Post on 01-Apr-2015
Presented By:Presented By:
Winton I. GoodrichVermont School Boards Association
Winton I. GoodrichVermont School Boards Association
Preventing Bullying and School Crisis
Participating Districts
15 CUBE member districts in 13 states
Average enrollment of 69,172 students
108 Schools 40 elementary26 middle28 high schools14 K-8 schools
American School Climate Survey©
Constructs
SafetyBullyingTrust, Respect & Ethos of
CaringRacial Self-ConceptGeneral Climate
SafetyBullyingTrust, Respect & Ethos of
CaringRacial Self-ConceptGeneral Climate
Study Demographics
Study Demographics
School climate is the learning environment created through the interaction of human relationships, physical setting and psychological atmosphere.
Perkins, 2006
CUBE Survey of Urban School Climate Safety
CUBE Survey of Urban School Climate Safety
CUBE Survey of Urban School Climate Bullying
CUBE Survey of Urban School Climate Bullying
CUBE Survey of Urban School Climate Bullying
Recommendations
• Districts should include a climate assessment in their annual evaluation processes
• Schools should identify one or more key areas on the basis of these assessment findings
• Parents should be encouraged to participate in discussions on the improvement of school climate
Recommendations
• Students should engage with members of the school community to
address climate issues
• School officials should engage members of the community about ways in which they can participate
• Boards of education should establish clear policies to create a positive school climate
Internet Bullying PreventionInternet Bullying Prevention
www.isafe.orgwww.isafe.org
1995
Relationship Between Increases in Obesity & Bullying
2005
1990
No Data <10% 10%–14% 15%–19% 20%–24% 25%–29% ≥30%
SupportSupport
1. Family support 2. Positive family
communication 3. Other adult relationships 4. Caring neighborhood 5. Caring school climate 6. Parent involvement in
schooling
1. Family support 2. Positive family
communication 3. Other adult relationships 4. Caring neighborhood 5. Caring school climate 6. Parent involvement in
schooling
EmpowermentEmpowerment
7. Community values youth 8. Youth as resources 9. Service to others 10. Safety
7. Community values youth 8. Youth as resources 9. Service to others 10. Safety
Boundaries & ExpectationsBoundaries & Expectations
11. Family boundaries 12. School Boundaries 13. Neighborhood boundaries 14. Adult role models 15. Positive peer influence 16. High expectations
11. Family boundaries 12. School Boundaries 13. Neighborhood boundaries 14. Adult role models 15. Positive peer influence 16. High expectations
Constructive Use of Time
Constructive Use of Time
17. Creative activities 18. Youth programs 19. Religious community 20. Time at home
17. Creative activities 18. Youth programs 19. Religious community 20. Time at home
Commitment to Learning
Commitment to Learning
21. Achievement Motivation 22. School Engagement 23. Homework 24. Bonding to school 25. Reading for Pleasure
21. Achievement Motivation 22. School Engagement 23. Homework 24. Bonding to school 25. Reading for Pleasure
Positive ValuesPositive Values
26. Caring 27. Equality and social justice 28. Integrity 29. Honesty 30. Responsibility 31. Restraint
26. Caring 27. Equality and social justice 28. Integrity 29. Honesty 30. Responsibility 31. Restraint
Social CompetenciesSocial Competencies
32. Planning and decision making
33. Interpersonal Competence 34. Cultural Competence 35. Resistance skills 36. Peaceful conflict resolution
32. Planning and decision making
33. Interpersonal Competence 34. Cultural Competence 35. Resistance skills 36. Peaceful conflict resolution
Positive IdentityPositive Identity
37. Personal power 38. Self-esteem 39. Sense of purpose 40. Positive view of personal
future
37. Personal power 38. Self-esteem 39. Sense of purpose 40. Positive view of personal
future
Pair SharePair Share
Share with a new partner 2 effective child well-being initiatives in your school/community.
How does the Board assess this program effectiveness?
Share with a new partner 2 effective child well-being initiatives in your school/community.
How does the Board assess this program effectiveness?
Pair SharePair Share
Discuss with partner what your school has done to identify and respond to bullying.
Report out results
Discuss with partner what your school has done to identify and respond to bullying.
Report out results
Creating a School Public
Safety Committee
WHAT TYPES OF EMERGENCIES WHAT TYPES OF EMERGENCIES SHOULD YOUR SCHOOL PLAN FORSHOULD YOUR SCHOOL PLAN FOR??
