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1. School exterior grounds have been assessed for security concerns by law enforcement personnel or other trained individuals.
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2. All areas of the building and grounds are supervised. There are no obvious “dead zones” where problems can occur. This includes parking lots, loading docks, and interior stairwells.
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3. The interior of the school building is well-lit and clean. It reflects pride in school identity and the accomplishments of its student body.
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| 4. There are effective access control policies and procedures for keeping intruders out of the school. |
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5. There are effective policies and procedures for keeping weapons out of the building. |
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6. A rigidly enforced key control policy is in effect, and sensitive locks are replaced every three to four years.
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7. There are effective policies and procedures for keeping gang-related “identifiers” (i.e. clothing) and behaviors out of the building.
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8. Staff members feel safe at all times during the school day.
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9. The school has a well-formulated Mission Statement that is posted and shared with all parties.
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10. The school has a collaboratively written Code of Conduct that has been kept up to date. It is educational more than punitive, and it defines desirable, as well as undesirable behaviors.
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11. Administration and teachers have established an inviting learning environment that encourages school bonding and ownership from all groups of students.
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12. Academic standards are high, and pride in achievement is emphasized and publicly expressed through multiple outlets.
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| 13. Cultural, ethnic and other minority groups are valued; diversity is respected and honored. |
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| 14. Parents are welcomed into the building are provided with opportunities and information to be full partners in their child's education. |
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| 15. All teachers have received training in classroom behavior management, and 95% of disciplinary consequences are administered at the classroom level. |
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16. All students receive evidence-based classroom instruction across multiple grade levels in anger management, social problem-solving, and/or conflict resolution.
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17. The school has a comprehensive anti-bullying program in place, and it is systematically evaluated for its effectiveness.
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| 18. The school has implemented a student peer mediation training program. |
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19. The school has implemented a peer warning system that allows for confidential student communication to identified adults.
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20. The school has a broadly represented Crisis Intervention Team that has been trained in crisis response and management.
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21. There are staff members professionally trained in emergency first aid and CPR, and their identities and hourly locations are posted.
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22. Administration and school personnel have undertaken initiatives to foster community-based supports and partnerships.
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23. All teachers have received training on methods to differentiate academic instruction to meet diverse student needs.
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24. The school has undertaken a special initiative to improve students’ reading achievement and monitor its effectiveness.
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25. Effective procedures are in place for systematic early and valid identification of students at risk for behavioral, emotional, and academic difficulties.
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26. Support services staff has training in evidence-based interventions for students with behavioral, emotional, and academic problems.
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27. Support services staff is provided adequate time and relief from other duties to implement interventions for identified students at risk.
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28. Existing interventions for at-risk students have undergone recent program evaluations to assess their effectiveness.
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29. Administrators treat office referrals as teaching opportunities to augment disciplinary procedures.
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30. Out-of-school suspension is exceedingly rare and used only for clear issues of student safety and when home supervision can be assured.
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31. In-school suspension is used sparingly, only for the most serious offences, and it contains an academic support component.
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32. School personnel have assessed the drop-out problem and implemented evidence-based dropout prevention programs.
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33. The school has implemented a mentoring program for at-risk students.
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34. Ongoing needs assessment and program planning are driven by authentic data from disciplinary referrals and academic progress monitoring. Interventions are linked to the data.
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35. Students with chronic and persistent behavior problems are routinely provided with assessment-driven behavior intervention plans.
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36. Students with chronic anger management and aggression problems are provided with evidence-based skills training by support services staff.
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37. All school personnel have been taught and have practiced ways to defuse and redirect students who show evidence of aggressive and violent behaviors.
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38. There are staff members professionally trained in student restraint and safe transport, and their identities are known by everyone.
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39. Effective partnerships or wraparound arrangements with families, community mental health, law enforcement and social service agencies are maintained to support the highest risk students.
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40. School personnel have been trained to identify and help students who live with neglect and violence.
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Checklist
