Safety Resources, Processes, and Procedures at IVC

March 5, 2020

Daniel de Roulet>>We want to go to our second panel this
morning. It’s important to get a sense of what the general issues are. I
thought our first panel did a great job and Michelle was wonderful in clarifying
some issues for us. We now want to, kind of, get on the ground
and talk about how things happen at IVC. How they should happen and what our
resources are on campus. I’ve been here 10 years and I’m afraid that if quizzed
I wouldn’t be able to tell you about all of our resources. And as we meet with
our students and look for help that they can have on campus this is
extremely important. So I want to introduce our panel in alphabetical
order first. Liz Cipres, our dean of student
discipline at Irvine Valley College. Linda Fontanilla, our vice president for
student services. She is also our title IX coordinator. Debbie Hutchinson, who is a
mental health provider at our Health and Wellness Center. Also Stacey Lavino,
also a mental health provider here at our Health and Wellness Center. Back
because he loves panels so much John Meyer, our chief of campus police. As we
take him away from important things. Also joining us for our second panel
Pilar Morin, again our counsel for district council. And also the the
mysterious Keith Shackleford who is a dean here from what I understand. And
also a BIT team member. He will tell us what the BIT team is during the during
the course of our panel. I will proceed through much the same we did with our
first panel. We have questions again that were solicited from our staff, our
management, our administration, our faculty. By the way thank you for all of those. We
received over 60 questions and and we had to work to kind of narrow them down
a bit and combine some. So our first question is for our legal counsel, Pilar. How do we balance students rights and
employees rights when it comes to student misconduct? Especially when
faculty and staff feel that their safety is at issue both in their classrooms and
in their offices?>>Pilar Morin>>Thank you. I want to follow up on some of the comments from
this morning. So it’s…it’s not uncommon for my office to get a call about a
faculty member or another student in the classroom feeling threatened by another
student. And so the first thing that we look at is what is causing them to feel
threatened. Sometimes it could be a speech or conduct and so it’s important
to look at the the circumstances. This morning we talked quite extensively. The
panel… panelists did about the right to speech and that’s very
important. There sometimes is speech that takes place in the classroom
that is protected speech. Even if it is, as was mentioned this morning,
hate speech. So that’s something that’s very important; is to look at the
context. Are we talking about a debate that’s taking place in a classroom, for
example, a Poly Sci classroom. It’s part of the classroom, the faculty member
has a right to academic freedom but so do students. And so that’s an important
thing to keep in mind is that we have speech rights. The other thing that
needs to take place, and generally takes place unless it’s an urgent or immediate situation situation where
there’s going to be harm. Generally, when we have a report of misconduct is that there is an
investigation. And by investigation I mean fact gathering. Because we need to
know what occurred. And so to do that one of the things that we need to keep
in mind is the right to privacy. In California,
we have a constitutional right to privacy. It’s actually in our
Constitution. Unlike the United States Constitution where the right to privacy
is implied. And so when we’re talking about a constitutional right to privacy
some of the things that we need to keep in mind is; do we have a right to go into
the areas for the investigation, if someone says something is taking place on social
media, we need to see. Is it taking place in a place where we can enter and do an
investigation such as an open social media account. Because we don’t have a
right to go into a social media account that’s closed. So usually in that case we
would ask the student to bring us a screenshot or another printout that they
have access to because the investigator would not have access to that. And so
once we have gathered all the information and have determined that
there has been a violation it’s very important for the district to actually
tie it in to a violation of the student code of conduct. And that..that is set
forth in your administrative regulation 5401. Because another
right that students and employees have is to have notice of what the rules are.
And students have those in the administrative regulation just like
employees have it either through collective bargaining agreements board
agreements or in the education code. And so we need to have a nexus between the
conduct at issue and a violation of the rules. Students also have due process
rights. Unless it’s an exigent situation, one of the
things to keep in mind is that we need to give the student due process just
like we gave our employees. So whenever there’s going to be a deprivation of
property, a property interest, such as a right to attend class, the right to
continue with the education through a suspension or an expulsion; under the
Education Code that student is going to have a right to notice. Which is a letter
that states all the different charges and the facts that support the proposed
discipline, and an opportunity to respond. The student’s right to privacy also
includes a right to privacy in front of the board. So just like employees have a
right to privacy, employee discipline is agendized in closed session. Students also have that topic agendized in closed session. And they have a right to ask for an open open session but it’s up to them if they want to ask for an open session and give up that right to have that closed
session so that the board can consider whether or not they’re going to be, for
example, expelled in closed session. If the board decides that they
are going to be expelled then they would report it out once it becomes final.
