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Slide1 : Frame of Reference   ' Police Presence in Educational Establishments' Training of School Boards and Police Force Respondents


 Thanks! :   Thanks! For their research, For their work, For their writings, which we used in the preparation and realization of the contents of our 'teacher training' in the frame of reference 'Police Presence in Educational Establishments'.  


 Thanks! :   Thanks! To the Service régional de soutien – behavioral problems (Montréal Island); To the Chambre de la jeunesse; To the Service de police de la communauté urbaine de Montréal (January to April 2001); And, to those who participated and completed their training in the frame of reference during the training sessions in crime prevention offered by the ministère de la sécurité publique (November 17, 2004).  


Daily Sequence : Daily Sequence Welcoming and introduction of the participants Members of the work committee and trainers Objectives Mission of the two organizations Police presence in educational establishments 3 contexts * Context of prevention and community relations– brief overview * Context of emergency * Context of investigation - Reflections on the educational sector - Scenarios and teamwork Conclusion Assessment – discussion


Training Objectives : Training Objectives Share a common understanding of the frame of reference; Suggest and discuss means and approaches proposed within the frame of reference; Invite the participants to use this tool to prepare or revise their action plan, seeking dialogue between the partners.


Respective mission of the two organizations : Respective mission of the two organizations A - The school environment: Primary or secondary education Professional training services or adult education B - The police forces


Slide7 : Due to its triple mission to educate, socialize and qualify, the educational establishment has an important role to play in the development of attitudes and responsible social behavior in students, both youth and adults. A preventive approach with a focus on open mindedness as well as an emphasis on respect, collaboration and sharing is the best means. With the aim of developing a global approach, joint actions using contribution by various partners are encouraged, in order to offer a continuous service and to thus promote the development of youth in a healthy and secure context. A - The school environment 


Slide8 : The school environment considers the parents as preferred partners because they have the primary responsibility for the education and development of their children. The school environment considers, above all, the police force as one of the partners who contribute to the education in rights and responsibilities which is offered to the students, both youth and adults, which includes interventions of preventive and corrective nature. The success of this approach depends on the capacity for dialogue of all participants in the educational environment and the desire for collaboration by the students and their parents. A - The school environment (cont’d)


Slide9 : Ensure the enforcement of laws; Promote the development of attitudes, skills and techniques enabling the resolution of conflicts in a peaceful way and to intervene in a relevant way towards aggressive behavior; Inform and create awareness of the variety and complexity of problems related to violence; Provide the means to students to assist them to prevent acts of violence; Establish a link between the partners in order to find lasting community solutions to the various real life problems experienced in the school environment; B - The police forces


Slide10 : Act as a resource person and guide the students and parents towards specialists or appropriate organizations; Collaborate in initiating community activities (group outings, sporting activities or others); Jointly respond to the defined needs (plan projects with the milieu, coordinate common activities); Participate in common actions in association with the school team and the students (development and implementation of programs, intervention strategies, projects); Participate, when necessary, in individual measures to respond to the specific needs of a student. B - Police forces (cont’d)


Whether or not to call the police? : Whether or not to call the police? School authorities have the authority to decide whether or not to place the call. This authority is not absolute. Depending on the occurrence in question, the fact of not having exercised this authority may cause them to be held at fault.


Two questions? : Two questions? When should the management of the school request the police service to intervene? When and how should the police service intervene in the school?


Frame of reference"Police presence in educational establishments" : Origin of the document Frame of reference 'Police presence in educational establishments'


Frame of reference"Police presence in educational establishments" : Launch Date May 1999 Update: Nov. 2004 to date Why this update… Frame of reference 'Police presence in educational establishments'


Frame of reference"Police presence in educational establishments" : Nature of the document Frame of reference Working tool to guide organizations and schools in their interventions when facing violence. Frame of reference 'Police presence in educational establishments'


WHY UPDATE THE FRAME OF REFERENCE? : WHY UPDATE THE FRAME OF REFERENCE? Legislative Amendments The former 'Young Offenders Act' replaced by 'Youth Criminal Justice Act'; 'Police Act' modified with an emphasis on police behavior ' Police Act ' (2001); Amendments to the 'Public Education Act'.


WHY UPDATE THE FRAME OF REFERENCE? : New practices or ministerial policies Policy on the approach to community-based policing; Policy concerning the prevention of criminal activity; New inter-ministerial agreement relative to children who are victims of sexual abuse, physical mistreatment or a lack of care which endangers their physical well-being. From which arises an obligation of juridical consistency and an update to the frame of reference. WHY UPDATE THE FRAME OF REFERENCE?


