001Uh we are here for the November 5th, by school district special board of education meeting workshop. Meeting is now called to order. Again, appreciate all your patience with technology and my inability to use a computer. Uh that said, I hope you will join me in Salute. >> I aliance to the flag of the United States of America and to the republic for it stands nation indivisible with liberty and justice for all. >> Thank you. >> All right. Um the first item of business is the consent calendar. Does anybody have an item they wish to pull? >> Over here. >> Okay. Um, any public comment regarding the consent calendar? Our normal public is not here. Know what we're going to do? Okay. Um, seeing you. >> Uh, is there a motion regarding the consent calendar? >>
002I move approval. >> I second that. >> Approval by member Robinson, second by member Hayes. Any further debate on the consent calendar? Seeing none, uh is our first vote of the night. We're going to start on my right this time with a with a roll call vote. >> Robinson, I >> it is unanimous. Thank you. All right. Item 2.1. Sorry, that's all right. Item 3.1 is our workshop topic of the evening. regarding safety and school resource officers. Take it away, please. >> All right. Well, on behalf of Mike and my fellow cocoordinator of the um district safety district incident response team, we appreciate the opportunity to share with the board and also with our public kind of a a global conversation about school safety. And we'll also be having a um a mention in our
003slideshow about our school resource officer basically an update of where we are and where we've been and where we are with it right now. Um, I just want to emphasize that we are really focusing on not just, you know, [clears throat] we see things in the news, we see things in newspapers and online. And often times when people think of school safety, all they think of are these emergent incidents. And Mike and I really wanted to focus on school safety uh holistically. Not just what happens when something happens, but more what happens before things happen. How do we keep students and staff safe? Focus on both students and staff. So, I'm going to turn things over to Mike. He'll handle the the u the first the first part um proactive safety. Then we'll jump into
004active safety. As I mentioned earlier, we'll wrap it up with an update related to our resource officers. That's kind of the framework for this evening. All right. So, we broke this down. We broke prevention down into three parts. Um, behavior, environmental, and then lastly, like training and partnerships. And this is all on the prevention side. So, when we talk about behavior, we're talking about how do we deal with threats when they come in? How do we how do we build so that they don't, you know, become an actual actual incident. Um, environmental, we talk about like the physical set of changed over the years. that they used to anymore quite different. And then lastly, we'll talk about the training and and how our what we do to train our partnerships. >> All right. So, we'll
005start off with behavioral and that's basically any threat that comes into the site. Um how do you deal with that? And so if the site receives a threat, that could be a student saying something, that could be um a staff member's concern, or that even like a spouse of of someone or a community, somebody off the street. How do we deal with threats? And um what we have is we have a threat assessment protocol that we use. So a threat comes in and we determine if The sites determine if the threat is a major threat, minor threat, is credible, not credible. And really the protocol is pretty scripted. And so they go down and there is just a protocol in which they go down step by step. If this, right? And then they measure the
006level. >> You're using the term they who's who's the they >> would be site administrators. All right. So a threat. If it was a a threat from student, right, the site administrator would um would use the protocol to see that level. >> If that person is not available, who's the next person to do that? >> That would be the assistant. >> If it's a school that doesn't have an assistant principal there, >> that's a good question. Yeah. And oftentimes, just to jump in, and by the way, Mike and I are going to jump back and forth through these slides just to be sure that um we're comprehensive, uh Pedro and Heather, both of directors of secondary ed and elementary ed. If there's a situation that warrants their involvement, we're going to show a slide of
007kind of the hierarchy of communication. We'll get to that a little bit later, but oftentimes, um people are in meetings, right? or something comes across and I'm going to I'm going to show you in a little bit how the public can communicate with us if something comes to their attention and if something comes to our attention an admin is not available immediately uh we need to be sure that that gets escalated to either a director um we have a reporting mechanism that comes to the whole team district in incident response team so there's a there multiple layers of communication I think to piggy back on to what I was saying. So because she was saying, well, let's say the principal is off campus in a meeting and the assistant principal either isn't there or they
008don't have one. Who is the next person in line that would know to make a phone call to and who to call? >> It depends on how it comes in. So let's say it came I'll show and I can jump to it right now. The boarders, but there's a mechanism for reporting. So if it does come in through our our we tip line or it comes in through our security notification system which is an email monitoring system something comes to our attention every email that comes through security. The whole uh school site um emergency response team is is included in the email site safety team. Thank you. Mike and I are included. And then we're also included when let's say it's just someone having a day that they want people to know they're struggling. Could
009be doesn't have to be a major incident. Um we will see a counselor respond to say, "Hey, I've got this one. I'm going to talk to the student and pull the student out and talk to him or her and and find out what's going on." So doesn't have to be a big incident. No, no, I understand. But if it's I think we're thinking different scenarios. I'm thinking like there's a an angry parent or there's, you know, an angry community member or someone that's clearly frustrated and there's no admin at that site who at that site would make a call. >> So there's always a teacher in charge. >> There's always there's always a teacher in charge. And they they know all the safety >> they do. They do. >> So for example, something happens at