But again protecting the students privacy, the student’s name or if it’s an
employee under termination is not revealed to the public. It’s usually a
number that is reported out of closed session. In terms of due process,
the student has a right to an evidentiary hearing under the Education
Code. That means that employees need to know that if they are complaining about
a student that they will most likely be called as witnesses to that hearing so
that they can testify against the student about what it is that occurred
that would justify the student’s discipline. Even once this whole
process is completed and the student is for example expelled, again that
is private, only those with a need to know are usually informed. But the
transcripts of the student and those disciplinary records remain private
which is why generally, for example, if someone is suspended at another college
and they come to this college we would generally not have that information.
There’s very limited circumstances in which that kind of information
is provided from from college to college. For example, when there’s
an expulsion and it might involve something triggering Title IX,
like a sex assault. Under Title IX the victim is allowed to know the results of
the discipline. So the rights of the individual that is being charged, the
respondent. There are many rights to be protected and and that we need to
comply with. Similar to that of the complainant. But that’s something
that that I want to let you know so that you keep in mind that the disciplinary
process does take a long time because of the evidentiary hearing that takes place.
I also wanted to mention another tool that is available to the district. It’s
not uncommon for districts when there is an imminent risk of harm to
seek a temporary restraining order under the Workplace Violence Safety Act. And to
be able to get a temporary restraining order we must have evidence or be able
to articulate in a declaration, unlawful violence or a credible threat of
violence, and a judge would have to find that it’s reasonably construed that the
individual that we’re seeking to restrain can carry out the violence or
has actually carried it out in the workplace. Once a temporary restraining
order is issued within two weeks we have to go back and actually put on a trial.
So we would call those individuals that were seeking to protect. If it’s a
faculty member, that faculty member would have to go to the Superior Court.
All of these documents have to be served on the respondent the person
that we’re seeking to be restrained. And that respondent has a right to confront
the individuals…the witnesses in court. So that’s something else to keep
in mind. Those that we seek to protect would
testify in court. At that point of the of the injunctive relief the court
would be looking to see if we can show clear and convincing evidence that the
employee engaged in violence or threat of violence. If we’re able to prove that then
a judge would issue a three-year injunction against the individual. As
part of that if that individual owns any type of arm, a gun or anything like
that, they would have to give the gun up as part of that order. It can be
renewed after the three years. That is one situation in which we are allowed
to distribute the photo of an individual. Because once a judge has found that a
restraining order should be issued to protect the workplace, such as as a
college, then we would disseminate the photo so that if that person comes on
campus, in violation of the order, police and others are aware of who is being
restrained.>>Daniel de Roulet>>Thank you. For our next, we have two questions actually for Debbie
Hutchinson and Stacy Lavino. They have to do with two areas. First,
determining whether a student is in psychological distress, and if they are,
what services do we have available on campus? And then secondly, what are the
best practices for dealing with aggressive, defiant, threatening student
behavior in the classroom itself? So Debbie and Stacy have a PowerPoint that
they would like to share with us and I’d like to invite them up to the podium
please.>>Stacey Lavino>>Thank you. Okay so this PowerPoint and also the
handouts that we’re gonna go over briefly it’s on the table outside so if
you guys haven’t got them just make sure, they’re very important. So with part of
the question; how do I determine if a student is in psychological distress?
There is a student crisis guide. So this blue folder here outside,
it talks about different indicators. So I’m just gonna go over a few here.
Academic indicators, so if you notice a student who’s normally an A student,
they’re starting to fail, their grades are declining,
you know, repeated absences. They’re not showing up and they tend to always show
up, stuff like that, that’s the academic part. Those are gonna be red flags.
Physical indicators; you see their appearance is changing maybe they look
disheveled. Something is different and you realize this isn’t the way the
student normally is. So that’s gonna be more of a physical indicator, maybe
intoxicated, falling asleep, a lot things like that. Safety risk indicators; anger,
hostility, threats and they may not normally be doing that. So all of these
are going to be out of the normal that you normally have for your students. And
then psychological indicators. And I know we have a lot of staff and faculty that
bring students down. That they’re crying, they’re tearful, maybe they’re writing in
papers a lot of you know very emotional experiences. So if they come to you
that’s a psychological indicator so those are the indicators that they need
help. And if you’re noticing one, two, three – all of them; it doesn’t matter even
if it’s just one. The second part of the question is; what can you do? And it’s
bringing them to the Health and Wellness Center. So bringing them down. I’m gonna
say you want to bring them down because when you say, “okay go to the health and
wellness center”, they’re not always gonna come. A lot of times they don’t. They
trust you, they’re talking to you, so if you just walk them down – we call it a
soft handoff. If we’re up there we can meet them make an appointment you know
we want them to feel comfortable. It can be kind of scary for them to come down.
