District Responds to Questions from Safe Schools Summit

Nov. 2, 2015 - We appreciate the participation of our parents, students, staff and community members in our Safe Schools Summit on October 26, 2015. The District has compiled the list of questions received at the Summit and our team has provided responses below. We value the input of our entire community and look forward to working together as we refine our crisis plan.

1. Please provide the details and timeline, starting with the threat, of our recent incident and who the decision-makers were.
   A: An October 7 District web site message from the Chief of Police and Superintendent provided this information: “The District was alerted by the Shaker Police Department of two anonymous messages on social media of a threat against the High School. The Police Department has reviewed the posts, and currently do not believe them to be credible. However, the District and Police Department take all threats seriously. As a result, we immediately increased the presence of police and school security District-wide as a precautionary measure.”
   
   
2. Would someone explain what actually took place at SHHS that day? Were students permitted to excuse themselves from classes?
   A: The teachers were informed about the social media threat via email and asked to run school operations as a normal day. On that day, however, there was a miscommunication between the High School administration and classroom teachers about how to manage a few anxious students. The message was miscommunicated to mean that all students could leave the school; however, it was never intended for all students to be permitted to leave the school with an excused absence. The High School staff is re-training on the proper protocols for school emergencies so that there are not mixed messages in the future.
   
   
3. Please respond to the SHHS PTO Co-Presidents’ memo about the recent threat point by point.
   A: On October 13, 2015, during the public comment section of the School Board Meeting, the SHHS PTO Co-Presidents presented a letter of feedback about the incident. This letter was provided to the High School principal for his consideration.
   
   
4. When threats arise, what does protocol entail? What communication occurs? Is there a checklist? How are resources accessed in real time? Is the FBI on call to advise on tracing? Who are those experts and how quickly is that done? What is our access to those resources at a time of crisis?
   A: Depending on the threat, there are a number of actions by the respective safety and security responders that take place at the soonest possible time included in the crisis management plan. It is always important for staff, parents, and in the future students to be informed about any safety matter whether credible or non-credible. Depending on the threat, a number of experts are advisors to the District’s administration including Shaker Police, school safety experts, crisis communications consultants, FBI, and any other expert as needed.
   
   
5. What is the District’s protocol when a threat is made? Was this followed in reaction to the last event?
   A: The District follows a protocol depending on the type of threat included in the District’s crisis management plan. On that day, the crisis management plan was followed for a non-credible threat; however, there was a miscommunication between the High School administration and classroom teachers about how to manage a few anxious students. The message was miscommunicated to mean that all students could leave the school; however, it was never intended for all students to be permitted to leave the school with an excused absence. The High School staff is re-training on the proper protocols for school emergencies so that there are not mixed messages in the future.
   
   
6. What was the actual emergency plan in response to the threat? What was supposed to happen versus what actually did happen? We do not have a drill for what happened … fire, tornado, lockdown for intruder.
   A: The police informed the District that the threat was not credible, to run operations as per a normal day and that the police would increase its presence in and around the schools as a precaution. The District followed the crisis management plan for a non-credible threat and school was supposed to operate a normal schedule. The school emergency operations plan covers the procedures for the various drills including fire, tornado, and lockdowns.
   
   
7. According to SHPD, the threat came in/was discovered just after midnight. Why wasn’t school cancelled or delayed? Why weren’t faculty and staff informed?
   A: The police informed the District that the threat was not credible, and recommended the District run operations as per a normal day, but with added police presence in and around the schools as a precaution. The High School staff was informed to run normal school operations. However, there was a miscommunication between the High School administration and classroom teachers about how to manage a few anxious students. The message was miscommunicated to mean that all students could leave the school; however, it was never intended for all students to be permitted to leave the school with an excused absence. The High School staff is re-training on the proper protocols for school emergencies so that there are not mixed messages in the future.
   
   
8. Why weren’t teachers told earlier about the SHHS situation that day and had a plan of communication?
   A: The teachers were informed to run school operations as a normal day. However, there was a miscommunication between the High School administration and classroom teachers about how to manage a few anxious students. The message was miscommunicated to mean that all students could leave the school; however, it was never intended for all students to be permitted to leave the school with an excused absence. The High School staff is re-training on the proper protocols for school emergencies so that there are not mixed messages in the future.
   
