SAFE SCHOOL PLAN

by
Michael D. King
MISSION
A safe school is in place when students can learn and teachers can teach in a warm and welcoming
environment free of intimidation and fear. It is a setting where the educational climate fosters a spirit of
acceptance and care for every child; where behavior expectations are clearly communicated, consistently
enforced, and fairly applied. Unlimited options and potential exist for safe school planning. It is about the
art of the possible. It is about creativity. It requires only the ability to get started. Safe school planning is
an ongoing process that must have vigorous interagency support. Community and corporate partnerships
should be established that focus not merely on security and supervision but also on education. Plans
should be reviewed, updated, and broadly disseminated annually to students, parents, and staff. As the
planning process continues, a series of other positive suggestions and strategies will emerge.

SAFE SCHOOL PLANNING

At this school the Safe school planning processes involves the continual analysis of base line data that
identifies problems of school safety issues. The safe school planning process starts with a safe school
study or assessment tools used to determine the extent of... school safety problem. Once the safety-related
problems of our school are identified, a plan is developed for their resolution by developing and
implementing change strategies that will impact identified safety issues within our school. These
identified areas are targeted within the following framework to ensure an ongoing analysis of issues that
effect the safe operation of our school.
Control Of Campus Accesses
 Continuing efforts will be made to minimize the number of campus entrance and exit points used
daily.
 Access points to school grounds will be limited and supervised on a regular basis by individuals who
are familiar with the student body.
 Campus traffic, both pedestrian and vehicular, should flow through areas that can be easily and
naturally supervised.
 Delivery entrances used by vendors will be checked regularly.

Develop A Comprehensive System wide Safe Schools Plan

 School safety will be placed at the top of the educational agenda.
 A school wide plan will be established, and reviewed and completed each year.
 The school wide safety plan will be developed collaboratively with parents, students, educators, law
enforcers, and other community leaders who represent the racial and ethnic balance of the This
schools community.

Establish A State-Of-The-Art Emergency Communications Center

 A school communications network will be established to link classrooms and schoolyard supervisors
with the front office or security staff, as well as with local law enforcement and fire departments.
 The campus will have at least three radios with one cellular phone capable for use in emergency
situations.
 All classrooms will have working emergency buzzers or call buttons.

Establish Uniform Visitor Screening Procedures

 Specific procedures should be established to screen and monitor visitors and potential campus
intruders. Signs directing persons to the office should be placed in strategic, visible locations and
should be large enough to attract visitors' notice.
 Visitors should be required to sign in at the school office, state their specific business, and visibly
display a visitor's badge. All school employees will be advised to greet visitors or any unidentified
person and direct them to the main office to ensure these persons have legitimate business at the
school.

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 Teachers and staff will be trained to courteously address all visitors. "May I help you?" is a kind, non-
threatening way to begin.

Require Picture Identification Cards for Each Student And Staff Member
 The school principal will be responsible not only for keeping kids away from trouble, but also for
keeping trouble away from students. Being able to identify enrolled students from non-students and
guests is critical. An effective picture identification system will enhance the control and management
of the campus.
 Authorized parent volunteers and school visitors also should display clearly identifiable badges or
name tags.

Establish A Crisis Response Plan

 Through responsible planning, many potential problems will be avoided.
 A good crisis plan will focuses on crisis prevention, preparation, management, and resolution. It will
also identify community resources and agencies that serve students.
 The crisis response plan will include step-by-step procedures for various types of crisis situations.
Identify Specifically Assigned Roles and Responsibilities
 Specific policies and procedures that detail staff members' responsibilities for security will be
developed.
 These responsibilities may include monitoring hallways and restrooms, patrolling parking lots, and
providing supervision at before- and after-school activities.
Conduct an Annual Review
 Twice a year the school will conduct an annual safety assessment of its safe school plan because safe
school planning is an ongoing process.
 The evaluation component is a continuing reality check and refinement of the safe school actions and
attitudes that the team wishes to create.
 The assessment may reveal that additional steps should be taken to improve adult supervision, revise
curricula, or establish new programs.

Review the Student Handbook and Place Students and Parents on Notice
 Ensure that behavior expectations are clearly communicated, consistently enforced, and fairly
applied.
 School policies will reflect behavior expectations outlined in federal, state, county, and local statutes
or ordinances.
 Articulate a clearly defined locker policy. The locker policy should appropriately reflect the district's
custodial interest. Students and parents will be notified that the lockers are school property. Students
will be advised in the student handbook that lockers "and their contents" might be searched at any
time for reasons of health and safety.
 Distributing school-owned locks to students requiring that students use only locks for which the
school has combinations will enhance the school's custodial position in conducting routine locker
checks.

Provide Adequate Adult Supervision

 Young people need continuous responsible supervision. This will include teachers, administrators,
parents, campus supervisors, or law enforcement officers.

Limit Opportunities to Transport and Store Contraband

 Put in place when possible guidelines to prevent the opportunity to store contraband various crime
that may include: allowing only clear plastic or mesh book bags, or no book bags at all; eliminating
lockers; establishing a coat check area for oversized articles of clothing capable of shielding weapons;
giving students two sets of textbooks, one for home and one for school, to eliminate the need for book
bags; and reducing the amount of time for class changes.

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Ban Forms Of Non-Physical Intimidation
 "Hard looks," "stare downs," and "mad dogging" should be added as actionable offenses to the
student code of conduct. Such threatening behavior will not be tolerated.
Train Students To Take Responsibility For Their Own Safety
 Encourage students to report suspicious individuals present on school grounds. Provide students and
staff with a toll-free, anonymous hotline for reporting weapons offenses and other criminal activity.
Establish A Parent/Volunteer Program
 The P.T.S.A. will recruit, coordinate, and encourage parents to participate in the educational process.
Possible activities include helping supervise hallways, playgrounds, restrooms, or other trouble spots.
 Classroom visits and participation in special events will be encouraged.
 A special training program that outlines expectations and responsibilities for parents in volunteer
roles will be developed.

Conduct Annual School Safety Training Programs

 Prior to the start of each school year, training sessions will be held for all school personnel and
security personnel to review school safety procedures.
 School staff will be informed and regularly updated on safety plans through in-service training.
 The training will include not only the certified staff, but also classified staff, as well as part-time and
substitute employees.
Provide Teacher Training Programs
 Special in-house training programs in the area of student behavior management will be offered for
teachers and administrators.
 Teachers will develop coping skills and techniques for controlling classroom behavior and dealing
with disruptive youth and angry parents.
Create an Active Student Component
 Students will be actively involved in their own safety and in safety planning, including learning
conflict resolution techniques.
 A life skill curriculum that focuses on good decision making, responsible citizenship, and conflict
resolution will be developed.
 A curriculum that emphasizes courtesy and thoughtfulness will contribute toward this goal.
 Involve students in planning and managing student events, campus beautification and crime reporting.
Student participation promotes responsible student development and maturity, enabling students to be
a part of the solution rather than being perceived as merely a part of the problem.

