SSS

Student Support Services

Project SAVE District-Wide School Safety Plan– Technical Assistance Chart

The attached chart has been developed through the collaborative efforts of the Association of Educational Safety and Health Professionals, the New York State Education Department and the New York State Center for School Safety. It is intended to be a technical assistance resource to school districts that received compliance review checklists which indicated that required components of their plans were in partial compliance and/or missing. For ease of use, the chart lists the required components found on pages 2 through 5 of the compliance review checklist. To the right of each component the chart contains questions/statements/suggestions which should help you to understand the types of information the reviewers are looking for as they rate your plan.

In the process of developing this chart, the following observations and/or recommendations were made:

  • The majority of District-Wide School Safety Plans were developed, submitted and reviewed prior to September 11, 2001. The events of that day have changed some of the thinking about safety plans. In particular, there is a heightened sensitivity around the issues of confidentiality of information contained in plans, as well as the level of detail provided. Many compliance review checklists contained comments that additional information was needed for specific plan components. As you work on revisions to the plan, the chart should help in addressing the appropriate level of information to be provided.
  • For several of the required components, reference is made to the Incident Command System (ICS) and/or the Incident Commander. The ICS process is a nationally recognized method for managing an emergency. ICS is critical to a timely, effective and coordinated response to an emergency situation. Building-level emergency response plans must define the chain of command in a manner consistent with ICS. Training in the ICS process can be arranged through BOCES Health and Safety Coordinators, or can be accessed on line through the Federal Emergency Management Agency (FEMA) http://www.training.fema.gov/external link or the State Emergency Management Office (SEMO) http://www.dhses.ny.gov/oem/training/external link
  • The Guidance Document for School Safety Plans is a valuable resource. It includes both a sample outline and guiding questions which are intended to assist with development of both district-wide and building-level school safety plans. Many of the questions/statements/suggestions contained in the chart come from the Project SAVE Guidance Document for School Safety Plans (PDF File 715 KB) which can also be accessed at the New York State Center for School SafetyExternal Link. For current plan requirements please refer to the amendment to section 155.17 of the Regulations of the Commissioner of Education.
  • It is important to recognize that these plans will always be subject to change – they should not be viewed as a one-time exercise to fulfill a requirement. The required annual review of these plans will contribute to their ongoing development and refinement such that they address current concerns as well as potential threats.

Technical Assistance Chart

Required Component with Regulatory Citation

Guiding Questions/Statements/Suggestions

Risk Reduction/Prevention and Intervention Components
Prevention/Intervention Strategies

 

The District-wide School Safety Plan includes strategies for improving communication among students, and between students and staff, and reporting of potentially violent incidents, such as the establishment of youth-run programs, peer mediation, conflict resolution, creating a forum or designating a mentor for students concerned with bullying or violence, and establishing reporting mechanisms for school violence – Section 157.17(e)(1)(xvii)

 

This section actually addresses two components: prevention and intervention strategies (v) and improving communication among students and between students and staff (xvii).

Prevention and Intervention Strategies

  • What has been done to identify needs related to creating a positive, safe learning environment for students and staff?
  • Describe strategies and/or programs intended to create and/or maintain this safe learning environment (e.g., mentoring programs, extended day and other safety programs, community involvement in schools, etc.).

 

Improving Communication With Students

  • What efforts have been made to improve communication between and among students and between students and faculty (e.g., creating a forum for student concerns, conducting focus groups, interviewing or surveying students, etc.)?
  • What programs and activities has the district used to develop positive relationships and improve community (e.g.-Non-violent conflict resolution training programs, peer mediation programs, youth courts, bully-proofing, respect initiatives, etc.)?
  • Has the district established an anonymous reporting system concerning school violence?

Required Component with Regulatory Citation

Guiding Questions/Statements/Suggestions

Training, Drills, and Exercises

 

 

The plan includes policies and procedures for annual multi-hazard training for staff and students - Section 157.17(e)(1)(xiv)

 

Annual Multi-Hazard Safety Training

  • Describe how you will provide training to staff to increase awareness and preparedness concerning response to hazardous situations (e.g.-full-scale drills, table top exercises, staff development programs, etc.)
  • Describe how you will provide training to students to increase awareness and preparedness concerning response to hazardous situations (e.g., classroom activities, general assemblies, early go-home drill, special programs – Fire Prevention Week, Weather Awareness Week, etc., and curriculum packages – Masters of Disaster/Red Cross, Riskwatch/NFPA, etc.)

 

 

The plan includes procedures for the review and conduct of drills and other exercises to test components of the emergency response plan, including the use of tabletop exercises, in coordination with local and county emergency responders and preparedness officials
Section 157.17(e)(1)(xv)

 

Test Components of the Emergency Response Plan

  • Describe efforts such as drills and other exercises to test emergency response plans, which will involve and/or be coordinated with local emergency responders.

