Safe Schools: A Planning Guide for Action. CDE Press, California Department of Education. Sacramento.
Book Store

California Department of Justice and California Attorney General.
(August 2000) . Law in The School: A Guide for California Schools, School Safety. Personnel and Law Enforcement. Sixth Edition. California Department of Education
Book Store

Beane, Allan L. (1999). Bully Free Classroom: Over 100 Tips and Strategies for Teachers K-8. Free Spirit Publishing, Minneapolis, Minn.
Book Store

Jones, Alanna. (1998). 104 Activities that Build: Self-Esteem, Team Work, Communication, Anger Management, Self-Discover, and Coping Skills. Rec Room Publishing, Richland, Washington
Book Store

Government Pamphlets available on-line from the internet and a copy has been placed on reserve in the library.
O’Toole, Mary Ellen. (July 1999). The School Shooter: A Threat Assessment Perspective by the Critical Incident Response Group, National Center for the Analysis of Violent Crime, FBI. FBI Academy, Quantico, VA 22135
www.fbi.gov - - click on Library & Reference

Sampson, Rana. (March 2002). COPS Problem — Oriented Guides for Police Series, No12: Bullying In Schools. Ofice of Community Oriented Policy Services. U.S. Department of Justice, Washington D.C.
www.cops.usdoj.gov - click on New Publications

Office of Juvenile Justice and Delinquency Prevention. (December 2001) Law Enforcement and Juvenile Crime. Juvenile Offenders and Victims: National Report Series Bulletin of December 2001. U.S. Department of Justice, Office of Juvenile Justice and Delinquency Prevention, Washington D.C. NCJ #191031
www.ojjdp.ncjrs.org - click on Publications, click on alphabetical list

Course Description:

Critical examination of the interface between schools and crime prevention programs. Specific areas of inquiry will include the link between school failure and delinquency, the incidence and prevention of violence in schools, and the impact of gangs, drugs, and guns on school crimes and violence. Designed specifically for future teachers.

Purpose or Objectives of the Course:
1. To describe the ways in which violence becomes a problem in schools.
2. To survey curriculum and school programs designed to end or reduce school crime and violence.
3. To describe strategies for preventing gangs, drugs, guns, and shootings in the schools.

Expectations of Students:

1. Attendance and participation in the classroom.

2. Read all assigned material and participate in a lecture-discussion format.

3. Completion of all exams as the time they are scheduled.

4. Completion of student assignments and group project assignment by due date.

Grading:
A. Hour Exam I (multi-choice)                                          50 points
B. Hour Exam II (multi-choice)                                         50 points
C. Final Exam (essay -- in class)                                       100 points
D. Exercise: Juvenile Crime Data                                       50 points
E. Exercise: Web Assignment: Safe School pages             50 points
F. Group Project Assignment and Presentation                  200 points
                                                                                           500 points

Standard Deviation +3 to +2 A
Standard Deviation +2 to +1 B
Standard Deviation +1 to -1 C
Standard Deviation -1 to -2 D
Standard Deviation -2 to -3 F
Please note: Your letter grade for the course is based upon your total accumulation of points. A perfect score would be 500 points. An average score would be half of this or 250 points. Your letter grade will not be known until the final class points mean is computed and then placed into a grade curve (based upon standard deviation units). Remember: You will not get letter grades during the course (you accumulate points). The plus and minus grading option will not be used in this course.

Make-up Exams:

With appropriate documentation, such as any of the following, a student may take a missed hour exam:

All perspective criminal justice students fall under a Code of Ethics. For future police officers the IACP (International Chiefs of Police) has a code and for juvenile and corrections the American Correctional Association (ACA) has one. Sociologists also have a well-developed code of ethics. Plagiarism violations (the incorporation of another’s work into your own without citation of the source) are part of these codes. When you apply to work in the criminal justice system, pre-investigators do a background check including talking with your criminal justice professors. Don’t be caught plagiarizing. Plagiarism is a violation of the student code of ethics. If in doubt, cite the source(s).

Attendance:

Good scholars are good class attenders. Much of the material on exams is from class lectures and not in your book(s). Classroom attendance and class participation can help to make the difference from a marginal grade moved upwards toward a better grade. Students are expected to attend 80% of all classes. Students who miss 4 or more classes on a Tuesday-Thursday schedule or who miss 6 or more classes on a Monday-Wednesday-Friday schedule will have their grade lowered.

Electronic Devices:

Please turn off all cell phones and pagers during class.