Composition of the Panel  : Composition of the Panel  Association des cadres scolaires du Québec (ACSQ) Association des centres jeunesse du Québec Association des CLSC et des CHSLD du Québec Association des directeurs de police du Québec (ADPQ) Association des directeurs généraux des commissions scolaires du Québec (ADIGECS) Association québécoise du personnel de direction des écoles (AQPDE) Centrale des syndicats du Québec (CSQ) Fédération des comités de parents du Québec (FCPQ) Fédération des commissions scolaires du Québec (FCSQ) Fédération québécoise des directeurs et directrices d’établissement d’enseignement (FQDE) Ministère de l’Éducation, du Loisir et du Sport du Québec (MELS) Ministère de la Justice du Québec Ministère de la Santé et des Services sociaux du Québec Ministère de la Sécurité publique du Québec Regroupement des maisons de jeunes du Québec Sûreté du Québec


General objectives of the frame of reference : General objectives of the frame of reference Invite the educational establishments to use the frame of reference to agree with the police forces on a draft agreement and an action plan which encourages dialogue amongst all the partners of the milieu, and this, in respect of the educational project and the school's plan for success or, in the case of an educational centre, its directions, its objectives and its plan of success. Provide educational establishments and police with a tool enabling them to intervene in an appropriate manner and with respect to the rights of the students, whether it is in the context of prevention and community relations, emergency, arrest or investigation. Invite the management of the educational establishments and police officers to develop and regularly maintain cooperation and communication links and to foresee mechanisms favoring the continuity of this action from year to year. Suggest to police officers and educational establishments the means by which the latter remain places of education where the safety and integrity of students, youth and adults, are protected.


Three contexts : Three contexts Prevention and community relations: an overview Emergency: awareness and scenario Investigation: considerations and scenarios


Slide21 : Section 1   'Police Presence in Educational Establishments' Context of prevention and community relations


Context of prevention and community relations : Context of prevention and community relations Targetted objectives: Establish a rapport between the police service, the school personnel and students. Implementation of preventive measures in collaboration with all the parties: efforts agreed upon by both sides.


Context of prevention and community relations : Context of prevention and community relations Dialogue around a common definition of the message to be passed on to the students / consensus on values to be promoted; Implementation of prevention program: different steps to follow; The prevention programs could notably address problems related to: - violence - alcohol and drugs - intimidation and bullying - harrassment - vandalism - gangs - sexual abuse - suicide - highway safety


Context of prevention : Context of prevention Dialogue steps as follows: Establish a diagnosis in matters of criminal activity and security; Develop an action plan for each problematic judged to be a priority; Implement the interventions foreseen in the action plan; Assess the processes and the results of the interventions achieved.


Slide25 :   ' Police Presence in Educational Establishments' Context of an emergency Section 2


Context of an emergency : Context of an emergency Objectives: Encourage the school board, its educational establishments and the police to provide a procedure to be followed in the event of an emergency situation requiring a police presence. Encourage the school board and its educational establishments to set up mechanisms promoting disclosure to the management of an educational establishment or to a staff member of any act capable of threatening the safety of individuals or seriously disrupting the functioning of the establishment, with the purpose of allowing a rapid and effective intervention. Any disclosure of information has to be done in respect of the rules of confidentiality.


Context of an emergency : Context of an emergency Guidelines for the educational establishment: Promptly report the problem to management; Request assistance from a police force; Place a separate sheet on file; Advise the parents.


Context of an emergency : Context of an emergency Guidelines for the police force Advise management before intervening or as soon as possible Guidelines for both Plan for feedback Agree upon a communication strategy Remember: have an emergency preparedness plan


In an emergency context : In an emergency context Some steps to take: Sensitize school representatives on emergency situations; Inform them that these occurrences could happen in their schools; Know the operations of the police force(s) within the territory / school boards in relation to the services offered in the case of an emergency; Whenever possible, attempt to prevent the occurrence of certain violent events in schools; Encourage the schools to prepare in advance any necessary materials which will be used during an emergency situation, and to set up a procedure clarifying the roles and responsibilities of each of the partners when an emergency situation arises; Identify emergency situations which may arise in a school.


