The Beginnings of the School Resource Officer Program

SRO Management Symposium

Course Manual

DISCLAIMERS

The contents of this manual are provided for information purposes and for the edification of persons who manage or who are about to manage a School Resource Officer program. This manual is to be utilized as an accompaniment to the National Association of School Resource Officers Management Symposium, delivered under the auspices of the National Association of School Resource Officers. All articles, letters, sample policies, etc. are reproduced with the express consent of said authors. Any errors or omissions are the responsibility of the authors and not the National Association of School Resource Officers.

All rights reserved, including the right to reproduce this manual or portions thereof in any form whatsoever. For information, contact:

National Association of School Resource Officers

20220 Valleydale Road, Ste. 207A

Hoover, AL 35244

1-888-316-2776

TABLE OF CONTENTS

DISCLAIMERS1

PREAMBLE3

FOREWARD4

SYMPOSIUM OVERVIEW5

FOUNDATIONS OF SCHOOL BASED LAW ENFORCEMENT11

SRO PROGRAM GOALS28

SRO SELECTION & ORIENTATION45

SRO PROGRAM ENHANCEMENT138

SCHOOL RELATED LEGAL ISSUES147

CRITICAL INCIDENT MANAGEMENT 180

SRO PROGRAM & PERFORMANCE218

PROBLEM SOLVING SCENARIOS238

PREAMBLE

“It is not the critic who counts; not the man who points out how the strong man stumbles or where the doer of deeds could have done better. The credit belongs to the man who is actually in the arena, whose face is marred by dust and sweat and blood, who strives valiantly, who errs and comes up short again and again, because there is no effort without error or shortcoming, but who knows the great enthusiasms, the great devotions, who spends himself for a worthy cause; and who, at the worst, if he fails, at least he fails while daring greatly, so that his place shall never be with those cold and timid souls who knew neither victory nor defeat.”

-Theodore Roosevelt

FORWARD

During the next three days you will be participating in an interactive and wide-ranging School Resource Officer Management symposium. The National Association of School Resource Officers (NASRO) and its management instructor corps are convinced that you will find this symposium both intellectually stimulating and challenging. The materials contained herein have been developed by school based law enforcement management experts in collaboration with school-based administrators.

This symposium will expose you to the fundamental theories, concepts and practical applications of school based law enforcement. We will discuss the foundations of school based law enforcement including, but not limited to, the TRIAD approach, the history of the School Resource Officer programs, the goals and objectives of the School Resource Officer program and the selection and orientation of new School Resource Officers.

Having established this important foundation, we will then begin to focus and examine the School Resource Officer mission and program enhancements such as extracurricular activities and other special details. A realistic analysis of school related legal issues such as IDEA, FERPA, crime reporting and search and seizure will be facilitated.

Focus will then shift to critical incident management to include CPTED issues, the media and crisis planning. An integrated analysis of the School Resource Officer program and its performance will be discerned. Discussion on School Resource Officer performance evaluations and training will be conducted.

Realistic problem solving scenarios will challenge you to apply the core fundamentals of the management symposium in order to arrive at sound decisions.

FORWARD

We are certain that you will find this management symposium the most constructive and beneficial School Resource Officer management training that you have ever participated in. We look forward to receiving your input, interaction and feedback on this carefully crafted school based law enforcement training experience.

SYMPOSIUM OVERVIEW

Throughout our great country the issue of school violence and the safety of students, staff and parents in our schools has become a major issue of community concern. School based administrators are turning to law enforcement to assist them in providing a safe and secure learning environment at our schools.

School Resource Officers are integral components to the safety and security of our school campuses. The role of a School Resource Officer can be rather difficult without proper training and support. Of equal and possibly greater importance is the law enforcement administration of the School Resource Officer program. As the School Resource Officers’ roles become more complex, so does the role of the person who manages and leads the School Resource Officer program..

With those facts in mind, the National Association of School Resource Officers has convened some of the top school based law enforcement administrators to research, prepare and facilitate this School Resource Officer Management Symposium.

SYMPOSIUM OVERVIEW

Symposium Goal

The goal of the National Association of School Resource Officers Management Symposium is to provide school based law enforcement administrators with the knowledge, skills, strategies and mechanisms to develop, coordinate, manage and lead a successful School Resource officer initiative in their communities.

Symposium Objectives:

To introduce the student to prototypical modes of proper SRO selection and orientation programs.

To analyze and utilize problem-solving methodology to resolve school based law enforcement matters.

