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The article discusses the issue of speeding in school zones. The studies mentioned raise significant concerns, especially with the possibility of some students returning to school during the summer.

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CINCINNATI (WXIX) - Summer is out and students may be on break, but drivers speeding through school zones is a continuing problem, city officials say.

A study by the Cincinnati Department of Transportation and Engineering said speeding in school zones continues to be a big problem. It's been an issue at multiple Cincinnati Public Schools:

Gamble Montessori in Westwood

Woodward Career Tech High School in Bond Hill

Withrow University High School in Hyde Park

Shroder High School near Madisonville

The school zone signs flash at Shroder from 8:20 to 9:05 a.m. every morning, about 45 minutes. One morning, 340 vehicles passed through the zone. 300 of them were speeding over the 20 mph speed limit when the signs were activated.

"Speeding is a concern across the city," John Brazina with the Cincinnati Department of Transportation and Engineering said. "On our streets and in our school zones it's no different."

Since 2018, the city has made 150 safety improvements for pedestrians near schools.

More are expected to be added this summer. Improvements included speed humps and raised crosswalks to calm traffic in front of schools.

Brazina said the speed humps don't require a full stop but are designed to better control speeds.

He said they are preparing to install other safety implements such as floating crosswalks, and curb extensions to make the road feel narrower. Crews are also updating street lights to LED lighting so drivers and pedestrians have better visibility in the morning.

"It's all of those improvements," Brazina said. "Those are what have been effective for us and also nationally."

Several neighborhoods have requested traffic calming measures from the city. The city said school zones and recreation centers are its top priority.

The city has a list of where improvements are being installed on its transportation and engineering website.
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cincinnati department of transportation and engineering

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Speeding in school zones a continuous problem even during summer break, study shows

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Out of 340 drivers in one school zone, 300 were speeding.

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The article discusses the growing popularity of inclusive education and how to meet the needs of all students.

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The article discusses the various methods staff and students are employing to enhance diversity, equity, and inclusion among their student body.

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How 9 Leaders Think About Diversity, Equity, and Inclusion in Their Schools

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District and school leaders share their take on DEI and what it means for all students to experience inclusion and belonging.

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The article discusses a school equipped with an on-site health clinic, providing students with access to healthcare whenever required.

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School board member Mike Wiser, left, chats with Jeremy Rindy, a medical assistant with CHAS Health, on Tuesday during a tour of Shadle Park High School's new school-based health center. (Tyler Tjomsland/The Spokesman-Review)

Students at Shadle Park and North Central high schools can now get their basic primary health care right inside their school.

Spokane Public Schools opened two new in-school health clinics in May aiming to expand health care access to students who may otherwise not get care.

Through a partnership with CHAS Health, the clinics provide students with physicals, cold and flu treatment, immunizations, testing for a range of illnesses, mental health services and anything else for which one might go to their primary care physician.

"This is yet another example of how we collaborate in our community and how we are better and stronger together," Spokane Superintendent Adam Swinyard said Tuesday . "We have a public library inside of one of our public schools. We have health clinics inside of our schools. We share spaces, we share folders, we are better when we work together and collaborate."

The two new health care providers join a similar clinic at Rogers High School, which opened in 2020. According to the school district, the CHAS Health at Rogers High School Clinic has served more than 650 individuals through 1,840 visits in the past 12 months.

CHAS Certified Physician Assistant Jeff Hayward said that the services provided in these school clinics meet the standard of any medical clinic.

"We are providing full family medicine services and mental health care. We're connected with other resources, such as dental care and pharmacy. We're collaborating with parents and staff. We're bringing all the people together that care about these kids. Because when we break down barriers and we do innovation interventions, that's when our kids get to shine," Hayward said.

Each clinic cost approximately $300,000 to retrofit existing office space at the school. About half of the funds for the projects come from the City of Spokane. The rest is from the school district's Annual Capital Project Funding, which draws on dollars from past bonds.

City funds originate from the federal American Rescue Plan Act, and are part of the city's plan to combat the negative health reverberations still felt from the pandemic, said City Councilman Zack Zappone.

"Youth were really impacted by COVID and the time away from schools - both their behavior and their medical health," he said. "So we reached out to the school board, which were interested in this partnership of matching funds to build and grow the medical care and behavioral health of our students."

