ࡱ>  %` bjbj"x"x t@@  jllllll$hgh2  jj j0T0^DK:DG z       Project SAVE Safe Schools Against Violence in Education Guidance Document for School Safety Plans The University of the State of New York The State Education Department Albany, New York 12234 www.nysed.gov April 2001  THE UNIVERSITY OF THE STATE OF NEW YORK Regents of The University CARL T. HAYDEN, Chancellor, A.B., J.D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Elmira ADELAIDE L. SANFORD, Vice Chancellor, B.A., M.A., P.D. . . . . . . . . . . . . . . . . . . . . . . . . .Hollis DIANE ONEILL MCGIVERN, B.S.N., M.A., Ph.D. . . . . . . . . . . . . . . . . . . . . . . . . . .Staten Island SAUL B. COHEN, B.A., M.A., Ph.D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .New Rochelle JAMES C. DAWSON, A.A., B.A., M.S., Ph.D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Peru ROBERT M. BENNETT, B.A., M.S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Tonawanda ROBERT M. JOHNSON, B.S., J.D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Huntington ANTHONY S. BOTTAR, B.A., J.D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .North Syracuse MERRYL H. TISCH, B.A., M.A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .New York ENA L. FARLEY, B.A., M.A., Ph.D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Brockport GERALDINE D. CHAPEY, B.A., M.A., Ed.D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Belle Harbor ARNOLD B. GARDNER, B.A., LL.B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Buffalo CHARLOTTE K. FRANK, B.B.A., M.S.Ed., Ph.D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .New York HARRY PHILLIPS, 3rd, B.A., M.S.F.S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Hartsdale JOSEPH E. BOWMAN, Jr., B.A., M.L.S., M.A., M.Ed., Ed.D . . . . . . . . . . . . . . . . . . . . . . . .Albany LORRAINE A. CORTZ-VSQUEZ, B.A., M.P.A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Bronx President of The University and Commissioner of Education RICHARD P. MILLS Chief Operating Officer RICHARD H. CATE Deputy Commissioner for Elementary, Middle, Secondary, and Continuing Education JAMES A. KADAMUS Assistant Commissioner for Regional School and Community Services JAMES R. BUTTERWORTH Team Leader, Comprehensive Health and Pupil Services REBECCA GARDNER Coordinator, Facilities Management and Information Reporting CHARLES A. SZUBERLA, JR. Coordinator, Facilities Planning and Management Services CARL T. THURNAU Project SAVE Contents Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Information about School Safety Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Guidelines for Developing School Safety Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Sample Outlines: District-Wide School Safety Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Building-Level Emergency Response Plan . . . . . . . . . . . . . . . . . . . . . . . . . .23 Sample Summary Building-Level Emergency Response Plan . . . . . . . . . . . . . . . .30 Appendices Resource Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 Regulatory Description of Components District-Wide School Safety Plans . . . . . . . . . . . . . . . . . . . . . . . . .38 Building-Level Emergency Response Plans . . . . . . . . . . . . . . . . . . .40 Guiding Questions: Sample District-Wide School Safety Plan . . . . . . . . . . . . . . . . . . . .41 Sample Building-Level Emergency Response Plan . . . . . . . . . . . . .47 Project SAVE School Safety Plan Worksheet . . . . . . . . . . . . . . . . . . . . .51 State Agency Contacts: New York State Education Depar tment . . . . . . . . . . . . . . . . . . . . .53 New York State Center for School Safety . . . . . . . . . . . . . . . . . . .54 Coordinated School Health Network Centers . . . . . . . . . . . . . . .55 BOCES Health and Safety Coordinators . . . . . . . . . . . . . . . . . . . .57 New York State Division of Criminal Justice Ser vices . . . . . . . . . .60 New York State Police . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61 New York State Emergency Management Office . . . . . . . . . . . . .62 New York State Office of Mental Health . . . . . . . . . . . . . . . . . . .63 New York City Board of Education . . . . . . . . . . . . . . . . . . . . . . . .68 Selected Web-Based Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69 Selected Print References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74 Project SAVE Acknowledgements Project SAVE School Safety Plans Workgroup Members Evelyn Bernstein, New York State Education Department Deedrick Bertholf, Delaware-Chenango BOCES Fong Chan, New York City Board of Education David Clapp, New York State Education Department David DeMatteo, New York State Emergency Management Office Jeanne Eckdahl, New York State Center for School Safety Brian diLorenzo, New York State Police Renise Holohan, New York State Police Mary Grenz Jalloh, New York State Center for School Safety Art Lange, Orange-Ulster BOCES Sharon Lansing, New York State Division of Criminal Justice Services Joakim Lartey, New York State Center for School Safety Joseph LeViness, New York State Office Mental Health Mike Lynch, New York State Police David McBath, New York State Police Debra Fuchs Nadeau, New York State Center for School Safety/Satellite/Sullivan BOCES Laura Sahr, New York State Education Department Bill Shea, New York State Emergency Management Office John Soja, New York State Education Department Michael Smith, Chemung County Emergency Management Suzanne Smith, New York State Office of Mental Health Gregory Thomas, New York City Board of Education Felicia Watson, New York State Center for School Safety Project SAVE School Safety Plans Coordination New York State Center for School Safety School Safety Plans Workgroup Facilitators Sullivan Educational Associates Publication Design Barbara Conboy This document has been developed by the New York State Education Department in consultation with the New York State Division of Criminal Justice Services, the New York State Police, and other appropriate state agencies as required by Section 155.17 of the Regulations of the Commissioner of Education. Project SAVE Introduction Creating and maintaining safe learning environments is everybodys business. While schools remain among the safest places for our students, one incident of violence or disruption of learning is one too many. Teachers, school administrators and members of the general school community are becoming increasingly concerned about school safety and the potential for violence that exists in every community. Elementary, middle, junior high schools, and high schools in urban, suburban and rural communities throughout the State are seeking ways to ensure the safety of students in school. While media attention has focused on the most traumatic incidents of school violence, the impact of other violent acts that impair education also need to be given attention. These acts include bullying, threats or intimidation, dis- ruptive behavior in class, carrying of weapons, fighting, physical assaults and other behaviors that impede learning. The New York State Education Department is committed to promoting safe and healthy learning environments where students are secure in their pursuit of educational success. A growing body of research indicates that positive, skills-based approaches focusing on strengths may increase the safety of students and teachers in schools and promote an improved instructional climate for learning. While schools can play a vital role in the prevention of violence through preparedness, education and training, they need help from the entire community in this effort. Today, our schools and the students served by them face great challenges. In the past decade, we have seen horrific acts of violence against individuals and groups of individuals for unfathomable rea- sons. Each time one of these events occurs, parents in cities and towns across America wonder: Could this happen here, in my childs school, to my child? Recent events in our own state in Elmira indicate that no school should assume that It cant happen here. To address issues of school safety and violence prevention, the Safe Schools Against Violence in Education Act (SAVE) was passed by the New York State Legislature and signed into law by Governor George E. Pataki on July 24, 2000. Project SAVE culminates the work of the Task Force on School Violence chaired by Lieutenant Governor Mary O. Donohue. The Task Force consisted of a broad range of qualified people from all parts of the State including students, parents, teachers, school administrators, law enforcement experts, business leaders, mental health professionals and local elected officials. From its inception in January 1999, the Task Force sought information concerning the best school violence pre- vention and intervention practices in the State and the nation. Ten public hearings were held throughout the State, providing a rich array of recommendations from local communities about ways to ensure the safety of New Yorks students. The Task Forces final report, Safer Schools for the 21st Century (October, 1999), contained a series of recommendations intended to reduce incidents of violence in schools and strengthen schools capacities for responding to emergencies that could affect the health and safety of children. The New York State Board of Regents approved amendments to the Regulations of the Commissioner of Education as emergency measures in November 2000 to ensure compliance with the new legislation. The revised regulations in Section 155.17 of the Commissioners Regulations contain the requirements for schools concerning school safety plans. A major component of SAVE is the develop- Continued 3 Project SAVE Introduction, continued ment of school safety plans at the district and at the building levels. The new District-wide School Safety Plan replaces the current school emergency management plan that is required for all districts. At the building level, a newly required Building-level Emergency Response Plan must be prepared for each school building in the State. Together, these plans are intended to define how each school district and all the buildings in the district will respond to acts of violence and other disasters through prevention, inter- vention, emergency response, and management. Both the District-wide School Safety Plan and the Building-level Emergency Response Plan should be viewed as part of a comprehensive, collaborative approach required by Project SAVE. While schools are on the front lines in the effort to prevent school violence and promote school safety, schools cannot do it alone. The New York State Education Department strongly endorses and encourages broad commu- nity participation beyond the requirements in law and regulations, to improve the safety of the school environment. The Task Force states in its report that The best solutions to improving school safety will be found at the local level. When efforts are made to include a broad representation of the community, the possibilities for success are enhanced exponentially. (1999, p. 10) Recognizing School Safety Issues While violence isnt the only safety issue schools face, the past decade has witnessed numerous acts of tragic violence in schools in all parts of the nation. Since 1992, at least twenty-three schools through- out the country have experienced multiple victim homicides. In the last three years alone, nine acts of violence on school grounds have resulted in the deaths of twenty-five students and four teachers, and the wounding of another seventy-two students and three school employees. (Safer Schools for the 21st Century, 1999) These senseless acts of violence have occurred in urban, suburban and rural communities where people previously believed that such an incident could not happen in their schools. Fortunately, no school in New York State has been the site of the types of horrific violence that have occurred in other schools in the nation. New York State schools, however, are not free of the types of violent student behavior and student victimization that seriously impede the educational progress of students. The 1999 Youth Risk Behavior Survey (YRBS), conducted by the Centers for Disease Control and Prevention, was administered to a representative sample of students in the States high schools. The survey results document the continued presence of safety concerns on the part of many students. Approximately 35% of all students and 44% of all male students reported that they were in a fight one or more times in the past year with almost half (15%) of the students reporting that the fights occurred on school property. Nearly 18% of all students and 27% of all male students reported that they carried a weapon, such as a gun, knife or club, one or more times in the past 30 days, including 8% of students reporting that they carried the weapon on school property. Over 9% of all students were threatened or injured with a weapon on school property over the past 12 months. About 8% of all students reported that they did not go to school one or more times over the past 30 days because they felt unsafe at school or on their way to and from school. School bomb threats continue to disrupt the education of students. Over 500 threats were reported during the 1999-2000 school year, including threats related to bombs, arson and anthrax. Continued 4 Project SAVE Introduction, continued The Task Force concludes that while nationwide, the percentage of students reporting injuries and threats of injury have declined noticeably during the nineties, the current level of violence in our schools still remains unacceptable. It interferes with the rights of all children to a sound education. Students who want to learn should have every opportunity to pursue their educational goals free from violence and disruption. Promoting Student Academic Achievement Recognizing that all children will need knowledge and skills to be successful in a rapidly changing and complex society, New York State has initiated a comprehensive education reform strategy to ensure high achievement for all students. Key steps to strengthen teaching and learning include new higher learning standards across seven education content areas; new statewide exams and student assessments to ensure that students attain the knowledge and skills they need for success; and new teacher training and certification requirements that address the need for a competent and highly-qualified teaching force. A growing body of research and evaluative studies is developing the critical link between achieve- ment and safe, healthy, orderly and supportive school environments where learning can take place. Students need a safe and secure environment that is free of drugs and crime in order to learn. The States Task Force on School Violence repeatedly heard from individuals throughout the State that all facets of the community must engage in meaningful dialogue to use all available resources to ensure safe schools for students. In particular, the influences that lead to violence must be addressed in a very direct way by school leaders and staff, students and parents, and community agencies and leaders. Students must be involved as partners because we cannot eliminate school violence without them. Planning for Success The increasing focus on violence prevention and the creation of safe schools where children can learn has generated strong support and concerted actions on the part of caring individuals in communities throughout the State and the nation. Many schools have realized the wealth of resources available in their community, and the time and effort that people will offer for the benefit of children. Model school safety strategies and exemplary planning processes and procedures have emerged in schools in New York and throughout the nation. The level of information and resources available for assisting schools and commu- nities in school safety planning has risen dramatically over the past several years, and is readily accessi- ble for use. Project SAVE draws upon the considerable expertise and insight of knowledgeable individuals in formulating strategies for addressing school safety. The comprehensive approach to school safety and violence prevention, and the focus on broad-based community participation and involvement in school safety planning, incorporate best practices and program models that have proven effective for many schools. The creation and organization of school safety teams at the district and school building levels provides a proven model for drawing upon both school and community resources for enhancing the safe- ty of students in school. 5 Project SAVE Information about School Safety Plans The SAVE law and implementing regulations require the development of a school safety plan at the district level, and individual emergency response plans for each building in the district. The Task Force report recognizes that In the quest to take a pro-active approach regarding school safety issues, the local school district must find a way to personalize that approach to fit its own individual needs. (1999, p. 24) The development of the school safety plans can be the framework for the district in managing its initia- tives in creating a safe and orderly school environment in which learning can take place. Planning teams should begin their work with a thorough review of the law and regulations. To assist districts and school buildings with the process for school safety planning and the formation of school safety teams, the fol- lowing information provides important details concerning the SAVE planning requirements. Who Must Adopt School Safety Plans? Every Board of Education, every Board of Cooperative Educational Services (BOCES) and County Vocational Education and Extension Board and the Chancellor of the New York City School District must adopt: A District-wide School Safety Plan, and A Building-level Emergency Response Plan for each building in the district. When Do Plans Have to Be Developed? Plans need to be developed and adopted by the Board of Education or the Chancellor in New York City by July 1, 2001, and reviewed and updated annually by July 1 of each succeeding year. Who Develops the Plans? The District-wide School Safety Plan is to be developed by a District-wide School Safety Team, and the Building-level plan is to be developed by a Building-level School Safety Team. Who Are On the Planning Teams? Legislation specifies the composition of school safety planning teams. While there are requirements of who must be on the planning teams, districts are encouraged to consider the inclusion of individuals beyond the minimum required who can contribute to ensuring continuity between the district and the building-level plans. The District-wide School Safety Team is appointed by the Board of Education or the Chancellor in New York City and shall include, but is not limited to, representatives of the School Board, student, teacher, administrator, and parent organizations, school safety personnel and other school personnel. The Building-level School Safety Team is appointed by the building principal and shall include, but is not limited to, representatives of teacher, administrator and parent organizations, school safety per- Continued 6 Project SAVE Information about School Safety Plans, continued sonnel, other school personnel, community members, local law enforcement officials, local ambulance or other emergency response agencies, and any other representatives the School Board, Chancellor or other governing body deems appropriate. Are there any differences in requirements for cities with over 1,000,000 inhabitants? Amendments have been made to Commissioners Regulations, Section 155.17 governing School Safety Plans that apply exclusively to New York City. Subdivision (c) Definitions has been amended to modify the definitions of Emergency Response Team and Post-Incident Response Team. Rather than requiring all schools in New York City to have unique teams in each of its schools, the amended regulation now allows such teams to be created on the district level with building-level participation. Subdivision (e) (1) District-wide School Safety Plans has been amended in relation to the components required for District-wide School Safety Plans in New York City. The following sub- paragraphs of subdivision (e) (1) will not be required in New York City District-wide School Safety Plans: (ii), (vii), (viii), (ix), (x), (xix) and (xx). It should be noted that subdivision (g) Communication Liaisons does not identify a chief com- munication liaison in New York City for local or State emergencies. Are the Plans Subject to Public Comment? Both District-wide School Safety Plans and Building-level Emergency Response Plans must be made available for public comment at least thirty days prior to adoption by the School Board. Only a summary of each of the Building-level plans must be available for public comment. The School Board may adopt the plans only after at least one public hearing has been held which provides for the participa- tion of school personnel, parents, students and other interested parties. Where Should Plans Be Submitted? A copy of each District-wide School Safety Plan and any amendments to the plan must be submit- ted to the Commissioner of Education no later than thirty days after adoption. A copy of each Building- level Emergency Response Plan and any amendments must be filed with appropriate local law enforce- ment officials and with the State Police within thirty days of adoption. (See Resources Section for State Police addresses.) 