School Security (eBook)

How to Build and Strengthen a School Safety Program

Paul Timm (Autor)

eBook Download: PDF | EPUB

2014 | 1. Auflage
228 Seiten
Elsevier Science (Verlag)
978-0-12-407873-4 (ISBN)

Throughout the book, Timm emphasizes a proactive rather than reactive approach to school security. Readers are introduced to basic loss prevention and safety concepts, including how to communicate safety information to students and staff, how to raise security awareness, and how to prepare for emergencies. The book discusses how to positively influence student behavior, lead staff training programs, and write sound security policies. An entire chapter is dedicated to describing what school security resources are available for follow-up reading and further training. School Security isn't just a book for security professionals: it helps people without formal security training-namely, educators and school administrators-effectively address school risk.

Serves as a comprehensive guide for building an effective security program at little or no cost.
Covers fundamental crime prevention concepts, making it suitable for both school security professionals and educators with no formal security training.
Addresses the risks commonly facing school administrators today, from access control to social media.
Takes a holistic approach to school security rather than focusing on a particular threat or event.

It seems that every day there's a new story about a security lapse, emergency lock-down, or violent act taking place at a school somewhere in the United States. Today it's simply inexcusable not to have adequate security measures in place-regardless of how safe you think your community may be. In School Security, author Paul Timm, a nationally acclaimed school security expert, explains how to make your institution a safer place to learn with easy-to-follow steps. Throughout the book, Timm emphasizes a proactive rather than reactive approach to school security. Readers are introduced to basic loss prevention and safety concepts, including how to communicate safety information to students and staff, how to raise security awareness, and how to prepare for emergencies. The book discusses how to positively influence student behavior, lead staff training programs, and write sound security policies. An entire chapter is dedicated to describing what school security resources are available for follow-up reading and further training. School Security isn't just a book for security professionals: it helps people without formal security training-namely, educators and school administrators-effectively address school risk. Serves as a comprehensive guide for building an effective security program at little or no cost. Covers fundamental crime prevention concepts, making it suitable for both school security professionals and educators with no formal security training. Addresses the risks commonly facing school administrators today, from access control to social media. Takes a holistic approach to school security rather than focusing on a particular threat or event.

Front Cover 1
School Security 4
Copyright 5
Contents 6
About the Author 10
Acknowledgments 12
1 - What Is School Security? 14
Introduction – Security Is Not CSI 14
Security Is Loss Prevention 16
Today’s Student 19
Today’s Security Program 21
Security’s Impact on School Culture 22
Stakeholder Responses to “What Is School Security?” 25
Conclusion 27
References 28
2 - How Safe Is Your School? 30
Introduction: How May I Help You? 30
Loss Prevention: Proactive Security 31
Making Security a Priority 34
A Collaborative Approach 35
A Comprehensive Approach 38
Financial Considerations 41
Keys to School Security 42
Practices with Security Consequences 43
State Requirements 45
Conclusion 45
References 46
Appendix A: Emergency Response Plan 46
3 - Developing a Plan 58
Introduction 58
Documenting Practices 59
References 91
4 - Securing Your Environment 92
Introduction: Coming Full Circle 92
Selecting Products, Systems, and Measures 94
Communications 95
Access Control 100
Key Concept–Testing Physical Security Devices 111
Crime Prevention Through Environmental Design 113
Conclusion 115
References 116
5 - Influencing Behavior 118
Introduction 118
Defining Bullying 119
The Bystander 120
Bullycide 121
Addressing the Bullying Problem 123
Bullying Prevention Programming 124
What is Cyberbullying? 129
Sexting 135
Dating Violence, Stalking and Sexual Assault 137
Conclusion 140
References 141
Appendix A: Sample Bullying Policy 143
6 - Preparing Your People 148
Introduction 148
Staff Surveys 149
Student Problem Indicators 149
Visitor Management 151
Security Awareness 152
In-Service Training and Annual Presentations 155
Personal Crime Prevention 156
Personal Safety 157
Online Training 159
Motivation 160
Documentation 161
Security Systems 164
Emergency Preparedness 165
Substitutes and Part-Time Staff 165
Security Personnel 165
Conclusion 166
References 166
7 - Managing Emergencies 168
Introduction 168
Preparing to Get Started 169
Plan Content 170
Plan Training and Preparedness 185
The Evolution of Active Shooter Procedures 188
Conclusion 189
References 190
8 - Tackling Social Media Risks 192
Social Media Introduction 192
Addressing Social Media Risks 199
Law Enforcement and Social Networking 207
Web Filters 208
Conclusion 211
References 211
9 - School Security Resources and Conclusion 212
Introduction 212
Chapter Summary 220
Book Conclusion 222
Index 224
A 224
B 224
C 224
D 224
E 225
F 225
G 225
H 225
I 225
K 226
L 226
M 226
N 226
O 226
P 226
R 227
S 227
T 228
U 229
V 229
W 229
Y 229

