MCSS Annual Report 2024

The following 2024 Maryland Center for School Safety Annual Report is submitted by the School Safety Subcabinet in compliance with Md. Ann. Code Ed. Art. § 7-1503(h). This report aims to deliver important data and insights into the ongoing school safety efforts of MCSS.

Executive Summary The Maryland Center for School Safety (MCSS) promotes a Statewide coordinated approach to safer schools through the collaboration among schools, students, educators, staff, parents, behavioral health practitioners, and law enforcement partners. This approach, combined with technical assistance, training, grants, and other resources provided to public, nonpublic special education, and private PK-12 schools throughout Maryland, serves as a foundation for Maryland’s diverse schools to better identify and address the needs and concerns of our students. Additionally, through a review of major incidents--in Maryland and nationwide--MCSS identifies and shares best practices and lessons learned with local partners. In the process, we are working toward creating inclusive educational environments free from fear, harm, trauma, and unnecessary hardship. The following 2024 Maryland Center for School Safety Annual Report is submitted by the School Safety Subcabinet in compliance with Md. Ann. Code Ed. Art. § 7-1503(h). This report aims to deliver important data and insights into the ongoing school safety efforts of MCSS. While securing entrances and developing emergency plans are important aspects of school safety, it is essential to understand that safe learning environments require communication, coordination, and collaboration across various organizations. Equally, creating safe learning environments is not just the responsibility of educators and administrators. It requires the collective effort of local, state, and federal officials, students, parents, staff, and community members to care about the learning experience, being vigilant, and knowing how to support safe schools. By working together, we can make schools a safe place for students to learn and educators to teach.

MCSS KEY ACCOMPLISHMENTS 2024

Behavior Threat Assessment

SRO/SSE Training Academy

2024 efforts included the expansion of the 2023 BTA Implementation Guide to address internal and other adult threats. State and National experts convened to inform this new document, published in 2024.

The SRO/SSE Training Academy, established by the Safe to Learn Act, has certified over 1,800 individuals since 2019. This year alone, the team has trained 250 new SROs/SSEs. To maintain the highest standards of

school safety, we’ve launched annual in-service training for over 1,300 professionals state- wide.

Conference

State Coordination

The number and diversity of attendees at the 2024 school safety conference was an exciting accomplishment. Attendees came from public, nonpublic and private schools with equal representation of student support staff, school leaders, parents, emergency responders and law enforcement officers.

In 2024, activities were undertaken to increase the likelihood that Maryland state and local agencies will respond quickly, in a coordinated manner, and with a range of resources to support a local school community in the event of an emergency incident. MCSS led this preparedness effort by engaging with

local school leaders and emergen- cy response stakeholders to practice emergency response planning and procedures through discussion-based exercises.

Technical Assistance

Best Practice Active Assailant Guidelines

The constant engagement of MCSS staff with school safety partners being available to listen, learn, and problem solve with locals as they encounter ever changing school safety needs, increases the repu- tation of MCSS as an action oriented agency. When

Best Practice Guidelines for Active Assailant Emergency Preparedness Exercises and Training were released to the public in 2024 and will serve as a resource to increase positive student and staff outcomes following training and drills.

MCSS staff can not directly meet a need, they work to find a resource that can, thus continuing to build trust and re- spect with local partners.

iii

MCSS PRIORITIES 2025

Safe Schools Maryland Anonymous Reporting System Expanding awareness and access to Maryland’s anonymous school safety tipline, Safe Schools Maryland (SSMD), through communication and outreach. Empowering bystanders to come forward with information about behaviors of concerns and providing school officials with the knowledge and skills to appropriately respond to reports.

Behavior Threat Assessment

Increasing knowledge and skills of Maryland public schools Behavioral Threat Assessment teams to utilize a public health-informed approach that includes community-based organizations and resources as they work to identify resources and supports for individuals who may be on a pathway to violence.

Maryland Coordinated Emergency Response

School Resource Officer and School Security Employee Training Academy 3.0 An updated SRO/SSE Training Academy curriculum developed following a thorough review and re-evaluation as per MPCTC guidelines will be implemented in 2025. The updated curriculum includes new content added by condensing previous material in addition to improving upon core requirements.

Coordinating emergency response and recovery planning, training, and exercises across State agencies in an effort to support a rapid and coordinated response to a school-based incident in all jurisdictions. MCSS will continue to collaborate with key Departments including Emergency Management, State Police, Disabilities, and Education, as well as other local and State agencies to develop and test a coordinated school- based emergency response plan.

