Res 2612 TESD IGA for School Resource Officer (SRO) Services - 10 months 25-26 School Year 07 08 25
Extracted text (via pymupdf)
110784 characters
RESOLUTION NO. 2612
A RESOLUTION OF THE MAYOR AND COUNCIL OF THE CITY OF TOLLESON,
ARIZONA, APPROVING THE INTERGOVERNMENTAL AGREEMENT BETWEEN THE
CITY OF TOLLESON AND TOLLESON ELEMENTARY SCHOOL DISTRICT RELATING
TO SCHOOL RESOURCE OFFICER SERVICES.
WHEREAS, the City of Tolleson (“City”) and Tolleson Elementary School District
(“District”) desire to enter into an Intergovernmental Agreement ("Agreement") for Arizona
Desert Elementary and Porfirio H. Gonzales Elementary school sites; and
WHEREAS, the City will provide a sworn, certified police officer to provide school
resource officer services at the school sites during the 2025-2026 school year.
NOW, THEREFORE, BE IT RESOLVED BY THE MAYOR AND COUNCIL OF THE CITY OF
TOLLESON, ARIZONA, as follows:
Section 1. The recitals above are hereby incorporated as if fully set forth herein.
Section 2. The term of this Agreement shall be from last date of execution until the end
of the school year on May 22, 2026. The District shall reimburse the City for the total cost of the
officer assigned to the District, shared by the Arizona Desert Elementary and Porfirio H. Gonzales
Elementary school sites, in the amount of $150,741.20 for a 10-month assignment in the 2026
Fiscal Year.
Section 3. The Agreement between the City and the District relating to services of a
school resource officer during the 2025-2026 school year is hereby approved substantially in the
form attached hereto as Exhibit A and incorporated herein by reference.
Section 4. The Mayor, City Manager, City Clerk and City Attorney are hereby authorized
and directed to take all steps necessary to cause the execution and delivery of this Agreement
and to take all steps necessary to carry out the purpose and intent of this Resolution.
PASSED AND ADOPTED by the Mayor and Council of the City of Tolleson, Arizona, on this
8th day of July, 2025.
____________________________________
Juan F. Rodriguez, Mayor
ATTEST: ____________________________________
Crystal Zamora, City Clerk
APPROVED AS TO FORM: ____________________________________
Justin Pierce, City Attorney
EXHIBIT A
TO
RESOLUTION NO. 2612
[Intergovernmental Agreement]
See following pages.
INTERGOVERNMENTAL AGREEMENT BETWEEN
THE CITY OF TOLLESON AND
TOLLESON ELEMENTARY SCHOOL DISTRICT FOR
SCHOOL RESOURCE OFFICER SERVICES
This Intergovernmental Agreement (“Agreement”) is entered into as of the last date of
execution (signing), (the “Effective Date”), by and between the City of Tolleson, a municipal
corporation duly organized and existing under the laws of the State of Arizona, through its Police
Department (“City”), and Tolleson Elementary School District, a political subdivision of the
State of Arizona (“District"). City and the District are referred to together as Parties.
RECITALS
WHEREAS, Arizona Revised Statutes (A.R.S.) § 15-154 establishes the School Safety
Program within the Arizona Department of Education to support, promote, and enhance safe and
effective learning environments for all students by supporting the costs of placing school
resources officers on school campuses; and
WHEREAS, the District has funding available through the School Safety Program Grant
to fund school resource officer services ("SRO Services") for the District; and
WHEREAS, the District desires the City to assign a police officer to the District to
provide certain services as a School Resource Officer (“SRO”), or to assist in the development
and implementation of a school safety program and a law-related education program (referred to
collectively as the “School Safety Program”), or both, and the City is willing to assign a police
officer to the District for such purposes under the terms and conditions of this Agreement for the
2025-2026 school year (the “School Year”); and
WHEREAS, the District is authorized by A.R.S. § 15-342(13) and A.R.S. § 11-952, and
the City is authorized to enter into this Agreement pursuant to A.R.S. § 11-952 and the approval
of its City Council.
AGREEMENT
NOW, THEREFORE, in consideration of the foregoing recitals, which are incorporated
herein by reference, the following mutual covenants and conditions, and other good and valuable
consideration, the receipt and sufficiency of which are hereby acknowledged, the parties agree as
follows:
1. Assignment
A. The City shall assign an officer to the District prior to the commencement of the school
year for a 10-month assignment as a School Resource Officer (SRO) shared by the
Arizona Desert Elementary and Porfirio H. Gonzales Elementary school sites (“Schools”)
pursuant to the School Safety Program grant from the Arizona Department of Education.
B. The City agrees to involve the District, including Arizona Desert Elementary and
Porfirio H. Gonzales Elementary personnel, in the selection process for assigning an
officer to the SRO position. The City agrees that it will select an officer for the SRO
position who demonstrates a commitment to the goals of the District. City and any SRO
candidate shall be provided with a copy of District’s School Safety Program grant
application and award.
2. Term.
A. This Agreement shall commence on the Effective Date and shall continue until May 22,
2026, unless otherwise terminated in accordance with this Agreement.
3. Relationship of Parties.
A. The City shall have the status of an independent contractor for purposes of this
Agreement. This Agreement is not intended to and will not constitute, create, give rise to,
or otherwise recognize a joint venture, partnership, or formal business association or
organization of any kind between the parties, and the rights and obligations of the parties
shall only be those expressly set forth in this Agreement. The officers, officials,
employees, agents and contractors of one party shall not be deemed the officers,
officials, employees, agents and contractors of the other party except as provided in
Section 13(J) of this Agreement.
B. The SRO assigned to the District shall be considered an employee of the City and shall be
subject to its control and supervision. The assigned SRO will be subject to current
procedures in effect for police officers of the Tolleson Police Department (“TPD”),
including attendance at all mandated training and testing to maintain state peace officer
certification. The assigned SROs shall fulfill their duties as law enforcement officers for
the State of Arizona as certified by Arizona Police Officers Standards and Training
Bureau (“AZ POST”). The District shall not interfere with the assigned SROs’ duties as
sworn law enforcement officers.
C. The City, and not the District, shall determine the time of its performance of the SRO
services pursuant to this Agreement, so long as it complies with the scope of work set
forth in Sections 5 and 6 of this Agreement. The parties agree that no person supplied by
the District to accomplish the goals of this Agreement is a City employee and no rights
under City civil service, retirement, or personnel rules accrue to any such person. The
District does not have the authority to supervise or control the actual work of the City, its
employees, or its subcontractors.
D. The City understands the District is responsible for the safety of students on campus
during the school day. The District shall immediately provide to the City any
information it receives indicating that any police officer assigned to perform services
for the District may have engaged in unprofessional, illegal, or immoral conduct, which
does not include lawful law enforcement activities. The parties agree that the District
cannot request temporary or permanent removal of an SRO without written factual
support of any conduct, incident or circumstance that indicates the SRO acted in a
manner that is unprofessional, illegal or immoral. Any such request shall be
immediately provided in writing to the City’s Representative. The parties agree to
address any request for removal of an SRO as follows:
i.
If the District makes a written request to remove an SRO with factual support,
the City’s Representative shall evaluate the information and meet with the
District’s Representative or provide a written response to the District’s
Representative within three (3) business days. If, in the City’s discretion, any
alleged unprofessional, illegal, or immoral conduct might affect the police
officer’s ability to safely and/or professionally perform duties for the District, the
City will immediately remove the officer from the District and reassign the officer
in accordance with statutes and City ordinances, policies and procedures to allow
the City and/or the District to investigate the allegations.
ii.
If the District’s Representative fails to provide a written request to the City’s
Representative or makes a written request without providing factual support for
removal of the SRO, the City is not required to respond to the District and the
request is void.
E. If the City receives information from any credible source indicating any police officer
assigned to perform services for the District may have engaged in unprofessional,
illegal, or immoral conduct that would affect the officer’s ability to safely and/or
professionally perform duties for the District, the City will immediately provide such
information, as allowed by law, to the District.
F. If any alleged unprofessional, illegal, or immoral conduct might affect the police officer’s
ability to safely and/or professionally perform duties for the District, the City will
immediately remove the officer from the District and reassign the officer in accordance
with City policies and procedures to allow the City and/or the District to investigate the
allegations. The City agrees to assign a replacement officer to provide services to the
District under this Agreement. If a replacement officer cannot be provided, the District
will be credited for each day an officer is not assigned to the campus. The District, at its
sole discretion, may refuse the assignment to the District of any officer who has been
previously removed from the District because of allegations of unprofessional, illegal, or
immoral conduct.
G. The City shall be responsible for the police officer’s compensation on days schools are in
session and the officer is not at the officer’s assigned school unless the officer’s absence
is due to attendance at an off campus activity at the school’s request, activity stemming
from action taken by the officer while in service of the District, including attendance at
Court, or if the officer is working an alternative work schedule as agreed upon by the
City and the District.
H. The Parties will work together to identify and streamline any separate processes for
investigating and responding to acts of student misconduct that may also implicate
criminal misconduct.
4. Costs and Payment.
A. District shall reimburse the City for the total cost of the officer assigned to the District in
the amount of $150,741.20 for a 10-month assignment in the 2026 fiscal year. (See Exhibit
A, School Resource Officer Cost Sheet, incorporated herein by reference).
B. The SRO must seek approval from the appropriate TPD supervisor before working
overtime on SRO-criminal related incidents (i.e., those matters pertaining to the school,
students, or employees). The City shall pay one hundred percent (100%) of any SRO
overtime that results from these incidents. The District shall pay one hundred percent
(100%) of any SRO related expense for extracurricular school activities outside of the
normal SRO job function (i.e., sporting events, dances, or other school functions). These
expenses must be approved by the Principal, or the Principal’s designee prior to the
activity. The SRO and City shall make every reasonable effort to ensure that the SRO
does not incur overtime costs in any given week.
C. Payment to the City from the District is due within thirty (30) days of the District’s
receipt of a monthly itemized invoice. The City may charge, and the District
agrees to pay interest (“late fees”) in the amount of ten percent (10%) per annum
on any balance that remains unpaid more than thirty (30) days after the due date.
The City and the District understand that late fees will not be paid from School
Safety Grant funds awarded by the Arizona Department of Education.
D. The SRO(s) performing SRO Services shall fulfill their duties as sworn law
enforcement officers for the State of Arizona. Absent an emergency, the SRO
shall not be called away from the District. The City shall be responsible for paying
any and all SRO costs attributable to the City and non-school police business,
including but not limited to City-mandated trainings, City-mandated meetings,
non-school emergencies, investigations and other matters. District shall reimburse
the City for SRO costs attributable to SRO-related training and other activity(ies)
mandated by the School Safety Program Grant.
E. Each party will establish and maintain a budget according to its established rules and
regulations.
5. School Resource Officer’s (SRO’s) Responsibilities and Goals.
A. The SRO shall have the following responsibilities:
i. Establish and maintain a professional, cooperative and productive working relationship
with school officials, and serve as a liaison between the schools and TPD.
ii. Provide appropriate police and enforcement services at the schools in a fair and
consistent manner.
iii. Educate students, parents, and school personnel by providing relevant and informative
educational programs.
iv. Work cooperatively with school administrators and parents to identify students
exhibiting high truancy rates.
v. Contact a parent or guardian of each truant student to advise him or her of the incident
and determine the parent’s or guardian’s awareness of the situation.
vi. Take appropriate steps, including investigation, enforcement, and reporting action,
consistent with a police officer’s duty, upon the discovery of child abuse, drug use or
any other crime.
vii. Prepare and maintain Daily Logs and/or police related reports as required by the
operational needs of TPD.