How Safe Is Your School?

Abstract

This chapter introduces basic concepts of loss prevention or security as they pertain to schools. It espouses a collaborative and comprehensive approach to school security. The chapter also addresses conditions that can place school security programs at an advantage or a disadvantage.

Keywords

loss prevention; security; proactive security; assets; threats; security planning team; security committee; collaborative approach; comprehensive approach; Threat Assessment Team; Emergency Planning Team; crisis team; security director; mission statement; grant funding

Introduction: How May I Help You?

Not long ago, Bethany’s father drove to her elementary school to pick her up from an extracurricular activity. He was looking forward to hearing his daughter shout, “Daddy, daddy!” as she ran to greet him. At the front entrance, he pressed the buzzer, and in a few seconds, the front office buzzed him in.

Not quite certain where to go, he moved down a corridor. He glanced in the main office as he passed by, noticing an administrative assistant talking on a cellular phone. Continuing down the corridor, he nodded to the custodian coming out of a classroom with a trash bag.

He heard people talking and walked toward the voices. They came from the cafeteria where an after-school reading group was meeting. He tried to spot his daughter among the children, but was surprised to find that Bethany was not there. The instructor suggested that he check the group that had gone outside to enjoy the afternoon.

Bethany’s father moved through the door out to the playground and approached a group of students with a teacher. Once again, his daughter was not among them. “Pardon me. Where is Bethany?” he asked. The instructor shrugged his shoulders.

By chance, Bethany’s father glanced across the street at a park, and there in a sandbox sat Bethany. Bethany’s father grinned, started waving, and shouted, “Hi Bethany.” Bethany stood up beaming at her father. Then she ran toward him screaming, “Daddy, daddy!”

The school administrators had been made well aware of a restraining order issued by the court demanding that Bethany’s father stay away from Bethany. Bethany’s mother had been fearful that he would try to take her, and now she was right.

This fictitious story has come true too many times. School personnel had five opportunities to stop Bethany’s father before he found her playing in the sandbox—off school grounds.

The first opportunity was at the front door, which was locked as it should have been. The lock proved ineffective, though, because the administrative assistant monitoring the front door had lost her concentration thanks to a phone call and simply buzzed in Bethany’s father.

She should have used the intercom connected to the front door to say, “How may I help you?” Chances are, Bethany’s father would have walked away. What else could he have done? If he said he was Bethany’s father here to pick up Bethany, the administrative assistant would have a list with Bethany’s father’s name noting the restraining order. If he tried to give someone else’s name, he could not have proven a connection with the photo ID the administrative assistant would have requested when he was admitted and met by her at the door. But the administrative assistant made a mistake, and Bethany’s father got into the school. People make mistakes, and in school security it is everyone’s job to make sure that mistakenly letting someone into the school building does not enable a crime.

The second opportunity to stop Bethany’s father came when the administrative assistant failed to correct her error by finding the person she had granted access to the building. She continued on the phone call.

Consider the third opportunity. The custodian emptying trash in the classrooms let Bethany’s father pass without challenge. Encountering an adult stranger walking the hallways after school, he should have smiled broadly and said, “How may I help you, sir?” Bethany’s father may have said, “I am here to pick up my daughter.” The custodian could have replied, “I can help you with that. Let’s go to the office and get you a visitor’s pass. Whoever is watching the office will know where she is.” Unless he planned to become violent, Bethany’s father would have probably decided to turn around and walk away.

The fourth and fifth opportunities to stop Bethany’s father passed when neither of the two instructors followed the procedure the custodian should have followed: “How may I help you? Oh, you’re looking for your daughter? I can help you. Let’s go to the office and get a visitor’s pass for you. Whoever is watching the office will know where your daughter is.”

