7 MAC Pt. 114
2013 MISSISSIPPI SCHOOL SAFETY
Cite as 7 Miss. Admin. Code Pt. 114
Title 7: Education K-12
Part 114
2013 MISSISSIPPI SCHOOL SAFETY
EDUCATIONAL LEADERSHIP FRAMEWORK
K - 3
Dr. Lynn J. House, Interim State Superintendent
Dr. Larry Drawdy, Interim Deputy State Superintendent
Mr. Shane McNeill, Office of Safe and Orderly Schools
The SSELF was developed as a proactive school safety strategy, of a larger
comprehensive effort in Mississippi, to keep the 492,847 students and 69,162 staff
in Mississippi Public Schools free of fear or harm. It is intended to serve as a
guide and it is encouraged that school personnel and others use their professional
and expert skills to enhance this resource for the benefit of children.
Implementation will be dependent upon the commitment and efforts of local school
leaders, teachers, parents, and community members. These 562,009 students and
staff, their family members, and their friends are counting on you. Will you be the
difference maker? This School Safety Educational Leadership Framework
(SSELF) is provided in memory and honor of all the children, parents, family
members, and friends that have experienced a tragedy related to the school
environment.
TABLE OF CONTENTS
Introduction to the Mississippi SSELF
Page 5
Kindergarten- Third Grade Overview
Page 8
SSELF Competencies
Page 10
Kindergarten Strategies
Page 12
First Grade Strategies
Page 23
Second Grade Strategies
Page 34
Third Grade Strategies
Page 46
School Safety Strand Identification
Page 59
School Bus Safety Responsibilities
Page 62
School Safety Responsibilities
Page 64
Appendix
Page 66
School Safety Connections
Page 93
Additional Programs to Promote
Page 100
a School Safety Education
School Safety Commitment
Page 102
School Safety Policies
Page 105
Appreciation
Page 117
INTRODUCTION
The Mississippi Department of Education is committed to providing the resources
necessary to ensure a safe school environment. The School Safety Educational
Leadership Framework provides guidance to local school districts on effective
delivery of instruction to students in kindergarten through third grade in order to
promote a safe school environment through the development and demonstration of
quality leadership skills. This instruction only serves as one part of a multilevel,
coordinated, and integrated approach that is necessary to ensure our schools and
children remain as safe as possible.
As we WORK TOGETHER to provide a SAFE LEARNING ENVIRONMENT,
school administrators, teachers, coaches, counselors, bus drivers, food service staff,
school resource officers, etc. are encouraged to be CREATIVE in developing
SOLUTIONS designed to protect our children. For example, to support effective
implementation of the School Safety Educational Leadership Framework, school
administrators may choose to start a leadership program that recognizes students
for demonstrating quality leadership behaviors (i.e., courage, influence,
communication, etc.) that will benefit students throughout life and promote a safe
school environment conducive to learning.
The competencies, objectives, and strategies are designed to teach children about
how to take responsibility for their own personal safety, to take a leadership role,
and advocate for the safety of others.
As we focus on providing a safe school environment we must always reflect on the
fact that children come to school with many diverse factors that affect their
learning and development. It is critical that we focus on reinforcing positive
behaviors and establishing an environment that supports all students safety and a
sense of belonging. School leaders and teachers should consider implementing
restorative practices and approaches as a component of school safety to resolve
conflict, improve communication, improve relationships among students, staff,
administrators, and parents, reduce misbehavior and support other positive
outcomes.
The School Safety Educational Leadership Framework (SSELF) meets the school
bus safety curriculum requirements of the Mississippi Code of 1972, Section 37-3-
107. The School Safety Educational Leadership Framework is also aligned with
the competencies required in the Mississippi Contemporary Health Framework
allowing instruction to count towards the forty-five minute per week requirement
for health education in grades K-3.
Safety starts with individual responsibility. When parents, children, teachers,
administrators, law enforcement officials, community leaders, business leaders,
elected officials, transportation/facilities directors, food service staff members,
counselors, school nurses, faith-based leaders and others work together to provide
a safe, supportive environment for children, each child will have their best
opportunity for success in school, on the school yard, and beyond.
Implementation of the suggested strategies in this framework would serve as a
component of a dropout prevention initiative and provide an interdisciplinary
opportunity for the implementation of common core. The strategies are designed
to support the development and reinforcement of the skills required for student
success with the standards in common core.
It is recommended that teachers consult with a local school administrator,
transportation director, school resource officer, and/or other law enforcement
officer about additional safety procedures that need to be addressed with students
to meet local community needs.
For emergencies contact 911 or local law enforcement for assistance.
Totally anonymous. Available 24/7.
Please call the number above or email staysafe@officeofhealthys
chools.org to report non-emergencies that may endanger people at
your school or school-sponsored activity.
KINDERGARTEN-THIRD GRADE OVERVIEW
Through the demonstration of leadership characteristics, cognitive concepts
associated with school safety will enable the student to develop positive attitudes
and practices toward a safe school environment. The emphasis of school safety in
kindergarten through third grade is assisting students with the development of
lifelong skills in safe practices.
Kindergarten through third grade students understand acceptable behaviors for the
school environment. Safe practices, rules and procedures are prominent issues and
must be understood and demonstrated at all times.
Kindergarten through third grade students should be encouraged to demonstrate
these skills in a variety of different settings. Teachers and other school personnel
must continually reinforce the importance of practicing safe and health enhancing
behaviors to students.
The School Safety Educational Leadership Framework (SSELF) follows a
developmentally appropriate sequence. Activities should be taught from the simple
to the complex. The competencies are required to be taught through a variety of
instructional strategies that a district may develop. Competencies are not hierarchal
or chronologically ordered. Competencies provide a general guideline of on-going
instruction. The suggested objectives are optional, not mandatory. Objectives
indicate skills that enable fulfillment of competencies, describe competencies in
further detail, or show the progression of concepts throughout the grades. School
districts may adopt the objectives, modify them and are encouraged to add their
own objectives to meet the competencies for instructing students in their school
district.
Safety is:
“taking care of yourself and your friend”
2nd grader
“what keeps something bad from happening to you”
1st grader
“obeying your parents”
3rd grader
“when your teacher protects and takes care of you”
2nd grader
KINDERGARTEN-THIRD GRADE
Competency I
Comprehend concepts related to school safety.
Suggested Objectives
I.
Explain how injuries can be prevented.
II.
Understand the proper procedures in case of an emergency.
III.
Explain school bus loading/unloading procedures.
IV.
Explain the concepts and principles of the “danger zone” for a
school bus and understand the most dangerous areas and parts.
V.
Explain proper procedures and rules for the school bus and
school bus stop.
VI.
Discuss alcohol, tobacco, and drug use as they relate to health
and how to report someone using drugs.
Competency II
Demonstrate the ability to practice safe behaviors.
Suggested Objectives
I.
Demonstrate an awareness of surroundings.
II.
Demonstrate proper use and care of all equipment.
III.
Follow all rules, procedures, and safety practices.
IV.
Use respectful behaviors at all times, including while waiting
for or being transported on a school bus.
V.
Demonstrate the ability to complete the necessary procedures
for school bus evacuation, fire, tornado, bomb threat, intruder,
and earthquake in the case of an emergency.
VI.
Demonstrate ways (i.e.,, conflict resolution) to avoid and
reduce threatening situations.
VII. Demonstrate an understanding of ways to protect yourself and
others while using the internet (social media sites).
VIII. Develop an understanding of the dangers of weather (i.e.,
tornadoes, hurricanes, extreme hot and cold, etc.).
Competency III
Demonstrate the ability to advocate for safe practices.
Suggested Objectives
I.
Understand the importance of influencing others to make safe
choices.
II.
Identify helpers in the school and community (i.e., school
resource officer, school counselor, fire, sanitation worker,
police, EMS, etc.).
III.
Understand the importance of reporting unsafe practices to a
trusted adult, law enforcement personnel, or other alternate
methods provided. (i.e., school personnel, parent, staysafe
hotline, 911, sheriff, police, etc.)
IV.
Understand the importance of participating in school and
community sponsored activities that promote engagement.
There is always time for safety and everyone
is counting on you!
Kindergarten Suggested Strategies
Competency 1
Comprehend concepts related to school safety.
Objective I
Explain how injuries can be prevented.
Suggested Strategies:
a. Show and discuss pictures of safe and unsafe practices.
b. Have students draw a picture illustrating safety (i.e., looking both
ways)- teacher dictation
c. Have students color the picture in Appendix 8 to reinforce the
benefits of obeying the school bus driver at all times.
d. Have students complete the activity sheet in Appendix 12 to
reinforce appropriate safety when seating.
e. Have students write sentences using the word safety and school
bus safety.
f. Have students complete the activity sheet from Appendix 25.
Have students count and discuss the safety features on the school
bus that are visible in the picture (i.e., head lights, bumper, mirrors,
warning lights, amber lights, etc.) Have students practice their
counting skills while completing the activity sheet.
Objective II
Understand the proper procedures in case of an emergency.
Suggested Strategies:
a. Discuss the importance of emergency numbers and how to use
them properly.
b. Have students complete the activity sheet in Appendix 17 and
practice dialing 911 or bring a “phone” to class for students to
practice. A cell phone or white board would be good resources to
use for students to practice this skill.
c. Show students the Sesame Street Video “Get Out, Stay Out, Don‟t
You Go Back In” to promote fire safety. The video is available at
http://www.bing.com/videos/search?q=sesame+street+safety&
mid=323D7D9C4F2CB9E15B9A323D7D9C4F2CB9E15B9A
&view=detail&FORM=VIRE6
Objective III
Explain school bus loading/unloading procedures.
Suggested Strategies:
a. Explain to students the proper procedures for loading/unloading a
school bus and that this is the most dangerous part of the bus ride.
Provide students with instruction during the first week of school on
how to properly load and unload the school bus, including the
prearranged danger signal all drivers will use to signal danger and
how students should react. Principles provided by the National
Safety Council and the Mississippi School Bus Instructor Training
include:
Loading Procedures:
Stay a very safe distance (minimum of 10 feet) on your
side of the road until the bus driver signals for you to
cross the street.
Demonstrate a minimum of 10 feet. (i.e., using a tape
measure, giant steps, etc.) for students.
Have students complete the activity sheet from
Appendix 9.
Check and recheck for traffic.
Never chase the bus.
In a single file line, check traffic both ways (explain
look left, look right, look left again concept), and then
proceed directly across the street. Have students
practice “crossing the road” in the classroom,
gymnasium, or on a nearby street that has been blocked
off to traffic. Partner with local law enforcement for
safety reinforcements. Have students complete the
activity sheet from Appendix 10.
Obey the 10 foot rule (ahead of bumper). Never cross
behind the bus.
Board the bus quickly, always using the handrail to
assist you, and then go directly to your seat and remain
seated during the entire trip. (Appendix 6)
Never stop to pick up a dropped item without first
notifying the bus driver.
Riding the Bus:
Remain seated the entire trip. Complete the activity
sheet Appendix 15.
Face the front of the bus at all times.
Obey the bus driver at all times.
Never damage any area of the seat.
Explain compartmentalization as a safety feature on the
school bus. According to the National Highway Traffic
Safety Association, compartmentalization ensures that
passengers are cushioned and contained by the seats in the
event of a school bus crash by requiring school bus seats to
be positioned in a manner that provides a compact,
protected area surrounding each seat (closely spaced, high-
backed seats with impact absorbing materials on the fronts
and backs). Explain to students that compartmentalization
gives an egg crate-like protection by providing confined
spaces.
Unloading Procedures:
Never stop to pick up a dropped item without notifying
the bus driver.
In a single file line, walk along the side of the road until
you can see your driver.
Stop and wait for the signal to cross.
Walk and look for traffic both ways.
Go directly across the street and to residence.
Get off the bus at your bus stop only.
This is not intended to be an all-inclusive list. Local school district
policy and procedures should also be included in the instruction.
Students must be instructed to go directly to their assigned bus when
loading at school and directly to their designated area when unloading
at school.
