School safety program guidance manual

              SCHOOL SAFETY PROGRAM
GUIDANCE MANUAL
Revised March 2008
Arizona Department of Education
Tom Horne
Superintendent of Public Instruction
TABLE OF CONTENTS
INTRODUCTION
SCHOOL SAFETY PROGRAM GOALS AND OBJECTIVES
SCHOOL SAFETY PROGRAM OVERVIEW
SECTION 1 ROLE OF AGENCY PARTNERS
Education Staff
Agency Supervisor
Legislative Oversight Committee
Department of Education
Arizona Foundation for Legal Services and Education
1
4
5
6
7
SECTION 2 ROLE OF OFFICER
School Resource Officer
Juvenile Probation Officer
Recommended Qualifications/Job Description
8
10
12
SECTION 3 IMPLEMENTING THE PROGRAM
School Safety Assessment and Prevention Team
Law Related Education Instruction
School Safety Program Operational Plan Example
Officer Training
When School is not in Session: Summer Break and Intersession
Weekly Activity Log
Performance Evaluation
Hiring Process
Service Agreement
Appeal Procedure
14
15
16
17
18
19
20
21
22
24
SECTION 4 RESOURCES AND TOOLS
What is LRE
LRE Best Practices: Guidelines for Effective LRE
LRE Academy and Expanded Services
Officer Performance Assessment Tool for Administrators
Activity Log
Activity Log Instructions
School Safety Program Operational Plan Template
LRE Best Practices Checklist
School Safety Program Logic Model
25
27
29
30
31
33
34
36
37
INTRODUCTION
The School Safety Program was established by ARS 15-154 in 1994 for the purpose of placing
School Resource Officers (SRO) and Juvenile Probation Officers (JPO) on school grounds to
contribute to safe school environments that are conducive to teaching and learning. Through
comprehensive prevention and intervention approaches, School Safety Program funded officers
maintain a visible presence on campus; deter delinquent and violent behaviors; serve as an
available resource to the school community; and provide students and staff with Law-Related
Education instruction and training. Officers develop positive interactive relationships with the
students, the staff, and the community that they serve. This proactive, prevention-based program
is cultivated through collaborative working partnerships between officers, school administration,
teachers, and police and juvenile probation departments.
The Arizona Department of Education is pleased to provide the School Safety Program Guidance
Manual. The manual is intended for use by all those involved in the program. It was developed
through the efforts of the Working Group, a subcommittee of the School Safety Oversight
Committee. Members represented rural and urban stakeholders in the program: site
administrators, school resource officers, juvenile probation officers, law-enforcement agencies,
juvenile probation departments, the School Safety Oversight Committee, the Arizona Department
of Education, and the Arizona Foundation for Legal Services and Education. The Working
Group mission:
Through applied experience and expertise, the School Safety Program Working Group will
identify and recommend policies and procedures to foster positive working relationships and
safer school environments.
The School Safety Program Guidance Manual is intended to provide information on the intent of
the grant, the responsibilities of all parties, requirements for grant compliance, assistance with
administrative issues, and the elements of an effective School Safety Program.
For clarification on issues, or to provide feedback on the content, contact the School Safety
Program Administrator at (602) 542-8728. The guidance manual is a living document that will
go through change as needed to meet the needs of the program. The Working Group will
continue to meet to revise the manual as needed; therefore comments from those using the
manual are appreciated.
The School Safety Oversight Committee wishes to express its appreciation for the time and effort
of those who serve on the Working Group.
SCHOOL SAFETY PROGRAM
GOALS AND OBJECTIVES
Goal 1 The School Safety Program contributes to an orderly, purposeful atmosphere, which
promotes the feeling of safety conducive to teaching and learning.
Objective 1: Staff feels that the school is safe, and administration supports and monitors
the consistency of actions/strategies/policies that will improve or maintain that feeling of
safety.
Objective 2: Students feel that the school is safe. They feel free from the threat of
physical harm and verbal abuse. They feel they have an adult to go to with their safety
concerns, and they feel their concerns are taken seriously and addressed.
Objective 3: Staff and students have a positive view of the SRO/JPO.
Goal 2 To teach Law-Related Education that promotes a safe, orderly environment, and
good citizenship.
Objective 1: The School Safety Oversight Committee ensures the continuous review and
provision of instructional materials that promote a safe, orderly environment, and good
citizenship.
Objective 2: Officers conduct 180 hours of Law-Related Education instruction per year.
Objective 3: Officers annually attend an Oversight Committee approved Law-Related
Education academy/class to enhance their classroom skills and knowledge of appropriate
LRE lessons.
SCHOOL SAFETY PROGRAM OVERVIEW
This page consists of fundamental points and expectations that need to be understood by all
parties involved in the School Safety Program. This overview is not all-inclusive; therefore, the
entire manual should be reviewed. Disputes between schools and agencies often arise because
the intent of the grant is either not understood or not followed. Non-compliance can result in loss
of funding.
• Applications are submitted on-line through the grants management section of the Arizona
Department of Education web site. The application due date, established in A.R.S. 15-154,
is April 15th each year. Late applications are not accepted.
• A Service Agreement between the school and the police or juvenile probation department
must be developed.
• The school administrator must establish a multidisciplinary School Safety Assessment and
Prevention Team, comprised of the principal, officer, and school prevention/behavior
specialist, and meets quarterly to conduct school needs assessment and develop prevention
programming.
• The officer must be present and accessible on the school campus that they are assigned to
by the grant. The grant pays the salary of a 10, 11, or 12 month, full-time position, at 40
hours per week. Absent an emergency, the SRO/JPO shall not be called away from their
designated school. If the officer is called away for police or juvenile probation business
(not including mandatory training, meetings, or crisis), the district shall not be invoiced for
that time.
• The officer must be willing to teach, have positive interactions with students, and serve as
an active member of the school community.
• Each officer must complete 180 hours of (LRE) instruction per year. The development and
implementation of LRE must be based on a needs assessment. The 180 hour LRE
instruction requirement must include:
􀂃􈍁 At least 80 hours of LRE classroom instruction to ongoing cohort groups of students
□ Three to five classrooms, six sessions per classroom within one quarter to
the same group of students
􀂃􈍁 At least 100 hours of universal LRE instruction
□ 60 hours or more of universal LRE classroom instruction
□ Up to 20 hours for LRE planning and preparation
□ Up to 20 hours for LRE instruction to school staff and school community
• A teacher must be present in the classroom, at all times, while the officer implements LRE
classroom instruction. LRE best practices suggest that the teacher and the officer co-present.
• The officer is required to attend annual training provided for by the Arizona Department of
Education
• The school principal and agency supervisor must attend the School Safety Program
administrator training on an annual basis. This requirement applies specifically to the
principal when a principal is new to the grant or new to a school with the grant. After
attending the training once, the principal may send a designee to the training in subsequent
years provided the designee is integrally involved with the grant.
• The district administrator must attend a School Safety Program Administrator Training
• The officer must keep a weekly activity log that tracks LRE instruction hours, teacher and
subject, the topic of each LRE lesson, and the time the officer is off their assigned campus
during their duty hours, regardless of the reason. Refer to requirements on page 19.
• The agency supervisor and school administrator must support, oversee, and review the
officer activity log to ensure fulfillment of grant requirements.
• The school administrator must complete an officer performance assessment twice a year.
The assessment must be shared with the officer’s supervisor. Refer to sample form on
page 30.
• The agency supervisor and school administrator are responsible for ensuring the officer is
able to meet all grant requirements.
• The agency supervisor and school administrator shall meet formally at least once per
semester.
• The school administrator, not the officer, is responsible for school discipline.
