Leadership magazine Sept/Oct 2018 V48 No. 1 - Page 21

of the vending machine . Without taking the time to see the issues the site principal had with their facilities , the fencing and camera issues would probably not have been addressed in a timely manner .
One might ask , why include the CBO in the facility walkthroughs ? In most small districts , the CBO supervises the maintenance , transportation and food service supervisors , as well as works with the superintendent in budget development . In my district , the CBO meets with the supervisors once a month and when she meets with the maintenance supervisor she can get updates on the status of the tasks generated by the walkthroughs . When we set budget priorities as a district , especially for one-time funds , the CBO can assist the superintendent and school board in funding those priorities . The walkthroughs are also beneficial in LCAP development , as we can articulate the facility improvements and / or repairs completed during the school year .
We plan for emergencies , we practice responding to emergencies and walk the physical plants to make sure potential threats to student and staff safety are addressed . The one area schools and districts do not do a great job is communicating to the parents , staff and community about incidents that happen at schools . As a school administrator , I struggle with understanding what the public needs to know and what events probably require notification from the school ? In our community , people listen to the public safety scanner and post on social media if there is an incident at the school . I have made the mistake of not notifying the public after an incident occurs , even after hours . The community wants to know that you , as the steward of their children , take care to make sure they are safe at school .
I have set up a Facebook account and a Twitter account to communicate to parents and the community about our schools . Not just safety incidents , but all news about the schools . We also use the district website and dialer to communicate to stakeholders . If law enforcement is involved in an incident at one of the schools , I try to coordinate the information I am releasing with the information law enforcement is releasing .
After an incident , my staff and I review the incident and determine what was done well and what could be improved . Administrators should not be afraid to review their safety plans often during the school year and revise the plan if needed . School safety requires more than a great written plan and a pretty binder . School safety requires that administration communicates the plan to all staff members and students , that potential threats are identified and resolved , incidents are communicated to stakeholders and the
school response is reviewed and revised if needed . By making safety routine , all stakeholders in the school community will benefit .
