Safety and Security

As part of our effort to keep our schools as safe as possible, we have a two-pronged approach to safety:

1. Traditional School Safety and Security: Traditional safety and security focuses on things like standard response protocols, secure entrances, partnerships with law enforcement, lockdown buttons in each office, and more.
2. Violence Prevention: Violence prevention focuses on trusting relationships between students, staff, and administrators. Violence prevention includes crisis prevention, response, and de-escalation. Violence prevention also includes things like training for principals and administrators on violence prevention, screening for social, emotional and academic functioning, social and emotional learning, and anonymous reporting like See Something, Say Something and the Stop It App. 

Violence prevention focuses on building trusting relationships between students, staff, and administrators. Violence prevention also includes crisis prevention, response, and de-escalation. Violence prevention includes things like training for principals and administrators on violence prevention, screening for social, emotional and academic functioning, social and emotional learning, and anonymous reporting via systems like See Something, Say Something and the Stop It App.

Screening for Social and Emotional Functioning

We’d like to share more about some ways we will screen for social and emotional functioning this year in grades 7-12. Just like we screen for vision and hearing, this year we will be screening students for social, academic, and behavior risk. In grades 7-8, we will be using a tool called mySAEBRS (my Social, Academic, and Emotional Behavior Risk Screener). This screener is a tool for screening all students to identify those who are at risk for social-emotional behavior problems.

The Student Support Services team members at the school will then review the data from the screener along with additional data such as attendance, grades, discipline referrals, teacher report, etc. in order to determine which students would benefit from additional social-emotional interventions and supports. Based on available staffing and the services that are available, students at the secondary level who show need are offered options of services such as support groups, ongoing check-ins, skill-building sessions, or more formalized interventions such as Check & Connect or Check In/Check Out. These interventions are optional for the students. Parents/guardians are informed when the services are offered.

We are doing something similar at Roseville Area High School. In November, RAHS administered a survey in their ongoing effort to assess our students' strengths and weaknesses in their competencies in social and emotional health. You can find out more about our district’s standards for social and emotional health here. Students will access the survey using web-based software called Sown to Grow. It will be administered at the beginning and end of the school year to gather data that school staff can use to help identify areas for growth for our students in addition to their current mental health status. The survey typically takes 5-7 minutes for students to complete.

School Emergency Response Teams meet on a regular basis. Building level teams are responsible for developing and revising building emergency plans and procedures, training staff, conducting required drills, and responding to incidents. Each school’s Emergency Response Team is made up of staff in a range of roles, who also have specific duties for lockdowns, evacuations, and other safety procedures.

Some areas of focus for School Emergency Response Teams include but are not limited to:

• Supporting safety drills
• Responding to crisis situations 
• Following guidance from the District Crisis and Consultation Support Team
• Planning for emergency scenarios
• Conducting risk or threat assessments

At each school in our school district, we also have the following security measures in place:

• Secured entryways
• Sign in/sign out procedures
• Background checks
• School resource officers at RAMS and RAHS
• Student support teams

 

The primary function of the District Crisis Consultation and Support Team  is to provide consultation and support district-wide in the event of a crisis. Crisis is defined as any event or imminent event that causes persons to experience acute distress, hardship, fear, or grief. Any time such a condition exists for students and/or staff in any building within the district, the DCCST will be available to assist the school in implementing coordinated, systematic response.

This team is made up of social workers, counselors, nurses, and school psychologists and represents our elementary, middle, and high schools. In order to maintain the highest quality preparedness, the team is committed to ongoing training for themselves in current best practice.

Just like we screen for vision and hearing, this year will be screening students for social, academic, and behavior risk.

In grades 7-8, we will be using a tool called mySAEBRS (my Social, Academic, and Emotional Behavior Risk Screener). This screener is a tool for screening all students to identify those who are at risk for social-emotional behavior problems. 

