SISI - Standards and Indicators

Standard 4 - Learning Environment - School Culture
4.1a. There is leadership support for a safe, orderly, and equitable learning environment( e.g., culture audits/school opinion surveys).

Standard 5 - Learning Environment - Student, Family and Community Support
5.1a Families and the communities are active partners in the educational process and work together with the school/district staff to promote programs and services for all students.

Standard 9 - Efficiency - Comprehensive and Effective Planning
9.3b The school/district analyzes their students' unique learning needs.

Scenario

• *A 14-year-old Edenboro, Penn., boy shoots and kill a teacher at a school prom, three others are injured.
• Two boys, 11 and 13 years old, kill four students and a teacher in a Jonesboro, Ark., school.
• In Daly City, Calif., a 13-year-old boy is accused of shooting at his principal.
• A 10-year-old in Florida brings a gun to school.
• A 16-year-old in Texas cuts three teachers with a knife.

Introduction

Statistics show a decrease in the overall crime in schools. According to statistics collected by the National School Safety Center (NSSC) for the 1999-2000 school year reports of violence are in decline. The number of assaults, theft, arson and incidents involving guns has decreased.

According to the data gathered, schools in the northern portion of Kentucky seem to be safer than most, the central portion of Kentucky has the highest rates and the southwestern portion has the lowest overall rates of reported school violence. Boone County Schools has drawn recognition for its safety efforts. The Boone County School district has placed a police officer in all of the middle and high schools. The district utilizes several crime prevention programs, one of which is Crimestoppers and every school has a safety committee compiled of students, parents and staff.

The issue of safety within schools prompts several questions. What can we as educators do to help stop or minimize violence within our schools? What can administrators do to help staff, students and community deal with violence in our schools? What can parents do to help the school system deal with violence?

These questions appear to be overwhelming, an undertaking perhaps too large for us in the world of education. The issue of dealing with school violence is a large one but one that has to be dealt with and one that can be dealt with. A guide has been developed by the U.S. Department of Education (Safeguarding Our Children: An Action Guide Implementing Early Warning, Timely Response which can be found at http://cecp.air.org/guide/actionguide/Action_Guide.htm) that provides research-based practices that can help school communities-administrators, teachers, families, students, support staff, and community members deal with school violence.

Components needed for developing safe schools include:

• Recognition of early warning signs
• Prevention/Intervention for Troubled Children
• Devleopment of a Prevention and Response Plan
• Responding well to Crisis

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Strategies

Recognizing Early Warning Signs

The much asked question, "why didn't we see it coming?" can provide information that will help to better understand what can be done to keep such an incident from occurring again. Educators and families can enhance their ability to recognize early warning signs by developing close, caring and supportive relationships with children. Developing a relationship that allows adults to know the needs, feelings, attitudes and behavior patterns of the children.

 One strategy used by Lincoln County Middle School in Stanford KY is the Morning Greeting. Faculty at the school are assigned morning duty. Teachers are to greet the students as they come get off their buses and as they come into the school. Former principal Paige Stevens told the members of the faculty to mix among the students, tell them "good morning", complement them, "don't wait until they're doing something wrong to talk to them." Teachers on morning duty are to be attentive to things out of the ordinary such as large bulky book bags; baggy clothing that could be used to conceal weapons, etc. Contact person at Lincoln County Middle School is Rodney Buis-principal email Rbuis@lincoln.k12.ky.us.

While it is not possible to predict exactly what behaviors can lead to actions of violence there are early warning signs that warrant a need for further investigation to determine appropriate interventions. Early warning signs include:

Social withdrawal- In some instances, withdrawal from social contacts can be an important sign of a troubled child. Possible strategies to use with such a child are:

• Responding consistently to the inappropriate behavior (acting shy or withdrawn). Verbally praise those who are acting appropriately. If the withdrawn child starts to interact, wait approximately 30 seconds and praise him/her.
• Provide calm instruction when the child is not joining in appropriately. The adult providing the instructions should avoid emotional or lengthy instruction.
• Provide the child specific praise when the child is interacting appropriately with others.
• Give the student frequent attention.
• Provide the child social skills instruction in the area of making friends and joining in, the child may not have the skills necessary to make friends and join in groups.

