School Security: How to Build and Strengthen a School Safety Program

By Paul Timm

It seems that every day there’s a new story about a security lapse, emergency lock-down, or violent act taking place at a school somewhere in the United States. Today it’s simply inexcusable not to have adequate security measures in place—regardless of how safe you think your community may be. In School Security, author Paul Timm, a nationally acclaimed school security expert, explains how to make your institution a safer place to learn with easy-to-follow steps.

Throughout the book, Timm emphasizes a proactive rather than reactive approach to school security. Readers are introduced to basic loss prevention and safety concepts, including how to communicate safety information to students and staff, how to raise security awareness, and how to prepare for emergencies. The book discusses how to positively influence student behavior, lead staff training programs, and write sound security policies. An entire chapter is dedicated to describing what school security resources are available for follow-up reading and further training. School Security isn’t just a book for security professionals: it helps people without formal security training—namely, educators and school administrators—effectively address school risk.

• Serves as a comprehensive guide for building an effective security program at little or no cost.
• Covers fundamental crime prevention concepts, making it suitable for both school security professionals and educators with no formal security training.
• Addresses the risks commonly facing school administrators today, from access control to social media.
• Takes a holistic approach to school security rather than focusing on a particular threat or event.

• Language: English
• Publisher: Elsevier Science
• Release date: Sep 11, 2014
• ISBN: 9780124078734

Paul Timm

Paul Timm is a board-certified Physical Security Professional and a nationally acclaimed expert in school security. He was named one of the Most Influential People in Security in 2020 by Security Magazine. Paul serves on the Campus Safety Conferences Advisory Board, the Advisory Council for the Partner Alliance for Safer Schools, the ASIS International School Safety and Security Council, and the Illinois Association of School Business Officials Risk Management Committee.

Book preview

School Security

How to Build and Strengthen a School Safety Program

Paul Timm, PSP

Table of Contents

Cover image

Title page

Copyright

About the Author

Acknowledgments

1. What Is School Security?

Introduction – Security Is Not CSI

Security Is Loss Prevention

Today’s Student

Today’s Security Program

Security’s Impact on School Culture

Stakeholder Responses to What Is School Security?

Conclusion

2. How Safe Is Your School?

Introduction: How May I Help You?

Loss Prevention: Proactive Security

Making Security a Priority

A Collaborative Approach

A Comprehensive Approach

Financial Considerations

Keys to School Security

Practices with Security Consequences

State Requirements

Conclusion

3. Developing a Plan

Introduction

Documenting Practices

4. Securing Your Environment

Introduction: Coming Full Circle

Selecting Products, Systems, and Measures

Communications

Access Control

Key Concept–Testing Physical Security Devices

Crime Prevention Through Environmental Design

Conclusion

5. Influencing Behavior

Introduction

Defining Bullying

The Bystander

Bullycide

Addressing the Bullying Problem

Bullying Prevention Programming

What is Cyberbullying?

Sexting

Dating Violence, Stalking and Sexual Assault

Conclusion

6. Preparing Your People

Introduction

Staff Surveys

Student Problem Indicators

Visitor Management

Security Awareness

In-Service Training and Annual Presentations

Personal Crime Prevention

Personal Safety

Online Training

Motivation

Documentation

Security Systems

Emergency Preparedness

Substitutes and Part-Time Staff

Security Personnel

Conclusion

7. Managing Emergencies

Introduction

Preparing to Get Started

Plan Content

Plan Training and Preparedness

The Evolution of Active Shooter Procedures

Conclusion

8. Tackling Social Media Risks

Social Media Introduction

Addressing Social Media Risks

Law Enforcement and Social Networking

Web Filters

Conclusion

9. School Security Resources and Conclusion

Introduction

Chapter Summary

Book Conclusion

Index

Copyright

Acquiring Editor: Brian Romer

Editorial Project Manager: Keira Bunn

Project Manager: Priya Kumaraguruparan

Designer: Alan Studholme

Butterworth-Heinemann is an imprint of Elsevier

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Copyright © 2015 Elsevier Inc. All rights reserved.

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This book and the individual contributions contained in it are protected under copyright by the Publisher (other than as may be noted herein).

