Safe and Orderly School Appraisal
Tab 7
Principal Developers
Antony D. Norman
William Pfohl
June 2003
Revised November 2007
Revised May 2009
ii
SAFE AND ORDERLY SCHOOL APPRAISAL
Table of Contents
INTRODUCTION AND DIRECTIONS……………………………………………………..1
PART A - SCHOOL SAFETY PLAN CHECKLIST.……………………………………….3
PART B - SCHOOL OPERATIONS CHECKLIST..……………………………………….9
SAFE AND ORDERLY SCHOOL INTERVIEW/QUESTIONNAIRE………………….15
SAFE AND ORDERLY SCHOOL SCORING RUBRIC………………………………….22
SAFE AND ORDERLY SCHOOL SCORING FORM…………………………………….73
iii
iv
SAFE AND ORDERLY SCHOOL APPRAISAL
Introduction
Two offices in the Mississippi Department of Education, the Office of Student Achievement and
Growth and the Office of Safe and Orderly Schools, have joined forces to provide school personnel
with the most comprehensive evaluation instrument to use in assessing the overall safety of their
schools. The primary instrument is a two part checklist that is divided into two sections: Part A –
School Safety Plan Checklist and Part B – School Operations Checklist.
Part A – School Safety Plan Checklist
Part A is designed to conduct a quick review of the school’s safety plan as well as to determine the
programmatic approaches the school administration uses to change the focus on school safety factors
from reactive to proactive. However, if the school does not have a school safety plan, the checklist
is to be disregarded completely.
Part A is to be completed by a member of the School At-Risk Evaluation Team; and the information
is used to make judgments on the Safe and Orderly School Map. The checklist provides for a quick
perusal of the school’s safety plan for evidence of the criteria listed in each of the categories A-S.
The responses (yes or no) are not tabulated for scoring; but they do provide a reference when
determining ratings on the Safe and Orderly School Map. Items with multiple criteria (e.g., A2) are
to be modified by circling yes and striking out criteria that is not applicable or missing. The
completed checklist contains all the information needed for ratings on the SOS Map and negates a
constant referral back to the School Safety Plan. Most items on the checklist correspond with the
items under SOS Map Indicator 1.2 relating to comprehensiveness of the school safety plan. The
Comments/Notes section at the end of the checklist is provided for additional notes/information that
will help in completing the SOS Map.
Part B – School Operations Checklist
Part B is designed to assess those school operations related to facilities, transportation programs,
general community observations, and the SRO/SSO Program. This section of the instrument is to be
completed by staff from the Office of Safe and Orderly Schools. Although indicators listed in Part B
are not directly related to items on the SOS Map in Part A, any results may be used to make informed
judgments on the SOS Map. In addition, areas of concern cited on Part B may be added to the
comments section of the SOS Map and Rating Page in Part A of the Instrument.
Using Part A and Part B
Parts A and B of the Safe and Orderly School Appraisal Instrument may be used independently. For
example, Part B is not a required assessment component of a School At-Risk Evaluation Team.
However, completion of both Parts A and B of the Appraisal Instrument provides the most
comprehensive assessment of factors impacting the school’s overall safe and orderly climate.
1
Scoring Rubric
After completing the Mississippi Safe and Orderly School Checklist the evaluator should
complete the Mississippi Safe and Orderly School Scoring Rubric (page 22) using the rubrics
provided. If any questions are not adequately addressed by the checklist, the evaluator may use
the supplementary interview described below to complete scoring.
Supplementary Interview
The Mississippi Safe and Orderly School Questionnaire (page 15) is used to answer key
questions on the scoring rubric that cannot be answered using the Mississippi Safe and Orderly
School Checklist alone. Questions from this form may be asked of key school personnel such as
the principal, teachers, or safety officer. Only questions not addressed by the checklist are used.
2
PART A
SCHOOL SAFETY PLAN CHECKLIST
to accompany the
SOS Map
Updated 4/2/2005
Revised May 2009
3
Category A
Yes
No
Yes
No
Yes
Yes
No
No
Yes
No
Yes
Yes
No
No
Yes
No
Yes
No
Yes
No
Category B
Yes
No
Yes
No
Yes
Yes
Yes
Yes
Yes
No
No
No
No
No
Yes
No
Yes
No
Yes
No
Yes
No
Category C
Yes
No
Yes
No
Yes
No
Yes
No
The Safety Plan addresses positive climate/prevention and includes:
1. Procedures to implement programs such as conflict resolution, aggression
management, communication skills, bullying prevention, tolerance training,
and pro-social skill development.
2. Nuisance abatement plan (e.g., shutting down illegal activities near
campus, discouraging gang activities)
3. Graffiti abatement and community clean-up plan.
4. Procedures for screening at-risk students.
5. Delineation of early warning signs displayed by potentially violent
students.
6. Plans to create a climate of ownership and school pride.
7. Recognition of extra-curricular activities in crime prevention.
8. Policies and procedures to enhance multicultural understanding and
consistently implements these procedures.
9. Policies and procedures/guidelines for extracurricular activities and
afterschool programs.
10. Academic policies that focus on achievement for all students.
The Safety Plan addresses student conduct and discipline and includes:
1. Policies and procedures/guidelines regarding student conduct.
2. Policies and procedures/guidelines regarding attendance, truancy, and
release of students to parents, guardians, and other persons.
3. Policies and procedures/guidelines regarding student discipline.
4. Policies and procedures/guidelines regarding dress code.
5. Polices and procedures/guidelines regarding personal electronic equipment.
6. Polices and procedures/guidelines regarding gangs.
7. Polices and procedures/guidelines regarding sexual harassment.
8. Policies and procedures/guidelines regarding disciplinary action against
students making threats of violence.
9. Policies and procedures/guidelines regarding parental notification of issues
of student safety.
10. Procedures to inform parents and students of these policies and procedures.
11. Procedures to notify outside agencies and courts of these policies and
procedures.
The Safety Plan addresses record keeping/data management and includes:
1. Policies and procedures regarding maintaining data on student discipline.
2. Policies and procedures regarding maintaining data on criminal incidences
reported to the superintendent.
3. Procedures for personnel to report incidents of safety concern to the
principal.
4. Procedures for personnel to report deficiencies in the safety plan to the
principal.
4
Yes
No
Yes
No
Yes
No
Category D
Yes
No
Yes
No
Yes
No
Yes
No
Yes
Yes
No
No
Category E
Yes
No
Yes
No
Yes
No
Yes
No
Category F
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Category G
Yes
No
Yes
No
5.
A statement regarding the annual review of the plan and use of data in this
review.
6. Development of a record keeping and data management system of safety
related issues that verifies the system is in place.
7. Procedures for the collection and analysis of Staff, Student, and Parent
School Climate Surveys that verifies that the surveys have been
administered and collected.
The Safety Plan addresses coordination of emergency services and law
enforcement and includes:
1. Procedures and agreements to coordinate with local law enforcement.
2. Procedures and agreements to coordinate with county/city emergency
management (i.e., fire services, emergency services, & emergency
operations center/MS Emergency Management Agency).
3. Procedures and agreements to coordinate with medical services.
4. Procedures and agreements to coordinate with press/news media agencies
(media plan).
5. Procedures and agreements to coordinate with utilities.
6. Procedures to coordinate with and notify parents.
The Safety Plan addresses coordination of legal/social services and
includes:
1. Procedures to coordinate with youth court and community juvenile
services.
2. Procedures for assigning students to alternative programs/schools.
3. Procedures to provide close supervision, remedial training, and restitution
for serious habitual offenders.
4. Post-intervention strategies that include cooperation and coordination with
local services (e.g., mental health providers, DSS).
The Safety Plan addresses coordination of medical services and includes:
1. Policies regarding medical treatment authorization.
2. Policies regarding security and dispensing of prescription and nonprescription medications by authorized personnel.
3. Policies regarding medical supplies to be available for emergency
treatment.
4. Policies regarding medical responsibilities during emergencies and crises.
5. Policies regarding biohazard training of all personnel to control exposure to
bloodborne pathogens and body fluids.
The Safety Plan addresses crisis response - crime/potential violence and
includes:
1. Procedures for dealing with an intruder.
2. Procedures for searching students, personal effects, vehicles, and lockers
on campus.
5
Yes
No
Yes
No
Category H
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Category I
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
Yes
No
No
Yes
No
Yes
No
3.
4.
Policy for restraint and use of force for school staff and enforcement
personnel.
Internet and computer crime policy.
The Safety Plan addresses crisis response - natural/environmental hazards
and includes:
1. Procedures for responding to natural disasters such as fire, tornado,
hurricane, and earthquake.
2. Procedures for responding to bomb threat/explosion.
3. Procedures for responding to potential threats unique to the school (e.g.,
flooding, forest fire).
4. Procedures addressing prevention/mitigation, preparedness, response and
recovery phases of emergency management.
5. Policies regarding storage of hazardous materials/cleaning supplies used in
labs and shops and for janitorial purposes.
6. A description and assignment of staff responsibilities during
natural/environmental hazards.
7. The designation and training requirements of a district/school based crisis
response team.
8. Inspection schedule for fire and burglar alarm and emergency lighting
system.
9. Designation of family reunification points.
10. A plan for scheduled drills (including at least one major exercise per year).
The Safety Plan addresses building/site safety and security and includes:
1. Procedures to maintain controlled access to school grounds and, if
applicable, plans to solve multiple ingress/egress issues (i.e., multiple
entrances with multiple keys).
2. Traffic flow and parking policies for school personnel, parents, students,
and visitors, as well as the posting of proper signage.
3. Procedures for visitor check-in and visitor screening, as well as the posting
of proper signage.
4. Policies for playground use and, if applicable, plans for improving
playground equipment based on the Handbook for Public Playground
Safety (available at url: www.cpsc.gov/cpscpub/pubs/325.pdf).
5. Policies and procedures for securing classrooms, offices, and common
areas.
6. Policies regarding assigning staff/faculty to duty rosters.
7. Procedures for campus monitoring.
8. Procedures for communication between administrative offices and
classrooms (e.g., telephone or intercom systems).
9. Clear job description of duties and responsibilities of School Resource
Officer.
6
Yes
No
Yes
No
Yes
No
Yes
No
Category J
Yes
No
Yes
No
10. Safety policies for shop, laboratory, and kitchen equipment use.
11. Procedures for screening of faculty, staff, and volunteers by criminal record
checks.
12. Policies and procedures regarding the monitoring of the duty log and MSIS
tracking by the School Resource Officer or other assigned personnel.
13. Provisions for a crisis box that includes: school blueprints, phone,
emergency procedures, phone book, student notification/emergency cards,
bullhorn, whistle, first aid kit, and a radio with batteries.
The Safety Plan addresses compliance with Federal, State, Local
Regulations and includes:
1. Evidence that the plan has been reviewed and approved by the district
lawyer to ensure compliance with Federal law.
2. Evidence that the plan has been reviewed and approved by the district
lawyer to ensure compliance with State law.
Comments/Notes:
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8
School Name/ID#:
Principal:
Rater Name/ID#:
Teaching Staff (#):
Support Staff (#):
Custodial Staff (#):
Students (#):
DIRECTIONS: This descriptive instrument should be completed by staff from the MDE Division of Safe and
Orderly Schools. It provides a means to assess school characteristics related to school facilities, general
community observations, and the SRO/SSO program. Although indicators on this list are not directly related
to items on the SOS Map, results may be used to inform judgments on the SOS Map. Furthermore, areas of
concern may be added to the comments section of the SOS Map and Rating Page.
PART B: MISSISSIPPI
SCHOOL OPERATIONS CHECKLIST
NOTE: Items in italics on the following pages are mandatory per federal or state law.
9
A. Facility Assessment – Signage
Yes No
1. Are there signs instructing visitors to go to the office?
Yes No
2. Are there directions to the office area?
3. Are there signs designating that weapons, tobacco and drugs are prohibited
Yes No
on campus?
Yes No
4. Are there signs indicating the school name?
B. Facility Assessment – Fencing
Yes No
1. Is the campus fenced?
C. Facility Assessment - Ingress/Egress Doors (minimum width of 36 inches)
Yes No
1. Do ingress/egress doors have functional panic hardware and open outward?
Yes No
