School Security Part 1

By Michael D. King

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CONTENTS
Overview School Building Security Supervising the Outside Parameters of the Building Posting Notification Signs Trespassing Protective Lighting Traffic Control and Parking Lot Supervision Vehicle Identification System Securing Building Entrance Points Securing Portable Buildings Securing Windows and Classroom Doors Placing Video Cameras at Critical Locations Controlling Access to Building Keys Establishing Efficient Communication Systems Establishing a Uniform Visitor Screening Procedure Student Identification School Uniforms How School Uniforms Promote Pride and Safety Personnel Identification Implementing a Personnel Identification System Student Searches Searches for Weapons and Drugs The Meaning of “Reasonable Suspicion” Performing Effective Student Searches Search of School Property Student Vehicle Searches Metal Detectors Drug Sniffing Dogs Assessing School Security Measures School Building Security Assessment Profile 3 5 6 6 7 8 9 10 12 13 14 16 18 20 21 22 22 25 26 29 29 31 33 34 36 37 38 41

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A PRACTICAL GUIDE TO SAFE, AND SECURE SCHOOLS
This book is divided into two major sections. Section one, “School Building Security,” provides school safety planners with an overall program for securing their school facilities. It provides policies and procedures necessary for securing both internal and external building security. The author has provided short rationales for each policy and the necessary forms for their implementation. The section concludes with a valuable assessment tool that save school planning committees can use to evaluate the present level of building security and provides a reference point for future security planning. Section two, “Developing a Crisis Management Plan” provides policies and procedures necessary to prevent and react to school threats, emergencies, and evacuations. The section is divided into two parts: those crisis situations that require evacuation and those crisis situations that require taking shelter. Both sections are important parts of a comprehensive crisis management plan in any school, but to be most effective, the policies and procedures must be tailored to meet the individual school’s needs. The end result will be a comprehensive safe school plan that will help guide individuals within the school setting to become cognizant of safety practices. OVERVIEW Unfortunately, in recent years, many difficult challenges have arrived at the schoolhouse door. This spillover of negative societal ills into the schools has greatly changed the traditional role of the school principal. In today’s schools, principals must become skilled as security professionals, police officers, lawyers, as well as health and crisis management experts. The days for public school security have arrived, and we, as educators, must take every precaution to protect the safety, security, and wellbeing of every member who enters the school’s environment. Providing a safe and secure environment for all students and employees begins

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with an increased awareness of school security, and safety issues. All individuals within the school should know that safety and security are one of the public’s main concerns. Additionally, the school officials must communicate to every individual within the school that each school employee also bears a personal responsibility for maintaining a safe and secure school environment. School officials are now presented with the formidable task of developing security and crisis preparedness guidelines at the building level. Along with the "traditional" security threats, recent shifts in school violence and new state and national regulations for crisis management planning are forcing school officials in even the safest of schools and communities to realize that a crisis "could happen here.” Additionally, teachers, students, parents, politicians, lawyers, and the media want to know what each school is doing or has done to prevent a crisis from happening and how the school will react in cases of student injury. The sad reality is that no one individual can offer a 100 percent guarantee that a violent or serious accident will not occur in his or her school. But proactive planning can take specific steps designed to reduce the risks of student injury by preparing to manage a crisis should one occur. Unfortunately, the safety of the students and staff members might very well depend upon the school’s ability to design, plan, and implement a comprehensive school safety, and crisis management program. This process will involve assessing the overall security of the school, developing policies that regulate safe practices, and planning in advance for a crisis. Section one will present those security, crisis procedures and policies needed for assessing a school’s present protective conditions, establishing a crisis management plan, and developing safe practices when assisting students and staff.

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SECTION I: A PRACTICAL GUIDE TO: SCHOOL BUILDING SECURITY
SUPERVISING THE OUTSIDE PARAMETERS OF THE BUILDING
Many schools have poorly defined parameters, transition markers, or barriers from street traffic. Playground equipment, poles, and other structures often provide easy access to fire escapes, roofs, and other potential entry points. Trees, shrubs, and related greenery frequently offer perfect concealment for juvenile parties, vandalism, or entry into schools at night. This is especially true for buildings where evening activities are conducted. Schools have as much responsibility for security at night as they do during the day. To ensure that the parameters of the building are constantly supervised, the building principal should develop a parameter supervision policy. This policy should stipulate to members of the custodial staff, teachers, and students the responsibilities and procedures for reporting an unidentified person or persons loitering on the school grounds both during the day and at night. Exhibit 1-1.1 Parameter Supervision Policy provides a sample policy statement that focuses on parameter supervision.

Posting Notification Signs
Most schools make poor use of signs both outside and inside schools. Outside signs should include notices prohibiting trespassing, identifying drug-free and weapon-free zones, providing directions to visitors, and identifying specific entrances by number, letter, or both. Signs inside the school should include clear directions to the office and should identify the school’s different wings, program areas, or facilities. Often school signs direct visitors to report to the main office, yet there are no signs that indicate where the main office is located! To remedy this situation, some schools have posted signs throughout the building which point to the main office or nearest administrative office. Others have posted floor plans near each entrance so that visitors can locate the administrative offices on the map.

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When posting signs outside the school facility, the author recommend that letters or numbers identify each entrance and that directional signs and floor plans are posted inside the building near each entrance. This particular plan will benefit emergency services and police department officials because it provides a building layout with entrances marked on the plan. When entrance locations are specified in advance of arrival, emergency care units can react more quickly. An emergency caller can simply request that the ambulance driver and the police to be sent to Entrance Door S1 (First South Door) and follow the red arrow to the gym. . (See AppendixExhibit 1-1.2 Sample Building Security Plan). Exhibit 1-1.3 provides a sample policy statement regulating the posting of notification signs.

Trespassing
Trespassing, as defined in this section, should mean each and every actual entry upon the premises by a person in violation and contrary to the provisions of any official sign posted to regulate and govern such entry or notice. Former students, suspended or expelled students, truants, and strangers increasingly present problems for school administrators as trespassers on school property. Trespassing can lead to other incidents of violence and should be treated as a priority concern by school administrators, teachers, and staff. Some basic suggestions for managing trespassing include the following: 1. Implement effective access control procedures as previously mentioned. 2. In the student handbook, list trespassing as an offense which will warrant discipline. 3. Communicate to students via the student handbook and during student orientation that they are not to have friends or relatives come to school grounds to meet with them before, during, or after school. Students should be aware that if they support and encourage trespassers, they will receive disciplinary consequences. 4. Use a camcorder, camera, or similar device to record trespassers or non-students in the area of buses and school property at school dismissal. If the trespassers are unknown at the trespassing location, a picture or videotape can assist administrators of other schools in the area or the local police in identifying them. Once trespassers or loiterers are identified, their home school administrators or the local police should pursue the appropriate disciplinary action. The policy in Exhibit 1-1.4 establishes a procedure for handling suspended students who trespass on school properties.
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Protective Lighting
Protective lighting, which used to be a simple issue, has been increasingly debated over recent years. Advocates of an energy conservation policy argue that by turning out all lights and requiring school neighbors and others in the area to report any signs of light to police, thieves will be caught much faster because they need light to do their dirty work. However, many building principals question the lights-out philosophy because it is frequently supported and advocated more from an energy (and dollar) conservation perspective than from a professional security perspective. Whereas it may work in some areas, particularly in rural or smaller suburban communities, building principals working with larger, urban districts question whether lights-out is the best approach. Most lights, such as individual classroom lights, should be turned off after hours or when the classroom is not in use. The efficiency and logic of having a school completely lit up are questionable. Nevertheless, good lighting outside the building deters the amateur vandal or burglar who might otherwise commit an offense under the protection of darkness. It is logical to follow “lights-out” on the inside and "lights-on" on the outside as a general recommendation, recognizing that schools and districts are unique and may require individualized recommendations. Further lighting problems can be caused by inadequate maintenance and infrequent inspections of lighting conditions. School security assessments often turn up reports of burnedout or damaged lights that have gone un-repaired for months, even though the facility had been used on a daily basis. Like other physical security issues, lighting generally requires financial commitments. This includes costs associated with repairs, replacement, and labor. Costs, however, should not automatically disqualify corrective action. It is better to pay smaller amounts for prevention than larger amounts for damage awards in court.

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Checklist for Use of Protective Lighting Are parking lots, building entrances, and outside parameters well lit? Does the school maintenance program include the replacement and repair of outside lights? Are all security lights on timers or sensors to conserve energy? Is there an inside lighting plan for after-school hours in specific areas of the school building?

Traffic Control and Parking Lot Supervision
The times when the parking lot and school driveways are most vulnerable to outside interference and trespassers is usually at the beginning of the school day, during lunch, and after school. Because parking lots often have multiple entrances and exits that can facilitate vandalism and defacement of vehicles and school property, the building principal should insist that the staff be assigned to various traffic and parking lot duties during the most vulnerable times of the school day. The most important element for controlling and supervising the parking lot is the campus traffic and parking lot supervision plan. This plan should be designed in such a way that it restricts traffic locations, but in areas where the traffic is heavy, the plan should allow an easy flow of traffic for both pedestrians and vehicles. To help implement safe traffic practices, the building principal should establish procedures that communicate the desired before- and afterschool traffic procedures. (See Exhibit 1-1.6 Traffic Procedures) It should be noted that parking lot supervision policies for elementary school sites will differ substantially from those for secondary school sites. Elementary policies focus more on getting the children safely into the proper vehicles (school buses, parents’ cars, day-care shuttles) while secondary sites focus more on preventing speeding, reckless driving, violence, and vandalism while students are entering and exiting the school parking lot (See Exhibit 1-1.7 Secondary Parking and Driving Regulations). Controlling secondary parking lots requires intense supervision; therefore, the authors highly recommend closed campuses for lunch, thereby eliminating an opportunity for students to engage in unsafe behaviors.