Contents

Legislation and Regulations................................................................................. 6 The Maryland Center for School Safety (MCSS) was established in 2013 through House Bill 453. The Safe to Learn Act of 2018 expanded MCSS’s responsibilities, set school safety standards, required training for school resource officers, and mandated behavioral assessment teams for at-risk students. Required Reports ...................................................................................................... 7 The Safe to Learn Act of 2018 directs MCSS to collect data and publish reports to inform legislators, the Governor, and the Maryland public on school safety topics. MCSS submitted and published each required report during 2024 on time. This section serves as an overview and link to each required report. Grants.............................................................................................................................. 8 The Safe to Learn Act 2018 directs MCSS to administer grants that support local school safety efforts. MCSS administered five (5) grants during 2024 that totaled over twenty million dollars. This section provides details for each grant administered. Programs and Resources...................................................................................... 13 The Safe to Learn Act 2018 directs MCSS to support local school safety efforts through technical assistance, programs, activities, and training. Programs were initiated and expanded upon during 2024 to address identified areas of need through analysis of data and dialogue with local school safety partners. This section provides details for each program active in 2024. Engagement and Partnerships ....................................................................... 38 The Safe to Learn Act 2018 directs MCSS to collaborate with local school systems in the State, law enforcement agencies, State and local government, community organizations, parents, and other stakeholders to provide a comprehensive, coordinated approach to school safety. The law also directs MCSS to maintain and maximize relationships with emergency responders, law enforcement personnel, parents, and other emergency preparedness stakeholders to ensure seamless execution in an emergency event. This section provides details of collaborative efforts occurring in 2024. Administration.......................................................................................................... 45 This section provides 2024 information regarding the School Safety Subcabinet, Subcabinet Advisory Board, and MCSS personnel.

Legislation and Regulations

MCSS was established in 2013, House Bill 453 (Chapter 372), as an independent unit of State government. In 2018, the Maryland Safe to Learn Act of 2018, Senate Bill 1265 (Chapter 30), was signed into law. This legislation increased responsibilities and funding for MCSS and local school systems, established stringent statewide school safety standards, mandated standardized training and certification for all school resource officers, and required each school system to develop behavioral assessment teams to identify and intervene with students who may pose a safety risk. In order for MCSS, public school systems, and local law enforcement officials to fulfill their obligations under the Safe to Learn Act, the School Safety Subcabinet has since adopted several regulations to provide better clarification for mandated activities. These include: Code of Maryland Regulations (COMAR) 14.40.04 - Certification and Training for School Security Employees and School Resource Officers The Subcabinet promulgated COMAR 14.40.04 in 2019. In 2023, those regulations were amended to provide additional clarification and better define various school safety roles. The amended regulation also allows MCSS to make adjustments to the School Resource Officer and Security Employee training, without the need for future regulatory changes. 14.40.05 - Critical, Life-Threatening Incidents This regulation sets a standardized definition of “critical, life-threatening incident” and “school grounds”. It also provides standardized time-frames for all local school systems and ensures the timely reporting and action necessary to assist with improving school safety in the aftermath of an event.

14.40.06 - Data Collection and Reporting This regulation went into effect on September 2, 2024. It sets specific deadlines for local school system reports and data collection required under the Safe to Learn Act, including evaluations of public school facilities and the review and update of school emergency plans.

NOTE: All public reports are available on our website. School emergency plans, school facility evaluation/assessments, digital school maps, and school resource officer and adequate coverage plans are protected from public disclosure under the Maryland Public Information Act, Gen. Prov. §4–314.1(a).

Required Reports All mandated reports are posted publicly on the MCSS website at Resources - Reports, Documents, and Data. Incidents of Force Report Ed. Art. § 7-1508(h)(2) Annually, MCSS shall submit a report on the data on incidents of use of force between any school resource officer (SRO) or school security employee (SSE) and a student, while an SRO or SSE is carrying out their duties. Critical Life-Threatening Incident Reports Each Local Education Agency (LEA) is required to conduct an after action review meeting following a critical, life-threatening (CLT) incident and submit a report to MCSS. MCSS is required to submit a summary of lessons learned and recommendations to the Governor and Maryland General Assembly. School Resource Officer - Adequate Coverage Report Ed. Art. § 7-1502(g)(18) and § 7-1508(e)(3) Ed. Art. §7-1510(g) COMAR 14.40.05 Annually, MCSS shall provide the Governor and General Assembly with a summary of the SRO and adequate law enforcement coverage 1 that each LEA shares with MCSS at the start of the school year. Information collected in August 2024 indicates that 278 schools have a full time SRO, a decrease of 10 schools from 2023, while 1,144 Maryland public schools are provided adequate law enforcement coverage through other means.

1 Each LEA’s report must include the public schools in the LEA’s jurisdiction that have a full-time SRO assigned to the school; and, if a public school in the LEA’s jurisdiction is not assigned a full-time SRO, the adequate local law enforcement coverage that will be provided to the public school.

