BEST PRACTICES FOR SCHOOL SECURITY AND EMERGENCY PREPAREDNESS PLANNING

Four key strategy areas:

1. Training school administrators, teachers, and support staff (school resource officers and security officers, secretaries, custodians, bus drivers, etc.) on school violence prevention, school security, and school emergency planning best practices

2. Evaluating and refining school security measures

3. Updating and exercising school emergency preparedness plans

4. Strengthening partnerships with public safety officials

Expanded points for four key strategy areas:

1. Training school administrators, teachers, and support staff (school resource officers and security officers, secretaries, custodians, bus drivers, cafeteria workers, etc.) on school violence prevention, school crime prevention practices, school security procedures and awareness, and school emergency planning best practices. The first and best line of defense is a well-trained, vigilant school staff and student body.

2. Evaluating and refining school security measuresSecurity is often equated with equipment such as metal detectors, surveillance cameras, police and security officers, and other physical, tangible measures. While these measures are necessary for many school systems and extensive urban districts with a history of weapons-related incidents and concerns, equipment is only as good as the human element behind it. Parents, the media, and others often call for metal detectors after a high-profile violent incident in schools. We have to remember that prisons have metal detectors, prisoner and visitor searches, and the most restrictive, punitive environments. Prisons still experience incidents of drugs, sexual assaults, weapons, gangs, and even murder. When security equipment is used in schools, it must be viewed as a supplement to, but not a substitute for, a more comprehensive school safety program. A brief sample of basic school security measures includes cost-free and lower-cost measures such as, but not limited to, reducing the number of open doors, having functional communications systems, keeping trees and shrubs trimmed to promote natural visibility, and establishing procedures for accurately and timely reporting of school crimes. Security measures can be built into the design of new and remodeled schools.

3. Updating and exercising school emergency preparedness plans
   1. Most schools created emergency/crisis plans after the Columbine attack in April of 1999. Evaluations of school emergency plans nationwide consistently show that while schools have emergency plans and crisis teams named on paper, many plans are sitting on shelves collecting dust. Gaps in emergency plans include questionable content, a lack of school staff training on emergency plans, and a lack of exercise plans in cooperation with public safety partners. A written plan on a shelf is only as good as its paper.
   2. School emergency plans should address preparedness procedures such as lockdowns, evacuations, parent-student reunification procedures, mobilizing school transportation during the school day, emergency communications protocols with parents and the media, and mobilizing mental health services.
   3. School officials should meet regularly with their public safety partners, including Police, fire, emergency medical services, and emergency management agencies, to discuss safety, security, and emergency planning strategies.
   4. School crisis teams must be trained.
   5. Schools should have district-level and building-level plans.
   6. School emergency plans should be reviewed (in cooperation with public safety partners) and updated annually.
   7. Schools must work with public safety officials to identify potential staging areas for media, parents, medical personnel, and others who will respond in an emergency.
   8. School emergency plans must be exercised to reach their maximum potential usefulness. While full-scale simulation drills are valuable in teaching important lessons, they are very time and labor-intensive in planning. Schools are strongly encouraged, however, to hold tabletop exercises with their district and building crisis teams, public safety and community agency partners, and other key stakeholders. Tabletops, which can be done in a half-day or day of professional development training, allow schools to work through hypothetical scenarios to see if their plans on paper would work in a real emergency.
   9. Schools should practice lockdown drills over the course of a school year, as they do fire drills, tornado drills, and other drills. Any drills should be practiced realistically, such as during lunch hours, not simply when it is convenient and least disruptive to the school day. Schools must practice in the times and manner they would experience in a real emergency.

4. Strengthening partnerships with public safety officials:

1. School administrators and crisis team members should meet regularly, at least once a year, with public safety partners (police, fire, emergency medical services, emergency management agencies, Red Cross, etc.)

2. Public safety partners should be involved in developing and updating school emergency plans and tabletop exercises.

3. Schools should number each entrance/exit door so first responders can quickly identify specific entrances/that exist when called to respond to an incident and to manage a tactical response.

4. Schools should provide police and fire departments with updated floor plans and blueprints for their reference for tactical responses.

5. Police are strongly encouraged to train and practice rapid response to active shooter techniques. Schools should make their buildings and buses available after hours and/or on weekends so SWAT teams can practice responding to scenarios in these settings.