2. Does the school control ingress points around the campus?
Yes No
3. Are any ingress/egress doors chained and/or padlocked?
Yes No
4. Are there at least two means of egress available from every floor?
Yes No
5. Are ramps provided for the physically handicapped?
Yes No
6. Do main entry doors contain see-through safety glass?
D. Facility Assessment – Classrooms
Yes No
1. Do classrooms have doors that lock?
Yes No
2. Are the door locks thumb-throw type?
Yes No
3. Is the lock height easily accessible to students?
Yes No
4. Are classroom doors at least 36 inches wide?
Yes No
5. Do classrooms have evacuation routes posted?
Yes No
6. Do classrooms have a sprinkler system?
7. Does each classroom have at least one operable window for emergency
Yes No
rescue or ventilation?
E. Facility Assessment – Communications
Yes No
1. Does the school have an unlisted telephone number?
Yes No
2. Does the school have cell phones and two-way radios?
3. Does the school have two-way intercoms between the main office and
Yes No
teaching stations?
F. Facility Assessment – Utilities
Yes No
1. Are utility cutoffs located for electricity?
Yes No
2. Are utility cutoffs located for gas?
Yes No
3. Are utility cutoffs located for water?
Yes No
4. Are utility cutoffs indicated on building blueprints or drawings?
Yes No
5. Are cutoffs secured and locked?
Yes No
6. Are gas/LP fired heaters/boilers properly vented to the outside?
Yes No
7. Are boilers/hot water heaters tagged with current license?
G. Facility Assessment – Walkways
Yes No
1. Are sidewalks in good repair?
Yes No
2. Are they compliant with ADA?
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Yes
Yes
Yes
No
No
No
3.
4.
5.
Are additional sidewalks needed?
Are there designated pathways?
Are sidewalks 4 - 6 feet wide?
H. Facility Assessment – Traffic
Yes No
1. Are proper street signs in place?
Yes No
2. Is traffic through school property controlled?
Yes No
3. Is neighborhood traffic controlled by a crossing guard?
Yes No
4. Are approaches to the school marked with signs designating a school zone?
Yes No
5. Are bus and car entrances clearly designated?
Yes No
6. Are street crossing areas marked on the pavement?
7. Are there separations in parking areas for students, parents and visitors and
Yes No
employees?
Yes No
8. Are there provisions for one-way traffic?
I. Facility Assessment – Lighting
Yes No
1. Is interior lighting adequate?
Yes No
2. Is exterior and outdoor lighting adequate?
Yes
No
3.
Are exit signs located at each exit?
Yes
No
Yes
No
4.
5.
Yes
Yes
No
No
Are exit signs lighted and with battery backup?
Are all accessible outdoor lenses protected by unbreakable/vandal-proof
material?
Are repairs and replacements of inoperable lamps made immediately?
Are auditoriums and gymnasiums provided with emergency lighting?
6.
7.
J. Facility Assessment – Heating/AC/Ventilation System
Yes No
1. Are HVAC units inspected annually?
Yes No
2. Are HVAC rooms clean and secure?
Yes No
3. Are outside HVAC units fenced and locked?
Yes No
4. Is wall-mounted power source (disconnect box) locked?
Yes No
5. Are shrubs trimmed to allow circulation around compressors?
K. Facility Assessment – Stairs (If applicable.)
Yes No
1. Do stairs have handrails?
2. Are stairs a minimum of six feet wide and leading directly to a major exit
Yes No
on the ground floor?
Yes No
3. Are stair treads in good condition?
Yes No
4. Is there a plan for handicapped egress from second floor?
Yes No
5. Are stairs of wood construction?
L. Facility Assessment – Grounds
Yes No
1. Are shrubs trimmed to allow for adequate visibility of the school?
Yes No
2. Are the grounds free of trash and debris?
Yes No
3. Is the grass mowed?
Yes No
4. Are parking lots clean and swept?
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Is handicapped parking easily accessible and adequate with markings
visible?
M. Facility Assessment – Interior
Yes No
1. Does flooring contain asbestos?
Yes No
2. Does the school have an asbestos management plan on file?
Yes No
3. Has the school complied with the AHERA three-year re-inspection?
Yes No
4. Is the number of fire extinguishers adequate for the building?
Yes No
5. Are extinguishers properly located and mounted?
Yes No
6. Do all extinguishers have a current inspection tag?
Yes No
7. Is safety glass present where student traffic is heavy?
8. Are all electrical outlets within six feet of a water source equipped a
Yes No
Ground Fault with Interceptor (GFI) switch?
N. Facility Assessment – Playgrounds (If applicable.)
Yes No
1. Are all playgrounds fenced?
Yes No
2. Is the playground surface shock absorbent?
3. Is playground equipment properly installed, adequately spaced and free of
Yes No
sharp edges?
4. Does the playground comply with the Handbook for Public Playground
Yes No
Safety published by the U.S. Consumer Product Safety Commission?
Yes No
5. Is all outdoor seating, i.e., bleachers, inspected annually?
O. Facility Assessment – Mechanical/Electrical/Custodial/Storage Areas
Yes No
1. Is storage orderly and not within two feet of ceiling?
Yes No
2. Is storage separated from heaters and heat-producing devices?
Yes No
3. Is there ventilation in the storage area?
Yes No
4. Are lawnmowers and gasoline for mowers properly stored?
5. Is flammable liquid stored in safety cans in approved storage rooms or
Yes No
cabinets?
Yes No
6. Are custodial/storage areas kept locked?
Yes No
7. Are all areas kept locked and do they have adequate lighting provided?
P. Facility Assessment – Exterior
Yes No
1. Is the roof in good condition?
Yes No
2. Are there any rotting soffit or facia boards?
Yes No
3. Are any roof leaks reported?
Yes No
4. Are there any cracks in the building denoting foundation problems?
Q. Facility Assessment – Gymnasiums and Auditoriums
1. Are locations of exits announced over the public address system before the
Yes No
start of any event?
Yes No
2. Are at least two exits provided and clearly marked by illuminated signs?
3. Is a 2A-10BC fire extinguisher provided for each 3,000 square feet of floor
Yes No
space and placed in a position no farther than 75 feet from any area?
Yes
No
5.
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R. Community Observations
Yes No
1. Is there a law enforcement presence in the community?
Yes No
2. Is there a Youth Court in the community?
Yes No
3. Are there emergency services in the community?
Yes No
4. Are gangs operational in the community?
Yes No
5. Do gangs pose a threat to the school district?
S. SRO/SSO Programs
1. Is the administration of the program compliant with the Division of School
Yes No
Safety Manual?
Yes No
2. Is the SRO/SSO supervised by the superintendent?
Yes No
3. Has the SRO/SSO received proper training?
Yes No
4. Does the SRO/SSO have adequate computer and office equipment?
Yes No
5. Does SRO/SSO security and law enforcement meet GALP?
Yes No
6. Does the SRO/SSO devote 30% TU to character education?
Yes No
7. Does the SRO/SSO devote 30% TU to mentoring?
Collateral Observations/Notes:
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14
MISSSISSIPPI SAFE AND ORDERLY SCHOOL
INTERVIEW QUESTIONNAIRE
to accompany the
Mississippi Safe and Orderly School Scoring Rubric
NOTE: If the school has NO school safety plan, skip the questions in the gray boxes.
Date Instrument Completed:
School Name/ID #:
Rater Name/ID#:
DIRECTIONS: Ask only those questions related to Mississippi Safe and Orderly School Scoring Rubric indicators that you have been
unable to score using other sources of evidence. Circle the source for each answer (P - principal, T - teacher, SO - safety officer). The
most likely source(s) for each question has been underlined. If the source is “other,” identify the source. The final page has an openended question to ask ALL sources and a Comments/Notes area for your use.
15
Mississippi Safe and Orderly School Interview Questionnaire
to accompany the
Mississippi Safe and Orderly School Scoring Rubric
Indicator(s)
Prompt
1.1.a
Describe the development of your school safety plan.
Who was involved? How were they selected? On what
sources of knowledge did they rely to develop the plan?
1.1.b
Answer
Source(s)
P
T
1.1.c
SO
Other
1.3.a
1.3.b
1.3.c
Describe the training school personnel have received
related to school safety. Who provided the training?
What were the trainer’s credentials? Who received the
training? What different types of training were
provided?
P
T
SO
1.3.d
1.3.e
Other
Describe the dissemination of the school safety plan.
Who has received it?
P
T
SO
Other
1.3.f
Are you aware of the procedures to be followed in an
emergency? Describe the procedures. How well
prepared are all school personnel to handle an
emergency? Who has what responsibilities in times of
emergency?
P
T
SO
Other
16
Mississippi Safe and Orderly School Interview Questionnaire Continued
1.3.g
Describe the process your school has undergone to
insure proper and complete implementation of your
school safety plan. Do you know of personnel who are
unaware of or are not following the plan? Do you know
of some aspect of the plan that has yet to be
implemented?
P
T
SO
Other
1.3.j
Describe the emergency drills that are conducted in your
school. What type of feedback is provided regarding
the performance on each drill? How is this feedback
used?
P
T
SO
Other
1.3.k
Describe how you are monitoring and evaluating your
school safety plan.
P
T
SO
Other
1.4.a
1.4.b
1.4.c
Describe the resources that have been obtained and
coordinated to implement your school safety plan.
What deciding role, if any, has the Mississippi Student
Information System tracking system played in allocating
resources?
P
T
SO
1.4.d
Other
17
Mississippi Safe and Orderly School Interview Questionnaire Continued
2.1.a
Describe your school’s philosophy and belief system
regarding the academic achievement of your students
(e.g., Who can be successful? What characteristics must
successful students have? How much influence does the
school have in helping students be successful?).
P
T
SO
Other
2.1.b
3.1.d
Describe your school’s relationship to its surrounding
community. How does the community feel about your
school’s safety? Does the school solicit help and
resources from its community and parents?
P
T
SO
Other
2.1.d
Describe the opportunities you provide for students and
school personnel to discuss safety issues.
P
T
SO
Other
2.1.e
Describe your school’s referral process for potentially
abused/neglected children. On what basis was this
process developed? How has it been used in the past
year?
P
T
SO
Other
18
Mississippi Safe and Orderly School Interview Questionnaire Continued
2.1.f
2.1.g
Describe the after-school and extracurricular activities
at your school. Who is responsible for developing and
running these programs (the school, an agency)?
P
T
2.1.h
SO
Other
2.1.i
2.1.j
Describe your school’s efforts toward parent,
community, and business involvement. What barriers
do you face?
P
T
SO
Other
2.1.k
Describe the philosophy and goals of your school’s
discipline policy. How is it implemented and enforced?
P
T
SO
Other
2.1.l
Describe your school’s efforts toward accepting
diversity and promoting citizenship and character.
P
T
SO
Other
19
Mississippi Safe and Orderly School Interview Questionnaire Continued
2.1.m
Describe your school’s program assessment and
evaluation process, especially for programs related to
school safety.
P
T
SO
Other
2.1.n
(High school only) Describe your school’s efforts to
support students in making the transition from school to
the workplace.
P
T
SO
Other
2.1.o
What role do students play in making decisions about
school safety?
P
T
SO
Other
2.1.p
2.1.q
Describe your school’s efforts to promote school
ownership and pride and to develop programs that focus
on problem-solving skills, character education, and
tolerance/diversity issues.
P
T
SO
Other
20
Mississippi Safe and Orderly School Interview Questionnaire Continued
General question for all interview sources: Are there any issues/information I haven’t asked you about regarding safety at this school that I need to
know?
Comments/Notes:
Mississippi Safe and Orderly School Scoring Rubric
Date Instrument Completed:
School Name/ID #:
Rater Name/ID#:
DIRECTIONS:
1. Complete this Mississippi Safe and Orderly School Scoring Rubric after completing the accompanying Mississippi Safe and Orderly School
Checklist. In looking at Performance Levels for each indicator, keep in mind that bullet points represent sample characteristics of levels of
implementation. Thus, your rating (1, 2, 3, or 4) reflects your best judgment as to the level of implementation.
2. A Comments/Notes area has been provided at the bottom of each page to provide any clarifying information for your rating. Please use this
area whenever you find it difficult to make a clear rating (e.g., you want to score an indicator as 2.5 but must choose between 2 or 3). Also,
when making comments/notes on pages with multiple indicators, please specify to which indicator number the comment refers.
3. A final Overall Rating Page asks you to provide an overall rating for each of the Mississippi Safe and Orderly School Scoring Rubric
components as well as for the school’s safety and preparedness.
4. NOTE: If the school has NO school safety plan, skip ALL Indicators under 1.1 (Plan Development), 1.2 (Plan Comprehensiveness), 1.4
(Allocation of Resources), and all other indicators in gray.
22
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 1: Using a Local Education Agency development team and including appropriate needs assessment and data gathering, the school has
developed and implemented a school safety plan that is in alignment with federal, state, and/or local laws and regulations.
Performance Levels
4
Exemplary level of development
Indicator
1.1 Plan Development
1.1.a. The plan reflects
awareness of and compliance
with state and federal laws
and regulations regarding
school safety and school
board policies.

