District‐Wide School Safety Plan Public Information Introduction Emergencies and violent incidents in school districts are critical issues that must be addressed in an expeditious and effective manner. Districts are required to develop a district‐wide school safety plan designed to prevent or minimize the effects of serious violent incidents and emergencies and to facilitate the coordination of the district with local and county resources in the event of such incidents or emergencies. The district‐wide plan is responsive to the needs of all schools within the district and is consistent with the more detailed emergency response plans required at the school building level. Districts stand at risk from a wide variety of acts of violence, natural and man‐made disasters. To address these threats, the State of New York has enacted the Safe Schools Against Violence in Education (SAVE) Law. Project SAVE is a comprehensive planning effort that addresses prevention, response and recovery with respect to a variety of emergencies in each school district and its schools. The Capital Region BOCES, in coordination with the Middleburgh Central School District, supports the SAVE legislation and intends to facilitate the planning process. The Superintendent of Schools encourages and advocates on‐going district‐wide cooperation and support of Project SAVE. Section I: General Considerations and Planning Guidelines A. Purpose The Middleburgh Central School District‐wide School Safety Plan was developed pursuant to Commissioner’s Regulation 155.17. At the direction of the Middleburgh Central School District Board of Education, the Superintendent of Middleburgh Central School District appointed a District‐wide School Safety Team and charged it with the development and maintenance of the District‐wide School Safety Plan. B. Identification of school teams The Middleburgh Central School District has created a District‐wide School Safety Team consisting of, but not limited to, representatives of the school board, students, teachers, administrators, parent organizations, school safety personnel and other school personnel. C. Concept of operations 
The District‐wide School Safety Plan shall be directly linked to the individual Building‐
level Emergency Response Plans for each school building. Protocols reflected in the District‐
wide School Safety Plan will guide development and implementation of individual Building‐level Emergency Response Plans. 
In the event of an emergency or violent incident, the initial response to all emergencies at an individual school will be by the School Emergency Response Team. 1 DISTRICT‐WIDE SCHOOL SAFETY PLAN 
Upon the activation of the School Emergency Response Team, the Superintendent of Schools or his/her designee will be notified and, where appropriate, local emergency officials will also be notified. 
Efforts may be supplemented by county and state resources through existing protocols. D. Plan review and public comment 
This plan shall be reviewed and maintained by the District‐wide School Safety Team and reviewed on an annual basis on or before July 1 of each year. 
Pursuant to Commissioner’s Regulation 155.17 (e)(3), this plan will be made available for public comment 30 days prior to its adoption. The district‐wide and building‐level plans may be adopted by the school board only after at least one public hearing that provides for the participation of school personnel, parents, students and any other interested parties. The plan must be formally adopted by the Board of Education. 
While linked to the District‐wide School Safety Plan and any amendments will be submitted to the New York State Education Department within 30 days of adoption. Building‐
level Emergency Response Plans will be supplied to both local and state police within 30 days of adoption. Section II: General Emergency Response Planning (The District‐wide School Safety Plan provides the framework for the Building Level Emergency Response Plan.) A. Identification of sites of potential emergency, including:  The process for identifying the sites  The location of potential sites  The potential internal or external hazards or emergency situations identified B. Plans for taking the following actions in response to an emergency where appropriate, including but not limited to:  School cancellation  Early dismissal  Evacuation (before, during and after school hours, including security during evacuation and evacuation routes)  Sheltering sites (internal and external) Emergencies include, but are not limited to: Threats of Violence Hostage/Kidnapping Natural/Weather Related Civil Disturbance School Bus Accident Gas Leak Intruder Explosive/Bomb Threat Hazardous Material Biological Radiological Epidemic 2 DISTRICT‐WIDE SCHOOL SAFETY PLAN Others as determined by the Building‐level School Safety Team C. The identification of district resources which may be available for use during an emergency, including the identification of personnel and other resources. D. Description of procedures to coordinate the use of school district resources and manpower during emergencies, including: 
Identification of the officials authorized to make decisions 
Identification of the staff members assigned to provide assistance during emergencies E. Policies and procedures for annual multi‐hazard school training for staff and students, including the strategies for implementing training related to multi‐hazards. F. Procedures for the review and conduct of drills and other exercises to test components of the emergency response plan, including the use of tabletop exercised, in coordination with local and county emergency responders and preparedness officials. Section III: Responding to Threats and Acts of Violence (The District‐wide School Safety Plan provides the framework for the Building Level Emergency Response Plan.) A. Policies and procedures for responding to implied or direct threats of violence by students, teachers, other school personnel and visitors to the school. B. Policies and procedures for responding to acts of violence by students, teachers, other school personnel and visitors to the school, including consideration of zero‐tolerance policies for school violence. C. Policies and procedures for contacting appropriate responses to emergencies, including protocols for responding to: D. Identification of appropriate responses to emergencies, including protocols for responding to: 
Bomb threats 
Hostage takings 
Intrusions 
Kidnappings E. Policies and procedures to contact parents, guardians or persons in parental relation to the students in the event of a violent incident or an early dismissal. Section IV: Communication with Others (The District‐wide School Safety Plan provides the framework for the Building Level Emergency Response Plan.) A. Description of the arrangements for obtaining assistance during emergencies from emergency services organizations and local government agencies. B. Procedures for obtaining advice and assistance from local government officials including the county or city officials responsible for implementation of Article 2‐B of the Executive Law. C. A system for informing all educational agencies within a school district of a disaster. D. In the case of a school district, maintaining certain information about each educational agency located in the school district, including information on: 
School population 
Number of staff 
Transportation needs 3 DISTRICT‐WIDE SCHOOL SAFETY PLAN 
Business and home telephone numbers of key officials of each educational agency. 4 DISTRICT‐WIDE SCHOOL SAFETY PLAN Section V: Prevention and Intervention Strategies (The District‐wide School Safety Plan provides the framework for the Building Level Emergency Response Plan.) A. Policies and procedures related to school building security, including, where appropriate, the use of school safety officers and/or security devices or procedures. B. Policies and procedures for the dissemination of informative materials regarding the early detection of potentially violent behaviors, including, but not limited to: 
The identification of family, community and environmental factors to teachers, administrators, parents and other persons in parental relation to students of the school district or board, students and other persons deemed appropriate to receive such information. C. Appropriate prevention and intervention strategies such as: 
Collaborative agreements with state and local law enforcement officials designed to ensure that school safety officers and other security personnel are adequately trained including being trained to de‐escalate potentially violent situations. 
