Student identification cards are also helpful in controlling school bus riders and identifying

trespassers in buildings. To facilitate a student identification program, entrance and exit control

points may be structured to encourage students to move past supervised areas where supervisors

can observe their badges. Wherever and whenever the volume of traffic is high, greater security

and staff presence may be necessary. For a personnel identification system to be effective, all

students must consistently wear the appropriate badge.

Checklist for Implementing a Student Identification Program

� Have student incentives for purchasing and maintaining a student ID been established, such as

discounts to stores and student activities?

� Are students ID’s provided through a one-time purchase, using identification stamps for renewal?

� Do students ID’s have multiple-purpose usage such as lunch cards, library checkout, student activity

passes, and vehicle registration?

� Are student ID cards required before students can be issued a hall pass?

� Are student ID cards required when students attend school-sponsored activities such as athletic events

or concerts?

School Uniforms Another method for identifying students can be developed through the implementation of a

school uniform program. School uniforms are increasingly becoming more popular among

school districts, especially in middle level and elementary schools, for reasons usually associated

with school safety and school pride.

How School Uniforms Promote Pride and Safety

An attractive school wardrobe promotes school spirit, improved self-image, and school unity.

Just as athletic teams' uniforms promote unity and spirit, so do school uniforms. School uniform

programs make it easier for students to develop a sense of belonging at school because greater

attention is given to who they ARE instead of what they WEAR.

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Experience has shown that students who are required to maintain a neat appearance, and to

coordinate their wardrobe within established bounds, are more likely to carry over these habits to

the performance of their schoolwork. Teachers and principals often report that discipline

problems are reduced in schools that implement a standardized dress program. This sets the tone

for a proper work attitude in the classroom, reducing behavior problems and improving

performance. Children seem more attentive and respectful with fewer distractions caused by the

attention to clothing.

School uniforms eliminate the need for constant monitoring of the dress code by the teachers

and administrators. School uniforms meet widely accepted standards of modesty thus eliminating

the conflicting interpretations of dress codes and the embarrassment that often is associated with

"violations" of dress code.

Parents cite the simplification of selection and the economic benefit as important advantages

to school uniforms. Besides saving parents hundreds of dollars on the purchase of school clothes,

school uniforms also do away with the morning tug-of-war with children over what to wear to

school. Durability, reusability and the year-to-year consistency also increase economy.

School uniforms can eliminate mistaken gang affiliation, since some current fashions can be

mistaken as gang-related clothing. Clothes such as baggy pants, colored shoe laces, and

bandannas are often mistaken as signs of gang affiliation.

School uniforms eliminate "label competition." Even from the earliest grades, students feel

the pressure from peers to conform to a standard of dress that is largely dictated by television,

radio, and the clothing industry. Often this pressure to conform places an unwarranted financial

burden on family budgets. School uniforms help eliminate this competition and allows the

attention of the student to be directed to learning and growing.

24

School administrators who promote standardized wear policies in order to ensure a safer

school environment offer the following as benefits of standardized wear at school:

• Decreasing violence and theft among students over designer clothing and expensive

sneakers.

• Preventing gang members from wearing gang colors and other insignia at school.

• Helping students to resist peer pressure.

• Increasing self-discipline among students

• Assisting school officials in recognizing intruders

The first and most important step in the implementation of this kind of program is to get

parents involved from the very beginning. One method for involving parents is to survey them

regarding their opinions about school uniforms and how uniforms will benefit school safety.

(See Appendix Exhibit 1-1.17- Parent Survey Form) It is always important to remember when

conducting a survey that additional work time will be created by the number of surveys

distributed and the additional support needed to tally and present the results. The authors

recommend that readers design a survey using five questions in order to simplify tallying and to

clarify results.

Once the information from the survey is received it will be important to communicate the

results. Usually it is best for the principal to establish a fact finding committee to conduct

compile and communicate survey information to the public. If the results are favorable then the

next step is to have the committee begin designing policies that will regulate the type of

standardized wear the school will promote. (Examples of policies regulating a school’s

standardized wear has been given in the Appendix in Exhibit 1-1.18) There are several factors

that should be considered by the committee when adopting a standardized wear policy. The

following checklist will assist school officials in determining whether to adopt a school uniform

policy.

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� Have parents been involved from the beginning? Did the school survey parents to assess

support for school uniforms and then seek parental involvement in designing the uniforms?

� Does the school uniform policy accommodate students whose religious beliefs require the

wearing of particular attire, such as yarmulkes and headscarves? Does the school uniform

policy protect students’ other rights of expression, such as wearing a political button? On the

other hand, the school uniform policy should not require the students to wear uniforms that

bear a message, such as a political or religious slogan.

� Has the school decided whether to have a voluntary or a mandatory school uniform policy?

(See Appendix Exhibit 1-1.19 School Uniform Application for Exemption)

� Have provisions been made for students whose families are unable to afford uniforms? (See

Appendix Exhibit 1-1.20 School Uniform Application Form for Financial Aid)

� Some types of assistance are 1) school district provides uniforms to students unable to

purchase them, 2) community contributes funds to purchase uniforms for economically

disadvantaged students, 3) parents/parent organizations provide uniforms for economically

disadvantaged students, and 4) used uniforms from past years are made available to incoming

students.

� Has the addition of a school uniform program been presented as part of a strong overall

safety and discipline program?

Personnel Identification Regardless of whether or not a student identification system is in place, visitor identification

should be mandatory in all schools. In addition to regulating visitor access to the school building,

visitors should be required to wear a clearly visible identification tag at all times while on school

premises.

For a personnel identification system to be effective, it is important that administrative per-

sonnel, receptionists, teachers, and others in the building carefully observe whether or not all

personnel are wearing the appropriate badges. Adult identification cards are also helpful in

identifying central office staff, employees from other schools, contract employees, substitute

staff, and other individuals not normally assigned to a particular school. Adult and student

identification systems require regular and consistent enforcement, with clear consequences and

26

costs for those who fail to wear the badges. Badge design should take into consideration that the

primary purpose of a identification system is to control access to specific areas by alerting school

personnel of the presence of unauthorized individuals on the campus. Bold print, large and recent

photographs, a distinctive design, and tamper-resistant structure are prime considerations. The

authors recommend that badges for students, visitors, and personnel be clipped-on and not be

attached to a long chord, chain, or string, which can become a hazard.

