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What are the strengths and gaps in the District Safety Plan based on the scenario.

School Safety Assessment

Description and its use in the program

Description: This is a state-wide common assessment that evaluates candidates’ abilities to analyze a complex school safety incident within a hypothetical scenario. The assignment is divided into three sections: A. Crisis Response, B. Crisis Management, and C. Crisis Reflection and Planning. In Section A, candidates analyze a crisis scenario and prioritize a response. In Section B, candidates assess the crisis situation and prioritize management tactics. In Section C, candidates reflect on the crisis response and advocate for resources, policy, and practice to improve emergency preparedness and response.

Use in Program: This assessment is designed to provide future administrators with the skills necessary in analyzing school data and developing school improvement plans based on the results of that analysis.

Purpose

The purpose of this assessment is to evaluate candidate’s ability to utilize problem-solving and planning to assess, respond, and manage a crisis. The purpose of the assessment further assesses the candidate’s ability to reflect and evaluate existing policy and practice in order to improve emergency preparedness and response and advocate for needed resources.

Administration

This assessment is designed to be administered towards the end of the program’s progression.

Content of the Assessment

STANDARD KEY ELEMENT ELEMENT DESCRIPTION
CAEP 1.1 Dispositions Application of professional dispositions, laws and policies, codes of ethics, and professional standards appropriate to the field of specialization
CAEP 1.1 Data Analysis Employment of data analysis and evidence to develop supportive school environments
NELP 6.1 Program completers understand and demonstrate the capacity to evaluate, develop, and implement management, communication, technology, school-level governance, and operation systems that support each student’s learning needs and promote the mission and vision of the school.
NELP 6.2 Program completers understand and demonstrate the capacity to evaluate, develop, and advocate for a data-informed and equitable resourcing plan that supports school improvement and student development.
NELP 6.3 Program completers understand and demonstrate the capacity to reflectively evaluate, communicate about, and implement laws, rights, policies, and regulations to promote student and adult success and well-being.
PSEL 9a Institute, manage, and monitor operations and administrative systems that promote the mission and vision of the school
PSEL 9d Are responsible, ethical, and accountable stewards of the school’s monetary and non- monetary resources, engaging in effective budgeting and accounting practices
PSEL 9h Know, comply with, and help the school community understand local, state, and federal laws, rights, policies, and regulations so as to promote student success

Scoring

The rubric is based on a 4-point scale (1-2-3-4), with a target score of 3. Candidates need not score a “3” in each criterion but need a composite score of 75% (30 points).

Maximum Points Possible

Maximum available points for the assessment: 40

SCHOOL SAFETY

1. Assessment Description: This is a state-wide common assessment that evaluates candidates’ abilities to analyze a complex school safety incident within a hypothetical scenario. The assignment is divided into three sections: A. Crisis Response, B. Crisis Management, and C. Crisis Reflection and Planning. In Section A, candidates analyze a crisis scenario and prioritizes a response. In Section B, candidates assess the crisis situation and prioritize management tactics. In Section C, candidates reflect on the crisis response and advocate for resources, policy, and practice to improve emergency preparedness and response.

2. Alignment of Assessment with Standards: This assessment is aligned to the following NELP Standards and Components.

· Standard 6: Operations and Management. Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to improve management, communication, technology, school-level governance, and operation systems to develop and improve data-informed and equitable school resource plans and to apply laws, policies, and regulations.

· Component 6.1, PSEL 9a. Program completers understand and demonstrate the capacity to evaluate, develop, and implement management, communication, technology, school-level governance, and operation systems that support each student’s learning needs and promote the mission and vision of the school.

· Component 6.2, PSEL 9d. Program completers understand and demonstrate the capacity to evaluate, develop, and advocate for a data-informed and equitable resourcing plan that supports school improvement and student development.

· Component 6.3, PSEL 9h. Program completers understand and demonstrate the capacity to reflectively evaluate, communicate about, and implement laws, rights, policies, and regulations to promote student and adult success and well-being.

Purpose of the Assessment:

The purpose of this assessment is to evaluate the candidate’s ability to utilize problem-solving, analysis, reflection, and planning to respond and manage a school safety crisis and consequently reflect on the incident to critique policy and practice in order to plan and advocate for improved crisis response.

Directions to Candidates:

Begin the assessment by reading through the safety scenario, Parts A, B, and C, and carefully review the assessment rubric. Familiarize yourself with the resources provided in the Resource section below. You may refer to the resources in your assessment response. Write a narrative response answering the questions associated with Parts A, B, and C of the assessment using your knowledge of NELP Standard 6 and the standard components 6.1, 6.2, and 6.3 and the associated PSEL standard 9, specifically 9a, 9d, and 9h. Your response should include research references of effective practices in the area of school safety and management and should demonstrate understanding and application of NELP standard components 6.1, 6.2, and 6.3 and PSEL standard 9, specifically 9a, 9d, and 9h.