The planning team referred
to regulations and district
policies and guidelines in
the development of each
component of the plan.


The plan cites or refers to
regulations for rationale for
each plan component.


Each component of the plan
is in compliance with the
law.

The plan includes
components that go beyond
the minimum standards of
the law.
Possible sources of evidence:




School safety plan
Plan checklist
Personnel interview(s)
School board policies
related to school safety
Comments/Notes:
3
Satisfactory level of development
2
Limited/partial level of development
The planning team referred
to regulations and district
policies and guidelines in
the development of most
components of the plan.

The plan complies with
federal, state, and local
laws and district guidelines
related to school safety and
makes some references/
allusions to these laws
and/or district guidelines.

The planning team
sometimes referred to
regulations and district
policies and guidelines in
development of the plan.
The plan shows partial
compliance with school
safety law and/or shows no
awareness of laws related to
school safety.


1
Little/no development
Rating
The planning team
rarely or never
referred to
regulations and
district policies and
guidelines in
development of the
plan.
4
The plan shows
limited or no
compliance with laws
related to school
safety.
3
2
1
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 1: Using a Local Education Agency development team and including appropriate needs assessment and data gathering, the school has
developed and implemented a school safety plan that is in alignment with federal, state, and/or local laws and regulations.
Performance Levels
4
Exemplary level of development
Indicator
1.1.b. The plan was
developed by a school safety
team that included key
constituents in the school
and community.

Possible sources of evidence:


School Safety Plan
Personnel interview(s)

3
Satisfactory level of development
The planning team included
all of the following:
administration, teachers,
counselors, staff
representatives, school
security, maintenance staff,
parents, students, and
community leaders.

The planning team was
involved at all points of plan
development, including preassessment, data gathering,
development, and
dissemination.

The planning team included
most of the following:
administration, teachers,
counselors, staff
representatives, school
security, maintenance staff,
parents, students, and
community leaders.
The planning team was
involved at most points of
plan development,
including pre-assessment,
data gathering,
development, and
dissemination.
Comments/Notes:
24
2
Limited/partial level of development

The planning team mostly
included school personnel.
A few other constituents
were included.
1
Little/no development



School staff mainly
developed plan. Other
constituents were involved
only toward the end or after
development.
Rating
The planning team
only included school
personnel.
4
Other constituents
were involved only
after development
(i.e., they received a
copy of the plan or a
handbook based on
plan).
2
3
1
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 1: Using a Local Education Agency development team and including appropriate needs assessment and data gathering, the school has
developed and implemented a school safety plan that is in alignment with federal, state, and/or local laws and regulations.
Performance Levels
4
Exemplary level of development
Indicator
1.1.c The plan reflects
alignment with relevant
research/standards of school
safety as provided by the
Mississippi Department of
Education School Safety
Manual.


