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1999 05 10 CSC� OF THt'O COMMUNITY SERVICES COMMISSION AGENDA La Quinta Civic Center Study Session Room 78-495 Calle Tampico - La Quinta, CA 92253 May 10, 1999 7:00 PM I. CALL TO ORDER A. Pledge of Allegiance B. Roll Call IL PUBLIC COMMENT The Chair reserves the right to limit discussion on any topic to five minutes or less. III. CONFIRMATION OF AGENDA Corrections, deletions or reorganization of the agenda IV. CONSENT CALENDAR A. Approval of Minutes of April 12 and April 21, 1999 B. Monthly Department Report for April 1999 V. PUBLIC HEARING VI. BUSINESS ITEMS A. Review Youth Workshop held April 21, 1999 B. Community Picnic C. Work Plan VII. CORRESPONDENCE AND WRITTEN MATERIALS A. Minutes from Joint Meeting with City Council Members on March 30, 1999 B. Year 2000 Project Status Report date April 20, 1999 VIII. COMMISSIONER ITEMS IX. ADJOURNMENT NEXT MEETING INFORMATION June 14, 1999 7:00 PM La Quinta Civic Center Study Session Room G:\MyData\CRISTAL\CSC\AGN5-IO.wpd T O IV. CENT CALENDAR B. a� z 4 44 QK&M s OF lNt� COMMUNITY SERVICES COMMISSION MEETING DATE: May 10, 1999 ITEM TITLE: Monthly Department Report for April 1999 Receive and file. BACKGROUND: The Community Services Department completes a monthly Department Report (Attachment A) consisting of attendance figures for all programs, upcoming events and meetings attended. The Department Report is transmitted to the City Council on the second Council meeting of every month. A Department Revenue Report has also been included for review (Attachment B). e Horvitz / .l Attachment A: Attachment B: MEMO.DR Services Director 1999 Monthly Department Report Department Revenue Report op aw Z y Or T„t, MEMORANDUM 0: Honorable Mayor and Members of the City Council ROM: Marni Kunsman, Recreation Supervisor 'IA: Dodie Horvitz, Community Services Director iATE: May 18, 1999 ;UBJECT: Transmittal of Community Services Department Report for the Month of April 1999 IPCOMING EVENTS OF THE COMMUNITY SERVICES DEPARTMENT FOR THE MONTH OF LINE 1999: une 1 Gourmet Cooking Classes, Session 1, Senior Center Kitchen une 2 Gourmet Cooking Classes, Session 2, Senior Center Kitchen une 3 "Living with Chronic Conditions" Health Seminar* une 5 National Trails Day, National Parks & Recreation Association une 7 La Quinta Summer Golf Tour Registration Deadline une 9 Retirement Investment and Estate Planning Symposium* une 10 Adult Soccer League Managers Meeting, Civic Center une 12 La Quinta Summer Golf Tour Kickoff, Heritage Palms lune 14 Free Putting Contest* lune 15 Free Hearing Consultation & Hearing Aid Check lune 16 "Start Your Own Internet Business," Evening Seminar, Senior Center tune 17 "Salad Days" Luncheon* tune 18 Ice Cream Social with Gamby the Quail, Senior Center Multi -use Room lune 19 La Quinta Summer Golf Tour, Palm Valley Country Club June 21 CPR Class* lune 21 Beginning Computer Classes, Session 1, Boys & Girls Club June 22 "55 Alive" Mature Driving Course * lune 23 Intermediate Computer Classes, Session 1, Boys & Girls Club June 23 "Understanding the Roth IRA" Evening Financial Seminar, Senior Center June 24 "How to Start a Family Childcare Business, Evening Seminar, Senior Center June 25 South Coast Plaza & Fashion Island Shopping Excursion June 26 La Quinta Summer Golf Tour, Cathedral Canyon Country Club June 28 Adult 3 on 3 Basketball League Begins, Boys & Girls Club June 28 Low Impact Aerobic Classes Begin, La Quinta High School June 30 Family Excursion, Legoland California June 30 College Funding 101, Evening Financial Seminar, Senior Center * Senior Center Program, Class or Event 0 • c&t,/ 4 s Community Services Department y OF,>aAttendance Report for the Month of April 1999 Summary Sheet Program 1999 1998 Variance Meetings Per Month 1999 1998 Leisure Classes 315 123 1921 29 12 Special Events 3623 2710 5531 10 6 Adult Sports 698 544 154 16 5 Senior Center 2010 1903 107 118 123 Program Totals 6646 5280 1006 173 146 Information/Referrals Community Service 168 * 168 22 22 Senior Center 1842 1202 640 23 25 Total 2010 1202 8081 45 47 Sports Complex AYSO 40 0 40 1 0 LQSYA 5600 5600 0 8 8 Total 56401 5600 40 9 8 Total Programs 1 142961 12082 1854 227 201 \/nh mteer Hnurs Senior Center 7751 1,148 -373 Meals on Wheels 581 471 11 Total Volunteer Hours 1 8331 1195 -362 Revenue Senior Center $ 3,407.50 $ 3,508.00 $ 100.50 Community Services $ 1,700.00 $ 3,980.00 $(2,280.00 Rental Income $ 1,634.00 $ - $ 1,634.00 Total Revenue $ 6,741.50 $ 7,488.00 $ 746.50 'Totals not available 0 Community Service Program Attendance April 1999 1998/99 1998199 1997/98 1997/98 1997198 1998/99 Participants Total Participation Participants Total Participation Variance Meetings Meetin s Classes act Aerobics 16 96 0 0 96 6 Innis 7 21 0 0 21 3 sitar #3 11 66 0 0 66 6 n uters Mon. 10 30 11 33 -3 3 n uters Tues. 10 30 101 301 0 3 n uters Wed. 7 21 10 30 -91 3 n uters Thurs. 6 24 10 30 -6 4 Seminar 27 27 0 Ol 271 1 94 315 41 1231 1921 29 1 1998/99 1998/99 1997/98 1997/98 1997/98 1998/99 Participants ITotal Participation Participants Total Partici anon Variance I Meetings Meetin i Events reak, Camelot 35 35 42 42 -71 1 reak, Skating 35 35 42 42 -7 1 reak Bowling 35 35 42 42 -7 1 reak, Movies 35 35 42 42 -7 1 reak, Finale 35 35 42 42 -7 1 estival 41 41 0 0 41 1 x Derby 3,000 3,000 2,500 2,500 500 1 rass Volle ball 16 16 0 0 16 1 Beach 11 11 0 0 11 1 n Courtyard 20 20 0 0 20 1 3263 3263 2710 2710 553 10 1998/99 1998/99 1997/98 1997/98 1997198 1998/99 Participants Total Participation Participants Total Participation Variance Meetings Meetin )orts isketball M/T 10 10 0 0 10 6 isketball Sat. 0 0 0 0 0 2 Ole ball Sat. 0 0 0 0 0 2 Ile ball League 40 80 72 144 -64 2 A mt. Meeting 14 14 30 30 -16 1 ccerLeague 198 594 185 370 224 3 2621 6981 287 5"1 1541 16 senior Center Attenaance 999 1 1999 1998 1998 Re istere Tota egistered ota eetinl Participants IParts anon artici ants articr atron Variance 1999 19 nor Activities 3e, ACBL 210 210 267 267 -57 4 3e, Duplicate/Social 400 400 335 335 65 13 1 dive Writing Club 29 29 39 39 -10 4 len Tones 12 12 71 71 -59 2 ;ream Social 33 33 0 01 33 3 thly Birthday Party 24 24 29 29 -5 1 thly Luncheon 94 94 67 67 27 1 ie Time 32 32 63 63 -31 5 ng Green 14 14 0 0 14 n/a n/a anars 47 47 39 39 8 2 line Bus Tour 6 6 0 0 6 1 e Games 4 4 0 0 4 1 vision Viewing 54 54 21 211 33 n/a n/a its 551 55 134 134 -79 5 vs Party 91 9 16 16 -7 1 lior Activity Total 1023 1023 1081 1081 -58 43 nior Leisure Courses room Dance 20 84 5 20 64 10 iputer 16 41 43 92 -51 11 Training Class 11 47 0 0 47 3 rcise 50 437 44 3261 111 17 [thy Cooking Class 131 13 14 14 -1 1 nish Lessons 11 12 19 38 -26 2 nior Leisure Courses Total 121 634 125 490 144 44 nior Leisure Classes .and Crafts 26 26 34 34 -8 4 e Lessons 204 204 152 152 52 11 amics 58 58 46 461 12 4 sting 22 22 23 23 -1 4 Dance 10 10 19 19 -9 2 tercolor 28 28 46 46 -18 4 la 5 5 12 12 -7 2 nior Leisure Classes Total 353 353 332 332 21 31 ITAL SENIOR PROGRAMS 1497 2010 1538 1903 107 118 nior Services .R.P. "55 Alive" 381 38 34 34 4 2 ..RP Tax Aide 281 28 21 21 7 2 bassadors 68 68 96 96 -28 n/a n/a od Pressure Check 46 46 52 52 -6 4 D Food Collection 346 346 0 0 346 n/a n/a D Food Distribution 856 8561 611 611 245 5 ends Meeting 12 121 10 10 2 3 mng Consultation 7 7 2 2 5 1 irmation/Referral/Outreach 401 401 312 312 89 n/a n/a dicare Consultation 7 7 0 0 7 n/a n/a '-E Exercise 26 26 51 51 -251 4 are Meetings/Sign-up 7 7 13 13 -6 2 ITAL SENIOR SERVICES 1842 1842 1202 1202 6401 23 NOR CENTER TOTAL 3339 38521 2740 3105 747 141 Page 3 0 0 Community Service Department Revenue Report for April 1999 -V VV'YJ!-VVV ICIJWc v,uJJV.a Month Last Month Year to Date Instructor City uters $ 45.00 $ 360.00 $ 8,280.00 $ 5,796.00 $ 2,484.00 met Cooking $ - $ - $ 1,800.00 $ 1,260.00 $ 540.00 re Seminar $ - $ - $ 105.00 $ 73.50 $ 31.50 h Dance & Twirl $ $ - $ 1,010.00 $ 707.00 $ 303.00 it $ 400.00 $ 200.00 $ 2,280.00 $ 1,596.00 $ 684.00 ass Yourself $ $ - $ 405.00 $ 283.50 $ 121.56 Obedience $ $ - $ 420.00 $ 294.00 $ 126.00 bits $ 140.00 $ 490.00 $ 2,700.00 $ 1,890.00 $ 810.00 om of Golf $ - $ 120.00 $ 820.00 $ 574.00 $ 246.00 nastics $ - $ - $ 442.00 $ 309.40 $ 132.60 Lin Cam $ - $ - $ 160.00 $ 112.00 $ 48.00 tive Stamping $ - $ - $ 160.00 $ 112.00 $ 48.00 hive Stamping II $ - $ - $ 200.00 $ 140.00 $ 60.00 Ballroom Dancing $ - $ - $ 350.00 $ 245.00 $ 105.0C ;. Ballroom Dance $ - $ - $ 425.00 $ 297.50 $ 127.5C net Business $ 354.00 $ 195.00 $ 789.00 $ 552.30 $ 236.7C h Tennis $ 100.00 $ 2,250.00 $ 2,025.00 $ 225.00 t Tennis $ $.00 e Mana ement Ego $ 40.00$ 420.00 $ 294.00 $ 126.0C ds 0 $ 1.505.00 $ 23,666.00 $ 17,146.20 $ 6,519.8C .V .0l AG9 V..u1A I'Y Month lLast Month Year F( lCity ig Break 1 $ 54.00 1 $ 2,412.00 1 $ 2,676.00 $ 2,000.00 1 $ 676.0( its 1 $ 54.00 1 $ 2 412 00 $ 2 6 66.00 1 $ 2 000.00 1 $ 676.0( nnn A09 I&A G......ne. I'V V V1J 11J7-Vl.vu. u,v„u Month Last Month Year to Date Instructor City Bennett Live $ - $ 1564.00 $ 1,000.00 $ 364.0( py Festival $ 50.00 $ 100.00 $ 830.00 $ 700.00 $ 130.01 iecula Wine Tour $ - $ 350.00 $ 735.00 $ 700.00 $ 35.0f port Beach $ 20.00 $ 140.00 $ 260.00 $ 200.00 $ 60.01 tls $ 70.00 $ 590.00 $ 3,189.00 $ 2 600.00 $ 589.01 00 437 455 Y th S orts I-0 ou Month Last Month Year to Date Instructor Cit 'SA (Deposit) $ $ 350.00 $ - $ 'SA P/A Rental $ $ 10.00 $ - $ 10.O1 its $ $ - $ 360.00 $ - $ 10.01 0 • nnn Ie9 A&& AA..NO . 'VVV-7J Month Last Month Year to Date Instructor City Soccer $ $ 3,240.00 $ 6,165.00 $ 2,000.00 $ 4,165.00 d Volleyball League $ $ $ 2,400.02 $ 1,800.00 $ 600.00 iit Fees $ $ 25.00 $ 1,150.00 $ 1,150.00 $ r Gym $ 10.00 $ 40.00 $ 116.00 $ 116.00 $ s Volleyball Tournament mer Golf Tour Is $ $ $ 160.00 - 170.00 $ $ $ - 3,305.00 $ $ $ 340.00 563.00 10,734.00 $ $ $ 200.001 400.00 5,888.00 $ $ $ 140.00 163.00 5,088.00 nnn�n-i lee @......:nl Cveni� -YVV7J!-9JV-V to Date Instructor Citkfast with Santa $ 349.00$ 320.00 $ 29.00 iween Carnival $ 165.00$ 100.00 $ 65.00 Dance MmorlthLastYear $ 18.00 $ 322.00 $ - Tot OI m ics $ 183.00 $ 100.00 $ 83.00 Is $ 715.00 $ 198.00 11 177.00 m,a,,Yuu Month I Last Month Year to Date Instructor CI munity Picnic Donation $ $ 200.00 $ 200.00 $ $ 200.00 Maps $ 6.00 $ 9.50 $ 21.50 $ $ 21.5C [is $ 6.00 $ 209.50 $ 221.60 $ - $ 221. 1/99 Totals ;ure Classes Month $ I 1,289.001 Last Month $ 1,505.00 Year to Date $ 23,666.00 Instructor $ 17.146.00 city $ 6,520.0( dh Cam $ 54.00 $ 2,412.00 $ 2,676.00 $ 2,000.00 $ 676.0( ursions $ 70.00 $ 590.00 $ 3,189.00 $ 2,600.00 $ 589.0( ith Sports $ - $ - $ 360.00 $ - $ 360.0( ilt Sports $ 170.00 $ 3,305.00 $ 10,734.00 $ 5,666.00 $ 5,068.0( :cial Events $ - $ 179.00 $ 715.00 $ 715.0( cellanous $ 6.00 $ 209.50 $ 221.50 $ - $ 221.5( ind Totals $ 1,589.00 $ 8,200.50 $ 41,561.50 $ 27,412.00 $ 14,149.61 T '# BUSINESS ITEM A. s COMMUNITY SERVICES COMMISSION MEETING DATE: May 10, 1999 ITEM TITLE: Youth Workshop Review RECOMMENDATION: As deemed appropriate by the Commission. BACKGROUND: The Youth Workshop was held on April 21, 1999, at 7:00 p.m. at the La Quinta Senior Center. There were 85 people in attendance with a large number of high school students attending. Minutes from the meeting reflect the topics of conversation and are included in the Consent Calendar. An informal survey was conducted (Attachment A) with the majority of participants stating that a Recreation Center was top priority for the Community. ALTERNATIVES: The alternatives available to the Commission include: 1. Recommend that staff pursue research on the use of existing facilities to provide expanded recreational opportunities to the community; or 2. Do not recommend that staff pursue research on the use of existing facilities to provide expanded recreational opportunities to the community; or 3.\ �ovidq staff with alternative direction. Services Director Attachments: ` J A - Survey results from Youth Workshop A:\CSC.014.wpd '00 CITY OF LA Q TA COMMUNITY SERVICF*EPARTMENT SURVEY OAOTENTIAL RECREATIONAL ATTACHMENT NAME (Optional) DA' If you would like to help, please provide: Daytime Telephone, e-mail or Fax YOUR AGE GROUP ❑ Elementary school ®Middle school 11Ag school mYoung adult ®Family person DEmpty Nest ®Senior RECREATIONAL FACILITIES YOU'D LIKE TO SEE IN LA QUINTA: (MARK YOUR y TOP THREE, rating 1 for highest priority, 2 for middle 3 for lowest) I Tul,, ey V �1 ® Additional Parks © Public Golf Course ❑ Baseball/Softball Field(s) 19 Recreation Center Detncw C" Youth/ Adult W" Skate Park Pata Qs ❑ Dog Park 0 Soccer Field(s) ❑ Football Field(s) ❑ Volleyball court(s) ❑ Hockey Field(s) ® Other 00 CITY OF LA QUINTA COMMUNITY SERVICES DEPARTMENT SURVEY OF POTENTIAL RECREATIONAL FACILITIES NAME (Optional) DATE If you would like to help, please provide: Daytime Telephone e-mail or YOUR AGE GROUP ❑ Elementary school ❑Middle school ❑High school El Young adult ❑Family person El Empty Nest ❑Senior RECREATIONAL FACILITIES YOU'D LIKE TO SEE IN LA QUINTA: (MARK YOUR TOP THREE, rating 1 for highest priority, 2 for middle 3 for lowest) ❑ Additional Parks 0 Public Golf Course ❑ Baseball/Softball Field(s) ® Recreation Center Youth/ Adult ® Skate Park © Dog Park © Soccer Field(s) ❑ Football Field(s) Volleyball court(s) 0 Hockey Field(s) ® Other 6Ja awl W CITY OF LA QUINTA COMMUNITY SERVICE EPARTMENT SURVEY OF TENTIAL RECREATIONAL ACILITIES/� NAME (Optional) DATE If you would like to help, please provide: Daytime Telephone e-mail or Fax YOUR AGE GROUP ❑ Elementary school ❑Middle school ❑High school ❑Young adult ❑Family person ❑Empty Nest ❑Senior RECREATIONAL FACILITIES YOU'D LIKE TO SEE IN LA QUINTA: (MARK YOUR TOP THREE, rating 1 for highest priority, 2 for middle 3 for lowest) ® Additional Parks 0 Public Golf Course 7iw� C © Baseball/Softball Field(s) © Recreation Center "K4 Youth/ Adult © Skate Park ® Dog Park 0 Soccer Field(s) Football Field(s) © Volleyball court(s) 0 Hockey Field(s) Other O # BUSINESS ITEM B. oA 4a�w s r OF 7Ht� COMMUNITY SERVICES COMMISSION MEETING DATE: May 10, 1999 ITEM TITLE: Community Picnic RECOMMENDATION: As deemed appropriate by the Commission. BACKGROUND: Important items that remain are: print and distribute more than 6,000 flyers to local schools and public agencies, site walk-through with promotional sponsor, final confirmation calls to approximately 28 agencies/businesses and performers attending, delivery of the portable stage to the yard (DSUSD), set up of the stage by Public Works crew, pick up Coca-Cola products in Cathedral City, matt signs for each agency then place on stakes, stakes and signs to be placed in designated areas the morning of the event, trash cans placed, ice obtained, programs produced and ready for distribution, supplies gathered from storage for event, retrieve tables and chairs, secure electrical outlets, gain law enforcement approval for temporary parking, purchase final supplies needed and confirm attendance and assignments of volunteers, City of La Quinta display booth supplies and literature obtained. ALTERNATIVES: The alternatives available to the Commission include: 1. Continue to support and assist staff in the final details for the Community Picnic to be held May 15, 1999; or 2. Do not support and assist staff to prepare for the Community Picnic ; or 3. Pr?vid staff with alternative direction. ie Hor munity Services Director AACSC.012.wpd # BUSINESS ITEM C. �z �444" s FOF TNtO COMMUNITY SERVICES COMMISSION MEETING DATE: May 10, 1999 ITEM TITLE: Work Plan Begin work on the annual Community Services Commission Work Plan. BACKGROUND: The Community Services Commission is required to submit an annual Work Plan to the City Council for consideration before July of each year. The Work Plan is designed to provide an outline of the tasks the Commission should focus on throughout the year. Commissioners are requested to bring the current Work Plan to the Community Services Commission meeting for review. It is located in your Handbook for Commissioners, Boards and Committees. ALTERNATIVES: The alternatives available to the Commission include: 1. Begin work on the annual Work Plan; or 2. Do not begin work on the annual Work Plan; or .3. Rrovide staff with alternate direction. Services Director AACSC.013 0 • VII. CORRES. & WRITTEN MATERIAL A LA QUINTA CITY COUNCIL CULTURAL ARTS COMMISSION COMMUNITY SERVICES COMMISSION HISTORICAL PRESERVATION COMMISSION INVESTMENT ADVISORY BOARD SPECIAL MEETING MARCH 30, 1999 MINUTES Special meeting of the La Quinta City Council, Cultural Arts Commission, Community Services Commission, Historical Preservation Commission and Investment Advisory Board was called to order at 1:00 PM by Mayor Pena, followed by the Pledge of Allegiance. PRESENT: Council Members Adolph, Henderson, Perkins, Sniff, Mayor Pena ABSENT: None CULTURAL ARTS COMMISSION PRESENT: Commissioners Benay, Chappie, Reynolds, Shamis, Welch, Chair Person Hull ABSENT: One Vacancy Council Member Sniff hoped that during this meeting, the Commission would provide a self -evaluation along with changes they wished to see and also hoped that the Council would express changes that they wished to see. He also felt that there is a need for understanding the agenda process. Mayor Pena suggested that the Commission's Work Plan be reviewed and hear what changes the Commissioner's feel needs to be made or what issues need to be addressed. Ms. Hull said that she wished to hear what the Council's vision is for where cultural arts fit into this community and how they wished to see it developed. Ms. Shamis felt that the Council needs an overview of the feelings of the Commissioners. Ms. Reynolds felt that the Commission needs to be retained at seven members pointing out that they currently have members with varied backgrounds which provides E City Council, Cultural Arts, Page 2 March 30, 1999 Community Services, Historical Preservation Commissions, and Investment Advisory Board Minutes a valuable compliment to the Commission. She also felt that they need to have a budget. She loves the "Culture in the Court