SB 1626 School Security Course > Lesson 1

Lesson 1

Lesson in text format:

    1. History and Development of School Security (SB 1626) Schools placed security low in their list of priorities until the late 1970s, and the security industry had traditionally neglected school security by concentrating on developing protection devices and surveillance systems for other type of facilities where card access and CCTV systems predominate. These type ID and surveillance systems are impractical in a school environment. When security in schools started to become a concern, many, if not most, public schools developed their own protection systems, which consisted of chaining their secondary exits against intruders and then focusing on the problem relating to night-time vandalism and theft of visual-aid equipment.In the early 1980s, some schools tried to solve the night-time vandalism problem by installing audio detectors throughout the empty building that would send an alarm signal to the police when the noise exceeded a preset decibel level (caused by vandals breaking the furniture). It had so many false alarms that it never became a reliable solutions and was followed by other short term security systems that were purchased before undergoing adequate testing.Most of those early devices focused on protecting the building with little attention given to protecting students and teachers. In 1984, a high school in Newark became the nation’s first building (not just school buildings – but any building) to install a fail-safe electromagnetic lock on a fire exit that had become legal in 1980 when the NFPA added it their Life Safety Code 101. It was very effective alternative to the common practice in those days of placing chains on the panic hardware but over time schools stopped locking these doors with the fail-safe mag-lock because they believed it was still illegal or posed a safety hazard.There was an institution in the New York City School System that had installed only one mag-locking system in 1984, and school officials did nothing to expand the system to other district schools, claiming they had more important issues to address with their limited budgets. An intruder entered a high school through the secondary door and killed a student in 1986. The very next day the district allocated $20 million to lock exits in most of their high schools. This was a typical example of how security is initially treated as a low priority until some disaster takes place, and it is only then the school district finds the funds. School security has always been reactive rather proactive as seen by the reaction for stricter gun control only after a mass killing.
      1. Prevent, Observe and Report – 

        Observe

        Any well-trained control officer or security guard will be skilled in observation. This means that they are able to observe your company or the area where you require security surveillance and can spot any activity which would be deemed suspicious or illegal. This is typically done in the form of premises patrols. However, this isn’t the only thing that security personnel are trained in. They are also able to provide CCTV services. At Inter State Security Corp, we provide a complete assessment of your business to determine how many CCTV cameras are required. All these CCTV cameras will be operated and managed by a trained security officer. While multiple CCTV cameras may seem difficult to operate or handle for one or two security guards, they are in fact trained to see when there is any suspicious activity or an emergency which needs to be attended to.

        Report

        Obviously, seeing something suspicious and doing nothing about it does not make a security officer good at their job. Once there is something that has been observed, it is part of the duty of the security officer to make sure that the correct people have been notified by reporting the incident that they have witnessed. Security officers are trained to know which paperwork to complete in which instance, as well as the correct protocols for reporting an incidence. Sometimes, this may mean reporting to a higher authority, but other times it can mean taking action themselves. The most important factor is to notify you, the client. At Inter State Security Corp, we take pride in the transparency with which we provide our services, ensuring that clients are constantly updated and reported to in order to feel safe and secure.

        Deter

        Deterrence is another top-priority for security companies and officers. The purpose of deterrence, as the name suggests, is to make sure someone who was planning on performing a criminal activity to think again. There are a number of ways in which this can be achieved. Namely, having someone in a security uniform patrolling a business to alert criminals or suspicious persons that this area is manned by security and guards. Inter State Security Corp provides uniformed security officers. Another form of deterrence is for security officers to question or approach individuals who look or act suspicious. This method has proven to make suspicious individuals more unwilling to partake in suspicious activity.

        Security as an umbrella term is typically made up of these three methodologies. Regardless of the type of security company, be it uniformed, under cover, plainclothes security or security surveillance, all companies should live and operate by these methodologies. At Inter State Security Corp, we pride ourselves in providing security for all safety needs which is guaranteed to ensure that you feel secure and safe.