Notices

Knowledge and best practice in this field are constantly changing. As new research and experience broaden our understanding, changes in research methods or professional practices, may become necessary.

Practitioners and researchers must always rely on their own experience and knowledge in evaluating and using any information or methods described herein. In using such information or methods they should be mindful of their own safety and the safety of others, including parties for whom they have a professional responsibility.

To the fullest extent of the law, neither the Publisher nor the authors, contributors, or editors, assume any liability for any injury and/or damage to persons or property as a matter of products liability, negligence or otherwise, or from any use or operation of any methods, products, instructions, or ideas contained in the material herein.

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ISBN: 978-0-12-407811-6

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About the Author

Paul Timm is a board-certified Physical Security Professional (PSP), president of RETA Security, Inc., and a nationally acclaimed expert in school security. In addition to conducting numerous vulnerability assessments and his frequent keynote addresses, Paul is an experienced School Crisis Assistance Team volunteer through the National Organization for Victims Assistance (NOVA). He holds a patent on a vulnerability assessment methodology known as ALPHA™ and is certified in Vulnerability Assessment Methodology (VAM) through Sandia National Laboratories. He is a member of ASIS International, where he serves as vice-chairman of the School Safety and Security Council, and the Illinois Association of School Business Officials (IASBO), where he serves on the Risk Management Committee. Nearing the completion of his M.Div. at Moody Theological Seminary, Paul holds a degree in speech communications and a certificate in business administration from the University of Illinois.

Acknowledgments

First and foremost, I thank God for seeing me through the writing process.

This book has been a true family effort. Most of the groundwork, the rigor and discipline, was developed by my dad, the late Ron Timm, CPP. Both of my sons, David and Joshua Timm, made significant contributions, especially to the social media chapter. My mom, Karen Timm, was helpful in editing. Both of my daughters, Bethany and Amanda Timm, cheered for me along the way.

I also valued the contributions of those whom I consider family—Sheri Jacobs and Bairet Bazemore. Brian Moore, Mike Fickes, and Mike Guido also deserve credit. Kudos to Keira Bunn, Mike Johnson, Barbara Hoskins, and Steve Hughes for keeping me on track.

1

What Is School Security?

Abstract

This chapter answers the question, what is school security? It begins with a true and humorous story about what security is not. It then attempts to define school security in order to build a foundation upon which the rest of the chapters will be built.

Keywords

school security; loss prevention; school safety; students; multitasking; social media

Introduction – Security Is Not CSI

Chicago boasts two major airports—O’Hare Airport and Midway Airport. As a frequent traveler, I benefit from both an economic and a scheduling standpoint to have air travel options. I prefer Midway Airport to O’Hare Airport. Due to its smaller size, Midway experiences fewer delays and cancellations. On the other hand, Midway’s airlines do not offer flights to as many places as O’Hare. I encountered that reality after being asked to provide a security seminar for a school district in West Virginia a couple of years ago. The only direct flight to my destination was through O’Hare. When I arrived at the airport in the late afternoon on the day before the seminar, weather reports were calling for severe thunderstorms. Shortly before boarding the plane, O’Hare’s public address system announced that the National Weather Service had issued a tornado warning for the airport vicinity. Although we did not have to wait in the designated tornado shelter area much longer than 60 minutes before the warning was lifted, all flights in and out of the airport that evening were cancelled. I called the school district contact in West Virginia and informed him that I had been rebooked for the first flight the next morning. Any delay to that flight could result in a late arrival to my own seminar. Not surprisingly, the flight the next morning was indeed delayed. In fact, by the time I actually walked into the auditorium filled with hundreds of staff members, I was 15 minutes late.

