Facilities Condition Assessment and Facilities Master Plan
← Visioning

Safety and Security

Designing for safety and learning in a changing world.

Our Process

Applied Goals

Goal 1
College & Career Readiness
Goal 2
Foundational Educational Experience
Goal 3
Targeted Support for Students
Goal 4
Culture & Climate
Goal 5
Engagement & Empowerment
Goal 8
Basic Conditions & Services

In addition to directly supporting LCAP Goal 8, design strategies for Safety and Security support LCAP Goal 4 by creating a positive school climate. The learning environment plays a direct role in how students and teachers develop healthy relationships. The relational interaction between human, environmental, and technological tenets is fundamental to building safer schools.  

Future design teams must create spaces where students feel comfortable with their physical and human surroundings and contribute to building a positive school climate. According to stakeholders in the Core Planning Group, schools are a haven for some students who are navigating barriers to safety in their neighborhoods, providing them with a daily experience centered around their health and wellbeing.

Goal 1: College & Career Readiness

100% of SCUSD students will graduate college and career ready with a wide array of postsecondary options and a clear postsecondary plan. Growth in Graduation Rate and College/Career Readiness will be accelerated for Students with Disabilities, English Learners, African American students, American Indian or Alaska Native students, Native Hawaiian or Pacific Islander students, Foster Youth, Homeless Youth, and other student groups with gaps in outcomes until gaps are eliminated.

Goal 2: Foundational Educational Experience

Provide every SCUSD student an educational program with standards-aligned instruction, fidelity to district programs and practices, and robust, rigorous learning experiences inside and outside the classroom so that all students can meet or exceed state standards.

Goal 3: Target Support for Students

Provide every student the specific  academic, behavioral, social-emotional, and mental and physical health supports to meet their individual needs - especially English Learners, Students with Disabilities, Foster Youth, Homeless Youth, African American students, American Indian or Alaska Native students, Native Hawaiian or Pacific Islander students, and other student  groups whose outcomes indicate the greatest need – so that all students can remain fully engaged in school and access core instruction.

Goal 4: Culture & Climate

School and classroom learning environments will become safer, more inclusive, and more culturally competent through the active dismantling of inequitable and discriminatory systems affecting BIPOC students, Students with Disabilities, English Learners, Foster Youth, and Homeless Youth.

Goal 5

Parents, families, community stakeholders, and students will be engaged and empowered as partners in teaching and learning through effective communication, capacity building, and collaborative decision-making.

Goal 8: Basic Conditions & Services

SCUSD will maintain sufficient instructional materials, safe and clean facilities, core classroom staffing, and other basic conditions necessary to support the effective implementation of actions across all LCAP Goals.

Over the course of the master planning process, stakeholder input is gathered at multiple stages by various groups of experts and users.

Educational Design GroupProgram Focus Group2019 Working GroupCore Planning Group
Educators from across the District covering all grade levels with expertise in supporting LCAP-identified student groups and ethnicities.District experts included Alain Contreras, Jason Dixon, and Manuel Medina.Board member(s), superintendent designee, district office, teaching and learning leadership, and principals, teachers Covering all grade levelsParents; vested stakeholders from committees including African American Advisory Board, Bond Oversight Committee (BOC), Community Advisory Committee (CAC), District English Learner Advisory Committee (DELAC); and community champions for neighborhood well-being.
Educational Design GroupCore Planning Group
Educators from across the District covering all grade levels with expertise in supporting LCAP-identified student groups and ethnicities.Parents; vested stakeholders from committees including African American Advisory Board, Bond Oversight Committee (BOC), Community Advisory Committee (CAC), District English Learner Advisory Committee (DELAC); and community champions for neighborhood well-being.

Key Insights

  • Actual safety and projecting a “safe, welcoming campus” create psychological safety for students and promotes community ownership.

Summary

SituationCauseStrategies, Tier 1Strategies, Tier 2
After hours, with only one security staff monitoring 77 square miles each shift, it is challenging to control the campus safety. Staff resources are consumed the next morning clean the campus and monitor it to keep homeless from entering.Visitor management is problematic at most campuses. Only one campus has visitors get buzzed in after being identified. For at least 20 campuses, visitors are on the campus BEFORE they enter Admin.

Many campuses have poor wayfinding. Visitors enter corridors and go past classrooms to get to the Admin. which has no eyes on the street
1. Perimeter enclosure minimum six feet high

2. Adequate site lighting

3. Security Cameras
1. Command centers for middle and high schools with multiple screens for monitoring, especially the mornings, lunch and afternoon when there is a lot of activity, and a lot of area to cover.

2. Keycards
Walking to school can be unsafe. Sacramento is a big complicated city. There are some major thoroughfares that kids must cross.  Lack of cross guards and multiple points of entry.1. Single point of entry with cross guards where needed.

2. Safe Routes to school
1. Zoning overlay

2. Community assets
Visitor management is problematic at most campuses. Only one campus has visitors get buzzed in after being identified. For at least 20 campuses, visitors are on the campus BEFORE they enter Admin.

Many campuses have poor wayfinding. Visitors enter corridors and go past classrooms to get to the Admin. which has no eyes on the street
Multiple access points instead of a clear single point of Entry at Admin.Welcome Center
- Easy to supervise
- Legible entry
- Eyes on the street
- Welcoming
- Promotes rituals
Volunteer management system/software/tec