      2. Role of School Security Officers – a school security officer Provides security for the school district staff, students, buildings and property through patrol of school building(s) and building perimeters, including parking lots, to prevent unauthorized visitors or property damage and to provide for general building security; does related work as required.
      3. Relationship to Local Law Enforcement – School Security Guards are primarily a support to campus police and local law enforcement. The responsibilities of a security guard are more focused on access – maintaining the front end security for the grounds and facilities. By conducting routine inspections or monitoring the facility desk, security guards observe and report any suspicious behavior, hazardous weather conditions, or unauthorized intruders. While security guards are often able to control access to buildings or manage traffic patterns, the role is less focused on emergency response. In case of an emergency, security guards are expected to communicate with campus police and law, and mitigate damage as best they can.It’s also important to differentiate security guards, as their role on campus is less permanent. Security Guards are often hired through an external organization. These employees are not expected to participate in community outreach, as their role is less hands-on with students. These security professionals most often serve in role that is auxiliary to other safety team. Even so, their role on campus is equally crucial. Student and faculty IDs remain one of the most effective ways to manage security on campus. In fact, with student ID technology that allows students to access IDs with phones, it may become even more powerful way to manage security. In the future, security guards are likely to remain a relevant resource for managing facility safety.
      4. Apprehension vs. Prevention – a strategy focused on prevention and de-escalation is preferable to an apprehension strategy. School security should take a proactive approach to work to prevent incidents from happening in the first place. Measures should be taken to watch for signs of unlawful activity of any kind and to take measures to prevent it. Apprehension should be used as a last resort.
    2. Right to Safe Schools – California Constitution Article I, Section 28(c) – Article I, section 28(c) of the California Constitution states that all students and staff of primary, elementary, junior high, and senior high schools have the inalienable right to attend campuses that are ‘safe, secure, and peaceful.’
    3. Legal Authority
      1. P.C. 830.32 A & B, SB 1626 – The following persons are peace officers whose authority extends to any place in the state for the purpose of performing their primary duty or when making an arrest pursuant to Section 836 as to any public offense with respect to which there is immediate danger to person or property, or of the escape of the perpetrator of that offense, or pursuant to Section 8597 or 8598 of the Government Code. Those peace officers may carry firearms only if authorized and under terms and conditions specified by their employing agency.(a) Members of a California Community College police department appointed pursuant to Section 72330 of the Education Code, if the primary duty of the police officer is the enforcement of the law as prescribed in Section 72330 of the Education Code.(b) Persons employed as members of a police department of a school district pursuant to Section 38000 of the Education Code, if the primary duty of the police officer is the enforcement of the law as prescribed in Section 38000 of the Education Code.(c) Any peace officer employed by a K-12 public school district or California Community College district who has completed training as prescribed by subdivision (f) of Section 832.3 shall be designated a school police officer.
      2. E.C. 38000 – 72330 – Elementary through College Security – CA Educ Code § 38000 (2017)(a) The governing board of a school district may establish a security department under the supervision of a chief of security as designated by, and under the direction of, the superintendent of the school district. In accordance with Chapter 5 (commencing with Section 45100) of Part 25, the governing board of a school district may employ personnel to ensure the safety of school district personnel and pupils and the security of the real and personal property of the school district. It is the intent of the Legislature in enacting this section that a school district security department is supplementary to city and county law enforcement agencies and is not vested with general police powers.(b) The governing board of a school district may establish a school police department under the supervision of a school chief of police and, in accordance with Chapter 5 (commencing with Section 45100) of Part 25, may employ peace officers, as defined in subdivision (b) of Section 830.32 of the Penal Code, to ensure the safety of school district personnel and pupils, and the security of the real and personal property of the school district.(c) The governing board of a school district that establishes a security department or a police department shall set minimum qualifications of employment for the chief of security or school chief of police, respectively, including, but not limited to, prior employment as a peace officer or completion of a peace officer training course approved by the Commission on Peace Officer Standards and Training. A chief of security or school chief of police shall comply with the prior employment or training requirement set forth in this subdivision as of January 1, 1993, or a date one year subsequent to the initial employment of the chief of security or school chief of police by the school district, whichever occurs later. This subdivision shall not be construed to require the employment by a school district of additional personnel.(d) A school district may assign a school police reserve officer who is deputized pursuant to Section 35021.5 to a schoolsite to supplement the duties of school police officers pursuant to this section.
      3. Jurisdictional limits on and off campus – School security guards only have authority ON campus. Their authority does not extend to any off campus facilities, in the same way a private security guard only has authority on the private property they are patrolling.
      4. Local policies and procedures – each school district may have its own policies and procedures that the guard must become familiar with and follow.
    4. Responsibility in Learning Environment
      1. Student as #1 client – Security Officer Provides security for the school district staff, students, buildings and property through patrol of school building(s) and building perimeters, including parking lots, to prevent unauthorized visitors or property damage and to provide for general building security; does related work as required.