Yard" event and felt that it could be expanded with music, etc. She also felt that we need to sponsor workshops to educate artists and we need more artists in our artist bank. Finally, she wished that they could be more included in what's happening in the City like the meetings being held regarding The Village. Council Member Henderson suggested that they may wish to have a booth at the Community Picnic to make the public more aware of the work of this Commission and as an outreach to artists. Ms. Chappie stated that the Commission needs to know what the Council wants and agreed that they need to be more in the loop. She felt that they fell out of the loop when an internal re -organization took place. She was feeling frustration over the temporary art program stating that the artists won't sign the City's contract and that the City is at a point where it should be willing to take some risks. Mr. Welch expressed concern about how the Cultural Plan was shelved and noted that the La Quinta Arts Foundation is quoting from it, so there must be some validity to it. Council Member Henderson noted that the Cultural Plan was received and filed by the City Council. Ms. Benay understood the conservatism, but other cities have found a way to do these things, i.e. temporary art program and the Cultural Plan. She wished to find out what is missing to allow them to get things done. Regarding the number of members on the Commission, she felt that they constitute a rich diversity and didn't wish to see it diluted. Ms. Hull endorsed all of the comments made here, but felt that sometimes our focus is just on public art because it's a visual art and would like for the City to look at all of the arts. She wished to see small concerts in public places — they don't have to be expensive. And she noted that the matter of dance and theatre haven't been addressed. Her frustration is that they haven't been able to do the things they want to do and noted that both Indio and Palm Desert are having the public concerts. Council Member Adolph said that he didn't like to micro -manage and that the City Council depends on the expertise of the Cultural Arts Commission. He wished to know what their ideas are. He addressed The Village plan and hoped that once it develops it will promote cultural art in the City. Regarding temporary art, he wanted 0 • City Council, Cultural Arts, Page 3 March 30, 1999 Community Services, Historical Preservation Commissions, and Investment Advisory Board Minutes to see it provided that it could be placed in areas where it wouldn't be prone to vandalism. He felt that once the Civic Center campus park is developed, perhaps concerts and/or performing arts could be staged on this campus. He concluded in saying that he was not in favor of reducing the number of members on the Commission. Council Member Perkins was not convinced that the Commission needs a budget. If they have a particular program they wish to sponsor or promote, they can come to the City Council for funding. He felt that budgetary matters should remain with the Council. He wasn't sure they need more members because, in effect, they are an extension of the City Council, so he felt that there is a sufficient number and is, therefore, in favor of reducing the Commission to five members. He felt that there is consensus between the two bodies on the need to increase communications as to what the Council wants. He also cautioned about trying to compete with Palm Desert in the arts and at the same time try to find something that will draw people to La Quinta in a different way than other cities. Possibly, the Civic Center campus could be an ideal place for temporary art once it is completed. He also wished to see the Commission work closely with the Arts Foundation. Council Member Henderson advised that the Commission has spent a great deal of time discussing the potential for using TOT dollars and about increasing the developers fee and asked if the Council wants them to continue discussing these matters. She said that she is not supportive of tapping the TOT for promoting the arts, nor was she in favor of increasing the developers fees. Council Members Adolph, Perkins and Sniff agreed. Council Member Henderson referred to the Civic Center design concept and wished to see the Commission spend the next year and a half working with the consultants to design an art -way that goes from the City Hall to the Senior Center. She felt that this could be a show -case for the community. She also referred to the City's entrance monuments and noted that an artist will be involved in this project. Finally, she felt that the Commission needs to know how much time to spend on the temporary art program. Ms. Honeywell, City Attorney, advised that the revamping of the temporary art contract as being discussed by the Commission to make it more artist friendly, would mean that the City would be picking up the cost of transporting the art, caring for, and insuring it. The question is, does the City have the funds to subsidize the artists. She pointed out that the art in public places regulations are a part of the Zoning Code and 0 • City Council, Cultural Arts, Page 4 March 30, 1999 Community Services, Historical Preservation Commissions, and Investment Advisory Board Minutes it isn't clear that it can be used for these kinds of costs, as it was designed for permanent art. Mayor Pena felt that there are a number of other issues which could be focused on at this time other than temporary art. Council Member Sniff didn't wish to see the Commission involved in the monument signs, as they have reached a point of already having been designed and are now out for bid. He felt that there is a problem with lack of singular focus. He said that there is more to art than just visual. There is a nice auditorium at the Senior Center which could be utilized for performances. While he understood the legalities of the temporary art program and the concern about the potential cost, he stated that he was supportive of a temporary/mobile art program. He also referred to the comments about the Cultural Arts Master Plan, advising that it, too, had legal problems. He suggested that at their next meeting, they bring themselves into sharp focus, after considering the comments made here today, and come down to two or thee significant things that could be accomplished over the next year. Regarding the number of Commission members, he could see the merit in both five member and seven members, but felt that some perspective could be lost by reducing the Commission to five. Therefore, he supported leaving it at seven. He suggested that events dealing with diversity and quality (and with a commercial element) could give them a sense of self-worth and get them some publicity. He supported a modified budget to deal with these things, but opposed any increase to the developers fees. He also wished to see APP funds used with some emphasis on the Civic Center campus. He concluded in saying that Ms. Horvitz can include on their agendas, an update regarding development in the City. Ms. Hull, believed that there needs to be more than one meeting a year between the Commission and City Council. •m I u L11 0 11 Lhri1 &1*guI PRESENT: Commissioner Wolf, Chair Person St. Johns ABSENT: Commissioners Betancourt, Davis, Lopez, Nadler, Rebich (Note: This was not a valid meeting of this Commission since a quorum was not present) Ms. St. Johns advised that they are sponsoring a Youth Workshop on April 21, 1999 at the Senior Center and proceeded to elaborate on what the kids have said that they 9 City Council, Cultural Arts, Page 5 March 30, 1999 Community Services, Historical Preservation Commissions, and Investment Advisory Board Minutes want out of it and what they don't. She also noted that the Community Picnic is scheduled for May 15, 1999. Council Member Henderson wished to see the other Commissions notified of such events sooner so that they may be able to get involved. She suggested a City table at the picnic where each Commission could be represented. Council Member Henderson advised that they have been spending time on a skateboard park and a dog park and were probably looking for some input from the Council. Ms. Honeywell, City Attorney, advised that the liability issue surrounding skateboard parks is now an assumed risk and, therefore, is covered by the JPIA. Mayor Pena felt that the first step should be to determine the need and Ms. St. Johns advised that the Associated Student Body will be assuming that task. Council Member Henderson asked if one were to be built on the City's park site on the north, how will they get there and Ms. St. Johns advised that parents drive them long distances to skate parks. Ms. Wolff felt that should a skate park materialize, that SunLine would probably establish a bus run to it. She also felt that a great number of contributions would be forthcoming, i.e. concrete, etc. Discussion then ensued regarding the need for additional ball parks in the City, and also the need to bring Coachella Valley Recreation and Park District into these discussions. Discussion then ensued regarding establishment of a dog park. Council Member Perkins wished to see us bring in something new and unique that other cities don't have. Council Member Adolph suggested as a long-term goal, that thought be given to a recreation center for both youth and adults alike. Mayor Pena commented on the need for a public golf course. The meeting concluded with general concurrence to look into a skateboard park 0 • City Council, Cultural Arts, Page 6 March 30, 1999 Community Services, Historical Preservation Commissions, and Investment Advisory Board Minutes PRESENT: Commissioners Irwin, Mitchell, Vossler, Chair Person Wright ABSENT: Commissioner Puente Commissioners felt that it's been a good year and they're delighted to have a full Commission. Ms. Irwin stated that they have just completed the standards for archaeological studies and are now going to begin work on the curation of artifacts found. They are concerned about what is happening to artifacts that are found. Are they ending up on a shelf at a University, are they coming back to the City for display or do they go back to the Indians. Mr. Wright advised that they will be taking a tour of the City soon to visit sites for potential development. Mr. Herman advised that other issues the Commission will becoming involved in during this next year include, a resource designation guidelines, a preservation plan (which we tried to get a State grant for) and the General Plan contains a Cultural Resource element which they will be involved in. Council Member Sniff urged the Commission to assure that they have all the information needed and that they be sure of its accuracy. 411614-71 I _ r • 3•]�'L3•TL1� PRESENT: Board Members Bulgrin, Lewis, Moulin, Osborne, Chair Person Irwin ABSENT: Board Members Brown, Mahfoud Mr. Irwin complimented the Council on their recruitment as they have a Board with very strong backgrounds. He felt that things are going well — the City has a strong investment policy and a strong investment staff. In response to Mayor Pena, Mr. Osborne stated that the Board is comfortable with the report by Mr. Falconer regarding Y2K issues. Council Member Sniff asked if they felt there's a need to have extra cash on hand on 0 • City Council, Cultural Arts, Page 7 March 30, 1999 Community Services, Historical Preservation Commissions, and Investment Advisory Board Minutes December 31, 1999 and the Board Members didn't believe so — they had faith that the banking system will not be a problem. Council expressed appreciation for the job they're doing. At the conclusion of the various meetings, Council briefly discussed the possibility of holding an appreciation dinner once a year for the Commissioners. There being no further business, the meeting was adjourned. Respectfully submitted, SAUNDRA L. JUHOLA, City Clerk City of La Quinta, California 0 VII. CORRES. &BITTEN MATERIAL T4t!t 4 (4"aj AGENDA CATEGORY: BUSINESS SESSION: _ COUNCIL/RDA MEETING DATE: April 20, 1999 CONSENT CALENDAR: _ ITEM TITLE: STUDY SESSION: Year 2000 Project Status Report PUBLIC HEARING: _ DEPART ENT I. REPORT: BACKGROUND AND OVERVIEW: The City of La Quinta continues to move forward with the Year 2000 (Y2K) Project. This monthly Y2K report reflects the progress achieved since March 16, 1999. Year 2000 Project Progress Table % Complete Through This Month % Complete Through Last Month Estimated Completion Date Estimated Costs To Achieve Y21K Compliance DP & Non DP Systems DP Non DP DP Non DP DP Non DP DP Non DP Awareness 100% 100% 100% 100% 12/98 12/98 $500 $500 Assessment 100% 90% 100% 80% 02/99 05/99 $1,500 $1,500 Remediation 100% 80% 90% 50% 02199 06/99 $0 $0 Validation/Testing 80% 0% 0% 0% 05/99 05/99 $2,500 $2,500 Implementation 95% 0% 90% 0% 07/99 12/99 $9,000 $31,000 Re-Validation/Retesting 0% 0% 0% 0% 06/99 12/99 $1,500 $1,500 Total Costs $15,000 $37,000 Testing of Data Processing (DP) systems was scheduled for the weekend of April 17`h and 80% of all DP systems are expected to have been tested. Any Y21K problems with the DP systems tested will be addressed in the May 18`h Y2K status report. SYSTEMS IDENTIFIED FOR Y2K COMPLIANCE The inventory conducted during the first half of the fiscal year evaluated the City's computer systems, software and related systems which may be affected by the Year 2000. The City's computer systems being evaluated are classified as DP or Non DP as follows: Data Processing Systems Various Software Applications Accounting Software Computer Operating Software File Server Systems THE Y2K TIME LINE Non Data Processing Systems Heating and A/C Phone Systems Mobile Phones Street Lights Traffic Signals Irrigation Software Stadium Lights Drainage Pumps Civic Center Alarm System The Y2K time line is divided into five stages; each stage serving to address the Y2K problem. As shown in the Progress Table above, the City is generally in the Validation/Testing Stage of this time line. The actions taken and planned by the City for each stage relating to this project are as follows: Awareness Stage: The inventory audit portion of this stage was completed on November 11, 1998. On December 31, 1998, a Y2K survey letter was mailed to certain organizations and vendors that do business with the City. The goal of the survey is to gather information from those entities that staff believes may impact the City if they do not comply with Y21K. Of the 34 surveys sent out, 17 organizations have responded to the surveys. All 15 of the organizations that responded to the survey have made disclosures that they are complying with the Y2K problem (Attachment 1). As directed by Council on April 6"', Y2K surveys were also sent to JFK Hospital and AMR Ambulance Company. Also, staff sent a second survey to the vendors that have not yet responded to the original survey sent out in December. Assessment Stage: Assessment of DP systems has largely been completed. Non DP systems still to be assessed for Y2K compliance include mobile phones, traffic signals and the Civic Center alarm system. Assessment of non DP systems will continue through May 1999. 0 • Remediation Stage: Remediation is an on -going process that works together with the Implementation stage. Remediation involves identifying options for replacing systems or locating new vendors to correct non compliant systems. All new computer systems must have a Y2K compliance disclosure before they are purchased. Validation/Testing Stage: This stage will be initiated this month and is expected to be completed in May 1999 for both DP and non DP systems Using methodology developed with Southwest Networks, staff will test both the software and hardware. The testing of hardware will involve changing the date and time on computer file servers and individual PC workstations to December 31, 1999, 11:50 p.m. If the server and individual workstations are still functioning under the January 1, 2000 date change, staff will then test the software. To test software programs, staff from City departments will process various transactions and then audit output reports to determine if date -sensitive applications recognize the January 1, 2000 date. Implementation Stage: Implementation has involved replacing, patching or upgrading all non compliant DP systems. Roughly 95% of upgrades have been implemented for DP systems, with the remaining 5% to be completed by June 1999. Recently, staff met with Lucent Technologies to discuss the City's phone system. The phone system is made up of three parts: (1) Call Accounting, by Homisco (2) Voice Mail, by Lucent Technologies and (3) Main PBX Phone System, by Lucent Technologies. Only the Voice Mail system component of the phone system is not Y2K compliant. Lucent submitted a proposal to upgrade the existing Voice Mail system to one that is Y2K compliant, at a cost of $21,000. There is currently a class action lawsuit against Lucent by companies that claim that Lucent should have anticipated the Y2K problem and produced Y2K compatible products. With this lawsuit pending, staff expects that Lucent may discount the $21,000 upgrade cost to the City (Attachment 2). The non DP systems still being assessed are mobile phones, traffic signals and the Civic Center alarm system. C Re-Validation/Retesting: All non -compliant systems that are replaced, patched or upgraded will be re -tested and re -validated for Y2K compliance after installation. This stage will begin after all systems have been identified and upgraded to a Y2K compliant format. Staff will continue to keep the City Council current on Y2K issues as information becomes available. The next monthly Year 2000 Project status report will be provided to the City Council on May 18, 1999. John M. Falconer Finance Director Attachment 1 - List of organizations responding to Year 2000 Survey Attachment 2 - InfoWorld article brief regarding Lucent lawsuit dated March 15, 1999 Attachments J 41TTACHMENT NU. 1 List of Organizations Responding to Year 2000 Survey Complying with Y2K? 1 California Department of Forestry/County Fire Yes 2. Coachella Valley Association of Governments Yes 3. Coachella Valley Water District Yes 4. Conrad & Associates, CPA's Yes 5. County of Riverside Yes 6. GTE Yes 7. ICMA Retirement Corporation Yes 8. Internal Revenue Service Yes 9. L.A. Cellular Yes 10. Lucent Technologies Yes 11. Pitney Bowes Yes 12. Principal Financial Group Yes 13. Public Employees Retirement System Yes 14. Riverside County Employees Federal Cr. Union Yes 15. Rosenow, Spevacek Group, Inc. Yes 16. Southern California Gas Company Yes 17. Transamerica Intellitech (Metroscan Software) Yes These organizations have disclosed significant progress towards complying with the Year 2000 problem. Organizations like the County of Riverside, PERS and the Principal Financial Group have been allocating resources to the Year 2000 project as early as 1995. 