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Vehicle Identification System
Schools with a large staff and student body are also likely to have more problems associated with vehicles. Consequently, a vehicle identification program that requires all vehicles to be registered with the main office should be maintained. (See Exhibit 1-1.8- Vehicle Registration Policy) Registration should include a vehicle description, license number, and related identification information for staff and student vehicles. Examples of both a student vehicle registration form and a teacher vehicle registration form have been provided in the Appendix. (See Appendix-Exhibit 1-1.9 Teacher Vehicle Registration Form and Exhibit 1-1.10 Student Vehicle Registration Form) Note of Caution: It will be important to keep faculty and staff vehicle identification information out of the hands of students.

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SECURING BUILDING ENTRANCE POINTS
Most schools have far too many access points. Not only do they have too many doors, but also in many districts, most of those doors are left unlocked and accessible from the outside. Building principals should minimize the number of daily campus entrance and exit points. Additionally, school entrances and exits should be supervised on a regular basis by individuals who are familiar with the student body. School safety officials often view the reduction of entrances and exits as a fire hazard. Chaining doors from the inside will certainly create a fire hazard, but the proper use of panic bars on doors does not create a fire hazard since they do not prevent the occupants from leaving the building in an emergency. Another method for communicating the importance of access control is to post a sign on each door indicating the time the doors will be locked. (See Exhibit 1-1.11)

Exhibit 1-1.11 SAMPLE SECURITY SIGN For Your Child’s Security This Door Will Be Locked After 8:00 A.M. Daily Please Use The Front Entrance Doors

Some schools have secured all doors from the outside and established one designated entrance point. This designated entrance door is also secured from the outside, and an electronic buzzer, frequently integrated with video surveillance, speaker systems, or both, controls access into the school building. This works particularly well at the elementary level but can be less effective at larger schools because of a significant amount of pedestrian traffic. When using the access control method, principals should always remind teachers of the importance of closing the doors behind them when they enter or leave the building during the school day. A sample memorandum to help remind teachers of their responsibilities for keeping the building secure has been provided in Exhibit 1-1.12.

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Exhibit 1-1.12 BUILDING SECURITY PLAN MEMO
All faculty and staff are responsible for building security during normal school hours. Teachers are responsible for securing the building as they enter and leave the building by making sure that the door is always closed securely. Teachers will be responsible for checking entrance doors by their classrooms periodically throughout the school day. During school hours, the east, west, and north doors will be locked by 8:05 A.M., and only the south front doors and the two northeast side portable entrance doors will remain open. Building doors will be locked and secured as soon as possible following the close of the school day. The custodial staff, prior to leaving for the day/evening, will check doors. To ensure the safety of the night custodial staff, doors will remain locked to the public after the school day ends. Delivery entrances are to be checked regularly by the custodial staff. When the building is rented for activities that are not a part of the school day/program, a halfhour window of time will be allowed for doors being locked, e.g., fifteen minutes on either side of the starting time of the event. (When possible, gates will be used to secure the main building.)

The reality is that access control is more an issue of convenience than anything else. Although some parents and visitors will complain about having all doors secured, except for one designated entrance, it is often more of an inconvenience for the staff. If school officials educate parents, staff, students, and visitors of the necessity for access control, resistance should eventually decrease. One method is to inform and educate parents and students about the policy through a school newsletter or student handbook. (See Exhibit 1-1.13)

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Exhibit 1-1.13 BUILDING SECURITY POLICY
All doors to the building, except the main front door, will be locked. Panic hardware enables students to exit from inside the building. Teachers, staff, and students are instructed NOT to open the doors to anyone. All visitors, parents, parent volunteers, delivery persons, and workmen will be required to stop by the office first, sign in, and wear a "visitor" or "volunteer" badge when visiting in the building. For the safety of students, no unauthorized persons are allowed in the building without administrative approval. Students not enrolled at THIS SCHOOL are not permitted to visit during the school day. These unnecessary classroom disruptions are detrimental to the learning process.

Persistent individuals will gain access to the school if they really want to do so. Legitimate users can occasionally leave doors partially open, and in some schools, students will often open doors for visitors. Still, an aggressive effort to control access points should be maintained, and signs should be posted on all doors directing visitors to the main office, along with signs posted throughout the building which indicate the actual location of the main office.

Securing Portable Buildings
Different school designs present different access problems. A large number of districts have portable classrooms, such as trailers or single-story houses that can be moved around on school grounds or from school to school. Whereas portable classrooms meet the overcrowding needs of the district, they also create a significant security concern about unlocked doors, no communications link to the main building, and the need to have students walking back and forth between portables and the main buildings during the school day. Security measures should be provided for portable buildings that are placed outside the school facility. First of all, portable buildings should be placed in highly visible locations, even though some building administrators would prefer to place portables behind the main building for aesthetic reasons. Another security consideration regarding the placement of portable buildings is that they need to be in locations where they can easily be fenced off from the general

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public while also ensuring proper evacuation distance in case of fires. If the school district is utilizing a number of portables at one school site, all the portables need to be located somewhat close together so that faculty members can assist each other in case of emergencies. Strict visitation policies should be clearly posted outside the portable area to ensure that visitors report to the main office. All portables should be equipped with an intercom system to the office and should be supervised daily by the administrative staff. Video cameras can also help monitor the outside parameters of the portable buildings during the school day.

Securing Windows and Classroom Doors
Open windows that are accessible from ground level present access control problems. Many schools have adjacent playgrounds where children and youth spend many evenings and late nights. It is not uncommon for children to crawl inside the school through an open window for the purpose of vandalism. To ensure that windows are properly locked, the teachers need to be reminded daily to check windows at the end of each day. This could be accomplished through a school wide end-of-the-day intercom announcement or by distributing an end-of-the day checklist for teachers. The custodial staff can also help by routinely checking windows as a part of their daily classroom maintenance procedure. Another security concern is that many of the classrooms in today’s schools do not have locking doors, therefore, making it impossible to secure classrooms during teacher-free periods and overnight. An even greater security problem arises during crisis planning, which requires that all classrooms are locked from within in order to prevent intruders from entering. Additional security measures can be provided for classrooms by reminding teachers not to give their keys to students and to secure (lock) their classroom doors when classrooms are not in use. The authors suggest that building administrators periodically spot check both window and classroom door security. This will do more to raise the faculty’s awareness level than daily reminders or checks by the custodial staff will.

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In order for schools to maintain top security, an overall program designed to raise staff awareness must be implemented in concert with other access control measures, such as a closed campus at student lunchtime, an appropriately and clearly marked campus, and the limiting and control of building access points. To further help in the security assessment process, the authors have provided a checklist to assist principals in evaluating and securing building access points. Checklist for Evaluating Access Points
Have panic bars been installed on all exit doors? Has a policy been implemented to minimize the number of campus entrances and exits? Are all entrances and exits checked on a regular basis for security? Do all staff members understand the importance of securing doors behind them? Are there methods in place that require delivery entrances to be checked regularly? Is the building properly secured during and after evening and week-end activities? Is it possible to isolate portions of the building for after-school activities through the use of interior gates? Are teachers, staff, and students instructed NOT to open doors to visitors? Are signs that direct visitors to the main office clearly posted on all entrances? Have all security measures been provided for outside portable buildings? Are there periodic checks by the administration to ensure that all windows are securely closed? Are there periodic checks by the administration to ensure that all classrooms are locked when not in use?

Placing Video Cameras at Critical Locations
Closed-circuit television (CCTV) provides additional physical security and can be used for detecting and monitoring critical locations within and along building parameters. Because close circuit television is expensive, an economical solution would be to install cameras only at the most vulnerable points of access. These areas would include parking lots, main entrances, lunch facilities, portable building areas, and the backs of buildings where supervision is low. Other useful locations for closed-circuit television are in places where student traffic is high, such as gates, halls, stairwells, and vending machine areas.

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Closed-circuit television can minimize the number of security personnel normally needed for checking identification at gates or other designated areas. This type of system requires the utilization of monitoring personnel, which could include parents, trained volunteers, or security staff members. The biggest downfall to this type of security system tends to be the hypnotic effect that the system has on the viewer. Other distractions include gaps in attention and periods when an individual is otherwise occupied with additional activities such as answering the telephone or performing clerical tasks. One possible solution for providing monitoring personnel is to train a select group of parent volunteers to work at a security desk at the main entrance to the building where the CCTV monitors are located. Schools who have security budgets will be financially able to hire professionally trained security personnel to monitor the CCTV system. To help readers further visualize the layout of a total building security plan that utilizes CCTV devices, the authors have provided a Sample Building Security Plan- Exhibit 8-1.2 in the Appendix. The effectiveness of a CCTV system can be improved with the addition of motion detectors that will activate an audio or visual alarm at the control center when movement is detected within the camera' area of vision. In addition, a time-lapse videotape recorder can be added at the s control center. It can be installed so that it will be activated automatically by the camera' motion s detector or by the monitoring personnel in the control center. A common problem with CCTV systems is the light intensity required for available cameras. The availability of sufficient light should be verified before the system is purchased and installed. Other factors that must be considered are the initial cost of the system, the cost of maintenance, weather conditions that may hamper visibility, and proper installation requirements. “The following features should be considered for inclusion in a CCTV system: Pan/tilt/zoom capability if appropriate Closed circuit (non-tube) Fixed varifocal or wide-angle lens as appropriate Low lux VHS time-lapse recorder or multiplexer as necessary

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Color (most cameras for school applications should be color vice black and white particularly where there is a security officer response; this also facilitates identification of persons involved in incidents; black and white cameras may be appropriate in other applications). Emergency backup power Fast warm-up capability Remote adjustment Special environmental enclosures or covers that are vandal-resistance Moving image sensor” 1
Source: Reprinted with permission from J. Barry Hylton, Safe Schools, page 81, © 1996, ButterworthHeinemann.

