The life of just one student is priceless, however, schools and universities must operate within often slim budgets. A combination of security films, screens and excellent overall security awareness, we believe, can make a huge difference in school safety and security.
Anthony J. Van Gorp has 14 years of law enforcement experience and established Investigative Solutions & Consulting Services Inc. in 2002 and the Van Gorp Group in 2013. The Van Gorp Group provides executive protection, armed and unarmed security, consulting and training services. Van Gorp Group is a 3M safety and security film distributor in Indiana as well as a TAPCO security screen and door distributor.

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On May 17, the university announced that the technology would now be available to all members of the university community who are interested in subscribing to the annual service. The device is free and an annual subscription of $45 covers the communication service. “For those students who demonstrate financial need, Husson University will cover the cost to ensure their safety,” said Eric B. Gordon, executive director for marketing and communications.

Husson students, staff, faculty and administration are all able to use the service. Individuals visiting the campus for extended periods of time can talk to campus security about borrowing a unit should they have any concerns about their personal security, according to Gordon.

The compact device has a built-in ring to connect it to a keychain for quicker access and can work with gloves unlike some smartphone applications. If the user is not on campus, the software automatically redirects the signal to local law enforcement.

The POM device offers students and other users both silent and signal alert options. In both cases a GPS location, personal informational and photo of the user is sent to Husson Safety and Security. When the silent alert is deployed, the activated POM emits no sound, but a staff member from campus security can listen in on what is happening. During the signal option, the device buzzes and beeps. It also allows for two-way communication with campus security. The device needs to be charged only every 10 to 14 days and its software is cloud-based so installation and upgrades require no maintenance by campus security.

“One sexual assault on campus is one too many. We’re hoping that this device can help make our already safe campus, even safer,” said Raymond Bessette, executive director of security and safety for the university.

Dispatchers at the campus have been trained on the POM software and can access it via their iPhones and Androids to more quickly locate those in need of assistance. In addition to sexual assault, users can activate the device when they feel unsafe in any classroom or office, need a virtual or in-person escort, have a health emergency, are lost, see something or someone suspicious and/or see someone that needs help. The POM device is considered an added safety measure for Husson University, and is not intended to replace any existing safety protocols.
 

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Safety and security window film is a tool that, when integrated with a well-planned system of security measures, can offer a school community both greater security and greater peace of mind. Safety and security film is a polyester-based product that, when professionally installed, strengthens a building’s windows, which in turn protects the building and its occupants. Window film is used in many applications, with increasing popularity in municipal and commercial structures.

Whether you’re renovating or building a new school facility, window film is a safety and security measure worth incorporating. Here are two reasons school leaders and construction managers should consider window film:

1. Anti-Intrusion

Windows and doors are the most vulnerable parts of a building. They are points of entry for people that may mean harm to the occupants. Glass is also an inviting target for vandals intent on mischief or worse. The main benefit of safety and security film is to provide an invisible shield that offers protection from broken glass and deters or delays unwanted entry. When ordinary annealed glass breaks, it poses considerable danger, but with filmed glass this hazard may be significantly reduced.

Keep in mind that the use of safety window film alone will not prevent intrusion through glass. Instead, it increases the amount of time needed to break through and can deter the efforts of the potential intruder altogether after multiple unsuccessful attempts to enter through the filmed glass.

To further increase the performance of filmed glass, consider affixing the security film to the window frame using one of the various attachment systems on the market today such as Gullwing, Lifeline or FrameGard. Attaching film to the window frame eliminates the vulnerable area where the film stops at the glazing gasket. This transfers the load or pressure typically applied to the filmed glass to the entire glazed opening, increasing the performance of the window against intrusion threats.

2. Privacy & Protection

As most schools operate during daylight hours, an intruder can still see into classrooms — even if the blinds are drawn in some cases. Each window is essentially a map to the entire school. Potential intruders can easily see in and gather details of the entire school — the hallways, media center, office, cafeteria, etc. — which makes it easier to create a plan to gain entry and target victims.

For the leaders at Ballston Spa Elementary School in New York, the decision to use professionally installed window film was a cost-effective solution that made their school safer for staff and students. With the installation of Madico’s SafetyShield 800, the school now adheres to national building and safety codes. The film does not affect the performance of wired glass as a fire stop; window film doesn’t get in the way of aesthetics or existing window benefits.

