March 4, 2025 • 33 mins
School safety is paramount and in this episode, we delve into the innovative strategies that we employ to ensure the well-being of our students. We highlight key initiatives like the Raptor Alert system and student ID badges that help in monitoring attendance and security. During our discussion, educators share their experiences and emphasize the importance of forming strong relationships with students to promote a culture of safety.
As we navigate the complexities of school life today, issues such as vaping and the impact of social media on student behavior also take center stage. Officer Ellyson from Great Bridge Middle School joins us to provide insights into the law enforcement perspective on these issues and the vital role of open communication between students, parents, and staff.
School safety is a collective responsibility. Discover how everyone—from school resource officers to teachers—is dedicated to creating a nurturing and secure environment. Subscribe today for valuable insights and practical tips on keeping our schools safe for everyone!
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Episode Transcript
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Matt Graham (00:00):
Welcome Amplified: The Chesapeake Public Schools
Podcast.
Chris Vail (00:13):
Chesapeake Public Schools is located in the
Hampton Roads region ofsoutheastern Virginia.
We proudly serve over 40,000students in 45 schools and three
centers.
Join us as we share the storiesbehind our story by celebrating
the people and programs thatmake us one of the premier
school districts in Virginia.
Matt Graham (00:33):
Hey everyone, this is Matt Graham here with Chris
Vail, and in this episode we hada great conversation about one
of those always trending topicsin education, which is school
safety.
Chris Vail (00:46):
We were able to bring in the boots on the ground
an elementary school teacher,middle school teacher, high
school teacher and a schoolresource officer.
They're able to share thosethings we can share with the
community, like our new RaptorAlert app for teachers, our
student ID badges initiative and, finally, our See something,
Sauy something.
Matt Graham (01:05):
So listeners, stay tuned to hear the collective
efforts to keep our schools safe.
We have a fantastic panel ofguests with us.
Thank you all for being hereand being on the podcast.
Let's go ahead and have each ofyou tell us about yourself,
your role with Chesapeake andhow long you've been here.
Matt Barker (01:27):
All right, my name is Matt Barker.
I am one of the PE teachers atDeep Creek Central Elementary
School.
I also serve as the crossingguard for the school and I am
their school safety patrolsupervisor amongst 25th grade
students that I have at thebuilding.
I've been with ChesapeakePublic Schools as a PE teacher
for nine years now and I've beenat Deep Creek Central for seven
(01:47):
of those years.
Brittany Meier (01:48):
And my name is Brittany Meier.
I eighth-grade an scienceteacher at Greenbrier Middle
School.
I have been teaching 12 years,and eight of them with
Chesapeake.
Lesley Sarver (01:56):
Wonderful.
I am Lesley Sarver and I teachat Hickory High School.
I wear many hats.
I'm the SCA advisor, I alsohelp out with school activities
and athletics, and I've beenteaching for 19 years, all with
Chesapeake Super proud of thisplace.
Chris Vail (02:11):
Well, we appreciate the three of you taking time out
of your day and coming on here,so let's jump right into safety
.
Safety looks different you knowat each grade level.
Can each of you share whatschool safety means in your
daily work and how it affectsyour students?
Maybe how it looks in yourschool?
Lesley Sarver (02:28):
I can dive right into this.
So at Hickory High School it isa daily conversation, it's
something that we are able totalk with the students about and
it's something that is a toppriority, I would say.
Each semester we have schoolgrade level assemblies and we
talk about the behaviorexpectations, but we also talk
about safety.
Why do we have the rules thatwe have, why do we have the
(02:48):
policies that we have?
And so you can kind of reasonwith the high schoolers a little
bit more and they understandthe reason behind the policies
for safety and security.
Brittany Meier (02:57):
At Greenbrier Middle School it's definitely
reduced and risk management.
So we definitely want toprioritize safety for sure.
It's definitely a top concernand we go off of our PBIS matrix
where it's Paul's for successand the S in Paul's stands for
safety.
So always put safety first andthe students are well-hearsed in
that.
(03:17):
We do review that consistentlythroughout the year and so it's
really great for the students todive in, give us their feedback
and then that goes into ourmatrix.
Matt Barker (03:27):
At the elementary level we have a whole lot of
safety things that we have toworry about, especially in my
position as PE teacher.
So I have safety in my gym, Ihave safety within the whole
school as the whole building,within every kid, and then I
also have the safety of the carsin the community when I'm doing
my crossing guard directing.
So just having the public andthe community know what our
safety guidelines are and whythey're in place, and then the
(03:48):
kids in the building knowingexactly why do we have our
safety regulations, why do wehave to always practice
lockdowns, why do we always haveto do fire drills?
At that age they don't, can'tquite understand that real world
component where, like the olderkids can, because they can
associate with it, whereas theyounger kids they're just
expecting us to get them tosafety, which is our number one
job.
So with them having to rely onus, that's very important for us
(04:08):
to do.
Chris Vail (04:09):
So, before they can learn, safety is going to be the
most important thing you can doin your classroom.
You're all classroom teachers,so what's something that you
individually do to make yourstudents feel safe, and that
could be physically or mentally.
Lesley Sarver (04:23):
So I approach it as a whole child perspective and
it's great because this yearone of the things that I was
looking at at Hickory looking atthe data of our school, because
we are super successful in theacademic arena but where we were
lacking was with thatconnection piece.