Excessive feelings of isolation and loneliness - Research has shown in some instances that feelings of isolation and loneliness are associated with children who behave aggressively and violently. Possible strategies to use with this child are:

• Find a mentor to work with the child.
• Provide social skills training for the child.
• Help the child with skills needed for developing friendships.
• Provide the tools needed for dealing with being left out. *

Excessive feelings of rejection - Some children who experience emotional rejection may act out in negative ways including violence. Some of the children find emotional solace in the company of other aggressive children who serve to magnify the problem. Possible strategies to use in this situation are:

• Provide instruction on how to deal with rejection.
• Use scenarios to provide the child with tools to deal with the situation in an appropriate manner.

Being a victim of violence - Children who are victims of violence often become violent themselves. Possible strategies to use with this child are:

• Suggest techniques the child can use to decrease the likelihood of being victimized. Such techniques may include sitting in a different place, not interacting with specific students, and staying relatively close to supervisors.
• Be specific as to how the child should go about obtaining adult help. The adult must take the necessary precautions not to enhance tattling, not to develop too much reliance upon supervisors, but to ensure that the child reports when he/she is being victimized.
• Supervisory response to the student being teased must be consistent. Develop gestures to be used as signals to the student being teased regarding what strategy the child should use to deal with the bully. If the strategy used by the child being victimized does not work, you as the supervisor, need to intervene or if the teasing continues. Possible interventions include a verbal reprimand to the student, parental contact, loss of recess privileges, writing a short essay on how to behave respectfully to others, etc.
• Provide praise to the child being victimized when they use assertive behavior. Such praise can be open or private or both.

Feeling of being picked on and persecuted - A child who is constantly being picked on or ridiculed may act out aggressively if sufficient support is not provided to help him/her deal with feelings of persecution. Possible strategies to use with this child are:

• Teach the child skills needed to deal with teasing; providing scenarios for the child to work with or possibly role-playing can do this.
• Suggest strategies that the student can use to decrease the chances of him/her being picked on such as sitting in a different place, not interacting with specific students, staying in close proximity of a supervisor and teaching the child to ignore the comments of others, etc.
• If others are picking on the child and the strategies are not working, the supervisor needs to step in. The supervisor may provide such consequences as a verbal reprimand, loss of privileges, parent contact, etc.

Low interest in school and poor academic performance - In some instances frustration toward school could result in aggressive behaviors. It is important to determine the reasons for poor academic performance and provide assistance in the most appropriate manner. Possible strategies for this child are:

• Modify the student's work environment. Brainstorm alternative settings where the student might enhance their academic performance such as working in a private study carrel, sitting at a desk away from the hustle and bustle of the school, sit the child with or near a group of highly responsible students.
• Observe times when the student seems to do better or worse. The child may need to sit in his/her regular desk in the morning and at a study carrel in the afternoon.
• Praise the student when they are doing well.
• Establish nonverbal cues to let the student they are not using the time constructively and need to get back on task.
• Determine why the student has low interest in school. Perhaps the student struggles academically and could benefit from special education services. If the student seems to be struggling the teacher should make a referral to the appropriate person regarding evaluation
• Devise a structured system of reinforcing the student's appropriate behavior and a consequence for inappropriate behavior. Creating a list of reinforcers that can be earned by the student may do this. Assign points for each of the rewards. Consequences for inappropriate (nonmotivational) behavior could be a deduction in points for exhibiting inappropriate behavior or failure to respond to a nonverbal cue that is used to signal the student he/she is behaving inappropriately.
• Provide the student with increased attention and praise for showing interest or enthusiasm.