There are so many moving parts to a school construction project from budgetary concerns to the project timeline and the impact of an active construction site on student focus. However, the most important thing to keep in mind is the safety of staff and students. As you plan your next construction project, think about the benefits of today’s security window films for the entire school community — and be sure to consult a safety film expert.

Michael Mancini is the director of marketing for Madico Inc., in St. Petersburg, Fla. Madico develops, manufactures and markets technologically advanced film laminates.

Read more about how window film can improve school safety in the May issue of School Construction News.
 

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In educational settings that feature electrical equipment, it is important for professionals to have a full understanding of the dangers posed by counterfeit electrical products.

By definition, a counterfeit is a product, service or package for a product that uses — without authorization — the trademark, service mark or copyright of another, intended to make customer believe the product or service is genuine.

Counterfeit electrical products, many of which are intended to serve as protective devices, are unsafe lookalikes. Such counterfeit products — including circuit breakers, extension cords and surge protectors — are often made without regard for electrical safety or fail to meet minimal performance specifications.

These cosmetic copies can overheat or cause short circuits, leading to fires, shocks or explosions that can cause injury or considerable property damage. According to a report from the United States Fire Administration (USFA), an estimated 25 percent of all non-confined school building fires occur because of an electrical malfunction.

Counterfeiters rely on deception and prices that are below market level to find their way into educational institutions. This makes detecting the difference between a counterfeit and an authentic product extremely difficult, especially as counterfeiters become more sophisticated.

To help maintain a safe environment, professionals need to know what to look for and what actions to take to protect property, students and staff from serious health and safety risks posed by counterfeit electrical products. The following checklist is intended to assist professionals in detecting suspect products and to provide resources to authenticate products and report counterfeits.

1. Buy authentic

When buying new equipment for an educational facility, the best way to avoid purchasing a counterfeit product is to buy directly from the manufacturer or an authorized distributor. There is a higher risk of counterfeits if one cannot trace the path of commerce to the original manufacturer.

2. Examine products of interest

When purchasing an electrical product, check for certification marks from organizations that certify the quality and performance of electrical products. Be leery of additional markings or labeling not applied by the original manufacturers with missing or poor-quality labels, out-of-date product codes and non-genuine packaging. As counterfeiters become more sophisticated, counterfeit products become even more difficult to detect, increasing the need for additional scrutiny.

3. Avoid “bargains”

Avoid bargains that seem too good to be true. Prices that are substantially lower than the manufacturer’s price should make any buyer suspicious. Saving a few dollars is not worth exposure to the safety risks that accompany faulty products.

4. Evaluate new products upon delivery

It is also important to evaluate the condition of any new product and its packaging immediately upon delivery. Any product that appears to have been tampered with, is missing information or is poorly made should raise a red flag.

Some manufacturers have online product registries that can confirm whether or not a product is authentic. For example, Eaton’s Circuit Breaker Authentication (CBA) tool gives customers the ability to verify the authenticity of Eaton molded-case circuit breakers (MCCBs), up to 400 amperes.

5. Report counterfeits

If questions arise about the authenticity of a product, customers should reach out to the manufacturer. This will allow for authentication and ensure that potentially unsafe products removed from the marketplace.

If brand contact information is not available, contact the IPR Center that will disseminate the information for appropriate response. Contact the IPR Center at IPRCenter@dhs.gov or 1-866-IPR-2060.

For additional information about the dangers counterfeit electrical products, visit www.eaton.com/counterfeit.

As brand protection manager for Eaton’s Electrical Sector, Tom Grace oversees counterfeit awareness, training and prevention.

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Members of task force include representatives from the state’s Department of Education, Office of Homeland Security and Preparedness and the Schools Development Authority as well as members of several state-level education organizations. The group was created by a state statute in August 2013, and has since been examining potential safety improvements related to architectural design, staff training, screening systems and technology, emergency communication plans, preventing cyber attacks and ensuring a secure school perimeter. The group made a total of 42 recommendations to the New Jersey Legislature, which commissioned the report, on July 9, including those related to the use of panic alarms, student and visitor identification cards, and even the risks posed by proximity to chemical facilities or nuclear power plants.

