Active Shooter

The Quick Response (QR) code in Figure 26.1 links to a paper entitled, “Active Shooter: Behavior Conditions and Situation,” by Samuel Mayhugh of the U.S. Department of Homeland Security.¹ A smartphone scanning app is required to read it (see Chapter 27 for more detailed information about the use of QR codes). Mayhugh’s paper contains a wealth of useful information on active shooters and recommendations for risk mitigation.

A.L.I.C.E. (Alert-Lockdown-Inform-Counter-Evacuate) Training

A.L.I.C.E. training is considered a proactive response to school violence, as opposed to the more passive actions, such as hiding or teachers barricading themselves and their students in classrooms. A.L.I.C.E. training has become a part of the emergency crisis response plans at many schools. According to the A.L.I.C.E. Training Institute in Ohio, “ALICE training exists so that schools and the employees have the necessary information to keep our children safe in the event that an active shooter threatens one of the places we are supposed to feel most safe, outside of our own homes.”²

The A and L in A.L.I.C.E. training refers to the standard concepts of alert and lockdown. Inform refers to someone being inside the school building who is able to monitor the location and actions of an armed gunman in the building and communicate that information to others. A.L.I.C.E. training is not much different from what is a standard practice for most schools, but there is much controversy over the counter portion of the training for the K-12 environment. We need to consider if the best approach in this situation is to have K-12 students attack an armed gunman in their school and whether or not this is a reasonable response. When asked, the majority of security professionals do not think it is the appropriate response for this age group. With the proper training, it may have some merit in the college or university setting. Most schools have evacuation plans, so this is not a new concept in school security.

There is not a simple solution to the issue of effective school security. The most logical response is to be proactive by using a layered approach to security: policies and procedures, physical security, electronic components, training and awareness for the faculty, staff, and students.

Background Investigations and Background Checks

Preemployment screening or background investigations are an essential step to maintaining a safe and secure workplace. In order to reduce the potential for internal theft, fraud, and other disruptive incidents from occurring in the school environment, either by long-term employees or new hires, background information can provide the data necessary for prudent hiring or retention decisions. It is estimated that up to 40% of job applicants are not truthful on their job applications and/or resumes.

Depending on the expected role of the employee, a school should pursue a background investigation commensurate with the level of trust, confidence, and job impact on the school. A tiered system based upon specific concerns, degree of involvement with students, and access to proprietary data is recommended. Such a program will provide the desired information necessary and at the same time, control costs.

The background investigation should include any or all of the categories listed below, depending on the level of sensitivity or concern.

• State and local criminal records: Check for seven years at all previous addresses.

• Criminal records/federal district courts: Specifically deals with federal offenses.

• Civil court records at local, state, and federal levels: Specifically deals with finances, real property, tax records, bankruptcy, and Uniform Commercial Code (UCC) filings.

• Credit history: Strict compliance with Fair Credit Reporting Act.

There is an ongoing discussion among security professionals, school district personnel, and school principals as to how often background investigations (criminal records searches) should be conducted on employees. It is standard practice in the industry to conduct preemployment investigations, but what about the employee who works for the same school for years or even decades and their background is never rechecked? Many times, an individual who works for a school will be involved in criminal activity that goes undetected—especially if the school is located in close proximity to the border of a neighboring state or if the employee travels frequently. A prolonged timespan between searches of criminal records poses a risk to students, faculty, and staff. We believe it is prudent for schools to conduct annual, nationwide criminal records searches and be certain to include all employees, including custodians, maintenance staff, and those who work in the cafeteria or kitchen. Consider it due diligence because the safety of your faculty, staff, and students is of the utmost importance.

We have all heard horror stories about criminal record searches on long-time and much-loved school faculty and staff members whose records had not been checked since before they were hired. Recently, the city of Boston, MA, conducted full background checks on all employees within the school system. Fifteen employees were fired because of their criminal records.

If your child or loved one was put in danger or at risk because a school failed to conduct annual background investigations, would a reasonable person believe that the school had a “duty of care” to conduct annual background investigations, especially on someone who works with children? We believe so. A security assessment of your campus will point out areas of security vulnerability, but it is important to be certain that you don’t have a threat within your own school buildings.

Bullet-Resistant Doors, Windows, and Whiteboards (see Section “Glass and Windows” for Additional Information on this Topic)

Today, because of recent shootings, companies are selling bullet-resistant doors, windows, and even classroom whiteboards that meet U.L. levels 1-8, ASTM tests, and other certifications. Should you want to have doors to block an explosion, protect personnel, or just stand up to heavy wear and tear, there is hardware, doors, and windows out there for you.

Physical barriers are used to control, impede, or deny access and to direct the flow of personnel through designated portals. Barrier system effectiveness is measured against specific standards and performances testing: specifically, to reduce the number of entry and exit paths, facilitate effective use of protective force personnel, delay the adversary so the threat can be assessed, and protect personnel from hostile action and channel adversaries into preplanned neutralization zones.³

Bullying

Bullying is an upsetting topic because of the cruelty and harassment suffered by the victims. The injustice to the victims just doesn’t seem to stop. Entire books are written on this topic, but here we will address it just briefly.

It is easy to say that zero-tolerance programs must include bullying, but for parents who are trying to stop the injustices their child is experiencing, this can be very difficult. It’s time to stop the bullying and for schools to take control of this issue.

Who is doing the bullying? Teenage boys and girls, teachers, bus drivers, coaches, and school staff are the perpetrators. The effects of bullying on a victim can be devastating. Suicide, crying, depression, weight loss, bedwetting, stress, drug and alcohol abuse, headaches, stomach aches, frequent absences from school because the victim feels ill, and stuttering are just some of the negative side effects a victim of bullying may experience.

