1. Presented By: Winton I. Goodrich Vermont School Boards Association Winton I. Goodrich Vermont School Boards Association Preventing Bullying and School Crisis

2. (Packet Materials)

4. Participating Districts 15 CUBE member districts in 13 states Average enrollment of 69,172 students 108 Schools 40 elementary 26 middle 28 high schools 14 K-8 schools

5. American School Climate Survey © Constructs Safety Bullying Trust, Respect & Ethos of Caring Racial Self-Concept General Climate Safety Bullying Trust, Respect & Ethos of Caring Racial Self-Concept General Climate

6. Study Demographics

8. School climate is the learning environment created through the interaction of human relationships, physical setting and psychological atmosphere. Perkins, 2006

9. CUBE Survey of Urban School Climate Safety

11. CUBE Survey of Urban School Climate Bullying

14. Recommendations Districts should include a climate assessment in their annual evaluation processes Schools should identify one or more key areas on the basis of these assessment findings Parents should be encouraged to participate in discussions on the improvement of school climate

15. Recommendations Students should engage with members of the school community to address climate issues School officials should engage members of the community about ways in which they can participate Boards of education should establish clear policies to create a positive school climate

16. Internet Bullying Prevention www.isafe.org

19. 1995 Relationship Between Increases in Obesity & Bullying 2005 1990 No Data <10% 10%–14% 15%–19% 20%–24% 25%–29% ≥30%

21. Support 1. Family support 2. Positive family communication 3. Other adult relationships 4. Caring neighborhood 5. Caring school climate 6. Parent involvement in schooling 1. Family support 2. Positive family communication 3. Other adult relationships 4. Caring neighborhood 5. Caring school climate 6. Parent involvement in schooling

22. Empowerment 7. Community values youth 8. Youth as resources 9. Service to others 10. Safety 7. Community values youth 8. Youth as resources 9. Service to others 10. Safety

23. Boundaries & Expectations 11. Family boundaries 12. School Boundaries 13. Neighborhood boundaries 14. Adult role models 15. Positive peer influence 16. High expectations 11. Family boundaries 12. School Boundaries 13. Neighborhood boundaries 14. Adult role models 15. Positive peer influence 16. High expectations

24. Constructive Use of Time 17. Creative activities 18. Youth programs 19. Religious community 20. Time at home 17. Creative activities 18. Youth programs 19. Religious community 20. Time at home

25. Commitment to Learning 21. Achievement Motivation 22. School Engagement 23. Homework 24. Bonding to school 25. Reading for Pleasure 21. Achievement Motivation 22. School Engagement 23. Homework 24. Bonding to school 25. Reading for Pleasure

26. Positive Values 26. Caring 27. Equality and social justice 28. Integrity 29. Honesty 30. Responsibility 31. Restraint 26. Caring 27. Equality and social justice 28. Integrity 29. Honesty 30. Responsibility 31. Restraint

27. Social Competencies 32. Planning and decision making 33. Interpersonal Competence 34. Cultural Competence 35. Resistance skills 36. Peaceful conflict resolution 32. Planning and decision making 33. Interpersonal Competence 34. Cultural Competence 35. Resistance skills 36. Peaceful conflict resolution

28. Positive Identity 37. Personal power 38. Self-esteem 39. Sense of purpose 40. Positive view of personal future 37. Personal power 38. Self-esteem 39. Sense of purpose 40. Positive view of personal future

29. Pair Share Share with a new partner 2 effective child well-being initiatives in your school/community. How does the Board assess this program effectiveness? Share with a new partner 2 effective child well-being initiatives in your school/community. How does the Board assess this program effectiveness?