I rushed into the auditorium with my own laptop and began to set up the PowerPoint presentation. With all eyes upon me, that few minutes of pushing buttons, plugging cords, and syncing systems began to feel like an eternity. In the midst of my panicked efforts, one of the teachers in the audience approached me with the hope of engaging me in a conversation. As you can imagine, I was not feeling very talkative at that moment. Her part of the dialogue went something like this: Oh, Mr. Timm, I’m so glad to have you here to speak on this topic. Our district has lots of security problems. I’ve been telling them what to do, and, even though I know more about security than anyone else in the county, no one will listen to me. So, maybe they’ll listen to somebody from the outside. My part of the dialogue consisted mostly of preoccupied head nods and saying uh huh. Pretty soon, my lack of participation frustrated her to the point that she finally demanded, Mr. Timm, don’t you want to know why I know more about security than anyone else in the county?!? Now, quite frankly, at that moment I was not very interested to know, but I diplomatically invited her to tell me anyway. Without hesitation, she stated, Because I’ve never missed an episode of CSI! That true story illustrates the fact that many stakeholders involved in the school security discussion may not have an accurate frame of reference, understanding, or concept of school security.

Security is also not…

People can have the wrong idea about the meaning of security. In addition to the humorous introductory example, I have encountered several other vantage points that miss the mark to varying degrees. The following groups demonstrate additional misconceptions regarding school security.

The Safety Activists

Safety activists tend to possess strong personalities and persuasively advocate for oversimplified beliefs. They make assertions such as All school security problems are the result of mental health issues and Schools would be safe if staff members had the right to carry firearms. Typically well intentioned, these stakeholders want their ideas adopted now. While there is definitely a place for personal beliefs to be shared and discussed, an effective security program depends on knowledge, collaboration, accountability, and prudence. If strong opinions alone lead the decision making process, the result will be a security program that is—at best—less than comprehensive or—at worst—ineffective.

The Security Relativists

Security relativists have seen or heard about security measures adopted by other entities and assume those measures must be universally effective. They make confident declarations, such as District X decided to mandate student uniforms, so we should adopt the same practice or Airports use metal detectors on everyone; schools should use them too. Security relativists can also wield strong personalities and frequently want immediate action. Do not yield to this kind of pressure. Specific applications and circumstances determine the effectiveness of security measures and practices. Research and implement best-practice solutions conducive to your needs. Collaborate with nearby districts and related entities, but make your own determinations on how to reduce risk and prepare for emergencies. If granted permission to lead the charge, security relativists can blaze a trail toward financial and operational regrets.

The Quick-Fixers

Beware of persons possessing a reactive mentality that demands quick fix solutions such as cameras, metal detectors, or bullet-resistant glass. These quick-fixers want something tangible implemented now, no matter the cost. But haste can lead to buyer’s remorse. It is important to understand that effective school security is never accomplished through product-driven solutions alone. The value of security products and systems is determined by people and practices. In fact, products and systems play a complementary role to the real star of the show: people-driven solutions. Do not buckle under pressure. Maintain a course that is comprehensive and collaborative.

The Officer Advocates

Officer advocates believe that school security rests solely on the shoulders of local police, a school resource officer, in-house safety monitors, or contract security personnel. This group wants to place exclusive responsibility for providing a safe learning environment on those assigned to that task. Police/security officers, however, cannot be omnipresent and often operate in a responsive or reactive mode. When an alarm sounds after a break-in, for instance, officers are dispatched to investigate the scene. Without slighting the importance of police/security officer activities or disputing their primary involvement in school security matters, an effective security program depends on a school-wide culture of awareness and ownership. Routinely express appreciation for the efforts of officers, but do not imagine that they can successfully carry the security program without the assistance of others.

The Crisis Confused

The crisis confused have adopted the mistaken notion that the term school security refers to possessing an emergency plan. Members of this crisis confused club might have helped in the development of emergency procedures or participated in crisis team meetings. To continue underscoring the importance of a preventative approach, however, it should be noted that a crisis management plan is not a security plan. Most states require schools to maintain a crisis management plan comprised of written emergency procedures. These procedures can greatly assist in mitigating or lessening the impact of crises. In fact, chapter 7 of this book (Managing Emergencies) details ways to significantly enhance the emergency preparedness component of your security program. But emergency plans alone do not sufficiently address the protection of students and staff. The following chapters will demonstrate a comprehensive approach to school security that relies on contributions from proactive components such as violence prevention programming and staff training.

The Past Performers

Past performers believe that yesterday’s school security solutions also apply today. They will utter phrases such as, We used to make the boy that started the fight wear a pink shirt in school all day and After a theft, we would require all the students to stay after school until someone confessed or snitched on the thief. While some crime prevention principles are timeless, today’s school security issues cannot be oversimplified. Past performers can also romanticize historical tactics as being more effective than they were. Instead, school administrators should seek collaborative, evaluation-based solutions. Some of the most effective solutions will be recommended by those that have no knowledge of the past—students!