0 iTTACHMENT NO. 2 ■ AT&T and Lucent hit with YX suit The New York law firm Beatie and Osborn has launched a class- action lawsuit against AT&T and its spin-off, LucentTechnologies, on behalf of individuals or entities who use telecommunications equip- ment from the companies that is not year-2000 compliant. A Lucent representative last week said the charges were groundiess.The firm filed suits in the New York Supreme Court ano the New Jersey Supe- �,, rior Court in January,tharging the,companles with marketing and selling equipment they knew would a cause problems when the calendar switches to 2000, . A.'11. lmasiNewreat'sissue,bylnfoWaldMedia Grouphu anlD6tompam,155 lftAStdleR00.SanMak0.CA 2. �InfoMaCorpWato �ket 1place roupInc. All sightsseserved.Repsoductionofmaterial appearing inlnloWorldisWbiddenwithoulwritten permission. Classified Advertising laidsubscsiberserrkesour beteachedatthis sameaddressor byuging(402)292.56RB.psinledIntheU.SA. Pages78-86 www. info world. (om MARCH 15, 1999 iNFOWORLD 3 CITY OF LA QUINTA COMMUNITY SERVICES COMMISSION 1998-99 WORK PLAN 0 Ll Community Services Commission Work Plan September 1998 COMMUNITY SERVICES COMMISSION PHILOSOPHY The general purpose of the Community Services Commission is to encourage the development of a planned and orderly approach to the delivery of leisure and community services in the City. The objectives of the Commission are to: ♦ Serve in an advisory capacity to the City Council on identifying matters pertaining to recreation and community services ♦ Communicate the availability of services to citizens through both private and public resources to avoid duplication and conflict of effort ♦ To evaluate the effectiveness of services provided WI -Tiff 4 Community Services/Recreation 2 Park Development 3 Liaison To The Community 4 Community Unity 5 Safety 6 Advisory Body To City Council 7 1 0 11 Community Services Commission Work Plan September 1998 bask: Community Services/Recreation :ompletion Date: On -going part lcipants: Commissioners Suggested Resources: Leisure and Recreation Program Providers steps To Completion ♦ Work with Community Services Director on community service issues Staff Time: One to two hours per month, depending on issues Fiscal Commitment: None Staff Role: Provide support and liaison to the City Council Council Role: Provide approval for Commission to fulfill this assignment Reference: Chapter 2.95.040 (a)(1): Analyze community service's program effectiveness and needs, and recommend comprehensive solutions Chapter 2.95.040 (a)(8): Propose recreation and social programs (14): Make recommendations to the City Council relating to the need for evaluation and planning of the community service delivery system (18): Evaluate and make recommendations conceming e:dsting services with regard to service overlap or gaps. 2 0 • Community services Commission Work Plan September 1998 'ask: Park Development :ompletion Date: On -going Participants: Commissioners suggested Resources: Park and Recreation Master Plan, La Quinta General Plan ;ceps To Completion: ♦ Review and comment on Parks and Recreation Master Plan annually ♦ Review Trails Master Plan ♦ Review proposed Park Development projects Haff Time: One to two hours per month :fiscal Commitment: Pursuant to projects staff Role: Provide support and liaison to the City Council :oundl Role: Include the Commission in the design and development process, screening and selection of professional firms, and conduct public hearings. Review and consider Commission recommendations Reference: Chapter 2.95.040(a)(3):Prepare and maintain community services master plans (5): Serve as a public forum and conduct public hearings for recreation and human services concerns (11): Review individual park master plans for recommendation to City Council 3 • 0 Community Services Commission Work Plan September 1998 bask: Liaison To The Community ompletion Date: On -going Participants: Commissioners Suggested Resources: Community Services Department Program Brochure, Chamber of Commerce, Mainstreet Marketplace, La Quinta Post, Chamber of Commerce Newsletter, Desert Sands Unified School District, other community agencies and organizations Steps To Completion: ♦ Monitor, review and promote recreation and leisure programs in La Quinta ♦ Attend: Mayor's Luncheon; Senior Center Functions; Chamber Functions; Mainstreet Marketplace; school board meetings, and other agency meetings ♦ Report on Commission actions, conduct public forums to gather opinion, upon Council approval Staff Time: One to two hours per month Fiscal Commitment: None Staff Role: Provide support and liaison to the City Council. Council Role: Provide Commission with specific methods as to how to best represent the Council. Reference: Chapter 2.95.040 (a)(12) Aid in coordinating the recreation services of other governmental agencies and volunteer organizations (13) Make recommendations to the City Council on community issues V. Community Services Commission Work Plan bask: Community Unity :ompletion Date: Spring 1999 participants: Commissioners September 1998 Suggested Resources: Community Resources and Agencies Steps To Completion: ♦ Conduct Community Youth Workshop/Picnic to present current programs ♦ Encourage participation in recreational, cultural, social, educational, health related and safety programs Staff Time: Ten to twelve hours per event Fiscal Commitment: Minimal Staff Role: Provide support and liaison to the City Council. Council Role: Provide Commission with direction/comment Reference: Chapter 2.95.040 (a)(17):Foster mutual understanding and respect among racial, religious, cultural and nationality groups 5 :ommunity Services Commission Work Plan 'ask: Safety :ompletion Date: On -going September 1998 Participants: Commissioners suggested Resources: Cachet kits, brochures, pamphlets, ASTM Standard Consumer Safety Performance Specifications for Play Equipment for Public Use iteps To Completion: ♦ Encourage participation in American Red Cross, ARC Youth Program, CVAG, LQ Fire Dept., Volunteers for Increased Public Safety (YIPS) and other local services ♦ Provide information to residents on available services ♦ Provide Disaster Preparedness Information ♦ Review and update list of emergency personnel who could be called upon in an emergency ♦ Promote safe facilities staff Time: One to two hours per month =iscal Commitment: None itaff Role: Advise Commission of meetings and provide support and liaison to the Community Safety Manager Council -Role: Provide approval for Commission to fulfill this assignment Reference: Chapter 2.95.040 (a)(16): Encourage and promote understanding and cooperation between the public safety agencies and the residents. Chapter 2.95.040 (10): Review parks maintenance standards and quality. r" 0 ! Community services Commission Work Plan September 1998 bask: Advisory Body to City Council :ompletion Date: On -going )articipants: Commissioners >uggested Resources: To Be Determined Reps To Completion: ♦ Be actively involved in City issues and concerns ♦ Receive direction from City Council and take action as directed, accept assignments ♦ Maintain communication with the City Council ♦ Attend annual training workshops, schools and conferences to improve Commissioner performance ♦ Provide annual work plan for Council review, comment and approval ♦ Review grant opportunities and make recommendations for funding to the City Council Staff Time: Two to four hours per plan Fiscal Commitment: None 5tatf Role: Provide support and liaison to the City Council. Council Role: Provide Commission with specific direction as to how to better assist the Council. Provide opportunities to meet with Council through joint meetings. 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N p m m y a n - Q y O O p O � N :zmm m > n n nor Dc) 7, zEF mm D om c0Dz co_ao cs)DE: pNn' -C.l J' � p= �j �•• nO`G= � - QN ON N T a y <O ' n N O O p ED O f9 l0 D p N0 ,�N Ci p o_ 0 c� N 0 0 i a n y o y m 31 _ p O G- 3 =� o m o O Q tp tD t0 N 3 _ O y O n O p N O _ O- = pS � U _i O � o � N � Ci O 0 o p 0 Q ? a s O JG W f < a (7 y O y y y r- O m D n p S m S a o z m -0= o n m < y O� 5 = m LD o m r S N O D p D ny< r C? n C_ 3' T D N 3 O lD < = y CJ -m c � n m q A idde to Safe Sehwls The full text of this public domain publication is avail- able at the Department's home page at http:// ww%ed.gm/e1nees/OSERS/ OSEP/earlywnLhtmi. Early Warning, Timely Response 4 Guide to Sate Schools Although most schools are safe, the violence that occurs in our neighborhoods and communities has found its way inside the schoolhouse door. However, if we understandwhat leads to violence and the types of support that re- search has shown are effective in preventing violence, we can make our schools safer. Research -based practices can help school communities —administra- tors, teachers, families, students, support staff, and community members—recognizethe warning signs early, so children can get the help they need before it is too late. This guide presents a brief sum- mary of the research on violence prevention and intervention and crisis response in schools. It tells school communities: • What to look for —the early warning signs that relate to vio- lence and other troubling be- haviors. What to do —the action steps that school communities can take to prevent violence and other troubling behaviors, to intervene and get help for troubled children, and to re- spond to school violence when it occurs. Sections in this guide include: • Section 1: Introduction. All staff, students, parents, and members of the community must be part of creating a safe school environment. Schools must have in place approaches for addressing the needs of all children who have troubling behaviors. This section de- scribes the rationale for the guide and suggests how it can be used by school communities to develop a plan of action. Section 2: Characteristics of a School That Is Safe and Re- sponsive to All Children. Well functioning schools foster learning, safety, and socially appropriate behaviors. They have a strong academic focus and support students in achiev- ing high standards, foster posi- tive relationships between school staff and students, and promote meaningful parental and community involvement. This section describes charac- teristics of schools that support prevention, appropriate inter- vention, and effective crisis re- sponse. • Section 3: Early Warning Signs. There are early warning signs that, when viewed in con- text, can signal a troubled child. Educators and parents —and in some cases, students —can use several significant principles to ensure that the early warning signs are not misinterpreted. This section presents early warning signs, imminent warn- ing signs, and the principles that ensure these signs will not be misinterpreted. It concludes with a brief description of us- ing the early warning signs to shape intervention practices. Section 4: Getting Help for Troubled Children. Effective interventions for improving the behavior of troubled children are well documented in the re- search literature. This section presents research- and expert - based principles that should provide the foundation for all intervention development. It describes what to do when in- tervening early with students who are at risk for behavioral problems, when responding with intensive interventions for individual children, and when providing a foundation to pre- vent and reduce violent behav- ior. Section 5: Developing a Pre- vention and Response Plan. Effective schools create a vio- lence prevention and response plan and form a team that can ensure it is implemented. They use approaches and strategies based on research about what works. This section offers sug- gestions for developing such plans. Section 6: Responding to Cri- sis. Effective and safe schools are well prepared for any poten- tial crisis or violent act. This section describes what to do when intervening during a cri- sis to ensure safety and when responding in the aftermath of crisis. The principles that un- derlie effective crisis response are included. • Section 7: Conclusion. This section summarizes the guide. • Section 8: Methodology, Con- tributors, and Research Sup- port. This guide synthesizes an extensive knowledge base on violence and violence preven- tion. This section describes the rigorous development and re- view process that was used. It also provides information about the project's Web site. A final section lists resources that can be contacted for more infor- mation. The information in this guide is not intended as a comprehensive prevention, intervention, and re- sponse plan —school communities could do everything recom- mended and still experience vio- lence. Rather, the intent is to pro- vide school communities with re- liable and practical information about what they can do to be pre- pared and to reduce the likelihood of violence. Organizations Supporting This Guide American Association of Federation of Families for National Education School Administrators Children's Mental Health Association American Counseling Association American Federation of Teachers American School Counselors Association Council of Administrators of Special Education Council for Exceptional Children The full text of this public domain publi- cation is available at the Department's home page at MtpJMwwvLgm/omeea/ OSERS/OSEP/earhwrn,html and in al- ternate formats upon request. For more information, please contact us at: U.S. Department of Education Special Education and Rehabilitative Services Room 3131 Mary E. Switzer Building Washington, D.C. 20202-2524 htla /*WW ed.gov/offleea/OSERS/OSEP/ National Association of Elementary School Principals National Association of School Psychologists National Association of Secondary School Principals National Association of State Boards of Education Email: David Summers@ed.gov Telephone: (202)205-9043 TDD: (202)205-5465 FIRS 14M-877-8339, 8 a.m. - 8 p.m., Ef, M-F This guide was for Effective Cc of the Americas in collaboration caation of SchoL by the Center r and Practice L for Research Jational Asso- ogists, under a h the U.S. De - lice of Special Live Services, on Programs National Mental Health Association National Middle Schools Association National PTA National School Boards Association National School Public Relations Association Police Executive Research Forum The development of this guide was sup- ported by the Office of Special Education and Rehabilitation Services, Office of Special Education Programs, under the Individuals with Disabilities Education Act (IDEA). Dissemination of the guide was supported by the Office of Elemen- tary and Secondary Education, Safe and Drug -Free Schools Program. Dwyer, K, Other, D., and Warger, C (1998). Far/y warning, rime/y response Aguidetosafeschoo/s. Washington, DC. U.S. Department of Education. August 1998 ❑NrMD ;STATES DZPARTBWNT OF EDUCATION wnsimwrorr. D.c = h,RyM August 22, 1998 Dear Principal and Teachers: On June I3, after the tragic loss of lift and ilduries at 7Lurmu High School in Wngfidd, Oregon. President Cikwn directed the Deportment of Educalion and dw Dcpa=cM of Justice to develop an early wamin8 guide to trap *adults reach out to troubled children quickly and effectively.' This guide responds to that Presidential request. It is our sincere (tope that this guide will provide you wide the practical help needed to keep every child in your school out of harm's way. Amena's schools are among the safest places to be on a day-w-day basis, due to the strong uommiumm of educators, parents, and communities w their children, Nov= %W=, Ing yaur's traoc and sudden acts of violence is ocr nation's schools remind us that no contmuudty can ba complacent in its efforts to make its schools even safer. An effective and safe school is the vital center of every community whether it is in a large urban area or a small rural community. Central to this guide are the key insights that keeping children safe is a community -wide effort and that effective schools create environments where children and young people truly feel connected. This is why our common goal must be to reconnect with every a&d and particularly with those young people who are isolated and troubled - Thu guide should be seen as pats of an overall effort to make sere that every school in this nation has a comprehensive violence prevention plan in place. We also caution you to recogrkm that over labeling mid using this guide to stigmadze children in a cursory way that lends to over- reaction is harmful. The guidelines in this report are bossed on research and the positive experiences of schools around the country where the value and potential of each and every child is cherisEud and where good practices have produced, and continue to ptodum successful students and communities. We rue grateful to the many experts, agencies, and associations in education, IM rnforc®eut, juvenile justice, mental hcahh, and other social services