010Marsh and the assistant principal um is at a expulsion hearing and the principal is down here at a payroll meeting. There's a teacher in charge who's responsible for managing. >> Yeah. The office managers are also a resource in that and they always call. >> Thank you. >> As I was preparing for this workshop, several things that I watched were an FBI video, a homeland security video on school And the first thing that we watched or I watched was um a staff member or students hearing what they think is gunfire and what to do then. What's our response if someone staff member, student, librarian thinks, "Oh my god, is that gun?" What's our response? >> Can I I'm just Let's If you don't mind, we're going to pause on that question just for a minute. Let's
011let him get into this presentation a little bit and we're going to get to I think maybe be able to answer some of these questions as we're going along. >> Well, I'm not going to forget the questions. No, no, I'm not asking. [laughter] >> I appreciate your question. If I were a parent watching this, I would want to know if my student heard gunfire, >> what do they do? >> It's a real question, right? And and what do they not do? >> It's not just what do they do? It's a No, it's a valid question. I'm not just not just pandering. It's a really good question. We'll get what we wanted to do was start with kind of the big prevention and then start talking through communication and then we get to active incidents. Who
012reports? How do you report? Who's responsible for sitting right here? >> That's fine. Good. Oh, where was I? Okay. >> I was going to say in short um threats come in um we have called evaluate the threat and then um move on that threat immediately. So it could run the gamut from the police intervention to I mean the district can actually follow. So, um that's all part of that direct assessment protocol that we have um restorative. And so, um kind of go into our training and we've started what we call deescalation training, identifying people that who may be on the verge of escalating. Um identifying what the signs and symptoms of people and then how how can we diffuse that situation before it becomes situation and so we've done that twice we had two things
013for our staff and train some are better than others we'll continue to do training on deescalation and how to work with all right and and and then um the mentorship and staff building and positive relationship. I mean it really goes in hand with our social emotional that we do from TK all the way up. We teach kids how to um identify their emotions and then what to do with them. And really what we want is folks to be able to staff student community member if they have an issue um to be able to find a trusted person to come in and talk to. All right? And that could be a bus driver, that could be the officer, that could be a teacher, that could be a police officer, but um allowing them to be able
014to identify what they're doing and then express it to someone. >> I think Before I go any further, it's really important for us to emphasize here that this is where ED services has a heavy impact on this conversation through our multi-ter system of supports. Uh sometimes through RTI, response intervention, there are times when um you take a look at our staffing. For example, a few years ago, received some some monies to hire some additional counselors and those counselors were funded through um I would say categorical monies and we decided a year ago to shift the emphasis and have those folks be hired through the general fund. So, it's uh the people are the most important piece of this honestly. When we look at these three elements, it's all about people and ensuring that every student
015knows they have someone they can go to. even has to start with the email. I'll talk more about that. >> Our counseling assistants also class. >> Okay. All right. Physical security. So, like I said before, um schools look different from 10 years ago. There's fencing, there's single points of entry, there's buzzer systems. Um at the high school, we have more campus supervision. All right. and and really um what we try to do is make sure that we have folks come look at it. So we even have folks from the PD rep that will come and look at the sites and and you know kind of have fresh eyes on sites to say hey we should think about this we should think about that and when we are building new buildings um security is one of
016the things the lenses that we look through. So if you were to go to drive down you notice that the windows are high on there, right? Instead of being low, so folks can't just directly see. So those are the type of things that we look at when we're building fences up on campus in common areas for security purposes. um you know sign in procedures um I will say things change rapidly things happen and and then we have to adjust it we didn't think of that or or something happen like okay we're going to have to change >> a prime example of that is the Yale building at right walls of glass windows when that building was designed two decades ago um this no one even thought of this conversation And so we've had to take
017some measures to be sure that people in that building um have we have bookshelves inside the classrooms where those windows are because you know those windows walls of glass now you look at McManus and it's walls of steel with some windows at the top. That's just a a great example of even the architecture has had to adapt to this unfortunate >> and in my tour with uh Julie windows that that can't that are there that were pre-exist [cough] Yeah. safety films and things that when that building was constructed constructed there was no thought of that but you know it's yeah we're we're definitely adjusting to the times. >> All right. And and then >> sorry um just because a single point of entry is like near and dear to my heart. So and I think
