2022-2023 District-Wide School Safety Plan
Schenectady City School District
DISTRICT-WIDE SCHOOL SAFETY PLAN
PROJECT SAVE (Safe Schools Against Violence in Education) Commissioner’s Regulation 155.17
Emergencies and violent incidents in school districts are critical issues that must be addressed in an expeditious and effective manner. Districts are required to develop a district‐wide school safety plan designed to prevent or minimize the effects of serious violent incidents and emergencies and to facilitate the coordination of the district with local and county resources in the event of such incidents or emergencies. The district‐wide plan is responsive to the needs of all schools within the Schenectady City School District (SCSD) and is consistent with the more detailed emergency response plans required at the school building level. Districts stand at risk from a wide variety of acts of violence, natural, and manmade disasters. To address these threats, the State of New York has enacted the Safe Schools Against Violence in Education (SAVE) law. Project SAVE is a comprehensive planning effort that addresses prevention, response, and recovery with respect to a variety of emergencies in each school district and its schools.
The Schenectady City School District supports the SAVE Legislation and intends to facilitate the planning process. The Superintendent of Schools encourages and advocates ongoing district‐wide cooperation and support of Project SAVE.
Section I: General Considerations and Planning Guidelines
The Schenectady City School’s district‐wide school safety plan was developed pursuant to Commissioner’s Regulation 155.17. At the direction of the Schenectady City School District Board of Education, the Superintendent of the Schenectady City School District appointed a district‐wide School safety team and charged it with the development and maintenance of the district‐wide school safety plan.
B. Identification of Chief Emergency Officer
The Schenectady City School District designates the District Director of School Climate and Safety as the Chief Emergency Officer, whose duties shall include, but not be limited to:
1. Coordination of the communication between school staff, law enforcement, and other first responders;
2. Lead the efforts of the district‐wide school safety team in the completion of, and yearly update by September 1st, of the district‐wide school safety plan, and the calibration of the district‐wide school safety plan and the building‐level emergency response plans;
3. Coordinate training to ensure staff understand and implement the district-wide school safety plan;
4. Ensure the development & yearly revision (by September 1st) of building‐level emergency response plans for each school building;
5. Assist in the selection of security related technology and development of policies & procedures for the use of such technology;
6. Coordinate appropriate safety, security, and emergency training for district and school staff, including required training in the emergency response plan yearly (by September 15)
7. Ensure that all SCSD buildings perform the required evacuation and lock‐down drills as required by Education Law section 807.
C. Identification of district-wide safety team
The Schenectady City School District has created a district‐wide school safety team, appointed by the board of education, & consisting of various stakeholders. Members of the team by title are as follows:
1. Chief Emergency Officer (District Director of School Climate and Safety)
2. Assistant Superintendent of Planning and Accountability, or their designee
3. Executive Director of Secondary Schools
4. Executive Director of Elementary Schools
5. Assistant Superintendent of Student Support Services, or their designee
6. Assistant Superintendent of Teaching and Learning, or their designee
7. Assistant Superintendent of Innovation, Equity and Engagement, or their designee
8. Chief Financial Officer, or their designee
9. Chief of Facilities, or their designee
10. Elementary School Principals, or their building designee
11. Secondary School Principals, or their building designee
12. Member of the Board of Education
13. Parent Liaison
14. School Safety Officer (Secondary Schools)
15. Security Monitor (Elementary Schools)
16. Culture and Community Engagement Specialist
17. Secretarial Representative
18. SFT Representative
19. Supervisor of Custodial Services
20. Supervisor of Transportation
21. Chief of Police, or their designee
22. Fire Chief, or their designee
23. Community Engagement Officer(s)
D. Concept of Operations
1. The district‐wide school safety plan is directly linked to the building-level emergency response plans. Protocols reflected in the district‐wide school safety plan guide the development and implementation of the building‐level emergency response plans.
