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Well the teaching profession has another black eye today thanks to the shockingly poor judgement of a 7th grade teacher in Texas.
In the time-honored tradition of end of the year awards, teacher Stacey Lockett gave what can only be described as ridiculously offensive mock certificates to two of her students. One student received a “Most Likely to Become a Terrorist” award, while another received a “Most Likely to Blend in With White People” certificate.
Yes, you read that right. A professional educator in 2017 thought that labeling adolescent students with racial and/or ethnic slurs would be a light hearted way to end the school year. The principal of Anthony Aguirre Junior High in Houston said that the awards in question were not representative of the vision and mission of the school. No kidding.
While clearly this teacher’s actions are not indicative of the vast majority of educators, it is a bitter reminder of how a lack (or lapse) of judgement can have far-reaching consequences for a teacher, and sadly, also for her students.
Not every threat to a school comes from within the school. There were numerous instances this past school year where threats or incidents perpetrated by someone outside of the school caused a crisis within the school.
Let's take a look at the impact of outside forces on the safety of our schools:
- Perhaps the most tragic example of an outside influence coming into the school with devastating consequences is the April 10 shooting at North Park Elementary School in San Bernadino California. A teacher's estranged husband entered the building and attacked the classroom resulting in the death of the teacher and a student. It's critical for schools to be informed of and act upon restraining or protection orders, as well as other circumstances where domestic violence has the potential to spill over into the school. Parents, staff, and other stakeholders need to keep the school informed about concerns and potential threats of an individual trying to access someone who is at the school. It's equally important for the school to stay current and vigilant when screening visitors.
- Some times an incident at a school is a diversion for a crime to be committed elsewhere. Several bomb threats targeting schools this year were later found to be a diversion, such as a series of bomb threats in Rock County Wisconsin that impacted more than 26 schools to distract from the robbery of a local gun shop.
- In other situations, the poor judgement or even malicious intent of parents can impact the school. A rumor started by a parent on Facebook in Eugene Oregon lead to a school shooting scare. An irate parent in Middletown New York threatened to blow up his son's elementary school, causing the school to evacuate. When a parent in Rhode Island attempted to cover up her son's theft of the principal's nameplate, the anonymous package in which she mailed back the nameplate resulted in bomb scare.
- A tragedy was narrowly averted at an elementary school in Florida in March. During the parent-pick up line at dismissal, a 3 year old child found a gun in the glove box of his mother's car and discharged the weapon out of the car's window at the school. Luckily no one was hurt. School safety planning needs to consider threats and incidents that originate from circumstances that can be far outside of the school's control.
For more information about the Educator's School Safety Network's ongoing research about school-based violent incidents and threats, head to: http://eschoolsafety.org/bir/
Let's take a minute and talk about the most common excuse that follows a threat of violence in a school - "Oh I was just kidding". It's interesting to note that "I was just joking about that bomb" doesn't seem to fly with TSA agents and airport officials (pardon the awful pun!).
We need to have some serious conversations about how not-funny threatening to shoot up the school really is. Given the tragic history of school violence in America, no one should be able to hide behind the excuse that a threat of violence is a laughing matter.
For more information about training for threat assessment and management, head to: http://eschoolsafety.org/tam/
The tragic legacy of Columbine continues.
During the month of April this year, there were more than 220 incidents or threats of violence in U.S. schools. More than 10% of these threats directly referenced Columbine either as an inspiration, or as a motivation. While we need to be concerned about safety every day, anniversaries of events such as Columbine create a need for extra vigilance.
For more information on the Educator's School Safety Network's ongoing research into school-based violent incidents and threats (formerly a bomb report), head to: http://eschoolsafety.org/bir/
As all educators and parents are well aware, it’s almost the end of the school year, and frankly, we’re all just tired. The months of May and June are particularly chaotic and tiring in schools. There are an almost overwhelming amount of social, academic, and athletic events going on - prom, award dinners, field day, championship games - the list goes on and on. Combine this frantic level of activity with the tiredness and complacency that can develop and you have a a potential for disaster.