So we implemented an advisoryprogram this year and we are
super fortunate to have a groupof about 15, 16 students in our
(04:45):
small group area and we get tomeet with them monthly and talk
about life, life stuff.
So there is a curriculum thatwe follow, there are things that
we cover.
However, having our thumb onthat 15, 16 kiddos is making a
difference in every realm, everyaspect of the high school.
So we implemented that advisoryprogram.
But me personally, I just makesure that I know everybody's
(05:08):
name, I know something aboutthem outside of the classroom
and then that way I can alsofocus on like OK, hey, if
somebody's, you know, a littlefunky or a little off, I can
dive into, well, what's going on.
But, once again, just makingsure that they understand that
I'm here for them and I'm hereto see them succeed.
Matt Barker (05:25):
I think you hit the nail right on the head there.
Relationships is what it allcomes down to.
When a kid can trust you, theyfeel that safety in you, Like if
they know that they can come toyou with anything, or they know
(05:46):
they can trust you with theirlife and be able to follow your
lead and whatnot the safetypatrollers that I have I also
instill all of my knowledge andexpertise in that realm to enter
them and then have them alsowatch out for the littles,
especially to keep them safe inthe hallways, to keep them safe
around the building, make surethey're going where they're
supposed to and make sure theyknow exactly what to do if
things come about 100% so, andat Greenbrier Middle School we
are definitely all aboutbuilding those connections.
Brittany Meier (06:06):
It's super, super important because if a kid
feels that they can trust you,they're going to naturally feel
safe.
So building that relationshipand we use our SEL CARES
check-in time in the morning.
We have our home room and wewill check in with the student.
We have various slideactivities in order to foster
those connections so that itcarries out throughout the
entire school year.
Matt Graham (06:27):
Nice and Brittany, you had mentioned earlier about
the PBIS.
Yes, For our listeners outthere that might not know what
that is, can you tell us alittle bit more about it?
What that is, and what it's allabout?
Brittany Meier (06:38):
Yes, our PBIS system is a behavior management
system that we use in order tofoster great relationships with
the students, along withpositive behavior, and then
students get rewarded, actuallywith behavior points.
With our MTSS system in Synergyand those students that are
following that matrix that wehave Pulse for Success, they get
(06:59):
those behavior points so thatthey know that they're doing the
right thing.
Matt Graham (07:03):
That sounds great.
I think that's being done at alot of schools.
I know Great Bridge Middle hasPBIS.
I think some other schools areall on that same thing.
Matt, you're kind of acelebrity, that's what I've
heard.
Yeah, you have hit the jackpotthis year, I would say.
You are Deep Creek Central'sElementary Teacher of the Year.
Lesley Sarver (07:22):
Nice, awesome.
Matt Graham (07:27):
But he is also the Virginia Department of
Transportation's MostOutstanding Crossing Guard.
Matt Barker (07:33):
Awesome, wow, thanks, thank you.
Matt Graham (07:36):
Can you take a moment and just share what that
recognition means to you?
Matt Barker (07:40):
First thing, I can say is all a surprise.
I mean, when I show up to workevery day, I wake up every
morning, I go to the job that Ilove to do and I just go in and
I do my job.
I take care of the kids, I makesure the kids are first, go in,
teach them physical activitiesand how to keep themselves well,
as well as take my duty toheart of being the crossing
guard to keep the community Well.
That includes our students, ourstaff, our parents and then the
(08:00):
community members that live inthe neighborhoods around me,
like all that's personal to me.
So to be recognized for boththe achievement of what I'm
doing in the classroom and whatI'm doing outside the classroom
for the community, it means alot to me.
Like I said before, I wassurprised when I both got the
awards, but it lets me know thatI'm doing a good job taking
care of the community for ourschool, and I know a lot of
people in our building outsidein the community recognize that
(08:27):
and they tell me every day hey,thanks for all you do, thanks
for standing out here in thepouring down rain to make sure
that our kids get in thebuilding safe, or thanks for
staying out here in the 19degree weather, like an eskimo,
like in antarctica, to keepthese kids safe and to keep the
traffic's flowing, because theydefinitely truly appreciate I do
appreciate the community forrecognizing that I have a goal
out there to make sure thatthings stay flowing.
Uh well, to keep kids into thebuilding and then the kids that
are in the PE classes and stuff.
(08:47):
They tell me every single daycongratulations for being
teacher of the year, even thoughI got it back in.
Lesley Sarver (08:52):
October, november .
They still tell mecongratulations every day,
doesn't matter, that's awesome.
Matt Barker (08:55):
Yeah, so it's been a blessing.
Matt Graham (08:57):
So, matt, with that , for our listeners that are out
there students, parents,families.
That are out there students,parents, families what sort of
advice would you like to givethem about the arrival dismissal
time with that crossing guardresponsibilities?
What's something you would wantthem to know Patience.
Matt Barker (09:17):
So at Deep Creek Central we have a very special
traffic pattern.
With those of you that may notknow so.
The Deep Creek Bridge that'sbeen there forever is now
finally getting reconstructedand a whole brand new bridge is
being built.
Well, since that bridge is sosmall, now there's very heavy
traffic in the mornings and veryheavy traffic in the afternoons
.
So in the morning my job is tomake sure that the cars get into
our building safely and thenthe cars are leaving the parent
(09:40):
job offline safely.
