New Hanover and Pender County North Carolina Safer Schools Task Force Recommendations

Introduction
The Safer Schools Task Force was created in the early spring of 2013 by District Attorney Ben David and Chief District Court Judge J. Corpening in response to the horrific school shooting in Newtown, Connecticut. The working members of the Task Force are listed at the end of this report. In preparation for this report, the Safer Schools Task Force examined regional data, national and local research, and spent six months from April through November of 2013 talking with stakeholders in the fifth judicial district of New Hanover and Pender Counties. The research is available at http://saferschoolstaskforce.weebly.com/. In 2013, a group of experts including representatives from the national associations of school principals, guidance counselors, psychologists, social workers, and resource officers created A Framework for Safe and Successful Schools (full report can be found at http://www.nasponline.org/resources/handouts/Framework_for_Safe_and_Successful_School_E nvironments, Cowan, K. C., Vaillancourt, K., Rossen, E., & Pollitt, K., 2013). The Safer Schools Task Force decided to follow this framework to guide our recommendations for application in both public and private schools in New Hanover and Pender Counties. A brief summary of the national framework recommendations for effective school safety efforts include: Begin with proactive principal leadership Allow school leaders to deploy human and financial resources in a manner that best meets the needs of their school and community Provide a team-based framework to facilitate effective coordination of services and interventions Balance the needs for physical and psychological safety Employ the necessary and appropriately trained school-employed mental health and safety personnel Provide relevant and ongoing professional development for all staff Integrate a continuum of mental health supports within a multi-tiered system of supports Engage families and community providers as meaningful partners Remain grounded in the mission and purpose of schools: teaching and learning

We also examined the N.C. Center for Safer Schools Report to the Governor and found several similarities with our recommendations and the recommendations from the state (https://www.ncdps.gov/div/JJ/CenterForSaferSchoolsReport2013-web(1).pdf). We were glad to see that the Center for Safer Schools had also referred to A Framework for Safe and Successful Schools in their report. Both the national and state sources recommend that a local collaborative should make decisions based on the best practices for their school districts and communities. For the purposes of clarity, we chose to divide our recommendations into the following categories: Personnel, Programs, and Process. In the last section of the document, we also endorse a list of current initiatives that are underway that merit full support and commitment.
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Personnel Recommendations
In order to serve the needs of our students and families, creating safer schools demands a myriad of support. As indicated in the executive summary of the N.C. Center for Safer Schools Report to the Governor, the authors use a conceptual model that includes four levels in a continuum of preparation and response; (1) prevention; (2) intervention; (3) crisis response; and (4) crisis recovery (https://www.ncdps.gov/div/JJ/CenterForSaferSchoolsReport2013-web(1).pdf). A review of those same concerns by the Safer Schools Task Force of New Hanover and Pender Counties identified similar needs. 1. Safer Schools Leadership: A two-year fifth judicial district position should be established or a current position in each county should be assigned to ensure that the recommendations from the Safer Schools Task Force are fully implemented and continually evaluated. This position would be responsible for organizing and coordinating an annual Safer Schools Symposium for New Hanover and Pender Counties. This position could be established in the office of the district attorney.