Chemical Labs

Access to chemical labs must be reliable and you must have absolutely 100% key or card access control. If you don’t have this, you must rekey or put the door on an access control system.

Chemicals must be properly labeled and kept in a secured cabinet that is properly labeled. All chemicals must be inventoried. Hazardous materials and explosive material should be removed from the school property. Refer to NFPA standards for specific guidelines.

Community Policing and Schools: Components and Benefits

Partnerships, problem-solving, organizational change, and presenting—that’s community policing in a nutshell, but more importantly, it’s a partnership between law enforcement, emergency medical responders, the fire department, and other local, state, and federal agencies.

Computer Labs, Music Rooms, the Library, and the Gymnasium

These areas must have 100% key control or card access control and be monitored by video surveillance. Inventory should include model numbers, serial numbers, and manufacturer information on every unit or piece of equipment. For high-value items, you may also want to have photographs on file. Consider an asset management system with inventory tags or an operation identification system to track inventory. An electronic article surveillance system may be utilized to prevent items from being removed from the area unless the tag on the item is deactivated.

At a school where we recently had conducted an assessment, the gym, which was a part of the school, had double-doors that faced a very nice neighborhood. The lock on the door had been destroyed by the residents of the neighborhood who would use the gym for friendly games of basketball. School personnel knew the gym was being used after hours and that members of the community were gaining access to the gym because of the broken lock on the doors. They were aware of the activity and basically assumed the risk of the events that were taking place in the gym. Control access and use of your property and buildings to reduce incidents of injury or crime as well as fear of crime. This will improve the quality of life for your school and the surrounding neighborhood and may also help control liability issues.

Ask yourself the following question, “What is the right and proper thing to do for the school?”

Don’t wait for an incident to occur or for something to be stolen before you implement good security practices. Access control, video surveillance, and good inventory practices are all proven deterrents to unauthorized use and crime.

Clery Act Compliance—K-12

We live in an ever-changing world where our work behavior and job descriptions are governed by laws, standards, guidelines, and regulations.

In the article “School Security: Clery Act Compliance” in Security Technology Executive, July 2013,⁵ the word “compliance” stands out for me (Fennelly). Why? Because change comes from standards, guidelines, regulations, and acts of compliance. Alison Kiss, the author of the article, is the executive director of the Clery Center for Security on Campus. Having worked for over 35 years on a campus police department, I am very familiar with requirements of reporting, publishing, and distribution of annual security reports.

Kiss states that, “Clery compliance is not the sole responsibility of campus police, public safety officers or the security department; however, often a single administrator or campus security department is charged with the responsibility of Cleary compliance. This is a near impossible task for one person and should be approached from a team perspective.”⁶

Colleges and universities are now compelled to report crime statistics for three preceding calendar years, but some schools report for a longer period of time. The Clery Act requires that sex offenses, gun incidents, and alcohol-related issues also be reported.

K-12, get ready! We believe that K-12 facilities will soon be required to report all crime data, similar to what colleges and universities are currently doing. The only secret to complying with the Clery Act is to simply tell the truth and don’t try to hide the facts. “Since K-12 institutions are not bound by the Clery Act, criminal statistics are less accurate for those facilities and other sources have to be relied upon,” according to Frank J. Davies, CHS-IV (see Chapter 11).

Cyber Bullying

To help combat bullying behavior, one high school in California implemented a solution by monitoring all social media accounts for specific key words or phrases that could possibly be linked to bullying behavior. This practice could easily be put into place at schools throughout the country.

Here is some practical advice for parents, if you suspect your child is being bullied:

• Document everything.

• Be a good listener and be alert.

• Send letters to the superintendent of schools and copy the school principal, your child’s teachers, the local newspaper, and your attorney. Confront everyone! Demand confidentiality in your letters. Copy everyone you can think of up and down the ladder.

• Make sure your child’s teachers are trained in dealing with this problem.

• Enroll your child in martial arts training for his/her confidence and self-defense.

• Make sure your school has a zero-tolerance policy for bullying.

• Talk to your child about bullying.

• Understand that many times, bullying behavior may escalate into violence.

• Call other parents and organize them.

• Obtain legal advice and file a civil lawsuit

• Contact the media.

• Have your attorney attend PTA meetings with you to get the school’s attention.

• Know your rights.

• Let everyone know (including the bullies) that bullying behavior will not be tolerated.

• Call the police immediately. On page 187 in the book, Bullying, it states:

We need to be protecting our children far more effectively than we are currently!

Cyber Crime Security

In a recent study conducted by Securitas Security Services, USA, Inc., it was reported that cyber security is the number one concern among Fortune 1000 companies.⁹ How does this relate to schools? Recently, a senior in a local high school was able to access the main computer at his school at the end of the school year and deleted all of the grades for the entire senior class. Stealing or altering electronic information is easier than you may think.

Consider implementing the following safeguards:

1. Strong firewalls to prevent hacking.

2. Antivirus software.

3. Instruct all faculty and staff to not open or download unknown files.

4. Develop safeguards for data loss and cyber threats.

5. Select strong passwords and usernames.

You have an obligation to prevent identity theft and other crimes by protecting and preventing access to your systems. Reduce the threats and the risks!

Driving Safety on and Around School Property

The American Automobile Association (AAA) offers the following recommendations for motorists to help keep children safe:

• Slow down. Obey school zone speed limits. Speed limits in school zones are reduced for a reason. A pedestrian struck by a vehicle traveling at 25 mph is nearly two-thirds less likely to be killed compared to a pedestrian struck by a vehicle traveling just 10 mph faster.

• Stop for the school bus. When meeting or overtaking a school bus in either direction—or a school bus receiving or discharging children on a road, in a parking area, or on school property—a driver must stop and not proceed until the bus resumes movement or the school bus operator signals you to proceed. www.drivinglaws.aaa.com/laws/school-buses

• Come to a complete stop. Research shows that more than one-third of drivers roll through stop signs in school zones or neighborhoods. Always come to a complete stop, checking carefully for children on sidewalks and in crosswalks before proceeding.