Controlling Access to Building Keys
Most schools have not developed efficient control regulations regarding keys to the building. In many cases, key proliferation has been caused by the public’s use of school facilities after school hours. In some schools, keys that have been duplicated, lost, or stolen are often more accessible to students than staff. The reasons for many of the key duplication problems are usually associated with school staff members who are doing favors for various interest groups in the community. For example, band parents may want to have their children practice after school, so they request that the band students be given access to the band practice room. Some easy solutions for controlling access to building keys can be accomplished through policy development. Key control security is a low budget factor and can be accomplished through a few regulations. These regulations would include a policy that controls the duplication, issuing, and storage of keys. (See Exhibit 1-1.14- Building Key and Lock Control Policy) The authors also recommend including all keys, locks, padlocks, and other locking devices used to secure the facilities, critical assets, confidential material, sensitive material, or supplies as a part of key regulation development.

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Exhibit 1-1.14 BUILDING KEY AND LOCK CONTROL POLICY
The purpose for the key and lock control policy is to regulate all keys, locks, padlocks, and other locking devices used to protect or secure the school facilities, supplies, and records. The following regulations are to be followed by all school personnel who are responsible for securing the building and who have access to keys to the building. 1. The building principal is responsible for initiating the key and lock control program at his/her school site. 2. The building principal can either appoint a key custodian or assume this responsibility himself/herself. The key custodian will be responsible for the implementation and supervision of the key and lock control program. 3. No key will be issued to any staff member until authorization by an administrator has been obtained. Administrators will only authorize keys to staff members who have a legitimate need for the key. 4. The key custodian shall post a key access list of those authorized to have keys beside the key storage locker. The key storage locker should be located in a secure location within an administrative office. 5. All unused keys to the building will be stored in the key storage locker. 6. All staff members who are issued keys must sign a receipt for the key. The receipts will be kept by the key custodian. 7. The key custodian will keep a log which contains the following information: the number of the issued key, to whom it was issued, the date it was issued, and the date it was returned. 8. Only one duplicate key will be made for each original key. Before a duplicate key can be issued, administrative authorization must be obtained. Duplicate keys must also be receipted. 9. Whenever a key is lost, misplaced, or stolen, the affected lock will be replaced immediately. 10. All padlocks and combination locks should be rotated annually.

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The user-friendly mentality can create additional problems for building security, even when all doors have locks. Crime prevention awareness must be established within the school culture in order to make locking cabinets and doors a routine behavior. The building administrator can raise the staff’s awareness by instituting a strong key and building lock regulation policy. The following checklist will provide some guidance to the development of these regulations. Checklist for Establishing Key Regulations
Is there a policy regulating the duplication of keys? Are keys clearly marked “DO NOT DUPLICATE”? Are keys stored in a safe and secure place? Are school personnel in-serviced on key control issues? Do they know not to give their keys to any other member of the organization or community or to any student? Has one person been designated as the key custodian? Are all keys checked out from and returned to a central location? Is there an authorization process in place before keys can be checked out?

Establishing Efficient Communication Systems
Many schools have antiquated communication systems, if any at all. A reliable communications system within the school setting is necessary for preserving effective security measures. The basic necessities for a building communication system would include telephones, at least one cellular phone, a set of two-way radios, and an intercom call-in system that is accessible in every classroom. Communication to outside emergency sources is an absolute must. Communication resources must be provided for policing the facility in order to prevent hostile situations and to provide immediate responses to emergency situations. If people cannot effectively communicate in a timely manner, security-related incidents will probably increase in numbers and duration. The purpose of security communications is to provide the following:
Expeditious transmission of routine and emergency instructions between emergency agencies and the school site. Integration and coordination of supervisory personnel within the school setting. Efficient and economical use of supervision time and efforts. Immediate transmission of requests for assistance to emergency agencies in the event of a crisis. A means or method for all school personnel to reach a central source in case of emergencies.

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In many cases, school officials are ill equipped when an emergency situation occurs, especially during school activities, when large crowds are gathered. One solution to offset the lack of communication between school officials, police, and emergency personnel is to require all supervisors at school activities to carry two-way radios that are directly tied in to police emergency frequencies. This system must have direct lines between the school office and other personnel performing supervisory duties. All hand-held, two-way radios should be lightweight and easy to carry. Cellular phones are also useful in emergencies for maintaining constant contact and communication with emergency services. The following checklist will help building administrators assess their present communication system and isolate areas for improvement.

Checklist for Establishing Efficient Communication Systems
Can teachers contact the office through in-house phones or by use of a panic button in each classroom? Is there a public address system that can be used to broadcast emergency messages through the school? It is also helpful to have a two-way public address system for broadcasting and communicating with individual classrooms. Does the school have two-way, portable walkie-talkie or radio units for use in routine and emergency situations? Does the school provide training for the proper use of two-way radios and cellular phones? Can pay phones be monitored or removed from the hallways and school grounds in order to reduce loitering, rumor control, prank 911 calls, and related misuse? Are phone systems easily accessible to all school personnel at key locations within the school? Is there a regular maintenance program for the upkeep of all communication systems?

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ESTABLISHING A UNIFORM VISITOR SCREENING PROCEDURE
The building principal should develop and implement specific procedures to screen and monitor visitors and potential campus intruders. As mentioned earlier in this section, signs directing visitors to the office should be placed in strategic, visible locations and should be large enough to attract visitors'notice. To ensure maximum security, building principals should develop a policy requiring all visitors to sign in at the school office, state their specific business, and visibly display a visitor' badge. The application of visitor screening policies will be s ineffective until the building principal advises all school employees of their responsibilities to greet any unidentified person and direct them to the main office to ensure these persons have legitimate business at the school. (See Exhibit 1-1.15 Visitors Screening Policy Memo). Teachers and staff should be trained to courteously challenge all visitors. "May I help you?" is a kind, non-threatening way to begin. An example of a visitor screening policy has been given in Exhibit 1-1.16. Exhibit 1-1.15 MEMO TO TEACHERS
RE: Visitors Screening Policy

To assist in enforcing staff, student, and building security, all staff will be expected to address any non-staff person regarding that person' reasons for being in the building. s All visitors to the building will be required to secure a visitor' pass from the office in s order to be in any area of the building. This includes parents, volunteers, visitors, sales personnel, program presenters, etc. These passes must be worn in a visible manner. Visitors will also sign the visitor sign-in folder in the office and state the name of the person they wish to visit, the time, and the date. Visitors will also sign out when they return the visitor' pass. s

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Exhibit 1-1.16 VISITATION POLICY In order to maximize the safety of our students, the school’s safety and advisory councils have recommended that we establish a school visitation policy. We ask that all visitors adhere to the following visitation policy. All visitors to the school must sign-in at the main office and obtain a visitor' pass. These s passes must be worn in a visible manner at all times while on the school campus. Visitors will sign the office visitor sign-in folder and state the name of the person they wish to visit, the time, and the date. Visitors will also sign out when they return the visitor' pass. s In an effort to keep instructional interruptions to a minimum, parents should leave items such as books, lunches, or other supplies in the school office. There is a procedure in place for getting items to the students in the classrooms. Parents should not attempt to deliver these items themselves to the students in the classroom.

Student Identification
One method for screening visitors is to establish regulations requiring picture identification cards for all students. School officials have debated the value of ID cards at the secondary level for years, and still there appears to be no conclusive position on whether the benefits outweigh the costs. The time consumed in repeatedly requesting identification cards and in replacing them seems to be a major factor in the demise of most student identification card programs. The cost of implementing and maintaining identification programs is another detriment. Despite these drawbacks, school principals and personnel must be able to identify enrolled students from non-students. An effective picture identification system will enhance the control and management of the campus. The most successful student identification programs use a multi-purpose student identification card. The students must show their cards not only for individual identification purposes but also for access to student services such as the media center, the lunchroom, extra-curricular activities, the student recreation center, etc.

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Student identification cards are also helpful in controlling school bus riders and identifying trespassers in buildings. To facilitate a student identification program, entrance and exit control points may be structured to encourage students to move past supervised areas where supervisors can observe their badges. Wherever and whenever the volume of traffic is high, greater security and staff presence may be necessary. For a personnel identification system to be effective, all students must consistently wear the appropriate badge. Checklist for Implementing a Student Identification Program
Have student incentives for purchasing and maintaining a student ID been established, such as discounts to stores and student activities? Are students ID’s provided through a one-time purchase, using identification stamps for renewal? Do students ID’s have multiple-purpose usage such as lunch cards, library checkout, student activity passes, and vehicle registration? Are student ID cards required before students can be issued a hall pass? Are student ID cards required when students attend school-sponsored activities such as athletic events or concerts?

School Uniforms
Another method for identifying students can be developed through the implementation of a school uniform program. School uniforms are increasingly becoming more popular among school districts, especially in middle level and elementary schools, for reasons usually associated with school safety and school pride.