B. An SRO shall use good faith efforts to achieve the following goals:
i. Work cooperatively with District school administrators to establish an effective
administrative review of truancy and abuse incidents, with the objective of reducing
truancy and abuse rates.
ii. Refer juveniles or their families, or both, to appropriate social service agencies for
assistance when a need is determined.
iii. Work cooperatively with District school administrators and faculty members in:
(a) recognizing signs of abused or neglected children; and
(b) the mandatory requirements for reporting abuse or neglect.
iv. Provide Law Related Education (LRE) on mutually agreed upon topics and number of
hours based on the needs of the school and the ADE Grant requirements.
v. Take appropriate steps, including enforcement and reporting action, consistent with a
police officer's duty, upon the discovery of child abuse, drug use, or any other crime.
6. School Safety Program; Duties and Responsibilities.
A. The parties agree to participate in the School Safety Program as established by A.R.S. §
15-154 and as described more fully in the School Safety Program Guidance Manual,
which is attached hereto as Exhibit B and incorporated into this Agreement by this
reference.
B. Each party agrees to assume the roles and responsibilities assigned to that party by the
School Safety Program Guidance Manual.
C. An officer assigned to the School Safety Program for a ten-month school year shall have
the following duties:
i. Serve as a liaison with school administrators, staff, students and parents.
ii. Inform students of their rights and responsibilities as lawful citizens through
presentation of law-related education in the classroom. School Safety Program officer
may complete up to 180 hours of classroom law related education instruction per year
as determined by the school district /principal as outlined in Exhibit B.
iii. Network with community agencies that may or do provide services to the school.
iv. Act as a resource in the investigation of school related criminal activities.
v. Participate in campus activities, student organizations, and athletic events when
feasible and appropriate.
vi. Provide a visible deterrence to crime while presenting a positive impression of a law
enforcement officer.
vii. Keep within TPD Guidelines when providing information requested by students,
parents, and staff regarding law-related incidents.
viii. Attend annual training provided by the Arizona Department of Education, with all
related travel expenses to be paid by the District as provided in the grant.
ix. Maintain an activity log that tracks law-related education classroom instruction, law
enforcement activity and any situations that takes the officer off his or her assigned
campus.
x. Collaborate with school personnel on school-wide safety strategies and participate as a
member of the School Safety Assessment and Prevention Team.
7. Time and Place of Performance.
A. The City will ensure that the police officer assigned to the District as an SRO will be
available for duty at their assigned schools for a total of forty (40) hours each week that
school is in session during the term of this Agreement. The parties agree that the officer
assigned to the School Safety Program will serve a 10-month, full-time, 40-hour a week
assignment as specified by the District’s grant application. The assigned officers will
wear uniforms as authorized by the applicable TPD Operation Orders.
B. The officers’ activities will be restricted to their assigned school grounds except for:
i. Follow-up home visits when needed as a result of school-related problems.
ii. Incentive programs approved in writing between the TPD Supervisor and the school
Principals, or their designees.
iii. In response to off campus, but school-related, criminal activity.
iv. Attendance at off-campus events or meetings at the school’s request.
v. Attendance at training, including those required to maintain continuing proficiency
standards and police officer certifications.
vi. In response to emergency police activities.
vii. As directed by any TPD Supervisor.
C. During days that schools are not in session, the police officer assigned as SRO shall
perform their regular duties at a duty station as determined by the TPD.
8. District Responsibilities.
A. The District shall reimburse the City monthly for the services the City provides pursuant to its
obligations in this Agreement.
B. The District shall complete an SRO performance assessment twice during the school year. The
SRO shall assist the District with the preparation of the assessment based on the requirements
of the Arizona Department of Education and the District. The District will share the
performance assessment with the Police Chief.
C. The District shall provide the SRO with a written or electronic copy of the School Safety
Program grant application and award prior to the SRO beginning service.
D. No District or school administrator shall interfere with the sworn law enforcement duties of a
TPD officer.
E. The District will provide the police officer with an office at each of the schools that is
visible and accessible to students, parents, and staff and provides privacy for the SRO to
conduct confidential business. District will also provide such equipment and office
supplies as is necessary for performance of the officer’s duties, including a desk, chair,
telephone, computer and e-mail linkages, and filing space capable of being secured.
9. Status Meetings. By mutual agreement, the parties shall meet from time to time for purposes
of discussing the status and conduct of the work being performed under this Agreement and
addressing any problems that have come to the parties’ attention and their views as to how such
problems may be resolved, including amending the terms and conditions of this Agreement. All
amendments to this Agreement must be in writing and approved by the Parties.
10. Termination; Cancellation.
A. Termination for Convenience. Either Party may terminate this Agreement upon thirty
(30) days prior written notice to the other Party at the addresses indicated in Section
13(B) without penalty or recourse. The City shall be entitled to receive payment for
work in progress or work completed before the effective date of termination.
B. Termination for Cause. In addition to the rights reserved in this Agreement, if either
party fails to comply with any term or condition of this Agreement and such party fails
to cure its nonperformance within fourteen (14) days after written notice of
nonperformance is given by the non-defaulting party to the address in Section 13(B),
such party will be in default. In the event of such default, the non-defaulting party may
terminate this Agreement immediately for cause and will have all remedies that are
available to it at law or in equity including, without limitation, the remedy of specific
performance. If the nature of the defaulting party’s nonperformance is such that it cannot
reasonably be cured within fourteen (14) days, then the defaulting party will have such
additional periods of time as may be reasonably necessary under the circumstances,
provided the defaulting party immediately (i) provides written notice to the non-
defaulting party and (ii) commences to cure its nonperformance and thereafter diligently
continues to completion the cure of its nonperformance. In no event shall any such cure
period exceed thirty (30) days. In the event of such termination for cause, payment shall
be made by the District to the City for the undisputed portion of its payment due as of
the termination date.
C. Termination for Non-Payment.
i. If the District fails to make payment to the City within thirty (30) days of the due date as
required by this Agreement, the City may immediately terminate this Agreement by
delivering a written notice to the District.
ii. The City may terminate the Agreement upon written notice to the District if at any time
sufficient appropriations and authorization for participation in the Agreement are not
approved, or have been revoked, by the City Council. The District shall accept the City’s
determination about sufficient appropriations and authorization, which shall be final.
iii. The obligation of the District to make any payment pursuant to this Agreement is a current
expense of the District, payable exclusively from such annual appropriations, and is not a
general obligation or indebtedness of the District. If the Governing Board of the District
fails to appropriate money sufficient to pay the reimbursements as set forth in this
Agreement, the District may immediately terminate this Agreement without further duty or
obligation. The District agrees to give the City notice as soon as reasonably possible after
the unavailability of funds comes to the District’s attention.
D. As otherwise provided in Section 11.
E. Cancellation Due to Conflict of Interest. The City and the District acknowledge that this
Agreement is subject to cancellation by either party pursuant to the provisions of A.R.S.
§ 38-511.
11. Dispute Resolution Process.
A. Administrative Review to Resolve Disputes. The Parties agree that they shall use all
reasonable efforts to resolve any dispute or claim through good faith negotiations. If a
Party’s Representative makes a written request to the other Party’s Representative to
resolve a dispute, the Parties’ Representatives must meet within three (3) business days
(by phone, virtually or in person). The Parties’ Representatives will attempt to resolve
the matter in good faith. If the matter is not resolved following this meeting, either party
may terminate this Agreement by delivering ten (10) days written notice to the other
Party’s representative. The Parties agree that the other Party has no obligation to address
any dispute or claim if there is no written request under this subsection for a meeting to
resolve a dispute.
B. Arbitration. After exhausting applicable administrative review under this section and
prior to proceeding to litigation in any forum, the parties agree that they will submit all
disputes arising out of or relating to this Agreement to arbitration pursuant to A.R.S. §§
12-133 and 12-1518 and Maricopa County Superior Court Local Rules.
C. Attorney Representation. The City and the District may have their legal counsel attend
any meeting involving a dispute between the parties. A Party’s Representative shall
provide written notice to the other Party’s Representative that legal counsel will be
present at the meeting.
D. Channels of Communication; Designees.
i. The Parties’ Representatives are the only authorized individuals who can
communicate with each other about any matter subject to dispute resolution to
maintain complete records and prevent circumvention of official channels of
communication. The parties designate the following representatives:
City of Tolleson: Chief Rudy Mendoza, (623) 936-2742, rudy.mendoza@tolleson.az.gov
Tolleson Elementary School District: Superintendent Gisselle Herrera, (623) 533-3904,
gherrera@tesd17.org
ii. The Parties’ may change their representatives by providing twenty-four (24) hours
written notice to the other party of the new representative (or if temporary, specifying
the length of time the temporary representative is the primary point of contact). If a
Party Representative fails to notify the other Party Representative of the appointment
of a new representative, any communication provided by an individual who is not the
official party representative is deemed as unauthorized, and the receiving party may
not rely on such communications and has no obligation to respond.
E. Dispute. For purposes of this Agreement, a dispute occurs when the parties disagree over
the terms, performance or interpretation of this Agreement.
12. Property Disposition. The Parties do not anticipate having to dispose of any property upon
partial or complete termination of this Agreement; however, upon termination, all property or
equipment used by the parties in the performance of their responsibilities under this Agreement
shall remain the property of the party that purchased the property or equipment.
13. General Terms.
A. Entire Agreement; Modification; No Waiver. This Agreement constitutes the full and
complete understanding and agreement of the parties. It supersedes and replaces any and
all previous representations, understandings, and agreements, written or oral, relating to
its subject matter. There shall be no oral alteration or modification of this Agreement;
this Agreement and its terms may not be modified or changed except in writing signed
by both parties. No waiver of any of the provisions of this Agreement shall be deemed,
or shall constitute, a waiver of any other provision, whether or not similar, nor shall any
waiver constitute a continuing waiver. No waiver shall be binding unless executed in
writing by the party making the waiver.
B. Notices. Except as provided in Section 11, formal notices, demands and
communication between the City and the District shall be deemed sufficiently given if
hand delivered or dispatched by registered or certified mail, return receipt requested,
postage prepaid, and addressed as follows:
CITY:
City of Tolleson
9055 West Van Buren Street
Tolleson, Arizona 85353
Attn: Crystal Zamora, City Clerk
WITH COPY TO:
Pierce Coleman PLLC
17851 North 85th Street, Suite 175
Scottsdale, Arizona 85255
Attn: Justin S. Pierce, City Attorney
DISTRICT:
Gisselle Herrera,
Superintendent Tolleson
Elementary School District
9261 W. Van Buren St.
Tolleson, Arizona 85353
C. Fingerprinting and Background Check. The City represents and warrants that it will
ensure that any officer assigned to perform services on District property pursuant to this
Agreement will be fingerprinted and successfully complete a background check
performed by the City before such assignment.