        1. Service Concept – security is a service oriented profession. As such, it’s important to focus on providing a high level of service at all times to all students, staff and faculty on campus.
        2. Support Learning Environment – school security officers work on campuses of learning institution. as such, it’s important to keep in mind that these are places of learning. the officer needs to support and not interfere with the learning process.
      2. Mandatory Plans
        1. Safe School Plans
          (1) E.C. 35294.10 – 35294.15 – 35294.10. (a) It is the intent of the Legislature that all public schools with any combination of instructional settings from kindergarten to grade 7, inclusive, have access to supplemental resources to establish programs and strategies that promote school safety and emphasize violence prevention among children and youth in the public schools. It is further the intent of the Legislature to fund and coordinate the programs and activities carried out pursuant to the Interagency School Safety Demonstration Act of 1985 (Chapter 2.5 (commencing with Section 32260)), relating to safe school model programs; Article 5 (commencing with Section 32280) of Chapter 2.5 of Part 19, relating to the development of school safety plans; and Article 6 (commencing with Section 32296) of Chapter 2.5 of Part 19, relating to school community policing, in a cooperative and interactive effort to promote school safety and violence prevention in the public schools. (b) It is further the intent of the Legislature that the Superintendent of Public Instruction and the Attorney General shall utilize available resources to make every effort to coordinate activities and the distribution of resources to maximize their effective and efficient use in establishing and maintaining safe schools. 35294.11. (a) The School Safety and Violence Prevention Strategy Program is hereby established to be administered by the Superintendent of Public Instruction for the purpose of promoting school safety and violence prevention programs among children and youth in the public schools. (b) The Superintendent of Public Instruction, in conjunction with the Attorney General, shall develop standards and guidelines for evaluating proposals, and shall award grants on a competitive basis, as authorized by this article, to schools and school districts serving any combination of instructional settings from kindergarten to grade 7, inclusive, that meet the following conditions: (1) The school has developed a school safety plan as required by Article 5 (commencing with Section 32280) of Chapter 2.5 of Part 21. (2) The school demonstrates its ability to carry out a collaborative and coordinated approach for implementing a comprehensive school safety and violence prevention strategy. (3) After initial eligibility has been determined, a process of random selection for grants awarded pursuant to this article shall be used that ensure that, at a minimum, all of the following criteria are met: (A) Schools are selected from the northern, central, and southern areas of the state. (B) Schools selected represent large, medium, and small sized numbers in their pupil populations. (C) Schools are selected from urban, suburban, and rural areas. 35294.12. A school or school district that applies for funding pursuant to this article shall submit an application that includes, but is not limited to, all of the following: (a) A school safety plan required by Article 5 (commencing with Section 32280) of Chapter 2.5 of Part 19. (b) A school violence prevention strategy for improving and marshaling the resources set forth in the school safety plan to promote school safety and violence prevention programs among children and youth. 35294.13. The Superintendent of Public Instruction shall award grants under this article for one or more of the following purposes: (a) Providing schools with personnel, including, but not limited to, school counselors, school social workers, school nurses, and school psychologists, who are specially trained in identifying and supporting at-risk children and youth where the applicant demonstrates that appropriate support activities are necessary and would be desirable in addressing identified problems, issues, and needs, including, but not limited to, classes pertaining to anger management and conflict resolution. (b) Providing effective and accessible oncampus communication devices, where the applicant demonstrates that the use of these devices, beyond everyday, routine matters, is part of the school safety plan developed pursuant to Article 5 (commencing with Section 32280) of Chapter 2.5 of Part 19. (c) Establishing an in-service training program for all school staff, designed to assist school staff in identifying at-risk children and youth, communicating effectively with those pupils, and appropriately referring those pupils for counseling. (d) Establishing cooperative arrangements with local law enforcement agencies for appropriate school-community relationships. (e) Proposals that allow school districts to respond to existing or subsequent research that establishes structural changes in the operation of schools, such as smaller schools or “schools within schools.” (f) Any other proposal that the applicant school or school district designs that demonstrates that the proposal would materially contribute to meeting the goals and objectives of current law in providing for safe schools and preventing violence among children and youth. 35294.14. The Superintendent of Public Instruction and the Attorney General shall cooperatively design an evaluation process for the programs and activities established pursuant to this article and shall report to the Legislature by January 1 of each year, commencing in 2001, any recommendations for modifications to existing law relative to school safety and violence prevention among children and youth. 35294.15. Unless otherwise required by law, the Superintendent of Public Instruction shall establish the rules and regulations for the application process to be utilized by schools and school districts to obtain funds made available by this or any other provision of law or by the annual Budget Act to promote school safety and violence prevention among children and youth. To perform the duties of this article or any of the activities in subdivision (a) of Section 35294.10, up to 5 percent of the total funds appropriated for purposes of this article may be utilized by the Superintendent of Public Instruction for administrative costs.(2) 20 USC 1092 – Disclosure of Campus Security Policy & Crime Statistics
        2. Crime Reporting
          (1) P.C. 628
          (2) E.C. 67380 – Student Safety
        3. Kristin Smart Campus Safety Act (13 & 14) –  
           the governing board of any post secondary institution receiving public funds for student
financial assistance, are required to compile records concerning all
occurrences of certain criminal and noncriminal activity.

