CBLE Relationships with Administration, Staff, Students and Parents

Learning Objectives  The participant will be able to identify the three types of CBLE Officers  The participant will be able to recognize the basic duties of an CBLE Officer  The participant will be able to identify characteristics of positive, professional relationships.  The participant will be able to identify specific areas of relationship building with all stakeholders

Traditional Law Enforcement vs. CBLE  Traditional law enforcement is based on Event Management  Example: fight at club  Make arrest, restore order, and leave  CBLE is based on Problem Management  Example: fight at school  Restore order, but also search for the root cause of the fight

Types of CBLE Officers  School District Police Officers  Education Code  Contracted Police Officers  Municipal officers or county deputies  What are the pros and cons?  Dual Commissioned Police Officers  Example: commissioned by PD and ISD  What are the pros and cons?

Structure of ISD Police  Roughly 177 ISD Police Departments in Texas  Chief may report to any department in the District’s organization chart  Police department has their own organization chart

Example of District Org Chart

Basic Duties of CBLE  Education  Teach classes, attend town hall meetings, etc.  Protect lives and property  Enforce federal, state and local laws  Applies to assisting school officials as well as LE action  Investigations  Criminal activity committed on school property

Basic Duties of CBLE  Counselor  Counsel students when requested by principal  Assist Other Law Enforcement  Act as liaison  Special Event Security  Athletic events, meetings, etc.

Basic Duties of CBLE (cont.)  Emergency Management  Develop plans to prevent or minimize dangerous situations  Perform Other Duties  Ex: visibility during breaks/hallways  Role Model  Improve the image of LE

CBLE Professional Conduct  Same as Traditional Police Officers PLUS:  Principal / Administration Relationships  Staff Relationships  Student Relationships  Parent Relationships

Principal / Administration Relationships  Understand the History  CBLE is relatively new  Principal was enforcer and students were not considered criminal  Understand the Laws / Policies  Principals can not supersede state laws  Communicate and Cooperate  Communicate efficiently and try to work with administration

Principal / Administration Relationships Daily School Operations  Establish basic operating parameters  Start / End of shift  Legal / policy limitations  Incident notification procedures  Communication protocols  Supervision of other security personnel  Authority “hand off”  Document in writing if possible

Principal / Administration Relationships District / Campus Safety Teams  District Safety Team  Provides mandated safety plan template  Sets training recommendations  Drill coordination  Support in large events  Campus Safety Team  “Localizes” the safety plan template to meet campus needs  Makes recommendations on issues impacting campus safety  SRO should be a member

Principal / Administration Relationships Staff Training  Education related law  Criminal law  Safety / Security related policies  Safety plan  Personal protection

Staff Relationships  Classroom Instruction  Discrimination  Special Treatment  Confidential Information  Rumor Control  Romantic Relationships

Student Relationships  Confidential Information  FERPA  Misrepresentation of Facts  Treatment of Students  Discrimination, personal space, etc.  General Student Body

Student Relationships Individual Student Relationships  Maintain adult – child separation  Always be honest  No such thing as “off-duty” relationship  Do not provide private telephone or  Alert supervisor and parent of any out of school contact and document

Parent Relationships  Outreach Programs (GREAT / DARE)  Information Sharing / Education  Mediating Disputes  “Bridging the Gap” between  Parents / Kids  Parents / School Personnel  Parents / Parents  Parents / Juvenile Justice System

Cultural Considerations  Be aware of the many cultures in your ISD  Be aware of languages spoken  What challenges are associated with this?  Be cognoscente of body language as well  What steps will you take when working with someone from another culture?

References  Texas Education Code, Chapter 37  Texas Penal Code, Chapters 21 and 42  Texas Code of Criminal Procedure, Art  Fort Bend ISD Policy and Procedure Manual  Fort Bend ISD Police – Campus Relationship Building Initiative document  Fort Bend ISD Website  l-resource-officer/