• Eliminate distractions. Research shows that taking your eyes off the road for just 2 seconds doubles your chances of crashing. And children can be quick, crossing the road unexpectedly or emerging suddenly between two parked cars. Reduce risk by not texting, using your cell phone, or eating while driving, for example.

• Watch for bicycles. Children on bikes are often inexperienced, unsteady, and unpredictable. Slow down and allow at least 3 ft of passing distance between your vehicle and a bicyclist. If your child rides a bicycle to school, require that he or she wear a properly fitted bicycle helmet on every ride. Find videos, expert advice, and safety tips at ShareTheRoad.AAA.com.

• Talk to your teen. No matter how good a student or how much you trust your teen, they are still an inexperienced driver. Car crashes are the leading cause of death for teens in the United States, and more than one in four fatal crashes involving teen drivers occur during the after-school hours of 3 p.m. to 7 p.m. Consider the AAA Onboard Teen Safe Driver Program. AAA Onboard (www.aaa.com/onboard) utilizes an in-vehicle device and web portal to help parents identify coaching opportunities and stay connected with their teen driver.¹⁰

Traffic enforcement issues around school property will require the assistance of local law enforcement to focus efforts in problem areas and increase community awareness of school safety issues. Law enforcement agencies recognize that traffic safety, especially in the areas of schools is a major concern of the public. There is a relationship between school safety and local crime prevention efforts. Public awareness of traffic laws about marked crosswalks and speed limits in school areas can be increased by law enforcement.

Some of the possible traffic safety issues problems where enforcement is part of the solution include the following:

• Speeding in school zone

• Illegal passing of school bus

• Not yielding to pedestrians in a crosswalk

• Parking violations—bus zone, crosswalks, residential driveways, time zones

• Risks to pedestrians and bicyclists during drop-off and pick-up times

• Lack of safety patrol/crossing guard operations

• Unsafe pedestrian and bicycle practices

• Other traffic law violations in school zone

Fear of Crime

Schools should be safe havens for our children to learn and grow. Children should not be afraid that they will become the victim of a crime while on school property or on the way to or from school. In our society, fear of crime is more prevalent than actual victimization rates. There are Gallup Polls that attempt to measure fear of crime and many times fear is based on perception or media reports. In one such poll, conducted in October of 2013, “25% of U.S. parents said they ‘frequently’ worry about their child being harmed at school.”¹¹ Children may hear their parents or other adults talk about crime or hear reports of violent and property crime in their area on the local news and become fearful.

For adults, fear of crime may confine people to their homes and have an economic impact on the community. It is a similar situation in schools. If a child is afraid at school, it may affect their quality of life. If a child is afraid to eat lunch in the cafeteria, use the restroom at school, or is afraid to ride the school bus, it may cause them to withdraw and lead to emotional as well as physical problems. If children are afraid, it may affect their willingness to get involved in extracurricular or after-school activities and negatively affect their overall school experience.

Children should be taught to use common sense and good judgment to keep themselves safe and we as parents should be involved at our child’s school to know what measures have been implemented to ensure their safety. Get involved! Be a part of the parent, teacher, and student organizations. Ask about security and safety at your child’s school. Observe safety and security procedures at the school. Organize other parents and petition the school to help change security procedures that you feel are outdated or ineffective. As school administrators, keep yourself up-to-date on what other schools in your area are doing and implement safety and security policies and procedures to keep children safe while they are at school.

Fire Alarms and Building Evacuation

Why are teachers also fire wardens? The answer is simple. When the bell goes off, the teachers line up their students in an orderly fashion and march them outside to a designated location. After conducting a head count, they report back to the school office that the class has left the building and that all students are accounted for. It is important that fire drills are conducted at various times throughout the day (and night, if your school is residential) to ensure that all teachers, students, and dorm monitors are aware of notification and evacuation procedures.

Ensure that all students—visually impaired, hearing impaired, physically disabled, and so on can safely evacuate the building and that any special equipment and/or assistance is provided as necessary.

During your next fire drill, arrange for the local fire department to be present and consider this a training exercise. The total evacuation of the building should be timed. The fire department can confirm whether or not you have an efficient evacuation system that is 100% effective. The secret is to have your service company onsite the week before to confirm that all fire alarm units are operational. This is done by actually tripping each individual alarm unit for 5-10 seconds.

A bullhorn will be needed to give the all clear, so that teachers can bring the students back inside the building. You need to practice, practice, and practice. Your peers will tell you that after their incident, they were glad they conducted monthly drills. Another piece of advice is to invite the local police and fire officials to conduct a walk-through of your buildings so they are familiar with your campus.

Fires and Fire Extinguishers¹²

The NFPA classifies fires into four types. The type of fire is determined by the materials that are being burned, or in other words, the fuel type.

There are basically four ways to put out a fire:

1. Cool the burning material.

2. Exclude oxygen.

3. Remove the fuel.

4. Break the chemical reaction.

It is important to use the appropriate fire extinguisher for the type of fire that is burning.

Fire and fire extinguishers are classified as follows:

Class A. Class A fires consist of ordinary combustibles such as wood, paper, trash, or anything else that leaves an ash. Water works best to extinguish a Class A fire.

Class B. Class B fires are fueled by flammable or combustible liquids, which include oil, gasoline, and other similar materials. Smothering effects that deplete the oxygen supply work best to extinguish Class B fires.

Class C. Class C fires are energized electrical fires. Always de-energize the circuit then use a nonconductive extinguishing agent, such as carbon dioxide.