So we just want to make sure that you know you walk them down if you’re able
to do that. So that way we can help them. We have resources that we give to
students and it’s not just we give these to students and say okay this is all
that we do. You know, we have a lot of contacts. These resources, and there’s
two of them, the front and the back. It’s this purple sheet. They’re free,
there’s some free low-cost places they can go for more counseling
if they need more than we can give them. If they need to see a psychiatrist, they
need medication, these are resources we’ve worked with for years. They’re amazing. We’ve had a lot of, you know when we have our
resources on campus, this is really good. So this is something we can help them
with you guys will have this in your packet. So if they don’t want to see us
this is a resource. But it’s really good for us to be able to talk to the
students to be able to do that. And also just to talk about some statistics from
2017 to 2018. We have over 400 students dealing with
anxiety ,over 300 dealing with depression. You could see all the stats and that’s
just dealing with one school year. We actually have a pretest for
depression. And at this point we just did it for this past fall and out of 1,000 students we had a little over 200 with severe depression. So this just
shows how important it is to make sure if you see any of these indicators to
come down, bring them down. If you’re not sure, you don’t know, please call myself,
called Debbie, email us. If you have questions, a lot of staff and faculty
have been amazing coming down talking to us. That’s what we’re here for. You know
just make sure we’re here to help you and we’re here to help the students.
>>Debbie Hutchinson>>Thank you. Okay, and in regards to how do we handle an aggressive student?
Unfortunately that does sometimes occur. I’m pleased to say that it’s not
happening a lot but it can happen on our campus as well as any campus. The good
news is we have an incredible police team here on campus and so that’s always
step number one. If something does occur immediately we call our campus Police
Department. Now what do we do while we’re waiting for the police to arrive? And as
we heard earlier from the first panel, they get here pretty quickly if we need
them for any reason. But there are specific things that we can do to help
manage a potentially aggressive situation. The first thing that we want
to do is to listen in a manner that we’re not being judgemental, the person
doesn’t feel criticized. Because these are tools for de-escalating a situation.
If someone is feeling criticized – boom, their aggressiveness goes up.
We also want to make sure that we look at ourselves. The way that we do that is
by- let me look at my body language. Is my body language getting..I’m showing my nervousness, I’m throwing my arms up. Instead we want to present in a calm way
no matter what you’re feeling in the moment you want to present in a very
calm way. Monitor your tone of voice, monitor your volume of your voice.
Because often what can happen is someone who’s becoming aggressive- the voice
begins to go up, it gets louder, we have to make sure that we drop ours in order
to keep it low. One of the biggest tools I can share with you, having worked in
the hospital setting for many years, when I’ve had to de-escalate people – as
hard as it may be in the moment, try to see the person instead of the disorder.
And talk to the person, show your compassion, show that you’re wanting to
encourage them and you’re wanting to assist them. And that is one of the tools
that I’ve seen as being one of the very most effective in de-escalating people. There
are times obviously in the classroom setting where you’re going to have to
have to set limits. It’s appropriate to do so. You do it with an explanation
as far as why you’re doing so. And the key is we’re talking about here today,
it’s all about safety. And if you’ve heard the theme throughout this
morning’s panel and what we’re talking about now; it’s really about being
prepared, it is preparation. Referring to the Student Crisis Guide Stacy also
talked about it, we have here for you, this was developed based on feedback
that we got from professors as far as what the need is. You may have, oh my
gosh, is this person in my classroom of danger to himself or herself?
We have columns here. If your answer is yes, it tells you specifically what to do.
If you’re not sure, it tells you specifically what to do. If the answer is
no, it tells you specifically what to do. So please read over this resource. The
key truly is preparation. As we’ve talked about depression and at the center we’ve
been tracking the depression to see what our students are coming in with.