30. Pair Share Discuss with partner what your school has done to identify and respond to bullying. Report out results Discuss with partner what your school has done to identify and respond to bullying. Report out results

31. Creating a School Public Safety Committee

32. WHAT TYPES OF EMERGENCIES SHOULD YOUR SCHOOL PLAN FOR?

33. School Public Safety Committee School Crisis Team Emergency Management Rescue Squad Fire Police Principal/Superintendent CERT/LEPC/RPC Principal/Asst. Principal Nurse Guidance/SAP Teachers SRO Custodian School Public Safety Committee

34. Periodically Host School Public Safety Committee Meetings

35. Set Committee Goals and Objectives Create “Incident Command” structure Principal “Incident Commander” Directs command to Fire Chief if hazmat or fire Directs command to police if law violation Establish “Unified Command” system for “Mutual Aid” Create “Incident Command” structure Principal “Incident Commander” Directs command to Fire Chief if hazmat or fire Directs command to police if law violation Establish “Unified Command” system for “Mutual Aid”

36. (Packet Material) Incident Command System

37. Committee Objectives (continue) Establish and maintain a school emergency plan Focus on ways to implement universal safety practices Emergency responders and school leaders prepare for a variety of crises Establish and maintain a school emergency plan Focus on ways to implement universal safety practices Emergency responders and school leaders prepare for a variety of crises

38. Committee Objectives (continue) Conduct tabletop exercises and emergency drills Help conduct evacuation and relocation drills Organize and train volunteers for relocation sites Conduct tabletop exercises and emergency drills Help conduct evacuation and relocation drills Organize and train volunteers for relocation sites

39. Types of Emergency Exercises Tabletop: Focus on an incident and discuss the school & community response Functional: Simulate a crisis situation and respond verbally or in writing to your action plan Full Scale: People and equipment are mobilized to practice specific emergency functions Tabletop: Focus on an incident and discuss the school & community response Functional: Simulate a crisis situation and respond verbally or in writing to your action plan Full Scale: People and equipment are mobilized to practice specific emergency functions

40. Tabletop Exercise Exercise should be a learning process intended to train personnel, not test or criticize response Tabletop goals: Reveal planning weaknesses Improve communication Clarify roles and responsibilities Foster cooperation among emergency providers and school leaders Exercise should be a learning process intended to train personnel, not test or criticize response Tabletop goals: Reveal planning weaknesses Improve communication Clarify roles and responsibilities Foster cooperation among emergency providers and school leaders

41. Tabletop Exercises School Shooting Student Knife Attack Non-Custodial Parent Kidnapping Child Bomb Threat School Shooting Student Knife Attack Non-Custodial Parent Kidnapping Child Bomb Threat

42. “CLEAR THE HALLS” Students report immediately to an adult in the nearest classroom or other secured area Lock classroom doors when possible Students and staff stay away from doors and windows Students report immediately to an adult in the nearest classroom or other secured area Lock classroom doors when possible Students and staff stay away from doors and windows

43. “SECURE THE BUILDING” Same as “Clear the Halls” but also includes designated staff securing external doors and allowing emergency responders to enter Students outside move away from the building to safe area Same as “Clear the Halls” but also includes designated staff securing external doors and allowing emergency responders to enter Students outside move away from the building to safe area

44. “EVACUATE THE SCHOOL” All students and staff evacuate the building and move to designated areas Teachers and staff take attendance and report missing students Maintain order and wait for direction All students and staff evacuate the building and move to designated areas Teachers and staff take attendance and report missing students Maintain order and wait for direction

45. School Shooting

46. “CLEAR THE HALLS” School Shooting How do you encourage students to come forward with information relating to potential crimes that are believed to about to occur or have already taken place? (i.e. peer counselors, posters, school resource officer… What system does your school have for students to report potential or actual crimes that have already taken place? How often is this system reviewed? How do you encourage students to come forward with information relating to potential crimes that are believed to about to occur or have already taken place? (i.e. peer counselors, posters, school resource officer… What system does your school have for students to report potential or actual crimes that have already taken place? How often is this system reviewed?

