File:  JFCF-R


Winchester Public Schools

Safe and Supportive School Plan





To outline the evidence-based practices currently utilized within our schools to promote a physically and emotionally safe learning climate, explore those emerging practices evident in the research and provide a framework for implementation.


Development of Safe and Supportive School Plan included:

  1. Input provided at building level meetings by administrative team and staff.
  2. Review of current research.
  3. Review of current Winchester Public School’s policies, regulations and programming to promote a safe learning environment.



“Conditions for Learning are those elements of climate that (a) students experience personally and (b) directly affect academic outcomes” (Osher, 2011). Among these elements is student engagement, academic challenge and a sense of safety.  By positively impacting these elements, the amount of time students can truly attend to learning will be maximized (Dwyer, 2011). This plan will focus directly on aspects of school safety, specifically strategies to provide a physically safe setting free from substance use and violence and an emotionally safe setting free from bullying and harassment. The plan will follow a 3-tiered framework delineating the following levels of intervention:


  1. Tier 1: Universal programs – All students


  1. Tier 2: Selected programs – Targets specific groups (i.e. students of substance abusers, students who display problems at school, students who have an above average risk of developing substance abuse problems


  1. Tier 3: Indicated programs -- Intense focus on those students’ actions put them at high risk for substance abuse or other problem behaviors (i.e. antisocial, truancy, academic failure, hanging out with substance abusing peers)

(HHS Publication, 2010)


The following is a list of evidenced based practices and suggested evidence-based strategies currently utilized at each tier.

File:  JFCF-R

(Page 2)


Substance Use

Tobacco, Alcohol, and Drugs


Tier 1 Strategies to Address Substance Use:


Other best practice Tier 1 strategies:


File:  JFCF-R

(Page 3)



Tier 2 Strategies to Address Substance Use:


Other best practice Tier 2 strategies:



Tier 3 Strategies to Address Substance Use:



§  The principal will conduct a conference with the student and parents, advising them of the available facts, intended actions, and opportunities to respond.

§  The principal may provide consequences, including suspension, and may require the student to complete successfully a substance abuse prevention activity.

§  The Superintendent or designee will review each violation to determine if further disposition is needed. Further action may include, but not limited to extended suspension or referral to the Disciplinary Committee of the School Board.


Middle and High School

§  The Superintendent or designee may require any student who is in possession of or under the influence of drugs at school or school-sponsored activities to: (1) undergo evaluation for drug abuse, and (2) participate in a drug treatment program, if recommended by the evaluator and the student’s parent consents.


File:  JFCF-R

(Page 4)


In the event that a student violates Policy File JFCF, the following steps may be taken:

1.      The administrator takes the student to the school nurse in order to ensure their physical safety.

2.      The principal will conduct a conference with the student and his/her guardian(s) prior to making a final determination of a violation, giving the student and their guardian an opportunity to respond.

3.      Upon making a final determination of a violation, the principal may initiate an out of school suspension and advise the student and guardian that a recommendation will be made to the Superintendent and School Board regarding additional suspension including possible expulsion from school.

4.      At the principal’s discretion, the student may be required to complete a substance abuse assessment through C.L.E.A.N. Inc. The costs for this will be assumed by WPS.

5.      Should the student have recently had an assessment through C.L.E.A.N. Inc. (past six months), the student will complete an assessment/evaluation with a private provider at the family’s expense. The student support specialist will aid the family in scheduling and attending the assessment.

6.      The Superintendent or designee will hold a hearing with the guardian, the student involved, and school officials to determine if further disciplinary action is necessary.

7.      The Student Support Specialist will share the recommendations of the assessment with the appropriate administrators and the student’s plans to fulfill them.

8.      The student support specialist will serve as a point of contact and provide case management services for the family on an ongoing basis.


§  Transtheoretical Model of Change.

§  Perception of safety at school and academic achievement.


1.      A student and/or their caregiver will be referred to a Student Support Specialist or school counselor if seeking assistance.

2.      Services provided by WPS include short term supportive counseling, assistance in accessing a substance abuse assessment/evaluation, referral and linkages to community services, and ongoing case management if desired by the student and family.

3.      Confidentiality will be maintained through compliance with F.E.R.P.A., 42 C.F.R. and the professional Code of Ethics of ASCA (American School Counselor Assoc. or NASW (National Assoc. of Social Workers) unless the student is deemed to be an immediate risk to self or others.




File:  JFCF-R

(Page 5)


Bully Prevention and Intervention


Tier 1 Strategies to Address Bullying:


Other best practice Tier 1 strategies:



Tier 2 Strategies to Address Bullying:


Other best practice Tier 2 strategies:


File:  JFCF-R

(Page 6)


Tier 3 Strategies to Address Bullying:


Other best practice Tier 3 strategies:





February 16, 2012______________________________________________________________