WHAT TYPES OF EMERGENCIES WHAT TYPES OF EMERGENCIES SHOULD YOUR SCHOOL PLAN FORSHOULD YOUR SCHOOL PLAN FOR??
School Public Safety Committee School Crisis Team
Emergency Management
Rescue Squad
Fire
Police
Principal/Superintendent
CERT/LEPC/RPC
Principal/Asst. Principal
Nurse
Guidance/SAP
Teachers
SRO
Custodian
School Public Safety Committee
Periodically Host School Public Safety Committee Meetings
Periodically Host School Public Safety Committee Meetings
Set Committee Goals and Objectives
Set Committee Goals and Objectives
Create “Incident Command” structurePrincipal “Incident Commander”
Directs command to Fire Chief if hazmat or fire
Directs command to police if law violation
Establish “Unified Command” system for “Mutual Aid”
Create “Incident Command” structurePrincipal “Incident Commander”
Directs command to Fire Chief if hazmat or fire
Directs command to police if law violation
Establish “Unified Command” system for “Mutual Aid”
(Packet Material)(Packet Material)
Incident Command System
Committee Objectives (continue)Committee Objectives (continue)
Establish and maintain a school emergency plan
Focus on ways to implement universal safety practices
Emergency responders and school leaders prepare for a variety of crises
Establish and maintain a school emergency plan
Focus on ways to implement universal safety practices
Emergency responders and school leaders prepare for a variety of crises
Committee Objectives (continue)Committee Objectives (continue)
Conduct tabletop exercises and emergency drills
Help conduct evacuation and relocation drills
Organize and train volunteers for relocation sites
Conduct tabletop exercises and emergency drills
Help conduct evacuation and relocation drills
Organize and train volunteers for relocation sites
Types of Emergency Exercises
Types of Emergency Exercises
Tabletop: Focus on an incident and discuss the school & community response
Functional: Simulate a crisis situation and
respond verbally or in writing to your action plan
Full Scale: People and equipment are mobilized to practice specific emergency functions
Tabletop: Focus on an incident and discuss the school & community response
Functional: Simulate a crisis situation and
respond verbally or in writing to your action plan
Full Scale: People and equipment are mobilized to practice specific emergency functions
Tabletop ExerciseTabletop Exercise
Exercise should be a learning process intended to train personnel, not test or criticize response
Tabletop goals: Reveal planning weaknesses Improve communication Clarify roles and responsibilities Foster cooperation among emergency
providers and school leaders
Exercise should be a learning process intended to train personnel, not test or criticize response
Tabletop goals: Reveal planning weaknesses Improve communication Clarify roles and responsibilities Foster cooperation among emergency
providers and school leaders
Tabletop ExercisesTabletop Exercises
School Shooting
Student Knife Attack
Non-Custodial Parent Kidnapping Child
Bomb Threat
School Shooting
Student Knife Attack
Non-Custodial Parent Kidnapping Child
Bomb Threat
“CLEAR THE HALLS” “CLEAR THE HALLS”
Students report immediately to an adult in the nearest classroom or other secured area
Lock classroom doors when possible
Students and staff stay away from doors and windows
Students report immediately to an adult in the nearest classroom or other secured area
Lock classroom doors when possible
Students and staff stay away from doors and windows
“SECURE THE BUILDING”“SECURE THE BUILDING”
Same as “Clear the Halls” but also includes designated staff securing external doors and allowing emergency responders to enter
Students outside move away from the building to safe area
Same as “Clear the Halls” but also includes designated staff securing external doors and allowing emergency responders to enter
Students outside move away from the building to safe area
“EVACUATE THE SCHOOL”“EVACUATE THE SCHOOL”
All students and staff evacuate the building and move to designated areas
Teachers and staff take attendance and report missing students
Maintain order and wait for direction
All students and staff evacuate the building and move to designated areas
Teachers and staff take attendance and report missing students
Maintain order and wait for direction
School ShootingSchool Shooting
“CLEAR THE HALLS”School Shooting
“CLEAR THE HALLS”School Shooting
How do you encourage students to come forward with information relating to potential crimes that are believed to about to occur or have already taken place? (i.e. peer counselors, posters, school resource officer…
What system does your school have for students to report potential or actual crimes that have already taken place?
How often is this system reviewed?
How do you encourage students to come forward with information relating to potential crimes that are believed to about to occur or have already taken place? (i.e. peer counselors, posters, school resource officer…
What system does your school have for students to report potential or actual crimes that have already taken place?