47. “CLEAR THE HALLS” School Shooting What system is available for students who wish to report possible or real crises on weekends or holidays? How does follow-up occur when the school receives a report from a student? What kind of plans are in place if your school evacuates students and staff? (class roster, coats in winter…) Who oversees this plan? What system is available for students who wish to report possible or real crises on weekends or holidays? How does follow-up occur when the school receives a report from a student? What kind of plans are in place if your school evacuates students and staff? (class roster, coats in winter…) Who oversees this plan?

48. Student Knife Attack

49. “CLEAR THE HALLS” Student Knife Attack Should staff members at the scene attempt to disarm the student with the knife? Does your school have a policy on dealing with armed students? Should the principal or designee communicate the “Clear the Halls” command over the intercom? Have you ever held a drill to like “Clear the Halls”? Do you think such a directive could help safeguard other students? Should staff members at the scene attempt to disarm the student with the knife? Does your school have a policy on dealing with armed students? Should the principal or designee communicate the “Clear the Halls” command over the intercom? Have you ever held a drill to like “Clear the Halls”? Do you think such a directive could help safeguard other students?

50. “CLEAR THE HALLS” Student Knife Attack As an administrator, you are most likely going to have to inform the staff and students of what took place. How are you going to inform the parents about the incident? Will you communicate with the police before finalizing your notice to the students, staff and parents and possibly the media? Will you have your Crisis Team available to meet with the students that were affected by this incident? As an administrator, you are most likely going to have to inform the staff and students of what took place. How are you going to inform the parents about the incident? Will you communicate with the police before finalizing your notice to the students, staff and parents and possibly the media? Will you have your Crisis Team available to meet with the students that were affected by this incident?

51. Non-Custodial Parent Kidnapping Child

52. “SECURE THE BUILDING” Non-Custodial Parent Child Kidnapping If you were the school administrator should you have informed the father that he was not allowed to enter onto school property and if he did, you would file a trespassing complaint with the police? Are you going to give the order for the staff to “Secure the Building” at this time? If you were the school administrator should you have informed the father that he was not allowed to enter onto school property and if he did, you would file a trespassing complaint with the police? Are you going to give the order for the staff to “Secure the Building” at this time?

53. “SECURE THE BUILDING” Non-Custodial Parent Child Kidnapping Have you practiced the “SECURE THE BUILDING” drill before? Do you know if your intercom system is heard in every part of the building? If your intercom system does not reach every part of the building, what plan do you have in place to notify all staff and students? Do you have pre-arranged assignments with identified staff to lock all entry doors to the building and remain available to monitor them? Have you practiced the “SECURE THE BUILDING” drill before? Do you know if your intercom system is heard in every part of the building? If your intercom system does not reach every part of the building, what plan do you have in place to notify all staff and students? Do you have pre-arranged assignments with identified staff to lock all entry doors to the building and remain available to monitor them?

54. Bomb Threat

55. “EVACUATE THE SCHOOL” Bomb Threat Ask if FBI bomb questionnaire cards have been placed at locations where outside phone calls are received? Have you designated the location where the Incident Command system will be set up? Are you going to evacuate the school? If you evacuate, do you have designated relocation sites? Ask if FBI bomb questionnaire cards have been placed at locations where outside phone calls are received? Have you designated the location where the Incident Command system will be set up? Are you going to evacuate the school? If you evacuate, do you have designated relocation sites?

56. “EVACUATE THE SCHOOL Bomb Threat Have you previously held a drill that moved students and staff to the relocation site(s)? Have you made arrangements to have someone search your designated relocation site for suspicious items before you move to it? Have school administrators worked with law enforcement, fire and rescue staff on how students and staff will be re-located off-site? Do you have a plan in place for how meals would be delivered to the re-location site(s) if the situation warrants missing lunch? Have you previously held a drill that moved students and staff to the relocation site(s)? Have you made arrangements to have someone search your designated relocation site for suspicious items before you move to it? Have school administrators worked with law enforcement, fire and rescue staff on how students and staff will be re-located off-site? Do you have a plan in place for how meals would be delivered to the re-location site(s) if the situation warrants missing lunch?