Grants MCSS FY2024 Grants Update

The Maryland Center for School Safety continues to provide school safety grants to local school systems, nonpublic schools, and childcare centers within the State of Maryland, in accordance with the Safe to Learn Act of 2018. In FY2024, MCSS administered five different school safety grants. They include the Safe Schools Fund Grant (SSFG), the SRO Adequate Coverage Grant, the School Safety Evaluation Grant (SSEG), the Hate Crimes Grant (HCG), and the School Safety Grant Program (SSGP); with the latter administered in coordination with the Interagency Commission on School Construction (IAC). In all, MCSS awarded approximately twenty-one million dollars in school safety grants in FY2024. Below is a list of all five grants and the approximate amount that was awarded under each grant:

Type of Grant

Amount Awarded

School Safety Grant Program (SSGP)

$9,800,000

School Resource Officer (SRO) Grant

$6,300,000

Hate Crimes Grant (HCG)

$3,000,000

School Safety Evaluation Grant

$1,400,000

Safe Schools Fund Grant (SSFG)

$497,000

School Safety Grant Program (SSGP) MCSS administers the School Safety Grant Program on behalf of and in coordination with the Interagency Commission on School Construction (IAC). This funding provides grants to local education agencies and the Maryland School for the Blind (MSB) to fund school security projects. MD. Code Ann., Educ. §5-317 requires the Governor to provide an annual allocation of $10.0M for the program. Eligible projects include most safety and security improvements to the school facilities located in each of the twenty-four jurisdictions. Additional information is available in the FY2024 Notification of Funding Availability (NOFA).

MCSS FY2024 Grants Update Cont.

School Resource Officer/Adequate Coverage Grant Approximately $6.3M in SRO grant funding was awarded to local school systems and local law enforcement agencies in FY2024. The SRO/Adequate Coverage Grant funds were used to pay for: • Salaries for officers assigned as full-time school resource officers (SROs);

• Overtime pay for officers providing adequate coverage; • Other relevant school safety training designed for SROs; and • Needed equipment.

The SRO Adequate Coverage Grant is a non-competitive, State-funded grant program designed for local school systems and law enforcement agencies located within the State of Maryland. During the 2024 legislative session, Senate Bill 1077 was established to allow the use of the SRO Grant to cover the salaries of School Security Employees (SSEs). This eligibility was included in the FY2025 SRO Adequate Coverage Grant rollout. School Safety Evaluation Grant In FY2024, MCSS administered the School Safety Evaluation grant as a one time grant opportunity for local school systems to conduct a school safety evaluation or address gaps that were identified in a previous evaluation, accordingly. The SSEG was first made available in FY2019. Under Md. Code Ann., Education Article §7-1510, local school systems are required to conduct safety evaluations regularly to: • Identify and, if necessary, develop solutions for physical safety concerns, including issues with building security; and • Identify and evaluate any patterns of safety concerns on school property or at school-sponsored events. Three million dollars was appropriated in FY2024 specifically for public school systems to perform facility assessments; re-evaluate and update their existing safety evaluation tool, policy, or procedures; train staff on the policy, procedures, and use of the tool; acquire software for digital mapping; test communication and video equipment; and overall, implement a sustainable school safety evaluation process that enables the school systems to complete evaluations on all their schools on a regular basis. Additional information is available in the FY2024 Notification of Funding Availability (NOFA).

MCSS FY2024 Grants Update Cont.

Safe Schools Fund Grant (SSFG) Six hundred thousand dollars was appropriated in FY2024 for the Safe Schools Fund Grant (SSFG) program. Approximately $497,000 in grant funding was awarded to local school systems within the state of Maryland. The grant funds were used for various school safety initiatives as provided under §7-1512(f)(1-10). Some examples of how systems used the funding in FY2024 includes: • Installing CCTV cameras, emergency communication devices, and other safety and security equipment in and around school facilities; • Providing comprehensive wellness programming for at-risk students; • Installing exterior lighting control systems to address the issue of trespassing and vandalism on school grounds; • Using the funds to supplement the salaries of school security employees; • Training of school staff on Social Emotional Learning (SEL) programs, mental health awareness programs, and other wrap-around services; • Securing software to monitor student technology use on school-issued equipment; • Providing outreach to the broader school community to improve school safety; • Providing mental health services for students and their families; and • Conducting and training teams to conduct school safety assessments.

FY2024 Safe Schools Fund Grant - Use of Funds

5.9%

9.1%

30.9%

2.4%

41.7%

10.1%

MCSS FY2024 Grants Update Cont.

Hate Crimes Grant (HCG) In FY2024, MCSS awarded the full $3.0M that was appropriated for the Hate Crimes Grant. Eligible entities include local school systems, nonpublic special education schools, private schools, and childcare centers determined to be at risk of hate crimes. In all, MCSS received one hundred thirteen (113) applications. Ninety-one (91) applications were approved with funding used on various school safety projects that include: • Security-related training;

• Additional Security personnel; • Security-related equipment; • Security-related technology; • Door hardening; and • Other security-related facility upgrades.

A comparison of MCSS Hate Crimes Grant awards to reported hate incidents within Maryland reveals a strong correlation between grant distribution and areas affected by hate incidents.

MCSS FY2024 Grants Update Cont.