So, as we wind up the year, here are some tips to remember…
Big events in schools create unstable situations - there are lots of visitors in the building, schedules are changed, students are excited and moving around more freely and unsupervised - meaning that sometimes safety is the last thing on anyone’s mind. It’s always a good idea to take a minute to help everyone re-focus on safely enjoying these events.
As the days wind down, we become more complacent. The threat of violence or the potential for accidents doesn’t go away just because there are only a few days of school left. If a safety procedure is a good idea on the first day of school, it’s still a good one on the last day of school.
Supervision is not seasonal - When people get busy they tend to prioritize, and supervision is one of the first things to get bumped down the list. Even on a good day, schools tend to have too little supervision in critical areas - cafeterias, bus lanes, hallways, locker rooms, etc. Don’t allow the demands of the end of the year to become an excuse for skimping on this most critical of duties.
Being outside can be hazardous. As the weather improves, school settings are increasingly shifted outside. Gym classes are on the field, extra recess is happening, classes are meeting in courtyards, multiple games and practices are occurring. Be sure that any communication that occurs within the building can also be heard outside - whether it’s by PA, radio, or cell phone - and that there’s a procedure to make sure it’s done. If those in the building went into lockdown or severe weather sheltering, how would those outside be notified? Conversely, if an injury or incident occurs outside, how will they call for help?
The results were disheartening for those familiar with the disruption bomb threats cause: There has been a 1,461 percent increase in bomb threat incidents since Nov. 2011.
You can read the full article here: http://www.campussafetymagazine.com/article/study_reveals_sharp_increase_in_school_bomb_threats
Depending on geography and calendars, most U.S. schools have been in session anywhere from 4 to 19 school days so far this school year. Regardless of the actual number of days, the number of threats, and violent incidents that have occurred so far this school year is unsettling at best. While significant conclusions cannot be drawn from this brief burst of data alone, certain trends are beginning to emerge:
- There have already been 4 shooting incidents in schools, with 1 fatality (the shooter) and four injuries.
- Unlike last year’s data where social media accounted for only 5.6% of bomb threats, so far this year, social media postings were the method of delivery for 24% of all threats of school violence (when the method of delivery was reported).
- 34 of the 50 states have already reported or experienced threats or actual incidents of violence either in the form of a bomb or shooting threat, or an actual event.
- To date there have been 52 bomb threats reported in 27 states, impacting 68 schools. More shocking is the fact that August 31 two explosive device were found outside a middle school in Washington state one of which had partially detonated. In the entire 15-16 school year there was one detonation and 4 devices found.
- So far there have been 108 violent incidents and threats impacting the safety and instructional time of students in 135 schools.
What happens for the rest of this school year remains to be seen, but bomb threats and other threats of violence have been present since literally the first day of school for many educational institutions. Clearly this is not a “spring” problem but a fact of daily life for U.S. schools. More importantly, these are not all “just threats”. With four actual shootings, four additional gun incidents, and an explosive detonation in the opening days of the 2016-2017 school, the need for adequate preparation, prevention, and response planning and training is frighteningly obvious.
The Educator’s School Safety Network will continue to gather and analyze data about threats and incidents of violence in schools throughout the 2016-2017 school year, and will provide periodic updates as to our findings. For best access, follow us on Facebook at www.Facebook.com/eSchoolSafety or on Twitter at @eSchoolSafety. If you’d like to receive these updates in an email form, please sign up at http://eepurl.com/bbh5Nj
Ensuring the safety of students is the primary mission of all educators. Yet sadly, it is also an area where educators feel largely unprepared or have received little training. As one school year closes and planning for another begins, this is the perfect time to critically reflect on the state of school safety in your district and develop plans for improvement.