          More Information and Text of Act
          (1) E.C. 67381 – Security – The Legislature reaffirms that campus law enforcement agencies have the primary authority for providing police or security services, including the investigation of criminal activity, to their campuses.

(2) E.C. 32281 – School Safety Plan – Each school district and county office of education is responsible for the overall development of all comprehensive school safety plans for its schools operating kindergarten or any of grades 1 to 12, inclusive.

  1. Structure and Organization of Schools
    1. Funding
      1. ADA – A district’s revenue limit entitlement is its base revenue limit multiplied by the number of students attending its schools. The number of students is measured by the district’s average daily attendance (ADA). The revenue limit entitlement is funded by local property taxes and state aid. A percentage of the property tax revenue generated by real property located within a district is assigned to the district; state aid makes up the difference between a district’s entitlement and its property tax revenue. If a district’s property tax revenue exceeds its entitlement, it retains these “excess taxes.” The sum of the entitlement and any excess taxes are a district’s revenue limit funds
      2. FTES – Full-Time Equivalent (FTE) refers to data collected for Quality Basic Education funding and is based on student enrollment and the education services provided by local school systems to students.
    2. Table of Organization
    3. Administrative Roles
      1. Board of Trustees – The school’s principal is the board’s chief executive and manages the school operations in line with the board’s policies. Membership of the school board includes elected parent representatives, an elected staff representative and the principal.
      2. Superintendent – The superintendent is the top executive (“CEO”) in the school district. The superintendent implements the school board’s vision by making day-to-day decisions about educational programs, spending, staff, and facilities. Th esuperintendent hires, supervises, and manages the central staff and principals.
      3. Principals – Functional Supervision A school principal has many roles and responsibilities. As principal, one must assume complete responsibility for the school and its performance. A principal is the supervisor of all employees, including teachers, maintenance workers, administrative staffers, and any other employee of the school.
      4. Vice Principals – Deans –  Vice principals can also be responsible for the coordination of student transportation, managing schedules, teachers, staff, and students. Otherduties may include supervising grounds and facilities maintenance.
      5. Faculty – A faculty is a group of employees, which includes teachers, lecturers, researchers, scholars and professors of different academic ranks such as associate professor, assistant professors and so on. They are specialized in various fields of study and teach different subjects at the institution.
      6. Classified Staff
    4. Ancillary Groups
      1. PTSA/PTA/PTO/Etc. – Stands for Parent-Teacher Student Association. A Parent-Teacher Student Association is a voluntary organization bringing together parents and teachers of pupils in a particular school or school district, usually for fund-raising, building parental involvement at school and other activities relating to the welfare of the school, rather than the progress of individual pupils.
      2. Student Groups – A student group is an organization of students, typically at a high school, college or university, who share a common background or interest. Student groups may be supervised by a member of faculty, but are typically organized and attended independently.
      3. Site Councils – The school site council is a group of teachers, parents, classified employees, and students (at the high school level) that works with the principal to develop, review and evaluate school improvement programs and school budgets. The members of the site council are generally elected by their peers.
      4. Booster Clubs Booster clubs are organizations in schools at the high school and university level. The clubs are generally run and organized by the parents of the students in the supported organization in high schools, and by athletic supporters and fans at colleges. It is not a social club.
      5. Shared Governance Groups
      6. Labor Unions
      7. Foundations
      8. Advisory Groups
  2. Intra/Inter Relations With Constituent Groups
    1. Positive Contacts/Role Model
      1. Mentoring (to students)  While academic advising is a structured relationship aimed at helping a student navigate a curriculum, mentoring is a personal and professional relationship that develops over time. A mentor is someone who takes a special interest in helping another person develop into a successful professional.
      2. Ethical Behavior/Officer Conduct
        (1) On duty – To conduct oneself with honesty and integrity and to adhere to the highest moral principles in the performance of my duties as a licensed security officer. To be faithful, diligent and dependable in discharging my duties and to uphold at all times the laws, policies and procedures that protect the rights of others.
        (2) Off duty – officer should maintain same ethical standards off duty as well.
      3. Sensitivity to Campus Issues
        (1) Responsibility of Site Administrator to Manage Facility – a school site administrator coordinates to other maintenance staff to make sure an educational facility operates on a day to day basis with no issues.
        (2) Relationship to Faculty – officers should strive to maintain productive relationship with school faculty and other personnel
        (3) Relationship to other support personnel – officers are an important part of a network of school support personnel and should strive to maintain productive relationships with other staff members.
        (4) Confidential issues different for SB 1626
          (a) Students – officer should strive to maintain confidentiality where laws and regulations require it. This is concerning both students and staff.