How often is this system reviewed?
“CLEAR THE HALLS”School Shooting
“CLEAR THE HALLS”School Shooting
What system is available for students who wish to report possible or real crises on weekends or holidays?
How does follow-up occur when the school receives a report from a student?
What kind of plans are in place if your school evacuates students and staff? (class roster, coats in winter…)
Who oversees this plan?
What system is available for students who wish to report possible or real crises on weekends or holidays?
How does follow-up occur when the school receives a report from a student?
What kind of plans are in place if your school evacuates students and staff? (class roster, coats in winter…)
Who oversees this plan?
Student Knife AttackStudent Knife Attack
“CLEAR THE HALLS”Student Knife Attack“CLEAR THE HALLS”Student Knife Attack
Should staff members at the scene attempt to disarm the student with the knife? Does your school have a policy on dealing with armed students?
Should the principal or designee communicate the “Clear the Halls” command over the intercom? Have you ever held a drill to like “Clear the Halls”? Do you think such a directive could help safeguard other students?
Should staff members at the scene attempt to disarm the student with the knife? Does your school have a policy on dealing with armed students?
Should the principal or designee communicate the “Clear the Halls” command over the intercom? Have you ever held a drill to like “Clear the Halls”? Do you think such a directive could help safeguard other students?
“CLEAR THE HALLS”Student Knife Attack“CLEAR THE HALLS”Student Knife Attack
As an administrator, you are most likely going to have to inform the staff and students of what took place.
How are you going to inform the parents about the incident?
Will you communicate with the police before finalizing your notice to the students, staff and parents and possibly the media?
Will you have your Crisis Team available to meet with the students that were affected by this incident?
As an administrator, you are most likely going to have to inform the staff and students of what took place.
How are you going to inform the parents about the incident?
Will you communicate with the police before finalizing your notice to the students, staff and parents and possibly the media?
Will you have your Crisis Team available to meet with the students that were affected by this incident?
Non-Custodial Parent Kidnapping Child
Non-Custodial Parent Kidnapping Child
“SECURE THE BUILDING” Non-Custodial Parent Child
Kidnapping
“SECURE THE BUILDING” Non-Custodial Parent Child
Kidnapping If you were the school administrator
should you have informed the father that he was not allowed to enter onto school property and if he did, you would file a trespassing complaint with the police?
Are you going to give the order for the staff to “Secure the Building” at this time?
If you were the school administrator should you have informed the father that he was not allowed to enter onto school property and if he did, you would file a trespassing complaint with the police?
Are you going to give the order for the staff to “Secure the Building” at this time?
“SECURE THE BUILDING” Non-Custodial Parent Child
Kidnapping
“SECURE THE BUILDING” Non-Custodial Parent Child
Kidnapping Have you practiced the “SECURE THE
BUILDING” drill before? Do you know if your intercom system is
heard in every part of the building? If your intercom system does not reach
every part of the building, what plan do you have in place to notify all staff and students?
Do you have pre-arranged assignments with identified staff to lock all entry doors to the building and remain available to monitor them?
Have you practiced the “SECURE THE BUILDING” drill before?
Do you know if your intercom system is heard in every part of the building?
If your intercom system does not reach every part of the building, what plan do you have in place to notify all staff and students?
Do you have pre-arranged assignments with identified staff to lock all entry doors to the building and remain available to monitor them?
Bomb ThreatBomb Threat
“EVACUATE THE SCHOOL” Bomb Threat
“EVACUATE THE SCHOOL” Bomb Threat
Ask if FBI bomb questionnaire cards have been placed at locations where outside phone calls are received?
Have you designated the location where the Incident Command system will be set up?
Are you going to evacuate the school?
If you evacuate, do you have designated relocation sites?
Ask if FBI bomb questionnaire cards have been placed at locations where outside phone calls are received?
Have you designated the location where the Incident Command system will be set up?
Are you going to evacuate the school?
If you evacuate, do you have designated relocation sites?
“EVACUATE THE SCHOOL Bomb Threat
“EVACUATE THE SCHOOL Bomb Threat
Have you previously held a drill that moved students and staff to the relocation site(s)?
Have you made arrangements to have someone search your designated relocation site for suspicious items before you move to it?
Have school administrators worked with law enforcement, fire and rescue staff on how students and staff will be re-located off-site?
Do you have a plan in place for how meals would be delivered to the re-location site(s) if the situation warrants missing lunch?