• Additional activities shall not overwhelm the officer, jeopardize their ability to meet the
minimum requirements of this grant (e.g. excessive law enforcement/probation activity), or
go against the intent of this program (e.g. disciplinarian, detention monitor, lunch duty, fill-in
for teacher)
• This grant does not provide funding for overtime.
1
EDUCATION STAFF
ROLE IN THE SCHOOL SAFETY PROGRAM
The district administrator, site principal and teachers’ support of the School Safety
Program is vital to the program’s success.
Education staff performs the following duties:
District Level
• Supports and communicates the School Safety Program philosophy to all site staff.
• Identifies those sites that would benefit and support the School Safety Program.
• Understands the School Safety Program requirements.
• Attends at least one School Safety Program Administrator Training – this should be
the district administrator with the most direct oversight of the School Safety Program.
• Provides for an annual evaluation of the School Safety Program by staff, students,
and parents.
• Develops and keeps open communication with local law enforcement.
School Level
• Supports and communicates the School Safety Program philosophy to all staff,
students and parents on their campus.
• Meets with the officer before the first day of duty to review the Service Agreement,
school operational procedures and specifics of the program on campus.
• Introduces the officer to staff and students and integrates officer into the school
community.
• The school administrator must establish a multidisciplinary School Safety
Assessment and Prevention Team, comprised of the principal, officer, and school
prevention/behavior specialist, and meets quarterly to conduct school needs
assessment and develop prevention programming.
• Utilizes needs assessment data to design clear and appropriate strategies and
activities to support a successful School Safety Program to include:
- Use of law enforcement or juvenile probation expertise and resources, including
strategic placement of officer, for intervention and prevention of potential
crime.
- Use of LRE instruction to students, staff, and the school community. Refer to
page 15.
• Facilitates collaboration and communication between officer and other school
personnel on school-wide safety strategies such as staff trainings, emergency
2
response planning, needs assessment, Safe and Drug Free Schools (Title IV)
programming.
• Provides time at regular staff meetings and trainings for the officer to deliver LRE
instruction relevant to school-wide prevention safety related updates.
• Promotes the integration of law-related education into the classrooms and directs
staff development of teachers and officer involved in the delivery of LRE.
• Ensures a teacher is present in the classroom at all times during LRE instruction.
• Develops and monitors implementation of the School Safety Program Operational
Plan and meets with the officer on a regular schedule.
• Completes an officer performance assessment once per semester and shares the
information with the officer’s supervisor - including discussion of successes and
concerns.
• Ensures a successful partnership with law enforcement or juvenile probation partners
through ongoing proactive and positive communication.
• Meets with the officer’s supervisor at least once per semester
• Monitors the officer’s activity logs to ensure progress is made toward achieving
program requirements.
• Attends the School Safety Program administrator training on an annual basis. This
requirement applies specifically to the principal when a principal is new to the grant
or new to a school with the grant. After attending the training once, the principal
may send a designee to the training in subsequent years provided the designee is
integrally involved with the grant.
• Develops a collaborative relationship with the officer while allowing the officer to
function independently. The officer serves as a resource to the students and staff.
• Understands and agrees will all program guidelines.
• Participates in the selection process of their officer.
• Provides for the annual evaluation of the School Safety Program by staff, students
and parents.
Teacher
• Supports and communicates information about the School Safety Program in their
classrooms to students and parents.
• Understands and agrees to the program guidelines.
3
• Teams with the officer in planning and delivery of law-related education units in their
classroom. A teacher must be present in the classroom at all times during LRE
instruction.
• Cooperates in the annual evaluation of the School Safety Program by students and
parents.
Officers may only serve the site(s) specified on the award letter. The officer should only assist
at a school that is not on the program if a crisis occurs. Spreading the officer among schools
weakens the program, as the officer does not have the time to build the relationship with the
students needed for an effective program. An officer providing services at a school not
authorized by the School Safety Oversight Committee may result in a loss of the grant.
4
SUPERVISOR OF SCHOOL RESOURCE OFFICER OR
JUVENILE PROBATION OFFICER
ROLE IN THE SCHOOL SAFETY PROGRAM
The supervisor’s support of the School Safety Program is vital to the success of the
program.
The supervisor performs the following duties:
• Communicates to staff, and carries out the philosophy and goal of the School
Safety Program.
• Attends the School Safety Program Administrator Training, annually.
• Provides written information on the philosophy and operation of the School
Safety Program to appropriate supervisory/management personnel.
• Ensures the SRO/JPO officer is able to meet all grant requirements.
• Conducts on-going visits to sites under their supervision.
• Attempts to observe established, successful School Safety Programs outside their
supervision.
• Plays a key role in the development, review, and revision of the Service
Agreement.
• Ensures the officer keeps an activity log that tracks LRE instruction hours,
teacher and subject, the topic of each LRE lesson, and the time the officer is off
their assigned campus during their duty hours, regardless of the reason. Refer to
instructions on page 19.
• Amends or supplements evaluation forms to include performance criteria specific
to the school officer’s role.
• Accepts officer assessment forms completed by the school administrator and
meets to discuss successes and concerns.
• Motivates officer and provides positive reinforcement.
• Recognizes the importance and value of the School Safety Program position.
• Meets with the school administrator at least once per semester.
It may be necessary to request the assistance of the SRO/JPO e.g. a community
situation/problem, traffic accident. When the officer is off campus, on business that does not
pertain to the school, those hours should be prorated and not paid for by the school. The
invoice from the department should reflect only hours the officer actually was involved in
school business.
5
LEGISLATIVE OVERSIGHT COMMITTEE
ROLE IN THE SCHOOL SAFETY PROGRAM
ARS 15-153 establishes the School Safety Program Legislative Oversight Committee. The
Committee performs the following duties:
• Reviews applications for participation in the School Safety Program.
• Awards funds based on grant criteria.
• Determines the amount of the grants based on the application and budget restrictions.
• Modifies, if necessary, the number of sites a school resource officer or probation
officer may serve based on the size and needs of the school.
• Withdraws a grant from a school if the school is not in compliance with the grant and
corrective action is not followed.
• Reviews the program evaluation and implements changes to improve the program.
• Approves the policies and procedures for the implementation of the grant.
• Forms subcommittees as needed.
• Reports annually to the President of the Senate, the Speaker of the House of
Representatives, the Governor, and the Joint Legislative Audit Committee.
6
DEPARTMENT OF EDUCATION
ROLE IN THE SCHOOL SAFETY PROGRAM
ARS 15-154 directs the Arizona Department of Education (ADE) to manage the School Safety
Grant. ADE conducts the following duties:
• Provides the application to each district and charter holder.
• Prepares the applications for review by the Oversight Committee to determine awards.
• Announces awards to districts and charters.
• Distributes the grant payments to the awardees.
• Conducts site visits.
• Monitors sites for compliance with the grant.
• Logs completion reports, due September 30th , for the previous program year.
• Collects money not spent by grantees at the end of the program year.
• Withholds payment to grantees that have not returned money due.
• Provides technical assistance.
• Conducts a program evaluation as specified by ARS 15-153.
• Monitors the training contract.
• Facilitates the working group subcommittee and other subcommittees as assigned by the
School Safety Oversight Committee
• Accepts complaints and acts as a liaison with the grantees and law enforcement/probation
department to resolve problems.
7
ARIZONA FOUNDATION FOR
LEGAL SERVICES AND EDUCATION
ROLE IN THE SCHOOL SAFETY PROGRAM
The Arizona Foundation for Legal Services and Education (AZFLSE), under contract with the
Arizona Department of Education, conducts the statewide Law-Related Education (LRE)
Academy. The Academy offers School Safety Officers quality LRE training and teaching
materials.
