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Early Warning Signs to Are Included EARLYEARLY WARNING WARNING TIMELYTIMELY RESPONSE RESPONSE AA Guide Guide to to Safe Safe Schools Schools Organizations Supporting This Guide American Association of Federation of Families for National Education School Administrators Childrens Mental Health Association American Counseling National Association of National Mental Health Association Elementary School Association Principals National Middle Schools American Federation of Association Teachers National Association of School Psychologists National PTA American School Counselors Association National School Boards National Association of Association Secondary School Council of Administrators of Principals National School Public Special Education Relations Association National Association of Council for Exceptional Police Executive Research State Boards of Education Children Forum The full text of this public domain publi- Email: [email protected] The development of this guide was sup- cation is available at the Departments Telephone: (202)205-9043 ported by the Office of Special Education home page at http://www.ed.gov/offices/ TDD: (202)205-5465 and Rehabilitation Services, Office of OSERS/OSEP/earlywrn.html and in al- FIRS 1-800-877-8339, Special Education Programs, under the ternate formats upon request. For more 8 a.m. - 8 p.m., ET, M-F Individuals with Disabilities Education information, please contact us at: Act (IDEA). Dissemination of the guide This guide was produced by the Center was supported by the Office of Elemen- U.S. Department of Education for Effective Collaboration and Practice tary and Secondary Education, Safe and Special Education and Rehabilitative of the American Institutes for Research Drug-Free Schools Program. Services in collaboration with the National Asso- Room 3131 Mary E. Switzer Building ciation of School Psychologists, under a Dwyer, K., Osher, D., and Warger, C. Washington, D.C. 20202-2524 cooperative agreement with the U.S. De- (1998). Early warning, timely response: partment of Education, Office of Special A guide to safe schools. Washington, DC: Education and Rehabilitative Services, U.S. Department of Education. http://www.ed.gov/offices/OSERS/OSEP/ Office of Special Education Programs earlywrn.html (grant# H237T60005). August 1998 Executive Summary Early Warning, Timely Response A Guide to Safe Schools Although most schools are safe, Sections in this guide include: the violence that occurs in our Section 1: Introduction. All neighborhoods and communities staff, students, parents, and has found its way inside the members of the community schoolhouse door. However, if we must be part of creating a safe understand what leads to violence school environment. Schools and the types of support that re- must have in place approaches search has shown are effective in for addressing the needs of all preventing violence, we can make children who have troubling our schools safer. behaviors. This section de- The full text of this public Research-based practices can help scribes the rationale for the domain publication is avail- school communitiesadministra- guide and suggests how it can able at the Departments home page at http:// tors, teachers, families, students, be used by school communities www.ed.gov/offices/OSERS/ support staff, and community to develop a plan of action. OSEP/earlywrn.html. membersrecognize the warning Section 2: Characteristics of a signs early, so children can get the School That Is Safe and Re- help they need before it is too late. sponsive to All Children. Well This guide presents a brief sum- functioning schools foster mary of the research on violence learning, safety, and socially prevention and intervention and appropriate behaviors. They crisis response in schools. It tells have a strong academic focus school communities: and support students in achiev- What to look forthe early ing high standards, foster posi- warning signs that relate to vio- tive relationships between lence and other troubling be- school staff and students, and haviors. promote meaningful parental and community involvement. What to dothe action steps This section describes charac- that school communities can teristics of schools that support take to prevent violence and prevention, appropriate inter- other troubling behaviors, to vention, and effective crisis re- intervene and get help for sponse. troubled children, and to re- spond to school violence when Section 3: Early Warning it occurs. Signs. There are early warning ii iii signs that, when viewed in con- works. This section offers sug- text, can signal a troubled child. gestions for developing such Educators and parentsand in plans. some cases, studentscan use Section 6: Responding to Cri- several significant principles to sis. Effective and safe schools ensure that the early warning are well prepared for any poten- signs are not misinterpreted. tial crisis or violent act. This This section presents early section describes what to do warning signs, imminent warn- when intervening during a cri- ing signs, and the principles sis to ensure safety and when that ensure these signs will not responding in the aftermath of be misinterpreted. It concludes crisis. The principles that un- with a brief description of us- derlie effective crisis response ing the early warning signs to are included. shape intervention practices. Section 7: Conclusion. This Section 4: Getting Help for section summarizes the guide. Troubled Children. Effective interventions for improving the Section 8: Methodology, Con- behavior of troubled children tributors, and Research Sup- are well documented in the re- port. This guide synthesizes an search literature. This section extensive knowledge base on presents research- and expert- violence and violence preven- based principles that should tion. This section describes the provide the foundation for all rigorous development and re- intervention development. It view process that was used. It describes what to do when in- also provides information tervening early with students about the projects Web site. who are at risk for behavioral A final section lists resources that problems, when responding can be contacted for more infor- with intensive interventions for mation. individual children, and when providing a foundation to pre- The information in this guide is vent and reduce violent behav- not intended as a comprehensive ior. prevention, intervention, and re- sponse planschool communities Section 5: Developing a Pre- could do everything recom- vention and Response Plan. mended and still experience vio- Effective schools create a vio- lence. Rather, the intent is to pro- lence prevention and response vide school communities with re- plan and form a team that can liable and practical information ensure it is implemented. They about what they can do to be pre- use approaches and strategies pared and to reduce the likelihood based on research about what of violence. Contents Letter ............................................................................................................................. i Executive Summary ..................................................................................................... ii A Guide to Safe Schools ...............................................................................................1 About This Guide ............................................................................................................................................ 1 Using the Guide To Develop a Plan of Action ................................................................................................ 2 Characteristics of a School That Is Safe and Responsive to All Children .................3 Early Warning Signs.....................................................................................................6 Principles for Identifying the Early Warning Signs of School Violence.......................................................... 6 Early Warning Signs ........................................................................................................................................ 8 Identifying and Responding to Imminent Warning Signs ............................................................................. 11 Using the Early Warning Signs To Shape Intervention Practices ................................................................. 12 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 Developing a Prevention and Response Plan ............................................................23 Creating the Violence Prevention and Response Plan .................................................................................. 23 Forming the Prevention and Response Team ................................................................................................ 24 Responding to Crisis ...................................................................................................27
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