But I'm also having to deal withcars that are coming in from
the neighborhood to get to workon time and give it to the
traffic that it needs to.
So I see myself as more like ahuman traffic light is what it
is.
So it took me a little while torecognize the traffic patterns
of how is this traffic going toflow and what's the best way for
me to keep the traffic flowing.
But also I have to keep walkersthat come from the neighborhood
(10:01):
.
We probably have about 20 to 30walkers that walk every morning
.
So between getting the trafficflowing from three different
directions and then getting thekids across the street with
traffic stopped too, but thengetting everybody flowing again
without everybody getting mad atme too much.
Lesley Sarver (10:18):
I mean occasionally you get the
community member, that's havinga rough morning and then I've
had somebody roll their windowdown a couple of times and tell
me a few select words.
Matt Barker (10:30):
But those things we just move on, because you know
it's a busy traffic day.
They're already mad that thetraffic's backed up forever on
with this grandy and maybe theygot up late or maybe something
happened.
So you just got to brush thosethings off and keep going and
keep a positive mindset andfocus on the job you got to do.
Chris Vail (10:46):
So you took one of the games you probably play in P
red light, green light and youget to play it with the parents
in the morning.
Matt Barker (10:51):
Yes, yes, yes, yes.
That's a good way to look at itlike that.
Chris Vail (10:57):
So one thing I want to talk about and Brittany,
we'll start with you because itjust came into sixth grade and
it's getting ready to getexpanded to all of middle school
is the student ID badgesprogram.
Can you tell our listeners whatit looks like at Greenbrier
Middle right now?
Brittany Meier (11:13):
Yes, I most certainly can.
So our sixth graders havestarted it off.
They wear their ID badges eachand every day.
I think it helps keep track ofthe students and ensure that
everybody that's supposed to bein the building is there.
And our eighth graders haven'treceived them yet.
So I've yet to like fully diveinto this experience.
But we did have a behaviorassembly right at the beginning
(11:34):
of the second semester just todive back into our expectations
of safety and what will becoming their way.
So they do know that these IDbadges are coming their way,
which we're supposed to receivethem soon.
So I'm excited to take a partof that.
Chris Vail (11:46):
All right.
How about Matt?
It's been at the elementaryschool for a little bit.
How's it been going at DeepCreek Central?
Matt Barker (11:52):
So from a safety component it's a great idea.
It's awesome for especially theyounger kids, like kindergarten
and first grade, because theyuse them in the lunch line.
They're able to just scan theirbadge to pay for their food or
account for their food, ratherthan having them have to type in
their numbers and waste a lotof time and back then the TAs
would have to help them withtheir numbers as they learn the
numbers until they memorize themand then they use it for
library to check out their booksto make that process go a lot
(12:15):
faster.
But as far as like from aclassroom for a PE perspective,
the only thing that arises to usas teachers with PE is the
safety issue of it.
I know that they have breakawaylanyards that are on them, but
some of those kids they're.
Either they break and then theyend up getting a homemade
lanyard which is not a breakawayone.
(12:35):
So it's always in the back ofour mind of like, what if this
kid gets caught on a piece ofequipment?
Or if a kid's running aroundand the badge goes away and gets
stuck in their arm and thenends up pulling them down to the
ground or causing a chokingincident?
Luckily we haven't had any ofthose yet, which is a good thing
.
But most of the time we tellthem to keep them inside their
shirts, so they're inside theirbody, just so they're being a
little bit more safe.
Because we know the safetycomponent of the badges is
important, especially if anincident was to arise, like if
(12:58):
we had to evacuate the building.
Then it's easier to keepaccountability of all the kids.
If somebody goes missing, theycan look at the badge and say,
okay, well, this last name isthis, and then somebody could
take accountability of them fortheir teacher.
Chris Vail (13:08):
So an important takeaway for parents if the
lanyard breaks, make sure you'regetting a breakaway lanyard in
there for safety purposes,Correct?
Matt Barker (13:16):
Because they are still expected to wear them at
recess also.
So and recess is unstructuredplay, so there's definitely the
chance of it caught on a pieceof equipment or, like I said,
caught on another child as well.
The other thing that westruggle with, too, is the kids
keeping up with their own badges.
There's a lot of lost badges.
There's constantly badges inthe lost and found in the office
, or the kids just leave them athome.
(13:36):
So our school actually createdtemporary badges for those kids
who forget their permanent badge.
So each teacher has a temporarybadge on a red lanyard that has
to stay within the building.
So if the kid doesn't show upwith the badge, teacher's like
okay, well, here's yourtemporary one.
You have to get this back to meat the end of the day.
That way there's still thataccountability piece.
If an incident was to occur,they could still be accountable
(13:56):
for every kid.
Matt Graham (13:57):
Okay, leslie, I wanted to ask you this and and
honestly it's for the whole roomhere Each school level has its
own unique safety challenges.
What are some of thosechallenges that you see or that
you experience?
How do you overcome them?
Lesley Sarver (14:14):
I would say during drills you always worry
about that kid that just leftyour classroom to go to the
bathroom or to talk to thisteacher or run to the library,
and so that was always a majorconcern is how do I account for
this kiddo?
And I stress about that bigtime.
And so with the Raptor system,all of my worries and concerns
have literally gone away.
We actually just had a drillyesterday and the chat feature
(14:37):
is amazing, because if I say hey, I'm missing, so-and-so,
somebody can let me know exactlywhere they are, but then I
don't even really have to putthat in the chat because
everybody is being accounted forin the school.