018the district is really making sure that all sites that there's a standard expectation of, you know, you got to push that button to get in. Um, and I don't know if it's from this time to this time or certain sites, you know, there's a little bit of flexibility in there, but um, for me, that's a big one because that's how you're going to keep many people safe. Um, and the visitor signing protocols, I know that, you know, we talked about some opportunities, possibilities, you know, just to make sure people that are coming and signing in, you know, are who they say they are and it's legit. That that is a big concern. >> You raised a great point because part of that is training our staff to know what they can and can't do. >>
019Can they challenge someone to identify themselves? Yes, you can. >> You can you can expect that they will describe to you what their business is, not just their name and their business. And that's staff training. people need to know they can ask that sometimes people are they don't want to infringe on anybody's rights when they come in and so it's our obligation to deepen that training but that's something we need to focus on >> and and I know that that's real I mean yes the training definitely needs to be deepened and and I applaud you since you've come in you've really been working hard on on on that piece of it um which is no easy task whatsoever so I know it's a process so you're absolutely right you The more training we can give
020so that everybody's on the same page, >> yeah, >> the safer we're going to all be. >> I I noticed that, you know, schools are always these welcome welcoming places, right? We love having visitors. You know, and that we don't want to sound rude, but we need Yes. >> How do we know? How do we identify these? Right. Um so we do have our safety plans that come out every year every site. And then um we also look at our surveys that get sent out. >> Speaking of training, >> there's training. Okay. I will say that CSEA has been a big driver um push on training for the classified staff. So um in in the past um the EMS system or system emergency system teachers will get trained on it every year. So this year
021we started with classifi classified staff about not just all there. Um, and then we've expanded our training also to our district wide staff development days. So, districtwide staff development days and not just teacher development days. And so, we've added training during So that classify can get some training in terms of escalation um identifying students in crisis things like that. So those have pretty well again. I want to add to that um Eric made a good point last spring. She said you know we have a lot of going on our school sites after hours. We've got card on so many of our campuses and we need to have a conversation with card about ensuring that we train at least in the notification process but if something were to go go on on it like for example
022at Neil Dow they had volleyball adult volleyball league in the cafeteria at night um that car supervisor would need to know something happening on that campus. The only person there is a custodian. So Eric and I Mike worked their part to um to develop a training for their part. So when they're hired, they're they're aware of they can they don't they don't manage our system, but they're a part of our system. So they receive notifications if something happens. So it's not just the custodian having to, you know, manage that. That's one example of [snorts] it's growing more than justified. We got community organizations that we need to be sure we tie in the system. We've also reached out to Right. He's the director of emergency preparedness and he does tabletop scenarios with our socarios with
023them and then once scenarios and >> that's something that just started >> this year still like making his >> round and it's you mentioned that he's former former PD because he has an insight there as a former SRO that we think is really beneficial rather than something someone coming in with no education background. So it's nice to have and he's also going back to one of the earlier slides. He was influential in us developing our threat assessment protocol. He just developing that out of out of the junk. It was nice to have him provide some insight. >> Yeah. >> And I had um I worked with Bre for years on high school campus. He is absolutely amazing as SRO. Um but That being said, not all SRO are amazing, you know, and and it's really,
024you know, and the thing is is that as a district, you don't you get who you get. I mean, the Oracle PD, we we had no we had no um we locked out I think with Rick. Um and since he left, um I think there's if you asked staff there, it's been >> I can relate to as a former principal and having been through a few cycles of SRO's right personality the we're going to get to this near the end but having a conversation about expectations what that look like is really important right about those kinds of interests >> and making sure that everybody has relatively similar interests I can't be the same I will say that we did have a training this summer that actually wasn't our train one of our school sites a
025really indepth training there. Um, and we'll talk about that. It was really insightful for us to understand their mentality. We'll talk more about I'm gonna take over part two and this is more of kind of getting into okay tried everything we can do to prevent things but we have this building right in town and things are going to going to happen and so we're going to walk through our immediate response a little bit of EMS coordination our communication and how we be sure to do our best to communicate both in and out right receiving information and also ensuring that people are aware because they aren aware they're going to fill the hole with their own information and sometimes that can be a disadvantage and then talk a little bit about about recovery. Before we jump
026into all that, I wanted the public and everyone here to know there is a team of people who have these conversations. We have the district um incident response team. As you can see here, a lot of different folks involved in these conversations. district staff, Chico PD is involved with it. Not so much the sheriff's department just because we don't uh I think if uh if co has it we're more active in more but right now it's not necessary and as you can see down in the lower left hand corner and in the middle we have our our teacher and classified people also providing input. They don't necessarily go to the means just because there are so many of them. However, they do provide input in let's say we meet every Monday with Charlie Snder and