MCSS FY2026 Grants Outlook MCSS rolled out its primary portfolio of grants in FY2025, including the Safe Schools Fund Grant (SSFG), the SRO Adequate Coverage Grant, and the Hate Crimes Grant (HCG). MCSS also continued its collaboration with the Interagency Commission on School Construction (IAC) to administer the School Safety Grant Program (SSGP) in FY2025. Additionally, the 2024 legislative session saw an addition of two new programs to MCSS portfolio of grants. Senate Bill 540 established the School Mapping Data Program, which was proposed to take effect within the next fiscal year. Likewise, House Bill 1167 established the Secure Schools Emergency Response Grant Program, which is due to take effect on or before September 1, 2026. School Mapping Data Program: Senate Bill 540 (2024 Md. Laws, Ch. 167) established the School Mapping Data Program within MCSS. Pursuant to Education Article §7-1510.1, the School Mapping Data Program allows MCSS to establish a grant program that provides funding for Local Education Agencies (LEAs) to produce school mapping data for each public school, including public charter schools; while directing the Interagency Commission on School Construction (IAC) to adopt uniform standards for the mapping of physical attributes of public schools. MCSS is working closely with IAC and many other state and local partners to implement both the standards and the grant program. Both the mapping standards, and the grant program are expected to be released at the beginning of FY26.

Programs and Resources

Emergency Preparedness Planning ��14

Plan Performance During an Emergency Response ��16

Plan Performance During a Drill or Exercise �� 17

Emergency Preparedness Exercises and Training Guidelines �� 23

After-Action Review Guidance and Support �� 26

SRO and SSE Training Academy ��28

Behavioral Threat Assessment (BTA) �� 31

Safe Schools Maryland Anonymous Reporting System �� 33

Student Voice Programs �� 35

Prepare 2024 (MCSS Conference) �� 36

School Safety Student Art Showcase �� 37

Emergency Preparedness Planning Preparing for an emergency is a continual process of activities, which never ends. MCSS assists public, nonpublic, and private schools in their efforts to prevent, protect against, mitigate, respond to, and recover from emergencies and disasters of all types. These processes build emergency preparedness by collaboratively evaluating school environments and creating and testing school emergency plans. This year, COMAR 14.40.06 was approved by the School Safety Subcabinet. This new regulation on data collection stipulates the dates each year that all reports from public school systems are due to the Center and specifies that school systems need to submit school emergency plans to the Center for review at least every two years. It further stipulates that school systems must submit an aggregated summary of school safety evaluations done at each school at least every two years. School Safety Evaluations In the 2023-2024 school year, nine (9) local school systems submitted an evaluation summary . These summaries found the need for additional staff training on policies regarding securing doors, as well as physical safety concerns about gaps in communications, both internally through school PA systems, and communication challenges between schools and public safety. Additionally, MCSS provided technical assistance to seven (7) private schools that were seeking to conduct safety evaluations of their schools. In addition to the recent creation of the CDC/MCSS CPTED School Safety Evaluation Tool to assist school systems with performing safety evaluations themselves, in FY2024, MCSS offered the school safety evaluation grant program to assist local education agencies with these evaluations. This program allocated three million dollars in FY2024 specifically for LEAs to perform facility assessments; re-evaluate and update their existing safety evaluation tool, policy, or procedures; train staff on the policy, procedures, and use of the tool; acquire software for digital mapping; test out their communication and video equipment; and overall, implement a sustainable school safety evaluation plan and processesthat enable them to complete evaluations on all their schools every two years as COMAR 14.40.06 requires. Each local education agency that applied received a minimum of $50,000 in grant funding to complete these tasks.

Emergency Preparedness Planning Cont. School Emergency Plans

MCSS reviewed updated school emergency plans submitted by 11 LEAs at the beginning of the 2023-2024 school year, representing plans for 494 schools . MCSS regional staff reviewed and provided feedback on these emergency plans to each LEA and noted both the completeness of plans and areas needing improvement. This table represents an overview of the completeness of emergency plans for all 24 LEAs. 89% of basic plan and 88% standard annex elements across the state are included in the most recent plans submitted by each LEA. 80% of all plans include all the emergency plan elements required by Ed. Art. § 7-1510, and 94% of emergency plans include all required threat-specific annexes.

MCSS staff are currently working directly with each LEA to ensure all emergency plans, including those submitted for the 2024-2025 school year, are robust and meet 100% of the mandated requirements.

Annual Emergency Plan Performance During an Emergency Response Pursuant to Ed. Art. § 7-1510(f), MCSS collects data annually from each LEA in the form of a report on the performance of emergency plans . The following information represents the school year 2023-2024 data from all LEAs, with the exception of Baltimore City. At the time of this report’s submission, Baltimore City has not yet reported the required information to MCSS. • 456 threats were made against any school or school system facility • 1,047 emergency responses to a school • 111 emergencies resulted in a lockdown • 264 emergencies resulted in an evacuation • 0 incidents occurred in which a public school’s emergency plan failed in part, or whole, to function as anticipated in a real-world emergency response • 407 school hours were spent in responding to real-world incidents

The table below represents a summary of data submitted by 23 LEAs for the 2023-2024 school year.