Now think about this scenario differently. Suppose there was no restraining order and that Bethany’s father was a normal dad picking up his daughter. What would he think about the “How may I help you?” approach? Most likely, he would think his daughter’s school was taking good care of his daughter. The scrutiny would not be offensive.

Bureaucracies have no faces. They mindlessly buzz people through the front door, ignore them as they walk by, and shrug and expect someone else will help. By contrast, security has a smile on its face and always asks to help. In all but a small number of cases, people will appreciate the help, which will promote community relations. In the few instances where help is unwanted, the smiling security demeanor serves as a legitimate layer of protection. The exception, of course, would be an individual planning a violent attack, but that is a subject for another chapter.

The point here is that people provide security. Everything else—cameras, access control systems, metal detectors, x-ray machines, and the security centers that monitor all of these devices—exist to support the people that provide security. In schools, they are security personnel, administrators, staff, teachers, and students.

Loss Prevention: Proactive Security

“Effective loss prevention is always preceded by extensive losses.”1

Why do people install burglar alarm systems after being burglarized? Why would a building administrator wait until after a car comes crashing through an entryway to install vehicle barriers? Why have the great majority of safe school grant programs been introduced after the occurrence of tragic incidents? Saul Astor, who is quoted above, refers to this pattern of after-the-fact implementation as “the first law of loss prevention.” Break this law! Do not wait for an improbable and costly incident before addressing security. Be proactive. The following chapters will provide a roadmap for measurably improving your ability to prevent loss.

In order to avoid confusion, the term “loss prevention” will be referred to as “security.” Security can be simply defined as protection. Protection involves keeping assets safe. Assets, like nouns, can be defined as people, places and things. In the school environment, “people” consists of students, staff, and visitors. “Places” can be broken down into the school buildings, parking lots, athletic fields, and off-premises locations, such as field trip sites. “Things” refers to items such as athletic equipment, technology equipment, and student records.

Protection also implies the presence of threats, those things that put our assets at risk. Threats can be separated into two categories: 1) general societal threats, and 2) school-specific threats. General societal threats (threats that every school may face) include the following:

• Disgruntled persons: individuals who engage in vindictive, violent, or malicious acts at or directed against the place of enrollment.

• Gangs: three or more persons committed to a common purpose that have definitive rituals, symbols, vocabulary, dress, and organizational structures. They often have common ethnic and socio-economic backgrounds with territorial interests, and deal in crime, drug trafficking, and violence.

• Criminals: persons who conspire to perpetrate criminal acts for profit or economic gain.

• Psychotic persons: individuals suffering from mental disorders who experience periodic or prolonged loss of contact with reality.

• Domestic terrorists: individuals or groups who commit violent acts out of opposition to government programs for ecological, political, economic, or other reasons.

• Sexual predators: individuals who were convicted of a serious sexual crime against a minor or an adult, who have been declared to be sexual predators by the court, and have been convicted of certain enumerated felony sex offenses (within the last ten years).

School-specific threats—such as student discipline issues, acts of vandalism, and bullying incidents—must be identified in-house. These threat lists can be compiled through the use of incident records (see Figure 2.1 for an example) and local law enforcement information. Regardless of the category or type of threat, the adversary has a limited number of tactics at his or her disposal. Tactics include force, deceit, and stealth. Force involves exerting physical power against a person or thing. For example, someone might use force to break a window in order to access a building or room. Deceit is representing as true what is known to be false. The person making use of deceit might identify himself or herself as a parent when, in fact, that person is not. Stealth can...

Erscheint lt. Verlag	11.9.2014
Sprache	englisch
Themenwelt	Geisteswissenschaften
	Informatik ► Netzwerke ► Sicherheit / Firewall
	Recht / Steuern ► Öffentliches Recht
	Recht / Steuern ► Strafrecht ► Kriminologie
	Sozialwissenschaften ► Pädagogik
	Sozialwissenschaften ► Soziologie
	Technik
	Wirtschaft ► Betriebswirtschaft / Management ► Unternehmensführung / Management
ISBN-10	0-12-407873-7 / 0124078737
ISBN-13	978-0-12-407873-4 / 9780124078734

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