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Name: Alfred Poyser

Course Code: EDUC 7206-1/6206E-1

Course Name: Creating Positive, Safe and Effective Learning

Environments

Instructor: Dr. Willette Jones

Due Date: 14 April 2024

Topic: Evaluating School Safety and Crisis Planning: A

Comprehensive Analysis
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Abstract

This paper evaluates the safety and security procedures at Westwood High

School. While the school demonstrates a commitment to safety through its crisis plan

and practiced drills, areas for improvement exist. The paper identifies these

weaknesses, including perimeter security, communication protocols, and evacuation

procedures for students with disabilities. It then proposes corrective actions and

security improvement recommendations to create a more secure and prepared

learning environment.
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Introduction

School safety is paramount for fostering a positive learning environment

(Cowan, Vaillancourt, Rossen, & Pollitt, 2015). This essay analyses the safety

procedures at Westwood High School, aiming to identify strengths and weaknesses.

The evaluation considers the alignment of local regulations with the school's crisis

plan, the effectiveness of practiced drills, and potential vulnerabilities. Finally, it

proposes recommendations for improvement to enhance overall school safety.

Methodology:

This evaluation involved a review of the following:

 Local safety regulations and requirements for schools obtained from the

(Ministry of Education and Youth [Jamaica], 2015).

 School safety plans, including emergency and crisis protocols, provided by

the school administration.

 Observation of practiced emergency drills, including fire drills and lockdown

drills.

 A walk-through of the school grounds with the principal, focusing on security

features and potential vulnerabilities.

Alignment Analysis:

1. Local Regulations vs. School Safety Plans:

The school's Emergency and Crisis Response Plan demonstrates a strong

alignment with local safety regulations outlined in the " (Ministry of Education and

Youth [Jamaica], 2015) “Safety and Security Policy Guidelines".

 Compliance:

The School Plan of Westwood High School clearly outlines procedures for

emergencies such as fire, natural disasters, lockdowns, and medical

emergencies, mirroring the requirements set forth in the (Ministry of Education

and Youth [Jamaica], 2015) guidelines.

 Discrepancies:

A few discrepancies were observed, both in the national guidelines and the

school plan. These include:

1. The first discrepancy identified; was the lack of a designated

staging area for parents during an evacuation. The (United

States Department of Education, 2024) provides a protocol

which is followed by many schools in crafting their family

reunification plans. This protocol includes a designated holding

area for parents following an emergency.

2. both the school plan and the Ministry of Education guidelines

lacked specific guidelines regarding the communication

protocols which should be followed in times of emergencies.

(Orchids International Schools, 2023) found that strategic

communication protocols form the lifelines that guide schools

through the uncertainty brought on by emergency situations.

3. Literature on the procedures to be followed when evacuating

students with disabilities was not available in either policy.

(Shelton School District, n..d.) Emergency Response Plan has a

section which guides schools towards developing an evacuation

plan for persons with disabilities.

2. School Safety Plans vs. Implemented Procedures:

Observations of practiced drills revealed a high degree of alignment between the

documented School Plan and the actual procedures employed by staff and students.

 Earthquake/Fire Drills:

Drills followed the established evacuation route outlined in the School Plan,

with staff effectively guiding students to designated exits in a timely manner.

 Lockdown Drills:

Lockdown procedures were implemented accurately, with staff securing

classrooms and maintaining student silence as per the School Plan.

Areas of Concern and Corrective Actions:

The walk-through identified a few areas of concern that require corrective

action to ensure complete compliance with local regulations and address potential

vulnerabilities.

1. Unsecured Perimeter:

 Concern:

A section of the school's perimeter fence was found to be damaged, creating

a potential entry point for unauthorized individuals.

 Corrective Action:

Initiate immediate repairs to the damaged fence section. Explore the feasibility

of installing security cameras along the perimeter, adhering to local privacy

regulations.

2. Limited Access Control:

 Concern:

The back entrance lacked the presence of security personnel to restrict

access to the school compound.

 Corrective Action: Implement a visitor sign-in system with mandatory

identification checks for this back entrance. Explore the installation of a

secure vestibule or buzzer system at both entrances, considering budget

constraints.

3. Missing Parent Staging Area:

 Concern:

As mentioned earlier, the School Plan lacked a designated staging area for

parents during an evacuation.

 Corrective Action:

Collaborate with local authorities to identify a safe and accessible location

outside the school grounds to serve as a designated parent staging area.

Clearly mark the location on school maps and include it in the updated School

Plan.

4. Communication Redundancy:

 Concern:

The School Plan relies solely on the school phone system for parent

communication during emergencies. This poses a risk of system overload or

technical malfunctions.

 Corrective Action:

Develop a multi-channel communication plan that utilizes email, text alerts,

and social media platforms to disseminate information to parents during

emergencies. Thoughtfully crafted and efficiently communicated emergency

messages play a crucial role in maintaining public safety, safeguarding

stakeholders, aiding response endeavours, encouraging collaboration,

fostering public trust, and facilitating family reunification (FEMA, 2014).

Security Improvement Recommendations:

1. Law Enforcement Assistance:

 Enhance Communication:

Establish a dedicated communication channel with local law enforcement to

facilitate seamless information sharing during emergencies (Stryker, 2024).