027if something comes up safety issue comes up he's very quick to make sure we understand how the staff feel about something that could be going on and again doesn't have to be e doesn't have to be emering frustrated suspension rates or the lack thereof school safety has such a broad umbrella so we want people to see this, see who's involved in it. >> I would say um I meet with the CSA president every week and identify, hey, what about this? What about this? [snorts] >> Well, a good example, I think, is this summer or at the beginning of the school year, the the roofing incident. And I think that was that was an environmental safety issue and there was a response by the district I think very quickly and was taken very seriously and and
028so and that and I know there was coordination with Kelly and I know there was coordination with Charlie and so >> so the question was raised earlier about communication and how are people notified and when are they notified and so I want to kind of walk people the different processes [cough and laughter] to uh students, staff, and community. Before I jump into the right side with the four different levels of reporting, I wanted to make sure that everyone knew that the public knows, and I'm going to try to do this without messing up too much. >> But on our website on the front page, every time someone goes to the front page, we have after this, we have an opportunity for people to report. anyone can report. So they click on this and it takes
029them to a notification page. So in two clicks they can report and I think it's really important that people know that and often times I think um because kids can do this from their you know from their Chromebooks they can do it if they at lunch on their phone. Be careful when I say they do that there are times you know so I wanted to make sure is aware of this feel like it's a really important avenue >> too. >> So are those clickable like under the high schools each thing is click or each school is clickable. >> So you'll [laughter] [clears throat] chico creek you just >> hit little Chico Creek and type in what your concern is. >> And going back to what I said earlier about where does this go? It goes
030to the site safety team and it goes to Mike and I. It goes to Pedro or Heather depending upon the level. And so someone we're going to get and I say it goes to it goes to our email. We get a notification, you know, I get at night whatever it's not to to follow up. What you're looking at from Tisha's question is somebody has emailed a report. >> I think so. Yeah. So, I think what the what's happening is they're just showing that if you have a concern, if you're >> Yeah. that you can just click on the district website and then click on the Yeah. And then now I would if I had clicked on so it says Pleasant Valley High and then I clicked it was clicked in English and then here's here
031are the different these are ways that I can record my concern >> and that goes to >> to sight safety team. So at the site, >> yeah. So that's because that was Pleasant Valley, it would go to Pedro and it would go to John and to Mike and then >> all the folks at theite >> at the site. So everybody, >> it's part of our EMS system. So it's part of and so it's it's not like an email. It's more like it's more likeification. >> So if a student was feeling like they knew something that they they felt was important but they wanted to do it anonymously, this would be a route for them to or a parent or a community member or anyone. They could they could alert the staff that they feel like
032something is going down or something could be going down. >> And it's like this because And sometimes, you know, every once in a while you get, you know, chase the rabbits, but that's okay. You know, it just happens. That's that's what it is. And and I think this is one mechanism that's often we need to do a better job making sure this is. >> So, I'm just gonna throw it out there. It might be something that we want to talk to all of our uh parent teacher organizations to just go through this this at their at like a inaugural meeting or maybe the second meeting because the first one's so full of things but this might be something that they they would be happy to do and parents especially I was just thinking of Roselle
033they actually so well attended I'm blown away by her parent teacher organization but but they have interpreters there and you know to have somebody walk through and say, "Hey, this is available." I think they would I think they would think that this was valuable and they may not >> because because we because we train our staff doesn't necessarily mean that parents are trained. >> I know that Erica too um sends out a a trifold that has kind of information but you know requires them to read it. It requires them when they get that packet of information um to that's why this is on the landing page. It's it's front and center on the landing page in the website. >> It's it's been there all along and I honestly did not it it didn't I didn't
034see it necessarily. >> So >> yeah, >> I like the idea school site council. >> All right. So shifting gears a little bit again though talking about communication. So there are basically four different levels of communication. A direct message can be uh a simple and again using catapult using via a one-way email to somebody saying hey I heard over the weekend someone said this this and that and that's it comes to us. It's a oneway communication and we can follow up. It's like the the lowest level of urgency. An incident report is much exactly what you just saw. It was when someone may have been reporting bullying or some type of they felt harassment. Um would be an incident report. Those go to the to the site safety team. They also go to some district
035office staff directors might me. Um, so those are the two kind of I don't want to be uh they're lower level situations. Now, as I know some of you remember when we used to have code red and code yellow and code red, right? That language is non-existent anymore. We're doing everything we can to get it out of our brains. Um, we use the I love you guys foundation standard response protocol. I know that's a weird foundation name that they named themselves. I didn't that it's a a nationwide standard response protocol. It's a language that we use, right? And in that language are two designations, a caution alert and an action alert. So for us, Chico Unifi, a caution alert is basically, hey, there's something going on on campus and we need you just to avoid
