Safety and Belonging

Alternative Break Space (Reset Room)

Our elementary schools have alternative break spaces--often called calming corners or reset rooms. These are not a "hangout" spot but rather an intentional, structured space for de-escalation. When students are escalated--possibly acting in ways that are unsafe to themselves or others--they may be referred to this area.

There, the goal is for the student to engage in the three R's:

Regulation (because we cannot learn if we are not emotionally-regulated people)
Relationship (which we can build with another person--a staff member in this case--after regulating)
Reason (which is easier for us to achieve when we've established a relationship)

After resetting, the student may transition back to their regular learning environment with greater success.

Anonymous Tip Reporting

Submit anonymous tips about safety concerns or fears via SafeOregon, a tip line created by Oregon State Police, in any of these ways:

Call or text 844-472-3367
Email tip@safeoregon.com
Visit safeoregon.com/report-a-tip

All tips immediately go to a trained technician, 24/7/365. Tips are analyzed and forwarded to school administrators and/or to law enforcement. Note that it is against the law to misuse SafeOregon (ORS 165.570).

Behavior Support Staff

Behavior Support Professionals (BSPs) serve vital roles in our schools, both proactively and reactively ensuring students are safe. They reactively address immediate needs by intervening when teachers or instructional assistants seek additional behavioral support of a student. By performing specialized learning techniques, communication strategies, and applied behavioral activities, they work in concert with other school staff. BSPs are used proactively in monitoring behavior plans, assisting in data collection, and in systems like Check In, Check Out.

The District's Behavior Instructional Coach supports schools with greater, more urgent needs by designing, implementing, and evaluating evidence-based interventions academically and behaviorally. Kate Dorman has a Master's degree in Special Education, is a Board Certified Behavior Analyst (BCBA), and is a Licensed Behavior Analyst (LBA) in the state of Oregon.

Bias Incident Reporting

We take safety and belonging very seriously. In addition to handling bias incidents swiftly and appropriately when they occur, we want to ensure that when they happen, we respond by improving awareness, training, and systems. Reporting those incidents is the first step.

We invite those who experience a bias incident to complete the LCSD Bias Incident Reporting form for yourself, if you are a victim, or on behalf of someone else if you are a witness. You may report anonymously. If you provide your name, a supervisor will reach out to you to ensure the situation is handled well and that you are safe.

Examples of a bias incident could include:

Name calling; using a racial, ethnic, or other slur to identify someone; using degrading language; telling a discriminatory joke
Creating or sharing racist or derogatory graffiti or images/drawings
Imitating someone with a disability or imitating someone's cultural norm or practice
Assaulting, injuring, or touching someone in an offensive manner because of their perceived protected class
Threatening to physically harm a person, their family, or their property based on their perceived protected class
Displaying a symbol of hate, such as a symbol, image, or object that expresses hostility on the basis of race, color, religion, gender identity, sexual orientation, disability, or national origin; includes a noose, swastika, or Confederate flag

REPORT A BIAS INCIDENT

Character Strong Curriculum

Child Abuse Reporting

ORS 418.750 requires that “any public or private official having reasonable cause to believe that any child with whom the official comes in contact in an official capacity has suffered abuse, or that any person with whom the official comes in contact in an official capacity has abused a child shall report or cause a report to be made....” Public officials include all school employees.

If you suspect a child is being abused, please fill out this Child Abuse Report Form.

CHILD ABUSE REPORTING FORM

Deans of Student Success

Each of our schools employs a Dean of Student Success, who serves as a member of the school leadership team and assists with the daily operation of the school, specifically in the areas of equity, attendance, behavior, and disciplinary prevention and intervention services, with an emphasis on Positive Behavioral Interventions and Supports (PBIS).

The Deans serve as a resource for instructional and systemic equity in their schools, in alignment with equity work across the district. Deans embrace an inclusive philosophy and demonstrated Trauma-Informed Practices, Response to Intervention (MTSS) and Positive Behavior Support methods.

DESSA & Social Skills Groups

The Devereux Student Strengths Assessment, or DESSA, is a strength-based assessment we use to view students' social and emotional skills--so that we can tailor strategies and interventions to help them grow and succeed.

In grades K-5, teachers rate their student three times annually. In middle grades, the students briefly self assess on traits like optimistic thinking, relationship skills, responsible decision making, self awareness, self management, and social awareness.

The data we we garner from the DESSA extends beyond individuals students as well; district leaders view trends to determine how well our systems for safety and belonging are serving students.

In grades K-8, the DESSA results, along with observational data by teachers and other staff, allow our Behavior Support Professionals (BSPs) to run social skills groups. When a student has demonstrated a need for growth in an area, they are pulled (with parent permission) from regular instruction for valuable time in small social groups focused on building that skill.

Equity and Inclusion

Infrastructure & Equipment

We have equipment, infrastructure, and routines in place to help us maintain secure campuses. Some of those include locked exterior doors at all schools, video systems at front entrances, radios, and security cameras. Our schools each have a safety team that meets monthly to identify areas for improvement.

To standardize and upgrade our safety infrastructure districtwide, in May 2023, we applied for the Department of Justice School Violence Prevention Program grant. We are hopeful to be awarded that grant in Fall 2023.

Mental Health

Nondiscrimination

ODE Guidance

ParentSquare

ParentSquare is a secure communication platform that we use to engage with all of our families. We appreciate that it translates messages into home languages so there are no barriers when discussing students. Parents and guardians may adjust their notification settings--on the app as well as via email and text--to suit their preferences, but in the event of urgent messages (snow delay, a late bus, early school closure, etc.) or extreme emergencies, we can override settings to ensure that all families receive immediate, accurate information directly from their school or district.