Expression of violence in writings and drawings. Many children express themselves through their writings and drawings. For the most part, expressions of violence in this form are harmless, however, if the violence is focused on specific individuals this could signal emotional problems. Possible strategies for this child include seeking the help of a qualified mental health specialist to determine the meaning of the writing or drawing.

Uncontrollable anger. Anger that is expressed often and is intense in nature may signal potential violent behavior. Possible strategies for this child are:

• Incorporate a record-keeping and evaluation system. All episodes of out of control behavior should be documented. Be sure to include the date, time, location, situation that caused the student to lose control, actions taken and consequences delivered. Contact the student's parents whenever the student behavior is out of control. The initial parent contact is made to make the parent aware of the situation. If the uncontrollable anger persists, a conference should be held to begin collaborative problem solving. Based on the severity of the situation, outside agencies may be brought in to help develop a plan.
• Identify the causal agents that result in the student losing self-control. Document what the student's behavior is at the peak of the situation. Determine what behaviors accelerate as the student reaches the peak of out of control behavior, such as fidgeting, tapping, choppy speech, etc. Identify what it is that sets the student off.
• Provide the student with strategies to help the child regain control. Once the causal agents are identified,  it is easier to help the student regain control. Some strategies which may prove beneficial to the student are:
  • counting to ten, then backwards to one,
  • deep breathing,
  • positive self-talk,
  • self-imposed time-out,
  • deep muscle relaxation,
  • visualization and ignoring.
  • Visual cues should be developed by the teacher and student to serve as a signal as to when a self-control strategy should be used. *
• A plan of action should be established to deal with the student that is out of control.
• Provide positive reinforcement when the child is attempting to maintain or regain control of the situation.

Patterns of impulsive and chronic hitting, intimidating, and bullying behaviors. If patterns of such behavior are not dealt with, more serious behavior could occur in the future. Possible strategies for this child are:

• Be consistent when dealing with the inappropriate behavior.
• If this problem is new or mild in nature, provide the child with a gentle reprimand and tell the child specifically what the inappropriate behavior is and what behavior he/she should be involved in.
• Provide social skills instruction on how other people are to be treated. *
• Use increased praise and attentions when the student is being respectful of others.
• Document how frequently the student is bothering other people.
• Establish a reward system for positive behavior and a system of consequences for the inappropriate behavior. If possible have the student involved in self-monitoring.

History of discipline problems. Frequent discipline problems at home and school suggests emotional needs of the youth are not being met. The unmet needs may result in aggressive acts with peers and adults.

History of violent and aggressive behavior. Unless support services are provided to the child with a history of violent and aggressive behavior the child is quite likely to repeat those behaviors. Research suggests that children who are involved in aggression and drug abuse at an early age (before age 12) are more likely to show violence late on than children who exhibit such behavior at an older age. Possible strategies to use with such a child are:

• Ensure the safety of all involved. One method to ensure the safety of everyone is to use room clears. This method is used to remove everyone else from the violent situation. A plan should be established as to where the students will go until the situation is under control.
• The student who is behaving in a violent manner should be supervised. A system should be in place to contact trained staff to supervise the youth.
• Provide predetermined consequences for the violent behavior. Consequences could include loss of recess, restitution, time-out, or suspension from school.
• Physical restraint should be used as a last resort. If the student is endangering himself/herself or others then physical restraint should be used. Try using verbal interventions before using physical restraint. Try to obtain help before using physical restraint to avoid possible accusations of using undue force.
• Parents should be notified of aggressive/violent behavior. Based upon the severity of the situation, a conference may be called to develop a plan for the student.
• Document the violent behavior. Staff should be descriptive in this documentation, paying attention to the time of day, people involved, antecedents that may have triggered the incident and what actions were taken to deal with the student. Such information can be valuable in determining interventions.