Research is showing now that anxiety is exceeding depression but they’re pretty
much close to each other. But within the population that we’re working with here
in the college setting, it’s between the ages of 18 to 25, that depression is most
prevalent. So be aware of that. We’re going to see that a lot in our
classrooms. And the bottom bullet that I have up there that I thought was very
important for all of us to be aware of is, the rate of violence is comparable to
the population that doesn’t have any mental health disorders. So we often feel
that if someone is in our classroom or someone presents and they’re struggling
with the mental health disorder, we’re going to be guaranteed it’s going to be
a problem of violence, but not necessarily. So it’s comparable to the
general population. It is worth it to mention a couple of specific mental
health disorders that are presenting in the classroom – just so you know, maybe
what you’re seeing, not to make a diagnosis but to be familiar with it.
Schizophrenia is one of them. So what can schizophrenia look like in your
classroom? Well, you may have someone that comes in and it’s difficult for them to
make eye contact with you, they do what we call a flat affect, meaning no
expression on their face. Maybe their attire. They’re presenting in a way that’s
very disheveled, that can be a clue. With schizophrenia you’re going to have
individuals who are hearing voices and seeing things that are not there. When
you’re in that classroom and that’s occurring that can be very frightening.
Again rely on, let me talk to the person here, not so much the disorder. But we
want to be very aware of that. If someone does present with schizophrenia and
they’re having aggressive behavior we’re gonna follow the same procedures.
You have your resources here, the police department will respond rapidly. And, we
at the Mental Health and Wellness Center are willing to come and support in any
way that we can. So think of us as your two main resources. Common sense is also going to kick in once you’re working with people. If something like that does
come, if you’re feeling threatened in any way,
make sure that you do have safe personal space. If you need to be a little closer
to the door so that you need to walk out, if you’re meeting one-on-one with a
person after class for example, use that type of common sense because all of
those things do come into play. It’s important to note too that we cannot
talk a person out of a hallucination so if someone is talking to you and maybe
they’re seeing someone that’s not there, you can’t talk them out of it. So don’t
even try. But just reassure them and encourage them that we’re all here and
we’re here to help and support. The other one that I wanted to mention to you was
bipolar disorder. It used to be called manic depression it’s now bipolar and we
have two different classifications of bipolar. We have bipolar one and bipolar
two. Bipolar one is your typical manic depression, bipolar two you’ve never had
a mania episode. One thing that’s very important to know about bipolar disorder
is the suicidal risk is 15 times that of the general population. So what that says
is, within your classroom setting, if you’re concerned with someone who’s
acting out; it could be even toward themselves. So while we’re putting forth
effort to to make sure that our classroom students are safe, we’re safe
we want to make sure that the individual who maybe is showing some disruptive
behavior is safe too. What you’ll see with mania is more of the grandiosity.
You might have a student who will say to you, well you know what I’m gonna go home tonight – and I thank you for the syllabus – and I’m gonna do all the assignments
tonight and turn them in to you tomorrow. Not likely to happen, but that’s kind
of how grandiosity might appear. They may be speaking very rapidly and you’ll see
a change in behavior where they may have gone from a depressed state to a manic
state. And that’s a clue to you that there’s something going on.
So with bipolar disorder, if that happens to present or maybe one of the students
is sharing that with you, that they’ve been diagnosed with bipolar disorder.
Think your resources; we call our police department, contact us at the
Wellness Center- we’re glad to help. And anything that works. I often will say to
people if I see them getting aggressive and they’re standing up, I invite them to
sit down, never force them, but I invite them because that helps them to calm
down. And sometimes if you just say to a person, let’s pause for a minute, let’s
breathe. They will cooperate and that can de-escalate the situation as well. All of
these points I’m going over are in your packet but I just wanted to hit on the
key ones with you. We want you to know that we are here to support you.
We’ve currently been providing the trainings that are listed on the
PowerPoint but if you have any other trainings or ideas or needs that you
have please call us let us know we’re more than happy to develop a
presentation around your needs. Thank you.>>Daniel de Roulet>>Thank you very much I think that’s an excellent topic for a follow-up. So perhaps during this semester we could invite Stacey and Debbie to a presentation for a faculty and staff. Our
next question, a bit related, is for Linda Fontanilla and Liz Cipris. When are a
student’s actions or behaviors serious enough to have him or her removed from
the classroom or even from the campus?>>Linda Fontanilla>>Thank you, Dan. Good morning everyone. So
nice to see you, welcome to the spring semester. Before I respond to the
question, a couple of things I want to say. I want to thank the deans and the
managers and our talented classified staff who helped put all of the
resources together for you today. Stefanie Alvarez in particular, Maria
Nunez, spent a good part of their weekend helping us to put these resources out to
make sure you get them. Ao I wanted to acknowledge them.