2. Adequate Personnel and Appropriate Caseloads: Public/charter, and private schools should adhere to the caseloads that are recommended by the appropriate national associations. This assumes that the staff is given responsibilities that are relevant to their qualifications and position. The recommended caseloads are as follows: National Association of School Psychologists (NASP): NASP recommends one school psychologist to 500700 students (1:500-700) depending on level of need within the student population. (http://www.nasponline.org/standards/practicemodel/) American School Counselor Association (ASCA): ASCA recommends 250 students per counselor. Furthermore, language defining "Duties of School Counselors," which was eliminated from HB 452 earlier this year, was restored in the budget bill. This bill will amend North Carolina law to say that school counselors shall spend at least 80% of their time in direct service to students, and must not be assigned as testing coordinators. Each school district will be required to develop a transition plan to ensure compliance with this standard after receiving guidelines developed by the State Board of Education. (http://www.ncschoolcounselor.org/Default.aspx?pageId=1535555) School Social Work Association of America (SSWAA): SSWAA recommends 250 students per social worker. (http://sswaa.org/associations/13190/files/Ratio%20Resolution%20StatementRev. pdf) National Association of School Nurses (NASN): NASN recommends a formula-based approach with minimum ratios of nurses-to-students depending on the needs of the student populations as follows: 1:750 for students in the general population, 1:225 in the student populations requiring daily professional school nursing services or interventions, 1:125 in student populations with complex
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health care needs, and 1:1 may be necessary for individual students who require daily and continuous professional nursing services. (http://www.nasn.org/PolicyAdvocacy/PositionPapersandReports/NASNPositionS tatementsFullView/tabid/462/ArticleId/7/Caseload-Assignments-Revised-2010) American Federation of Teachers and the National Educational Association: Both organizations recommend lower class sizes for improving the achievement of students, especially younger students and students who need additional help. Our concern for safety centers on the larger classes. There are classes where there are not enough desks or chairs for the students, or the room itself is not large enough to accommodate the number of students. We request that fire code regulations be followed for all. Additionally, if we want teachers to personally know each individual student and to have a positive impact on their social and emotional growth, we may need to limit teacher total caseloads to reasonable numbers. We support the hiring of adequate numbers of teachers so optimum learning and positive relationships can occur. We are concerned that the elimination of class size caps for the purpose of allowing schools more flexibility has created situations where not enough resources are available to hire adequate numbers of teachers for safe classrooms and relationship building. We encourage reinstatement of teaching assistants to increase the time teachers can devote to their students. (http://www.aft.org/issues/schoolreform/classsize/ and http://www.nea.org/assets/docs/PB08_ClassSize08.pdf) National Association of Elementary School Principals and the National Association of Secondary School Principals: Both organizations recommend adequate staffing of administrators to make sure there are enough people in leadership positions to adequately take care of the school responsibilities. (http://www.naesp.org/ and http://www.principals.org/) North Carolina Principals and Assistant Principals Association (NCPAPA): NCPAPA recommends restoring assistant principal positions, and has made this a legislative priority to ensure that principals can meet the increased accountability demands and maintain safe and orderly school environments. (http://www.ncpapa.org/forms/GA/NCPAPA%2013-15Platform.pdf)

3. School Resource Officers (SROs): The county sheriffs should establish a clear career path for SROs to ensure that they have continuity in relationship building within the schools. To achieve this effectively, SROs should remain in the same schools for as long as possible. Best practices for SROs can be found at http://www.cops.usdoj.gov/files/ric/CDROMs/SchoolSafety/Law_Enforcement/AGuideto DevelopingMaintainingSucceeding.pdf. New Hanover and Pender Counties should consider adopting a model similar to South Carolinas statewide model where Deputies in Schools is considered a respected career path with long term opportunities. At the present time, the most common way for an SRO in these counties to further his/her career is to leave the schools and transfer to another department. (http://scasro.org/) The county and city should ensure that their database systems are integrated and compatible to greater facilitate the sharing of data. All SROs should have
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access to their own computer with a shared database within each county to allow information to be shared among SROs. SROs must develop trusting relationships with students. One suggestion is to allow SROs to wear casual uniforms in schools. SROs have reported that students are more likely to report crimes to non-uniformed officers.

4. Adults in the Schools: Effort should be taken to increase the number of adults within the schools. These adults may include additional appropriately screened volunteers, support staff, parents, or community members in order to foster a safer school environment. 5. Preparation of School Faculty, Administrators, Support Services, Resource Officers, Staff, and Volunteer Members: Schools must ensure that all faculty and staff are properly trained to develop positive relationships with students identify the early warning signs of troubled students take the proper steps to intervene when problems arise