57. TEAM WORK School Public Safety Committee can help plan for various emergencies Can organize drills They cannot make it work without you being part of the team! School Public Safety Committee can help plan for various emergencies Can organize drills They cannot make it work without you being part of the team!

58. “Four on the Floor” Debrief in Small Groups “Four on the Floor” Debrief in Small Groups Tabletop Exercise

59. DVD Distribution in PM

60. School Threat Assessment Resources Provided By: United States Secret Service Presented By: Vermont School Boards Association Resources Provided By: United States Secret Service Presented By: Vermont School Boards Association 2006

61. What School Boards Can Do Adopt policies and procedures on prevention and response to school emergencies and crises. Ensure administrators and emergency service providers routinely run practice drills. Adopt policies and procedures on prevention and response to school emergencies and crises. Ensure administrators and emergency service providers routinely run practice drills.

62. What School Boards Can Do Direct administrators to develop and monitor the safety of the school climate for students and staff. Receive periodic reports on the types, number, and response to school incidents. Direct administrators to develop and monitor the safety of the school climate for students and staff. Receive periodic reports on the types, number, and response to school incidents.

63. Making and Posing a Threat Ensure administrators receive training to better understand the difference between a threat that is made vs. one that is posed. Use the School Public Safety Committee to decide response to both made and posed threats. Different responses for each type. Ensure administrators receive training to better understand the difference between a threat that is made vs. one that is posed. Use the School Public Safety Committee to decide response to both made and posed threats. Different responses for each type.

64. Secret Service Targeted Violence Prevention Resources Analyzed School Gun & Bomb Incidents Earliest cases began in 1974 Researched 37 highest profile incidents over past 26 years Occurred in 26 states Analyzed School Gun & Bomb Incidents Earliest cases began in 1974 Researched 37 highest profile incidents over past 26 years Occurred in 26 states

65. School Gun & Bomb Incident Characteristics Perpetrated by boys or young men Students, staff and administrators were targets In 2/3 of incidents, attacker killed one or more students and staff Perpetrated by boys or young men Students, staff and administrators were targets In 2/3 of incidents, attacker killed one or more students and staff

66. Preliminary Findings Incidents were rarely impulsive Students developed idea 2 weeks in advance Over half created plan 2 days prior to attack Revenge primary motive Incidents were rarely impulsive Students developed idea 2 weeks in advance Over half created plan 2 days prior to attack Revenge primary motive

67. Preliminary Findings 2/3 of attackers had multiple reasons 3/4 had grievance at time of attack Many told someone in advance about idea or plan! Less than 1/4 communicated intent to attacker 2/3 of attackers had multiple reasons 3/4 had grievance at time of attack Many told someone in advance about idea or plan! Less than 1/4 communicated intent to attacker

68. Preliminary Findings No accurate or useful attacker profile Student ages ranged from 11 to 21 Variety of racial and ethnic backgrounds No accurate or useful attacker profile Student ages ranged from 11 to 21 Variety of racial and ethnic backgrounds

69. Preliminary Findings Range from intact family situations to foster homes with histories of neglect Academic performance ranged from excellent to failing Range of friendship patterns from socially isolated to popular Range from intact family situations to foster homes with histories of neglect Academic performance ranged from excellent to failing Range of friendship patterns from socially isolated to popular

70. Preliminary Findings Behavioral histories varied from no problems to multiple discipline issues Few showed marked change in academic performance, friendships, or discipline Few diagnosed w/ mental disorder or histories of drug or alcohol abuse Behavioral histories varied from no problems to multiple discipline issues Few showed marked change in academic performance, friendships, or discipline Few diagnosed w/ mental disorder or histories of drug or alcohol abuse