The Student Support Services team members at the school then review the data from the screener along with additional data such as attendance, grades, discipline referrals, teacher report, etc. in order to determine which students would benefit from additional social-emotional interventions and supports.

Based on available staffing and the services that are able to be provided, students at the secondary level that show need are offered options of services such as support groups, ongoing check-ins, skill building sessions, or more formalized interventions such as Check & Connect or Check In/Check Out. These interventions are optional for the students. Parents/guardians are informed when the services are offered.

Circumstances may occur at the school that require families to pick up their students in a formalized, controlled release. This process is called a Reunification and may be necessary due to weather, a power outage, or if a crisis occurs at the school. The Standard Reunification Method is a protocol that makes this process more predictable and less chaotic for all involved. A reunification may occur at a different location than the school a student attends. If this location is another school, then those students may be subject to a controlled release as well.

Families may be notified in a number of ways. In Roseville Area Schools, most likely we would use our phone, email, and text message system that would send messages directly to families.

If a parent or guardian is notified that a reunification is needed, there are some expectations that parents or guardians should be aware of. First, bring identification. That will streamline things during reunification. Second, be patient. Reunification is a process that protects both the safety of the student and provides for an accountable change of custody from the school to a recognized custodial parent or guardian.

For students, the school asks that students be calm and quiet while waiting. Students may be asked to text a message to their parents or guardians. Students are also asked not to send other text messages either in or out of the school or reunification area. Keeping the cellular network usage at a minimum may be important during a reunification.

For parents/guardians, there are a couple of steps. If a parent/guardian is driving to the school, greater awareness of traffic and emergency vehicles is advised. Parents/guardians should park where indicated and not abandon vehicles. Parents/guardians are asked to go to the Reunification Check-In Area and form lines based on the first letter of their student’s last name. While in line, parents/guardians are asked to fill out a reunification card. This card is perforated and will be separated during the process. Some of the same information is repeated on both the top and separated bottom of the card and parents/guardians are asked to complete all parts of the card. In the case of multiple students being reunified, a separate card for each student needs to be completed. The card is separated and the bottom half given back to the parent/guardian. From the Reunification Check-In Area, parents/guardians are directed to the Reunification Area. There, a runner will take the bottom half of the card and take it to the Student Assembly Area to get the student or students. 

In some cases, parents/guardians may be advised that a law enforcement investigation is underway and interviews are necessary.

Crisis recovery starts with the crisis, not after. Without a plan to reunite students and their families, we could exacerbate the stress and potential trauma of the crisis itself. We want our families to know that we have a Reunification Plan of Action, with the hope that we never have to use it. 

Roseville Area Schools has implemented the Standard Response Protocol  as a part of our school safety plans. The Standard Response Protocol is a set of research-based actions/drills designed to prepare students, staff, and parents for emergency situations. It is based on the response to any given situation. 

SRP demands a specific vocabulary. The premise is simple. Five specific actions — Hold, Secure, Lockdown, Evacuate, Shelter — can be performed during an incident. When communicating these, the action is labeled and is then followed by a directive.

When there is a HOLD, students will remain in the classroom and we will continue teaching and learning. It’s business as usual. A "hold" is the protocol used when hallways need to be kept clear. The purpose of a hold can be for a medical emergency or fight but it can also be due to a need for privacy. When a hold is called there is not an active threat.

When there is a SECURE, students should get Inside and lock outside doors. We call a “secure” when there is a threat outside the building. No one in or out when we are in “secure”. This is protocol used to safeguard people within the building and it will replace the term lockout. Lockout is a term we are moving away from because it can easily be confused with lockdown.

When there is a LOCKDOWN, it means locks, lights, out of sight. We will lock the doors, turn off the lights and get out of site. This is the protocol used to secure individual rooms and keep occupants quiet and in place due to a threat inside the building. It’s also important to note that we do need to practice lockdown drills each year. The state of MN requires all schools to do fie lockdown drills each year. If you come to the school and the school is in “secure” or “lockdown” , you will see posted graphics on the doors that are preprinted. For the safety and security of the building during a “secure” or “lockdown” no one is allowed in and no one is allowed out.