2. In the event of a violent, potential, or life-threatening emergency/incident, or any other event requiring an immediate response by fire, police or EMS, the initial response by any building or district staff will always be to dial 911 and activate an emergency response. Once an emergency response has been initiated, the building principal or their designee will notify the Chief Safety Officer and activate the building level emergency response team.
3. For all non-life-threatening incidents, the principal will activate the building level emergency response team to convene and evaluate the situation.
4. Upon any activation of the building‐level emergency response team, the Chief Safety Officer will be notified as soon as possible; they will make notifications to the Superintendent of Schools and, where appropriate, local emergency officials. Schools should notify the Chief Emergency Officer by phone or text.
5. Efforts may be supplemented by County and State resources through existing protocols. The Schenectady Police and Fire Department will coordinate mutual aid when required.
E. Plan review and public comment
1. This plan shall be reviewed and maintained by the Schenectady City School’s district‐wide school safety team on an annual basis on or before July 1st of each year. A copy of the plan is available in the Superintendent’s office and on the district’s website.
2. Pursuant to Commissioner’s Regulation 155.17 (e)(3), this plan was made available for public comment 30 days prior to its initial adoption. The district‐wide school safety plan was then adopted by the School Board after one required public hearing that provided for the participation of school personnel, parents, students, and any other interested parties.
3. While linked to the district‐wide school safety plan, the building‐level emergency response plans must remain confidential and shall not be subject to disclosure under Article 6 of the Public Officers Law or any other provision of law, in accordance with Education Law Section 2801‐a. The building‐level emergency response plans shall not be disclosed except to authorized department staff and law enforcement officers.
4. Full copies of the district‐wide school safety plan and any amendments are submitted and certified to the New York State Education Department through the Business Portal within 30 days of adoption. The district-wide safety plan, along with the Code of Character, Conduct, & Support are posted on the district website. The confidential building level emergency response plans for each school will be reviewed annually by the SCSD Board of Education. The district plan and the confidential building‐level emergency response plans are supplied electronically to Schenectady City Police Department, the Schenectady County Sheriff, and the NYS Police within 30 days of adoption.
Section II: General Emergency Response Planning
The district‐wide School Safety Plan provides the framework for the building‐level emergency response plans. The purpose of a uniform plan is to ensure district‐wide continuity for emergency responses. These general emergency responses are used to ensure school employees, students, parents, and emergency responders learn one system.
A. Identification of sites of potential emergency, including:
1. The following list of potential hazards and emergencies has been identified as having the potential to impact the district.
Energy Supply Loss
Natural Gas Leak
Building Structural Failure
Fire Alarm Activation
Heating System Failure
School Bus Accident
Severe Weather Emergency
Crimes Against People
Suicide or sudden death
Loss of Building
Threats of Violence
Electrical System Failure
Loss of Buses
2. This list has been created for reference and awareness; it is not all‐inclusive. However, these have been identified as having the most probable impact on district facilities or district boundaries, should they occur. A list of potential community‐based hazards or emergency situations has been noted in the building‐ level emergency response plans.
3. The district‐wide school safety team in conjunction with local officials has identified areas outside of school property that may impact a district facility during an emergency. Factors that were considered included population, presence of hazardous materials, and potential for emergency based on national trends and proximity to district property.
4. The district‐wide school safety team has recognized that there are many factors that could cause an emergency within our school buildings. There are also factors that need to be considered when responding to an emergency. A list of potential internal and external hazards or emergency situations has been noted in the building‐level emergency response plans.
B. The Schenectady City School District has developed multi‐hazard response guides. These guides are in the building‐level emergency response plans and are in an ICS (Incident Command System) format.