All of the concerns that I'veever really had are going to be
gone with the Raptor system.
Chris Vail (14:52):
You want to explain what the Raptor app means for
teachers on the phone and whatit kind of looks like and how it
works.
Lesley Sarver (14:58):
Sure Not super well-versed.
However, like I said, we justhad our first drill with it, and
so what happens is, once thedrill is activated, it's wild
because we can get it on ourphone and then we also get.
So we'll get text messages,we'll hear the sound that an
alert is going off, and then wealso get emails.
So you literally cannot missthat there is a lockdown, that
there is something, there's somesort of emergency going on, and
(15:21):
so, once we log into our app,either you can use your
Chromebook or your phone.
I use my phone because it's alot easier.
So I log into the app and then Igo ahead into the drill itself.
I can pull up my roster and Ican account for my kids.
I account for myself, I canaccount for any kids that I
pulled in from the hallway, andthen you just kind of wait and
you are being alerted each timesomebody puts something in the
(15:41):
chat.
So it'll, it'll pop up.
For me it was popping up blue,and so I would look at the chat
and Mr Gittes, who is one of ourassistant principals, he was
just communicating witheverybody hey, make sure that
you're accounting for peoplethat you just pulled into the
hallway and just kind of walkingus through, you know, step by
step.
But if this, if a situationdoes arise, that chat feature is
going to be super crucial.
Chris Vail (16:10):
Yeah, part of the takeaways that we're hearing
from this, though, too, is thatnow we've empowered teachers or
employees to call a lockdown, soyou've taken away that gap of
having to contact administratoror contact clerical if something
was to go wrong, or simplethings like there's an
altercation in the hallway, youcan notify security, or if a
child gets sick, you can let thejanitor know and they can
respond.
And also first responders andwe're going to have a first
responder, a school resourceofficer, on in a little bit, but
(16:33):
they're going to be notified ifthere's an active threat at the
building.
So we're eliminating that gapof time, because it's so
important those few seconds, fewminutes to be able to respond.
But I do want to hear and Iknow Matt wants to hear you know
what are some challenges?
What's going on at schools?
We parents hear about thevaping and different things.
(16:53):
What are some things that youmight be encountering at the
different levels?
Lesley Sarver (16:57):
There's definitely extracurriculars
going on in the, in therestrooms, and you know we try
to mitigate that as much aspossible and we are talking
about it, but conversationsdefinitely need to be had at
home, I believe, about some ofthose situations.
We did have a couple ofsituations, too, that were
occurring in classrooms wherethey're passing a vape to
another student and you don'tknow what is in that vape.
(17:19):
You don't know, and I'm goingto tell you to be completely
honest.
I'm a mother of three and wehave these open, honest
conversations at home just to beaware that you do not know what
is in the substance or what isbeing given to you, and so to
just be smart about things, andif you do see something, you say
something.
Brittany Meier (17:39):
Right At Greenbrier Middle we definitely
have had occurrences in therestroom and I think the e-hall
pass has worked really wellbecause we can see the extent of
the child and how long they'reout of our classroom and we know
, hey, like something might beup, something might be going on,
and that way an administratorcan swoop in, or security guard
or officer in order to help usout.
(18:00):
So I think that's been superhelpful, um, especially myself
as a classroom teacher, becauseI can see on my chromebook if
they're gone for a long periodof time it changes color.
So it's a great indication tokeep you aware to that hey,
something might just be up.
Let me alert somebody.
Matt Barker (18:16):
Elementary world.
We don't have to deal with toomany of that stuff.
We don't have the e-hall passsystem.
We just we still have the hey.
We have the boys passing, thegirls pass, one boy goes, one
girl can go and then they getback to the classroom and that.
So we don't really run acrossthose.
A lot of our biggest problemsthat we deal with are the social
problems, especially in ourolder students, of like the
bullying they're forming theircliques and then going to pick
(18:37):
on other kids and stuff.
That's kind of our biggestcomplaint.
But nothing external that comesinto at least that I know of,
from the external world, intothe elementary world, which is
keeping the kids socially active, but it was was socially
acceptable.
It's not socially acceptable.
Lesley Sarver (18:50):
I think it's good to like at the high school
level.
I do know that the PE andhealth curriculums are covering
vaping and the effects that ithas on your body and that could
very easily start at anelementary level, go through the
middle school and beyond isjust taking care of yourself,
being healthy.
Matt Graham (19:04):
Right, you're already talking about how you're
promoting, basically, a cultureof safety in your schools and
in your buildings.
Are there other ways that y'allare doing to help promote that
culture of safety in yourbuilding?
Matt Barker (19:16):
Well, she mentioned to see something, say something
.
That's that's at every singlebuilding we have posters all
across the wall Like if a kidsees something, say something.
But because they need to know alot of times, especially the
younger ages, because there'salways that, that snitch
component, if they end upfinding out.
So it's the letting them knowthat it's OK to tell an adult if
you see something.
Like they're not going to be.
Like hey, johnny came up to meand told me that you did the X,
(19:38):
y and Z.
Like that's not how we treat itas adults or teachers, like
we're going to keep that kidsafe, we're going to take their
information that they gave usand do our research, do our
research, do our investigationto go see exactly what happened.
Brittany Meier (19:48):
I always tell the students to write it down,
write it on a sticky note.