Context of an emergency : Some steps to take: before; during; after. Context of an emergency


1 - Make school representatives aware of an emergency : 1 - Make school representatives aware of an emergency Definitions of an emergency   … necessity to react quickly … without delay … in all haste … which have to be dealt with immediately … urgent … important


1 - Make school representatives aware of an emergency (cont’d) : School administrators are continuously confronted with all types of violent occurrences in their schools. These are usually handled by school principals and demand an immediate intervention. Some of these violent occurrences do not always require a police intervention (example: fighting between students). However, when a life is in danger or when an individual constitutes a danger to the safety of another person, management must immediately request the assistance of the police. In case of doubt, it is always possible to request advice from the police officers and thus have recourse to their expertise. 1 - Make school representatives aware of an emergency (cont’d)


1 - Make school representatives aware of an emergency (cont’d) : School representatives should note that tragic events such as the fatalities in Littleton, Colorado (12 students and 1 teacher killed), in Jonesboro, Arkansas (4 students and 1 teacher killed), Olivehust, Californie (4 students killed) and in Dublande, Scotland (15 children attending kindergarten and 1 teacher killed), can sadly occur even here in Québec. 1 - Make school representatives aware of an emergency (cont’d)


1 - Make school representatives aware of an emergency (cont’d) : Here is a partial list of some emergencies which may arise in a school environment and which would require police assistance: Mad gunman (fusillade…); Hostage taking (barricaded person…); Threats by a violent individual; Presence of weapons in the school; Kidnapping of a child (run away…); Bomb threat (suspicious package, presence of explosives…); Crowd movement (student demonstration…). It goes without saying, that if such events occur in a school, a call to 9-1-1 would be required without delay. 1 - Make school representatives aware of an emergency (cont’d)


2 – Services offered by the police force in your area (to be completed locally) : 2 – Services offered by the police force in your area (to be completed locally) 2.1 How to communicate with the police service 2.1.1 Dial 9-1-1 For approximately 20 years, cities (municipalities) and police forces have been equipped with a call reception system which is amongst the best in the world. This call centre enables directing, with the briefest of delay, of a distress call to the most appropriate service.     Health emergency; Fire prevention service; Police service; Hydro-Québec; Others.


2 – Services offered by the police force in your area (cont’d) : 2.1 How to communicate with the police service 9-1-1 is reserved for EMERGENCY calls. Personnel at 9-1-1 have received specific training. They regularly direct numerous calls towards the various services (police, firefighters, ambulance,…). In a few seconds, the call is analyzed and assessed, based on a priority scale. 2.1.2 All other emergency numbers provided by your local police force(s). 2 – Services offered by the police force in your area (cont’d)


2 – Services offered by the police force in your area (cont’d) : 2.2 Handling of an emergency call (9-1-1) 2.2.1 The call Within seconds, an employee receives the call at the 9-1-1 centre. He/she refers the call to the appropriate service, including the analysis section of the police service. From the onset of this analysis, a request for dispatching is completed, and an officer assigns a police vehicle. The police officers may have already been advised of the situation and be at the scene of the occurrence, while the caller is still in communication with the analyst. It is even possible, for the personnel at 9-1-1-, to connect the call directly to the police officers arriving at the site of the intervention. 2 – Services offered by the police force in your area (cont’d)


2 – Services offered by the police force in your area (cont’d) : 2.2.2 At the scene The first police officers arriving at the scene have the mandate to analyze the situation (type of threat, danger, seriousness,…). To do this, they must meet a representative of the school who will describe the layout in detail and who will describe the recent occurrences. At this stage, the school representatives should supply all pertinent and necessary information which they have at their disposal, in order that the police intervention may be as efficient and adequate as possible. The intervention method chosen by the police (example: armed or unarmed intervention, anti-riot squad, SWAT, etc.) will be dictated by the nature and circumstances of the occurrence. It is therefore impossible to anticipate in advance the details of this policing operation. 2 – Services offered by the police force in your area (cont’d)


2 – Services offered by the police force in your area (cont’d) : 2.2.2 At the scene (cont’d) In this context, the responsibilities of the police are the following: Identify the source of the danger and where the occurrence is taking place; Isolate the suspect (or the object); Control the scene (supervise the location where the action is); Evacuate the victims; Arrest the suspect (or have the suspect surrender). 2 – Services offered by the police force in your area (cont’d)


2 – Services offered by the police force in your area (cont’d) : 2.2.3 The supervisor A supervisor will quickly arrive at the scene and should coordinate the occurrence. The supervisor is the leader. He is the commander at the scene and must control it as well as bring the evacuation to a satisfactory ending. He may be replaced by the detachment commander or the officer in charge of major crimes. The following information will be required by the supervisor: An adequate and updated intervention plan; Detailed plans of the building and its points of access (blueprints); A predetermined gathering place (refuge); The applicable evacuation procedure for this school. 2 – Services offered by the police force in your area (cont’d)


3 – Considerations to prevent certain emergencies : 3 – Considerations to prevent certain emergencies 3.1 Multisector planning Tight links must be woven between school management and police officers, to prevent certain violent occurrences which could arise in the school environment. As partners, school representatives and police forces should have the concern of forming a permanent team whose function would be to intervene in emergency situations. Together, they should develop a communication plan, determine roles and responsibilities for each party, identify the resource persons, see that these persons receive particular training, and this, on an annual basis.