Implement A Peer Counseling And Peer Mediation Program

 An effective peer-counseling program can head off many problems before they reach explosive and
violent levels. Students who are trained as peer counselors become wonderfully influential resources for
non-violent problem solving.

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 SAFE SCHOOL COMMITTEE
The Safe School Committee is comprised of relevant stakeholders: administrators, faculty, police, support
staff, students, parents, civil authorities, etc. Its primary function is to monitor school safety needs for the
purpose of identifying problems, recommending programs/policies for school safety, and assisting in
crisis management and post-crisis response. It serves as the steering committee for self-assessment and
planning. The roles and responsibilities of the safe school committee are as follows:

 meets regularly to review safety problems, needs, programs, and responsibilities

 is in touch with students, and its members have sufficient rapport with students to be told in advance
of potentially violent situations
 has assigned responsibilities for crisis management and aftermath response
 conducts, participates in, and observes school safety drills
 members attend and direct school safety training activities and workshops
 continuously reviews, critiques, and revises safe school plans

SAFE SCHOOL COMMITTEE MEMBERS

................................................................................................ (Chair)
................................................................................................. Teacher
................................................................................................. Vice-Principal
................................................................................................. Media Specialist
................................................................................................. Parent
................................................................................................. Teacher
................................................................................................. Teacher
................................................................................................. Teacher
................................................................................................. Teacher
................................................................................................. Teacher
................................................................................................. Teacher
................................................................................................. Teacher
................................................................................................. Student
................................................................................................. Student
................................................................................................. Campus Police
................................................................................................. Emergency Specialist
................................................................................................. School Nurse

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 UNSAFE CONDITIONS

FACILITY-SITE SECURITY AUDIT

The facility-site audit is a systematic review of the school‘s entire physical plant to assess its
conduciveness to security and safety and to reduce risks. Conducted routinely by school and district staff,
with or without consultant assistance, it focuses on governmental health and safety mandates, potential
"attractive nuisances," and predictable locations of potential incidents.

THIS SCHOOL
 The audit pays particular attention to places of violent episodes as identified in school records and
incident profiles.
 Custodial, maintenance, security, law enforcement personnel, and consultants participate as
appropriate in the audit process.
 Individuals are assigned specific responsibility for auditing facilities.
 Signs are in place that identifies all buildings and entrances.
 Particular attention is paid to access control, supervision-monitoring, visitor identification, and
entrance security.
 Known student ‗hang-outs‘ near school are monitored.
 An audit was implemented this school year with or without the assistance of local law enforcement
officers or consultants.
 Security and surveillance systems, lighting, and alarm systems are appropriately used.
 Student, staff, parent concerns and suggestions identified through climate surveys, interviews, and
recommendations are considered in the audit process.
 Routine and random background checks on all employees are conducted.

PERIODIC SYSTEMATIC AUDITS INCLUDE

 athletic fields, courts, gyms
 utility access controls
 buildings and extra-school buildings
 locking buildings
 common areas
 parking areas
 media/library
 lighting
 classrooms
 alarms/surveillance systems
 offices
 buses/transportation
 laboratories
 school grounds/play areas
 corridors/hallways
 restrooms
 stairwells
 entrances/exits
 storage facilities
 climate control center
 random inspections of lockers
 walking paths/routes to/from and personal effects school
 furnace/utility rooms
 cafeteria and kitchen areas

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UNSAFE CONDITIONS

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ACCESS CONTROL
Access control is a planned and purposeful means to monitor the school environment, both buildings and
grounds, for school safety and violence prevention purposes. It includes elements of both physical and
personnel policy such as metal detectors, identification badges, visitor entrance, sign-in procedures, etc.
The main purpose of access monitoring is preventive, i.e. to reduce the likelihood of incidents or
problems.

THIS SCHOOL
A comprehensive and continuous access control system is in place include:
 A badging system effectively identifies students, staff, substitutes, and visitors.
 Visitor procedures require identification, signing-in and out, and badging.
 Visitor procedures are known and enforced consistently and effectively by all staff.
 Access monitoring includes both buildings and grounds including play areas, activity fields,
parking areas, etc.
 Entrances are continuously monitored and effectively supervised.
 Personnel routinely and randomly inspect personal effects, bags, lockers, and desks.
 Personnel routinely check entrances and exits to control entry.
 exits and entrances are supervised during emergency evacuation exercises to ensure safe
 Exiting and re-entry.
 Signs throughout the area identify safe school zones.
 The school effectively uses police officers, security personnel, staff and volunteer patrols before,
during, and after school.
 Access monitoring applies to after-school events as well as during the regular school day.

STRATEGIES FOR OTHER ISSUES WHICH PROHIBIT THE MAINTENANCE OF A SAFE

SCHOOL

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 BUILDING SECURITY PLAN

Building Security Plan

It is important that we are all very aware of the Code Blue and Code Red procedures for our building and
building area. Please review these in conjunction with the guidelines noted below. You have also been
provided a quick reference Emergency Code Sheet. Please review these codes and keep in a place where
these codes can be easily accessible. (Emergency Code Sheet)

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 (with the
exception of others that rent the facilities) will remain locked to the public after the school day.

When the building is rented by persons or 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 main building.) All staff are
responsible for building security while in the building outside and during normal school times.

Staff And Student Security

All staff will be made aware of the Emergency Codes and necessary responses to said codes. All staff will
also be expected to assist in enforcing the needed concepts for staff, student, and building security. All
staff will be expected to address any non staff-member with regard to 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 sign the office visitor sign-in folder with
their name, person they wish to visit, time, and date. They will need to sign out when they return the
visitor's pass.

A designated team of staff will be given the responsibility to respond to the Code Blue signal.
 Principal
 Assistant Principal
 School Counselors
 School Nurse

Perimeter Supervision Policy

Inspections of perimeter and outside security will be conducted during the school day and at night. It will
be the responsibility of the day custodian and evening custodial staff to periodically check the outside
perimeters of the school building. Teachers with windows facing to the outside of the building should also
report any suspicious behavior to the office. Any parent, teacher, or student who witnesses an unidentified
person loitering on the outside grounds should report this information to the main office.

Policies Regulating Notification Signs

Doors (including exterior school building doors) and other entrances will be posted at regularly used
points of entrance with notice signs approximately 8.5 by 11 inches with proportional lettering. (See
Building Points of Entrance Plan) Signs will read as follows:

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 ENTRANCE #
NOTICE
ONLY AUTHORIZED PERSONS AND STUDENTS PERMITTED

ALL VISITORS REPORT TO OFFICE

TRESPASSERS WILL BE REPORTED

FOR SCHOOL SECURITY

THIS DOOR WILL BE LOCKED AFTER (TIME) DAILY
PLEASE USE THE FRONT ENTRANCE DOORS

Traffic Procedures
In response to the Safe School Committee's recommendation in regard to the traffic problems in the
parking lot, it was determined that three lanes of traffic should be established, with no parking permitted
near the entrance to the parking lot.