Zappone also noted the clinics should help parents who may not be able to take time away from work to take their child to the doctor.

"They're able to leave the classroom for an hour or shorter, go to see the clinic, come back to class right away - rather than having to leave school, set up a doctor's appointment, and maybe not come back to school the rest of the day," he said.

The Spokane City Council on Monday approved an additional $200,000 toward the health clinic partnership with Spokane Public Schools as part of its last dollar allocations from the American Rescue Plan Act's pandemic relief funds. The funding was a last -minute addition in an amendment advanced by Zappone, Council President Betsy Wilkerson and Councilman Paul Dillon.

As at Rogers, Shadle Park and North Central clinic hours will be 7:30 a.m. to 5 p.m. year-round, except for federal holidays.
Spokesman-Review reporter Emry Dinman contributed to this report

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Shadle Park, North Central open new in-school health clinics to expand healthcare access

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Students at Shadle Park and North Central high schools can now get their basic primary health care right inside their school.

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The article discusses a guide for conducting effective lockdown drills in K-12 schools, emphasizing its significance in assisting teachers to streamline and enhance the safety of these drills for students.

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During a 2022 committee meeting, Washington state Rep. Amy Walen raised an essential point about lockdown drills.

Rep. Amy Walen's point about lockdown drills is crucial. She aptly said, "You can prepare your kids for a house fire by telling them where to meet and how to climb out of their windows ... but you don't have to burn the house down to show them how to escape a house fire safely." This underscores the significance of effective drills and the potential harm of ineffective ones.

This is especially relevant to what we've learned about lockdown drills since starting PASS. We've learned that not all drills are created equal, and some procedures can do more harm than good. The potential consequences of ineffective procedures underscore the growing need for more awareness of more effective approaches.

Lockdown drills have become common in the U.S., with over 40 states making them mandatory. However, it's important to note that there is currently no federal guidance on conducting these drills. This lack of standardization underscores the need for this blog post, which will delve into the most effective ways to conduct lockdown drills and common mistakes to avoid.

Lockdown, lockout, and shelter-in-place: What's the difference?

Lockdown, lockout, and shelter-in-place are used in emergency preparedness to describe different safety procedures. Each has specific actions and purposes, and while they all aim to ensure individual safety, they differ in their implementation and the situations they address. Understanding these differences is crucial for effective emergency response planning.

Lockdown - A lockdown focuses on immediate threats or dangers within or near a facility, such as an active shooter, intruder, or any situation where securing individuals within a specific area is necessary.

Lockout -- Lockouts address external threats to the facility, such as a dangerous person or activity in the surrounding community. The goal is to prevent potential dangers from entering the premises.

Shelter-in-Place-Shelter-in-place is a broader term for situations where individuals need protection within a secure location due to external hazards, such as severe weather, chemical spills, or other environmental threats.

Mistakes to Avoid in Lockdown Drills

Unannounced Drills -- Unannounced lockdown drills might seem like a way to test the actual readiness of students and staff. However, the unintended consequences can be severe. These drills can lead to panic, confusion, and increased stress levels for students and parents, spreading unnecessary rumors and panic throughout the community.

The lack of preparation and the sudden nature of these drills hinder schools' ability to achieve their primary goal-ensuring the safety and well-being of everyone on campus. Illinois and Virginia are just a couple of states requiring school districts to notify parents before lockdown drills.

Live-Action Scenarios -- Lockdown drills are intended to prepare students for potential emergencies. Live-action drills that simulate violence or danger can negatively affect students, leaving them distressed and traumatized. Dr. David Schonfeld, a developmental-behavioral pediatrician, agrees with Amy Walen's comparison of lockdown drills to fire drills, stating there is no pretend fire when conducting fire drills.

He added that high-intensity training that simulates an actual attack should not be conducted in schools because it can cause psychological harm to students and even impact educators' decision-making.

Props, Sounds, and Visuals-Jeremy Gulley, the superintendent of Jay School Corporation in Portland, Indiana, and a PASS Board of Directors and Advisory Council member, shared that their lockdown drills aim to minimize student stress. Therefore, they avoid using pyrotechnics or blanks in the building and do not provide graphic first-aid training to students.

Additionally, a New Jersey law prohibits the use of fake blood, real or prop firearms, or any simulations of explosions, gunshots, or other sounds and visuals in drills because they can cause panic and lead to traumatic responses in students and employees.