   
9. If tonight at midnight, the police were notified of a threat against the High School, how would the response and communication from the District differ from two weeks ago?
   A: For any threat, the police and District would work to assess the threat and take the appropriate steps to protect school safety. If the threat is identified as non-credible; then we would operate a normal day of school as well as inform staff, parents and students via phone, email, and school/district website. Also, we would encourage parents to not pick up students from school and inform staff members in all schools about the incident via email. Once our text messaging service is activated, we will provide information via text messages as well.
   
   
10. If a social media threat similar to the one we experienced occurs again, what will school leadership do differently to handle the situation?
    A: The High School staff is re-training on the proper protocols for school emergencies so that there are not mixed messages sent to teachers and students. We expect this training will reduce unnecessary school-wide disruptions including students leaving the building.
    
    
11. According to Mr. Trump, we made many mistakes. What have you done to make corrections?
    A: The District conducted several debriefings to develop lessons-learned. This includes meetings with the High School staff, District staff and our law enforcement partners. As mentioned at the summit, the District learned that it must improve ways to communicate with students during an emergency, and to share emergency protocols with parents. Those plans include student assemblies on safety, adding text messaging to the District's communications tools, and holding events such as the Safe Schools Summit.
    
    
12. How are threats determined to be credible or not credible?
    A: Our law enforcement partners use a logical process to determine the probability of the threat to impact the school. That risk assessment is used to validate the security response. There are a number of information sources that allow threat analysts to make this assessment.
    
    
13. How do you determine if a threat is more likely to be a hoax versus real? Please describe the process by which you deem the school itself safe for children to stay.
    A: Our law enforcement partners use a logical process to determine the probability of the threat to impact the school. That risk assessment is continuous and is used to validate the immediate security response until the matter is resolved. There are a number of information sources that allow threat analysts to make this assessment.
    
    
14. What are the procedures that Shaker Heights follows to assess a threat and then determine how to respond (i.e. lockdown, evacuation, etc.)? How will Shaker Heights schools alert the community and families to a threat? Facebook, Twitter, phone, etc.?
    A: Our law enforcement partners use a logical process to determine the probability of the threat to impact the school. That risk assessment is continuous and used to validate the security response until the matter is resolved. There are a number of information sources that allow threat analysts to make this assessment. The District will inform staff, parents and students via phone, email, and school/district website. Also, we would encourage parents to not pick up students from school and inform staff members in all schools about the incident via email. Once our text messaging service is activated, we will provide information via text messages as well.
    
    
15. If the threat was not credible, why were students excused and allowed to leave?
    A: There was a miscommunication between the High School administration and classroom teachers about how to manage a few anxious students that was miscommunicated to mean that all students could leave the school; however, it was never intended for all students to be permitted to leave the school with an excused absence. The High School staff is re-training on the proper protocols for school emergencies so that there are not mixed messages.
    
    
16. Why did you give the students the option to stay or leave during a possible crisis versus making a decision at the administrative level and implementing that?
    A: There was a miscommunication between the High School administration and classroom teachers about how to manage a few anxious students that was miscommunicated to mean that all students could leave the school; however, it was never intended for all students to be permitted to leave the school with an excused absence. The High School staff is re-training on the proper protocols for school emergencies so that there are not mixed messages.
    
    
17. Why didn’t the teachers send a consistent message to the kids? Both of my kids had their teachers tell them “You can leave if you want.” What message does that send?
    A: There was a miscommunication between the High School administration and classroom teachers about how to manage a few anxious students that was miscommunicated to mean that all students could leave the school; however, it was never intended for all students to be permitted to leave the school with an excused absence. The High School staff is re-training on the proper protocols for school emergencies so that there are not mixed messages.
    
    
18. If evacuation is not the best approach, why was the High School so loose on guidance? For example: “Parents have the option to remove kids.” “Students are free to leave.”
    A: There was a miscommunication between the High School administration and classroom teachers about how to manage a few anxious students that was miscommunicated to mean that all students could leave the school; however, it was never intended for all students to be permitted to leave the school with an excused absence. The High School staff is re-training on the proper protocols for school emergencies so that there are not mixed messages.
    
    
19. Many students at the high school received the actual threat via text message. Parents only received a general email. Since it was out there, why didn’t the District just send the copy of the threat out so parents and students weren’t caught up in rumors that were worse than the threat?
    A: The District informed the general public that the police were investigating the threat. Publicizing the explicit threat is not best practice.
    
    
20. After more threats were released, why were kids allowed to walk in and out of the school with bags that could easily hide weapons?
    A: There was no need to change normal policy. The police informed the District that the additional threat was not credible, to run operations as per a normal day and that the police would increase their presence in and around the schools as a precaution.
    