Possible sources of evidence:



School Safety Plan
Plan checklist
Personnel interview(s)

3
Satisfactory level of development
The planning team referred
to relevant data/research in
the development of each
component of the plan.

The plan cites or refers to
relevant data/research for
rationale for each plan
component.

2
Limited/partial level of development
The planning team referred
to relevant data/research in
the development of most
components of the plan.

Most components of the
plan are aligned with
current data/research.

Each component of the plan
is aligned with current
data/research.
COMMENTS/NOTES:
25
The planning team referred
to some relevant
data/research in the
development of the plan.
Some components of the
plan are aligned with
current data/research.
1
Little/no development

The planning team
seldom or never
referred to relevant
data/research in the
development of the
plan.
Rating
4
3
2
1

Few components of
the plan are aligned
with current
data/research.
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 1: Using a Local Education Agency development team and including appropriate needs assessment and data gathering, the school has
developed and implemented a school safety plan that is in alignment with federal, state, and/or local laws and regulations.
Performance Levels
4
Exemplary level of development
Indicator
1.2 Plan Comprehensiveness
1.2.a The plan includes
comprehensive prevention
and student compliance
programs.


Possible sources of evidence:


School Safety Plan
Plan checklist

3
Satisfactory level of development
The plan includes all
components on the school
safety checklist.

The plan places more
emphasis on positive
climate than on just
“maintaining order.”

2
Limited/partial level of development
The plan includes all
components on the school
safety checklist.

The plan places emphasis
on “maintaining order.”

The plan includes
additional components
relevant to school safety and
consistent with research.
Comments/Notes:
26
The plan includes most
components on the school
safety checklist.
The plan demonstrates lack
of awareness regarding
benefits of creating positive
climate.
1
Little/no development

The plan includes
some/few/or none of
the components on the
school safety checklist.
Rating
4
3
2
1
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 1: Using a Local Education Agency development team and including appropriate needs assessment and data gathering, the school has
developed and implemented a school safety plan that is in alignment with federal, state, and/or local laws and regulations.
Performance Levels
4
Exemplary level of development
Indicator
1.2.b The plan includes
comprehensive policies
regarding student conduct
and discipline.


Possible sources of evidence:


School Safety Plan
Plan checklist
The plan includes all
components on the school
safety checklist.
3
Satisfactory level of development

The plan includes all
components on the school
safety checklist.
The plan includes additional
components relevant to
school safety and consistent
with research.
2
Limited/partial level of development

The plan includes most
components on the school
safety checklist.
1
Little/no development

The plan includes
some/few/or none
of the components
on the school safety
checklist.
Rating
4
3
2
1
Comments/Notes:
27
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 1: Using a Local Education Agency development team and including appropriate needs assessment and data gathering, the school has
developed and implemented a school safety plan that is in alignment with federal, state, and/or local laws and regulations.
Performance Levels
4
Exemplary level of development
Indicator
1.2.c The plan includes
comprehensive policies and
guidelines regarding record
keeping and data
management of incidences
related to school safety as
outlined in the laws and
regulations.


The plan includes all
components on the school
safety checklist.
3
Satisfactory level of development

The plan includes all
components on the school
safety checklist.
The plan includes a
rationale concerning how
record keeping and data
management relate to crisis
prevention and response.



The plan includes most
components of school safety
checklist.
1
Little/no development

The plan includes
some/few/or none of
the components on
the school safety
checklist.
Rating
4
3
2
1
Possible sources of evidence:

2
Limited/partial level of development
Mississippi Student
Information System
tracking system
School Safety Plan
Plan checklist
Comments/Notes:
28
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 1: Using a Local Education Agency development team and including appropriate needs assessment and data gathering, the school has
developed and implemented a school safety plan that is in alignment with federal, state, and/or local laws and regulations.
Performance Levels
4
Exemplary level of development
Indicator
1.2.d The plan includes
comprehensive policies and
guidelines regarding
coordination of and
cooperation with emergency
services and law
enforcement.


The plan includes all
components on the school
safety checklist.
3
Satisfactory level of development

The plan includes all
components on the school
safety checklist.
The plan includes
additional components
relevant to school safety and
consistent with research.

The plan includes most
components of school safety
checklist.
1
Little/no development

The plan includes
some/few/or none of
the components on
the school safety
checklist.
Rating
4
3
2
1
Possible sources of evidence:



2
Limited/partial level of development
School Safety Plan
Plan checklist
Interagency agreements
Comments/Notes:
29
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 1: Using a Local Education Agency development team and including appropriate needs assessment and data gathering, the school has
developed and implemented a school safety plan that is in alignment with federal, state, and/or local laws and regulations.
Performance Levels
4
Exemplary level of development
Indicator
1.2.e The plan includes
comprehensive policies and
guidelines regarding
coordination of and
cooperation with legal/social
services.


Possible sources of evidence:



School Safety Plan
Plan checklist
Interagency agreements

3
Satisfactory level of development
The plan includes all
components on the school
safety checklist.

The plan places more
emphasis on remediation of
habitual offenders than on
removing them from school.

The plan includes all
components on the school
safety checklist.
The plan places emphasis
on removing habitual
offenders from school.
The plan includes
additional components
relevant to school safety and
is consistent with research.
Comments/Notes:
30
2
Limited/partial level of development

The plan includes most
components on the school
safety checklist.
1
Little/no development

The plan includes
some/few/or none of
the components on
the school safety
checklist.
Rating
4
3
2
1
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 1: Using a Local Education Agency development team and including appropriate needs assessment and data gathering, the school has
developed and implemented a school safety plan that is in alignment with federal, state, and/or local laws and regulations.
Performance Levels
4
Exemplary level of development
Indicator
1.2.f The plan includes
comprehensive policies and
guidelines regarding medical
procedures in a crisis event.


Possible sources of evidence:



School Safety Plan
Plan checklist
Interagency agreements
The plan includes all
components on the school
safety checklist.
3
Satisfactory level of development

The plan includes all
components on the school
safety checklist.
The plan includes
additional components
relevant to school safety and
is consistent with research.
2
Limited/partial level of development

The plan includes most
components on the school
safety checklist.
1
Little/no development

The plan includes
some/few/or none of
the components on
the school safety
checklist.
Rating
4
3
2
1
Comments/Notes:
31
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 1: Using a Local Education Agency development team and including appropriate needs assessment and data gathering, the school has
developed and implemented a school safety plan that is in alignment with federal, state, and/or local laws and regulations.
Performance Levels
4
Exemplary level of development
Indicator
1.2.g The plan includes
comprehensive policies and
guidelines regarding crisis
response procedures related
to crime/potential violence.
Possible sources of evidence:





The plan includes all
components on the school
safety checklist.
3
Satisfactory level of development

The plan includes all
components on the school
safety checklist.
The plan includes additional
components relevant to
school safety and is
consistent with research.
2
Limited/partial level of development

The plan includes most
components on the school
safety checklist.
1
Little/no development

The plan includes
some/few/or none of
the components on
the school safety
checklist.
Rating
4
3
2
1
Emergency evacuation kit
School Safety Plan
Plan checklist
Comments/Notes:
32
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 1: Using a Local Education Agency development team and including appropriate needs assessment and data gathering, the school has
developed and implemented a school safety plan that is in alignment with federal, state, and/or local laws and regulations.
Performance Levels
4
Exemplary level of development
Indicator
1.2.h The plan includes
comprehensive crisis
response procedures
regarding natural/
environmental hazards.
Possible sources of evidence:





The plan includes all
components on the school
safety checklist.
3
Satisfactory level of development

The plan includes all
components on the school
safety checklist.
The plan includes
additional components
relevant to school safety and
is consistent with research.
2
Limited/partial level of development

The plan includes most
components on the school
safety checklist.
1
Little/no development

The plan includes
some/few/or none
of the components
on the school safety
checklist.
Rating
4
3
2
1
Emergency evacuation kit
School Safety Plan
Plan checklist
Comments/Notes:
33
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 1: Using a Local Education Agency development team and including appropriate needs assessment and data gathering, the school has
developed and implemented a school safety plan that is in alignment with federal, state, and/or local laws and regulations.
Performance Levels
4
Exemplary level of development
Indicator
1.2.i The plan includes
comprehensive building/site
safety and security
procedures.


Possible sources of evidence:


School Safety Plan
Plan checklist
The plan includes all
components on the school
safety checklist.
3
Satisfactory level of development

The plan includes all
components on the school
safety checklist.
The plan includes
additional components
relevant to school safety and
is consistent with research.
2
Limited/partial level of development

The plan includes most
components on the school
safety checklist.
1
Little/no development

The plan includes
some/few/or none of
the components on
the school safety
checklist.
Rating
4
3
2
1
Comments/Notes:
34
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 1: Using a Local Education Agency development team and including appropriate needs assessment and data gathering, the school has
developed and implemented a school safety plan that is in alignment with federal, state, and/or local laws and regulations.
Performance Levels
4
Exemplary level of implementations
Indicator
1.3 Implementation and
Awareness
1.3.a School personnel have
received training and
instruction in promoting a
positive school climate.