Class D. Class D fires are combustible metal fires. Magnesium and titanium are the most common types of metal fires. Once a metal ignites, do not use water in an attempt to extinguish it. Use a dry powder extinguishing agent. Dry powder agents work by smothering the fire and absorbing the heat.

Class K. Class K fires are fires that involve cooking oils, grease, or animal fat and can be extinguished using Purple K, the typical agent found in kitchen extinguishers.

An easy way to remember what type of fire extinguisher to use is:

• Class A fires leave ASH.

• Class B fires BOIL.

• Class C fires have CURRENT.

• Class D fires have DENSE material

• Class K fires occur in the KITCHEN.

Gay, Lesbian, and Transgender Issues

Item 1. Recently, I asked a teacher what she would do if a male student came up to her and said, “I’m transgender and I don't feel comfortable using the boy's/men's restroom.” She replied that she would give him a key to the staff bathroom or tell him he could use the nurse’s bathroom. I was surprised by the reply in that I was glad to hear a positive response to the question.

Item 2. The harassment or bullying of gay students in any way could be a federal Civil Rights issue. If you say no to their demands or handle a bullying or harassment situation poorly, you may create problems with gay rights advocates and have federal investigators knocking on your door.

Item 3. Sports issues may be another sensitive situation if not addressed properly. Establish school policies and procedures that will provide you with the tools you need and to address such issues and handle them on a case-by-case basis. Check with your legal department on these and all issues of a sensitive nature that could possibly be a future legal issue for the school and school district.

Glass and Windows¹³

The purposes of windows, aside from aesthetics, are to let in sunlight, allow visibility, and to provide ventilation. When you research the types of windows and glass available, you start to see terms like weather-ability, durability, thermal performance, triple-insulating glass, thermal barriers, and solar windows. Every day another building is going “green,” such as by diffusing light that enters a building, which cuts down on cooling costs, and the technology goes on and on from there.

“Healthy” buildings using current and innovative technology are contributing to healthier people, through the use of proper cleaning chemicals and green cleaning. All of this creates a better environment and reduced energy costs.

Global Harmonization Systems (MSDS and HazCom)

There are hazardous chemicals that are used in many schools, especially in science labs and those chemicals used by custodians for maintenance and cleaning. The purpose of hazard communications (HazCom) is to provide everyone with information regarding chemicals, their hazards, and how to protect yourself and others. The Globally Harmonized System (GHS) is a set of universal recommendations for hazard communication developed by the United Nations. The primary benefit of GHS is to increase the quality and consistency of information that is provided about chemicals. Under GHS, there is a new hazard classification system, standardized labeling, and a new safety data sheet requirement. Material Safety Data Sheets (MSDSs) will now be referred to as Safety Data Sheets or SDS. In order to minimize the chemical hazards in your school, it is important to evaluate them. Chemical manufacturers perform most of these evaluations for us and establish hazard designations. The hazard information for a chemical can be found on the safety data sheet as well as on the label. Under GHS, the method of classification has been standardized to include health and environmental hazards, physical hazards, and the ability for the chemical to mix with another substance.

The following dates may be relevant to your school:

December 1, 2013. Employers must train their employees on the new label elements and safety data sheet format.

June 1, 2015. Employers must comply with all of the modified provisions of the final rule.

December 1, 2015. Chemical distributors will no longer be able to ship products labeled under the old system.

June 1, 2016. All employers will be required to have all alternative workplace labeling and HazCom programs in full compliance as well as provide additional training for newly identified health hazards. For more information on GHS, visit: www.osha.gov

Guns Versus No Guns in Schools

During an educational session at the 2013 ASIS International Annual Seminar in Chicago, a panel of security experts had approximately 80 security professionals respond to the following: “Please raise your hand if you are in favor of having guns in schools.”

The response was that 50% of the attendees raised their hand.

Currently, about 20 states allow firearms in schools with few restrictions. At the same panel, the audience was asked if teachers should be armed. Again, the response was 50-50.

I (Fennelly) asked Peter Hassenfuss, a friend and former teacher, the same question. Mr. Hassenfuss is also a former police officer and trained in the use of firearms. He stated, “This is a very hard question.” He had previously stated that in the school where he taught, he and two other male teachers who had classrooms on the same floor would be willing to carry a firearm for security in the school. He also said, “I feel the other teachers would feel uncomfortable.” He stated that he could not say if any of the female teachers would be willing to carry a firearm. Mr. Hassenfuss said that if it became mandatory for teachers to be armed, he felt that some would refuse. His final comment was, “I think your 50-50 response is a typical response to this ongoing controversial question.”

People today are looking for answers. Unfortunately, we do not have all of the answers. The following quote was taken from the book, Thinking about Crime by James Q. Wilson:

Identity Theft

This topic is included because children have social security numbers that in many cases may be associated with their school records. This increases the likelihood that a student may become the victim of identity theft. It is important that all student records that contain social security numbers or other personal identifying information be kept secure. Access to these records should be restricted. Ideally, records should be secured in locked cabinets in a locked room, protected by an alarm or intrusion detection system and/or video surveillance. It is important to train staff and faculty that student records are not be left on desks overnight or in unsecured areas during the school day.

Latch-Key Kids

The term latch-key kids refers to students that go home to an empty house after school and stay home alone until a parent or caregiver gets off from work.

According to the U.S. Census Bureau, one-third of all school-age children in the United States are, for some part of the week, latch-key kids. The total number of children between 5 and 13 years of age who spend time home alone is between five and seven million. The Census Bureau also states that 15% of children are home before school, 76% after school, and 9% at night. Because of these statistics, it is important that parents and schools together teach all children in their school about basic safety and security. This may be a topic parent, teacher, and student groups work on together with local law enforcement to provide education and advice.

Many security professionals are promoting the use of home video surveillance as well as GPS to monitor or track their child until the parent arrives home.

