At that time, the authors reported there remained insufficient empirical evidence to determine the extent to which SWPBIS is appropriate for and available and accessible to students with ESN and concluded more data were needed to evaluate whether SWPBIS enhances or engenders inclusive education. This can result in students with ESN failing to receive appropriate access to less intensive supports provided at Tiers 1 and 2. In addition to the physical separation from inclusive experiences, students in separate settings are often taught almost New Jersey ARP ESSER Funding Information exclusively by special education teachers, many of whom do not participate in professional development training related to SWPBIS (Carr 2008; Freeman et al.2006; Walker et al.2018b).
- We describe several key implications for supporting the inclusion of students with ESN in SWPBIS and future research initiatives.
- The regulations now provide that at the time a drill is conducted, students and staff must be informed that it is a drill (except for evacuation drills).
- We can also bring in self-contained and at-risk students with disabilities in-person.
- At that time, the authors reported there remained insufficient empirical evidence to determine the extent to which SWPBIS is appropriate for and available and accessible to students with ESN and concluded more data were needed to evaluate whether SWPBIS enhances or engenders inclusive education.
- The process creates a true sense of community and purpose that many schools haven’t felt in a long time.
The district may need to include additional strategies based on updated federal, state, and local guidance. The table below describes the procedures for maintaining essential functions and services by planning for backup personnel. Continuity of operations could be severely impacted by a loss of staff. Attachment 1 includes a list of essential positions that could be required to be on-site to continue to function as opposed to those positions that could work remotely. The District Leadership Team assumes responsibility for development and compliance with all provisions of this plan and its implementation. This plan is built upon the components of the District-Wide School Safety and the Building-Level Emergency Response Plan(s).
Promising practices, but uneven implementation
In Augustof 2024, a group of district administrators attended Comprehensive School Threat Assessment Guidelines Training at Capital Region BOCES. If the behavior rises to the level of criminal activity, law enforcement will be contacted. If appropriate, disciplinary action will be taken by the administration in accordance with the district’s Code of Conduct, as applicable. The BOE Policy 7550 supports intervention and defines Disciplinary Consequences/Remediation. The Dignity for All Students Act supports an environment free of harassment and discrimination.
The school district provides all students in grades K-12 access to a personal computing device (i.e. iPad or Cloudbook). Asynchronous instruction is self-directed learning that students engage in learning without the direct presence (remote or in-person) of a teacher. During remote instruction, students and teachers attend together from different locations using technology.
Security Systems Supervisor
Drills must occur after annual training in emergency procedures have been provided to students and staff; If those exercises include props, actors, simulations or other tactics intended to mimic a school shooting or other act of violence or emergency, they cannot occur during a school day or when school activities are occurring on school grounds and they may not include students without prior written permission from the students’ parent or person in parental relation. Drills conducted during the school day with students present are conducted in a trauma-informed, developmentally and age-appropriate manner that do not include props, actors, simulations or other tactics intended to mimic a school shooting or other act of violence or emergency.
The District Wide Plan is responsive to the needs of all schools/buildings within the district and is consistent with the more detailed Emergency Response Plans required at the building level. Each group within the building will be represented to include a teacher, a custodian, a nurse, a physical education teacher, a building level PBTA representative, a resource officer (as available), a support staff member, and a community member. The Health and Safety Committee will also communicate the district safety plan to the building leadership teams (BLTs), monitor and coordinate the health and safety plans of the BLTs, and address health and safety issues identified by the BLTs. When the superintendent is alerted to a situation, each staff member in their office is assigned a school building to notify by phone, cellular, or pager with specific instructions according to level of emergency. The district-wide plan was adopted by the school board after at least one public hearing that provided for the participation of school personnel, parents, students and any other interested parties.