To accomplish these objectives, the Foundation:
• Utilizes nationally recognized law-related education experts as faculty for the
Academy.
• Develops a tracking system to track Academy hours of each school safety officer.
• Integrates the use of technology into training classes.
• Creates a School Safety Listserv to disseminate information and encourage
networking opportunities.
• Enhances its lending library by adding additional teaching resources, and improve the
lending system to make it more user friendly and accessible to officers.
• Secures education credits for officers who attend and complete the Academy.
• Provides Certificates of Completion for Academies.
• Provides ongoing consultation and technical assistance with regard to implementing
and teaching law-related education, within budget limitations.
• Visits schools to observe law-related education teaching and provide feedback,
within budget limitations.
• Provides quantitative and qualitative data to Arizona Department of Education.
• Provides financial mid-year and year-end reporting to Arizona Department of
Education.
• Conducts periodic surveys of school safety officers to determine changing LRE needs
and level of customer satisfaction.
• Serves as a participating and contributing member of the School Safety Working
Group to improve the School Safety Program.
8
SCHOOL RESOURCE OFFICER (SRO)
ROLE IN THE SCHOOL SAFETY PROGRAM
The SRO’s support of the School Safety Program is vital to the success of the program.
SROs are expected to spend most of their time on campus; approximately 80 percent of time
should be on site.
The SRO has three basic roles:
1. LAW ENFORCEMENT OFFICER/PUBLIC SAFETY SPECIALIST
The SRO is, first of all, a sworn law-enforcement officer. When necessary the SRO has the
authority to intervene as a law-enforcement officer. Once order is restored, however, the SRO’s
other roles as law-related educator and role model are the more typical day to day roles.
• Administrators should take the lead on school policy violations. The SRO should be
involved when a student’s conduct violates a law. If possible the SRO should be backup
to an arrest rather than the principal officer.
• As partners in school safety, SROs and administrators shall work together to develop
procedures for ongoing communication to ensure timely and uniform reporting of
criminal activities.
• Serves as a member of the School Safety Assessment and Prevention Team
• Utilizes expertise and agency resources for intervention and prevention of potential
crime.
• Collaborates and communicates with school personnel on school-wide safety strategies
(e.g. staff trainings, emergency response planning, needs assessment, Safe and Drug Free
Schools (Title IV) programming.
• Builds relationships with students, parents and staff that promote a positive image of law
enforcement.
2. LAW-RELATED EDUCATOR*
• Provides a minimum of 180 hours of Law-Related Education (LRE) per year that must
include:
􀂃􈍁 At least 80 hours of LRE classroom instruction to ongoing cohort groups of students
□ Three to five classrooms, six sessions per classroom within one quarter to
the same group of students
􀂃􈍁 At least 100 hours of universal LRE instruction
□ 60 hours or more of universal LRE classroom instruction
□ Up to 20 hours for LRE planning and preparation
□ Up to 20 hours for LRE instruction to school staff and school community
LRE does NOT include one-on-one or group counseling.
9
• Collaborates with classroom teachers to integrate law-related education into their
curriculum. The teacher must be present in the classroom during LRE classroom
instruction.
• Attends a new officer training sponsored by the Arizona Department of Education.
• Attends an annual advanced LRE workshop upon completion of the new officer training.
• Follows the best practices of LRE. Refer to page 27.
• Keeps a weekly activity log that tracks LRE instruction hours, teacher and subject, the
topic of each LRE lesson, and the time the officer is off their assigned campus during their
duty hours, regardless of the reason.
3. POSITIVE ROLE MODEL
As a positive role model for students and the school community, the SRO should:
• Set limits by being clear about what is acceptable and what is not; letting students know
the consequences of unacceptable behavior and the rewards of acceptable behavior.
• Set an example by modeling how to handle stress, resolve conflicts, celebrate successes,
and how to be a friend.
• Be honest by providing accurate information.
• Be consistent with students, staff, and parents; in applying rules and regulations.
• Encourage responsibility by helping students think through options and consequences of
decisions, set personal goals, and develop plan to make desired changes.
• Show respect by treating students with respect and expressing high expectations for them.
• Always strive to be a positive role model because students learn from every observation
of or interaction with the SRO.
* SROs funded through this grant are Law - Related Educators, thus may not implement the DARE
or GREAT program.
Exceptions may occur on the Native American reservations.
“Positive Role Model” adapted from The Successful School Resource Officer
Program by Anne J. Atkinson, Ph.D.
10
JUVENILE PROBATION OFFICER
ROLE IN THE SCHOOL SAFETY PROGRAM
The juvenile probation officer’s support of the School Safety Program is vital to the
program’s success. JPO are expected to spend most of their time on campus; approximately 90
percent of time should be on site.
The Juvenile Probation Officer (JPO) has three basic roles:
1. COURT OFFICER
The JPO is, first of all, a sworn court appointed officer and when necessary must act in that
function.
• Provides the court with school information that can be instrumental in the determination
if a juvenile is to be detained or returned to the community.
• Networks with other agencies that may or do serve the school community in an effort to
meet the needs of the students and school.
• Maintains a working knowledge of services available within the court system and
community to meet the needs of the students and school.
• Supports and contributes to the Juvenile Probation Department, school, and community.
• Serves as a member of the School Safety Assessment and Prevention Team.
• Utilizes expertise and agency resources for intervention and prevention of potential
crime.
• Collaborates and communicates with school personnel on school-wide safety strategies
(e.g. staff trainings, emergency response planning, needs assessment, Safe and Drug Free
Schools (Title IV) programming.
• Builds a relationship with students, parents and staff that promote a positive image of the
juvenile court system. The JPO should not carry a caseload. If it becomes necessary to
take on a caseload, it is recommended that the least number of cases be assigned as
possible. Only cases at the officer’s site(s) can be assigned. A full caseload should never
be carried.
2. LAW-RELATED EDUCATOR
• Provides a minimum of 180 hours of Law-Related Education (LRE) per year that must
include:
􀂃􈍁 At least 80 hours of LRE classroom instruction to ongoing cohort groups of students
□ Three to five classrooms, six sessions per classroom within one quarter to
the same group of students
􀂃􈍁 At least 100 hours of universal LRE instruction
□ 60 hours or more of universal LRE classroom instruction
□ Up to 20 hours for LRE planning and preparation
□ Up to 20 hours for LRE instruction to school staff and school community
LRE does NOT include one-on-one or group counseling.
11
• Collaborates with classroom teachers to integrate law-related education into their
curriculum. The teacher must be present in the classroom during LRE classroom
instruction.
• Attends a new officer training sponsored by the Arizona Department of Education.
• Attends an annual advanced LRE workshop upon completion of the new officer training.
• Follows the best practices of LRE. Refer to page 27.
• Keeps a weekly activity log that tracks LRE instruction hours, teacher and subject, the
topic of each LRE lesson, and the time the officer is off their assigned campus during their
duty hours, regardless of the reason.
3. POSITIVE ROLE MODEL
As a positive role model for students and the school community, the JPO should:
• Set limits by being clear about what is acceptable and what is not; letting students know
the consequences of unacceptable behavior and the rewards of acceptable behavior.
• Set an example by modeling how to handle stress, resolve conflicts, celebrate successes,
and how to be a friend.
• Be honest by providing accurate information.
• Be consistent with students, staff, and parents; in applying rules and regulations.
• Encourage responsibility by helping students think through options and consequences of
decisions, set personal goals, and develop plan to make desired changes.
• Show respect by treating students with respect and expressing high expectations for them.
