Carefully Define your Scope of Work for School Safety Assessment Projects

One thing I have noticed in reviewing bid solicitations for many school safety assessment projects over the years is that the requests for proposals (RFP’s) for these projects are almost always different from one another. One reason that almost no two RFP’s are alike is that each client has its own needs and focus. Another reason they vary so much is that there are so many different approaches to conducting assessments for schools.

Even the terminology for the assessments varies widely. For example, here are some of the more common descriptors used for these processes:

• School security assessment

• School security audit

• School safety assessment

• School safety audit

• School hazard and vulnerability assessment

• School risk assessment

• School hazard hunt

• School tactical site survey

• School safety, security, climate, culture and emergency preparedness assessment

• Student supervision assessment

• School emergency preparedness assessment

This list could easily run to a full page if we listed all of the terms we have seen in RFP’s. While there is no problem with the use of any of these terms, it is important to understand that these terms without a proper scope of work all mean different things. For example, an “audit” implies a different approach to and “assessment” and a school security assessment will be taken by many vendors to exclude general safety issues and does not cover issues relating to school climate, culture or emergency preparedness. Taking the time to determine what aspects relating to school safety need to be evaluated before writing an RFP can go a long way to a more effective and practical bid process.

For example, one attendee to a state – wide training program on school safety evaluation and assessment related that her district had paid a consultant an enormous sum of money to assess school in her district. Though the consultant presented himself as one of the nation’s top experts, he only spent about forty five minutes in each school and delivered very basic reports in contrast with the processes we were outlining in the training session. The district had tried to terminate the contract with the consultant due to numerous complaints that had been received by district staff and area public safety personnel but the consultant had threatened to litigate the district. The district ended up attending a training session on the coordination of school safety assessments and re-doing all of the assessments themselves. In hindsight, the district realized that a failure to properly define the scope of work had helped contribute to this unpleasant situation.

A little bit of research prior to releasing a bid solicitation can help to make sure that the services that are desired match those that are delivered, reduce the costs of the services and ensure that safety is enhanced by the process.

Use Caution When Making Public Statements after a Safety Incident Occurs

Education leaders naturally want to reassure students, parents, staff and the community when a school safety incident takes place. It is quite normal for a school superintendent or headmaster to make a statement to the media like “our schools are safe” in an effort to calm fears. However, statements of this sort made when stress levels are high and people are in pain due to a tragedy can have two very negative and lasting consequences increased exposure to civil liability and an increased loss of public confidence. While issues of potential civil liability exposure should generally be viewed in balance with the many other demands of effectively operating schools, they should not be ignored.

Statements that we commonly see such as “safety is our number one priority” are easily attacked and refuted in a deposition or trial. For example, an attorney may ask a school superintendent who makes such a public statement if safety is the largest budget item during a deposition. As the answer to this question will always be no, this line of questioning will likely be used to suggest that the school leader has intentionally misled the public in regards to the actual level of safety. While this point may seem trite to some, I have seen a number of instances were a single poorly worded phrase has had a dramatic impact in school safety litigation. Working as an expert witness in school safety malpractice cases reveals just how important wording can be. In the same manner, the media frequently uses similar tactics when covering school safety which can do serious long term damage to the reputation of school leaders and their organizations. One superintendent in an affluent well-funded suburban school system made the mistake of stating during a school board meeting that his school system was the safest district in the nation while addressing an incident that had occurred. When he was challenged as to the validity of this statement by parents and the media, he stuck to his statement rather than modifying it. Area media began to hammer the superintendent and the district by reporting as many safety incidents as possible for more than a year. The damage to the district’s credibility lasts to this day.

Fortunately, there are ways to help reasonably assert the organization’s emphasis on safety while reducing the problems that can result from these types of statements. By carefully choosing the way such statements are phrased, school spokespersons can get the message out that safety is a priority in an honest, effective and easily defensible manner. The first rule of thumb is to ask, “Could I prove that this assertion is true and valid in court and under oath?”. For example, if we go back to the oft heard statement that “student safety is our number one priority” the answer is clearly no. However, the statement “we take student safety seriously in our school district” would be much easier to validate in a district that does indeed have a comprehensive and effective safety program.

Taking the time to carefully phrase statements relating to student and staff safety can save money and can help to build rather than reduce confidence.

Tribute to a Life Well Lived and Well Taught

I attended a memorial service yesterday for a relative who died after a long and hard fought battle against cancer. Ellen was just forty two when she left us. Those who spoke at the service related how Ellen was a happy, funny, fun loving, clean living kind of gal who brought joy to all who knew her. All of those descriptions paint a picture of who she was and how she lived her life. In the more than 300 pictures that played on the screen in the funeral home before the service, she had a beaming smile in almost all of them. But Ellen was also a superb educator. Her mom is a retired teacher from the same district who won numerous awards for her excellence in teaching. Her grandmother was also a distinguished career teacher as is her sister.

Ellen had gone back to school to earn two graduate degrees with one of them being a degree in special needs education. One of her long term colleagues spoke of how much of an amazing teacher she was to her kindergarten class of special needs children. She continued to teach half days even after the cancer was taking a serious toll on her and was devastated when she realized that she must stop teaching because her students deserved more than her failing health could allow her to give.

As I listened to the minister and her colleague speak of what a wonderful human being and gifted teacher she was, I knew from personal experience that everything they said was true. I also realized that Ellen is typical of so many atypical people in the field of education who have dedicated their lives to the service of others. All that is good and just in our society stems from people like Ellen. Though everyone’s job has purpose and makes a contribution to our society, there are those who walk gracefully and quietly among us to serve others. Thankfully, there are public safety officials, military personnel, mental health professionals and teachers who work wonders every day they serve. These people who have chosen noble callings like teaching make the world a better place for the rest of us.

As the packed service illustrated, Ellen was definitely one who lived her life well, with purpose and with tremendous impact on many.