How School Uniforms Promote Pride and Safety
An attractive school wardrobe promotes school spirit, improved self-image, and school unity. Just as athletic teams' uniforms promote unity and spirit, so do school uniforms. School uniform programs make it easier for students to develop a sense of belonging at school because greater attention is given to who they ARE instead of what they WEAR.

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Experience has shown that students who are required to maintain a neat appearance, and to coordinate their wardrobe within established bounds, are more likely to carry over these habits to the performance of their schoolwork. Teachers and principals often report that discipline problems are reduced in schools that implement a standardized dress program. This sets the tone for a proper work attitude in the classroom, reducing behavior problems and improving performance. Children seem more attentive and respectful with fewer distractions caused by the attention to clothing. School uniforms eliminate the need for constant monitoring of the dress code by the teachers and administrators. School uniforms meet widely accepted standards of modesty thus eliminating the conflicting interpretations of dress codes and the embarrassment that often is associated with "violations" of dress code. Parents cite the simplification of selection and the economic benefit as important advantages to school uniforms. Besides saving parents hundreds of dollars on the purchase of school clothes, school uniforms also do away with the morning tug-of-war with children over what to wear to school. Durability, reusability and the year-to-year consistency also increase economy. School uniforms can eliminate mistaken gang affiliation, since some current fashions can be mistaken as gang-related clothing. Clothes such as baggy pants, colored shoe laces, and bandannas are often mistaken as signs of gang affiliation. School uniforms eliminate "label competition." Even from the earliest grades, students feel the pressure from peers to conform to a standard of dress that is largely dictated by television, radio, and the clothing industry. Often this pressure to conform places an unwarranted financial burden on family budgets. School uniforms help eliminate this competition and allows the attention of the student to be directed to learning and growing.

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School administrators who promote standardized wear policies in order to ensure a safer school environment offer the following as benefits of standardized wear at school: • • • • • Decreasing violence and theft among students over designer clothing and expensive sneakers. Preventing gang members from wearing gang colors and other insignia at school. Helping students to resist peer pressure. Increasing self-discipline among students Assisting school officials in recognizing intruders

The first and most important step in the implementation of this kind of program is to get parents involved from the very beginning. One method for involving parents is to survey them regarding their opinions about school uniforms and how uniforms will benefit school safety. (See Appendix Exhibit 1-1.17- Parent Survey Form) It is always important to remember when conducting a survey that additional work time will be created by the number of surveys distributed and the additional support needed to tally and present the results. The authors recommend that readers design a survey using five questions in order to simplify tallying and to clarify results. Once the information from the survey is received it will be important to communicate the results. Usually it is best for the principal to establish a fact finding committee to conduct compile and communicate survey information to the public. If the results are favorable then the next step is to have the committee begin designing policies that will regulate the type of standardized wear the school will promote. (Examples of policies regulating a school’s standardized wear has been given in the Appendix in Exhibit 1-1.18) There are several factors that should be considered by the committee when adopting a standardized wear policy. The following checklist will assist school officials in determining whether to adopt a school uniform policy.

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Have parents been involved from the beginning? Did the school survey parents to assess support for school uniforms and then seek parental involvement in designing the uniforms? Does the school uniform policy accommodate students whose religious beliefs require the wearing of particular attire, such as yarmulkes and headscarves? Does the school uniform policy protect students’ other rights of expression, such as wearing a political button? On the other hand, the school uniform policy should not require the students to wear uniforms that bear a message, such as a political or religious slogan. Has the school decided whether to have a voluntary or a mandatory school uniform policy? (See Appendix Exhibit 1-1.19 School Uniform Application for Exemption) Have provisions been made for students whose families are unable to afford uniforms? (See Appendix Exhibit 1-1.20 School Uniform Application Form for Financial Aid) Some types of assistance are 1) school district provides uniforms to students unable to purchase them, 2) community contributes funds to purchase uniforms for economically disadvantaged students, 3) parents/parent organizations provide uniforms for economically disadvantaged students, and 4) used uniforms from past years are made available to incoming students. Has the addition of a school uniform program been presented as part of a strong overall safety and discipline program?

Personnel Identification
Regardless of whether or not a student identification system is in place, visitor identification should be mandatory in all schools. In addition to regulating visitor access to the school building, visitors should be required to wear a clearly visible identification tag at all times while on school premises. For a personnel identification system to be effective, it is important that administrative personnel, receptionists, teachers, and others in the building carefully observe whether or not all personnel are wearing the appropriate badges. Adult identification cards are also helpful in identifying central office staff, employees from other schools, contract employees, substitute staff, and other individuals not normally assigned to a particular school. Adult and student identification systems require regular and consistent enforcement, with clear consequences and
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costs for those who fail to wear the badges. Badge design should take into consideration that the primary purpose of a identification system is to control access to specific areas by alerting school personnel of the presence of unauthorized individuals on the campus. Bold print, large and recent photographs, a distinctive design, and tamper-resistant structure are prime considerations. The authors recommend that badges for students, visitors, and personnel be clipped-on and not be attached to a long chord, chain, or string, which can become a hazard.

Implementing a Personnel Identification System
An improved sense of overall security should begin to emerge within the school culture once both an employee badging program and a visitor identification badging program have been implemented. As a result, there will be an increase in the number of personnel who feel that they have a responsibility and right to challenge anyone in the building not wearing an official visitor' badge. Since an identification badging program calls for a number of procedures to be s considered prior to full implementation, a checklist has been provided below to assist principals in their efforts to design a school employee identification program. Checklist for School Employee Identification Program Is a process in place for how identification badges will be issued to school staff members? Is there a procedure for the replacement, cost, and inventory of badges? Is there a procedure for color-coding badges in order to specify particular building personnel? Have design specifications been established for all personnel badges? Do all badges have an expiration date? Is there a procedure in place for the issuing of temporary and visitor badges? The bottom line for identification systems is to establish the program properly and maintain it consistently. Operational and enforcement logistics should be thoroughly discussed before seriously taking steps to implement such programs. In Exhibit 1-1.21, the authors have provided a policy statement for the establishment of a school employee badge program.

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Exhibit 1-1.21 POLICY FOR SCHOOL EMPLOYEE BADGE PROGRAM
Standards for Badges and Passes The Woodville Public Schools have adopted the following standards for implementing a school badge identification program. The employee photo ID badge will be issued to all new employees at the beginning of each school year. Staff photographs for permanent identification badges will be taken in the central library and issued to employees at that time. All employees are to wear their badges daily during regular school hours and during school-sponsored activities. The central administration will rebadge all regular district employees and other personnel with permanent picture badges every three years. Lost or Stolen Badges An accurate monitoring system for determining the percentage of lost identification badges will be maintained at each school site. The procedures will include accurate records and bookkeeping accountability of all lost badges. Bookkeeping and records inventory will be conducted at least annually, and the results of this inventory will be maintained for at least three years. The following guidelines apply to the rebadging procedure for lost or stolen badges: • • • • A list of all lost badges should be maintained for use by the security personnel to guard against the unauthorized use of badges that have been reported lost Upon notification of a lost badge, the director of school site security will immediately update the lost badge listing. There will be a $6.00 charge for lost badges to cover the administrative cost of issuing a new badge and to encourage badge accountability against losses. Badges damaged or showing wear will be replaced without cost, but the old badge will be destroyed upon issue of the new badge Characteristics of Permanent Badges The characteristics of permanent badges are as follows: • The size of the badge is generally consistent with other standard identification cards (3 1/4 by 2 5/16 inches). The badge will include a photograph with a minimum size of 2 3/4 by 1 3/4 inches. The photograph will be in color and will not include the area below the neck. (Providing a color code in lieu of the name of the work location is a faster, more efficient method for identifying work locations and job descriptions.)
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Exhibit 1-1.21 continued • The background colors will be as follows: • • • • • • • • • • • • • Blue----Instructional Personnel, including building principals Red—Central Office Personnel Yellow--Transportation Green—District Security Officials Lavender--Food Service Orange--Warehouse Pink---Custodial Service White-Substitute Teachers and Temporary Contract Workers There will be a clear space at the top of the badge to place a hole that will facilitate an attachment device. Badges are not to be worn on a chord or chain. There will be a serial number for accountability. The name of the holder, typewritten or printed, and the holder' signature will be on the s badge. If appropriate, the name and title of the validating officer and a facsimile of his or her signature will be on the badge. All issued security badges will bear an expiration date. The expiration date will be conspicuously displayed on the face of the badge. All permanent picture badges issued during a three-year period to personnel should bear the same expiration date. Temporary Picture Badges In this policy, the term “Temporary” includes all personnel who are not full-time employees, such as substitute teachers, maintenance, contractors, and utility personnel. Temporary picture badges will expire at the completion of the current school term. If services or employment continues past the expiration date, another badge will be issued with a new expiration date. Temporary badges will also be issued to a full-time employee who has lost his or her regular picture identification badge and is awaiting issue of a new badge or return of the old badge when and if it is found. Temporary badges will be constructed with a white facing including the school logo as a background figure with the word TEMPORARY printed across the face of the badge.

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Exhibit 1-1.21 continued Visitor Badges A visitor badge need not contain all of the information set forth on the employee badge because it only provides control of individuals who visit infrequently. Temporary visitor identification badges will be rigidly controlled and accounted for by individual serial numbers. These badges will be distinctly different in color, style, and design from the employee badges. At the beginning of each school year, the district office will issue a visitor’s badge color code for each school site. The different color codes for each school site will protect the integrity of the visitor badge by prohibiting unauthorized personnel from being able to use one school’s visitor badge to gain access to another school. These badges will have the word “VISITOR” boldly printed across the face of the badge.