• Always strive to be a positive role model because students learn from every observation
of or interaction with the JPO.
Exceptions may occur on the Native American reservations.
“Positive Role Model” adapted from The Successful School Resource Officer
Program by Anne J. Atkinson, Ph.D.
12
RECOMMENDED QUALIFICATIONS/JOB DESCRIPTION
SCHOOL RESOURCE OFFICER
SROs are expected to spend most of their time on campus; approximately 80 percent of time
should be on site.
Recommended Qualifications
• Desire to work with students, educators, and parents
• Willingness to teach law-related education
• Supportive of prevention strategies
• Satisfactory employment history with supporting documentation
• Demonstrated effectiveness in working with youth
• Oral and written communication skills
• Ability to effectively interact and communicate with diverse sets of individuals
• Supportive of the philosophy of the School Safety Program
• Willingness to serve on the School Safety Assessment and Prevention Team
• Willingness to attend law-related education training to implement and maintain LRE
programs to meet the needs of the students
• Member of a law enforcement agency *
• AZPOST certified general instructor*
* May be different on Native American reservations, contact the Arizona Department of
Education, School Safety Grant manager for additional information.
Recommended Job Description
• Establish liaison with school administrators, staff, students, and parents
• Inform students of their rights and responsibilities as lawful citizens through presentation of
law-related education in the classroom
• Network with community agencies that may or do provide services to the school
• Act as a resource in the investigation of school related criminal activities
• Participate in the Parent-Teacher association as requested
• Participate in campus activities, student organizations, and athletic events when feasible and
appropriate
• Provided a visible deterrence to crime while presenting a positive impression of a law
enforcement officer
• Provide information when requested to students, parents, and staff in law-related situations
• 10, 11 or 12 month, full-time, 40 hour a week job assignment as specified by school’s grant
application
• Minimum 2 year assignment at the same school. Exceptions may be considered, but not
recommended.
• Maintain tracking system of statistical information required by supervisor and school
administration
13
RECOMMENDED QUALIFICATIONS/JOB DESCRIPTION
JUVENILE PROBATION OFFICER
Juvenile probation officers assigned to a school on a School Safety Grant shall not carry a full
caseload. Officers shall handle only those intake cases that are directly related to the School
Safety Program and/or student volunteers. JPO are expected to spend most of their time on
campus; approximately 90 percent of time should be on site. If it is necessary to carry cases due
to staffing problems, it is strongly recommended that only a minimum number be assigned.
Recommended Qualifications
• Desire to work with students, educators, and parents
• Willingness to teach law-related education
• Satisfactory employment history with supporting documentation
• Demonstrated effectiveness in working with youth
• Ability to act as a liaison with the school in the area of prevention and intervention of
juvenile delinquency
• Supportive of the philosophy of the School Safety Program
• Willingness to serve on the School Safety Assessment and Prevention Team
• Willingness to attend law-related education training to implement and maintain LRE
programs to meet the needs of the students
• Ability to effectively interact and communicate with diverse sets of individuals
• Possess the knowledge of court process and communicate information to students, parents,
and staff as requested
• Employee of a juvenile probation department
Recommended Job Description
• Serve as a liaison between the school and supervising probation officer (JPO), providing
information to the JPO as requested
• Keeps a record of student contacts for personal and supervising JPO use only
• Inform students of their rights and responsibilities as lawful citizens through presentation of
law-related education in the classroom
• Provide assistance to the school administration identifying at-risk students for
intervention/prevention services as needed
• Collaborate with school administrators to make decisions and bring about actions that effect
the safety of individuals and the school environment
• Network with community agencies that may or do provide services to the school
• Meets with students to resolve conflicts
• Refer students to outside agencies that could provide services as needed
• Implement and maintain tracking system of statistical information required by supervisor and
school administration
• Monitor compliance and non-compliance of students involved with the juvenile court system
• Participate in the Parent-Teacher Association or Organization as requested
• Participate in campus activities, student organizations, and athletic events when feasible and
appropriate
• 10, 11 or 12 month, full-time, 40 hour a week job assignment as specified by school’s grant
• Minimum 2 year assignment at the same school. Exceptions may be considered, but not
recommended.
14
SCHOOL SAFETY ASSESSMENT AND PREVENTION TEAM
The formation and implementation of a School Safety Assessment and Prevention Team is a
requirement of the School Safety Program. The purpose of this team is to conduct a safety needs
assessment, to use the needs assessment in determining the use of the officer consistent with
program requirements, and to coordinate efforts of this program with other safety and
drug/violence prevention programs and activities at the school to achieve greater effectiveness. A
team may be formed specifically to meet this requirement, or an existing appropriate team may be
utilized.
A needs assessment is the collection and analysis of relevant and valid data to determine areas of
need related to safety. The following data should be considered by the team:
• School safety and disciplinary data, including incidents collected on the Safe and Drug-
Free Schools Report. This information is most useful when assessed by location on
campus, at off campus school events, or on the way to and from school and by time of
day.
• Student data reflecting behavior or perceptions of safety at school, from surveys such as
the Arizona Youth Survey or the Youth Risk Behavior Survey, or a sound survey with
valid data developed by the school or district
• Staff data reflecting perceptions of school climate
• Crime data for the community
The team membership must consist of:
• School principal or assistant principal
• School Safety Program officer
• School prevention coordinator or school mental/behavioral health expert, if a position
exists
• Other members as needed
Other members recommended for inclusion on the team are:
• District prevention coordinator (coordinator of the Safe and Drug-Free Schools Program)
• District transportation representative
• Teacher representative
• Parent representative
The team must meet a minimum of quarterly; monthly meetings are recommended.
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LAW - RELATED EDUCATION INSTRUCTION
Each officer must complete at least 180 hours of Law Related Education (LRE) instruction per
year. The development and implementation of LRE must be based on a needs assessment. The
180 hour LRE instruction requirement must include:
• At least 80 hours of LRE classroom instruction to ongoing cohort groups of students
□ Three to five classrooms
□ Six sessions per classroom within one quarter to the same group of students
• At least 100 hours of universal LRE instruction
□ 60 hours or more of universal LRE classroom instruction
□ Up to 20 hours for LRE planning and preparation
□ Up to 20 hours for LRE instruction to school staff and school community
Cohort LRE: is the delivery of LRE classroom instruction on a pre-identified ‘target problem’ to
a pre-identified ‘target population’ over a period of time. Cohort LRE must be comprised of six
hours of instruction (6 lessons) to the same group of students within one quarter. Delivery of
comprehensive LRE classroom instruction to an ongoing cohort group of students can increase
students’ negative perception of delinquent behavior and improve their problem solving, decision
making, and communication skills.
Universal LRE: is the delivery of LRE instruction to the general school community to build
awareness and knowledge of a particular subject. Officers may utilize up to 20 hours of this
requirement for planning and preparing LRE lesson plans for either group. In addition, up to 20
hours may be used to deliver LRE instruction to school staff and the school community (e.g.
parents, PTA/PTO) on a particular subject that is relevant to the schools violence and delinquency
prevention needs.
Classroom instruction: The LRE classroom instruction component should be completed during
the school day’s regular scheduled instruction periods. However, the building administrator has
the discretion to approve the use of time spent before or after school on structured law-related
instructional activities.
16
SCHOOL SAFETY PROGRAM OPERATIONAL PLAN
INSTRUCTIONS AND EXAMPLES
Use this template to develop the School Safety Program Operational Plan. Each site is required to develop a School Safety Program Operational Plan that
will illustrate each site’s program design in a succinct and logical manner. Delineate specific activities or milestones, who is responsible, and projected
timelines. The Operational Plan must be revised as needed throughout the year and be used by school administration to monitor program implementation.