Let’s begin by critically examining several of the most important areas of concern:
Is your district still utilizing a traditional lockdown procedure for active shooter response (lock the door, hide out, wait for law enforcement)? In June 2013, the Department of Education and FEMA released updated guidelines for best practices in schools that incorporate rapid evacuation and barricading as response capabilities. If your staff and students do not how to use these options, it is critical to update both your lockdown procedures AND provide adequate training. http://eschoolsafety.org/let/
Does your district have a Threat Assessment Team? According to the U.S. Department of Education, one of the most useful tools a school can develop is a multidisciplinary threat assessment team. Threat assessment is a means by which educators can identify students who are at risk for violence against themselves or others, assess the level of risk and develop appropriate supports and interventions. Most importantly, threat assessment is an effective violence prevention measure that examines threats of all kinds, not just an active shooter situation. http://eschoolsafety.org/tam/
Has your district had a vulnerability assessment to examine the current level of safety and security within each building? A vulnerability assessment identifies potential deficiencies and generates recommendations for improvement. An effective vulnerability assessment comes from multiple perspectives – educational, legal, emergency response – not just a security point of view and should include an intruder assessment, a policy review, a mitigation plan, and a leadership team de-briefing. http://eschoolsafety.org/consulting/
Does your school have a formalized, updated plan for parent reunification? In the immediate aftermath of a crisis event, the primary responsibility of the school is to ensure the safe and timely return of students to their parents. A plan for parent reunification cannot be developed “on the fly” in the emotional post-crisis chaos. http://eschoolsafety.org/reunification/
If you answered no to one or more of these questions, don’t despair, instead get busy! As a non-profit, it is the mission of the Educator’s School Safety Network to assist schools with safety planning and training. We can help you make the 2016-2017 school year safer. Contact us at www.eSchoolSafety.org
It’s teacher appreciation week which results in a flurry of best wishes and compliments to educators across the United States – and rightfully so! Every day teachers face the almost overwhelming task of educating, nurturing, and protecting the children in their care.
As a society, it is in our best interest, as well as our responsibility, to improve the state of education by helping teachers to access the resources that they need to complete these three critical tasks each school day.
So in a week where teachers are showered with food, gifts, and thank yous (which are often long overdue), what are we doing to provide teachers with the tools, training, and resources they need to do their most important job – ensure the safety of their students?
Let’s demonstrate some real appreciation for teachers – by giving them the appropriate, education-based safety training they desperately need.
In American schools, April is a month for spring testing, gearing up for graduation, starting next year’s schedule, spring break… and oh yes – catastrophic violence. In the past 20 years, April has become known by mass-murder and terrorism experts as the “killing season” and for good reason.
Next week, particularly April 19 and 20, is infamous for school violence.
The massacres at Virginia Tech (April 16) and Columbine High School (April 20), the stabbing rampage at Franklin Regional High School, as well as numerous “lesser” attacks all occurred in schools in mid-April.
Unfortunately, time doesn’t lessen the impact of these events. The “celebration” of or homage to the anniversary of these events (in particular the Columbine shooting) becomes of critical significance to those intending to perpetrate a similar, or “better” attack.
As more attacks are carried out in April, the contagion grows greater, with more attacks desiring to replicate or pay tribute to the nefarious anniversaries of Eric Harris’s birthday (April 9), the Boston Marathon bombing (April 15), the Virginia Tech shooting (April 16), the Waco Siege and Oklahoma City bombing (both April 19), Hitler’s birthday (April 20), and the most “admired” school shooting of all – Columbine High School on April 20.
Given the successful thwarting of numerous planned school attacks in the past few weeks, it is not just law enforcement or anti-terrorism responders who need to be aware, attuned, and responsive during this time – it is educators as well.
That extra measure of vigilance in the coming days may very well save lives.
In response to the “excessive force” incident in a San Antonio school this week, the Texas ACLU has called for the removal of police officers from schools, saying “Police officers don't make schools safer, and they should be removed from schools altogether." They went on to call on the San Antonio Independent School District to “take a look at their policies, practices and culture of policing,” an activity that all school districts should undertake.
While we continue to be shocked and at times horrified, by the videos that emerge from police-related incidents in schools, our response needs to be measured and strategic. No one wants to see 12 year olds body slammed into the ground, but we are equally distraught at the physical violence that can occur without an adequate supervisory presence. We have to acknowledge that sometimes, there are crisis events that occur in a school that absolutely require a police presence. Conversely, it is clear that a law enforcement approach is almost never the best response to a school disciplinary issue.