Tips for Creating an Effective Lockdown Drill

"Making any drill an educational experience for the staff, students, and community is important. Students should be empowered to know what to do," says PASS Advisory Council chair Guy Grace.

Creating a lockdown drill procedure requires careful and thoughtful planning. It is crucial to consider the possible effects of drills on the mental well-being of students and teachers. The following are essential steps to develop an efficient lockdown drill, as found in the PASS Safety and Security Guidelines.

Notify Parents in Advance-Transparency is critical. Parents should be informed well in advance about upcoming drills, allowing them to discuss the process with their children and address any concerns.

Test Systems When Schools Are Closed -- It is essential to regularly test schools' communication systems, alarms, and security measures during breaks or when schools are closed. This helps to ensure these systems' proper functionality and identify any issues that need addressing. Specifically, it is essential to check that the door lock and sensor monitoring systems are fully functional and that the emergency messaging systems are correctly set up.

Keep Drills Simple and Age Appropriate -- Drill procedures should be simple and easy to follow. If they are too complex, they can lead to confusion, defeating the purpose of preparedness. A well-understood plan that is easy to follow will lead to a more effective response.

Remember that different age groups have varying levels of understanding and emotional resilience. Therefore, it is essential to tailor the drills to be age-appropriate, balancing the need for preparedness with sensitivity to the student's developmental stage. Safe and Sound Schools offers guidance on understanding students' development levels, which can help craft an age-appropriate drill procedure.

Offer Multiple Strategies/Scenarios

It is important to note that students and staff may only sometimes be in their classrooms or behind closed doors during their busy school days. Remember, during an active threat situation, the natural human reaction is to be startled, feel fear and anxiety, and even experience initial disbelief and denial.

You can expect to hear noise from alarms, gunfire, and explosions, as well as people shouting and screaming. Knowing your options gives you the means to regain your composure, recall at least some of what you have learned, and commit to action.

There are four consistent basic options that you can utilize: shelter, evade, defend, and care. During an active threat situation, individuals rarely have all the information they need to make a fully informed decision about the best option. While they should follow the plan and any instructions given during an incident, they often must rely on their judgment to decide which option will best protect lives.

Therefore, it is necessary to teach them additional strategies beyond just sheltering in a classroom. For instance, they should be taught what to do when an active threat arises in other areas of the school, such as bathrooms, cafeterias, or hallways. In addition, during a lockdown drill at an elementary school, staff and students should be given scenarios for recess so they can learn how to leave school grounds safely.

Evacuation strategies should be drilled as one of the option-based strategies based on the information the students and staff have. Ensuring that students and staff know how to evacuate in an active threat situation, where the reunification points are, and what to do once reaching a unification point empowers students in an active threat situation.

Make It an Educational Experience

Transform drills into educational opportunities by discussing the importance of preparedness, the rationale behind each action (like shutting off lights, staying quiet and out of view, and responding to law enforcement), and everyone's responsibility to maintain a secure environment.

With proper planning, school districts and educators can empower their communities to respond confidently in emergencies, fostering a safer and more secure learning environment for all. Download and review our School Safety and Security Guidelines to learn more about the best practices and steps for implementing and conducting effective lockdown drills.
The Contributors: PASS Policies and Procedures Tech Committee members Partner Alliance for Safer Schools (PASS) is a nonprofit 501(c)(3) bringing together expertise from the education, public safety, and industry communities to develop and support a coordinated approach to making effective and appropriate decisions concerning safety and security investments. Download the complete PASS Guidelines or check out our PASS Safety and Security Checklist for quick start tips. These resources and whitepapers on various topics are free, including barricade devices, lockdown drills, and more.

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A Guide to Effective Lockdown Drills for K-12 Schools

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During a 2022 committee meeting, Washington state Rep. Amy Walen raised an essential point about lockdown drills. Rep. Amy Walen's point about lockdown drills is crucial....

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The article discusses the upcoming challenges associated with in-building safety communications. Conducting these meetings helps to enhance the safety of our students.

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Four challenges for in-building public safety communications - RCR Wireless News

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Panelists at a Safer Buildings Coalition event discussed some of the myriad challenges for in-building communications in schools.

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The article discusses the positive impact of interpersonal relationships on mental health.