Objective IV Explain the concepts and principles of the “danger zone for a
school bus and understand the most dangerous areas and
parts.
Suggested Strategies:
a. Use the picture from Appendix 1 to assist with explaining the
“danger zone” around the school bus. Identify and discuss that the
most dangerous areas are around the tires and right in front of the
school bus.
b. Place a place a poster that illustrates the “danger zone” in your
classroom as a reminder to students.
c. Complete the activity sheet from Appendix 11 to reinforce the
danger zone areas.
d. Create a school bus using play doh and make danger zones red.
Objective V
Explain proper procedures and rules for the school bus and
school bus stop.
Suggested Strategies:
a. Read the book Wheels on a Bus by Paul O. Zelinsky with students.
Include a discussion on rules for the school bus.
ISBN-13: 9780525446446
Publisher: Penguin Group (USA) Incorporated
In an ingeniously designed, deftly executed lift-the-flap (and pull-
the-tab) book, Zelinsky elaborates on the well-known and much-
loved children's song. Not only do its wheels go round and round,
but the bus here also has doors that open and shut, windshield
wipers that move back and forth, and so on. The text consists of
the lyrics of the song itself, but Zelinsky has neatly inserted a
number of visual subplots that flesh out the story--one involving a
boy with a boxful of adventurous kittens, another motorcyclist and
her runaway puppy, a third a young man with a guitar.
b. Explain the importance of wearing the proper clothes based on
weather conditions.
c. Explain the rules that must be followed on the school bus based on
local school district policy and provide examples. Explain to
students how not following these rules could impact safety.
d. Review the activity sheet from Appendix 22 to reinforce school
bus safety rules and procedures.
e. Explain rail safety to students. Resources for rail safety education
are available from Operation Lifesaver at http://oli.org/.
f. Complete Appendix 23 to reinforce bus safety and to reinforce
writing skills.
Objective VI
Discuss alcohol, tobacco, and drug use as they relate to
health and how to report someone using drugs.
Suggested Strategies:
a. Teach children about the dangers of drugs and how to say no.
Resources available at
http://www.dare.com/officers/Curriculum/Default66d2.asp
b. Have students learn how to say no in French.
“Non” is the basic, standard French word for "no":
c. Have students count to ten in Spanish and say “no” each time.
cero
No
uno
No
dos
No
tres
No
cuatro
No
cinco
No
seis
No
siete
No
ocho
No
nueve
No
diez
No
d. Explain to students that prescription drugs are to only be taken as
prescribed by the doctor (i.e., taken only by the individual on
prescription label, two times per day) and that misuse should be
reported to a trusted adult or law enforcement.
Competency II
Demonstrate the ability to practice safe
behaviors.
Objective I
Demonstrate an awareness of surroundings.
Suggested Strategies:
a. Talk to students about the danger of strangers and what to do if a
stranger approaches them. Resources available at Kids Health
(http://kidshealth.org/kid/watch/out/street_smart.html). Have
students complete the activity sheet from Appendix 19.
b. Explain to students how to ask a stranger for help if necessary and
allow students to role play this with each other.
Objective II
Demonstrate proper use and care of all equipment.
Suggested Strategies:
a. Explain to students the importance of taking care of the school bus
and how each must assist with keeping the bus clean.
b. Explain “pre” and “post” to students. Have students remind the
bus driver regularly to conduct a pre and post trip inspection as
required.
Objective III
Follow all rules, procedures, and safety practices.
Suggested Strategies:
a. Explain the rules and procedures based on local district policy that
are designed to promote a safe school environment.
b. Have students complete the activity sheet provided by Risk Watch
at http://www.nfpa.org/riskwatch/pdfs/lessons/K_Bus.pdf.
Objective IV
Use respectful behaviors at all times, including while
waiting for or being transported on a school bus.
Suggested Strategies:
a. Explain respectful behaviors and how each promote a safe school
environment (i.e., not hitting, listening, being courteous, accepting
differences, maintaining personal space, etc.)
b. Explain the importance of saying “please” and “thank you” and
have students practice this with a partner.
c. Explain the importance of getting the proper amounts of sleep/rest.
Objective V
Demonstrate the ability to complete the necessary procedures
for school bus evacuation, fire, tornado, bomb threat, intruder,
and earthquake in the case of an emergency.
Suggested Strategies:
a. Explain the proper procedures and have students effectively
participate in the required number of emergency drills.
1.
Fire Drills - 2 in the first month of school, and 1 each
month following. (At least one fire drill must be
conducted during the first two weeks of school.)
2.
Tornado Drills - 3 per year shall be conducted during the
following times, as supported and recommended by the
National Weather Service:
a.
Late October
b.
Early-mid Feb
c.
Early April (Peak month for tornadoes.)
3.
Bomb Threat - 1 per year
4.
Lock Down/Intruder - 3 per year
5.
School Bus Evacuations - 2 per year
6.
Earthquake Drill - 1 per year. It is recommended that the
drill be conducted in February during earthquake
awareness month. The Central United States Earthquake
Consortium serves as a resource.
b. Explain ways to be fire safe (i.e., stop, drop and roll, never re-
enter a burning building, smoke detectors in your home, etc.).
Have students complete the activity sheet from Appendix 20 to
Reinforce fire safety awareness.
Objective VI
Demonstrate ways to avoid and reduce threatening
situations. (i.e., conflict resolution).
Suggested Strategies:
a. Read When Sophie Gets Angry - Really, Really, Angry by Molly
Bang
Ask these key questions about the book:
What is anger?
Why does Sophie get angry?
What does Sophie do to calm herself down?
Is this a good way to deal with her anger?
Everybody gets angry sometimes. For children, anger can be very
upsetting. Parents, teachers, and children can talk about it. People do
lots of different things when they get angry. In this Caldecott-honor
book, kids will see what Sophie does when she gets angry. What do
you do?
Publisher: Scholastic Paperbacks; Reprint edition (June 1, 2004)
Language: English
ISBN-10: 0439598451
ISBN-13: 978-0439598453
b. Model appropriate responses to inappropriate or threatening
situations and have students practice concept with a partner.
Objective VII
Demonstrate an understanding of ways to protect yourself
and others while using the internet (social media sites).
Suggested Strategies:
a. Discuss the internet with students. Give students an overview of
the internet and together create a list of the positive things that the
internet can be used for. (i.e., reading books, practicing school
related skills, resources, recipes, etc.)
b. Demonstrate what happens when a site is blocked and explain what
symbol (s) may appear) Ask questions and make a list of reasons
why a site might be blocked.
Objective VIII
Develop an understanding of the dangers of weather. (i.e.,
tornadoes, hurricanes, extreme hot and cold, etc.)
Suggested Strategies:
a. Invite a meteorologist, or similar professional, from a university,
television station or the National Weather Service to speak to the
class.
b. Explain how a tornado is formed. Discuss when and where a
tornado is most likely to occur. Create a tornado tower to
demonstrate to students. Resources available at
http://www.education.com/activity/article/tornado-tower/.
c. Explain the school drill procedures in the case of a tornado. Also
explain the safe areas to seek cover if you are at home or in a car.
Allow students to practice the appropriate safety positions required
in the case of a tornado.
d. Use the Force of Nature resources available from National
Geographic at
http://environment.nationalgeographic.com/environment/natural-
disasters/forces-of-nature/ to explain and demonstrate the dangers
of weather.
Competency III
Demonstrate the ability to advocate for safe
practices.
Objective I
Understand the importance of influencing others to make
safe choices.
Suggested Strategies:
a. Explain to students that safety begins with personal responsibility
and others will follow their example. (i.e., the ability take care of
oneself by means of, keeping healthy, managing ones emotions,
keeping a sound mind, treating yourself with respect, etc.)
b. With guidance, have students get in groups 3-5 and develop a skit
to demonstrate helping others make safe choices.
c. Have students participate in the school bus safety week poster
contest sponsored by the Mississippi Department of Education.
Objective II
Identify helpers in the school and community (i.e., school
resource officer, school counselor, school bus driver,
firemen, sanitation worker, police, EMS, etc.).
Suggested Strategies:
a. Discuss the different helpers in the school and community.
Explain how each promotes a student‟s safety and well-being.
b. Invite community helpers into the classroom to share information
about their role in safety.
c. Allow students to role play the various helpers in the community
Objective III
Understand the importance of reporting unsafe practices to
a trusted adult, law enforcement or other method provided.
(i.e., school personnel, parent, staysafe hotline, 911, sheriff,
police, etc.)
Suggested Strategies:
a. Explain to students the different ways of reporting an unsafe
situation and make a classroom chart with pictures of the different
people and ways to report dangerous situations (i.e., 911, trusted
adult, parent, law enforcement). Students should understand it is
ok to report to more than one person and more than one time if
necessary.
b. Role play reporting different unsafe situations.
Objective IV
Understand the importance of participating in school and
community sponsored activities that promote engagement.
Suggested Strategy:
a. Share with students the opportunities that are available to
participate in school or community based activities (i.e., attending
games sponsored by school, summer league baseball, vacation
bible school, etc.) and that participation in these activities will keep
their bodies healthy, help form safe friendships and keep them
focused and committed.
Teacher Notes for Instruction
____________________________________________________
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____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
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First Grade Suggested Strategies
Competency 1
Comprehend concepts related to school safety.
Objective I
Explain how injuries can be prevented.
Suggested Strategies:
a. Identify and discuss safety rules for school bus, playground and
street. Have students practice these skills.
b. Discuss how the school bus, playground, and street have special
features, signs, or markings to promote safety and how being
physically active improves health. Show pictures of the different
features, sign, and markings.
Objective II
Understand the proper procedures in case of an emergency.
Suggested Strategies:
a. Use a telephone to demonstrate how to dial 911 and role play a
conversation with the operator.
b. Have students identify additional ways to get help and make a
chart, as a group, of these ideas.
Objective III
Explain school bus loading/unloading procedures.
Suggested Strategy:
a.
Explain to students the proper procedures for loading/unloading
a school bus and that this is the most dangerous part of the bus
ride. Provide students with instruction during the first week of
school on how to properly load and unload the school bus,
including the prearranged danger signal all drivers will use to
signal danger and how students should react. Principles
provided by the National Safety Council and the Mississippi
School Bus Instructor Training include:
Loading Procedures:
•
Stay a very safe distance (minimum of 10 feet) on your
side of the road until the bus driver signals for you to
cross the street. Demonstrate a minimum of 10 feet. (i.e.,
using a tape measure, giant steps, etc.) for students.
Have students complete the activity sheet from Appendix
9 to reinforce what the recommended safe distance is.
•
Check and recheck for traffic.
•
Never chase the bus.
•
In a single file line, check traffic both ways (explain look
left, look right, look left again concept), and then proceed
directly across the street. Have students practice
“crossing the road” in the classroom, gymnasium, or on a
nearby street that has been blocked off to traffic. Partner
with local law enforcement for safety reinforcements.
Have students complete the activity sheet from Appendix
10 to help illustrate an example.
•
Obey the 10 foot rule (ahead of bumper). Never cross
behind the bus.
•
Board the bus quickly, always using the handrail to assist
you, and then go directly to your seat and remain seated
during the entire trip. (Appendix 6)
•
Never stop to pick up a dropped item without first
notifying the bus driver.
Riding the Bus:
•
Remain seated the entire trip. Complete the activity
sheet Appendix 15.
•
Face the front of the bus at all times.
•
Obey the bus driver at all times.
•
Never damage any area of the seat.
Explain compartmentalization as a safety feature on the school
bus. According to the National Highway Traffic Safety
Association, compartmentalization ensures that passengers are
cushioned and contained by the seats in the event of a school
bus crash by requiring school bus seats to be positioned in a
manner that provides a compact, protected area surrounding
each seat (closely spaced, high-backed seats with impact
absorbing materials on the fronts and backs). Explain to
students that compartmentalization gives an egg crate-like
protection by providing confined spaces.
Unloading Procedures:
•
Never stop to pick up a dropped item without notifying
the bus driver.
•
In a single file line, walk along the side of the road until
you can see your driver.
•
Stop and wait for the signal to cross.
