Student responsiveness to academic and behavioral supports must guide instructional and intervention decisions. PBIS is flexible enough support student, family, and community needs. Review our goals for improving student achievement, equity, and well-being across every school. Find out how our shared efforts focus on literacy to help students succeed. As co-chair, UNESCO promotes a culture of safety in education by advocating for preventive strategies that address all hazards, all risks to education through both resilient infrastructure and everyday practices. Less than 35% include children in risk assessments, despite the clear benefits of involving students in identifying and addressing real-world hazards.

School-wide positive behavioral interventions and supports and students with extensive support needs: a scoping review

For the general public, conversations about school safety are typically sparked by frightening events, like shootings. Research also shows that arming staff in K–12 New Jersey ARP ESSER Funding Information schools can be dangerous, sometimes resulting in unintended shootings from weapons left unattended or accidentally discharged. School resource officers have a limited impact on school safety, reducing fights but having no impact on school shootings. Few schools use metal detectors on a daily basis and the evidence does not support expansion. Strategies to increase physical security include controlling building access and badging staff and visitors, using security cameras and metal detectors, employing school resource officers, and arming school staff. In addition to immediate physical harms, school violence can have long-lasting effects that undermine students’ engagement and mental health.

Inclusion and SWPBIS

A school’s multidisciplinary safety team can address and support student safety — from physical to psychological — when built and trained with these local realities in mind. A team approach that includes staff with a variety of roles and expertise makes it much more likely that every student and every unique need in a school is accounted for and addressed before, during and after an emergency. The first of these webinars broadly covered how schools can create both physically and psychologically safe learning environments for students, while the second focused on the use of restorative practices to foster supportive school communities. Almost all schools control building access and badge staff and visitors; these strategies have not been studied, likely due to their wide use in other sectors and low cost. There is widespread agreement that addressing safety threats students may encounter at school should be a priority—something Congress signed off on last year with the passage of the Bipartisan Safer Communities Act.

• Soon students talk with confidence about school safety.
• The Saratoga Springs City School District is committed to maintaining a safe and supportive learning environment for all students and staff.
• Through ICS, the procedures to coordinate the use of school district resources and the workforce during emergencies are clearly defined.
• For the general public, conversations about school safety are typically sparked by frightening events, like shootings.
• School districts and religious and independent schools, charter schools and other programs are encouraged to work together to ensure continuity of education while ensuring that transportation can be provided in a safe and efficient manner.

Each Building-Level Post-incident Response Team will assess the emotional impact of the crisis on students and staff and make recommendations for appropriate intervention. Faculty, staff, and students will be trained on proper hand hygiene. The district leadership team will oversee and implement all aspects of the district’s reopening plan and any phased-in reopening activities. Information will be provided to faculty, staff and students on proper use, removal, and cleaning of cloth face coverings.

Plan Review and Public Comment

Special education teachers who teach resource room, self-contained special classes either content specific or specialized programs, should follow the same guidance and expectations as classroom teachers in regard to pedagogy, content, class meetings, and flexibility. Decisions whether or not non-instructional employees should report to work will be made and communicated in real time by the appropriate supervisor or administrator based on whether services can be provided in a safe and efficient manner. If there are any circumstances preventing full and appropriate participation the student should let the teacher know. Students are expected to follow all directions and requests to participate in instruction to the fullest extent possible. All teachers in grades K-12 will use Google Meet and/or Google Classroom as their primary instructional platform.