 

 

The plan includes a description of the duties of hall monitors and any other school safety personnel, the training required of all personnel acting in a school security capacity, and the hiring and screening process for all personnel acting in school security capacity - Section 157.17(e)(1)(xviii)

 

Hall Monitors/Personnel Acting in a School Security Capacity

  • List the types of school and/or community personnel considered by the school district to play an important role in the implementation of the safety and security provisions of this plan and include a description of the duties of such personnel (e.g. – school security guards, school resource officers, entrance guards, hall monitors, etc.)
  • For each title provide information concerning training required, if applicable, and describe in general terms the hiring and screening process.
  • Cite any collaborative agreements that may exist with state and local law enforcement officials.
Required Component with Regulatory Citation
Guiding Questions/Statements/Suggestions
Implementation of School Security

 

 

The plan includes policies and procedures relating to school building security, including, where appropriate, the use of school safety officers and/or security devices or procedures –
Section 157.17(e)(1)(xii)

 

School Building Security

  • Provide a description of the policies and procedures used to ensure school building security including the use of personnel identified in the previous section.
  • Include a general reference to school building procedures that involve security devices (metal detectors, video cameras, identification cards, etc.) with detailed information left to the school building emergency response plan.

 

Early Detection of Potentially Violent Behaviors

 

 

The plan includes policies and procedures for the dissemination of informative materials regarding the early detection of potentially violent behaviors, including, but not limited to the identification of family, community and environmental factors to teachers, administrators, parents and other persons in parental relation to students of the school district or board, students and other persons deemed appropriate to receive such information –
Section 157.17(e)(1)(xiii)

Early Detection of Potentially Violent Behaviors

  • What steps has the district taken to develop awareness and provide training for parents and staff such as special programs, materials, pamphlets and professional development plan (PDP) offerings.
  • Describe any efforts which provide information to students and other persons.

 

Required Component with Regulatory Citation

Guiding Questions/Statements/Suggestions

Hazard Identification

 

 

The plan includes the identification of sites of potential emergency Section 157.17(e)(1)(i)

Potential Emergency Sites

  • List all school buildings.
  • List sites in the community which the districtwide school safety team determines to represent a significant potential for hazards or emergency situations (e.g. highways, malls, industrial/commercial sites, correctional institutions, haz-mat sites, etc.).

 

Response - Notification and Activation
(Internal and External Communications)

 

 

The plan includes policies and procedures for contacting appropriate law enforcement officials in the event of a violent incident – Section 157.17(e)(1)(vi)

 

 

Law Enforcement in Violent Incident

  • How will the Incident Commander or a designee contact law enforcement in the event of a violent incident (e.g. – use 911 number, or other specific phone number to contact local law enforcement)?
  • If applicable, provide list of local law enforcement agencies and phone numbers.

 

 

The plan includes a system for informing all educational agencies within the school district of a disaster - Section 157.17(e)(1)(xix)

 

 

Informing All Educational Agencies

  • Describe the system to be initiated in the event of an emergency or pending emergency.
  • Identify the various means of communication that may be used (e.g. – telephone, fax, e-mail, local media, NOAA weather radio, Emergency Alert System (EAS), etc.)

(NOTE: BOCES notification procedures may differ from school district procedures.)

Required Component with Regulatory Citation

Guiding Questions/Statements/Suggestions

Response - Notification and Activation

(Internal and External Communications) Continued

 

 

The plan includes policies and procedures for contacting parents, guardians or persons in parental relation to the students of the district in the event of a violent incident or an early dismissal –
Section 157.17(e)(1)(xi)

 

Contacting Parents, Guardians and Persons in Parental Relation

  • How will parents be contacted in the event of a hazardous or emergency situation.
  • Procedures could include using local media, using phone trees and posting on district web-sites.

 

Situational Responses
Multi-Hazard Response

 

 

The plan includes a description of the district’s multi-hazard response plans for taking actions in an emergency – See
Section 157.17(e)(1)(xiv) and (xv)

 

Plan for Response to Specific Emergencies

  • Identify the situations for which the district has developed protocols which will be implemented based upon specific details included in building emergency response plans.
  • Examples of situations could include: school bus accident, gas leak, hazardous material, radiological emergency, biological emergency, explosive/bomb threat, intruder, natural/weather-related emergency, civil disturbance, etc.

 

Responses to Acts of Violence: Implied or Direct Threats

 

 

The plan includes policies and procedures for responding to implied or direct threats of violence by students, teachers, other school personnel and visitors to the school –
Section 157.17(e)(1)(iii)

 

Implied or Direct Threats of Violence

  • Describe how the district and/or school building would respond to an implied or direct threat.
  • General procedures could include:
  • Determine level of threat with superintendent and/or building principal
  • Inform appropriate individuals
  • Monitor situation, adjust response as appropriate, including use of the Emergency Response Team
  • Contact law enforcement agency, if necessary
  • Has the district defined what constitutes an implied threat?