Understand the historical background of the SRO program.

Discuss the historical record of the NASRO organization.

Differentiate the roles and responsibilities of SROs.

Identify the functions of SROs.

Explain and cite examples of the SRO TRIAD.

Define program goals and discern the difference between program goals and individual goals.

Identify the importance of the how program goals influence the vision and mission statement of the SRO unit.

Discuss the progression of an SRO unit from vision statement through program goals to unit objectives.

List the key goals of the formation and function of an SRO unit.

Prepare a draft statement of program plan by identifying the vision, mission, and goals statements.

Develop SRO selection methodologies.

Prepare effective SRO job descriptions.

Create, implement and analyze interviews for the School Resource Officer position.

Explain and cite examples of model SRO contracts.

Create, implement and employ a new SRO Orientation/Training program .

Discuss the importance of different programs.

Evaluate the need to establish programs.

Discuss a variety of different programs.

Informed on how to implement their own programs.

SYMPOSIUM OVERVIEW

Symposium Objectives:

Discuss the importance of IDEA and 504 as they relate to student discipline.

Discuss the critical elements of FERPA as it relates to inter agency sharing of information.

Identify key concepts related of Crime Prevention through Environmental Design.

Identify CPTED strategies and how they relate to their specific school community

Review a Safety Analysis of a school property.

Prepare a Critical Incident Management Plan.

Understand the different methods of SRO Program evaluations.

Prepare a draft SRO Program evaluation.

Recognize critical SRO evaluation criteria.

Articulate measurable, clear and achievable SRO goals.

Discuss School Administrators’ role in the SRO evaluation process.

Identify the SRO’s conformance to the Triad concept.

Prepare a draft SRO Evaluation.

Analyze school based law enforcement issues.

Identify problem solving techniques to deal with SRO issues.

Prepare and discuss solutions to typical SRO issues.

OPENING DISCUSSION GENERATOR

I.List the primary goals of the School Resource Officer program:

II.Under what circumstances does the school principal serve as the SRO’s supervisor? Which circumstances for the law enforcement supervisor?

III.What specific school functions do you feel the SRO should not be involved in?

IV.What do you feel will be the three most likely sources/issues of conflict in a police/school partnership?

V.What type of leadership style will work best for SROs?

SECTION ONE: FOUNDATIONS OF SRO PROGRAM

Major Topical Areas:

History of the SRO program

History of NASRO Organization

SRO Basic Functions

TRIAD Concept

Goal:The goal of this unit of instruction is to acclimate the student to the historical and basic functions of the School Resource Officer program.

Objectives:At the conclusion of this block of instruction, the student will be able to:

Understand the historical background of the SRO program ;

Discuss the historical record of the NASRO organization ;

Differentiate the roles and responsibilities of SROs ;

Identify the functions of SROs ;

Explain and cite examples of the SRO TRIAD

TAB – Section 1 (Foundations)

HISTORY OF THE SRO PROGRAM

“Whoever doesn’t know the past must have little understanding of the present and no

vision of the future.” Joseph S. Raymond

In our rapidly changing society, the role of the police in the community has become a matter of controversy and concern. A crime rate which continually rises in startling proportions combined with dynamic social changes in recent years have combined to place enormous demands on local law enforcement departments and school districts.

Today, crime and violence in the schools are of major concern to parents, students, educators, law enforcement and the general public. Concomitantly, law enforcement agencies find themselves unable to keep pace with demands for their services. As a result, many law enforcement agencies and school districts have found it advantageous and necessary to establish a joint program called the school resource officer program.

Prior to the 1950’s, the concept of a school resource officer was not widely heard of. Most educational interaction between the schools and local law enforcement was done on an informal basis and by request. Topics such as bicycle safety, child molesters, and traffic safety were common.

In the late 1950's, one of the earliest examples of a school based law enforcement program was started in Flint, Michigan. Its overall goal was to improve the relationship between the local police and youth. Officers visited schools on part time basis for the first time ever. They were more integrated in the school fabric than some other informal efforts of that time. A survey given at that time allowed for a look at the attitudes youth had about law enforcement. The program was determined to be a success and Flint, Michigan and positive evaluations have kept the program in place for over 40 years.

HISTORY OF THE SRO PROGRAM

The best example of today’s School Resource Officer program can best be traced to the Tucson Arizona Police Department. In 1963, then Chief of Police, Bernard Garmire adopted the term of School Resource Officer and realized something had to be done for the school community and the relationship between youth and law enforcement.