3 – Considerations to prevent certain emergencies : 3 – Considerations to prevent certain emergencies 3.1 Multi-sector planning (cont’d) Finally, they may implement a detailed intervention procedure, concerning emergency situations. Considering the complexity of school and police structures, it would be desirable that organizational charts containing names and duties of those in charge at the two bodies (school board and police force) be distributed at the schools and police force, in order that the persons in authority be easily recognized and that they may be informed from the beginning of an emergency event in a school.


3 – Considerations to prevent certain emergencies : 3.2 Access control The school should be a secure place, favorable to concentration and learning. Access control to the establishments must be the forethought of school authorities. It is important to know who circulates in the school, in the same manner as in a private place of residence. During entry by the students, security at accesses must be foremost. During school hours, there should only be one possible access for students and school staff. Furthermore, access to the school by a third party, should be tightly controlled (bell, window allowing those inside to see the individual, a voice system, doors only able to be opened from the inside, etc.). 3 – Considerations to prevent certain emergencies


3 – Considerations to prevent certain emergencies : 3.3 Intruders It is unacceptable that a person can walk into a school, without permission. All staff members and students have the right and the duty to inform the principal of the presence of an outsider in their establishment. In addition, it is possible to revoke an earlier access permission granted to somebody, and to expel them as an intruder. To this effect, in the Yvon Vallée vs. The Queen case, (1994) R.J.Q. 330, Madame Judge Mailhot of the Appeal Court asserted that: 'In spite of the fact that a person enters legally into a building opened to the public as as an invitee or customer, he may be considered as an intruder, if he refuses to leave the building, when he is asked to do so because he is an undesirable person.' 3 – Considerations to prevent certain emergencies


3 – Considerations to prevent certain emergencies : 3.3 Intruders (cont’d) The police service can support a principal who asks for assistance to evict an individual who refuses to leave the school. The officers evict the intruder while considering his physical and psychological state. The officers will arrive at the school and will ask the principal to sign an eviction request form . This form enables the peace officers to resort to necessary force to evict the individual, in a legal manner. The police officers should first ensure that the intruder is informed by the person in charge at the school, that he is no longer welcome. This action validates the legality of the eviction request. They will also consider the physical and psychological state of the individual in question. School authorities are totally at liberty to inform the unwanted individuals, by way of a formal demand or an official letter, that their presence is no longer permitted at the school (example: parent with an inappropriate or aggressive behavior). 3 – Considerations to prevent certain emergencies


3 – Considerations to prevent certain emergencies : 3.4 Policy in matters of prevention and handling of violent incidents Intervenors in the school environment would have an interest to adopt, review or publish a clear policy dealing with the prevention and handling of violent incidents and add to it the elements discussed on emergency measures, if this is not already done. The school’s code of conduct could also benefit from some of these elements. Several school boards implement a zero tolerance policy in matters of violence at school and widely distribute it to students, staff members and parents. 3 – Considerations to prevent certain emergencies


3 – Considerations to prevent certain emergencies : 3.5 Notification School authorities equally have an interest in encouraging students and employees to report all forms of violence in the school. To encourage notification, they could implement such programs as info-crime and protect the confidentiality of those who make the disclosure, in order to create a climate of confidence in the environment. They should also offer support to victims of acts of violence and assure them of particular assistance. 3 – Considerations to prevent certain emergencies


4 – Preparation of necessary material by the school in case of an emergency and identification of the roles and responsibilities of each of the partners : 4 – Preparation of necessary material by the school in case of an emergency and identification of the roles and responsibilities of each of the partners 4.1 Intervention plan This intervention plan must be completed in advance by the school principal and given to the police authorities, in order that the information contained therein may form part of the central files of the police force. It should be updated regularly, to include all changes. This computerized document will enable rapid contact with those in charge at the school, to know the particularities of the location involved in the emergency situation, as well as to identify the clientele of the school. Police authorities may thus ensure a more secure perimeter around the school.