“New Jersey has always taken an active role in developing and implementing programs designed to protect our students,” said Commissioner of Education David Hespe, who co-chaired the 11-member task force, in a statement. “This task force worked hard to build upon this tradition of success. Their report will serve as an important guide in our continuing work to ensure that our schools are safe learning environments for all children.”

“One of the major focuses of the task force was to build on the state’s movement toward strengthening the school security policies and practices employed in New Jersey,” said Christopher Rodriguez, director of the New Jersey Office of Homeland Security and Preparedness and co-chair of the task force, in a statement.

“Protecting our children during school hours and at after school activities is an around-the-clock job that requires a strong working relationship among law enforcement, school officials, parents and the community,” Rodriguez continued. “This is consistent with the work of my office and vital to allowing New Jersey’s children — and their teachers — to focus on learning.”

Along with fellow task force members, Hespe and Rodriguez reviewed earlier school safety studies, conducted site visits at various schools, and met with law enforcement agencies as well as safety experts to glean feedback and input throughout the process. While some of the resulting recommendations can be implemented administratively on the state or local level, others will require amendments to current New Jersey laws and regulations, according to a statement by the state Department of Education.

The full report can be found here.

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These findings indicate that some attacks could have been prevented, and emphasizes the importance of creating safe campus programs. Safety awareness programs could help improve the overall safe campus perception and encourage students to report activities they may otherwise ignore.

Identifying Potential Threats
While it is understood that only a school psychologist or other mental health practitioner can truly determine and/or identify potential threats, it is important to develop guidelines so that other people know what to report. A threat could be an expression of violence in writing, or drawing. It might be patterns of impulsive or chronic intimidation or bullying of others, or it may simply be social withdrawal. When someone notices these characteristics the proper persons should be promptly notified. It is possible that reporting these early warning signs may serve to help troubled individuals and should be a part of any plan for prevention or intervention.

A few of the outward indicators of potentially dangerous student behavior that might be reported by a teacher, classmate, parent or other concerned individual were developed by the National School Safety Center. They include:

• Has a history of tantrums and uncontrollable angry outbursts
• Characteristically resorts to name calling, cursing or abusive language
• Habitually makes violent threats when angry
• Has previously brought a weapon to school
• Has a background of serious disciplinary problems at school and in the community
• Has a background of drug, alcohol or other substance abuse or dependency
• Is on the fringe of his/her peer group with few or no close friends
• Is preoccupied with weapons, explosives or other incendiary devices
• Has previously been truant, suspended or expelled from school
• Displays cruelty to animals
• Has little or no supervision and support from parents or a caring adult
• Has witnessed or been a victim of abuse or neglect in the home
• Has been bullied and/or bullies or intimidates peers or younger children
• Tends to blame others for difficulties and problems s/he causes her/himself
• Consistently prefers TV shows, movies or music expressing violent themes and acts
• Prefers reading materials dealing with violent themes, rituals and abuse
• Reflects anger, frustration and the dark side of life in school essays or writing projects
• Is involved with a gang or an antisocial group on the fringe of peer acceptance
• Is often depressed and/or has significant mood swings
• Has threatened or attempted suicide

What to Expect From Your Security Service Provider
Expert security service providers take into consideration the research and recommendations on this critical topic made available by many different federal agencies including the U.S. Departments of Homeland Security, Justice, Education, and Health and Human Services. Research shows that prevention through communication and identifying early warning signs is one of the most critical parts of any campus security program.

Targeted violence in a school is defined as any incident of violence where a known or knowable attacker selects a particular target prior to the violent attack. Taking this into consideration, the U.S. Secret Service published “Threat Assessment in Schools.” This guide explains how to manage threatening situations and create safe school climates. By building assets that are integrated into the school, family and community, responsive decision-making can be developed.

Security service providers research publications and previous events in preparation for partnering with educational institutions. Those partnerships begin by forming a school safety committee to provide oversight. The committee, representing different school departments, provides guidance for the overall safety and security objectives of the campus. Security professionals work with the committee to review incidents and develop programs that enhance campus safety through education, training, social media and the ongoing awareness that is developed through such a program.