    
21. When I arrived to pick up my daughter, kids were loitering on campus. Is there no better plan for keeping the kids in the building and safe, should there be a threat?
    A: There was a miscommunication between the High School administration and classroom teachers about how to manage a few anxious students that was miscommunicated to mean that all students could leave the school; however, it was never intended for all students to be permitted to leave the school with an excused absence. The High School staff is re-training on the proper protocols for school emergencies so that there are not mixed messages in the future.
    
    
22. Were faculty members told to keep students in class and to conduct instruction as usual since there appeared to be no imminent danger?
    A: Yes. Teachers were informed that school would proceed as per a normal day.
    
    
23. Why did teachers leave the school if students were told to stay?
    A: We do not know of any teacher who left students.
    
    
24. If you were protecting the students, why no lockdown?
    A: There was no need for this measure. The police informed the District that the threat was not credible, to run operations as per a normal day and that the police would increase its presence in and around the schools as a precaution.
    
    
25. For Shaker, what are some of the conditions that would trigger an evacuation versus lockdown versus a normal day?
    A: An evacuation will take place if it is determined that it is safer outside than inside the building (fire, explosion, intruder, hazardous material spill) and staff, students and visitors can safely reach the evacuation location without danger (playground, football stadium, or off-site location in the community).
    
    
26. How can lockdowns be “safe” when some of the doors to the classrooms don’t lock?
    A: A “lockdown” is the initial physical response to provide a time barrier during an active shooter/intruder event. Lockdown is not a stand-alone defensive strategy. When securing in place, this procedure may involve barricading the door, readying a plan of evacuation or considering a counter response. All classroom doors and offices have doors with locks. The custodial staff ensures all locks are repaired as reported. Additionally, the schools installed a special latch on all classroom doors that allows a teacher to “pre-lock” a door so that the door can be secured without having to use a key.
    
    
27. During a lockdown, what are students told? How are they and parents supported during a lockdown?
    A: The following announcement is made using the building Public Address system, 2-way radio, telephone, or megaphone: “YOUR ATTENTION PLEASE. WE ARE EXPERIENCING AN EMERGENCY SITUATION AND WE ARE NOW UNDER LOCKDOWN.” Once the procedure begins, law enforcement and school staff take immediate actions to protect student safety.
    
    
28. How are lockdown procedures evolving since Columbine, Sandy Hook, etc. Are students trained to huddle in a corner or actively protect themselves?
    A: Each school district chooses its practices for a lockdown. A “lockdown” is the initial physical response to provide a time barrier during an active shooter/intruder event. Lockdown is not a stand-alone defensive strategy. When securing in place, this procedure may involve barricading the door, readying a plan of evacuation or considering a counter response.
    
    
29. Can we address the Open Campus issue as it relates to safety?
    A: You may send any ideas or suggestions to the District Office of Safety and Security, ATTN: Vic Ferrell, Supervisor of Safety and Security, [email protected]
    
    
30. How will the District communicate with students if the students are not supposed to access cell phones?
    A: There are multiple means that the District employs to communicate with students during an emergency, including announcements over the public address system and receiving information directly from teachers.
    
    
31. When will students be informed about what is happening during a threat to help them feel safe?
    A: The District is working to improve ways to communicate with students during an emergency, and to share emergency protocols with parents. Those plans include student assemblies on safety, adding text messaging to the District's communications tools, and holding events such as the Safe Schools Summit.
    
    
32. Will you be working on a plan for communicating with students in a way that will allay their concerns, whether it be through assemblies before an incident and/or communication with students during an event in a consistent, reassuring way?
    A: The District is working to improve ways to communicate with students during an emergency, and to share emergency protocols with parents. Those plans include student assemblies on safety, adding text messaging to the District's communications tools, and holding events such as the Safe Schools Summit. The specific changes will be announced as they are made.
    
    
33. In the future, how will you better communicate with high school students in the case of a threat?
    A: We anticipate adding text messaging to our means of communications, and will encourage students to register their cell phone numbers with the District. In addition, we will issue specific messages aimed to students conveyed by their teachers and through the public address system.
    
    
34. Where do we get timely and reliable information during an incident response?
    A: Parents and community members should rely on the District's web site, as well as official emails and robo-calls, for accurate information, rather than non-district web sites, media accounts, rumor and social media sources. The District is working to improve its communications by getting information to parents faster and more frequently using a text messaging service as well.
    