Have you previously held a drill that moved students and staff to the relocation site(s)?
Have you made arrangements to have someone search your designated relocation site for suspicious items before you move to it?
Have school administrators worked with law enforcement, fire and rescue staff on how students and staff will be re-located off-site?
Do you have a plan in place for how meals would be delivered to the re-location site(s) if the situation warrants missing lunch?
TEAM WORKTEAM WORK
School Public Safety Committee can help plan for various emergencies
Can organize drills
They cannot make it work without you being part of the team!
School Public Safety Committee can help plan for various emergencies
Can organize drills
They cannot make it work without you being part of the team!
“Four on the Floor”Debrief in Small Groups
“Four on the Floor”Debrief in Small Groups
Tabletop Exercise
DVD Distribution in PMDVD Distribution in PM
School Threat AssessmentSchool Threat Assessment
Resources Provided By:Resources Provided By:
United States Secret ServiceUnited States Secret Service
Presented By:Presented By:
Vermont School Boards AssociationVermont School Boards Association
Resources Provided By:Resources Provided By:
United States Secret ServiceUnited States Secret Service
Presented By:Presented By:
Vermont School Boards AssociationVermont School Boards Association
2006
What School Boards Can Do
What School Boards Can Do
Adopt policies and procedures on prevention and response to school emergencies and crises.
Ensure administrators and emergency service providers routinely run practice drills.
Adopt policies and procedures on prevention and response to school emergencies and crises.
Ensure administrators and emergency service providers routinely run practice drills.
What School Boards Can Do
What School Boards Can Do
Direct administrators to develop and monitor the safety of the school climate for students and staff.
Receive periodic reports on the types, number, and response to school incidents.
Direct administrators to develop and monitor the safety of the school climate for students and staff.
Receive periodic reports on the types, number, and response to school incidents.
Making and Posing a Threat
Making and Posing a Threat
Ensure administrators receive training to better understand the difference between a threat that is made vs. one that is posed.
Use the School Public Safety Committee to decide response to both made and posed threats.
Different responses for each type.
Ensure administrators receive training to better understand the difference between a threat that is made vs. one that is posed.
Use the School Public Safety Committee to decide response to both made and posed threats.
Different responses for each type.
Secret Service Targeted Violence Prevention
Resources
Secret Service Targeted Violence Prevention
Resources
Analyzed School Gun & Bomb Incidents
Earliest cases began in 1974
Researched 37 highest profile incidents over past 26 years
Occurred in 26 states
Analyzed School Gun & Bomb Incidents
Earliest cases began in 1974
Researched 37 highest profile incidents over past 26 years
Occurred in 26 states
School Gun & BombIncident Characteristics
School Gun & BombIncident Characteristics
Perpetrated by boys or young men
Students, staff and administrators were targets
In 2/3 of incidents, attacker killed one or more students and staff
Perpetrated by boys or young men
Students, staff and administrators were targets
In 2/3 of incidents, attacker killed one or more students and staff
Preliminary FindingsPreliminary Findings
Incidents were rarely impulsive
Students developed idea 2 weeks in advance
Over half created plan 2 days prior to attack
Revenge primary motive
Incidents were rarely impulsive
Students developed idea 2 weeks in advance
Over half created plan 2 days prior to attack
Revenge primary motive
Preliminary FindingsPreliminary Findings
2/3 of attackers had multiple reasons
3/4 had grievance at time of attack
Many told someone in advance about idea or plan!
Less than 1/4 communicated intent to attacker
2/3 of attackers had multiple reasons
3/4 had grievance at time of attack
Many told someone in advance about idea or plan!