that worked closely with us to make sum that this report is a%mi6ble for the Start of school this fall. We hope that you and year students and staff, as well as parents and the community, will benefit from this infwmation. Soerctary U.S. Depa ru tent of Education Simcrely, JatcetReno Attorney General US. Department of Justice The full text of this public domain publication is avail- able at the Department's home page at http:// wwwLed.gw/ot'aces/OSER& OSEP/earlywrn.html. Early Warning, Timely Response A Guide to Safe Schools Although most schools are safe, the violence that occurs in our neighborhoods and communities has found its way inside the schoolhouse door. However, if we understand what leads to violence and the types of support that re- search has shown are effective in preventing violence, we can make our schools safer. Research-basedpractices can help school communities —administra- tors, teachers, families, students, support staff, and community members—recognizethe warning signs early, so children can get the help they need before it is too late. This guide presents a brief sum- mary of the research on violence prevention and intervention and crisis response in schools. It tells school communities: • What to look for —the early warning signs that relate to vio- lence and other troubling be- haviors. What to do —the action steps that school communities can take to prevent violence and other troubling behaviors, to intervene and get help for troubled children, and to re- spond to school violence when it occurs. Sections in this guide include • Section 1: Introduction. All staff, students, parents, and members of the community must be part of creating a safe school environment. Schools must have in place approaches for addressing the needs of all children who have troubling behaviors. This section de- scribes the rationale for the guide and suggests how it can be used by school communities to develop a plan of action. Section 2: Characteristics of a School That Is Safe and Re- sponsive to All Children. Well functioning schools foster learning, safety, and socially appropriate behaviors. They have a strong academic focus and support students in achiev- ing high standards, foster posi- tive relationships between school staff and students, and promote meaningful parental and community involvement. This section describes charac- teristics of schools that support prevention, appropriate inter- vention, and effective crisis re- sponse. • Section 3: Early Warning Signs. There are early warning signs that, when viewed in con- text, can signal a troubled child. Educators and parents —and in some cases, students —can use several significant principles to ensure that the early warning signs are not misinterpreted. This section presents early warning signs, imminent warn- ing signs, and the principles that ensure these signs will not be misinterpreted. It concludes with a brief description of us- ing the early warning signs to shape intervention practices. Section 4: Getting Help for Troubled Children. Effective interventions for improving the behavior of troubled children are well documented in the re- search literature. This section presents research- and expert - based principles that should provide the foundation for all intervention development. It describes what to do when in- tervening early with students who are at risk for behavioral problems, when responding with intensive interventions for individual children, and when providing a foundation to pre- vent and reduce violent behav- ior. Section 5: Developing a Pre- vention and Response Plan. Effective schools create a vio- lence prevention and response plan and form a team that can ensure it is implemented. They use approaches and strategies based on research about what works. This section offers sug- gestions for developing such plans. • Section 6: Responding to Cri- sis. Effective and safe schools are well prepared for any poten- tial crisis or violent act. This section describes what to do when intervening during a cri- sis to ensure safety and when responding in the aftermath of crisis. The principles that un- derlie effective crisis response are included. • Section 7: Conclusion. This section summarizes the guide. • Section 8: Methodology, Con- tributors, and Research Sup- port. This guide synthesizes an extensive knowledge base on violence and violence preven- tion. This section describes the rigorous development and re- view process that was used. It also provides information about the project's Web site. A final section lists resources that can be contacted for more infor- mation. The information in this guide is not intended as a comprehensive prevention, intervention, and re- sponse plan —school communities could do everything recom- mended and still experience vio- lence. Rather, the intent is to pro- vide school communities with re- liable and practical information about what they can do to be pre- pared and to reduce the likelihood of violence. 00100100 Letter............................................................................................................................ i A .......................................................................................... Executive Summary. ......... , It AAGuide to Safe Schools...............................................................................................1 AboutThis Guide............................................................................................................................................ 1 Using the Guide To Develop a Plan of Action................................................................................................ 2 A Characteristics of a School That Is Safe and Responsive to All Children .................3 AEarly Warning Signs..................................................................................................... 6 Principles for Identifying the Early Warning Signs of School Violence.......................................................... 6 EarlyWarning Signs........................................................................................................................................ 8 Identifying and Responding to Imminent Warning Signs............................................................................. 11 Using the Early Warning Signs To Shape Intervention Practices................................................................. 12 A Intervention: Getting Help for Troubled Children....................................................13 Principles Underlying Intervention............................................................................................................... 13 Intervening Early with Students Who Are at Risk for Behavioral Problems ................................................ 16 Providing Intensive, Individualized Interventions for Students with Severe Behavioral Problems................................................................................................................. 19 Providing a Foundation To Prevent and Reduce Violent Behavior.............................................................. 19 ADeveloping a Prevention and Response Plan............................................................23 Creating the Violence Prevention and Response Plan.................................................................................. 23 Forming the Prevention and Response Team................................................................................................ 24 AResponding to Crisis...................................................................................................27 Principles Underlying Crisis Response ................ Intervening During a Crisis To Ensure Safety ..... Responding in the Aftermath of Crisis ................. AConclusion..................................................................................................................31 AMethodology, Contributors, and Research Support..................................................32 Resources......................................................................................................Back Cover r1 A Guide to Safe Schools Most schools are safe. Although fewer than one percent of all vio- lent deaths of children occur on school grounds —indeed, a child is far more likely to be killed in the community or at home —no school is immune. The violence that occurs in our neighborhoods and communities has found its way inside the schoolhouse door. And while we can take some solace in the knowledge that schools are among the safest places for young people, we must do more. School violence reflects a much broader problem, one that can only be addressed when everyone —at school, at home, and in the community — works together. The 1997-1998 school year served as a dramatic wake-up call to the fact that guns do come to school, and some students will use them to kill. One after the other, school communities across the country — from Oregon to Virginia, from Ar- kansas to Pennsylvania, from Mis- sissippi to Kentucky —have been forced to face the fact that vio- lence can happen to them. And while these serious incidents trouble us deeply, they should not prevent us from acting to prevent school violence of any kind. There is ample documentation that prevention and early inter- vention efforts can reduce vio- lence and other troubling behav- iors in schools. Research -based practices can help school commu- nities recognize the warning signs early, so children can get the help they need before it is too late. In fact, research suggests that some of the most promising prevention and intervention strategies in- volve the entire educational com- munity —administrators, teach- ers, families, students, support staff, and community members — working together to form positive relationships with all children. If we understand what leads to violence and the types of support that research has shown are effec- tive in preventing violence and other troubling behaviors, we can make our schools safer. About This Guide This guide presents a brief sum- mary of the research on violence prevention and intervention and crisis response in schools (see Section 8 for a review of method- ology and information on how to locate the research). It tells mem- bers of school communities —es- pecially administrators, teachers, staff, families, students, and com- munity -based professionals: • What to took for —the early warning signs that relate to vio- lence and other troubling be- haviors. • What to do —the action steps that school communities can take to prevent violence and other troubling behaviors, to intervene and get help for • 00100100 "Violence is a major con- cern to parents, students, teachers and the adminis- tratlon of any school. We have found that our best plan starts with prevention and awareness. At our middle school, the school psychologist, in conjunc- tion with the assistantprin- cipal, has developed an anti-intimidationand threat plan. Our school statistics reOecta dramaticdeclinein violence from the 1996-97 to the 1997-98 school year. We treat each and everystu- dent with respect. We are Ending that theyin turnare demonstrating a more re- spectful attitude. " G. Norma Vlllar Baker, Prinelpal, Midvale, UT troubled children, and to re- spond to school violence when it occurs. The information in each section is not intended as a comprehen- sive prevention, intervention, and response system or plan. Indeed, school violence occurs in a unique context in every school and every situation, making a one -size -fits - all scheme impossible. Moreover, school communities could do ev- erything recommended and still experience violence. Rather, this guide is designed to provide school communities with reliable and practical information about what they can do to be prepared and to reduce the likelihood of violence. Creating a safe school requires having in place many preventive measures for children's mental and emotional problems —as well as a comprehensive approach to early identification of all warning signs that might lead to violence toward self or others. The term "violence" as used in this book- let, refers to a broad range of trou- bling behaviors and emotions shown by students —including serious aggression, physical at- tacks, suicide, dangerous use of drugs, and other dangerous inter- personal behaviors. However, the early warning signs presented in this document focus primarily on aggressive and violent behaviors toward others. The guide does not attempt to address all of the warn- ing signs related to depressionand suicide. Nevertheless, some of the signs of potential violence toward others are also signs of depression and suicidal risk, which should be addressed through early iden- tification and appropriate inter- vention. Using the Guide To Develop a, Plan of Action All staff, students, parents, and members of the community must be part of creating a safe school environment: • Everyone has a personal re- sponsibility for reducing the risk of violence. We must take steps to maintain order, demon- strate mutual respect and car- ing for one another, and ensure that children who are troubled get the help they need. • Everyone should have an un- derstanding of the early warn- ing signs that help identify stu- dents who may be headed for trouble. • Everyone should be prepared to respond appropriately in a cri- sis situation. Research and expert -based infor- mation offers a wealth of knowl- edge about preventing violence in schools. The following sections provide information —what to look for and what to do —that school communities can use when developing or enhancing violence prevention and response plans (see Section 5 for more informa- tion about these plans). We hope that school communities will use this document as a guide as they begin the prevention and healing process today, at all age and grade levels, and for all stu- dents. Characteristics of a School That Is Safe and Responsive to All Children Well functioning schools foster learning, safety, and socially ap- propriate behaviors. They have a strong academic focus and sup- port students in achieving high standards, foster positive relation- ships between school staff and students, and promote meaning- ful parental and community in- volvement. Most prevention pro- grams in effective schools address multiple factors and recognize that safety and order are related to children's social, emotional, and academic development. Effective prevention, intervention, and crisis response strategies op- erate best in school communities that: Focus on academic achieve- ment. Effective schools convey the attitude that all children can achieve academically and behave appropriately, while at the same time appreciating in- dividual differences. Adequate resources and programs help ensure that expectations are met. Expectations are commu- nicated clearly, with the under- standing that meeting such ex- pectations is a responsibility of the student, the school, and the home. Students who do not re- ceive the support they need are less likely to behave in socially desirable ways. Involve families in meaningful ways. Students whose families are involved in their growth in and outside of school are more likely to experience school suc- cess and less likely to become involved in antisocial activities. School communities must make parents feel welcome in school, address barriers to their participation, and keep families positively engaged in their children's education. Effective schools also support families in expressing concerns about their children —and they support families in getting the help they need to address behaviors that cause concern. Develop links to the commu- nity. Everyone must be commit- ted to improving schools. Schools that have close ties to families, support services, com- munity police, the faith -based community, and the commu- nity at large can benefit from many valuableresources. When these links are weak, the risk of school violence is heightened and the opportunity to serve children who are at risk for vio- lence or who may be affected by it is decreased. Emphasize positive relation- ships among students and staff. Research shows that a i `% just recendy got out of the hospital. I was a victim of shooting at my school. I've been teaching for 20 years and I never thought it could happen at my school. Some of the kids knewabout it before ithap- pened, but they didn't want to say anything —they have a code of honor and they did not want to tattle tale. But someone has to stand up, someone has to take a stand because, ifyou don't, then somebody else is go- ing to get hurt. " Gregory tarter, Teacher, gichmond, VA positive relationship with an adult who is available to pro- vide support when needed is one of the most critical factors in preventing student violence. Students often look to adults in the school community for guid- ance, support, and direction. Some children need help over- coming feelings of isolation and support in developing connec- tions to others. Effective schools make sure that oppor- tunities exist for adults to spend quality, personal time with chil- dren. Effective schools also fos- ter positive student interper- sonal relations —they encour- age students to help each other and to feel comfortable assist- ing others in getting help when needed. Discuss safety issues openly. Children come to school with many different perceptions — and misconceptions —about death, violence, and the use of weapons. Schools can reduce the risk of violence by teaching children about the dangers of firearms, as well as appropriate strategies for dealing with feel- ings, expressing anger in appro- priate ways, and resolving con- flicts. Schools also should teach children that they are respon- sible for their actions and that the choices they make have consequences for which they will be held accountable. Treat students with equal re- spect. A major source of con- flict in many schools is the per- ceived or real problem of bias and unfair treatment of stu- dents because of ethnicity, gen- der, race, social class, religion, disability, nationality, sexual orientation, physical appear- ance, or some other factor — both by staff and by peers. Stu- dents who have been treated unfairly may become scape- goats and/or targets of violence. In some cases; -victims may re- act in aggressiveways. Effective schools communicate to stu- dents and the greater commu- nity that all children are valued and respected. There is a delib- erate and systematic effort —for example, displaying children's artwork, posting academic work prominently throughout the building, respecting stu- dents' diversity —to establish a climate that demonstrates care and a sense of community. Create ways for students to share their concerns. It has been found that peers often are the most likely group to know in advance about potential school violence. Schools must create ways for students to safely report such troubling be- haviors that may lead to dan- gerous situations.And students who report potential school vio- lence must be protected. It is important for schools to sup- port and foster positive rela- tionshipsbetween students and adults so students will feel safe providing information about a potentially dangerous situation. Help children feel safe express- ing their feelings. It is very im- portant that children feel safe when expressing their needs, fears, and anxieties to school staff. When they do not have access to caring adults, feelings of isolation, rejection, and dis- appointment are more likely to occur, increasing the probabil- ity of acting -out behaviors. 