To facilitate these recommendations, we have recently marked the parking lot with two loading lanes and
a through traffic lane. The two loading lanes run along the north side of the parking lot and should only be
utilized for unloading and loading students during the following time periods: 7:30 a.m. to 8:00 a.m. and
3:15 p.m. to 3:45 p.m. Please use the parking spaces along the south side of the lot if you need to park
your car and come into the building, during the unloading and loading time periods.

The THRU TRAFFIC lane should not be used for stopping to load and unload students. It is designed to
allow drivers to pull into the parking lot so that they can then proceed to the next available open space in
the loading lanes.

During periods of heavy traffic it is normally quicker to make a right turn with the flow of traffic.
However, if you must turn left, as a courtesy, please pull to the left side of the exit to allow cars that wish
to turn right to enter traffic.

These procedures should allow for the safest unloading and loading of students, reduce the traffic jam at
the entrance, and reduce driver frustrations.

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 are not permitted to visit during the school day. These unnecessary
classroom disruptions are detrimental to the learning process.

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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.

Standards for Badges and Passes

This school has 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 library and issued to employee
at that time. All employees are to wear their badges daily during regular school hours and during school-
sponsored activities.

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. These badges will have the word
―VISITOR‖ boldly printed across the face of the badge.

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STRATEGIES FOR STUDENTS TO AVOID HARM AT SCHOOL

PROBLEM ANTICIPATION
The literature and authorities in the field suggest a number of indicators of students at risk for drugs, gang
influence, and violence, any of which contribute to unsafe schools. Obviously, no one indicator is highly
predictive; however, combinations enhance at-risk predictability. Note that anti-social behaviors at school
can happen regardless of the socioeconomic status of the students, the parents, or the community, as well
as the size or location of the school.

School personnel face quite a challenge: they are responsible for protecting students, staff, and the school
from potential violence while ensuring the civil rights of individuals. Additionally, the school has a
responsibility to identify and assist students evidencing adjustment problems and anti-social behaviors. In
all instances, care should be taken to avoid labeling, stereotyping, or stigmatizing students.

THIS SCHOOL
 has programs and personnel responsible for identifying and counseling students at risk.
 provides peer counseling and support groups.
 has home visitation, parent education, counseling, and truancy programs.
 offers instruction in gang intervention programs.
 follows up with dropouts and encourages enrollment in alternative programs and/or return to school
programs.
 has procedures in place to communicate interactively among school, parents, police, and youth
agencies as problems occur.
 works with community employers to secure jobs for students at risk.
 has formal, informal, and anonymous crime watch procedures for the identification of problem
students.
 identifies, counsels, and provides programs and referrals for students

STRATEGIES FOR STUDENTS TO AVOID HARM AT SCHOOL

 Bookmarks and posters with the Crime Stopper‘s phone number for our school are given out at the
start of school.
 Teachers need to be visible.
 Work on everyone walking down the right side of the hall and going in and out of the right-hand door
to avoid injury.
 Custodians should check equipment (such as fans) before loaning them to teachers or to classrooms.
 Everyone should pick up objects on the floor when someone could slip on that object.
 Don‘t jump several stairs at a time.
 Don‘t run down the halls.

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 EARLY WARNING SIGNS OF YOUTH VIOLENCE
A variety of social and economic factors can contribute to violent and aggressive behavior by children at
home, in school, and in the community. Children, especially teens, are influenced by numerous stress
factors which can result in early warning signs. These signs often occur in different combinations and can
result in various behaviors ranging from rage to violence toward self or others. The following checklist of
early-warning signs is offered as an aid for school officials who are trying to identify children who may
need help so that they can be referred to trained professionals for diagnosis and consultation. It should not
be used in an effort to stereotype or classify students. It should be viewed within an appropriate context
and in a reasonable manner.

 Social Withdrawal: In some situations, gradual and eventually complete withdrawal from social
contacts can be an important indicator of a troubled child. The withdrawal often stems from feelings
of depression, rejection, persecution, unworthiness, and lack of confidence
 Excessive feelings of isolation and loneliness: Research has shown that the majority of children who
are isolated and appear to be friendless are not violent. However, research also has shown that in
some cases feelings of isolation and loneliness are associated with children who behave aggressively
and violently.
 Excessive feelings of rejection: In the process of growing up, and in the course of adolescent
development, many young people experience emotionally painful rejection. Troubled children,
however, may be at risk of expressing their emotional distress in negative way- including violence.
Some aggressive children seek out aggressive friends who, in turn, reinforce their violent tendencies.
 Being a victim of violence: Children who are victims of violence- including physical or sexual
abuse- in the community, at school, or at home are sometimes at risk of becoming violent toward
themselves or others.
 Feelings of persecution: The youth who feels constantly picked on, teased, bullied, singled out for
ridicule, and humiliated at home or at school may initially withdraw socially and then vent his/her
frustration inappropriately through aggression or violence.
 Poor academic performance: Poor school achievement can be the result of many factors, such as a
chronic condition that limits the child‘s capacity to learn. If the low achiever feels frustrated,
unworthy, and chastised, aggressive behaviors may occur. It is important to assess the emotional and
cognitive reasons for the academic performance change to determine the true nature of the problem.
 Expression of violence in writings and drawings: Children and youth often express their thoughts,
feelings, desires, and intentions in their drawings and in stories, poetry, and other written expressive
forms. Many children produce work about violent themes that for the most part is harmless when
taken in context. However, an overrepresentation of violence in writings or drawings that is directed
at specific individuals (family members, peers, other adults), may signal emotional problems and the
potential for violence. Because there is a real danger in misdiagnosing such a sign, it is important to
seek the guidance of a qualified professional- such as school psychologist, counselor, or other mental
health specialist- to determine its meaning.
 Uncontrolled anger: Anger that is expressed frequently and intensely in response to minor irritants
may signal potential violent behavior toward self or others.
 Patterns of impulsive and chronic hitting, intimidating, and bullying behaviors: Children often
engage in acts of mild aggression. However, some aggressive behaviors, such as constant hitting and
bullying of others, can escalate into more serious behaviors.
 History of discipline problems: Chronic behavior and disciplinary problems both in school and at
home may suggest that underlying emotional needs are not being met. These unmet needs may be
manifested in acting out and aggressive behaviors. These problems may set the stage for the child to
violate norms and rules, defy authority, disengage from school, and engage in aggressive behaviors
with other children and adults.

 Past history of violent and aggressive behavior: Youth who show an early pattern of antisocial
behavior frequently and across multiple settings are particularly at risk for future aggressive and
antisocial behavior.