Liability

Schools are ripe for lawsuits. This statement is based on recent events as well as inadequate levels of security that we have seen.

For example, at a recent consulting job I (Fennelly) performed, a school had a newly employed janitor/building manager. He was told to cut back the bushes and trees around the school to be in compliance with CPTED principles. He trimmed the trees and bushes and did a great job. However, the school groundskeeper later filed a complaint because the janitor completed the job he (the groundskeeper) was supposed to have done. The complaint was rejected because it was discovered that the groundskeeper had not been doing his job of controlling the overgrowth of the vegetation.

Case No. 1. Consider the following scenario: A female teacher was attacked and raped on school property. The next day, photos were taken of every bush, tree branch, and walkway in the area of the attack. Add to the facts of the case that many lights in the area were inoperable (either burned out or damaged) for 6 months prior to the attack and that four work-order requests had been initiated to have the lights repaired or the bulbs replaced, but the work was never done. Further investigation revealed that this had been the third assault in the same area. The teacher’s attorney had a documented history of prior and similar acts as well as a pattern of neglect. The issues with this case are as follows: failure to trim trees and bushes to meet CPTED recommendations; failure to maintain lights by replacing or repairing inoperable fixtures; failure to properly supervise and monitor the work of the school maintenance employee and/or electrician; failure to maintain a proper and safe environment for students, faculty, staff, and visitors. Since the assault was the third such similar crime on the property, it could be determined to be a foreseeable act. A case of this type could go on for several years with the end result being the city or town writing a check to end the negative publicity. This case sounds simple, but a civil lawsuit is serious. How do you measure the effectiveness of security at the school? Do you want this type of incident on the six o’clock news every night? Certainly not, so manage your property and liability issues properly.

Case No. 2. A 12-year-old girl was bullied for over a year. Fifteen girls kept telling her to die and encouraged her to kill herself. When the twelve-year-old finally reached her limit, she committed suicide, and left the following note, “I can’t take the bullying and harassment anymore.” The student’s parents had tried talking to the parents of the bullies and it did not work. The parents tried talking to the teacher and it did not work. The parents requested that the teacher help them have their child moved to another class and the response was no. The parents talked to the principal and were sent back to the teacher. The parents went back to the teacher again. More negative responses. In the meantime, the child had been taken to the doctor for black and blue marks and a sprained arm. The parents’ only course of action was to contact an attorney and the police and then go to the media. It was at this point that the student killed herself. The parents had exhausted their options. The school failed to protect a student in its care and had also failed to provide the proper standard of care in protecting students.

Authorities considered filing criminal charges against all fifteen girls who bullied the young girl. The police were quoted as saying she was “terrorized on social media.” The young girl’s father filed a complaint with the school district. Two of the fifteen bullies, aged twelve and fourteen, were charged with felony aggravated stalking. “People deserve to live a healthy, normal life,” the sheriff who worked this case told Robin Roberts on Good Morning America. “We will prosecute anyone we can prove has bullied or stalked someone.” ¹⁸

Everything about this case was on the 6 o’clock news every night until well after the funeral services for the student. Why? Because, allegedly, the school did nothing—it gave the student’s parents the run-around and then tried to make less of the situation by ignoring it.

Did the school have a duty to take action and to protect this student?

If we assume, after notice was given, the school did nothing, then the school failed in their duty to take corrective action. The school also failed to take reasonable action as it pertains to the incident.

Liability in the early stages is not complicated. Numerous times, security professionals will tell school administrators:

1. Conduct a threat assessment.

2. Establish policies and procedures.

3. Train the teachers and staff.

4. Train the bus drivers.

5. Implement best practices.

Now, let’s assume your school has done none of the above steps. Also, assume that you have a student commit suicide after her mother told you six times that her daughter was being bullied.

Now, ask yourself the following questions:

1. Did you have a duty to protect this child after you were notified of the problem?

2. Did you provide a reasonable degree of care?

Your failure to do so would be the proximate cause of her death.

Lighting

1. Increase street lighting as well as lighting around the area of the school.

2. Lighting may reduce crime by improving visibility. This deters potential offenders by increasing the risk that they will be recognized or interrupted in the course of their activities.²⁰

3. Determine what works to reduce crime—video surveillance, lighting, and active police patrol.

4. In the Home Office Research Study (251),²¹ several cities reported that “improved street lighting was most clearly effective in reducing crime…”

Why improve lighting? To create a psychological deterrent to intrusion and criminal activity and to enable detection once a breach of security has occurred.²²

Recommended illumination levels in foot candles:

• Outer Perimeter 0.15 fc

• Vehicular Entrance 1.0 fc

• Pedestrian Entrance 2.0 fc

• Entrance that is inactive 0.1 fc

• Sidewalks 1 fc

• Parking Lot 3 fc

Mentally Ill and Challenged (Active Shooters)

Having attended classes about active shooters over the years, it appears that most aggressors have had major traumas in their lives such as mental breakdowns, PTSD, or some sort of disruption in his or her life. Active shooters are sometimes victims themselves and are looking for solutions to their problems. Regardless, we believe to a degree the shooter should be held responsible for their actions. He or she usually prepares well for the attack by securing a weapon and ammunition. The shooter will conduct a security assessment of the site and plan the attack. The specific time and place are selected and at this point, the shooter is in control. Because of this planning, all of the elements for a surprise attack are in place. Like a game of chess, the shooter will move in and execute the attack when ready. At this point, the school (and later, law enforcement) is forced to react and respond.

The majority of active shooters are confident individuals, but they are looking for a soft target that will require the least amount of effort. The shooter will move around to target specific individuals, shoot as many victims as possible, or simply shoot victims indiscriminately. For this reason, school personnel are advised to lock classroom or office doors and stay out of sight. In most instances, a locked door will cause the shooter to move on.

