Prsentation PowerPoint

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Frame of Reference  
" Police Presence in Educational
Establishments"
Training of School Boards and Police Force
Respondents
2
 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".
 
3
 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).
 
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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

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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.

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Respective mission of the two organizations

• A - The school environment
• Primary or secondary education
• Professional training services
• or adult education
• B - The police forces

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A - The school environment 

• 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.

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A - The school environment (contd)

• 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.

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B - The police forces

• 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

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B - Police forces (contd)

• 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.

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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.

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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?

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Frame of reference"Police presence in
educational establishments"

• Origin of the document

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Frame of reference"Police presence in
educational establishments"

• Launch Date
• May 1999
• Update Nov. 2004 to date
• Why this update

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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.

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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".

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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.

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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 détablissement denseignement (FQDE)
• Ministère de lÉducation, 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

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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.

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Three contexts

• Prevention and community relations an overview
• Emergency awareness and scenario
• Investigation considerations and scenarios

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Section 1  
"Police Presence in Educational Establishments"
Context of prevention and community relations
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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.

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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

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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.

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Section 2
" Police Presence in Educational Establishments"
Context of an emergency
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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.

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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.

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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

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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.

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Context of an emergency

• Some steps to take
• before
• during
• after.

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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

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1 - Make school representatives aware of an
emergency (contd)

• 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.

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1 - Make school representatives aware of an
emergency (contd)

• 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.

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1 - Make school representatives aware of an
emergency (contd)

• 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.

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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.

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2 Services offered by the police force in
your area (contd)

• 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).

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2 Services offered by the police force in
your area (contd)

• 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.

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2 Services offered by the police force in
your area (contd)

• 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.

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2 Services offered by the police force in
your area (contd)

• 2.2.2 At the scene (contd)
• 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).

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2 Services offered by the police force in
your area (contd)

• 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.

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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.

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3 Considerations to prevent certain emergencies

• 3.1 Multi-sector planning (contd)
• 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.

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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.).

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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."

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3 Considerations to prevent certain emergencies

• 3.3 Intruders (contd)
• 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).

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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 schools 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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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5 Analysis of certain emergency events

• 5.1 Fusillade or hostage taking (contd)
• 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.

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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.

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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.

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5 Analysis of certain emergency events

• 5.3 Presence of weapons (contd)
• 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.

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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.

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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.
•  

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5 Analysis of certain emergency events

• 5.5 Bomb threats Suspicious packages (contd)
•  
• 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.

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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.

62
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.

63
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.

64
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).

65
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?

66
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.

67
Preparation

• A An intervention plan
• B "Blueprints"
• Outside the school establishment
• In safety
• Updated
• In a metal box
  Accessible.

68
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.
  .

69
Preparation

• E Communication strategy
• Direct communications during the occurrence
• Dont make contradictory statements
• Establish a communication plan
• Know each other beforehand.
  

70
Section 3  
"Police presence in
educational establishments"
Context of an investigation
71
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.

72
Context of an investigation (contd)

• 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.

73
Context of an investigation (contd)

• 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.

74
Context of an investigation (contd)

• 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.

75
Context of an investigation (contd)

• 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.

76
Context of an investigation

• Scenarios

77
Context of an investigation Scenarios
Frame of reference "Police presence in
educational establishments"
Scenario 1
78
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.

79
Search of an individual (contd)

• 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?

80
Context of an investigation Scenarios
Frame of reference "Police presence in
educational establishments"
Scenario 2
81
Search of a students purse

• A French professor in a secondary school
  discovers two girls smoking marijuana in the
  washroom. The professor takes the two girls to
  the principals 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-Hélènes purse. The "search" revealed that
  the purse also contained a knife.
• The principal seizes the objects, calls the
  police and informs Marie-Hélènes mother of the
  events involving her daughter.

82
Search of a students purse (contd)

• Can the teacher force the young girls to go to
  the principals office?
• Can the principal search her students 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?