Implementing a Personnel Identification System An improved sense of overall security should begin to emerge within the school culture once

both an employee badging program and a visitor identification badging program have been

implemented. As a result, there will be an increase in the number of personnel who feel that they

have a responsibility and right to challenge anyone in the building not wearing an official

visitor's badge. Since an identification badging program calls for a number of procedures to be

considered prior to full implementation, a checklist has been provided below to assist principals

in their efforts to design a school employee identification program.

Checklist for School Employee Identification Program

� Is a process in place for how identification badges will be issued to school staff members?

� Is there a procedure for the replacement, cost, and inventory of badges?

� Is there a procedure for color-coding badges in order to specify particular building

personnel?

� Have design specifications been established for all personnel badges?

� Do all badges have an expiration date?

� Is there a procedure in place for the issuing of temporary and visitor badges?

The bottom line for identification systems is to establish the program properly and maintain it

consistently. Operational and enforcement logistics should be thoroughly discussed before

seriously taking steps to implement such programs. In Exhibit 1-1.21, the authors have provided

a policy statement for the establishment of a school employee badge program.

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Exhibit 1-1.21 POLICY FOR SCHOOL EMPLOYEE BADGE PROGRAM

Standards for Badges and Passes

The Woodville Public Schools have adopted the following standards for implementing a school

badge identification program. The employee photo ID badge will be issued to all new employees

at the beginning of each school year. Staff photographs for permanent identification badges will

be taken in the central library and issued to employees at that time. All employees are to wear

their badges daily during regular school hours and during school-sponsored activities. The central

administration will rebadge all regular district employees and other personnel with permanent

picture badges every three years.

Lost or Stolen Badges

An accurate monitoring system for determining the percentage of lost identification badges will

be maintained at each school site. The procedures will include accurate records and bookkeeping

accountability of all lost badges. Bookkeeping and records inventory will be conducted at least

annually, and the results of this inventory will be maintained for at least three years. The

following guidelines apply to the rebadging procedure for lost or stolen badges:

• A list of all lost badges should be maintained for use by the security personnel to guard

against the unauthorized use of badges that have been reported lost

• Upon notification of a lost badge, the director of school site security will immediately update

the lost badge listing.

• There will be a $6.00 charge for lost badges to cover the administrative cost of issuing a new

badge and to encourage badge accountability against losses.

• Badges damaged or showing wear will be replaced without cost, but the old badge will be

destroyed upon issue of the new badge

Characteristics of Permanent Badges

The characteristics of permanent badges are as follows:

• The size of the badge is generally consistent with other standard identification cards (3 1/4 by

2 5/16 inches).

The badge will include a photograph with a minimum size of 2 3/4 by 1 3/4 inches. The

photograph will be in color and will not include the area below the neck. (Providing a color code

in lieu of the name of the work location is a faster, more efficient method for identifying work

locations and job descriptions.)

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Exhibit 1-1.21 continued

• The background colors will be as follows:

• Blue----Instructional Personnel, including building principals

• Red—Central Office Personnel

• Yellow--Transportation

• Green—District Security Officials

• Lavender--Food Service

• Orange--Warehouse

• Pink---Custodial Service

• White-Substitute Teachers and Temporary Contract Workers

• There will be a clear space at the top of the badge to place a hole that will facilitate an

attachment device. Badges are not to be worn on a chord or chain.

• There will be a serial number for accountability.

• The name of the holder, typewritten or printed, and the holder's signature will be on the

badge.

• If appropriate, the name and title of the validating officer and a facsimile of his or her

signature will be on the badge.

• All issued security badges will bear an expiration date. The expiration date will be con-

spicuously displayed on the face of the badge. All permanent picture badges issued during a

three-year period to personnel should bear the same expiration date.

Temporary Picture Badges

In this policy, the term “Temporary” includes all personnel who are not full-time employees, such

as substitute teachers, maintenance, contractors, and utility personnel. Temporary picture badges

will expire at the completion of the current school term. If services or employment continues past

the expiration date, another badge will be issued with a new expiration date. Temporary badges

will also be issued to a full-time employee who has lost his or her regular picture identification

badge and is awaiting issue of a new badge or return of the old badge when and if it is found.

Temporary badges will be constructed with a white facing including the school logo as a

background figure with the word TEMPORARY printed across the face of the badge.

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Exhibit 1-1.21 continued

Visitor Badges

A visitor badge need not contain all of the information set forth on the employee badge because it

only provides control of individuals who visit infrequently.

Temporary visitor identification badges will be rigidly controlled and accounted for by individual

serial numbers. These badges will be distinctly different in color, style, and design from the

employee badges. At the beginning of each school year, the district office will issue a visitor’s

badge color code for each school site. The different color codes for each school site will protect

the integrity of the visitor badge by prohibiting unauthorized personnel from being able to use

one school’s visitor badge to gain access to another school. These badges will have the word

“VISITOR” boldly printed across the face of the badge.

Student Searches for Weapons and Drugs In the wake of escalating school violence, many school administrators are seriously

considering the adoption of search policies that permit them, under certain circumstances, to

search both student and school property for weapons and drugs. Public school officials, like law

enforcement officers, are bound by the Fourth Amendment. Thus, school officials must

understand the basic dictates of the Fourth Amendment when composing and implementing an

effective drug and weapons search policy. Since school officials are not experts in the law, they

should contact the school attorney, the local district attorney, or the State Attorney General for

advice and counsel before implementing any search policy. (See Exhibit 1-1.22-Policy on Search

and Seizure)

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Exhibit 1-1.22 POLICY ON SEARCH AND SEIZURE

The Fourth Amendment to the Constitution of the United States protects all citizens against

unreasonable search and seizure and students who attend Woodville Public Schools are protected

by this amendment. School officials, however, are not held to the stringent probable cause

standard that applies to society as a whole. They need only have reasonable grounds for

suspecting that the student is in violation of the law, school rules, or board policy. Searches

conducted by administrators in the schools may include lockers, vehicles, or persons.

The Board of Education is committed to providing for its students the benefit of a safe and secure

educational environment. The purpose of this policy is twofold: (a) to define the legal extent to

which search and seizure may be used as a tool to enhance school safety, and (b) to protect the

legal liability of the Board of Education. This policy applies to any student who is on or near

school property or who is in attendance at school or at any school-sponsored activity.