D. Legal Worker Requirements. The parties warrant their respective compliance with all
federal immigration laws and regulations relating to their respective employees and each
party respectively warrants its respective compliance with Arizona Revised Statutes §
23-214, subsection A. Any breach of the warranties under this paragraph will be deemed
a material breach of the Agreement and is subject to penalties up to and including
termination of the Agreement.
E. Resolution of Disputes. In the event a dispute for any reason arises, the parties shall
use all reasonable efforts to resolve the dispute through good faith negotiations. The
parties shall meet and discuss any dispute within three (3) business days. Any dispute
not resolved by mutual agreement of the parties shall be decided in accordance with
the applicable Arizona laws.
F. Nonappropriation. Each party recognizes that the performance by either party under this
Agreement may be dependent upon the appropriation of funds to or by that party. Should
either party fail to appropriate the necessary funds, that party may terminate this
Agreement as stated herein without further duty or obligation. Each party agrees to give
notice to the other party as soon as reasonably possible after the unavailability of funds
comes to the party’s attention.
G. Compliance with Applicable Laws. Each party shall comply with all applicable
laws, ordinances, Executive Orders, rules, regulations, standards, and codes of federal,
state, and local governments whether or not specifically referenced in this Agreement.
H. Indemnification. Each party (as “Indemnitor”) agrees to the extent permissible under
Arizona law to indemnify, defend, and hold harmless the other party and its officers,
officials, employees and agents (collectively as “Indemnitee”) from and against any
and all claims, losses, liability, costs, or expenses (including reasonable attorneys’
fees) (collectively referred to as “Claims”) arising out of bodily injury of any person,
including death, or property damage, but only to the extent that such Claims are
caused by the act, omission, negligence, misconduct, or other fault of the Indemnitor,
its officers, officials, agents, employees, or volunteers. If any Claim by a third party
becomes subject to this indemnity provision, the parties to this Agreement shall
expeditiously meet to discuss a common and mutual defense, including possible
proportional liability and proportional payment of litigation expenses and damages.
I. Insurance. The City represents and warrants that it maintains insurance coverage for the
city, its officers, officials, employee and agents and for the SRO under the City’s
coverage agreement with the Arizona Municipal Risk Retention Pool, and the District
represents and warrants that it maintains insurance coverage for the District’s coverage
agreement with the Arizona School Risk Retention Trust. The parties agree to maintain
such coverage for the Term. If a party wishes to terminate the party’s coverage under the
respective risk retention pool or trust, as a precondition to such termination, the
terminating party shall give the other party ninety (90) days prior written notice together
with documentation demonstrating satisfactory coverage subject to the reasonable
approval of the non-terminating party.
J. Workers’ Compensation. An employee of either party shall be deemed to be an
“employee” of both public agencies while performing pursuant to this Agreement solely
for purposes of A.R.S. § 23-1022 and the Arizona Workers’ Compensation laws. The
primary employer shall be solely liable for any workers’ compensation benefits, which
may accrue. Each party shall post a notice pursuant to the provisions of A.R.S. § 23-1022
in substantially the following form:
“All employees are hereby further notified that they may be required to work
under the jurisdiction or control or within the jurisdictional boundaries of
another public agency pursuant to an intergovernmental agreement or contract,
and under such circumstances they are deemed by the laws of Arizona to be
employees of both public agencies for the purposes of worker’s compensation.”
K. FERPA Compliance. Both parties will ensure that the dissemination and
disposition of educational records complies at all times with the Family Educational
Rights and Privacy Act of 1974 and any subsequent amendments thereto.
L. Non-Discrimination. The Parties agree to comply with all state and federal law and
regulations, including the Americans with Disabilities Act and Executive Orders 99-4,
2009-09 and 2023-01, which are incorporated herein by reference, mandating non-
discrimination and requiring that all persons, regardless of age, religion, sex, race,
national origin, or political affiliation shall have equal access to employment opportunity
M. Applicable Law. This Agreement shall be governed by and construed in accordance with
the laws of the State of Arizona.
N. Jurisdiction and Venue. This Agreement shall be governed by and construed in
accordance with the laws of the State of Arizona and suit pertaining to this Agreement
may be brought only in courts in Maricopa County.
O. Records. Parties shall maintain the records required in this Agreement for a period of
three years after the termination of this Agreement.
P. No Israel Boycott. By entering into this Agreement, the parties certify that neither is
currently engaged in, and the parties further agree that for the duration of this
Agreement to not engage in a boycott of Israel.
Q. Severability and Savings. If any covenant, condition, term or provision of this
Agreement is held to be illegal, or if the application thereof to any person or in any
circumstances shall to any extent be judicially determined to be invalid or
unenforceable, the remainder of this Agreement or the application of such covenant,
condition, term or provision to persons or in circumstances other than those to which it
is held invalid or unenforceable, shall not be affected thereby, and each covenant, term
and condition of this Agreement shall be valid and enforceable to the fullest extent
permitted by law.
The parties have caused this Agreement to be executed on the dates indicated below.
CITY OF TOLLESON, a municipal corporation
By:
Name:
Title:
Date:
ATTEST:
Crystal Zamora, City Clerk
TOLLESON ELEMENTARY SCHOOL
DISTRICT
By:
Name:
Title:
Date:
This Agreement is in proper legal form and
is within the powers and authority granted
under the laws of this state to those parties
represented by the undersigned legal
counsel.
This Agreement is in proper legal form and
is within the powers and authority granted
under the laws of this state to those parties
represented by the undersigned legal
counsel.
Attorney for City
Attorney for District
EXHIBIT A
School Resource Officer Cost Sheet
City of Tolleson
Wages & ERE's for SRO
From 07/01/2025-06/30/2026
Description
Estimate
FY26
FY26 10 Month Grant Pay periods
Rate
CALCULATION
Wages - Full Time
118,809.60
100,531.20
22
FY25
FICA Tax
6,900.00
5,800.00
22
6.2%
Pub Safety Retirement - Police
18,050.00
15,300.00
22
15.19% PSPRS Tier1A
Long Term Disability
450.00
350.00
10
35.15
Monthly
Health Insurance
26,000.00
23,800.00
22
1,081.67
Biweekly
Dental Insurance
1,200.00
1,100.00
22
49.07
Dental High - Biweekly
Life Insurance
84.00
70.00
10
6.93
Monthly
Vision Insurance
130.00
120.00
22
5.39 Biweekly
Medicare Tax
1,650.00
1,400.00
22
1.45%
Short Term Disability
260.00
220.00
10
21.58
Monthly
ER Deferred Comp
2,400.00
2,050.00
22
2%
Total
175,933.60
150,741.20
04/30/2025
EXHIBIT B
School Safety Program Guidance Manual
SCHOOL SAFETY PROGRAM MANUAL
SCHOOL RESOURCE OFFICER/SCHOOL SAFETY OFFICER AND JUVENILE
PROBATION OFFICER
REVISED JULY 2024
The Arizona Department of Education (ADE) is pleased to provide the School Safety Program SRO/JPO
Guidance Manual. The manual is intended for use by all those involved in the program. This manual is
intended to provide information on the intent of the grant, the responsibilities of all parties, requirements
for grant compliance, assistance with administrative issues, and the elements of an effective School Safety
Program.
For clarification on issues or to provide feedback on the content, contact the School Safety Program at
SchoolSafetySocialWellness@azed.gov. The guidance manual is a living document that will go through
changes as needed to meet the needs of the program. The ADE will continue to revise the manual as
needed; therefore, comments from those using the manual are appreciated.
2
TABLE OF CONTENTS
SECTION 1: INTRODUCTION TO THE SCHOOL SAFETY PROGRAM
Page 4
-
ARS 15-154
-
Program Proposals
-
Program Evaluation
-
Definitions
SECTION 2: APPLYING FOR THE SCHOOL SAFETY PROGRAM
Page 5
-
Eligibility
-
Application Process
-
Award Process
-
Appeal Procedure
SECTION 3: PROGRAM REQUIREMENTS
Page 7
-
Service Agreement
-
District Administrator
-
Agency Supervisor
-
Site Administrator
-
School Safety Assessment and Prevention Team
-
Operational Plan
-
Officer Activity Log
-
Officer Time on Campus
-
Office Space And Office Supplies
-
Officer Continuity
-
Officer Performance Assessment
-
Training
-
Program Evaluation
SECTION 4: SRO/JPO/SSO REQUIREMENTS
Page 17
-
SROs’/JPOs’/SSOs’ Role in Promoting School Safety
-
Understanding the Role of a School Resource Officer/School Safety Officer
-
Law Enforcement Specialist
-
Law-Related Educator
-
Positive Role-Model
-
Tiered Supports and Instruction for School Resource Officer/School Safety Officer
-
School Resource Officer/School Safety Officer Best Practice Professional Models & Resources
-
Understanding the Role of a School Juvenile Probation Officer
-
Officer of the Court
-
Law-Related Educator
-
Positive Role-Model
-
Tiered Supports and Instruction for Juvenile Probation Officer
-
Juvenile Probation Officer Best Practice Professional Models & Resources
-
Building Community Partnerships
SECTION 5: KEY PARTNERS AND THEIR ROLES
Page 39
-
Arizona State Board of Education
-
Arizona Department of Education
-
Law Related Education Provider
SECTION 6: DOCUMENTS AND RESOURCES
Page 40
3
SECTION 1: INTRODUCTION TO THE SCHOOL SAFETY PROGRAM
The School Safety Program is governed by Arizona Revised Statute (ARS) 15-154. Key sections of the statute are
included below.
ARS 15-154
The school safety program is established within the department of education to support, promote and
enhance safe and effective learning environments for all students by supporting the costs of placing
school counselors, school social workers, school resource officers, and juvenile probation officers on
school campuses. A school district or charter school may apply to participate in the school safety program
as provided in this section for up to three fiscal years by submitting by April 15 a program proposal to the
department of education. A school district or charter school that receives approval for a three-year
program under this subsection may annually submit a modified spending plan for its approved program.
Program Proposals
A program proposal submitted by a school district or charter school for supporting the costs of placing
school resource officers or juvenile probation officers, or both, on a school campus shall contain:
1.
A detailed description of the school safety needs of the charter school or school district.
2.
A plan for implementing a law-related education program or a plan that demonstrates the
existence of a law-related education program as a school safety prevention strategy.
3.
A plan to use trained school resource officers or juvenile probation officers in the school, or both.
4.
If the school district or charter school has already participated in the school safety program,
information on the success, compliance and implementation of the most recent grant.
Program Evaluation
The Department of Education shall evaluate the effectiveness of all the approved program proposals and
report on the activities of the program and the participants to the president of the senate, the speaker of the
house of representatives and the governor on or before November 1 of each year.
Definitions
"Law-related education" means interactive education to equip children and youth with knowledge and
skills pertaining to the law, school safety and effective citizenship.
"Law-related education program" means a program designed to provide children and youth with
knowledge, skills and activities pertaining to the law and legal process and to promote law-abiding
behavior with the purpose of preventing children and youth from engaging in delinquency or violence and
enabling them to become productive citizens.
"School resource officer" means a peace officer or a full-authority reserve peace officer who is certified
by the Arizona peace officer standards and training board.