7 Project SAVE Guidelines For Developing School Safety Plans Introduction The District-wide School Safety Plan provides the framework for a school district to identify and implement appropriate strategies for creating and maintaining a safe and secure learning environment for all its students. Developed by the District-wide School Safety Team, the districts plan provides the over- all guidance and direction for development of the Building-level Emergency Response Plan for each of the school buildings in the district. While the district-wide plan covers a broad scope of activities, includ- ing violence prevention, intervention and response, the building plans focus more directly on critical actions that must be taken to protect the safety of students and adults in the event of an emergency. Taken together, the district and building plans provide a comprehensive approach to addressing school safety and violence prevention, and provide the structure where all individuals can fully understand their roles and responsibilities for ensuring the safety of the entire school community. The Task Force recognized that ensuring that schools remain safe places of learning requires a major strategic commitment. The effectiveness of any safety plan hinges on the ability of school administrators and their safety teams to assess the districts unique concerns and security needs, and to identify and implement appropriate strategies for creating and maintaining a safe school environment. The intent of the legislation emphasizes that effective school safety planning works best when school administrators, school staff, students, parents and community members undertake an honest and critical appraisal of a schools safety program and security needs. Developing a school safety plan requires the conduct of a systematic assessment of school safety and security, followed by the development or modifi- cation of a school safety plan that addresses the problems and needs identified by the assessment. Only then can a school safety plan truly meet the needs of its school community. Recognizing the critical need of data in decision-making, the New York State Center for School Safety (NYSCSS) offers the following outline to consider in development of school safety plans for dis- tricts and schools that has been used successfully as a guide in many schools: Data Collection: What information does the school already have available? What else does the school need (internal and external sources)? Data Analysis: How can the school use this information to identify its needs? Problem-Solving: Based on the data, can the school identify what it needs to do? Implementation: Based on the research, what strategies are available that would be useful to the school community and address the identified needs? Evaluation: How does the school know its strategies have made a difference? Continued 8 Project SAVE Guidelines For Developing School Safety Plans, continued The Task Force also recognized that the key to success is a communitys ability to build a mecha- nism for true collaboration through involving law enforcement, schools, human services agencies, grass roots and faith-based community organizations, and parents and business people. Many districts across the State have established collaborative relationships in order to promote safer schools. Guiding Principles A school safety planning workgroup of key State agencies with expertise in school safety, violence prevention, and risk management developed a set of guiding principles for school safety planning. The principles are as follows. Schools should build on what is already in place. Many school districts and school buildings have already developed school safety and violence prevention plans. These should be used as the founda- tion for meeting the new requirements. Plans should be developed through an open process with broad community participation. Students, parents, teachers, school leaders, public safety agencies and other key partners should be involved in plan development in a meaningful way. Broad participation by community members will gain their acceptance and support of school plans. Planning should be comprehensive, encompassing activities from early prevention through crisis response. In addressing the intent of the law, schools should focus on a process-driven approach to planning rather than on a checklist of activities that must be done. Planning should be based on an assessment of data. School safety plans will be more responsive to particular school needs when data related to the school is used as a basis for planning. Plans should be user-friendly, easy to read, and understandable. The plans should be widely dissemi- nated within the community to foster broad acceptance and participation. Plans should clearly define roles and responsibilities. It is crucial that all key people know their roles and responsibilities, as well as the roles and responsibilities of others in the event of a crisis situation. Plans should also include contingency provisions to enable implementation when key individuals are unavailable or not in a position to perform their roles. Staff development should be included in the planning process. For plans to be effective, staff and other involved individuals need to develop their knowledge and skills about the components in the plans and actions to be taken for implementing the components in appropriate situations. Plans should be coordinated with nonpublic schools and recognize the needs of special school popu- lations. Students and staff with disabilities, limited English speaking students and other special stu- dent populations should be addressed in all plans. Plans should be continually reviewed and updated to remain current. Changes in personnel, local con- ditions and other factors necessitate periodic review and updating of plans to ensure their applicabili- ty to current conditions. Continued 9 Project SAVE Guidelines For Developing School Safety Plans, continued Notes of Caution The school safety planning workgroup also developed a list of suggestions based upon their prior experience in similar planning efforts that may be helpful to schools. These include the following: Dont reinvent the wheel. Schools should build upon existing plans and activities, as well as draw upon the experiences of others who have developed and implemented effective plans. Leadership is needed throughout the planning process. School and community leadership needs to be continuously provided to build and maintain the momentum for effective planning. Effective planning takes time. The planning process must include adequate time in order to ensure broad participation and active involvement of key partners in the development of plans. Beware of packaged products. The temptation to seek an easy solution by purchasing or obtaining an off the shelf, prepackaged school safety plan should be avoided as a way to meet the new requirements. Consider formal agreements, if necessary. Changes in personnel, new organizational arrangements or other factors within the schools and/or partner agencies may necessitate formal agreements with peri- odic review and updates to ensure the viability of plans over time. A Planning Framework The following framework may prove useful as school safety teams prepare plans at the district and school building levels. For districts that have already prepared their plans, or have substantially complet- ed their own planning process, the information below can be a useful tool for ensuring that their plans have addressed all legislative requirements. First: A sample format for both the district-wide and building-level school safety plans has been provided following this section of the document. A Building-level Emergency Response Plan Sample Summary format for public hearings is also provided. Both the District-wide School Safety Plan and the Building-level Emergency Response Plan contain a series of requirements that must be included in the plans. These requirements have been organized into a series of broad categories that group similar activi- ties and strategies in order to reduce any redundancy and/or overlap in policies and procedures. Sample plans for both the District-wide School Safety Plan and the Building-level Emergency Response Plan that are included in this document are organized according to these four categories: General Considerations and Planning Guidelines Risk Reduction/Prevention and Intervention Response Recovery Recovery is also referred to as postvention and includes those initiatives taken after a violent inci- dent or other traumatic event has occurred. Continued 10 Project SAVE Guidelines For Developing School Safety Plans, continued Second: A series of resources have been developed to assist in developing school safety plans. Those resources are contained in the appendices of this document and will be helpful in the planning process. The first resource is a chart that provides an easy reference guide for districts and schools to identify the requirements in Commissioners Regulations, Section 155.17. This chart represents only the mini- mal requirements required in the regulations. Many schools may wish to add additional components to meet their individual needs. The second resource represents a series of guiding questions that have been developed by the school safety planning workgroup for each of the four categories in the District-wide School Safety Plan and in the Building-level Emergency Response Plan. These guiding questions have been developed to serve as a tool to identify the key requirements and other considerations to be addressed in the plans. School districts or individual buildings may wish to add additional questions for consideration to meet their individual needs. The third resource is a Project SAVE School Safety Plan Worksheet that has been developed as a plan- ning tool. The worksheet allows for the organizing of all the key information about policies and proce- dures in a convenient and easy-to-use format. This tool may be useful to districts and schools as a tool for the school safety teams to use in the planning process. This tool contains the following sections to identify: whether the District-wide or Building-level School Safety Team is using the format; which component of the plan is being considered; which specific requirement is to be addressed; guiding questions to stimulate discussion; external and internal resources that could be used; the tasks and activities that could assist the planning team in the planning process; and a summary of the decisions or options selected by the district or school building. The fourth resource is a listing of all relevant State agencies and appropriate local contacts to assist in the planning process. The fifth resource is a series of websites which can be useful to school districts and to individual buildings to answer questions or provide information regarding general or specific issues about school safety planning. The sixth resource is a listing of print documents that school districts or individual school buildings have found useful in the planning process. Continued 11 Project SAVE Guidelines For Developing School Safety Plans, continued Using the Sample Formats and Resources as a Framework for Planning The framework for planning provided in this document can be a useful tool to ensure that all impor- tant elements are included in the district and building plans. It also provides an easy-to-use format for communicating among individuals and groups participating in the planning process. The following steps provide one way of using the framework for developing school safety plans: Review the guiding principles and the notes of caution in this section with the school safety planning teams. Combined with knowledge of the law and regulations, they provide a good starting point for discussion among planning team members on where to begin the planning process. Based upon their knowledge and their experiences, team members may wish to modify, adapt and/or add principles or notes of caution that more fully reflect local needs and conditions. Determine if the four categories (General Considerations and Planning Guidelines, Risk Reduction/Prevention and Intervention, Response, and Recovery) are useful ways of organizing school safety planning activities for your district or school. These categories are suggested as one way of grouping similar tasks and activities for ensuring that all required elements are included in the district and school building plans. Depending upon local needs, planning team members may wish to consider other categories for grouping activities that may be more appropriate in the local setting. Use the guiding questions as an initial checklist of items that need to be addressed in the school safety plans. The guiding questions incorporate all the required components that need to be addressed in the plans. In many instances, schools have already developed policies and procedures that can be used in their new plans. In other cases, the guiding questions will serve to identify areas where additional work or more comprehensive approaches may be needed. Based upon their own experiences within the local school and community, planning team members may suggest additional questions that should be considered in developing the plans. Review the Project SAVE School Safety Plan Worksheet with planning team members. Examine the list of plan requirements. Discuss and clarify with team members what is included within each requirement so everyone has a clear understanding of what needs to be included in the plan. Examine existing plans already developed by the district or school to determine which requirements may need further development. Select a set of guiding questions that planning team members agree need to be addressed for any requirement. For example, if a district has not yet developed program initiatives for prevention and intervention strategies based on the district assessment, the guiding questions may be helpful to stimu- late discussion. Identify the resources that are known and available to the district for use by the planning team in developing the school safety plan. A listing of these resources on the worksheet will enable all indi- viduals to better understand the resources that were used as a basis for selecting certain strategies or activities. Under external resources, for example, the U.S. Education Departments document Early Warning, Timely Response may be the key external resource used to help school and community Continued 12 Project SAVE Guidelines For Developing School Safety Plans, continued members better understand early warning signs of potentially violent behaviors. Similarly, the school districts current school emergency management plan may be a key internal resource used to meet certain new requirements. Determine the tasks and activities that need to be completed in order to develop all the required com- ponents in the school safety plan. For example, a policy for reducing potential acts of violence may call for a new system for the registration of all visitors and the wearing of a visitor pass when an individual visits any school. The task could be to establish visitor protocols for school visitors, with activities including: developing sign in sheets, identifying the roles and responsibilities of school staff when a visitor arrives, and specifying rules for school visitations. The planning worksheets can be used to document the person(s) or group who will complete the activities, and the timeframe for their completion. Prepare a concise summary of the key strategies and activities included in each category as a way of summarizing for all individuals the important elements in the school safety plan. Review and consider the Sample Outlines for the District-wide and Building-level School Safety Plans as a potential format for developing the school safety plans. Sample outlines are provided as one way of organizing the information for presentation in the plan. These sample plans provide the structure for the information to be entered for each plan at the district and building levels. For the School Building-level Emergency Response Plan, a sample summary outline is also provided since the plan itself is confidential and legislation requires that only a summary be provided for public comment. Some districts may have already developed their plans in another format or are considering organizing their plan differently. While no single format is required, all legislative and regulatory components must be included in the plans. In conclusion, the New York State Education Department understands that school districts across the state are in varying phases of planning. Some districts have comprehensive school safety plans in place that have been tested over a period of time, and will have few adjustments to make in order to comply with the Commissioners Regulations, Section 155.17. Other districts may need further assistance to meet all of the requirements in the regulations. The sample outlines and resources made available in this guide are designed to assist all districts in their planning process. 13 Project SAVE PROJECT SAVE (Safe Schools Against Violence in Education) SAMPLE OUTLINE For District-wide School Safety Plan Commissioners Regulation 155.17 Introduction Discussion: The Introduction is used to provide infor mation about t he background of the plan. Since the district-wide plan is subject to public comment pr ior to its adoption, the introductory section offers an oppor tunity for a district to provide impor tant background information, describe its philosophy that guided the planning process, and include any other information t hat may aid people who will be reviewing the plan. The district may state its intent to invite the greater school community to assist in providing a safe school environment, and discuss the col- laboration that is critical to the plan. The district may also want to discuss its process of needs assessment and the data sources used to develop t he plan, including any data specific to the need for the plan and any information that is relevant to violence prevention and school safety. The sample introduction provided below is one potential format for consideration to initiate this section. Distr ict specific information should be added to reflect the individual characteristics of t he school district. Emergencies and violent incidents in school districts are critical issues that must be addressed in an expeditious and effective manner. Districts are required to develop a District-wide School Safety Plan designed to prevent or minimize the effects of serious violent incidents and emergencies and to facilitate the coordination of the district with local and county resources in the event of such incidents or emergen- cies. The district-wide plan is responsive to the needs of all schools within the district and is consistent with the more detailed emergency response plans required at the school building level. Districts are at risk of a wide variety of acts of violence, natural, and technological disasters. To address these threats, the State of New York has enacted the Safe Schools Against Violence in Education (SAVE) law. This component of Project SAVE is a comprehensive planning effort that addresses risk reduction/prevention, response, and recovery with respect to a variety of emergencies in the school district and its schools. Describe the process used by the district in developing this school safety plan, including any strate- gies such as community or student involvement and collaboration. The district may describe the data or process used for needs assessment and implementation of the plan to meet the individualized needs of the district in keeping with the intent of Project SAVE. The ____________ School District supports the SAVE Legislation, and intends to engage in a plan- ning process. The Superintendent of Schools encourages and advocates on-going district-wide coopera- tion and support of Project SAVE. Continued 14 Project SAVE Sample Outline for District-Wide School Safety Plan, continued Section I: General Considerations and Planning Guidelines Discussion: Section I is used to provide information about key considerations and planning guidelines t hat were used in developing the district-wide plan. The sample for mat shown below, for example, includes the purpose of t he plan; an identification of the District-wide School Safety Team; an identification of the overall concepts of operation included in the plan; and a descr iption of the plan review and public comment process t hat will be used in the district. As the district develops t his section of its plan, specific information should be provided, such as the names and positions/affiliations of individuals on the planning team; how this plan supports the development and coordination of the Building-level Emergency Response Plans. This may be a section where the district describes what data collection methods it intends to use to identify school safety issues, how the data will be analyzed, which problems it wishes to resolve, and what implementation and evaluation strategies it will develop. Inclusion of procedures for public review and comment on the plan; date(s) for review and adoption of the plan by t he Board of Education; and any other information deemed per tinent should be included in this section. A. Purpose The _________ District-wide School Safety Plan was developed pursuant to Commissioners Regulation 155.17. At the direction of the _____________ School District Board of Education, the Superintendent of ______________ School District appointed a District-wide School Safety Team and charged it with the development and maintenance of the District-wide School Safety Plan. B. Identification of School Teams The __________ School District has appointed a District-wide School Safety Team consisting of, but not limited to, representatives of the School Board, students, teachers, administrators, parent organizations; school safety personnel; and, other school personnel. The members of the team and their positions or affiliations are as follows: ________________ C. Concept of Operations Describe how the District-wide School Safety Plan is directly linked to the individual Building-level Emergency Response Plans for each school building. Protocols reflected in the District-wide School Safety Plan will guide the development and implementation of individual Building-level Emergency Response Plans. Describe the methodology used to develop the district-wide plan, including the involvement of the com- munity and what data were used to determine the key elements of the plan. Indicate that in the event of an emergency or violent incident, the initial response to all emergencies at an individual school will be by the School Emergency Response Team, and what processes are in place to notify