Principals, assistant principals, and school security officers are authorized to conduct searches

that are based on a reasonable suspicion at the time of the search. A search is reasonable at the

time it occurs if there are objective facts supporting a suspicion that the search will reveal

evidence indicating that the student has violated or is violating either the law, school rules, or

board policy. Searches may not be based upon subjective intuition or impulses.

It is the position of the Board of Education that generalized searches, random searches, and strip

searches are NOT to be conducted. Students have the right to be secure in their persons and

possessions from unreasonable searches and seizures.

However, when school staff have clear and reasonable cause to believe that a student has on

his/her person or within his/her purse, briefcase, book bag, or other personal items, an illegal or

dangerous item or contraband which is prohibited by board policy or by school rules, the student

may be confronted by school staff and asked voluntarily to acknowledge the item or contraband

and surrender it. Should the student refuse, he/she may be restrained by school staff and searched.

31

The Supreme Court has held that school officials, unlike the police, do not need to obtain a

warrant prior to conducting a search. Nor do they need probable cause to believe that a violation

of the law has occurred. In order to conduct a search, school officials need only a "reasonable

suspicion" that a particular search will reveal evidence that the student has violated or is

violating either the law or the rules of the school. Even if reasonable suspicion exists, in order for

the search to be permissible, the scope of the search and the measures used during the search

must be reasonably related to the purpose of the search. The level of intrusion should be based

upon the age and gender of the student and the nature of the suspected infraction. The Supreme

Court has upheld searches that comply with this standard only insofar as such searches are

initiated and conducted by school officials. A more stringent legal standard applies to searches

conducted in conjunction with or at the request of law enforcement officers.

The Meaning of "Reasonable Suspicion" To justify student searches, the lower courts have required the "reasonable suspicion" standard

to be more than a general suspicion, curiosity, rumor, or hunch. The courts require some sort of

observable, describable behavior which has lead some school official to believe that a particular

student has engaged in prohibited conduct. For example, the reasonable suspicion standard has

been successfully applied in the following general examples:

• A search of a student's purse, after a teacher saw her smoking in a restroom but the student

denied smoking when confronted.

• A search of a student's pockets, after several other students said he had been passing out

firecrackers to other students.

• A search of a student's pockets, after an anonymous phone call gives information

concerning drug possession and this caller has previously provided accurate information.

When reasonable suspicion exists, school officials may search students, but only within

established limits. Search measures must be reasonably related to the purpose behind the search

and may not be excessively intrusive. For example, if a teacher thinks he has seen a student pass

an amphetamine to another student, the teacher might reasonably search the two students and any

nearby belongings in which the drug could be concealed.

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If, however, the teacher discovers that what was actually observed was only a piece of candy,

the teacher would be unjustified in searching either the students or their belongings any further.

As a general rule, the more intrusive the search, the greater the justification must be for the

search. (See Exhibit 1-1.23 Policy on Personal Search)

Exhibit 1-1.23 POLICY ON PERSONAL SEARCH

In order to search an individual student, staff must first meet the reasonable suspicion standard,

and the scope of the search must be reasonably related to the search objectives and not

excessively intrusive in light of the student's age, sex, and nature of the infraction. Under no

circumstances should the search of individual students include strip or body-cavity searches. The

search shall be conducted as follows:

· Outside the view of others, including students

· In the presence of one other school staff member

· By personnel of the same sex as that of the student being searched

A written report shall be made by school personnel conducting searches to the superintendent or

his designee. (See Appendix Exhibit 1-1.24 Search Report Form) The parent or legal guardian

of a student searched in accordance with this policy shall be notified of the search as soon

thereafter as possible. School officials, though not obligated to obtain a warrant or meet the law

enforcement probable cause standard, may be liable for violating students’ constitutional rights if

they knew or should have known that their actions violated student rights or if they acted with

malicious intent to deprive students of their rights.

If a search of a student uncovers evidence for suspecting that the student might also possess

other evidence of crimes or misconduct, the school officials may continue the search. For

example, if a teacher justifiably searches a student's purse for cigarettes and finds rolling papers

such as those used for marijuana cigarettes, the teacher is justified in continuing the search for

further evidence of drugs.

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Performing Effective Student Searches

Most school officials are well informed about the conditions under which they may conduct a

search, but few school officials have actually received training in how to perform an effective

student search.

All administrators and security personnel should receive training on how to conduct a search.

This training should include the following guidelines:

1. An administrator should personally escort the students to be searched to the office,

maintaining visible contact with the students from the classroom to the office. If there are

several students, it would be wise if two staff members monitored the students so they could

not throw away any contraband or attempt to assault or resist the escorting adults.

2. An administrator should always watch the student’s hands. If a student is suspected of having

a weapon or drugs, it is likely that he or she will try to "ditch" it if an opportunity arises. A

student should never be permitted to follow behind a staff member.

3. Before beginning the search, the administrator should ask the student if he/she has anything

in his/her possession, in a locker, or in anyone else's possession that violates the school rules

or the law. The student should be advised that because of the existence of a reasonable

suspicion, the administrator plans to conduct a search, and that it would save everyone time

and unnecessary embarrassment if the student would cooperate now. Often this will result in

the student producing the contraband before a search can be conducted.

4. If the student denies that he/she possesses anything that violates school rules, the

administrator should ask the student to remove outer clothing, such as heavy jackets, before

beginning the search. The search should not be more invasive than a simple patdown.

5. After the search, the administrator should carefully secure any confiscated contraband and

document the incident as soon as possible. (See Exhibit 1-1.25 Policy on Seizure of

Contraband) If the contraband constitutes a criminal offense, the police should be notified

immediately.

34

Administrators, teachers, and staff must remember that strip searches by school personnel are

frowned on by the legal system, not to mention parents and the media! Administrators should

consult with local law enforcement, school security specialists, or both for training and for

establishing detailed procedures for conducting student searches.

Exhibit 1-1.25

POLICY ON SEIZURE OF CONTRABAND Non-concealed illegal items or other possessions reasonably determined to be a threat to the

safety or security of others may be seized by school staff at any time.

Items seized pursuant to these guidelines are to be marked for identification with the name of the

student from whom the property was confiscated, the name of the confiscator, and the date.