Less than 1/4 communicated intent to attacker
Preliminary FindingsPreliminary Findings
No accurate or useful attacker profile
Student ages ranged from 11 to 21
Variety of racial and ethnic backgrounds
No accurate or useful attacker profile
Student ages ranged from 11 to 21
Variety of racial and ethnic backgrounds
Preliminary FindingsPreliminary Findings
Range from intact family situations to foster homes with histories of neglect
Academic performance ranged from excellent to failing
Range of friendship patterns from socially isolated to popular
Range from intact family situations to foster homes with histories of neglect
Academic performance ranged from excellent to failing
Range of friendship patterns from socially isolated to popular
Preliminary FindingsPreliminary Findings
Behavioral histories varied from no problems to multiple discipline issues
Few showed marked change in academic performance, friendships, or discipline
Few diagnosed w/ mental disorder or histories of drug or alcohol abuse
Behavioral histories varied from no problems to multiple discipline issues
Few showed marked change in academic performance, friendships, or discipline
Few diagnosed w/ mental disorder or histories of drug or alcohol abuse
ImplicationsImplications
Risk in attempting to profile students
Profiles will fail to identify some attackers
Fact-based approach more accurate than trait-based analysis
Risk in attempting to profile students
Profiles will fail to identify some attackers
Fact-based approach more accurate than trait-based analysis
ImplicationsImplications
Many cases, other students involved
Attacker acted alone in 2/3 of cases
50% of cases, attacker influenced or encouraged by others
Many cases, other students involved
Attacker acted alone in 2/3 of cases
50% of cases, attacker influenced or encouraged by others
ImplicationsImplications
One case, one attacker brought gun to school to stop student harassment
Friends convinced attacker to shoot harassers
3/4 of cases other students knew about attack in advance
One case, one attacker brought gun to school to stop student harassment
Friends convinced attacker to shoot harassers
3/4 of cases other students knew about attack in advance
ImplicationsImplications
2/3 of cases, attackers were bullied or threatened prior to incident
Many had experienced longstanding and severe bullying
This behavior played key role in attacks
2/3 of cases, attackers were bullied or threatened prior to incident
Many had experienced longstanding and severe bullying
This behavior played key role in attacks
ImplicationsImplications
Most incidents, attacker engaged in behaviors which caused others to be concerned
3/4 of cases, staff or adm. expressed concern about attacker prior to incident
Over 50% of attackers’ behavior was identified in advance
Most incidents, attacker engaged in behaviors which caused others to be concerned
3/4 of cases, staff or adm. expressed concern about attacker prior to incident
Over 50% of attackers’ behavior was identified in advance
For More InformationFor More Information
National Threat Assessment Center
U.S. Secret Service950 H Street NW, Suite 9100
Washington, DC 20223202-406-5470
202-406-6180 faxhttp://www.treas.gov/usss/ntac
National Threat Assessment Center
U.S. Secret Service950 H Street NW, Suite 9100
Washington, DC 20223202-406-5470
202-406-6180 faxhttp://www.treas.gov/usss/ntac
Kevin Flanders, PresidentPeopleGIS
Kevin Flanders, PresidentPeopleGIS
School Virtual Tour
SchoolSchoolMappingMapping
byby
PeopleGISPeopleGIS
SchoolSchoolMappingMapping
byby
PeopleGISPeopleGIS
Copyright 2004 PeopleGIS Inc.
Presentation AgendaPresentation Agenda
What is School Mapping? School Mapping DemonstrationThe Mapping Process Step-By-StepYour Role in the ProcessHands-OnQuestions
What is School Mapping? School Mapping DemonstrationThe Mapping Process Step-By-StepYour Role in the ProcessHands-OnQuestions
What Is School Mapping?What Is School Mapping?
Created In Littleton NH for an Active Shooter Program
Extended to support all police and fire needs for school incidents
Integrates multimediaMapsPhotographyspherical photographyfloor plansvoice filesand more
Created In Littleton NH for an Active Shooter Program
Extended to support all police and fire needs for school incidents
Integrates multimediaMapsPhotographyspherical photographyfloor plansvoice filesand more
What Is School Mapping?