036the area. For example, we have a hornets nest that's over in the corner and got hit with a softball, right? Stay away from that area. Sometimes uh schools will go into a caution alert because they want to protect the confidentiality maybe of a student who's having a tough morning and maybe out in the you know out in front of the school or out in a quad and they don't want a bunch of kids going near that area. So we're going to a caution where teaching continues. You know whatever's going on in the buildings continues but it's hey stay away from this area. Um, at any time staff can elevate, they can escalate from a caution to an action. So, let's say that student in that situation is struggling and start throwing rocks. Um, they can
037go from a caution to an action alert. And in the caution alert, it's pretty much standard operating procedure except stay away from this one area because we want to minimize the disruption of school activities. So, we found that it's it's something that's initiated three, four times a week, right? Wanted to be sure that what's going on. And then we'll get into action alerts. And this is where it's going to get a little um a little bit more detailed. I'm trying to do my best to not get into because we can get really these different designations. But action alerts again. I love you guys. foundation icons and um language. So you see along the bottom we have a chico unified hold a police initiated secure lock down barricade and then evacuation. So people always ask what's
038the difference between a cho and a police initiated secure. First of all I just want to emphasize that um during both a hold and a secure teaching continues. the counselor has someone in the counseling office working with the student that continues. They don't they don't shut that down. In a chico unit by hold everyone should be inside except for designated staff. So it could be campus supervisors or admin or a tip teacher in charge could be outside trying to manage. They might be walking around checking doors. They might be going into the bathrooms to make sure that kids are safe or into classrooms. So that's what you could hold. The most difficult shift for us is to be sure people understand the difference between hold and secure. Going back to Mike's conversation about hooker ro
039that training watching Chico PD come on that campus and basically take over that facility in a matter of seconds reinforces that when Chico PD calls us and says you need to secure nobody's outside nobody no admin campus supervisor no one they come around the corner and we saw and hook her up. They when they engage in their mind, it's foe. It's not friend or foe, it's foe. [laughter] So, we really emphasize um you know, don't when tells us to secure, everybody stays inside. >> Don't want them, right? >> And then moving over to the to the lockown barricade. That is that's something that I think we're all aware when we lock down America. Everything shuts down, lights are off, doors are locked. Fortunately, in 2018, we were provided with some options. Um, prior to 2018,
040it was high or high. It's really all that's all that was covered by our liability insurance. High. Now, since 2018, it's run, hide, or fight. Any of those options. It could be all those options. It might be, you know, you hide and then fight. It might be fight and then run. Might be you hide and then run. Any of those options are now covered by our liability insurance, which is significant legislation in California. Really, it gives our our students and our staff some options. So, we go into a lockdown. Um, we make Again, this is all part of our training. Watch videos. They're pretty simple videos, but um they have the options to to run. >> Here I am back again. >> Um I understand the change, the legislation, the FBI instructions, the homeland security
041instructions. who in Chico is helping to instruct our people and our students on what those things mean because that was the part that struck me um when we were looking at things like for example 17 students dead um some rand some it you know there there was no particular um designated response if our response now is what you just said who's going to train our people in this switch >> they've been trained it's part of our train we do it every year at the beginning of the year we go this and we talk about the runtime flight and we talk about the different designations. Um and actually if they have questions they can ask questions to do it. Um starts over here and also in every room there's a quick action guide it has not
042that someone's gonna get locked down and go full I mean we're all human right it is there. They do review it. So in every single room >> I can't say they're all there because I haven't been in every single room but they're supposed to be put in every room. >> How do our they practice. >> So, it's like a Oh, fire drill. >> Yeah, they're required. I have a schedule that I send out in uh in the late spring >> and all the schools fill out the schedule and they have all the different types of drills that they're responsible for performing. And it's, you know, sometimes it's a challenge because, for example, we may have a situation where um Chico High does a drill and um Inspire's administrator was off campus that day and they
043didn't know it was going to happen, but you know, so there's some communication we're still working on, but but the drills are in place. They're not just fire drills. We require them. would now be the time to answer the question that she asked earlier about if you hear something that sounds like gunshots. >> You hear something? Let's go back to the question. >> First question that you asked about the gunshots. If you hear gun, if you think you hear gunshots, that was your question way long ago. I think now might be a >> tell somebody, right? Tell the teacher. Tell the student if the student has the wherewithal to jump on, they can initiate something. But I be hardressed to believe that they would be able to jump on their phone and fill out the