Resources:

Mississippi Department of Education Office of Safe and Orderly Schools

https://mdek12.org/OSOS/Home

Pupil Transportation

https://mdek12.org/OSOS/PT

School Bus Safety

https://www.mdek12.org/OSOS/SBS

Mississippi Public School Accountability Standards 2019

https://mdek12.org/sites/default/files/mississippi_public_school_accountability_standards_2019.pdf

National School Transportation Association

http://www.yellowbuses.org

American School Bus Council

http://www.americanschoolbuscouncil.org

Checklist for School Safety Narrative Response

1. Generate a narrative response (Six- to eight-page maximum, double-spaced, APA format with a minimum of four resources)

2. Review entire safety scenario, associated questions, and Key Considerations.

3. Review rubric indicators and performance levels; Meets Expectation is the required performance level.

4. Part A: Crisis Response – Review the scenario and respond in narrative format to the two questions addressing the Key Considerations noted and Part A rubric criteria.

5. For Part B: Crisis Management – Review the scenario and respond in narrative format to the two questions addressing the Key Considerations noted and Part B rubric criteria.

6. For Part C: Crisis Reflection and Planning – Review the scenario and respond in narrative format to the two questions addressing the Key Considerations noted and Part C rubric criteria.

7. Utilize state and national resources as references for responses.

10

Revised Feb 24, 2020

SCHOOL SAFETY ASSESSMENT

Scenario – School Bus Crash

Part A: Crisis Response (NELP 6.1)

You are a principal of a public middle school in rural Mississippi. It is 3:30pm on a Thursday in February. School released at 3:05pm and freezing rain began falling at 2:30pm.

The district’s central office administrative assistant just called and said she just received a report that Bus #10 has been involved in a crash. Initial reports indicate the bus slid off of a gravel road into the ditch, then overturned. She reminded you the superintendent went with the high school principal to a state training and was not answering her phone.

Questions:

1. What are the three most important considerations at this time?

2. How will you coordinate responding agencies?

Note: Use state and national resources to formulate your critique.

Key Considerations

· Situation Assessment

· Setting Control

· Emergency Response

· Accountability to Stakeholders

· Coordination of Resources

Part B: Crisis Management (NELP 6.3)

One of your teachers who was driving home came upon the accident. She reports to you that emergency vehicles are on the scene, and some students have exited the bus through the emergency exits. Other students and the driver are still inside the bus, and the extent of injuries is not known. The teacher reports some students are standing on the road at this time, and many are texting their friends and posting pictures of the bus on social media.

Questions:

1. What are the three most important considerations at this time?

2. How will the school provide information to those at the scene and calling the school?

Note: Use state and national resources to formulate your critique.

Key Considerations

· Accounting for all Students

· Ethical, Legal, and Equity Concerns

· Scene Control and Student Safety

· Injury Assessment and Response

· Uninjured Student Transportation

· Release Procedures

· Rumor Control

· Communication

Part C: Crisis Reflection and Planning (NELP 6.2)

Following this emergency, what will you do to advocate for resources to assist in effective management of similar future incidents?

Questions:

1. What are the three most important considerations at this time?

2. What are the strengths and gaps in the District Safety Plan based on the scenario.

Note: Use state and national resources to formulate your critique.

Key Considerations

· Reunification

· Resources

· Collaboration

· Public Information

· Psycho-social Support

· District Safety Plan Critique

Rubric: School Safety Assessment

Criteria Exceeds Expectations (4) Meets Expectations (3) Approaching Expectations (2) Does not meet expectations (1)
Part A

Candidates analyze emergency situations to identify strategic and tactical challenges and enact policies and practices for emergency response

(NELP 6.1; PSEL 9a; CAEP 1.1 Dispositions, laws, and policies)

Candidate’s response analyzes the situation by justifying for challenges, justifies key considerations, and prioritizes key response actions impacting all parties.

Emergency response includes contingencies.

Candidate’s response analyzes the situation, justifies key considerations, and prioritizes key response actions impacting all parties. Candidate’s response describes the situation missing key considerations, and fails to prioritize key response actions impacting all parties. Candidate’s response describes the situation.
Part B

Candidates demonstrate capacity to assess, manage, and monitor the emergency response

(NELP 6.3; PSEL 9h; CAEP 1.1 Dispositions, laws, and policies)

Candidate’s response assesses the situation by addressing key considerations and constructs a prioritized implementation plan to manage the emergency; based on legal, ethical, and equity considerations, modification to policy is proposed Candidate’s response assesses the situation by addressing key considerations and constructs a prioritized implementation plan to manage the emergency; plan includes legal, ethical, and equity considerations Candidate’s response describes the situation missing key considerations and lists a plan to manage the situation. Candidate’s response fails to construct a manageable plan.
Part C

Candidates demonstrate the capacity to advocate data-informed and equitable resourcing needed for future emergency response

(NELP 6.2; PSEL9d.; CAEP 1.1 Data analysis)

Candidate’s response describes key considerations and evidence-based practices; discussion extends beyond physical needs; recommends modifications to policy and operational systems based on district plan critique; response includes a plan for engaging stakeholders in collaborative change. Candidate’s response describes key considerations and evidence-based practices; discussion extends beyond physical needs; recommends modifications to policy and operational systems based on district plan critique Candidate’s response describes key considerations

and recommends modifications to policy and operational systems.

Candidate’s response fails to recommend justifiable modifications for improvement.

 

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