Safety & Security

a. Demonstrate the ability to develop and implement policies and procedures for safety and security

b. Ability to formulate safety and security plans to implement security procedures established by law, law enforcement assistance, and communication with the public and evacuation procedures

c. Demonstrate the ability to identify areas of vulnerability associate with school busses, building and grounds and formulate a plan to take corrective actions

d. Demonstrate an understanding of procedural predictabilities and plan variants where possible

e. Demonstrate the ability to develop plans that connect every student with a school adult, eliminate bullying and profiling and implement recommended threat assessment procedures

Reflection: 13- Safety and Security 

 Academic and social school success is greatly impacted by a student’s physical, mental and emotional development. Opportunities to learn within a safe and secure environment that offers the physical space and time to access supportive, encouraging adults is critical to student learning and development. Students, families and staff need to feel a sense of safety and security not only among the buildings, transportation and school grounds but also in the ability of the school leader to plan and implement policies that continually address the need for a physically and emotionally safe learning environment.

            Safety and security begins with the educational leader being available and visible throughout buildings including hallways, lunchrooms and classrooms. Making connections with students, staff and others entering the learning environment instantly creates a sense of support and emotional well being. Confidently enforcing school policies regarding student backpacks, clothing and behavior is also required and creates an atmosphere of predictability that leads to trust in a commitment to safety and security.

            The educational leader also needs to proactively plan for an unlimited amount of variables that can affect the balance of safety and security within the school building. Proactive planning for events and situations is critically important for the school leader to perpetuate a sense of preparedness, which then translates into a deeper sense of security. The outcome of a safety threat is greatly impacted when people are prepared and know what to do. As illustrated by the lockdown artifact, as an educator I prepare students for these types of situations that interrupt the physical safety of the building. This preparedness and practice also occurs for situations involving weather events. Educational leaders need to take the lead and ensure that staff and students know and practice these procedures. Having a plan in place offers a physical environment that emotionally feels safe.

            Plans for communication with families and parents also need to be included in the preparation for possible safety situations. Working with district safety and security personnel, the school leader needs to understand and feel confident in the plan the district sets forth for communication. For example, in my district, school leaders are responsible for automated voice recording messages should the need arise to contact families via phone regarding possible safety threats. The school leader needs to be prepared to utilize a variety of communication tools to ensure that information is disseminated quickly and efficiently if needed. Timely communications contribute greatly to the impression parents and families have regarding the safety of the learning environment for their children.

            As the district Crisis Prevention certified instructor, it is my responsibility to prepare and train certified special education teachers, paraprofessionals, administrators and transportation staff for student situations that can arise as the result of physically acting out behavior compromising student and/or staff safety. I also train staff in a neighboring district. The CPI certified instructor artifact demonstrates the extensive training I have received in the use of verbal de-escalation skills and behavior identification. Staff verbal and non-verbal body language response can greatly impact the outcome of student crisis situations. Training and practice increase staff confidence in the ability to de-escalate student behavior and create an atmosphere of safety and security. Should a situation escalate I train staff in personal safety techniques for self and student. These include safe, non-violent physical restraint in compliance with state and federal regulations, practiced to ensure the physical safety of students. Formulating a plan of action and requiring staff to practice action through role play situations is part of the training I provide. I also meet with staff member groups to practice and review possible safety scenarios. This reinforces training plans and contributes to staff confidence.

            Students with emotional or behavior needs often require a behavior intervention plan that includes an individual safety plan. When this is needed, crisis intervention plans are always communicated and modeled to parents and family members building confidence in the safety and security of the learning environment.

            The CPI training list artifact illustrates the proactive planning I do in an ongoing effort to identify the teams available to respond to a crisis if needed. Lists are distributed throughout the building including to all secretarial and office staff.

             I also work with transportation staff to proactively plan student transportation. Many of the students I serve are transported to programs outside of the district. These students often have behavior intervention plans that need to be communicated to transportation staff. Many variables impact safety and security on busses. I also train transportation staff in CPI and response to student crisis. I collaborate with the district transportation vendor to schedule training and attend meetings with drivers and assistants to formulate plans for transportation safety. I review individual student needs to make proper transportation placements that will increase the safety on bus routes. The CPI bus safety artifact illustrates training specific to transportation.

            During fieldwork hours at Intermediate District 917, I had the opportunity to review the emergency/crisis plan the district develops each year.  Consistent coordination of planning across the district is critically important for staff and student understanding. It also increases the success of action in response to situations.

            As a special education director, my vast experience in the area of safety and security will enable me to develop and implement plans across the district meeting the needs of students and staff in this area. I understand how to develop, implement and communicate plans for possible variables and safety situations. My commitment to proactive behavior planning will apply as I work to consistently communicate and model an emotionally and physically safe learning environment for students, staff and families.

             Artifacts

CPI Trained Staff page 1.jpg (64,3 kB) CPI Trained Staff page2.jpg (73,8 kB)

 CPI page 3.jpg (56,8 kB) CPI page 4.jpg (97,8 kB)

  Bus Safety.jpg (135,4 kB) Bus Safety page 2.jpg (188,5 kB)

 Lockdown Procedures.jpg (136,3 kB)  Lockdown page 2.jpg (133,5 kB)