We take our work about student discipline very serious because we know
it can have serious consequences not only for those of us who work at the
college, but for students who are trying to obtain their education. And so when
we’re thinking in terms of, uh-oh we’re in a situation now that we’re going to go
down the discipline track, we have to keep in mind several pieces of
information and it’s not always easy. Anytime we’re looking at a student
discipline situation we’re thinking about how California
Ed. code, how the California penal code, how our FERPA laws and also our
district board policies are guiding us to handle the situations that we are
facing. In particular, there are about 11 California Ed codes, two or three penal
codes that always come to mind, and of course four board policies in particular.
I feel so strongly that you have the board policy policies available for you.
I had them bound them and put them in a packet for you so you can review those. When a faculty member feels that a
student’s behavior is preventing teaching and learning from occurring in
the class time, it’s time for you to use your professional judgment. But in most
cases, to ask the student to leave. Our board policy 5401 or administrative
regulation 5401, describes a disruption in the classroom as, “willful disobedience,
habitual profanity or vulgarity, or the open and persistent defiance of
authority of district personnel.” And of course you or the the authorities and
the district personnel in the classroom who are managing your classroom, and if
you have a student who is getting out of hand, you believe that the student is not
taking heed what you are asking them, then it’s time to ask them to leave. Of
course, California Education Code 76032, gives you
the authority to ask the student to leave and not
return to classroom for that particular day and the next class. And while you are
operating under the California Ed. code of 76032 – when we find
out about this student we’re operating on the ED code of 76031, which gives us the authority, the president the authority- or his
designee at the college, the the right to look at what sort of sanction, if
necessary, that we are going to impose on a student. And of course, the president or
the designee has the authority to ask the student to leave up to ten days of
instruction and in the meantime we are dealing with how we’re going to handle
the student. If the behavior of a student is such that the faculty feels that the
student, as Debbie and Stacey have said, is becoming a threat, I would advise you
immediately to go over and pick up the phone. You have a button on your phone
now that you don’t have to look for it- it gets you directly to our IVC Police
Department. Use that without hesitation. If for some reason you can’t get to the
phone or you’re being prevented from getting to your phone, turn to someone in
the classroom and ask them to go for help.
When you dismiss a student from the classroom as soon as possible we would
like for you to use our advocate system to report that you’ve asked the student
to leave. The advocate system is being placed on your desktops now and we’ve
been working with the district IT department to make sure that everyone is
going to have quick availability to advocate. If you go into advocate you
are going to pull up the discipline form and you’re going to follow the prompts
to tell us what violation the student has made in reference to our board
policy 5401. And then describe what actually happens. Once that
incident or report discipline form is into the advocate system, whether you
indicate it’s a formal request or informal request
to deal with the issue that has occurred in a classroom, it’s going to be directed
to Dr. Cipres’ office. When she and her administrative assistant receives
that notification then Liz will go through a process of calling the student
in and I’ll allow her to describe that now.>>Liz Cipres>>Your report in advocate is very important because when you dismiss a student from your classroom they’re
running over to my office and a few times they’ve been there before I got
the report. So I have to delay their meeting. I get an automatic notification
on my email system as soon as your report is submitted. My administrative
assistant Gracelia will schedule the hearing with them and
they’ll come in. On this form here, Student Conduct these are the different
violations of the front. So I go over their violation, I listen to their side
of the story because it’s often different than yours, no surprise. And
what is helpful for me is if you specify the behavior conduct that you expect in
your syllabus. Often times you’ll attach documentation. For example, not using the
cell phone during your test. They’ll say, well I had my cell phone, I
was just laying it on my lap and I got emergency call. It said it specifically said
that you’re not allowed to use electronic devices or your cell phone so
you violated that, you were informed of that, it specifically stated on your
syllabus. So it helps me explain to the student their violation and the
consequences. Again, the discipline hearing is a confidential process but what I do
with the student… I read to them their violation, I listen to them for their
side of the story and then they’ll get a verbal reprimand, they’ll get a written
reprimand that is specifically for them; stating the violation and the
consequences of that. There’s electronic record kept on the advocate system so I
know if it’s a repeated violation. I will also know say – plagiarism,
that’s one I get a lot. You may have given the student a zero on
