PHYSICAL/STRUCTURAL SAFETY OF BUILDINGS AND GROUNDS
This includes everything from the structural integrity of the building itself to fencing around the property..
As a school, we are responsible for ensuring students are supervised at all times during the school day, as well as during school-sponsored afterschool activities and events. Staff members have undergone full background checks, including fingerprinting. Volunteers must also consent to and pass a state-level background check before they can begin serving at a school, help chaperone a fieldwork, etc.
LAW ENFORCEMENT PARTNERSHIP/SCHOOL RESOURCE OFFICERS
Hillsboro School District has eight school resource officers serving our schools, seven of which are supervised by Sgt. Brian Wilber of the Hillsboro Police Department. In addition to working with students, teachers, parents, and administrators to facilitate safe school environments, they also focus on:
Drug awareness and education
Safe routes to schools
Attendance and school behavior management
Dating education and safety
Summer school and camps
Mentorship and resource referrals
City View's assigned SRO is: Det. Lisa Erickson (firstname.lastname@example.org)
When concerns are brought to school administration about a safety issue, an investigation is always conducted. This investigation includes fact-finding at a minimum and, depending on the situation, may also include some or all of the following:
- Interviews of people who may have information related to the issue or incident.
- Discipline per the Standards of Student Conduct.
- Restorative practices (This is an approach based on respect, responsibility, relationship-building, and relationship-repairing that focuses on mediation and agreement rather than punishment.)
- Threat assessment (This includes a thorough review of the incident and involvement of a student(s) by some or all of the following people, depending on the level of the threat: school and District staff, law enforcement, Care Coordinators, and our clinical psychologist.)
- Home visit
- Referral to community-based service and support agencies
- Creation of a safety plan
- Referral to law enforcement
- Conclusion and findings
Investigation-related information is only shared with people who are authorized to receive it under FERPA (the Family Educational Rights and Privacy Act) guidelines - it cannot be shared with other students, parents, or the community.
The primary purpose of a threat assessment is to prevent targeted violence. The threat assessment process is based upon analysis of the facts and evidence of behavior in a given situation. The appraisal of risk in a threat assessment focuses on actions, communication, and specific circumstances that may suggest an individual intends to carry out an act of violence and is engaged in planning or preparing for that event. In simpler terms, it is the assessment of the unique interaction and dynamics between the perpetrator or attacker, the target, and the situation they are in.
- To provide a protocol to assess threats of potentially harmful behaviors, risk factors, and action required to support school safety.
- To provide a multi-level system that can mobilize broader community responses and resources to help facilitate the development and implementation of safety monitoring and management plans.
- To develop and maintain a sense of safety among students, teachers, other staff members, and parents/guardians.
- A threat assessment is conducted by the Student Threat Assessment Team (STAT) when there is a safety incident or concern about a student. The threat assessment is conducted at a Level 1 or Level 2 depending on the severity of the incident or nature of the concern.
*Level 1 threat assessments are conducted at the building level by a cross-functional team of school and District staff.
*Level 2 threat assessments are conducted at the School level and may include school and District staff, law enforcement, Care Coordinators, Department of Human Services, Washington County Juvenile Department, Washington County Mental Health, Hillsboro Fire and our school counselor.
If a student will return to school following a threat assessment, a specific safety plan is devised to ensure the safety of other students, staff, and the student in question.
STUDENT CODE OF CONDUCT/EQUITABLE DISCIPLINE
The Standards of Student Conduct document details expectations of students while they are in school, on their way to or from school, participating in school-related activities, or engaging in behaviors that ultimately impact fellow students (e.g. cyberbullying, teen dating violence - see Policy JFCF:
Hazing/Harassment/Intimidation/Menacing/Bulllying/Cyberbullying/Teen Dating Violence/Domestic Violence - Student and its accompanying administrative regulation: JFCF-AR) or the school environment (e.g. social media threats).
Included in the Standards of Student Conduct are examples of behaviors that result in certain disciplines up to and including suspension and expulsion.
Discretion is provided to the Executive Director to consider contributing factors and extenuating circumstances when determining appropriate discipline or restorative practices for a violation of rules and/or expectations.
POSITIVE BEHAVIOR PROTOCOLS AND BULLYING PREVENTION
Creating safe and welcoming school environments is a top priority at City View Charter School. At all levels of our system, there are programs and initiatives under way to help ensure that students are respectful, responsible, and safe in their behaviors and interactions with others.
At the elementary level, the two main efforts are the PAX Good Behavior Game, which encourages students to create their own positive social norms and to follow simple cues for demonstrating expected behaviors at the appropriate time; and the Positive Behavior Intervention Support system (PBIS), which uses a positive reward system for reinforcing good behavior.
At the middle level, the efforts become more student-led. Each of our middle and high schools has a Unity Team advised by a staff member. Students involved in the Unity Teams help identify topics and issues that are most pertinent to their school and strategies for making improvements.