Here you go.
You can go on my desk, I don'tmind at all, like what's yours
is mine in here.
Guys, that kind of helps themout because it's not putting
them on the spot hey, whathappened?
Kind of thing.
It's more of like they can justleave a note on my desk and
I'll get to it when I get to itand it creates that safe
environment of I'm always herefor you.
Chris Vail (20:08):
If you could get out one message to parents or
students or even other teacherswhat's one thing dealing with
safety or a way that they couldhelp you, that you'd like to get
out there.
Lesley Sarver (20:19):
I definitely think that in emergency
situations, parents need to havepatience and they need to allow
the school administration andthe district leadership enough
time to accurately employ theirinvestigations and then
communicate what is necessary.
And there also needs to be atrust component, because, I
(20:40):
promise you, I've worked 19years in this district.
I have three children.
My husband also teaches at thehigh school that I'm at.
I have never felt unsafe.
I feel like Chesapeake PublicSchools has always made safety
and security a top priority.
Brittany Meier (20:53):
I would agree.
I'm a Chesapeake Public Schoolalumni.
I graduated from Western RidgeHigh School back in the day a
little bit, and I've always feltextremely safe as a student and
as a staff member.
Today, I do think it's allabout communication.
If we can communicate and workall effectively together, it's
going to build that strong netcommunity and I think we already
have that in place.
(21:14):
It's just making sure wemaintain it.
Matt Barker (21:16):
I think one thing parents can do to help foster
what we're teaching the kids inthe school systems with safety
is like reiterating theimportance of why do we do the
fire drills, why do we havelockdown set, why do we have
tornado drill set, why is thestudent id badges and now a
thing for elementary, now goinginto middle school for them to
reiterate what we're alreadyteaching them in school.
And I know our schools hostlike programs at the beginning
(21:36):
of the year with informationsessions so parents can learn
about, like these new id badgesthat come out, what their
purpose is.
But having them reiterate thepurpose because kids are like
they're going to be hesitant tochange.
Um, change is hard for all ofus, even as adults.
But kids especially becausethey're so routine and they like
expectations set and routinesfollowed.
So when something gets thrownat them differently, they need
(21:57):
that consistency and thatroutine to build up the reasons
why.
Like we tell them what to do,but telling them why is a good
thing as well, the open, open,honest conversation.
Lesley Sarver (22:07):
I would say one last piece too to stay away from
social media.
Social media fans the flame andit incites hysteria.
I would say, if you do have aconcern, just to communicate
with your school administrationvia email or a phone call, but
to stay away from social media.
Matt Graham (22:24):
Thank you all for coming in, for your dedication
not just to teaching but tokeeping our schools safe.
So thank you so much forsharing this information with us
and our community.
Brittany Meier (22:34):
Thank, you for having us.
Thank you so much.
Chris Vail (22:40):
Hey, we're back with you now, and joining us is one
of our school resource officers,officer Ellison from Great
Bridge Middle School.
Thanks for joining us today,thanks for having me.
Officer Ellyson (22:53):
My name is Dave Ellison.
I've been with the ChesapeakePolice Department now for 15
years, pretty much.
Born and raised in Chesapeake,graduated from Great Bridge High
School a very long time ago.
So I'm a product of ChesapeakePublic Schools.
My father taught in the systemfor 38 years, my stepmom taught
in the system for 34 years andI've had two children graduate
(23:16):
from Chesapeake Public Schools.
One is a proud graduate ofHickory High School and
participated in the Teachers forTomorrow program.
So yeah, very proud and excitedto be a part of Chesapeake
Public Schools.
Chris Vail (23:26):
So you're back home with the Wildcats.
I am back home with the.
Officer Ellyson (23:28):
Wildcats.
I am back home with theWildcats.
Matt Graham (23:30):
So, with that, take us through a typical day of a
school resource officer at GreatBridge Middle.
Officer Ellyson (23:36):
Typical day for me, arriving at the school just
before 8 o'clock, checkingemails for anything that may
have come in overnight, anythingthat may have been reported.
Right after that I'm headingstraight to the the bus ramp and
we're out there to receive thebuses.
We hold everybody till about 835 8 35.
We are releasing everybody andeverybody's coming into the
(23:56):
building.
So after that we're justwaiting for additional late
buses to come in, as we do havea few each day.
So I'm typically out on the busramp till about nine o'clock.
After that I check in with theadministrators and the office
staff to ensure we don't haveanything.
You know I'm needed forassistance and then it's pretty
much roaming the hallwaysthroughout the day being seen
being visible.
The biggest part of my job ismaking sure people know that I'm
(24:20):
there.
I'm in the hallways for everyclass change.
I'm in the cafeteria for allthree grade-level lunches 6th,
7th and 8th.
For all three grade-levellunches 6th, 7th and 8th I'm
releasing tables, getting kidsup to get their lunches and just
communicating with them, andthen I'm back out on that bus
ramp at the end of the dayassisting getting them on the
buses and out safely home.
Chris Vail (24:40):
So why do you think it's important that?
Officer Ellyson (24:41):
you're in the cafeteria.
One of the biggest things forme is it helps me build
relationships with the kids andstudents and by going table to
table I can pick up on thingsthat they're talking about.
It could be something simple, atopic of music.
I could see something on theirsweatshirt a concert that
they've attended, and that's anopening for me.