Required Component with Regulatory Citation

Guiding Questions/Statements/Suggestions

Acts of Violence

 

 

The plan includes policies and procedures for responding to acts of violence by students, teachers, other school personnel and visitors to the school, including consideration of zero-tolerance policies for school violence - Section 157.17(e)(1)(iv)

 

Acts of Violence

  • Refer to the use of Incident Command System(ICS) procedures in response to an act of violence
  • Recognize key role of Incident Commander in determining appropriate actions
  • General procedures could include:
  • Determine level of threat
  • Monitor situation; adjust response as appropriate; if necessary, initiate early dismissal, sheltering or evacuation
  • Contact law enforcement agency, if necessary
  • Has a zero tolerance policy for school violence been considered?

Response Protocols

 

 

The plan includes an identification of appropriate responses to emergencies, including protocols for responding to bomb threats, hostage-takings, intrusions and kidnappings –
Section 157.17(e)(1)(xvi)

 

 

Plans for Response to Specific Emergencies

  • Refer to the use of the Incident Command System (ICS) procedures in response to emergency situations.
  • Recognize the key role of the Incident Commander in determining appropriate action based upon information available at the time of the emergency.
  • Describe how information will be disseminated (e.g., TV, radio, district web-site, etc.).
  • Indicate that specific procedures included in the Building Emergency Response Plan will be initiated.

 

Arrangements for Obtaining Emergency Assistance
from Local Government

 

 

The plan includes a description of the arrangements for obtaining assistance during emergencies from emergency services organizations and local governmental agencies –
Section 157.17(e)(1)(vii)

 

Assistance During Emergencies

  • Who will the Incident Commander/designee contact (e.g., local official, county official, emergency services providers)?
  • How will this contact be made (call 911, call other phone numbers, etc.)?

 

Required Component with Regulatory Citation

Guiding Questions/Statements/Suggestions

Procedures for Obtaining Advice and Assistance from
Local Government Officials

 

 

The plan includes procedures for obtaining advice and assistance from local government officials, including the county or city officials responsible for implementation of article 2-B of the Executive Law - Section 157.17(e)(1)(viii)

 

Local Government Officials

  • Describe the procedures for obtaining assistance. For example:
  • Incident Commander calls 911
  • Incident Commander provides 911 with specific information (type of emergency, location, numbers of people affected, directions, etc.)
  • Local agencies (police, fire, ambulance) respond first.
  • Local agencies that respond will contact county, state and federal agencies if necessary, or if a disaster is declared will invoke Article 2-B.
  • Post-incident response coordinated through local and county agencies (Red Cross, United Way agencies, mental health resources).  

District Resources Available for Use in an Emergency

 

 

The plan includes an identification of district resources which may be available for use during an emergency - Section 157.17(e)(1)(ix)

 

Identification of District Resources

  • Indicate if the district has formally inventoried resources to be available for use (Red Cross Survey, Y2K Plan, etc.)
  • Provide a list of relevant equipment which could include buses, trucks, facilities, medical supplies and machinery such as pumps and compressors.
  • Provide a list of communication resources which could include classroom intercoms, bull horns, telephones, faxes, televisions and computers.

 

 

 

 

Required Component with Regulatory Citation

Guiding Questions/Statements/Suggestions

Procedures to Coordinate the Use of School District Resources and Manpower During an Emergency

 

 

The plan includes a description of procedures to coordinate the use of school district resources and manpower during emergencies, including identification of the officials authorized to make decisions and of the staff members assigned to provide assistance during emergencies - Section 157.17(e)(1)(x)

 

Procedures to Coordinate Use of School District Resources

  • Refer to the Incident Command System (ICS) model and the role of the Incident Commander (IC) to authorize activation for resources and personnel appropriate to the incident.
  • List the chain of command that exists in the district including names, work site and work site phone numbers.
  • List the number of individuals with specialized training or skills (CPR, AED, Nurses, Bi-lingual, Sign Language, etc.) and work site locations.

 

Protective Action Options

 

 

The plan includes a description of plans for taking the following actions in response to an emergency where appropriate: (a) school cancellation; and (b) early dismissal - Section 157.17(e)(1)(ii)

 

Plans for Response to Specific Emergencies

  • Indicate that the district has developed plans for school cancellation, early dismissal, evacuation and sheltering.
  • Provide a list of possible emergency situations that could warrant such action.
  • Describe the general procedures for each action. For example, when sheltering is determined to be necessary, the following should occur:
  • Determine location of sheltering
  • Account for all students and staff/report missing students or staff
  • Make appropriate arrangements for human needs
  • Take appropriate safety precautions
  • Establish a public information officer
  • Retain appropriate district personnel until all students have been returned home.
Last Updated: June 29, 2015