SAFE SCHOOLS PLAN

Required Components

Description of How These Components are Being Addressed

1.  Student Code of Conduct and designated consequences for violating the code.

• Students learn and recite the ROADRUNNER CODE which is based on being RESPECTFUL, RESPONSIBLE, SAFE, CARING, CONNECTED AND CONTRIBUTING.
• The Discipline Plan outlines five basic rules with levels of consequences aligned with the District Discipline Plan.  Consequences are RELATED, REASONABLE AND RESPECTFUL. 
• Every staff member supervises students and monitors behavior.
• Homeroom teachers make positive contact with parents early in the school year to establish a supportive relationship between home and school.
• Homeroom teachers invite parents to participate in the classroom Parent Station during the PBS Hour to help their child practice the objectives taught during the week in reading, writing and math.
• Homeroom teachers and other support personnel notify parents about academic and behavioral progress and concerns.

2.  Roles and responsibilities of all school personnel in maintaining a safe and orderly learning environment.

• All personnel will become familiar with and follow procedures outlined in the school plan for safety and discipline.
• The Safe Schools Team will conduct monthly drills to keep all staff and students informed about emergency practices.

3.  Professional development clearly matched to the objectives for improving school safety and order.

• All personnel will participate in a review of the major principles outlined in the book Poverty by Ruby Payne.  We will hold quarterly discussions (or more often as needed).
• Homeroom teachers will learn, practice and review procedures for conducting Class Meetings at the beginning of the year and periodically throughout the year.  Each grade level and department will lead one Class Meeting during a staff meeting.
• All personnel will become familiar with the school wide and district plan for discipline during grade level meetings and staff development meetings after school.
• All personnel will participate in Positive Behavior Support efforts.

4.  Plans to work with local law enforcement and court officials to ensure safety.

• We will follow the procedures outlined in the Emergency Plan outlined by the district.  We will follow the flow chart in our school plan when it becomes necessary to contact 911 or other outside officials.

5.  Methods of communicating the plan internally and with the external school community.

• The School Improvement Team will share the plan with their grade level and department members.
• The Safe Schools Team will conduct drills throughout the year.

6.  Methods of dealing with emergencies (e.g. riots, assaults with deadly weapons, etc.).

• Refer to the Emergency Plan outlined by the district to implement the school plan.

7.  Methods of providing a safe physical environment.

• All outside doors are kept locked except the front entrance.  All personnel have keys to the outside doors. 
• Visitors sign in at the main office and wear a sticker to identify them as visitors.

8.  Procedures for identifying and serving the needs of students at-risk of academic failure or of engaging in disorderly or disruptive behavior.

• We will utilize the principles and practices of Positive Behavior Support.

9.  Mechanisms for assessing the needs of disruptive and disorderly students, providing services to them and removing them from the classroom when necessary.

• Staff members refer students to the counselor.
• Students refer self to the counselor.

10. Measurable objectives for improving school safety and order, derived from the LEA Safe Schools Plan Goals.

• Student surveys will show a 95% or higher response indicating a feeling of safety and order.
• Parent surveys will show 95% or higher response indicating a feeling of safety and order.
• Personnel surveys will show 95% or higher response indicating a feeling of safety and order.

11. A clear and detailed statement of the planned use of federal, state, and local funds allocated for at-risk students, alternative schools, or both.

• Federal:  Title I funds are spent on the HOSTS program for language arts and math with emphasis on reading a variety of genres and math-related stories.  This is a 1:1 mentoring program utilizing community volunteers and staff volunteers to work with students on specific skills identified by data.  Reading Intervention Specialists provide additional instruction to students at-risk of reading failure.  The Reading Coach works with teachers in K – 3, the Reading Intervention Specialists, HOSTS coordinator and principal using data to determine staff development needs as well as academic needs of at-risk students.

12. Parent involvement in planning for school improvement, safety, and alternative education placements.

• Parents serve on the School Improvement Team, Positive Behavior Support Team and PTA.