1. School Safety:
Say What?
So What?!

2. Mike Donlin
A little background
Who’s who in the room ??

3. http://www.k12.wa.us/SafetyCenter Who has visited the Safety Center?
What for??

4. when you hear the words:
What do you think of
when you hear the words:
school safety ?
Table talk.
Make notes: issues, topics, experiences, etc….

5. Categories of School Safety Threats/Hazards
Natural Hazards
Technological Hazards
Biological Hazards
Adversarial, Incidental,
Human-caused Threats
- Earthquakes
- Tornadoes
- Lightning
- Severe wind
- Hurricanes
- Floods
- Wildfires
- Extreme
Temperatures
- Landslides or
mudslides
-Tsunamis
-Volcanic eruptions/
Lahar flows
-Winter or other
Precipitation
- Other
- Explosions or accidental
release of toxins from
industrial plans
- Accidental release of
hazardous materials from
within the school: gas
leaks or lab spills
-Hazardous materials releases
from major highways or -
- Railroads
- Radiological releases from
nuclear power stations
- Dam failure
- Power failure
- Water failure
- Infectious diseases,
such as pandemic
influenza,
- Contaminated food
outbreaks, including
Salmonella, botulism,
and E. coli
- Toxic materials
present in school
laboratories/HVAC
- Fire
- Active shooters
- Criminal threats or actions
- Bomb threats
- Domestic violence/abuse
- Suicide
- Harassment, Intimidation
- Bullying/Cyberbullying
- Mental Health Issues
- Threats based on gender
identity
- Trafficking / CSEC
- Cyber attacks
- Gang violence
- Terrorism
Physical as well as psychological safety
Relationship between a safe school and academic achievement
Why is the climate so important?
Where do you see your work?
PIEPC - School Safety

6. Why do we think this is important?
Results confirmed a link between the quality of school facilities and student achievement …[and]that school climate plays a mediating role…between facility quality and student achievement
Safety – and the perceptions of safety – have an impact on student achievement.
Perceptions of school safety and danger may actually have a greater impact on student success than actual incidents

7. Multiple Tiers of School Safety
MTSS
Multiple Tiers of School Safety
Tier II
MTSS – with a different meaning!
Academics. Behaviors. Saferty
Ask yourself – “What are we doing already?”
Policies & procedures
ELL / SpEd students
Programs re: HIB
Drills…..
Foundation
Safety

8. comprehensive safe school plans for each public school are
RCW 28A
[T]he legislature recognizes that
comprehensive safe school plans for each public school are
of paramount importance
and will help to assure students, parents, guardians, school employees,
and school administrators that
our schools provide the safest possible learning environment.
Safety Center planning toolkit
resources page

9. Five Preparedness Missions
Prevention
Recovery
Mitigation
Response
Protection
PPD-8 (a Presidential Directive) describes the nation’s approach to preparedness and defines preparedness around five mission areas:
Prevention, Mitigation, Protection, Response, and Recovery.
It represents an evolution in our collective understanding of national preparedness and is based on the lessons learned from terrorist attacks, hurricanes, school incidents, and other experiences.
Prevention means the capabilities necessary to avoid, deter, or stop an imminent crime or threatened or actual mass casualty incident.
Mitigation means the capabilities necessary to eliminate or reduce the loss of life and property damage by lessening the impact of an event or emergency.
Protection means the capabilities to secure schools against acts of violence and manmade or natural disasters.
Response means the capabilities necessary to stabilize an emergency once it has already happened or is certain to happen in an unpreventable way.
Recovery means the capabilities necessary to assist schools affected by an event or emergency in restoring the learning environment.
These mission areas generally align with the three timeframes associated with an incident: before, during, and after.
Before: The majority of Prevention, Mitigation, and Protection activities generally occur before an incident, although these three mission areas do have ongoing activities that can occur throughout an incident.
During: Response activities occur during an incident.
After: Recovery activities can begin during an incident and occur after an incident.
To help avoid confusion over terms and allow for ease of reference, we will generally use the terms: “before,” “during,” and “after.”
Before
During
After
an incident or emergency

10. Three Basic Components
The Basic Plan:
The formal introduction, including names, dates, purpose of the plan, updates, approvals…
Functional Annexes:
The “To-Do’s” – How we respond. What we do.
Threats and Hazards Annexes:
Threats and hazard specific to this district / school which we are planning for. Calls for assessments.
of a well-developed plan

11. Concerning school safety drills
RCW 28A
HB 1279 /
Concerning school safety drills
One drill per month, including summer sessions with students.
Drills must practice three basic functional threat responses:
Shelter-in-place
Lockdown
Evacuation
A pedestrian evacuation drill - for schools in mapped tsunami hazard zones.
A "drop, cover, and hold" earthquake drill - may also be incorporated into monthly drills.
At least one drill must use the school mapping information system.
NB: A single functional response may be used in several different situations.
FUNCTIONAL ANNEXES – also reunification, COOP, Communications, emergency sheltering, etc….
Definitions!!!
Why might you evacuate??
EQ - Great ShakeOut!! October 19th.
Resilient WA
Cascadia Rising

12. School districts must work collaboratively
RCW 28A
DON’T GO IT ALONE!
School districts must work collaboratively
with local law enforcement agencies
and school security personnel
to develop an emergency response system …
to expedite the response and arrival of law enforcement
in the event of a threat or emergency at a school.
You have to coordinate with 1st responders –
So you know what to expect –
And they do as well….
NIMS / ICS – for admin!
NB: stories of municipalities or counties which have built schools into their plans and the schools didn’t know.