044incident report and just But they can tell teacher teacher can um can notify administration. They can initiate the administration initiate one of these levels of of alerts and then it it really depends on the context. You know a P teacher might decide to run if it's not a drill and we go into lockdown. They may decide we're running our class because we're on the back 40 and we're out of here. I I remember when I was a principal at Chapman, um I gave all my staff peace to the back gate, right? If you're out at recess and you hear something out front, you're going out the back and they all have peace. All right. Um I'm sure they would toss the kids over if they had to. I gave them peace, right? Um um I've
045actually had that happen where it was reported. Somebody came running in. I think I heard this. Okay. We went into actually went into a hold while we called the police. All right. and tested the situation, check out what was going on in the neighborhood and then they cleared us old words. >> Yeah. >> Action alert. >> Um when we had the thrills at um who on our side was observing and and making sure that we coordinate what the Chico UNI Chico PD wanted us to do during one of those times. >> So Mike and I were there. We opened invitation up to all administration. It was in June June 25th and so and we had some principles show up and they stood with us um Lieutenant Lieutenant and Scott Harrison stood with us and we
046had a dialogue as all of it was when I was there it had um four different scenarios with um situations and so he was asking us what would you be doing now they didn't really change during their all four scenarios because scenarios were pretty intense in a lockown situation but we were able to see how they managed >> skin very stimulated. >> All right. So, just going back to communication. We've been talking a little bit about this already, so I'm not going to labor this reading, but as we mentioned, we have our internal alert system. We have intercom and mobile apps. I do want to emphasize that we have if there's an emergency at a school site, most importantly, be safe, right? Make sure you're safe. Once they're they have initiated a level of action
047alert. If that's what's necessary, then they will um they can call the emergency phone line. The phone line at the district office rings in three different places, three different workstations. And so two people are not at the workstation, one of them will be. Um I'm kind of working through this in a kind of a timeline fashion here. Once we are in a position where we're managing a situation, um often times we hear from parents, why didn't we go sooner? Well, sometimes we needed to know what we could tell you before we could tell you. And so, um Erica has been masterful at organizing our external notification. We'll be in dialogue with the school site. Sometimes the school site asks us to send something out. Sometimes they prefer to do it themselves. And that could be
048a text, email, sometimes phone calls, but I want to emphasize that we really want to be sure that we're we're delivering factual information. Yeah. So people know it takes a little time. The first thing that we need is safety for the folks that are there. All right? And that takes a little time to make sure everybody's locked down or whatever. Um and then you know here when it's a big emergency everything stops here and all the leaders are in one office you know covering getting all the information but we don't send anything out what's happen so it does take a little time and so just know that it takes a little bit of time but we try to get it out as soon as possible but >> sometimes to be we want to be sure
049that we keep the site We don't want a bunch of people flooding an area, >> right? >> So, we have to be careful with the timeline there as well. Um, you can see here, we want to be sure that once an incident is um has been resolved that we have support for people. Doesn't have to be cleaned by county behavioral health. we get support from um a bunch of different agencies reaching out to us and then afterwards um it's a site level situation will be a review and conversation about what what we do differently what went well that I've never gone through the same situation twice everything a little bit And so the review is critical to make sure you ask the sites what could we have done to help? We've done anything better. Could
050we have helped you anything? And they can talk to us about hey maybe we need to train on this. So we raise my hand again on this question of fire identifying yes or no. you know, is that what you heard? No, that's not what I heard. You know, at at what point do we train to give um staff a good idea of Yeah, shots fired. Now, what do I do? >> I would say honestly, it wouldn't be a question. The student reported that they thought they heard shots fired. That's how we're going to >> react. I don't know how we justify reacting in another way. >> Now the reaction might be different depending upon the information we receive. You know, did you hear it? Was it loud like right in your ear or do you
051think it was, you know, a car going by? I don't. So then we we could call Chico, but a situation like that against contextual, but we would always hope we would always on the side of taking that information as what happened >> and that was part of the message of what you know what what I observed in the things that I was seeing was that assume especially if it's a person that's thinking that's what they're hearing assume yes [snorts] that's what you're hearing and take action with that um and so that that that's as a board member I I want to know that not just once a year because our staff turns over. Well, you would know how often our staff turns over and not having someone with that kind of um support, shall we
052say, to make sure that they know that they can act, I mean, take action. Um concerns. >> So, I I I haven't spoken to this. I think I talked to you earlier about our new employee orientation. That's one of the things that we go over is that safety is everyone's. So all every new employee that comes in is a base level of is there EMS system? Um you need to talk to your administrator about about what is your role um on safety on the campus? What is your role in the safety of the campus? >> No matter when you're being brought in >> no matter when they're being brought in. So we do it >> twice a month. Yeah, we have one on Thursday. Tomorrow we have one tomorrow. >> Um and all new employees,