4 – Preparation of necessary material by the school in case of an emergency and identification of the roles and responsibilities of each of the partners : 4.2 Blueprints of the building. These plans are drawn by the architects of the school board and updated on a regular basis, offering a complete visage of the entire site, as well as all accesses to the building. They should be filed in a secure location (example: a metal box at the entry to the building) and be easily accessible to police officers from the exterior of the building, upon their arrival at the school. 4 – Preparation of necessary material by the school in case of an emergency and identification of the roles and responsibilities of each of the partners


4 – Preparation of necessary material by the school in case of an emergency and identification of the roles and responsibilities of each of the partners : 4.3 Place of assembly All school personnel and all students should be able to rapidly find refuge when an emergency situation arises in a school establishment. A place of assembly should therefore be determined in advance by the school authorities. This location will be known by all school personnel, by the students and by their parents, who can be directed there in case of an emergency. The school authorities will not choose the recreation yard, but rather a safe building situated close to the school. 4 – Preparation of necessary material by the school in case of an emergency and identification of the roles and responsibilities of each of the partners


4 – Preparation of necessary material by the school in case of an emergency and identification of the roles and responsibilities of each of the partners : 4.4 Evacuation procedure This procedure is an important element whenever an emergency situation arises in a school. The students and personnel should familiarize themselves with all aspects of the evacuation. In effect, as with a fire drill, the evacuation should be practiced by all and known by all. This procedure should take into account the different types of emergencies and may even, as an example, necessitate the evacuation of students by the classroom windows. 4 – Preparation of necessary material by the school in case of an emergency and identification of the roles and responsibilities of each of the partners


4 – Preparation of necessary material by the school in case of an emergency and identification of the roles and responsibilities of each of the partners : 4.5 Communication strategies The emergency team, made up of representatives of the school and police forces should first develop plans and communications strategies with the media, to prevent false information from circulating and causing additional problems. 4 – Preparation of necessary material by the school in case of an emergency and identification of the roles and responsibilities of each of the partners


5 – Analysis of certain emergency events : 5 – Analysis of certain emergency events 5.1 Fusillade or hostage taking A fulsillade in a school is an extremely serious occurrence, having physical and psychological consequences, as much for the students as for the personnel, and this over many years. As outlined earlier, a call to 9-1-1 regarding a fusillade or hostage taking, will be first directed to patrollers of that sector. Numerous other resources will also be rushed to the scene of the occurrence. In spite of a complete and immediate taking charge by the police service, the knowledge and expertise of school management will be very valuable and will contribute to the efficient administration of the emergency. A responsible member of the school should assist the police supervisor to direct the police intervention. This individual should have detailed building plans in his possession and should immediately identify himself to the commander of the operation.


5 – Analysis of certain emergency events : 5.1 Fusillade or hostage taking (cont’d) School management may proceed with the evacuation of students and personnel and then direct them towards a secure location, namely the place of assembly previously identified.   It is to be expected that the media will appear, following the call to 9-1-1. In addition, numerous parents will want to go to the school, in order to assure themselves of the safety of their children. It will thus be necessary to direct them to the place of assembly (refuge). The responsible parties at the school should have a list with the names of all students in their possession, as well as an attendance record for for that school day. N.B. A hostage taking arises when an abductor holds individuals in exchange for something. 5 – Analysis of certain emergency events


5 – Analysis of certain emergency events : 5.2 Threats Frequently, the assessment of the degree of danger of a threat made by an individual is complex. Many factors enter into the process. Fear is not an element to overlook, it is better to make a call to the police as soon as we feel in danger and thus take advantage of their expertise and advice, in order to prevent or to counter an unfortunate occurrence which may result for example, from a simple verbal threat. We remind you of the importance to report all types of violence in the school environment. 5 – Analysis of certain emergency events


5 – Analysis of certain emergency events : 5.3 Presence of weapons 5.3.1 Firearm Only a ballistic examination enables distinguishing a real firearm from a simple imitation. There is therefore reason to suspect any object which has the appearance of a firearm, since it is easy to convert, as an example, a starting pistol or a pellet gun into a real firearm. The police service should be advised immediately of the presence of a firearm in a school. 5 – Analysis of certain emergency events


5 – Analysis of certain emergency events : 5.3 Presence of weapons (cont’d) 5.3.2 Sharp devices The harm which sharp devices may cause (exacto, pocket knife, kitchen knife or machette…) are extremely serious. Authorities should not tolerate any sharp devices in their establishments. These devices should be confiscated by the school management or by the police officers. 5 – Analysis of certain emergency events