Annual Emergency Plan Performance During a Drill or Exercise Pursuant to regulations promulgated by the State Board of Education, Maryland public schools are required to conduct fire drills and six (6) emergency drills annually, COMAR 13A.02.02.04. The six (6) required emergency drills are: evacuation, reverse evacuation, shelter in place, lockdown, drop/cover/hold, and severe weather. It is important that schools approach drills and exercises with a developmentally appropriate lens, engaging in activities that teach and assuage anxiety through preparation. Emergency drills are a critical component of school safety for several reasons. • Drills provide the opportunity to teach students and staff defined procedures to follow in the event of an emergency. • Drills provide school safety personnel and local emergency response partners with valuable information that informs the next steps in preparing for an emergency. • Drills and exercises can alleviate student and staff fear, by building confidence through knowledge of what to do in the event of an emergency. 2024 LEA Annual Emergency Plan Performance Summary Pursuant to Maryland Ann. Code Ed. Art. § 7-1510(f), MCSS collects data annually from each LEA in the form of a report on the performance of emergency drills . The following information represents the school year 2023-2024 data from all LEAs, with the exception of Baltimore City. At the time of this report’s submission, Baltimore City had not yet reported the required information to MCSS. • 4,168 total school hours were spent engaging in emergency drills • 0 incidents occurred in which a public school’s emergency plan failed in part, or whole, to function as anticipated during a drill

Emergency Preparedness Drills and Exercises Cont.

Maryland Statewide School-Based Tabletop Exercise The MCSS Statewide Tabletop Exercise (TTX) is a new initiative successfully launched in 2024 to enhance the coordination of local emergency response efforts. The initiative is a collaborative effort between LEAs, MCSS, MSDE, and MDOD. Three statewide exercises were facilitated in 2024: May and October events for public school systems, and an August event for Maryland nonpublic special education schools. The 2024 Statewide exercises presented three different all-hazard simulations testing multiple standard response protocols and operational procedures: an active shooter event, an emergency weather event, and an evacuation event leading to reunification. The purpose of the statewide tabletop exercise is to serve as a means by which schools and systems can engage their local partners to practice and refine emergency response strategies through the simulation of a real-time scenario. LEAs’ responses and discussions during the exercise allow MCSS and MSDE to identify areas of strengths and gaps across the state. This information is used by MCSS to adapt resources and trainings to enhance school, system, and state-level emergency preparedness and response. The simulation of real-time scenarios for exercises immerse educational personnel, and local partners in relevant situations testing their plans and core capabilities. These exercises allow teams to practice responses that align with the complex realities they might face in an actual crisis.

Emergency Preparedness Drills and Exercises Cont.

Key Components of the Statewide TTX MCSS has created and made publicly available an exercise tool kit with materials used during each of the exercises. The tool kit includes: • Materials to help exercise leads prepare for in-person facilitation; • The exercise scenario PowerPoint; and • Discussion prompts for each inject element of the scenario. Each event uses a hybrid format. Local school and emergency response officials meet in person at a location convenient for them while MCSS facilitates the exercise scenario virtually, live streaming to them. This format has helped to engage broad participation and local collaboration. The state team comprised of MCSS and MSDE staff working collaboratively with an external partner to determine the date and time, develop the scenario, and provide all materials necessary for the local leader to engage local participants.

Every exercise requires that a local person operate as the lead facilitator, serving as the primary contact with MCSS and overseeing the exercise with the local team. To enhance the effectiveness of the exercise, participants are encouraged to involve local emergency response personnel who are experienced in conducting simulations. It is recommended that the LEA lead delegate the following key supportive roles to their team. • A Logistical Coordinator to manage practical aspects such as securing space, coordinating with partners, and managing technology requirements. • An On-site Facilitator trained by MCSS to guide the discussion on the simulation day, keeping conversations focused and productive. • An Objective Observer/Recorder to document the discussion and feedback, contributing insights to refine the team’s emergency response strategies.

Emergency Preparedness Drills and Exercises Cont.

Outcomes and Future Development The statewide exercises provided a platform to clarify decision-making processes, allowing local teams to navigate complex scenarios and understand how their choices could impact both immediate response and long-term recovery. As local teams debriefed and evaluated their responses, they identified areas where additional knowledge and skills were necessary. This exploration deepened the understanding of how strategic decisions could impact immediate response efforts and the organization’s long-term recovery. Participants indicated that they were able to identify their strengths and areas for improvement. The key takeaways expressed by participants were: 1. Individuals had a clearer understanding of individual roles during an emergency; 2. Local schools and systems determined and planned for targeted training in the immediate future; and 3. Local partners refined decision-making frameworks in an effort to enhance local resilience in future emergency incidents. Moving forward, MCSS plans to host a February and October exercise each year for all Maryland public school systems and an August event for all Maryland nonpublic special education schools. LEAs will be encouraged to engage private schools within their jurisdiction to maximize coordination and communication efforts. MCSS will continue to refine and expand the scope of the Statewide Coordinated exercise by incorporating participant feedback and addressing emerging threats, to ensure it remains a vital resource and tool for enhancing the safety and security of Maryland schools.