    
35. What specifically has changed for the crisis communication plan for: 1. Students, 2. Teachers and 3. Staff? What should the plan be?
    A: The District is working to improve ways to communicate with students during an emergency, and to share emergency protocols with parents. Those plans include student assemblies on safety, adding text messaging to the District's communications tools, and holding events such as the Safe Schools Summit. The specific changes will be announced as they are made.
    
    
36. Neither of us received the robocall on our cell phones, so we did panic when our child sent a text. Why is this system not working? What is being done to ensure better communication?
    A: The District is working to improve ways to communicate with students during an emergency, and to share emergency protocols with parents. Those plans include student assemblies on safety, adding text messaging to the District's communications tools, and holding events such as the Safe Schools Summit. Also, we encourage families to update their emergency contact information to ensure calls are received on the appropriate phone number.
    
    
37. Most of us found out about this threat through our students who used text to contact parents. The word spread by our children until panic resulted. The school was too late to share information, to make our students feel safe and parent informed before panic in our community spreads. How will this change in the future? What was learned?
    A: The District is working to improve ways to communicate with students during an emergency, and to share emergency protocols with parents. Those plans include student assemblies on safety, adding text messaging to the District's communications tools, and holding events such as the Safe Schools Summit. The specific changes will be announced as the changes are made.
    
    
38. The first email from the District to parents did not inform parents that the threat was not credible. Why?
    A: The District will review this messaging; however, the first email did inform that “school operations remain normal for the day.”
    
    
39. Who will be the face/spokesperson during an incident response at Shaker Heights schools?
    A: The Executive Director of Public Relations and Communications, Scott Stephens, is the District spokesperson. His contact information is [email protected]
    
    
40. Can you practice/plan a parent notification drill to ensure emails don’t go to junk folders, include cell phones in notifications and allow parents to update contact information on both ends?
    A: The District is exploring to enhance its parent notification system, and will test its reliability prior to using it for an actual notification.
    
    
41. How is an incident communicated to the younger (elementary-age) children?
    A: Announcements may be made using face-to-face dialogue, the building Public Address system, 2-way radio, telephone, megaphone, email and/or texting. Messages to young children will be age appropriate.
    
    
42. Do students know the punishment for sending a threat? What is it? What happens to Shaker kids who get expelled? What happened to the student who made the threat?
    A: As stated in the Student and Parent Handbook: A student shall not sound a fire alarm in the absence of an actual fire or other emergency. A student shall not make any threat (verbal, written or electronic) to bomb or use other substances or devices for the purpose of exploding, burning, causing damage to a school building or school property, or to harm students, staff or visitors. Such misconduct can result in suspension, expulsion and/or loss of bus riding privileges. 
    
    Students are reminded not to make threats or threatening behaviors (which includes bullying). Parents should talk to their children about the consequences of making threats. Students who are suspended or expelled remain under the care of the parent/guardian. The District cannot comment about the specific student due to federal policy under the Family Educational Rights and Privacy Act (FERPA).
    
    For more information about student discipline please see the Student and Parent Handbook, 2015-16, Policies and Procedures of Behavior and Discipline, Governing Students’ Rights and Responsibilities (Revised August 2008), pp. 70-99.
    
    Besides school sanctions, students can face civil and criminal penalties as noted by Ken Trump, School Security Consultant, in his article: http://www.schoolsecurity.org/2015/02/study-finds-rapid-escalation-violent-school-threats/
    
    
43. Do the police, or other security firms, monitor social media for threats or wait until students bring it to the attention of adults/administration?
    A: Once a social media threat is recognized the police investigate the matter. The District employs a social media consultant who constantly monitors such activity, and reports it to the communications department.
    
    
44. Does someone in the district constantly manage social media to quickly correct and/or respond to rumors, etc. (not just threats)?
    A: Yes. The District employs a social media consultant who constantly monitors such activity, and reports it to the communications department. Once a social media threat is recognized the police investigate the matter.
    
    
45. What is the protocol for monitoring social media to find threats ASAP?
    A: This is a law enforcement investigative process.
    
    
46. Does the FBI have access to ID info on quick messages on Instagram?
    A: The FBI may exercise its investigative authorities as required for the incident. Please contact the Cleveland FBI at https://www.fbi.gov/cleveland
    
    
47. Research has shown that the most successful way to stop violence on campus is to have students report threats that they hear from their peers. What training or information is given to students about reporting suspicious behavior or threats of violence?
    A: Students are reminded to report suspicious behavior or threats in several formats which include: student orientation, student handbook, school drills and exercises, and student assemblies on safety.
    