4
SECTION 2: APPLYING FOR THE SCHOOL SAFETY PROGRAM
The School Safety Program is a competitive grant that operates in three-year cycles. Each funding year
begins on July 1st and ends on June 30th.
Eligibility
The authorizing statute for the School Safety Program, ARS 15-154, allows Arizona school districts or
charter schools to apply to participate in the School Safety Program for up to three fiscal years through a
competitive application process. Public schools interested in applying for this three-year grant must go
through their district/charter holder.
Application Process
Applications are submitted for a three-year cycle through the ADE’s on-line grants management
enterprise. The application due date, established in ARS 15-154, is April 15th each year. Late applications
are not accepted.
Award Process
The ADE, subject to review and approval of the State Board of Education, distributes monies to the
school districts and charters that are in compliance with program requirements and whose plans have been
approved by the State Board of Education.
Appeal Procedure
Who May File an Appeal: A school/district or charter denied award or renewal of their School Safety
Program Grant.
Definition of an Appeal: A written request for an appeal committee to review a denied grant application.
The request shall be signed and dated by the school site administrator and the district superintendent or
charter holder. The request must state the nature of the appeal and include detailed factual support.
Request for Hearing: A notice of appeal or request for a hearing must be received by the ADE within 30
calendar days from the postmarked date of the grant denial letter. The request shall contain your school
site, district, address, the action being appealed, a concise statement of the facts asserted and relief sought
along with any supplemental documentation. In accordance with ADE policies and procedures for
competitive discretionary grants, ARS 41-2701– 2704, and ARS 41- 2611, each application was reviewed
and scored by three reviewers and the scores were averaged. Requests to dispute the score given by the
review team, and requests to modify, reintroduce or expand upon original information provided in the
application, cannot be considered. The request shall be sent by certified mail to:
Arizona Department of Education
Attention: Mike Kurtenbach, Associate Superintendent School Safety Division
1535 W. Jefferson Street Phoenix, Arizona 85007
Hearing Panel: Upon receipt of formal written request, ADE will schedule a hearing panel of ADE
employees who are independent and impartial from the School Safety Program.
Schedule of Hearing: A hearing shall be scheduled within 30 days of receipt of formal written request.
The requester shall be notified at least 10 business days prior to hearing date and location. The requester
may submit written materials no later than five business days prior to the scheduled hearing date.
Hearing Process: At the hearing the requester may present the submitted written documentation. The
panel may request additional supporting evidence and/or supportive documentation. If the requester or
5
authorized representative fails to appear at the designated date, time, and location of the hearing, the
appeal shall be considered closed and the process terminated
Decision: The requester shall be notified of the final decision determined by the hearing panel via
certified mail postmarked within 5 business days of hearing date.
6
SECTION 3: PROGRAM REQUIREMENTS
The following are the requirements of the School Safety Program. Noncompliance with program
requirements could result in loss of current and/or future grant funding.
Service Agreement (Inter-Governmental Agreement)
For each site receiving funding under the School Safety Program, a Service Agreement must be
developed between your district/charter and the law enforcement agency/probation department. This
essential document is an important step toward implementing a successful School Safety Program. The
document shall be completed annually, within 30 days of when the officer begins work at the school. The
agreement shall be kept on file at each funded site for review during a site visit conducted by the ADE.
ARS 15-154 requires that the Service Agreement include a dispute resolution process between the
district/charter and the law enforcement agency. A Service Agreement Template with all required
elements in the links located in Section 6.
The Service Agreement: Developing the Partnership
The Service Agreement (SA) is a general term for a contract that is developed jointly and agreed upon by
the district/charter, site administrator, and law enforcement or probation department. This written
agreement outlines the purpose of the partnership and the fundamental responsibilities of each entity. The
terms set forth in the SA shall be in accordance with the established guidelines of the School Safety
Program.
The Service Agreement shall contain a statement that:
●
The SRO/JPO shall fulfill their duties as a sworn law enforcement officer for the State of
Arizona.
●
No district/charter/or site administrator shall interfere with the duties of the SRO/JPO as a sworn
law enforcement officer.
●
The district or charter and partnering law enforcement agency shall define a dispute resolution
process.
●
All entities shall accept the School Safety Program guidelines contained in this manual.
●
The roles and responsibilities of all entities shall be accepted as established by the School Safety
Program guidelines contained in this manual.
●
The district shall pay within 30 days of receipt of the invoice from the law enforcement or
juvenile probation department.
●
The district shall pay late fees as established between the district and law enforcement/probation
department and denoted in the SA. Late fees shall not be paid from School Safety Grant funds.
●
The district, charter, or school shall provide office space that provides privacy for the SRO/JPO to
conduct confidential business. The office shall include the necessary equipment for an officer to
effectively perform their duties, i.e. telephone, desk, chair, filing cabinet, up-to-date computer and
printer as provided in the grant.
7
The Hiring Process
Selecting the right officer is one of the most important aspects of making the School Safety Program
successful. A minimum of a three-year assignment at the same school(s), in conjunction with the School
Safety Program grant cycle, is recommended. The effectiveness and continuity of the officer significantly
contributes to the quality of the program.
The selection process should identify officers who are best suited to the work as a school resource officer
or juvenile probation officer. That officer should be committed to the goals of the School Safety Grant.
Because the School Safety Program is a partnership between the school and law enforcement/probation
department, involving the school administration in the selection process is necessary. After the final
candidates have been selected by the department/agency, a school administrator becomes a part of the
selection. It is important that the school becomes involved because:
●
The school administrator brings to the selection process the needs of the school.
●
The school administrator brings to the selection process the type of personality that will work best
in a specific school environment.
●
The school administrator brings to the selection process insights into what is required to be
effective in the school community.
●
The correct applicant is more likely to be selected with the school’s involvement.
●
There is more of a buy-in from the school to successfully integrate the officer into the school
community when they have been part of the selection process.
●
The school administration brings to the selection process a critical understanding of the School
Safety Program.
In situations when only one officer is available for the position, the school still should have the
opportunity to review the candidate before the decision is made.
Candidates should meet the minimum qualifications recommended in this guidance to ensure an effective
collaboration between the school, officer, and agency. Exceptions may occur. Under mitigating
circumstances and with the ADE’s grant manager’s approval, the position may be filled through an
alternative option.
When School is not in Session: Summer Break and Intersession
The School Safety Grant is awarded for a typical 10-month school year. The site administrator, officer,
and police/probation department have the option of extending services for 12 months to include when
school is not in session. This may include intersession and summer break. Applications should reflect a 10
month salary unless the 11 or 12 month salary is specifically referenced and supported on the application.
To maintain the integrity of the program, teachers and students are present on campus during intersession
or summer break.
Terms of an 11 or 12 month position shall be established on the application as well as the Service
Agreement.
Possible Officer Activities when School is not in Session:
●
Plan school security improvements
●
Prepare law-related education lessons
●
Develop collaborations with community resources, identifying services offered that could benefit
students
●
Conduct school safety assessments
●
Work with the school safety team to review and update the school safety plan, and conduct school
wide exercises to test the plan
●
Plan in-service training
8
●
Collaborate with school administration to analyze criminal incident reports and disciplinary
records to identify patterns and develop strategies to address problems
●
Work with community-based and youth recreational and leadership development activities that
compliment and reinforce the School Safety Program
●
Attend training opportunities
District Administrator Requirements
The district administrator’s support of the School Safety Program is vital to the program’s success. The
district administrator performs the following duties:
●
Is responsible for all assurances listed in the grant application
●
Supports and communicates the School Safety Program philosophy to all site staff.
●
Develop a Service Agreement between the school(s) and the police or juvenile probation
department.
●
Keeps contact information up to date in GME for themselves, Site Administrators, and Awarded
Positions.
●
Attends annual required training provided by the ADE School Safety Program.
●
Tracks all individuals required training completion for the district.
●
Completes all surveys and provides an annual evaluation of the School Safety Program.
●
Develops and keeps open communication with local law enforcement.
●
Provides communications from ADE to site-level participants as required
Agency Supervisor Requirements
The supervisor’s support of the School Safety Program is vital to the success of the program. The
supervisor performs the following duties:
General:
●
Provides written information on the philosophy and operation of the School Safety Program to
appropriate supervisory/management personnel.
●
Attends required training provided by the ADE.
●
Conducts on-going visits to sites.
●
Attempts to observe established School Safety Programs.
Collaborates with the Site Administrator:
●
Formally meets with the site administrator at least once per semester.
●
Accepts officer assessment forms completed by the site administrator and meets to discuss
successes and concerns.
●
The agency supervisor and the site administrator are responsible for ensuring the officer is able to
meet all grant requirements.
Works Closely with the Officer:
●
Ensures officer continuity over the three year grant cycle, to the best of their ability.
●
Ensures the SRO/JPO/SSO officer is able to meet all grant requirements.
●
Motivates officers and provides positive reinforcement.
●
The law enforcement agency should provide uniform and equipment to be able to fulfill their role
as an SRO
Assists with Documentation:
●
Plays a key role in the development, review, and revision of the Service Agreement.
●
Ensures the officer keeps an activity log that tracks officer activities, LRE hours, and time on/off
campus.
●
Amends or supplements evaluation forms to include performance criteria specific to the school
officer’s role.
9
School Principal/Site Administrator Requirements
The school principal/site administrator’s support of the School Safety Program is vital to the program’s
success. The site administrator performs the following duties:
General:
●
Supports and communicates the School Safety Program philosophy to all staff, students and
parents on their campus.
●
Understands and conforms to all program guidelines and requirements.
●
Attends annual training provided by the ADE.
●
Provides access to appropriate educational records and data to officers in accordance with
FERPA.
●
Provides for the annual evaluation of the School Safety Program.
●
Understands that the site administrator, not the officer, is responsible for school discipline.
School Safety Assessment and Prevention Team:
●
Establishes a multidisciplinary SSAPT that meets quarterly to conduct a school needs assessment,
uses the needs assessment data on an on-going basis to determine the use of the officer is
consistent with program requirements, coordinates prevention programming, and makes
recommendations for continuous improvement of the program.
●
Ensures the team utilizes needs assessment data to design clear and appropriate strategies and
activities to support a successful School Safety Program to include:
○
Use of law enforcement or juvenile probation expertise and resources, including strategic
placement of officers for intervention and prevention of potential crime.
○
Use of LRE instruction to students, staff, and the school community.
Question: Is the officer teaching LRE that ties back to the priorities that were identified by the needs
assessment completed by the SSAPT?
Operational Plan
●
Under the direction of the school administrator, each school is required to develop and utilize an
●
operational plan that incorporates program requirements and illustrates their site-specific program
design in a succinct and logical manner.
Work closely with the Officer
●
Administrators should take the lead on school policy violations. The SRO should be involved
when a student’s conduct violates a law.
●
Meets with the officer before the first day of duty to review the Service Agreement, school
operational procedures and specifics of the program on campus.
●
Introduces the officer to staff and students and integrates the officer into the school community.
●
Monitors the officer’s activity logs to ensure progress is made toward achieving program
requirements.
●
Completes an officer performance assessment once per and shares the information with the
officer’s supervisor including discussion of successes and concerns.
●
Facilitates collaboration between officers and other school personnel on school-wide safety
strategies such as staff training, emergency response planning, needs assessment, and prevention
programming.
