District-Wide Safety Plan 2025-26

The Director of Safety & Security serves as Mesa Public Schools’ leader for all emergency preparedness, safety systems, and security operations. These policies and procedures also include threats by students against themselves, which include suicide. The multi-hazard response guides are reviewed by the District-Wide Safety Team to ensure content and consistency throughout the district. The detailed lists and floor plans are included in the confidential Building-Level Emergency Response Plans and are updated on an annual basis. However, these areas have been identified as having the most probable impact on district facilities or district boundaries should they have or create an emergency, such as natural gas lines, fuel tanks and chemical storage.

Principals have unique needs, leadership styles vary, and each school community has its own priorities. But aligning every school leader on one platform isn’t as simple as flipping a switch. Technologies that some people are eager to use and others ignore, which can lead to inconsistent training and delayed response times.

The Department has taken steps to address the needs of schools by providing substantial resources to support the challenging work of setting all students up for success and meeting their academic, behavioral, and mental health needs. The Department recognizes and appreciates school administrators, teachers, and educational staff across the nation who work to provide a safe, positive, and nondiscriminatory education environment for all students, teachers, and other school staff. All students deserve access to welcoming, supportive, and safe schools and classrooms. By building on and extending the existing research on including students with ESN in SWPBIS, we can help schools realize their potential for creating cultures in which all students are included and treated with dignity and respect.

• Collectively, course content and field-based experiences related to students with ESN and SWPBIS may influence the extent to which teachers plan and implement an inclusive continuum of behavioral supports offered through SWPBIS that meets the needs of all students within a school.
• Positive reinforcement plays a crucial role in fostering desirable behaviors among students.
• This can result in students with ESN failing to receive appropriate access to less intensive supports provided at Tiers 1 and 2.
• Putting teams together to act toward a safer and more secure learning environment is among the most meaningful work we do.

Seniority level

Stop the Bleed classroom kits, Classroom Lockdown buckets, “Go Bags” for school nurses, including AED’s, Classroom rosters, District wide radios, access to buses and evacuation sites. In the event of a catastrophic emergency (fire, building collapse, etc.) the evacuation of the building and the preservation of life is the only consideration. Such exercises will not include students without written consent from parents or persons in parental relation.

A. Post-Incident Response

Third, a critical feature of SWPBIS is a focus on providing a school-wide discipline system that includes a continuum of responses to challenging behavior as an alternative to traditional punishment-based and exclusionary consequences. For students with ESN, providing consistency across environments can not only prevent challenging behavior but also help foster successful skill generalization across school contexts (Stokes and Baer 1977). Second, the primary goal of Tier 1 is to create positive, safe, and predictable environments for all students across all school settings. The three-tiered preventive SWPBIS model is designed to ensure that each student receives the level of behavioral support needed to help ensure their success. Although research has demonstrated the effectiveness of a variety of behavioral interventions in inclusive, general education settings (e.g. Lory et al.2020; Walker et al.2018a; Watkins et al.2019), challenging behavior continues to be a commonly cited barrier to inclusive education for students with ESN (McCabe et al.2020; Walker et al.2018b).

Berlin Central School District’s 2025-26 District Wide Safety Plan

As students begin to evacuate, you step in to help, moving a student with disabilities to a stairwell with her class. Teachers in classrooms will be responsible for students in their classrooms. The Building-level School Safety Team will work to identify both internal and external hazards that may warrant protective actions, such as the evacuation and sheltering of the school population. At the direction of the Edwards-Knox School Districts Board of Education, the principals of each building appointed a Building-level School Safety Team and charged it with the development and maintenance of the School Emergency Response Plan. The Edwards-Knox School District supports the SAVE Legislation and intends to gambling facilitate the planning process. “Schools have direct contact with approximately 50 million students for at least 6 hours a day over a 13-year period and have a role in promoting social, physical, and intellectual development.”

For example, Kurth and Zagona (2018) investigated the accessibility of Tier 1 supports and activities (e.g. school-wide expectations and reward systems) for students with ESN from the perspectives of SWPBIS coaches. Further, failing to adapt SWPBIS lessons and visual supports (e.g. posters displaying school-wide expectations) and school-wide acknowledgement systems to ensure cognitive and physical accessibility for students with ESN may result in the insufficient inclusion of these students in SWPBIS (Hawken and O’Neill 2006; Snell 2006). By meaningfully including students with ESN in all aspects of SWPBIS design and implementation, schools can help foster an inclusive culture in which students with ESN are treated with dignity and respect by all staff and peers. As a school-wide model of PBS implementation, a primary mission of SWPBIS is to create safe, equitable, and inclusive school cultures to support positive social, behavioral, and academic outcomes for all students, including students with disabilities (). A hallmark of Tier 1 support, which all students receive, is the explicit teaching and acknowledgement of school-wide expectations across all school environments. School-wide Positive Behavioral Interventions and Supports (SWPBIS) is a framework for implementing evidence-based practices that designs and organizes educational environments to support desired behavior and prevent challenging behavior for every student, including students with disabilities (Horner et al.2017).