Student Searches for Weapons and Drugs
In the wake of escalating school violence, many school administrators are seriously considering the adoption of search policies that permit them, under certain circumstances, to search both student and school property for weapons and drugs. Public school officials, like law enforcement officers, are bound by the Fourth Amendment. Thus, school officials must understand the basic dictates of the Fourth Amendment when composing and implementing an effective drug and weapons search policy. Since school officials are not experts in the law, they should contact the school attorney, the local district attorney, or the State Attorney General for advice and counsel before implementing any search policy. (See Exhibit 1-1.22-Policy on Search and Seizure)

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Exhibit 1-1.22 POLICY ON SEARCH AND SEIZURE
The Fourth Amendment to the Constitution of the United States protects all citizens against unreasonable search and seizure and students who attend Woodville Public Schools are protected by this amendment. School officials, however, are not held to the stringent probable cause standard that applies to society as a whole. They need only have reasonable grounds for suspecting that the student is in violation of the law, school rules, or board policy. Searches conducted by administrators in the schools may include lockers, vehicles, or persons. The Board of Education is committed to providing for its students the benefit of a safe and secure educational environment. The purpose of this policy is twofold: (a) to define the legal extent to which search and seizure may be used as a tool to enhance school safety, and (b) to protect the legal liability of the Board of Education. This policy applies to any student who is on or near school property or who is in attendance at school or at any school-sponsored activity. Principals, assistant principals, and school security officers are authorized to conduct searches that are based on a reasonable suspicion at the time of the search. A search is reasonable at the time it occurs if there are objective facts supporting a suspicion that the search will reveal evidence indicating that the student has violated or is violating either the law, school rules, or board policy. Searches may not be based upon subjective intuition or impulses. It is the position of the Board of Education that generalized searches, random searches, and strip searches are NOT to be conducted. Students have the right to be secure in their persons and possessions from unreasonable searches and seizures. However, when school staff have clear and reasonable cause to believe that a student has on his/her person or within his/her purse, briefcase, book bag, or other personal items, an illegal or dangerous item or contraband which is prohibited by board policy or by school rules, the student may be confronted by school staff and asked voluntarily to acknowledge the item or contraband and surrender it. Should the student refuse, he/she may be restrained by school staff and searched.

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The Supreme Court has held that school officials, unlike the police, do not need to obtain a warrant prior to conducting a search. Nor do they need probable cause to believe that a violation of the law has occurred. In order to conduct a search, school officials need only a "reasonable suspicion" that a particular search will reveal evidence that the student has violated or is violating either the law or the rules of the school. Even if reasonable suspicion exists, in order for the search to be permissible, the scope of the search and the measures used during the search must be reasonably related to the purpose of the search. The level of intrusion should be based upon the age and gender of the student and the nature of the suspected infraction. The Supreme Court has upheld searches that comply with this standard only insofar as such searches are initiated and conducted by school officials. A more stringent legal standard applies to searches conducted in conjunction with or at the request of law enforcement officers.

The Meaning of "Reasonable Suspicion"
To justify student searches, the lower courts have required the "reasonable suspicion" standard to be more than a general suspicion, curiosity, rumor, or hunch. The courts require some sort of observable, describable behavior which has lead some school official to believe that a particular student has engaged in prohibited conduct. For example, the reasonable suspicion standard has been successfully applied in the following general examples: • • A search of a student' purse, after a teacher saw her smoking in a restroom but the student s denied smoking when confronted. A search of a student' pockets, after several other students said he had been passing out s firecrackers to other students. • A search of a student' pockets, after an anonymous phone call gives information s concerning drug possession and this caller has previously provided accurate information. When reasonable suspicion exists, school officials may search students, but only within established limits. Search measures must be reasonably related to the purpose behind the search and may not be excessively intrusive. For example, if a teacher thinks he has seen a student pass an amphetamine to another student, the teacher might reasonably search the two students and any nearby belongings in which the drug could be concealed.

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If, however, the teacher discovers that what was actually observed was only a piece of candy, the teacher would be unjustified in searching either the students or their belongings any further. As a general rule, the more intrusive the search, the greater the justification must be for the search. (See Exhibit 1-1.23 Policy on Personal Search)

Exhibit 1-1.23 POLICY ON PERSONAL SEARCH
In order to search an individual student, staff must first meet the reasonable suspicion standard, and the scope of the search must be reasonably related to the search objectives and not excessively intrusive in light of the student' age, sex, and nature of the infraction. Under no s circumstances should the search of individual students include strip or body-cavity searches. The search shall be conducted as follows: · · · Outside the view of others, including students In the presence of one other school staff member By personnel of the same sex as that of the student being searched

A written report shall be made by school personnel conducting searches to the superintendent or his designee. (See Appendix Exhibit 1-1.24 Search Report Form) The parent or legal guardian of a student searched in accordance with this policy shall be notified of the search as soon thereafter as possible. School officials, though not obligated to obtain a warrant or meet the law enforcement probable cause standard, may be liable for violating students’ constitutional rights if they knew or should have known that their actions violated student rights or if they acted with malicious intent to deprive students of their rights.

If a search of a student uncovers evidence for suspecting that the student might also possess other evidence of crimes or misconduct, the school officials may continue the search. For example, if a teacher justifiably searches a student' purse for cigarettes and finds rolling papers s such as those used for marijuana cigarettes, the teacher is justified in continuing the search for further evidence of drugs.

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Performing Effective Student Searches
Most school officials are well informed about the conditions under which they may conduct a search, but few school officials have actually received training in how to perform an effective student search. All administrators and security personnel should receive training on how to conduct a search. This training should include the following guidelines: 1. An administrator should personally escort the students to be searched to the office, maintaining visible contact with the students from the classroom to the office. If there are several students, it would be wise if two staff members monitored the students so they could not throw away any contraband or attempt to assault or resist the escorting adults. 2. An administrator should always watch the student’s hands. If a student is suspected of having a weapon or drugs, it is likely that he or she will try to "ditch" it if an opportunity arises. A student should never be permitted to follow behind a staff member. 3. Before beginning the search, the administrator should ask the student if he/she has anything in his/her possession, in a locker, or in anyone else' possession that violates the school rules s or the law. The student should be advised that because of the existence of a reasonable suspicion, the administrator plans to conduct a search, and that it would save everyone time and unnecessary embarrassment if the student would cooperate now. Often this will result in the student producing the contraband before a search can be conducted. 4. If the student denies that he/she possesses anything that violates school rules, the administrator should ask the student to remove outer clothing, such as heavy jackets, before beginning the search. The search should not be more invasive than a simple patdown. 5. After the search, the administrator should carefully secure any confiscated contraband and document the incident as soon as possible. (See Exhibit 1-1.25 Policy on Seizure of Contraband) If the contraband constitutes a criminal offense, the police should be notified immediately.

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Administrators, teachers, and staff must remember that strip searches by school personnel are frowned on by the legal system, not to mention parents and the media! Administrators should consult with local law enforcement, school security specialists, or both for training and for establishing detailed procedures for conducting student searches.

Exhibit 1-1.25 POLICY ON SEIZURE OF CONTRABAND
Non-concealed illegal items or other possessions reasonably determined to be a threat to the safety or security of others may be seized by school staff at any time. Items seized pursuant to these guidelines are to be marked for identification with the name of the student from whom the property was confiscated, the name of the confiscator, and the date. Seized items are to be kept in a locked and secure place until such time as they are turned over to the police or returned to the student owner. School staff should maintain a log of all seized items, date of seizure, name of student, and names of all staff involved. Anyone to whom seized property is released must be required to acknowledge receipt by signing a log.

Search of School Property
School officials may search lockers, desks, and other areas provided for the storage of school and personal belongings when they have reasonable grounds for suspecting that such a search will reveal evidence of illegal activity or a violation of school regulations. The courts are more likely to uphold searches of school property when students have been informed that the school considers their lockers, desks, etc. to be public and not private. Therefore, at the start of each academic year, school administrators should provide students with a written notification that details the school' policy of conducting random, unannounced s searches throughout the year of student lockers, desks, and any other targeted areas within the school. (Most schools use the student handbook for communicating these policies.)

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When the school retains joint control over the student lockers by requiring duplicate or master keys for all lockers and reserves the right to inspect lockers at any time, the students do not have any expectation of privacy. Additionally, after the policy of inspecting lockers and desks is communicated to the students, the school should make it a practice to implement the policy in order to keep student awareness high. (See Exhibit 1-1.26 Policy for Search of School Property )

In each school, students should register the combinations of their locks whenever the lockers are assigned to them. (See Appendix-Exhibit 1.1.27 Locker Assignment Sheet) Unannounced general locker inspections serve as a deterrent and a safety precaution in the schools. The principal and the staff should have in place a plan and a timeline for general locker inspection. Every locker should be checked when a general locker inspection is conducted. Students should be directed to clean and organize their lockers, and extra wastebaskets should be placed at the ends of the halls. A member of the administrative staff should be on hand on each floor during the locker search. In addition to general locker searches, the school administrator has the right to search the locker of an individual student on the basis of reasonable suspicion. If such a suspicion exists, the student should be confronted and asked to surrender the item. If the student refuses, school administrators may nevertheless search the locker but, if possible, the student should be present during the search.