Non‐violent conflict resolution training programs 
Peer mediation programs and youth courts 
Extended day and other school safety programs D. Strategies for improving communication among students and between students and staff and reporting of potentially violent incidents, such as the establishment of:  Youth‐run programs  Peer mediation  Conflict resolution  Creating a forum or designating a mentor for students concerned with bullying or violence. Establishing anonymous reporting mechanisms for school violence  Other based on district need E. Description of duties, hiring and screening process, and required training of hall monitors and other school safety personnel. 5 DISTRICT‐WIDE SCHOOL SAFETY PLAN Table of Contents A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
O.
P.
Q.
R.
S.
T.
U.
Risk Reduction/Prevention and Intervention Components Prevention/Intervention Strategies Annual Multi‐hazard Training for Staff and Students Review and Conduct of Drills and Other Exercises Description of the Duties of the Hall Monitors and any Other School Safety Personnel School Building Security Vital Educational Agency Information (REMOVED No other agencies within District) Early Detection of Potentially Violent Behaviors Hazard Identification Response: Notification and Activation for Contacting Appropriate Law Enforcement Regulatory Component with Regulatory Citation: Informing all Educational Agencies‐ (REMOVED No other agencies within District) Response: Notification and Activation for Contacting Parents and Guardians Situational Responses: Multi‐Hazard Response Responses to Acts of Violence: Implied or Direct Threats Acts of Violence Response Protocols Arrangements for Obtaining Emergency Assistance from Local Government & Procedures for Obtaining Advice and Assistance from Local Government Officials District Resources Available for Use in an Emergency‐(MOVED to Building Level Plan‐
Confidential) Procedures to Coordinate the Use of School District Resources & Manpower During an Emergency Protective Action Options Recovery: District Support for Buildings and Disaster Mental Health Services Required Plan Required Plan Development Procedures: District‐wide School Safety Team & District‐wide School Safety Plan Review and Public Comment MIDDLEBURGH CSD Project SAVE District‐wide School Safety Plan APPENDIX A: Risk Reduction/Prevention & Intervention Components, Prevention/Intervention Strategies PROGRAM MENTOR(S) SUMMARY OF PROGRAM A peer-to-peer youth education
SADD SADD Advisor organization primarily focused on
addressing teen issues, such as
alcohol abuse and stress to the
school and community.
Character Education PreK‐5 School Counselor SUNSHIP Earth 6th Grade Teachers and MS Principal Supt. Conference Day Superintendent Student Assistance Counselors ES Counselor MS Counselor HS Counselor (2) DW Social Worker DW Psychologist Bassett SBHC Reporting mechanisms addressed in Code of Conduct http://www.middleburghcsd.org/pubs/CodeofConductJuly2012.pdf Emphasis on goal setting, positive character, and team building An outdoor educational experience that promotes peer interaction, team building, outdoor health education and physical education Addresses student safety issues, such as, bullying prevention, playground safety, and conflict management Counselors available to address student issues and safety concerns. If a student shares information, i.e., rumors of violence or threats, the student source can remain confidential. APPENDIX B: Annual Multi‐hazard Training for Staff and Students Training, Drills and Exercises: TYPE OF TRAINING TRAINING PROVIDER HAZCOM, Right‐to‐
Know, Universal Precautions, Blood borne pathogens, Violence Prevention Training Lockdown/Lockout BOCES Health and
Safety Coordinator FREQUENCY OF TRAINING Annually per school year DATES OF COMPLETED TRAINING Sept./Oct. Superintendent’s Conference Day Annual Go Home Early Drill Principals Teachers In‐house Bus Driver Refresher Shelter‐In‐Place In‐house or contracted Principal Duck & Cover Principal Anthrax & Mail Handling SED Guidelines Annually per school year Annually per school year 2X per year Annually per school year Annually per school year 1X Building Evacuation Principal 12x per year Bus Safety Drills: ‐emergency exit drill ‐safe crossing Head Bus Driver Minimum 3X per year Building Safety Teams Building Principal DW Safety Team Supt./School Business Manager/Supv. Of B&G, BOCES Health & Safety Coordinator Annually based on BOCES calendar Aug/Sept and Jan/Feb Annual Annual Employee would be trained prior to handling district mail Tested with fire evacuation drills w/in first 7 school days, between 11/1 and 12/31. And between 3/1/and 4/30 Tested with fire evacuation drill Table top Exercises APPENDIX C: Review and Conduct of Drills and Other Exercises Training, Drills, and Exercises: TYPE OF DRILL, FACILITATOR FREQUENCY OF DRILL, FUNCTIONAL EXERCISE (TITLE) EXERCISE OR TABLETOP OR TABLETOP EXERCISE Fire Drills Building Principals COMPLETION DATES Fire drill dates are tracked by the building principals Drill date is determined and tracked by the building principals Drill date is determined and tracked by the building principals Annual Annual Lockdown Building Principals Annually per school year Lockout Building Principals Annually per school year Shelter‐In‐Place BOCES “Go Home Early” Drill Tabletop exercises Principals All District Administrators Building Principal 1X per year 1X per year Safety audit and school walk‐through NYS Police Local 1st Responders SCEMO District‐wide School Safety Committee Suggestions noted during walk‐through Offered at their convenience Comments brought back to the committee for review Report to SED Committee meetings and discussions Annual Visual Inspection Building Walk‐Through Flood Warnings Supervisor B&G Code Enforcement BOCES Risk Management Superintendent, Principal, Supervisor B&G County Emergency Coordinator School Admin Local 1st Responders At regular building team Done at team meetings meetings Observations noted during walk‐through and reviewed with appropriate personnel Flood Evacuation Plan updated 2011‐12 November each year Monthly Annual APPENDIX D: Description of the Duties of the Other School Safety Personnel Job Title Job Description Required Training DEO is a school Designated Oversees youth district Educational returning from administrator Officer (DEO) incarceration (from the juvenile justice system) Dignity for All Coordinator Title IX Officer Hiring & Screening DEO is appointed yearly at the district reorganizational meeting Appointed yearly at the district reorganizational meeting Appointed yearly at the district reorganizational meeting APPENDIX E: School Building Security PERSONNEL, DEVICES POLICY REFERENCE AND PROCEDURES Security Policy 5.1.3 Facilities Security SECURITY PROCEDURE SUMMARY Limited access during school hours. Custodial staff verifies school buildings are locked and alarmed during off‐