Seized items are to be kept in a locked and secure place until such time as they are turned over to

the police or returned to the student owner. School staff should maintain a log of all seized items,

date of seizure, name of student, and names of all staff involved. Anyone to whom seized

property is released must be required to acknowledge receipt by signing a log.

Search of School Property

School officials may search lockers, desks, and other areas provided for the storage of school

and personal belongings when they have reasonable grounds for suspecting that such a search

will reveal evidence of illegal activity or a violation of school regulations.

The courts are more likely to uphold searches of school property when students have been

informed that the school considers their lockers, desks, etc. to be public and not private.

Therefore, at the start of each academic year, school administrators should provide students with

a written notification that details the school's policy of conducting random, unannounced

searches throughout the year of student lockers, desks, and any other targeted areas within the

school. (Most schools use the student handbook for communicating these policies.)

35

When the school retains joint control over the student lockers by requiring duplicate or master

keys for all lockers and reserves the right to inspect lockers at any time, the students do not have

any expectation of privacy. Additionally, after the policy of inspecting lockers and desks is

communicated to the students, the school should make it a practice to implement the policy in

order to keep student awareness high. (See Exhibit 1-1.26 Policy for Search of School

Property )

In each school, students should register the combinations of their locks whenever the lockers

are assigned to them. (See Appendix-Exhibit 1.1.27 Locker Assignment Sheet) Unannounced

general locker inspections serve as a deterrent and a safety precaution in the schools. The

principal and the staff should have in place a plan and a timeline for general locker inspection.

Every locker should be checked when a general locker inspection is conducted. Students

should be directed to clean and organize their lockers, and extra wastebaskets should be placed at

the ends of the halls. A member of the administrative staff should be on hand on each floor

during the locker search.

In addition to general locker searches, the school administrator has the right to search the

locker of an individual student on the basis of reasonable suspicion. If such a suspicion exists,

the student should be confronted and asked to surrender the item. If the student refuses, school

administrators may nevertheless search the locker but, if possible, the student should be present

during the search.

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Exhibit 1-1.26 POLICY FOR SEARCH OF SCHOOL PROPERTY

Lockers and desks assigned to students remain the property of the Woodville Public Schools. It is

a violation of this policy for students to use lockers and desks to conceal contraband, weapons, or

other dangerous and/or illegal items. When there is reasonable suspicion to believe that a student

has in his or her locker or desk an illegal or dangerous item or contraband, the student may be

confronted and asked voluntarily to acknowledge the presence of such item and to surrender it.

Should the student refuse, school staff may then open and search the locker or desk and seize the

illegal or dangerous item. The student should be given the opportunity to be present during such

search and seizure, if possible.

Student Vehicle Searches School officials may also search student vehicles parked on school grounds when reasonable

suspicion exists that the search will disclose evidence that the student has violated or is violating

either the law or the rules of the school. When it is justifiable, as in schools with serious drug and

weapon incidences, all students who park their vehicles on school property could be required to

leave the ignition keys with school officials in the morning and then retrieve them before leaving

at the end of the school day. Or, such students simply may be required to agree to provide school

officials with access to their vehicles on demand. (See Exhibit 1-1.28 Policy for Vehicle

Search)

Exhibit 1.1.28 POLICY FOR VEHICLE SEARCH

Students who exercise the privilege of driving, riding, or parking a private vehicle on school

property may be subjected to a search of that vehicle if school staff have reasonable suspicion to

believe that the student's vehicle contains an illegal or dangerous item or contraband. Reasonable

attempts to contact and confront the student will be made before the search is conducted.

37

To justify such a policy, the school should be able to show either that (1) students are able to

bring weapons and/or drugs from their vehicles into the schools or (2) weapons and/or drugs are

used or exchanged within the immediate area of the parking lot. Random vehicle searches

prohibit school officials from deciding which vehicles to search. These types of searches must be

conducted uniformly or by some kind of systematic, random selection, such as every third car.

When conducting these kinds of searches, the courts do not allow school officials to target

particular students or student groups.

Just as with student lockers/desks, the school must adequately inform all students who use

the school’s parking lot that their vehicles are subject to search. The students should be informed

of the grounds for the search, the extent of the search, and the frequency of the searches. Once

again, if it is the policy of the school to conduct random vehicle searches, that should be the

school’s actual vehicle search practice. For example, if school officials inform students that their

vehicles will be subject to a search once a month, but in fact do not conduct such searches

monthly, students could justifiably argue that they had an expectation of privacy in their vehicles

because of the practice previously followed by the school.

Metal Detectors Schools with severe drug or weapons problems may wish to consider metal detectors in order

to screen students for drugs or weapons. Although the Supreme Court has not addressed the

constitutionality of the use of these devices in the public schools, the lower courts have permitted

schools to use either walk-through or hand-held metal detectors to search students and their

personal effects for weapons prior to entering school premises.

In order to justify the use of metal detectors in the courts, school officials must first be able

to document a very serious problem with the possession of illegal weapons and the threat of

related violence on school grounds. Secondly, school officials must use the device randomly and

are prohibited from deciding whom to search. Thus, school officials may search every student

who enters the building, or some other neutral category of persons, such as every third student.

(See Exhibit 1-1.29 Policy for Trained Dogs and Metal Detectors) Such random use limits the

stigma that would be attached to those searched and minimizes the risk of abuse by the searching

38

officials. Finally, the routine use of a magnetometer is justifiable only to the extent school

officials are searching for weapons. However, other contraband uncovered in plain view or by

plain touch during a magnetometer search may be seized by school officials.

Exhibit 1-1.29

POLICY FOR TRAINED DOGS AND METAL DETECTORS

Drug-sniffing dogs and metal detectors may be used in those schools where there is a

determination by the school principal that such measures are needed to provide a safe and proper

educational environment. Trained dogs may only be used to search school property. Trained dogs

can be used to search student belongings in the classrooms only when the students are not

present.

Trained police officers are the only individuals authorized to use trained dogs in the Woodville

Public Schools. Police officers and school security personnel are authorized to use metal

detectors in the Woodville Public Schools.