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 Intolerance for differences and prejudicial attitudes: All children have likes and dislikes.
However, an intense prejudice toward others based on racial, ethnic, religious, language, gender,
sexual orientation, ability, and physical appearance- when coupled with other factors- may lead to
violent assaults against those who are perceived to be different. Membership in hate groups or the
willingness to victimize individuals with disabilities or health problems also should be treated as early
warning signs.
 Affiliation with gangs: Gangs that promote extortion, intimidation, and acts of violence toward other
students cause fear and stress among other students. Youth who are influenced by these groups as
well as those who become affiliated with them may adopt these values and act in violent or aggressive
ways in certain situations.
 Drug and alcohol use: Apart from being unhealthy behaviors, drug use and alcohol use reduces self-
control and exposes children and youth to violence.
 Inappropriate access to, possession of, and use of firearms: Children and youth who
inappropriately possess or have access to firearms can have an increased risk for violence. Research
shows that such youngsters also have a higher probability of becoming victims. Families can reduce
inappropriate access and use by restricting, monitoring, and supervising children‘s access to firearms
and other weapons. Children who have a history of aggression, impulsiveness, or other emotional
problems should not have access to firearms and other weapons.
 Serious threat of violence: Idle threats are a common response to frustration. Alternatively, one of
the most reliable indicators that youth is likely to commit a dangerous act toward self or others is a
detailed and specific threat to use violence. Recent incidents across the country clearly indicate that
threats to commit violence against oneself or others should be taken very seriously.

There are numerous steps that can be taken by educators in order to reduce the risk of youth violence.
Some of these steps might include:

 The establishment of ongoing, sincere, and trusting relationships with youth built upon regular,
quality communications
 The provision of timely intervention support for at-risk students
 A prompt response to possible warning signs such as detachment, withdrawal, threats of violence,
fighting, preoccupation with weapons and violence, chronic discipline problems in school, criminal
activity in school and/or community, abuse of animals, suicide treats, and self-mutilation.
 The first step in the school‘s prompt response to early warning signs should be to immediately
inform the parents of the behavior(s). The school‘s next prompt-response step should be to refer the
student to the appropriate support agency and then follow-up to ensure that the parent and student are
accessing support services.

Understanding the early warning signs of violent behavior in young people is essential to ensure a safe
school environment. Again, these early warning signs do not necessarily mean that a child is destined to
commit violence; instead, they are provided as factors that increase the potentiality for violence. If
addressed promptly and properly, school personnel should be able to defuse those situations and
behaviors which, if ignored, could escalate into violence.

Dwyer, K., Osher, D., and Warger, C. (1998) Early Warning, Timely Response: A Guide to Safe Schools.
Washington, D.C.: U.S. Department of Education.

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 INCIDENT PROFILING
Incident profiling is a centralized record system in which violations of school codes of conduct are filed
as the what, when, where, by whom, referred by, and resolution of the incident. Student referral data are
organized by categories of violations such as bullying, fighting, property damage, abuse, trafficking,
confrontations – student and staff, – loitering, school rule violation, etc.

THIS SCHOOL
 appreciates the potential of incident profiling as a means of anticipating and avoiding unsafe school
events.
 has an effective incident profiling system in place that is characterized by:
o accessibility to and effective use by staff
o being user friendly for those who file and use
o policy and use that are consistent with legal requisites
o useful and efficient recording forms.
 continuously uses incident profiling to identify sources of problems, anticipate supervision needs, and
plan for school safety.

TABLE 1
NUMBER OF STUDENTS SUSPENDED MORE THAN TEN (<10) DAYS
Grade 2010 2011 Dif 2011 2012 Dif 2012 2013 Dif
Seventh
Eighth
Ninth
Total =

TABLE 2
NUMBER OF STUDENTS SUSPENDED LESS THAN TEN (>10) DAYS
Grade 2010 2011 Dif 2011 2012 Dif 2012 2013 Dif
Seventh 9 26 +7
Eighth 6 16 +10
Ninth 11 23 +14
Total = 24 62 +38

TABLE 3
NUMBER OF STUDENTS ATTENDING IN SCHOOL PLACEMENT
Grade 2010 2011 Dif 2011 2012 Dif 2012 2013 Dif
Seventh 12 12 0
Eighth 12 14 +2
Ninth 8 20 12
Total = 32 46 +14

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 TABLE 4
SCHOOL INCIDENTS REPORT
Type of Incident 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015
Alcohol (possession)
Arson
Assault-against teacher/staff
Assault-against student
Battery
Bomb threats
Breaking/entering
Bullying/harassment of students
Bullying/harassment of teacher/staff
Bus incidents (disciplinary action taken)
Disorderly conduct
Fighting (mutual altercation)
Firearms confiscated
Firearm incidents
Gang-related incidents
Hate crimes
Homicides (killed on campus)
Larceny/theft
Motor vehicle theft
Other drugs (possession, use, sale)
Other weapons confiscated
Robbery
Suicides attempted
Suicides completed
Teen pregnancies
Tobacco (possession, use, sale)
Trespassing (school property or
function)
Vandalism
TOTALS

Truancy

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 STRATEGIES FOR PREVENTING STUDENT HARASSMENT,
INTIMIDATION AND BULLYING AT SCHOOL
BULLYING
Bullying is generally individual or group harassment (psychological or physical) of one person
over an extended time. Among its several forms are teasing, victimization, hazing, initiation
rituals, ostracism, threats, humor, social alienation, intimidation, scapegoating, and the like.

THIS SCHOOL
 has staff who are knowledgeable about bullying and its potential for physical and emotional
harm to students.
 continuously monitors the nature and extent of bullying through observations, dialogue, and
interviews.
 periodically surveys students, parents, and staff as to their perceptions of the extent and
 form of bullying.
 has intervention programs in place such as
o written policy and classroom rules
o staff training
o classroom instruction
o counseling
o public, parent meetings and programs
o assessments, records of bullying incidents

STRATEGIES FOR PREVENTING STUDENT HARASSMENT, INTIMIDATION AND

BULLYING AT SCHOOL
 Respect everyone.
 Develop a classroom action plan to ensure that students know what to do when they observe
a bully/victim confrontation.
 Confront bullies in private.
 Refer both victims and aggressors to counseling whenever appropriate.