●
Develops a collaborative relationship with the officer while allowing the officer to function
independently. The officer serves as a resource to the students and staff.
10
Law-Related Education
●
Promotes the integration of LRE into the classrooms and directs staff development of teachers
and officer involved in the delivery of LRE
●
Ensures a teacher is present in the classroom at all times during LRE instruction.
●
Ensures the teacher reviews the LRE lesson to adjust and implement for any accommodations or
modifications required by IEPs.
●
Provides time at regular staff meetings and training for the officer to deliver LRE instruction
relevant to school-wide prevention safety related updates.
Collaborates with the Law Enforcement or Juvenile Probation Partners
●
Ensures a successful partnership with law enforcement or juvenile probation partners through
ongoing proactive and positive communication.
●
Formally meets with the officer’s supervisor at least once per semester.
●
Participates in the selection process of their officer.
●
The site administrator and the agency supervisor are responsible for ensuring the officer is able to
meet all grant requirements.
Officer Performance Assessment
The site administrator is required to complete an officer performance assessment once a year. The
assessment must be shared with the officer’s supervisor. The evaluation is meant to assist the officer and
his/her supervisor in meeting the intent of the grant and effectively carrying out their duties. It is not
meant to supplant the official evaluation process used by the officer's department or agency. It is at the
discretion of the law enforcement agency or probation department to include the school's evaluation in the
officer's official folder. Only officers who have performed in a satisfactory manner should be considered
for further service in the School Safety Program.
Recommended factors to consider are as follows:
●
Does the officer have a clear sense of his/her role?
●
Does the officer understand the operational policies and procedures of the school necessary to
perform effectively in the position?
●
Has the officer attended or is scheduled to take a law-related education class in the current year?
●
How does the officer relate to staff, students, and parents?
●
Does the officer work well independently?
●
Has the officer attempted to meet the requirements of the grant?
●
Does the officer perform his/her duties effectively?
●
How effective is the officer with classroom presentations?
Informal evaluations that provide the officer and supervisor with feedback regarding the officer's
performance should occur frequently.
If a problem occurs, it should first be addressed at the site level between the officer and administration. If
a resolution is not reached, the grievance should then move through the process as established by the
officer's department and school's policy. The problem should attempt to be resolved at a level nearest the
school as possible.
11
School Safety Assessment and Prevention Team (SSAPT)
Awarded schools are required to establish a School Safety Assessment and Prevention Team (SSAPT).
The purpose of this team is to conduct a safety needs assessment and use the needs assessment data on an
on-going basis to determine the use of the School Resource Officer or Juvenile Probation Officer
consistent with program requirements, coordinate efforts of this program with other safety and prevention
programs and activities to achieve greater effectiveness, and make recommendations for continuous
improvement of the program. A team may be formed specifically to meet this requirement, or an existing
appropriate team may be utilized.
The team membership must consist of:
●
School Principal or Assistant Principal
●
School Resource Officer, Juvenile Probation Officer, or School Safety Officer
●
School Psychologist, mental/behavioral health expert, or similar role (if available)
●
School Counselor or School Social Worker (if applicable)
●
Security Personnel (if applicable)
●
Other members as needed as determined by the school principal
Other members recommended for inclusion on the team are:
●
School Staff Representatives
○
Facilities personnel
○
Paraprofessionals
○
Teachers
○
Transportation
○
Etc
●
Parent Representative
●
Community Organization Representatives
○
Local Fire Dept & Police Dept
○
Mental/Behavioral Health
The team is required to meet at a minimum on a quarterly basis. For the purpose of the School Safety
Program, quarterly is identified as three month intervals (July-September, October-December,
January-March, and April-June). Monthly meetings are recommended. At each meeting the team should
review needs assessment data and the operational plan, make appropriate revisions to the operational plan
based on the needs assessment, discuss completed and upcoming activities and milestones, and identify
the person(s) responsible for ensuring the activities are achieved.
Question: Is the SSAPT reviewing the Operational Plan at each of its quarterly meetings?
TIP: An SSAPT Agenda Template can be found in the SSP Documents & Resources Padlet under the SSP
Documents tab.
Operational Plan
The site administrator, in collaboration with the school’s SSAPT, is required to develop and utilize an
operational plan that incorporates program requirements and illustrates their site-specific program design
in a succinct and logical manner. This plan should include utilizing the school’s needs assessment data to
determine your school’s priority focus areas for safety, a plan to holistically address those priority focus
areas through intervention and prevention efforts, a plan to progress monitor those intervention and
prevention efforts, and a plan to regularly review the progress monitoring data to make adjustments based
on effectiveness. The plan is a dynamic document that should be used by the school administrator, officer,
and SSAPT to monitor program implementation and provide continuous improvement throughout the
school year.
12
TIP: The Needs Assessment Activity (contains a needs assessment and operational plan) and an Example
of the Needs Assessment Activity can be located on the SSP Padlet (SSP Documents tab).
Officer Activity Log
Officers are required to complete an activity log that tracks officer activies, LRE instruction hours, and
the time the officer is on and off campus. The following information is required for grant compliance:
Officer Activities within the role of a Law Enforcement Specialist (SRO/SSO)
●
School Safety Incidents
●
Risk & Vulnerability Assessments
●
Emergency Preparedness
●
Civic Responsibility & Character Education
●
Prevention Training/Lessons
●
Investigations
●
Crisis Interventions
●
Etc.
Officer Activities within the role Court Officer (JPO).
●
Coordinate efforts involving a local law enforcement agencies and the school
●
Provides the court with school information
●
Referrals to Juvenile Courts or Outside Services
●
Prevention Programming
●
Coordinate partnerships for evening support centers
●
Emergency Response Planning Consultant
●
Staff/Community Training
●
Etc.
Officer Activities within the role of a Law Related Educator
●
Planning
●
LRE Hours
●
Universal/Cohort/Community
Officer Activities within the role of a Positive Role Model
●
Check-in/Check-out
●
Fostering Relationships/Positive School Climate
●
Small Group Interventions
●
Restorative Justice
●
Etc.
Officer Time on Campus
When school is in session:
●
An SRO is required to be on campus 80% of the time
●
An SSO is required to be on campus 100% of the time
●
A JPO is required to be on campus 90% of the time
Time off Campus is any time the officer is not on school grounds during their duty hours. Time off
campus may consist of: mandatory SSP training, student home visits, off campus yet school related
activities, briefings, picking up a department vehicle, supporting local police departments, and required
training to maintain AZ Post License.
TIP: Officers should use the provided Officer Activity Log to track activities and services they provide to
their campuses. The activity log is required to be shared with the agency supervisor and the site
13
administrator. The agency supervisor and site administrator must support, oversee, and review the officer
activity log to ensure fulfillment of grant requirements. The data from the logs shall be used for reporting
to ADE. The logs must be available upon ADE’s request. The Officer Activity Log can be located in the
SSP Documents & Resources Padlet under the SSP Documents.
Office Space And Office Supplies
A clearly defined location should be established for the school resource officer to conduct confidential
school and law enforcement business. It is recommended that the school resource officer’s office/space
and who will provide office supplies such as paper, a printer, computer, etc. be addressed and agreed upon
in the MOU.
Officer Continuity
It is recommended that the officer, who is receiving proper supervision and favorable evaluations from
law enforcement supervisors and school administration, remain in their position without rotation from
their assignment to support established positive and trusting relationships. ADE recommends maintaining
consistent officer assignments. It is recommended that the school resource officer who receives poor
evaluations from law enforcement supervisors with input from school administration should be removed
from the position.
Officer Performance Assessment
The site administrator is required to complete an officer performance assessment once every year. The
assessment must be shared with the officer’s supervisor. The evaluation is meant to assist the officer and
his/her supervisor in meeting the intent of the grant and effectively carrying out their duties. It is not
meant to supplant the official evaluation process used by the officer's department or agency. It is at the
discretion of the law enforcement agency or probation department to include the school's evaluation in the
officer's official folder. Only officers who have performed in a satisfactory manner should be considered
for further service in the School Safety Program.
Recommended factors to consider are as follows:
●
Does the officer have a clear sense of his/her role?
●
Does the officer understand the operational policies and procedures of the school Necessary to
perform effectively in the position?
●
Has the officer attended or is scheduled to take mandatory training?
●
How does the officer relate to staff, students, and parents?
●
Does the officer work well independently?
●
Has the officer attempted to meet the requirements of the grant?
●
Does the officer perform his/her duties effectively?
●
How effective is the officer with classroom presentations?
Informal evaluations that provide the officer and supervisor with feedback regarding the officer's
performance should occur frequently.
If a problem occurs, it should first be addressed at the site level between the officer and administration. If
a resolution is not reached, the grievance should then move through the process as established by the
officer's department and school's policy. The problem should attempt to be resolved at a level nearest the
school as possible.
TIP: An Officer Performance Assessment Template is provided in Section 6.
14
Training
Specific training is required each year for the following positions (see the course catalog for details):
●
District Administrator
●
Site/designee Administrator
●
Agency Supervisor
●
School Resource Officer (SRO)
●
School Safety Officer (SSO)
●
Juvenile Probation Officer (JPO)
●
School Counselor
●
Social Worker
Failure to meet the annual training requirement can result in the Local Education Agency/charter
being put on programmatic hold the following year.
Administrators are welcome to attend days 2-4 of New Officer or New CSW Training with their SRO,
JPOs, and CSWs if seats are available.
Site Administrator: This is the school principal or a designee (assistant principal, dean of students, etc.),
whoever works most directly with the SSP-funded position (school resource officer, juvenile probation
officer, school social worker, school counselor) and is primarily responsible for the implementation of the
program.
If a principal appoints a designee (assistant principal, dean of students, etc.) as the site administrator to
oversee the School Safety Program, both the principal and the designee must attend Leadership 100.
Thereafter, the designee can attend SSP Advanced University Course on behalf of the principal. If there is
turnover in either position, the continuing administrator must ensure that the current year’s training
requirement is met. The new administrator must attend Leadership 100.
If you are a returning officer and have not attended a New Officer Training since 2020, we recommend
that you attend the New Officer Training as the training content has changed substantially.
Program Evaluation
ARS 15-154 requires the ADE to evaluate the effectiveness of the School Safety Program and report on
the activities of the program and the participants in the School Safety Program to the President of the
Arizona Senate, the Speaker of the Arizona House of Representatives, and the Governor of Arizona on or
before November 1 of each year. The ADE shall provide a copy of this report to the Secretary of State.
The evaluation and report shall include survey results from participating schools and data from
participating schools on the impact of participating in the School Safety Program. The ADE shall
establish data guidelines for School Safety Program participants to follow. By applying for School Safety
Program funding, grant recipients agree to participate in the ADE School Safety Program evaluations.
15
SECTION 4: SRO/JPO/SSO REQUIREMENTS
Section 4 provides information for schools that may have differing experiences of utilizing an SRO/SSO or JPO
for school safety. The section looks at the role SROs/SSOs and JPOs play in promoting school safety, dives
deeper into the services each role may provide, and concludes with the importance of building partnerships to help
support and sustain school safety.