hours. Staff uses a FOB system for entry within the buildings. Twenty‐one (21) Communication Radios are provided to various offices and staff for job‐
related and emergency communications Two‐way Radios Policy 5.1.3 School Buses Policy 5.1.3 Facilities Security 1. Thirty (30) school buses are equipped with a video camera system called 24/7
Visitor Badge/Sign‐in Policy 5.1.3 Facilities Security Visitors are required to sign‐in and sign‐out. Visitors are provided with a visitor badge. AREA AND/OR BUILDINGS INVOLVED School Buildings Elementary School Middle School High School District Office Business Office Transportation Department Buildings & Grounds Dept. PREK‐12 SCHOOL DISTRICT BUSES Surveillance
Elementary School Middle School/High School APPENDIX F: Vital Educational Agency Information (Removed‐No other agencies within District) APPENDIX G: Early Detection of Potentially Violent Behaviors POLICIES & METHOD USED TO PROCEDURES FOR DISSEMINATE EARLY DETECTION Superintendent’s Annual Violence Conference Day Prevention Training ‐Crisis Intervention ‐Bullying Prevention Posted in student Policy 7.2.13 handbook and on Policy Prohibiting website Harassment and Violence Workshops provided by SAVE required 2‐hour school district trainers, training for certified BOCES, or other faculty and staff approved trainers Pamphlets and Identifying Trouble Children‐Warning Signs information available during open houses that a Child Could be Violent GROUP RECEIVING THE DATA DISSEMINATION TIME FRAME & FREQUENCY All faculty, staff and administration Annually on one Superintendent’s conference Day each school year. Continuously posted and included in student handbook which is updated annually. A certification requirement All faculty, staff and administration Administration, Faculty & Parents Made available on an ongoing basis. APPENDIX H: Hazard Identification Method of Hazard People Involved Identification NYS Police Safety audit and Local 1st Responders school walk‐
through EMO DW School Safety Committee Committee meeting and discussions Annual Visual Inspection Building Walk‐
Through Flood Warnings Supervisor B&G Code Enforcement BOCES Risk Management Superintendent, Principal, Supervisor B&G County Emergency Coordinator School Admin Local 1st Responders Comments and Feedback Suggestions noted during walk‐through Comments brought back to the committee for review Report to SED Observations noted during walk‐through and reviewed with appropriate personnel Flood Evacuation Plan updated 2011‐
12 Frequency of Review Offered at their convenience Annually November of each year. Monthly Annual Appendix I: Response: Policies & Procedures Call 911 Notification and Activation for Contacting Appropriate Law Enforcement Internal Communication See attached Emergency Phone Sheet External Training Method of Communication Communication Annual Internal: The district uses handheld radios, the Incident intercom/PA, runners, phone Command System lines, cell phones (ICS) to External: communicate with Phones, cell phones, fax responding machine, phone trees, agencies. The district ICS ConnectED, use of media & protocols have press conferences and press been shared with releases (radio & TV) to responding fire, receive and send out police and EMS pertinent information as agencies. needed. If a student(s) or employee(s) is directly involved or impacted by a violent incident or emergency, the parents and emergency contacts for employees will be called personally by school staff or the emergency responding agency as deemed appropriate. The school will work with parents and employees to maintain emergency contact sheets that will be kept on file. APPENDIX J: (Removed ‐ no other educational agencies in district) Regulatory Component with Regulatory Citation: Informing all Educational Agencies APPENDIX K: Response: Notification and Activation (for Contacting Parents and Guardians) Policies & Procedures Internal & External Emergency Contacts Method of Communication Communication As needed, the district The district will contact Eyewitness can call 911 Each September the directly and then inform school will request and will use phone calls appropriate parent or guardian in the event of the Main Office or (ConnectED), letters collect pertinent Eyewitness can inform a violent incident or home to parents, emergency contact other emergencies that the Main Office to call memos to faculty & information for every directly involve their staff and meetings to student in the school. 911, whichever child. The district will disseminate expedites call the police The parents and inform the employees, and/or other information regarding guardians will be parents and students violent incidents or reminded to keep the responders needed. The principal and school school informed of any other emergencies. changes to this nurse will contact the information. All parent/guardian and emergency contact inform them of all information will be details pertinent to available in the SIS. share(i.e., summary of incident, location of student, if in transit, the destination and who has accompanied their child, if an ambulance is involved, etc.) As needed, the district The building principal All parents and will use phone calls requests updated guardians will be (ConnectED), letters emergency information informed at the home to parents, beginning of the school each year. year of the district’s memos to faculty & policy regarding staff and meetings to contacting them in the disseminate event of an emergency information regarding involving child. violent incidents or other emergencies. APPENDIX L: Situational Responses: Multi‐Hazard Response MULTI‐HAZARD BASIC RESPNSE STUDENT, RESPONSE PROCEDURES FACULTY & STAFF ACCOUNTABILITY & EVACUATION (before, during and after school) INCLUDING SPECIAL NEEDS 1. During each drill The district has The district has annual training & or real emergency, procedures in all students, drills for the each confidential faculty and staff following Building‐level School Safety Plan procedures: are accounted for. lockdown, lockout, The attendance for the following shelter‐in‐place, potential also allows for the duck & cover, emergencies: addition of visitor early dismissal, accountability via school, school the Main Office cancellation and sign‐in/sign‐out evacuation. These log. Each teacher basic procedures is responsible for can be used on a the attendance of case‐by‐case basis his/her students. 2. As required by as best fits the incident at hand. NYSED, all non‐