•
Walk and look for traffic both ways.
•
Go directly across the street and to residence.
•
Get off the bus at your bus stop only.
This is not intended to be an all-inclusive list. Local school
district policy and procedures should also be included in the
instruction. Students must be instructed to go directly to their
assigned bus when loading at school and directly to their
designated area when unloading at school.
Objective IV
Explain the concepts and principles of the “danger zone”
for a school bus and understand the most dangerous areas
and parts.
Suggested Strategies:
a. Use Appendix 1 to help explain the principles of the “danger
zone”.
b. Have students label the areas of the “danger zone” in Appendix 2.
Objective V
Explain proper procedures and rules for the school bus and
school bus stop.
Suggested Strategies:
a. Have students create a school bus using an egg carton. Add color
and shapes for tires, stop arm, crossing arm, etc. Have students use
pretend figures to role play appropriate procedures and rules at the
school bus stop.
b. Explain the rules of the bus based on local school district policy.
Objective VI
Discuss alcohol, tobacco, and drug use as they relate to
health and how to report someone using drugs.
Suggested Strategies:
a. Lead discussion with students about the dangers of drugs and how
they affect your health. Allow students to ask questions about the
dangers of alcohol, tobacco and drugs.
b. Develop an activity aligned with Red Ribbon Week.
c. Have students count to ten in Spanish and say “no” each time.
cero
No
uno
No
dos
No
tres
No
cuatro
No
cinco
No
seis
No
siete
No
ocho
No
nueve
No
diez
No
d. Have students draw a picture of different people that they could
report inappropriate use of things to. Share pictures with the
group.
Competency II
Demonstrate the ability to practice safe
behaviors.
Objective I
Demonstrate an awareness of surroundings.
Suggested Strategies:
a. Invite a member of the local police department to discuss with
students things to watch for that may signal danger.
b. Explain different activities that allow students to engage, enjoy,
and explore the environment around them.
Objective II
Demonstrate proper use and care of all equipment.
Suggested Strategies:
a. Use Appendix 5 to explain the procedures for using the emergency
exit door on the school bus.
b. In coordination with the transportation department, have students
practice one of the required bus evacuation drills.
Objective III
Follow all rules, procedures, and safety practices.
Suggested Strategies:
a. Explain to students the importance of following rules,
procedures, and safety practices. Give some examples and have
students describe how each can be beneficial.
b. Read Howard B. Wigglebottom Learns to Listen by Howard
Binkow and Susan Cornelison to students.
In this story, Howard gets into a lot of trouble for not listening.
When he becomes a better listener, his life improves dramatically.
Tips and lessons and a poster are included.
Publisher: Lerner Publishing Group; 1 edition (March 22, 2006)
Language: English
ISBN-10: 0971539014
ISBN-13: 978-0971539013
Objective IV
Use respectful behaviors at all times, including while
waiting for or being transported on a school bus.
Suggested Strategies:
a. Explain “bullying” and “cyberbullying” to students (refer to local
board policy). Ensure that students understand this behavior is not
acceptable anywhere. Stand Up against bullying lesson plan
available from HealthTeacher at www.healthteacher.com.
b. Read Howard B. Wigglebottom Learns About Bullies by Howard
Binkow and Susan Cornelison to students. Reinforce- Be Brave,
Be Bold, A Teacher Must Be Told.
Howard the bunny is being bullied at school by the Snorton twins.
Even though his intuition tells him to tell the teacher about it, he
chooses different strategies. Howard tries ignoring, avoiding,
making jokes and getting back at the bullies. Nothing works and
things get worse. He finally tells his teacher. She takes action and
makes him feel okay and safe. This 32 page illustrated book was
created in response to requests by teachers and comes with a lesson
and resources to deal with bully issues.
ISBN-13: 9780971539037
Publisher: Thunderbolt Publishing
c. Explain a “moment of silence” to students. Ensure students
understand what behavior is acceptable during this time.
d. Explain the core values of respect, trust, caring, and kindness to
students and have them write sentences using the words.
Objective V
Demonstrate the ability to complete the necessary
procedures for school bus evacuation, fire, tornado, bomb
threat, intruder, and earthquake in the case of an
emergency.
Suggested Strategies:
a. Explain the proper procedures and have students actively
participate in the required number of emergency drills to ensure
understanding.
1. Fire Drills - 2 in the first month of school, and 1 each month
following. (At least one fire drill must be conducted during
the first two weeks of school.)
2. Tornado Drills - 3 per year shall be conducted during the
following times, as supported and recommended by the
National Weather Service:
a.
Late October
b.
Early-mid Feb
c.
Early April (Peak month for tornadoes.)
3.
Bomb Threat - 1 per year
4.
Lock Down/Intruder - 3 per year
Remind students to not share the school emergency plan
with others.
5.
School Bus Evacuations - 2 per year
6.
Earthquake Drill - 1 per year. It is recommended that the
drill be conducted in February during earthquake
awareness month. The Central United States Earthquake
Consortium serves as a resource.
b.
Discuss the importance of having an emergency kit and a fire
escape plan at home. Encourage students to advise and/or
remind their parents of these important ideas. Resources are
available from the Federal Emergency Management Agency at
http://www.ready.gov/fires
Objective VI
Demonstrate ways to avoid and reduce threatening
situations (i.e., conflict resolution).
Suggested Strategy:
a. Explain that a conflict is when two or more people cannot agree on
something. Ask for volunteers to give examples of times when
they did not agree with someone and how they positively resolved
the situation.
Conflict management lesson plan available from National Crime
Prevention Council at available at
http://www.ncpc.org/topics/conflict-resolution/activities-and-
lesson-plans/conflict-management-grades-k-1.
Objective VII
Demonstrate an understanding of ways to protect yourself
and others while using the internet (social media sites).
Suggested Strategies:
a. Discuss with students that there are good and bad “sites” on the
internet. Provide a list of recommended age appropriate sites for
students to view at home.
b. Provide parents with a tips checklist for using the computer (i.e.,
monitor sites visited, place limits on usage, etc.).
Objective VIII.
Develop an understanding of the dangers of weather. (i.e.,
tornadoes, hurricanes, extreme hot and cold, etc.)
Suggested Strategies:
a. Provide students tips on how dangerous weather forms. Explain
steps to take in case of inclement weather.
b. Have students draw pictures of and write sentences about a
tornado.
c. Explain a hurricane to students. Resources are available from
http://www.weatherwizkids.com/ Hurricane Preparedness- Be
Ready resources available at http://www.nhc.noaa.gov
Competency III
Demonstrate the ability to advocate for
safe practices.
Objective I
Understand the importance of influencing others to make
safe choices.
Suggested Strategies:
a. Have students participate in the school bus safety week poster
contest sponsored by the Mississippi Department of Education.
b. Discuss the qualities of a role model with students. Have students
share ways they can be a positive role model and ways this
promotes safety.
Objective II
Identify helpers in the school and community (school
resource officer, school counselor, school bus driver, fire,
sanitation worker, police, EMS, etc.).
Suggested Strategies:
a. Have students cut pictures out of magazines that identify the
helpers in their school and community. Have students discuss
what each “helper” does in the community to promote safety.
b. Have students and community helpers engage in a physical activity
together to promote safety and the importance of health.
c. Have students dress up like their favorite community helper and
share the importance of the helper in the community.
Objective III
Understand the importance of reporting unsafe practices to
a trusted adult, law enforcement personnel or other method
provided (i.e., school personnel, parent, staysafe hotline,
911, sheriff, police, etc.).
Suggested Strategy:
a. Provide students with examples of things that need to be reported,
what information to report (as much detail as possible) and who to
report the unsafe situation.
Objective IV
Understand the importance of participating in school and
community sponsored activities that promote engagement.
Suggested Strategies:
a. Explain the benefits of participating in school and community
based activities.
b. Have students create a list of activities that are available in their
community. The teacher should be the scribe.
Teacher Notes for Instruction
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Second Grade Suggested Strategies
Competency 1
Comprehend concepts related to school safety.
Objective I
Explain how injuries can be prevented.
Suggested Strategies:
a. Discuss different ways an injury may occur. Have students write
about an injury they have sustained and how it could have been
prevented.
b. Have students list ways to prevent an injury on and around a
school bus.
Objective II
Understand the proper procedures in case of an
emergency.
Suggested Strategies:
a. Explain to students how to contact 911 in the case of an
emergency. Explain to students that they should:
1. Remain Calm,
2. Make sure you are in a safe place,
3. Call 911,
4. Explain to the operator there is an emergency,
5. Tell the operator who you are and where you
are located,
6. Assess the situation (judgment) and explain
what has happened,
7. Follow the instructions from the operator
carefully, and
8. Remain on the line until the operator says it is
ok or assistance arrives.
b. Explain judgment as the ability to use good common sense to
determine the positive or negative outcomes of a situation or
relationship. Share examples of practicing using common sense.
Objective III
Explain school bus loading/unloading procedures.
Suggested Strategies:
a.
Explain to students the proper procedures for loading/unloading
a school bus and that this is the most dangerous part of the bus
ride. Provide students with instruction during the first week of
school on how to properly load and unload the school bus,
including the prearranged danger signal all drivers will use to
signal danger and how students should react. Principles provided
by the National Safety Council and the Mississippi School Bus
Instructor Training include:
Loading Procedures:
• Stay a very safe distance (minimum of 10 feet) on your side of
the road until the bus driver signals for you to cross the street.
Demonstrate a minimum of 10 feet. (i.e., using a tape measure,
giant steps, etc.) for students.
• Check and recheck for traffic.
• Never chase the bus.
• In a single file line, check traffic both ways (explain look left,
look right, look left again concept), and then proceed directly
across the street. Have students practice “crossing the road” in
the classroom, gymnasium, or on a nearby street that has been
blocked off to traffic. Partner with local law enforcement for
safety reinforcements. Have students complete the activity
sheet from Appendix 10 to help illustrate an example.
• Obey the 10 foot rule (ahead of bumper). Never cross behind
the bus.
• Board the bus quickly, always using the handrail to assist you,
and then go directly to your seat and remain seated during the
entire trip. (Appendix 6)
• Never stop to pick up a dropped item without first notifying the
bus driver.
Riding the Bus:
• Remain seated the entire trip.
• Face the front of the bus at all times.
• Obey the bus driver at all times.
• Never damage any area of the seat.
Explain compartmentalization as a safety feature on the school bus.
According to the National Highway Traffic Safety Association,
compartmentalization ensures that passengers are cushioned and
contained by the seats in the event of a school bus crash by
requiring school bus seats to be positioned in a manner that
provides a compact, protected area surrounding each seat (closely
spaced, high-backed seats with impact absorbing materials on the
fronts and backs). Explain to students that compartmentalization
gives an egg crate-like protection by providing confined spaces.
Unloading Procedures:
• Never stop to pick up a dropped item without notifying the bus
driver.
• In a single file line, walk along the side of the road until you
can see your driver.
• Stop and wait for the signal to cross.
• Walk and look for traffic both ways.
• Go directly across the street and to residence.
• Get off the bus at your bus stop only.
This is not intended to be an all-inclusive list. Local school district
policy and procedures should also be included in the instruction.
Students must be instructed to go directly to their assigned bus
when loading at school and directly to their designated area when
unloading at school. Teachers should reinforce the concept of
compartmentalization and the appropriate place to wait for the bus
with students.
b. Use videos available at http://www.learn360.com/index.aspx to
explain school bus safety.
Objective IV Explain the concepts and principles of the “danger zone”
for a school bus.
Suggested Strategies:
a. Have students analyze the different areas of the “danger zone” for
a school bus and explain what makes each area unsafe.
b. Have students develop lyrics to reinforce staying out of the
“danger zone”.
Objective V
Explain proper procedures and rules for the school bus and
school bus stop.
Suggested Strategies:
a. Explain the school district rules of the bus and have students
discuss why these are important to ensure safety.
b. Explain things that may present danger at the bus stop. Reinforce
the importance of students loading the bus directly across the street
and in a quick manner.