053all new classified employees. So >> yeah. >> Okay. >> Excellent. >> So as you mentioned right off the top, we wanted to alsoate [cough] where we are with our school resource officers and just wanted to be sure people understood that These positions were previously grant funded. Um, first iterations of these positions um were a grant that was run through Chico Unified a long time ago and then it shifted over to Chico PD um most recently two years ago I believe the grant requirements would not allow for resource officers. So that was the shift a couple years ago. I do want to before I go any further, I do want to emphasize though that we do have a strong connection with chief to be sure that something you know if we're concerned about something we have
054a design we can go to informally and you know be sure we are aware of situations. Um so since then the funding and the staffing have been a challenge. We had heard too um in the past that just finding bodies people who could go into the academy um be hired first as SRO then go into the academy and then after a year of training join us as [snorts] an SRO so you think about that timeline that's an obvious challenge however we are currently engaged with conversations with Chico PD um we are trying to address that second bullet what would funding look like um staffing what would that look like we do know that locally has had an upswing in applicants. So that's but those aren't checks we can write you know right now but just
055right now we're just in a position where we are having conversations with you we thought it was really important that the public understood this conversation hasn't died we are having it we just don't really know where it's going to go yet because of bullet number two >> you know there are might opportunities in the future. >> So Michelle Bunch is working diligently to try identify grants and she hasn't found anything yet that's right at the top of her list. I know she's working. >> She's always looking. >> And while Michelle is trying to work her magic, and I agree, if it's out there, she'll find it. Are we preparing ourselves if a miracle happens and we get money and we have armed police officers available that have been threatened or gone through the SO training
056and stuff that we have altered the job descriptions that we used to have for them to what is now more compatible with what our philosophy and needs are. One of the things that um for those of us that sat through the LCAP um student input meetings, the students do know when in the years that we had SRO's on campus and you know the students also appreciate especially the elementary the counselors that come into the classrooms and about the things that generate the types of um student malfunctions, for lack of a better word, that end up with violent behavior. And so keeping, you know, keeping that at the forefront of our minds, we we Chico Unified has a responsibility to keep those instructions that are going to those um what to be doing if you're being
057bullied. Um how to not and why not to bully your classmates. Because if you when you look at the the things that are listed as to what was going on with somebody who has become a school shooter, they're usually suicidal. They've usually been bullied while they were a student and they came from the school [clears throat] where they went back and shot people. And so we want to make sure that what we're doing is is capturing those students that are struggling at such a level that that's what they end up doing. So, so on that, I'm just going to piggyback on that. One of the things that I wanted to I I wanted to let you guys get to a point, but um for deescalation training, I really hope that the district is reaching out
058to the National Alliance of Mental Illness and B County NAMI. They they have a really strong um they or at least in the past they had a strong group in county. Um and also CIT training, the crisis intervention training um for deescalation. It was fascinating to me finding out that um if somebody is having a mental health episode, for example, it used to be that police would tell tell um the person, you need to sit down, you know, and part of having part of having a mental health episode maybe need the actual need to move like let them pace. They're not anything, let them pace. If they want to smoke, let them smoke. You know, it's like there are all sorts of things that um that have they have found that um people experiencing mental
059health crisis behave in ways there's patterned ways that this rolls out. And it's really important for staff to understand that this isn't personal. This is a this is like a feature of of a mental health episode. And what how do you you know how do we address that and not take it personally and and how do we do it effectively so that whoever it is could be a staff member I mean mental health one in 25 adults in America will have a significant mental health episode in their life. And so when you're thinking here we are you know count it off one that's one and four 25% of you know one and four. So, um it's just something to remember and I really do hope that we uh NAMI has great resources. Um and I
060know that they would be happy to work with our um counselors and targeted case managers because some because you're you're a counselor doesn't mean necessarily. I was fascinated as a facilitator. Um, how many people who were trained either in counseling or medical science, how many people said that that the course that was offered um, which was intensive. It was like 12 weeks of classes that were three hours long. So, it's a lot of hours of training. But they said that even in medical school, they did not all the the that was provided for free by Nomi and so I really think that they're a valuable resource. >> Thank you. >> Just one more thing about job description of expectations what that could look like and yes we are far beyond what it looked like when
061these grants were first. So I want to reinforce you heard that loud and clear. One comparison I'll make you know we used to have academic All they focused on was academics right back in back in the day and that is no longer the case. Their role has completely changed and that's very similar to this this conversation. The last thing we have is just to be sure that people knew um that we share this responsibility. We have many community partners list a few of them here. We're hyperfocused on training. Thank you for that. Mike and I do ensure that every time we train that we provide our cell phone numbers today. Mike was contacted by the member of the media because I'm sure she saw this in the presentation. You know, that's just how it goes.