School Resource Officer/School Safety Officer and Juvenile Probation Officer Role in Promoting
School Safety
The US Department of Justice, Office of Community Oriented Policing Services, created the Guiding Principles
for School Resource Officer Programs in which it details ways that officers promote school safety. Below we will
provide a paraphrased overview of officers role in promoting school safety:
Schools need to create and conserve environments that are safe and are conducive to students' success.
When students feel safe and that they are part of a positive school community, they are more likely to
thrive socially and academically.
Crime Prevention/Law Enforcement: Officers work with stakeholders to prevent and address crime. They
are able to act in the full authority of a certified peace officer. They also serve as a liaison between the
school and outside agencies when needed.
Educator: Officers teach law related topics that are geared towards positive student behaviors. They
collaborate with stakeholders in providing education and skills to students on school campuses.
Emergency Manager: Officers can conduct needs assessments and provide consultation on
comprehensive school safety plans in collaboration with school and district administrators.
Mentor (informal counselor or role model): Officers are a resource to the school community they serve by
building relationships, reinforcing positive behaviors, and connecting youth/families with needed
services.
In addition to that, The School Safety Program (SSP) guidance was established by ARS 15-154 in 1994
for the purpose of placing School Resource Officers (SRO) and Juvenile Probation Officers (JPO) on
school grounds to contribute to safe school environments that are conducive to teaching and learning.
Through comprehensive prevention and intervention approaches, School Safety Program funded officers
maintain a visible presence on campus; deter delinquent and violent behaviors; serve as an available
resource to the school community; and provide students and staff with Law-Related Education (LRE)
instruction and training. Officers develop positive interactive relationships with the students, the staff, and
the community that they serve. This proactive, prevention-based program is cultivated through
collaborative working partnerships between officers, school administration, teachers, and police and
juvenile probation departments.
16
Understanding the role of a School Resource Officer and School Safety Officers
The SRO and SSO support of the School Safety Program is vital to the success of the program. The
Police Officer’s Creed states “On my honor, I will never betray my integrity, my character or the public
trust. I will always have the courage to hold myself and others accountable for our actions. I will
always maintain the highest ethical standards and uphold the values of my community, and the agency
I serve.” You have been entrusted with one of our greatest gifts, our students. As the SRO, you will be
the person that everyone will turn to when there is an emergency. There will be many responsibilities,
duties and expectations that the SRO must fulfill daily.
Under the School Safety Program, School Resources Officers and School Safety Officers responsibilities
fall into three categories to support school safety:
Role #1: Law Enforcement Specialist
The Law enforcement specialists will act with the full authority of a law enforcement officer to
provide safety and security by:
●
Investigate law violations
●
Crime prevention
●
Emergency Preparedness
●
Risk & vulnerability assessment
●
Threat assessments
●
Crisis intervention
●
First aid/CPR
●
De-escalation
●
Collaboration with local law enforcement
●
Referrals for court, community resources, DCS
●
Safety consultations
●
Prevention training/lessons
●
Community Policing
●
Uniform and equipment
Tip: Wellness - The role of the SRO will come with many challenges that will be mentally and
physically exhausting. You will be expected to perform your duties despite the challenges of the
role because you are entrusted with our most prized possession, our children. As an officer you
must maintain your mental health as well as your physical well being. Most agencies in Arizona
have a working relationship with mental health providers for their employees. Organizations such
as the 100 Club of Arizona, Bullet Proof, Under the Shield, Boulder Crest are a few examples of
organizations to assist officers with mental health assistance. Some questions to consider: What
shape are you in physically? Do you have any injuries or limitations that preclude you from
performing your duties at 100%? What are you doing to address these issues? Are you taking care
of yourself?
https://www.100club.org/
https://www.bulletproof.org/
https://bouldercrest.org/about-boulder-crest/locations/boulder-crest-arizona/
https://undertheshield.com/home-mobile/
17
Role #2: Law-Related Educator
*Exceptions may occur on the Native American reservations
LRE is the teaching of rules, laws, and the legal system that actively involves students to prepare
them for responsible citizenship. It also provides instructions in legal rights, responsibilities, and
the role of the citizen and requires students to practice the application of LRE in potential real-life
situations. (Adopted by the Arizona Center for Law-Related Education from the Virginia Institute
for Law and Citizenship Studies.) The SSAPT uses the needs assessment data and priority focus
areas to determine which LRE instruction will address those priority focus areas. Officers provide
LRE instruction in three ways:
Student Focused:
1.
Universal LRE - These lessons are typically provided to a large school audience. The
purpose of these lessons are to address Tier 1 problems that were identified in the needs
assessment.
2.
Cohort LRE - These lessons are targeted for specific classrooms or grade levels
experiencing specific concerns identified in your needs assessment. Cohort LRE typically
includes 4-6 lessons per topic.
Adult Focused:
3.
Community/Teacher LRE - These lessons are targeted towards providing information or
training to your school’s parents/community and teachers.
Preparing to teach LRE is critical to having successful outcomes. Here are some tips for your to
prepare:
Tip #1: Prior to Getting into the Classroom
●
Build your Law for Kids profile.
●
Follow the best practices of LRE.
●
Review, download and if need be, print your lesson plans. Make certain you have all your
required documents and items needed to teach your class, such as butcher paper, pens,
markers, high lighters etc.
●
When the schedule permits practice your LRE lesson in the classroom you will be
instructing the lesson in. Learn how to navigate through any electronic educational tools
such as whiteboards or projectors.
Tip #2: While in the Classroom: Classroom Management - Establishing class rules will make
your LRE instruction organized and have learning outcomes for all students..
●
Know and understand what campus initiatives are being used in your school
●
Use effective instructional practices
●
Know appropriate response to behavior/school rules (PBIS/school policy)
●
Utilize established school connectedness efforts (e.g., Capturing Kids Hearts, Kids at
Hope, greeting students at the door, etc.)
●
Collaborate with your teachers on their individual class rules.
●
Incorporate your own rules such as” One person speaks at a time, raise your hand if you
have a question, and when we are doing group projects, do not get too loud”.
●
Reinforce your teacher’s class rules.
18
Tip #3: Co-teach: Bring the classroom teacher into the LRE world by sharing your LRE lesson in
advance.
●
The teacher must always be present in the classroom and provide any modifications or
accommodations for students with disabilities during the lesson.
●
Be intentional about having the teacher be a part of the lesson.
●
Have the teacher connect the content to their subject area (if possible).
●
Collaborate with the teacher on engagement strategies during the lesson (possibly model
for the officer).
●
Encourage the teacher to share anecdotal information during the presentation.
●
Inquire about sensitive topics or information about students that may arise during the
lesson.
●
Seek feedback from the teacher after the lesson.
Tip #4: Professionalism: Make sure that your words and deeds will pass the “Headline Test”
●
Speak positively of the school, teacher, student, or any other agency while instructing
LRE. Leave criticisms or concerns to private meetings.
●
Use school appropriate language. Never use foul language at your students or staff while
performing your duties. Even the slightest mishap will lessen your credibility with
everyone.
●
Always prioritize the safety of everyone on the school campus. Never place yourself,
your co-teacher, or students in a compromised or vulnerable situation.
●
You will be asked one hundred times if not more, “What kind of gun do you have and can
I see it? '' Only remove police equipment in an appropriate emergency situation!
NEVER ever remove your firearm for “Show and Tell”. The students and staff must
know that a lethal weapon is only used in time of actual emergency. Don’t be that guy!
Tip #5: Make it Fun: Make your LRE Lessons fun. As the SRO you have the huge opportunity to
influence students’ lives in a positive direction. Think out of the box.
●
Use your imagination and always use the Best Practices from the Arizona Bar
Foundation.
●
Be yourself, be approachable, be enthusiastic, be motivating, be firm and be fair.
●
Provide reinforcers to your students such as candy-snacks-pencils-pen during your
classroom instruction if possible. Reinforce behaviors you want to see:
○
Students engaged and participating in lessons
○
Students sharing information
○
Students acting respectfully and following class rules
●
Come up with unique and fun ways students can show what they have learned. This will
assist the students to remember you and the lesson taught.
Role #3: Positive Role-Model
“Positive Role Model” adapted from The Successful School Resource Officer Program by Anne J. Atkinson, PhD
As a positive role model for students and the school community, the SRO should be a role model
for rules and expectations of individuals on school campuses. Reinforce and praise students who
are meeting those expectations. *Rules and expectations may come up in your LRE Lessons or
Character Education Lessons.
●
Be approachable: First and foremost, always be approachable.
○
Be the kind of School Resource Officer that you would want your children to
have.
○
Always strive to be a positive role model because students learn from every
observation of, or interaction with, the SRO/SSO.
19
●
Be visible: The community should expect the officer’s presence to encourage a positive
and safe school environment.
○
Arrive early to get yourself situated and ready for the day.
○
Being visible early on will provide a sense of security and safety that will have a
ripple effect across your community. This alone can be a deterrent to any ill
intended suspect thinking of causing harm to your students and staff. You should
be ready for all emergency situations.
○
Be at a focal point early in the morning and throughout the day. Either be at the
front door welcoming all students or at a major bus stop at the school. Let the
students, staff, and community know that you are there. Capturing Kids Hearts is
one example of how to greet our students and provide guidance during the day.
○
Encourage responsibility by helping students think through options and
consequences of decisions, set personal goals, and develop a plan to make the
desired changes.
○
Set an example by modeling how to handle stress, resolve conflicts, celebrate
successes, and be a friend.
●
Build relationships: Building trust and legitimacy for the School Safety Program is
paramount.
○
The Task Force on 21st CenturyPolicing states “ Law Enforcement culture should
embrace a guardian-rather than a warrior mindset.” This has never been so true
in our profession.
○
As the assigned SRO you must learn as many pertinent people on your campus.
The SRO should attempt to have a multidisciplinary outreach approach to his
school and his community.
○
Walk your beat and know the students, families, principal, know the counselors,
know the kitchen staff, know the facilities people, and everyone in between.
Knowing these different levels at your school will make reporting of security and
safety issues easier. Having these different people know what you do and who
you are is invaluable.
○
Make certain that you include as many of these key people in your SSAPT.
As a role model and mentor, the bridge to our students and staff needs to be built daily. You will
build it with hundreds of “Good Mornings”, “Good Afternoons”, handshakes, fist bumps, and
high fives.
Remember as an SRO, you have been entrusted to care for, protect, motivate, listen, and provide
direction to our most prized possession, our students. The students and staff will need to trust
you and it will take some time.
20
Tiered Supports and Instruction for School Resource Officers/School Safety Officers
Role #1: Law Enforcement Specialist
Role #2: Law-Related Educator
Role #3: Positive Role Model
Active Shooter Incident Training
- School Community Training
- Must be certified instructor
Referrals
- Juvenile Court
- DCS
- Community Resources
Home visit
- Welfare check
- Truancy (Not in truancy officer capacity)
- DCS requests officer presence
- Unable to successfully contact parents
through other means of communication
Crisis Intervention
- De-escalation
- First Responder/Law Enforcement Officer
- Active Shooter
- Unauthorized person on campus
- Dangerous situation in surrounding
community (lock down)
- First aid/CPR
- Collaboration with local law enforcement
Investigations
- Referred by Administration after they have
investigated a school policy violation and
determined a violation of the law occurred
- Violations of the law
- Reported weapon on campus
- Reported credible threat to school
- Mandatory reported incidents
Restorative Practices
- Following the spirit of creating a positive
school climate. E.g., graffiti school property,
the student will cover graffiti.