C. Plans for taking the following actions in response to an emergency where appropriate are, including but not limited to:
1. Initial Response
2. Incident command post location will be determined in conjunction with law enforcement
3. Emergency operations is located at 108 Education Drive in the Room 135 in the Incident Command Center
4. Terms defined and outlined by Emergency Response Guide Cards (a copy is in the building level safety plan) provided to all staff include:
a. Shelter‐in‐Place: Used to shelter students/staff inside the building
I. Severe Weather
II. Bomb Threat
III. HazMat Incident
b. Evacuation: Used to evacuate students/staff from the building
I. Before, during and after school hours, including security during evacuation and evacuation routes
II. Evacuation/Relocation Sites (internal and external)
c. Lockout: Used to secure school buildings and grounds during incidents that pose an imminent concern outside of the school
d. Lockdown: Used to secure school buildings and grounds during incidents that pose an immediate threat of violence in or around the school
e. Hold-In-Place: Used to limit movement of students and staff while dealing with short term emergencies.
5. The building level safety plans will also include information regarding the response to school cancellation and early dismissal.
6. In the building level safety plans, the SCSD has identified various district resources that may be available for use during an emergency, including the identification of personnel, equipment, and shelters.
7. Using the Incident Command System (ICS), the district has identified the school officials authorized to make decisions during an emergency. Through ICS, the procedures to coordinate the use of school district resources and manpower during emergencies are defined. ICS also identifies the staff members and their backups assigned to assist during emergencies.
8. The district has policies and procedures for annual multi‐hazard school safety training for staff and students, including the strategies for implementing training related to multi‐hazards. All staff receive annual training by September 15th each year on the building‐level emergency response plan which includes components on school violence prevention and mental health.
It is the building principal or department supervisors’ responsibility to ensure that all new employees hired after the start of the school year receive this training within 30 days of hire.
All New York State Education Department required mandatory training will be recorded in the SCSD professional development module Staff Trac. The district Superintendent or their designee must certify in the NYSED business portal that these trainings have been completed prior to the October 1st.
Procedures have been established to provide this training on an annual basis to include but not limited to early dismissal/go home drill, shelter‐in‐place, evacuation/fire drills, lockout, lockdown, hold-in -place, tabletop exercises and Incident Command System training.
The SCSD conducts drills and other training exercises to test components of the emergency response plan, including the use of tabletop exercises, in coordination with local, county, and state emergency responders and preparedness officials. A debriefing must be conducted after each drill or event to determine if changes to the building level emergency response plan are necessary. Buildings must keep logs signed by those participating in the debriefing. A template of the debriefing can be found in the Safety Toolbox.
9. Fire and Emergency Drills: The Schenectady City School District, at least once every school year, and where possible in cooperation with local county emergency preparedness plan officials, conducts one test of its emergency response procedures under its building‐level emergency response plan, including sheltering, lock‐down, or early dismissal, at a time not to occur more than 15 minutes earlier than the normal dismissal time. Education Law §§ 807(1‐a), 807 (b): Fire and Emergency Drills
The July 2016 amendments expanded fire drill requirements to also include emergency drills to prepare students to be able to respond appropriately in the event of a sudden emergency. The statute now requires twelve drills be conducted each school year, four of which must be lock‐down drills, the remaining eight are required to be evacuation drills. The statute now explicitly requires schools to conduct lock‐down drills, which are essential, because they prepare students and staff to respond to the highest level of threat with the most urgent action and the least margin for error. The goal is to have schools conduct drills where they immediately clear hallways, lock doors, and take positions out of sight to practice their ability to put the building into a protective posture as quickly as possible. These emergency measures allow time for responding law enforcement to arrive on scene and neutralize the threat. If possible, law enforcement should be involved in the drills to help prepare students and staff for their interactions and release from lock‐down by uniformed officers. However, law enforcement involvement is not required by the new legislative mandate. Other protective actions such as Lock‐Out or Shelter in Place are emergency actions that are usually preceded by some degree of warning time and do not require the immediate response necessary for a lock‐down. While the school should be well versed in their lock‐out and shelter in place protocols, lock‐down is the only type of protective action that is specifically required by the statute.