Group Project and Presentation: Lesson Plans

You are (with a division of labor within your group) to develop a classroom curriculum lesson plan(s) on one of the topics below. Groups are to produce a 25 page paper that must be handed in at the time of your group presentation. This paper is to be double-spaced (typed) and have at least 7 bibliographical references, not including your textbook, encyclopedia or dictionary. Please use APA style for citations and bibliography. Only three of these referenced (citations) may come from the Internet.

Curriculum Project Topics: (Suggested Lesson Plan Topics)

Shock therapy for juveniles (including School Based Boot Camps) in the schools

Risk identification of students/tracking and follow-up programs

After-care, after school anti-violence, anti-gang programs

Bullying and aggressive behavior in schools and programs to prevent

Anti-truancy — Delinquency school programs and programs to prevent

Stop the violence programs in schools, and curriculum examples

Police programs in the school (other than NASRO)

G.R.E.A.T. / G.R.I.P./ D.A.R.E. or other such anti-gang, anti-alcohol programs and lesson plans in the schools

PART I of Paper

Give history, data, and background of the topic. Why is it critical? List your objectives and goals that you hope to accomplish through a curriculum lesson plan program(s).

PART II of Paper

Give examples and details of two or three curriculum lesson plan programs either now used or that you and your group have designed to address crime prevention and reduction of crisis and violence in the school on these topics above. Discuss pros and cons of such a program(s) along with details of how the curriculum program(s) will be carried out. Who will teach it, when will it be taught, and materials needed. (Attach examples, if needed, in the appendix). Note: You may attach supporting material in the appendix such as coloring book, text book, media material and/or bulletin board displays.

APA Reference Web Sites:

APA style essentials

NMSU Library

Electronic Reference Formats

Recommended by American Psychological Association

APA Citations (Webster University)

http://www.library.uscu.edu/library/ref/instruction/refguides/apa.html

USCS Library Reference System

APA Style Citations and References

Working in a Group:

Please note the class schedule for dates due for group presentations. All students are expected to take part in a group presentation. Released class time will be made available for group meetings. All students are expected to attend group meetings and do their share of the work within their group.

A group evaluation by the instructor will be made for each group and each group member will evaluate him/herself and all other members of his/her group. A combination of the instructor’s ranking (up to 50 points) and a peer group number ranking (up to 50 points) will be made in order to determine a group grade. If you have low points, here is a chance to improve your score by helping the group do an excellent paper and presentation.

What was school like when you went to grade school?

First Day of School - Expectations of School

School Demographics: How many schools - Teachers

Characteristics of Schools -- Different Types -- School Culture and Type of Community
Schools Problem or a Community Public Health Problem

PARENS PATRIAE

Average Daily Attendance (ADA): Compulsory Attendance

Grades 1 through 8 — the six year old

Kindergarten / High School / Middle Schools (Jr. Highs)

Mass Education: Can Johnny Read?

War on Literacy

Push for a High School Degree

Holding Power of Schools: 8^th Grade Drop Outs

Delinquency and Delinquents

In Loco Parentis

Truant Officers

Influence of Community, Parents, and Peers (Travis Hirschi and others)

Community Networking -- Getting Service Providers Together

Reading: Law in School, Chapter 2 School Attendance

Affluent Youth — Time and Money to Burn

Drive Inn Movies — Teenage Beach Parties — Surfing

Violence on T.V. and the Movies

Rock and Roll / Teenage Music / MTV

After-School Extra-Curricular Activities

Mall "Speak" and Mall Culture

Malls / Video Games — Teaching Kids to Kill

MTV Jackass and World Wrestling Federation (WWF)

Cruising / Boredom — Nothing to do (or eat)

The Juvenile Systems: Different Languages

Focus on the Adult System

Going to Adult Prison

Juvenile Options in Incarceration

Reform Schools — Institutionalization

Elmira — A new model for boys and reform schools

Juvenile Court - Illinois Model 1899

California Law in the Schools

Workings of Juvenile Court

Steps in a police arrest —"Custodial Detention"

Probable Cause — How it Builds —What Is It?