At the risk of sounding like a voice of reason amid the shouting, perhaps a more moderate, but less convenient, approach needs to be introduced:
Provide appropriate, education-based training for school staff in de-escalation, supervision, and crisis response, AND demand that teachers consistently use it in all situations, such that schools can apply educationally sound responses to disciplinary issues.
Provide appropriate, education-based training to school-based law enforcement officers in de-escalation and how to appropriately apply law enforcement techniques in an educational setting AND demand that they consistently use it, such that police officers can apply educationally sound law enforcement responses as needed if a criminal issue occurs in a school.
Today brings yet another video of a school police officer using significant physical force with a student. There are two sides to the dilemma of a law enforcement official putting hands on a kid. In some instances, the situation is no longer an educational event, but rather a criminal event, and the person being physically subdued is a perpetrator of a crime. Conversely, in other instances the person being man-handled is a student who is involved in a disciplinary problem, not a crime, yet they are dealt with in a criminal, not educational fashion.
In the latest video from a San Antonio school, a 12 year girl who was involved in a “verbally aggressive” altercation with another student is shown being body slammed to the ground. While we must not rush to judgement on the specifics of these types of cases, let’s keep in mind that we are talking about a 12 year old student, not an adult criminal, who was involved in an argument with words, however contentious, not fists.
Regardless of the outcome of the investigation launched by the district, these sort of videos remind us that simply putting law enforcement into schools does not solve every problem. Often districts opt for the quick fix of paying for a single resource officer, rather than investing in appropriate education-based training for all their staff members. While there may be a need for law enforcement intervention in some cases, school staff members trained in de-escalation, violence prevention, and mediation who are empowered and invested in establishing a safe and supportive school climate are a much better return on a district’s investment.
After a school shooting occurred in their district last week, school leaders in Madison Local Schools are reacting with new “safety measures”. These include:
· Purchasing two security wands to check students as they enter the building
· Hiring another school resource officer
· Training selected staff members to carry firearms.
· Adding metal blinds to classrooms doors.
· Participating in Ohio’s free tip line program
These law enforcement-based improvements are in response to a shooting that occurred in the school’s cafeteria that injured four students. While we are always glad to see schools taking action to improve safety, let’s raise a troublesome question – is any money, time, or resources being allocated to training the staff and students? Will everyone at Madison Local Schools be any better trained or empowered to respond as a result of these expenditures? For a fraction of the price of these security-based measures, teachers and students could be trained and empowered to not only respond but also prevent a variety of crisis events – not just a shooting.
While buying “stuff”, hiring more cops, or adding more guns to the school environment may feel good in the short term, is it really addressing the problem? Why not invest in a comprehensive, long term solution – training and empowering all school stakeholders. Let's hope that the district will make this sound investment as well.
Take a look at this alarming data snapshot about school bomb threat incidents. This data is for ONE school day, this past Friday, March 4. Note the number, scope, and location of the threats that occurred in just a few hours on that day.
Usually being number one or leading the nation is a position you want to be in. Unfortunately when it comes to bomb threats in schools, Ohio has the unenviable distinction of being number one in the nation. In the last 40 school days , Ohio schools have experienced more than 37 bomb threats - more than any other state in the US.
But we're not alone. The incredible increase in school bomb threats or actual bomb-related incidents has been felt across the US, particularly in the Midwest and east coast. It's not just threats though - in the same 40 school days, potential bomb making materials were confiscated from six different students in two separate incidents.
So the logical question is - what are we doing about it? A review of bomb threat management training and resources for schools reveals that administrators, in Ohio and elsewhere, are being forced to do the best they can with frequently outdated and often dangerously antiquated response procedures - if they have anything in place at all.
In response to this critical need, the Educators School Safety Network is currently offering bomb threat management courses taught BY educators, FOR educators. While law enforcement input and support is crucial, school administrators must receive training to develop their capacity to respond appropriately to bomb threats and bomb incidents in their school. For more information on this timely course, please go to www.eSchoolSafety.org.
Bomb threats and bomb incidents in 2015 are very different from the "good old days" of pranks and protests. Today's world is a dangerous place and schools are not exempt from this threat. The "oh it's just a bomb threat hoax" perspective is irresponsible and dangerous thinking. Come on Ohio, let's be #1 in preparedness.