So what is the answer? Schools must have administrative support for effective security policies and procedures as well as adequate physical and electronic security measures.

When you have an attack at your school, you are in crisis mode. Your emergency procedures are implemented immediately. All of the training that you have conducted and the drills that you have practiced are put to the test. When there is an individual with a gun in the building, you must do what is necessary to prevent injuries and save lives.

Metal Detectors

If your school has a history of weapons being brought to school, metal detectors may be your answer. If there is a high fear of crime in your school, metal detectors may be the solution for a weapons-free environment.

In addition to a metal detector, the school lobby design should include adequate lighting and several angles of video surveillance to capture full view of the area. Additionally, there should be a well-trained staff and policies and procedures.

Simply put, a metal detector is an electromagnetic field, with lines passing through a metallic object. Generating eddy currents on a metal detector distorts the normal electronic magnet field. This is how weapons are detected.

Metal detectors are frequently used to:

• Increase security at schools.

• Increase security at transportation terminals.

• Increase security at courts, jails, and prisons.

• Protect presidents and world leaders.

• Protect spectators at sports and cultural events.

At a local school, a surprise inspection was conducted and knives, brass knuckles, mace, and two guns were discovered. Any person passing through a metal detector that trips the machine needs to be inspected further, generally with a handheld unit. It is the operator’s responsibility to make certain that every alarm be investigated.

Keep in mind that no metal detector can ever be expected to function at 100% efficiency, 100% of the time. Proper training of personnel operating the metal detector is crucial.

Metal detectors have these characteristics:

• They are a deterrent.

• They work.

• They are durable.

• They are portable and rugged.

• They can detect weapons.

• They are adjustable.

• No touching is required.

• Cost is reasonable, about $3,200.

Metal detectors are a deterrent and can detect metal (specifically weapons, usually guns or knives) and they will, in most cases find every weapon. It is important to note that you may not discover a device that is carefully or cleverly concealed.

Physical Security

You need physical security devices to make your schools safe. If you disagree, then why do you lock the doors and windows to your school at night?

In this section, we’re going to discuss the many types of physical security devices that are available and why you need them. We’ll then discuss approximate costs. A logical way to approach physical security is to develop a 10-year acquisition and implementation plan.

Policies, Procedures, Guidelines, and Standards

We as security professionals have said many times over the last few years that times have changed and we must also change to meet the new challenges. Polices may remain the same over a period of time, but procedures tend to change more often to meet these changes. Compare school safety and security procedures from 10 years ago to what is considered a best practice today. The primary cause for these security changes are because of the many active shooter events across the country.

What factors cause change?

• Standards

• Guidelines

• Regulations

• Auditors

• Best Practices

• Crises

Restrooms and Locker Rooms

Video surveillance cannot be conducted in areas of the school where there is a reasonable expectation of privacy. This includes restrooms in the school and locker rooms in the physical education or gymnasium area. To ensure the safety of students, faculty, and staff, consider installing panic buttons or duress alarms in these areas.

Risk and Protective Factor Assessments

Goal and Purpose of the Assessment. For an assessment to be successful, a key goal is to develop a profile of risk factors, protective factors, and problem behaviors in the community. The assessment report is designed to provide a profile that can be shared with the community partners. The ultimate goal is to develop and implement a community action plan as a result of the assessment.

Even though data may be collected on crime and violence in a community using statistics from law enforcement, many times it will be the first time the community has collected data based on the risk and protective factors that predict violence and other problem behaviors in a structured, scientifically valid way. The data collection processes must be monitored to ensure they are valid and accurately represent the area based on community and school assessments and surveys.

These assessments or surveys provide detailed information about specific risk andprotective factors. This will help community members make truly informed decisions thatwill appropriately correspond to the specific needs of their neighborhoods.

Risk Factors in Schools and Communities—In Priority Order.

1. Early and persistent problem behavior

2. Family management problems/family conflict

3. Friends engaging in problem behavior/weak social ties

4. Lack of commitment to school

5. Exposure to violence

6. Gang involvement

7. Availability of drugs/drug use

8. Academic failure beginning in late elementary school

9. Family history of problem behavior

10. Low neighborhood attachment

School Bus Drivers

Very little is written about school bus drivers or the training that they receive. We can honestly say we know several school bus drivers and all of them are honorable and hardworking individuals. They know the names of the children that ride their bus and genuinely care about them and their safety. Many of them will ask a child if they are okay if the child seems upset. We overheard the following exchange between a school bus driver and a student. “Abby, where is your sister, Emma?” “Mr. Bill, she is home sick today.” They notice when something is wrong with a child and look out for their safety.

School bus drivers have proven to be valuable sources of information for law enforcement and school administrators. Additionally, they can provide support for school programs and safety issues and give important feedback on results of the programs.

School Lockdowns

According to a recent Security Technology Executive article, to implement a lockdown in case of a hostile intruder, basic procedures should include:

• Locking all doors.

• Closing all windows and window treatments.

• Remaining low to the ground and away from windows and doors.

• Turning off lights.

• Moving out of hallways and open spaces if it is safe to do so.

• Returning indoors, if it is safe to do so.

• Remaining calm.

• Awaiting the all-clear signal before releasing anyone from the room.²⁶

Summary:

• Establish evacuation routes based on prior drills.

• Establish transportation needs, if necessary.

• Be aware of the location of medical kits and make sure the nurse has a two-way radio or cell phone.

• Practice total evacuation after the all clear with school buses lined up and ready.

• Bus drivers must be trained in your procedures.

• A crisis team needs to evaluate every incident and make recommendations for improvement.

School Partnerships

As with all partnership programs, you must start off with specific strategic goals and a set of priorities by which to manage and govern the partnership. There also have to be provisions in place to track progress and implement changes. Each partner in the program has to understand what they will gain by participating in the partnership and how they “fit in” to the overall success.