Objective VI
Discuss alcohol, tobacco, and drug use as they relate to
health and how to report someone using drugs.
Suggested Strategy:
a. Invite the School Resource Officer or other Law Enforcement
Officer to speak to the class to discuss the laws and consequences
on the use and possession of drugs.
Competency II
Demonstrate the ability to practice safe
behaviors.
Objective I
Demonstrate an awareness of surroundings.
Suggested Strategies:
a. Have students role play how to say no to a stranger and identify an
escape route if necessary.
b. Discuss with students about their “instincts” and how if something
does not “feel” safe then there may be danger.
c. Have students share places the need to be especially aware of their
surroundings (i.e., park, grocery store, mall, etc.)
Objective II Demonstrate proper use and care of all equipment.
Suggested Strategy:
a. Explain to students why they should never tamper with school bus
safety equipment (i.e., emergency buzzer releases, padding on
seats, crossing arm, etc.) and use Appendix 4 as a visual.
Objective III
Follow all rules, procedures, and safety practices.
Suggested Strategies:
a. Assign students to groups and have them develop a list of rules for
the playground, ball field, gymnasium, or other area where
students are physically active to promote safety.
b. Discuss safe practices for walking or riding a bike to or from
school. Have students complete the activity sheet from Appendix
13. The Mississippi Safe Routes to School Program should also
serve as a resource.
Objective IV
Use respectful behaviors at all times, including while
waiting for or being transported on a school bus.
Suggested Strategies:
a. Have students draw a picture of someone being disrespectful and
someone being respectful. Discuss with students the importance of
being respectful and cooperative at all times.
b. Explain the benefits of apologizing for something they may have
done to hurt someone else‟s feelings. Explain courage and
emphasize that this is a characteristic of a quality leader.
c. Explain the core values of honesty, integrity, trust, caring, respect,
and kindness.
d. Read Ruthie and the (Not So) Teeny Tiny Lie by Laura Rankin
Ruthie loves little things—the smaller, the better. When she finds
a teeny tiny toy on the school playground, she can hardly believe
her luck. There's just one problem: it belongs to somebody else!
Ruthie insists the toy is hers, but deep down, she knows better.
How could one little toy turn into such a great big problem.
Age Range: 4 - 8 years
Publisher: Bloomsbury USA Childrens; First Edition (June 26,
2007)
Language: English
ISBN-10: 1599900106
ISBN-13: 978-1599900100
Objective V
Demonstrate the ability to complete the necessary
procedures for school bus evacuation, fire, tornado, bomb
threat, intruder, and earthquake in the case of an
emergency.
Suggested Strategy:
a. Assign students to groups by drill, (i.e., fire, intruder, school bus
evacuation, earthquake, etc. have them create a poster to describe
the proper procedures for conducting that drill, and then present to
the class. Review each for accuracy before presenting to the class.
Objective VI
Demonstrate ways to avoid and reduce threatening
situations (i.e., conflict resolution).
Suggested Strategies:
a. Discuss the importance of anger management. Have students role
play demonstrating anger management skills.
b. Have students role play how to resolve conflicting situations.
c. Read Howard B Wigglebottom Learns to Back Away by Howard
Bonkow and Susan Cornelison to students.
Howard was getting angry and acting out a lot. His best friend
Ali helps him deal with anger issues and back away from conflict.
Tips and lessons are included.
Publisher: Thunderbolt Publishing
ISBN-10: 0982616503
ISBN-13: 978-0982616505
d. Explain “peace talks” (a discussion or series of them between
dissenting groups or countries to attempt to end hostilities) and
how they are used to resolve conflict. Allow students brainstorm
ways theycould use “peace talks” in their school or community to
resolve conflict when necessary.
Objective VII
Demonstrate an understanding of ways to protect yourself
and others while using the internet (social media sites).
Suggested Strategies:
a. Explain to students that computers are a good resource but some
dangers do exist. Explain that students must:
Never give out personal information,
Never share information that would not be
approved by your parent or guardian,
Always be careful because people are not always
who they say they are,
Be careful about what you say and do, and
Realize that the “bad guy” may try to trick or use
false information to gain their attention and/or
encourage them into an unsafe situation.
b. Have students review the safety tips and complete activities to
reinforce safe behaviors that are available from the Federal Bureau
of Investigation at http://www.fbi.gov/fun-games/kids.
c. Have students watch the video on internet safety at
http://www.brainpopjr.com/artsandtechnology/technology/internets
afety/.
d. Have students role play being the Director of the Cyber Crimes
Division of the Federal Bureau of Investigation and develop a 30
second public service announcement (PSA) to discourage others
from using the internet for unlawful purposes. Translate the PSA
into another language using http://www.bing.com/translator/ or
other resource.
e. Have students research internet censorship (rules and regulations)
in different countries and explain. Discuss the foreign policy
aspects of the Global Freedom Internet Task Force with students.
Include an overview of the freedoms that exist in the United States
of America in the discussion.
The United States is a country founded on freedom. Our
Declaration of Independence, Constitution, and Bill of Rights
all discuss and ensure these freedoms.
f. Have students develop a graph that illustrates which countries use
the internet the most. Top 20 countries with the highest number of
internet users available at
http://www.internetworldstats.com/top20.htm. Facilitate discussion
about why the students think the top 5 countries have more internet
usage than others.
g. Have students “sign up” and communicate with other students
around the state about safety and other related topics through the
Homeland Security Information Network. This will provide
students in grades 2-3 an opportunity to experience the “web” in a
safe secure environment.
Objective VIII Develop an understanding of the dangers of weather
(i.e., tornadoes, hurricanes, extreme hot and cold, etc.)
Suggested Strategies:
a. Have students conduct research on weather and develop a
“project” to encourage safe practices. Include the use of
technology and parental involvement as components of this
project.
Possible websites include:
NOAA
http://www.education.noaa.gov/sweather.html
NASA
http://science.nasa.gov/earth-science/focus-
areas/earth-weather/
b. Explain hydration and the importance of consuming the proper
amount of liquid to students.
h. Explain hypothermia and frostbite to students. Provide examples
of how to stay warm (i.e., layer clothing, wear gloves, hat, limit
outdoor play). Explain the importance of checking on others,
such as the elderly, when temperatures are really cold.
i. Have students build a gauge to measure the rainfall. Resources
available at
http://www.eduplace.com/rdg/gen_act/weather/rain.html.
Competency III
Demonstrate the ability to advocate for
safe practices.
Objective I
Understand the importance of influencing others to make
safe choices.
Suggested Strategies:
a. Have students write a letter to a family member that encourages
motorists to take extra precautions when driving around a school
bus. Provide students with a summary of Nathan‟s Law to use as a
reference. Nathan‟s Law (Senate Bill 2472) was passed by the
Mississippi Legislature during the 2011 regular session.
b. Have students participate in the school bus safety week poster
contest sponsored by the Mississippi Department of Education.
c. Have students practice refusal skills for risk taking behaviors.
Activities are available from “Safety Rangers Say No To Dangers”
at
http://www.healthyschoolsms.org/health_education/documents/say
notodanger.pdf
Explain to students that saying no may help discourage someone
else from engaging in the negative behavior. Explain the concept
of being a positive influence (the action or process of producing
effects on the actions, behavior, opinions, of others) and how this
is a characteristic of a quality leader.
d. Have students create a school-wide activity in coordination with
school safety week that promotes safety (i.e., develop a marketing
campaign that encourages all students to report unsafe situations)
e. Have students create a puppet show encouraging safe practices.
Reinforce quality traits of an effective leader.
f. Explain the role of a judge to students. Provide students with two
scenarios and have students role play being a “judge” to determine
which student was acting the safest. In the scenario, the teacher
may consider having the students “best friend” practicing the
unsafe behavior to challenge the students in their decision making
process. This will provide an opportunity to explain impartiality
(not partial or biased; fair; just).
Objective II
Identify helpers in the school and community (i.e. school
resource officer, school bus driver, school counselor, fire,
sanitation worker, police, EMS, etc.).
Suggested Strategies:
a. Invite a community helper to present to the class and to explain
their responsibilities and how they work with others to promote
safety. They should also explain to students how they can be
active leaders in promoting a safe environment.
b. Have students complete the activity sheet from Appendix 16 as
reinforcement.
c. Describe feelings, emotions, etc. to students. Explain the
importance of expressing certain feelings, emotions, etc. to a
trusted adult, teacher, parent, school counselor, or other
professional. Invite a local community mental health
representative to speak to the class.
d. Explain the different federal agencies and organizations that
protect students from harm. Have students dress up like a
representative of the FBI, Homeland Security, CIA, FEMA,
United States Military, etc..
Objective III
Understand the importance of reporting unsafe practices to
a trusted adult, law enforcement personnel or other method
provided. (i.e., school personnel, parent, staysafe hotline,
911, sheriff, police, etc.)
Suggested Strategies:
a.
Teach students possible ways to identify someone who is on
campus that has not reported to the office. Explain the
importance of and how to report this unsafe situation. Ensure
students understand that safety is everyone‟s responsibility.
b.
Have students role play telling the teacher or principal about an
incident of bullying.
Objective IV
Understand the importance of participating in school and
community sponsored activities that promote engagement.
Suggested Strategy:
a. Have students identify a school or community based activity they
participate in or would like to participate in for enjoyment. List
and discuss three things they enjoy most about this activity.
Teacher Notes for Instruction
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
___________________________________________________
Third Grade Suggested Strategies
Competency 1
Comprehend concepts related to school safety.
Objective I
Explain how injuries can be prevented.
Suggested Strategies:
a. Discuss different hazards that may exist and how to avoid them.
Have students tour the school campus and identify potential safety
hazards that exist.
b. Have students write a letter to the Building/Maintenance Director
to describe the safety issues that were identified.
c. Explain some features on the school bus that makes it safe and
have students review Appendix 21as an illustrative reinforcement.
d. Explain the concept of storytelling to students. Include discussion
on characters, plot, audience, theme, ending, etc. Have students
create a story that promotes safety to their peers and/ or parents.
Objective II
Understand the proper procedures in case of an
emergency.
Suggested Strategy:
a. Invite a certified instructor to show, discuss, and practice with all
third graders the procedures for administering CPR.
Objective III
Explain school bus loading/unloading procedures.
Suggested Strategies:
a. Explain to students the proper procedures for loading/unloading a
school bus and that this is the most dangerous part of the bus ride.
Provide students with instruction during the first week of school on
how to properly load and unload the school bus, including the
prearranged danger signal all drivers will use to signal danger and
how students should react. Principles provided by the National
Safety Council and the Mississippi School Bus Instructor Training
include:
Loading Procedures:
• Stay a very safe distance (minimum of 10 feet) on your side of
the road until the bus driver signals for you to cross the street.
Demonstrate a minimum of 10 feet. (i.e., using a tape measure,
giant steps, etc.) for students.
• Check and recheck for traffic.
• Never chase the bus.
• In a single file line, check traffic both ways (explain look left,
look right, look left again concept), and then proceed directly
across the street. Have students practice “crossing the road” in
the classroom, gymnasium, or on a nearby street that has been
blocked off to traffic. Partner with local law enforcement for
safety reinforcements. Have students complete the activity
sheet from Appendix 10 to help illustrate an example.
• Obey the 10 foot rule (ahead of bumper). Never cross behind
the bus.
• Board the bus quickly, always using the handrail to assist you,
and then go directly to your seat and remain seated during the
entire trip. (Appendix 6)
• Never stop to pick up a dropped item without first notifying the
bus driver.
Riding the Bus:
• Remain seated the entire trip.
• Face the front of the bus at all times.
• Obey the bus driver at all times.
• Never damage any area of the seat.
Explain compartmentalization as a safety feature on the school bus.
According to the National Highway Traffic Safety Association,
compartmentalization ensures that passengers are cushioned and
contained by the seats in the event of a school bus crash by
requiring school bus seats to be positioned in a manner that
provides a compact, protected area surrounding each seat (closely
spaced, high-backed seats with impact absorbing materials on the
fronts and backs). Explain to students that compartmentalization
gives an egg crate-like protection by providing confined spaces.