the test or whatever they were taking and considered that sufficient. So you said it was informal. Then they did it again. So then you wanted it
formal. So I’ll let them know, they’ll go oh this is my first time, I go, “No it’s
not. They talked to you on this date and now this is formal because you did it
again in the same class.” So it really does help me- the
documentation explaining the process to the student and defend the decision in
the action, so that they get placed on discipline probation. If it’s repeated
offense and all our corrective measures have not been successful I will
recommend suspension or expulsion. Those of you that have participated in a panel,
I thank you. You know it’s a long process. The documentation is pretty thick that
we go through and listening to the witnesses and both sides of the
story to make a decision. I usually do not go forward with that unless
I’m pretty confident we have a very strong case on the student. So I’m here
to assist you in classroom management and I will work with you throughout the
process and there’s prompt action taken as soon as that Advocate report is in.>>Linda Fontanilla>>So we’re talking about two profiles of a student here. One that Liz just described
is a student who gets in trouble, needs to leave the class but eventually is
allowed by you, and in collaborating with the discipline officer, to come back to
class and move forward in obtaining their education. But as she said, there
are situations where if it’s repeated offenses or the offenses are egregious
enough that we decide that we’re gonna make a recommendation for a suspension
or for an expulsion, then we have to follow board policy 5401 as mentioned
by legal counsel, and follow the process that is set forth in having a hearing so
that we give the students their due process in being able to
defend themselves because when it’s an suspension or expulsion they’re gonna
miss time away from class. Whether it’s a couple of weeks that is certainly going
to put them behind or semester or multiple semesters, then we’re looking at
them having to develop a whole new plan for their exit here
at IVC. Again, a suspension or an expulsion is so serious that if we are
talking in these terms we are picking up the phone and we are contacting our
vice-chancellor of human resources, we are being advised to contact our legal
counsel and have conversations about what the actual situation is here that
we are handling. And for those of you again, who have been on these hearing
panels, you know it’s more than just a motion to go through this. In the month
of November and December of 2018, so just recently, we had three explosions from
this college. Again, expelling a student from the college means that they cannot
come back to Irvine Valley College, Saddleback or in this case ATEP.
They are expelled from attending any of the sites in our
district. So this student is looking at you know, having maybe to move outside of the district or travel now to obtain their education in another institution.
So expulsion is very serious and as indicated earlier, only the Board of
Trustees have the authority to expel a student. We make the recommendation to
the president, the president makes the recommendation to the Chancellor and the
Chancellor’s conversation with Board of Trustees. And this goes to a process
through the Board of Trustees in which they can have a closed
hearing and discussion or open hearing about this depending on what the student
is requesting; but a very, very serious step to take. We do not hesitate to make
that recommendation but we make it knowing that there is a very serious
consequence in mind for that student because he or she will not be coming
back to our college. But as I said, you know just in the last
two months, we’ve had three expulsions. And that’s rare for us to do that
but we are looking at your safety, the students safety, the entire campus
community safety and and when we make that recommendation we decide that this
individual is not fit to be here. They need to either have some other resources
before they can come back and be resourceful or this is not a person who
needs to be on our campus at this time.>>Daniel de Roulet>>Thank you Dr. Fontanilla and Dean Cipres.
Next question for Chief Meyer. What are the current practices and
future plans for physically securing our classrooms?>>John Meyer>>Well currently as you are all probably aware, over at our ATEP IDEA building in Tustin, we have access
control systems in place for all doors, a camera system. It’s a very robust
camera system and also a lockdown function that is in place on all the
door locks. We’ve had some challenges with the lockdown function
and we’re looking at changing that to a lockdown button in each classroom and
there’s also a comprehensive construction project being planned out
for this campus; which would include access control at all
interior and exterior doors both wired and non wired and also lockdown buttons
as well. And that these systems will give our dispatchers the ability to initiate
a lockdown also resolve a lockdown that was not needed as well. But it
brings me back to earlier comments from the last session and that is basically,
you know, you have a couple of minutes that you are responsible for in an
emergency. When there’s a lockdown or there’s some sort of a need to
secure your classroom. And that’s where you need to have a plan. I mean, currently
we have on this campus our traditional locks and then we have our
night lock system, which is temporary. You may or may not be familiar with
that. Hopefully you are depending upon whether the door opens inward or outward.
