A genda • Welcome and Introductions • Current Safety Environment Throughout Our Schools • Community/Student/Staff Feedback • Potential Near-Term Enhancements • Feedback and Comments
C urrent S afety E nvironment - C C SD Security CCSD Security Personnel • Greeters - Assigned to each elementary school Currently, one per elementary school building • Aides - Assigned to secondary schools Currently 7 + 7 (High Schools) + 8 (FFMS) aides Building and District Safety Teams •
C C SD Greeter (Elem) and Aides (Sec) A dditional D uties O F C C S D S ec urity A ide • Patrols assigned external area on foot or car • Controls and manages building entry and exit process • Maintains order in the building and grounds • Early morning building walkthrough • Directs traffic and parking • Checks for fire and safety hazards • Key role in safety drills and emergency response Maintains order and prevents or intercedes in • Checks doors and windows of buildings to • arguments or scuffles ensure they are properly secured • Assists with student arrivals and bus duty • Checks vehicles for unauthorized parking Directs pupils in hallways between classrooms • Investigates and handles or reports on • • Encourages pupils to behave in an orderly unusual or suspicious conditions or activities fashion • Prepares and submits activity reports • May conduct non-criminal investigations • Provides assistance to pupils with special needs • Monitors video surveillance cameras • Coordinates activities with SRO
C urrent S afety E nvironment C larkstow n Police and C larkstow n C entral School District Institutionalized, Long-Standing Partnership with Clarkstown Police Dept. (CPD) • Town Supervisor George Hoehmann and Chief Ray McCullagh have school safety as a top priority and are actively engaged in ongoing safety planning, resource allocation and actions. • “Omnipresence” - Patrol officers stop at each elementary school as part of daily tour of duty. Program began in early 2013. • School threat or potential student self-harm situations - Partnerships on threat assessments and investigations; CPD leadership, detectives and patrol officers • CPD Emergency Avg. Response Time to Clarkstown Schools - 1 ½ - 2 mins
C urrent S afety E nvironment - C larkstow n Police • School Resources Officers (SRO) at each secondary school. These are armed police officers with specific training on student and school staff interactions Det. Lt. Glenn Dietrich leads active shooter and lockdown drills and • partners in the development of school safety plans. Provides officers to assist at all school lockdown and tabletop drills • CPD patrol cars have key card ID badges to enable entry to all schools • CPD patrol cars have interior and exterior maps of all schools loaded as well as google maps in the event of the need for an alternate emergency egress for the students
C urrent S afety E nvironment - Facilities & Equipment • Perimeter and select interior video surveillance cameras • Building-wide Intercom system with access from each classroom Controlled visitor entry through video and buzzer system • • Controlled employee entry through key card ID badges • Panic buttons and alarms at each building • Internally locking classroom doors, recommended by CPD
C urrent S afety E nvironment - Staff and Students • Each building and the District have a safety team and emergency response plan District Safety Team provides resources and support to buildings during • school emergencies • Students and staff complete a minimum of 12 drills a year, including four active shooter/lockdown drills • Annual fire and risk management inspections
F oc us on Safety and Student Mental Health • What is Social Emotional Learning (SEL)? • What are we currently doing in relation to SEL? Proposed recommendations to enhance SEL in our schools •
W hat is S oc ial E motional L earning in S c hools ? Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. https://casel.org/what-is-sel/
W hy is our F oc us N eeded, M ental H ealth S tatis tic s : • 1 in 5 children ages 13-18 have, or will have a serious mental illness • 20% of youth ages 13-18 live with a mental health condition • 11% of youth have a mood disorder • 10% of youth have a behavior or conduct disorder • 8% of youth have an anxiety disorder • 50% of all lifetime cases of mental illness begin by age 14 • Suicide is the 3rd leading cause of death in youth ages 10 - 24 • The average delay between onset of symptoms and intervention is 8-10 years National Alliance on Mental Illness - www.nami.org
S S elf-Man e anag agem emen ent The ability to successfully regulate one’s emotions, thoughts, and behaviors in different situations. S S e elf-Awar aren enes ess The ability to accurately recognize one’s own emotions and thoughts and how these influence behavior S ocial al A Awar aren enes ess The ability to take the perspective of and empathize with others, including those from diverse backgrounds and cultures R ela latio ionship ip S kills ills The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. R esponsible Deci cisi sion-Ma Making The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms.
W hat Are W e Doing to Support SEL? Developed a SEL Committee to research SEL programs/activities for K-12 • Comprehensive Plan Researched and discuss current SEL programs and learning opportunities • that exist in our schools for students Provide professional development for administration and staff to foster SEL • in our schools and students Creating a K-12 Comprehensive District Plan focusing on Social Emotional • Learning (SEL) by the close of 2017-18 school year
C urrent Elementary SEL Programs Middle Elementary High School Olweus Mindfulness Club Acts of Kindness, SACs run Lunch Bunch “No Place For Hate” Bucket Filler, Girls on the Run Peer leaders- ADL World of Difference Program Team Activity Days Mindful Mondays Peaceful Bus, Brain Breaks Student Ambassadors Olweus Themes, Assemblies Support groups Sweethearts and Heroes Class meetings, Breathing Exercises Viking Connection Violence Prevention New student support group/Freshmen orientation Superhero of the Month Workshop Team Building Activities Violence Prevention Individual & Group New Club - unplug Rampage of Appreciation Counseling Star Student Program (no cell phones, go outside, no shoes) Health units on SEL Mentoring Program Senior Lounge SAC Clubs - SADD, DASA GEMINI, SAIL, Carousel Guidance Classroom visits Assets Club Southern Exposure Casual Friday - for staff No Place for Hate- ADL certification
C ommunity/S tudent/S taff F eedbac k • Metal Detectors • Armed Guards / Additional SROs • • Bulletproof Glass/Reflective Glass Tighter Access Control • • Additional Cameras Additional Security Staff at All schools • • Cell Phone Access All Schools Before / After School Hours Security • • New Safety Technologies Student IDs • • Perimeter Security Fences Self Defense included in PE • • NHS Students Main Bldg and Annex Radios walkie-talkie • • SHS Congestion for Vehicle Exit & Entry Search all bags • • All Exterior Doors Must Lock Rope Ladders • • Bollards Additional Exterior Lighting
P otential N ear -Term Enhancements • Additional SEL Professional Development for Staff and Students • Increase Staff of Behavior Interventionists Increase Staff of Psychologists • • Develop an Alternative to Suspension Program (Teachers and Psychologists) • CPD Audit of Security Measures at all District Schools • Addition of SROs and CCSD Security Staff • Standardized Protocols for all CCSD District Security Staff Electronic Visitor/Vendor Management System • • Review of Security Needs during Pre & Post School Day Hours • Upgrade Radios Walkie-Talkies • Anonymous Reporting App (See something, Say something)
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