Unloading Procedures:
• Never stop to pick up a dropped item without notifying the bus
driver.
• In a single file line, walk along the side of the road until you
can see your driver.
• Stop and wait for the signal to cross.
• Walk and look for traffic both ways.
• Go directly across the street and to residence.
• Get off the bus at your bus stop only.
This is not intended to be an all-inclusive list. Local school district
policy and procedures should also be included in the instruction.
Students must be instructed to go directly to their assigned bus
when loading at school and directly to their designated area when
unloading at school. Teachers should reinforce the concept of
compartmentalization and the appropriate place to wait for the bus
with students.
b. Have students complete activity sheet from Appendix 7 to assess
their knowledge of school bus safety.
c. Using the internet, provide students with a local map from Google
Earth and have them create a school bus route that safely loads or
unloads all students.
Objective IV Explain the concepts and principles of the “danger zone”
for a school bus.
Suggested Strategy:
a. Have students write and explain the “danger zone” and the most
dangerous areas/parts of a school bus. Explain the school bus
safety rules that are designed to keep them from these areas of the
bus.
Objective V
Explain proper procedures and rules for the school bus and
school bus stop.
Suggested Strategies:
a. Explain the rules of the bus to students and have them identify
additional rules that would promote a safe environment on the
school bus.
b. Have students develop rules for the bus and draw a picture of
themselves modeling good behavior.
Objective VI
Discuss alcohol, tobacco, and drug use as they relate to
health and how to report someone using drugs.
Suggested Strategies:
a. One component of the Drug Enforcement Agency‟s (DEA)
mission is to enforce the controlled substances laws and
regulations of the United States. Have students role play being the
Director of this agency and identify proactive strategies they would
use to be successful in their efforts.
b. Have students give two-minute speeches to discourage drug use.
Competency II
Demonstrate the ability to practice safe
behaviors.
Objective I
Demonstrate an awareness of surroundings.
Suggested Strategy:
a. Have students look at the picture in Appendix 3 and identify three
things that support safety and three things that may present danger.
b. Have students analyze their bus stop and identify any dangers that
may exist. Explain ways to eliminate these dangers and report as
necessary.
c. Have students role play being the Director of Homeland Security
and identify strategies to accomplish the goals of the agency,
Keeping America Safe!
The Department of Homeland Security has a vital mission to secure
the nation from the many threats we face. This requires the dedication
of more than 230,000 employees in jobs that range from aviation and
border security to emergency response, from cyber security analyst to
chemical facility inspector. Our duties are wide-ranging, and include
detection, preparation for, prevention, protection against, response to,
and recovery from terrorist attacks; enhancing security; securing and
managing our borders; enforcing and administering immigration laws;
safeguarding and securing cyberspace; and ensuring resilience to
disasters. Our primary goal is clear; keeping America safe.
d. Have students participate in a virtual field trip and discuss how it
promoted/promotes a safer environment. Resources are available at
http://whitehouse.gov, http://quest.arc.nasa.gov/index.html,
http://www.visitthecapitol.gov/, http://scholastic.com,
http://orgs.usd.edu/nmm/galleries.html,
http://www.thwt.org/index.php/presentations-multimedia/virtual-
tours)
e. Have students create a virtual field trip, encourage use of
imagination and creativity. Google Earth, Google Maps, and
Google Images can serve as a resource for this activity.
Objective II
Demonstrate proper use and care of all equipment.
Suggested Strategies:
a. Invite local law enforcement, Mississippi Highway Patrol, local
mechanic, etc. to assist students with conducting school bus safety
inspections.
b. Have students “write a letter” to the bus driver explaining their
commitment to never tamper with any safety equipment on the
school bus (i.e. emergency buzzers, crossing arm, seats).
Objective III
Follow all rules, procedures, and safety practices.
Suggested Strategies:
a. Have students participate in one of the required school bus
evacuations.
b. Allow students to review the classroom rules and make
suggestions as to what additional rules need to be added to ensure
the classroom is safe, fun, fair and conducive to learning. Have the
students translate the rules into a foreign language.
c. Have students write a descriptive essay about a fictional character
that avoided injury by following the school bus rules.
d. Explain what a law is and how it can protect freedoms and promote
safety. Have students research a law and give an overview to the
class. Nathan‟s Law and Senate Bill 2633, passed and signed by
the Governor during the 2013 legislative session, are examples.
The Mississippi Code of 1972 can be researched at
http://www.legislature.ms.gov/Pages/default.aspx Show students
Appendix 18, a picture of the Capitol, to illustrate where state laws
are passed.
e. Invite a Senator or Representative to speak to your class to discuss
the legislative process, school safety laws, and the importance of
following the rules.
f. Provide students with techniques to manage behavior.
a. Provide students with a specific situation and have them
analyze what decision they would make. Follow up with
discussion.
b. Have students predict consequences of good and bad
decisions.
c. Encourage communication of needs and feelings.
d. Explain and encourage students to ask their own questions.
Objective IV
Use respectful behaviors at all times, including while
waiting for or being transported on a school bus.
Suggested Strategies:
a. Have students role play using respectful behaviors. Explain to
students it is necessary to use these skills even when others do not.
b. Provide students with the skills necessary to resolve conflict.
• Cool off when upset (i.e., take a deep breath, count to
ten)
• Speak directly to each other
• Speak assertively, honestly, and kindly
• Listen carefully to others and accurately paraphrase
their words
• Propose and agree on a solution to try
Resources are available at
http://www.responsiveclassroom.org/article/coaching-
children-handling-everyday-conflicts
c. Have students write a story or develop a video to promote safety
through the core values of trust, kindness, caring, honesty, and/or
respectful behaviors using ebooks or other software application.
d. Read Cool Down and Work Through Anger by Cheri J Meiners
Everyone gets angry, so it‟s never too early for children to learn to
recognize feelings of anger, express them, and build skills for
coping with anger in helpful, appropriate ways. Children learn that
it is okay to feel angry—but not okay to hurt anyone with actions
or words. They discover concrete skills for working through anger:
self-calming, thinking, getting help from a trusted person, talking
and listening, apologizing, being patient, and viewing others
positively. Reassuring and supportive, the book helps preschool
and primary-age children see that when they cool down and work
through anger, they can feel peaceful again.
Publisher: Free Spirit Publishing; Original edition (May 1, 2010)
ISBN-10: 1575423464
ISBN-13: 978-1575423463
Objective V
Demonstrate the ability to complete the necessary
procedures for school bus evacuation, fire, tornado, bomb
threat, intruder, and earthquake in the case of an
emergency.
Suggested Strategy:
a. Have students assist in teaching younger students the proper
procedures for an emergency drill.
b. Explain the importance of not sharing the school emergency plan
with others outside the school.
Objective VI
Demonstrate ways to avoid and reduce threatening
situations (i.e., conflict resolution).
Suggested Strategies:
a. Have students work cooperatively to complete a project and
explain how it made the final product better. Have students
explain what they had to do differently to complete the project in a
group versus individually.
Resources are available from the National Crime Prevention
Council at http://www.ncpc.org/topics/conflict-
resolution/activities-and-lesson-plans/conflict-management-grades-
3-5.
b. Have students write a “breaking news” story about an individual
who avoided a threatening situation through the use of conflict
resolution skills (i.e., staying calm, avoid disrespectful words,
listening, etc.).
Objective VII
Demonstrate an understanding of ways to protect yourself
and others while using the internet (social media sites).
Suggested Strategies:
a. Enroll students and have them participate in the activities available
through the Safe Online Internet Challenge provided by the
Federal Bureau of Investigation at https://sos.fbi.gov/. Have
students complete the exam to compete for the Safe Online Surfing
cyber trophy.
b. Discuss the different laws in place to protect children while using
the internet. Explain the importance of reporting and how to report
unsafe situations.
c. Assign students to a group and have them create a “flyer” using the
computer as a resource to find ways to promote internet safety.
Resources to support the activity are available at
http://www.netsmartz.org/Parents. Explain to students this project
is an example of a positive use of technology.
d. Have students identify five ways they could positively use the
internet (technology).
e. Have students research “cyberspace” (the global network of
interdependent information technology infrastructures,
telecommunications networks and computer processing systems in
which online communication takes place) and list the agencies who
are continuously monitoring this communication to keep us safe.
Objective VIII Develop an understanding of the dangers of weather
(tornadoes, hurricanes, extreme hot and cold, etc.)
Suggested Strategies:
a. Have students compile information from the media, internet, etc. on
current weather conditions and present to the class. Have students
role play being a meteorologist.
b. Provide students with “weather conditions” and have them identify
the precautionary measures that need to be taken to ensure safety in
the community.
c. Invite the local emergency manager to speak to the class.
d. Have students draw a Venn diagram to compare and contrast a
hurricane and a tornado.
e. Read Oh Can You Say What‟s the Weather Today, by Tish Rabe,
with students.
The Cat and company travel by hot air balloon up and into various
weather phenomena including rain, snow, thunder, tornadoes, and
(yikes!) even hurricanes! Along the way they learn about
thermometers, anemometers, wind vanes, cloud formations,
humidity, fog, smog, weather folklore, and how to stay safe in
lightning.
Format: Hardcover Library Binding
ISBN: 978-0-375-92276-3
Category: Juvenile Nonfiction - Nature - Weather
Author: Tish Rabe; illustrated by Aristides Ruiz
f. Provide students with steps to prepare for a hurricane, tornado,
earthquake using the resources available from the Mississippi
Emergency Management Agency at
http://www.new.ms.gov/webcontent/partnerSite.html.
Encourage students to discuss with their parents.
g. Have students discuss their home safety (emergency) plan with
their parents and develop a “poster” to share with the class.
Competency III
Demonstrate the ability to advocate for safe
practices.
Objective I
Understand the importance of influencing others to make
safe choices.
Suggested Strategies:
a. Have students create a text, write a letter, or send an email to a
friend encouraging them to make decisions that promote safety.
b. Have students participate in the school bus safety week poster
contest sponsored by the Mississippi Department of Education.
c. Explain to students the environmental and safety factors that make
it important to keep doors closed.
d. Discuss the importance of and how to report an unsafe situation.
e. Explain the dangers of “gangs” (members) and that those students
should be avoided at all times. Explain that gang members do not
make positive role models.
f. Explain leadership characteristics to students based on the book 21
Indispensable Qualities of a Leader by John Maxwell and the Core
Values of the Federal Bureau of Investigation. Explain how these
can lead to a safer environment (i.e.,, character, courage,
commitment, communication, initiative, passion, problem solving,
self-discipline, teachability, judgment, decisiveness, fairness,
compassion, accountability, integrity, etc). Appendix 24 serves as
a resource. Start a recognition program for students who
demonstrate these characteristics.
g. Have someone who demonstrates quality leadership (i.e., school
administrator, district superintendent, school bus driver, food
service staff, faith-based representative, JROTC student/instructor,
football player, or other individual) talk to the class about
leadership.
h. Have students develop an “undercover operation” to eliminate
unsafe behaviors.
i. Have students develop a play that demonstrates the use of
leadership qualities to promote safety.
j. Have students write a letter to the bus driver encouraging the
implementation of anti-idling policies.
Objective II
Identify helpers in the school and community (i.e., school
resource officer, school counselor, fire, sanitation worker,
police, EMS, etc.).
Suggested Strategies:
a. Have the teacher, school resource officer, or other key individual
provide an overview of the school safety plan and explain all of the
individuals that assisted with development.
b. Invite the school counselor to discuss with the class how they
promote a safe school environment.
Objective III
Understand the importance of reporting unsafe practices to
a trusted adult, law enforcement or other method provided.
(i.e. school personnel, parent, staysafe hotline, 911, sheriff,
police, etc.)
Suggested Strategies:
a. Have students participate in a school safety assessment (required
or modified) and write a letter to the school administrator about
any unsafe situations that exist.
b. Have students write a sample letter to report an unsafe situation
resulting from the internet. Remind students to provide as much
detail about the incident as possible.
c. Explain to students the difference between tattling, gossiping and
reporting an unsafe condition. Ensure that students understand that
providing authorities or a trusted adult with information that might
avert trouble or save lives is not tattling.
d. Create a webinar through the Homeland Security Information
Network for students at several schools to discuss the importance
of safe practices, including ways to report an unsafe situation.