Consider holding meetings with law enforcement, students, faculty, school support personnel (i.e., SRO security staff, cafeteria workers, janitors, bus drivers), and parents. Be sure to include all individuals with a vested interest in the school and who support the mission of the school. Each of these groups may bring different skills and information to the partnership. The goal is for each member of the group to work with other groups and members in the program to achieve stated goals. This support team or partnership program is vital to the health of your school. They will assist with day-to-day issues as well as emergency situations.

School Security Officers²⁷

In a school, they may be called hallway assistants, administrative support, SROs, security officers, or any number of terms used in local traditions. When many of us were in school in the 80s and 90s there was no such thing as school security. Disturbances and fights were handled by the vice principal, a history teacher, and the football coach. Likely two of them were combat veterans of World War II and the third had been in Vietnam. It was a rare situation that this team could not manage. For this discussion, we will simply use “security” or “security officer.”

School Uniforms

Many of us wore a school uniform to school, particularly if you attended a parochial or private school as a child. Some schools today have implemented either a dress code or school uniform for students. Many administrators have found it sets the tone of the school and changes the overall climate within the school. A sense of pride in one’s appearance is developed as well as improvement in the educational environment. In order to be effective, school uniform policies and dress codes must be enforced. It is important that school administrators utilize the benefit of their partnership with law enforcement to ensure that school uniforms and dress codes do not display local gang dress or colors.

School Watch Programs

A School Watch Program is similar to a Neighborhood Watch or Business Watch Program. The students, parents, faculty, and staff of the school become the “eyes and ears” of law enforcement to help prevent criminal activity from occurring on or near school property. It is essentially a crime prevention group within the school that works with law enforcement. This will help the school establish or reclaim informal control of their school by the observation, visibility, and increased interaction between the school and law enforcement. The national program, If You See Something, Say Something, was based on the premises of Watch Programs.

Security—How Much is Enough?

There are levels of security that range from none to maximum. To determine what level of security you need in your school, first look at your assets you want to protect. The assets of any school are the people (students, faculty, staff, visitors, etc.), property (the building and contents), the reputation of the school, information and records, and the continued activities that are held on the campus.

The following are comments and concerns often voiced about school security:

• Is it reasonable to have a minimal amount of security in a high-crime neighborhood?

• What price do you place on a parent’s peace of mind that their child will be in a safe environment at school?

• Security has to be in the school budget, with short-term and long-term goals, the same as any other item for the school.

• Are we going too far with cameras, badges, lights, and access control? Not in the opinion of security experts. It has become a necessity in our society.

• Do we need armed officers in our schools? There are two parts to this answer. There are actual crimes in schools as well as the fear of crime in schools that must be addressed. Secondly, school security officer must be trained and qualified, using criteria similar to law enforcement officers. Firearms and equipment must be considered. There is not a simple answer. A process must be followed to make this determination. What are your goals by having an armed officer at the school and what are your actual risk factors?

• Consider your liability. What would happen if there was an incident at your school that could have been prevented if the proper level of security had been in place? Could this cause the school to have adverse publicity as well as a judgment against the school or school district for inadequate security?

• Are there mental health concerns for children in those schools that utilize armed security officers or implement high levels of security? What about a child’s mental health if there is a crisis at your school? This can be discussed with your child’s pediatrician by explaining the symptoms your child is experiencing. Seek his or her advice and then determine if you need to take additional action. Consider the help of mental health professionals in your community. Mental health issues should be considered a part of your post-incident plan.

Situational Crime Prevention Using CPTED Concepts²⁸

Dr. C. Ray Jeffrey said “the CPTED concept is the proper design and effective use of the building environment that can lead to a reduction in the fear of crime and the incidence of crime and to an improvement in the quality of life.”

A. Crime prevention approaches, like CPTED, are also known as situational crime prevention to remove crime from a specific area.

B. Crime and the fear of crime can be reduced using design methods.

C. The Situational Crime Reduction in Partnership Theory is also known as SCRPT.

Student Lockers

Most schools have student lockers in the hallways or classrooms. At the beginning of the school year, students need to be advised that the lockers are the property of the school and are subject to random searches. The student’s book bag, if stored in the locker, may also be subject to a search as well. Coordinate locker searches with local law enforcement officials and consider asking them if the department’s drug-sniffing dog can be utilized to ensure that your school is a drug-free environment.

Tailgating (Through Access Control)

Tailgating is when a person enters a building behind a person who has used their credentials to enter the building. The person who tailgated may or may not have legitimate access to the building. Tailgating is how Michael Brandon Hill allegedly gained access to a school in Georgia in August of 2013.²⁹ Two staff members were held hostage for a short period of time and several shots were fired before Hill finally surrendered to the police. Incidents such as this should be discussed during your training program.

Training

In the past 25 years, how training programs are delivered has changed tremendously. Years ago, police officers and security officers were trained using VHS recorders and an easel flipchart. Many times, training sessions were recorded by the instructor teaching the class. The training tape was used until a new one was made. Sound primitive? Yes, but it was still effective. The tape and notes documented the presentation.

Vandalism and Graffiti³⁰

Today’s vandals often attack their own territory. School vandalism—the illegal and deliberate destruction of school property—is committed by students themselves. So many windows are broken in many large districts that the funds spent annually on replacing broken windows could easily pay for a new school.

Vandals destroy about $3 million worth of school bus seats annually and they commit enough arson to account for 40% of all vandalism costs. School vandalism outranks all other assaults on private and public property. At the end of the 2012 school year, the average cost of damages from vandalism was estimated at $163,031 per school district. That figure could have paid the salaries of eight reading specialists or could have financed a school breakfast program for 100 children for 1 year. A typical school’s chances of being vandalized in a month are greater than one in four, and the average cost of each act of vandalism is $180. Yet, these figures do not include the hidden costs of school vandalism—increased expenses for fencing, intrusion and fire detectors, special lighting, emergency communications equipment, and vandal-resistant windows. Every dollar spent to replace a window or to install an alarm is a dollar that cannot be spent on education.