Prejudicial attitudes. Youth who exhibit a strong prejudice toward others based on racial, ethnic, religious, language, gender, sexual orientation, ability and physical appearance-when combined with other factors, may lead to violent assaults toward those who seem different. Possible strategies for the child:

• If the problem is mild or new provide consistent and gentle correction when a student is being disrespectful to another.
• If the problem persists, provide consequences such as loss of privileges.
• Praise the student when he/she is being respectful to other students.
• Provide instruction on how to be respectful and how to deal with someone who is disrespectful. An example of such a lesson is to make a T chart and provide examples of respectful and disrespectful behavior.
• Guide students in a discussion of respectful vs. disrespectful behavior.
•  Role-playing can be of great benefit if the group is capable of such an activity.

Drug and alcohol use. Drugs and alcohol usage reduces self-control and exposes youth to violence, either as perpetrators, victims or both. If staff has a non-emergency concern regarding the possibility of drug usage, the principal or counselor should be contacted on what the proper procedure is for dealing with the issue. Parents or students should not be confronted until after talking to a school official. If the situation warrants being called a medical emergency, immediately send for the school nurse, administrator, or the school first aid person. Symptoms or behaviors of a medical emergency include: anxiety or panic reaction, loss of consciousness, violent behavior, extreme nausea and vomiting.

Affiliation with gangs. Children who are influenced and or become affiliated with gangs that place value on violence will adopt the same values and exhibit violent behavior themselves. Possible strategies to use include: Development of an intervention plan that will give the student a greater sense of affiliation and success in the school environment. Examples of this would be to help a student who is struggling academically achieve success in this area or have the student perform a high status job within the school.

Inappropriate access to, possession of, and use of firearms. Possible strategies:

• Enlist parental support. Send letters home or discuss during open house the importance of restricting and monitoring uses of firearms.
• Staff and students should be aware of district policies and state laws related to weapons.
• A plan should be in place regarding what steps to take in an emergency dealing with weapons. Brainstorm with staff as to all the possible situations that could occur and how to best deal with them. This information will be of great benefit in developing an emergency plan.

Serious threats of violence.

Specific and detailed threats need to be taken seriously. Detailed threats are one of the most reliable indicators that a youth is likely to commit a violent act.

• Ensure the safety of the person or persons being threatened.
• Gather accurate information regarding the threat.
• Decide if police assistance is warranted.
• Provide immediate consequences to the person making the threat. The child must understand that making threats is of a very serious nature and will not be tolerated.

While early warning signs should be taken seriously and investigated, imminent warning signs require quick and preplanned action. Imminent warning signs may include: serious physical fighting with peers or family, severe destruction of property, intense rage over minor reasons, detailed threats of violence, possession and or use of firearms and other weapons, and self-injurious behavior and suicidal threats. In order to provide quick and preplanned action support strategies should be in place. School board policies should be in place to support training. The entire school community should be trained to recognize warning signs and encouraged to report them. Specialists trained in evaluating and addressing serious behavior and academic concerns should be readily accessible.

Prevention/Intervention for Troubled Children

Prevention and intervention need to be considered when developing a response plan. Research has shown that effective interventions are individualized, family-supported, culturally suitable, coordinated and monitored. Interventions are increasingly more effective if they are structured and implemented consistently over time. Input from youth, families and professionals also increase the effectiveness of interventions. Research and expertise from professional shows that certain principles have an impact on the success of preventive programs and interventions. The principles include:

