Program At A Glance
DAY 1 - MAY 13, 2020
DAY 1: May 13, 2020
7:30 AM - 8:30 AM
Guests arrive at the South Point Hotel Las Vegas Nevada and register. The registration desk will be open to everyone from 7:30am - 8:30am.
8:30 AM - 8:45 AM
8:45 AM – 9:45 AM
How Principals, School Resource Officials and School Security Officers can work Effectively Together
Examines the roles of the School Resource Officer and the School Security Officer and how they work in conjunction with the Building Administrator to provide a safe and healthy learning environment.
Having school security is primarily a prevention strategy. The whole concept is one of stopping trouble before it happens in order to maintain a safe and healthy teaching and learning environment for all.
School Security Officers (SSOs) are generally defined as those non-commissioned individuals employed by a school district, either as classified or contracted employees, to manage safety and security programs on school campuses. School Resource Officers (SROs), by contrast, are defined as commissioned law enforcement officers typically employed by law enforcement agencies and assigned to work in schools as part of an agreement with a school district. Whether your district employs an SRO or an SSO the material presented below will help to assist you, the Building Principal, to know the roles, duties and responsibilities of your security personnel and assist you in supervising their activities. If you do not employ either of these positions, the material will help you to understand what your role should be in providing for a safe and secure learning environment.
It is important to keep in mind that should a criminal activity occur on your campus. It is the police that are in charge and your role is to assist them in the completion of their duties.
KEYNOTE SPEAKER: Ron Woodruff
9:45 AM - 10:00 AM
10:00 AM - 10:30 AM
10:30 AM – 11:15 AM
Understanding of how psychological stress and trauma can negatively affect children and adults
A history of stress or trauma is common among children and adults involved in violent acts. About half of children and 70% of adults have been exposed to a traumatic event threatening life or injury and may be experienced directly or witnessed. Chronic toxic stress levels include repeated abuse, violence, neglect, poor nutrition, economic hardship and marital problems. These negative experiences cause alterations in brain architecture, and physiological organ function. These physical changes in turn compound the risk for emotional, behavioral, cognitive and physical problems in children and adults. Depression, anxiety, suicide, developmental delays, attention disorders, and memory problems are among the emotional and cognitive risks. Physical problems include increased probability for chronic illness such as heart disease, diabetes and infection lasting years after the stress has stopped. Understanding these brain changes helps explain why some are more resistant to psychological intervention alone. Further, therapeutic approaches only involve a little professional time each week and neglect other opportunities to support healing. Medications are not helpful for most patients, and many discontinue because of unwanted side effects.
SPEAKER: Dr. Tim Murphy
11:15 AM - 12:00 PM
Decolonizing Therapy: Mental health Resources
Decolonizing therapy seeks to deconstruct and reframe the way we view mental health and related services. Individuals will gain key insights to improve their mental health including radical self-care tips along with education and resources linked to mental health with a special focus on diversifying mental health to relate to everyone. As everyone has mental health and 1 in 4 individuals has a mental illness.
- participants will gain the ability to see theirs self-reflected in care through culturally relevant ways
- participants will learn how culture and ethnicity impacts mental health
- the impact of structural racism on mental health
- ways to stay sane in an oppressive society
- how to prevent stress-related chronic illness
SPEAKER: Ashley McGirt, MSW
12:00 PM – 1:00 PM
1:00 PM - 2:00 PM
The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99)
FERPA gives parents certain rights with respect to their children's education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are "eligible students.
"FERPA gives parents certain rights with respect to their children's education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are "eligible students."
Understanding FERPA can be a challenge for school officials. What is defined as 'Directory Information' and how does directory information differ from 'School Records'? What records can we share with Law Enforcement? Are School Resource Officers automatically considered 'School Officers' under FERPA? When does surveillance video from a school become a school record? When do FERPA rules not apply to school records? This informative session will help you navigate FERPA while maintaining the rights of students and help reduce your exposure to a FERPA violation.
SPEAKER: Gary L. Sigrist, Jr.
2:00 PM - 3:00 PM
3:00 PM - 3:15 PM
3:15 PM - 4:15 PM
Developing Threat Assessment Teams for Schools
A Threat Assessment Team conducts assessments on students that exhibit concerning behaviors or have made threats. The primary goal of the team is the safety of everyone at the school, but once that is achieved, they need to determine why the student is acting the way they are and what the team can do to address it. A Threat Assessment Team should adopt a multidisciplinary approach at problem solving. This will ensure that varying points of view will be represented and the access to information and resources will be broad. The team will also have to adopt a threat assessment model to determine the seriousness of the behavior or threat. When followed the guidelines should give the team an accurate picture of the student’s thinking, behavior and circumstances in their life. This will assist in identifying appropriate interventions.