School personnel have
received comprehensive
training in preventing and
promoting a positive school
climate.


Classroom and building
policies and procedures
reflect this training.


School personnel recognize
that this training contributes
to a safe, orderly school
climate.
Possible sources of evidence:




School Safety Plan
Plan checklist
In-service training schedule
and logs
Personnel interview(s)
3
Satisfactory level of implementation
School personnel have
received comprehensive
training in preventing and
promoting a positive school
climate.
Classroom and building
policies and procedures
reflect this training.
Comments/Notes:
35
2
Limited/partial implementation

School personnel have
received some training.
1
Little/no implementation

School personnel have
received little or no
training.
Rating
4
3
2
1
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 1: Using a Local Education Agency development team and including appropriate needs assessment and data gathering, the school has
developed and implemented a school safety plan that is in alignment with federal, state, and/or local laws and regulations.
Performance Levels
4
Exemplary level of implementations
Indicator
1.3.b School personnel have
received training in early
identification and screening
of at-risk students, including
students with special
education needs.

Possible sources of evidence:

School personnel have
received comprehensive
training in the early
identification and screening
of at-risk students and this
process is regular practice.
3
Satisfactory level of implementation

School personnel have
received comprehensive
training in the early
identification and screening
of at-risk students and this
process is regular practice.
2
Limited/partial implementation

School personnel have
received some training.
1
Little/no implementation

School personnel
have received little
or no training.
Rating
4
3
2
1




School Safety Plan
Plan checklist
In-service training schedule
and logs
Personnel interview(s)
School personnel recognize
that this process contributes
to a safe, orderly school
climate.
Comments/Notes:
36
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 1: Using a Local Education Agency development team and including appropriate needs assessment and data gathering, the school has
developed and implemented a school safety plan that is in alignment with federal, state, and/or local laws and regulations.
Performance Levels
4
Exemplary level of implementations
Indicator
1.3.c School personnel have
received training in school
safety policies and
procedures.

Possible sources of evidence:





School Safety Plan
Plan checklist
In-service training schedule
and logs
Personnel interview(s)
School personnel have
received comprehensive
training in basic school
safety.
School personnel have
received training beyond
that mandated by the school
plan and/or government
regulations.
3
Satisfactory level of implementation

School personnel have
received comprehensive
training in basic school
safety that is in compliance
with government
regulations.
Comments/Notes:
37
2
Limited/partial implementation

School personnel have
received some training in
basic school safety that is in
compliance with
government regulations.
1
Little/no implementation

School personnel have
received little or no
comprehensive
training in basic school
safety that is in
compliance with
government
regulations.
Rating
4
3
2
1
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 1: Using a Local Education Agency development team and including appropriate needs assessment and data gathering, the school has
developed and implemented a school safety plan that is in alignment with federal, state, and/or local laws and regulations.
Performance Levels
4
Exemplary level of implementations
Indicator
1.3.d Students, parents, and
community members have
received crisis response
training.

The school has provided
crisis response training for
all students and interested
parents and community
members.
3
Satisfactory level of implementation

The school has provided
crisis response training for
all students and interested
parents and community
members.
Possible sources of evidence:





School Safety Plan
Plan checklist
In-service training schedule
and logs
Personnel interview(s)
2
Limited/partial implementation

The school has provided
crisis response training for
most students and interested
parents and community
members.
1
Little/no implementation

The school has
provided little or no
crisis response training
for students and
interested parents and
community members.
Rating
4
3
2
1
The training reflects a
comprehensive and wellcoordinated crisis response
plan.
Comments/Notes:
38
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 1: Using a Local Education Agency development team and including appropriate needs assessment and data gathering, the school has
developed and implemented a school safety plan that is in alignment with federal, state, and/or local laws and regulations.
Performance Levels
4
Exemplary level of development
Indicator
1.3.e Policies and procedures
of the plan have been
disseminated to
administration, faculty, and
staff.
Possible sources of evidence:



Policies and procedures
have been disseminated to
all constituents.
3
Satisfactory level of development

Policies and procedures
have been disseminated to
all constituents.
2
Limited/partial level of development


Parents have received
information about the
school safety plan beyond
the student handbook.
Personnel interview(s)
Comments/Notes:
39
Policies and procedures
have been disseminated to
most constituents.
Most policies and
procedures have been
disseminated.
1
Little/no development

Policies and
procedures have been
disseminated to
school personnel only
or very few policies
and procedures have
been provided to
other constituents.
Rating
4
3
2
1
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 1: Using a Local Education Agency development team and including appropriate needs assessment and data gathering, the school has
developed and implemented a school safety plan that is in alignment with federal, state, and/or local laws and regulations.
Performance Levels
4
Exemplary level of development
Indicator
1.3.f School personnel are
aware of emergency
procedures and delegation of
responsibilities.

School personnel are aware
of emergency procedures.

School personnel are aware
of emergency procedures.

School personnel are aware
of their responsibilities as
well as responsibilities of
others.

School personnel are aware
of their responsibilities as
well as responsibilities of
others.

A chain of command is in
place.


School personnel exhibit
ownership of the plan.
Possible sources of evidence:




School safety plan
Plan checklist
Personnel interview(s)
In-service training schedule
and logs
3
Satisfactory level of development
2
Limited/partial level of development


40
School personnel are
somewhat aware of
emergency procedures or
where to find information.

School personnel are
somewhat aware of their
responsibilities as well as
responsibilities of others
and know where to find this
information.

School personnel have
an unclear
understanding of
emergency procedures.
Rating
4
3
2

There are several layers of
responsible staff.
Comments/Notes:
1
Little/no development
The emergency procedures
are weak and there is no
chain of command.

School personnel are
unclear about their
responsibilities as well
as the responsibilities
of others and uncertain
where to find this
information.
There is no clear
delineation of
responsibilities.
1
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 1: Using a Local Education Agency development team and including appropriate needs assessment and data gathering, the school has
developed and implemented a school safety plan that is in alignment with federal, state, and/or local laws and regulations.
Performance Levels
4
Exemplary level of implementations
Indicator
1.3.g Policies and procedures
of the school safety plan
have been implemented by
building personnel.
Possible sources of evidence:

All policies and procedures
have been implemented.

Policies and procedures
reflect a comprehensive and
cohesive school safety plan.
3
Satisfactory level of implementation

All policies and procedures
have been implemented.
2
Limited/partial implementation

Most policies and
procedures have been
implemented.
1
Little/no implementation

Some/few policies and
procedures have been
implemented.
Rating
4
3
2
1



School Safety Plan
Personnel interview(s)
School observations
Comments/Notes:
41
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 1: Using a Local Education Agency development team and including appropriate needs assessment and data gathering, the school has
developed and implemented a school safety plan that is in alignment with federal, state, and/or local laws and regulations.
Performance Levels
4
Exemplary level of development
Indicator
1.3.h A record-keeping and
data-management system of
safety-related issues is in
place.

Possible sources of evidence:




School Safety Plan
Plan checklist
Mississippi Student
Information System
tracking system

In compliance with the
school safety plan, records
are kept of safety-related
incidences.
3
Satisfactory level of development

In compliance with the
school safety plan, records
are kept of safety-related
incidences.
There is a clear rationale
and plan for use of data for
improving school safety.
Changes are made to the
school safety plan as soon
as data indicate the need.
Comments/Notes:
42
2
Limited/partial level of development

Most records are kept and
most data are managed in
compliance with the school
safety plan or government
regulations.
1
Little/no development

Few or no records are
kept and few or no
data are managed in
compliance with the
school safety plan or
government
regulations.
Rating
4
3
2
1
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 1: Using a Local Education Agency development team and including appropriate needs assessment and data gathering, the school has
developed and implemented a school safety plan that is in alignment with federal, state, and/or local laws and regulations.
Performance Levels
4
Exemplary level of development
Indicator
1.3.i Emergency evacuation
kits and other supplies are
prepared.

3
Satisfactory level of development
Emergency kits and other
supplies are prepared and
readily available to all
personnel.

All personnel clearly
understand the procedures
regarding their purpose and
use.

These kits and supplies are
checked frequently and
materials are within
expiration date.

Emergency kits and other
supplies are prepared and
readily available to key,
designated personnel.


Possible sources of evidence:




2
Limited/partial level of development
School Safety Plan
Plan checklist
Emergency evacuation kit

Key, designated personnel
clearly understand the
procedures regarding their
purpose and use.
These kits and supplies are
checked periodically and
materials are within
expiration date.
Comments/Notes:
43

Most emergency kits and
other supplies are prepared
and available.
Key personnel have been
designated to use the kits or
other supplies.
These kits and supplies are
checked rarely or never.
1
Little/no development

Few or no emergency
kits and other
supplies are prepared
and available.
Rating
4
3
2

If kits are prepared,
no one seems
designated to handle
the supplies.
1
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 1: Using a Local Education Agency development team and including appropriate needs assessment and data gathering, the school has
developed and implemented a school safety plan that is in alignment with federal, state, and/or local laws and regulations.
Performance Levels
4
Exemplary level of development
Indicator
1.3.j Emergency drills are
conducted.

