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“Safety Patrol”: Increasing School Safety and 5th Grade Leadership

Manning Elementary School – Melissa Strickland, NELA Cohort III

Manning Elementary is an older campus with an outdoor pod setting. Students

must travel on outdoor sidewalks instead of indoor hallways. In reviewing the data from recent teacher, parent and student surveys it was apparent that a recurring theme was lack of school safety. So, we wanted to try

and address this issue in a meaningful way.

Our theory of action around this problem focused on preparing 5th grade students to

patrol strategic locations on campus. In addition to creating a safer environment we also wanted to create a leadership

program for our 5th graders. Eligibility was based on references from teachers and

parents. Research indicated that consistent reinforcement of safety guidelines and routine role playing of safety scenarios would be the best means to build the

leadership capacity of 5th graders which in turn would create a safer school

environment for all students.

PROBLEM OF PRACTICE SAFETY PATROL OVERVIEW

SAMPLE EVALUATION QUESTIONS

SUMMARY OF RESULTS

RECOMMENDATIONS/NEXT STEPS

LOGIC MODEL: GOALS, OBJECTIVES, AND

STRATEGIES Beginning on October 7, 2013 the first Manning Elementary Safety Patrol meeting was held. Students were required to have

references and signatures from both a teacher and a parent. 14 students made up the founding members. Over the next eight

weeks 13 more students were added. Safety patrols met every other week for the first

three months and monthly thereafter. Specific meeting activities included:

•Basic review of school rules and guidelines

•Role play safety scenarios and give input regarding best methods of enforcement

•Celebrations for the leadership qualities that went above and beyond

• How many bullying incidents have occurred prior to the onset of safety patrol? How many bullying incidents have occurred since the onset of safety patrol?

• To what extent did you find safety patrol meetings helpful?

• To what extent have leadership skills among fifth graders increased? Explain

• To what extent do 5th grade safety patrols know the rules and how to enforce the rules?

• How many fifth graders have been added to safety patrol as the school year progresses?

• A drastic reduction of bullying/fighting incidents was noted as a direct result of safety officers being present. Prior to the onset of safety patrol there were 6 incidents in 5 weeks of either bullying or fighting. Since the onset of safety patrol there has only been one incident of bullying or fighting in a period of six months.

• All patrol officers scored at least a 95% on an assessment prior to beginning patrol. They were adequately informed of the rules and guidelines regarding the enforcement of those rules. 88% of the patrol offices felt extremely prepared for duty, 12% felt they would be better prepared if they had whistles or walkie-talkies.

• 5 out of 5 teachers said that their participating students showed an increase in leadership skills in the classroom. 100% also agree that the increase in leadership was to some degree due to participation in safety patrol.

• Have safety patrol officers chosen by the end of the fourth grade year in order to begin patrol at the start of the fifth grade year

• Allow students to take turns leading meetings and role play scenarios

• Encourage students with less exemplary behaviors to work toward becoming patrol members

• Establish a consistent meeting day and time

• Budget for rewards or treats for safety patrol members

• Create opportunites elsewhere throughout the school for students to display leadership skills

LESSONS LEARNED• Consistency with discipline and/or

empowerment with all students is crucial for the success of the program

• Organization and structure must be the foundation of a successful program

• Quality AND quantity questions are equally important, in different ways.

• Transparency and communication is extremely important throughout the implementation and evaluation of a program.