71. Implications Risk in attempting to profile students Profiles will fail to identify some attackers Fact-based approach more accurate than trait-based analysis Risk in attempting to profile students Profiles will fail to identify some attackers Fact-based approach more accurate than trait-based analysis

72. Implications Many cases, other students involved Attacker acted alone in 2/3 of cases 50% of cases, attacker influenced or encouraged by others Many cases, other students involved Attacker acted alone in 2/3 of cases 50% of cases, attacker influenced or encouraged by others

73. Implications One case, one attacker brought gun to school to stop student harassment Friends convinced attacker to shoot harassers 3/4 of cases other students knew about attack in advance One case, one attacker brought gun to school to stop student harassment Friends convinced attacker to shoot harassers 3/4 of cases other students knew about attack in advance

74. Implications 2/3 of cases, attackers were bullied or threatened prior to incident Many had experienced longstanding and severe bullying This behavior played key role in attacks 2/3 of cases, attackers were bullied or threatened prior to incident Many had experienced longstanding and severe bullying This behavior played key role in attacks

75. Implications Most incidents, attacker engaged in behaviors which caused others to be concerned 3/4 of cases, staff or adm. expressed concern about attacker prior to incident Over 50% of attackers’ behavior was identified in advance Most incidents, attacker engaged in behaviors which caused others to be concerned 3/4 of cases, staff or adm. expressed concern about attacker prior to incident Over 50% of attackers’ behavior was identified in advance

76. For More Information National Threat Assessment Center U.S. Secret Service 950 H Street NW, Suite 9100 Washington, DC 20223 202-406-5470 202-406-6180 fax http://www.treas.gov/usss/ntac National Threat Assessment Center U.S. Secret Service 950 H Street NW, Suite 9100 Washington, DC 20223 202-406-5470 202-406-6180 fax http://www.treas.gov/usss/ntac

77. Kevin Flanders, President PeopleGIS Kevin Flanders, President PeopleGIS School Virtual Tour

78. School Mapping by PeopleGIS School Mapping by PeopleGIS Copyright 2004 PeopleGIS Inc.

79. Presentation Agenda What is School Mapping? School Mapping Demonstration The Mapping Process Step-By-Step Your Role in the Process Hands-On Questions What is School Mapping? School Mapping Demonstration The Mapping Process Step-By-Step Your Role in the Process Hands-On Questions

80. What Is School Mapping? Created In Littleton NH for an Active Shooter Program Extended to support all police and fire needs for school incidents Integrates multimedia Maps Photography spherical photography floor plans voice files and more Created In Littleton NH for an Active Shooter Program Extended to support all police and fire needs for school incidents Integrates multimedia Maps Photography spherical photography floor plans voice files and more

81. What Is School Mapping? Mobile technology For use in the field For use in cruisers For use in fire trucks Can be built locally by students Can be distributed inexpensively Web-based (easy to use)

82. Crisis Response by PeopleGIS GIS Mapping Integrated Multi- Media Document Management Integrated Searches Real-Time Security Camera Connectivity Secure/Portable Data Access Cost Effective Project Execution with Students or Seniors GIS Mapping Integrated Multi- Media Document Management Integrated Searches Real-Time Security Camera Connectivity Secure/Portable Data Access Cost Effective Project Execution with Students or Seniors

83. Crisis Response by PeopleGIS GIS Mapping Floor Plans Entrances Aerial Photography Alarm Systems Electrical & HVAC Systems Neighborhood Mapping Integrated Multi-Media Virtual Tours Still Photography Audio GIS Mapping Floor Plans Entrances Aerial Photography Alarm Systems Electrical & HVAC Systems Neighborhood Mapping Integrated Multi-Media Virtual Tours Still Photography Audio

84. Crisis Response by PeopleGIS Document Management –Response Plans –Alarm Instructions –Crisis Lists –Crisis Contacts Integrated Searches –Zoom To Rooms –Zoom To Buildings –Zoom To Zones Real-Time Security Camera Connectivity