Reasonable Suspicion — But Beyond Mere Hunch

Reasonable Scope of Search

Booking into Jail
Miranda Warning — When Are You Under Arrest?
Preliminary Hearing

California Law in the School

Search and Seizure (property and/or persons)

Detainment/Detention of Students

Locker Searches

Body Searches

Disciplining Students

Limits of Discipline

Use of Police for Search

Metal Detections

Drug Testing

Seizure of Weapons — Drugs

Arrest by Police Officer

Arrest by Teacher (citizen arrest)

Reading: Law in the School, chapters 1,3,4,6 and 7

Due Process and Student Rights

In re Gault

Juvenile Miranda Warning

Corporal Punishment: in loco parentis

Suspension and Expulsion

Test of Reasonableness

Confidentiality of Student Records

Access to Student Records

Liability for teachers and administrators

Negligence — simple and gross

Duty to Care

Negligent Care and Supervision

Liability for Injury

Liability and Civil Law Torts

Unit #7 cont. Reading: Law in the Schools, chapters 4 and 7

What Age Try as Adult?

Capital Punishment: Review by Court

The Move to Get Tougher with Juveniles

Nathaniel Abraham (one of the youngest to be charged as an adult with murder)

Boot Camps
High School Over-Night Lock-Ups
The Maury Show and Pop-TV Boot Camps

Hudson Dusters

Street Corner Gangs — Chicago Studies

Hell’s Angels and Biker Gangs

Bloods (Piru Street Bloods of Compton, Calif.)

Prison Gangs — Illinois Gangster Disciples — Latino Prison Gangs

California Gangs: Nortenos versus Surenos

Larry Hoover: Run for political office in Chicago

Broken Windows — James Q. Wilson

Trench Coat Mafia — Columbine High School

G.R.E.A.T. / G.R.I.P.

KKK - David Duke

Aryan Nation

Hispanic and Asian Gangs

ZOG’s and Militias (2^nd Amendment and Tim McVeigh)

William L. Pierce — Turner Diaries

Mathew Hale — World Church of the Creator

Jewish Defense League

Southern Poverty Law Center - Morris Dees

Cyberhate Recruitment of Youth

1936 Movie: Reefer Madness

Marijuana Experimentation and Use

Cocaine

LSD - Hippies - Rolling Stones - Timothy Leary

Meth and Meth Labs (California in the highest)

Unit #13 cont. School Drug Free Zones

"Just Say No" - Drug Free Programs

Rave Parties

Spring Proms and Drinking

Ease of Access to Alcohol (beer and wine)

DUI and Teenagers

Binge drinking

Drinking and Driving Prevention Programs

Juvenile Murders and Murder Rates

Carrying a Gun to School

Ease of Access — "STRAWS"

Eddie Eagle - NRA Program

Gun Buy Backs - Toys R Us

"My Daddy has a Gun in the House"

Juvenile Citations

Locking Up Juveniles with Adults

Police Custody of Juveniles / Miranda — Parent or Guardian must co-sign

Juvenile Justice Delinquency Prevention ACT (JJDPA - 1974)

OJJDP — Office of Juvenile Justice and Delinquency Prevention

Truancy Police

Test of Wills: Who Wins — Cops or Juveniles?

School Crimes and Trends
Juvenile Crimes of Violence — Drive by Shootings — Access to Guns and Other Weapons
California Reporting of School Crime (one of the few states)

Recidivision

Graduation to Tougher Crimes

Reading: Law Enforcement and Juvenile Crime, NCJRS NCJ #191031

Dr. James Fox - 1% Theory

Alfred Blumstein — American Grows Older

Juvenile Demographics: Increasing or Decreasing?

Another Juvenile Wave of Crime or Mellowing Out (too old for gangs?)

Bullying and Teasing (Data from England and Wales)

American Schools Treat Bullying More Seriously

Unit #19 cont. Reading: Bully Free Classroom: Over 100 Tips and Strategies for Teachers

Fear of Crime and Violence — Paralyzing Effect

What Did Schools Learn?

What Did Schools Miss?

Places of Violence in the School: Physical Inventory of the School Building

Trouble on the School Bus

Reducing the Violence

State Programs on Reducing School Violence

After Care School Based Programs and Juvenile Justice

U.S. Annual Report on School Safety, 1998, 1999, 2000

California Safe School Programs

California State Department of Education Materials

California Attorney General Materials

Other State’s Safe School Web-Sites

FBI: The School Shooters: A Threat Assessment Perspective

Secret Service: Safe School Initiative

IACP: Guide for Preventing and Responding to School Violence

California Senate Bill 187 Compliance and Procedures

Print: FBI Shooter and Secret Service Safe School Initiative Reports and State

Web Page on Safe Schools Plan

Complete Web Page Assignment

Threats and Assessment Scaling: Places of Violence

How to Conduct a Safe School Assessment

IACP: Guide for Preventing and Responding to School Violence

Reading: CDE Safe Schools: A Planning Guide for Action

Jonesboro

Other School Shootings

Review of School Shootings

Security Technology and Security Levels

Mental Health and Violent Kids: Can You Spot These Kids

F.B.I. Report: The School Shooter: A Threat Assessment Perspective

SWAT Teams and Schools

Day of Shooting: What to do/What not to do

Different Types of Safe School Plans and Security Approaches

School Resource Officers: TRIAD Model

National Association of School Resource Officers (NASRO)

Houston Independent School District Model

Police Programs in the Schools:

Stranger - Danger / DARE / G.R.E.A.T.