Objective IV
Understand the importance of participating in school and
community sponsored activities that promote engagement.
Suggested Strategies:
a. Discuss volunteerism (the principle of donating time and energy
for the benefit of other people in the community as a social
responsibility rather than for any financial reward) with students.
b. Explain talents to students. Have students share their talents and
how they might use them to serve in the school or community.
c. Discuss with students how to start a school safety club or program.
d. Sponsor a talent show and invite parents and community members
to participate and/or observe.
Teacher Notes for Instruction
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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School Bus Safety Strand Identification
Kindergarten
Competency I
Objective I
Suggested Strategies
A, B, C, D, E
Objective III
Suggested Strategy
A
Objective IV
Suggested Strategies
A, B, C
Objective V
Suggested Strategies
A, B, C, D, F, G„
Competency II
Objective II
Suggested Strategy
A
Objective III
Suggested Strategy
A
Objective IV
Suggested Strategy
A
Objective V
Suggested Strategy
A
Competency III
Objective I
Suggested Strategies
A, B, C
Objective II
Suggested Strategy
A
First Grade
Competency I
Objective I
Suggested Strategies
A, B
Objective II
Suggested Strategy
B
Objective III
Suggested Strategy
A
Objective IV
Suggested Strategies
A, B
Objective V
Suggested Strategies
A, B
Competency II
Objective II
Suggested Strategies
A, B
Objective III
Suggested Strategies
A, B
Objective IV
Suggested Strategy
A
Objective V
Suggested Strategy
A
Second Grade
Competency I
Objective I
Suggested Strategy
B
Objective III
Suggested Strategies
A, B
Objective IV
Suggested Strategies
A, B
Objective V
Suggested Strategy
A
Competency II
Objective II
Suggested Strategies
A, B
Objective IV
Suggested Strategy
A
Objective V
Suggested Strategy
A
Competency III
Objective I
Suggested Strategies
A, B, E
Objective II
Suggested Strategy
A
Third Grade
Competency I
Objective I
Suggested Strategy
C
Objective III
Suggested Strategies
A, B, C
Objective IV
Suggested Strategy
A
Objective V
Suggested Strategies
A, B
Competency II
Objective I
Suggested Strategy
B
Objective II
Suggested Strategies
A, B, C
Objective III
Suggested Strategies
B, C, D
Objective IV
Suggested Strategies
A, B
Objective V
Suggested Strategy
A
Competency III
Objective I
Suggested Strategies
A, B, D, F, G, H, I
School Bus Safety Responsibilities
Parents Role
Ensure that children leave home early enough to arrive at their school bus
stop five minutes early.
Assist children with identifying the best route to take to the bus stop.
Walk with younger children to and from the bus stop.
Encourage children to transport all belongings in their back pack.
Ensure that children dress appropriately for the weather conditions.
Provide supervision for your child until they board the school bus.
Teach and encourage children to follow the practices and procedures as
instructed by school personnel to make school bus transportation safer.
Promptly remove all garbage cans from the side of the road/street after they
have been emptied.
School Bus Driver’s Role
Understand all rules and regulations for operating a school bus safely.
Perform inspections of the bus at the end of the route to ensure all children
are off the bus.
Ensure all safety features are in order on the school bus and use all safety
features as provided on the school bus.
Maintain a disciplined, positive and safe environment on the school bus.
Conduct pre and post trip inspections to ensure the bus is operating in a safe
condition. Document all pre and post inspections.
Ensure the bus remains clean at all times.
Pick up children on time.
Conduct bus evacuation drills as required.
Understand what to do in case of a weather emergency.
Understand what to do if they get stuck or have a breakdown.
Stop at all railroad crossings as required (resources available from operation
lifesaver at http://oli.org/
Stop at all bus stops.
Make recommendations to the Transportation Director for placement of
school bus loading/unloading signs on bus route. Transportation Director
will contact appropriate Mississippi Department of Transportation
representative for processing.
Never exceed the posted limit, up to 45 miles per hour, on a bus route.
Never exceed the posted limit, up to 50 miles per hour, on a field, activity, or
athletic trip.
Other School Personnel
Ensure and/or provide quality instruction on school bus safety.
Provide adequate supervision of students at all times.
School Safety Responsibilities
School Personnel
Empower students by involving them in planning, creating, and sustaining a
school culture of safety and respect.
Eliminate any gang influence in schools.
Work in a coordinated and collaborative manner to provide a safe school
environment that ensures every child is treated fair and feels a sense of
belonging.
Review the handout from the National School Safety Center on Creating
Safe Schools at http://www.schoolsafety.us/free-resources
Conduct an annual school safety assessment.
Ensure the collaborative development of a school safety plan and have
approved annually by the local school board.
Ensure the effective implementation of all state and federal laws and board
policies designed to keep children safe.
Provide multiple reporting possibilities for students, including anonymous
reporting.
Practice all required emergency drills.
Provide an environment that supports all students being free of fear and
having a sense of belonging.
Include school safety tips in the morning announcements.
Provide reinforcement of positive behaviors.
Provide adequate supervision of all students at all times.
Follow-up (investigate) on safety issues reported by students
Inform parents about school safety policies.
Ensure safety of students and staff in crossing areas.
Inform parents about conversations with a child that seems to be in distress.
Communicate what steps are being taken at school to ensure a safe
environment (i.e., partnering with local law enforcement, etc.).
Provide an overview of school safety rules in the student handbook.
Discuss issues with community leaders so they can be resolved through a
collaborative effort.
Collect and analyze data to support decision making.
Teachers should use differentiated instruction, RtI, goal setting, classroom
rules, rewards, and other strategies to ensure effective classroom
management.
Ensure and/or provide quality instruction on school safety.
Parents
Be supportive and understanding of policies that are being implemented to
keep children safe.
Be involved in your child‟s school. Volunteer to be the parent liaison on
school safety issues.
Talk to children about issues that may be impacting safety at school.
Be aware of signs that a child may be in distress.
Monitor and limit time on computer and viewing television.
Ensure children do not have access to dangerous items in the home
environment.
Implement safety procedures in the home environment that protect children
and reinforce school policies (i.e., fire escape plan, tornado safety plan, etc.).
Ensure proper supervision, care, and discipline for your child.
Review and follow the guidelines outlined in A Parent’s Guide to Child
Safety developed by the Mississippi Attorney General‟s Office at
http://www.agjimhood.com/images/uploads/forms/AGOGuidetoChildSafety
.pdf
Appendix
Appendix 1
Danger Zone
zona de peligro- Spanish
zone de danger- French
Appendix 2
School Bus
autobús escolar- Spanish
autobus scolaire- French
Appendix 3
Appendix 4
Crossing Arm
brazo de cruce- Spanish
bras- French
Appendix 5
School Bus Evacuation
evacuación de autobús escolar- Spanish
évacuation de l'autobus scolaire- French
Appendix 6
Handrail
main courante- French
barandilla- Spanish
Appendix 7
Name__________________________ Date__________________________
1. The school bus driver develops a prearranged __________ to alert you
of an emergency.
2. You should always stay a very safe distance on your side of the
__________ until the driver signals to cross.
3. Check and __________ for traffic.
4. In a single file line walk __________ across the street and check traffic
both ways.
5. Obey the __________ foot rule (ahead of bumper). Never cross behind
the bus.
6. Board bus quickly, using the __________ and go directly to your seat.
7. Never pick up a __________ item without first notifying the bus driver.
8. Remain __________ the entire trip.
9. Face the ___________ of the school bus at all times.
10. Never pick up a dropped item without notifying the __________.
11. In a single file line __________ along the side of the road until you can
see your driver.
12. Stop and wait for the __________ from the driver to cross.
13. Walk and __________ for traffic both ways.
14. Go directly across the street and to __________.
Appendix 8
Obedezco al conductor en todo momento.- Spanish
J'obéis au chauffeur en tout temps.- French
Appendix 9
Espero el autobús en un lugar seguro- Spanish
J'attends le bus dans un endroit sûr- French
Appendix 10
Subir al autobús en solo archive- Spanish
J'ai monter dans le bus en file indienne- French
Appendix 11
Appendix 12
Appendix 13
Appendix 14
I never pick up a dropped item without notifying the school
bus driver!
Appendix 15
Appendix 16
un oficial de policía protege del peligro- Spanish
un agent de police nous protège du danger- French
Appendix 17
I need help.
Necesito ayuda- Spanish
J'ai besoin d'aide- French
Appendix 18
Appendix 19
Help
Ayuda- Spanish
Aide-French
Appendix 20
Appendix 21
Appendix 22
Appendix 23
Bus Safety
seguridad en los autobuses- Spanish
sécurité des autobus- French
Appendix 24
Development of Qualities that Promote Leadership and School Safety
Character
The combination of qualities or features that distinguishes one
person, group, or thing from another. A description of a
person's attributes, traits, or abilities.
Example:
Individuals who possess positive
character traits would not say hurtful things about
another individual.
Positive character traits include: Affectionate, Caring,
Faith in oneself, Reliable, Decisive, Focused, Aspiring,
Unpretentious, Cooperative, Flexible, Forgiving,
Humble, Kind, Thoughtful towards others, Self-
confident, Sincere
Courage
Quality of being brave or overcoming fear.
Examples:
It takes courage to stand up for what is
right or to say no to drugs.
It takes courage to report an unsafe situation.
Commitment
Loyalty; Responsibility
Examples:
Being dedicated to a specific cause to
ensure effective implementation (i.e., school safety).
Communication
The activity of conveying information through the exchange of
thoughts, messages, or information, as by speech, visuals,
signals, writing, or behavior.
Examples:
Reporting unsafe situation on a school
campus.
The development of resources designed to inform
parents about school safety efforts.
Providing a method for students to anonymously report
an unsafe situation and encouraging them to report.
Initiative
An introductory act or step; leading action.
Example: Taking the initial step to begin a student led
safety club.
Taking the initial step to develop a comprehensive
school safety plan through a collaborative effort.
Passion
The object of an intense desire, ardent affection, or
enthusiasm.
Example: Being willing to commit the time, energy and
resources due to the individuals enthusiasm.
Problem Solving
Finding solutions to problems.
Example: Students assisting with conducting a school safety
assessment and making recommendations for improvement.
School personnel working with other individuals to avoid
duplication of services and efficiently using those available.
Self-Discipline
Discipline and training of oneself.
Examples:
The possession of self-discipline enables you to
choose, and then persevere with your actions, thoughts and
behavior, in order to accomplish a goal.
Self discipline is vital to overcoming negative thoughts and
behaviors.
The ability to resist or overcome temptations.
The possession of self-discipline leads to self-confidence, self-
esteem and inner strength.
Teachability
To attempt to cause someone to understand or accept.
Example:
To teach someone rules and procedures
and help them understand the importance of such rules.
Judgment
The ability to judge, make a decision, or form an opinion
objectively, authoritatively, and wisely, especially in matters
affecting action; good sense; discretion.
Example:
The ability to quickly assess a situation
and identify the consequences or necessary action steps
to assist.
Decisiveness
The willingness to make decisions, even in the face of
complexity or uncertainty.
Example: Having the ability to assess an unsafe
situation and the willingness to make a decision to make
it safer.
Fairness
The state, condition, or quality of being fair, or free from bias
or injustice; evenhandedness.
Example: Accepting others; treating others with
respect
Compassion
The understanding or empathy for the suffering of others.
Example: Having a desire to ease others' suffering. ...
Show kindness without expecting rewards.
Accountability
The state of being accountable, liable, or answerable.
Example: Holding yourself and others accountable for
practicing safe behaviors.
Integrity
A concept of consistency of actions, values, methods, measures,
principles, expectations, and outcomes.
Example: Adhering to an ethical code.