Specific details are ambulatory people on floors included in the above or below confidential the ground level building level school safety plan. are informed of The district uses the “Safe Rooms” ICS. The ID that are to be determines how used in the event many or few ICS of an emergency branches are to be evacuation. The activated. fire dept. and designated staff have been involved in this plan. COMMUNICATION & TRANSPORTATION DISTRICT RESOURCES AND PROTABLE EMERGENCY KITS Communication: Designated staff have walkie‐
talkies, cell phones, designated runners and/or bull horns to be used in the event portable devices are needed. Transportation: In the event of an emergency, the school will call in all bus drivers to transport students, faculty and staff as needed. District Resources: Elementary School and Middle/High School both have emergency back‐
up lighting, and food storage. Forty district buses and vehicles are available to transport students, staff, and supplies. Medical supplies, two school nurses and employees who are EMS responders are available. Agreements to use schools for off‐site evacuation are part of the individual building plans. Emergency Kits: Emergency contact cards and emergency APPENDIX M: Responses to Acts of Violence: Implied or Direct Threats POLICIES AND PROCEDURES ATTACHMENTS The district has a written policy for responding to See section VI. Prohibited Student Conduct in the acts of implied violence or direct threats of District’s Code of Conduct. Identical wording is in violence. the Student Handbook. Information is included in the district’s Code of Every September, all faculty, staff, students and parents will receive information about the signs of Conduct and Student Handbooks. a direct or implied threats of violence, what the school wants them to do in that situation, who to report it to and how to go into Lockdown in response to a direct act of violence. The administrators in the impacted building will be informed of all such implied or direct threats of violence. APPENDIX N: Acts of Violence POLICIES AND PROCEDURES The district has a written policy for responding to acts of violence. Every September, all faculty, staff, students and parents will receive information about what to do in the event of a violent act. Lockdown procedures will be used in response to a direct act of violence. All District Office Administrators and School Principals will be informed of all such acts of violence in order to take appropriate action. When any school in the district goes into Lockdown, all other schools in the district will go into Lockout. In effect is a policy on the possession or use of a weapon on school property. ATTACHMENTS See Policy 7.2.13 attached to Appendix G and see the District’s Code of Conduct Information is included in the district’s Code of Conduct and Student Handbooks. See attached Policy 7.2.12 APPENDIX O: Response Protocols Response Protocols The district has identified appropriate responses to emergencies, including protocols for responding to bomb threats, hostage‐takings, intrusions and kidnappings. There are response procedures for shelter‐in‐place, evacuation, lockdown and/or lockout. These response protocols are “district’ protocols and are used in each school building. This enables faculty and staff who move about the district, substitute employees and students as they move up within the district to have clear and consistent response protocols. These procedures will be reviewed on an annual basis and updated as needed. The District‐wide School Safety Team has worked with local emergency responders where the district’s response protocols for shelter‐in‐place, evacuation, lockdown and lockout have been discussed. Responder suggestions have been incorporated into the protocols. The district utilizes the Incident Command System (ICS). In ICS the Incident Commander has emergency decision‐making authority, and various faculty and staff are assigned to specific roles in the chain of command. Roles are identified and a 3‐Deep back‐up system is established. Team members, roles and responsibilities are reviewed on an annual basis and updated as needed. Comments and/or Attachments See section VI. Prohibited Student Conduct in the District’s Code of Conduct. Identical wording is in the Student Handbook. The district and each school building assign ICS roles and responsibilities to their respective Emergency Response Teams. Building level teams are part of the confidential Building‐level School Safety Plan. Consistent with State Education Law, names and contact information of team members are not public information. Team members have been trained in their roles and practice them during drills. APPENDIX P: Arrangements for Obtaining Emergency Assistance from Local Government and Procedures for Obtaining advice and Assistance from Local Government Officials PROCEDURES FOR OBTAINING ADVISE & ARRANGEMENTS FOR OBTAINING ADVICE & ASSISTANCE FROM LOCAL GOVERNMENT ASSISTANCE FROM LOCAL GOVERNMENT OFFICIALS OFFICIALS The district uses the Emergency Reference Card to The building level and district‐level school safety teams include Sheriff, NYS Police, fire chief, EMS, determine which emergency responders and officials need to be contacted under what local hospital administrators, American Red Cross, circumstances. These Emergency Reference Cards County Emergency Coordinator, County Mental are given to all district office administrators, Health, the Mayor, the Town Supervisor. principals, directors, supervisors, security, head custodians and their secretaries. As verbal suggestions are made, a designated