7 Have in place a system for re- ferring children who are sus- pected of being abused or ne- glected. The referral system must be appropriate and reflect federal and state guidelines. Offer extended day programs for children. School -based be- fore- and after -school programs can be effective in reducingvio- lence. Effective programs are well supervised and provide children with support and a range of options, such as coun- seling, tutoring, mentoring, cul- tural arts, community service, clubs, access to computers, and help with homework. Promote good citizenship and character. In addition to their academic mission, schools must help students become good citizens. First, schools stand for the civic values set forth in our Constitution and Bill of Rights (patriotism; free- dom of religion, speech, and press; equal protection/nondis- crimination; and due process/ fairness). Schools also reinforce and promote the shared values of their local communities, such as honesty, kindness, re- sponsibility, and respect for others. Schools should ac- knowledge that parents are the primary moral educators of their children and work in part- nership with them. • Identify problems and assess progress toward solutions. Schools must openly and objec- tively examine circumstances that are potentially dangerous for students and staff and situ- ations where members of the school community feel threat- ened or intimidated. Safe schools continually assess progress by identifying prob- lems and collecting information regarding progress toward solu- tions. Moreover, effective schools share this information with students, families, and the community at large. • Support students in making the transition to adult life and the workplace. Youth need as- sistance in planning their future and in developing skills that will result in success. For ex- ample, schools can provide stu- dents with community service opportunities, work-study pro- grams, and apprenticeships that help connect them to car- ing adults in the community. These relationships, when es- tablished early, foster in youth a sense of hope and security for the future. Research has demonstrated re- peatedly that school communities can do a great deal to prevent vio- lence. Having in place a safe and responsive foundation helps all children —and it enables school communities to provide more ef- ficient and effective services to students who need more support. The next step is to learn the early warning signs of a child who is troubled, so that effective inter- ventions can be provided. "We must avoid fmgmenta- tion in implementing pro- grams. The conceptsin pre- venting and responding to violence must be integrated into effectiveschoolrefonn, including socially and aca- demically supportive in- struction and caring, a wel- coming atmosphere, and providinggood options for recreation and enrich- ment " Howard Adelman, Professor of Psychology, University of California, Los Angeles Use the Signs Responsibly It is important to avoid in- appropriately labeling or stigmatizing individual stu- dents because they appear to fit a specific profile or set of early warning indicators. It's okay to be worried about a child, but it's not okay to overreact and jump to conclusions. Early Warning Signs . Why didn't we see it coming? In the wake of violence, we ask this question not so much to place blame, but to understand better what we can do to prevent such an occurrence from ever happen- ing again. We review over and over in our minds the days leading up to the incident —did the child say or do anything that would have cued us in to the impending cri- sis? Did we miss an opportunity to help? There are early warning signs in most cases of violence to self and others —certain behavioral and emotional signs that, when viewed in context, can signal a troubled child. But early warning signs are just that —indicators that a student may need help. Such signs may or may not indi- cate a serious problem —they do not necessarily mean that a child is prone to violence toward self or others. Rather, earlywarning signs provide us with the impetus to check out our concerns and ad- dress the child's needs. Early warning signs allow us to act re- sponsibly by getting help for the child before problems escalate. Early warning signs can help frame concern for a child. How- ever, it is important to avoid in- appropriately labeling or stigma- tizing individual students because they appear to fit a specific pro- file or set of early warning indica- tors. It's okay to be worried about a child, but it's not okay to over- react and jump to conclusions. Teachers and administrators — and other school support staff — are not professionally trained to analyze children's feelings and motives. But they are on the front line when it comes to observing troublesome behavior and making referrals to appropriate profes- sionals, such as school psycholo- gists, social workers, counselors, and nurses. They also play a sig- nificant role in responding to di- agnostic information provided by specialists. Thus, it is no surprise that effective schools take special care in training the entire school community to understand and identify early warning signs. When staff members seek help for a troubled child, when friends re- port worries about a peer or friend, when parents raise con- cerns about their child's thoughts or habits, children can get the help they need. By actively sharing in- formation, a school community can provide quick, effective re- sponses. Principles for Identifying the Early Warning Signs of School Violence Educators and families can in- crease their ability to recognize early warning signs by establish- ing close, caring, and supportive rJ relationships with children and youth —getting to know them well enough to be aware of their needs, feelings, attitudes, and behavior patterns. Educators and parents together can review school records for patterns of behavior or sudden changes in behavior. Unfortunately, there is a real dan- ger that early warning signs will be misinterpreted. Educators and parents —and in some cases, stu- dents —can ensure that the early warning signs are not misinter- preted by using several significant principles to better understand them. These principles include: • Do no harm. There are certain risks associated with using early warning signs to identify children who are troubled. First and foremost, the intent should be to get help for a child early. The early warning signs should not to be used as rationale to exclude, isolate, or punish a child. Nor should they be used as a checklist for formally iden- tifying, mislabeling, or stereo- typing children. Formal disabil- ity identification under federal law requires individualized evaluation by qualified profes- sionals.In addition, all referrals to outside agencies based on the early warning signs must be kept confidential and must be done with parental consent (ex- cept referrals for suspected child abuse or neglect). • Understand violence and ag- gression within a context. Vio- lence is contextual. Violent and aggressive behavior as an ex- pression of emotion may have many antecedent factors —fac- tors that exist within the school, the home, and the larger social environment. In fact, for those children who are at risk for aggression and violence, certain environments or situa- tions can set it off. Some chil- dren may act out if stress be- comes too great, if they lack positive coping skills, and if they have learned to react with aggression. Avoid stereotypes. Stereotypes can interfere with —and even harm —the school community's ability to identify and help chil- dren. It is important to be aware of false cues —including race, socio-economic status, cogni- tive or academic ability, or physical appearance. In fact, such stereotypes can unfairly harm children, especially when the school community acts upon them. View warning signs within a developmental context. Chil- dren and youth at different lev- els of development have vary- ing social and emotional capa- bilities. They may express their needs differently in elementary, middle, and high school. The point is to know what is devel- opmentally typical behavior, so that behaviors are not misinter- preted. Understand that children typi- cally exhibit multiple warning signs. It is common for children who are troubled to exhibit multiple signs. Research con- firms that most children who are troubled and at risk for ag- gression exhibit more than one warning sign, repeatedly, and with increasing intensity over time. Thus, it is important not to overreact to single signs, words, or actions. ' When doing consultation With school staff and fami- lies, we advise them to think of the early warning signs within a context. We encourage them to look for combinations of warning signs that might tell us the student'sbehavioris chang- ing and becoming more problematic. " Deborah Croelrett, School Psychologist, Atlanta, GA 10010000 100001100 Use the Signs Responsibly None of these signs alone is sufficient for predicting aggression and violence. Moreover, it is inappropri- ate —and potentially harm- ful —to use the early warn- ing signs as a checklist against which to match in- dividual children. Early Warning Signs It is not always possible to predict behaviorthat will lead to violence. However, educators and par- ents —and sometimes students — can recognize certain early warn- ing signs. In some situations and for some youth, different combi- nations of events, behaviors, and emotions may lead to aggressive rage or violent behavior toward self or others. A good rule of thumb is to assume that these warning signs, especially when they are presented in combina- tion, indicate a need for further analysis to determine an appropri- ate intervention. We know from research that most children who become violent to- ward self or others feel rejected and psychologicallyvictimized. In most cases, children exhibit ag- gressive behavior early in life and, if not provided support, will con- tinue a progressive developmen- tal pattern toward severe aggres- sion or violence. However, re- search also shows that when chil- dren have a positive, meaningful connection to an adult —whether it be at home, in school, or in the community —the potential for vio- lence is reduced significantly. None of these signs alone is suffi- cient for predicting aggression and violence. Moreover, it is inappro- priate —and potentially hamiful— to use the early warning signs as a checklist againstwhich to match individual children. Rather, the early warning signs are offered only as an aid in identifying and referring children who may need help. School communities must ensure that staff and students only use the early warning signs for identification and referral pur- poses —only trained professionals should make diagnoses in consul- tation with the child's parents or guardian. The following early warning signs are presented with the following qualifications: They are not equally significant and they are not presented in order of serious- ness. The early warning signs in- clude: Social withdrawal. In some situations, gradual and eventu- ally complete withdrawal from social contacts can be an im- portant indicator of a troubled child. The withdrawal often stems from feelings of depres- sion, rejection, persecution, unworthiness, and lack of con- fidence. Excessive feelings of isolation and being alone. Research has shown that the majority of chil- dren who are isolated and ap- pear to be friendless are not vio- lent. In fact, these feelings are sometimes characteristic of children and youth who may be troubled, withdrawn, or have internal issues that hinder de- velopment of social affiliations. However, research also has shown that in some cases feel- ings of isolation and not hav- ing friends are associated with children who behave aggres- sively and violently. Excessive feelings of rejection. In the process of growing up, and in the course of adolescent development, many young people experience emotionally painful rejection. Children who are troubled often are isolated from their mentally healthy peers. Their responses to rejec- tion will depend on many back- ground factors. Without sup- port, they may be at risk of ex- pressing their emotional dis- tress in negative ways —includ- ing violence. Some aggressive children who are rejected by non -aggressive peers seek out aggressive friends who, in turn, reinforce their violent tenden- cies. Beingavie imofviolence.Chil- dren who are victims of vio- lence —including physical or sexual abuse —in the commu- nity, at school, or at home are sometimes at risk themselves of becoming violent toward them- selves or others. Feelings ofbeingpicked on and persecuted. The youth who feels constantly picked on, teased, bullied, singled out for ridicule, and humiliated at home or at school may initially withdraw socially. If not given adequate support in addressing these feelings, some children may vent them in inappropri- ate ways —including possible aggression or violence. Low school interest and poor academic performance. Poor school achievement can be the result of many factors. It is im- portant to consider whether there is a drastic change in per- formance and/or poor perfor- mance becomes a chronic con- dition that limits the child's capacity to learn. In some situ- ations —such as when the low achiever feels frustrated, un- worthy, chastised, and deni- grated —acting out and aggres- sive behaviors may occur. It is important to assess the emo- tional and cognitive reasons for the academic performance change to determine the true nature of the problem. • Expression of violence in writ- ings and drawings. Children and youth often express their thoughts, feelings, desires, and intentions in their drawings and in stories, poetry, and other written expressive forms. Many children produce work about violent themes that for the most part is harmless when taken in context. However, an overrep- resentation of violence in writ- ings and drawings that is di- rected at specific individuals (family members, peers, other adults) consistently over time, may signal emotional problems and the potential for violence. Because there is a real danger in misdiagnosing such a sign, it is important to seek the guid- ance of a qualified profes- sional —such as a school psy- chologist, counselor, or other mental health specialist —to determine its meaning. Uncontrolled anger. Everyone gets angry; anger is a natural emotion. However, anger that is expressed frequently and in- tensely in response to minor ir- ritants may signal potential vio- lent behaviortoward self oroth- ers. Patterns of impulsive and chronic hitting, intimidating, and bullying behaviors. Chil- dren often engage in acts of shoving and mild aggression. However, some mildly aggres- sive behaviors such as constant hitting and bullying of others that occur early in children's lives, if left unattended, might later escalate into more serious behaviors. History ofdisciplineproblems. Chronic behavior and disciplin- ary problems both in school and at home may suggest that underlying emotional needs are not being met. These unmet 10000000 10000000 needs may be manifested in act- ing out and aggressive behav- iors. These problems may set the stage for the child to vio- late norms and rules, defy au- thority, disengage from school, and engage in aggressivebehav- iors with other children and adults. Past history of violent and ag- gressive behavior. Unless pro- vided with support and coun- seling, a youth who has a his- tory of aggressive or violent behavior is likely to repeat those behaviors. Aggressive and violent acts may be di- rected toward other individu- als, be expressed in cruelty to animals, or include fire setting. Youth who show an early pat- tern of antisocial behavior fre- quently and across multiple set- tings are particularly at risk for future aggressive and antisocial behavior. Similarly, youth who engage in overt behaviors such as bullying, generalized aggres- sion and defiance, and covert behaviors such as stealing, van- dalism, lying, cheating, and fire setting also are at risk for more