the district. Indicate that upon the activation of the School Emergency Response Team, the Superintendent of Schools or his/her designee will be notified and, where appropriate, local emergency officials will also be notified. Describe how county and state resources could supplement the districts efforts through existing protocols. Continued 15 Project SAVE Sample Outline for District-Wide School Safety Plan, continued D. Plan Review and Public Comment Pursuant to Commissioners Regulation, Section 155.17 (e)(3), this plan will be made available for pub- lic comment at least 30 days prior to its adoption. The district-wide plan may be adopted by the School Board only after at least one public hearing that provides for the participation of school personnel, par- ents, students and any other interested parties. The plan must be formally adopted by the Board of Education. Full copies of the District-wide School Safety Plan and any amendments will be submitted to the New York State Education Department within 30 days of adoption. This plan will be reviewed periodically during the year and will be maintained by the District-wide School Safety Team. The required annual review will be completed on or before July 1 of each year after its adoption by the Board of Education. A copy of the plan will be available at __(location)___. Section II: Risk Reduction/Prevention and Intervention Discussion: Section II of the plan is used to identify and describe the districts policies and proce- dures for reducing the risk of violence; implementing programs and activities for prevention of violence; and establishing clear descriptions of actions that will be taken in t he event of a vio- lent incident or ot her school emergency. Research demonstrates that positive, skills-based approaches can increase t he safety of students and teachers in school, as well as improve the community climate. The sample format below provides an example for consideration by districts of one way of organizing t he information in the plan. A. Prevention/Intervention Strategies Program Initiatives Describe the programs and activities the district has used for improving communication among stu- dents and between students and staff, and reporting of potentially violent incidents, such as the estab- lishment of: Non-violent conflict resolution training programs, Peer mediation programs and youth courts, Extended day and other school safety programs, Youth-run programs, Creating a forum or designating a mentor for students concerned with bullying or violence, Establishing anonymous reporting mechanisms for school violence, and Others based on district needs. The district may also want to describe what strategies it may develop, based on its needs assessment, to create a positive, safe learning environment for students, such as community involvement in the schools, mentoring programs, or adjusting scheduling to minimize potential for conflicts or altercations. Continued 16 Project SAVE Sample Outline for District-Wide School Safety Plan, continued Training, Drills, and Exercises Describe the policies and procedures for annual multi-hazard school safety training for staff and stu- dents, including the strategies for implementing training related to multi-hazards. For example, the district may have established one or more of the following procedure(s) for annual multi-hazard school safety training for staff and students and would explain these procedures in this section: early go-home drill; table top exercise; live drill; and Emergency Management Team exercise. Describe the procedures the district uses for the review and conduct of drills and other exercises to test the components of the emergency response plan, including the use of tabletop exercises in coor- dination with local and county emergency response and preparedness officials. Provide a description of the duties, hiring and screening process, and required training of hall moni- tors and other school safety personnel acting in a school security capacity. This description could include collaborative agreements made by the district with state and local law enforcement officials designed to ensure that school safety officers and other security personnel are adequately trained, including training to de-escalate potentially violent situations. Implementation of School Security Provide a description of the policies and procedures related to school building security, including, where appropriate, the use of school safety officers and or/security devices or procedures. Examples of school building security measures could include: entrance guard; hall monitor; visitor badge/sign- in procedure; video surveillance; metal detectors including building and/or handheld; security offi- cer; security audit; dog; and random search. Vital Educational Agency Information Describe how the district maintains certain information about each educational agency located in the school district, including information on: school population, number of staff, transportation needs, and the business and home telephone numbers of key officials of each such educational agency. B. Early Detection of Potentially Violent Behaviors Explain how the district would implement policies and procedures for the dissemination of informative materials regarding the early detection of potentially violent behaviors, including, but not limited to: the identification of family, community and environmental factors to teachers, administrators, parents and other persons in parental relation to students of the school district or board, students and other per- sons deemed appropriate to receive such information. The district may also want to describe programs, training, and services the district may develop to prepare for violent incidents and lessen their impact, such as staff training in identifying early warning signs in students, early intervention/prevention strate- gies, or development of violence prevention instruction for all staff. C. Hazard Identification Identify sites of potential emergency, which could also include the process for identifying the sites, the potential internal or external hazards or emergency situations identified, and the location of potential sites. The list of sites of potential emergency may include: all school buildings, playground areas, prop- erties adjacent to schools, on and off-site athletic fields, buses, off-site field trips and others that the districts planning team chooses to identify. Continued 17 Project SAVE Sample Outline for District-Wide School Safety Plan, continued Section III: Response Discussion: Section III of t he plan is used to identify and descr ibe the districts policies and pro- cedures for responding to acts of violence and other school emergencies. The sample plan for- mat below provides one way for organizing important infor mation about the districts plans for response, including potential policies for communication; responses to specific situations; response protocols; and procedures for obtaining, or providing, emergency assistance in coop- eration with local government officials. A. Notification and Activation (Internal and Ext ernal Communications) Describe the policies and procedures for contacting appropriate law enforcement officials in the event of a violent incident. The districts procedures might include maintaining a list of local law enforcement agencies, and the designation of the individual who is authorized to contact the law enforcement agen- cies. Describe the system that has been established for informing all educational agencies within a school dis- trict of a disaster or an act of violence. The system could include the following forms of communication: Telephone Intercom Fax/Email Local Media District Radio System Emergency Alert System (EAS) NOAA Weather Radio Others as appropriate The system may specify that in the event of an emergency, or impending emergency, the district will notify all principals/designees of facilities within the district to take the appropriate action. Describe the policies and procedures to contact parents, guardians or persons in parental relation to the students in the event of a violent incident or an early dismissal. The district might include using local media in some instances, or using a phone tree with emergency contact cards provided by students. B. Situational Responses Multi-Hazard Response Describe the districts multi-hazard response plans for taking actions in an emergency that may include the following situations: Threats of Violence Intruder Hostage/Kidnapping Explosive/Bomb Threat Natural/Weather Related Hazardous Material Civil Disturbance Biological School Bus Accident Radiological Gas Leak Epidemic Others as determined by the District-wide School Safety Team Continued 18 Project SAVE Sample Outline for District-Wide School Safety Plan, continued Responses to Acts of Violence: Implied or Direct Threats Describe the districts policies and procedures for responding to implied or direct threats of violence by students, teachers, other school personnel and visitors to the school. The following types of proce- dure(s) could be used by the district: Use of staff trained in de-escalation or other strategies to diffuse the situation. Inform Building Principal of implied or direct threat. Determine level of threat with Superintendent/Designee. Contact appropriate law enforcement agency, if necessary. Monitor situation, adjust response as appropriate, include the possible use of the Emergency Response Team. The district may also describe the training and professional development that is available to assist per- sonnel, such as training in de-escalation or identification of early warning signs of potentially violent behavior. Acts of Violence Describe the districts policies and procedures for responding to acts of violence by students, teachers, other school personnel and visitors to the school, including consideration of zero-tolerance policies for school violence. The following types of procedure(s) could be used by the district: Determine level of threat with Superintendent/Designee. If the situation warrants, isolate the immediate area and evacuate if appropriate. Inform Building Principal/Superintendent. If necessary, initiate lockdown procedure, and contact appropriate law enforcement agency. Monitor situation; adjust response as appropriate; if necessary, initiate early dismissal, sheltering or evacuation procedures. Response Protocols Identify the districts selection of appropriate responses to emergencies, including protocols for responding to bomb threats, hostage takings, intrusions and kidnappings. The following protocols are provided as examples: Identification of decision makers. Plans to safeguard students and staff. Procedures to provide transportation, if necessary. Procedures to notify parents. Procedures to notify media. Debriefing procedures. Continued 19 Project SAVE Sample Outline for District-Wide School Safety Plan, continued Arrangements for Obtaining Emergency Assistance from Local Government Provide a description of the arrangements for obtaining assistance during emergencies from emergency services organizations and local government agencies. The following examples are the types of arrangements that could be used by the district: Superintendent/Designee in an emergency contacts dispatch point or 911 center for fire or EMS response. Superintendent/Designee contacts highest-ranking local government official for notification and/or assistance. Procedures for Obtaining Advice and Assistance from Local Government Officials Identify the procedures the district will use for obtaining advice and assistance from local government officials including the county or city officials responsible for implementation of Article 2-B of the Executive Law. The types of procedures for obtaining advice and assistance from local governments during countywide emergencies could include the following: Superintendent/Designee in an emergency will contact emergency management coordinator and/or the highest-ranking local government official for obtaining advice and assistance. The district has identified resources for an emergency from the following agencies: (examples include the Red Cross, fire department, police, private industry, private individuals, religious organizations and others). District Resources Available for Use in an Emergency Identify the district resources which may be available during an emergency, which could include the identification of resources, such as facilities, buses and trucks. Procedures to Coordinate the Use of School District Resources and Manpower during Emergencies Describe the districts procedures to coordinate the use of school district resources and manpower dur- ing emergencies, including the identification of the officials authorized to make decisions and the staff members assigned to provide assistance during emergencies. Protective Action Options Describe plans for taking the following actions in response to an emergency where appropriate: school cancellation, early dismissal, evacuation, and sheltering. Examples of actions could include the follow- ing and could be made in cooperation with local emergency responders: School cancellation Monitor any situation that may warrant a school cancellation decision maker/team. Make determination decision maker. Contact local media. Early dismissal Monitor situation decision maker/team. If conditions warrant, close school decision maker. Contact Transportation Supervisor to arrange transportation. Continued 20 Project SAVE Sample Outline for District-Wide School Safety Plan, continued Contact local media to inform parents of early dismissal Incident Reporting Form. Set up an information center so that parents may make inquiries as to the situation. Retain appropriate district personnel until all students have been returned home. Evacuation (before, during and after school hours, including security during evacuation and evacua- tion routes) Determine the level of threat Superintendent/Designee. Contact Transportation Supervisor to arrange transportation Designee. Clear all evacuation routes and sites prior to evacuation. Evacuate all staff and students to pre-arranged evacuation sites. Account for all student and staff population. Report any missing staff or students to Building Principal. Make determination regarding early dismissal Designee. If determination was made to dismiss early, contact local media to inform parents of early dis- missal Incident Reporting Form. Ensure adult supervision or continued school supervision/security. Set up an information center so that parents may make inquires as to the situation. Retain appropriate district personnel until all students have been returned home. Sheltering sites (internal and external) Determine the level of threat Superintendent/Incident Commander/Designee. Determine location of sheltering depending on nature of incident. Account for all students and staff. Report any missing staff or students to designee. Determine other occupants in the building. Make appropriate arrangements for human needs. Take appropriate safety precautions. Establish a public information officer to provide information and current status of the situation to parents and other inquiring parties. Retain appropriate district personnel until all students have been returned home. Continued 21 Project SAVE Sample Outline for District-Wide School Safety Plan, continued Section IV: Recovery Discussion: Section IV of the plan is used to identify and describe the districts actions that will be taken after acts of threats or actual violent incidents or other emergencies that have had a major effect on the well being of students, school staff and the community at large. Project SAVE requires coordination of Building-level School Safety Plans with the statewide plan for dis- aster mental health services to assure that schools have access to federal, state and local men- tal healt h resources in the event of a violent incident. If the district chooses, Section IV can be used as the overall guidance for recovery that can facilitate plans at the building level. Educators can also use the recovery, sometimes referred to as t he postvention phase, to evalu- ate its current plan, and develop additional strategies, such as school safety team training in cri- sis management and development of post-cr isis procedures to restore safe school environments. A. District Support for Buildings Describe how district resources will support the Emergency Response Teams and the Post-Incident Response Teams in the affected school(s). B. Disaster Mental Health Services Describe how the district office will assist in the coordination of Disaster Mental Health Resources, in support of the Post-Incident Response Teams, in the affected school(s). The district may wish to describe how the recovery phase will result in reevaluation of current vio- lence prevention and school safety activities and what the school can do to improve its plan. SUGGESTED APPENDICES (Not required to be filed with the Commissioner of Education) Appendix 1: Listing of all school buildings covered by the District-wide School Safety Plan with addresses of build- ings, and contact names and telephone numbers for building staff. Appendix 2: Copies of all Building-level Emergency Response Plans. Identification of local and state law enforce- ment agencies where building-level plans are filed. Appendix 3: Memoranda of Understanding or agreements relevant to implementation of the District-wide School Safety Plan and, where appropriate, Building-level Emergency Response Plans. 22 Project SAVE PROJECT SAVE (Safe Schools Against Violence in Education) SAMPLE OUTLINE For Building-level Emergency Response Plan Commissioners Regulation 155.17 Introduction Discussion: The Introduction is used to provide information about the background of the Building- level Emergency Response Plan, including how the plan is coordinated with the District-wide School Safety Plan. Since a summary of the Building-level Emergency Response Plan is subject to public comment prior to its adoption, the introductory section offers the opportunity for a building to provide impor tant background information, describe its philosophy that guided the planning process, and include any other information that may aid people who will be reviewing a summary of the plan. The sample introduction provided below is one potential format for consideration and building-specific information should be included. Emergencies in schools must be addressed in an expeditious and effective manner. Schools are at risk of acts of violence, natural, and manmade disasters. To address these threats, the State of New York has enacted the Safe Schools Against Violence in Education (SAVE) law. Project SAVE is a comprehensive planning effort that addresses prevention, response, and recovery with respect to a variety of emergencies in schools. Describe the process used by the building in developing this Building-level Emergency Response Plan, including any strategies such as community or student involvement and collaboration. The school may describe the data or process used for needs assessment and implementation of the plan to meet the individualized needs of the school in keeping with the intent of Project SAVE. The ____________ School District supports the SAVE Legislation, and intends to facilitate the planning process. The Superintendent of Schools encourages and advocates on-going district-wide cooperation and support of Project SAVE. Section I: General Considerations and Planning Guidelines Discussion: Section I is used to provide information about key considerations and planning guide- lines that were used in developing the building-level plan. The sample format shown below, for example, includes the purpose of the plan; an identification of the building-level teams including the School Safety Team, the School Emergency Response Team, and the Post-incident Response Team; an identification of the overall concepts of operation included in the plan; and a description of the plan review and public comment process that will be used for the buildings plan. As the school building develops this section of its plan, specific information should be provided, such as the names and positions/affiliations of individuals on the schools teams; procedures for public review and comment on the plan; date(s) for review and adoption of the plan by the Board of Education and any other information deemed pertinent for inclusion in this section. Continued 23 Project SAVE Sample Outline for Building-Level Emergency Response Plan, continued A. Purpose The ______________ Schools Building-level Emergency Response Plan was developed pursuant to Commissioners Regulation 155.17. At the direction of the _____________ School District Board of Education, the Principal of ______________ School appointed a Building-level School Safety Team and charged it with the development and maintenance of the Building-level Emergency Response Plan. B. Identification of School Teams The _____________ School has developed three emergency teams: Building-level School Safety Team Building-level School Emergency Response Team Building-level Post-incident Response Team Provide a description of the roles of each team. C. Concept of Operations The initial response to all emergencies at ________________ School will be by the School Emergency Response Team. Upon the activation of the School Emergency Response Team, the Superintendent of Schools or his/her designee will be notified and, where appropriate, local emergency officials will also be notified. Efforts may be supplemented by county and state resources through existing protocols. D. Plan review and public comment Pursuant to Commissioners Regulation, Section 155.17 (e)(3), a summary of this plan will be made available for public comment at least 30 days prior to its adoption. Building-level plans may be adopted by the School Board only after at least one public hearing that provides for the participation of school personnel, parents, students and any other interested parties. The plans must be formally adopted by the Board of Education. Building-level Emergency Response Plans shall be confidential and shall not be subject to disclosure