District ____Arizona School District___________________________ School ________Arizona High School_____________________
School Administrator Name_____John Smith _________________________ Officer Name_____Jane Doe___________________________
2008 2009
School Year 2008-2009 Completed Project Tasks/Milestones Responsible
personnel May Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Yes No Partial/Comments
Provide school orientation meeting to
new SRO
Assistant Principal
X
Introduce officer to school staff during
summer planning meeting
Principal
X
Convene School Safety Assessment
and Prevention Team
Principal
X
LRE classroom instruction to first
cohort group of students
Officer
X
17
OFFICER TRAINING
New Officer Training
All officers new to the School Safety Program are required to attend a 40 hour (1 week)
workshop which covers community oriented policing, the role of school based officers, and an
introduction to Law Related Education (LRE). This workshop, sponsored by the Arizona
Department of Education (ADE), meets the School Safety Program LRE training requirement.
School Safety Program Law-Related Education Training
The Arizona Foundation for Legal Services and Education (AZFLSE) is the contracted training
agency for law-related education (LRE). Training in LRE is essential to successfully achieve the
LRE teaching requirement. Academies are approved for credit by the Arizona Peace Officers
Standards and Training Board (AZPOST) and the Arizona Judicial Council (COJET).
Officers are required to attend an LRE Academy training provided by the AZFLSE, annually.
LRE Academy courses address grade level specific topics and programs identified by officers as
critical to meeting the learning needs of diverse student populations. Courses are relevant to the
needs of schools with topics updated on an annual basis. The School Safety Program provides
each officer with travel funds to cover travel expenses for one training per year. Officers receive
a curriculum and resource package at each training.
Additional School Safety Program Training
The ADE provides continuous School Safety related training and professional development
opportunities to program participants. Updates will be provided through correspondence from
ADE to grant recipients and program partners.
18
WHEN SCHOOL IS NOT IN SESSION:
SUMMER BREAK AND INTERSESSION
The School Safety Grant is awarded for a typical 10 month school year. The site administrator,
officer, and police/probation department have the option of extending services for 12 months -
when school is not in session. This may include intersession and summer break. Applications
should reflect a 10 month salary unless the 11 or 12 month salary is specifically referenced and
supported on the application. To maintain the integrity of the program, teachers and students are
present on campus during intersession or summer break.
Terms of an 11 or 12 month position shall be established on the application as well as the Service
Agreement.
Possible Activities
• Plan school security improvements
• Prepare law-related education lessons
• Develop collaborations with community resources, identifying services offered that could
benefit students
• Conduct school safety assessments
• Work with the school safety team to review and update the school safety plan, and conduct
school wide exercises to test the plan
• Plan in-service training
• Collaborate with school administration to analyze criminal incident reports and disciplinary
records to identify patterns and develop strategies to address problems
• Work with community-based and youth recreational and leadership development activities
that complement and reinforce the School Safety Program
• Attend training opportunities
19
WEEKLY ACTIVITY LOG
Officers must complete a weekly activity log that tracks LRE instruction hours, teacher and
subject, the topic of each LRE lesson, and the time the officer is off their assigned campus during
their duty hours, regardless of the reason.
The following information is required for grant compliance:
• Total hours of Universal LRE
classroom instruction
• Total hours of Cohort LRE classroom
instruction
• Teacher name and subject of each
class where an LRE lesson is taught
• Time spent per LRE lesson
• Total hours for planning and
preparation
• Total hours for staff and school
community training
• Total time spent off campus*
Officers may develop their own log that tracks required items or may use ADE’s recommended
activity log, which can be downloaded from http://www.ade.az.gov/sa/health/schoolsafety/. The
activity log shall be shared with the site administrator and supervisor and must be available upon
ADE’s request. The data from the logs shall be used for reporting to ADE. For form and
instruction page, refer to pages 31-33.
*Time off campus is any time the officer is not on school grounds during their duty hours. Off
campus time shall include both school and non school related events. Being off campus is not
necessarily considered inappropriate - it is understood that there will be activities that constitute
an officer being away from school e.g. briefings, picking up police car, mandatory trainings, and
field trips.
20
THE PERFORMANCE EVALUATION
A biannual performance evaluation shall be conducted by a school administrator and shared
with the officer's supervisor. The evaluation is meant to assist the officer and his/her
supervisor in meeting the intent of the grant and effectively carrying out their duties. It is not
meant to supplant the official evaluation process used by the officer's department or agency.
It is at the discretion of the law enforcement agency or probation department to include the
school's evaluation in the officer's official folder. Only officers that have performed in a
satisfactory manner should be considered for further service in the School Safety Program.
Recommended Factors to Consider
• Does the officer have a clear sense of his/her role?
• Does the officer understand the operational policies and procedures of the school
necessary to perform effectively in the position?
• Has the officer attended or scheduled to take a law-related education class in the current
year?
• How does the officer relate to staff, students, and parents?
• Does the officer work well independently?
• Has the officer attempted to meet the requirements of the grant?
• Does the officer perform his/her duties effectively?
• How effective is the officer with classroom presentations?
Refer to sample SRO/JPO Performance Assessment form on page 30.
Informal evaluations that provide the officer and supervisor with feedback regarding the
officer's performance should occur frequently.
If a problem occurs, it should first be addressed at the site level between the officer and
administration. If a resolution is not reached, the grievance should then move through the
process as established by the officer's department and school's policy. The problem should
attempt to be resolved at a level nearest the school as possible.
21
THE HIRING PROCESS
Selecting the right officer is one of the most important aspects of making the School Safety
Program successful. A minimum of a two-year assignment at the same school(s) is
recommended. The effectiveness of the officer significantly contributes to the quality of the
program.
The selection process should identify officers who are best suited to the work as school resource
officer or juvenile probation officer. That officer should be committed to the goals of the School
Safety Grant.
Because the School Safety Program is a partnership between the school and law
enforcement/probation department, involving the school administration in the selection process is
necessary. After the final candidates have been selected by the department/agency, a school
administrator becomes a part of the selection. It is important that the school becomes involved
because:
• The school administrator brings to the selection the needs of the school.
• The school administrator brings to the selection the type of personality that will work best in
a specific school environment.
• The school administrator brings to the selection process insights into what is required to be
effective in the school community.
• The correct applicant is more likely to be selected with the school’s involvement.
• There is more of a buy-in from the school to successfully integrate the officer into the school
community when they have been part of the selection process.
• The school administration brings to the selection process a critical understanding of the
School Safety Program.
In situations when only one officer is available for the position, the school still should have the
opportunity to review the candidate before the decision is made.
Candidates should meet the minimum qualifications recommended in this guidance to ensure an
effective collaboration between the school, officer, and agency. Exceptions may occur. Under
mitigating circumstances and with the Arizona Department of Education grant manager’s
approval, the position may be filled through an alternative option.
22
SERVICE AGREEMENT
Developing the Partnership
The development of a Service Agreement is mandatory. This essential document is an important
step toward implementing a successful School Safety Program. The document shall be completed
annually, within 30 days of when the officer begins work at the school. The agreement shall be
kept on file at each funded site for review during a site visit conducted by the Arizona
Department of Education.
1. Service Agreement (SA)
The SA is a general term for a contract that is developed jointly and agreed upon by the
district/charter, site administrator, and law enforcement or probation department. This
written agreement outlines the purpose of the partnership and the fundamental responsibilities
of each entity. The terms set forth in the SA shall be in accordance with the established
guidelines of the School Safety Program.
The SA shall contain a statement that:
• The SRO/JPO shall fulfill their duties as a sworn law enforcement officer for the State of
Arizona.