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 PROHIBITING HARASSMENT, INTIMIDATION AND BULLYING
A. Statement of Legislative Mandate and Purpose – This policy is a result of the legislative mandate and
public policy embodied in the school Bully Protection Act, 70 Okla. Stat. 24-100.2. The Oklahoma
Legislature requires school districts to adopt a policy to prevent harassment, intimidation, and
bullying in an effort to ―create an environment free of unnecessary disruption‖ and also requires
districts to actively pursue programs for education regarding bullying behaviors.
The District‘s student conduct code prohibits harassment, intimidation and bullying. This policy further
explains the negative effects of that behavior and seeks to promote strategies for prevention for this
school.
B. Statement of Purpose in Adopting Policy – This school recognizes that intimidation, harassment, and
bullying of students causes serious educational and personal problems, both for the student-victim
and the initiator of the intimidation, harassment, and bullying. This school observes that this conduct:
a. Has been shown by national and state studies to have a substantial adverse effect upon school
district operation, the safety of students and faculty, and the educational system at large;
b. Substantially disrupts school operations by interfering with the District‘s mission to instruct
students in an atmosphere free from fear, is disruptive of school efforts to encourage students to
remain in school until graduation, and just as disruptive of the school‘s efforts to prepare students
for productive lives in the community as they become adults;
c. Substantially disrupts healthy student behavior and thereby academic achievement. Research
indicates that healthy student behavior results in increased student academic achievement.
Improvement in student behavior through the prevention or minimization of intimidation,
harassment, and bullying towards student-victims simultaneously supports the District‘s primary
and substantial interest in operating schools that foster and promote academic achievement;
d. Substantially interferes with school compliance with federal law that seeks to maximize the
mainstreaming of students with disabilities and hinders compliance with Individual Educational
Programs containing objectives to increase the socialization of students with disabilities. Targets
of bullying are often students with known physical or mental disabilities who, as a result, are
perceived by bullies as easy targets for bullying actions;
e. Substantially interferes with the District‘s mission to advance the social skills and social and
emotional well being of students. Targets of intimidation, harassment, and bullying are often
―passive-target‖ students who already are lacking in social skills because they tend to be
extremely sensitive, shy, display insecurity, anxiety, and/or distress; may have experienced a
traumatic event; may try to use gifts, toys, money or class assignments or performance bribes to
protect themselves from intimidation, harassment, or bullying; are often small for their age and
feel vulnerable to bullying acts; and/or may resort to carrying weapons to school for self-
protection. Passive-target victims, who have been harassed and demeaned by the behavior of
bullies, often respond by striving to obtain power over others by becoming bullies themselves,
and are specifically prone to develop into students who eventually inflict serious physical harm
on other students, or, in an effort to gain power over their life or situation, commit suicide;
f. Substantially disrupts school operations by increasing violent acts committed against fellow
students. Violence, in this context, is frequently accompanied by criminal acts;
g. Substantially disrupts school operations by interfering with the reasonable expectations of other
students that they can feel secure at school and not be subjected to frightening acts or be the
victim of mistreatment resulting from bullying behavior. Bullying, harassing and intimidating
behavior often involves expressive gestures, speech, physical acts that are sexually-suggestive,
lewd, vulgar, profane, or offensive to the education or social mission of the District, and at times
involves the commission of criminal acts. This behavior interferes with the curriculum by
disrupting the presentation of instruction and also disrupts and interferes with the student-victim‘s
or bystander‘s ability to concentrate, retain instruction, and study or to operate free from the
effects of intimidation, harassment, and bullying. This results in a reluctance or resistance to
attend school.
C. Definition of Terms
a. Statutory definition of harassment, intimidation, and bullying: 70 Okla. Stat. 24-100.3© of the
School Bullying Protection Act defines the terms ―harass, intimidate, or bully,‖ as including, but

19
 not limited to, any gesture, written or verbal expression, or physical act that a reasonable person
should recognize will:
i. Harm another student;
ii. Damage another student‘s property;
iii. Place another student in reasonable fear of harm to the student‘s person or damage to the
student‘s property; or
iv. Insult or demean any student or group of students in such a way as to disrupt or interfere
with the school‘s educational mission or the education of any student.
b. The ―Reasonable Person‖ Standard – In determining what a ―reasonable person‖ should
recognize as an act placing a student in ―reasonable‖ fear of harm, staff will determine
―reasonableness‖ not only form the point of view of a mature adult but also from the point of
view of an immature child of the age of the intended victim along with, but not limited to,
consideration of special emotional, physical, or metal needs of the particular child; personality
or physical characteristics, or history that might cause the child to be particularly sensitive to
efforts by a bully to humiliate, embarrass, or lower the self esteem of the victim; and the
discipline history, personality of and physical characteristics of the individual alleged to have
engaged in the prohibited behavior.
c. General Display of Bullying Acts – Bullying, for purposes of this section of the policy, includes
harassment and intimidation, and vice versa. According to experts in the field, bullying in
general is the exploitation of a less powerful person by an individual taking unfair advantage of
that person, which is repeated over time, and which inflicts a negative effect on the victim. The
seriousness of a bullying act depends on the harm inflicted upon the victim and the frequency
of the offensive acts. Power may be but is not limited to physical strength, social skill, verbal
ability, or other characteristics. Bullying acts by students have been described in several
different categories.
i. Physical Bullying includes harm or threatened harm to another‘s body or property,
including but not limited to, what would reasonably be foreseen as a serious expression
of intent to inflict physical harm or property damage through verbal or written speech or
gestures directed a the student-victim, when considering the effectual circumstances in
which the threat was made and their reaction of the intended victim. Common acts
include tripping, hitting, pushing pinching, pulling hair, kicking, biting, starting fights,
daring others to fight, stealing or destroying property, extortion, assaults with a weapon,
other violent acts, and homicide.
ii. Emotional Bullying includes the intentional infliction of harm to another‘s self-esteem,
including but not limited to insulting or profane remarks, insulting or profane gestures, or
harassing and frightening statements, when such events are considered in light of the
surrounding facts, the history of the students involved, and age maturity, and special
characteristics of the students.
iii. Social Bullying includes harm to another‘s group acceptance, including but not limited to
harm resulting from intentionally gossiping about another student or intentionally
spreading negative rumors about another student that result in the victim being excluded
from a school activity or student group; the intentional planning and/or implementation of
acts or statements that inflict; public humiliation upon a students; the intentional
undermining of current relationships of the victim-student through the spreading of
untrue gossip or rumors designed to humiliate or embarrass the student; the use of gossip,
rumors or humiliating acts designed to deprive the student of awards, recognition, or
involvement in school activities; the false or malicious spreading of an untrue statement
or statements about another student that exposes the victim to contempt or ridicule or
deprives the victim of the confidence and respect of student peers; or the making of false
statements to others that the student has committed a crime, or has an infectious,
contagious or loathsome disease, or similar egregious representations.

iv. Sexual Bullying includes harm to another resulting from, but not limited to, making
unwelcome sexual comments about the student; making vulgar, profane, or lewd
comments or drawings or graffiti about the victim; directing vulgar, profane, or lewd

20
 gestures toward the victim; committing physical acts of a sexual nature at school,
including the fondling or touching or private parts of the victim‘s body; participation in
the gossiping or spreading of false rumors about the student‘s sexual life; written or
verbal statements directed at the victim that would reasonably be interpreted as a serious
threat to the force the victim to commit sexual acts or to sexually assault the victim when
considering the factual circumstances in which the threat was made and the reaction of
the intended victim; off-campus dating violence by a student that adversely affects the
victim‘s school performance or behavior, attendance, participation in school functions or
extracurricular activities, or makes the victim fearful at school of the assaulting bully; or
the commission of sexual assault, rape, or homicide. Such conduct may also constitute
sexual harassment – also prohibited by the District.
D. Procedures Applicable to Understanding of and Prevention of Harassment, Intimidation and Bullying
of Students
a. Student and Staff Education and Training – All staff will be provided with a copy of the District‘s
Prevention of Harassment, Intimidation, and Bullying of Students Policy. All students will be
provided a summary of the policy and notice that a copy of the entire policy is available on
request. The District is committed to providing appropriate and relevant training to staff
regarding identification of behavior constituting harassment, intimidation, and bullying of
students and the prevention and management of such conduct.
Students, like staff members, shall participate in an annual education program which sets out
expectations for student behavior and emphasizes an understanding of harassment, intimidation,
and bullying of students, the District‘s prohibition of such conduct and the reasons why the
conduct is destructive, unacceptable, and will lead to discipline. Students shall also be informed
of the consequences of bullying conduct toward their peers.