This training should include improving pre-service and in-service preparation in the following areas: improving relationships with students, promoting healthy student social emotional growth, providing positive behavioral supports, implementing effective classroom management, and understanding identification and referral processes for student emotional distress and trauma, including child abuse/neglect/trafficking, bullying prevention, gang awareness, and suicide prevention. 6. Parent/Family/Student Collaboration and Training: Schools must collaborate with parents and students to ensure that they are a part of the prevention and early identification process, i.e. through anonymous tip lines, public awareness, etc. Parents and students must be taught about warning signs of violence and aggression, and how to work cooperatively with school and law enforcement. Parenting skills must improve, and open communication should be encouraged. Students must learn not to be a bystander when they see other students in distress, and trust that if they report their concerns to school personnel, they will be taken seriously.

Program Recommendations
There are several evidence based programs utilized at different levels of intervention being used in both counties that have demonstrated success with groups of students. We propose continuing and expanding the successful programs, implementing them with fidelity, and continuing to collect data on their effectiveness. 1. School Climate and Behavior Management Systems: All schools should fully implement a school climate and behavior management system such as Positive Behavior Interventions and Supports (PBIS), a research based behavioral management system, with fidelity. Although there are many other programs currently used by various
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campuses, the support provided by NC Department of Public Instruction (NCDPI) for the implementation of PBIS closes the gap for the funding needed to provide professional development for proper implementation. The results of implementation are congruent with statewide tools that are currently in place through our online data reporting system, Powerschool. 2. Health Services: Schools should expand physical and mental health services in school districts. Wilmington Health Access for Teens (WHAT) has successful wellness centers at three New Hanover high schools. We propose having an additional wellness center at Hoggard High School. WHAT assigns a Family Nurse Practitioner, a Registered Nurse, and a Licensed Clinical Social Worker to the wellness center, who will render health care under supervision of the WHAT physician Medical Director. Such care will include diagnosis and treatment of acute health problems, management of chronic conditions, referrals to other medical providers when appropriate, education related to health care, and mental health counseling. (http://www.whatswhat.org/ and http://www.nhcs.net/board/2012/June/AppendixV.pdf) Increased support is needed in Pender County for health services to reduce current caseloads.

3. Evidenced Based Programs: Schools should continue to utilize and expand existing research and evidence based programs within the school system. Many of these existing programs help to foster positive relationships. In order to do this successfully, schools should ensure that the staff is properly trained, adequate resources are available, and that they hold themselves accountable for program implementation. Examples of successful programs include but are not limited to Wilmington Health Access for Teens (WHAT), Pender Alliance for Teen Health (PATH), Communities in Schools of Cape Fear (CISCF), Students Against Violence Everywhere (SAVE), Career Academies, Suicide Prevention (such as Applied Suicide Intervention Skills Training (ASIST)), Dads of Great Students (Watch Dogs), Parents on Patrol, Student Safety Council, Second Step, Gang Resistance Education and Training (GREAT), Advancement Via Individual Determination (AVID), Striving to Achieve Excellence (STAE), Connect with Kids, Seven Habits of Highly Effective Teens, Mind-up, Connected Schools, Peer Mentoring, Girls in Real Life Situations (G.I.R.L.S.), Mix It Up Diversity, and Teaching Tolerance.