So, hey, that Luke Bryan.
(25:03):
You know, when he was here itwas pretty popular.
We had a large studentpopulation attend that concert.
So there's a lot of Luke Bryant-shirts and sweatshirts going
around.
So talk to them about thatconcert and then, next thing,
you know, you're just in aconversation.
They don't see you as, yes,they know that you're the
officer and they know thatyou're there to assist them with
(25:24):
any needs that may come up lawenforcement wise, but they see
you as a person and you'rehaving that interaction and
you're talking about topics thatare important with them.
So that's what I like to do Italk with them in the hallways,
talk with them in the cafeteria.
I attend all of our sportingevents at the school, all the
PTA functions, the school dances.
I'm there.
So it allows me to interactwith them and they get to see me
(25:47):
just as being a person, and Ilove that interaction with them.
I think it's important.
Matt Graham (25:51):
Right, and how do you encourage them to speak up
if there is a concern that everarises from these interactions
that you have?
Officer Ellyson (25:58):
So I know somebody touched on earlier in
the podcast that you havediscipline assemblies at the
beginning of the year and I'mfortunate enough to where my
administration brings me in andallows me to talk on some of the
different topics and thingsthat we see not only from the
school level but from the lawenforcement perspective, and
during those particular times.
I reiterate the fact that I havean open door policy and my
(26:22):
administrators and staff areamazing and they know that any
time a child has an issue goingon and they'd like to speak to
me, they make sure that I'mavailable and I always make sure
that I'm available.
I have an open-door policy andby building those relationships
and talking to them in thehallways and in the cafeteria
and at the sporting events and Iknow you mentioned earlier the
(26:42):
PBIS stuff I have the ability tohand out behavior points too,
and they love it.
So just having thatcommunication with them makes
them feel like they can cometalk to me, and I do have
students that come talk to me ona daily basis, which is pretty
cool.
You're right in the middle.
Chris Vail (26:58):
You're in the mix of it all.
What would you say is one ofyour safety concerns from law
enforcement right now that youmight be seeing in the schools?
Officer Ellyson (27:10):
So I will tell you two of the biggest headaches
that SROs see year to year isobviously one being the vaping
issue.
We know that it's not good foryou but we don't really know
what the long-term effects aregoing to be from some of these
things.
And I can tell you that thereare a ton of manufacturers out
there now and it's unfortunatethat they kind of market these
things and these brightpackaging and colors and flavors
.
And we all know that they kindof market these things and these
bright packaging and colors andflavors and we all know that
(27:30):
they're not supposed to bemarketed for kids and they say
they're not marketed toward kids.
But you know they see thesebright packages and sometimes
they get curious and we've had ahard time, you know, not just
here in our locality but schooldistricts abroad.
We're seeing an uprise anduptick in these vaping issues
and we really don't know, onceyou break it down, all these
(27:51):
dangerous chemicals that couldbe in there or inside what
they're inhaling and we're justconcerned about their health.
So we talk about that a lot.
We bring that up in the schooldiscipline assemblies at the
beginning of the year and ofcourse we have different aspects
or time periods throughout theyear we address it with the kids
.
We just had a change over a newsemester and we're in the
(28:12):
middle of redoing schooldiscipline assemblies now.
So to reiterate everything thatwe talked about at the
beginning of the year.
But the vaping issue is a bigone and probably our biggest
nemesis is social media.
Kids that are doinginappropriate stuff on social
media, sending inappropriatecontent on social media.
Kids that are doinginappropriate stuff on social
media, sending inappropriatecontent on social media, saying
(28:32):
inappropriate things or makingthreats, and a lot of times
people don't understand thatthose potential things.
They may not be malicious atthe time, but when we go back
and look at them we have to takethem serious.
For example, people know it'snot okay to threaten somebody.
However, if you threatensomebody you know and it's
(28:53):
submitted electronically or it'ssubmitted in writing, it
changes the ballgame a littlebit from the law enforcement
perspective, which takes it froma misdemeanor to a felony
charge.
So we always encourage ourparents I know I do to
constantly check their child'sphone.
They got to remember.
Kids will always say well, it'smy phone, my parents don't need
to be going.
No, it's not your phone.
(29:14):
Your parents are the adult,they're paying the bills that it
belongs to them, and just tomake sure that there's nothing
going on.
Chris Vail (29:20):
Well, there's an uptick across the United States
with threats to schools.
If parents or students hear ofa possible threat, what do you
think's the best avenue for themto take?
Officer Ellyson (29:30):
so I'm glad you asked that because we get quite
a few of those throughout theyear.
The biggest thing is we do haveparents that go through their
child's phone and they'll seedifferent text threads with
sometimes 10, 12 different kidsand it may be something small,
like you know, somebodythreatening to beat somebody.
We don't want parents to assumethat we've been made aware of
(29:51):
it.
Sometimes we have and thesituation may have already been
handled.
However, there are times wherepeople say, oh, I'm sure
somebody else has reported it,and then it could potentially
turn into a bigger issue whichwe could have probably solved
and handled if we knew about itup front.
So take the time to talk to yourkids, take the time to go
through their phones, be engagedin what's going on and if you
(30:13):
see something that's not rightor something that doesn't sit
well with you, trust your gut.
Don't wear that burden.
Notify somebody and let us lookinto it.
We'd rather take the smallestthing and investigate it and
ensure that there's nothinggoing on, that everybody's safe.