Your security services provider should develop a checklist that takes into consideration the physical plant, lighting, existing alarm systems, audio and visual systems and the use of social media. These, along with other potential threats, are evaluated and used to create a customized plan. Whether it be a bomb scare, chemical agent leak or threat of violence, the potential crisis is evaluated and a threat analysis is completed.

Partnerships involving educational institutions and security service providers help the school to develop a plan for effective intervention with at-risk youth demonstrating behavioral difficulties. Trained security professionals work with administrators and staff to ensure that their long-term safety and security objectives are met. By creating an environment that allows properly trained individuals to engage in intervention/response, security providers can help schools identify crises and eliminate potential threats before they occur. It is imperative that every program plans for a recovery process that enables the school community to respond appropriately and quickly, and to provide necessary care and support. Minimizing the trauma and emotional distress that affects a learning institution after a crisis event has occurred is also a top priority.

No school can prevent all crisis events nor give the assurance that such events will never take place on their campus. What a security service provider can do when partnering with schools is ensure that every reasonable solution has been evaluated, considered, discussed and planned for accordingly. The goal is to secure the campus by limiting access, developing awareness programs and providing a safe and enjoyable educational experience for students.

Kent Jurney, CPP, is vice president of client services at ABM Security Services. He has been developing and delivering security protocol and training to schools and private industry for over forty years.

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School Construction News recently spoke with representatives from Heery International — an Atlanta-based professional services firm specializing in program management, architecture, engineering and construction management — about how school districts are bouncing back and reinvesting in critical infrastructure. David Waggoner, former Council of Educational Facility Planners International president chair and vice president and national K-12 market director, based in Heery’s Houston office, and Rob Chomiak, senior vice president and national director of program management in the Atlanta office, shared their thoughts on securing capital improvement funding and keeping schools in top working order in a post-recession world.

Q. How are renovation, expansion and capital improvement needs among K-12 schools changing?

Waggoner: Catching up on deferred maintenance is certainly a trend…because [it has] been neglected over the last eight years when the recession hit. During those years districts have spent money on some things, but not necessarily on the systems that need to be maintained.

Chomiak: I think the type of district — whether it’s urban or more suburban — also impacts programs and priorities. You see different issues with different sized districts.

A lot of districts are dealing with growth. You see a demographic change, especially in urban districts, where schools are not always in the locations that they need to be. Districts are trying to figure out how to either maintain schools that aren’t being fully utilized — or even close them, which is always a huge political issue — and how to get more schools in areas that are growing faster. Land and other things always become an issue when you try to do that.

Q. How might K-12 renovation or expansion projects affect school safety and security?

Waggoner: My philosophy about safety and security is that it needs to be well coordinated with other aspects of a school. It’s a mistake to simply say that the facility will address all the safety and security needs. It really needs to be holistic in terms of operations maintenance, training employees and technology. All of the aspects of a school system and operation need to be engaged in a safety program.

Chomiak: The things that have been happening around the country and around the world [in terms of school violence] have greatly impacted what school districts are looking for in terms of safety and security, to a much more heightened level. A lot more renovation projects that we’re seeing now are very specific to those changes.

From a technology standpoint, it’s almost been an improvement. For a while the big push was to add technology, which meant adding a lot of low-voltage cabling to classrooms, a lot of infrastructure. As technology has progressed, it’s actually eased off of that because of improvements in wireless capabilities of systems. You don’t necessarily have to run as much cable or have as much backbone in the school as you used to.

Q. Can renovation and improvement projects really deliver 21st century learning spaces, or does modern education more often require new facilities?

Waggoner: We want to try to house 21st century learning styles and approaches in existing facilities, but it can be a challenge depending on how the existing building is constructed. A lot of it has to be addressed on a case-by-case basis simply because a lot of the older school buildings are built as double-loaded corridors. They may have masonry load-bearing walls that you cannot knock down. So, it’s much more difficult to provide open environments, transparent classrooms and various flexible learning spaces. Certainly it’s easier in a new facility, but it can be done in an older facility if [districts are] willing to spend the bucks and be really creative.

Read more about the outlook for post-recession K-12 capital improvement projects in the July/August issue of School Construction News.

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“We are about educating students and increasing the number of Georgians who have completed college,” University System Chancellor Hank Huckaby told AJC.com on May 19. “To continue to do this, we must provide our students, faculty and staff a safe environment, and we will apply best practices at each campus. This is a fundamental change in the way we have been operating across our system of institutions.”