    
48. How regularly does the school practice emergency drills? Who observes and recommends how to improve?
    A: The staff manage all drills. Additionally, the police monitor the lockdown drills and fire department monitors the fire drills. The Ohio Revised Code section 3737.73 requires that district schools complete nine overall drills, rapid dismissals, or school safety drills per school year as noted below:
    
    • Fire Drills: If a school has smoke detectors (as defined in ORC section 3781.104) or a sprinkler system in all classroom buildings of the school, then the school can reduce the total number of fire drills conducted from nine to six during the school year.
    • Safety/Lockdown Drills: At least three safety/lockdown drills shall be conducted each school year.
    • Tornado Drills: At least one tornado drill shall be conducted each month when school is in session during tornado season. (April 1-July 31)
    
    For more information please see the State Fire Marshal Technical Bulletin, #15-001, Drills or Rapid Dismissals and School Safety Drills (March 2015 / 2011 OFC).
    
    
49. Why have teachers and staff not received ALICE training?
    A: The Shaker Police Department does not endorse the ALICE program as a school district institutional safety practice. Having said that, there were select police and District staff who completed ALICE training to learn about the program and discover what methods and practices would be useful for the District. As an example, the District now encourages staff to not only lock doors but also barricade doors when necessary during a lockdown.
    
    
50. Please speak about ALICE versus Lockdown. I thought Shaker was shifting to ALICE. Some district staff attended ALICE training. What is the status?
    A: The Shaker Police Department does not endorse the ALICE program as a school district institutional safety practice. Having said that, there were select police and District staff who completed ALICE training to learn about the program and discover what methods and practices would be useful for the District. As an example, the District now encourages staff to not only lock doors but also barricade doors when necessary during a lockdown.
    
    
51. Is ALICE training considered the most current standard and will our system implement it?
    A: ALICE is one of many methods used for school safety. The Shaker Police Department does not endorse the use of ALICE program for the school district as an institutional practice.
    
    
52. Will ALICE training be implemented in the Shaker Schools this year?
    A: No. The Shaker Police Department does not endorse the use of ALICE program for the school district as an institutional practice. Having said that, there were select police and District staff who completed ALICE training to learn about the program and discover what methods and practices would be useful for the District. As an example, the district now encourages staff to not only lock doors but also barricade doors when necessary during a lockdown.
    
    
53. In New Jersey, where I come from, there have been community-based training teams that incorporate communications officers at schools, police/other law enforcement, school administrators, students, faculty, community members and others to do community-wide training on an annual basis. Is there anything comparable here in Cleveland?
    A: The Shaker Heights Fire Department and Shaker Heights Health Department supervise and train volunteers who serve on the Shaker Heights Community Emergency Response Team (CERT).
    
    For information contact:
    Sandi Hurley, RN, BSN
    Assistant Director of Health
    Shaker Heights Health Department
    3400 Lee Road
    Shaker Heights, OH 44120
    phone: 216-491-1481
    fax: 216-491-1439
    e-mail: [email protected]
    
    Additional resources include:
    • CERT webpage at: http://www.citizencorps.fema.gov/cc/showCert.do?id=45414
    • Regional information: Cuyahoga Office of Emergency Management at: 216-443-5700; E-mail: [email protected]
    
    
54. Why is it so difficult to track down and discover who and where these threats are coming from?
    A: There are many factors that impact the investigative process. For example, Ken Trump, mentioned the act of “swatting” which is a growing phenomenon of calls triggering massive police responses for hoax threats. Several cases crossed state and international borders.
    
    
55. What percentage of violent threats are aimed at high schools versus middle schools versus elementary schools?
    A: Please contact Ken Trump, School Security Consultant at http://www.schoolsecurity.org for this question.
    
    
56. How many threats turn out to be real?
    A: Please contact Ken Trump, School Security Consultant at http://www.schoolsecurity.org for this question.
    
    
57. What measures are in place to prevent these threats from occurring?
    A: By definition, a threat cannot be prevented. The District effort is to continuously improve how the schools respond to such threats. As shown in the Summit, we collaborate regularly with many agencies to maintain the safety and security of our schools.
    
    
58. If there is a threat at the High School, when would Onaway or Woodbury be affected?
    A: It would depend on the threat. We cannot speculate on this hypothetical question.
    