Security assessments have been made involving school person takes notes. These notes are then state/local police, fire, EMS, and Building‐level reviewed at the next Building‐level School Safety School Safety Team members. Team meeting and prioritized for putting into place. The district involves local officials and emergency Procedures, drills and/or tabletop exercise are responders in its emergency and safety discussions conducted for the potential emergencies/incidents to simulate the best emergency response. APPENDIX Q: (Moved to Building Level Plan‐Confidential) APPENDIX R: Procedures to Coordinate the Use of School District Resources and Manpower During an Emergency PROCEDURES TO COORDINATE RESOURCES & MANPOWER The district utilizes the Incident Command System (ICS). In ICS the Incident Commander has emergency decision‐making authority, and various faculty and staff are assigned to specific roles in the chain of command. Roles are identified and a 3‐Deep back‐up system is established. Team members, roles and responsibilities are reviewed on an annual basis and updated as needed. OFFICIALS AUTHORIZED TO MAKE DECISIONS The district and each school building have used ICS to assign roles and responsibilities to their respective Emergency Response Teams. In the Incident Command System, the Incident Commander (IC) has the authority to make official decisions on behalf of the school district. All recommendations, suggestions and decisions must be reviewed by and approved by the IC. In the event of an incident that involves emergency responders, the district IC will connect with the responders’ IC in a Unified Command Post. ASSIGNED STAFF MEMBERS & RESPONSIBILITIES The district and each school building assign ICS roles and responsibilities to their respective Emergency Response Teams. Building level teams are part of the confidential Building‐level School Safety Plan. Consistent with State Education Law, names and contact information of team members are not public information. Team members have been trained in their roles and practice them during drills. Each school Emergency response Team consists of:  Incident Commander (IC)  Safety  Liaison  Public Information Officer (PIO)  Operations  Logistics  Planning & Intelligence  Finance/Administration  Incident Log/Scribe  Command Post APPENDIX S: Protective Action Options PROTECTIVE ACTION OPTIONS A. School cancellation; the district has a procedure for a school cancellation B. Early Dismissal; the district has a procedure for early dismissal C. Evacuation; the district has a procedure for evacuation SUPPORTING EVIDENCE The general procedures are shared with all faculty, staff, parents and students through the district newsletter, district website (http://www.middleburghcsd.org/) and/or letters sent home with students. The superintendent, and the School Business Manager, has written procedures, contact names and phone numbers to initiate the school cancellation procedure. The details are kept in the confidential Building‐level School Safety Plans. The general procedures are shared with all faculty, staff, parents and students through the district newsletter, district website (http://www.middleburghcsd.org/) and/or letters sent home with students. The superintendent, and the School Business Manager, has written procedures, contact names and phone numbers to initiate the school cancellation procedure. The details are kept in the confidential Building‐level School Safety Plans. The general procedures are shared with all faculty, staff, parents and students through the district newsletter, district website (http://www.middleburghcsd.org/) and/or letters sent home with students. The superintendent, School Business Manager, Head Driver, Lead Mechanic and Building Principals have specific roles and responsibilities and have written procedures, contact names and phone numbers to initiate the evacuation procedure. These DRILL & DEBRIEFING DATES details are kept in the confidential Building‐level School Safety Plans. The general procedures are shared with all faculty, staff, parents and students through the district newsletter, district website (http://www.middleburghcsd.org/) and/or letters sent home with students. The Superintendent, School Business Manager, School Lunch Manager and Building Principals have specific roles and responsibilities and have written procedures, contact names and phone numbers to initiate the evacuation procedure. These details are kept in the confidential Building‐level School Safety Plans. D. Sheltering; the district has a procedure for sheltering. APPENDIX T: Recovery: District Support for Buildings and Disaster Mental Health Services RECOVERY & MENTAL HEALTH SERVICES CONTACT NAMES School Counselors(ES=1, MS=1, HS=2) Social RECOVERY: The district has follow‐up and post‐
Worker, Psychologist, Building Principals, Director incident policies and procedures. We have templates and samples letters and procedures for of PPS various potential “aftermath” scenarios for death by violence, terrorism, suicide, etc. RECOVERY: After threats of violence and/or actual Superintendent, Building Principals, Crisis Teams violent incidents, the district sends home a letter and places information on the website summarizing the concern, what has been done and how people can get further assistance if needed. Superintendent, Building Principals RECOVERY: If needed, on the day of the incident and/or threat, the school holds a faculty/staff meeting at the end of that school day if possible or at the start of the next school day. If the incident warrants the delay of school in order to facilitate such a meeting, then that is done to prepare all faculty & staff. RECOVERY: All District‐wide Emergency Response Team members have had Incident Command System (ICS) training and know their roles and responsibilities. Each district team member has been assigned a school building. If needed, they will work with them via phone and/or in person to assist. Building‐level teams involve all key employees, RECOVERY: All schools have a designated post‐