Formed in October 2014, the committee, which also includes four student representatives and a number of other college and university officials, conducted a comprehensive review of policies and procedures at the various USG institutions The committee was charged with developing recommendations related to improvements to public safety, including compliance with Title IX of the Education Amendments Act of 1972, the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act (Clery Act), and campus law-enforcement agency assessment and training needs.

Following the review, the committee advised that Georgia institutions should “receive specific education and training related to their reporting responsibilities, requests for confidentiality, and Title IX requirements,” according to the report. The committee recommended that training be customized, mandatory and system-wide to ensure consistency and that all standards are met. It further recommended that the schools develop a single, centralized website to maintain, collect and publicize related information. This website should include “clear, specific and comprehensive information about how the USG defines, investigates and resolves incidents of sexual assault, sexual harassment, domestic/dating violence and stalking,” according to the report.

The group’s Clery Act subcommittee further recommended that each institution identify a Clery Act coordinator — as well as a coordinating committee — to provide consistency and guidance. Clear records should also be kept of Clery Act crimes, including geographic information, according to the report.

Recommendations regarding campus law enforcement included better defining the essential functions of campus police departments, and establishing and implementing law enforcement department assessment programs focused on administration, patrol, investigations, communications and campus community policing.

Additional recommendations included the establishment of a public safety committee and training program at each institution, the implementation of a system-wide employee assistance program for public safety personnel to provide support in managing stressful situations and ensuring that security officials are allowed appropriate access to college and university leaders to drive home the importance of campus safety and security.

The full report is available here.

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Safe and Sound provides schools and communities with toolkits, ideas and resources to help assess the safety of their facilities, along with strategies for making schools safer. The organization’s ultimate goal is to unite the national school community with a nonpartisan, grassroots approach to problem solving and provide school communities a platform for building local and national partnerships between parents, educators, students, first responders, safety and security experts, and community members. Assa Abloy was announced as the organization’s newest platinum sponsor in October, and will support Safe and Sound’s efforts to improve school safety.

Assa Abloy has long provided entrance and access solutions that address common K-12 facility challenges like classroom security, sound transmission control, accessibility and energy efficiency. The company’s security professionals also conduct no-cost school site assessments, and will work together with Safe and Sound to increase public awareness of school safety. Though the amount of the company’s gift was not disclosed, Platinum sponsors include only those contributing $15,000 or more annually, according to the Safe and Sound website.

In a statement, the company outlined its support for the organization and its mission of empowering communities to improve the safety and security of their schools.

“Assa Abloy supports Safe and Sound’s goal of creating a safe learning environment that protects students and staff,” said Mike McGorty, executive vice president of sales for Assa Abloy Door Security Solutions, in a statement. “We are proud to sponsor Safe and Sound and share our expertise in school security. Together, we will make a lasting impact in the safety of our schools and well-being of our children.”

“We are grateful for Assa Abloy’s generous support of our mission at Safe and Sound,” co-founder Michele Gay added. “Through support like this, our work is made possible and our message, materials, and resources are shared with school communities
nationwide.”

The sponsorship announcement coincided with America’s Safe Schools Week, a week- long public awareness campaign headed by the National School Safety Center designed to bring greater attention to the importance of school safety. The event provided an ideal starting point to begin the joint effort.

The company has recently launched several safety-related products for use in schools, including the Security Sidelight doorframe unit. This particular product includes both a window panel alongside the door, as well as a heavy duty hinged panel that can close over that window from within the classroom, offering light and visual access when open and added security when closed.

“Studies show [school intruders] are looking for a sure bet,” Vice President of Marketing for Assa Abloy’s Architectural Hardware Group Leslie Saunders told WFSB in an interview. “If they don’t know that the room is occupied they will typically pass it by.”

Additionally, Assa Abloy’s RF Fob allows teachers to automatically lock their classroom door from up to 75 feet away via a small key fob attached to their person. A secure lock attached to the inside of the door prevents outside access, while ensuring teachers and students can still quickly exit the classroom.

“You always should have free egress from a room,” Saunders told WFSB, “but people should not be able to get in.”

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