    
59. What was missing from tonight was a discussion about prevention. Can the next summit bring in violence experts to discuss ways to prevent violence?
    A: The Safe Schools Summit was about a range of measures to improve school safety, which includes prevention. For example, the summit was part of the effort to:
    
    • Improve trust and engender a school climate where everyone helps to protect others
    • Help everyone how to use social media responsibly
    • Remind the community that law enforcement analyses all threats to prevent unnecessary reactions
    • Improve our communication plans to students, parents, staff and community
    • Encourage everyone to report threats and safety concerns (“See something, say something”
    
    Because violent misconduct can result in suspension, expulsion and/or loss of bus riding privileges, it is necessary for parents to learn about student mental health issues and seek assistance. For information about the different kinds of traumatic events that can impact the behavioral health of individuals, families, and communities please see the federal Substance Abuse and Mental Health Administration (SAMSHA) webpage: http://www.samhsa.gov/trauma-violence/types
    
    For information to prevent gun violence in our schools, please see SAMSHA flyer, School Violence, National and Regional Resources, SAMSHA (Region VIII, 2014).
    
    
60. How many thefts have been reported in and around the high school? Are these on the rise and why? How do these statistics relate to those at other schools in the Cleveland area?
    A: Please contact the SHPD at http://shakeronline.com/departments/police
    
    
61. How many altercations between students resulted in disciplinary action last year? How do these statistics relate to other schools in the Cleveland area?
    A: All schools report discipline data to the ODE Education Management Information System (EMIS). The incidents requiring a discipline action are entered into EMIS according to categories of discipline referral reasons, and types of discipline dispositions by order of severity. There are seventeen discipline reason elements: 01) truancy 03) fighting/violence, 04) vandalism/damage to school or personal property, 05) theft/stealing personal or school property, 06) use, possession, sale or distribution of a firearm, 07) use, possession, sale or distribution of a weapon other than a firearm or explosive, incendiary or poison gas, 08) use, possession, sale or distribution of any explosive, incendiary or poison gas, 09) use, possession, sale or distribution of tobacco products, 10) use, possession, sale or distribution of intoxicating alcoholic beverages, 11) use, possession, sale or distribution of drugs other than tobacco or alcohol, 14) false alarms/bomb threat, 18) disobedient/disruptive behavior, 19) harassment/intimidation, 20) firearm look-a-likes, 21) unwelcome sexual conduct, and 22) serious bodily injury.
    
    There are seven types of discipline dispositions: 1) expulsion, 2) out-of-school suspension, 3) in-school suspension, 4) in-school alternate discipline class/program/building, 6) emergency referral by district personnel, and 7) removal by a hearing officer. Schools are required to record the date and building where the incident took place. For more information about student discipline, please visit https://education.ohio.gov/Topics/Special-Education/Federal-and-State-Requirements/Procedures-and-Guidance/Discipline
    
    
62. Review the most important safety concerns in Shaker Heights and the best practices associated with each.
    A: The District will consider this suggestion. Thank you.
    
    
63. In light of the kindergarten student who was able to leave last winter, has the District considered modifying the exterior locked doors practices? Such as, if anyone other than a faculty/staff member with an ID card leaves the building, an alarm sounds in the main office to make clear the time and location at which an unauthorized person has exited?
    A: Yes. The District considers all suggestions to continuously improve its safety and security practices, which includes physical security measures.
    
    
64. K-4 buildings seem especially vulnerable because the security at these schools is via cameras and the office staff monitoring who enters a site. These staff are already managing multiple responsibilities. What suggestions would you offer to increase the level of security for the buildings where our youngest students are located?
    A: Should there be a need a need for increased security at these schools, the District would work with local police to determine the appropriate response.
    
    
65. Is there a plan to put security personnel in the K-4 buildings? If so, why? If not, why not?
    A: Should there be a need a need for increased security at these schools, the District would work with local police to determine the appropriate response.
    
    
66. Guns are seemingly ubiquitous. What have you done to avoid them being brought to the schools?
    A: Parents and students are regularly reminded not to bring weapons in our schools. Students and staff should report any suspicious behavior or threat.
    
    
67. Are you aware that some students have brought guns to school for the purpose of using them for their personal afterschool activities?
    A: Please report this matter immediately to police or school officials. Anyone who knows anyone who brings or may bring a weapon on campus should contact police or school officials immediately.