- Student/staff training (officer is not
implementing as a consequence)
21
Prevention Trainings/Lessons (Not LRE)
- Substance abuse prevention training
- Violence prevention programs/curricula
(general)
- Violence prevention
- Gang violence
- Dating violence
- Domestic violence
- Bullying prevention
- etc.
- Check-in/Check-out (CICO)
- Character Education
Cohort Law Related Education
- Targeted at specific grade levels or groups of
students
- Based on needs assessment data
Community and Teacher Law Related
Education
- Targeted at teachers and parents to increase
awareness on specific topics
- Based on needs assessment data
Targeted Role Model Skills
- College & Career Readiness/life skills
- Student engagement in civics through
volunteer opportunities
- Collaborating with student leadership groups
to have student leaders lead school
connectedness initiatives (e.g., student
recognition/positive initiatives)
Targeted Relationship Building
- Student relationship activities
-
Lunch Bunch, volunteering at events, etc.
- Community relationship activities
-
Donuts for dads, coffee chats, etc.
- Coordinating Relational Mapping
- Informal Counselor/Mentor
- Check-in/Check-out
Daily Risk & Vulnerability Assessments
- Presence known by school community
- Checks for risks/vuln.
- Several times throughout the day
- After student arrival
- Lunch periods/Afternoon
- Before student release
- After student release
Civics & Character Education (Not LRE)
- Character Education: Character Counts!
Safety Consultations
- School Policies
- School/district Handbooks
- Emergency Operations Planning (EOP)
- Drills (Fire, lock down, bus, etc.)
- Collaboration with local law enforcement
- CPTED[1][2][3]
Universal Law Related Education
- Prep time to create resources and practice
- Time to teach
- Universal LRE
Universal Role Model Skills
- Caring for the school community activities
- Neighborhood/school cleanup
- Greeting School Community
- Daily Relationships Building
- Positive Reinforcement
- PBIS
- Opportunities for families to connect with the
officer
- Open door policy
- Share school phone number
- Officer website/newsletter
- Etc.
22
Agency Required Trainings & AZPost Qualifications
Ethics & Professionalism; Crime Prevention; Community Policing; Cultural Awareness; Victimology/Trauma; Behavioral Health Crisis
Response; Interpersonal Communication; First Aid (Initial Assessment, Shock, Bleeding/Related Injuries, IFAK); Search & Seizure;
Investigation of Specific Crimes; Liquor Control; Narcotics and Dangerous Drugs; Assault; Sexual Offenses; Trespass; Criminal Damage; Theft;
Judicial Interference And Related Offenses; Public Order Offenses: Disorderly Conduct/Disrupting the Educational Institution; Weapon &
Explosives; Drug Offenses; Obscenity; Sexual Exploitation of Children; Family Offenses; Report Writing; Juvenile Law and Procedures; Civil
Liability Issues; Bias-Motivated Crimes; Organized Crime Activity; Firearms Qualifications, Medical/Physical
SSAPT Meeting Grant Requirements
- Trained
- Using data to drive decisions
- Maintains an Officer Activity Log
- Creates and implements an operational plan
23
SRO/SSO Best Practice Professional Models & Resources
This section provides helpful links that further guide the role and activities of School Resource Officers and
School Safety Officers
Professional Models:
Virginia School-Law Enforcement Partnership Curriculum
National Association of School Resource Officers (NASRO)
Arizona School Resource Officers Association (ASROA)
Community Oriented Policing Services (COPS)
Law Enforcement Code of Ethics & Oath of Honor
AZPOST IACP Canon Of Police Ethics
●
Article 1. Primary Responsibility of Job
●
Article 2. Limitations of Authority
●
Article 3. Duty to Be Familiar with the Law and with Responsibilities of Self and Other
Public Officials
●
Article 4. Utilization of Proper Means to Gain Proper Ends
●
Article 5. Cooperation with Public Officials in the Discharge of Their Authorized Duties
●
Article 6. Private Conduct
●
Article 7. Conduct toward the Public
●
Article 8. Conduct in Arresting and Dealing with Law Violators
●
Article 10. Presentation of Evidence
●
Article 11. Attitude toward Profession
AZPOST IACP Law Enforcement Oath of Honor
“On my honor, I will never betray my badge,
my integrity, my character, or the public
trust. I will always have the courage to
hold myself and others accountable for our
actions. I will always uphold the
constitution and community I serve.”
State Agencies:
Arizona Peace Officer Standards and Trainings Board (AZPOST)
Arizona Department of Public Safety (AZ DPS)
Phoenix Police Department
Maricopa County Sheriff's Office
Tucson Police Department
Pima County Sheriff’s Office
Flagstaff Police Department
Coconino County Sheriff’s Office
24
Understanding the role of a Juvenile Probation Officer
The juvenile probation officer’s support of the School Safety Program is vital to the program’s success.
JPO are expected to spend most of their time on campus; approximately 90 percent of time should be on
site. The Juvenile Probation Officer (JPO) has three basic roles:
Role #1: Officer of the Court
The Officer of the Court will act with authority of a sword court appointed officer to provide
safety by:
●
Liaison to court, law enforcement agencies, and other community agencies:
○
Provides the court with school information that can be instrumental in the
determination if a juvenile is to be detained or returned to the community.
○
Networks with other agencies that may, or do, serve the school community in an
effort to meet the needs of the students and school.
●
Utilizes institutional knowledge of juvenile courts and resources to support the
school community:
○
Maintains a working knowledge of services available within the court system and
community to meet the needs of the students and school. (diversion, FINS,
CUTS, etc.)
○
Utilizes expertise and agency resources for intervention and prevention of
potential crime.
●
Collaborates with school personnel on school-wide safety strategies (e.g.
staff/community trainings, emergency response planning, and prevention
programming)
Role #2: Law-Related Educator
*Exceptions may occur on the Native American reservations
LRE is the teaching of rules, laws, and the legal system that actively involves students to prepare
them for responsible citizenship. It also provides instructions in legal rights, responsibilities, and
the role of the citizen and requires students to practice the application of LRE in potential real-life
situations. (Adopted by the Arizona Center for Law-Related Education from the Virginia Institute
for Law and Citizenship Studies.) The SSAPT uses the needs assessment data and priority focus
areas to determine which LRE instruction will address those priority focus areas. Officers provide
LRE instruction in three ways:
Student Focused:
1.
Universal LRE - These lessons are typically provided to a large school audience, such as
through an assembly. The purpose of these lessons are to address Tier 1 problems that
were identified in the needs assessment.
2.
Cohort LRE - These lessons are targeted for specific classrooms or grade levels
experiencing specific concerns identified in your needs assessment. Cohort LRE typically
includes 4-6 lessons per topic.
Adult Focused:
3.
Community/Teacher LRE - These lessons are targeted towards providing information or
training to your school’s parents/community and teachers.
Preparing to teach LRE is critical to having successful outcomes. Here are some tips for your to prepare:
Tip #1: Prior to Getting into the Classroom
●
Build your Law for Kids profile.
●
Follow the best practices of LRE.
●
Review, download and if need be print your lesson plans. Make certain you have all your required
documents and items needed to teach your class, such as butcher paper, pens, markers, high
lighters etc.
25
●
When the schedule permits practice your LRE lesson in the classroom you will be instructing the
lesson in. Learn how to navigate through any electronic educational tools such as whiteboards or
projectors.
Tip #2: While in the Classroom: Classroom Management - Establishing class rules will make your LRE
instruction organized and have learning outcomes for all students..
●
Know and understand what campus initiatives are being used in your school
●
Use effective instructional practices
●
Know appropriate response to behavior/school rules (PBIS/school policy)
●
Utilize established school connectedness efforts (e.g., Capturing Kids Hearts, Kids at Hope,
greeting students at the door, etc.)
●
Collaborate with your teachers on their individual class rules.
●
Incorporate your own rules such as” One person speaks at a time, raise your hand if you have a
question, and when we are doing group projects, do not get too loud”.
●
Reinforce your teacher’s class rules.
Tip #3: Co-teach: Bring the classroom teacher into the LRE world by sharing your LRE lesson in
advance.
●
The teacher must always be present in the classroom and provide any modifications or
accommodations for students with disabilities during the lesson.
●
Be intentional about having the teacher be a part of the lesson.
●
Have the teacher connect the content to their subject area (if possible).
●
Collaborate with the teacher on engagement strategies during the lesson (possibly model for the
officer).
●
Encourage the teacher to share anecdotal information during the presentation.
●
Inquire about sensitive topics or information about students that may arise during the lesson.
●
Seek feedback from the teacher after the lesson.
Tip #4: Professionalism: Make sure that your words and deeds will pass the “Headline Test”
●
Speak positively of the school, teacher, student, or any other agency while instructing LRE.
Leave criticisms or concerns to private meetings.
●
Use school appropriate language. Never use foul language at your students or staff while
performing your duties. Even the slightest mishap will lessen your credibility with everyone.
●
Always prioritize the safety of everyone on the school campus. Never place yourself, your
co-teacher, or students in a compromised or vulnerable situation.
●
You will be asked one hundred times if not more, “What kind of gun do you have and can I see it?
'' Only remove police equipment in an appropriate emergency situation! NEVER ever
remove your firearm for “Show and Tell”. The students and staff must know that a lethal weapon
is only used in time of actual emergency. Don’t be that guy!
Tip #5: Make it Fun: Make your LRE Lessons fun. As the SRO you have the huge opportunity to influence
students’ lives in a positive direction. Think out of the box.
●
Use your imagination and always use the Best Practices from the Arizona Bar Foundation.
●
Be yourself, be approachable, be enthusiastic, be motivating, be firm and be fair.
●
Provide reinforcers to your students such as candy-snacks-pencils-pen during your classroom
instruction if possible. Reinforce behaviors you want to see:
○
Students engaged and participating in lessons
○
Students sharing information
○
Students acting respectfully and following class rules
●
Come up with unique and fun ways students can show what they have learned. This will assist the
students to remember you and the lesson taught.
26
Role #3: Positive Role-Model
“Positive Role Model” adapted from The Successful School Resource Officer Program by Anne J. Atkinson, PhD
As a positive role model for students and the school community, the SRO should be a role model
for rules and expectations of individuals on school campuses. Reinforce and praise students who
are meeting those expectations. *Rules and expectations may come up in your LRE Lessons or
Character Education Lessons.
●
Be approachable: First and foremost, always be approachable.
○
Be the kind of Juvenile Probation Officer that you would want your children to
have.
○
Always strive to be a positive role model because students learn from every
observation of, or interaction with, the JPO.
●
Be visible: The community should expect the officer’s presence to encourage a positive
and safe school environment.
○
Arrive early to get yourself situated and ready for the day.
○
Being visible early on will provide a sense of security and safety that will have a
ripple effect across your community. This alone can be a deterrent to any ill
intended suspect thinking of causing harm to your students and staff. You should
be ready for all emergency situations.
○
Be at a focal point early in the morning and throughout the day. Either be at the
front door welcoming all students or at a major bus stop at the school. Let the
students, staff, and community know that you are there. Capturing Kids Hearts is
one example of how to greet our students and provide guidance during the day.