Appendix 25
School Safety Connections
Data for School Safety
Management Information Systems
http://www.mde.k12.ms.us
SMARTRACK Survey
http://www.thesmarttrack.com/
Youth Risk Behavior Survey
http://www.cdc.gov/HealthyYouth/yrbs/index.htm
Drug Use Prevention
DARE
http://www.dare.com/home/default.asp
For Students
http://www.justthinktwice.com/
For Teachers
http://www.justice.gov/dea/druginfo/factsheets.shtml
For Parents
http://www.getsmartaboutdrugs.com/
Health in Action
http://activities.healthyschoolsms.org/
HealthTeacher
http://Healthteacher.com
Kids Health
http://kidshealth.org/teen/safety/
Mississippi Bureau of Narcotics
http://www.dps.state.ms.us/crime-investigation/bureau-of-
narcotics/related-links/
PBS Kids
http://pbskids.org/itsmylife//parents/lesson_plans/dangers_of_dru
g_abuse.html
School Bus Safety
School bus coloring and activity book from ROHRER Bus Service for
grades K-3.
http://www.healthyschoolsms.org/health_education/documents/School
Bus_Safety_Coloring_Book.pdf
Love to Know Safety
School bus coloring, activity sheets, and puzzles to reinforce the rules
of the school bus.
http://safety.lovetoknow.com/School_Bus_Safety_Rules
National Highway Traffic Safety Association
The Child Pedestrian Safety Curriculum teaches and encourages
pedestrian safety for students grades Kindergarten through 5th Grade.
It is organized into five lessons: walking near traffic, crossing streets,
crossing intersections, parking lot safety, and school bus safety
(integrate math) The lesson plans are available at
http://www.nhtsa.gov/ChildPedestrianSafetyCurriculum
School Safety
Images and translator from Bing.com
http://bing.com
Centers for Disease Control and Prevention
http://www.cdc.gov/Features/safeschools/
Child Safety- Take 25 Campaign
http://www.take25.org/host
Resources for sponsoring an event in honor of National Missing
Children’s Day, internet safety. etc.
Federal Bureau of Investigation
Parent Guide to Internet Safety
http://www.fbi.gov/about-us/investigate/vc_majorthefts/innocent/innocent
Safe Online Surfing
https://sos.fbi.gov/
Health in Action- Mississippi Department of Education database that provides
teachers with approximately 1400 lesson plans to promote school safety and
healthy lifestyles.
http://activities.healthyschoolsms.org/
HealthTeacher
http://Healthteacher.com
Institutions of Higher Learning- Contact a University near you.
John Maxwell- 21 Indispensable Qualities of a Leader
http://www.johnmaxwell.com/about/
Learn 360- videos to promote school bus safety.
http://www.learn360.com/index.aspx
Mississippi Attorney General’s Office- A Parent’s Guide to Child Safety
http://www.agjimhood.com/images/uploads/forms/AGOGuidetoC
hildSafety.pdf
Mississippi Community Colleges- Contact a local community college near you.
National Association of School Resource Officers
http://www.nasro.org
National Center for Exploited and Missing Children
Internet Safety Resources for parents, teens, tweens, and younger
children. Netsmartz workshop provides a lesson plan builder for
teachers.
http://www.netsmartz.org/InternetSafety
National Crime Prevention Council
http://www.ncpc.org/
National Safety Council
http://nsc.org
Say No to Danger
http://www.healthyschoolsms.org/health_education/documents/sa
ynotodanger.pdf
Scholastic
http://www.scholastic.com
Substance Abuse and Mental Health Services (SAMHSA)
Assists high schools and school districts in designing and
implementing strategies to prevent suicide and promote
behavioral health. Includes tools to implement a multi-faceted
suicide prevention program that responds to the needs and
cultures of students.
http://store.samhsa.gov/product/Preventing-Suicide-A-Toolkit-
for-High-Schools/SMA12-4669?WT.ac=EB_20130318_SMA12-
United States Department of Education
http://www2.ed.gov/admins/lead/safety/emergencyplan/index.html
United States Department of Health and Human Services
http://stopbullying.gov
United States Department of Justice
http://www.cops.usdoj.gov
Bullying and Technology
Education World- The Educator’s Best Friend
Offers resources and lesson plans on weather safety, classroom
management, bullying prevention, etc.
http://www.educationworld.com/
HealthTeacher
http://Healthteacher.com
Health in Action
http://activities.healthyschoolsms.org/
Mean Girls Aren’t Cool
http://www.meangirlsnotcool.com
Mississippi Department of Education and Attorney General’s Office
http://fearstopshere.com/
Bullying Prevention for Schools- Dr. Allen Beane
http://www.bullyfree.com/
Mississippi Contemporary Health Framework
www.mde.k12.ms.us
Mississippi School Board Association
http://www.msbaonline.org/
National Association of School Psychologists
http://www.nasponline.org/resources
NEA’s Bully Free: It starts with me
http://www.nea.org/home/neabullyfree.html
Pacer’s National Bullying Prevention Center
Feature’s a student event toolkit- Need help planning a student-
led bullying prevention event? PACER has partnered with
Facebook to create a practical Student Event Toolkit that will
make it easier to hold events in your school or community. This
step-by-step guide will help you plan, promote, and execute a
variety of events throughout the year using Facebook tools.
PACER has partnered with Spookley the Square Pumpkin to host
an online toolkit, which provides links to free resources that
teachers can use for important character values education and for
multi-subject learning.
http://www.pacer.org/bullying/
Weather Safety
National Weather Service
The National Weather Services provides coloring books, activity
sheets, and games to promote weather safety at
http://www.nssl.noaa.gov/education/students/.
Teach-nology
http://www.teachnology.com/worksheets/science/hurricane/
Additional Programs and Resources to
Promote School Safety Education in Grades K-12
Peace Talks with Michael Pritchard
http://peacetalks.com/
For Grades 6-12, PeaceTalks is a powerful tool for
reaching teenagers and reducing violence.
Preventing Drug Use
Ms. Beth Mead
Mississippi Bureau of Narcotics
DARE State Coordinator
MississippiDARE@gmail.com
Phone: 662.680.6037
It’s My Life- The Dangers of Drug Abuse
http://www.pbs.org/parents/itsmylife/lesson_plans/da
ngers_of_drug_abuse.html
Preventing Dating Violence
Ms. Margo Evans
Mississippi Attorney General’s Office
Restorative Practices and Approaches
In education, circles and groups provide opportunities for
students to share their feelings build relationships and solve
problems, and when there is wrongdoing, to play an active role in
addressing the wrong and making things right.
Stop Bullying
http://stopbullying.gov
Safe Routes to School
Ms. Cookie Leffler
Mississippi Department of Transportation
Contemporary Health Framework
Ms. Christine Philley
Mississippi Department of Education
601 359 1737
Mississippi Department of Wildlife Fisheries and Parks
Have an experience with nature. Take your students or child to visit a state
park.
http://www.mdwfp.com/parks-destinations.aspx
School Safety Commitment
All efforts that keep students, staff and other registered guests safe at
school or at a related activity
School safety efforts must address transportation, playgrounds, instruction,
disease prevention, discipline, back packs, buildings and grounds, weather,
food service, personnel, and other related areas. School personnel must be
consistent in implementation efforts of all policies. For example, the visitor
control policy should be implemented the same on a regular school day as it is
on a special recognition day where lots of visitors are on campus. Another
example is that school bus loading/unloading procedures should be
implemented as instructed every day.
Accountability
Everyone in the school and community must be held accountable for the
implementation of effective school safety policies. Everyone should also assist
with the development of sustainable solutions that are designed to maximize a
schools effort to obtain the safest environment possible.
Assessment
In order to effectively address school safety issues, at a minimum, schools
must conduct an annual assessment as required by the State Board of
Education.
Communication
A key component of school safety is communication. Schools are encouraged
to develop an effective communication plan that is designed to inform all
teachers, students, parents, and other community members about school
safety initiatives that are being implemented at school and can be reinforced
at home. Schools are encouraged to align communication efforts with the
national monthly themes and state proclamations that are being promoted.
Some examples include:
March
Weather Safety
April
Alcohol Awareness Month
Earth Day
May
National Missing Children Awareness Month
National Children’s Mental Health Awareness Day
October
Bullying Prevention
Fire Safety
School Bus Safety
School Safety Week
Red Ribbon Week- Drug Safety
The encouragement and facilitation of student reporting is also a key
component of an effective communication plan. The public relations director
or a media representative would serve as great resources for the development
of the plan.
Collaboration
While school safety efforts start with individual responsibility, collaboration is
a key component to maximize school safety efforts. Through a collaborative
and coordinated effort, schools and communities can also avoid the
duplication of services and ensure the efficient and effective use of resources.
Creative
While creativity is key to effectively using limited resources it also supports
the implementation of effective strategies that are designed to ensure that
school safety efforts are aligned with the unique characteristics of each
individual school. By being creative, school and community leaders can
identify alternative ways to overcome barriers to success to promote school
safety prevention efforts.
Customization
While school safety efforts may be similar in schools and communities, each
school has unique characteristics. To address this, all school safety plans are
required by Mississippi Public School Accountability Standard 37.1 to be
developed and approved on an annual basis and developed at the school
building level.
Instruction
All students must receive effective classroom instruction on school policies,
programs and strategies that are designed to promote behavior and decision
making conducive to a safe environment.
Leadership
Effective leadership is critical in the educational environment to ensure
student success. Good leaders are able to influence others to a common goal.
Effective leaders are also proactive in their thoughts and actions which will
lead to a safer school environment.
“Everything rises and falls on leadership.”
Philosophy of John Maxwell
Training
In order to support school safety implementation efforts, all school personnel
must receive training on the school safety plan and should also receive
adequate and/or required training that is specific to their professional
responsibility. For example, a school district may choose to train all of their
custodians and maintenance staff on the benefits of green cleaning and
develop a school district policy designed to reduce the harmful effects of some
chemicals that are used to clean school buildings. This training also leads to
an overall improvement in school safety efforts.
School Safety Policies
School personnel should review the school safety manual, State
Board of Education Policy, Local School Wellness Policy Guide for
Development, Mississippi Code of 1972, and local school board
policies for all school safety policies. Schools districts must develop
sound policies that are designed to ensure the safety of ALL
students. School Districts are also encouraged to conduct surveys
and review data available through SMARTRACK, Youth Risk
Behavior Survey (YRBS), Mississippi Student Information Systems,
etc. to support the development of effective policies.
The Mississippi Department of Education’s Offices of State
Superintendent, Accreditation, Curriculum and Instruction, Special
Education, Safe and Orderly Schools, Dropout Prevention, Federal
Programs, Healthy Schools, etc. can all provide assistance with
school safety efforts. The website is www.mde.k12.ms.us or you can
contact each office for assistance as necessary. The Office of
Accreditation, in coordination with other offices, will conduct
monitoring visits to ensure quality implementation of all school
safety policies.
State Superintendent
601-359-1750
Safe and Orderly Schools
601-359-1028
Accreditation
601-359-3764
Curriculum and Instruction
601-359-2586
Special Education
601-359-3498
Federal Programs
601-359-3499
Healthy Schools
601-359-1737
Drop Out Prevention
601-359-5743
Management Information Systems
601-359-3487
The Mississippi Department of Education is committed to the
development of sound policies and providing quality technical
assistance to all school districts that are designed to keep schools the
safest place for ALL students. The following policies are strongly
suggested for implementation to support a safe school environment.
If we can be of assistance to you, please don’t hesitate to call.
A.
Adopt a written policy that strictly limits students being out of
class during instructional time.
B. Adopt a written policy that supports the use restorative
practices as a component of their systematic and progressive
approach to provide a positive school climate. Implementation
must include opportunities for students to share their feelings,
build healthy, supportive relationships and solve problems,
and when there is wrongdoing, to play an active role in
addressing the wrong and making things right. Teacher led
instruction, or other school wide initiative, designed for
students to develop an understanding of the values of trust,
respect, caring, and kindness must be provided.
C.
Require all school administrators to maintain documentation
of ANNUAL school safety plan training for all school
employees. This training should be conducted prior to students
attending class.
D.