under Article 6 of the Public Officers Law or any other provision of law, in accordance with Education Law Section 2801-a. Full copies of the Building-level Emergency Response Plan will be supplied to both local and State Police within 30 days of adoption. This plan will be reviewed periodically during the year and will be maintained by the Building-level School Safety Team. The required annual review will be completed on or before July 1 of each year after its adoption by the Board of Education. Continued 24 Project SAVE Sample Outline for Building-Level Emergency Response Plan, continued Section II: Risk Reduction/Prevention and Intervention Discussion: Section II of t he plan is used to identify and descr ibe the buildings policies and pro- cedures for reducing the r isk of violence; implementing programs and activities for prevention of violence; and establishing clear descriptions of actions that will be taken in the event of a vio- lent incident or other school emergency. The sample format below provides an example of one way of organizing the information in the Building-level Emergency Response Plan. A. Designation of School Teams Identify the members of the Building-level School Safety Team, including the following members required by regulation: School safety personnel Local law enforcement officials Representatives of teacher, administrator, and parent organizations Local ambulance and other emergency response agencies Other representatives the Board of Education or Chancellor in New York City deems appropriate Other school personnel Community members Identify the members of the Building-level Emergency Response Team, including the following mem- bers required by regulation: Appropriate school personnel Local law enforcement officials Representatives from local, regional, and/or State emergency response agencies Identify the members of the Building-level Post-incident Response Team, including the following mem- bers required by regulation: Appropriate school personnel Medical personnel Mental health counselors Others who can assist the school community in coping with the aftermath of a serious violent incident or emergency Continued 25 Project SAVE Sample Outline for Building-Level Emergency Response Plan, continued B. Prevention/Intervention Strategies Building Personnel Training Training for emergency teams and safety officers, including de-escalation training, should be conducted as determined in the district-wide plan. This section of the buildings plan could be used to describe the training provided to all personnel acting in a school security capacity in the building. Coordination with Emergency Officials Describe the procedures for an annual review and the conduct of drills and exercises to test components of this schools plan, including the use of tabletop exercises, in coordination with local and county emergency responders and preparedness officials. Describe the role that the Emergency Response Team plays in coordinating these exercises. Annual Multi-hazard Training for Staff and Students The District-wide School Safety Plan requires annual multi-hazard training for students and staff. This section of the schools plan could describe how this training will be provided to staff and students in the building. C. Identification of Sites of Pot ential Emergencies The District-wide School Safety Plan requires an identification of sites of potential emergency. This sec- tion of the school buildings plan can be used to describe how the Building-level School Safety Team will work to identify both internal and external hazards that may warrant protective actions, such as the evacuation and sheltering of the school population. Section III: Response Discussion: Section III of the plan is used to identify and describe t he school buildings policies and procedures for responding to acts of violence and other school emergencies. The sample plan format below provides one way for organizing important infor mation about t he buildings plans for response, including assignment of responsibilities, continuity of operations during an emergency, notification and activation of the plan, guidelines for specific emergencies and haz- ards, evacuation procedures, and crime scene security. A. Assignment of Responsibilities Provide a description of the chain of command consistent with the National Interagency Incident Management System (NIIMS)/Incident Command System (ICS) that will be used in response to an emergency including the role of the Building-level Emergency Response Team. In the event of an emer- gency, the response team may adapt NIIMS/ICS principles based on the needs of the incident. B. Continuity of Operations This section can be used to describe how the building will continue operations during an emergency. A potential format for describing continuity of operations is as follows: Continued 26 Project SAVE Sample Outline for Building-Level Emergency Response Plan, continued In the event of an emergency, the Building Principal or his/her designee will serve as Incident Commander. The School Incident Commander may be replaced by a member of a local emergency response agency. After relinquishing command, the Building Principal or his/her designee may be asked to serve in a sup- port role as part of a Unified Incident Command, if established, by the local emergency response agency. The school will establish a chain of command to ensure continuity of operations. C. Access to Floor Plans Describe the procedures that have been developed to assure that crisis response, fire and law enforce- ment agencies have access to floor plans, blueprints, schematics or other maps of the schools interior, school grounds and road maps of the immediate surrounding area. D. Notification and Activation Describe the internal and external communication systems that will be used in emergencies. The description could include, by way of example, some or all of the following: Telephone Bull horns Intercom Bus radio system District radio system (portables) Runner system Local media NOAA Weather Radio Emergency Alert System (EAS) This section could also include the following elements concerning notification and activation of the Building-level Emergency Response Plan: The report of an incident or a hazards development will be reported to the Building Principal or his/her designee as soon as possible following its detection. In the event of an emergency, the Building Principal or his/her designee will notify all building occupants to take the appropriate protective action. Further district notification procedures will be addressed as outlined in the district-wide plan. E. Hazard Guidelines The District-wide School Safety Plan includes multi-hazard response plans for taking actions in response to an emergency. This section of the buildings plan could be used to describe building-specific guidelines that could include the following types of emergencies: Threats of Violence Intruder Hostage/Kidnapping Explosive/Bomb Threat Natural/Weather Related Hazardous Material Civil Disturbance Biological School Bus Accident Radiological Gas Leak Epidemic Others as determined by the Building-level School Safety Team Continued 27 Project SAVE Sample Outline for Building-Level Emergency Response Plan, continued F. Evacuation Procedures Describe the policies and procedures that have been developed for the safe evacuation of students, teach- ers, other school personnel and visitors to the school in the event of a serious violent incident which include at least the following: Evacuation before, during and after school hours (including security during evacuation) Evacuation routes (internal & external) Sheltering sites (internal & external) Procedures for addressing medical needs Transportation Emergency notification of persons in parental relation to the students Other procedures as determined by the Building-level Safety Team. G. Security of Crime Scene Describe the policies and procedures that have been established for securing and restricting access to the crime scene in order to preserve evidence from being disturbed or destroyed in cases of violent crimes on school property. Examples of policies and procedures that may be considered include the following: The Building Principal or designee is responsible for crime scene security until relieved by law enforcement officials. No items shall be moved, cleaned, or altered without prior approval from the appropriate law enforcement agency. Nothing in this section should be interpreted to preclude the rescue and aid of injured persons. Section IV: Recovery Discussion: Section IV of the plan is used to identify and describe the buildings actions that will be taken after a severe act of violence or ot her emergency that has had a major effect on the well being of students, school staff and t he community at large. Project SAVE requires coordina- tion of Building-level School Safety Plans with the statewide plan for disaster mental health ser vices to assure that schools have access to federal, state and local mental health resources in the event of a violent incident. Describe how the Building-level Emergency Response Plan will be coordinated with the statewide plan for disaster mental health services to assure that the school has access to federal, state and local mental health resources in the event of a violent incident. An example of the types of recovery actions that a building could consider, including the provision of mental health resources, is as follows: The buildings Post-incident Response Team has developed the following procedures for dealing with post-incident response: Continued 28 Project SAVE Sample Outline for Building-Level Emergency Response Plan, continued Short term Mental health counseling (students and staff) Building security Facility restoration Post-incident response critique Other Long term Mental health counseling (monitor for post-traumatic stress behavior) Building security Mitigation (to reduce the likelihood of occurrence and impact if it does occur again) Other SUGGESTED APPENDICES Appendix 1: District Street Map: to include the emergency response traffic control map Appendix 2: Building floor plan/schematic maps, to include: Evacuation Routes Utility Shutoffs Emergency Response Area Layout Shelter Locations Appendix 3: District Organization in a manner consistent with NIIMS/ICS, including ICS Position Descriptions Appendix 4: Emergency Supplies Inventory Appendix 5: District-owned vehicle inventory: to include buses and other vehicles Appendix 6: American Red Cross Shelter agreement and layout map Appendix 7: Memoranda of Understanding Appendix 8: Name, address, and contact numbers of building staff Appendix 9: Local resources telephone numbers 29 Project SAVE PROJECT SAVE (Safe Schools Against Violence in Education) SAMPLE SUMMARY Building-Level Emergency Response Plan For Public Hearing Commissioners Regulation 155.17 Introduction Discussion: The Introduction is used to provide information about the background of the Building-level Emergency Response Plan, including how the plan is coordinated with the District- wide School Safety Plan. Since a summar y of t he Building-level Emergency Response Plan is subject to public comment prior to its adoption, the introductory section offers the opportunity for a building to provide impor tant background information, describe its philosophy that guid- ed the planning process, and include any other information t hat may aid people who will be reviewing a summary of the plan. The sample introduction provided below is one potential for- mat for consideration and building-specific information should be included. The entire introduc- tory section of the buildings plan could be used in the plan summary that will be made avail- able for public review. Legislation requires that Building-level Emergency Response Plans shall be confidential and shall not be subject to disclosure under Article 6 of the Public Officers Law or any other provision of law, in accordance with Education Law Section 2801-a. Pursuant to Commissioners Regulation 155.17 (e)(3), a summary of this plan is being provided for public comment 30 days prior to its adoption. The district-wide and building-level plans may be adopted by the School Board only after at least one public hearing that provides for the partici- pation of school personnel, parents, students and any other interested parties. The plans must be formally adopted by the Board of Education. Describe the process used by the building in developing this Building-level Emergency Response Plan, including any strategies such as community or student involvement and collaboration. The school may describe the data or process used for needs assessment and implementation of the plan to meet the individualized needs of the school in keeping with the intent of Project SAVE. Emergencies in schools must be addressed in an expeditious and effective manner. Schools are at risk of acts of violence, natural, and manmade disasters. To address these threats, the State of New York has enacted the Safe Schools Against Violence in Education (SAVE) law. Project SAVE is a comprehen- sive planning effort that addresses prevention, response, and recovery with respect to a variety of emer- gencies in schools. The ____________ School District supports the SAVE Legislation and intends to facilitate the plan- ning process. The Superintendent of Schools encourages and advocates on-going district-wide coopera- tion and support of Project SAVE. Continued 30 Project SAVE Sample Summary Building-Level Emergency Response Plan , continued Section 1: General Considerations and Planning Guidelines Discussion: This section is used to provide information about key considerations and planning guidelines that were used in developing t he building-level plan. The sample for mat shown below, for example, includes the purpose of the plan; an identification of the building-level teams including the School Safety Team, the School Emergency Response Team, and the Post- incident Response Team; an identification of the overall concepts of operation included in t he plan; and a description of the plan review and public comment process that will be used for the buildings plan. In the summar y of t he buildings plan, specific information should be provided, such as the names and positions/affiliations of individuals on the schools teams; procedures for public review and comment on the plan; date(s) for review and adoption of the plan by the Board of Education and any other information deemed pertinent for inclusion in this section. This entire section of the buildings plan could be used in the plan summar y that will be made available for public review. A. Purpose The ______________ Schools Building-level Emergency Response Plan was developed pursuant to Commissioners Regulation 155.17. At the direction of the _____________ School District Board of Education, the Principal of ______________ School appointed a Building-level School Safety Team and charged it with the development and maintenance of the School Emergency Response Plan. B. Identification of School Teams The _____________ School has developed three emergency teams: Building-level School Safety Team Building-level School Emergency Response Team Building-level Post-incident Response Team Provide a description of the roles of each team. C. Concept of Operations The initial response to all emergencies at ________________ School will be by the School Emergency Response Team. Upon the activation of the School Emergency Response Team, the Superintendent of Schools or his/her designee will be notified and, where appropriate, local emergency officials will also be notified. Efforts may be supplemented by county and state resources through existing protocols. D. Plan review and public comment This plan will be reviewed periodically during the year and will be maintained by the Building-level School Safety Team. The required annual review will be completed on or before July 1 of each year after its adoption by the Board of Education. Continued 31 Project SAVE Sample Summary Building-Level Emergency Response Plan , continued Pursuant to Commissioners Regulation 155.17 (e)(3), a summary of this plan will be made available for public comment at least 30 days prior to its adoption. The district-wide and building-level plans may be adopted by the School Board only after at least one public hearing that provides for the partici- pation of school personnel, parents, students and any other interested parties. The plans must be formal- ly adopted by the Board of Education. Building-level Emergency Response Plans shall be confidential and shall not be subject to disclosure under Article 6 of the Public Officers Law or any other provision of law, in accordance with Education Law Section 2801-a. Full copies of the Building-level Emergency Response Plan will be supplied to both local and State Police within 30 days of adoption. Plan Summary Section II: Risk Reduction/Prevention and Intervention Discussion: Section II of the schools plan is used to develop a summar y of the buildings poli- cies and procedures for reducing the risk of violence; implementing programs and activities for prevention of violence; and establishing clear descriptions of actions that will be taken in the event of a violent incident or other school emergency. The sample format below provides an example of one way of summar izing the information in the Building-level Emergency Response Plan. Building-specific information should be included in each section, except for where that information may jeopardize or hinder the school from carrying out its emergency response plan or endanger the healt h and safety of staff and students. A. Designation of School Teams A Building-level School Safety Team, including the members required by regulation, has been created. Members of the team include: school safety personnel; local law enforcement officials; representatives of teacher, administrator, and parent organizations; local ambulance and other emergency response agencies; community members; other school personnel; and other representatives appointed by the Board of Education. A Building-level Emergency Response Team, including the members required by regulation, has been created. Members of the team include: school personnel, local law enforcement officials, representatives from local, regional, and/or State emergency response agencies; and other appropriate incident response teams. A Building-level Post-incident Response Team, including the members required by regulation, has been created. Members of the team include: school personnel; medical personnel; mental health counselors; and others who can assist the school community in coping with the aftermath of a serious violent inci- dent or emergency. B. Prevention/Intervention Strategies Training for emergency teams and safety officers, including de-escalation training, has been conducted as determined in the district-wide plan. Continued 32 Project SAVE Sample Summary Building-Level Emergency Response Plan , continued Procedures for an annual review and the conduct of drills and exercises to test components of this schools plan, including the use of tabletop exercises, in coordination with local and county emergency responders and preparedness officials have been developed and will be implemented. The District-wide School Safety Plan requires annual multi-hazard training for students and staff. The schools plan describes how this training will be provided to staff and students in the building. C. Identification of Sit es of Pot ential Emergencies The District-wide School Safety Plan requires an identification of sites of potential emergency. The Building-level School Safety Team has identified both internal and external hazards that may warrant protective actions, such as the evacuation and sheltering of the school population. Section III: Response Discussion: Section III of the schools plan is used to develop a summary of the buildings poli- cies and procedures for responding to acts of violence and other school emergencies. The sam- ple format below provides an example of one way of summarizing the information in t he Building-level Emergency Response Plan for response, including assignment of responsibilities, continuity of operations during an emergency, notification and activation of the plan, guidelines for specific emergencies and hazards, evacuation procedures, and crime scene secur ity. Building-specific information should be included in each section, except for where t hat informa- tion may jeopardize or hinder the school from carr ying out its emergency response plan or endanger the health and safety of staff and students. A. Assignment of Responsibilities A chain of command consistent with the National Interagency Incident Management System (NIIMS)/Incident Command System (ICS) will be used in response to an emergency in the building. In the event of an emergency, the buildings response team may adapt NIIMS/ICS principles based on the needs of the incident. B. Continuity of Operations The building has developed procedures to continue operations during an emergency. C. Access to Floor Plans Procedures have been developed to ensure that crisis response, fire and law enforcement agencies have access to floor plans, blueprints, schematics or other maps of the schools interior, school grounds and road maps of the immediate surrounding area. D. Notification and Activation Procedures have been developed to ensure that crisis response, fire and law enforcement agencies have Continued 33 Project SAVE Sample Summary Building-Level Emergency Response Plan , continued access to floor plans, blueprints, schematics or other maps of the schools interior, school grounds and road maps of the immediate surrounding area. Internal and external communication systems have been developed that will be used in emergencies. Procedures are in place for notification and activation of the Building-level Emergency Response Plan. E. Hazard Guidelines The District-wide School Safety Plan includes multi-hazard response plans for taking actions in response to an emergency. The school buildings plan includes building-specific guidelines for the fol- lowing types of emergencies: (examples) Threats