Emergency Preparedness Drills and Exercises Cont.

The “Are We Ready” tabletop exercise program was developed and implemented in 2022 to provide a quick resource for schools to practice responding to realistic emergencies. Tabletops are discussion-based activities that allow team members to discuss their roles and how they may react during a particular emergency. MCSS’s “Are We Ready” tabletops are built to last about 10-15 minutes but can be longer if a school injects additional dynamics into an emergency scenario. The tabletop exercises developed by MCSS are built to address many different types of emergencies and audience members, including but not limited to SROs, Teachers, Administrators, Nurses, School Security and students if appropriate. Fourty “Are We Ready” exercises were developed and are available on the MCSS website as a PDF document. Each exercise document includes a unique scenario and guidance on conducting the activity.

Emergency Preparedness Drills and Exercises Cont.

According to FEMA 1 , even complex tabletop exercises can be conducted in a few hours, so they are cost-effective tools to validate emergency plans and capabilities, identify strengths and areas for improvement, and build consensus toward improving emergency response preparedness. Tabletop exercises help people build muscle memory regarding how they respond to an emergency, allowing them to act quickly when a real emergency happens. Conducting these activities helps school personnel acclimate to their emergency operations plan and builds a teamwork mindset when reacting to an incident. The MCSS “Are We Ready” web page has had 3,487 visitors since it became active in August 2022. In the 2024 school year, MCSS published two TTX videos, a tool that adds a different facilitation element for schools’ participation. Videos are an engaging method that adds a layer for learners who prefer visual tools. Video exercises can help school personnel sharpen their skills and further develop retention of their emergency plan knowledge.

TTX - Violent Warning

TTX - Think Before You Click

1 https://www.fema.gov/sites/default/files/2020-08/fact-sheet-3_pre-event-exercizes-training.pdf

Emergency Preparedness Exercises and Training Guidelines

In an effort to increase positive student and staff outcomes following training and drills, Maryland enacted legislation, Maryland House Bill 416, 2024 Session (Chapter 182), that specifically prohibits schools from using techniques that simulate an active assailant scenario. These banned techniques include simulated gunfire, explosions, and individuals acting as intruders. Additional MCSS requirements were enacted within the bill, which have led to the development of the following resources and initiatives.

Best Practice Guidelines For Active Assailant Emergency Preparedness Exercises and Training, October 2024 MCSS, in consultation with multiple subject matter experts, developed the first edition of best practice guidelines. The guidelines in- clude information based on current recom- mended practices, regulations, and legislative requirements for Maryland PreK-12 schools. The document will be reviewed and updated to reflect current data trends and evidence-based practices.

MCSS and the National Center for School Mental Health (NCSMH) Partnership MCSS has entered a five-year partnership with NCSMH at the University of Maryland to gather data from Maryland students, school personnel, and parents following an active assailant drill or training on the impact of the activity. A unique survey for each stakehold- er group was developed for distribution in 2025. Insight from the survey results will be made public annually and used to inform future drills and training guidelines. NCSMH will annually complete a literature review on the “Effectiveness and Psychological Impact of Active Assailant Lockdown Drills In Maryland Schools” that will also be made publicly available on the MCSS webpage.

Emergency Preparedness Exercises and Training Guidelines Cont.

Emergency Preparedness Exercises and Training Guidelines Cont. Gun Safety Storage Laws Information to Parents Maryland House Bill 416 also required MCSS to create a publication for all LEAs to distribute to parents about the legal requirements for safe gun storage. A flyer was developed and will be shared with LEAs for distribution in 2025.

After-Action Review Guidance and Support An after-action review is a discussion based meeting that follows an event during which information and details of the event are examined by individuals involved to determine lessons learned and future corrective actions. Ed. Art. §7-1510(g) and COMAR 14.40.05 require each LEA to conduct an after-action review meeting following a CLT incident. MCSS staff participate in the after-action meeting conducted by the LEA for CLT incidents and generate a report for the Governor, Maryland General Assembly, and Maryland public. In an effort to ensure local teams conduct thorough after-action reviews and that submitted after-action reports are consistent across LEAs, MCSS rolled out a resource tool at the end of 2023 to support the review and reporting process. This new tool guides an individual or team through a series of questions related to the event and generates a summary report based upon responses. MCSS has made this tool publicly available for use by schools and school systems throughout Maryland and the nation.