Security Is Loss Prevention

Security is loss prevention. How can we protect (i.e., prevent harm to) students, staff and visitors? The purpose of this book is to establish a clear foundation for school security and build on that loss prevention foundation with appropriate measures and practical strategies. There will also be a section devoted to helpful resources.

The term loss prevention is most often associated with the retail sales industry. Retail companies attempt to preserve profits by reducing preventable losses. Preventable losses include theft, vandalism, and other criminal behaviors. Four elements are necessary for a successful loss prevention plan: 1) Total support from top management, 2) A positive employee attitude, 3) Maximum use of all available resources, 4) A system which establishes both responsibility and accountability for loss prevention through evaluations that are consistent and progressive.¹ Effective school security also depends on those four elements, as well as some additional components. Chapter 2 (How Safe is Your School?) will provide a more detailed view of loss prevention as it applies to the school arena.

As a means of whetting your appetite for the upcoming chapters, please take the following security pop quiz. Once completed, consider asking staff members to do the same.

1. What is your primary means of emergency communication?

2. Excluding code-driven requirements such as fire extinguishers, first aid kits, and automated external defibrillators (AEDs), what emergency supplies does your school have?

3. How many registered sex offenders live in the community surrounding your school?

4. What is an ICS structure?

5. What are the main tenets of your documented dating violence policy?

6. Outside of the classroom or school building, how do teachers and staff correspond with students?

7. Which exterior door in your school is most often propped open?

8. What does your documented social media practice address?

9. What is the most important security product?

10. How effective is your bullying prevention program?

Answer key:

1. Acceptable answers include landline telephones, two-way radios, and intercom systems. Interestingly enough, cellular phones are probably not an acceptable answer. Most staff members feel so attached to personal cellular phones that they assume these devices would be the best option in an emergency. Cellular phones, however, have numerous potential drawbacks: phones may not be powered on, signal strength may be poor, batteries might not be adequately charged, etc. Even if none of those issues occur in an emergency situation, phones must be unlocked, individual numbers must be dialed, and calls must be answered by another individual. Contrast the functionality of a cellular phone with that of the best answer—a two-way radio. These devices offer one-button, instant communication with a number of individuals who are already in the vicinity. Because it can be impractical to provide all staff members with two-way radios, other acceptable answers include landline telephones and the intercom system call buttons.

2. Emergency supplies consist of those items that may be essential during an incident that results in an evacuation or extended shelter-in-place. Specific items include flashlights, Mylar blankets, and drinking water. Some schools refer to the bundling of these supplies in one container as Go Kits or Emergency Backpacks. Consider the quantity of supplies that will be sufficient and determine where the kits or backpacks will be kept. Obviously, an emergency supply container that is kept in one location presents a level of risk that containers kept in multiple locations effectively reduces.

3. Even though sex offender laws vary from state to state, most dangerous levels of offenders are legally prohibited from accessing school grounds without predetermined restrictions. Since security personnel alone may not be sufficient to identify a registered offender, consider posting your state’s registry in a staff-only or intranet section of the school website. Registries typically provide names, addresses, photos, and types of offenses committed. As an alternative to state registries, one of the more helpful nationwide registries is http://familywatchdog.us/.

4. ICS in an acronym for Incident Command System. The ICS structure is a basic component of the National Incident Management System (NIMS). The Federal Emergency Management Agency (FEMA) developed an online 100-level course that can be accessed at http://training.fema.gov/EMIWeb/IS/IS100SCA.asp.

5. The policy should have components such as a statement that dating violence will not be tolerated, violence reporting procedures, instruction for school employees, prevention education for students, parents’/students’ rights, discipline procedures for students that commit violence at school, and contact information for and resources available through domestic violence programs and rape crisis programs.

