How to Build Consensus for District-Wide Safety Solutions

They also have developed an early-intervention program to help students deal with threatening and aggressive behavior. There was a need for adult role models, knowledge of planning and decision-making, and bonding to the school and community. This plan will be reviewed periodically during the year and will be maintained by the District-wide School Safety Team.

Climate hazards are disrupting learning

Such strategies include improving communications among students and between students and staff, reporting of potentially violent incidents and establishing reporting mechanisms for school violence. When the district conducts a full-scale exercise in conjunction with emergency responders, it will only be planned on a non-school day when school activities such as athletics are not occurring on school grounds. Each school building has a safety team that works under the Incident Command System.

Emergency Response Procedures include:

For teachers and students in grades 6-12, we use the current in-person bell schedule and A/B-day rotation. Based on the learning model we have developed, K-5 teachers and students follow the same schedule that we currently run in-person. Teachers and related service providers share their Classroom link with students. Teachers and Administrators are surveyed during the year and anyone who requires Internet Access at their place of residence will be provided an Internet Hotspot to provide remote instruction.

What intervention strategies can be used for responding to challenging behaviors?

• The Saratoga Springs City School District (SSCSD) developed the following Emergency Remote Instruction Plan to address the instruction of students if extraordinary circumstances prevent students and staff from physically attending school.
• In a special issue of Research and Practice for Persons with Severe Disabilities (RPSD) released in 2006, contributing authors identified a number of barriers to the inclusion of students with ESN in SWPBIS, with the most significant barrier being the educational placement of students with ESN in separate settings.
• Do your school policies and practices in place to promote a sense of connectedness and safety for students?
• The assessment will be conducted in cooperation with law enforcement, school security staff, physical facilities personnel, fire and other emergency service personnel, teachers, staff, students, and other school community members.
• There’s nothing like a common and urgent goal to pull together the most disparate of personalities and agendas with school safety as the catalyst.

The purpose of the Comprehensive School Safety Framework is to provide strategic guidance to duty bearers and their partners to promote safe, equitable, and continuous access to a quality education for all. By framing the safety platform in terms of what matters most to each audience, you’ll create a stronger connection between the solution and their individual goals. These insights not only strengthen your case but also give your supporters personal ownership of the solution. Start with stakeholders who are gambling already vocal about safety improvements or who have experienced technology gaps firsthand.

NYSED recognizes that there may be limitations to implementing certain services or accommodations through remote instruction and as a result, encourages districts to apply a “lens of reasonableness” to their approach. As with all school schedules, appropriate breaks will be included in the daily schedule for students and faculty, including time for lunch. All students will receive information on how to access course material and instruction from their teachers. The duration of these synchronous connections depends on the grade level and daily instructional plan but will be the primary mode of instruction and substantial enough to guide learning. Using TEAMS along with other digital tools, teachers will deliver real time instruction (Synchronous Live Instruction) to a full group or subset of students.