The first Tucson school resource officers began at the junior high level. The officers had a good rapport with the school system and the educators agreed to the concept. Through some brainstorming on what to do, they adopted the term of School Resource Officer for the program.

The theory was that junior high or middle school students were focused upon because the children were entering a new educational system. The elementary school was a “one room” format with one teacher. Junior High School brought in children from several different schools with a variety of backgrounds thrust together with several classrooms and several teachers. With no one to really identify with, and coupled with their puberty development, the need for SRO’s was greatly needed at that educational level.

The Tucson area had doubled in size in a very short time and the TucsonUnifiedSchool District had to accommodate the growing population and the problems that come with numbers. Chief Garmire handpicked his first SRO’s. He selected officers with a college degree so as to identify with the educators presently in the schools. They had to have a cooperative spirit and be able to work with children.

In the words of Bernard Garmire, the School Resource Officer Program has been acclaimed as a major innovation in police service and has been criticized as an unwarranted intrusion into the autonomy of the local school system. The functions of the

HISTORY OF THE SRO PROGRAM

SRO Program, its procedures and its goals will, upon examination, indicate that it aspires toward innovation and a more sophisticated service to the community.

To those who would say that the School Resource concept is moving far afield from the conventional role of police in America, Mr. Garmire states that a dynamic, viable society demands that the roles fulfilled by its institutions, change as society changes. The role of police in a democratic, urban society must be responsive to the problems and needs of that society. The School Resource Program is a measured response to the critical problems confronting one segment of a society - our youth.

Although there may be other early school based law enforcement programs established during this time frame, the Tucson Arizona School Resource Officer program is recognized by NASRO as the program that paved the way for the modern SRO programs of today.

Expansion and Other Successful SRO Programs

Although NASRO has recognized the TucsonArizona school resource officer program as being one of the earliest models, there were several other police departments that also were innovative and progressive for their time. A few of these are listed below as well as the contributions the programs have made to today’s school resource officer model:

HISTORY OF THE SRO PROGRAM

1966: Saginaw, Michigan

This program differed from the others in the manner that resources did not allow them to assign just one school to the SRO. Two officers were in charge of covering all the schools in the city; two high schools, five junior high schools, and twenty-seven elementary schools. The program quickly realized the diminishing effects of spreading their officers so thin and the changes in attitudes towards law enforcement were not as noticeable as in other communities.

1967: Cincinnati, Ohio

Classroom contact was the primary goal. Although the program followed the now generally accepted “Triad” approach to SRO policing, the Cincinnati officers minimized their law enforcement activities, except in emergency situations. A study conducted in 1969 showed the program was a success and attitudes toward law enforcement had improved.

1968: Los Angeles, California

This program combined the efforts of the local police and Sheriff’s department. Officers and Deputies were assigned to junior high schools on a full time basis. They assumed the role of an informal counselor and became a resource for parents, students, and staff. Again, the role of the law enforcement officer was not as prevalent as it is today in most SRO programs, but evaluations showed the program was successful and it was expanded to include high schools.

HISTORY OF THE SRO PROGRAM

1968: Tulare, California

One officer was assigned to cover two junior high schools. Duties were to patrol campus, prevent crime, teach law related education, counsel students, and spend a large portion of time as a disciplinarian. Thus, changes in attitude toward law enforcement were minimal. Evaluations though did show a large decrease in juvenile crime and arrest rates decreased by 52% in two years. The California Youth Authority wrote the program was very positive and needed to be expanded to cover the high schools.

1969: Miami, FL

The Miami Police Department started their first program during the 1969-70 school year. A large impetus was Chief Bernard Garmire who came from Tucson, Arizona where the SRO program had long been in place. The program soon expanded from Miami to the remainder of DadeCounty. Evaluations showed the program to be effective at strengthening the relationship between youth and law enforcement.

1972: Orlando, FL

The Orlando Police Department started a pilot program in 1972. Officers were placed full time in two junior high schools. Evaluations also showed the program to be effective in reducing crime and improving the attitudes toward law enforcement. The program was soon expanded to all Orange County junior high and high schools.

1975: Hillsborough County, FL

Officers serving as teachers, counselors, and law enforcement were placed in the junior high schools in 1975. Positive evaluations soon prompted expansion into all junior high and high schools in the county. The program included both the Sheriff’s department and the local police department.

HISTORY OF THE SRO PROGRAM