b. The District‘s Safe School Committee - The District‘s Safe School Committee has the
responsibility of studying and making recommendations regarding unsafe conditions, strategies
for students to avoid harm at school, student victimization, crime prevention, school violence, and
other issues which interfere with and adversely affect the maintenance of safe schools.
With respect to student harassment, intimidation, and bullying, the Safe School Committee shall
consider and make recommendations regarding professional staff development needs of faculty
and other staff related to methods to decrease student harassment, intimidation, and bullying and
understanding and identifying bullying behaviors. In addition the Committee shall make
recommendations regarding: (1) identification of methods to encourage the involvement of the
community and students in addressing conduct involving bullying; (2) methods to enhance
relationships between students and school staff in order to strengthen communication; and (3)
fashioning of problem-solving teams that include counselors and/or school psychologists.
In accomplishing its objectives the Committee shall review traditional and accepted harassment,
intimidation, and bullying prevention programs utilized by other states, state agencies, or school
districts.

c. School Responses to harassment, intimidation, and bullying:

i. School administrators and staff may use appropriate intervention strategies, as determined
by local district policies including, but not limited to, staff and student/parent conferences,
auxiliary staff intervention and counseling programs, student programs for conflict
resolution and peer mediation, and programs for anger management and violence
prevention. Any of the following intervention strategies and disciplinary actions may be
used:
1. Administrator/student conference or reprimand;
2. Administrator and teacher-parent/guardian conferences;
3. Administrator/student/guardian conferences with both the victim and the initiator of the
intimidation, harassment, and bullying
4. Referrals and conferences involving various support staff or agencies;
5. Daily/weekly progress reports;
6. Behavioral contracts;

21
 7. Change in student‘s class schedule;
8. School service assignment;
9. Confiscation of inappropriate item;
10. Restitution/restoration;
11. Before and/or after-school detention;
12. Denial of participation in class and/or school activities;
13. In-school suspension;
14. Other intervention strategies, as needed;
15. Out-of school suspension
16. Out law enforcement agency notification.
17. Recommendation to the school district board of education or its designees for long-
term suspension or expulsion;
18. Denial of driving privileges.
19. Requesting an emotional, behavioral, and/or chemical dependency evaluation and
treatment and/or counseling recommendation. The intervention strategy or discipline
may require the student to follow any or all treatment recommendations of the
evaluation. The evaluation must be from a source approved by the administration.

d. Student Reporting – Students are encouraged to inform school personnel if they are the victim of
or a witness to acts of harassment, intimidation, or bullying.

e. Staff Reporting – An important duty of the staff is to report acts or behavior that the employee
witnesses that appears to constitute harassing, intimidating, or bullying. Employees, whether
certified or non-certified, shall encourage students who tell them about acts that may constitute
intimidation, harassment, or bullying, to complete a report form. For young students, staff
members given that information will need to provide direct assistance to the student.
Staff members who witness such events are to complete reports and to submit them to the
employee designated by the principal to receive them. Staff members who hear of incidents that
may, in the staff member‘s judgment, constitute harassment, intimidation or bullying, are to
report all relevant information to the building principal or his/her designee.

f. Parental Responsibilities – Parents/guardians will be informed in writing of the District‘s program

to stop intimidation, harassment, and bullying. An administrative response to a reported act of
intimidation, harassment, or bullying may involve certain actions to be taken by parents. Parents
will be informed of the program and the means for students to report bullying acts toward them or
other students. They will also be told that to help prevent bullying at school they should
encourage their children to:

i. Report bullying when it occurs;

ii. Take advantage of opportunities to talk to their children about bullying;
iii. Inform the school immediately if they think their child is being bullied or is bullying
other students;
iv. Watch for symptoms that their child may be a victim of bullying and report those
symptoms; and
v. Cooperate fully with school personnel in identifying and resolving incidents.

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 BULLY REFERAL FORM
Name of Student _____________________________ Teacher Referring _____________________

Date of Referral _____________________________

Please check below the specific behavioral attitudes and actions that this student displays when
interacting with others.

SELF CONCEPT
 Student demonstrates a bad temper and brags loudly and often about his/her strength.
 Student is extremely negative as a result, becomes aggressive with other people at the first hint of
trouble.
 Student demonstrates a very poor self-concept.
 Student always thinks others are trying to "put down" or take advantage of him/her.
INTERACTION WITH OTHERS
 Has been seen pushing people around, verbally and physically.
 Has been seen threatening others and is frequently reported by other students
 Has been observed frequently making public announcements on what he/she plans to do.
 Frequently degrades and humiliates others in public view.
 Demonstrates signs of being verbally aggressive.
 Students report that this student has a genuine reputation for being a fighter.
 Verbalizes and demonstrate behavior for frequently looking for trouble
 Many express that they are frightened of this student
 Students report that they are being bullied and threatened by this student. They express emotion and
are afraid to come to school.
 Physically weak students are observed following the bully for protection
CLASSROOM BEHAVIOR
 Has learning problems.
 Talks back.
 Uses physical aggression but, generally, only outside the classroom. In the classroom, makes verbal
threats about what he/she will do after leaving the classroom.
 Responds to all interaction negatively and physically.
 Frequently interferes with the learning process by interrupting classroom instruction
 A negative atmosphere is created.
 Others think it‘s funny when they experience the immature behavior of this student.
 A climate of fear exists in the classroom.
 Rights of others are restrained.
 Frequent confrontations take place.
 School time is wasted.

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COUNSELOR INTERVENTION PLAN
IDENTIFIED CAUSES OF MISBEHAVIOR:
 Attention: This student is an attention seeker and enjoys the attention he/she gets from peers and
adults.

 Power: This student demonstrates power by his/her ability to physically hurt others. Being physical
gives him/her a feeling of being in control.

 Self-Confidence: The bully usually knows that hurting is wrong, but being physically strong makes
him/her somebody—it improves a poor self-concept.