13. EMOTIONAL OR BEHAVIORAL DISTRESS
RCW 28A
EMOTIONAL OR BEHAVIORAL DISTRESS
Each school district must adopt a plan
for recognition, initial screening, and response to
emotional or behavioral distress in students,
including but not limited to indicators of
possible substance abuse, violence, youth suicide, and sexual abuse.
The school district must annually provide the plan to all district staff.
Suicide prevention plan

14. Prevention. Mitigation. Protection. Response. Recovery.
SCHOOL SHOOTERS
Response?
Table talk:
Run Hide Fight
ALICE – Alert, Lockdown, Inform, Counter, Evacuate
Deter. Detect. Deny. Delay. Defend
OPTIONS / SITUATIONAL
Lockdown. Evacuation. (Communication)
Prevention. Mitigation. Protection. Response. Recovery.

15. FOUR BASIC KINDS OF ASSESSMENTS
Site (Risk) Assessment
Building, grounds, campus, CPTED
Culture and Climate Assessment
School climate
Capacity Assessment
Staff, students, partners
parents. Community
Threat Assessment
There are numerous assessments that the planning team may use, including site assessments, culture and climate assessments, behavioral threat assessments, and capacity assessments. These assessments will help the planning team not only assess risk but also identify resources and issues that the plan may need to address. It will also help the planning team to customize the EOP.
But note: As will be discussed later, there may be restrictions (either legal or practical) on utilization of information gathered by the planning team for customizing the EOP (e.g., with information gathered by the Behavioral Threat Assessment team—information may be restricted by FERPA/HIPAA).
Assessments will be used not only to develop the initial plan but also to inform updates and revisions to the plan on an ongoing basis. The comprehensive table in your handbook provides more information about some of the most essential assessments the planning team should undertake.
These assessments will be discussed in detail on the next few slides.

16. THREAT ASSESSMENT Threat assessment is a structured group process
used to evaluate the risk
posed by a student or another person,
in response to an actual or perceived threat or concerning behavior.
Threat assessment as a process was developed by the Secret Service
as a response to incidents of school violence.
The primary purpose of a threat assessment is to prevent targeted violence.
WASEM – self-assessment coming
Safety Center planning toolkit
resources page

17. ESSB 6032
S.SL.pdf
$722,000 of the general fund—state appropriation for fiscal year 2019 is provided solely for the superintendent of public instruction to provide grants to educational service districts and school districts to
develop or expand regional safety programs to address student safety.
At a minimum, programs must implement a multitier threat assessment system; develop a process for notifying schools, including private schools, of safety emergencies; and make recommendations or implement appropriate safety technology consistent with regional need.
Table talk.
Make notes: issues, topics, experiences, etc….

18. HB 1003 2015-16 Concerning the development of a model policy
on natural disaster school infrastructure recovery.
(3) The model policy must:
Include a model continuity of operations plan for use by school districts.
A Functional Annex

19. NB: Great Washington ShakeOut
@ 10:18

20. RCW 28A
Harassment, intimidation, or bullying prevention policies and procedures
Physically harms a student or damages the student's property; or
Has the effect of substantially interfering with a student's education; or
Is so severe, persistent, or pervasive that it creates an intimidating or threatening educational environment; or
Has the effect of substantially disrupting the orderly operation of the school.
HIB Compliance Officers – trainings
10 Olweus trainers across the state
Contact me for basic bullying prevention training & cyberbullying training

21. Concerning restraint or isolation
RCW 28A HB
Concerning restraint or isolation
For any and all students and incidents,
on a school by school basis:
District reports the total numbers of:
individual incidents of both restraint and of isolation,
unduplicated count of students involved in both isolation and restraint
injuries, if any, and
types of restraints or isolation used.

22. SB 6620 2015-16 Concerning a statewide plan for funding school safety
Annual school safety summits
which focus on establishing
and monitoring the progress of
a statewide plan
for funding cost-effective methods for school safety.
………..
Washington State Institute for Public Policy has
completed an evaluation of how WA and other states
have addressed the funding of school safety
“What doe school safety cost?

23. Iterative Planning Process
STEP 7 > STEP 1
START OVER:
Re-form your collaborative planning team….
The TEAM should work through these six steps to create and implement their school’s EOP.
Schools and school districts can use this process to:
Develop a plan.
Do a comprehensive review of their existing plan.
Conduct reviews of their plan’s component parts.
Each step will improve the school’s response to ongoing school and emergency activities, as well as the training, drills, equipment, and resources that are currently in use.
These steps are sequenced to support a collaborative process, which invites multiple perspectives for information gathering, prioritizing, goal-setting, execution of specific activities, and evaluation. The process is intended to be cyclical and ongoing.
Although there are three timeframes, they are generally interconnected and schools can take steps to build capacity for Response and Recovery before an incident occurs.
These steps are supported by applying the planning principles.
NOTE TO TRAINER: As applicable, accentuate a planning principle throughout the steps.

24. school safety and safety planning,
When we talk about
school safety and safety planning,
what is my role
in that process?
Table talk.
Make notes: issues, topics, experiences, etc….

25. One thing that agreed with your thinking.
From this session, please share
One thing that agreed with your thinking.
One point that stood out for you.
One thing that is still going around in your head.
One burning question.