Bobby Kipper, VDOE School Safety and Discipline Specialist Rebecca Kahila, VDOE School Safety and Discipline Specialist

Session Goals Conceptualize a framework for

effective school-police partnerships. Understand roles in the partnership. Build a safe and supportive school

environment using the P.I.E.R. model within a multi-tiered system of support.

Policing at the Crossroads

The division between reactive-punitive and proactive-relational policing is the cause of much controversy facing law enforcement today. – Scott Gellar and Bobby Kipper, Actively Caring for People Policing

Incident Driven Policing

Community Policing

Problem-oriented Policing Police are proactive in identifying underlying problems which can be targeted to reduce crime and disorder at their roots.

Just as the perception of policing has refocused, we can refocus the perception of an SRO from “one who reacts to criminal activity with negative consequences” to “a community servant/leader who helps prevent crime ….” and provides a community resource. - Geller and Kipper

The Role of the School Resource Officer (SRO)

The Crossroads of Discipline in Schools Discipline n. (fr. Latin disciplina, teaching, learning) Instruction that corrects, molds, or perfects character and develops self-control. W-PBS Team Workbook, retrieved 2.2013

Who’s Responsible for School Discipline?

The principal shall immediately report to the local law-enforcement agency (§ 22.1-279.3:1 D) The assault and battery that results in bodily injury, sexual

assault, death, shooting, stabbing, cutting, or wounding of any person, or stalking…;

Any conduct involving alcohol, marijuana, a controlled substance, imitation controlled substance, or an anabolic steroid…;

Any threats against school personnel…; The illegal carrying of a firearm…; Any illegal conduct involving firebombs, explosive

materials or devices, or hoax explosive devices…; Any threats or false threats to bomb…; The arrest of any student for an incident occurring on a

school bus, on school property, or at a school-sponsored activity, including the charge therefor.

“Nothing in this section shall require delinquency charges to be filed or prevent schools from dealing with school-based offenses through graduated sanctions or educational programming before a delinquency charge is filed with the juvenile court.” (§ 22.1-279.3:1 D)

“D” Codes: Disruption, Disrespect, Defiance

“D” Codes account for 65% of the short-term suspensions in Virginia.

Black students are more likely to receive a suspension for one of these codes.

Students with disabilities are more likely to receive a suspension for one of these codes.

Violence is a process and not an event.

Introduction of the P.I.E.R. Model

P.I.E.R. is a behavior model which provides strategies for educators to engage with students to de-escalate acting out behavior in a fair and impartial manner. It can also support a model for a systems approach to school discipline. Prevention

Intervention

Enforcement

Recovery

The Virginia Tiered Systems of Supports (VTSS) is a data-driven decision making framework for establishing the academic, behavioral and social-emotional supports needed for a school to be an effective learning environment for all students.

TIER I: Universal / Prevention GOAL: 100% of students achieve at high levels, miss less than 5% of attendance and have no suspensions.

Implementing well researched

programs and practices

demonstrated to produce good

outcomes for the majority of

students

Tier 1 is effective if at least 80% are meeting benchmarks

A schools sees improved behavior when it collaboratively… 1. Develops and states expectations so that they are

relevant school-wide. 2. Teaches the expectations through lesson planning,

advisory, class meetings. 3. Publishes and discuss the expectations for

students, staff and parents. 4. Promotes a sense of belonging, inclusiveness &

connection among students and families. 5. Provides engaging learning that gives students an

opportunity to practice appropriate behaviors. 6. Engages in restorative practice not punishment. 7. Reinforces appropriate behavior with positive

feedback.

What we know about Tier I

An SRO’s Role at Tier I: Prevention • Train students and staff on law related topics. • Communicate with parents and the community on law

related topics. • Build relationships in the community. • Participate in the school’s system of support training and

activities. • Participate in the school-based teams that address safety

and conduct. • Know the school data for discipline referrals, attendance,

and achievement. • Reinforce positive behavior. • Identify potential areas of concern.

Tier I: Prevention – School Safety and Emergency Response

• Survey the property for potential problems.

• Contribute to the development of school emergency plans.

• Serve as the first responder during a school emergency.

• Provide guidance to school staff and students on emergency actions.

TIER II: Targeted Interventions • Systemic programs,

processes, supports for approximately 20% of students needing supplemental instruction, attendance or behavioral supports.

• Identifies persons in the early stages of problem behaviors and attempts to avert the ensuing negative consequences by inducing them to cease their problem behavior.

Tier II: Targeted Interventions

Systemic Interventions to Provide Supports to Effect a long-term Change

Incident Interventions to Prevent and Address Escalation

Behavioral Incident Intervention Identify early signals

of acting out behavior. Recognize a loss of

control. Use verbal and non-

verbal skills to de-escalate.

Control your messages.

Figure out the student’s real message.

Be ready to follow up with resources.

Precipitating Factors that Influence Human Behavior Environment Alcohol and Other Drug

Abuse Physical Illness Mental Illness Past History of

Engagement Language Approach toward time

and space Dress and grooming Geography

Personal Beliefs or Values Family History, Values,

Roles Assignment of gender

roles Taboos View of individual’s

status at various ages Attitude toward

autonomy View/approach to

education Economics

National Center for Culturally Responsive Teaching

The Process of De-Escalation

De-Escalation: A combination of training, tactics, methods, knowledge, confidence, maturity, experience and wisdom to address escalating behavior

Intervention Techniques Controlling Your Para-

Verbal Interaction

Rate Tone

Volume

Intervention Techniques: The Art of Empathic

Listening Empathy is identifying

with someone else. It requires paying

attention with intention of support.