Other Police Programs

Are Schools Becoming a Prison — Rush to Find Simple Solutions

Quality of Life List: Disorder and Fear

S.A.R.A. Model — Scanning (S), Analysis (A), Response (R), Assessment (A)

Charlotte — Mecklenburg High School Project

Student - Police Program Solving

Increased Irritability or Agitation

Poor Self-Esteem or Guilt

Low Enthusiasm, Low Energy Motivation

Recurring Thoughts of Death or Suicide

"Acting-Out"

Role Playing

Focus Groups

Abuse and Anger

Sampling of Curriculum Programs for Grades K through 12

Promising Programs

ESSAY: PICK FROM 3 OF 5 QUESTIONS

(Note: Essay Questions Reflect Main Themes of the Course)

DURING FINAL EXAM WEEK
 
 

Mon June 17 Introduction/Requirements/Unit #1 and Unit #2

Tu June 18 Unit #3 and Unit #4

Wed June 19 Unit #5 and Unit #6

Th June 20 Unit #6 cont.

Mon June 24 Unit #7 and Unit #8

Tu June 25 HOUR EXAM I (TENTATIVE) Unit #1 through Unit #8

Wed June 26 Unit #9 and Unit #10

Th June 27 Unit #11 and Unit #12

Mon July 01 Unit #13 and Unit #14

Tu July 02 Unit #15 and Unit #16

Wed July 03 Unit #16 cont. and T.B.A.

Th July 04 INDEPENDENCE DAY — NO CLASS

Mon July 08 Unit #17 and Unit #18

Tu July 09 Unit #19

Wed July 10 HOUR EXAM II (TENTATIVE) (Units 9 through Unit 19)

Th July 11 Unit #20 and Unit #21

Mon July 15 Unit #22 and Unit #23

Tu July 16 Unit #24 and Unit #25

Wed July 17 Unit #25 cont. and Unit #26

Th July 18 Unit #27

Mon July 22 Group Preparation

Tu July 23 Group Project Presentations

Wed July 24 Group Project Presentations

Th July 25 FINAL EXAM

Wed Sept 04 Introduction/Requirements/Unit#1

Fri Sept 06 Unit #2

Mon Sept 09 Unit #2 cont.

Wed Sept 11 Unit #3

Fri Sept 13 Unit #4

Mon Sept 16 Unit #5

Wed Sept 18 Unit #6

Fri Sept 20 Unit #6

Mon Sept 23 Unit #6 and Unit #7

Wed Sept 25 Unit #7

Fri Sept 27 Unit #8

Mon Sept 30 HOUR EXAM I (Units #1 through Units #8)

Wed Oct 02 Unit #9

Fri Oct 04 Unit #10

Mon Oct 07 Unit #11

Wed Oct 09 Unit #12

Fri Oct 11 Unit #13

Mon Oct 14 Unit #14

Wed Oct 16 COLUMBUS DAY — NO CLASS

Fri Oct 18 Unit #15

Mon Oct 21 Unit #16

Wed Oct 23 T.B.A. — Unit #16

Fri Oct 25 Unit #17

Mon Oct 28 Unit #18

Wed Oct 30 Unit #19

Fri Nov 01 Unit #19

Mon Nov 04 HOUR EXAM II (Unit #9 through Unit #19)

Wed Nov 06 Unit #20

Fri Nov 08 Unit #20 and Unit #21

Mon Nov 11 VETERAN’S DAY — NO CLASS

Wed Nov 13 Unit #22

Fri Nov 15 Unit #23

Mon Nov 18 Unit #24

Wed Nov 20 Unit #25

Fri Nov 22 Unit #26

Mon Nov 25 Unit #27

Wed Nov 27 Group Preparation

Fri Nov 29 THANKSGIVING HOLIDAY — NO CLASS

Mon Dec 02 Group Project Presentations

Wed Dec 04 Group Project Presentations

Fri Dec 05 Group Project Presentations

Mon Dec 09 Group Project Presentations