Section III: Responding to Threats and Acts of Violence
A. The school refers to its Crisis Response Plan via the post‐incident response team and the multi‐hazard emergency response guides located in the building‐level emergency response plan. These are reviewed by the Chief Emergency Officer to ensure content and consistency throughout the district. These policies and procedures are for responding to implied or direct threats of violence by students, teachers, other school personnel and visitors to the school, including threats by students against themselves, which includes suicide. The following types of procedures are addressed in the plan:
1. The use of staff trained in de‐escalation or other strategies to diffuse the situation
2. Informing the Superintendent or designee of implied or direct threats
3. Determining the level of threat using Threat Assessment Protocols with the Superintendent or designee and building‐level emergency response team members
4. Contacting appropriate Emergency Responders
5. Monitoring the situation, adjusting the district’s responses as appropriate to include possible implementation of the building‐level emergency response team
6. Communication with parent/guardian. When a student implies or specifically threatens self‐ inflicted violence including suicide, the school’s administrator(s) or designated staff member completes the appropriate assessment & directly contacts the respective parents/guardians unless law enforcement states otherwise
B. The multi‐hazard emergency response guides in the building‐level emergency response plans provide guidance on the district’s policies and procedures for responding to direct acts of violence (i.e., crimes against persons, hostage taking, intruder and kidnapping) by students, teachers, other school personnel and visitors to the school, including policies for school violence. The following types of procedures are addressed in the plan:
1. Schools should notify the Chief Emergency Officer by phone or text, as well as the Superintendent’s office using the dedicated emergency number
2. Using Threat Assessment Protocols determine the level/type of threat with the Superintendent or designee and the building‐level emergency response team
3. If the situation warrants, isolate the immediate area
4. Monitor the situation; adjust the level of response as appropriate; if necessary, initiate lockdown, evacuation, sheltering and/or early dismissal procedures as needed, if needed
5. Contact appropriate emergency responders
NOTE: The Schenectady City School District’s “Code of Character, Conduct, & Support” describes policies and procedures for responding to acts of violence by students, teachers, other school personnel and visitors to the school.
C. Response protocols are identified in the building‐level emergency response plans in the ICS format along with definitions of ICS Roles and Responsibilities. The Multi‐Hazard Emergency Response Guides address specific procedures for responding to bomb threats, intruders, hostage takings and kidnappings.
D. The following protocols for appropriate responses to emergencies are provided as examples of responses to bomb threats, hostage takings, intrusions, and kidnappings:
1. Identification of decision‐makers.
2. Plans to safeguard students and staff.
3. Procedures to provide transportation, if necessary.
4. Procedures to notify parents.
5. Procedures to notify media.
6. Debriefing procedures.
E. The SCSD has established policies and procedures to contact parents, guardians, or persons in parental relation to the students in the event of a violent incident or an early dismissal. In the Schenectady City School District, the following communication methods are used:
1. The Superintendent of Schools or the District Director of Communications will notify the local media of any unplanned event that may result in a change in the regular school day schedule.
2. In addition, it would be prudent to follow the same protocol as above to formulate a press release relative to any other event that may cause any undue panic and concern and result in a problematic rush to the school by parents and media.
3. The use of a mass communication, electronic call management system will be employed when available to notify any or all specified groups within the school community of events that could affect that group.
4. In the absence of the call management system, if a building has established a parental phone tree, they may use that means to inform parents and guardians. Ideally a written script should be used to ensure consistency of message. Phone trees may also be used to compliment the media information being released concurrently.
5. In the event of a violent incident occurring before, during or after a school day, the incident will be immediately reported to the school’s main office. Notice of the incident may be issued by the building principal. Such notice will be mailed to the student’s last known address of record, or by giving students a copy to bring home. If written notification may not be practical, notification would occur via radio or television broadcast.
Section IV: Communication with Others
A. The Schenectady City School District has developed partnerships with the City of Schenectady and County officials. If there were an emergency within the district, that district would call 911 for emergency assistance. If involvement is needed from other local government agencies, then the Superintendent or Chief Emergency Officer would act as the contact person. Additional procedures for communications can be found in the building‐level emergency response plans including local emergency contacts and phone numbers, and the NYS/BOCES communication flow chart. These contacts provide guidance for obtaining assistance during emergencies from emergency service organizations and local government officials.