including off‐sire non‐instructional employees, on incident response team. Buildings such as their response team. transportation will be “buddied” with its closest school and their team RECOVERY: The district has designated district staff  The Superintendent is the district designee to coordinate resources from county & state to coordinate resources from county & offices, to work with local/state/federal officials in state offices. evaluating damage assessment of district property  The Superintendent is the district designee and to document cost‐related emergency to work with local/state/federal officials in expenditures. evaluating damage assessment of district property.  The Superintendent is the district designee to document cost‐related emergency expenditures. Head of Building & Grounds RECOVERY: The district has upgraded smoke/fire alarm systems, added smoke doors, etc. to decrease potential damage and harm to people as well as the facilities themselves. RECOVERY: The district has speculated on the Superintendent with School Business Manager potential availability of local buildings in the event any school count not be re‐occupied for an extended period of time. MENTAL HEALTH SERVICES: The district has a plan to assist schools in coordination of mental health services as needed. The district has developed a strong relationship with surrounding local school districts and with the Schoharie support agencies. and Building Principals 
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Cobleskill Hospital Schoharie County Dept. of Social Services Schoharie County Dept. of Health Schoharie County Mental Health Local School Districts In‐house school staff Private Individual Therapists APPENDIX U: Required Plan Development Procedures: District‐wide School Safety Team & District‐wide School Safety Plan Review and Public Comment DETAILS COMMENTS/ATTACHMENTS The Middleburgh CSD Board of Education appointed the District‐wide School Safety Team on March 7, 2001. Team members are updated annually. The team consists of, but not limited to, representatives of the School Board, students, teachers, administrators, parent organizations, school safety personnel and other school personnel. The District‐wide School Safety Team developed the District‐wide School Safety Plan as charged by the Board of Education District‐wide School Safety Plan was made available for public comment on May 23, 2001. The Board adopted the plan on June 28, 2001. The public hearing was held on May 23, 2001 and provided participation of school personnel, parents, students and any other interested parties. This public hearing was held prior to the Board adoption. The Board adopted the plan on June 28, 2001. The District‐wide School Safety Plan was submitted to the NYSED Commissioner of Education July 18, 2001. This date was no later than thirty days after the plan adoption. BOARD OF EDUCATION POLICY
MIDDLEBURGH CENTRAL SCHOOL
FILE: 5.1.3
__________________________________________________________________
Facilities Security
The Superintendent in concert with the Business Administrator and Supervisor of Building
Facilities and Grounds is charged with the responsibility of developing and maintaining
procedures for the monitoring of all school facilities at all times whether school is in session or
not.
Effective Date:
Date of Board Reading(s):
Date of Board Adoption:
Date of Board Review:
January 12, 2006
December 19, 2005
January 11, 2006
January 2009
1st
January 11, 2006
2nd
BOARD OF EDUCATION POLICY
MIDDLEBURGH CENTRAL SCHOOL
FILE: 7.2.13
__________________________________________________________________
Policy Prohibiting Harassment and Violence
I.
GENERAL STATEMENT OF POLICY
It is the policy of this District to maintain a learning environment that is free from
harassment because of an individual’s race, national origin, ethnicity, religion, mental or
physical disability, sexual orientation, gender or sex. The School District prohibits any
and all forms of harassment because of race, national origin, ethnicity, religion, mental or
physical disability, sexual orientation, gender or sex.
It shall be a violation of this policy for any pupil, teacher, administrator or other school
personnel of the School District to harass a pupil, teacher, administrator or other school
personnel through conduct or communication of a sexual nature or regarding race,
national origin, ethnicity, religion, mental or physical disability, sexual orientation,
gender or sex, as defined by this policy. (For purposes of this policy, school personnel
includes school board members, school employees, agents, volunteers, contractors or
persons subject to the supervision and control of the District.)
It shall also be a violation of District policy for any teacher, administrator or other school
personnel of this District to tolerate sexual harassment or harassment because of a
student’s race, national origin, ethnicity, religion, mental or physical disability, sexual
orientation, gender or sex, as defined by this policy, by a student, teacher, administrator,
other school personnel, or by any third parties who are participating in, observing, or
otherwise engaged in activities, including sporting events and other extra curricular
activities, under the auspices of the School District.
The School District will act to investigate all complaints, either formal or informal,
verbal or written, of harassment or violence based on race, national origin, ethnicity,
religion, mental or physical disability, sexual orientation, gender or sex, and to discipline
or take appropriate action against any pupil, teacher, administrator or other school
personnel who is found to have violated this policy.
II.
FORMS OF HARASSMENT AND VIOLENCE DEFINED
A.
Sexual Harassment: Definition. Sexual harassment consists of unwelcome sexual
advances, requests for sexual favors, sexually motivated physical conduct or other
verbal or physical conduct or communication of a sexual nature when:
(i)
submission to that conduct or communication is made a term or condition,
either explicitly or implicitly, of obtaining or retaining employment, or of
obtaining education; or
(ii)
submission to or rejection of that conduct or communication by an
individual is used as a factor in decisions affecting that individual’s
employment or education; or
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(iii)
B.
C.
D.
that conduct or communication has the purpose or effect of substantially
or unreasonably interfering with an individual’s employment or education,
or creating an intimidating, hostile or offensive employment or
educational environment.