5 – Analysis of certain emergency events : 5.4 Kidnapping Such occurrences are extremely serious and should be handled in an urgent manner by the school and police forces. It is to be noted that conflicts linked to the care of a child should be the subject of a notice to the DYP (example: a father who was denied custody by the courts and who arrives at the school and attempts to remove the child, despite the court ruling). It is the duty and responsibility of the school management to disclose any situation involving the safety of a child to the Director of Youth Protection (DYP). In case of doubt or an emergency, he must communicate with 9-1-1. 5 – Analysis of certain emergency events


5 – Analysis of certain emergency events : 5.5 Bomb threats – Suspicious packages School establishments are frequently the target of numerous bomb threats, especially during examination periods and when nice temperatures draw students outdoors…   The school principal is the person designated to assess the situation and will judge if it is appropriate to proceed with a search of the establishment. Other personnel members may be solicited in order to search the school interior and note the presence of suspicious parcels. The police service should be informed and will proceed with a search of the exterior of the building.   5 – Analysis of certain emergency events


5 – Analysis of certain emergency events : 5.5 Bomb threats – Suspicious packages (cont’d)   A search procedure should be implemented in each school and receive the support of the school authorities. A bomb call becomes a serious threat as soon as a suspicious parcel is found by school personnel or the police. If a suspicious parcel is identified, the responsible individuals (school management, police) proceed with the evacuation of the premises. The police supervisor coordinates the scene and places the call to the specialized units. A person in charge at the school should give assistance to the police force in its task. 5 – Analysis of certain emergency events


5 – Analysis of certain emergency events : 5.6 Crowd movement Before certain demonstrations which bring groups of students to move from the school exterior towards another location or when there is a gathering of two rival gangs in front of a school establishment, it becomes necessary to call 9-1-1 in order to ensure the safety, both for the students and the employees of the school, as well as the individuals participating in the gathering or the demonstration. When face with an ongoing crowd movement, a committee made up of school representatives and police, should be formed in order to quickly ensure a coordination of the occurrence. 5 – Analysis of certain emergency events


6 – Follow up on the occurrence : 6 – Follow up on the occurrence 6.1 The media The police service in the territory of your school board has, over several years, developed an expertise in matters of relations with the media. It is essentiel that a committee composed of specialists in communication from the police force and the school boards be formed to coordinate the information broadcast on television, radio and in the newspapers.


6 – Follow up on the occurrence : 6.2 Evidence Numerous samples and several analyses of all kinds must be taken at the location (the scene) where the occurrences happened. It is probable that no one will be allowed access to the school establishment until all evidence is gathered by the police investigators. 6 – Follow up on the occurrence


6 – Follow up on the occurrence : 6.3 Victim support School authorities must anticipate the interventions to put in place with victims and witnesses of incidents of violence, and provide access to professional consultation services from the school network and the health network in order to offer both medical and psychological support. (example : provision of post-traumatic intervention teams). 6 – Follow up on the occurrence


Scenario : Scenario Primary school XXXX - 2 floors Tuesday morning, 10 h You are informed that there is gunfire on the second floor. Several children are running in all directions…   What do you do?


What do you do? : What do you do? Call the 9-1-1 emergency centre; Control the media; Meet the police officers; Find another location for the children; Control the wave of parents; Evacuate the children; Provide a plan to the police upon their request; Notify management of the school board.


Preparation : Preparation A – An intervention plan B – 'Blueprints' Outside the school establishment; In safety; Updated; In a metal box; Accessible.


Preparation : C – Place of assembly Not in the school yard; During the emergency is not the time to look; Organized transportation. D – Evacuation procedures Based on the evacuation procedure already given; Praticed as often as possible; Possibles variants. . Preparation


Preparation : E – Communication strategy Direct communications during the occurrence; Don’t make contradictory statements; Establish a communication plan; Know each other beforehand. Preparation


Slide70 : Section 3   'Police presence in educational establishments' Context of an investigation


Context of an investigation : Context of an investigation School establishment: a location to maintain a climate of healthy learning.   Students: youth in development. Parents: primary individuals in charge and partners in the intervention. Offences committed: distinguish 'normal' from behavioural trouble. The agressor, victim, witness and all others: impacts of the intervention. Statement of incidents of violence: difficulty to elaborate, reporting. Understand the sense to act and to adopt an individualized approach . Take into account all circumstances surrounding the youth. Share the information and discuss together before making a decision. Implement disciplinary and educational measures in the school, independently of judicial measures or complementary to them: responsabilization.