Source: Author

Drug-Sniffing Dogs Another effective deterrent is the use of drug-detection dogs to inspect lockers, student

belongings, and cars. When inspecting student belongings, students should be asked to leave

their belongings (book bags, coats, purses, etc.) at their desks and exit the classroom with the

teacher before the dog and handler enter the room. Drug-detection dogs and their handlers

are usually available from local law enforcement agencies and can usually be requested

through advanced planning and scheduling. . (See Exhibit 1-1.30 Procedures for Conducting

Drug Dog Searches) Explosive-detection dogs (trained to detect traces of gunpowder and

other explosives) may also be available from local or state law enforcement agencies to seek

out guns, bullets, and explosive related material.

39

The courts have generally agreed that the use of trained narcotics dogs to sniff objects

(lockers, desks, student vehicles, book bags) requires no level of suspicion. When the dog alerts

the school officials to a particular locker or vehicle, the reasonable suspicion requirement that

justifies a more thorough search has been met. Note of Caution: The use of dog sniffs on the

student’s person is a search and therefore may not be justified in the absence of reasonable

suspicion.

Recommendations and considerations about the use of drug-sniffing dogs include the following:

1. Serious drug dealers will likely have their "products” concealed on their persons, where

the dogs cannot check.

2. Some traces of drugs stored in lockers at some point may be detected, even if the

contraband is not there at the time of the search.

3. Drug dogs are more effective as a deterrent only if the students are aware of them.

Bringing them into the school at night is not a deterrent.

4. Bringing dogs in for an assembly is a good idea only if follow-up inspections are planned

during the school year.

5. Administrators should not issue advance warnings about a specific inspection. This in-

cludes not only keeping it a secret from students but also from staff. If one staff member

knows, the chances are that all staff members and a good number of students will know.

6. The notice of a potential dog inspection should not be given at the beginning of the year.

District policies and student handbooks should include notice that the school is subject to

such an inspection, without prior warning, at any time during the school year.

7. Administrators should not believe that drugs are not present nor available at their schools

simply because a search comes up empty, since the majority of "successful" drug dealers

will have their products on their persons.

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Exhibit 1-1.30 PROCEDURES FOR CONDUCTING DRUG DOG SEARCHES

Notification

On the day that a drug search is being conducted, all entrance doors will be locked or

appropriately controlled. Signs and appropriate personnel will be posted outside the building at

normal or designated entrances to notify those entering the school that they will be required to

enter at a designated entrance and report directly to the office.

Procedure

Principals should be present to observe the inspection of students and student lockers. Principals

should also carry a student locker list and keys for entering the lockers if necessary. When there is

more than one dog, designees will be assigned at the direction of the principal to ensure proper

coordination of the inspection procedure and follow-up activities. This presence will further

enable the principal to report accurately on the results and to provide an evaluation of the

inspection procedures. In addition, the presence of the principal or designee will have a calming

effect on students. Under no circumstances may school officials select a particular individual

locker to be searched unless there is reasonable suspicion that the student is in possession of a

weapon or other unlawful item.

Structure of School Inspection Team

Each school inspection team will, if possible, consist of one male and one female staff member,

drawn from school administrators, security officers, or both. Each team should include, if

possible, a police officer and a drug dog handler, in addition to selected school staff personnel.

The school staff’s role is to serve as team supervisor and to open the lockers that have been

selected by the dog for inspection. Other staff will be assigned as needed to maintain control and

cause as little disruption as possible to the normal flow of student traffic. Under no circumstances

are dogs to enter into the classrooms while students are present in the classrooms. All precautions

are to be made to ensure that students and other school personnel are clear of dogs, except for

members of the school inspection team.

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CHECKLIST FOR DEVELOPING SEARCH AND SEIZURE POLICIES

� Does the policy stipulate who is to conduct the search?

� Does the policy define what can constitute a reasonable search, such as the possession of

narcotics and violations of school policy?

� Does the policy clearly define the extent of police involvement in the search?

� Does the policy communicate that the school district has control over all school property

such as lockers, desks, and parking lots?

� Is there a policy that regulates the seizure of student contraband?

� Does the policy cover searches by drug-sniffing dogs, metal detectors, or police officers?

� Does the policy define searches of vehicles parked on school premises?

� Does the policy define the procedures and parameters for personal student searches?

� Does the policy require administrators and search team members to attend in-service training

regarding the procedures for search and seizure?

� Does the policy require reporting and recordkeeping of all school searches?

� Are teacher, students, and parents informed regarding policies governing search and seizure?

ASSESSING SCHOOL SECURITY MEASURES An initial component in a school security program is assessing the overall condition of the school

with regard to certain security issues. The authors have taken all of the security issues described

in this section and categorized them into the following five areas for assessment: exterior

building security, traffic and parking lot security, campus and building access security,

communication and identification security, and search and seizure security. The assessment

profile will identify both those areas that should be targeted for security improvement along with

those areas that have no significant security concerns. (See Exhibit 1-1.31-School Building

Security Assessment Profile) After the assessment profile has been compiled, building

administrators and the site planning team can use Section 1-1 as a resource guide when designing

an action plan for improving building security.

42

Exhibit 1-1.31 SCHOOL BUILDING SECURITY ASSESSMENT PROFILE

Directions for Scoring:

After reading and evaluating each statement, circle either “Yes” or “No.” A “Yes” response will indicate

full implementation of the security measure and will be worth one point on the rating scale. A “No”

response will indicate that the security measure is either not implemented or not enforced and will not be

awarded any points on the rating scale.

This assessment profile will reflect the overall level of security through the use of a rating scale. For each

of the five security areas, a star will be awarded for high levels of implementation with a five-star rating

being the desired overall outcome. The profile will also identify those areas where priority security

problems exist and those areas where there is great potential for school security problems to emerge.

1. 0 EXTERIOR SECURITY MEASURES

1.1 Yes or No The building parameters are supervised regularly during the day and the evening.

1.2 Yes or No Procedures exist for reporting unidentified persons on the grounds.

1.3 Yes or No All possible entrance point structures, such as fire escapes, trees, and poles have been checked

and secured.

1.4 Yes or No All shrubs, trees, and easy hiding places have been eliminated or trimmed back for better

supervision.

1.5 Yes or No The site plan’s sign-posting policy includes how signs are to be marked and where they are to be

posted.