Verbal De-Escalation Tips We want to Hear you. We want to BE supportive. We want to UNDERSTAND the issue. We can see that this is important to YOU. We can understand why YOU are upset. We want to help RESOLVE the issue.

Verbal De-Escalation Tips We hope YOU understand our limitations. We hope we can work TOGETHER to find a solution. What can we do to help YOU to

resolve the issue? We want YOU to understand our role.

Avoid Micro-Aggressive Language(Often Unconscious) I taught your brother. He was something Else! You are a credit to your__________ (family, race, country,

religion). Do you think you’re really ready to ___________ ?(go to college,

take an AP course, try out for a team) Oh, so you live in the trailer park on the other side of the tracks. Your English is so good. You speak just like you were born here. I don’t see color when I look at people. We’re all the same in my

eyes. Maybe if you work harder, you can succeed like the rest of the

class. I am not racist. I have several Black friends.

Physical Escalation Process

Appearance Body Stance

Physical Escalation Process

Body Language Physical Defiance

Physical Escalation Process

Physical Resistance Physical Reduction

Prevention Techniques Controlling Your Non-

Verbal Signals

Posture Body Language

Stance

TIER II: Targeted Systemic Interventions

• Student Assistance Programming

• Small Group Counseling • Mentoring • Peer Mentoring • Social Skill Instruction • Social Emotional Learning • Restorative Justice Approach • In School Support • Behavior Contract or Plan

Including the SRO in the Systemic Tier II Interventions

The SRO can Provide a bridge to services and

community resources that students and families may need.

Provide conflict management, anger management, problem solving guidance.

Mentor/Advise students. Participate on Student Assistance

Team.

Enforcement = Consequences What are consequences for acting out behavior in your school or division?

Remember this about Enforcement

Not all Behavior is Enforceable. Precipitating factors may exist that make what you want impossible for a student to do.

Self-management is the highest form of control and is empowering. Teach and model self-management.

Directives and limit setting draw lines in the sand and challenge students to cross them. Use the language of choices.

There is a difference between power and control. Controlling a situation often means sharing the power.

Create Decision Pathways for Enforcement

Be consistent and Decide … 1. When to Enforce, 2. What to Enforce, 3. How to Enforce.

Create Decision Pathways for Enforcement

Create a matrix of decision points and action pathways.

Make collaborative decisions with staff, SRO’s, students, and parents about the pathways.

Provide prevention and intervention along the pathway.

Be clear and consistent at the critical decision points along the pathway.

Recovery Develop a strategy for developing self-

management. Recognize that the crisis that resulted

in the loss of control needs to be addressed to achieve recovery. Learn the art of self-control/shared

power. Identify the opportunity to help the

individual regain self-control. Work toward a positive outcome

strategy.

Recovery in Systems of Support Develop a system of recovery that involves those

affected. Outline actions that are implemented for all

students when they return to the setting from which they were removed.

Provide for learning social-emotional, behavioral, and academic skills to support re-entry.

Expect the best. Remember students are developing and need our

guidance to learn how to be successful in the world.

TIER III: Indicated, Intensive, Individualized

No more than 5 % of students should need intensive, individualized instruction, behavior, attendance, and/or mental health supports. Identify individuals who are exhibiting early signs of problem behavior(s) and provide specialized interventions to support the student in meeting expectations.

At Tier III, An SRO should • Understand the issues of students who need

intensive supports. • Provide needed support on the front end of

the behavioral continuum. • Assist in de-escalation. • Be able to respond to students with

disabilities appropriately. • Use physical intervention as a last resort. • Participate in the re-entry, recovery plan, as

appropriate. • Refer students to appropriate resources.

Law Enforcement Responsibility

Ensure the public safety. Is the behavior an imminent threat to students or staff? Is there an alternative to arrest? Does the issue warrant further investigation?

Establish clear, open communication with the school administration.

Inform the school administration when a charge against a student has been filed.

Who’s in Charge of the SRO? • The law enforcement agency

that employs the SRO is in charge of the SRO.

• The Officer is a RESOURCE for the school and community.

Essential Elements of Effective School Police Partnerships 1. Agree on the program philosophy. 2. Establish a proper MOU. 3. Ensure proper training of the SRO to include state and

local information. 4. Ensure support of the school and community so that

everyone understands the role of the SRO. 5. Develop common approaches to acting out behavior. 6. Develop systems of support that include elements of the

P.I.E.R. Model. 7. COMMUNICATE. COMMUNICATE. COMMUNICATE.

Resources • Training Key 521: School Resource Officer Program; International Association of

Chiefs of Police, Inc., 515 N. Washington St., Alexandria, VA 22314 • Protecting Childhood: A Blueprint for Developmentally Appropriate School Policing

in Virginia, https://www.justice4all.org/?s=protecting+childhood • Hank Bohanon-Edmonson, K. Brigid Flannery, Lucille Eber, and George Sugai,

Editors: Positive Behavior Support in High Schools: Monograph from the 2004 Illinois High School Forum of Positive Behavioral Interventions and Supports, Revised April 2005.

• Ambra Green, Rhonda Nese, Kent McIntosh, Vicki Nishioka, Bert Eliason,@ Alondra Canizal Delabra: Key Elements of Policies to Address Discipline Disproportionality: A Guide for District and School Teams; PBIS, Sept. 2015.

• Cowan, K.C., Vaillancourt, K., Rossen, E., & Pollitt, K. (2013) A Framework for Safe and Successful Schools (Brief). Bethesda, MD: National Association of School Psychologists.

• Geller, E. Scott and Kipper, Bobby: Actively Caring for People, Morgan James Publishing, NY, NY, 2017.

• Skiba, Russell and Losen, Daniel J., From Reaction to Prevention: Turning the Page on School Discipline. American Educator, Winter 2015-2016