of Violence Intruder Hostage/Kidnapping Explosive/Bomb Threat Natural/Weather Related Hazardous Material Civil Disturbance Biological School Bus Accident Radiological Gas Leak Epidemic Others as determined by the Building-level School Safety Team F. Evacuation Procedures Policies and procedures have been developed for the safe evacuation of students, teachers, other school personnel and visitors to the school in the event of a serious violent incident which include at least the following: Evacuation before, during and after school hours (including security during evacuation) Evacuation routes (internal & external) Sheltering sites (internal & external) Procedures for addressing medical needs Transportation Emergency notification of persons in parental relation to the students Other procedures as determined by the Building-level School Safety Team. G. Security of Crime Scene Policies and procedures have been established for securing and restricting access to the crime scene in order to preserve evidence from being disturbed or destroyed in cases of violent crimes on school property. Continued 34 Project SAVE Sample Summary Building-Level Emergency Response Plan , continued Section IV: Recovery Discussion: Section IV of the schools plan is used to develop a summary of the buildings actions that will be taken after a severe act of violence or ot her emergency that has had a major effect on the well being of students, school staff and the community at large. Project SAVE requires coordination of Building-level Emergency Response Plans with the statewide plan for disaster mental health services to assure that schools have access to federal, state and local mental health resources in t he event of a violent incident. The sample format below provides an example for consideration by buildings of one way of summarizing the information in the building plan for recovery. Building-specific information should be included in each section, except for where that information may jeopardize or hinder the school from carr ying out its emergency response plan or endanger t he health and safety of staff and students. The Building-level Emergency Response Plan will be coordinated with the statewide plan for disaster mental health services to assure that the school has access to federal, state and local mental health resources in the event of a violent incident. Short term actions for recovery include: (examples) Mental health counseling (students and staff) Building security Facility restoration Post-incident response critique Other Long term actions for recovery include: (examples) Mental health counseling (monitor for post-traumatic stress behavior) Building security Mitigation (to reduce the likelihood of occurrence and impact if it does occur again) Other Continued 35 Project SAVE Sample Summary Building-Level Emergency Response Plan , continued SUGGESTED APPENDICES (Have been submitted to local and State Police with full plan) Appendix 1: District Street Map: to include the emergency response traffic control map Appendix 2: Building floor plans/schematic maps, to include at least: Evacuation Routes Utility Shutoffs Emergency Response Area Layout Shelter Locations Appendix 3: District Organization in a manner consistent with NIIMS/ICS, including ICS Position Descriptions Appendix 4: Emergency Supplies Inventory Appendix 5: District-owned vehicle inventory: to include buses and other vehicles Appendix 6: American Red Cross Shelter agreement and layout map Appendix 7: Memoranda of Understanding Appendix 8: Name, address, and contact numbers of building staff Appendix 9: Local resources telephone numbers. 36 Project SAVE Project SAVE APPENDICES 37 Project SAVE District-Wide School Safety Plans Regulatory Description of Components Component Regulatory Description Potential Emergency Identification of sites of potential emergency. Plans for Response to A description of plans for taking the following actions in Specific Emergencies* response to an emergency where appropriate: (a) school cancellation; (b) early dismissal; (c) evacuation; and (d) sheltering. Implied or Direct Threats of Violence Policies and procedures for responding to implied or direct threats of violence by students, teachers, other school personnel and visitors to the school. Acts of Violence Policies and procedures for responding to acts of violence by students, teachers, other school personnel and visitors to the school, including consideration of zero-tolerance policies for school violence. Prevention and Intervention Strategies Appropriate prevention and intervention strategies such as: (a) collaborative arrangements with state and local law enforce- ment officials, designed to ensure that school safety officers and other security personnel are adequately trained, including being trained to de-escalate potentially violent situations, and are effectively and fairly recruited; (b) non-violent conflict resolution training programs; (c) peer mediation programs and youth courts; and (d) extended day and other school safety programs. Law Enforcement in Violent Incident Policies and procedures for contacting appropriate law enforcement officials in the event of a violent incident. Assistance During Emergencies* A description of the arrangements for obtaining assistance during emergencies from emergency services organizations and local governmental agencies. Local Government Officials* The procedures for obtaining advice and assistance from local government officials, including the county or city officials responsible for implementation of Article 2-B of the Executive Law. Identification of District Resources* The identification of district resources which may be available for use during an emergency. Procedures to Coordinate Use of A description of procedures to coordinate the use of school School District Resources* district resources and manpower during emergencies, including identification of the officials authorized to make decisions and of the staff members assigned to provide assistance during emergencies. Contacting Parents, Guardians or Policies and procedures for contacting parents, guardians or Persons in Parental Relation persons in parental relation to the students of the district in the event of a violent incident or an early dismissal. *Does not apply to a school district in a city having more than one million inhabitants. Continued 38 Project SAVE District-Wide School Safety Plans, Regulatory Description of Components, continued School Building Security Policies and procedures relating to school building security, including, where appropriate, the use of school safety officers and/or security devices or procedures. Early Detection of Policies and procedures for the dissemination of informative Potentially Violent Behaviors materials regarding the early detection of potentially violent behaviors, including, but not limited to the identification of family, community and environmental factors to teachers, administrators, parents and other persons in parental relation to students of the school district or board, students and other persons deemed appropriate to receive such information. Annual Multi-Hazard Safety Training Policies and procedures for annual multi-hazard school safety training for staff and students. Test Components of the Procedures for review and the conduct of drills and other Emergency Response Plan exercises to test components of the emergency response plan, including the use of tabletop exercises, in coordination with local and county emergency responders and preparedness officials. Responses to Emergencies The identification of appropriate responses to emergencies, including protocols for responding to bomb threats, hostage- takings, intrusions, and kidnappings. Improving Communication Strategies for improving communication among students and with Students between students and staff and reporting of potentially violent incidents, such as the establishment of youth-run programs, peer mediation, conflict resolution, creating a forum or designating a mentor for students concerned with bullying or violence and establishing anonymous reporting mechanisms for school violence. Hall Monitors/Personnel Acting in a A description of the duties of hall monitors and any other school School Security Capacity safety personnel, the training required of all personnel acting in a school security capacity, and the hiring and screening process for all personnel acting in school security capacity. Informing All Educational Agencies* In the case of a school district, a system for informing all educational agencies within such school district of a disaster. Information About In the case of a school district, certain information about each Educational Agencies* educational agency located in the school district, including information on school population, number of staff, transportation needs and the business and home telephone numbers of key officials of each such agency. *Does not apply to a school district in a city having more than one million inhabitants. 39 Project SAVE Building-level Emergency Response Plans Regulatory Description of Components Component Regulatory Description Safe Evacuation Policies and procedures for the safe evacuation of students, teachers, other school personnel and visitors to the school in the event of a serious violent incident or other emergency which may occur before, during, or after school hours, which shall include evacuation routes and shelter sites and procedures for addressing medical needs, transportation and emergency notification to persons in parental relation to a student. Emergency and Post-Emergency Designation of an emergency response team and a post-incident Response Teams* response team. Floor Plans Procedures for assuring that crisis response, fire and law enforcement officials have access to floor plans, blueprints, schematics or other maps of the school interior, school grounds and road maps of the immediate surrounding area. Internal and External Communication Establishment of internal and external communication systems Systems in Emergencies in emergencies. Chain of Command Definition of the chain of command in a manner consistent with the national interagency incident management system (NIIMS)/ incident command system (ICS). Disaster Mental Health Services Coordination of the school safety plan with the state-wide plan for disaster mental health services to assure that the school has access to federal, state, and local mental health resources in the event of a violent incident. Annual Review of Emergency Procedures for an annual review and the conduct of drills and Response Plan other exercises to test components of the emergency response plan, including the use of tabletop exercises, in coordination with local and county emergency responders and preparedness officials. Crime Scene Policies and procedures for securing and restricting access to the crime scene in order to preserve evidence in cases of violent crimes on school property. *In a school district in a city having a population of more than one million inhabitants, unique teams are not required in each school building. Such teams may be created on the district level with building-level participation. 40 Project SAVE PROJECT SAVE (Safe Schools Against Violence in Education) Sample DISTRICT-WIDE SCHOOL SAFETY PLAN GUIDING QUESTIONS Commissioners Regulation 155.17 This resource has been developed to provide districts with a series of questions based on the intent of Project SAVE to ensure that all districts have a district-wide school safety plan. Questions have been developed by a group of state agencies, BOCES, and school districts and are designed to assist districts in the planning process. Questions relating to the requirements in the Commissioner's Regulation 155.17 are listed, as well as probing questions that can assist districts further in the planning process. The guid- ing questions may be useful as the district discusses and creates its plan. The questions are generally organized to reflect the framework provided in the sample district-wide school safety plan, and empha- size only those sections of the plan where additional guidance may be helpful. General Considerations and Planning Guidelines 1. Has the district established the required district-wide school safety team? 2. Are all required members present, including representatives of the school board, students, teachers, administrators, parent organizations, school safety personnel and other school personnel? 3. Has the district given consideration to other members of the community who may be helpful as mem- bers of the district-wide school safety team? 4. Has the district considered the relationship between the district wide school safety team and the building-level school safety team? How will these groups interact? 5. In the event of an emergency or violent incident, does the district-wide plan reflect how the district will interact with an individual school emergency response team? 6. Has the district considered potential training for the members of the district-wide school safety team? 7. Have arrangements been made for regularly scheduled meetings and opportunities for communica- tions? 8. Has the district made provisions for the review of the district-wide school safety plan by the District- wide School Safety Team? 9. Has the district made provisions for the scheduling of a public hearing at least 30 days prior to its adoption by the Board of Education? 10. Has the district made provisions for the submission of a full copy of the plan and any subsequent amendments to the New York State Education Department? Continued 41 Project SAVE Sample DISTRICT-WIDE School Safety Plan GUIDING QUESTIONS, continued Risk Reduction/Prevention and Intervention Prevention/Intervention Strategies: Program Initiatives 1. Has a local assessment been conducted to determine strategies appropriate to the local area? 2. Has local data, such as that reported and summarized from the Uniform Violent Incident Report, been used to substantiate the need for security procedures and devices? 3. Are selected prevention and intervention strategies based on research findings of effectiveness, and are they evaluated to determine their impact in the district? 4. Have prevention and intervention programs been linked to community resources, including health and mental health? 5. Have prevention and intervention strategies been included in the district's Professional Development Plan to cover identified and required school safety training components? 6. Have nonviolent conflict resolution training programs, peer mediation programs and youth courts, extended day and other school safety programs been considered as ways of preventing potential violence? 7. Have character, citizenship and civility education programs been included? 8. Have strategies been developed for improving communication among students and between students and staff? 9. Do the strategies include safe and confidential ways for students to report potentially violent incidents? 10. Have best practices and effective strategies used by others been considered for improving communi- cation? 11. Are students involved in programs regarding policy development? 12. Are students encouraged to serve as peer leaders or mentors for younger students? Prevention/Intervention Strategies: Training, Drills, and Exercises 13. Have policies and procedures been developed for annual multi-hazard school safety training for staff and students? 14. Have procedures been developed for review and the conduct of drills and other exercises to test com- ponents of the emergency response plan? 15. Are tabletop exercises used to simulate real-life emergencies and responses by staff? 16. Are the drills and exercises conducted in coordination with local and county emergency responders and preparedness officials? 17. Are policies and procedures updated and/or modified as a result of information gained during drills and exercises? Continued 42 Project SAVE Sample DISTRICT-WIDE School Safety Plan GUIDING QUESTIONS, continued Prevention/Intervention Strategies: Implementation of School Security 18. Has the district developed a description of the policies and procedures related to school building security? 19. Have collaborative agreements been made with state and local law enforcement officials to ensure that school safety officers, if used, are adequately trained to de-escalate potentially violent situations, and are effectively and fairly recruited? 20. Have descriptions been developed of the duties of hall monitors and any other school safety personnel? 21. Has the training required of all personnel acting in a school security capacity been identified? 22. Has the hiring and screening process for all personnel acting in a school security capacity been identified? Early Detection of Potentially Violent Behaviors 23. Have policies and procedures been developed for the dissemination of informative materials regarding the early detection of potentially violent behaviors? 24. Have materials been distributed to teachers, administrators, school personnel, persons in parental rela- tion to students, students and others deemed appropriate to receive such information? 25. Have staff been trained on the U.S. Department of Educations Early Warning, Timely Response document relating to early identification of potentially violent behaviors? 26. Has consideration been given to integrating skills-based violence prevention education into health education and other related curricula? 27. Have staff been trained to identify family, community and environmental factors that may lead to potentially violent behaviors? 28. Are staff trained on identification of risk and protective factors to help children? Hazard Identification 29. Have districts identified sites of potential internal and external emergencies? 30. Have potential hazards in the neighborhood and community been considered, such as facilities con- taining toxic, chemically reactive, and/or radioactive materials; high voltage power lines; transporta- tion routes of vehicles including trucks and trains carrying hazardous materials; underground gas and oil pipelines; underground utility vaults and above-ground transformers; multi-story buildings vulnera- ble to damage or collapse; water towers and tanks; and other potentially hazardous sites in your community? 31. Has the district consulted with your local emergency managers on the hazard analysis for the area in which your school district is located? Continued 43 Project SAVE Sample DISTRICT-WIDE School Safety Plan GUIDING QUESTIONS, continued Response Notification and Activation 1. Are there policies and procedures for contacting appropriate law enforcement officials in the event of a violent incident or other emergency? 2. Are there provisions for notifying appropriate agencies, including police, fire, rescue, mental health, and others, where necessary? 3. Has an appropriate local law enforcement liaison for the district's area been identified? 4. Has a communication protocol been established with and between the local law enforcement agencies? 5. Have staff been trained on emergency reporting procedures? 6. Have appropriate responses been identified for responding to emergencies? 7. Are there protocols for responding to bomb threats, hostage-takings, intrusions and kidnappings? 8. Have local law enforcement officials been consulted about the protocols? 9. Have current State Education Department materials been reviewed to link protocols to recommended procedures? 10. Are students and teachers knowledgeable about what to do in an emergency? 11. Have policies and procedures been developed for contacting parents, guardians or persons in parental relation to the students in the event of a violent incident or an early dismissal? 12. Do the policies and procedures address issues of ensuring accurate, timely and consistent information to parents? 13. Do the policies and procedures identify the medium (i.e., telephone call, press release, letter, other) that will be used to communicate with parents? 14. Have parents been informed about the ways they will be contacted in the event of an emergency, including information provided in the primary language of the parents? 15. Do you have policies and procedures for responding to media inquires? 16. Do you have a media liaison or public information officer? 17. Do you have a dedicated emergency phone line to use in an emergency? Situational Responses: Multi-hazard Responses 18. Are there provisions for taking action in emergencies? 19. Are there descriptions of actions to be taken in response to specific emergencies, including school cancellation, early dismissal, evacuation and sheltering? 20. Are both internal and external evacuation routes included in the plan? 21. Do these actions include provisions for incidents before, during and after school hours? 22. Are provisions included for evacuation of building occupants with special needs? 23. Has there been an identification of district resources that may be available during an emergency? Continued 44 Project SAVE Sample DISTRICT-WIDE School Safety Plan GUIDING QUESTIONS, continued 24. Are there provisions for emergency supplies and first aid kits for all schools? 25. Are portable communication devices available, if they are needed? 26. Are there provisions for transportation in an emergency? Situational Responses: Responses to Acts of Violence, Including Implied or Direct Threats 27. Are there policies and procedures for responding to implied or direct threats of violence by students, teachers, other school personnel and visitors to the school? 28. Is there an agreement with state/local law enforcement offices to ensure that safety officers and other security personnel are adequately trained in de-escalation of potentially violent situations? 29. Do the policies and procedures include notification of appropriate school authorities in impacted buildings? 30. Have one or more members of school staff been trained in de-escalation of potentially violent situations? 31. Are staff and students knowledgeable about what to do when there is a direct or implied threat of violence? 32. Have the terms "implied" and "direct" threats been defined with input from the district's legal counsel, and are they included in the districts code of conduct? 