Pinpoint student needs:

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

List specific methods, procedures, and techniques employed at school and at home for getting the
child to modify or change his/her behavior.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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 MANAGING AGGRESSIVE STUDENTS
 Use the "Delay" technique. If the bully threatens to "get someone" after class, hold him/her after
class.
 Don‘t let the bully leave—or he/she may have to carry through to keep peer respect. Say, "You made
a threat. Now you‘ve had time to think. If you carry through, that‘s premeditated." Then explain what
this means: If the student chooses to go ahead, he/she must be prepared to face the full consequences,
whatever they may be. However, don‘t tell the student what the specific consequences will be.
 Don‘t assume this student is tough. The bully may in fact be weak, and may be using his/her antics to
cover up insecurity. Likewise, a student who is loud is not necessarily an extrovert.
 Establish a one-to-one relationship with the bully. This student needs—and always lacks—such a
relationship with a strong and successful adult model.
 Be gentle rather than tough. The bully can handle toughness—it‘s his/her forte. However, the bully
can‘t fight gentleness, and this is what he/she really wants.
 Take the student off the hook. The bully usually accepts bigger responsibilities well, and will do as
you say. To take the student off the hook, you could encourage him/her to say to others, "Miss Jones
won‘t let me fight."
 Keep in mind that kids who fight an authority figure do so only to compensate for a flaw in their own
characters, which they themselves may or may not recognize. Therefore, you must help the student
make the identification.
 Make it safe for the bully to be vulnerable to others. Otherwise, he/she will keep bullying because that
behavior keeps others away and shields areas of insecurity.
 Openly address the problem of his/her insecurity; it is the main issue. Give this student big
responsibilities—and rechannel his/her energies constructively.
 Praise him/her for appropriate behavior continually. And when you do, call the new behavior
"strong."
 Design activities that will bring out his/her leadership and assertion strengths in a positive way.
However, be sure to make success or failure "safe" when you do.
 Show the student that you care about, respect, and trust him/her. This type of student tends to be
extremely loyal.
 Discuss the problem with parents. However, make sure the student attends any private conference. If
you don‘t, a credibility gap may develop between you and the student.
 Let the student help decide any consequences should he/she falter.
 Let the student know that you like him/her, but that you dislike the behavior.
 Don‘t put the student in a position in which he/she must "prove" him/herself, or the bully behavior
may recur.
 Let the student know that bullying can‘t be tolerated—no matter what you think of him/her. The bully
must be aware of your respect for people. Therefore, make sure you don‘t do anything which could be
considered "bullying," or abusing power.
 Athletics are a good outlet for this behavior. Talk to your physical education colleagues and coaches.
 Have him/her sit near or work with the opposite sex.

25
 Never forget the motivational force of pride. However, remember that true pride has one source: solid
personal achievement coupled with the respect for others that grows out of self-respect. To instill
pride in a student, a teacher must give him/her personal success and meaningful accomplishments. If
not, lack of self-respect, degradation, and even shame make pride a difficult achievement for some
students, especially the bully.

26
 ERRORS ASSOCIATED WITH MANAGING A CHILD

 Teachers or parents saying, "People won‘t like you when you act that way." This is exactly what the
bully wants because it gives him/her the desired attention. We fail to recognize that this child will pay
any price for attention.

 Publicly putting down a bully—or publicly showing pride or pleasure in his/her physical victories.

 Prejudging a child a bully in every situation because of past behavior.

 Treating the bully inconsistently.

 Reacting personally and making threats in an attempt to change behavior.

 Trying to bribe the bully.

 Attacking the individual and not the behavior.

 Failing to dig out the bully‘s true underlying motives.

 Failing to reinforce positive behavior of the bully.

 Believing all bullies are extroverts. A loud outer facade can be deceptive, and teachers and parents
alike can often feel that every bully is an extrovert. Yet, the opposite is often true.

 Overlooking his/her potential.

 Excluding the bully.

 Protecting others, but never protecting the bully.

 Getting into a value argument with parents over whether fighting is "right" or "wrong."

 Putting hands on students in any situation, whether professional guidance or discipline. Of course,
every teacher must know the rules concerning corporal punishment. However, even holding, pulling,
and touching can lead to trouble. One violation can ruin an otherwise good career.
 Failing to treat both sides of the trouble. We all know that trouble has two sides. For instance, we
know it usually takes two students to get into a fight. Yet, we are often likely to handle the more
aggressive of the two rather than deal with both. Even if another student‘s wisecracks caused the
confrontation, the one who struck the physical blow is likely to receive most of our attention and
reprimand.

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 STRATEGIES TO PREVENT STUDENT VICTIMIZATION

CURRICULUM AND INSTRUCTION

Instruction and student learning about how to cope with conflict peaceably and effectively may be
implemented through courses; units in courses; topically; by teacher modeling in the classrooms; or by
combinations of these through programs that may be offered for parents as well as students and staff.
Instruction frequently includes communication skills, non-violent problem solving and decision-making,
empathy/caring, gang presence, negotiation and mediation skills, etc. Instructional activities range from
informal to formal and from planned to situational.

THIS SCHOOL
 staff generally are aware and appreciative of the importance of instruction in this area.
 staff has received training in these areas of conflict resolution, mediation, and related
 topics.
o aggression reduction
o character education
o conflict resolution
o gang suppression/intervention
o manners
o mediation
 parent training is offered in this area
 instruction and opportunities for student learning are provided through
o integration within existing courses
o modeling/demonstration by teachers in classroom instruction
 instructional units within courses and grade-level instruction
o self-standing courses
 extended day programs (such as tutoring, mentoring, counseling, work experience, and the use of
school facilities/equipment) are offered to accommodate the safety needs of students

STRATEGIES TO PREVENT STUDENT VICTIMIZATION

 Report violence or possible problems to Crime Stoppers, Dr. Davidson, or Mr. King.
 Teachers need to pay attention at all times and should be role models.

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 STRATEGIES FOR CRIME PREVENTION
STUDENT CRIME PREVENTION
Student-oriented crime prevention activities beyond classroom instruction range from class and school
projects and periodic safety campaigns to school-chartered clubs with faculty/staff sponsors. The
commonality of the clubs is that they are voluntary, student-led organizations whose purpose is to reduce
violence and to enhance school safety and security.

THIS SCHOOL
 has instructional programs in place to ensure student awareness of their roles and responsibilities in a
safe school.
 seeks to change the view that students must not tattle to an awareness of their responsibility to inform
in life-threatening situations.
 has a chartered student club (check 4 or rate all that apply)
 that conducts informational activities, poster and video contests, and antivandalism campaigns;
 that sponsors assembly speakers, films, and literature distribution;
 that seeks to control graffiti;
 that helps in supervising school activities/events.
 has a student crime watch program.
 has an anonymous tip line or procedure for receiving warnings of impending problems.
 uses trained students to assist in monitoring entrances, hallways, buses, etc.
 has staff who support safety programs through instruction, activity sponsorship, and appreciation for
student prevention activities.

STRATEGIES FOR CRIME PREVENTION

 Teachers need to lock up purses and valuables.
 Students should lock lockers.
 Backpacks should be kept out of classrooms.
 Valuables should be kept at home.
 Be aware of where your personal property is located, and keep it safe.
 Don‘t keep money in pencil holders or in anything else that lies around where someone could pick it
up.
 Clothing and other belongings should be labeled with permanent markers.
 Teachers in portables may want to keep doors locked.
 Our school alarm needs to be checked to see if it is connected to the Enid City Police Dept.; it has
been noticed that even when it is not set because of a door that is pushed open, no alarm has sounded.

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 STRATEGIES TO PREVENT SCHOOL VIOLENCE
SECURITY PRESENCE
Security presence is defined as an environment that demonstrates safety consciousness and
control and inspires feelings of freedom from harm and fear among personnel – students, staff,
and visitors alike. This climate and ambiance of comfort reflects planned security measures in
classrooms and hallways through monitoring, communication systems, surveillance, personnel
identification badges, passes, visitor sign-in/sign-out procedures, and the presence or availability
of security officers.