B. Arrangements for obtaining advice and assistance from local government officials including the county or city officials responsible for implementation of Article 2‐B of the executive law is carried out through the protocols established in the NYS/BOCES communication flow chart.
C. The Chief of Police or their designee and the Fire Chief or their designee serves as the liaison assigned to the district. These individuals serve as a resource to the district wide safety team as well as the building level teams.
D. If there is a disaster within the district that has the potential to impact other educational agencies within the district boundaries, the Chief Emergency Officer activates the phone tree and the district communication system.
E. Along with the phone tree, the district has access to the following information about each educational agency located in the school district, including information on:
1. School Population
2. Number of staff
3. Transportation needs
4. Business and home telephone numbers of key officials of each educational agency
Section V: Prevention and Intervention Strategies
The district‐wide school safety plan provides the framework for the building‐level emergency response plans. The district has developed policies and procedures related to school building security, including, where appropriate:
A. Security and Supervision
1. The district employs School Safety Officers, Security Monitors, Culture and Community Engagement Specialists, Community Engagement Officer’s (SPD) and Incident Command Technicians to assist school administration in dealing with all manners of security and safety issues.
2. The primary role of Schenectady City School District Safety Personnel is to assist in safeguarding the district’s students, staff, and visitors from harm; to deter, detect, respond to, and report infractions of the Code of Conduct and New York State Law; help organize required safety drills, and to protect the district’s assets from theft and damage.
3. Security personnel employed by Schenectady City School District are authorized to carry out this role pursuant to applicable policies, regulations, and training.
4. Safety team members are vetted through the civil service process of Schenectady County and are assigned to all buildings in an equitable manner. They participate in district‐wide professional development, as well as in a monthly professional learning community, where relevant topics of safety and security are presented. They work in both a proactive manner with law enforcement, as well as act as the liaisons to emergency personnel responding to our schools.
5. Safety team members work a variety of roles in our buildings including:
a. Operating the Raptor visitor management system
b. Supervision of the hallways and grounds
c. Operation and observation of district surveillance equipment (cameras)
d. Operation and observation of district Access Control software
e. Assisting school administration in dealing with all manners of security and safety issues
6. Respectful relationships with students and parents serve as the crucial framework of this position. A more complete listing of responsibilities can be found in the Code of Character, Conduct, & Support, which is reviewed yearly.
B. Limited Access Policy
1. Doors in the Schenectady City School District should be always locked during normal school hours.
2. If a door is left/propped open for any reason it must be monitored.
3. All district buildings will utilize a single point of entry for visitors during the school day with the exceptions of the Keane Annex, Mont Pleasant district offices and Mont Pleasant Student Support Services that will maintain their own visitor entrances.
4. All visitor entrances will be equipped with video and audio equipment (intercom system) that will allow a district staff member to remotely screen anyone entering a district building prior to granting access.
C. Keys and entry to buildings.
1. All district buildings utilize an electronic keyless entry system allowing specific access (designated times and locations) to authorized personnel by presenting a proximity card to a reading device at designated entrances (swiper card).
2. The Chief Emergency Officer will determine which staff are authorized to maintain a physical key to the exterior of each building, to allow access during times when the electronic system may be offline.
3. Electronic access control software will record all “swipes” in and out of doors designated and equipped as entries.
D. Staff Photo Identification badges
1. All Schenectady City School District employees are issued Photo Identification Badges that are required to be always displayed while on school district property.
2. This will assist visitors, students, and staff in identifying employees as well as possible intruders.
3. Beginning July 11, 2022, all issued SCSD employee ID’s will also serve as that person’s access card for exterior doors and any other interior doors monitored electronically.