6. Outside of the classroom, it has become increasingly more common and socially acceptable for teachers to text, friend, and correspond with students via social media. Many parents are understandably concerned about private communication between their children and school staff members. Allegations of inappropriate correspondence are rising rapidly. As a result, the state of Virginia was the first to enact a law banning all electronic correspondence between staff and students that is not school sanctioned. In other words, staff utilizing e-mail that runs through the school’s system to correspond with students is permitted, but staff utilizing a privately chosen system, such as Gmail or Yahoo, is strictly prohibited. The state of Missouri attempted to pass a similar law that banned social networking such as Facebook between staff and students, but the law was overturned when the teachers’ union protested the restriction.

7. The access control practice of keeping exterior doors closed and locked often gets defeated by students and staff who prop doors open for the sake of convenience. Granted, most individuals would never rationally decide to trade building security for personal convenience, but this is exactly what takes place when exterior doors are propped and left unmonitored. Common responses include recess/PE door, delivery door, and parking lot door.

8. A documented social media policy should address components such as prohibiting the online sharing of student information and data (i.e., test scores), maintaining separate professional and personal e-mail and Facebook accounts, instruction regarding appropriate online behavior, monitoring of professional social media sites, and guidance regarding personal social media sites.

9. This answer is not subject to debate. The most important security product is a functional communications device. Murphy’s Law dictates that without a functional communications device, an emergency will occur when there is no way to contact assistance or receive the warning announcement.

10. An effective bullying prevention program observes students throughout the day; tracks bullying behaviors; performs surveys with teachers, students, and parents; reviews current policies with administrators and staff; and promotes a positive culture.

If you were able to answer the majority of these questions confidently and correctly, you are doing well. Now administer the quiz to teachers and staff members.

Which of these questions reveal the need for short-term instruction? Collaboratively pursue methods for addressing gaps in knowledge. The point of the quiz is not to get a passing grade as much as it is to test and improve security awareness. Consider utilizing this quiz on an annual basis. Establish benchmarks. Strive to improve continuously.

Today’s Student

Reorient your perspective on school security. School is different today. Students are different. Anxiety among the student population is increasing. The average high school kid today has the same level of anxiety as the average psychiatric patient in the early 1950’s.² A higher level of anxiety translates into a higher level of risk.

Today’s students face new threats. Social media risks abound. Never before have students been more connected and more isolated. The Pew Research Center reported in February 2014 that Facebook is used by 73 percent of US teens aged 12–17. In March 2013, the Pew Research Center found that 78 percent of that age group had a cell phone, almost half (47 percent) of which were smartphones. That translates into 37 percent of all teens who have smartphones, up from just 23 percent in 2011.³ The prevalence of social media and handheld electronic devices has introduced unprecedented, immediate, and far-reaching problems.

Consider the following statistics from the Kaiser Family Foundation. Over the past five years, young people have increased the amount of time they spend consuming media by an hour and 17 minutes daily, from 6:21 to 7:38—almost the amount of time most adults spend at work each day, except that young people use media seven days a week instead of five. Moreover, given the amount of time they spend using more than one medium at a time, today’s youth pack a total of 10 hours and 45 minutes worth of media content into those daily seven and a half hours—an increase of almost two and a quarter hours of media exposure per day over the past five years.⁴ The Kaiser Family Foundation released these findings in 2010. Can there be any question that the numbers have grown significantly since?

Issues that Students Face: Immediacy

For generations, students have cared too much about social standing relative to their peers. They will go to great lengths to avoid feeling inferior. The pressure to compete socially is nothing new, but the battlefield has changed dramatically.

Just a few short years ago, the drive to keep up was expressed in terms of hardware. Students wanted the latest phone, the latest music player, and the latest television. In today’s world, the technology arms race is expressed in terms of software. A constant wave of new apps that can be downloaded immediately over Wi-Fi to a phone, tablet, or hand-held electronic device make it nearly impossible to compete with peers. Impossibility does not seem to deter students. They simply live in a different, faster world. Students’ lives are ruled by immediacy.

When something exciting happens to a student, the first response is to document it. A photo is taken and shared, a status is posted, and texts are sent. The moment itself is not fully appreciated until the student’s ecosystem of social networks is made aware of it. The moment itself is not truly a success until it is liked and favorited. This may seem strange and foreign to adults, but it is simply a reality for today’s students.

Teachers and administrators would love for all students to put