83
Context of an investigation Scenarios
Frame of reference "Police presence in
educational establishments"
Scenario 3
84
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.

85
Search of a locker (contd)

• 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?

86
Context of an investigation Scenarios
Frame of reference "Police presence in
educational establishments"
Scenario 4
87
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.

88
Criminal activities (contd)

• 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.

89
Context of an investigation Scenarios
Frame of reference "Police presence in
educational establishments"
Scenario 5
90
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.

91
Police investigation (contd)

• 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?

92
Context of an investigation Scenarios
Frame of reference "Police presence in
educational establishments"
Scenario 6
93
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.

94
Intervention by the vice-principal in the
investigation process (contd)

• 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?

95
Context of an investigation Scenarios
Frame of reference "Police presence in
educational establishments"
Scenario 7
96
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.

97
Taking of statements by school authorities
(contd)

• 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.

98
Taking of statements by school authorities
(contd)

• 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.

99
Context of an investigation Scenarios
Frame of reference "Police presence in
educational establishments"
Scenario 8
100
Intimidation, extortion

• Marc is a grade four student. For some weeks, his
  mother, notices that her son has been spiriting
  away small sums of money from her. This behavior
  surprises her. She confronts her son who
  eventually explains to her that Dave, age 12, a
  big youth in grade six, obligates certain
  students to pay him 0.50 a day in exchange for
  which, he insures their protection against other
  pupils who could beat them. Marc tried to avoid
  paying once or twice, but he was severely
  threatened by two 11 year old friends of Dave .
• Marcs mother communicates with the school
  principal to inform her of the situation, in
  order that she may take the necessary steps to
  put an end to this activity.

101
Intimidation, extortion (contd)

• What should the principal do?
• Can she call the police?
• Can they intervene? Explain.
• Can criminal charges be laid?
• On what charge?

102
Frame of reference "Police presence in
educational establishments"

• Investigation Section

Answers to scenarios
103
Context of an investigation Answers to
scenarios
Frame of reference "Police presence in
educational establishments"
Scenario 1 Search of an individual
104
Scenario 1 (Search of an individual)

• Can a vice-principal search a student?
•  
• Yes.
• Although students have a reasonable expectation
  of privacy with regard to their person and
  articles which they carry on them, they know that
  the teachers or other school authorities have the
  responsibility to provide a safe environment and
  to maintain order and discipline in the school
  and that, consequently, they can order a search
  of students and their personal effects as well as
  the seizure of banned articles.

105
Scenario 1 (Search of an individual)

• Are there prerequisites to do so?  
• Yes.
• However it is not necessary to obtain a warrant
  to do so.
• School authorities must have reasonable cause to
  believe that there was a breach of a regulation
  or to school discipline and that the search of a
  student will provide evidence.

106
Scenario 1 (Search of an individual)

• Did circumstances exist in this case?  
• Yes
• The vice-principal had received information from
  certain students to the effect that Alexandre
  was trafficking in drugs. These young "informers"
  were known to the vice-principal and were deemed
  credible in his eyes.

107
Scenario 1 (Search of an individual)

• Are there rules of prudence to observe during a
  search of a person who is a student?
• Yes
• What are they?  
• The search must be reasonable and appropriate to
  the circumstances, according to the seriousness
  of the infraction, the age and sex, for example.
• It must be conducted in a delicate manner and be
  the least invasive possible.

108
Scenario 1 (Search of an individual)

• After the discovery of drugs, what should the
  vice-principal do?
• Seize the drugs
• Store them in a location provided for this
  purpose
• Complete the document provided for this purpose
• Call the police without delay
• Give the drugs and the document to the police
  officers.

109
Scenario 1 (Search of an individual)

• What alternatives are available to him?
• The vice-principal may decide to file a
  complaint so that criminal charges be brought or
  he may decide to apply disciplinary measures
  previously provided for this purpose.
•  
• He may also decide to apply both alternatives.

110
Scenario 1 (Search of an individual)

• Can criminal charges be laid?
• Yes.
• Can the vice-principal be called as a witness,
  during an eventual court proceeding?
• Yes, evidently.