E. Visitor policy; Raptor Visitor Management System
1. An approved visitor will complete a sign‐in procedure and will be issued a visitor pass sticker upon being granted access to the building.
2. Stickers will have time, date, and destination on them and should be worn on the upper left chest area.
3. All schools in the Schenectady City School District will utilize Raptor visitor management software. Visitors will be required to show a valid government issued ID each time they enter a school in the SCSD.
4. Visitors will be screened through a national sex offender database.
5. Parents and guardians who are listed on such Sex Offender Database will be denied building access upon the initial occurrence, however, the building principal and the Superintendent or their designee will work with them to ensure access to their child’s educational program.
6. Cases will be reviewed by building administration will seek input from the district’s Community Engagement Officers to ensure parents/guardians are not denied access unreasonably.
7. Any restrictions from that point will be following court ordered limitations, if any.
F. Video Surveillance
1. A digital video surveillance system is in service throughout the Schenectady City School District’s schools and facilities to assist in monitoring, deterring, and recording activity.
2. Cameras are strategically placed in areas of chronic concern or perceived vulnerability.
3. Designated safety team members and administrators are trained on how to access, view, search and recover images.
G. Intrusion Detection Alarm
1. To protect district assets and prevent crime, an intrusion detection (burglar) alarm system is linked to a central monitoring service for all Schenectady City School District schools and facilities.
2. The monitoring service will contact the police and a designated district “responder” list whenever the system is activated.
3. Each district building will utilize this alarm system as designed and will ensure that necessary personnel are trained in its proper use to maximize the performance of the system and minimize the incidence of false alarms.
4. The Chief Emergency Officer will work with Chief of Facilities to establish response protocols when an intrusion alarm activates after school hours.
H. Fire Alarm
1. A fire detection alarm that is linked to a central monitoring station is in service at every Schenectady City School District School and facility.
2. These alarms and our fire response procedures are tested regularly consistent with NYSED regulations.
I. Threat Assessment
1. The Schenectady City School District has implemented procedures for the dissemination of informative materials regarding the early detection of potentially violent behaviors.
2. The district recognizes the importance of early recognition and intervention into conflicts and potentially violent or threatening behaviors.
3. Students, their parents, and all staff are encouraged to share information regarding any student conflicts, threats, or troubling behaviors with the appropriate school administrator so that an assessment or investigation can commence in a timely fashion if deemed necessary. Information can be submitted anonymously through Let’s Talk or through a Students of Concern form at the high school level.
***The district strongly encourages ALL to “See Something, Say Something” ***
4. The Schenectady City School District has teams trained in every school to utilize the Comprehensive School Threat Assessment Guidelines (CSTAG) by Dewey Cornell. This communication may extend beyond Schenectady City School district personnel to include members of the district’s threat assessment team, law enforcement, and mental health professionals, when deemed appropriate and within existing legal parameters.
5. The SCSD recognizes the importance of programs and activities that promote prosocial behavior, improve communication throughout the school community and that encourage the reporting of potentially dangerous, suspicious, or violent behavior. Such efforts serve to improve the security, safety, and quality of life for all those in the SCSD school community.
J. Dignity for All Student’s Act (DASA)
1. The Office of Student Support Services oversees the Dignity for All Students ACT (DASA) process and disseminates information across the SCSD regarding bullying prevention, identification, and reporting requirements.
2. The district employs administrators, school psychologists, social workers, and school counselors who have been trained to assist in identifying the warning signs of bullying and to intervene to prevent further bullying and help students to come to resolutions. In K-5 the district uses the Second Step Bullying Prevention Curriculum.
3. The Office of Student Support Services also assists building principals and staff in completing DASA investigations and developing interventions and solutions for students who are identified as victims of bullying and harassment.
4. The district website contains information for parents about the Dignity for All Students Act, names and contact information for district and building level DASA Coordinators, and a link to the Dignity Act Complaint Form.