• No district/charter/or site administrator shall interfere with the duties of the SRO/JPO as a
sworn law enforcement officer.
• All entities shall accept the School Safety Program guidelines.
• The roles and responsibilities of all entities shall be accepted as established by the School
Safety Program guidelines.
• The SA shall also reference the following School Safety Program guidelines:
􀂾􋹓 SRO Recommended Qualifications and Recommended Job Description
􀂾􋹊 JPO Recommended Qualifications and Recommended Job Description
􀂾􋹔 The Hiring Process
􀂾􋹏 Officer Training
􀂾􋸱 10 or 12 Month Position
􀂾􋹓 Summer/Intersession Activities
􀂾􋹔 The Appeal Procedure
􀂾􋹐 Performance Evaluation
• The district shall pay within 30 days of receipt of the invoice from the law enforcement or
juvenile probation department.
• The district shall pay late fees as established between the district and law
enforcement/probation department and denoted in the SA. Late fees shall not be paid from
School Safety Grant funds.
• The district, charter, or school shall provide office space that provides privacy for the
SRO/JPO to conduct confidential business. The office shall include the necessary equipment
for an officer to effectively perform their duties, i.e. telephone, desk, chair, filing cabinet, up-to-
date computer and printer as provided in the grant.
23
• The administration shall provide a complete copy of the grant application and award to each
officer by July 31st or as soon as the officer begins service at the site(s).
• Administrators shall send officers annually to School Safety Program required trainings and
provide for all related travel expenses as provided in the grant.
• Officers, administrators, law enforcement and juvenile probation departments shall have a
written document describing the general chain of command and channels of communication.
• The term of the SA and the schedule for updating and renewing the agreement shall be
specified.
The SA shall be signed and dated by the Superintendent, site administrators, and law enforcement
agency and/or probation department.
A more comprehensive SA contains the above items in addition to any or all of the following:
• Assignment of SRO/JPO
• Conditions of employment
• Duty hours
• Duties of SRO/JPO
• Training/briefing
• Dress code
• Supplies and equipment
• Policy/procedure for transporting students
• Operating procedures (SOP)
• Requirements for reporting crimes and threats to police as required by A.R.S. 13-2911 an 15-
341
• Arrest procedures for school-related crimes and crimes committed off campus
• Procedure for handling critical incidents
• Access to education records
• Specific items to the district and law enforcement/probation department
24
APPEAL PROCEDURE
Who May File an Appeal: A school/district or charter who has been denied award or renewal of
their School Safety Grant.
Definition of an Appeal: A request for a hearing by the School Safety Oversight Committee
must be a written, signed, and dated statement by the site administrator and the superintendent.
The request for the hearing must set forth the nature of complaint and the facts on which the
complaint is based.
Request for Hearing: A hearing request must be sent by certified mail to: Arizona Department
of Education, 1535 W. Jefferson, Phoenix, AZ, Attn: School Safety Program Administrator.
The complainant shall request the hearing within 30 days from date of the grant denial letter. For
purposes of this process, the date of the letter is the postmarked date the denial was sent. All
renewal denial letters shall be mailed certified mail.
Hearing Panel: When a hearing is requested, the School Safety Oversight Co-chairs will appoint
a hearing panel between 3-5 members from the membership of the Oversight Committee who
were not part of the application review sub-committee.
Schedule of Hearing: A hearing shall be scheduled before the appeal panel within 30 days of
the receipt of the request. The Co-chairs shall give at least 10 days working days notice of the
hearing date and location to the complainant. The parties may submit written materials no later
than five working days prior to the hearing.
Hearing Process: At the hearing the parties may present written documentation and witnesses.
The length and order of the presentation may be determined by the appeals panel chairperson.
The chairperson may request additional evidence through testimony of witnesses or written
materials. If the complainant or authorized representative fails to appear at the designated time,
place, and date of the hearing, the appeal shall be considered closed and the process terminated.
Decision: No later than five working days after the hearing, the appeals panel shall forward to
the superintendent/charter holder its final decision.
25
WHAT IS LAW-RELATED EDUCATION?
What is the Definition of Law-Related Education?
Law-Related Education is the teaching of rules, laws, and the legal system that actively involves
students to prepare them for responsible citizenship. It also provides instructions in legal rights,
responsibilities, and the role of the citizen and requires students to practice the application of LRE
in potential real-life situations. (Adopted by the Arizona Center for Law-Related Education from
the Virginia Institute for Law and Citizenship Studies.)
Why Law-Related Education?
Law-Related Education is required as a component of the School Safety Program, because it
• promotes problem-solving skills,
• actively involves students, teachers and the community,
• increases students' knowledge of the law, making them better informed citizens and
consumers,
• discourages delinquent behavior,
• promotes positive self-image in students, and
• encourages students to respect rules, laws, and persons in authority when exposed to
a "balanced" view of "democratic" society.
Since law-related education (LRE) is being recommended as a violence prevention strategy, then
it is important to have some common notion of what law-related education is and what it
encompasses. LRE is instruction about rules, laws, and the legal system that actively involves
students in the instruction in order to prepare them for responsible citizenship. (Definition
developed by the Virginia Institute for Law and Citizenship Studies) It is instruction that teaches
the legal rights, responsibilities, and role of the citizen. Students practice application of that
teaching to potential real-life situations.
The approach consists of high-interest content and interactive instructional strategies. This type of
instruction provides students at all levels the following opportunities:
• to explore and reflect on theirs and others' perspectives,
• to express and defend their views, to listen to the views of others,
• to develop arguments for both sides of an issue, to mediate, and
• to formulate decisions and resolutions based on multiple and often conflicting concerns.
In primary grades, students might consider a rule they don't like, explore why it was made,
examine, the consequence for breaking it, and discover who acts as judge when the rule is broken.
They might evaluate existing or hypothetical miles to determine whether or not they are clear,
consistent, fair, and enforceable. They could listen to and analyze rules issues in stories and they
could create and enforce their won set of classroom rules.
Intermediate students might role play a law officer encountering a criminal dilemma. They might
work in cooperative groups to offer solutions to problems that arise when a law is too general or
vague. Older students might use the case study method of analysis to examine legal conflicts
throughout history. Information from this exercise could then apply this information to current
dilemmas. Simulations of trials, known as mock trials or moot court, legislative hearings,
constitutional conventions, police procedures, role playing, conflict resolution, mediation, formal
and informal debate, cooperative group problem-solving, outside speakers, from the legal
community typify LRE classes al all levels.
26
Since rules and laws affect all aspects of life, all subject areas, and all ages, the content of LRE
can be as varied as the students and teacher need it to be. The methods, however, are
characteristically open-ended and participatory in nature. Although some LRE instructional
materials have been written for specific topics or age groups, there is no one way to teach LRE
and no set LRE curriculum
As previously described, LRE offers application possibilities at all grade levels, as well as in
many subject areas. It is most commonly used in social studies to promote civic understanding:
however, it regularly incorporates the use of reading, writing, and speaking skills. It has the
potential for application in literature, math, science, technology, foreign language, physical
education, sports, and other subject areas. It need not be limited to a particular grade, subject, or
time frame. The LRE approach to instruction is flexible enough to be applied as a system-wide,
on-going prevention strategy, and an added benefit of such a strategy is the increased likelihood
that students will better understand the rules, laws, and legal processes that govern their lives.
One of the cornerstones of LRE is the use of an outside resource: school safety officers, attorneys,
and other legal professionals. These resource people visit classrooms regularly, provide insight
into how and why the system operates the way it does, and develops on-going positive, non-adversarial
relationships with students in the class. Though typically not individualized as in
mentoring, these relationships often hold meaning for the students and provide an opportunity for
them to develop bonds or attachment with representatives of "the system".