• Shared responsibility among child, school, home, and community. The communication between all involved parties is essential. School need to assist in coordinating and collaborating with child and available outside agencies such as law enforcement, mental health agencies, and other community agencies.
• Inform parents and listen to what the parents have to say. Parents need to be involved with the school, the school should inform the parents about good and bad behavior of their child. Parents should be made aware of the interventions used at school so they can support the child's success at home.
• Maintain confidentiality and parents' rights to privacy. Consent must be given before personally dentifiable information can be shared with other agencies, except in the case of emergencies or suspected abuse. The Family Educational Rights and Privacy Act must be adhered to in all referrals or sharing of information about a child.
• Develop the ability of staff, students, and families to be involved in interventions. Schools need to provide the entire school community with training and support to deal with threatening warning signs, preventing violence, and intervening safely and effectively.
• Support students in being responsible for their actions. Students need to be actively involved in planning, implementing, and evaluating violence prevention/intervention programs.
• Provide urgent assistance. Schools and community agencies need to be readily available to children who are at risk of hurting themselves or others.
• Use sustained, multiple, coordinated interventions. It is rare that a child is violent or disruptive in only one environment. Efforts should be made to incorporate the efforts of the child's family, the school, and other involved agencies.
• Investigate the contexts in which the inappropriate behavior occurs. To help determine the best course of action for the child a functional analysis of the factors should be conducted.
• Build upon and coordinate internal school resources. When developing and implementing prevention and response plans, schools should utilize the resources available such as special education, safe and drug free programs, pupil services, and Title 1. Examples of prevention/intervention components:
• Training and support to the entire school community.
• Teaching positive and socially acceptable skills, such as anger management and problem solving skills.
• Encouraging families to keep firearms out of the reach of children.
• Provide comprehensive services.
• Refer the child for Special Education evaluation.

For some children who exhibit more dangerous patterns of behavior more intensive intervention may be needed. For these children nontraditional schooling in an alternative school or therapeutic facility may be needed. Alternative schools provide an option for students who might otherwise be expelled for school. Research has shown that such programs can have long-term positive effects on the child. Alternative programs provide both academic and behavioral support. The programs provide anger and impulse control training, counseling, academic and remedial instruction, and vocational training. The following is a list and brief description of some alternative schools in the state of Kentucky:

• Beacon Central High School in Davies County. This program has helped over 400 students with graduation. One of the recent graduates was heard making the comment, "It saved my life," another graduate commented, "Knowledge is power, and tonight I feel very powerful." The Beacon Central High School utilized the Discovery Program curricula to teach social skills. Contact person: Donna Lanham, 6500 US 231 Utica, KY 42376; (270) 769-4211.
• Newton Education Center in the Campbellsville Independent School District. The center was established to provide help for those students who were not experiencing success in the regular classroom. NEC is designed as a multi-service alternative program for Campbellsville Independent, Taylor County and Green County students, serving twelve schools, which provide services for K-12 students. Contact person: Beverly Ennis, 146 South Columbia, Campbellsville, KY 42718; (270) 465-4183.
• Calloway County Day Treatment Center in Graves County. The center is a specialized treatment and educational program for secondary students who exhibit predelinquent or delinquent behavior, familial dysfunction, or academic difficulties. The center maintains a low student-to-teacher ration and provided various methods of instruction such as lecture, field trips, guest speakers, etc. Contact person: Stephanie Wyatt, 2003 College Farm Road, Murray, KY 42701: (270) 762-7318.
• Fort Logan High School in Lincoln County. The school has helped 153 students receive their graduation diplomas. The school is designed to serve the at risk population and as a drop out prevention. The school has an open enrollment policy and the curriculum is self-paced. Contact person: Scott Montgomery, 305 Danville Avenue, Stanford KY 40484: (606) 365-1333.

Developing a Prevention and Response Plan

The plan must be in accordance with federal, state, and local laws. The families and local school board should support the plan. The plan should provide all those involved in the school community a guide as to what role they are to play. An effective plan should include the following information:

1. Descriptions of early warning signs that could signal violent behavior.
2. Descriptions of effective prevention practices.
3. Descriptions of intervention strategies that can be used to help youths.
4. A crisis intervention plan, which includes ways of dealing with warning signs and violent behavior as well as a plan for dealing with a situation that occurs after a tragedy has occurred.