1.6 Yes or No Notification signs provide easy-to-follow directions for visitors.

1.7 Yes or No Exterior notification signs mark the parameters of the school property lines.

1.8 Yes or No Building floor plans are posted near each entrance to identify office locations, building wings,

and program areas.

1.9 Yes or No Building floor plans have been made available to police and emergency services.

1.10Yes or No All entrances are clearly marked with trespassing notices.

1.11Yes or No All parking lots, building entrances, and outside parameters are well lit.

1.12Yes or No The school maintenance program includes procedures for the replacement and repair of outside

lights.

___________ TOTAL POINTS

1.0 EXTERIOR SECURITY RATING SCALE

0-4 Points Priority Security Problem 5-9 Points Emerging Security Problem 10-12 Points No Significant Security Problem = 1 Star

43

2.0 TRAFFIC AND PARKING LOT SECURITY MEASURES

2.1 Yes or No Two-way radios have been provided for all parking lot supervisors.

2.2 Yes or No Procedures that regulate the flow of traffic in and out of the parking lot are enforced.

2.3 Yes or No The campus is closed during lunch.

2.4 Yes or No The parking lot is fenced and gated.

2.5 Yes or No The parking lot is supervised during the school day.

2.6 Yes or No School traffic regulations are communicated via the student handbook or newsletter.

2.7 Yes or No Specific parking areas are designated for visitors, faculty, students, motorcycles, and

handicapped.

2.8 Yes or No Driving regulations are strictly enforced with violators receiving immediate suspension of their

parking privileges or being reported to the proper authorities.

2.9 Yes or No Parking lot speed limits are clearly posted, and parking spaces and traffic lanes are clearly

marked.

2.10Yes or No Registration is required for all vehicles that use the school parking facilities.

2.11Yes or No The vehicle registration form for both staff and students requires a vehicle description, license

number, name, address, and phone number of registered owner, and related identification infor-

mation.

2.12Yes or No The policy for registration of vehicles is clearly posted in the student and faculty handbooks.

__________ TOTAL POINTS

3.0 CAMPUS AND BUILDING ACCESS AND SECURITY MEASURES

3.1 Yes or No Panic bars have been installed on all exit doors.

3.2 Yes or No A policy has been implemented to minimize the number of campus entrances and exits.

3.3 Yes or No All entrances and exits are checked on a regular basis for security.

3.4 Yes or No All staff members understand the importance of securing doors behind them.

3.5 Yes or No Delivery entrances are checked regularly.

3.6 Yes or No The building is properly secured during after-school, evening, and weekend activities.

3.7 Yes or No Teachers, staff, and students have been instructed NOT to open doors to visitors.

3.8 Yes or No All security measures have been provided for outside portable buildings and annexes.

2.2 TRAFFIC AND PARKING LOT SECURITY RATING SCALE

0-4 Points Priority Security Problem 5-9 Points Emerging Security Problem 10-12 Points No Significant Security Problem = 1 Star

44

3.9 Yes or No Periodic checks by the administration ensure that all windows are securely closed and all

classrooms locked when not in use.

3.10 Yes or No There is a policy and practice regulating the duplication of keys.

3.11 Yes or No All keys are clearly marked “DO NOT DUPLICATE.”

3.12 Yes or No All keys are stored in a safe and secure place.

3.13 Yes or No All school personnel are in-serviced on key control practices.

3.14 Yes or No Records are kept concerning when keys are checked out and when they are returned.

3.15 Yes or No Administrative authorization must be received before keys can be checked out.

3.16 Yes or No Closed-circuit cameras are used to monitor critical locations on campus.

________ TOTAL POINTS

4.0 COMMUNICATION AND IDENTIFICATION SECURITY MEASURES

4.1 Yes or No Teachers can contact the office through in-house phones or by use of a panic button in each

classroom.

4.2 Yes or No A public address system can be used to broadcast emergency messages throughout the entire

campus.

4.3 Yes or No A two-way public address system allows for broadcasting and communicating with individual

classrooms.

4.4 Yes or No The school has two-way portable walkie-talkie or radio units for use in routine and emergency

situations.

4.5 Yes or No Training is provided to supervisors in the proper use of two-way radios and cellular phones.

4.6 Yes or No Pay phones are either monitored or removed from the hallways and school grounds in order to

reduce loitering, rumor control, prank 911 calls, and related misuse.

4.7 Yes or No Phone systems are easily accessible to all school personnel at key locations within the school.

4.8 Yes or No A regular maintenance program evaluates all communication systems annually.

4.9 Yes or No An identification screening process is in place for students.

4.10Yes or No An identification screening process is in place for visitors.

4.11Yes or No An identification screening process is in place for school employees.

4.12Yes or No Student ID cards are required when students attend school-sponsored activities such as athletic

events or dances.

3.0 CAMPUS AND BUILDING ACCESS SECURITY RATING SCALE

0-5 Points Priority Security Problem 6-11 Points Emerging Security Problem 12-16 Points No Significant Security Problem = 1 Star

45

4.13Yes or No The school personnel and student body have received instruction in regard to the importance

and the procedures needed for maintaining building security.

_________ TOTAL POINTS

5.0 SEARCH AND SEIZURE SECURITY MEASURES

5.1 Yes or No Students, faculty, parents, and administrators are aware of the Fourth Amendment laws that

regulate search and seizure.

5.2 Yes or No The policy defines what is considered “school property.”

5.3 Yes or No School policy defines a procedure for the use of metal detectors.

5.4 Yes or No School policy defines a procedure for the use of drug-sniffing dogs.

5.5 Yes or No There is a policy that regulates how vehicle searches will be conducted.

5.6 Yes or No A policy clearly defines what constitutes a “reasonable suspicion.”

5.7 Yes or No A policy defines and regulates how personal searches are conducted.

5.8 Yes or No A policy regulates the confiscation and documentation of seized contraband.

________ TOTAL POINTS

________ TOTAL SCORE

4.0 COMMUNICATION AND IDENTIFICATION SECURITY RATING SCALE 0-4 Points Priority Security Problem 5-9 Points Emerging Security Problem 10-12 Points No Significant Security Problem = 1 Star

5. 0 SEARCH AND SEIZURE SECURITY RATING SCALE 0-3 Points Priority Security Problem 4-5 Points Emerging Security Problem 6-8 Points No Significant Security Problem = 1 Star