Emergency drills are
conducted beyond
compliance with the law.
3
Satisfactory level of development

Emergency drills are
conducted in compliance
with the law.
2
Limited/partial level of development

Emergency drills are
conducted nearly in
compliance with the law.

1
Little/no development
Rating
Emergency drills are
rarely conducted.
4
3
Possible sources of evidence:






School safety plan
Plan checklist
Personnel interview(s)
School observation
Drill log

2
Students and school
personnel are informed
about their performance on
drills.
1
Remedial steps and
instruction are provided to
improve drill performance.
Comments/Notes:
44
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 1: Using a Local Education Agency development team and including appropriate needs assessment and data gathering, the school has
developed and implemented a school safety plan that is in alignment with federal, state, and/or local laws and regulations.
Performance Levels
4
Exemplary level of development
Indicator
1.3.k The school safety plan
and related programs are
monitored and evaluated for
effectiveness.

Possible sources of evidence:

All components of the
school safety plan are
reviewed frequently (more
than annually).
3
Satisfactory level of development






School Safety Plan
Plan checklist
Personnel interview(s)
Mississippi Student
Information System
tracking system

Data, research, and other
appropriate sources are used
to evaluate and update the
plan.
The school safety plan is
reviewed annually by the
school safety team.
2
Limited/partial level of development

Some data or other sources
are used in this review.
Comments/Notes:
45

No revisions have been
made since the original plan
was put into place.
The school safety plan
is not reviewed or is
“rubber stamped”
annually.
Rating
4
3
2


Regular school safety team
meetings are conducted.
The school safety plan is
reviewed infrequently
and/or no data/sources are
used during the review
process.
1
Little/no development
There is no
documentation of
review.
1
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 1: Using a Local Education Agency development team and including appropriate needs assessment and data gathering, the school has
developed and implemented a school safety plan that is in alignment with federal, state, and/or local laws and regulations.
Performance Levels
4
Exemplary level of development
Indicator
1.4 Allocation of Resources
1.4.a The school has
coordinated internal
resources to implement the
School Safety Plan.
Possible sources of evidence:




The school has coordinated
internal resources to
efficiently respond to
potential crisis.
3
Satisfactory level of development

The school has coordinated
internal resources to
efficiently respond to
potential crisis.
The school has coordinated
internal resources to
promote a positive learning
environment.
2
Limited/partial level of development

The school has coordinated
some, but not all, internal
resources to efficiently
respond to potential crisis.
1
Little/no development

The school has little or
no coordination of
internal resources to
efficiently respond to
potential crisis.
Rating
4
3
2
1
School budget
Personnel interview(s)
Comments/Notes:
46
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 1: Using a Local Education Agency development team and including appropriate needs assessment and data gathering, the school has
developed and implemented a school safety plan that is in alignment with federal, state, and/or local laws and regulations.
Performance Levels
4
Exemplary level of development
Indicator
1.4.b The school has
coordinated and effectively
used community to
implement the School Safety
Plan.


Possible sources of evidence:




School Safety Plan
Plan checklist
Personnel interview(s)
Interagency agreements
The school has coordinated
community resources to
efficiently respond to
potential crisis.
3
Satisfactory level of development

The school has coordinated
community resources to
efficiently respond to
potential crisis.
The school has coordinated
community resources to
promote a positive learning
environment.
2
Limited/partial level of development

The school has coordinated
some, but not all,
community resources to
efficiently respond to
potential crisis.
1
Little/no development

The school has little
or no coordination of
community resources
to efficiently respond
to potential crisis.
Rating
4
3
2
1
Comments/Notes:
47
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 1: Using a Local Education Agency development team and including appropriate needs assessment and data gathering, the school has
developed and implemented a school safety plan that is in alignment with federal, state, and/or local laws and regulations.
Performance Levels
4
Exemplary level of development
Indicator
1.4.c The school has availed
itself of federal or state grant
opportunities and resources
to implement the School
Safety Plan.

The school has actively
pursued and successfully
procured external funding
from more than one source
to implement the School
Safety Plan.
3
Satisfactory level of development

The school has pursued and
procured external funding
to implement the School
Safety Plan.

The school has
researched/pursued external
funding resources but has
not procured funding.
1
Little/no development

The school is unaware
of or has not
researched external
funding opportunities.
Rating
4
3
2
1
Possible sources of evidence:



2
Limited/partial level of development
School Safety Plan
Plan checklist
Personnel interview(s)
Comments/Notes:
48
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 1: Using a Local Education Agency development team and including appropriate needs assessment and data gathering, the school has
developed and implemented a school safety plan that is in alignment with federal, state, and/or local laws and regulations.
Performance Levels
4
Exemplary level of development
Indicator
1.4.d The school has utilized
the Mississippi Student
Information System tracking
system to allocate resources
to implement the School
Safety Plan.

3
Satisfactory level of development
The school has a method
for consistently collecting
data and information that
monitors areas of safety
concern and allocates
resources appropriately
based on this information.


Resources allocated include
personnel, money, materials,
and time.

Resources allocated include
personnel, money,
materials, and time.

Information is collected in
various areas and locations,
including inside and outside
the school building.

Information is collected in
various locations in the
school building.
The school has a method
for consistently collecting
data and information that
monitors areas of safety
concern and allocates
resources appropriately
based on this information.
Possible sources of evidence:




School Safety Plan
Plan checklist
Personnel interview(s)
Mississippi Student
Information System
tracking system
Comments/Notes:
49
2
Limited/partial level of development


The school has a method
for collecting data and
information that monitors
areas of safety concern.
A minimal amount of
resources are allocated
based on this information.
1
Little/no development

The school does not
have a method for
collecting information
that monitors areas of
safety concern.
Rating
4
3
2
1
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 2: The school has placed focus on creating a caring, positive community in which all members feel valued, connected, and supported.
Performance Levels
4
Exemplary level of development
Indicator
2.1 POSITIVE BUILDING
AND CLASSROOM
ATMOSPHERE
2.1.a The school focuses on
academic achievement with
the understanding that all
students can achieve
academically.
Possible sources of evidence:





Academic expectations are
communicated clearly and
the student, school, and the
home work together to meet
these expectations.
The school is above
average in relation to
statewide academic
standards.
3
Satisfactory level of development


2
Limited/partial level of development
Academic expectations are
communicated clearly and
it is mainly the
responsibility of the school
and the student to meet
these expectations.

The school is average in
relation to statewide
academic standards or
showing progress toward
goals.

Personnel interview(s)
Student, Staff, and Parent
School Climate Surveys
School observations
Comments/Notes:
50
Academic expectations are
communicated clearly and
meeting these expectations
is primarily the
responsibility of the student
or the school.
The school is below
average in relation to
statewide academic
standards.


1
Little/no development
Rating
Academic
expectations are not
communicated
clearly, and the
parties involved in
meeting these
expectations are not
clear or not defined.
4
The school is below
average in relation to
statewide academic
standards.
3
2
1
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 2: The school has placed focus on creating a caring, positive community in which all members feel valued, connected, and supported.
Performance Levels
4
Exemplary level of development
Indicator
2.1.b The school has a strong
link to the community and
encourages family and
community involvement.

Possible sources of evidence:
The school consistently
utilizes most community
resources, such as mental
health services, community
police, and other support
services.
3
Satisfactory level of development





Personnel interview(s)
School and classroom
observations
School calendar

The school encourages
family and community
involvement through a
variety of activities and
recognizes that this
involvement increases
school safety.
2
Limited/partial level of development
The school recognizes the
availability of community
resources and utilizes some
of these resources on a
consistent basis.

The school encourages
family and community
involvement through a
variety of activities.

Comments/Notes:
51
The school recognizes the
availability of community
resources and utilizes some
of these resources
intermittently.
The school conducts a
minimal number of
activities that encourage
family and community
involvement.
1
Little/no development

The school may or may
not recognize the
availability of
community resources,
but rarely utilizes these
resources.
Rating
4
3
2
1

The school does not
encourage family and
community
involvement.
MISSISSIPPI SAFE AND ORDERLY SCHOOL RUBRIC
Standard 2: The school has placed focus on creating a caring, positive community in which all members feel valued, connected, and supported.
Performance Levels
4
Exemplary level of development
Indicator
2.1.c Positive relationships
among students and school
personnel exist through
instruction and appropriate
counseling.

The school has policies in
place that focus primarily on
creating an atmosphere of
respect and acceptance of
all personnel and students.
3
Satisfactory level of development


Possible sources of evidence:



School and classroom
observations
Student, Teacher, and
Parent School Climate
Surveys
The school offers teachers
and students opportunities
to develop positive
relationships and recognizes
how they may prevent
violence.
The school encourages
students to develop positive
interpersonal relationships
through school policies,
rules, and activities.
The school offers teachers
and students opportunities
to develop positive
relationships, but does not
recognize how they may
prevent violence.

The school and its policies
create a respectful
environment for some
school personnel and
students.

The school allows minimal
opportunities for school
personnel and students to
interact and develop
positive relationships.