Context of an investigation (cont’d) : Objectives: Make the management of the educational establishment aware of the different reasons which could require a police intervention in the context of an investigation. Inform management of the educational establishment of the different actions pertaining to the police intervention in the context of an investigation. Context of an investigation (cont’d)


Context of an investigation (cont’d) : General Rule : By preference, police force interventions are done elsewhere than in the establishment and in consultation with the establishment. When an intervention is conducted in an educational establishment, the police force limits its movements to the area reserved for administrative services. A police investigation may be conducted following a decision by the police force or at the request of the educational establishment. Context of an investigation (cont’d)


Context of an investigation (cont’d) : Criteria which may guide in the decision to call the police force: The circumstances, nature or seriousness of the infraction; The safety of the individuals or the premises; Harm caused to the victim; The age of the alleged perpetrator of the infraction and his prior record; The family context; The risk of re-occurrence; The seizure of unlawful or illegal goods. Context of an investigation (cont’d)


Context of an investigation (cont’d) : Principal motives for a police intervention: Interrogation of a witness; Interrogation of a suspect; Arrest with or without warrant; Search of an individual and search of a location; Major operations. Context of an investigation (cont’d)


Context of an investigation : Scenarios Context of an investigation


Context of an investigation – Scenarios : Context of an investigation – Scenarios Frame of reference 'Police presence in educational establishments' Scenario 1


Search of an individual : Search of an individual Alexandre, age 13, participates at a dance organized by his school. Certain students inform the vice-principal at the secondary school that Alexandre is traficking in drugs at the school and that he will have the drugs on him, during the dance. These young students 'informers' are known to the vice-principal and are credible and deemed trustworthy in his eyes. Young Alexandre arrives at the dance. The vice- principal asks Alexandre to accompany him to his office, where he searches him in the presence of a police officer who does not participate in the search and remains passive throughout the intervention. Drugs (marijuana) are found in his socks.


Search of an individual (cont’d) : Search of an individual (cont’d) Can a vice-principal search a student? Are there prerequisites to do so? Did any exist in the circumstances of this case? Are there any rules of prudence to observe during the search of a student? What are they? After the discovery of drugs, what should the vice-principal do? What alternatives did he have? Can criminal charges be laid? Can the vice-principal be called as a witness, during an eventual trial?


Context of an investigation – Scenarios : Context of an investigation – Scenarios Frame of reference 'Police presence in educational establishments' Scenario 2


Search of a student’s purse : Search of a student’s purse A French professor in a secondary school discovers two girls smoking marijuana in the washroom. The professor takes the two girls to the principal’s office. Following questioning by the principal, one of the young girls admits to having taken drugs. The other girl, Marie-Hélène, denies the fact. The principal orders her then to follow her to her office and demands to see her purse. The principal opens her purse and sees the drugs, which she removes, telling the young girl that she lied. While the principal was taking the drugs, she notices an object which may be a weapon, obviously also forbidden in the school. She therefore decides to fully search Marie-Hélène’s purse. The 'search' revealed that the purse also contained a knife. The principal seizes the objects, calls the police and informs Marie-Hélène’s mother of the events involving her daughter.


Search of a student’s purse (cont’d) : Can the teacher force the young girls to go to the principal’s office? Can the principal search her student’s purse when the latter breaks a school regulation? Can the principal go further than the simple seizure of the drugs? Did she have reasonable cause to search the purse? After the discovery of the forbidden objects, what should she do? Could she have called the police before searching the purse? In the circumstances of this matter, can she become a witness in the eventuality that a criminal charge be laid? Search of a student’s purse (cont’d)


Context of an investigation – Scenarios : Context of an investigation – Scenarios Frame of reference 'Police presence in educational establishments' Scenario 3


Search of a locker : Search of a locker Max is a supervisor in a higher level of a secondary school. For a few days, he suspects a group of students of being involved in certain illegal activities. He observes them secretively exchanging objects near a locker belonging to one of the students who is a member of this group. However, he cannot see exactly what it is; he believes he saw a knife. This article is forbidden in the school. Max shares his observations with the vice-principal. Together, they decide to open the locker of each student involved in order to learn information about the illegal activities of this group. The search reveals nothing in particular.