33. Are there policies and procedures for responding to acts of violence by students, teachers, other school personnel and visitors to the school, including consideration of zero-tolerance policies for school violence? 34. If zero-tolerance policies are considered, are they age and incident appropriate? 35. Do teachers, students and school staff understand what to do in the event of a violent incident? Situational Responses: Response Protocols and Relationships with Other Agencies 36. Has a description of procedures to coordinate the use of school district resources and manpower dur- ing an emergency been prepared? 37. Are the officials authorized to make decisions in an emergency identified? 38. Are staff members assigned or designated to provide assistance during an emergency identified? 39. Have all school buildings received information on district-wide procedures? 40. Are roles and responsibilities of district and school staff clearly defined? 41. Are there contingency provisions if one or more key individuals are not available, or unable to per- form their roles and responsibilities? 42. Have descriptions been developed of the arrangements for obtaining assistance during emergencies from emergency services organizations and local governmental agencies? 43. Are the descriptions reviewed and updated on a periodic basis to reflect any changes in personnel, organizational structures or other conditions? 44. Has a system been developed for informing all educational agencies within the school district of a disaster? Continued 45 Project SAVE Sample DISTRICT-WIDE School Safety Plan GUIDING QUESTIONS, continued 45. Has information been gathered and documented about each educational agency located in the school district, including information on school population, number of staff, transportation needs, and the business and home phone numbers of key officials of each educational agency? 46. Do you know what type of internal communication system other schools in your area are using (i.e. code words or bells)? 47. Have procedures been developed for obtaining advice and assistance from local government officials including the county or city officials responsible for implementation of Article 2-B of the Executive Law? 48. Have policies and procedures been developed related to school building security, including, where appropriate, the use of school safety officers or security devices and procedures? 49. Has a security assessment of school buildings been conducted in cooperation with law enforcement, school security staff, teachers, other school staff, and others, where appropriate? 50. Has local data been used to substantiate the need for security procedures and devices? 51. Are school visitors required to sign in, sign out, and wear visible visitors passes when visiting school buildings? Recovery 1. Do members of the District-wide School Safety Team know their roles and responsibilities? 2. Does each building in the district have a Post-Incident Response Team? 3. Have you identified district resources that will assist in the recovery process? 4. Have these resources been involved in the planning process? 5. Have you educated staff in the policies and procedures of recovery efforts? 6. Have you designated someone to coordinate resources from the county and state (i.e., Disaster Mental Health Services)? 7. How will the District-wide School Safety Team assist in response and recovery to an affected build- ing(s) in support of local teams? 8. Who, at the district level, has been designated to respond to the affected building(s)? 9. Have you considered how you will relocate students and continue their education for an extended period of time if a disaster/emergency renders a building unsafe to occupy? 10. Have you identified personnel who will work with local, state, and federal officials, in evaluating damage assessment of district property? 11. Have you identified personnel that can document cost-related expenditures that may be incurred from a disaster/emergency? 12. Have you considered improvements that can be made to district facilities if such facilities are dam- aged or destroyed during a disaster/emergency? (These efforts would result in district facilities being more resistant to suffering similar or worse damage in the future.) 46 Project SAVE PROJECT SAVE (Safe Schools Against Violence in Education) Sample BUILDING-LEVEL EMERGENCY RESPONSE PLAN GUIDING QUESTIONS Commissioners Regulation 155.17 This resource has been developed to provide individual school buildings with a series of questions based on the intent of Project SAVE to ensure that all individual buildings within school districts have in place a building-level emergency response plan. Questions have been developed by a group of state agencies, BOCES, and school districts and are designed to assist individual school buildings in the planning process. Questions relating to the requirements in the Commissioners Regulation 155.17 are listed as well as probing questions that can assist buildings further in the planning process. The guiding questions may be useful as the building discusses and creates its plan. The questions are generally organized to reflect the framework provided in the sample building-level emergency response plan. General Considerations and Planning Guidelines 1. Has the school established the required building-level school safety team? 2. Are all required members present, including representatives of teachers, administrators, parent organi- zations, school safety personnel, other school personnel, community members, local law enforcement officials, local ambulance or other emergency response agencies and any other representatives? 3. Have team members been notified and their roles defined? 4. Has the school given consideration to including students who may be helpful as members of the building-level school safety team? 5. Has the school considered the relationship between the district-wide school safety team and the building-level school safety team and how these groups interact? 6. In the event of an emergency or violent incident, does the building-level school safety plan reflect how the school will interact with the district? 7. Has the building developed a list of building staff with names, addresses, and telephone numbers? 8. Has the school considered potential training for the members of the building-level school safety team in collaboration with district-wide training? 9. Have arrangements been made for regularly scheduled meetings and opportunities for communications? Continued 47 Project SAVE Sample BUILDING-LEVEL Emergency Response Plan GUIDING QUESTIONS, continued 10. Has the school made provisions for the review of the plan by the building-level school safety team? 11. In cooperation with the district, has the building made provisions for the scheduling of a public hear- ing at least 30 days prior to its adoption by the Board of Education? 12. Has a summary of the building-level plan been developed for the purposes of the public hearing? 13. Has the building team developed procedures for annually reviewing the building-level emergency response plan? 14. Has the plan been approved by the Board of Education after at least one public hearing? 15. Has the school made provision for and submitted a full copy of the plan and any subsequent amend- ments to the New York State Police and local law enforcement agencies? Risk Reduction/Prevention and Intervention Designation of School Teams 1. Has the building-level school safety team designated an emergency response team, other appropriate incident response teams, and a post-incident response team? 2. Do team members know their roles and have they been trained to perform them? 3. Are school personnel familiar with the local emergency planner and staff, including Disaster Mental Health staff? Building/Personnel Training 4. Has training for emergency teams and safety officers, including de-escalation training been conducted? Coordination with Emergency Officials 5. Is there a plan in place for annually testing components of the plan? 6. Are both evacuation and reverse evacuation plans practiced? 7. Are shelters in place and/or lockdown procedures drills practiced? 8. During drills, are student accountability systems tested (staff and visitors)? 9. During evacuation drills, are exits regularly blocked to test secondary evacuation routes? Annual Multi-hazard Training 10. Is annual multi-hazard training for staff (including substitutes) provided? 11. Is annual multi-hazard training for students provided? Identification of Sites of Potential Emergencies 12. Have potential internal and external hazards been identified? (Risk analysis) Continued 48 Project SAVE Sample BUILDING-LEVEL Emergency Response Plan GUIDING QUESTIONS, continued Response Assignment of Responsibilities 1. Has the building-level chain of command been developed and communicated? 2. Have internal and external communication systems been identified, including notification require- ments at the district level? 3. Do the participants know their roles within the ICS System? 4. Has ICS training been provided to appropriate staff? 5. Are there methods to identify staff (at least crisis team members) so that outside agency personnel can readily identify team members? Continuity of Operations 6. Are there clear mechanisms in place to identify, at any point in the plan, who is in charge? 7. Is there a method to reassess needs, evaluate services to date, and plan for transition to the recovery phase? 8. Are there follow-up procedures in place to individuals or groups in need of disaster mental health services? Access to Floor Plans 9. Have you included floor plans and schematics in the plan? 10. Does the school have a procedure in place for updating the floor plans and schematics? Notification and Activation 11. Are there mechanisms to ensure that all appropriate agencies are notified and that resources and serv- ices will be coordinated? 12. Has a person been identified to coordinate and interface with the media? 13. Are there public information campaigns related to available disaster mental health services? Hazard Guidelines 14. Have you developed specific guidelines for: natural/weather related incidents, civil disturbances, bomb threats, intruders, school bus accidents, gas leaks, hazardous material, biological, threats of violence, hostage/kidnappings, radiological, and others as determined by the Building-level Safety Team? 15. Does your building-level plan address implied or direct threats of violence? 16. Does your building-level plan address responding to acts of violence? 17. Has the risk of a secondary device been addressed? Continued 49 Project SAVE Sample BUILDING-LEVEL Emergency Response Plan GUIDING QUESTIONS, continued Evacuation Procedures 18. Does the building level school safety plan address incidents before, during, and after school hours? Have procedures been developed to address medical needs? 19. Have sheltering agreements been identified and appended to the building-level plan? 20. Have internal and external shelter sites been identified? 21. Does your plan address internal and external evacuation routes? 22. Does the plan address emergency notification of persons in parental relationship to students? 23. Has a vehicle inventory list been developed? 24. Has the building developed an emergency supplies inventory? 25. Does your plan provide for evacuation of building occupants with special needs? Security of Crime Scene 26. Has the building developed crime scene management guidelines? 27. Are policies and procedures for security of the crime scene understood by all parties? Recovery 1. Has your post-incident response team been activated? 2. Has the building-level team addressed short-term and long-term recovery issues? 3. Does the plan provide access to local and state mental health resources? 4. Are there provisions to maintain contact with the County Disaster Mental Health Response Team to notify it of changing needs or potential problems? 5. Are there strategies in place to reassess disaster mental health needs of victims and relatives to evalu- ate and refer to ongoing treatment if Brief Critical Incident Stress Management techniques are not restoring children to pre-disaster levels both psychologically or scholastically? 6. Are there methods to debrief daily or as needed to ensure that changing conditions are accommodated? 50 Project SAVE Project SAVE School Safety Plan Worksheet (This worksheet is provided to assist districts or individual school buildings in the planning process for Project SAVE. The worksheet may be used by the district or a school to outline the planning process for a specific component of Project SAVE, and provides a guideline for the district to follow in developing strategies for that component. This format is provided as a guide for use at the local level.) Focus District-wide School Safety Plan (Select one) Building-level Emergency Response Plan Component General Considerations (Select one) Risk Reduction/Prevention and Intervention Response Recovery Specific Requirement to Be Addressed List here the specific regulatory requirement that the district or school building would like to address. (Examples might include the identification of sites of potential emer- gencies, creation of evacuation procedures, or other regulatory requirements that the district wishes to explore further.) Guiding Questions Selected By District to Guide Planning Process (The district or school building may wish to review the Guiding Questions provided in the resource section of this document to determine the considerations it wishes to address. All guiding questions are numbered for reference purposes.) Available Resources Known to District (List here the resources that are available to the school safety team. External resources may include docu- ments, websites or community resources that could be consulted. Internal resources may include knowledge- able school personnel, existing policies, or other internal documents that may be helpful.) External Internal _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ Continued 51 Project SAVE Project SAVE School Safety Plan Worksheet, continued Safety Team Planning Process (The district or the building-level safety team may outline the steps it will take to develop a specific compo- nent of the district-wide or building level safety plan. This format provides the team with an outline for identi- fying the tasks to be accomplished and the activities necessary to complete the tasks.) Tasks Activities Who When Summary (For its planning records, the district or individual school building may choose to summarize its decisions or options selected to meet a regulatory requirement.) 52 Project SAVE New York State Education Department Contacts Comprehensive Health and Pupil Services Office (CHAPS) Rebecca Gardner, Team Leader John Soja Evelyn Bernstein Room 319 Education Building Albany, New York 12234 Phone: 518-486-6090 rgardner@mail.nysed.gov, jsoja@mail.nysed.gov, ebernst2@mail.nysed.gov Office of Facilities Planning and Management Services Carl Thurnau, Coordinator Laura Sahr, Emergency Planning Liaison; David Clapp, Fire Safety Coordinator Room 1060 Education Building Annex Albany, New York 12234 Phone: 518-474-3906 cthurnau@mail.nysed.gov, lsahr@mail.nysed.gov, dclapp@mail.nysed.gov 53 Project SAVE New York State Center for School Safety 175 Route 32 North New Paltz, NY 12516 Phone: (845) 255-8989 Fax: (845) 255-3836 E-mail: scss@mhric.org www.mhric.org/scss The New York State Center for School Safety is funded through grants from the Governors Office, the New York State Education Department, the Office of the Attorney General and New York State Department of Health for the primary purpose to help make schools safe. The fundamental principles of this mission are as follows: Collaborate with state agencies to assist schools in creating safe learning environments. To be a clearinghouse of school safety resources, with emphasis on comprehensive safe schools planning. Provide training and technical assistance to schools on implementing the SAVE legislation. Assist in the collection, assessment, and dissemination of successful school safety programs and strategies. Under the direction of the State Education Department, to work collaboratively and cooperatively with the Coordinated School Health and Wellness Centers and the Statewide Advocacy Offices. Assist the Attorney Generals office in implementing the SAVI (Students Against Violence Initiative) Project. Develop and implement the Commissioner of Educations Safe Schools initiative on protecting stu- dents from harassment and hate crime, and administrators institute on discipline. Provide technical assistance and training support to ESD/SVP funded schools. Mary Grenz Jalloh, Director mjalloh@mhric.org Felicia Watson Dale Guerra fwatson@mhric.org dguerra@mhric.org Joakim Lartey Lorelei Christensen jlartey@mhric.org lchriste@mhric.org Sheryl Post Jean Eckdahl spost@mhric.org jeckdah2@mhric.org Steve Lopez Shirley Jones slopez@mhric.org sjones@mhric.org Satellite Office: Veta Sheppard-Hayes, Western Suffolk BOCES 220 Washington Avenue Deer Park, NY 11749 Phone: 631-242-1128 x262 Fax: 631-242-4269 E-mail: vshepard@wsboces.org Debra Fuchs Nadeau Sullivan County BOCES 6 Wierk Avenue Liberty, NY 12754 Phone: 845-292-0082 Fax: 845-292-8694 E-mail: dfuchs@scboces.org 54 Project SAVE New York State Education Department Coordinated School Health Network (CSHN) Centers CSHN Center JMT Region BOCES Counties Jane Ogilvie, Coordinator E-Mail: jogilvie@erie1.wnyric.org Erie 1 BOCES 1050 Maryvale Drive Cheektowaga, NY 14225 Phone: (716) 630-4250 Fax: (716) 630-4251 Cattaraugus-Allegany-Erie- Wyoming Erie 1 Erie 2-Chautauqua- Cattaraugus Orleans-Niagara Steuben-Allegany Orleans Cattaraugus Niagara Allegany Erie Steuben Chautauqua Kim McLaughlin, Coordinator E-Mail: kmclaughlin@gvmail.edutech.org Genesee Valley BOCES Service Center 80 Munson Street Leroy, NY 14482 Phone: (716) 344-7570 Fax: (716) 344-7578 Genesee Valley Monroe 1 Monroe 2-Orleans Wayne-Finger Lakes Monroe Livingston Wayne Ontario Genesee Yates Wyoming Seneca Colleen Hurd, Coordinator E-Mail: churd@mail.sctboces.org Schuyler-Chemung-Tioga BOCES 459 Philo Road Elmira, NY 14903 Phone: (607) 739-3581 Fax: (607) 795-5310 Broome-Delaware-Tioga Delaware-Chenango-Madison- Otsego Otsego-Northern Catskill Schuyler-Chemung-Tioga Schuyler Chenango Chemung Otsego Tioga Delaware Broome Lee Beals, Coordinator E-Mail: lbeals@ocmboces.org Onondaga-Cortland-Madison BOCES 6075 East Molloy Road P.O. Box 4774 Syracuse, NY 13221-4774 Phone: (315) 431-8556 Fax: (315) 433-2636 Cayuga-Onondaga Onondaga-Cortland-Madison Oswego Tompkins-Seneca-Tioga Oswego Onondaga Cayuga Cortland Tompkins Suzanne Doin, Coordinator E-Mail: sdoin@cves.org Clinton-Essex-Warren-Washington BOCES P.O.Box 455 Plattsburgh, NY 12901 FedEx Add:4 Area Development Dr Phone: (518) 561-0100 x 135 Fax: (518) 561-0240 Clinton-Essex-Warren- Washington Franklin-Essex-Hamilton Herkimer-Fulton-Hamilton-Otsego Jefferson-Lewis-Hamilton- Herkimer-Oneida Oneida-Herkimer-Madison St. Lawrence-Lewis Madison-Oneida Clinton Oneida Franklin Herkimer St. Lawrence Madison Essex Hamilton Jefferson Lewis Continued 55 Project SAVE Coordinated School Health Network (CSHN) Centers, continued Elizabeth Mastro, Coordinator E-Mail: emastro@mhric.org Ulster County BOCES 175 Route 32 North New Paltz, NY 12561 Phone: (845) 255-8989 Fax: (845) 255-3836 Dutchess Orange-Ulster Putnam-Northern Westchester Rockland Southern Westchester Sullivan Ulster Ulster Dutchess Orange Putnam Rockland Westchester Sullivan Kay Bradley, Coordinator E-Mail: kbradley@gw.neric.org Capital Region BOCES 6 British American Boulevard, Suite G Latham, NY 12110 Phone: (518) 786-3223 Fax: (518) 786-8511 Albany-Schoharie-Schenectady- Saratoga Hamilton-Fulton-Montgomery Questar III (RCG) Washington-Saratoga-Warren- Hamilton-Essex Hamilton Schenectady Warren Schoharie Washington Albany Saratoga Rensselaer Fulton Greene Montgomery Columbia Susan Kessler, Coordinator E-Mail: skessler@wsboces.org Western Suffolk BOCES 220 Washington Avenue Deer Park, NY 11729 Phone: (631) 242-1128 Fax: (631) 242-4269 Eastern Suffolk Nassau Western Suffolk Nassau Suffolk Mohamed Yasin, Director E-Mail: Myasin@nycboe.net Office of Comprehensive Health NYC Board of Education 131 Livingston Street, Room 621 Brooklyn, NY 11201 Phone: (718) 935-4140 Fax: (718) 935-3192 or 3158 All Boroughs All NYC Counties Gary English, Coordinator E-Mail: genglish@ntcnet.com Statewide Center for School Health 77 North Ann Street Little Falls, NY 13365 Phone: (315) 823-1015 Fax: (315) 823-1012 All All NYS Counties Mary Capparelli, Administrator E-mail: mcappare@monroe#2boces.org Monroe 2-Orleans BOCES 43 Turner Drive Spencerport, NY 14559 Phone: (716) 349-7630 Fax: (716) 352-9131 All All NYS Counties Mary Grenz Jalloh, Director E-mail: scss@mhric.org New York State Center for School Safety Ulster County BOCES 175 Route 32 North New Paltz, NY 12561 Phone: (845) 255-8989 Fax: (845) 255-3836 All All NYS Counties 56 Project SAVE BOCES Health and Safety Coordinators Information on the site includes upcoming events, member list, current projects, and other information relating to school health and safety issues. Dutchess County BOCES 578 Salt Point Turnpike Poughkeepsie, NY 12601 845-486-4800 Walter Niemiec www.AESHP.org niemiecw@admin.dcboces.org Broome-Delaware-Tioga BOCES 23 Jackson Avenue Endicott, NY 13760 607-786-8591 Callie Trout Eastern Suffolk BOCES 201 Sunrise Highway Patchogue, NY 11772 631-687-3131 Larry Speciner ctrout@btboces.org lspecine@sricboces.org Capital Region BOCES (Albany-Schenectady- Schoharie) Erie I BOCES 6 British American Blvd. Latham, NY 12110 518-786-3261 Brian Backus 355 Harlem Road West Seneca, NY 14224 716-821-7440 Frank Markott bbackus@gw.neric.org fmarrott@erie1.wynric.org Cattaraugus-Allegany-Erie-Wyoming BOCES Erie II Chautauqua - Cattaraugus BOCES 1824 Windfall Road Olean, NY 14760 716-372-8293 Ext. 277 David Owlett 9520 Fredonia-Stockton Road Fredonia, NY 14063 716-672-4371 Ext 276 Andrew Ippolito dave_owlett@cabo.wnyric.org ajisr@yahoo.com Cayuga-Onondaga BOCES Franklin-Essex-Hamilton