Another feature of LRE is its relevance. It deals with issues that are meaningful to students and
their views are valued. LRE provides students the opportunity to get involve and participate. The
crux of LRE is problem solving, both as apart of a group process and on an individual basis.
Social conflict lies at the heart of legal issues. Therefore, all LRE is some form of conflict
resolution or problem solving. The regular inclusion of LRE- in the course of instruction will
provide steady opportunities to develop and practice the information processing steps that must
be developed in aggressive students if they are to acquire non-aggressive social problem solving
skills. Further, the conflicts that characteristically surround rules and laws offer good practice in
content which is hypothetical in nature yet directly related to students' lives. (See figure 1)
While not a panacea for violence prevention, LRE offers a promising strategy for schools to
implement as part of their overall prevention plan. If that plan includes closer work with parents
and the community, LRE might also be incorporated into after-school programs, community
center programs for children and adolescents, and parent programs. In this way the approach
lends itself to a close interface with home and community.
Modified from "Law-Related Education and Violence Prevention: Making the Connection" By:
Robin Haskell McBee
27
BEST PRACTICES:
GUIDELINES FOR EFFECTIVE
LAW RELATED EDUCATION
1. Sessions should utilize law-related content
• Civil, criminal, and constitutional themes
• Practical information about the law and public policy
• Concepts underlying a constitutional democracy
• Student rights and responsibilities
• Choices and legal consequences (not moral consequences)
• Citizenship
• Use of Power and authority
• Justice
• Liberty
• Civil Rights
• Equality
• Illegal Drug Use
• Drinking and Driving
2. Law-related education provides practice for skill development
• Critical Thinking
• Decision-Making
• Problem Solving
• Communication
• Cooperation & Participation
• Managing conflict
• Reasoning
3. Instructors present multiple points of view or perspective
• Balanced view of the judicial system & other aspects of the political system
• Controversial issues should be discussed often to motivate student interest and broaden
understanding and tolerance
• Allow for a safe voicing of viewpoints
• Debate and free flow of ideas are crucial elements of effective civic participation
• Many times there is no one correct answer
4. A sufficient quantity of instruction is provided
• Students should have ample opportunities to practice skills and gain confidence in defending their
points of view, making presentations, etc…
• Look for opportunities for classroom teachers to continue teaching LRE
• Connect your involvement in the classroom to larger learning goals
• Try to avoid making your involvement in isolated areas (ex: LRE can be taught not only in Social
Studies or Government, but in Health, English, Math, etc…)
• Seek opportunities to teach many sessions with one class (minimally, a semester long)
5. Interactive teaching strategies
• Strategies that foster true student-to-student interaction (are the heart of the session)
o Role Plays
o Simulations (Mock Trials, Moot Courts, model legislatures)
o Group Work Activities
28
o Group Research Projects
o Community-based learning (including service learning, lobbying, mentoring)
• Sharing outcomes with students
• Drawing on their existing knowledge
• Giving them appropriate time to answer questions
• Involving as many students as possible in all aspects of the class
6. Opportunities for students to interact with Community Resource People (CRP)
• CRPs offer expertise in areas that you are less familiar with, connects you to new community
resources and ensure that your learning time is dynamic and continually fresh
• The community resource person is well prepared and integrated into the interactive session
• Content presented by the CRP is part of the course content
• Allow students sufficient contact with community resource people in order to bond
• Bonding takes place when students develop positive relationships with an adult
• Research in LRE indicates that this adult-student bonding is a key to overcoming risk factors
• SROs and POs are a built in CRP
7. Administrators are actively involved in providing needed support
• Officers should feel that the school director and education officials support their endeavors
• The administrators must be able to address questions raised by family members, other teachers or
the community about Law-Related Education
• Involvement of the administrators also can serve to reduce the gap between school policies, rules
and ideas about justice that my be generated by a class
• Remember that your role is to link to standards and topics covered in a given discipline, not to
create a whole new topic
• Draw support from administrators and department heads
• Inform the school community about the valuable resources you can provide
• Solicit feedback on how you can be an asset in the classroom
8. Networks to support teacher/officer innovation are available through joint planning sessions,
training sessions and social events
• Strengthens teacher/officer commitments to use interactive methods and practical legal information
• The involvement of more than one teacher from a site in trainings, helps enhance law-related
education
• Invite teachers to LRE trainings
• Keep them abreast of law-related materials your receive
• Alert them to special security concerns at school
Sources: Caliber Associates (2002). “The Promise of Law-Related Education and Delinquency Prevention”.McKinney-Browning, Mabel, Ellis,
Al, Kaplan, Howard & Johnson, Seva (1995). “Essentials of Law Related Education”. Street Law, Inc. & National Crime Prevention Council
(1999). “Community Works: Smart Teens Making Safer Communities”. Street Law, Inc. & Office of Juvenile Justice & Delinquency
Prevention (2003) “Street Law for School Resource Officers”.
29
LRE ACADEMY EXPANDED SERVICES
The Arizona Foundation for Legal Services and Education provides the following expanded
services to School Safety Officers:
• LRE Academy Web page:
The Foundation maintains a web page on the Arizona Foundation for Legal Services and
Education website at www.azflse.org/Academy , dedicated to serving School
Safety Officers. The site will provide up-to-date information about LRE research, links to
other LRE related sites, professional development opportunities, publications and articles.
• Law-Related Education Library:
The Arizona Foundation for Legal Services & Education Resource Library is a
clearinghouse of law-related education curricula, lesson plans, books, videos and other
related and prevention materials. It is a free service. Materials are available on a loan
basis for a two-week period.
Resource Library Hours - Monday-Friday 9:00 a.m. to 4:00 p.m.
Materials can be browsed online at www.azflse.org
• Free Materials:
School Safety Program Officers can access free publications and materials for their LRE
classroom instruction. Materials include: Pocket Constitutions, Constitution Posters, Law
for Kids Cards and Posters, Gavel Pencils, Teen Court Starter Kits and When You Turn
18 Brochures.
• LRE Technical Online Resources:
The Foundation tracks School Safety Program Officers’ professional development credit
hours and library lending through an online database.
30
SRO/JPO Performance Assessment
School Administrator - School Safety Program
This assessment is meant to assist the officer and his/her supervisor in meeting the intent of the grant and effectively
carrying out their duties. It is not meant to supplant the official review process used by the officer’s department or
agency. It is at the discretion of the law enforcement agency to include the school’s assessment in the officer’s official
file.
Officer : School: Date:
School Administrator: Title:
Police/Probation Supervisor: Agency/Department:
School Administrator Strongly
Agree
Agree Unsure Disagree Strongly
Disagree
1. The officer has a clear sense of his/her role
as stated in the Guidance Manual.
2. The officer understands the operational
policies and procedures of the school
necessary to perform effectively in the
position.
3. The officer attended or is scheduled to take
a law-related education class in the current
year.
4. *The officer relates to the staff, students and
parents effectively.
5. The officer works well independently.
6. The officer attempts to meet the
requirements of the grant.
7. The officer performs his/her duties
effectively.
8. The officer is effective with his/her
classroom presentations.