Sexual harassment may include but is not limited to:
(i)
unwelcome verbal harassment or abuse;
(ii)
unwelcome pressure for sexual activity;
(iii)
unwelcome, sexually motivated or inappropriate patting, pinching or
physical contact, other than necessary restraint of pupil(s) by teachers,
administrators or other school personnel to avoid physical harm to persons
or property;
(iv)
unwelcome sexual behavior or words, including demands for sexual
favors, accompanied by implied or overt threats concerning an
individual’s employment or educational status;
(v)
unwelcome sexual behavior or words, including demands for sexual
favors, accompanied by implied or overt promises of preferential
treatment with regard to an individual’s employment or educational status;
or
(vi)
unwelcome behavior or words directed at an individual because of sexual
orientation, gender or sex.
Racial Harassment: Definition. Racial harassment consists of physical or verbal
conduct relating to an individual’s race when the conduct:
(i)
has the purpose or effect of creating an intimidating, hostile or offensive
working or academic environment;
(ii)
has the purpose or effect of substantially or unreasonably interfering with
an individual’s work or academic performance; or
(iii)
otherwise adversely affects an individual’s employment or academic
opportunities.
Religious Harassment: Definition. Religious harassment consists of physical or
verbal conduct which is related to an individual’s religion when the conduct:
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E.
III.
(i)
has the purpose or effect of creating an intimidating, hostile or offensive
working or academic environment;
(ii)
has the purpose or effect of substantially or unreasonably interfering with
an individual’s work or academic performance; or
(iii)
otherwise adversely affects an individual’s employment or academic
opportunities.
Harassment Because of Disability: Definition. For purposes of this policy,
harassment because of a disability consists of verbal or physical conduct relating
to an individual’s physical or mental impairment when:
(i)
the conduct is so severe, persistent or pervasive that it affects a student’s
ability to participate in or benefit from an educational program or activity,
or creates an intimidating, threatening or abusive educational
environment;
(ii)
the conduct has the purpose or effect of substantially or unreasonably
interfering with an individual’s work or academic performance; or
(iii)
the conduct otherwise adversely affects an individual’s learning
opportunities
REPORTING PROCEDURES
Any person who believes he or she has been the victim of harassment or violence based
on race, national origin, ethnicity, religion, mental or physical disability, sexual
orientation, gender or sex, by a pupil, teacher, administrator or other school personnel of
the School District, or any person with knowledge or belief of conduct which may
constitute harassment or violence based on race, national origin, ethnicity, religion,
mental or physical disability, sexual orientation, gender or sex, toward a pupil, teacher,
administrator or other school personnel should report the alleged act immediately to an
appropriate School District official designated by this policy. The School District
encourages the reporting party or complainant to use the report form available from the
principal of each building or available from the School District office, but oral reports
shall be considered complaints as well.
A.
In Each School Building. The building principal is the person responsible for
receiving oral or written reports of harassment or violence based on race, national
origin, ethnicity, religion, mental or physical disability, sexual orientation, gender
or sex, at the building level. Any adult School District employee who receives a
report of harassment or violence based on race, national origin, ethnicity, religion,
mental or physical disability, sexual orientation, gender or sex, shall inform the
building principal immediately.
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The principal may request, but may not insist upon, a written complaint. If the
complaint involves the building principal, the complaint shall be made or filed
directly with a Title IX officer by the reporting party or complainant.
IV.
B.
In the District. The School Board hereby designates the appropriate building
level principal to receive reports or complaints of harassment or violence based on
race, national origin, ethnicity, religion, mental or physical disability, sexual
orientation, gender or sex. If the complaint involves the principal, the complaint
shall be filed directly with a Title IX officer.
C.
Submission of a good faith complaint or report of harassment or violence based
on race, national origin, ethnicity, religion, mental or physical disability, sexual
orientation, gender or sex, will not affect the complainant or reporter’s future
employment, grades or work assignments.
D.
Use of formal reporting forms is not mandatory.
E.
The School District will respect the privacy of the complainant, the individual(s)
against whom the complaint is filed, and the witnesses as much as possible,
consistent with the School District’s legal obligations to investigate, to take
appropriate action, and to conform to any discovery or disclosure obligations.
INVESTIGATION
A.
The principal or Title IX officer upon receipt of a report or complaint of
harassment or violence based on race, national origin, ethnicity, religion, mental
or physical disability, sexual orientation, gender or sex, shall immediately
undertake or authorize an investigation
B.
The investigation may consist of personal interviews with the complainant, the
individual(s) against whom the complaint is filed, and others who may have
knowledge of the alleged incident(s) or circumstances giving rise to the
complaint. The investigation may also consist of any other methods and
documents deemed pertinent by the investigator.
C.
In determining whether alleged conduct constitutes a violation of this policy, the
School District Should consider the surrounding circumstances, the nature of the
behavior, past incidents or past or continuing patterns of behavior, the
relationships between the parties involved and the context in which the alleged
incidents occurred. Whether a particular action or incident constitutes a violation
of this policy requires a determination based on all the facts and surrounding
circumstances.
D.
In addition, the School District may take immediate steps, at its discretion, to
protect the complainant, pupils, teachers administrators or other school personnel
pending completion of an investigation of harassment or violence based on race,
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national origin, ethnicity, religion, mental or physical disability, sexual
orientation, gender or sex.
E.
V.
VI.
VII.