It is beneficial to form a school-based team to coordinate the preparation and implementation of the prevention and response plan. The team is usually comprised of the building administrator, regular and special education teachers, parent(s), and a pupil support services representative. Other individuals may be added to the team as needed. A prevention and response plan cannot prevent all violence however it can be effective in reducing many crises and provide a plan for what actions should be taken when violence does occur. Responding to Crisis Schools need to be prepared to deal with violent acts. Crisis situation can occur at any time and anywhere. The team in charge of developing a plan for dealing with crisis situations must be sure that staff and students know what to do in case of a crisis situation. Crisis planning should include the following components:

• Training for all staff in the area of crisis management.
• Reference to local district and state procedures.
• Involve appropriate community agencies.
• Time for the team to meet and review and or revise the plan as needed.

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Barriers

Potential barriers for safe schools would be the attitudes of the people involved. The entire school community needs to buy into the safe school plan for optimum benefits to be gained.
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Resources

Sprick, Randall and Howard, Lisa The Teacher's Encyclopedia of Behavior Management A reference guide of suggestions for developing and implementing interventions. Sopris West (800) 547-6747 www.sopriswest.com

Sprick, R., Howard, L., Wise, B.J., Marcum, K., Haykin, M. Administrators Desk Reference of Behavior Management This book offers numerous suggestions on dealing with various disciplinary infractions. Sopris West (800) 547-6747 www.sopriswest.com

Fein, R., Vossekuil, B., Pollack, W., Borum, R., Modzeleski, W., Reddy, M., (2002) Threat Assessment In Schools A guide on how to manage threatening situations and building safe school climates. ED Pubs, Education Publications Center, U.S. Dept. of Education P.O. Box 1398 Jessup, MD 20749-1398 www.ed.gov/pubs/edpubs.html

American Institute for Research www.air-dc.org This website provides information on education, child development, health, program planning and implementation, program evaluation, education, statistics, and special education finance. Provides information on how to have a safe school.

Center for School Safety 260 Democrat Drive Frankfort, KY 40601 (502) 695-4630 The Center for School Safety is a division of the Kentucky School Board Association. They offer distance learning, regional workshops and statewide conferences, staff development for alternative education personnel, support for existing conferences and on-site technical assistance for school districts.

Dwyer, K., Osher, D., and Warger, C. (1998). Early Warning, Timely Response A Guide to Safe Schools This is a guide that provides information on how to develop a comprehensive violence prevention plan. http://www.ed.gov/offices/OSER/OSEP/earlywrn.html

U.S. Department of Education Special Education and Rehabilitative Services Room 3131 Mary E. Switzer Building Washington, D.C. 20202-2524 Safeguarding Our Children An Action Guide This guide presents a break down of the components needed to have a safe school. http://cecp.air.org/guide/actionguide/Action_Guide.htm

Gajewski, N., Hirn, P., Mayo, P., Social Skill Strategies A Social-Emotional Curriculum for Adolescents. Thinking Publications Eau Claire, Wisconsin Hayes, L., The Cincinnati Enquirer December 13, 2000 This report provides information and statistics on violence in Kentucky Schools. http://enquirer.com/editions/2000/12/13/loc_report_school_safety.html

Galinsky, E., and Salmond, K., Youth and Violence: Students Speak Out for a More Civil Society This article contains information gathered from students to find out what they have to say regarding violence, what they think are the causes and possible solutions. www.familiesandwork.org Families and Work Institute (212) 465-2044

Cromwell, Sharon (1998). Schools Combat Violence. Education World http://www.education-world.com/a_admin/admin064.shtml NSSC: "Making a Difference" This is the site for the National School Safety Center, which collects statistics on school violence and provides information on how to keep schools safe. www.nationalschoolsafetycenter.com

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Key Words

Instruction, Loneliness, Rejection, Training, Teaching strategies, Parent responsibility,Safe Research base barrier family,data, peers, warning signs, model, barrier family,resources

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