062But we want people to know that they can get a hold of us. Um before I close and we close, Rebecca and Gail, thank you foring collaboration with us on this information. >> Awesome. Um this is anal item, so of course we won't take any action. Are there any other questions of the board for our staff? >> Yes, ma'am. >> I you know, thank you first of all for everybody that has helped and participated in this workshop because it um it's important and it's important [cough and clears throat] to understand how seriously we take this. Yeah, we see national media. We see those reports of multiple shootings that involve someone who either is or was a student at the school that they went back to harm. and all of the things that were involved in
063that which you know starts with bullying and the LGBTQ plus um issues and all of the childhood trauma issues that 10 years later end up you know this is not an easy topic. It is not an easy topic and if we don't become comfortable with talking about what is going on, shame on us. That's our responsibility to at least mine as as a school board member is say the truth because that's the only way we're going to see lies. Not so much question, more just a comment. I mean, I I agree. I mean, I think there's lots of ways to look at all these situations and I think when it comes to school safety, as far as I'm concerned, like yes to all of it. Like, I don't I don't a point where um I
064I think yes to what you say. I think yes to what all that they say. I say yes to SRO's um when I ran for office three years ago, it was a priority for me um to support school safety. And so the way I see it, um I want all of it. Like I don't want to someday stand before anyone's parent and say we did everything we can um if we're not doing everything we can. So >> I want it all. I want everything. >> Well, and it goes back to I what I really appreciate is I do really believe that you know it's that ounce of prevention is worth the pound of cure. Like I think building relationships and making sure kids feel connected Yeah, absolutely. >> I agree. I I I'm I agree
065with you. I I And and I wanted to thank you guys for coordinating. I think they this this was worthwhile and I think I'm sure that your input helped create that. >> I hope so. And I I mean I I'm definitely not stopping here. I I want to see the momentum roll and I know that we're already in the talks with um so I have no intention in giving up on this. So I I'd like to see it through and I'd like to see definitely come back to us in some form in the future. Safety is always a topic that we are working on and interested in of course. Anything else for our at this point. >> Yeah. Thank you for coming. I really appreciate it. Um, is there any public comment on this topic?
066I know we don't have any speaker cards. >> The public now. >> Oh, sorry. >> We can either have close session in here and wait for the other. >> Yeah. All right. Um, so it looks like there's no public comment on this topic, is there? >> No, thank you. >> Of course. Thank you. Um, then there is no action tape and we're going to move on to the next item, which here is board members request to agendaize items. There are none of those on the agenda. >> No, I had two. I sent I sent it in before the start of this meeting. >> Okay. >> Because last time, uh, Greg said I sent in a request for agendaizing the class schedule, the the idea of a consultation. You said, "We're not talking about class schedules
067tonight, but I I encourage you to send an agenda item." And so I did. So I sent it to you and to Greg uh before five today. So and then the other one was is I would like to Well, you'll see it there. It's um and I don't know how anyway. >> So So here's the issue. I didn't make it under the agenda. Okay. >> And I don't know if we have in the policy a set time they need to be on. Most things need to be on. You know what is it? >> That's fine. It could be the next time >> to get on. >> I thought that when I saw them when I sat down for November two weeks from now on agendas wasn't thinking that it had to be >> Never mind.
068>> This is good learning tool. So let's Let's let's use that and thank you for your patience on this. So if you have something, let's make sure they get in before the what is that? The Tuesday before the Friday. >> Yeah. And there's no hurry. This was it wasn't urgent that it be on tonight. I was just wanted to make sure that that you guys bought and it can certainly wait until the 19th. That's not an issue. >> Cool. Make sure you >> Yeah. >> Right on. Okay. So, that was an item worth talking about. Perfect. Um, with that, we are going to go into close session. Um, are there any public comments on our close session items? Again, no precards were submitted. So, seeing none, um, we are going to go ahead and go
069into close session. I will come back and update and adjourn after that. We want to go or you just want to stay at these five people. We >> might go into small room. All right. Agree to close. Thanks, guys.