85. Crisis Response Demo

86. Crisis Response by PeopleGIS Secure/Portable Data Access –Public Safety Laptops –USB Drives –USB Watches Cost Effective Project Plans –Students –Seniors

87. SMART School Multi-Hazard Assessment & Resource Tool 5 current modules Arson Communications Fire Violence Intrusion 3 future modules Sexual Violence Drills & Exercises Bombs / Threats 5 current modules Arson Communications Fire Violence Intrusion 3 future modules Sexual Violence Drills & Exercises Bombs / Threats

88. The NI2 web site was developed by Kevin Flanders at PeopleGIS. Kevin and staff developed the school virtual tour software that is being used to film the interior of schools in Vermont. The NI2 web site was developed by Kevin Flanders at PeopleGIS. Kevin and staff developed the school virtual tour software that is being used to film the interior of schools in Vermont.

89. School Violence Questions

92. Communication Questions

96. Assessment Outcome

98. SMART Violence Questions 32 Questions Does your school have a written policy defining what objects are prohibited in the school, what types of objects are considered weapons or potential weapons, and is this policy communicated to both staff and students? Does your school have an emergency guidelines in place to notify parents how, when, and where to pick up their children if there is a violent incident? Does your school policy handbook clearly define and outline when parents will be notified if their child is involved in a violent incident at school? 32 Questions Does your school have a written policy defining what objects are prohibited in the school, what types of objects are considered weapons or potential weapons, and is this policy communicated to both staff and students? Does your school have an emergency guidelines in place to notify parents how, when, and where to pick up their children if there is a violent incident? Does your school policy handbook clearly define and outline when parents will be notified if their child is involved in a violent incident at school?

99. SMART Intrusion Questions 27 Questions Does your school have an Intrusion Response Plan? Does your school's Intrusion Response Plan include the various types of evacuations (such as lock-downs and shelter-in-place) and are they practiced with drills? Does your school have an assigned school resource officer with powers of arrest? Are visitors required to present identification and sign in and out? 27 Questions Does your school have an Intrusion Response Plan? Does your school's Intrusion Response Plan include the various types of evacuations (such as lock-downs and shelter-in-place) and are they practiced with drills? Does your school have an assigned school resource officer with powers of arrest? Are visitors required to present identification and sign in and out?

100. SMART Contact Information If you are interested in using SMART: NI2CIE Email: smart@ni2.org smart@ni2.org Web: www.ni2cie.org/s3 www.ni2cie.org/s3 603-766-3390 If you are interested in using SMART: NI2CIE Email: smart@ni2.org smart@ni2.org Web: www.ni2cie.org/s3 www.ni2cie.org/s3 603-766-3390

101. Action Steps New Pair Share What will you do differently in your district, given the new information and resources received today? What professional development will your teachers, staff, and administration need? New Pair Share What will you do differently in your district, given the new information and resources received today? What professional development will your teachers, staff, and administration need?

102. REFERENCE WEB SITES Vermont Department of Education: http://www.state.vt.us/educ/new/html/pgm_safesch ools/pubs.html (School Crisis Guide 2004) (School Safety Review Checklist) U.S. Secret Service Web Site: http://www.ustreas.gov/usss/ (Safe School Initiatives) Vermont Department of Education: http://www.state.vt.us/educ/new/html/pgm_safesch ools/pubs.html (School Crisis Guide 2004) (School Safety Review Checklist) U.S. Secret Service Web Site: http://www.ustreas.gov/usss/ (Safe School Initiatives)

103. For More Information Winton Goodrich VSBA Associate Director wgoodrich@vtvsba.org Kevin Flanders PeopleGIS info@peoplegis.com Winton Goodrich VSBA Associate Director wgoodrich@vtvsba.org Kevin Flanders PeopleGIS info@peoplegis.com