Then somebody not say anythingat all and it turned into
something down the road.
Chris Vail (30:29):
Yep.
So the best strategy is notifythat trusted adult.
See, say something, saysomething, we've heard that.
Or use the let's talk reportline and don't go on social
media and spread that rumor.
Matt Graham (30:42):
Right.
And then there's also you gotto save the evidence.
You got to screen capture andsave the evidence so that you
can report it right.
Officer Ellyson (30:49):
Absolutely, and we tell our student population
find that one person that youtrust in the building.
It may be your teacher, it maybe one of the support staff in
the office, it could be thenurse, it could be a counselor,
it could be custodian that oneperson that you trust.
And it may not be somebody inthe school, it may simply be mom
or dad or your uncle, aunt, buttell a trusted adult and let
(31:12):
them make the decision on whereit needs to go from there.
But obviously we want to knowabout anything that could
potentially be a safety issue,even if it's something that
stems from outside in theneighborhoods, that potentially
could, you know, be brought intothe school because there's some
animosity amongst students.
So we do want to be made awareof anything that's going on,
(31:36):
just so that we can takemeasures and make sure that
everybody is safe.
Chris Vail (31:39):
Well, I know this is about safety, but, officer
Ellison, what's the best part ofyour job being a school
resource officer?
Officer Ellyson (31:47):
Just being with the kids.
I enjoy it, the interactions.
You guys know you see me at allthe events.
I'm at all the sporting eventsand the dances and I could
easily find an officer to workthose events.
But I don't, because I love mykids, I love my population.
I'm very blessed to be at GreatBridge Middle.
I'm very blessed to have anadministration that I work
(32:08):
extremely well with.
We are a family and in everysense of the word.
I mean safety is, I mean ittakes a village, it takes
everybody.
I mean we all have our roles,we all support each other.
Again, right from theadministrators, the guidance
counselors, the nurses, thecustodians, the support staff,
we really can't do our job tothe best of our ability without
(32:29):
each other.
Again, I'm very blessed to bewhere I'm at and I really enjoy
my job.
Matt Graham (32:33):
Well, it sounds like y'all are on the same page.
You got a nice team workingtogether, not just for the
education side but for thesafety side, because, again,
that's the most important thingis keeping our students safe.
Officer Ellison, I just want togive another heartfelt thank
you for all that you do and allthe school officers that are out
in our schools keeping ourstudents safe.
(32:54):
I appreciate it.
Thank you very much.
As you just heard, ensuringeveryone's safety is a
collective responsibility andreporting potential threats is
one of the best ways to helpprotect our community.
If you see something, saysomething by sharing your
concerns on our CPS report lineand let's Talk platforms
(33:15):
available on our website and app.
You can also use the ChesapeakeCrime Line and, in any
emergency situation, call 911.
Thank you for tuning in to thestories behind our story on this
episode of Amplified theChesapeake Public Schools
podcast.
To hear more, visit us atcpschoolscom.
Forward slash amplified and besure to subscribe or follow us
(33:39):
wherever you get your podcastsBye.
Welcome Amplified: The Chesapeake Public Schools
Podcast.
Chris Vail (00:13):
Chesapeake Public Schools is located in the
Hampton Roads region ofsoutheastern Virginia.
We proudly serve over 40,000students in 45 schools and three
centers.
Join us as we share the storiesbehind our story by celebrating
the people and programs thatmake us one of the premier
school districts in Virginia.
Matt Graham (00:33):
Hey everyone, this is Matt Graham here with Chris
Vail, and in this episode we hada great conversation about one
of those always trending topicsin education, which is school
safety.
Chris Vail (00:46):
We were able to bring in the boots on the ground
an elementary school teacher,middle school teacher, high
school teacher and a schoolresource officer.
They're able to share thosethings we can share with the
community, like our new RaptorAlert app for teachers, our
student ID badges initiative and, finally, our See something,
Sauy something.
Matt Graham (01:05):
So listeners, stay tuned to hear the collective
efforts to keep our schools safe.
We have a fantastic panel ofguests with us.
Thank you all for being hereand being on the podcast.
Let's go ahead and have each ofyou tell us about yourself,
your role with Chesapeake andhow long you've been here.
Matt Barker (01:27):
All right, my name is Matt Barker.
I am one of the PE teachers atDeep Creek Central Elementary
School.
I also serve as the crossingguard for the school and I am
their school safety patrolsupervisor amongst 25th grade
students that I have at thebuilding.
I've been with ChesapeakePublic Schools as a PE teacher
for nine years now and I've beenat Deep Creek Central for seven
(01:47):
of those years.
Brittany Meier (01:48):
And my name is Brittany Meier.
I eighth-grade an scienceteacher at Greenbrier Middle
School.
I have been teaching 12 years,and eight of them with
Chesapeake.
Lesley Sarver (01:56):
Wonderful.
I am Lesley Sarver and I teachat Hickory High School.
I wear many hats.
I'm the SCA advisor, I alsohelp out with school activities
and athletics, and I've beenteaching for 19 years, all with
Chesapeake Super proud of thisplace.
Chris Vail (02:11):
Well, we appreciate the three of you taking time out
of your day and coming on here,so let's jump right into safety
.
Safety looks different you knowat each grade level.
Can each of you share whatschool safety means in your
daily work and how it affectsyour students?
Maybe how it looks in yourschool?
