Welcome to the Certification Training - S.A.V.E. Schools Against Violence in Education

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Welcome to the Certification Training -
S.A.V.E.Schools Against Violence in Education
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Agenda

• Reality check What constitutes
  violence?
• An overview of NYS Legislation
• Prevention efforts in your school
• Prevention efforts in your classroom
• Understanding the people we serve, both young and
  older

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Housekeeping

• Restrooms??
• No Breaks
• Forms
• Your hope to get.

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A little history

• Increasing number of violent events involving
  youth on school propertyJonesboro, Pearl,
  Peducah, Santee, Columbine, etc.
• Bill passed on July 24, 2000
• Full compliance by all school districts was
  expected by July, 2001

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• Questions to consider
• What constitutes VIOLENCE?
• Are there acceptable forms of violence?
• Is violence something new to our schools?
• With your elbow partner, or with others at your
  table, discuss these questions.

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What about the emphasis on bullying behavior in
schools?

• Bullying behavior is an intentional act of
  violence that harms, or threatens to harm, a
  persons physical, social, mental, intellectual
  or emotional well being.
• The bully and the victim display an imbalance of
  power.
• The bullying behavior occurs over and over again.
• It is a choice. It is learned behavior.

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Ultimately, bullying leads to violence.

• Bullies have a lack of respect of human rights.
• Bullies show high rates of fighting with peers,
  especially at the middle school level.
• Recent school shootings demonstrate the victims
  frustration with a failed system. The victim
  turns to vengeful violence.

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Bullying behavior is shown to result in

• A drop in grades
• Less involvement in school activities for fear of
  being made fun of.
• The victim feeling more anxious, withdrawn,
  retaliatory
• Other health related problems, such as lack of
  sleep, over eating, under-eating, depression,
  suicide, and murder.

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Violence is

• Violence is any word, act, or look that hurts, or
  threatens to hurt, a persons body, feelings,
  belongings or reputation.
• It is a learned behavior.
• It is a choice people make.

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Todays influences on behavior

• Growing infusion of drugs
• Easy accessibility to guns
• Harmful messages supported by the popular media
• The decline of family structure and values
• An its not my problem mentality

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How SAVE WORKS

• Governor and Legislators decide
• N.Y.S. Education Department is assigned the task
  of training
• Certified trainers exist across the NYS
• Anyone working with children in schools is
  required to receive this certification training.

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• Safe Schools in Violence in Education Legislation
• Addresses many important issues that impact
  education and educators. These are the
  components
• SCHOOL SAFETY PLAN
• CODES OF CONDUCT
• DISRUPTIVE PUPIL REMOVAL
• CHARACTER EDUCATION
• PREVENTION CURRICULUM
• VIOLENT INCIDENT REPORTING SYSTEM
• COURT NOTIFICATION
• WHISTLE-BLOWER PROTECTION
• ASSAULTS ON TEACHERS
• CHILD ABUSE IN AN EDUCATIONAL SETTING
• SILENT REGISNATIONS
• TEACHER DISCIPLINE
• PROSPECTIVE EMPLOYEES APPLICANTS FOR
  CERTIFICATION

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School Safety Plans Include

• The District Plan
• The School Emergency Response
• Guidelines for prevention and intervention
• Includes emergency response and violent reporting
  system
• Every school and district must submit these forms
  to SED
• SED reviews the plan for required components
• Some schools and districts will receive guidance
  to achieve compliance

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District Safety Plan Board of Education of every
district develops a comprehensive plan that
includes

• Policies and procedures for responding to
  threats, acts of violence, and appropriate
  intervention/ prevention strategies (I.e.
  Conflict resolution, peer mediation, Youth Court,
  etc.
• Law enforcement is contacts
• Parent/guardian notification protocols
• Building plan, layout and security measures
• Dissemination of information protocols
• Proof of annual school safety training
• Stated duties of hall monitors/SROs/ sentries
• Communication strategies for both students and
  adults
• A safety team

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The District plan includes the selection of a
Safety Team and includes

• A representative of the Board of Education
• Students
• Administrators
• Parent organization members
• School safety personnel
• Other representatives appointed by the Board of
  Education

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Building Level Emergency Response Plans

• Includes team members
• Uses the guidelines established by the Board of
  Education
• Informs the local law enforcement agencies and
  the NYS Police

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School Safety Plan

• Should be part of staff training
• Requires drills to establish the plan
• Provides for an equipped command post
• Communicates all changes to law enforcement
• Requires the plans to be in an accessible, secure
  place

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Codes of Conduct defines the maintenance of order
on School grounds

• Adopted by the School Board
• Governs the conduct of all students and all
  adults
• Developed by a representative group
• Codes of conduct should be known by all students
  and parents
• All aspects are considered for different settings
• Full copy of this document is available for
  inspection upon request
• Must provide in-service regarding the assessment
  of threats, how to determine if threats are
  credible and the kind of disciplinary response
  under this code.