After-Action Review Guidance and Support Cont. During the 2023-2024 school year, eighteen (18) incidents met the definition of CLT and thus required an after-action review by the LEA and subsequent report by MCSS. Individual reports are available on the MCSS web-page. Lessons learned from these after- action reviews yielded the following trends. These trends inform future efforts in training and resources at the local and state level. • School safety plans must incorporate predefined procedures for effective communication and collaboration with law enforcement as soon as a threat is detected, aiming for a coordinated response to emergencies. It is crucial that these procedures are tested, refined and enhanced by conducting training and exercises and by identifying corrective actions to be implemented as part of improving preparedness. • Local school systems should include their respective response agency partners when conducting facility assessments, developing emergency operations plans, and conducting regular exercises that allow the school staff, the system and response partners to test their school emergency operations plans. Attention should be given to the identification of roles and responsibilities as well as communication procedures used, for all responding school staff and agencies. • Training and exercising school emergency operations plans should be conducted in coordination with the school community, including local responding agencies, school staff, and school system-level personnel and at various times throughout the school day, including school opening, class transitions, lunch periods, and specialized activities (e.g., field trips). • Schools should work with responding agencies to test communication capabilities, including equipment (e.g., public safety radios), signals, and protocols, in an effort to strengthen communication among agencies. This testing should include school communication systems, i.e., intercoms, public address systems, and school two- way radios. • Procedures for placing a school on lockdown should include procedures that account for students and staff outside the school facility when a lockdown protocol is initiated. • The importance of the use of common terms across school officials, emergency responders, students and parents is critical to ensure an effective response and appropriately direct individuals. MCSS is advancing use of the “I Love U Guys” standard response protocols as they are evidence based, clear, and free resources available to all.

Graphic provided by the “I Love You Guys” Foundation.

School Resource Officer and School Security Employee Training Academy The SRO/SSE Training Academy is a specialized curriculum developed and delivered by the Maryland Center for School Safety staff and Local Subject Matter Experts in education. The Safe to Learn Act mandates the curriculum, which is re-evaluated and certified every three years. The training team certified over 250 SROs/SSEs in the State of Maryland over the course of seven regionally based sessions. Seven more sessions of the Training Academy will be held across the state in 2025.

Per the Maryland Police and Correctional Training Commission’s (MPCTC) regulations, the SRO/SSE Training Academy underwent a comprehensive review and update in 2024. The curriculum consists of 54 hours of MPCTC-certified material over 26 classes. Each of these classes was reviewed, updated, and re-certified. The new course, to be implemented in 2025, will begin with a two-hour self-paced video outlining the role of the SRO/SSE in Maryland schools. It then moves to four days of virtual classes delivered asynchronously, followed by five days of in-person class sessions. The 2025 Training Academy curriculum adds one additional day of in-person training. This extra day was added based on feedback from 2024 attendees requesting more in-person class time. Additions to the 2025 curriculum include sessions on Multicultural and Generational differences, Human Trafficking in Schools, Current Trends, Pathways to Violence, Self-Care for SROs/SSEs, Tabletop Exercises for SROs/SSEs, and a renewed version of the Bullying class. The Tabletop Exercises class will depict everyday school situations affecting SROs/ SSEs. This class was created after veteran SROs/SSEs’ suggested that real-life role-play scenarios may prove beneficial for new SRO/SSEs decision-making. The scenarios will include discussions involving the differences between school discipline and criminal offenses.

SRO/SSE Training Academy Cont. Participant feedback is encouraged and collected after each session, and overall remains positive. This feedback is essential as it helps update and provide current, up-to-date information. 2024 feedback includes: • “My takeaway is the importance of establishing relationships, communications, and understanding your staff, students, climates, and cultures of each school within your district.” • “I understand a wide variety of issues that are going on in my school, and they helped to equip me with tools and skills to help the students in my building.” • “I now have a better knowledge of my role as an SRO. All those in the public school system should know about this course if they are involved with or around children in schools.” 2024 SRO/SSE Continuing Education Program The initial training provided in the SRO/SSE Training Academy is essential to help security officials begin to perform their duties well, but equally important is continued, regular professional growth opportunities. Existing school safety regulations require the following: “School resource officers and school security employees shall complete additional hours of training annually in content areas approved by the Center, including: 1. Updated legislative and regulatory changes affecting the work of school resource officers and school security employees; 2. Expanded training in existing content areas; MCSS developed continuing education in-service training through interactions with practitioners and available research. Topics for the course were discussed and decided upon based on the required regulations and current issues in school safety. These topics included: 1. Current Trends – identifying dangerous on-line trends in the school safety realm. 2. Pathways to Violence – assisting the SROs/SSEs in recognizing distressing signs and symptoms in students to help prevent violence. 3. Current Drug Trends in Maryland Schools – identify the current drugs being seen in and around Maryland schools. 4. Maryland School Law – updating the new laws and regulations involving schools in Maryland. 3. Any training identified or approved by the Center; or 4. Any other mandates under State, federal, or local law.” 1

1 COMAR 14.40.04.03

SRO/SSE Training Program Cont.