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Exhibit 1-1.26 POLICY FOR SEARCH OF SCHOOL PROPERTY
Lockers and desks assigned to students remain the property of the Woodville Public Schools. It is a violation of this policy for students to use lockers and desks to conceal contraband, weapons, or other dangerous and/or illegal items. When there is reasonable suspicion to believe that a student has in his or her locker or desk an illegal or dangerous item or contraband, the student may be confronted and asked voluntarily to acknowledge the presence of such item and to surrender it. Should the student refuse, school staff may then open and search the locker or desk and seize the illegal or dangerous item. The student should be given the opportunity to be present during such search and seizure, if possible.

Student Vehicle Searches
School officials may also search student vehicles parked on school grounds when reasonable suspicion exists that the search will disclose evidence that the student has violated or is violating either the law or the rules of the school. When it is justifiable, as in schools with serious drug and weapon incidences, all students who park their vehicles on school property could be required to leave the ignition keys with school officials in the morning and then retrieve them before leaving at the end of the school day. Or, such students simply may be required to agree to provide school officials with access to their vehicles on demand. (See Exhibit 1-1.28 Policy for Vehicle Search) Exhibit 1.1.28 POLICY FOR VEHICLE SEARCH
Students who exercise the privilege of driving, riding, or parking a private vehicle on school property may be subjected to a search of that vehicle if school staff have reasonable suspicion to believe that the student' vehicle contains an illegal or dangerous item or contraband. Reasonable s attempts to contact and confront the student will be made before the search is conducted.

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To justify such a policy, the school should be able to show either that (1) students are able to bring weapons and/or drugs from their vehicles into the schools or (2) weapons and/or drugs are used or exchanged within the immediate area of the parking lot. Random vehicle searches prohibit school officials from deciding which vehicles to search. These types of searches must be conducted uniformly or by some kind of systematic, random selection, such as every third car. When conducting these kinds of searches, the courts do not allow school officials to target particular students or student groups. Just as with student lockers/desks, the school must adequately inform all students who use the school’s parking lot that their vehicles are subject to search. The students should be informed of the grounds for the search, the extent of the search, and the frequency of the searches. Once again, if it is the policy of the school to conduct random vehicle searches, that should be the school’s actual vehicle search practice. For example, if school officials inform students that their vehicles will be subject to a search once a month, but in fact do not conduct such searches monthly, students could justifiably argue that they had an expectation of privacy in their vehicles because of the practice previously followed by the school.

Metal Detectors
Schools with severe drug or weapons problems may wish to consider metal detectors in order to screen students for drugs or weapons. Although the Supreme Court has not addressed the constitutionality of the use of these devices in the public schools, the lower courts have permitted schools to use either walk-through or hand-held metal detectors to search students and their personal effects for weapons prior to entering school premises. In order to justify the use of metal detectors in the courts, school officials must first be able to document a very serious problem with the possession of illegal weapons and the threat of related violence on school grounds. Secondly, school officials must use the device randomly and are prohibited from deciding whom to search. Thus, school officials may search every student who enters the building, or some other neutral category of persons, such as every third student. (See Exhibit 1-1.29 Policy for Trained Dogs and Metal Detectors) Such random use limits the stigma that would be attached to those searched and minimizes the risk of abuse by the searching

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officials. Finally, the routine use of a magnetometer is justifiable only to the extent school officials are searching for weapons. However, other contraband uncovered in plain view or by plain touch during a magnetometer search may be seized by school officials.

Exhibit 1-1.29 POLICY FOR TRAINED DOGS AND METAL DETECTORS
Drug-sniffing dogs and metal detectors may be used in those schools where there is a determination by the school principal that such measures are needed to provide a safe and proper educational environment. Trained dogs may only be used to search school property. Trained dogs can be used to search student belongings in the classrooms only when the students are not present. Trained police officers are the only individuals authorized to use trained dogs in the Woodville Public Schools. Source: Author Police officers and school security personnel are authorized to use metal detectors in the Woodville Public Schools.

Drug-Sniffing Dogs
Another effective deterrent is the use of drug-detection dogs to inspect lockers, student belongings, and cars. When inspecting student belongings, students should be asked to leave their belongings (book bags, coats, purses, etc.) at their desks and exit the classroom with the teacher before the dog and handler enter the room. Drug-detection dogs and their handlers are usually available from local law enforcement agencies and can usually be requested through advanced planning and scheduling. . (See Exhibit 1-1.30 Procedures for Conducting Drug Dog Searches) Explosive-detection dogs (trained to detect traces of gunpowder and other explosives) may also be available from local or state law enforcement agencies to seek out guns, bullets, and explosive related material.

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The courts have generally agreed that the use of trained narcotics dogs to sniff objects (lockers, desks, student vehicles, book bags) requires no level of suspicion. When the dog alerts the school officials to a particular locker or vehicle, the reasonable suspicion requirement that justifies a more thorough search has been met. Note of Caution: The use of dog sniffs on the student’s person is a search and therefore may not be justified in the absence of reasonable suspicion. Recommendations and considerations about the use of drug-sniffing dogs include the following: 1. Serious drug dealers will likely have their "products” concealed on their persons, where the dogs cannot check. 2. Some traces of drugs stored in lockers at some point may be detected, even if the contraband is not there at the time of the search. 3. Drug dogs are more effective as a deterrent only if the students are aware of them. Bringing them into the school at night is not a deterrent. 4. Bringing dogs in for an assembly is a good idea only if follow-up inspections are planned during the school year. 5. Administrators should not issue advance warnings about a specific inspection. This includes not only keeping it a secret from students but also from staff. If one staff member knows, the chances are that all staff members and a good number of students will know. 6. The notice of a potential dog inspection should not be given at the beginning of the year. District policies and student handbooks should include notice that the school is subject to such an inspection, without prior warning, at any time during the school year. 7. Administrators should not believe that drugs are not present nor available at their schools simply because a search comes up empty, since the majority of "successful" drug dealers will have their products on their persons.

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Exhibit 1-1.30 PROCEDURES FOR CONDUCTING DRUG DOG SEARCHES
Notification On the day that a drug search is being conducted, all entrance doors will be locked or appropriately controlled. Signs and appropriate personnel will be posted outside the building at normal or designated entrances to notify those entering the school that they will be required to enter at a designated entrance and report directly to the office. Procedure Principals should be present to observe the inspection of students and student lockers. Principals should also carry a student locker list and keys for entering the lockers if necessary. When there is more than one dog, designees will be assigned at the direction of the principal to ensure proper coordination of the inspection procedure and follow-up activities. This presence will further enable the principal to report accurately on the results and to provide an evaluation of the inspection procedures. In addition, the presence of the principal or designee will have a calming effect on students. Under no circumstances may school officials select a particular individual locker to be searched unless there is reasonable suspicion that the student is in possession of a weapon or other unlawful item. Structure of School Inspection Team Each school inspection team will, if possible, consist of one male and one female staff member, drawn from school administrators, security officers, or both. Each team should include, if possible, a police officer and a drug dog handler, in addition to selected school staff personnel. The school staff’s role is to serve as team supervisor and to open the lockers that have been selected by the dog for inspection. Other staff will be assigned as needed to maintain control and cause as little disruption as possible to the normal flow of student traffic. Under no circumstances are dogs to enter into the classrooms while students are present in the classrooms. All precautions are to be made to ensure that students and other school personnel are clear of dogs, except for members of the school inspection team.

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CHECKLIST FOR DEVELOPING SEARCH AND SEIZURE POLICIES Does the policy stipulate who is to conduct the search? Does the policy define what can constitute a reasonable search, such as the possession of narcotics and violations of school policy? Does the policy clearly define the extent of police involvement in the search? Does the policy communicate that the school district has control over all school property such as lockers, desks, and parking lots? Is there a policy that regulates the seizure of student contraband? Does the policy cover searches by drug-sniffing dogs, metal detectors, or police officers? Does the policy define searches of vehicles parked on school premises? Does the policy define the procedures and parameters for personal student searches? Does the policy require administrators and search team members to attend in-service training regarding the procedures for search and seizure? Does the policy require reporting and recordkeeping of all school searches? Are teacher, students, and parents informed regarding policies governing search and seizure?

ASSESSING SCHOOL SECURITY MEASURES
An initial component in a school security program is assessing the overall condition of the school with regard to certain security issues. The authors have taken all of the security issues described in this section and categorized them into the following five areas for assessment: exterior building security, traffic and parking lot security, campus and building access security, communication and identification security, and search and seizure security. The assessment profile will identify both those areas that should be targeted for security improvement along with those areas that have no significant security concerns. (See Exhibit 1-1.31-School Building Security Assessment Profile) After the assessment profile has been compiled, building administrators and the site planning team can use Section 1-1 as a resource guide when designing an action plan for improving building security.