serious aggressive behavior. Re- search suggests that age of on- set may be a key factor in inter- preting earlywarning signs. For example, children who engage in aggression and drug abuse at an early age (before age 12) are more likely to show violence later on than are children who begin such behavior at an older age. In the presence of such signs it is important to review the child's history with behav- ioral experts and seek parents' observations and insights. • Intolerancefordii)`erencesand prejudicial attitudes. All chil- dren have likes and dislikes. However, an intense prejudice toward others based on racial, ethnic, religious, language, gen- der, sexual orientation, ability, and physical appearance — when coupled with otherfac- tors—may lead to violent as- saults against --those who are perceived to be different. Mem- bership in hate groups or the willingness to victimize indi- viduals with disabilities or health problems also should be treated as early warning signs. Drug use and alcohol use. Apart from being unhealthybe- haviors, drug use and alcohol use reduces self-control and ex- poses children and youth to vio- lence, either as perpetrators, as victims, or both. Affiliation with gangs. Gangs that support anti -social values and behaviors —including ex- tortion, intimidation, and acts of violence toward other stu- dents —cause fear and stress among other students. Youth who are influenced by these groups —those who emulate and copy their behavior, as well as those who become affiliated with them —may adopt these values and act in violent or ag- gressive ways in certain situa- tions. Gang -related violence and turf battles are common occurrences tied to the use of drugs that often result in injury and/or death. Inappropriate access to, pos- session of, and use offirearnu. Children and youth who inap- propriately possess or have ac- cess to firearms can have an increased risk for violence. Re- search shows that such young- sters also have a higher prob- ability of becoming victims. Families can reduce inappropri- ate access and use by restrict- C ing, monitoring, and supervis- ing children's access to firearms and other weapons. Children who have a history of aggres- sion, impulsiveness, or other emotional problems should not have access to firearms and other weapons. Serious threats of vioknce. Idle threats are a common response to frustration. Alternatively, one of the most reliable indica- tors that a youth is likely to commit a dangerous act toward self or others is a detailed and specific threat to use violence. Recent incidents across the country clearly indicate that threats to commit violence against oneself or others should be taken very seriously. Steps must be taken to understand the nature of these threats and to prevent them from being car- ried out. Identifying and Responding to Imminent Warning Signs Unlike early warning signs, immi- nent warning signs indicate that a student is very close to behav- ing in a way that is potentially dangerous to self and/or to oth- ers. Imminent warning signs re- quire an immediate response. No single warning sign can pre- dict that a dangerous act will oc- cur. Rather, imminent warning signs usually are presented as a se- quence of overt, serious, hostile behaviors or threats directed at peers, staff, or other individuals. Usually, imminent warning signs are evident to more than one staff member —as well as to the child's family. Imminent warning signs may in- clude: • Serious physical fighting with peers or family members. • Severe destruction of property. • Severe rage for seemingly mi- nor reasons. • Detailed threats of lethal vio- lence. • Possession and/or use of fire- arms and other weapons. • Other self -injurious behaviors or threats of suicide. When warning signs indicate that danger is imminent, safety must always be the first and foremost consideration. Action must be taken immediately. Immediate in- tervention by school authorities and possibly law enforcement of- ficers is needed when a child: • Has presented a detailed plan (time, place, method) to harm or kill others —particularly if the child has a history of aggres- sion or has attempted to carry out threats in the past. • Is carrying a weapon, particu- larly a firearm, and has threat- ened to use it. In situations where students present other threatening behav- iors, parents should be informed of the concerns immediately. School communities also have the responsibility to seek assistance from appropriate agencies, such as child and family services and community mental health. These responses should reflect school board policies and be consistent with the violence prevention and response plan (for more informa- tion see Section 5). Know the Law The Gun Free Schools Act requires that each state re- ceiving federal funds under the Elementary and Sec- ondary Education Act (ESEA) must have put in effect, by October 1995, a state law requiring local educational agencies to ex- pel from school for a period of not less than one year a student who is determined to have brought a firearm to school. Each state's law also must allow the chief administer- ing officer of the local edu- cational agency to modify the expulsion requirement on a case -by -case basis. All local educational agencies receiving ESEA funds must have a policy that requires the referral of any student who brings a firearm to school to the criminal jus- tice or juvenile justice sys- tem. L_J 10000100 "Being proactive and hav- ing the ability to consult and meet with my school psychologist on an ongoing basis has helped create a positive school environ- ment in terns of resolving studentissuespriorto their reaching a crisis level " I Randy Alton, Teacher, Bethesda, MD 0 Using the Early Warning Signs To Shape Intervention Practices An early warning sign is not a pre- dictor that a child or youth will commit a violent act toward self or others. Effective schools recog- nize the potential in every child to overcome difficult experiences and to control negative emotions. Adults in these school communi- ties use their knowledge of early warning signs to address problems before they escalate into violence. Effective school communities sup- port staff, students, and families in understanding the early warn- ing signs. Support strategies in- clude having: School board policies in place that support training and ongo- ing consultation. The entire school community knows how to identify early warning signs, and understands the principles that support them. School leaders who encourage others to raise concerns about observed early warning signs and to report all observations of imminent warning signs im- mediately. This is in addition to school district policies that sanction and promote the iden- tificationof early warning signs. • Easy access to a team of spe- cialists trained in evaluating and addressing serious behav- ioral and academic concerns. Each school community should develop a procedure that students and staff can follow when report- ing their concerns about a child who exhibits early warning signs. For example, in many schools the principal is the first point of con- tact. In cases that do not pose imminent danger, the principal contacts a school psychologist or other qualified professional, who takes responsibilityfor addressing the concern immediately. If the concern is determined to be seri- ous —but not to pose a threat of imminent danger —the child's family should be contacted. The family should be consulted before implementing any interventions with the child. In cases where school -based contextual factors are determined to be causing or exacerbating the child's troubling behavior, the school should act quickly to modify them. It is often difficult to acknowledge that a child is troubled. Every- one —including administrators, families, teachers, school staff, students, and community mem- bers —may find it too troubling sometimes to admit that a child close to them needs help. When faced with resistance or denial, school communities must persist to ensure that children get the help they need. Understanding early and immi- nent warning signs is an essential step in ensuring a safe school. The next step involves supporting the emotional and behavioral adjust- ment of children. E intervention: Getting Help for Troubled Children Prevention approaches have proved effective in enabling school communities to decrease the frequency and intensity of be- havior problems. However, pre- vention programs alone cannot eliminate the problems of all stu- dents. Some 5 to 10 percent of stu- dents will need more intensive interventions to decrease their high -risk behaviors, although the percentage can vary among schools and communities. What happens when we recognize early warning signs in a child? The message is clear: It's okay to be concerned when you notice warning signs in a child —and it's even more appropriate to do something about those concerns. School communities that encour- age staff, families, and students to raise concerns about observed warning signs —and that have in place a process for getting help to troubled children once they are identified—aremore likely to have effective schools with reduced dis- ruption, bullying, fighting, and ether forms of aggression. Principles Underlying Intervention Violence prevention and response Mans should consider both pre- fention and intervention. Plans ilso should provide all staff with :asy access to a team of special- ists trained in evaluating serious behavioral and academic con- cerns. Eligible students should have access to special education services, and classroom teachers should be able to consult school psychologists, other mental health specialists, counselors, reading specialists, and special educators. Effective practices for improving the behavior of troubled children are well documented in the re- search literature. Research has shown that effective interventions are culturally appropriate, family - supported, individualized,coordi- nated, and monitored. Further, interventions are more effective when they are designed and implemented consistently over time with input from the child, the family, and appropriate profes- sionals. Schools also can draw upon the resources of their com- munity to strengthen and enhance intervention planning. When drafting a violence preven- tion and response plan, it is help- ful to consider certain principles that research or expert -based ex- perience show have a significant impact on success. The principles include: Share responsibility by estab- lishing a partnership with the child, school, home, and com- munity. Coordinated service systems should be available for children who are at risk for vio- lent behavior. Effective schools 0 C, 0�00 Partnerships with local community agencies have created a safer school and community. " Sally Baas, Educator, Coon Rapids, MN "Students should feel a sense of responsibility to inform someone if they're made aware of an indi- vidual who may perfonn a violentact. Theyshouldnot feel like they are tattle tell- ing, but more in the sense of saving someone's life. Studentsshouldhavea role on the school's violence prevention and response team because they know what points of student life and school to target " Elsa Quiroga, Graduate of Mount Eden High School and Student, University of California at Berkeley reach out to include families and the entire community in the education of children. In addition, effective schools co- ordinate and collaborate with child and family service agen- cies, law enforcement and ju- venile justice systems, mental health agencies, businesses, faith and ethnic leaders, and other community agencies. Inform parents and listen to them when earlywarning signs are observed. Parents should be involved as soon as possible. Effective and safe schools make persistent efforts to involve par- ents by: informing them rou- tinely about school discipline policies, procedures, and rules, and about their children's be- havior (both good and bad); involving them in making deci- sions concerning schoolwide disciplinary policies and proce- dures; and encouraging them to participate in prevention pro- grams, intervention programs, and crisis planning. Parents need to know what school - based interventions are being used with their children and how they can support their suc- cess. Maintain confidentiality and parents' rights to privacy. Pa- rental involvement and consent is required before personally identifiable information is shared with other agencies, ex- cept in the case of emergencies or suspicion of abuse. The Fam- ily Educatlonal Rights and Pn- vacy Act (FERPA), a federal law that addresses the privacy of education records, must be observed in all referrals to or sharing of information with other community agencies. Fur- thermore, parent -approved in- teragency communication must be kept confidential. FERPA does not prevent disclosure of personally identifiable informa- tion to appropriate parties — such as law enforcement offi- cials, trained medical person- nel, and other emergency per- sonnel —when responsible per- sonnel determine there is an acute emergency (imminent danger). Develop the capacity of staff, students, and families to inter- vene. Many school staff mem- bers are afraid of saying or do- ing the wrong thing when faced with a potentially violent stu- dent. Effective schools provide the entire school community — teachers, students, parents, support staff —with training and support in responding to imminent warning signs, pre- venting violence, and interven- ing safely and effectively. Inter- ventions must be monitored by professionals who are compe- tent in the approach. Accord- ing to researchers, programs do not succeed without the ongo- ing support of administrators, parents, and community lead- ers. Support students in being re- sponsible for their actions. Ef- fective school communities en- courage students to see them- selves as responsible for their actions, and actively engage them in planning, implement- ing, and evaluating violence prevention initiatives. Simplify staff requests for ur- gent assistance. Many school systems and community agen- cies have complex legalistic re- ferral systems with timelines and waiting lists. Children who are at risk of endangeringthem- Tips for Parents Parents can help create safe schools. Here are some ideas that parents in other communities have tried: • Discuss the school's discipline policy with your child. Show your support for the rules, and help your child understand the reasons for them. • Involve your child in setting rules for appropriate behavior at home. • Talk with your child about the violence he or she sees —on television, in video games, and possibly in the neighborhood. Help your child understand the consequences of violence. • Teach your child how to solve problems. Praise your child when he or she follows through. • Help your child find ways to show anger that do not involve verbally or physically hurting others. When you get angry, use it as an opportunity to model these appropriate responses for your child — and talk about it. • Help your child understand the value of accepting individual differences. • Note any disturbing behaviors in your child. For example, frequent angry outbursts, excessive fighting and bullying of other children, cruelty to animals, fire setting, frequent behavior problems at school and in the neighborhood, lack of friends, and alcohol or drug use can be signs of serious problems. Get help for your child. Talk with a trusted professional in your child's school or in the community. • Keep lines of communication open with your child --even when it is tough. Encourage your child always to let you know where and with whom he or she will be. Get to know your child's friends. • Listen to your child if he or she shares concerns about friends who may be exhibiting troubling behaviors. Share this information with a trusted professional, such as the school psychologist, principal, or teacher. • Be involved in your child's school life by supporting and reviewing homework, talking with his or her teacher(s), and attending school functions such as parent conferences, class programs, open houses, and PTA meetings. • Work with your child's school to make it more responsive to all students and to all families. Share your ideas about how the school can encourage family involvement, welcome all families, and include them in meaningful ways in their children's education. • Encourage your school to offer before- and after -school programs. • Volunteer to work with school -based groups concerned with violence prevention. If none exist, offer to form one. • Find out if there is a violence prevention group in your community. Offer to participate in the group's activities. • Talk with the parents of your child's friends. Discuss how you can form a team to ensure your children's safety. • Find out if your employer offers provisions for parents to participate in school activities. "`Ourschool system has cre- ated a student services team —including the princi- pal, a special educator, the school psychologist, other behavioralsupportperson- nel, the child development specialist, and others —that meets weekly to address safety and success for all students. Our teachers and familieshave easyaccess to this team. As part of our plan, weconductacampus- by-campus risk assessment in coordination with city, county, and state law en- forcement agencies. We provide interventions for children who are troubled and connect them and their families to community agencies and mental health services. " Lee Patterson Assistant superintendent Roseberg, OR selves or others cannot be placed on waiting lists. Make interventions available as early as possible. Too fre- quently, interventions are not made available until the stu- dent becomes violent or is ad- judicated as a youthful of- fender. Interventions for