The school does not focus
on the development of
positive interpersonal
relationships.
1
Little/no development





The school and its policies
create a respectful
environment for all school
personnel and students.
2
Limited/partial level of development
The school encourages the
development of positive
student interpersonal
relationships through
school policies and
classroom rules, but has no
specific activities in place.
Comments/Notes:
52
Rating
School policies do not
support a respectful
environment.
4
The school does not
allow opportunities for
positive relationships
among school
personnel and students
to develop.
2
School policies and
school environment
discourage the
building of positive
interpersonal
relationships among
students.
3
1
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 2: The school has placed focus on creating a caring, positive community in which all members feel valued, connected, and supported.
Performance Levels
4
Exemplary level of development
Indicator
2.1.d The school provides the
means and opportunities for
the students and school
personnel to discuss safety
issues and express concerns
about safety issues.

The school provides
regularly scheduled
opportunities for personnel
and students to discuss
safety issues and recognizes
that they may decrease
school violence.
3
Satisfactory level of development

Possible sources of evidence:




Personnel interview(s)
School and classroom
observations
Mississippi Student
Information System
tracking system
The school has a system in
place for students to report
potential school violence;
the system is well known
and protects student
confidentiality.

The school provides
regularly scheduled
opportunities for school
personnel and students to
discuss safety issues, but
does not recognize that
these activities and
discussions decrease school
violence.
The school has a system in
place for students to report
potential school violence.
Comments/Notes:
53
2
Limited/partial level of development

The school provides some
opportunities for discussion
or activities pertaining to
school safety issues, but
does so on an inconsistent
basis.
1
Little/no development



The school encourages
students to report
potentially violent
situations, but does not have
a formal system in place.
Rating
The school provides
little or no opportunity
for students and school
personnel to discuss
safety issues.
4
The school does not
address the issue of
reporting potentially
violent situations.
1
3
2
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 2: The school has placed focus on creating a caring, positive community in which all members feel valued, connected, and supported.
Performance Levels
4
Exemplary level of development
Indicator
2.1.e The school has a
comprehensive referral plan
in place for children who
have possibly suffered abuse
or neglect or other trauma.
Possible sources of evidence:


3
Satisfactory level of development
2
Limited/partial level of development

The plan follows both state
and federal guidelines.

The plan follows both state
and federal guidelines.

The plan follows most state
and federal guidelines.

School personnel are aware
of the process and are
trained to handle these cases
according to the plan.

School personnel are aware
of the procedures for
implementing the plan.

School personnel are not
aware of the processes
involved in implementing
this plan.
1
Little/no development

There is no plan
currently in place.
Rating
4
3
Personnel interview(s)
Referral plan/procedures
Comments/Notes:
54
2
1
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 2: The school has placed focus on creating a caring, positive community in which all members feel valued, connected, and supported.
Performance Levels
4
Exemplary level of development
Indicator
2.1.f The school offers
extended-day programs.

Possible sources of evidence:




Personnel interview(s)
School Safety Plan
Plan checklist
School observations
These programs are well
planned and supervised and
provide a variety of options,
such as homework help,
computers, counseling, and
tutoring.
3
Satisfactory level of development

These programs are well
planned and supervised and
provide children with some
options.
2
Limited/partial level of development

These programs are in
place, but are not well
planned and supervised and
provide few or no options to
students.
1
Little/no development

There are no extendedday programs.
Rating
4
3
2
1

The school is aware that
these programs contribute to
safer schools.
Comments/Notes:
55
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 2: The school has placed focus on creating a caring, positive community in which all members feel valued, connected, and supported.
Performance Levels
4
Exemplary level of development
Indicator
2.1.g The school offers afterschool activities.

Possible sources of evidence:




Personnel interview(s)
School Safety Plan
Plan checklist
School observations

These activities are well
planned and supervised and
provide a variety of options,
such as athletics, drama,
music, and academic clubs.
3
Satisfactory level of development

These activities are well
planned and supervised and
provide students with some
options.
2
Limited/partial level of development

There are activities
available, but they are not
well planned and supervised
and provide few or no
options to students.

1
Little/no development
Rating
There are no afterschool activities.
4
3
2
1
The school is aware that
these activities help
decrease violence and
contribute to safer schools.
Comments/Notes:
56
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 2: The school has placed focus on creating a caring, positive community in which all members feel valued, connected, and supported.
Performance Levels
4
Exemplary level of development
Indicator
2.1.h The school offers a
variety of extracurricular
activities.

Possible sources of evidence:



Personnel interview(s)
School calendar
There are a variety of
diverse activities available
to students.
3
Satisfactory level of development

There are a variety of
diverse activities available
to students.
2
Limited/partial level of development

There are some activities
available to students.

1
Little/no development
Rating
There are few or no
activities available to
students.
4
3
2
The school recognizes that
these activities foster
positive relationships among
both students and school
personnel.
1
Comments/Notes:
57
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 2: The school has placed focus on creating a caring, positive community in which all members feel valued, connected, and supported.
Performance Levels
4
Exemplary level of development
Indicator
2.1.i The school offers a
variety of parent programs.

Possible sources of evidence:


Personnel interview(s)
School calendar
The school offers a variety
of programs to parents,
which may include parent
support groups, parent
management training, and
other programs.
3
Satisfactory level of development

The school offers a variety
of programs to parents.
2
Limited/partial level of development

The school offers some
parent programs.

1
Little/no development
Rating
The school does not
offer parent
programs.
4
3
2
1

The school is aware that
these programs contribute to
safer schools.
Comments/Notes:
58
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 2: The school has placed focus on creating a caring, positive community in which all members feel valued, connected, and supported.
Performance Levels
4
Exemplary level of development
Indicator
2.1.j The school provides
opportunities for community
and business involvement.

The school has specific
activities in place that
involve businesses and
community members.
3
Satisfactory level of development

Possible sources of evidence:



Personnel interview(s)
Interagency agreements

The school recognizes these
members as valuable
resources.
The school is aware that
community and business
involvement contribute to
safer schools.

The school has specific
activities in place that
involve members of the
business community and
community members.
The school recognizes the
business and community
members as valuable
resources.
Comments/Notes:
59
2
Limited/partial level of development

The school has some
activities in place that
involve members of the
business community and
community members.
1
Little/no development

The school has little or
no community and
business involvement.
Rating
4
3
2
1
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 2: The school has placed focus on creating a caring, positive community in which all members feel valued, connected, and supported.
Performance Levels
4
Exemplary level of development
Indicator
2.1.k The school has a
proactive discipline method.

Possible sources of evidence:




Personnel interview(s)
Mississippi Student
Information System
tracking system
Plan checklist
In-service schedule and
logs


The school has a team-based
approach to discipline that
focuses on teaching
appropriate behaviors to all
students.
The school uses personnel
and Mississippi Student
Information System
information to evaluate and
adapt the system.
The school recognizes that a
positive discipline system
contributes to a safe, orderly
school climate.

3
Satisfactory level of development
2
Limited/partial level of development
The school has a teambased approach to
discipline that focuses on
teaching appropriate
behaviors to all students in
the school.
 The school has a positive
discipline program,
including positive
behavioral supports.

1
Little/no development
Rating
The school does not
use positive
behavioral supports
and does not have a
positive discipline
program.
4
3
2
1

The school evaluates and
adapts the positive
discipline system based on
information collected
through school personnel
observations/interviews and
the Mississippi Student
Information System
tracking system.
Comments/Notes:
60
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 2: The school has placed focus on creating a caring, positive community in which all members feel valued, connected, and supported.
Performance Levels
4
Exemplary level of development
Indicator
2.1.l The school provides an
atmosphere that is accepting
of diversity and promotes
good citizenship and
character.

Possible sources of evidence:


Personnel interview(s)
School and classroom
observations

The school demonstrates
respect for all students and
acceptance of diversity
through school policies and
supports these policies by
displaying diversity-related
student work or by teaching
about diversity.
The school stresses good
citizenship by including
both civic values and shared
community values within its
curriculum and policies.
3
Satisfactory level of development

School policies encourage
respect for all students and
acceptance of diversity, but
the school does not
demonstrate support for
these policies.
2
Limited/partial level of development



The school stresses good
citizenship by including
both civic and shared
community values within
its curriculum and policies.
Comments/Notes:
61
The school policies do not
directly address these
issues, but respect and
acceptance of diversity are
addressed in other ways.
The school includes some
civic and shared community
values within its curriculum
and policies, but does not
recognize how these assist
students in becoming good
citizens.
1
Little/no development


Rating
The school does not
address these issues in
any way.
4
The school includes
few or no civic and
shared community
values within its
curriculum and
policies.
2
3
1
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 2: The school has placed focus on creating a caring, positive community in which all members feel valued, connected, and supported.
Performance Levels
4
Exemplary level of development
Indicator
2.1.m The school identifies
potential problems and
monitors progress toward a
resolution.

Possible sources of evidence:


Personnel interview(s)
Mississippi Student
Information System
tracking system

The school continually
assesses existing programs
and procedures for potential
problems and objectively
examines situations that
could be dangerous to
students or school personnel
in order to develop more
effective programs,
allocation of personnel,
and/or policies that promote
a safe school climate.
3
Satisfactory level of development


2
Limited/partial level of development
The school has standard
assessment/evaluation
procedures in place and
conducts assessment on a
regular basis.

The school shares the
information with parents,
students, and the
community in accordance
with federal and state laws
and on a need-to-know
basis.