46

Appendix Exhibit 1-1.2 SAMPLE BUILDING SECURITY PLAN

Entrance N-1 Posted Visitor Sign

Security Cam 2 Doors Locked (8:00-3:00)

Entrance E-2 Visitors Sign Posted

Security Cam 1 Doors Locked ( 8:00 –3:00)

Entrance N-2 Posted Visitor Sign

Doors Locked (8:00-3:00)

Main Building Entrance E-1 Manned Security Desk

Visitor Screening (Monitors & Radio)

Gated Fence Closed Parking Area

Manned Parking Lot Security Tower

GYM

S E R V I C E D R I V E

Mai

n O

ffic

e

Entrance N-3 Visitor Sign

Doors Locked

Entrance

Caf

eter

ia

Auditorium Music Facilities

Vis

itors

Par

king

Key Protective Lighting = Security Camera = Parameter Signs =

47

Exhibit 1-1.5 SCHOOL TRESPASSING LETTER

Date Sent: RETURN RECEIPT REQUESTED Address:

Dear: NAME OF GUARDIAN

This letter will serve as official notification that your child STUDENT’S NAME is

prohibited from being on school grounds and attending school activities. STUDENT’S

NAME appearance and conduct has been disruptive to SCHOOL NAME and our school

activities.

We are responsible by law for maintaining a school in which all students may learn in an

orderly atmosphere. Any violations of this provision will be a misdemeanor offense. The

police will be called and a complaint filed.

Sincerely,

Principal

CC Police Department - call #98-5555

CC Assistant Superintendent

48

Appendix Exhibit 1-1.9

TEACHER VEHICLE PARKING REGISTRATION FORM

NAME AND ADDRESS OF PRIMARY DRIVER (PRINT)

Last First Middle

Street

City State Zip

TELOPHONE NO. ________________________________________________

EMERGENCY TELPHONE NO. _____________________________________

MAKE OF VEHICLE ________________________________ YEAR ____________

MODEL _____________________________________ 2 OR 4 DOOR

COLOR(S) _____________________________________________________

LICENSE TAG NUMBER (_________________) STATE (________) YEAR (_____)

INSURANCE COMPANY _______________________________________________

OWNER INFORMATION (If Different from above)

NAME _______________________________________________________________

ADDRESS ____________________________________________________________

TELEPHONE __________________________________________________________

Completed by __________________________________________________________ Signature Date

PPN _______________ (Permit Number)

49

Appendix Exhibit 1-1.17 STANDARDIZED WEAR PARENT SURVEY

The following questions are designed to provide information about parental attitudes and opinions concerning standardized wear for all students at Woodville Middle School. If you have further questions and concerns, please notify the school office. Thank you for your cooperation. 1. Standardized wear saves parents money.

___strongly ___agree ___disagree ___strongly disagree

2. Standardized wear reduces negative influences during the school day. ___strongly ___agree ___disagree ___strongly disagree

3. Standardized wear reduces peer pressure. ___strongly ___agree ___disagree ___strongly disagree

4. Standardized wear reduces student conflicts. ___strongly ___agree ___disagree ___strongly disagree

5. Standardized wear improves the attitudes of the students toward education. ___strongly ___agree ___disagree ___strongly disagree

6. Standardized wear enhances the academic atmosphere of Woodville Middle School. ___strongly ___agree ___disagree ___strongly disagree

7. Standardized wear makes the students take their studies more seriously. ___strongly ___agree ___disagree ___strongly disagree

8. Standardized wear improves the community's perception of Woodville Middle School. ___strongly ___agree ___disagree ___strongly disagree

9. Standardized wear reduces parent/child conflicts regarding clothing. ___strongly ___agree ___disagree ___strongly disagree 10. The benefits of standardized wear outweigh the loss of individuality that unrestricted dress codes

provide. ___strongly ___agree ___disagree ___strongly disagree

11. I support the use of loosely defined standardized wear, consisting of dark pants and a white shirt.

___strongly ___agree ___disagree ___strongly disagree

12. I support the use of a strict dress code at Woodville Middle School. ___strongly ___agree ___disagree ___strongly disagree

13. I volunteer to be on Woodville Middle School’s standardized wear committee. Yes No

50

Appendix Exhibit 1-1.18 SCHOOL UNIFORM POLICIES AND PROCEDURES

Statement of Policy Woodville Middle School shall implement, within the parameters set forth below, a "Woodville Wear" policy beginning with the 2000-01 school year.

Information Dissemination It is the responsibility of the school to adequately communicate to parents the information and general guidelines for enforcement of the school uniform policy. The school principal shall also work with students and parents to facilitate implementation of financial assistance programs. The school shall communicate to parents information which includes:

• types and colors of "Woodville Wear"; • requirements for jackets/outer garments; • optional articles of attire, if any; • compliance measures to be employed; • the availability of financial support and the procedures for applying for assistance; notice of

"Woodville Wear" sales and lists of competitive prices from vendors of "Woodville Wear" articles.

The means by which this information is communicated shall include one or more of the following: • Phone Hotline message center; • school newsletters; • parent forums; • telephone notification; PTO meetings and newsletters; parent advisory meetings; television, radio,

and/or newspaper announcements; posters displayed at school and in the community; registration materials.

Disciplinary action is to be initiated only after all other means to secure support and cooperation as mentioned above have not succeeded. A "progressive discipline" approach is to be employed by the school support staff so as to encourage full and consistent compliance with the least amount of disciplinary action. In order to ensure a smooth transition to the mandatory "Woodville Wear" policy, and in order to ensure that incentives and positive reinforcement measures are employed before resorting to disciplinary action, Woodville Middle School will not take disciplinary action until after the close of the first semester, unless those not in compliance materially or substantially interfere with the requirements of appropriate discipline. No student shall be considered non-compliant with the policy in the following instances:

• When non-compliance derives from financial hardship. • When a student wears the uniform of a nationally recognized youth organization such as Boys

Scouts or the Girls Scouts on regular meeting days. • When wearing "Woodville Wear" violates a student's sincerely held religious belief. • When a student's parent or guardian has secured an exemption from the "Woodville Wear" policy.

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If the parent(s) or guardian desires to exempt his or her child from the "Woodville Wear" policy, the parent(s) or guardian must observe the following procedure:

• Request by mail or in person an Application for Exemption from "Woodville Wear" Program. The parent(s) or guardian may obtain an Application for Exemption at Woodville Middle School’s main office.