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Exhibit 1-1.31 SCHOOL BUILDING SECURITY ASSESSMENT PROFILE
Directions for Scoring: After reading and evaluating each statement, circle either “Yes” or “No.” A “Yes” response will indicate full implementation of the security measure and will be worth one point on the rating scale. A “No” response will indicate that the security measure is either not implemented or not enforced and will not be awarded any points on the rating scale. This assessment profile will reflect the overall level of security through the use of a rating scale. For each of the five security areas, a star will be awarded for high levels of implementation with a five-star rating being the desired overall outcome. The profile will also identify those areas where priority security problems exist and those areas where there is great potential for school security problems to emerge. 1. 0 EXTERIOR SECURITY MEASURES
1.1 Yes or No 1.2 Yes or No 1.3 Yes or No 1.4 Yes or No 1.5 Yes or No 1.6 Yes or No 1.7 Yes or No 1.8 Yes or No 1.9 Yes or No 1.10Yes or No 1.11Yes or No 1.12Yes or No ___________ The building parameters are supervised regularly during the day and the evening. Procedures exist for reporting unidentified persons on the grounds. All possible entrance point structures, such as fire escapes, trees, and poles have been checked and secured. All shrubs, trees, and easy hiding places have been eliminated or trimmed back for better supervision. The site plan’s sign-posting policy includes how signs are to be marked and where they are to be posted. Notification signs provide easy-to-follow directions for visitors. Exterior notification signs mark the parameters of the school property lines. Building floor plans are posted near each entrance to identify office locations, building wings, and program areas. Building floor plans have been made available to police and emergency services. All entrances are clearly marked with trespassing notices. All parking lots, building entrances, and outside parameters are well lit. The school maintenance program includes procedures for the replacement and repair of outside lights. TOTAL POINTS

1.0 EXTERIOR SECURITY RATING SCALE 0-4 Points 5-9 Points 10-12 Points Priority Security Problem Emerging Security Problem No Significant Security Problem = 1 Star 42

2.0 TRAFFIC AND PARKING LOT SECURITY MEASURES
2.1 Yes or No 2.2 Yes or No 2.3 Yes or No 2.4 Yes or No 2.5 Yes or No 2.6 Yes or No 2.7 Yes or No 2.8 Yes or No 2.9 Yes or No 2.10Yes or No 2.11Yes or No Two-way radios have been provided for all parking lot supervisors. Procedures that regulate the flow of traffic in and out of the parking lot are enforced. The campus is closed during lunch. The parking lot is fenced and gated. The parking lot is supervised during the school day. School traffic regulations are communicated via the student handbook or newsletter. Specific parking areas are designated for visitors, faculty, students, motorcycles, and handicapped. Driving regulations are strictly enforced with violators receiving immediate suspension of their parking privileges or being reported to the proper authorities. Parking lot speed limits are clearly posted, and parking spaces and traffic lanes are clearly marked. Registration is required for all vehicles that use the school parking facilities. The vehicle registration form for both staff and students requires a vehicle description, license number, name, address, and phone number of registered owner, and related identification information. 2.12Yes or No The policy for registration of vehicles is clearly posted in the student and faculty handbooks.

__________

TOTAL POINTS

2.2 TRAFFIC AND PARKING LOT SECURITY RATING SCALE 0-4 Points 5-9 Points 10-12 Points Priority Security Problem Emerging Security Problem No Significant Security Problem = 1 Star

3.0 CAMPUS AND BUILDING ACCESS AND SECURITY MEASURES
3.1 Yes or No 3.2 Yes or No 3.3 Yes or No 3.4 Yes or No 3.5 Yes or No 3.6 Yes or No 3.7 Yes or No 3.8 Yes or No Panic bars have been installed on all exit doors. A policy has been implemented to minimize the number of campus entrances and exits. All entrances and exits are checked on a regular basis for security. All staff members understand the importance of securing doors behind them. Delivery entrances are checked regularly. The building is properly secured during after-school, evening, and weekend activities. Teachers, staff, and students have been instructed NOT to open doors to visitors. All security measures have been provided for outside portable buildings and annexes.

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3.9 Yes or No 3.10 Yes or No 3.11 Yes or No 3.12 Yes or No 3.13 Yes or No 3.14 Yes or No 3.15 Yes or No 3.16 Yes or No ________

Periodic checks by the administration ensure that all windows are securely closed and all classrooms locked when not in use. There is a policy and practice regulating the duplication of keys. All keys are clearly marked “DO NOT DUPLICATE.” All keys are stored in a safe and secure place. All school personnel are in-serviced on key control practices. Records are kept concerning when keys are checked out and when they are returned. Administrative authorization must be received before keys can be checked out. Closed-circuit cameras are used to monitor critical locations on campus. TOTAL POINTS

3.0 CAMPUS AND BUILDING ACCESS SECURITY RATING SCALE 0-5 Points 6-11 Points 12-16 Points Priority Security Problem Emerging Security Problem No Significant Security Problem = 1 Star

4.0 COMMUNICATION AND IDENTIFICATION SECURITY MEASURES
4.1 Yes or No 4.2 Yes or No 4.3 Yes or No 4.4 Yes or No 4.5 Yes or No 4.6 Yes or No 4.7 Yes or No 4.8 Yes or No 4.9 Yes or No 4.10Yes or No 4.11Yes or No 4.12Yes or No Teachers can contact the office through in-house phones or by use of a panic button in each classroom. A public address system can be used to broadcast emergency messages throughout the entire campus. A two-way public address system allows for broadcasting and communicating with individual classrooms. The school has two-way portable walkie-talkie or radio units for use in routine and emergency situations. Training is provided to supervisors in the proper use of two-way radios and cellular phones. Pay phones are either monitored or removed from the hallways and school grounds in order to reduce loitering, rumor control, prank 911 calls, and related misuse. Phone systems are easily accessible to all school personnel at key locations within the school. A regular maintenance program evaluates all communication systems annually. An identification screening process is in place for students. An identification screening process is in place for visitors. An identification screening process is in place for school employees. Student ID cards are required when students attend school-sponsored activities such as athletic events or dances.

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4.13Yes or No

The school personnel and student body have received instruction in regard to the importance and the procedures needed for maintaining building security.

_________

TOTAL POINTS

4.0 COMMUNICATION AND IDENTIFICATION SECURITY RATING SCALE 0-4 Points 5-9 Points 10-12 Points Priority Security Problem Emerging Security Problem No Significant Security Problem = 1 Star

5.0 SEARCH AND SEIZURE SECURITY MEASURES
5.1 Yes or No Students, faculty, parents, and administrators are aware of the Fourth Amendment laws that regulate search and seizure. 5.2 Yes or No 5.3 Yes or No 5.4 Yes or No 5.5 Yes or No 5.6 Yes or No 5.7 Yes or No 5.8 Yes or No ________ The policy defines what is considered “school property.” School policy defines a procedure for the use of metal detectors. School policy defines a procedure for the use of drug-sniffing dogs. There is a policy that regulates how vehicle searches will be conducted. A policy clearly defines what constitutes a “reasonable suspicion.” A policy defines and regulates how personal searches are conducted. A policy regulates the confiscation and documentation of seized contraband. TOTAL POINTS

5. 0 SEARCH AND SEIZURE SECURITY RATING SCALE 0-3 Points 4-5 Points 6-8 Points Priority Security Problem Emerging Security Problem No Significant Security Problem = 1 Star

________

TOTAL SCORE

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Appendix Exhibit 1-1.2 SAMPLE BUILDING SECURITY PLAN
Key Protective Lighting = Security Camera =
Entrance

Gated Fence Closed Parking Area

Parameter Signs =
Entrance N-1 Posted Visitor Sign Security Cam 2 Doors Locked (8:00-3:00) Manned Parking Lot Security Tower

Entrance N-2 Posted Visitor Sign Doors Locked (8:00-3:00)

Doors

Entrance N-3 Visitor Sign

Locked

Visitors Parking

Main Office

Entrance E-2 Visitors Sign Posted Security Cam 1 Doors Locked ( 8:00 –3:00)

GYM

Main Building Entrance E-1 Manned Security Desk Visitor Screening (Monitors & Radio)

Cafeteria

Auditorium Music Facilities

S E R V I C E D R I V E

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Exhibit 1-1.5 SCHOOL TRESPASSING LETTER Date Sent: RETURN RECEIPT REQUESTED Address:

Dear: NAME OF GUARDIAN This letter will serve as official notification that your child STUDENT’S NAME is prohibited from being on school grounds and attending school activities. STUDENT’S NAME appearance and conduct has been disruptive to SCHOOL NAME and our school activities. We are responsible by law for maintaining a school in which all students may learn in an orderly atmosphere. Any violations of this provision will be a misdemeanor offense. The police will be called and a complaint filed. Sincerely,

Principal CC Police Department - call #98-5555 CC Assistant Superintendent

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Appendix Exhibit 1-1.9 TEACHER VEHICLE PARKING REGISTRATION FORM

NAME AND ADDRESS OF PRIMARY DRIVER (PRINT)

PPN _______________ (Permit Number)

Last Street City

First

Middle

State

Zip

TELOPHONE NO. ________________________________________________ EMERGENCY TELPHONE NO. _____________________________________

MAKE OF VEHICLE ________________________________ YEAR ____________ MODEL _____________________________________ 2 OR 4 DOOR COLOR(S) _____________________________________________________ LICENSE TAG NUMBER (_________________) STATE (________) YEAR (_____) INSURANCE COMPANY _______________________________________________

OWNER INFORMATION (If Different from above) NAME _______________________________________________________________ ADDRESS ____________________________________________________________ TELEPHONE __________________________________________________________

Completed by __________________________________________________________ Signature Date

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Appendix Exhibit 1-1.17 STANDARDIZED WEAR PARENT SURVEY The following questions are designed to provide information about parental attitudes and opinions concerning standardized wear for all students at Woodville Middle School. If you have further questions and concerns, please notify the school office. Thank you for your cooperation. 1. 2. Standardized wear saves parents money. ___strongly ___agree ___disagree ___strongly disagree Standardized wear reduces negative influences during the school day. ___strongly ___agree ___disagree ___strongly disagree Standardized wear reduces peer pressure. ___strongly ___agree ___disagree ___strongly disagree Standardized wear reduces student conflicts. ___strongly ___agree ___disagree ___strongly disagree Standardized wear improves the attitudes of the students toward education. ___strongly ___agree ___disagree ___strongly disagree Standardized wear enhances the academic atmosphere of Woodville Middle School. ___strongly ___agree ___disagree ___strongly disagree Standardized wear makes the students take their studies more seriously. ___strongly ___agree ___disagree ___strongly disagree Standardized wear improves the community' perception of Woodville Middle School. s ___strongly ___agree ___disagree ___strongly disagree Standardized wear reduces parent/child conflicts regarding clothing. ___strongly ___agree ___disagree ___strongly disagree The benefits of standardized wear outweigh the loss of individuality that unrestricted dress codes provide. ___strongly ___agree ___disagree ___strongly disagree I support the use of loosely defined standardized wear, consisting of dark pants and a white shirt. ___strongly ___agree ___disagree ___strongly disagree I support the use of a strict dress code at Woodville Middle School. ___strongly ___agree ___disagree ___strongly disagree I volunteer to be on Woodville Middle School’s standardized wear committee. Yes No

3. 4. 5. 6. 7. 8. 9. 10.