• Mobile technology• For use in the field• For use in cruisers• For use in fire trucks
• Can be built locally by students• Can be distributed inexpensively• Web-based (easy to use)
Crisis Response by PeopleGIS
Crisis Response by PeopleGIS
GIS Mapping Integrated Multi-
Media Document
Management Integrated Searches Real-Time Security
Camera Connectivity
Secure/Portable Data Access
Cost Effective Project Execution with Students or Seniors
GIS Mapping Integrated Multi-
Media Document
Management Integrated Searches Real-Time Security
Camera Connectivity
Secure/Portable Data Access
Cost Effective Project Execution with Students or Seniors
Crisis Response by PeopleGIS
Crisis Response by PeopleGIS
GIS Mapping Floor Plans Entrances Aerial Photography Alarm Systems Electrical & HVAC
Systems Neighborhood
Mapping
Integrated Multi-Media Virtual Tours Still Photography Audio
GIS Mapping Floor Plans Entrances Aerial Photography Alarm Systems Electrical & HVAC
Systems Neighborhood
Mapping
Integrated Multi-Media Virtual Tours Still Photography Audio
Crisis Response by PeopleGISCrisis Response by PeopleGIS
• Document Management– Response Plans
– Alarm Instructions
– Crisis Lists
– Crisis Contacts
• Integrated Searches– Zoom To Rooms
– Zoom To Buildings
– Zoom To Zones
• Real-Time Security Camera Connectivity
Crisis Response by PeopleGISCrisis Response by PeopleGIS
• Secure/Portable Data Access– Public Safety
Laptops – USB Drives– USB Watches
• Cost Effective Project Plans– Students– Seniors
SMARTSchool Multi-Hazard Assessment &
Resource Tool
SMARTSchool Multi-Hazard Assessment &
Resource Tool
5 current modules Arson Communications Fire Violence Intrusion
3 future modules Sexual Violence Drills & Exercises Bombs / Threats
5 current modules Arson Communications Fire Violence Intrusion
3 future modules Sexual Violence Drills & Exercises Bombs / Threats
The NI2 web site was developed by Kevin Flanders at PeopleGIS. Kevin
and staff developed the school virtual
tour software that is being used to film
the interior of schools in Vermont.
The NI2 web site was developed by Kevin Flanders at PeopleGIS. Kevin
and staff developed the school virtual
tour software that is being used to film
the interior of schools in Vermont.
School Violence QuestionsSchool Violence Questions
Communication QuestionsCommunication Questions
Assessment OutcomeAssessment Outcome
SMART Violence Questions
SMART Violence Questions
32 Questions Does your school have a written policy defining
what objects are prohibited in the school, what types of objects are considered weapons or potential weapons, and is this policy communicated to both staff and students?
Does your school have an emergency guidelines in place to notify parents how, when, and where to pick up their children if there is a violent incident?
Does your school policy handbook clearly define and outline when parents will be notified if their child is involved in a violent incident at school?
32 Questions Does your school have a written policy defining
what objects are prohibited in the school, what types of objects are considered weapons or potential weapons, and is this policy communicated to both staff and students?
Does your school have an emergency guidelines in place to notify parents how, when, and where to pick up their children if there is a violent incident?
Does your school policy handbook clearly define and outline when parents will be notified if their child is involved in a violent incident at school?
SMART Intrusion Questions
SMART Intrusion Questions
27 Questions Does your school have an Intrusion Response
Plan?
Does your school's Intrusion Response Plan include the various types of evacuations (such as lock-downs and shelter-in-place) and are they practiced with drills?
Does your school have an assigned school resource officer with powers of arrest?
Are visitors required to present identification and
sign in and out?
27 Questions Does your school have an Intrusion Response
Plan?
Does your school's Intrusion Response Plan include the various types of evacuations (such as lock-downs and shelter-in-place) and are they practiced with drills?
Does your school have an assigned school resource officer with powers of arrest?
Are visitors required to present identification and
sign in and out?
SMART Contact InformationSMART Contact Information
If you are interested in using SMART:
NI2CIEEmail: smart@ni2.org
Web: www.ni2cie.org/s3603-766-3390
If you are interested in using SMART:
NI2CIEEmail: smart@ni2.org
Web: www.ni2cie.org/s3603-766-3390
Action StepsAction Steps
New Pair ShareWhat will you do differently in your
district, given the new information and resources received today?
What professional development will your teachers, staff, and administration need?
New Pair ShareWhat will you do differently in your
district, given the new information and resources received today?
What professional development will your teachers, staff, and administration need?
REFERENCE WEB SITESREFERENCE WEB SITES
Vermont Department of Education:
http://www.state.vt.us/educ/new/html/pgm_safeschools/pubs.html
(School Crisis Guide 2004)(School Safety Review
Checklist)
U.S. Secret Service Web Site: http://www.ustreas.gov/usss/
(Safe School Initiatives)
Vermont Department of Education:
http://www.state.vt.us/educ/new/html/pgm_safeschools/pubs.html
(School Crisis Guide 2004)(School Safety Review
Checklist)
U.S. Secret Service Web Site: http://www.ustreas.gov/usss/
(Safe School Initiatives)
For More InformationFor More Information
Winton GoodrichVSBA Associate Directorwgoodrich@vtvsba.org
Kevin FlandersPeopleGIS
info@peoplegis.com
Winton GoodrichVSBA Associate Directorwgoodrich@vtvsba.org
Kevin FlandersPeopleGIS
info@peoplegis.com