When we EVACUATE, we would leave the building. This protocol is used to move people from one location to a different location in or out of the building.

If we were to SHELTER, it means there is a hazard and staff would lead students in the safety strategy.

Officer Warsame: Fostering Safety and Community at Roseville Area High School

Abdi Warsame is more than just a school resource officer (SRO) at Roseville Area High School. He's an example of positivity, a mentor, and a trusted figure within the school community. With a passion for law enforcement and a dedication to building relationships, Warsame embodies the values of safety, support, and inclusivity in his role.

Warsame grew up in the Twin Cities area, he was inspired by the SRO at his high school. "He showed us the positive side of law enforcement and taught us about the SRO position," Warsame explained. "I knew from that point on I wanted to be an SRO and have that same positive impact on the younger generation."

After joining the Roseville Police Department in 2018, Warsame went through training tailored to his SRO role. From basic courses to advanced sessions, he honed his skills to ensure he could effectively navigate the unique challenges of a school environment.

His primary responsibilities as an SRO are multifaceted, encompassing school safety, relationship-building, crime prevention, and mentoring. Warsame ensures the security of students, staff, and families while actively fostering positive connections within the school community.

A typical day for Warsame starts early, with him arriving at school before students to position himself at the entrance, ready to greet students with a friendly smile. Throughout the day, he engages with students during passing times and lunches, offering support and building rapport. In quieter moments, he focuses on administrative tasks or meets with parents and staff to address concerns or provide guidance.

Warsame's approach to relationship-building is grounded in visibility, positivity, and genuine interest. By being accessible, friendly, and actively participating in school events, he fosters trust and connection with students, staff, and families alike. Through these efforts, he aims to break down barriers and show the human side of law enforcement, ultimately bridging the gap between police and the community.

For Warsame, the most rewarding aspect of his role is the opportunity to interact with students and demonstrate the positive aspects of law enforcement. By engaging with students on a personal level, he hopes to dispel stereotypes and foster understanding, laying the groundwork for meaningful relationships built on mutual respect and trust.

However, Warsame acknowledges that building these relationships can be challenging. "The biggest challenge as an SRO is building relationships with students," he says. "It takes time for students to open up to SROs. When you are a new SRO, students only see the uniform."

To students and families, Warsame offers simple yet powerful advice: prioritize open communication, respect, and inclusivity. By fostering a culture of understanding and support, everyone plays a role in promoting a safe and welcoming school environment where every individual feels valued and respected.

It is a shocking fact that firearms are the leading cause of death for American children and teens, and, in Minnesota, they are the second leading cause of death. It is important to remember that it is always an adult responsibility to assure children and teens are kept safely away from guns. This means that all guns are locked, unloaded, and stored separately from ammunition. Curious or impulsive kids who come across an unsecured gun cannot be trusted to act safely because with guns, a bad decision can quickly become a fatal decision.

The good news is that there are ways we can all work together to prevent gun tragedies involving children and teens. You can help promote safe gun storage in the homes of your students through the Be SMART for Kids program. The Be SMART for Kids program, a national education and awareness program promoting responsible gun ownership and reducing child gun deaths, focuses on five simple steps to help prevent shootings by children and teens:

S Secure all guns in homes and vehicles,

M Model responsible behavior around guns,

A Ask about the presence of unsecured guns in other homes,

R Recognized the role of guns in suicide and,

T Tell others to Be SMART!

For more general information about the Be SMART for Kids program and ways you can take an active role in sharing this gun safety message with your students’ families, please visit www.besmartforkids.org.

Together, we can work to keep children and teens safe from the tragic outcomes that come when they access guns and shoot themselves or others. Learn to Be SMART for Kids!