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The article discusses the necessity for schools to explore various methods to ensure the inclusion of all students in their activities.

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Q&A: Why Schools Must Redesign Learning to Include All Students

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Systems are broken, not children, says K–12 disability advocate Lindsay E. Jones.

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The article discusses the introduction of school-based health services for staff and students. The implementation of these services is expected to enhance the overall health within the school community.

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The article discusses the increase in job cuts due to the exhaustion of pandemic funding, highlighting the growing need for students to have the support system provided by their teachers.

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The education industry is bracing for potential job cuts and reduced raises as a major batch of coronavirus pandemic funding is set to dry up.

Elementary and Secondary School Emergency Relief (ESSER) grants, which will end in September, have been used to assist students with the mental health and test score problems that came with COVID-19, including adding positions from counselors to reading specialists.

Now, those jobs may be the first to go as federal funding runs out.

"[T]he loss of federal ESSER funding will mean that we cannot bring back the additional acceleration teachers, on-site tutors and other supports such as literacy and math programs that have been critical to the growth we've achieved thus far," said Patricia Brantley, CEO of Friendship Public Charter Schools in Washington, D.C.

Data by the Edunomics Lab at Georgetown University showed between 40 percent to 50 percent of ESSER funds were spent on labor costs, including both increasing teacher salaries and adding more staffing, particularly learning specialists, tutors and counselors.

"It looks like, proportionately, there was a lot more growth within ... what we call nonteaching certificated staff. So, that means somebody has a certificate granted by the state to serve in their field," said Marguerite Roza, a research professor and director of the Edunomics Lab. "So that can be a librarian, a counselor, a social worker, a nurse, a reading coach, even a vice principal or assistant principal, things like that."

"We also saw a lot of growth in paraprofessionals, which are like aides in classrooms or special ed aides in special ed classes. And I don't anticipate that we'll see as much shrinkage in those because in some of those cases, those are replacing teachers," Roza added.

Through the pandemic, schools received approximately $200 million over three rounds of ESSER funds, with more money going to high-poverty schools.

The Brookings Institute released a report in September that said after the money is gone, it will lead to a single-year reduction of more than $1,000 per student.

"Districts have struggled to keep teachers in classrooms, to recruit enough teachers and also support staff. Some salary increases and augmenting wages have been part of what districts have used that pandemic money to support. So it is absolutely true that it will be hard for districts to sustain all of that at a time when funds are running out," said Lindsay Dworkin, senior vice president of policy and government affairs at the Northwest Evaluation Association, an education research company.

Some districts say that to avoid such a fate, they were very careful about how they spent the grant money.

"We intentionally did not use the funds to make staffing investments. We did fund a school nurse out of ESSER, but have moved that position to the general fund. We did not want to provide a level of service to students that we could not sustain when the funds expired," said Tricia Mooney, superintendent of schools at Hermiston School District 8R in Oregon.

"I know from talking to other superintendents that this has not been the case across the state. Several districts used the one-time funds to make investments in staffing and are now having to eliminate those positions," Mooney added.

Investments in these types of positions were made as students saw test scores plummet to a point not seen in decades, as well as jumps in mental health and behavior issues.

The Education Week State of Teaching survey released Monday found that 94 percent of teachers pre-K to third grade believe it is more challenging now for students to listen and follow instructions, compared to five years ago. Seventy-seven percent say these young students even struggle more now with fine motor skills such as using a pencil or scissors.

"Unfortunately, I think some of the positions that are most at risk of being cut are the positions that are needed now more than ever due to ongoing impacts: social workers, school nurses, school counselors, behavior specialists, etc. Our students are struggling with social emotional and mental wellness issues and critically need these supports to thrive academically," Mooney said.

While there is essentially no chance more federal money will be provided before ESSER runs out, schools have been petitioning voters to support more local taxes to go toward education and negotiating with unions for lower pay raises in order to keep the additional staffing hired during the pandemic.

"None of these [options] are palatable, but in some states, we're just going to see really flat or nonexistent pay raises this year, and that will be how they can make ends meet without trying to eliminate these positions," Roza said.

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Schools fear job cuts as emergency pandemic funding runs out

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The education industry is bracing for potential job cuts and reduced raises as a major batch of coronavirus pandemic funding is set to dry up. Elementary and Secondary School Emergency Relief (ESSE...