chil- dren who have reached this stage are both costly, restrictive, and relatively inefficient. Effec- tive schools build mechanisms into their intervention pro- cesses to ensure that referrals are addressed promptly, and that feedback is provided to the referring individual. Use sustained, multiple, coor- dinated interventions. It is rare that children are violent or dis- ruptive only in school. Thus, interventionsthat are most suc- cessful are comprehensive, sus- tained, and properly imple- mented. They help families and staff work together to help the child. Coordinated efforts draw resources from community agencies that are respectful of and responsive to the needs of families. Isolated, inconsistent, short-term, and fragmented in- terventions will not be success- ful —and may actually do harm. Analyze the contexts in which vio►entbehavioroccurs. School communities can enhance their effectiveness by conducting a functional analysis of the fac- tors that set off violence and problem behaviors. In deter- mining an appropriate course of action, consider the child's age, cultural background, and fam- ily experiences and values. De- cisions about interventions should be measured against a standard of reasonableness to ensure the likelihood that they will be implemented effectively. Build upon and coordinate in- ternal school resources. In de- veloping and implementingvio- lence prevention and response plans, effective schools draw upon the resources of various school -based programs and staff —such as special educa- tion, safe and drug free school programs. pupil services, and Title I. Violent behavior is a problem for everyone. It is a normal response to become angry or even fright- ened in the presence of a violent child. But, it is essential that these emotional reactions be controlled. The goal must always be to ensure safety and seek help for the child. Intervening Early with Students Who Are at Risk for Behavioral Problems The incidence of violent acts against students or staff is low. However, pre -violent behaviors — such as threats, bullying, and classroom disruptions —are com- mon. Thus, early responses to warning signs are most effective in preventing problems from es- calating. Intervention programs that re- duce behavior problems and re- lated school violence typically are multifaceted, long-term, and broad reaching. They also are rig- orously implemented. Effective early intervention efforts include working with small groups or in- dividual students to provide direct support, as well as linking chil- dren and their families to neces- sary community services and/or Action Steps for Students ii There is much students can do to help create safe schools. Talk to your teachers, parents, and counselor to find out how you can get involved and do your part to make your school safe. Here are some ideas that students in other schools have Died. • Listen to your friends if they share troubling feelings or thoughts. Encourage them to get help from a trusted adult —such as a school psychologist, counselor, social worker, leader from the faith community, or other professional. If you are very concerned, seek help for them. Share your concerns with your parents. • Create, join, or support student organizations that combat violence, such as "Students Against Destructive Decisions" and "Young Heroes Program." • Work with local businesses and community groups to organize youth -oriented activities that help young people think of ways to prevent school and community violence. Share your ideas for how these community groups and businesses can support your efforts. • Organize an assembly and invite your school psychologist, school social worker, and counselor —in addition to student panelists —to share ideas about how to deal with violence, intimidation, and bullying. • Get involved in planning, implementing, and evaluating your school's violence prevention and response plan. • Participate in violence prevention programs such as peer mediation and conflict resolution. Employ your new skills in other settings, such as the home, neighborhood, and community. • Work with your teachers and administrators to create a safe process for reporting threats, intimidation, weapon possession, drug selling, gang activity, graffiti, and vandalism. Use the process. • Ask for permission to invite a law enforcement officer to your school to conduct a safety audit and share safety tips, such as traveling in groups and avoiding areas known to be unsafe. Share your ideas with the officer. • Help to develop and participate in activities that promote student understanding of differences and that respect the rights of all. • Volunteer to be a mentor for younger students and/or provide tutoring to your peers. • Know your school's code of conduct and model responsible behavior. Avoid being part of a crowd when fights break out. Refrain from teasing, bullying, and intimidating peers. • Be a role model —take personal responsibility by reacting to anger without physically or verbally harming others. • Seek help from your parents or a trusted adult —such as a school psychologist, social worker, counselor, teacher —if you are experiencing intense feelings of anger, fear, anxiety, or depression. "Since we developed the high school peermediation program, we have seen a decline in physical fights. We are defusing potentially dangerous situations. " Terry Davis, School Psychologist, Natick, MA 40 providing these services in the school. Examples of early intervention components that work include: • Providing training and support to staff, students, and families in understanding factors that can set off and/or exacerbate aggressive outbursts. • Teaching the child alternative, socially appropriate replace- ment responses —such as prob- lem solving and anger control skills. • Providing skill training, thera- peutic assistance, and other support to the family through community -based services. • Encouragingthe family to make sure that firearms are out of the child's immediate reach. Law enforcement officers can pro- vide families with information about safe firearm storage as well as guidelines for address- ing children's access to and pos- session of firearms. In some cases, more comprehen- sive early interventions are called for to address the needs of troubled children. Focused, coor- dinated, proven interventions re- duce violent behavior. Following are several comprehensive ap- proaches that effective schools are using to provide early intervention to students who are at risk of be- coming violent toward themselves or others. Intervention Tactic: Teaching Positive Interaction Skills Although most schools do teach positive social interaction skills indirectly, some have adopted so- cial skills programs specifically designed to prevent or reduce an- tisocial behavior in troubled chil- dren. In fact, the direct teaching of social problem solving and so- cial decision making is now a standard feature of most effective drug and violence prevention pro- grams. Children -who are at risk of becoming violent toward them- selves or others need additional support. They often need to learn interpersonal, problem solving, and conflict resolution skills at home and in school. They also may need more intensive assis- tance in learning how to stop and think before they react, and to lis- ten effectively. Intervention Tactic: Providing Comprehensive Services In some cases, the early interven- tion may involve getting services to families. The violence preven- tion and response team together with the child and family designs a comprehensive intervention plan that focuses on reducing ag- gressive behaviors and supporting responsible behaviors at school, in the home, and in the community. When multiple services are re- quired there also must be psycho- logical counseling and ongoing consultation with classroom teachers, school staff, and the family to ensure intended results occur. All services —including community services —must be coordinated and progress must be monitored and evaluated care- fully. Intervention Tactic: Referring the Child for Special Education Evaluation If there is evidence of persistent problem behavior or poor aca- demic achievement, it may be ap- propriate to conduct a formal as- sessment to determine if the child is disabled and eligible for special education and related services under the Individuals with Dis- abilities Education Act (IDEA). If a multidisciplinary team deter- mines that the child is eligible for services under the IDEA, an indi- vidualized educational program (IEP) should be developed by a team that includes a parent, a regular educator, a special educa- tor, an evaluator, a representative of the local school district, the child (if appropriate), and others as appropriate. This team will identify the support necessary to enable the child to learn —includ- ing the strategies and support sys- tems necessary to address any behavior that may impede the child's learning or the learning of his or her peers. Providing Intensive, Individualized Interventions for Students with Severe Behavioral Problems Children who show dangerous patterns and a potential for more serious violence usually require more intensive interventions that involve multiple agencies, com- munity -based service providers, and intense family support. By working with families and com- munity services, schools can com- prehensively and effectively inter- vene. Effective individualized interven- tions provide a range of services for students. Multiple, intensive, focused approaches used over time can reduce the chances for continued offenses and the poten- tial for violence. The child, his or her family, and appropriate school staff should be involved in devel- oping and monitoring the inter- ventions. Nontraditional schooling in an alternative school or therapeutic facility may be required in severe cases where the safety of students and staff remains a concern, or when the complexity of the inter- vention plan warrants it. Research has shown that effective alterna- tive programs can have long-term positive results by reducing expul- sions and court referrals. Effective alternative programs support stu- dents in meeting high academic and behavioral standards. They provide anger and impulse control training, psychological counsel- ing, effective academic and reme- dial instruction, and vocational training as appropriate. Such pro- grams also make provisions for active family involvement. More- over, they offer guidance and staff support when the child returns to his or her regular school. Providing a Foundation To Prevent and Reduce Violent Behavior Schoolwide strategies create a foundation that is more respon- sive to children in general --one that makes interventions for in- dividual children more effective and efficient. Effective and safe schools are places where there is strong lead- ership, caring faculty, parent and community involvement —includ- ing law enforcement officials — and student participation in the design of programs and policies. Effective and safe schools also are places where prevention and in- tervention programs are based "Everyone is trained to use consistentlanguage. Were - mind students to stop and think. Students also know we will always follow through if they make poor behavioral choices As a &- suit, we have been able to diffuse violent situations. " Annette Lambeth Assistant Principal Chester County, PA Mppropnate behavior and respect for others are em- phasizedatalltimes. How- ever, despite our best ef- forts, unfortunateincidents do occur. When they do, it is ourresponsibAfty to pro- vide appmpiate support to meet the needs of every child. " Carol S. Parham, superintendent of schools Anne Arundel County, MD E "The police are a school's greatest community asset when effectivelypreventing and responding to school violence. Building a rela- tionship with law emorce- ment strengthens the school's ability to ensure safety. " GH Berukomlie former Police commissioner Buffalo, NY upon careful assessment of stu- dent problems, where community members help set measurable goals and objectives, where re- search -based prevention and in- tervention approaches are used, and where evaluations are con- ducted regularly to ensure that the programs are meeting stated goals. Effective and safe schools are also places where teachers and staff have access to qualified con- sultants who can help them ad- dress behavioral and academic barriers to learning. Effective schools ensure that the physical environment of the school is safe, and that schoolwide policies are in place to support responsible behaviors. Characteristics of a Safe Physical Environment Prevention starts by making sure the school campus is a safe and caring place. Effective and safe schools communicate a strong sense of security. Experts suggest that school officials can enhance physical safety by: • Supervising access to the build- ing and grounds. • Reducing class size and school size. • Adjusting scheduling to mini- mize time in the hallways or in potentially dangerous loca- tions. Traffic flow patterns can be modified to limit potential for conflicts or altercations. • Conducting a building safety audit in consultation with school security personnel and/ or law enforcement experts. Effective schools adhere to fed- eral, state, and local nondis- crimination and public safety laws, and use guidelines set by the state department of educa- tion. • Closing school campuses dur- ing lunch periods. • Adopting a school policy on uniforms. • Arranging supervision at criti- cal times (for example, in hall- ways between classes) and hav- ing a plan to deploy supervisory staff to areas where incidents are likely to occur. • Prohibiting students from con- gregating in areas where they are likely to engage in rule - breaking or intimidating and aggressive behaviors. • Having adults visibly present throughout the school building. This includes encouraging par- ents to visit the school. • Staggering dismissal times and lunch periods. • Monitoring the surrounding school grounds —including landscaping, parking lots, and bus stops. • Coordinating with local police to ensure that there are safe routes to and from school. In addition to targeting areas for increased safety measures, schools also should identify safe areas where staff and children should go in the event of a crisis. The physical condition of the school building also has an impact on student attitude, behavior, and motivation to achieve. Typically, there tend to be more incidents of fighting and violence in school buildings that are dirty, too cold or too hot, filled with graffiti, in need of repair, or unsanitary. 0 0 Characteristics of Schootwide Policies that Support Responsible Behavior The opportunities for inappropri- ate behaviors that precipitate vio- lence are greater in a disorderly and undisciplined school climate. A growing number of schools are discoveringthat the most effective way to reduce suspensions, expul- sions, office referrals, and other similar actions—strategiesthat do not result in making schools safer —is to emphasize a proactive approach to discipline. Effective schools are implement- ing schoolwide campaigns that establish high expectations and provide support for socially appro- priate behavior. They reinforce positive behavior and highlight sanctions against aggressive be- havior. All staff, parents, students, and community members are in- formed about problem behavior, what they can do to counteract it, and how they can reinforce and reward positive behavior. In turn, the entire school community makes a commitment to behaving responsibly. Effective and safe schools develop and consistently enforce schoolwide rules that are clear, broad -based, and fair. Rules and disciplinary procedures are devel- oped collaboratively by represen- tatives of the total educational community. They are communi- cated clearly to all parties —but most important, they are followed consistently by everyone. School communities that have undertaken schoolwide ap- proaches do the following things: • Develop a schoolwidedisciplin- ary policy that includes a code of conduct, specific rules and consequences that can accom- modate student differences on a case -by -case basis when nec- essary. (If one already exists, review and modify it if neces- sary.) Be sure to include a de- scription of school anti -harass- ment and anti -violence policies and due process rights. Ensure that the cultural values and educational goals of the community are reflected in the rules. These values should be expressed in a statement that precedes the schoolwide disci- plinary policy. Include school staff, students, and families in the develop- ment, discussion, and imple- mentation of fair rules. Provide schoolwide and classroom sup- port to implement these rules. Strategies that have been found to support students include class discussions, schoolwide assemblies, student govern- ment, and participation on dis- cipline teams. In addition, peer mediation and conflict resolu- tion have been implemented widely in schools to promote a climate of nonviolence. Be sure consequences are com- mensurate with the offense, and that rules are written and applied in a nondiscriminatory manner and accommodate cul- tural diversity. Make sure that if a negative consequence (such as with- drawing privileges) is used, it is combined with positive strat- egies for teaching socially ap- propriate behaviors and with strategies that address any ex- ternal factors that might have caused the behavior. • Include a zero tolerance state- ment for illegal possession of "Everyonefollo ws the same disciplineplan. Everyone — including the lunch room workers and custodians — works as a team. There are always limes when children forget the rules. But there is immediate intervention by faculty and staff, and even otherchildren. The re- sponsibility is on the