K. Code of Character, Conduct, & Support
1. Contains language that specifically addresses bullying and harassment
2. Students who engage in bullying and harassment behaviors receive age-appropriate progressive interventions, which can range from use of mediation or informal and formal counseling to referral for outside mental health services and other community agencies.
3. When bullying or harassment is persistent or severe in nature, disciplinary measures are taken to ensure the safety of all students. Restorative practices are used, in lieu of punitive disciplinary measures when dealing with bullying and harassment whenever possible.
4. The School Diversion process assists students and families in connecting with outside resources.
Section VI: Recovery
A. Recovery addresses the help needed for everyone involved to heal and to restore the school community to “normal” operations following a crisis or emergency.
B. The Schenectady City School District Safety Plan supports the building safety plans by deploying district resources that support the school’s building‐level emergency response team and the post‐incident response team.
C. Recovery plans include mental health/emotional recovery, academic, physical, and business recovery, reunification, and can continue long after the actual emergency.
D. District Support
1. The district‐level emergency response to an emergency is driven by the building level emergency response plan and the resources it calls for.
2. The SCSD’s Incident Command System (ICS) identifies back‐ups to relieve team members. This provides team members the opportunity to rotate personnel, to fill in if assigned personnel are unavailable and to debrief in a supportive environment.
3. The SCSD realizes that some emergencies may overwhelm an individual school’s ability to manage an extreme crisis. If/when the school is faced with an emergency such as threats of violence or actual violent incidents, the district‐wide school safety team assists as follows:
a. Acting as a sounding board regarding the implied or direct threats and/or violent acts.
b. Assisting in determining the level of threat and appropriate response.
c. Monitoring the situation and adjusting the district’s response as appropriate.
d. Assisting with parent/guardian, faculty/staff, and media communication.
e. Assisting with coordinating building and grounds security in conjunction with local and State Police.
f. Assisting with offering a backup post‐incident response team (i.e., another school district’s team and/or an outside group) as needed.
g. Offering debriefing sessions as needed working in conjunction with local, Schenectady County and/or State emergency responders.
E. Disaster Mental/Health Services
1. If/when a building‐level emergency response team or post‐incident response team is faced with an emergency that may overwhelm the school’s ability to manage an extreme crisis, the district‐wide emergency response team assists as follows:
a. Offering district support and looking for continued feedback from those directly impacted during the incident, with projected plans to assist if needed during heightened stressful times such as a re‐ occurrence of a similar event and anniversaries of the original event.
b. Assisting with parent/guardian, student, and faculty/staff debriefing and/or post‐incident crisis intervention. The debriefing is also used in part to evaluate the district’s plan for possible revisions.
c. Assisting the schools with written statements going out to faculty/staff, parents/guardians, press releases and media requests through the District Director of Communications.
2. The district-wide emergency response team supports the recovery phase and reevaluates current multi‐hazard and violence prevention practices and school.
APPENDIX A: The following is a listing of all school buildings covered by the district‐wide school safety plan.
Howe Elementary School
1065 Baker Avenue
Hamilton Elementary School
1092 Webster Street
Lincoln Elementary School
2 Robinson Street
Pleasant Valley Elementary School
1097 Forest Road
Van Corlaer Elementary School
2300 Guilderland Avenue
William C. Keane
1252 Albany Street
Woodlawn Elementary School
3311 Wells Avenue
Yates Elementary School
725 Salina Street Schenectady, NY. 12308
Paige Elementary School
104 Elliott Avenue
Dr. Martin Luther King Jr. Elementary School
918 Stanley Street
Jesse T. Zoller Elementary School
1880 Lancaster Street
Central Park Middle School
421 Elm Street
Mont Pleasant Middle School
1121 Forest Road Schenectady, NY 12303
Oneida Middle School
1629 Oneida Street
Schenectady High School
1445 The Plaza Schenectady, NY. 12308
Steinmetz Career and Leadership Academy
880 Oakwood Avenue Schenectady, NY 12303
Washington Irving Educational Center
422 Mumford Street