4. Targeted and Intensive Supports: Schools should provide data informed targeted and intensive support for those students in need. Examples of successful programs include AVID, Salvaging Sisterhood, Why Try?, and other coping/resiliency programs.
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Process Recommendations
School safety and positive school climate are achieved by effective comprehensive and collaborative efforts requiring the dedication and commitment of all school staff and relevant community members. Schools require consistent and effective approaches to prevent violence and promote learning, sufficient time to implement these approaches, and ongoing evaluation (Cowen & others, 2013). Fostering positive relationships between members of the schools, families, and members of the community is an important component of a successful process of creating safer schools. 1. Implement Multi-tiered Systems of Supports (MTSS): According to the framework recommendations (Cowen & others, 2013), the most effective way to implement integrated services that support school safety and student learning is through a schoolwide multi-tiered system of supports (MTSS). MTSS encompasses (a) prevention and wellness promotion; (b) universal screening for academic, behavioral, and emotional barriers to learning; (c) implementation of evidence-based interventions that increase in intensity as needed; (d) monitoring of ongoing student progress in response to implemented interventions; and (e) engagement in systematic data-based decision making about services needed for students based on specific outcomes. In a growing number of schools across the country, response to intervention (RTI) and positive behavior interventions and supports (PBIS) constitute the primary methods for implementing an MTSS framework. Ideally though, MTSS is implemented more holistically to integrate efforts targeting academic, behavioral, social, emotional, physical, and mental health concerns. This framework is more effective with coordination of school-employed and community-based service providers to ensure integration and coordination of services among the school, home, and community. In order to successfully implement MTSS, school systems must provide the following: adequate resources the appropriate amount of faculty and staff proper training for the faculty and staff a better transitional program between tiers an expectation of accountability to provide social and emotional development and services and support that will lead to academic success

2. Reentry Transition Process: Whenever possible, students should remain in schools using processes such as in-school suspension or other school-based interventions. However, when a student is out of school for an intervention such as suspension, medical treatment, juvenile justice, or alternative schooling, there should be a systematic reentry program that helps the student transition back into school and tracks their progress, i.e. a step down facility, transition school, resource room, etc. The JCPC Clinical Treatment Program model is used for transitioning incarcerated youth back into their communities. In this program, Youth Empowerment Services for New Hanover County operates a clinical program for
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youth reentering the community after being committed to a training school. Home based family counseling provides direct service to the family prior to the juveniles return, collaborates with clinical staff where the youth has been in secure custody, and coordinates services between Juvenile Justice Staff and other participating agencies. The aim is to facilitate a more successful transition of youth back into their community and home environment while reducing the recidivism rate for youth served via this program. (http://www.nhcgov.com/JCPC/Pages/default.aspx) For a student returning from an outside placement facility, a similar reentry program should be developed to help them make a successful return to school. The reentry process would include qualified personnel who can assess the students situation after being away from school for a period of time. The reentry process could involve going to an existing program such as ISS, or meeting with a contact person such as a social worker, where the student would be reassessed when reentering the schools and given assistance in a phased reentry. For example, if a student was suspended from school for 5 days, they may first go to ISS when they return where a teacher can help the student gather what they missed from classes, and make sure that the student is not walking back into a confrontational situation. Transition between levels of intervention is an important part of MTSS that needs further refinement in local school districts.

3. Fostering Relationships: Schools should utilize existing unstructured time for the implementation of relationship building programs and informal practices, i.e. homeroom, morning meeting, lunch, after-school clubs, etc. Two examples are listed below. Power Hour: Practiced in Pender County schools and at Hoggard High School, each day the entire school recesses for lunch at the same time. Students can move freely through the school to any area where there are a minimum of two teachers who are on duty to interact with students and build relationships with those they do not normally interact with. Tutoring is available for students during this time. School clubs also meet during Power Hour. Club membership at Hoggard High School has jumped more than 50% this year due to this program, and new clubs continue to be developed. Lunch Bunch: A school counselor invites selected students to eat lunch with a small group. The purpose is to encourage positive social relationships between students and the school counselor.