stu- dents. " Anna Allred, Parent Lakeland, FL "It is necessary to provide training and support to staff. We have provided inserviceson behaviorman- agement systems that are effective in regular class- room settings. These in - services have been ofgmat benefit. Numerous schools throughout our district presently use stop and think, conflict resolution, and peermediation. " Denise Conrad, Teacher Toledo, OH 00010100 weapons, alcohol, or drugs. Provide services and support for students who have been sus- pended and/or expelled. Recognizing the warning signs and responding with comprehen- sive interventions allows us to help children eliminate negative behaviors and replace them with positive ones. Active sharing of information and a quick, effective response by the school commu- nity will ensure that the school is safer and the child is less troubled and can learn. Action Planning Checklist Prevention -Intervention -Crisis Response A What 7b Look For --Key Characteristics of Responsive and Safe Schools Does my school have characteristics that: _Are responsive to all children? What To Look For —Early Warning Signs of Violence Has my school taken steps to ensure that all staff, students, and families: Understand the principles underlying the identification of early warning signs? _ Know how to identify and respond to imminent warning signs? _Are able to identify early warning signs? * What To Do —Intervention: Getting Help for TYoubled Children Does my school: _ Understand the principles underlying intervention? —Make early intervention available for students at risk of behavioral problems? _ Provide individualized, intensive interventions for students with severe behavioral problems? _ Have schoolwide preventive strategies in place that support early intervention? A What To Do —Crisis Response Does my school: _ Understand the principles underlying crisis response? —Have a procedure for intervening during a crisis to ensure safety? — Know how to respond in the aftermath of tragedy? E pop 100 Poo • Interest group representatives and grass roots community or- ganization members. • College or university faculty. • Members of local advisory boards. • Other influential community members. The school board should autho- rize and support the formation of and the tasks undertaken by the violence prevention and response team. While we cannot prevent all vio- lence from occurring, we can do much to reduce the likelihood of its occurrence. Through thought- ful planning and the establish- ment of a school violence preven- tion and response team, we can avert many crises and be prepared when they do happen. Responding to Crisis Violence can happen at any time, anywhere. Effective and safe schools are well prepared for any potential crisis or violent act. Crisis response is an important component of a violence preven- tion and response plan. Two com- ponents that should be addressed in that plan are: • Intervening during a crisis to ensure safety. • Responding in the aftermath of tragedy. In addition to establishing a con- tingency plan, effective schools provide adequate preparation for their core violence prevention and response team. The team not only plans what to do when violence strikes, but it also ensures that staff and students know how to behave. Students and staff feel secure because there is a well -con- ceived plan and everyone under- stands what to do or whom to ask for instructions. Principles Underlying Crisis Response As with other interventions, cri- sis intervention planning is built on a foundation that is safe and responsive to children. Crisis planning should include: • Training for teachers and staff in a range of skills —from deal- ing with escalating classroom situations to responding to a serious crisis. Reference to district or state procedures. Many states now have recommended crisis inter- vention manuals available to their local education agencies and schools. • Involvement of community agencies, including police, fire, and rescue, as well as hospital, health, social welfare, and men- tal health services. The faith community, juvenile justice, and related family support sys- tems also have been success- fully included in such team plans. • Provision for the core team to meet regularly to identify po- tentially troubled or violent stu- dents and situations that may be dangerous. Effective school communities also have made a point to find out about federal, state, and local re- sources that are available to help during and after a crisis, and to secure their support and involve- ment before a crisis occurs. Intervening During a Crisis To Ensure Safety Weapons used in or around schools, bomb threats or explo- sions, and fights, as well as natu- ral disasters, accidents, and sui- cides call for immediate, planned • P 11000100 "Early intervention and quick response from our school district team re- sulted in no one getting hurt. Pamela Cain superintendent Wirt County, WV action, and long-term, post -crisis intervention. Planning for such contingencies reduces chaos and trauma. Thus, the crisis response part of the plan also must include contingencyprovisions. Such pro- visions may include: • Evacuation procedures and other procedures to protect stu- dents and staff from harm. It is critical that schools identify safe areas where students and staff should go in a crisis. It also is important that schools prac- tice having staff and students evacuate the premises in an or- derly manner. • An effective, fool -proof com- munication system. Individuals must have designated roles and responsibilities to prevent con- fusion. • A process for securing immedi- ate external support from law enforcement officials and other relevant community agencies. All provisions and procedures should be monitored and re- viewed regularly by the core team. Just as staff should understand and practice fire drill procedures routinely, they should practice re- sponding to the presence of fire- arms and other weapons, severe threats of violence, hostage situa- tions, and other acts of terror. School communities can provide staff and students with such prac- tice in the following ways: • Provide inservice training for all faculty and staff to explain the plan and exactly what to do in a crisis. Where appropriate, include community police, youth workers, and other com- munity members. • Produce a written manual or small pamphlet or flip chart to remind teachers and staff of their duties. Practice responding to the im- minent warning signs of vio- lence. Make sure all adults in the building have an under- standing of what they might do to prevent violence (e.g., being observant, knowing when to get help, and modeling good problem solving, angermanage- ment, and/or conflict resolution skills) and how they can safely support each other. Responding in the Aftermath of Crisis Members of the crisis team should understand natural stress reac- tions. They also should be famil- iar with how different individuals might respond to death and loss, including developmental consid- erations, religious beliefs, and cul- tural values. Effective schools ensure a coordi- nated community response. Pro- fessionals both within the school district and within the greater community should be involved to assist individuals who are at risk for severe stress reactions. Schools that have experienced tragedy have included the follow- ing provisions in their response plans: • Help parents understand children's reactions to vio- lence. In the aftermath of trag- edy, children may experience unrealistic fears of the future, have difficulty sleeping, become physically ill, and be easily dis- tracted —to name a few of the common symptoms. • Help teachers and other staff deal with their reactions to the crisis. Debriefing and grief Crisis Procedure Checklist A crisis plan must address many complex contingencies. There should be a step-by- step procedure to use when a crisis occurs. An example follows: _Assess life/safety issues immediately. _ Provide immediate emergency medical care. —Call 911 and notify police/rescue first. Call the superintendent second. —Convene the crisis team to assess the situation and implement the crisis response procedures. Evaluate available and needed resources. Alert school staff to the situation. _Activate the crisis communication procedure and system of verification. _ Secure all areas. _ Implement evacuation and other procedures to protect students and staff from harm. Avoid dismissing students to unknown care. _Adjust the bell schedule to ensure safety during the crisis. _Alert persons in charge of various information systems to prevent confusion and misinformation. Notify parents. _ Contact appropriate community agencies and the school district's public information office, if appropriate. _ Implement post -crisis procedures. • 111000100 counseling is just as important for adults as it is for students. • Help students and faculty ad- just after the crisis. Provide both short-term and long-term mental health counseling fol- lowing a crisis. Help victims and family mem- bers of victims re-enter the school environment. Often, school friends need guidance in how to act. The school commu- nity should work with students and parents to design a plan that makes it easier for victims and their classmates to adjust. Help students and teachers address the return of a previ- ously removed student to the school community. Whether the student is returning from a juvenile detention facility or a mental health facility, schools need to coordinate with staff from that facility to explore how to make the transition as un- eventful as possible. • r� u Conclusion Crises involving sudden violence in schools are traumatic in large measure because they are rare and unexpected. Everyone is touched in some way. In the wake of such a crisis, members of the school community are asked —and ask themselves —what could have been done to prevent it. We know from the research that schools can meet the challenge of reducing violence. The school community can be supported through: • School board policies that ad- dress both prevention and in- tervention for troubled children and youth. • Schoolwide violence preven- tion and response plans that include the entire school com- munity in their development and implementation. • Training in recognizing the early warning signs of potential violent behavior. • Procedures that encourage staff, parents, and students to share their concerns about chil- dren who exhibit early warning signs. • Procedures for responding quickly to concerns about troubled children. • Adequate support in getting help for troubled children. Everyone who cares about chil- dren cares about ending violence. It is time to break the silence that too often characterizes even the most well-meaning school com- munities. Research and expert - based information is available for school communities to use in de- veloping and strengthening pro- grams that can prevent crises. School safety is everyone's job. Teachers, administrators, parents, community members, and stu- dents all must commit to meeting the challenge of getting help for children who show signs of being troubled. "Coordinatedschoolefforts can help. But the solution does not just rest in the schools. Together we must develop solutions that are community -wide and coor- dinated, that include schools, families, courts, law enforcement, commu- nity agencies, representa- tives of the faith commu- nity, business, and the broader community. " Wilmer Cody, BentuNry Commissioner of Eduction • 0 Also On The Web • An annotated version of the guide with refer- ences to support each assertion as well as ref- erences to practical ma- terials that can be em- ployed to implement the recommendations it contains. • Additional resources that can be employed to implement the recom- mendations contained in the guide. • Links to other Web sites that provide useful and usable information. • English and Spanish ver- sions of the guide that can be downloaded for dissemination. Methodology, Contributors, and Research Support This guide synthesizes an exten- sive knowledge base on violence and violence prevention. It in- cludes research from a variety of disciplines, as well as the experi- ence and effective practices of teachers, school psychologists, counselors, social workers, fam- ily members, youth workers, and youth. Much of the research found in this guide was funded by federal of- fices whose senior staff were in- volved in supporting and review- ing this document. They include: • Office of Special Education Programs, Office of Special Education and Re- habilitative Services, U.S. Department of Education. • Safe and Drug -Free Schools Program, Office of Elementary and Secondary Education, U.S. Department of Edu- cation. • Office of juvenile justice and Delin- quency Prevention and National Insti- tute for Justice, U.S. Department of Justice. • National Institute of Mental Health and Center for Mental Health Ser- vices, U.S. Department of Health and Human Services. The guide was produced by the Center for Effective Collaboration and Practice of the American In- stitutes for Research in collabora- tion with the National Associa- tion of School Psychologists. The project was led by: • Sevin P. Dwyer, Principal Investigator, National Association of School Psychologists • David Osher, Project Director, American Institutes for Research The guide was developed in col- laboration with Cynthia Warger of Warger, Eavy and Associates. Each assertion in the guide is backed by empirical data and/or expert consensus. Research refer- ences can be found on the project's Web site at http:// www.air-de.org/cecp/guide. The guide was conceptualized by an interdisciplinary expert panel. The writing team, led by Kevin P Dwyer, included members of the expert panel —George Bear, Norris Haynes, Paul Kingery, Howard Knoff, Peter Sheras, Russell Skiba, Leslie Skinner, and Betty Stockton —in addition to David Osher and Cynthia Warger. The writing team drew upon the other expert panelists for guid- ance and for resources. The first draft was reviewed for accuracy by the entire expert panel as well as staff from the fed- eral agencies. The federal review- ers are listed on the project's Web site at http:/Avww.air-dc.org/ceep/ guide. The second draft was reviewed by family members, teachers, princi- pals, and youth, in addition to leaders of major national associa- tions. The expert panel reviewed the document again at this stage. These reviewers are also listed on the project's Web site at httpd/ www.air-de.org/cecp/guide. 0 • Expert Panel Members The expert panel included national experts from a variety of disciplines, as well as principals, teachers, pupil personnel staff, families, and youth: J. Randy Alton, Teacher Beatrix Hamburg, Professor Montgomery County, MD Cornell Medical Center, NY George Bear, Professor Norris Haynes, Director University of Delaware Yale University Child Study Center Renee Brimfield, Principal DJ Ida, Director Montgomery County, MD Asian Pacific Development Center Michael Bullis, Professor Denver, CO University of Oregon Yvonne Johnson, Parent Andrea Canter, Washington, D.C. Lead School Psychologist Gil Kerlikowske, Former Police Minneapolis, MN Commissioner Gregory Carter, Teacher Buffalo, NY Richmond, VA Paul Kingery Director Deborah Crockett, School Hamilton Fish National Institute on Psychologist School and Community Violence Atlanta, GA Arlington, VA Scott Decker, Professor Howard Knoff, Professor University of Missouri -St. Louis University of South Florida Maurice Elias, Professor Judith Lee Ladd, President Rutgers University, NJ American School Counselors Michael J. Furlong, Association Arlington, VA Associate Professor University of CA -Santa Barbara Brenda Muhammad, Founder Susan Gorin, Executive Director Mothers of Murdered Sons & Daughters National Association of School Atlanta, GA Psychologists Bethesda, MD Ron Nelson, Associate Professor Denise Gottfredson, Director Arizona State University National Center for Justice Dennis Nowicki, Police Chief University of Maryland Charlotte, NC Scott Poland Director, Psychological Services Cyprus -Fairbanks ISO Houston, TX Gale Porter, Director East Baltimore (MD) Mental Health Partnership Elsa Quiroga, Student University of California -Berkeley :Michael Rosenberg, Professor John Hopkins University :Mary Schwab -Stone, Associate Professor Yale University Child Study Center Peter Sheras, Associate Director Virginia Youth Violence Project University of Virginia Russell Skiba, Professor University of Indiana Leslie Skinner, Assistant Professor Temple University Jeff Sprague, Co -Director Institute on Violence and Destructive Behavior, University of Oregon Betty Stockton, School Psychologist Jonesboro, AR Richard Verdugo, Senior Policy Analyst National Education Association Washington, DC Hill Walker, Co -Director Institute on Violence and Destructive Behavior, University of Oregon A. The following represented federal agencies on the panel: Renee Bradley U.S. Department of Education Betty Chemers U.S. Department of Justice Lou Danielson U.S. Department of Education Kellie Dressler U.S. Department of Justice David Frank U.S. Department of Education Cathy Girouard U.S. Department of Education Tom V. Hanley U.S. Department of Education Tom Hehir U.S. Department of Education Kelly Henderson U.S. Department of Education Judith Heumann U.S. Department of Education Peter Jensen National Institute of Mental Health Tim Johnson U.S. Department of Justice William Modzeleski U.S. Department of Education Juan Ramos National Institute of Mental Health Donna Ray U.S. Department of Justice Diane Sondheimer Center for Mental Health Services Sara Strizzi U S. Department of Education Kevin Sullivan U.S. Department of Education Gerald Tiroui U.S. Department of Education Joanne Wiggins U.S. Department of Education Clarissa Wittenberg National Institute of Mental Health