111
Context of an investigation Answers to
scenarios
Frame of reference "Police presence in
educational establishments"
Scenario 2 Search of a students purse
112
Scenario 2 (Search of a students purse)

• Can the teacher oblige the young girls to go to
  the principals office?
• Yes.
• Students often find themselves instructed by
  teachers to go to a certain place and to remain
  there pending further instructions.

113
Scenario 2 (Search of a students purse)

• May the principal search a students purse when
  the latter contravened a school regulation?
• Yes.
• She may conduct this search if she has
  reasonable grounds to believe that a school
  regulation has been violated or is in the process
  of being broken and that evidence of this
  violation can be found therein or on the person
  of the student being searched.

114
Scenario 2 (Search of a students purse)

• Can the principal go further than simply seizing
  the drugs?
• Yes.
• Once the principal saw an object which might be
  a restricted device, she then had reasonable
  grounds to continue searching the purse in order
  to confirm or refute the fact.

115
Scenario 2 (Search of a students purse)

• Did she have reasonable cause to search the
  purse?
• Yes.
• School authorities are in the best position to
  assess information which is given to them and to
  make the connection between that and the
  situation which prevails in their school.

116
Scenario 2 (Search of a students purse)

• After the discovery of banned objects, what
  should she do?
• Seize the banned objects and substances
• Store them in a location provided for this
  purpose
• Complete the document provided for this purpose
• Call the police without delay
• Give the drugs and the document to the police
  officers
• Decide whether or not she wishes to lay charges.

117
Scenario 2 (Search of a students purse)

• Can she call the police before searching the
  purse?
• Yes.
•  
• The young girls had taken drugs and were caught
  in the act.

118
Scenario 2 (Search of a students purse)

• In the circumstances of this matter, can she be
  a witness in the eventuality that a criminal
  charge be laid?
• Yes, without a shadow of a doubt.

119
Context of an investigation Answers to scenarios
Frame of reference "Police presence in
educational establishments"
Scenario 3 Search of a locker
120
Scenario 3 (Search of a locker)
Does the principal of a school have the right to
open and search a locker assigned to a student?
If yes, specify under what circumstances.
Yes.  

121
Scenario 3 (Search of a locker)
One can reasonably say that infringement on the
privacy of a student with regard to the locker
which the school lent him is even more reduced
than the one that exists with regard to his
person. It depends entirely on the degree of
locker control exercised by school authorities
. It is therefore important to indicate in the
agenda or in the code of conduct, that the locker
remains the property of the school board. That
way, there would be no risk of confusion in the
mind of the student on this question

122
Scenario 3 (Search of a locker)
In this case, did the principal have sufficient
cause to act? Yes.   Carrying of firearms
represents a risk of potential danger in schools
and is so wide-spread that it threatens the
capacity of the school authority to carry out
the duty of maintaining a safe and orderly
environment. Current conditions are such that it
is necessary to give teachers and school
administrators the necessary flexibility to
settle disciplinary problems at the school. They
must be able to act quickly and effectively to
ensure the safety of the students and to prevent
serious violations of the school regulations.

123
Scenario 3 (Search of a locker)
May she proceed in the absence of the student to
whom the locker was assigned? If the situation
so requires, yes.

124
Scenario 3 (Search of a locker)
Instead of proceeding with locker searches, can
school authorities instead request the
collaboration of police forces with their
specialized teams, if needed? (such as canine
squad, sniffer dog) Yes.   However, the school
authorities should then allow the police service
to do its work since the rules which govern its
intervention are not the same as those for school
authorities.

125
Scenario 3 (Search of a locker)
In the case of a specialized police 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?

126
Scenario 3 (Search of a locker)
No, the behaviour of a dog in front of a locker
does not in itself give reasonable cause.
  Other elements of the investigation should add
themselves in order to justify issuance of a
search warrant which the police officer should
obtain.

127
Context of an investigation A