Task Force Formal Endorsements of Current Initiatives

1. Guidance Standards: We endorse the full implementation of the social and emotional aspects of the Guidance Standards of the Essential Skills, along with proper tracking, monitoring, and reporting. More information can be found at http://www.ncpublicschools.org/acre/standards/new-standards/#guidance. 2. Physical Plant Recommendations: We endorse the physical plant recommendations to enhance school security described in "New Hanover County Schools Risk and
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Vulnerability Assessment" conducted by URS Corporation and presented on July 17, 2013. We also endorse each school establishing a safe school plan, such as those plans based on the template developed by Pender County (see references). 3. School Volunteer Procedures: We endorse the school volunteer procedures to include background checks. Schools must inform parents and volunteers of any changes in this policy through a variety of means. More information can be found at http://www.nhcs.k12.nc.us/policies/Documents/Policy9022_SchoolVolunteerHandbook.p df, http://pcspolicy.com/5000-community-relationships/item/202-school-volunteers. 4. Judge Teske Model Breaking Schoolhouse to Jailhouse Pipeline: We endorse adapting the Teske Model for New Hanover and Pender Counties. In 2004, Clayton County, Georgia, developed an innovative, cooperative agreement between multiple stakeholders in an effort to ensure that misdemeanor delinquent acts, i.e. fighting, disrupting school, disorderly conduct, most obstruction of police, and most criminal trespass, do not result in the filing of a complaint except in extreme circumstances. Pursuant to the agreement, youth first receive warnings and, after a second offense, are referred to mediation or school conflict training programs. It is not until a student commits a third or subsequent similar offense during the same school year that a complaint for school-based delinquent behavior can be filed. The team also created a multidisciplinary panel to assess the needs of students at risk for referral to law enforcement, and to refer the students to services outside of the school, such as family therapy, cognitive behavioral therapy, and wrap-around services. After the implementation of the agreement, rates of misbehavior, dangerous weapons on campus, and school-based court referrals decreased dramatically. Notably, graduation rates increased over the same period of time (taken from Fedders and others, 2013). More information can be found at http://safequalityschools.org/pages/clayton-county-ga and http://thinkprogress.org/justice/2012/12/13/1329481/juvenile-judge-my-court-wasinundated-with-non-dangerous-kids-arrested-because-they-make-adults-mad/. 5. Teen Court: We endorse teen court as an alternative system for justice for New Hanover and Pender County high school students. It is a diversionary court that keeps first-time juvenile offenders out of the court system. The whole process empowers youth to take responsibility for problems of crime and violence in their own schools and communities. More information can be found at http://www.nccourts.org/County/Pender/Courts/Teen/ and http://www.nccourts.org/County/NewHanover/Courts/Teen/. 6. Comprehensive Safety Awareness Training: We endorse state mandated school safety training for all staff/faculty that is consistent with Threat Assessment in Schools A Guide to Managing Threatening Situations and to Creating Safe School Climates (2002). A local example of safety training would be the active shooter lockdown drill conducted by Pender County Schools at North Topsail Elementary. We also endorse all training outlined in the N.C. Center for Safer Schools Report to the Governor. More information on these programs can be found at http://www.secretservice.gov/ntac/ssi_guide.pdf, http://www.topsailnewsonline.com/?p=14760, and https://www.ncdps.gov/div/JJ/CenterForSaferSchoolsReport2013-web(1).pdf.
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Safer Schools Foster Relationships Conclusion

Teachers, administrators, counselors, professional staff, parents and students provide the core elements necessary to promote a safe school environment. This environment produces opportunities for teaching and learning to take place without the distractions of bullying, demeaning and aggressive behavior, isolation, and being ignored by classmates for a myriad of perceived social ills. Each student needs to have a place in the school where they are encouraged, accepted, given a sense of purpose, hope, and treated with a sense of dignity and respect. Programs are designed to make this happen. All school personnel, at every level, came to the educational arena to make a difference in the lives of students. School personnel have the opportunity to see the students in the school environment where they spend the bulk of their time on any given day. They observe behavior in the classroom, in the cafeteria, on the athletic fields, in the halls, when they are alone, and when they are with their circle of friends. They notice behavioral changes, mood changes, see them angry and sad, hear the language they use, and hear their comments about fellow classmates, teachers, administrators, and parents. In the classroom they see learning skills, collaborative skills, examples of leadership, observe disruptive behavior, peacemaking abilities, and all manner of character traits. The opportunities for relational interactions abound. The opportunities for teachable moments present themselves. The reactions of the students to success and failure provide an opportunity to discover and understand their core values and the content of their character. Standard 2 of the North Carolina teaching standards states that Teachers Establish a Respectful Environment for a Diverse Population of Students. This standard includes, teachers provide an environment in which each child has a positive, nurturing relationship with caring adults, teachers treat students as individuals, and teachers work collaboratively with the families and significant adults in the lives of their students. Though we hope all teachers can accomplish Standard 2 successfully for each and every student, we are cognizant that with current class sizes and caseloads, teachers need assistance from everyone at the schools (http://www.ncpublicschools.org/docs/humanresources/districtpersonnel/evaluation/standardsteacher.pdf). The literature on school safety has a common theme. It is relationships that change people, not programs. Programs should be designed to facilitate and foster trusting relationships between individual students and members of the faculty and staff. In an educational setting where there is a climate of safety, adults and students respect each other. Students feel an emotional fit. Bill Milliken, the founder of Communities in Schools (CIS), states that a good program simply creates the environment where healthy relationships are happening between adults and children. He says this is a model of hope. Millikens Five Basics for Communities in Schools are: 1. A one on one relationship with a caring adult
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2. 3. 4. 5.