BOCES 5980 South Road Auburn, NY 13021 315-253-0361 Mark Snyder Box 28, West Main Street Malone, NY 12953 518-483-6420 Dave Werner doctorsafe@hotmail.com dwerner@mail.fehb.org Champlain Valley Educational Services (Clinton Essex Warren Washington) Genesee Valley BOCES (Livingston, Steuben, Wyoming) 4 Area Development Drive Plattsburgh, NY 12901 518-561-0100 Ext. 358 Dan Riley Livonia Primary School, PO Box E Livonia, NY 14487 716-346-4105 Carol Rinere driley@cves.org crinere@frontiernet.net Delaware-Chenango-Madison-Otsego BOCES Hamilton-Fulton-Montgomery BOCES 6678 County Road 32 Norwich, NY 13815 607-335-1249 Richard Shaw 14 School Street Broadalbin, NY 12025 518-883-5245 David K. Aimone shawr@dcmoboces.com daimone@superior.net Continued 57 Project SAVE OCES Health and Safety Coordinators, continued Herkimer-Fulton-Hamilton-Otsego BOCES Orange-Ulster BOCES P O Box 70, Middle Settlement Road New Hartford, NY 13413 315-793-8693 Geraldine Bradley Memorial Education Center 83 Linden Avenue Middletown, NY 10940 845-343-7772 Arthur J. Lange gbradley@oneida-boces.moric.org alange@ouboces.org Jefferson-Lewis BOCES Orleans-Niagara BOCES 20104 State Route 3 Watertown, NY 13601 315-779-7055 John Warneck 4232 Shelby Basin Road Medina, NY 14103 800-836-7510 Bruce J. Potter jwarneck@mail.boces.com bpotter@anboces.org Madison-Oneida BOCES Oswego County BOCES P O Box 70, Middle Settlement Road New Hartford, NY 13413 315-793-8693 Geraldine Bradley 179 County Route 64 Mexico, NY 13114 316-963-4276 Joanne Morgan gbradley@oneida-boces.moric.org jmorgan@oswegoboces.org Monroe #1 BOCES Otsego-Northern Catskill (Otsego-Delaware- Schoharie-Greene) BOCES 41 OConnor Road Fairport, NY 14450 716-383-2289 David Duford Grand Gorge Civic Center P. O. Box 121 Grand Gorge, NY 12434 607-588-6420 Pamela Zoll david_duford@ccmail.monroe.edu Monroe #2-Orleans BOCES pzoll@mail.oncboces.org Livonia Primary School Livonia, NY 14487 716-346-4105 Carol Rinere Putnam-Northern Westchester BOCES 200 BOCES Drive Yorktown Heights, NY 10598-4399 914-248-2457 Nicholas Lamberti crinere@frontiernnet.net Nassau BOCES nick@BOCESPNW.lhric.org 718 The Plain Road Westbury, NY 11590 516-997-8700 Ext 2387 Peter Laduca Questar III BOCES (Rensselaer-Columbia-Greene) 1943 Brookview Road Castleton, NY 12033 518-732-4116 Joseph McDowell Oneida-Herkimer-Madison BOCES POBox 70, Middle Settlement Road New Hartford, NY 13413 315-793-8693 Geraldine Bradley jmcdowell@questar.org Rockland County BOCES 65 Parrott Road Bldg. #12 West Nyack, NY 10994 845-627-4761 Kenneth Eck gbradley@oneida-boces.moric.org Onondaga-Cortland-Madison BOCES PO Box 4754 Syracuse, NY 13221 315-431-8591 David Daignault keck@rboces.lhric.org St. Lawrence-Lewis BOCES 139 Outer State Street Canton, NY 13617 315-779-7055 John Warneck ddaignault@ocmboces.com jwarneck@mail.boces.com Continued 58 Project SAVE BOCES Health and Safety Coordinators, continued Schuyler-Chemung-Tioga BOCES Ulster BOCES 459 Philo Road Elmira, NY 14903 607-739-3581 Vincent Moschetti, Jared Jones 175 Route 32 N New Paltz, NY 12561 845-255-3040 Michael ORourke vmoschet@mail.sctboces.org jjones@mail.sctboces.org morourke@mhric.org Washington-Saratoga-Warren-Hamilton-Essex BOCES Southern Westchester BOCES 2 Westchester Plaza Elmsford, NY 10523 914-345-8500 Ext 120 Rosemary Lee 6 British American Blvd. Latham, NY 12110 518-786-3261 Brian Backus rlee@westplaza.lhric.org bbackus@gw.neric.org Steuben-Alleghany BOCES Wayne-Finger Lakes BOCES Livonia Primary School Livonia, NY 14487 716-346-4105 Carol Rinere Livonia Primary School Livonia, NY 14487 716-346-4105 Carol Rinere crinere@frontiernnet.net crinere@frontiernnet.net Sullivan BOCES Western Suffolk BOCES 6 Wierk Avenue Liberty, NY 12754 845-292-0082 152 Laurel Hill Road Northport, NY 11768 516-261-5071 Debra Tenenbaum Tompkins-Seneca-Tioga BOCES 555 Warren Road Ithaca, NY 14850 607-257-1555 Ext 460 or 443 Sandra Novelli, David Pitcher snovelli@mail.tstboces.org dpitcher@mail.tstboces.org 59 Project SAVE New York State Division of Criminal Justice Services Agency Contacts Funding and Program Assistance Office of Funding and Program Assistance NYS Division of Criminal Justice Services 4 Tower Place Albany, NY 12203 Phone No: (518) 457-8462 E-mail: funding@dcjs.state.ny.us School Resource Officer and DARE (Drug Abuse Resistance Education) Programs Mark Fettinger DARE and Youth Services Office of Public Safety NYS Division of Criminal Justice Services 4 Tower Place Albany, NY 12203 Phone No. (518) 457-6116 or (518) 457-2667 E-mail: fettinger@dcjs.state.ny.us Website: No information is provided on the website. Child Safety and Missing Children Missing/Exploited Children Clearinghouse Office of Legal Services NYS Division of Criminal Justice Services 4 Tower Place Albany, NY 12203 Phone No. 1-800-FIND KID, 1-800-346-3543 E-mail: missingchildren@dcjs.state.ny.us 60 Project SAVE The New York State Police The New York State Police is an agency with a variety of resources available to schools and the community. One of these resources is the Safe Schools Program. This program includes information for school employees about vio- lence prevention and response techniques. State Police personnel are available to participate in the planning and drilling process. The SAVE legislation requires schools to include law enforcement representatives on the School safety planning teams. It also requires that building level emergency response plans be given to state and local police. To assist schools in meeting these two requirements, a list of state police representatives that can be invited to be on your team, and addresses to mail your plan are listed below. Use the state map to locate the Troop(s) your school district is in. Please contact your local police agencies for information regarding representatives and dissemination of your plan- to those agencies. Troop A Headquarters 4525 West Saile Drive Batavia, NY 14020 Trooper Robert L. Sawicki (716) 699-2657 Sergeant Stephen J. Fortuin (716) 343-2200 Troop F Headquarters Crystal Run Rd Middletown, NY 10941 Trooper Steven M. Margini (845) 567-0052 Sergeant Kevin P. Cunningham (845) 344-5389 Troop K Headquarters Box 3000 Poughkeepsie, NY 12603 Trooper Joseph R. Lutz (845) 677-7431 Sergeant Gerard S. Mallet (845) 677-7380 Troop B Headquarters Route 86 P. O. Box 100 Ray Brook, NY 12977 Trooper Marc A. McDonell (518) 897-2048 Sergeant Chad K. Niles (518) 897-2083 Troop G Headquarters 504 Loudon Rd Loudonville, NY 12211 Trooper Michael W. Wilson (518) 783-3237 Trooper George H. Murphy, Jr. (518) 783-3235 Sergeant Eric C. Meybaum (518) 783-3267 Troop L Headquarters 7140 Republic Airport Farmingdale, NY 11735 Trooper Thomas Collins (631) 756-3389 Sergeant Lawrence F. Mahoney (631) 756-3328 Troop C Headquarters Rt 7 P.O. Box 300 Sidney, NY 13838 Trooper Brian E. diLorenzo (607) 561-7488 Sergeant Michael P. Lynch (607) 561-7410 Troop D Headquarters Rt. 5, PO Box 30 Oneida, NY 13421-0030 Trooper Thomas P. Rogers (315) 366-6077 Sergeant William J. Slater (315) 366-6059 Troop E Headquarters P.O. Box 25220 Canandaigua, NY 14425 Trooper Bridgette B. Lanphere (607) 776-2182 Sergeant James Faber (716) 398-4164 61 Project SAVE New York State Emergency Management Office The New York State Emergency Management Office (SEMO) coordinates Emergency Management Services for the State by providing leadership, mitigation measures, planning, education, and resources to protect lives, property and the environment. SEMO coordinates these activities through local government officials, specifically county emer- gency managers. Contacts Region 5: Includes Chemung, Steuben, Allegany, Cattaraugus, Chautauqua, Erie, Wyoming, Livingston, Yates, Ontario, Genesee, Wayne, Monroe, Orleans, and Niagara Counties. SEMO headquarters, located in Albany, utilizes five regional offices to coordinate activities in support of local government. The regions and contacts are as follows: William Clark, Regional Director Region 1: Includes Nassau and Suffolk Counties, and the New York City Metropolitan area. 1144 East Union Street Newark, NY 14513-9201 Bus: (315) 331-4880 Bus Fax: (315) 331-3934 E-mail: william.clark@semo.state.ny.us Larry Rawa, Regional Director 250 Veterans Memorial Highway Hauppauge, NY 11788-5506 Bus: (631) 952-6759 Bus Fax: (631) 952-6758 References and Citations: larry.rawa@semo.state.ny.us Region 2: Includes Rockland, Orange, Westchester, Putnam, Ulster, Sullivan, Dutchess, Columbia, Greene, and Delaware Counties. List of SEMO training courses: School officials may be able to attend courses in emergency management at various locations throughout the State, or attend cours- es at the Emergency Management Institute (EMI) in Emmittsburg, Maryland. SEMO is continually offering ICS training, planning workshops, and other introduc- tory courses on a regular basis. EMI has many pro- grams in emergency management, including FEMAs "Multi-Hazard School Safety" course. The listing for these courses in accessible through our web site, or through the local county emergency manager's office. Christopher Holmes, Regional Director Creek Road Poughkeepsie, NY 12601-1098 Bus: (845) 454-0430 Bus Fax: (845) 454-4620 E-mail: christopher.holmes@semo.state.ny.us Region 3: Includes Albany, Schenectady, Rensselaer, Schoharie, Otsego, Montgomery, Herkimer, Fulton, Saratoga, Washington, Warren, Hamilton, Essex, Franklin, and Clinton Counties. SEMOs Planning Section can conduct Train-the- Trainer workshops for school officials interested in utilizing the HAZNY program. SEMO staff can pro- vide this training at the county or regional level to assist in the proper facilitation of the program. Robert Baccari, Regional Director 5 Fox Farm Road Queensbury, NY 12804-1107 Bus: (518) 793-6646 Bus Fax: (518) 793-6647 E-mail: robert.baccari@semo.state.ny.us Listing of positions within the NIIMS Incident Command System. SEMO has guidance in ICS, and can provide ICS position descriptions for officials. Region 4: Includes Broome, Tioga, Chenango, Cortland, Tompkins, Schuyler, Cayuga, Seneca, Onondaga, Madison, Oneida, Oswego, Lewis, and Jefferson Counties. List of potential external hazards. This is community based, and availability is subject to which municipali- ties have done a Hazard Analysis. SEMO can provide Hazard Analysis reports of jurisdictions that have done the analysis to school officials Gerald Heitzman, Regional Director NYS Armory 1055 East Genesee Street Syracuse, NY 13210-1893 Bus: (315) 448-4536 Bus Fax: (315) 423-0419 E-mail: gerald.heitzman@semo.state.ny.us 62 Project SAVE New York State Office of Mental Health County Mental Health Directory Robin B. Siegal, Ph.D, Director Pauline M. Sanders, Acting Director Albany County Community Services 175 Green Street Post Office Box 678 Albany, NY 12202 Phone: 518-447-4555 Fax: 518-447-4577 Chemung County Community Mental Health Services Human Resources Center - 3rd Floor 425 Pennsylvania Avenue Post Office Box 588 Elmira, NY 14902-0588 Phone: 607-737-5501 Fax: 607-737-5500 Robert W. Anderson, Ph.D., Director Allegany County Community Services Counseling Center 45 North Broad Street Wellsville, NY 14895 Phone: 716-593-1991 Fax: 716-593-7104 Mary Ann Spryn, MSW, ACSW, Director Chenango County Community Services Chenango County Office Building Suite 42 Norwich, NY 13815 Phone: 607-337-1600 Fax: 607-334-4519 Arthur R. Johnson, Commissioner John E. Johnson, CSW, Director Broome County Community Mental Health Services One Hawley Street 3rd Floor Administration Binghamton, NY 13901 Phone: 607-778-1152 Fax: 607-778-6189 Clinton County Community Mental Health Services 18 Ampersand Drive Plattsburgh, NY 12901 Phone: 518-566-0100 Fax: 518-566-0168 Michael OLeary, DSW, Director Michael L. Anderson, MSW, Director Columbia County Department of Human Services 71 North Third Street Hudson, NY 12534 Phone: 518-828-9446 Fax: 518-828-9450 Cattaraugus County Mental Health Services 1701 Lincoln Avenue Suite 4308 Olean, NY 14760-1156 Phone: 716-373-8040 Fax: 716-373-4820 Patricia Thomson, CSW, Director David A. Blair, Director Community Mental Health Center of Cayuga County Delaware County Community Mental Health Services One Hospital Road, Box 266 Walton, NY 13856 Phone: 607-865-6522 Fax: 607-865-7424 146 North Street Auburn, NY 13021 Phone: 315-253-2746 Fax: 315-253-1077 Kenneth M. Glatt, Ph.D., Commissioner Patricia Ann Brinkman, MS, MBA., Director Dutchess County Department of Mental Hygiene 230 North Road Poughkeepsie, NY 12601 Phone: 845-485-9700 or 486-2750 Fax: 845-485-2759 Chautauqua County Mental Hygiene Services Hall R. Clothier Building, 1st Floor 7 North Erie Street Mayville, NY 14757 Phone: 716-753-4319 Fax: 716-753-4230 Continued 63 Project SAVE NYS Office of Mental Health, County Mental Health Directory, continued Michael Weiner, MS, MBA, Commissioner Edgar Scudder, Director Erie County Department of Mental Health Room 1237 Rath Building 95 Franklin Street Buffalo, NY 14202 Phone: 716-858-8530 Fax: 716-858-6264 Herkimer County Mental Health Services 301 North Washington Street Suite 2470 Herkimer, NY 13350-2905 Phone: 315-867-1465 Fax: 315-867-1469 Larry D. Tingley, Director Nicole P. Bryant, Director Jefferson County Community Services Human Services Building Lower Level 175 Arsenal Street Watertown, NY 13601 Phone: 315-785-3283 Fax: 315-785-5182 Essex County Community Services Court Street Post Office Box 8 Elizabethtown, NY 12932 Phone: 518-873-3670 Fax: 518-873-3777 Philip E. McDowell, MSW, Director Susan Delehanty, CSW, Director Lewis County Community Services 7750 South State Street Lowville Common Lowville, NY 13367 Phone: 315-376-5450 Fax: 315-376-7221 Franklin County Community Mental Health Services 10 Main Street Saranac Lake, NY 12983 Phone: 518-891-2280 Fax: 518-891-2621 Stephen Edward Jacobs, Director Fulton County Mental Health Services 57 East Fulton Street Gloversville, NY 12078 Phone: 518-773-8231 Fax: 518-773-9103 Mark S. Brown, CSW, Director Livingston County Mental Health Services 4223 Lakeville Road Geneseo, NY 14454-1195 Phone: 716-243-7250 Fax: 716-243-7264 Ted C. Miller, Director James A. Yonai, Ph.D., Director Genesee County Community Mental Health Services 211 East Main Street Batavia, NY 14020-2261 Phone: 716-344-1421 Fax: 716-344-3047 Madison County Mental Health Department County Office Building Post Office Box 608 Veterans Memorial Building Wampsville, NY 13163 Phone: 315-366-2327 Fax: 315-366-2599 Edward J. Gunn, Director Greene County Mental Health Center 905 Greene County Office Building Cairo, NY 12413 Phone: 518-622-9163 Fax: 518-622-8592 Stephen L. Dungan, CSW, Director Monroe County Office of Mental Health 4117 City Place 50 West Main Street Rochester, NY 14614 Phone: 716-428-4990 Fax: 716-428-9009 Richard Kleppang, CSW, Director Hamilton County Community Services 83 White Birch Lane Indian Lake, NY 12842 Phone: 518-648-5355 Fax: 518-648-6437 Continued 64 Project SAVE NYS Office of Mental Health, County Mental Health Directory, continued James Gumaer, Director William M. Swingly, CSW, Director Montgomery County Community Services 427 Guy Park Avenue Amsterdam, NY 12010 Phone: 518-842-1900 Fax: 518-853-8220 Ontario County Community Mental Health Services 3019 County Complex Drive Canandaigua, NY 14424 Phone: 716-396-4363 Fax: 716-396-4551 Howard Sovronsky, ACSW, Acting Commissioner Chris Ashman, Commissioner Nassau County Department of Mental Health, Mental Retardation 240 Old Country Road Mineola, NY 11501 Phone: 516-571-3355 Fax: 516-571-2214 or 571-3444 Orange County Department of Mental Health 30 Harriman Drive Goshen, NY 10924-2410 Phone: 914-291-2600 Fax: 914-291-2628 Donald Metzger, MSW, CSW, Director Neal Cohen, M.D., Commissioner Orleans County Department of Mental Health 14014 Route #31 West Albion, NY 14411 Phone: 716-589-7066 Fax: 716-589-6395 New York City Department of Mental Health, Mental Retardation and Alcoholism Services 93 Worth Street, Room 410 New York, NY 10013 Phone: 212-219-5400 Fax: 212-219-5555 Patricia Gambitta, Director Otsego County Community Services 242 Main Street Oneonta, NY 13820 Phone: 607-433-2334 Fax: 607-433-6229 Antoinette Lech, Director Niagara County Mental Health Department 5467 Upper Mountain Road Suite 200 Lockport, NY 14094-1895 Phone: 716-439-7410 Fax: 716-439-7418 Michael J. Piazza, Jr., CSW, Commissioner Putnam County Mental Health 110 Old Route 6 Carmel, NY 10512 Phone: 845-225-7040, Ext. 1201 Fax: 845-225-8635 Phillip Endress, Commissioner Oneida County Department of Mental Health Oneida County Office Building 287 Genesee Street Utica, NY 13501 Phone: 315-798-5903 Fax: 315-798-9439 Lorraine Chesin, ACSW, Commissioner Rensselaer County Department of Mental Health County Office Building 1600 Seventh Avenue Troy, NY 12180 Phone: 518-270-2800 Fax: 518-270-2723 Joette Deane, Director Oswego County Health Department Mental Health Division 70 Bunner Street Oswego, NY 13126 Phone: 315-349-3591 Fax: 315-349-3435 Mary Ann Walsh-Tozer, Commissioner Rockland County Department of Mental Health Sanatorium Road Summit Park Complex Building F Pomona, NY 10970 Phone: 914-364-2374 Fax: 914-364-2381 David Brownell, Commissioner Onondaga County Department of Mental Health Civic Center 10th Floor 421 Montgomery Street Syracuse, NY 13202 Phone: 315-435-3355 Fax: 315-435-3279 Continued 65 Project SAVE Office of Mental Health, County Mental Health Directory, continued M. Juliana DeGone, CSW, Director Thomas O. MacGilvray, CSW, CSAC, Director Suffolk County Community Mental Hygiene Services 225 Rabro Drive East Hauppauge, NY 11788 Phone: 631-853-3114 Fax: 631-853-3117 St. Lawrence County Community Services Post Office Box 229 Potsdam, NY 13676 Phone: 315-265-7381 Fax: 315-265-0037 G. Martin Woodard, Ph.D, Director Dale R. Angstadt, ACSW, Director Sullivan County Department of Community Services Community Services Building Post Office Box 716, Infirmary Road Liberty, NY 12754 Phone: 845-292-8770 Fax: 845-292-4298 Saratoga County Mental Health Center Cramer House 211 Church Street Saratoga Springs, NY 12866 Phone: 518-584-9030 Fax: 518-581-1709 Paul J. LeBlanc, ACSW, CSW, Director John Cadalso, Director Tioga County Department of Mental Health Services Washington-Gladden Building 1277 Taylor Road Owego, NY 13827 Phone 607-687-0200 Fax: 607-687-0248 Schenectady County Community Services Schaffer Heights 107 Nott Terrace Suite 200 Schenectady, NY 12308-3111 Phone: 518-386-2218 Fax: 518-382-0194 Anthony B. DeLuca, CSW, Commissioner Dennis Chapman, Director Tompkins County Mental Health Services 201 East Green Street Ithaca, NY 14850-5421 Phone:607-274-6300 Fax:607-274-6316 Schoharie County Community Mental Health Center County Office Building, 3rd Floor Post Office Box 160 Schoharie, NY 12157 Phone: 518-295-8336 Fax: 518-295-8724 Marshall Beckman, Director Ulster County Mental Health Department 239 Golden Hill Lane Kingston, NY 12401-6441 Phone: 845-340-4174 Fax: 845-340-4094 Duane Spilde, CSW, Director Schuyler County Mental Health Services Mill Creek Center 106 South Perry Street, Suite 4 Watkins Glen, NY 14891 Phone: 607-535-8288 Fax: 607-535-8284 Janet Talley, CSW, Director Warren/Washington County Community Services 10 Harlem Street Glens Falls, NY 12801 Phone: 518-792-7143 Fax: 518-792-7166 David G. Hekel, MSW, CSW, ACSW, Director Seneca County Mental Health Services 31 Thurber Drive Waterloo, NY 13165 Phone: 315-539-1980 Fax: 315-539-1054 Richard Hoyt, Ph.D., Director Wayne County Mental Health Services 1519 Nye Road Suite 110 Lyons, NY 14489-9105 Phone: 315-946-5722 Fax: 315-946-5726 Robert W. Anderson, Ph.D., Director Steuben County Community Services 115 Liberty Street Bath, NY 14810 Phone: 607-776-6577 Fax: 607-776-7949 Continued 66 Project SAVE Office of Mental Health, County Mental Health Directory, continued Steven J. Friedman, Commissioner Richard Kwitek, Director Westchester County Department of Community Mental Health 112 East Post Road, 2nd Floor White Plains, NY 10601 Phone: 914-285-5236 Fax: 914-285-4265 Yates County Mental Health Services 431 Liberty Street Penn Yan, NY 14527 Phone: 315-536-5115 Fax: 315-536-5149 Kathleen Plum, Ph.D., R.N., Director Wyoming County Department of Mental Health 338 North Main Street Warsaw, NY 14569 Phone: 716-786-8871 Fax: 716-786-8874 67 Project SAVE New York City Board of Education Contacts Burton Sacks Office of Chief Executives for Community School District Affairs Room 1003 110 Livingston Street Brooklyn, New York 11201 e-mail: bsacks@nycboe.net Vincent B. Giordano Director, Student Support Services Room 504 110 Livingston Street Brooklyn, New York 11201 e-mail: vbgiorda@nycboe.net 68 Project SAVE PROJECT SAVE (Safe Schools Against Violence in Education) Selected Web-Based Resources General Websites National Association of School Psychologists http://www.naspweb.org/ American Association of School Administrators The site provides a wide variety of resources toward the goal of promoting educationally and psychologically healthy environments for students. www.aasa.org. This site offers a variety of articles on school safety and violence prevention. National Fire Protection Association (NFPA) American Red Cross http://www.nfpa.org/Education/Consumers_and_ Families/Fire_Safety_Information/ http://www.redcross.org/disaster/masters/ This site offers a program developed by the American Red Cross to help teachers integrate disaster safety con- cepts into their regular lesson plans. This site offers a program for talking to children about disasters. National School Boards Association ERIC Clearinghouse on Urban Education www.nsba.org http://eric-web.tc.columbia.edu This site has released a 10 point safe schools plan, avail- able on-line at www.keepschoolssafe.org. This site features digests, short bibliographies, parent guides, key abstracts (short summaries), additional pub- lications, and other information relating to major budget areas. School safety is a major subject area. National School Safety Center http://www.nssc1.org/ The center is an internationally recognized resource for school safety information, training and violence preven- tion. The site has information on successful violence preventions strategies, data on school violence, and training opportunities. Federal Bureau of Investigation (FBI) http://www.fbi.gov/kids/kids.htm This site is specifically geared for children and teachers. It offers games, safety tips., and