The investigation will be completed within 30 days of complaint. The principal
or Title IX officer shall make a written report to the Superintendent upon
completion of the investigation. If the complaint involves the Superintendent, the
report may be filed directly with the School Board. The report shall include a
determination of whether the allegations have been substantiated as factual and
whether they appear to be violations of this policy.
SCHOOL DISTRICT ACTION
A.
Upon receipt of a report, the School District will take appropriate action. Such
action may include, but is not limited to: warning, counseling, mediation,
suspension, exclusion, expulsion, transfer, remediation, termination or discharge.
School District action taken for a violation of this policy will be consistent with
requirements of applicable collective bargaining agreements, New York State and
federal law, and School District policies.
B.
The result of the School District’s investigation of each complaint filed under
these procedures will be reported to the complainant by the School District in
accordance with state and federal law regarding data or records privacy.
APPEAL PROCEDURES
A.
Disagreements with the outcome of investigations or discipline must be made by
appealing to the Superintendent or his/her designee, in writing within 10 calendar
days.
B.
This appeal should cite the original complaint, the action taken, and any grievance
an individual may have regarding the action taken. The Superintendent or his/her
designee will render a decision within 10 calendar days of receipt of appeal.
REPRISAL
A.
The School District will discipline or take appropriate action against any pupil,
teacher, administrator or other school personnel who retaliates against any person
who reports alleged harassment or violence based on race, national origin,
ethnicity, religion, mental or physical disability, sexual orientation, gender or sex,
or any person who testifies, assists or participates in an investigation, or who
testifies, assists or participates in an proceeding or hearing relating to such
harassment or violence. Retaliation includes, but is not limited to, any form of
intimidation, reprisal or harassment.
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VIII.
RIGHT TO ALTERNATIVE COMPLAINT PROCEDURES
A.
IX.
HARASSMENT OR VIOLENCE AS ABUSE
A.
X.
These procedures do not deny the right of any individual to pursue other avenues
of recourse.
Nothing in this policy will prohibit the School District from taking immediate
action to protect victims of alleged harassment, violence or abuse.
DISSEMINATION OF POLICY AND TRAINING
A.
This policy shall be conspicuously posted throughout each school building in
areas accessible to pupils and staff members.
B.
This policy shall appear in the student handbook.
C.
The School District will develop a method of discussing this policy with students
and employees.
D.
This policy shall be reviewed at least annually for compliance with state and
federal law.
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DISTRICT POLICY AGAINST SEXUAL HARASSMENT, AND HARASSMENT BASED UPON RACE, NATIONAL
ORIGIN, RELIGION AND DISABILITY
1.
Everyone at Middleburgh Central School has a right to feel respected and safe.
Consequently, we want you to know about our policy to prevent sexual harassment and harassment because of race,
national origin, ethnicity, religion, mental or physical disability, sexual orientation, gender or sex.
2.
A harasser may be a student or an adult. Harassment may include the following when related to race, national origin,
ethnicity, religion, mental or physical disability, sexual orientation, gender or sex:
a.
b.
c.
d.
e.
f.
g.
name calling
pulling on clothing
graffiti
notes or cartoons
unwelcome touching of a person or clothing
offensive or graphic posters or book covers; or
violent acts.
3.
If any words or actions make you feel uncomfortable or fearful, you need to tell a teacher, counselor, the principal or a
Title IX officer.
4.
You may also make a written report. It should be given to a teacher, counselor, the principal or a Title IX officer.
5.
Your right to privacy will be respected as much as possible.
6.
We take seriously all reports of sexual harassment and harassment based upon race, national origin, ethnicity, religion,
mental or physical disability, sexual orientation, gender or sex, and will take all appropriate action to investigate such
claims, to eliminate that harassment, and to discipline any persons found to have engaged in such conduct.
7.
The School District will also take action if anyone tries to intimidate you or take action to harm you because you made
such a report.
8.
This is a summary of this district’s policy against sexual harassment, and harassment because of race, national origin,
ethnicity, religion, mental or physical disability, sexual orientation, gender or sex. A complete copy of this policy is
available at the District Office upon request.
SEXUAL HARASSMENT AND HARASSMENT BASED ON RACE, NATIONAL ORIGIN, ETHNICITY, RELIGION,
MENTAL OR PHYSICAL DISABILITY, SEXUAL ORIENTATION, GENDER OR SEX, ARE AGAINST THE LAW.
DISCRIMINATION IS AGAINST THE LAW.
Contact:
Building Principal:
Business Administrator:
High School
Middle School
Elementary School
827-3600 - Please choose option 3 when prompted
827-3600 - Please choose option 2 when prompted
827-3600 - Please choose option 1 when prompted
827-3600 - Please choose option 6 when prompted
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Effective Date:
Date of Board Reading(s):
Date of Board Adoption:
Date of Board Review:
July 14, 2010 (First)
August 11, 2010
August 11, 2010 (Second)
BOARD OF EDUCATION POLICY
MIDDLEBURGH CENTRAL SCHOOL
FILE: 5.2.3
__________________________________________________________________
School Bus Safety Program
Students will be instructed and practice emergency disembarking, highway crossing and other
procedures as prescribed by law. A minimum of three such instructional and practice sessions
shall be conducted during each school year, the first to be held during the first week of the fall
term, the second between November 1 and December 1, and the third between March 1 and
April 30. The sessions shall not be conducted while buses are in route.
Effective Date:
Date of Board Reading(s):
Date of Board Adoption:
Date of Board Review:
January 12, 2006
December 19, 2005
January 11, 2006
January 2009
1st
January 11, 2006
2nd