LEARN MORE ABOUT PARENTSQUARE

Partnerships

Policies Related to Safety and Belonging

Positive Behavior Supports & Interventions

Schools serving grades K-8 identify appropriate, positive behaviors for all spaces--a list of do's rather than don'ts. For instance, in the library, we talk in quiet voices; in the cafeteria, we throw our garbage away.

Students are encouraged to be safe, responsible, and respectful in each space, and that looks different depending on the space. The expectations are posted in the various spaces and taught (and re-taught as needed).

The goal is to focus on what we do want students to do instead of what we don't, and to help them understand the nuance of expectations in different spaces--for example, that acceptable behavior at an assembly in the gym may not be appropriate while walking down the hallway.

Another component of the (Positive Behavior Supports & Interventions (PBIS) system is incentivizing the behaviors we want to see. Schools are creative in the ways they do this: they may give a "golden trashcan award" at an assembly to the cleanest classroom, or they may offer a ticket to an after-school event for students with no unexcused absences, for example.

Safety Care Training

Safety-Care Crisis Prevention Training is more than crisis management; it provides the skills and competencies necessary to effectively prevent, minimize, and manage behavioral challenges with dignity, safety, and the possibility of change.

Many of our staff are trained in all aspects of Safety Care; some trained only in prevention and minimization of escalated behaviors. Many undergo annual recertification with practices throughout the year.

Safety Drills

Monthly drills are required under ORS 336.071. These must include fire drills (monthly), two earthquake drills (annually), and at least two annual safety drills using the Standard Response Protocol, which includes secure, lockdown, etc. We will not surprise students with drills but will reassure them in advance that drills are practice so that if an unexpected event occurs, we may respond calmly and with confidence.

LEARN ABOUT STANDARD RESPONSE PROTOCOL (SRP)

School Resource Officer

My name is Officer Stephen Fountain, and I have been with the Lebanon Police Department for 16 years. During that time, I have performed several duties. I have been a patrol team leader, Field Training Officer, Undercover Narcotics Detective, and a member of the SWAT Team.

My children attend Lebanon Community Schools; therefore, all of our children's safety a top priority of mine. I want our children to have the safest learning environment while emphasizing education first. Students shouldn't have to worry about their safety; their focus should be on academics and all the fun programs the Lebanon Community School District has to offer.

Contact SRO Fountain at stephen.fountain@lebanon.k12.or.us.

Suicide Prevention

If you are in pain and considering suicide, text or dial 988 at any time.

Suicide is the second leading cause of death for teens in Oregon. Young people face many stressors that can amplify the mental health risk factors most commonly associated with suicide. Feeling connected to their schools, friends, and caring adults can equip them to cope with their lives in a healthy way.

LEARN MORE ABOUT SUICIDE PREVENTION & RESOURCES

Technology Access & Protections

It is important that all students have access to the technology they need to be successful students and consumers of information. All students have daily access to Chromebooks for learning activities at school. Those who lack a device at home and need it to complete schoolwork may check out a Chromebook in their school library.

Student safety is a chief concern, and internet access presents unique challenges that we meet head on. Our firewall effectively prevents attacks on our network to keep our data secure.

To comply with federal regulations (CIPA), we employ Securly as a web filter to block dangerous websites and content from users on our devices and network.

Linewize is the more interactive safety program we use for to monitor our students. Linewize flags key words or content for alerts related to mental health, violence, or other concerns, allowing counselors, administrators, or other trained staff to respond swiftly. In the classroom, Linewize assists with instruction and with classroom management, allowing teachers to direct students to certain sites and to ensure they are on task.

Another terrific Linewize feature, which we will introduce in Fall 2023, is a free parent app, Qustodio, that allows for greater control of internet use on home devices. This empowers parents, ensures greater protection of students, and enables a stronger partnership between home and school.

Threat Assessment

The purpose of a threat assessment is to prevent targeted violence. The threat assessment process is based upon analysis of facts and behavior in a given situation. The appraisal of risk in a threat assessment focuses on actions, communication, and evidence of intention to carry out an act of violence or engagement in planning or preparing for that event.

A threat assessment is conducted by the LCSD Student Threat Assessment Team (STAT) when there is a safety incident or concern about a student. The threat assessment is conducted at a Level 1 or Level 2 depending on the severity of the incident or concern.

Level 1 threat assessments are conducted at the building level by a cross-functional team of school and District staff. Level 2 threat assessments are conducted at the District level and include school and District staff and outside agencies.

To provide a protocol to assess threats of potentially harmful behaviors, risk factors, and action required to support school safety.
To provide a multi-level system to mobilize community responses as needed.
To develop and maintain a sense of safety among students, teachers, other staff members, and parents/guardians.

If a student will return to school following a threat assessment, a specific safety plan is created to ensure the safety of other students, staff, and the student in question.

Translation Services

Volunteers, Visitors, and Vendors

Anyone entering our schools during school hours who is not a student or staff member must sign in at the school office. Fingerprinting and background checks are required for volunteers and anyone who has direct, unsupervised contact with students (ORS 581-021-0510). In some circumstances, a visitor, vendor, or contractor may be in our schools without having had a background check; in those cases, we take additional steps to ensure they do not have direct, unsupervised contact with students.

LEARN ABOUT VOLUNTEERING IN YOUR SCHOOL

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