guides. Federal Emergency Management Agency (FEMA) National Weather Service/National Oceanic & Atmospheric Administration (NOAA) http://www.fema.gov/kids/ http://www.education.noaa.gov/ This site teaches students how to be prepared for disas- ters and how to prevent disasters by taking action now! Students can learn what causes disasters, play games, read stories and become a Disaster Action Kid. NOAA distributes and produces many educational activ- ities. This site has been designed to help students, teach- ers, librarians and the general public access NOAAs educational activities, publications, and booklets. Guide for Preventing and Responding to School Violence New York State Center for School Safety www.mhric.org/scss http://www.theiacp.org/pubinfo/Pubs/pslc/svindex.htm The New York State Center for School Safety collabo- rates with state agencies to assist in creating safe learn- ing environments, provides a clearinghouse for school safety resources with an emphasis on comprehensive safe schools planning an Project Save. Other initiatives, such as extended school day programs and protecting students from harassment, and hate crimes are featured on this site. The International Association of Chiefs of Police (IACP) and the National Crime Prevention Council, with help from law enforcement officers and school administrators, and support of the Bureau of Justice Assistance, created this document to help begin and enhance programs and strategies that will prevent vio- lence in schools and the community. Continued 69 Project SAVE Project SAVE Selected Web-based Resources, continued New York State Division of Criminal Justice Services, Funding and Program Assistance situation? This checklist will get you ready; Step Away for Safety - A child abduction prevention pro- gram for 4th - 6th grade students. This is a great pro- gram to give just prior to a field trip; Crime Scene Management Pamphlet and Program - Is there any- thing I can do to help protect evidence at a school crime scene prior to police arrival? http://criminaljustice.state.ny.us/ofpa/index.htm The website includes information on: grantsmanship tips, whats new, staff directory, grantee forms, con- cept paper format, LAMIS 2000, FAQs, links to relat- ed sites, and agency contacts. New York State Education Department - Office of Facilities Planning New York State Division of Criminal Justice Services, Office of Public Safety www.emsc.nysed.gov/facplan/ http://criminaljustice.state.ny.us/ops/index.htm The State Education Departments Office of Facilities Planning web site offers a wide variety of school emer- gency and safety planning information and guidance. This website contains a brief description of the DARE police officer training program offered through the DCJS Office of Public Safety. Safe and Drug Free Schools Program (United States Department of Education) New York State Division of Criminal Justice Services, Child Safety and Missing Children http://www.ed.gov/offices/OESE/SDFS/ http://criminaljustice.state.ny.us/missing/index.htm The Safe and Drug-Free Schools Program is the Federal governments primary vehicle for reducing drug, alcohol and tobacco use, and violence, through education and prevention activities in our nations schools. This program is designed to prevent violence in and around schools, and strengthen programs that prevent the illegal use of alcohol, tobacco, and drugs, involve parents, and are coordinated with related Federal, State and community efforts and resources. The website includes information on: Internet Crimes Against Children Task Force, missing child pictures, child safety programs, college campus safety, runaway information, clearinghouse information, annual reports, web links, and publications order forms. New York State Emergency Management Office www.nysemo.state.ny.us The SEMO website is a good source for access to training materials and upcoming courses, including training in the Incident Command System (ICS). Emergency planning materials are also available, including HAZNY (Hazards New York) which is a tool used to identify and rank hazards that may poten- tially effect a school or school district. Additional links include SEMOs mitigation section, hazardous weather information, links to local emergency man- agement officials, and access to many State and feder- al agencies. Safe Schools Coalition http://www.ed.mtu.edu/safe/ The Safe Schools Coalition gathers the skills and resources of diverse national organizations to address a wide variety of school safety issues, including gang behavior, youth conflicts, and others. United States Department of Education www.ed.gov This site offers a vast array of resources, from publica- tions regarding school safety and violence prevention to extended research. New York State Police www.troopers.state.ny.us/PSAC/PSACindex.html The New York State Police web site has several resource materials available including: Safe Schools Programs - A series of programs for all school employees about prevention, intervention and response to school violence incidents; Field Trip Attendance System - A safety first system used for school trips to aid in chaperoning and tracking students; Gotta Go Bags - What do you need during a school emergency United States Department of Justice www.usdoj.gov This site offers a vast array of resources, from publica- tions regarding violence prevention and school safety to statistical information regarding youth violence. Continued 70 Project SAVE Project SAVE Selected Web-based Resources, continued School Safety and Violence Prevention: Specific Articles Improving School Violence Prevention Through Meaningful Evaluation http://eric-web.tc.columbia.edu/digests/dig132.html The Appropriate and Effective Use of Security Technologies in U.S. Schools The ERIC Clearinghouse on Urban Education provides a digest specific to the need for evaluation, types of evaluation, and evaluation methods for school violence prevention. www.ncjrs.org/school/178265.pdf Because of recent school violence episodes, communi- ties around the country have put pressure on school districts to incorporate more extensive security meas- ures into their safety programs. The Appropriate and Effective Use of Security Technologies in U.S. Schools is a guide from the National Institute of Justice to help school administrators and their col- leagues in law enforcement analyze a schools vulnera- bility to violence, theft, and vandalism, and research possible technologies to effectively address these prob- lems. This NIJ Research Report is based on a 7-year study of more than 100 schools and offers practical guidance on several aspects of security, including security concepts and operational issues, video surveil- lance, weapons detection devices, entry controls, and duress alarms. Inventory of Federal Activities Addressing Violence in Schools http://www.cdc.gov/nccdphp/dash/violence/index.htm The Centers for Disease Control and Prevention has created this new inventory to portray what the federal government is doing to respond to violence in our nations schools. Is Youth Violence Just Another Fact of Life? http://www.apa.org/ppo/violence.html The American Psychological Association states that there is no gene for violence. Violence is a learned behavior, and it is often learned in the home or the community from parents, family members, or friends. Children are more aggressive and grow up more likely to become involved in violenceeither as a victimizer or as a victimif they witness violent acts. Crisis Response Box: Partnering for Safe Schools http://www.caag.state.ca.us/cvpc/crisisresponse.pdf Protective Schools: Linking Drug Abuse Prevention with Student Success California Attorney General's Crime And Prevention Center and the California Department of Education's Safe Schools and Violence Prevention Office outline the steps needed to develop a comprehensive school crisis prevention plan by assembling a box of informa- tion which would serve as a useful tool in the event of a critical incident. www.drugstats.org/prosch.html A guide for policy makers, educators, and families produced by Smith Initiatives for Prevention and Education, College of Education, the University of Arizona. Its focus is data-based decision-making with an emphasis on strengthening academic achievement. Early Warning: Timely Response: A Guide to Safe Schools Safe Schools Now Network www.ed.gov/offices/OSERS/OSEP/earlywrn.html http://www.aasa.org/issues_and_insights/safety/ safe_schools_now.htm This guide from the Departments of Justice and Education indicates what to look for and what to do to prevent violence, when to intervene and get help for troubled children, and how to respond when violent situations occur. The NEA and the Learning First Alliance of which AASA is a partner formed the NEA Safe Schools Now Network in response to the growing concerns about school safety. Facts About Gun Violence School Safety and the Legal Rights of Students www.abanet.org/gunviol/schoolshm.html http://eric-web.tc.columbia.edu/digests/dig121.html The American Bar Association offers information on gun violence in schools. The ERIC Clearinghouse on Urban Education provides a digest regarding court decisions which seek to bal- ance students constitutional rights with the need for safety and freedom from violence in the schools. Continued 71 Project SAVE Project SAVE Selected Web-based Resources, continued The School Safety Profiler Centers for Disease Control and Prevention Division of Violence Prevention www.rippleeffects.com/needs www.cdc.gov/ncipc/dvp/dvp.htm This is a set of surveys designed to measure perceived safety at your school from the separate perspectives of students and educators. These tools can be used by schools safety teams conducting safety audits. The division has four priority areas for violence preven- tion: youth violence, family and intimate violence, sui- cide and firearm injuries. Another Centers for Disease Control site, www.cdc.gov/nccdphp/dash, offers a way into programs. The School Shooter: A Threat Assessment Perspective Center for the Prevention of School Violence www.fbi.gov/library/school/school2.pdf www.ncsu.edu/cpsv New FBI report says there is no way to profile poten- tial perpetrators, but offers tool to assess threats logical- ly, judiciously, rapidly. The center serves as a primary resource for dealing with the problem of school violence. This North Carolina center focuses on ensuring that schools are safe and secure. Featured topics include school resource officers and student involvement projects. Top Rated School Violence Prevention Programs (8/4/98) www.aasa.org/issues_and_insights/safety/top_rated_ programs.htm Center for Schools and Communities www.center-school.org/ Only 10 out of 84 nationally available school violence prevention programs got an A in an evaluation released in June. The Center for Schools and Communities has been committed to improving outcomes for children and fam- ilies through training, technical assistance, program evaluation, research and resource development. Funded primarily by the Pennsylvania Departments of Education, Health and Public Welfare. Provides training, technical assistance and a clearinghouse of video and print materials to help schools. Why the Brutality? ericweb.tc.columbia.edu/administration/safety/gang_ brutality/index .html This focus is on predatory violence of gangs as distinct from that occurring apart from gang activity. The pur- pose is to examine the dynamics of why gangs can, at times, be so brutal. Center for the Study and Prevention of Violence www.colorado.edu/cspv This Colorado-based center provides technical assis- tance, information, and research for groups committed to understanding and preventing violence, particularly adolescent violence. Other Resource Centers on Safe Schools, Youth Violence Communities Against Violence Network (CAVNET) American Academy of Experts in Traumatic Stress www.askam.com/cavnet www.schoolcrisisresponse.com This site is a guide to anti-violence resources. The American Academy of Experts in Traumatic Stress publication, A Practical Guide for Crisis Response in Our Schools, conveys critical information to assist school dis- tricts in responding effectively to everyday crises as well as school-based disasters. It is an invaluable resource for administrators, support personnel and faculty in preparation for, and during, actual crisis situations. Family Life Development Center www.child.cornell.edu/ Located at Cornell University, the center works to improve professional and public efforts to understand and deal with risk factors in the lives of children, youth, families and communities that lead to family violence and neglect. Continued 72 Project SAVE Project SAVE Selected Web-based Resources, continued The Hamilton Fish Institute National Alliance for Safe Schools www.hamfish.org www.safeschools.org The Hamilton Fish Institute rigorously researches, develops, and evaluates violence prevention strategies for schools and their immediate communities. The National Alliance for Safe Schools was estab- lished to provide training, technical assistance, and publications to school districts interested in reducing school based crime and violence. Institute for Violence Reduction www.vm.uconn.edu/~wwwswk/violence.htm National Criminal Justice Reference Center Located at the University of Connecticut, this center works with policy makers to develop more effective approaches for violence reduction in schools and com- munities. www.ncjrs.org NCJRS is a federally sponsored information clearing- house for people around the country and the world involved with research, policy, and practice related to criminal and juvenile justice and drug control. Documents available at this site include The Appropriate and Effective Use of Security and Technology in US Schools. Join Together http://www.jointogether.org Join Together, a project of the Boston University School of Public Health, is a national resource for communities working together to reduce substance abuse and gun violence. National Resource Center for Safe Schools www.safetyzone.org The National Resource Center for Safe Schools works with schools, communities, state and local education agencies, and other concerned individuals and agencies to create safe learning environments and prevent school violence. Keep Schools Safe www.keepschoolssafe.org This site provides useful information regarding strate- gies to reduce violence and is a link to other sites. The site is managed by a collaboration between the National Association of Attorneys General and the National School Board Association. Office of Juvenile Justice and Delinquency Prevention www.ojjdp.ncjrs.org Keeping Schools and Communities Safe OJJDP sponsors a broad array of research, program, and training initiatives and disseminates accurate, up- to-date information about juvenile justice and delin- quency issues. www.ed.gov/offices/OESE/SDFS/safeschools.html The US Department of Education's site provides infor- mation regarding federal efforts to enhance school safety; provides information on USDOE programs and funding and has policy statements and reports outlin- ing school violence statistics. Partnership Against Violence Network (PAVNET) www.pavnet.org Kentucky Center for School Safety This website offers information on programs, resources and funding sources. www.kysafeschools.org This center acts as a clearinghouse of information and materials concerning school violence prevention and provides training, technical assistance, and program development. In addition to the New York State Education Department, the Web sites posted here contain hypertext links or pointers to information created and maintained by other public and private organizations. These links and pointers are provided for the users convenience. The Education Department does not control or guarantee the accuracy, relevance, timeliness, or com- pleteness of the outside information. Further, the inclusion of links or pointers to particular items in hypertext is not intended to reflect their importance, nor is it intended to endorse any views expressed, or products or services offered, on these out- side sites, or the organizations sponsoring the sites. 73 Project SAVE PROJECT SAVE (Safe Schools Against Violence in Education) Selected Print References Also see Selected Web Resources for a listing of documents that are available on-line. The Office of Juvenile Justice and Delinquency Prevention, Office of Justice Programs, United States Department of Justice is responsible for this program which promotes, understanding, and toler- ance through a variety of lessons and activities for students that analyze hate crimes, their victims and perpetrators, media messages, stereotypes, racism, and ways to promote change. Coping With Crisis: Lessons Learned: A Resource for Schools, Parents, and Communities. Scott Poland and Jami S. McCormick; Sopris West, Longmont, CO, 1999. Provides detailed, comprehensive steps for schools in the event of any type of crisis situation such as threats, fights, intruders, weapons and/or death, includes actual case studies from many recent high profile school shootings. How to Create Safe Schools: Action Steps for the Community. Ronald D. Stephens; National Educational Service, Bloomington, IN, 1996. Three twenty minute videos address topics such Crisis Counseling Guide to Children and as, assembling a safety task force, assessing exist- ing vulnerabilities, various specific strategies and creating an action plan. Families in Disasters. New York State Office of Mental Health, Albany, NY, September 2000 This guide is intended for use by persons who Peer Justice and Youth Empowerment: An respond to the disaster mental health needs of chil- dren in emergencies and disasters. Human service workers, emergency personnel, community mem- bers and elected officials who are responsible for planning and organizing services to meet the needs of children and families impacted by emergencies and disasters will find this guide valuable. Implementation Guide for Teen Court Program: Tracy M. Godwin with David J. Steinhart and Betsey A. Fulton; American Probation and Parole Association. n.d. This guide comprehensively covers every aspect associated with the concept of teen courts, from understanding the basis, recruiting support, design- ing a program, human and financial resources, and evaluation. Guide for School Safety and Security. The University of the State of New York and The State Education Department, Office of Intercultural Relations, Albany, NY, 1996. Practical School Security: Basic Guidelines for Safe and Secure Schools. Kenneth S. Trump; Corwin Press, Inc., Thousand Oaks, CA, 1998. This document explains the necessary compo- nent for a school safety action plan utilizing pre- vention as well as intervention strategies and com- munity support and resources. This guide offers step by step plans to assessing the current physical security of a school as well as implementing further instruments such as staffing, locks, lighting and metal detectors. Healing the Hate: A National Hate Crime Prevention Curriculum for Middle Schools. Karen A. McLaughlin and Kelly J. Brilliant; Educational Development Center, Inc., Newton, MA, 1997. Continued 74 Project SAVE Selected Print References, continued Preventing Student Violence: What Schools Safe Spaces: Creating Safe and Drug-Free Can Do. Kris Bosworth, ed; Phi Delta Kappa and The Center for Evaluation, Development, and Research, 1999. Learning Environments. The Upstate Center for School Safety, New Paltz, NY, 2000. A training guide and accompanying manual uses This publication contains three chapters, each the concept of systems thinking to promote a para- digm shift among a school safety team and use research based action plans in order to nourish a more positive school environment. addressing different topics related to youth vio- lence; its risk factors, its affects, and what schools can do. Each topic is covered through different articles from various sources. Safeguarding Our Children: An Action Protective Intelligence and Threat Guide. U.S. Departments of Education and Justice, American Institutes for Research, Washington, D.C., 2000. Assessment Investigations: A Guide for State and Local Law Enforcement Officials. Robert A. Fein and Bryan Vossekuil; US Department of Justice, Office of Justice Programs, National Institute of Justice, Washington, D.C., 1998. This document is a follow-up resource to Early Warning, Timely Response: A Guide to Safe Schools. It provides additional information about the how to of developing school safety plans. This report presents information and ideas about protective intelligence and threat assessment. Using prior case studies, it debunks myths and explains the operation of threat assessment. School Expulsions, Suspensions, and Dropouts: Understanding the Issue. Arnold Gallegos; ed, Phi Delta Kappa and The Center for Evaluation, Development, and Research, 1998. Safe by Design: A Plan for Peaceful School Communities. Sarah Miller, Janine Brodine and Terri Miller, eds.; Committee for Children, Seattle, WA, 1996. This publication contains three chapters, each addressing different topics related to school dici- pline; contextual factors, codes of conduct, promis- ing programs and practices. Each topic is covered through different articles from various sources. This is the first of a two volume planning and resource guide for schools. Topics covered include, creating community linkage, family involvement, positive school climate, school poli- cies, and student social skills. School Violence Prevention and Management Guide. New York Schools Insurance Reciprocal, Garden City, NY. n.d. Safe Schools: A Handbook for Violence This publication gives a short overview of effec- Prevention Ronald D. Stephens; National Educational Services, Bloomington, IN. n.d. tive intervention programs, areas for assessment, and emergency response procedures. This handbook explains how to assess current school safety then develop, implement and evaluate a comprehensive school safety plan; includes sam- ple plans and documents. Safe Schools, Safe Students: A Guide to Violence Prevention Strategies. 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