Silver Falls School District Threat Prevention, Intervention, & Response

(This summary does not contain every practice to address threats or bullying but does provide a comprehensive summary.)

  • Constant focus on school climate and response to needs. This includes evaluation of data related to student behavioral, discipline, attendance and other factors. Multiple schools use formal programs such as Positive Behavioral Intervention Support (PBIS). The priority in each building is to provide an overall safe and comfortable learning environment for students to feel successful.
  • Problem solving methods and practices with students. These include peer resolution.
  • School Climate programs include bullying, intimidation and threat recognition and response training opportunities for all staff, especially playground supervisors and teachers.
  • Character Counts programs – Monthly respectful and responsible themes.
  • Training of staff members in “Systematic Supervision”.
  • Guidance lessons from teachers and counselors including weekly focus lessons.
  • Social skills groups.
  • Staff member supervision assignments.
  • Use of volunteers for safety duty, supervision in hallways, at lunch, recess and assemblies.
  • Student connection to a positive, caring adult – every day.
  • School assemblies specific to appropriate behaviors and student anti-bullying responses.
  • Use of instructional programs such as “Bully B Ware” and activities during October, National Anti-bullying month.
  • Student mentoring programs.
  • Standardized building expectations communicated through classrooms, assemblies, Advisory Groups and daily expectations.
  • Use of curriculum that addresses prevention and response to bullying behavior. The most prominent elementary curriculums in the district include “Second Steps Anti-Violence”, “Steps to Respect” (anti-bullying), and “The Michigan Model” Health Curriculum (drug prevention, anti-bullying, conflict resolution, etc.).
  • Internet safety curriculum and instruction. Includes instruction on Internet etiquette and cyberbullying.
  • Student body meetings and use of support groups such as Link Crew.
  • School-wide focus with an emphasis on cooperative and collaborative learning, empathy, positive character traits, respect and kindness to others.
  • Required background checks for all district volunteers.
  • Annual reminders to principals about laws related to training around anti-bullying and threatening behaviors.
  • Staff meetings used for training purposes.
  • School and district newsletters with safety information.
  • District Safety Awareness Week – September
  • Data driven feedback — safety surveys and use of the Oregon Healthy Teen Survey.
  • Safety drills (including lockdown/lockout) completed at least twice per year.
  • Immediate and consistent response to all reports of bullying and threatening behaviors. “No tolerance” is a district-wide attitude.
  • Peer monitoring behaviors with instruction about the necessity to report when it is observed. Focus on themes — “There are no innocent bystanders”, “Safety is not tattling”, “Failure to report is a consequence”.
  • Use of “Options” room and “Respect” room.
  • Use of security staff members.
  • Collaboration with city and county law enforcement agencies including campus presence during the school day and during safety drills.
  • Student support (CARE) Teams to address threatening behaviors.
  • District-wide uniform safety procedures and training.
  • Applied results of district-wide vulnerability assessment including security fencing, improved communication systems and training.
  • District-wide training on Standard Response Protocols (lockdown and lockouts).
  • Use of district School Resource Officer

Higher Level Responses

  • Behavioral CARE Intervention teams.
  • Level I and Level II Threat Assessments Teams and Response.
  • School discipline systems, including communication to parents.
  • Required psychological exams, including recommendations for student behavioral plans.
  • Use of Functional Behavioral Assessments.
  • School/Building Security systems.
  • Level I and Level II Sexual Incident Response Teams and Response.
  • Collaboration with mental health specialists including the addition of a district psychologist and behavioral specialists.
  • Suicide prevention and intervention practices.
  • Use of Marion County Family Support Advocates.