The school shares all the
information collected
through the evaluation
procedures with parents,
students, and the
community.
Comments/Notes:
62
The school has standard
assessment/evaluation
procedures in place, but
does not routinely conduct
assessment.
The school shares a
minimal amount of
information with parents,
students, and the
community concerning
evaluations/assessments.
1
Little/no development

The school does not
have
assessment/evaluatio
n procedures in
place.
Rating
4
3
2
1
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 2: The school has placed focus on creating a caring, positive community in which all members feel valued, connected, and supported.
Performance Levels
4
Exemplary level of development
Indicator
2.1.n The school supports
students in making the
transition from school to the
workplace. (High school
only)
Possible sources of evidence:

Personnel interview(s)

The school provides a
curriculum that supports
students entering the work
force and also provides
career counseling, career
fairs, scholarship/grant/loan
information, work-study
programs, apprenticeships,
and community service
opportunities.
3
Satisfactory level of development

The school curriculum
supports the transition from
school to the workplace,
and provides some services
to assist students.
2
Limited/partial level of development

The school curriculum
supports the transition from
school to the workplace.
1
Little/no development

The school curriculum
does not focus on the
transition from school
to the workplace.
Rating
4
3
2
1
Comments/Notes:
63
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 2: The school has placed focus on creating a caring, positive community in which all members feel valued, connected, and supported.
Performance Levels
4
Exemplary level of development
Indicator
2.1.o The school encourages
student involvement and
decision making in school
safety.


Possible sources of evidence:

Personnel interview(s)
3
Satisfactory level of development
The school involves
students in most aspects of
school safety planning.

The school provides
students a variety of
leadership roles in the
school safety planning
process and encourages and
supports them to take on
these roles.

Students are involved in
some aspects of school
safety planning.
There are some leadership
roles available to students
in the school safety
planning process.
Comments/Notes:
64
2
Limited/partial level of development

Students are involved in a
minimal amount of school
safety planning.

1
Little/no development
Rating
Students are not
involved in school
safety planning.
4
3
2
1
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 2: The school has placed focus on creating a caring, positive community in which all members feel valued, connected, and supported.
Performance Levels
4
Exemplary level of development
Indicator
2.1.p The school provides a
climate of school
ownership/pride.
Possible sources of evidence:



Personnel interview(s)
Student, Teacher, and
Parent School Climate
Surveys
School and classroom
observations

The school encourages
school ownership/pride by
keeping students and the
community aware of
extracurricular events,
encouraging students to join
clubs, having pep rallies,
announcing
accomplishments of both the
school personnel and the
students, and implementing
a campus clean-up program.
3
Satisfactory level of development

The school encourages
school ownership/pride by
doing some of the activities
listed in performance level
4.
2
Limited/partial level of development

The school does a minimal
amount of the activities in
performance level 4 to
encourage school
ownership/pride.
1
Little/no development

The school does not
focus on encouraging
school
ownership/pride by
students, faculty, or
the community.
Rating
4
3
2
1
Comments/Notes:
65
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 2: The school has placed focus on creating a caring, positive community in which all members feel valued, connected, and supported.
Performance Levels
4
Exemplary level of development
Indicator
2.1.q The school has
programs in place that focus
on problem-solving skills,
character education, and
tolerance/diversity issues.


Possible sources of evidence:




School Safety Plan
Plan checklist
Personnel interview(s)
School and classroom
observations
These programs are in place
as a part of the everyday
curriculum and are research
based.
3
Satisfactory level of development

The school has most of the
programs listed in the
indicator in place and they
are part of the curriculum.
The school acknowledges
that these programs help to
decrease violence and to
increase positive
relationships among
students.
2
Limited/partial level of development

The school has some of the
programs listed in the
indicator in place, but they
are not part of the regular
curriculum.

1
Little/no development
Rating
The school does not
have the programs
listed in the indicator
in place.
4
3
2
1
Comments/Notes:
66
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 3: All constituents of the school perceive the environment as safe and orderly.
Performance Levels
4
Exemplary perceptions of safety
Indicator
3.1 Perceptions
3.1.a School personnel have
a sense or opinion that their
school is safe.


Possible sources of evidence:


Teacher School Climate
Survey
Staff turnover rate/ratio

All personnel see the school
as a safe environment in
which to work.
All or most personnel see
the school as a supportive
environment in which to
work.
The school has a less than
5% yearly staff turnover
rate.
3
Satisfactory perceptions of safety

2
Moderate perceptions of safety
Most personnel see the
school as a safe
environment in which to
work.

Some personnel see the
school as a supportive
environment in which to
work.

The school has a 5-15%
yearly staff turnover rate.

1
Low perceptions of safety
Some personnel see the
school as a safe
environment in which to
work.

Few personnel see the
school as a supportive
environment in which to
work.

Few personnel see the
school as a safe
environment in which
to work.
Rating
4
3
2


Comments/Notes:
67
The school has a 15-30%
yearly staff turnover rate.
Few or no personnel
see the school as a
supportive
environment in which
to work.

The school has a higher
than 30% yearly staff
turnover rate.

No survey data are
available.
1
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 3: All constituents of the school perceive the environment as safe and orderly.
Performance Levels
4
Exemplary level of development
Indicator
3.1.b Students have a sense
or opinion that their school
is safe.
Possible sources of evidence:

3
Satisfactory level of development
2
Limited/partial level of development
1
Little/no development
Rating
4

All students see the school
as safe.

Most students see the
school as safe.

Some students see the
school as safe.

Few students see the
school as safe.

All or most students see the
school as supportive.

Some students see the
school as supportive.

Few students see the school
as supportive.

Few or no students
see the school as
supportive.
3
2
1
Student School Climate
Survey

Comments/Notes:
68
No survey data are
available.
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 3: All constituents of the school perceive the environment as safe and orderly.
Performance Levels
4
Exemplary level of development
Indicator
3.1.c Parents have a sense or
opinion that their children’s
school is safe.
Possible sources of evidence:

3
Satisfactory level of development
2
Limited/partial level of development
1
Little/no development
Rating
4

All parents see the school
as safe.

Most parents see the school
as safe.

Some parents see the school
as safe.

Few parents see the
school as safe.

All or most parents see the
school as supportive of its
students.

Some parents see the school
as supportive of its
students.

Few parents see the school
as supportive.

Few or no parents see
the school as
supportive.
3
2
1
Parent School Climate
Survey

Comments/Notes:
69
No survey data are
available.
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 3: All constituents of the school perceive the environment as safe and orderly.
Performance Levels
4
Exemplary level of development
Indicator
3.1.d Community members
have a sense or opinion that
the school is safe.
Possible sources of evidence:

3
Satisfactory level of development
2
Limited/partial level of development

All community members
see the school as safe.

Most community members
see the school as safe.

Some community members
see the school as safe.

All or most community
members see the school as
supportive of its students.

Some community members
see the school as supportive
of its students.

Few community members
see the school as
supportive.
Personnel interview(s)
Comments/Notes:
70
1
Little/no development


Rating
Few community
members see the
school as safe.
4
Few or no community
members see the
school as supportive.
2
3
1
MISSISSIPPI SAFE AND ORDERLY SCHOOL SCORING RUBRIC
Standard 3: All constituents of the school perceive the environment as safe and orderly.
Performance Levels
4
Exemplary level of development
Indicator
3.1.e The school periodically
evaluates perceptions
through teacher, student,
parent, and community
feedback.

The school collects this
information more than one
time a year and uses
research-based evaluation
methods to collect
information.

Student, Teacher, and
Parent School Climate
Survey


Possible sources of evidence:

3
Satisfactory level of development
The school utilizes the
information to increase
school safety.
The school collects this
information annually and
uses research-based
evaluation methods to
collect information.
The school utilizes the
information to increase
school safety.
Comments/Notes:
71
2
Limited/partial level of development

The school collects some of
the information.

1
Little/no development
Rating
The school does not
collect safety
perception data.
4
3
2
1
72
MISSISSIPPI SAFE AND ORDERLY SCHOOL APPRAISAL SCORING FORM
Instructions: Enter the score for each item. For a blank or no response, leave that cell blank. If needed, type comments/rationale in the box provided.
1.1 Plan Development
1.1.a
1.1.b
1.1.c
1.2 Plan Comprehensiveness
1.3 Implementation & Awareness
1.2.a
1.2.b
1.2.c
1.2.d
1.2.e
1.2.f
1.2.g
1.2.h
1.2.i
1.3.a
1.3.b
1.3.c
1.3.d
1.3.e
1.3.f
1.3.g
1.3.h
1.3.i
1.3.j
1.3.k
`
1.4 Allocation of Resources
1.4.a
1.4.b
1.4.c
1.4.d
2.1 Positive Building &
Classroom Atmosphere
2.1.a
2.1.b
2.1.c
2.1.d
2.1.e
2.1.f
2.1.g
2.1.h
2.1.i
2.1.j
2.1.k
2.1.l
2.1.m
2.1.n
2.1.o
2.1.p
2.1.q
OVERALL RATING SECTION - TO BE USED FOR FINAL REPORT
1.1 Plan Development
1.2 Plan Comprehensiveness
1.3 Implementation & Awareness
1.4 Allocation of Resources
2.1 Positive Building & Classroom Atmosphere
3.1 Perceptions of Safety
OVERALL SCORE
73
3.1 Perceptions of School Safety
3.1.a
3.1.b
3.1.c
3.1.d
3.1.e
COMMENTS/RATIONALE:
74