School vandalism can also have enormous social cost. The impact of a $2.99 can of spray paint used to cover a wall with racial epithets far exceeds the monetary cost of removing the paint. An abusive word scrawled across a hallway can destroy student morale, disrupt intergroup relations, undermine the authority of an administration, or even close the school. Incidents with high social costs damage the educational process as much as those with high monetary costs.

Today’s vandal is not a hardened, war-scarred veteran. Instead of grizzled whiskers, he often sports peach fuzz on his face. He is literally the boy next door. In fact, the typical school vandal differs quite dramatically from the typical juvenile delinquent.

It is significant that vandals fall into a well-defined and relatively narrow age group.

They are usually early adolescent males who are highly subject to group pressures and transitory impulses. It is not at all unusual for adolescents to act out whatever is controlling them at the moment—rage, boredom, pent-up energy, or the sheer joy of “wreck reaction.” While there are conditions that may predispose or provoke a youth toward vandalism, the problem seems to be almost human nature. Few among us have never written on a sidewalk or scrawled initials on a school desk. Vandalism cuts across all strata of society, all geographic regions, and all racial lines.

Video Surveillance Systems—Six Secrets

1. Video surveillance systems are a security tool used to assess or document activities.

2. They may be a deterrent in the minds of individuals who see the camera when they are about to commit a crime.

3. School administrators have told us that when something happens in their school, they review the camera footage to determine who was involved in the incident.

4. To obtain the best resolution, position cameras 30 ft from the ground.

5. More secrets about video surveillance:

a. Define the purpose of each camera.

b. Document the areas of coverage.

c. Choose the proper lenses for the area.

d. Hardwire the system.

e. Choose proper storage requirements.

6. With the use of video surveillance, schools can actually witness an event, document exactly what happened, contact the police for assistance, if necessary, contact the parents, and then decide on the appropriate action to take.

WATCH D.O.G.S

What is WATCH D.O.G.S? It stands for Dads of Great Students and it is comprised of volunteers who give their time to be role models and to help the educational programs in our schools. The D.O.G.S. spend time with the students in K-12 and may even eat lunch with them. One participant said that it gives him time to be with his own kids. But it's not just dads that walk the halls of schools; it's also uncles, grandfathers, and cousins. The WATCH D.O.G.S. have become an extra set of eyes and ears, sort of an unofficial Neighborhood Watch Group. Some dads are at school when the children arrive and others are there when the children leave for home.

Visit www.fathers.com for more information. WATCH D.O.G.S. is located in 46 states.

Working with Architects

The first building project that Larry Fennelly worked on at Harvard University involved working with an architect to determine the appropriate door hardware that would be installed in a new building on campus and what type of lighting would be utilized to ensure the proper level of illumination behind the building. A risk assessment is what helped Larry determine the answer about the door hardware and the lighting. Be very specific about the type of alarm equipment and access control features you want or need. Find out what equipment will work best for your particular application and fight to get what is necessary to secure the building. You will find that is less expensive in the long run to build security features into the construction of a building rather than to retrofit them after the building is complete.

To complete the building project at Harvard University, Larry had to design a set of security standards because none existed at that time. The standards were approved by the chief of police and when the architect would argue in favor of a particular feature, Larry would simply state, “I’m sorry that equipment does not meet our standards,” and the proper equipment would be installed. Don’t allow junk to be installed in your building. Today, however, there are standards and recommendations in place to help you with building design projects.

Zero Tolerance Versus Guidelines for Criminal Behavior

While industry professionals as well as federal officials have recently steered away from “zero tolerance” policies for a variety of reasons, we strongly urge school administrators to establish well-promulgated policies and disciplinary guidelines that include potential consequences of infractions and further outline the adjudication process to be followed when infractions are reported. Understanding that there is no “one size fits all solution” moving away from “zero tolerance” allows for each infraction to be evaluated based on the totality of circumstances and merits of the evidence presented.

These policies, procedures and processes should not only be well promulgated to staff and students, but also to parents and guardians. Having an informed parental community and educating others why certain policies and/or consequences exist not only demonstrates transparency, but also provides a forum to receive constructive feedback and gives constituents a sense of ownership in the process. This can increase the likelihood of community support, accountability and compliance.

One way schools often foster such an environment of safety and compliance is by providing staff, students, parents and others with the ability to report infractions or concerning behavior to school administrators anonymously. Incident reporting and surveys can be very effective tools to allay what we often hear are fears or concerns of retribution, making things worse or “tattling.” There are many ways to facilitate feedback dedicated telephone contact numbers, websites, e-mail or “text" messaging, mobile phone apps, etc. School administrators should review and investigate each complaint as outlined by OCR Dear Colleague Letters and internal policy, and seek the advice of legal counsel when necessary.

At a minimum, schools should establish policies that prohibit, limit or determine unacceptable behaviors and consequences of the following:

• Weapons Possession/Use

• Drug Possession/Use

• Alcohol/Tobacco Possession/Use

• Bullying/Harassment

• Hazing

• Cyber bullying/Harassment/Stalking

• Sexual Assault/Misconduct/Harassment

• Bias Crimes

• Use of cell phone and personal computing devices

• Social Media Standards

• Any Criminal Acts

It is critical that school administrators understand that even though we stress the value of policies and administrative guidelines as essential, they alone do not address the multi-faceted and often unique disciplinary challenges facing our schools and administrators. They are, in fact, critical ingredients of a larger recipe for developing a culture or awareness, civility and compliance in our schools.