Most classroom doors have a device near, that’s mounted on the wall, near the door,
that will either hold the door in place on the door jam or will go into the
floor depending upon which way the door opens. And that will help secure the door
in a lockdown situation, although I stress these are temporary measures and
they’re not designed to be the answer to the future. Access control is
the best way to go as far as being able to secure classrooms in any
emergency situation and that is the direction we’re going. But it is incumbent
upon all of you to have a plan to be able to, if necessary, use your
ingenuity to get a door locked to barricade using desks, whatever the case
is. And part of securing not in the traditional definition of securing;
is to make your classroom or your office space, your work area look unoccupied. I
mean this is what’s going to buy you critical moments when you’re faced with
an emergency situation. That would include turning out the
lights, keeping your noise to a minimum, drawing the blinds, covering the windows,
making it look like to whoever may be outside, if there’s nobody in here worth
going in for there’s there’s no targets, so to speak, in this building or in this
room. And this is what we have been stressing as the police department going
from building to building and department to department. Speaking about lockdown
situations in trying to prepare and equip everyone with a knowledge and an
idea to formulate your own plan of what you’re going to do in your own workspace,
in your own classrooms. So it all does go back to preparation. But we look to
the future to be able to implement these new systems of access control and
cameras that will definitely enhance our safety on campus and those situations.
>>Daniel de Roulet>>Thank you. On our earlier panel this morning we discussed a little ways in
which agencies in the county and state and even nationally coordinate in
situations regarding campus safety. A question that repeatedly came up had
to do with coordination on campus as well. So this is for Dean Shackleford. How
do campus police and other campus departments coordinate in order to
enhance campus safety?>>Keith Shackleford>> Thank you. I’m glad to be here in my role as mysterioso. In
jest, I need to acknowledge something up front. I am an old, white, heterosexual
father of two, I am the least threatened and the least protected human on the
entire campus. It means that I have to be keenly aware and self assess
consistently – how I operate and the things that we do in our area as its
leader because I don’t share the same kind of perspective that those who work
with me do. It means I need to be aware of those circumstances that may be
different for them when they feel unsafe and the rest. It’s why I’m on a lot of
different committees because I have a lot to learn.
It’s why I’m on the BIT team. I am the least qualified person on the BIT team
and I contribute, by far the least amount of content to those discussions. Everyone
on there is a specialist and an expert in some area as it relates to the
behavioral intervention team and I ask a lot of questions. That part is very
gratifying and the fact that they indulging me in the questions I have to
ask because I learn every single time I attend.
I don’t contribute much but what I bring from it is incredibly valuable to me as
a leader as incredibly valuable I think to our team when I get back to our
department meetings. Thanks to Liz and her membership on both
the behavioral intervention team and as a member of our Dean’s Council, that
information then comes back to all the deans. The information that’s taken there
in that sense of cooperation and communication, that sense of collegiality,
sharing of information and tactics becomes very useful information to the
rest of the deans, who like me, don’t necessarily indulge in those kinds of
topics on a day to day basis. So when Liz brings it as part of a standing agenda
item to our Dean’s Council it means that information starts to filter its way to
the rest of the campus. Again, with Liz and with Linda on the team it means the
student services get that information once that information is dispersed
through the BIT team. And with chief and with detective Romero on that team it
means that those informations get through Davit’s area, meaning
operations of business services. And so the team itself is incredibly valuable
as a learning tool for me but it’s also incredibly valuable as an informational
tool for the rest of the campus. That BIT template is something that we then try
in the School of Kinesiology, Health and Athletics to use as a template for our
own operations. I try to think of other things we do an answer directly to Dan’s
question; in terms of what do we do to coordinate campus safety? We have regular meetings with detective Romero through our equipment attendant because we have
to deal with things like the team rooms, and the locker rooms, the new homeless
law, access to students who may not have a home and things of that nature.
It means we have department speakers every single time we meet as a school or
as a department from all over the campus. It means the proactive ability for us to
build relationships with someone on a first-name basis so if and when
something does come up we have someone we can refer to almost immediately. We
have me on the BIT team, we have a member on the campus safety task force. We try
to do the best we can in terms of dealing with risk management at the
district level on a regular basis because our facility is so big we
regularly have those kind of conversations with them and disperse
that information to other areas especially with chief and detective
Romero. We try to do as best we can training. And we have a new commitment
from our Vice Chancellor of Human Resources Cindy Vyskocil, that
training will become more and more available and more and more accessible
as she gets further into her tenure in the vice chancellor’s office. We did use
the slides from the mandatory reporter that the DAM meeting had three years
ago. We did use the slides from sexual harassment in Title IX harassment from
Dr. Vyskocil last semester. We have regular conversations about HIPAA and
FERPA in our area because FERPA is college wide but HIPPA, something Nancy
Montgomery probably knows well, also relates to the health issues as well. And because of our sports medicine staff we have to contend with those issues as
well. It means that BIT as a template, but then so much more beyond that, our own
efforts to be proactive in the School of Kinesiology, Health and Athletics means
that we try to be transparent, we try to communicate as effectively and routinely
and regularly as possible, that we dispense that information to all of our
people as regularly as possible and that we have an opportunity to share tactics
and information with those who might be valuable to us as well. We
then take all of that, we create our own operations manuals on an annual basis. We then go back at the end of every academic year to those that are
specialists in those areas and ask them; hey do we still have it right? Have
things changed? It can be as innocuous as checking out a van. It could be as
serious as how are we managing disabled students especially in times of crisis.