A safe place to learn and grow A healthy start and a healthy future A marketable skill to use upon graduation A chance to give back to peers and community

Training in this area is a necessity. There is a need for specific professional preparation for all members of the school community in the area of fostering relationships. Individualized training must be developed for parents, caregivers, family members, students, faculty, administrators, staff, law enforcement, classroom volunteers, support personnel, school counselors, school social workers, and school nurses in order for our schools to become the ideal community that Milliken has described. After six months of examining the research and identifying the best practices of safer schools, it is evident that positive relationships are the key to establishing a safer environment for everyone within our schools. The spirit of this sentiment is captured in the following example: A young man who brought a rifle into school, killing two students and wounding several others, told us from his prison cell: I was really hurting. I didnt have anyone to talk to. They just didnt care. With this in mind, we sincerely hope that the recommendations above will be given great consideration so that the students, faculty, and staff of New Hanover and Pender County schools will have a safer place to develop the relationships that are so valuable to the education and safety of our children.

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References
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. Milliken, Bill (2009). The Last Dropout: Stop the Epidemic! Carlsbad, CA: Hay House. Fedders, B; Langberg, J. & Story, J. (2013). School Safety in North Carolina: Realities, Recommendations & Resources Commentary for the N.C. Center for Safer Schools. Retrieved from http://www.legalaidnc.org/public/learn/media_releases/2013_MediaReleases/school-safetyin-north-carolina.pdf N.C. Center for Safer Schools 2013 Report to the Governor. (2013). Retrieved from https://www.ncdps.gov/div/JJ/CenterForSaferSchoolsReport2013-web(1).pdf PBIS Information (http://www.pbis.org/school/what_is_swpbs.aspx) Pender County Schools (2013). Safe School Plan Template. www.pendercountyschools.net Additional references can be found at the Safer Schools Task Force website: http://saferschoolstaskforce.weebly.com/

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Safer Schools Task Force Members

Andy Atkinson Tom Barth Donald Berger Larry Bonney Community Facilitator MPA Faculty Facilitator, UNCW Headmaster, Cape Fear Academy Retired FBI Special Agent and former Director within the National Center for Missing and Exploited Children Chief Officer for Student Learning & Accountability, Pender County Schools Superintendant, Pender County Schools Chief District Court Judge Social Worker, Laney High School Past President, PTA Director, New Hanover County Emergency Management MPA Graduate Assistant, UNCW NHC Department of Social Services Assistant Director Lead Administrator, Wilmington Christian Academy Outreach Liaison, Watson College of Education UNCW Professor, Watson College of Education, UNCW Chief Court Counselor - 5th District Safety Director, New Hanover County Schools Behavior Support Specialist, New Hanover County Schools Director of Integrated Care, Wilmington Health Access for Teens MPA Graduate Assistant, UNCW
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Kenneth Bowen Terri Cobb J. Corpening David Hand Stephanie Kraybill Warren Lee Beth Looney Wanda Marino Barren Nobles Deloris Rhodes Janna Robertson Bob Speight Dave Spencer Judy Stubblefield Amy Valimont Samantha Williams