THIS SCHOOL
 all personnel – faculty, staff, students, and parents – are aware and appreciative of the need for a
security presence.
 staff know when to call the police and what to expect when the arrive.
 security assistance and personnel are readily available as needs arise.
 posters, bulletin boards, and signs inform personnel, both school and visitors, of expectations and
responsibilities.
 personnel in and about the school are readily identifiable through passes, badges, and IDs
 entrances are monitored and controlled through locking, supervision, and electronic surveillance.
 communication systems, e.g., classroom phones, cell phones, hand-held radios, video
 monitoring, etc., are available throughout the school plant.
 staff are continuously trained and drilled to ensure knowledge of security procedures, means, and
roles in responding to crises.

STRATEGIES TO PREVENT SCHOOL VIOLENCE

 Professional development on bullying.
 Be observant and visible.
 Defuse situations which could escalate into confrontations.
 Early dismissal plan.
 Conduct school-wide assemblies and teacher/staff in-service training to raise awareness regarding the
problem of bullying and to communicate a zero tolerance for such behavior.

30
 CONTACTING LOCAL LAW ENFORCEMENT AGENCY
Law enforcement officials will be contacted for any acts of threats or violence that occurs on school
property during or after school hours. When placing a call notifying the local law enforcement agency of
a threat/violent act or potential threat school official‘s should state in clear terms to the police operator
that there is a crime in progress, location of the crime, person reporting the crime, and that they ―need
immediate assistance‖. These acts of threats will include: Bomb Threat, Possession or Illegal Use of a
Dangerous Weapon, Extortion/Blackmail, Fighting, Gross Misbehavior, Harassment/Intimidation,
Intrusion, Major Theft, Physical Assault, Unlawful Intimidation of School Authority, Vandalism, Verbal
Assault, or any other use of violence/threats against a person or property. The following is a list of
definitions that fall under the school official‘s right to contact the local law enforcement agency.

Extortion/Blackmail
The direct attempt to extract moneys, good, or favors from another individual through coercion, force, or
threats.

Fighting
The act of quarreling resulting in bodily contact in or on school property, or going to and from school,
including any activity under school sponsorship.(e.g., dance, athletic event, etc.)

Gross Misbehavior
Misbehaving that is totally beyond simple appropriate behavior that threatens property or safety and well
being of others including the promotion of fighting.

Harassment/Intimidation
Any act of threat by force or verbalization against another student.

Major Theft
Major theft of property over $50.00.

Physical Assault
The act of initiating a violent physical attack against another person on school property, on a school bus
or at a school sponsored event. Threats against staff or that impedes the administrator, teacher, or other
school employee shall be reported to police without unreasonable delay regardless of accuser‘s age.

Unlawful Intimidation of School Authority

Interfering with administrators, teachers, or other school personnel by force or violence.

Vandalism
Destruction of school property or property belonging to another.

Weapons/Look-Alikes
Police will be immediately notified when any illegal weapon is found, weather it be a gun, a switchblade,
brass knuckles, a bludgeon, etc. Also included in this group would be legal weapons that have been tied
to a specific event (baseball bat, look-alike, etc.). When immediate danger is a reality (safety is
threatened), school officials should secure the weapon only if the securing can be accomplished without
violence occurring and, if possible, without the actual handling of the weapon (i.e., placing trashcan over
weapon, etc.). However, disarming by school officials is considered to be discretionary based on the
extremity of the situation. Police should disarm whenever possible. Pocket knives, mace, stun guns,
clubs, etc., should be dealt with at the school level unless such weapons are used in a specific event.

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Aggravated Battery
Battery to a school administrator, teacher, or other school employee shall be reported to police without
unreasonable delay regardless of accuser‘s age.

Bomb Threats
Raising or creating any false alarm of bomb in and to any building, structure, or property of the school
district by any means or manner whatsoever. School officials should immediately call 911. After
consultation with police, further action may or may not be taken. (See Exhibit 2 – Bomb Threat
Procedures)

Parent Contacts
A reasonable attempt shall be made to contact student‘s parents, guardian, or representatives prior to
police involvement. Reasonable requests of the parents, guardians, or representative shall be observed.
The administrator involved shall document such contacts or attempted contacts with parents, guardian, or
representative. In the absence of a students parents, the guardian, or representative during any police
involvement of such a student found in violation of a violent offence as set forth in this document the
principal or other designated certificated school staff person shall be present. The principal or the
principal‘s designee shall document what generally occurred during police questioning and involvement.

INTRUSION REGULATIONS
Every effort will be made to minimize the number of campus entrance and exit points used daily. Access
points to school grounds will be limited and supervised on a regular basis by individuals who are familiar
with the student body.

Campus traffic, both pedestrian and vehicular, are to flow through areas that can be easily and naturally
supervised. Delivery entrances used by vendors will also be checked regularly. Parking lots often have
multiple entrances and exits that contribute to the vandalism and defacement of vehicles and school
property.

Specific procedures will be established to screen and monitor visitors and potential campus intruders.
Signs directing persons to the office will be placed in strategic, visible locations and should be large
enough to attract visitors' notice.

All visitors will be required to sign in at the school office, state their specific business, and visibly display
a visitor's badge. All school employees will be advised to greet visitors or any unidentified person and
direct them to the main office to ensure these persons have legitimate business at the school. Teachers and
staff will be trained to courteously challenge all visitors. "May I help you?" is a kind, non-threatening
way to begin.

Specific policies and procedures that detail staff members' responsibilities for security will be developed
at each school site. These responsibilities will include monitoring hallways and restrooms, patrolling
parking lots, and providing supervision at before- and after-school activities.

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 INSERVICE AND STAFF TRAINING
In-service and training are programs and activities designed to inform faculty and support personnel as to
the school‘s safety plans, procedures, and staff responsibilities for maintaining a safe school and its
climate. Schools should devote considerable time and resources to this school function. Among the topics
and activities appropriate for staff training are the school‘s crisis plan; awareness of narcotic, gang,
weapon, and cult presence's; respective staff roles in natural disasters; programs for conflict resolution,
aggression reduction, peer mediation, and violence prevention programs; and staff responsibilities in
avoiding, managing, and responding to crises.

THIS SCHOOL
 devotes adequate time and resources for in-service training for both faculty and staff to ensure a safe,
non-violent school.
 involves civil, law enforcement, health, fire, and emergency agencies in its in-service programs.
 maintains continuous awareness among staff as to respective roles, both during and after a crisis.
 orients new staff members as to safe school policies, procedures, and responsibilities.
 conducts drills and practices to ensure the effectiveness of the school‘s crisis plan.
 has staff who show appropriate understanding and commitment to school policies re:
o visitor presence
o staff visibility/presence
o substance abuse
o office notification
o hostage-taking
o weapons
o incident reporting
o troubled students
o vandalism
o abuse: physical/sexual
o criminal acts
o gang presence
o search and seizure roles
o staff rights and responsibilities

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