Districtwide School Safety Plan

Depending on the severity of the disease, the district may be required to report information more frequently and, in another format, (i.e., daily for COVID-19).The local health department will monitor county-wide communicable disease cases and inform school districts as to appropriate actions. The listing of all school buildings covered by the District-Wide Safety Plan with addresses of building and contact names and telephone numbers for building staff is located in each Building-Level Emergency Response Plan. In accordance with New York State Education Law §2803, the district has established building-level multi-disciplinary Behavioral Threat Assessment Teams (BTATs) to identify, assess, and manage individuals who may pose a threat of violence to themselves or others. The Saratoga Springs City School District has offered programs and activities for improving communications among students, parents or persons in parental relation and staff in order to prevent potentially violent incidents.

A. The school climate is viewed as an important part of school safety. These policies and procedures are for responding to implied or direct threats of violence by students, teachers, other school personnel and visitors to the school. The District conducts drills and other training exercises to test components of the emergency response. The district has identified school personnel authorized to make decisions during an emergency. In the event of an emergency or violent incident, the initial response to all emergencies at an individual school will be initiated by the Building Principal/Designee. The Department is committed to protecting our students’ wellbeing, and we recognize that a strong foundation in building healthy and productive relationships with others helps students thrive.

• In today’s environment, K-12 schools and school systems face an evolving and dynamic set of security risks and threats, ranging from acts of targeted violence to bomb threats to natural disasters.
• In addition, the institute can schedule a school visit to helpwith planning in the areas of school-based mental health, emergency management,campus policing, disaster preparedness, physical security and school health.
• Typically, that has included K-12 students in self-contained special education programs.
• It establishes a social culture and the behavior supports needed to improve social, emotional, behavioral, and academic outcomes for all students.

Bombing Prevention Assistance for K-12 Schools

Additionally, Kurth and Zagona (2018) examined whether SWPBIS coaches (i.e. general education teachers, special education teachers, administrators, related service providers) felt it was possible to include students with ESN across all SWPBIS tiers. Landers et al. (2012) explored whether state-level PBIS coordinators perceived that students with ESN could participate in SWPBIS. For example, Shuster et al. (2017) examined the extent of participation among students with ESN in SWPBIS from the perspectives of special education teachers.

At the direction of the Board of Education, the School Superintendent appointed a District-wide School Safety Team and charged it with the development and maintenance of the District-wide School Safety Plan. Niskayuna Central School District has designated the Superintendent of Schools as the district’s Chief Emergency Officer (CEO). It also means preventing and eliminating discrimination in the administration of student discipline. This document was supported from funds provided by the TIES Center grant supported by the Office of Special Education Programs (OSEP) of the U.S Department of Education (#H326Y170004) and the Center on Positive Behavioral Interventions and Supports cooperative grant supported by OSEP and the Office of Elementary and Secondary Education (OESE) of the U.S.

Downloading and installing software and data

School resource officers walk the halls with purpose because they are team members, gambling engaging with nurses, teachers and students. Multidisciplinary safety teams can help school administrators become stronger leaders themselves. There’s nothing like a common and urgent goal to pull together the most disparate of personalities and agendas with school safety as the catalyst. In Tennessee, extreme wind and flooding regularly affect school safety.

The Critical Incident Stress Management Team is composed of student support staff, and administrators, teachers, and clerical staff who volunteer to participate. The team will have a thorough knowledge of the district’s Violent Incident Response plan. The building principal or the principal’s designee will mobilize the appropriate members of the team whenever they become aware of a potential threat to the health and safety of the building’s occupant(s).