But that regular and routine conversation among people on a
first-name basis means that relationships carry the day for us. And
so if there’s something I can say that’s directly answering this question it is
that we work at it. And my assumption is based on what I know about the deans in
the office of instruction in those areas- we all do. My assumption is, is that those
areas in student services, in those areas in business services- do the same thing.
We may not have always been as good as we would want to, but I think we’re
clearly moving in the right direction. If you’ll indulge me for 60 seconds, Ms.
Deutchman heartily encouraged my recommendation of this book from
the first part of our speech today. This was written by Erwin Chemerinsky, who you
all remember was our keynote two or three years ago, and was the dean at UCI
Law. He’s now the Dean of Cal Law, he co-wrote this with the Chancellor of UC
Irvine, Howard Gillman, who was our commencement speaker I think like a year
and a half ago. It talks about all the things Ms. Deutchman talked about today but in much greater detail. For those of you who are also may be history buffs, there’s also an extended level of history as it relates to free speech on
campus. If I can summarize this in one thing, the answer to hate speech is not
less speech the answer to hate speech is more speech. Only by exposing idiotic
ideas to the free exchange and the free marketplace of ideas do we expose them
for what they are. And so we as warriors in this regard, I can’t recommend that
more highly. It’s really quick it’s only 150 pages. I read it in free speech on
campus by Erwin Chemerinsky and Howard Gillman. I read it in two wrestling
practices for my little guy. Took me three hours.>>Daniel de Roulet>>Thank You Keith. Thank you. Thanks especially for your
comment that your sense of safety, my sense of safety is often very different
from how safe or unsafe our students are feeling; it’s extremely important. Because
you’re a mysterious person I have just a quick follow-up for you one of the most
mysterious things to me at IVC is our repeated use of acronyms. I
believe we have about 230 that we use on a daily basis to describe committees. I
know you mentioned it briefly, could you tell us what BIT stands for and perhaps
what departments might be represented on BIT?>>Keith Shackleford>>Sure, the Behavioral Intervention Team.
It’s pretty standard on college campuses but was fairly new to us, maybe two
and a half years ago now? Four years ago now. IVCPD, Nancy Montgomery through the Health Center, Liz through counseling, Linda through the
Office of Student Services, facilities, IT, DSPS… I’m missing somebody.
Police, I got placed in there too though. And so it – Oh Sandy from the president’s
office. And so the team itself considers all kinds of things, it’s fairly broad.
The initial assumption is we’re only talking about those students that are
potentially most problematic. We talk about things like Stacey is talking
about. Very specific about managing our classrooms and managing students that
are not problems but are suffering and we may be able to assist them. It’s
rewarding to be a part of because I didn’t know anything on the way in and I
know much more now.>>Daniel de Roulet>>Thank you. We’re running fairly close to our end
time so I wanted to remind everyone of the incredible resources that have been
provided outside. Please pick those up, if you don’t pick them up I’ll threaten to
put them in your mailbox, so you’ll get them one way or the other.
Thanks to our panel for taking their time this morning, if we could give them
a round of applause. And I’d like to invite President
Roquemore to come forward for some closing remarks.>>Dr. Glenn Roquemore>>And a round of applause for Daniel de Roulet ,
I think you did a fantastic, fantastic job. Thank you very much. I too thank the
panel, both panels that we’ve had today. Again to remind everybody, this is just
the beginning. This is to really, I think as Dan said, is to remind us of those
questions that we could have asked if we had this ahead of time. So think of those
questions because we will throughout this semester or perhaps even longer
through our committees or different associations have various panel members
join us for a more intimate exploration of all of these topics. And so think
about that, think about how we can incorporate them and help move this
college forward in a safe and healthy manner. So again thank you very much! Have a great semester and lunch is served!

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