 Joint Training:

Conduct regular joint training exercises with local law enforcement officials to

ensure coordinated responses to various emergency scenarios (Office of

Disaster Preparedness and Emergency Management [Jamaica], 1997).

 Review Protocols:

Schedule periodic reviews of response protocols with local law enforcement to

ensure alignment with their procedures and best practices.

2. Communication with the Public:

 Develop a Communication Plan:

Create a comprehensive communication plan outlining the procedures for

disseminating information to parents, staff, and the wider community during a

crisis.

 Multi-Channel Approach:

Utilize a variety of communication channels, including email, text alerts, social

media platforms (if permitted), and the school website, to reach a wider

audience during emergencies (Apptegy, 2024).

 Practice Communication Drills:

Regularly conduct communication drills to test the effectiveness of the chosen

channels and ensure staff proficiency in disseminating clear and timely

information (Navigate360, 2024).

3. Evacuation Procedures:

 Practice Alternative Routes:

Regularly practice evacuation drills utilizing alternative routes in case the

primary route is obstructed. This ensures students and staff are familiar with

all exits and can adapt to changing situations (AlertMedia, 2023).

 Accommodate Disabilities:

Develop a plan to address the evacuation needs of students with disabilities.

This might involve assigning staff members to assist students or utilizing

specialized equipment. Conduct evacuation drills that incorporate these

accommodations (Shelton School District, n..d.).

 Staff Training:

Provide ongoing training for staff on evacuation procedures, emphasizing their

roles in ensuring a safe and orderly evacuation for all students. Training

should cover clear communication techniques, crowd control strategies, and

the use of any assistive equipment.

Conclusion:

Westwood High School demonstrates a strong commitment to safety, evident

in its aligned crisis plan and well-executed drills. However, implementing the

proposed corrective actions and security improvement recommendations is crucial.

Strengthening perimeter security, establishing clear communication protocols, and

developing a multi-channel communication plan are essential. Additionally,

addressing evacuation procedures for students with disabilities and fostering

collaboration with local law enforcement will further enhance safety at Westwood

High School. By prioritizing these improvements, the school can create a more

secure and prepared environment for its students and staff.

References

AlertMedia. (2023, December 15). How to Conduct a Fire Drill at Work: A Step-by-

Step Guide. Retrieved from AlertMedia.com:

https://www.alertmedia.com/blog/how-to-conduct-a-fire-drill-at-work/

Apptegy. (2024, April 07). School Communications in 2023: Where to Share?

Retrieved from Apptegy.com: https://www.apptegy.com/guides/school-

communication-channels/#:~:text=Since%20so%20many%20adults

%20are,uniqueness%20of%20your%20school's%20culture.

Cowan, K. C., Vaillancourt, K., Rossen, E., & Pollitt, K. (2015). A framework for

safe and successful schools. NATIONAL ASSOCIATION OF SCHOOL

PSYCHOLOGISTS. Retrieved from

file:///C:/Users/Alfred%20Poyser/Downloads/Framework_for_Safe_and_Succ

essful_School_Environments%20(1).pdf

FEMA. (2014). LESSON 3. COMMUNICATING IN AN EMERGENCY. Washington, DC:

FEMA.

Ministry of Education and Youth [Jamaica]. (2015). Security and Safety Policy

Guidelines 2015. Kingston: Ministry of Education and Yourth [Jamaica].

Retrieved from https://moey.gov.jm/wp-content/uploads/2020/08/Security-

and-Safety-Policy-Guidelines-2015-Final.pdf

Navigate360. (2024, April 09). Safety Drills in Schools, Enhancing Student Safety.

Retrieved from Navigate360.com: https://navigate360.com/blog/safety-

drills-in-schools-enhancing-student-safety/

Office of Disaster Preparedness and Emergency Management [Jamaica]. (1997).

NATIONAL DISASTER ACTION PLAN FOR JAMAICA. Kingston: Office of

Disaster Preparedness and Emergency Management [Jamaica].

Orchids International Schools. (2023, October 10). Communication Protocols

During Emergencies. Retrieved from Orchids International Schools:

https://www.orchidsinternationalschool.com/blog/social-skills/communicati

on-protocols-during-emergencies

Shelton School District. (n..d.). THE GUIDELINES FOR DEVELOPING AN

EVACUATION PLAN FOR INDIVIDUALS WITH DISABILITIES. Retrieved from

Shelton School District Emergency Response Plan: https://cdnsm5-

ss16.sharpschool.com/UserFiles/Servers/Server_16522437/File/Depts/

Safety%20&%20Security/Emergency%20Response%20Plan/ERP

%20Section%209%20Evacuation%20Plan%20Disabilities.pdf

Stryker. (2024, March 15). School safety: The importance of effective staff

communication. Retrieved from stryker.com:

https://www.stryker.com/us/en/acute-care/news/school-safety-staff-

communication.html

United States Department of Education. (2024, April 09). Family Reunification

Protocols. Retrieved from Us Department of Education:

https://rems.ed.gov/docs/2017Toolbox/LCSD_Family%20Reunification

%20Protocols.pdf