Dr . Corey Willenberg is completing his seventh year as superintendent of the Oroville Union High School District . In 2005 he earned a doctorate from the University of Southern California . Dr . Willenberg is also a Reserve Deputy with the Butte County Sheriff ’ s Office . September | October 2018 21
of the vending machine. Without taking the time to see the issues the site principal had with their facilities, the fencing and camera issues would probably not have been ad- dressed in a timely manner. One might ask, why include the CBO in the facility walkthroughs? In most small dis- tricts, the CBO supervises the maintenance, transportation and food service supervi- sors, as well as works with the superinten- dent in budget development. In my district, the CBO meets with the supervisors once a month and when she meets with the main- tenance supervisor she can get updates on the status of the tasks generated by the walk- throughs. When we set budget priorities as a district, especially for one-time funds, the CBO can assist the superintendent and school board in funding those priorities. The walkthroughs are also beneficial in LCAP development, as we can articulate the facility improvements and/or repairs completed dur- ing the school year. We plan for emergencies, we practice re- sponding to emergencies and walk the phys- ical plants to make sure potential threats to student and staff safety are addressed. The one area schoo ±Μ…Ή‘₯ΝΡΙ₯Ρ́‘ΌΉ½Π‘Ό„)Ι•…Ё©½ˆ₯́½΅΅ΥΉ₯…Ρ₯ΉœΡΌΡ‘”Α…Ι•ΉΡΜ°)ΝΡ…™˜…Ή½΅΅ΥΉ₯Ρ䁅‰½ΥЁ₯Ή₯‘•ΉΡ́ё…Π)‘…ΑΑ•Έ…Ё͍‘½½±ΜΈ́„Ν‘½½°…‘΅₯Ή₯ΝΡΙ„΄)Ρ½Θ°$ΝΡΙ՝±”έ₯Ρ ΥΉ‘•ΙΝΡ…Ή‘₯Ήœέ‘…Ёё”)ΑΥ‰±₯ŒΉ••‘́Ѽ­Ή½ά…Ήέ‘…Ё•Ω•ΉΡ́ΑΙ½ˆ΄)…‰±δΙ•ΕΥ₯Ι”Ή½Ρ₯™₯…Ρ₯½Έ™Ι½΄Ρ‘”Ν‘½½°ό%Έ)½Υȁ½΅΅ΥΉ₯Ρ䰁Α•½Α±”±₯ΝΡ•ΈΡΌΡ‘”ΑΥ‰±₯Œ)Ν…™•ΡδΝ…ΉΉ•Θ…ΉΑ½ΝЁ½ΈΝ½₯…°΅•‘₯„)₯˜Ρ‘•Ι”₯́…Έ₯Ή₯‘•ΉΠ…Ёё”Ν‘½½°Έ$‘…Ω”)΅…‘”Ρ‘”΅₯ΝΡ…­”½˜Ή½ΠΉ½Ρ₯™ε₯ΉœΡ‘”ΑՈ΄)±₯Œ…™Ρ•Θ…Έ₯Ή₯‘•ΉΠ½ΥΙΜ°•Ω•Έ…™Ρ•Θ‘½ΥΙΜΈ)Q‘”½΅΅ΥΉ₯Ρδέ…ΉΡ́Ѽ­Ή½άΡ‘…Ёε½Τ°…Μ)Ρ‘”Νѕ݅ɐ½˜Ρ‘•₯ȁ‘₯±‘Ι•Έ°Ρ…­”…Ι”ΡΌ)΅…­”ΝΥΙ”Ρ‘•δ…Ι”Ν…™”…Ё͍‘½½°Έ)$‘…Ω”Ν•ΠΥΐ„…•‰½½¬…½ΥΉΠ…Ή„)Qέ₯Ρѕȁ…½ΥΉΠΡΌ½΅΅ΥΉ₯…Ρ”ΡΌΑ…Ι•ΉΡΜ)…ΉΡ‘”½΅΅ΥΉ₯Ρ䁅‰½ΥЁ½Υȁ͍‘½½±ΜΈ9½Π)©ΥΝЁͅ™•Ρδ₯Ή₯‘•ΉΡΜ°‰ΥЁ…±°Ή•έ́…‰½ΥЁё”)͍‘½½±ΜΈ]”…±ΝΌΥΝ”Ρ‘”‘₯ΝΡΙ₯Πέ•‰Ν₯Ρ”…Ή)‘₯…±•ΘΡΌ½΅΅ΥΉ₯…Ρ”ΡΌΝΡ…­•‘½±‘•ΙΜΈ%˜)±…܁•Ή™½Ι•΅•ΉΠ₯́₯ΉΩ½±Ω•₯Έ…Έ₯Ή₯‘•ΉΠ)…Ё½Ή”½˜Ρ‘”Ν‘½½±Μ°$ΡΙδΡΌ½½Ι‘₯Ή…Ρ”Ρ‘”)₯Ή™½Ι΅…Ρ₯½Έ$…΄Ι•±•…Ν₯Ήœέ₯Ρ Ρ‘”₯Ή™½Θ΄)΅…Ρ₯½Έ±…܁•Ή™½Ι•΅•ΉΠ₯́ɕ±•…Ν₯ΉœΈ)™Ρ•Θ…Έ₯Ή₯‘•ΉΠ°΅δΝΡ…™˜…Ή$Ι•Ω₯•ά($)Ρ‘”₯Ή₯‘•ΉΠ…Ή‘•Ρ•Ι΅₯Ή”έ‘…Ё݅́‘½Ή”)έ•±°…Ήέ‘…Ё½Υ±‰”₯΅ΑΙ½Ω•Έ‘΅₯Έ΄)₯ΝΡΙ…Ρ½Ί͑½Υ±Ή½Π‰”…™Ι…₯ΡΌΙ•Ω₯•άΡ‘•₯Θ)Ν…™•ΡδΑ±…ΉΜ½™Ρ•Έ‘ΥΙ₯ΉœΡ‘”Ν‘½½°ε•…ȁ…Ή)Ι•Ω₯Ν”Ρ‘”Α±…Έ₯˜Ή••‘•ΈM‘½½°Ν…™•ΡδΙ”΄)ΕΥ₯ɕ́΅½Ι”Ρ‘…Έ„Ι•…ЁέΙ₯ΡΡ•ΈΑ±…Έ…Ή„)ΑΙ•ΡΡ䁉₯Ή‘•ΘΈM‘½½°Ν…™•ΡδΙ•ΕΥ₯ɕ́ё…Π)…‘΅₯Ή₯ΝΡΙ…Ρ₯½Έ½΅΅ΥΉ₯…ѕ́ё”Α±…ΈΡΌ…±°)ΝΡ…™˜΅•΅‰•Ί…ΉΝΡΥ‘•ΉΡΜ°Ρ‘…ЁΑ½Ρ•ΉΡ₯…°)Ρ‘Ι•…Ρ́…Ι”₯‘•ΉΡ₯™₯•…ΉΙ•Ν½±Ω•°₯Ή₯‘•ΉΡΜ)…Ι”½΅΅ΥΉ₯…Ρ•ΡΌΝΡ…­•‘½±‘•Ί…ΉΡ‘”)͍‘½½°Ι•ΝΑ½ΉΝ”₯́ɕΩ₯•έ•…ΉΙ•Ω₯Ν•₯˜)Ή••‘•Έ 䁡…­₯ΉœΝ…™•ΡδΙ½ΥΡ₯Ή”°…±°ΝΡ…­”΄)‘½±‘•Ί₯ΈΡ‘”Ν‘½½°½΅΅ΥΉ₯Ρδέ₯±°‰•Ή•™₯ΠΈ)ΘΈ ½Ι•δ]₯±±•Ή‰•Ιœ₯́½΅Α±•Ρ₯Ήœ‘₯Μ)Ν•Ω•ΉΡ ε•…ȁ…́ΝΥΑ•Ι₯ΉΡ•Ή‘•ΉΠ½˜Ρ‘”)=Ι½Ω₯±±”UΉ₯½Έ!₯ M‘½½°₯ΝΡΙ₯ΠΈ%Έ€ΘΐΐΤ)‘”•…ΙΉ•„‘½Ρ½Ι…Ρ”™Ι½΄Ρ‘”UΉ₯Ω•ΙΝ₯Ρδ)½˜M½ΥΡ‘•ΙΈ …±₯™½ΙΉ₯„ΈΘΈ]₯±±•Ή‰•Ιœ₯Μ)…±ΝΌ„I•Ν•ΙΩ”•ΑΥΡδέ₯Ρ Ρ‘” ΥΡΡ”) ½ΥΉΡδM‘•Ι₯™›Šé=™™₯”Έ)M•ΑΡ•΅‰•Θπ=Ρ½‰•Θ€ΘΐΔΰ$(Θ