Another school resource officer was fired today for using what was considered excess force when interacting with a student. As a society, we watch these incidents with outrage (“Nobody better ever do that to my kid!”). As educators we watch with a mixture of indignation (“Come on – I have to deal with these same kids every day without putting hands on them!), resignation (“Come on kid – what did you think was going to happen if you kept being defiant?”), and maybe a tiny twinge of empathy (“What do I do when a kid becomes violent with me?”).
The larger concern is whether we are witnessing educational or criminal issues in these videos? Is the perpetrator of these actions a student or a criminal? And at what point do we move from an educational event to a criminal event that warrants the use of force? These are subtle distinctions that hinge on decisions and resulting actions made in the heat of the moment by troubled students and law enforcement, not education, professionals.
If we are going to run a prison within the walls of the school, then we need to continue to spend time, money, and training on security systems, cameras, metal detectors, guards, and a law enforcement-based presence. If instead we are interested in having an educational system within our school walls, then we need to shift the focus. We need to work on climate and culture issues, building relationships, implementing effective violence prevention practices, and empowering all school stakeholders to have a role in keeping the school safe.
School resource officers need education-based training. They need to acquire an understanding of the unique challenges facing students and teachers and develop a specific skill set to deal with them. We would never send a teacher into the criminal justice system to deal with offenders using the same techniques and capacities used in teaching middle schoolers, yet we are placing law enforcement officers into an educational setting to deal with students (not criminals) without adequate education-based training and dispositions.
"We tell our kids to get under a desk, be quiet and cross their fingers when we should be training the kids on things like evacuating and barricading," said Amanda Klinger of the nonprofit Educator's School Safety Network.
"There could be a wall of windows in the back of the classroom, and a teacher is instructed to make her kids lie down when they could be evacuating out the windows," Dr. Amy Klinger said. "A teacher shouldn't get in trouble for helping his or her students survive."
Read the rest of the article here: http://www.denverpost.com/news/ci_29073564/experts-say-rethink-school-safety-plans-stress-student
Finally – someone gets it! The Oregon State Police Task Force on School Safety recommended the implementation of a statewide threat assessment system in all public schools. This recommendation will be one of two top priorities for the legislation come February.
In June of 2013, FEMA and Department of Education called Threat Assessment Management “one of the most useful tools a school can develop…”. Two and a half years later, very few schools have this critical tool that allows us to identify, assess, and manage individuals who are risk for violence against themselves or others.
Keep in mind that while school shootings are driving this scenario, threat assessment provides appropriate support and interventions for a variety of potentially dangerous behaviors from self-harm to risk taking behaviors to shootings. It’s a tool that allows us to effectively prevent events before they occur, rather than just picking up the pieces afterwards. Even better – it’s cost effective and sustainable.
Let’s hope that come February, Oregon builds upon the successful threat assessment team model already in place in some districts. Their schools will be a great deal safer as a result. Now – when will the rest of the states get clued in?
Really reluctant kudos to the Eagan Police Department in Minnesota for hosting a “Teacher’s Academy”, where classroom teachers participated in simulations that replicated a tactical response to an active shooter in school – from the perspective of the police officer. Teachers used plastic guns to respond like police officers to a virtual school shooting. Other activities included a brief jolt from a Taser, all in the hopes of giving teachers “perspective on policing techniques”. Let’s look at a few of the take aways here:
- Let’s educate the educators first: While any school safety training may be helpful, when in the world are we going to provide training to teachers that is education-based? How about giving teachers an educator’s perspective on what they can do in a school shooting? Do the teachers who now have a “policeman’s perspective” have any idea what they are supposed to do as educators in an active shooter or other crisis event?
- Turnabout is fair play: We already have an overwhelming law enforcement perspective on school violence. It’s good to know what law enforcement faces when they respond, but how about giving law enforcement some education-based training to give them some “perspective” on what teachers are dealing with?
- Shame on us: While I certainly can think of more effective training models for teachers, at least the Eagan Police Department is willing to spend time and resources on training teachers. Can schools say the same?
Can we all agree that we need to train teachers on what to do in a crisis before we spend time and money giving teachers a law enforcement perspective on school violence?