Require all school administrators to maintain a written duty
schedule. This responsibility is very serious and a critical part
of a comprehensive effort to ensure a safe school environment.
This duty schedule is developed to ensure adequate supervision
of all students.
E.
Require all school employees to report any unsafe condition to
a school administrator immediately.
F.
Require all schools to have a visitor control policy that
addresses a single entry point for all visitors, requires positive
identification of all visitors, and ensures accountability of
visitors at all times. A door identified as the single point of
entry must be monitored by adequate staff at all times.
G.
Require all school administrators to complete National
Incident Management System (NIMS) Training. The training
must be completed prior to the beginning of school and is only
required to be completed once. This training is provided at no
cost and is available online at
http://training.fema.gov/is/NIMS.asp.
•
IS-100.sca
Introduction to the Incident
Command System for Schools (online,
approximately one (1) hour)
•
IS-200.b ICS for Single Resources and Initial
Action Incidents (online, approximately one (1)
hour)
H.
Require all schools to implement an effective anti-bullying
campaign. Bullying is not acceptable behavior and should not
be tolerated in its simplest form. Implementation of this policy
shall include:
•
a proactive, school wide, and consistent approach to
promote a positive school climate, reinforce positive
behavior, and eliminate bullying of any student or staff in
any form.
•
an option for students to anonymously report an unsafe
situation.
•
age appropriate instruction for all students that is
designed to discourage this negative behavior and
provides students with ways to be more than a bystander
and encourages students to report.
•
a marketing campaign and communications plan that
discourages this type of behavior and encourages students
to report and not be a bystander when they observe this
behavior.
I.
Require the implementation of multitiered systems of support
(MTSS) that encompass prevention, wellness promotion, and
interventions that increase with intensity based on student
need, and that promote close school–community collaboration.
J.
Require the identification of an individual to serve as the point
of contact for each school to support the implementation of
school safety policies.
K.
Require all schools to establish a school safety team. The
school safety team, on an annual basis, must conduct an
assessment, develop the school safety plan in collaboration with
other partners, plan a table top exercise in collaboration with
local law enforcement, emergency management, and
emergency responders and ensure approval of the school safety
plan by the local school board on an annual basis.
L.
Require all school safety teams to participate in training. The
PREPaRE Curriculum is available through the National
Association of School Psychologists to support training efforts.
M.
Require all schools to conduct tabletop exercises to review
school safety plans. These exercises must include Emergency
Management Directors, law enforcement, and other local
responders including the individuals who assisted with the
development of the plan. The United States Department of
Homeland Security provides the Homeland Security Exercise
and Evaluation Program at
https://hseep.dhs.gov/support/VolumeI.pdf.
N.
Require all schools to complete the Healthy School
Environment component of the School Health Index as a
component of the school safety assessment. (Mississippi Code
of 1972, Section 37-11-71).
O.
Require all schools to maintain a school layout/map, extra
facility keys, and the school safety plan in multiple, secure
locations. A minimum of one copy must be kept on file with the
local police department, county sheriff, or fire department.
P.
Require school personnel to conduct evaluations of school
safety policies and programs. The evaluation must include
surveys designed to receive feedback related to school safety
from parents or guardians, emergency responders, and
community members. School personnel must also review data
available through SMARTRACK, Youth Risk Behavior
Survey (YRBS), Mississippi Student Information Systems,
school safety assessment, and the National Center for
Education Statistics to determine future development of school
safety policies and programs that best meet the needs of
students and staff.
Q.
Require that student and staff safety during weather
emergencies is a priority concern in the design phase of new
schools; to ensure that there is adequate sheltering space, away
from windows and exterior doors, in all new school
construction. All existing facilities must be carefully reviewed
to identify the most appropriate spaces to locate students
during a weather emergency.
R.
Require school safety plans to address the role of the school
counselor and partnerships with local behavioral and mental
health representatives.
S.
Require all school safety plans to include a component that
ensures the implementation of interventions that reinforce
positive behavior and promote school connectedness for all
students.
T.
Require all school safety plans to include a component that
limits the use of seclusion and restraint.
U.
Require school counselors to provide counseling services for a
minimum of four (4) hours per day to accommodate students
and staff.
V. Require school counselors to receive training on screening,
intervening, and referring students for appropriate services.
W. Require a minimum of one person from each local school
district to be trained in Mental Health First Aid as offered by
the Mississippi Department of Education and the Mississippi
Department of Mental Health.
X.
Require all Maintenance/Facilities Directors to participate in a
minimum of eight (8) hours of professional development
training on Building and Landscape Maintenance Safety
annually. Documentation must be submitted through the
Homeland Security Information Network.
Y.
Require all Maintenance/Facilities Directors to obtain
Leadership in Energy and Environmental Design certification
within three years.
Z.
Require all landscape design and school construction projects
to include student safety and security as a top priority. The
strategies offered through the Crime Prevention and
Environmental Design Trainings must be included in all
aspects of the school environment. Schools must properly
maintain the school campus to best support a SAFE and
aesthetically pleasing school environment. Resources are
available online at:
Crime Prevention through Environmental Design
www.cptedtraining.net/
Federal Emergency Management Agency
www.fema.gov
Sustainable Sites Initiative
www.sustainablesites.org
Leadership in Energy and Environmental Design
www.usgbc.org
Mississippi State University - School Design
www.edi.msstate.edu
AA. Require all schools to have a two-way communication system
that serves all classrooms, gymnasiums, cafeterias, libraries,
and other rooms where communication may be required.
BB. Require room numbers to be stenciled above windows to allow
identification from the outside.
CC. Require all doors not identified as the single point of entry to
be locked from the outside and allow egress only. Note: It may
be necessary to make accommodations for students to change
classes.
DD. Require all classroom doors to remain locked during class time
to prevent unauthorized entry. All doors should still allow for
egress from the classroom.
EE. Require full implementation of all laws (Mississippi Code of
1972, Section 37-11-7, etc.) designed to protect students and
staff with asthma or related medical condition (i.e. minimize
idling of school buses, pest management plan, development of
long range maintenance plans, training of school personnel).
FF. Require appropriate school personnel (.i.e. Maintenance
Directors, Lead Teachers, Classroom Teachers, Custodians,
etc. to participate in the Green Strides Webinar Series through
the United States Department of Education to support
implementation of instruction that allows students to learn
about the environment through creativity, innovation,
communication, and collaboration, with integration of Science,
Technology, Engineering, and Math. This initiative also
provides school communities the tools to reduce their schools'
environmental impact and costs; improve health and wellness;
and teach effective environmental education. It provides all
schools access to the resources that help them move toward the
Pillars of our U.S. Department of Education Green Ribbon
Schools recognition award. Information can be downloaded
from the United States Department of Education website at
http://www2.ed.gov/about/inits/ed/green-strides/webinar.html.
Documentation of staff participation must be kept on file.
GG. Require instruction in Health Education to include a
component of mental health education in grades K-8 and
during the required course for graduation to improve mental
health awareness among students.
HH. Require instruction based on the Mississippi School Safety
Educational Leadership Framework as provided by the
Mississippi Department of Education. Students in third
through eighth grade must be enrolled and participate in the
Safe Online Surfing resource provided by the Federal Bureau
of Investigation at https://sos.fbi.gov/. Awards and
competitions are also available for students.
II.
Require the integration of learning supports (e.g., behavioral,
mental health, and social services), instruction, and school
management within a comprehensive, cohesive approach that
facilitates multidisciplinary collaboration.
JJ. Effective communication is critical to the safety and
educational success of students. In an effort to improve
communication and ensure the best possible outcomes for all
children, the State Board of Education strongly suggests that
school administrators return all phone calls to a parent or
guardian the day the call was received, but no later than within
24 hours. School administrators must make multiple attempts
and accommodations for work schedules as necessary to ensure
contact with the parent. Many issues are escalated due to the
lack of communication between parents and school
administrators and therefore prompt the involvement of other
individuals for resolution.
SCHOOL SAFETY: THE FIRST ACT FOR CHILDREN!
Overview of Nathan’s Law
Nathan’s Law was signed into law by then Governor Haley Barbour and went
into effect on July 1, 2011. The legislation was named for Nathan Key, a 5-
year-old who was killed in December 2009 when a vehicle illegally passed his
school bus as he was unloading.
“I appreciate the dedication and passion of Nathan’s parents, who were so
instrumental in seeing this legislation through," then Lt. Gov. Phil Bryant
said. "This has been a long hard fight but was worth every effort to provide a
safer environment for our children.” The law:
Requires motorists to stop at least 10 feet from a school bus when
the bus is loading or unloading children, and motorists must not
proceed until all children have crossed the street to or from the
school bus and the flashing red lights are no longer activated and
the stop sign on the side of the bus is retracted.
Authorizes a charge of felony assault and a prison sentence of up
to 20 years for motorists convicted of illegally passing a school bus
that, in the process, results in injury or death.
Authorizes cameras be equipped on school bus stop arms to film
perpetrators in the act.
Required the development of at least 10 questions relating to
school bus safety on a driver's license test.
Established a School Bus Safety Task Force.
Prohibits school bus drivers from using cell phones, wireless
communication devices, vehicle navigation systems or "personal
digital assistants" while operating the bus, except in an
emergency.
Increases the fine for passing a stopped school bus.
Nathan’s parents, Andy and Lori Key are to be commended for their strong
advocacy and training efforts related to school bus safety across the United
States. They have established a nonprofit foundation called Nathan’s Legacy.
For more information please visit the website at
http://www.nathanslegacy.org/Home.html.
Appreciation
Many existing resources, policies, and principles have been used to support
the development and compilation of this SSELF Framework. The Mississippi
Department of Education would specifically like to recognize all school
personnel and community members who devote their time and energy to
ensuring student success through a primary commitment to student safety.
The following individuals are to be commended for committing their time and
expertise toward the development and/or review of the School Safety
Educational Leadership Framework (SSELF).
Federal Bureau of Investigation
Mr. Jeffrey Franks
Supervisory Special Agent
Ms. Cynthia Bobe
Special Agent
Mississippi Attorney General’s Office
Ms. Patti Marshall
Director of Crime Prevention and
Victim’s Service’s Division
Mississippi Department of Education
Mr. Clarence Carter
Division of Pupil Transportation
Mr. Jerry Sistrunk
Division of Pupil Transportation
Mr. Shane McNeill
Office of Safe and Orderly Schools
Ms. Robin Lemonis
Office of Curriculum and Instruction
Mississippi Emergency Management Agency
Mr. Jeff Smith
Emergency Management 1
Mississippi Highway Patrol
Lieutenant Johnny Poulous
Mississippi Highway Patrol
Public Affairs Division
Mississippi Office of Homeland Security
Mr. Vincent Noce
Mississippi Office of Homeland Security
Mississippi Analysis and Information Center
School Administrators
Dr. Ben Burnett Superintendent, Lamar County School District
Chair, Mississippi School Bus Safety Task Force
Mr. Tim Martin
Assistant Superintendent, Clinton Public Schools
Ms. Teresa Jenny
Lamar County School District
Federal Programs Coordinator
Previous experience as Elementary Principal
Teachers
Ms. Allison McNeill
Brookhaven School District
Transportation
Mr. Roger Hillard
Hazlehurst City School District
Mr. Pat Kribbs
Lamar County School District
Students
Allie Grace McNeill
Brookhaven School District
Callie Garvin
Hinds County School District
Cole Price
Hinds County School District
Gavin Blackshear
Hinds County School District
The Mississippi Board of Education, the Mississippi Department of
Education, the Mississippi School for the Arts, the Mississippi School for the
Blind, the Mississippi School for the Deaf, and the Mississippi School for
Mathematics and Science do not discriminate on the basis of race, sex, color,
religion, national origin, age, or disability in the provision of educational
programs and services or employment opportunities and benefits. The
following office has been designated to handle inquiries and complaints
regarding the non-discrimination policies of the above mentioned entities:
Director, Office of Human Resources
Mississippi Department of Education
359 North West Street
Jackson, Mississippi 39201
(601) 359-3511
“If you can dream it, you can do it.”
Walt Disney