The major challenge for the continuing education course was determining the number of SROs/SSEs still active in their positions and the format in which to deliver the course. Confirming the active SROs/SSEs in Maryland was accomplished by contacting supervisors of all Law Enforcement Agencies and all LEAs in Maryland and updating the MCSS training files, resulting in the need to deliver continuing education to over 1,300 SROs/SSEs statewide. Based on this information it was determined that a self-paced video format, using learning management software school security officials were already familiar with, would be the most effective. The curriculum was developed, recorded, and uploaded to the learning management system by MCSS for release in November 2024. All participants must complete an on-line exam for accountability purposes.

Behavioral Threat Assessment (BTA)

BTA is a fact-based, systematic process designed to recognize, inquire, evaluate, and intervene in potentially dangerous or violent situations. BTA is designed to gather a holistic picture of an individual displaying behaviors or communications of concern to determine how best to intervene and plan to mitigate harm. MCSS continued its collaboration with Maryland schools to build capacity for every school to have an operational multidisciplinary team as defined in Ed. Art. §7-1507. Upon request, MCSS staff conducted workshops for system-level and local leaders, advancing practices defined in the “2018 Maryland’s Model Policy for Behavior Threat Assessment” and the “2023 Behavioral Threat Assessment Implementation Guide.” The 2023 BTA Implementation Guide provides foundational information on practices involved in the BTA process and is primarily intended for students. During the spring of 2024 , MCSS convened a diverse group of experts to develop guidance that expands upon the 2023 implementation guide to address internal and other adult threats. The group of twenty practitioners included representation from the following school system roles and state and federal agencies:

• Behavioral Health Coordinator • Director of Student Services • Coordinator Psychological Services • School Safety Coordinator • School Principal • School Counselor • Coordinator of Internal Investigation, Human Resources • Parent • Coach • Teacher • Local Law Enforcement • Maryland Center for School Safety • Maryland State Department of Education • Maryland Department of Disabilities • Maryland Assistant Attorney General • Maryland Coordinated Analysis Center • Federal Bureau of Investigation • United States Secret Service, National Threat Assessment Center

The 2024 “Behavior Threat Assessment Implementation Guide Expansion: Internal and Other Adult Threats” document also includes BTA terms and definitions for Maryland Schools and other helpful information that was identified as needs through workshops and other interactions with local implementers. Locals will be provided with customized technical support and training for implementation of the Expansion document to meet the individual needs of each LEA. Locals were asked to complete a simple survey indicating what type of support would be needed in their system in order to successfully implement the recommended practices for internal and other adult threats. The results of this survey were analyzed in November 2024 to inform and plan MCSS workshops, support sessions, and 2025 team training.

Behavioral Threat Assessment (BTA) Cont.

Safe Schools Maryland Anonymous Reporting System

The Safe Schools Maryland (SSMD) anonymous reporting system allows students, school staff, parents, and community members to easily and anonymously report school or student safety concerns anywhere, anytime. The SSMD program is one of 25 statewide programs across the country. These statewide programs have saved countless lives and prevented tragedies by allowing the proper contacts to intervene before a tragedy occurs. Suicide, self harm, and fights have been reported and prevented in Maryland. In a 2021 study titled, Averting Targeted School Violence: A U.S. Secret Service Analysis of Plots Against Schools, the USSS found that targeted school violence is preventable when communities report concerning behaviors and intervene. In addition to making threats of violence, many plotters had histories of mental health symptoms, substance use, bullying, stressors, and interpersonal grievances. 1 This research 2 has indicated that in almost all school shooting incidents or averted attacks, someone knew about the attacker’s plans prior to the incident. The reasons that kept bystanders from reporting were they didn’t know who to report it to, weren’t sure how to report it, or were scared to report for fear of retaliation. Research also shows that having an anonymous method of reporting increases the likelihood that a bystander will report. As such, Maryland identified the need for a system to allow anyone to report concerns anonymously. SSMD is completely free for any K-12 school and free to anyone who makes a report. The system does not replace calling 9-1-1 or telling a trusted adult, therefore, MCSS encourages students to make a connection with a trusted adult in their lives. If they can’t report it to someone they know and trust, SSMD is available. Reports can be submitted via the mobile app, SafeSchoolsMD.org, or 1-833-MD-B-SAFE (1-833-632-7233) and are routed to school, public safety, health, and/or social services personnel for appropriate follow-up. The goal of the program is to put this very important prevention tool in the hands of all Maryland students. Age-appropriate live training is available for students, school staff, and parents/families.

1 Improving School Safety Through Bystander Reporting: A Toolkit for Strengthening K-12 Reporting Programs

2 U.S. DHS and USSS National Threat Assessment Center Report titled “2021 Averting Targeted School Violence: A U.S. Secret Service Analysis of Plots Against School”

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