○
Encourage responsibility by helping students think through options and
consequences of decisions, set personal goals, and develop a plan to make the
desired changes.
○
Set an example by modeling how to handle stress, resolve conflicts, celebrate
successes, and be a friend.
●
Build relationships: Building trust and legitimacy for the School Safety Program is
paramount.
○
The Task Force on 21st CenturyPolicing states “ Law Enforcement culture should
embrace a guardian-rather than a warrior mindset.” This has never been so true
in our profession.
○
As the assigned JPO you must learn as many pertinent people on your campus.
The JPO should attempt to have a multidisciplinary outreach approach to his
school and his community.
○
Walk your beat and know the students, families, principal, know the counselors,
know the kitchen staff, know the facilities people, and everyone in between.
Knowing these different levels at your school will make reporting of security and
safety issues easier. Having these different people know what you do and who
you are is invaluable.
○
Make certain that you include as many of these key people in your SSAPT.
As a role model and mentor, the bridge to our students and staff needs to be built daily. You will
build it with hundreds of “Good Mornings”, “Good Afternoons”, handshakes, fist bumps, and
high fives.
Remember as a JPO, you have been entrusted to care for, protect, motivate, listen, and provide
direction to our most prized possession, our students. The students and staff will need to trust
you and it will take some time.
27
Tiered Supports and Instruction for Juvenile Probation Officer
Role #1: Officer of the Court
Role #2: Law-Related Educator
Role #3: Positive Role Model
Collaborate with Government Agencies
- Coordinate efforts involving a local law
enforcement agencies and the school
- Provides the court with school information
that can be instrumental in the determination
if a juvenile is to be detained or returned to
the community.
Referrals
- Juvenile Court
- Behavioral Health Agency
- Diversionary programs
- Families in Needs of Services (FINS)
- Community Resources
- DCS
Home visit
- Welfare check
- Truancy (Not in truancy officer capacity)
- DCS requests officer presence
- Unable to successfully contact parents
through other means of communication
Restorative Practices
- Following the spirit of creating a positive
school climate. E.g., graffiti school property,
the student will cover graffiti.
- Student/staff training (officer is not
implementing as a consequence)
28
Prevention Trainings/Lessons (Not LRE)
- Substance abuse prevention training
- Violence prevention programs/curricula
(general)
- Violence prevention
- Gang violence
- Dating violence
- Domestic violence
- Bullying prevention
- etc.
- Check-in/Check-out (CICO)
- Character Education
Cohort Law Related Education
- Targeted at specific grade levels or groups of
students
- Based on needs assessment data
Community and Teacher Law Related
Education
- Targeted at teachers and parents to increase
awareness on specific topics
- Based on needs assessment data
Targeted Role Model Skills
- College & Career Readiness/life skills
- Student engagement in civics through
volunteer opportunities
- Collaborating with student leadership groups
to have student leaders lead school
connectedness initiatives (e.g., student
recognition/positive initiatives)
Targeted Relationship Building
- Student relationship activities
- Lunch Bunch, volunteering at events, etc.
- Community relationship activities
- Donuts for dads, coffee chats, etc.
- Coordinating Relational Mapping
- Informal Counselor/Mentor
- Check-in/Check-out
29
Coordinate Partnerships for Evening Support
Centers
- E.g., boys and girls club, youth activities,
local parks and recreation centers, etc.
Civics & Character Education (Not LRE)
- Character Education: Character Counts!
Safety Consultations
- School Policies
- School/district Handbooks
- Emergency Operations Planning (EOP)
- Drills (Fire, lock down, bus, etc.)
- Collaboration with local law enforcement
- CPTED[1][2][3]
- Arizona Youth Assessment System
(AZYAS)
Staff/Community Trainings
- Awareness and safety campaigns
- Juvenile court matters (curfew laws, underage
consumption, teenage driving, etc.)
Universal Law Related Education
- Prep time to create resources and practice
- Time to teach
- Universal LRE
Universal Role Model Skills
- Caring for the school community activities
- Neighborhood/school cleanup
- Greeting School Community
- Daily Relationships Building
- Positive Reinforcement
- PBIS
- Opportunities for families to connect with the
officer
- Open door policy
- Share school phone number
- Officer website/newsletter
- Etc.
Agency Required Trainings
Probation Officer Certification Academy: Ethics; Re-Entry Simulation; Motivational Interviewing; Compassion Fatigue; Drug Recognition;
Implicit Bias; Substance Abuse Interventions; ACEs; Adolescent Development; Family Systems; Data-driven Decision Making; Case Planning;
Case Management; Intervention Services Continuum
Suicide Prevention and Intervention; Behavioral Management; Defensive Tactics Academy; Firearms Academy; CPR/First Aid Certification
SSAPT Meeting Grant Requirements
- Trained
- Using data to drive decisions
- Maintains an Officer Activity Log
- Creates and implements an operational plan
30
JPO Best Practice Professional Models & Resources
This section provides helpful links that further guide the role and activities of School Juvenile Probation Officers
Professional Models:
American Probation Parole Association (APPA)
The Office Of Juvenile Justice and Delinquency Prevention (OJJDP)
OJJDP: Best Practices for Juvenile Court and Probation
Arizona Courts - Juvenile Justice Division
APPA Code of Ethics
●
I will render professional service to the justice system and the community at large in effecting the
social adjustment of the offender.
●
I will uphold the law with dignity, displaying an awareness of my responsibility to offenders
while recognizing the right of the public to be safeguarded from criminal activity.
●
I will strive to be objective in the performance of my duties, recognizing the inalienable right of
all persons, appreciating the inherent worth of the individual, and respecting those confidences
which can be reposed in me.
●
I will conduct my personal life with decorum, neither accepting nor granting favors in connection
with my office.
●
I will cooperate with my co-workers and related agencies and will continually strive to improve
my professional competence through the seeking and sharing of knowledge and understanding.
●
I will distinguish clearly, in public, between my statements and actions as an individual and as a
representative of my profession.
●
I will encourage policy, procedures and personnel practices, which will enable others to conduct
themselves in accordance with the values, goals and objectives of the American Probation and
Parole Association.
●
I recognize my office as a symbol of public faith and I accept it as a public trust to be held as long
as I am true to the ethics of the American Probation and Parole Association.
●
I will constantly strive to achieve these objectives and ideals, dedicating myself to my chosen
profession.
American Probation Parole Association (APPA): The 10 Core Principles of Juvenile Probation
1.
Center youth and families to individualize probation.
2.
Promote equity regarding race, ethnicity, gender, sexual orientation, and disability status.
3.
Align practice with research on adolescent development.
4.
Minimize conditions of probation.
5.
Minimize confinement.
6.
Look to encourage success, not punish failure.
7.
Be a bridge to opportunity and connection in the community.
8.
Be a coach, teacher, mentor, and advocate — not a compliance monitor.
9.
Aim for progress, not perfection.
10. Hold probation accountable for meaningful results.
Additional Resources:
The Annie E. Casey Foundation
31
Building Community Partnerships
Community Policing focus
Create and Maintain Community Partnership:
●
Before/After School Programs
○
If the school has extracurricular or parental groups such as Athletic Booster Clubs or
Parent Teacher Association (PTA) groups collaborate and build relationships with them.
They will be crucial to your success.
●
Civic groups such as the Kiwanis Club, Rotary International, and the Lions Club International are
a few examples of groups that can also enhance your validity and experience on campus.
●
Faith-based community organizations
●
Other Partnership Resources
●
211
●
Comprehensive source of information about local resources and services
●
Crisis prevention
○
AHCCCS Crisis Hotline
○
Samhsa 988 Suicide & Crisis Lifeline
Behavioral Health Providers (JPO)
●
Accessing Behavioral Health Services in Schools
●
AHCCCS Universal Referral Form
32
SECTION 5: KEY PARTNERS AND THEIR ROLES
Arizona State Board of Education
ARS 15-154 directs the Arizona State Board of Education to review and approve School Safety
Program proposals.
Arizona Department of Education
ARS 15-154 directs the ADE to administer the School Safety Grant. ADE conducts the following
duties:
●
Provides the application to each district and charter holder.
●
Prepares the application for review by the State Board of Education to determine awards.
●
Announces awards to districts and charters.
●
Monitors sites for compliance with the grant.
●
Logs completion reports, due September 30th, for the previous program year.
●
Collects money not spent by grantees at the end of the program year.
●
Withholds payment to grantees that have not returned money due.
●
Provides technical assistance.
●
Conducts a program evaluation as specified by ARS 15-154.
●
Monitors the training contract.
Arizona Foundation for Legal Services and Education (AZFLSE)
The AZFLSE, under contract with the ADE, conducts the statewide Law-Related Education (LRE)
Academy. The Academy offers School Safety Officers quality LRE training and teaching materials. To
accomplish these objectives, the AZFLSE:
●
Utilizes current and former school safety officers and/or teachers as faculty for the Academy.
●
Develops a tracking system to track Academy hours of each school safety officer.
●
Integrates the use of technology into training classes.
●
Secures professional development credits for officers who attend and complete the Academy.
●
Provides ongoing consultation and technical assistance with regard to implementing and teaching
law-related education, within budget limitations.
●
Visits schools to observe law-related education teaching and provide feedback, within budget
limitations.
●
Provides quantitative and qualitative data to ADE.
●
Provides financial mid-year and year-end reporting to ADE.
●
Conducts periodic surveys of school safety officers to determine changing LRE needs and level
of customer satisfaction.
The AZFLSE provides the following expanded services to School Safety Officers:
●
LRE Academy Web page
●
Free Materials: School Safety Program Officers can access free publications and materials for
their LRE classroom instruction.
●
LRE Technical Online Resources
If an officer needs assistance with LRE curriculum or lesson planning, the officer can contact Diana
Strouth, Instruction Specialist (Arizona Bar Foundation for Legal Services & Education), at
602-773-3431 or by email at Diana.Strouth@azflse.org
33
SECTION 6: DOCUMENTS & RESOURCES
DOCUMENTS AND RESOURCES
Documents
●
School Safety Program Documents Folder
○
University Course Catalog ⚬Training Schedule ⚬SSP CSW/Officer Manual ⚬
CSW/Officer Guidance Documents ⚬CSW/Officer Weekly Activity Log ⚬
Responsibilities Checklist - District Administrator ⚬Responsibilities Checklist - Site
Administrator ⚬Responsibilities Checklist - Agency Supervisor ⚬Responsibilities
Checklist - Officer ⚬Responsibilities Checklist - Counselor/Social Worker ⚬Strategic
Plan ⚬SSAPT Needs Assessment Activity ⚬Operational Calendar ⚬SSAPT Agenda ⚬
Roles & Responsibilities Cheat Sheet ⚬School Safety Task Force Checklist ⚬IGA
Example
Websites
●
Arizona Department of Education School Safety Program
○
SSP Guidance Manual ⚬SSP Contact Information ⚬SSP Grantees Page ⚬SSP Events
Calendar
●
School Safety Program Documents & Resources Padlet
○
SSP Documents Folder SSP Videos ⚬Training Registration Information & Participant
Handouts Folders ⚬SSP Website Links ⚬Officer Resources ⚬Counselor & Social
Worker Padlet ⚬School Safety Website Links
34