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Minimum elements of the code of Conduct includes

• Appropriate dress and language
• Security issues
• Removal from classroom
• Disciplinary procedures
• VADIR adherence
• Procedures for parental notification
• Code Review committee
• Procedures related to PINS
• Minimum suspension periods

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Disruptive Student Removal

• Allows teachers to remove a disruptive student
  from the classroom or event room.
• Is consistent with the codes of conduct
• Most likely has been reviewed by a legal team to
  ensure safeguards

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Disruptive student removal

• A disruptive student interferes with the
  teachers authority or the educational process
• A teacher can remove a pupil who commits an act
  of violence, possesses or threatens to use a
  weapon, damages anyones property or school
  property

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Disruptive student (cont)

• A principal can suspend a pupil without specific
  board delegation of that authority for 5 days,
  but must include minimum periods of suspension,
  as stated in the codes of conduct.
• The student must be informed for the reason for
  removal
• Parents must be notified within 24 hours and
  within a specific number of hours a conference
  will occur.
• Negotiation may occur.

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Character Education

• What does it look like in your buildings?
• What kinds of character education have you been
  involved with, or conducted?
• Character Education enforces the 3 Cs civility,
  citizenship and character building

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Kinds of Character Education and Prevention
Programs

• No Bullying
• Conflict Resolution
• Peer Mediation
• Respect and Protect
• No Put Downs
• Empathy Training

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Violent Incident Reporting System

• A school report card is submitted to the governor
• The report includes
• s and types of violent incidents
• s of suspensions
• Actions taken by the school
• Age and grade of disciplined students

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Court Notification

• Requires family and criminal court to contact the
  school about juvenile delinquency adjudication
• Schools must appoint a designated educational
  official (DEO)
• Cannot be part of the student academic record
• Information can be used to guide the student
  educational plan.

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Whistle Blower Protection

• Employees who report a violent incident may not
  be fired for reporting
• Protected by civil liability

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Assaults on teachers

• INCREASES ASSAULTS ON TEACHERS TO A CLASS D
  FELONY - FROM A CLASS A MISDEMEANOR

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Child Abuse in an Educational Setting

• Child abuse is defined
• Requires immediate reporting to school
  authorities, parents, and law enforcement
• Defines mandatory reporters
• Requires a written report of allegations to
  school officials
• Building administrator will determine reasonable
  suspicion, notify parents, forward a report to
  law enforcement.

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Silent Resignations

• Ends the practice of allowing a person to resign
  rather than disclose allegations of child abuse
  and other illegal matters
• Applies to licensed and certified personnel
• Criminal prosecution
• Administrators who dont comply face a class E
  felony, a civil penalty up to 20,000 4 yrs in
  prison!
• Provides civil and criminal immunity to those who
  comply in good faith.

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Teacher Discipline

• Commissioner has authority to impose penalties
  against certificate holders provide professional
  development, written plan of improvement, mentor
• In addition to revocation of a teaching license,
  this component expands the range of measures
• Suspension
• Continuing education
• Prescribed Therapy

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Finger Printing

• Requires prospective school district employees
  and applicants to be fingerprinted
• Background checks are conducted

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Understanding the Individual Risk and
Protective Factors

• Some students are violent,
• Most kids are not.
• Some youth use drugs.
• Others dont
• WHY??????

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RISK FACTORS

• INDIVIDUAL
• Hyperactivity, concentration problems,
  restlessness and risk taking
• Aggressiveness
• Early initiation of violent behavior
• Involvement in other forms of anti-social
  behavior
• FAMILY
• Parental criminality
• child abuse
• Low level of parental involvement
• Too many family changes

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RISK FACTORS ( CONTINUED)

• PEER RELATED
• Delinquent siblings, peers
• Gang membership
• SCHOOL
• Academic failure
• Truancy, dropping out/non-completer
• Frequent transitions
• COMMUNITY/NEIGHBORHOOD
• Poverty
• Community disorganization
• Exposure to violence
• High crime involving adults

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PROTECTIVE FACTORS

• INDIVIDUAL CHARACTERISTICS
• BONDING OPPORTUNITIES
• HEALTHY ADULT ROLE MODEL(S)
• The DOMAINS
• EDUCATION
• LAWS/REGULATIONS
• ENVIRONMENTAL FACTORS
• PARENTAL INVOLVEMENT

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Assets and their impact on the total person

• Think of a person in your life who positively
  influenced what you accomplished in your
  lifetime.
• Share this story with the person next to you
  stating the relationship and the action that
  influenced you.

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• Closing remarks
• Reminder about forms
• Video

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Purpose is the spark of life. If children have no
purpose in life, their energy remains waiting
for an opportunity to use it. The result may be
destruction to self or to others.As educators,
we have an obligation to funnel their energy into
something positive, into something that will
impact the rest of their lives. As adults, we
have the responsibility to make learning
environments safe.