Search of a locker (cont’d) : Search of a locker (cont’d) Does the principal of a school have the right to open and search the locker assigned to a student? If yes, specify the circumstances. In this case, did the principal have sufficient cause to do so? Can she proceed in the absence of the student who was assigned the locker? Instead of proceeding with locker searches, can school authorities instead request the collaboration of police forces and their specialized teams, if needed? (such as canine squad, sniffer dog…) In the case of a specialized team, for example a canine squad, if a dog remains immobilized before a locker, can the police officer then seize the drugs without having a search warrant and charge the user of the locker?


Context of an investigation – Scenarios : Context of an investigation – Scenarios Frame of reference 'Police presence in educational establishments' Scenario 4


Criminal activities : Criminal activities For some time, it is obvious that a group of students is involved in the sale of drugs. They are observed by the supervisor and a few professors, while exchanges of money and small transparent bags takes place. Situations are also observed where certain students appear to be victims of intimidation by the group involved. Additionally, this group loiter on the school property after school hours. The principal decides to call the police. The latter are interested in intervening but cannot do so for several days.


Criminal activities (cont’d) : Criminal activities (cont’d) In the circumstances, what should the principal do? What steps can she take? Explain. If the police officers intervene promptly following the telephone call by the principal informing them of this situation, what should the role of the principal be? Explain. How can the police intervene in these circumstances? Explain.


Context of an investigation – Scenarios : Context of an investigation – Scenarios Frame of reference 'Police presence in educational establishments' Scenario 5


Police investigation : Police investigation Repeated calls from citizens about drug trafficking carried on by students at the high school, as much around the neighbouring businesses as on the school grounds, oblige the police force to begin a large-scale investigation. In this context, the police service wish firstly to place a double agent in the school and also, if the situation so requires, to interrogate the suspected students or the eventual witnesses.


Police investigation (cont’d) : Police investigation (cont’d) Does the police force have the power to act in this way? How should school management react? Can the police officers interrogate the suspects at the site? Can they proceed with arrests? If no, explain. If yes, explain. Can school management intervene in this context? Explain. Can the police officers interrogate the witnesses at the school? How should they do this? What is the role of the school management in this context? On whom falls the duty to call the parents in order to inform them of the interrogation or arrest of suspects or witnesses?


Context of an investigation – Scenarios : Context of an investigation – Scenarios Frame of reference 'Police presence in educational establishments' Scenario 6


Intervention by the vice-principal in the investigation process : Intervention by the vice-principal in the investigation process At the end of the school day, following a conflict between two groups of youths of different ethnic backgrounds, a fight breaks out. The accused stabbed the victim and then fled, with the knife still in his hand. Several youth are witness to the altercation. Upon the arrival of the police, all the friends of the accused have already left. After having calmed the friends of the hospitalized victim, the vice-principal places each of them in a different room in order to help the police investigation and facilitate the interrogation of witnesses. Meanwhile, in order to quickly identify the aggressor, the vice-principal takes out the album of students for the current year and surrounded by several of them, proceeds with a systematic examination of the photos and names of each students. With the rumours and after comparaison of the different descriptions of the physical particulars given on the individual wanted, the group succeeds in identiying the agressor. The police then proceed with his arrest.


Intervention by the vice-principal in the investigation process (cont’d) : Intervention by the vice-principal in the investigation process (cont’d) What should the school authorities do, once the police have been called to conduct an investigation? In this case, can the vice-principal separate the witnesses, as much as possible, and put them in different rooms? As the police investigation follows its course, can the vice-priincipal proceed with the identification of the agressor with the aid of the photo album? Explain. Can criminal charges be laid? In this case, can the vice-principal be called to testify?


Context of an investigation – Scenarios : Context of an investigation – Scenarios Frame of reference 'Police presence in educational establishments' Scenario 7


Taking of statements by school authorities : Taking of statements by school authorities A midget basketball game took place in a secondary school. During the game the referees had to intervene repeatedly to calm high spirits. The host school was victorious and noisily showed its satisfaction, which was not appreciated by the losing team. While the players waited for their parents to leave the school, or left on foot for home, insults were exchanged and the situation deteriorated. The trainer of the losing team was struck. He called the police.


Taking of statements by school authorities (cont’d) : Taking of statements by school authorities (cont’d) Following the incidents, the principal of the host school, accompanied by the program coordinator, met jointly with the students involved, one at a time. They explained to the students that the purpose of the meeting was to determine the involvement of each in the event and that everything could be used by the police. Three students gave incriminating statements.


Taking of statements by school authorities (cont’d) : What do you think of the intervention by the school principal and the program coordinator? Do you believe the incriminating statements are admissible as evidence in the court proceedings? Explain. Taking of statements by school authoriti