11. 12. 13.

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Appendix Exhibit 1-1.18 SCHOOL UNIFORM POLICIES AND PROCEDURES
Statement of Policy Woodville Middle School shall implement, within the parameters set forth below, a "Woodville Wear" policy beginning with the 2000-01 school year. Information Dissemination It is the responsibility of the school to adequately communicate to parents the information and general guidelines for enforcement of the school uniform policy. The school principal shall also work with students and parents to facilitate implementation of financial assistance programs. The school shall communicate to parents information which includes: • types and colors of "Woodville Wear"; • requirements for jackets/outer garments; • optional articles of attire, if any; • compliance measures to be employed; • the availability of financial support and the procedures for applying for assistance; notice of "Woodville Wear" sales and lists of competitive prices from vendors of "Woodville Wear" articles. The means by which this information is communicated shall include one or more of the following: • Phone Hotline message center; • school newsletters; • parent forums; • telephone notification; PTO meetings and newsletters; parent advisory meetings; television, radio, and/or newspaper announcements; posters displayed at school and in the community; registration materials. Disciplinary action is to be initiated only after all other means to secure support and cooperation as mentioned above have not succeeded. A "progressive discipline" approach is to be employed by the school support staff so as to encourage full and consistent compliance with the least amount of disciplinary action. In order to ensure a smooth transition to the mandatory "Woodville Wear" policy, and in order to ensure that incentives and positive reinforcement measures are employed before resorting to disciplinary action, Woodville Middle School will not take disciplinary action until after the close of the first semester, unless those not in compliance materially or substantially interfere with the requirements of appropriate discipline. No student shall be considered non-compliant with the policy in the following instances: • When non-compliance derives from financial hardship. • When a student wears the uniform of a nationally recognized youth organization such as Boys Scouts or the Girls Scouts on regular meeting days. • When wearing "Woodville Wear" violates a student' sincerely held religious belief. s • When a student' parent or guardian has secured an exemption from the "Woodville Wear" policy. s

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If the parent(s) or guardian desires to exempt his or her child from the "Woodville Wear" policy, the parent(s) or guardian must observe the following procedure: • • • Request by mail or in person an Application for Exemption from "Woodville Wear" Program. The parent(s) or guardian may obtain an Application for Exemption at Woodville Middle School’s main office. Complete the Application in full and submit it to the Principal or Assistant Principal. Meet with the "Woodville Wear" Review Panel to discuss the policy and the nature of the parent(s) or guardian' objections to the policy. The purposes of this meeting include (1) ensuring that the s parent(s) or guardian(s) understands the reasons for and goals of the "Woodville Wear" policy: (2) verifying the accuracy of the information on the Application; and/or (3) preventing fraud or misrepresentation

Annual Evaluation Woodville Middle School will participate in a full evaluation at the end of each year of the "Woodville Wear" program. Woodville Middle School will review the results of the evaluations and then consider proposed modifications to the policy as appropriate. Girls' Clothing Choices For Top Garment: White, full button front, round or pointed collar, short or long-sleeved. Knit-type shirt (polo style) white, collared, short or long sleeved. Choices For Bottom Garment: Belt with permanently attached belt buckle to be worn if garment has belt loops. Clothing must be fitted at waist (no larger than 2 inches bigger than waist size). Girls 1. Skirts/Culottes length: longer than fingertips at side to mid-calf. 2. Walking shorts cuffed or no-cuff, length: longer than fingertips at side to just above the knee. 3. Pants, long, hemmed. Cuffed or no-cuff, length appropriate fitted at waist, straight leg, no bellbottoms, baggy legs, or stretch fabric. Boys' Clothing Choices For Top Garment: Shirt- White full-button front with collar, short or long-sleeved. Choices for Bottom Garment: Belt with permanently attached belt buckle to be worn if garment has belt loops. Clothing must be fitted at waist (no larger than 2 inches bigger than waist size). Boys All types of denim jeans, levi' anchor blues, etc. Are unacceptable and will not be allowed! s, Shoes 1. Predominantly black with black laces or predominantly white with white laces. Any style leather dress shoe is acceptable. 2. Predominantly black with black laces, or predominantly white with white laces. Any style leather dress shoe is acceptable.

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Outer Garment for Girls and Boys in School: 1. Plain White or plain Navy Sweatshirts or sweaters (No logos or insignias). 2. Woodville Jackets or Sweatshirts (Navy or White). To And From School: Jackets (without emblems or logos) may be worn due to cold or inclement weather. They may not be worn inside the classrooms or hallways. Faculty & Staff Dress Code Faculty, Staff, and Administration will dress within the parameters listed below. Faculty, Staff and Administration may choose to wear Woodville Wear. However, if they do, they should comply with the same established guidelines as they pertain to students, i.e., non-logo*, plain colored shirts and outer wear garments. In all cases, faculty, staff and administration should be in professional attire. Appropriate Woodville Wear is considered professional attire. No spaghetti strap dresses or tops, no sundresses, halters, bare midriffs, or tank tops cut so as to expose under garments. All staff members must wear shirts with collars (t-shirts, any style, are unacceptable; dress blouses without collars are acceptable). No jeans except for in-service days, community service, or spirit days. Art and/or other teachers whose normal classroom activities and responsibilities make professional attire impractical may be exempt from the jeans restriction. Nose, cheek, lip, and other body piercing will not be permitted unless part of a cultural/religious custom. No sweatpants, tights, stirrup pants or leggings except for physical education teachers who are teaching outside of their classroom for most of the day. These same teachers are expected to conform to the dress code standards when they are teaching in the classroom all day. Faculty/Staff wearing sweatshirts in the classroom for additional warmth should comply with the same standards set forth for the student population. Shorts may be worn but should be longer than the fingertips at the side and shorter than the knee Flip-flops, shower shoes, and sandals without a back strap are not allowed. • Articles of clothing painted with the logo of Woodville Middle School will be acceptable.

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Appendix Exhibit 1-1.19 SCHOOL UNIFORM APPLICATION FOR EXEMPTION
Name of Person Submitting This Application:________________________________________ Name of Student: _____________________________________ Telephone: _______________ Address: __________________________________ School Year: _________ Grade: _________ I certify that I am the parent or legal guardian of the student named above. I choose not to have my child comply with the student "Woodville Wear'policy adopted at Woodville Middle School during the current ' school year. I hereby request an exemption from the student "Woodville Wear'requirement on behalf of ' the above-named student for the current school year, pursuant to the Guidelines and Regulations for Implementing the "Woodville Wear" policy in Grades Six through Eight. I understand that this application for exemption is for the current school year only. The reason for my application for this exemption is as follows: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ I understand that the exemption will be effective ONLY after my child and I have personally met with the members of the "Woodville Wear" Review Panel as set forth in the Guidelines and Regulations. Signature of Parent or Guardian ___________________________Date of Request ___________ Signature of Site Administrator ___________________________ Date of Conference _______ Disposition of School Uniform Review Panel:________________________________________________ _____________________________________________________________________________________ ________ Yes ___________ No ____________

Reason(S):_____________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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Appendix Exhibit 1-1.10 STUDENT VEHICLE REGISTRATION FORM Permit To Drive Automobile
PPN ___________________ Permit Number

Name of Student _______________________________________________________________ Address ______________________________________________________________________ Owner Information (If different from above) Name __________________________________________________________________ Address ________________________________________________________________ Telephone Work ______________________ Automobile Information: Make ______________________ Year ______________ Tag No. ________________ Telephone Home ____________________

Model _____________________ Color______________2 or 4 Door _____________ Insurance Company (Photo Copy Attached) _______________________________________ Driver License Number (Photo Copy Attached) ____________________________________ It is understood that the student driver assumes the obligation to obey all rules and laws concerning the operation of an automobile. The student will be allowed to park in the school parking lot as long as he/she obeys the school regulations governing the operation of a vehicle. The vehicle is to be parked in the west parking lot until the student driver leaves for the day. Any violations of the school’s vehicle operation policy will result in the suspension of this permit. The signing this registration form signifies that the student agrees to the conditions set forth on vehicle operations at school and understands that his/her vehicle may be searched while on school grounds for reasonable cause. ___________________________________ Signature of Parent ___________________________________ Signature of Parent ___________________________________ Signature of Student Driver __________________ Home Phone __________________ Home Phone __________________ Date _________________ Work Phone _________________ Work Phone

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