• Complete the Application in full and submit it to the Principal or Assistant Principal. • Meet with the "Woodville Wear" Review Panel to discuss the policy and the nature of the parent(s)

or guardian's objections to the policy. The purposes of this meeting include (1) ensuring that the parent(s) or guardian(s) understands the reasons for and goals of the "Woodville Wear" policy: (2) verifying the accuracy of the information on the Application; and/or (3) preventing fraud or misrepresentation

Annual EvaluationWoodville Middle School will participate in a full evaluation at the end of each year of the "Woodville Wear" program. Woodville Middle School will review the results of the evaluations and then consider proposed modifications to the policy as appropriate. Girls' Clothing Choices For Top Garment: White, full button front, round or pointed collar, short or long-sleeved. Knit-type shirt (polo style) white, collared, short or long sleeved. Choices For Bottom Garment: Belt with permanently attached belt buckle to be worn if garment has belt loops. Clothing must be fitted at waist (no larger than 2 inches bigger than waist size).

Girls 1. Skirts/Culottes length: longer than fingertips at side to mid-calf. 2. Walking shorts cuffed or no-cuff, length: longer than fingertips at side to just above the knee. 3. Pants, long, hemmed. Cuffed or no-cuff, length appropriate fitted at waist, straight leg, no

bellbottoms, baggy legs, or stretch fabric. Boys' Clothing Choices For Top Garment: Shirt- White full-button front with collar, short or long-sleeved. Choices for Bottom Garment: Belt with permanently attached belt buckle to be worn if garment has belt loops. Clothing must be fitted at waist (no larger than 2 inches bigger than waist size). Boys All types of denim jeans, levi's, anchor blues, etc. Are unacceptable and will not be allowed! Shoes

1. Predominantly black with black laces or predominantly white with white laces. Any style leather dress shoe is acceptable.

2. Predominantly black with black laces, or predominantly white with white laces. Any style leather dress shoe is acceptable.

52

Outer Garment for Girls and Boys in School: 1. Plain White or plain Navy Sweatshirts or sweaters (No logos or insignias). 2. Woodville Jackets or Sweatshirts (Navy or White).

To And From School: Jackets (without emblems or logos) may be worn due to cold or inclement weather. They may not be worn inside the classrooms or hallways. Faculty & Staff Dress Code Faculty, Staff, and Administration will dress within the parameters listed below. Faculty, Staff and Administration may choose to wear Woodville Wear. However, if they do, they should comply with the same established guidelines as they pertain to students, i.e., non-logo*, plain colored shirts and outer wear garments. In all cases, faculty, staff and administration should be in professional attire. Appropriate Woodville Wear is considered professional attire.

No spaghetti strap dresses or tops, no sundresses, halters, bare midriffs, or tank tops cut so as to expose under garments. All staff members must wear shirts with collars (t-shirts, any style, are unacceptable; dress blouses without collars are acceptable). No jeans except for in-service days, community service, or spirit days. Art and/or other teachers whose normal classroom activities and responsibilities make professional attire impractical may be exempt from the jeans restriction. Nose, cheek, lip, and other body piercing will not be permitted unless part of a cultural/religious custom. No sweatpants, tights, stirrup pants or leggings except for physical education teachers who are teaching outside of their classroom for most of the day. These same teachers are expected to conform to the dress code standards when they are teaching in the classroom all day. Faculty/Staff wearing sweatshirts in the classroom for additional warmth should comply with the same standards set forth for the student population.Shorts may be worn but should be longer than the fingertips at the side and shorter than the kneeFlip-flops, shower shoes, and sandals without a back strap are not allowed.

• Articles of clothing painted with the logo of Woodville Middle School will be acceptable.

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Appendix Exhibit 1-1.19 SCHOOL UNIFORM APPLICATION FOR EXEMPTION

Name of Person Submitting This Application:________________________________________

Name of Student: _____________________________________ Telephone: _______________

Address: __________________________________ School Year: _________ Grade: _________

I certify that I am the parent or legal guardian of the student named above. I choose not to have my child

comply with the student "Woodville Wear'' policy adopted at Woodville Middle School during the current

school year. I hereby request an exemption from the student "Woodville Wear'' requirement on behalf of

the above-named student for the current school year, pursuant to the Guidelines and Regulations for

Implementing the "Woodville Wear" policy in Grades Six through Eight. I understand that this

application for exemption is for the current school year only.

The reason for my application for this exemption is as follows:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

I understand that the exemption will be effective ONLY after my child and I have personally met with the

members of the "Woodville Wear" Review Panel as set forth in the Guidelines and Regulations.

Signature of Parent or Guardian ___________________________Date of Request ___________

Signature of Site Administrator ___________________________ Date of Conference _______

Disposition of School Uniform Review

Panel:________________________________________________

_____________________________________________________________________________________

________

Yes ___________ No ____________

Reason(S):___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

54

Appendix Exhibit 1-1.10 STUDENT VEHICLE REGISTRATION FORM

Permit To Drive Automobile Name of Student _______________________________________________________________ Address ______________________________________________________________________ Owner Information (If different from above) Name __________________________________________________________________ Address ________________________________________________________________ Telephone Work ______________________ Telephone Home ____________________ Automobile Information: Make ______________________ Year ______________ Tag No. ________________ Model _____________________ Color______________ 2 or 4 Door _____________ Insurance Company (Photo Copy Attached) _______________________________________ Driver License Number (Photo Copy Attached) ____________________________________ It is understood that the student driver assumes the obligation to obey all rules and laws concerning the operation of an automobile. The student will be allowed to park in the school parking lot as long as he/she obeys the school regulations governing the operation of a vehicle. The vehicle is to be parked in the west parking lot until the student driver leaves for the day. Any violations of the school’s vehicle operation policy will result in the suspension of this permit. The signing this registration form signifies that the student agrees to the conditions set forth on vehicle operations at school and understands that his/her vehicle may be searched while on school grounds for reasonable cause. ___________________________________ __________________ _________________ Signature of Parent Home Phone Work Phone ___________________________________ __________________ _________________ Signature of Parent Home Phone Work Phone ___________________________________ __________________ Signature of Student Driver Date

PPN ___________________ Permit Number