Speaker: Micah Stoll
4:15 PM - 5:00 PM
School Safety 2-Stage Visitor Vetting Explored
This presentation will identify and explore practical protective, prevention, and mitigation measures in school safety visitor vetting. This workshop will introduce and explore factors and format of 2-stage visitor vetting. Topics to be discussed include CCTV coverage, force protection measures, lobby communication, school culture, and visitor vetting measures and policy. The recommendations provided in this presentation are based on this extensive best practice and life experience foundations.
Speaker: Garret Rain
* * * END OF DAY 1 * * *
DAY 2 - MAY 14, 2020
DAY 2: May 14, 2020
8:30 AM - 9:00 AM
Registration and Breakfast
9:00 AM - 10:30 AM
The Disaster Experience - Is your organization prepared for an active shooter emergency?
With the recent headlines related to workplace violence, destructive storms, industrial fires - is your organization prepared? This workshop, led by IMEG Corp.’s Senior Consultant for Security Assessment and Protective Services, will be an interactive tabletop activity where participants will work together to react to a simulated disaster scenario. A tabletop is discussion-based and not only helps participants familiarize themselves with the response process but teaches leaders how to gauge the effectiveness of the organization's emergency response practices.
10:30 AM - 10:45 AM
10:45 AM - 12:00 PM
Vaping In Our Schools & Community - Crisis Level
Vaping/E-Cig use in our schools is at a crisis stage. Some experts say that nicotine exposure during adolescence can cause addiction, impact brain development, and lead to sustained tobacco use as an adult. Some experts link e-cigarette and vaping to other health effects such as smoker’s cough, mouth sores, and even cancer. As school leaders, we need to educate teachers, parents, and students about the dangers of e-cigarettes and vaping. Schools also need to update discipline policies to reflect these new activities and increase monitoring of areas where it is likely to occur.
SPEAKER: Hector Molina
12:00 PM - 1:00 PM
1:00 PM - 2:00 PM
Responding to Autism: A Law Enforcement Approach
This program has been designed to provide students with basic understanding of Autism Spectrum Disorders and strategies for interactions with individuals with an Autism Spectrum Disorder. Over the years the number of individuals diagnosed with Autism Spectrum Disorders (ASD) has risen drastically, resulting in increased contacts with law enforcement. This training will show students how inappropriate responses by individuals with Autism Spectrum Disorders, such as lack of communication skills, aggressive behavior, and obsessive-compulsive behaviors can be reconciled. This can be done by identifying procedures that a law enforcement officer should/may employ when interacting with an individual with a disability, and identify the procedures a law enforcement officer should follow to ensure the safety and cooperation of a person with Autism Spectrum Disorder (ASD).
SPEAKER: Sergeant Stefan Bjes
2:00 PM - 3:00 PM
How to stop school rampage killing: Empirical lessons from averted mass shootings and bombings
This presentation will cover the findings and policy implications of Dr. Madfis' latest book, How to Stop School Rampage Killing: Lessons from Averted Mass Shootings and Bombings. This talk will discuss how we can understand and learn from the school rampage killings that have been prevented in order to avert similar tragedies in the future. Using data from in-depth interviews conducted with school and police officials (administrators, counselors, security guards, police officers, and teachers) directly involved in averting potential school rampages, Madfis finds that many common contemporary school violence prevention policies and practices are ineffective at preventing rampage attacks and may actually increase the likelihood of their occurrence. Rather than uncritically adopting such problematic approaches, Madfis argues that schools must model prevention practices upon what has proven successful in averting potentially deadly incidents. Thus, the many benefits of threat assessment, bystander intervention, and restorative discipline will be discussed.
SPEAKER: Eric Madfis. Ph.D
3:00 PM - 3:15 PM
3:15 PM - 4:15 PM
Stop the Bleed is a course supported by the American College of Surgeons and is intended to train the public to effectively help others and themselves if they are seriously wounded.
Speaker: Lori Gallion
4:15 PM - 4:45 PM
END OF THE CONFERENCE - CLOSING CEREMONY