Please provide explanation to support question
#4:
Additional comments:
31
Shaded categories are required
Date
# of
Students
Time
Spent
Activity
(U, C, OC)
Teacher/Subject
Departmental Recap
Total
School Safety Program Officer Weekly Activity Log
OFFICER: SRO JPO Week Of:
DISTRICT: SCHOOL(S):
Time Off Campus: (OC)
Total hours _________
Law Related Education Instruction Universal (U)
Planning &
Preparation __________
Staff & Sch. Community Training ________
Classroom Instruction ______
Total hours: _______
Law Related Education Cohort Groups (C)
Group 1 ______ Group 3______
Group 2______ Group 4______
Total hours: _______
Law Enforcement/ Juvenile
Probation Activity (optional)
Total hours: _______
32
Date
# of
Students
Time
Spent
Activity
(U, C, OC)
Teacher/Subject
Departmental Recap
Total
Total
Officer: Week of:
33
School Safety Program Officer Weekly Activity Log Instructions:
Law Related Education-Universal Instruction List total hours for the week
Law Related Education-Cohort Classroom Instruction List total hours for the week
Time Off Campus List total hours for the week
LRE Universal Classroom Instruction List total hours for the week
LRE Planning and Preparation List total hours for the week
LRE School Staff and Community Training List total hours for the week
# of students Total number of students in the class or involved in the contact
Time Spent Total time spent in increments of percent of an hour. E.g. 1 hr,
2.5 hrs, .75 hr…
Activity List the type of activity or LRE class subject and location if
conducted off campus. (These cells will expand to fit as much
text as you wish to type)
Teacher/Subject List teacher name and the usual subject taught in that class
(e.g. science, social studies…).
Total To tally the # of Students/Parents and Time Spent columns.
Right click on the shaded field in the bottom row of each
column. Click on “Update Field” on the pop up menu
These three boxes must
equal the total number
of hours listed for
universal LRE
Instruction
These three boxes must
equal the total number
of hours listed for time
spent
34
SCHOOL SAFETY PROGRAM
OPERATIONAL PLAN
District __________________________________________________________ School _____________________________________________
School Administrator Name_________________________________________ Officer Name________________________________________
2008 2009
Project Activities/Milestones Responsible School Year 2008-2009 Completed
personnel May Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Yes No Partial/Comments
35
District __________________________________________________________ School _____________________________________________
School Administrator Name_________________________________________ Officer Name________________________________________
2008 2009
Project Activities/Milestones Responsible School Year 2008-2009 Completed
personnel May Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Yes No Partial/Comments
36
LRE Best Practices Checklist and Observation Form
Officer: School Name: District Name:
Topic: Class/Subject: Teacher:
Approximate # of students: Grade:
Effective Implementation of LRE - Use of Best Practices: Yes No Evidence / Comments
􀂃􈍌 Law-Related Education
􀀹􃥃 Content directly related to the law
Ex: Miranda Rights
􀀹􃥃 Content in-directly related to the law
Ex: Public Policy
􀂃􈍆 Focus on Real Life Issues & Situations
􀀹􃥒 Relevant to students’ everyday life
􀀹􃥔 Topic selection based on demographics
􀂃􈍓 Student Centered
􀀹􃥓 Student led activities
􀀹􃥅 Encourages student discussion (not Q/A)
􀂃􈍉 Interactive Teaching Strategies
􀀹􃥎 Non-lecture
􀀹􃥈 Hands on lessons
􀂃􈍂 Balanced View Point/Multiple Points of View
􀀹􃥐 Presentation of all sides of the issue
􀀹􃥕 Unbiased presentation
􀂃􈍐 Problem Solving Oriented Approach
􀀹􃥓 Solution reached through student discovery
􀂃􈍕 Utilization of a CRP
􀀹􃥕 Use of community resource person (e.g. Attorney, Judge, Detective)
* Data sources for assessing outcomes and effectiveness include LRE pre and post tests, officer activity logs, officer
performance assessment, incident data, and perception of safety surveys
Programs/Services:
􀂃􈍃 Collaborate and
communicate with school
personnel on school wide
safety strategies (e.g. staff
training, emergency
response planning, needs
assessment, Title IV
programming)
􀂃􈍉 Implement cohort and
universal LRE instruction
based on needs of school
􀂃􈍉 Intervene and prevent
potential crime through
strategic visibility
􀂃􈍌 Link students and parents to
appropriate social services
(e.g. court resources,
domestic violence shelters,
treatment centers, food
banks)
􀂃􈍐 Provide law enforcement or
juvenile probation services
􀂃􈍆 Facilitate or assist with
other youth programs (e.g.
peer mediation, anger
management training)
􀂃􈍁 Attend standardized school
safety officer training for
new officers
Officers’ Major Activities
One Year Outcomes
Process Outcomes Universal and Cohort
One -Three Year
Outcomes Cohorts only
Outputs:
􀂃􈍓 SRO is on campus 80% of
the time
􀂃􈍊 JPO is on campus 90% of
the time
􀂃􈍓 School Safety Program
Operational Plan developed
by the officer and school
administrator
􀂃􈍏 Officer completed 100
hours of universal LRE
instruction
- At least 60 hours of
universal LRE classroom
instruction
- Up to 20 hours for LRE
planning and preparation
- Up to 20 hours for LRE
instruction to school staff
and school community
􀂃􈍏 Officer completed 80 hours
of LRE classroom
instruction for ongoing
cohorts (3-4 classes, six
sessions per quarter)
􀂃􈍁 Accurately completed
weekly activity log
􀂃􈍃 Completed Performance
Assessment Feedback tool
􀂃􈍓 School Safety Assessment
and Prevention Team met
quarterly
􀂃􈍁 Attended standardized
school safety officer
training for new officers
Attitudes/Beliefs:
Increased:
􀂃􈍒 Respect for officer on
campus
􀂃􈍓 Students perceive the
officer as an adult they
can go to with issues of
concern
􀂃􈍓 Students are
comfortable going to
the officer
􀂃􈍓 Staff and students feel
safer with the officer on
campus
􀂃􈍓 Staff feels the officer is
a resource to the school
􀂃􈍁 Accuracy of crime
reporting to law
enforcement
􀂃􈍓 Staff feel comfortable
recognizing undesirable
student behavior
Knowledge:
Increased:
􀂃􈍋 Knowledge of the law
and legal process
􀂃􈍉 Increased knowledge of
how to be a law abiding
citizen
􀂃􈍓 Staff knowledge of
undesirable student
behavior
For LRE cohorts:
Attitudes/Beliefs:
Increased:
􀂃􈍎 Negative
perception of
delinquent
behavior
Skills:
Improved:
􀂃􈍐 Problem solving
􀂃􈍄 Decision making
􀂃􈍃 Communication
Comprehensive
approach to a safe
school environment
Site-Level School Safety Program Expectation and Outcomes*
District Administration:
􀂃􈍁 Administer grant
􀂃􈍍 Maintain communication and
coordinates with partnering
agencies
􀂃􈍁 Attend training
School Administration:
􀂃􈍆 Facilitate integration of officer
into the school and
implementation of program
activities
􀂃􈍏 Observe classroom instruction
(semester)
􀂃􈍃 Conduct Officer Performance
Assessment (semester)
􀂃􈍍 Monitor Activity Logs
(quarterly)
􀂃􈍃 Collaborate with partnering
agency
􀂃􈍍 Meet with supervisor once per
semester
􀂃􈍁 Attend training annually
􀂃􈍅 Establish and convene a
multidisciplinary School
Safety Assessment and
Prevention Team - includes
conducting needs assessments
Law Enforcement and Juvenile
Probation Agencies:
􀂃􈍐 Provide supervision and
support to officer on program
activities
􀂃􈍃 Collaborate and coordinate
with school administrator
􀂃􈍁 Attend training annually
Resources and Supports
The purpose of the School Safety Program is to create and maintain safe schools
Behaviors:
Decreased:
􀂃􈍓 Serious and violent
incidents and
behaviors
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