Lesley Sarver (02:28):
I can dive right into this.
So at Hickory High School it isa daily conversation, it's
something that we are able totalk with the students about and
it's something that is a toppriority, I would say.
Each semester we have schoolgrade level assemblies and we
talk about the behaviorexpectations, but we also talk
about safety.
Why do we have the rules thatwe have, why do we have the
(02:48):
policies that we have?
And so you can kind of reasonwith the high schoolers a little
bit more and they understandthe reason behind the policies
for safety and security.
Brittany Meier (02:57):
At Greenbrier Middle School it's definitely
reduced and risk management.
So we definitely want toprioritize safety for sure.
It's definitely a top concernand we go off of our PBIS matrix
where it's Paul's for successand the S in Paul's stands for
safety.
So always put safety first andthe students are well-hearsed in
that.
(03:17):
We do review that consistentlythroughout the year and so it's
really great for the students todive in, give us their feedback
and then that goes into ourmatrix.
Matt Barker (03:27):
At the elementary level we have a whole lot of
safety things that we have toworry about, especially in my
position as PE teacher.
So I have safety in my gym, Ihave safety within the whole
school as the whole building,within every kid, and then I
also have the safety of the carsin the community when I'm doing
my crossing guard directing.
So just having the public andthe community know what our
safety guidelines are and whythey're in place, and then the
(03:48):
kids in the building knowingexactly why do we have our
safety regulations, why do wehave to always practice
lockdowns, why do we always haveto do fire drills?
At that age they don't, can'tquite understand that real world
component where, like the olderkids can, because they can
associate with it, whereas theyounger kids they're just
expecting us to get them tosafety, which is our number one
job.
So with them having to rely onus, that's very important for us
(04:08):
to do.
Chris Vail (04:09):
So, before they can learn, safety is going to be the
most important thing you can doin your classroom.
You're all classroom teachers,so what's something that you
individually do to make yourstudents feel safe, and that
could be physically or mentally.
Lesley Sarver (04:23):
So I approach it as a whole child perspective and
it's great because this yearone of the things that I was
looking at at Hickory looking atthe data of our school, because
we are super successful in theacademic arena but where we were
lacking was with thatconnection piece.
So we implemented an advisoryprogram this year and we are
super fortunate to have a groupof about 15, 16 students in our
(04:45):
small group area and we get tomeet with them monthly and talk
about life, life stuff.
So there is a curriculum thatwe follow, there are things that
we cover.
However, having our thumb onthat 15, 16 kiddos is making a
difference in every realm, everyaspect of the high school.
So we implemented that advisoryprogram.
But me personally, I just makesure that I know everybody's
(05:08):
name, I know something aboutthem outside of the classroom
and then that way I can alsofocus on like OK, hey, if
somebody's, you know, a littlefunky or a little off, I can
dive into, well, what's going on.
But, once again, just makingsure that they understand that
I'm here for them and I'm hereto see them succeed.
Matt Barker (05:25):
I think you hit the nail right on the head there.
Relationships is what it allcomes down to.
When a kid can trust you, theyfeel that safety in you, Like if
they know that they can come toyou with anything, or they know
(05:46):
they can trust you with theirlife and be able to follow your
lead and whatnot the safetypatrollers that I have I also
instill all of my knowledge andexpertise in that realm to enter
them and then have them alsowatch out for the littles,
especially to keep them safe inthe hallways, to keep them safe
around the building, make surethey're going where they're
supposed to and make sure theyknow exactly what to do if
things come about 100% so, andat Greenbrier Middle School we
are definitely all aboutbuilding those connections.
Brittany Meier (06:06):
It's super, super important because if a kid
feels that they can trust you,they're going to naturally feel
safe.
So building that relationshipand we use our SEL CARES
check-in time in the morning.
We have our home room and wewill check in with the student.
We have various slideactivities in order to foster
those connections so that itcarries out throughout the
entire school year.
Matt Graham (06:27):
Nice and Brittany, you had mentioned earlier about
the PBIS.
Yes, For our listeners outthere that might not know what
that is, can you tell us alittle bit more about it?
What that is, and what it's allabout?
Brittany Meier (06:38):
Yes, our PBIS system is a behavior management
system that we use in order tofoster great relationships with
the students, along withpositive behavior, and then
students get rewarded, actuallywith behavior points.
With our MTSS system in Synergyand those students that are
following that matrix that wehave Pulse for Success, they get
(06:59):
those behavior points so thatthey know that they're doing the
right thing.
Matt Graham (07:03):
That sounds great.
I think that's being done at alot of schools.
I know Great Bridge Middle hasPBIS.
I think some other schools areall on that same thing.
Matt, you're kind of acelebrity, that's what I've
heard.
Yeah, you have hit the jackpotthis year, I would say.
You are Deep Creek Central'sElementary Teacher of the Year.
Lesley Sarver (07:22):
Nice, awesome.
Matt Graham (07:27):
But he is also the Virginia Department of
Transportation's MostOutstanding Crossing Guard.
Matt Barker (07:33):
Awesome, wow, thanks, thank you.
Matt Graham (07:36):
Can you take a moment and just share what that
recognition means to you?
Matt Barker (07:40):
First thing, I can say is all a surprise.
I mean, when I show up to workevery day, I wake up every
morning, I go to the job that Ilove to do and I just go in and
I do my job.
I take care of the kids, I makesure the kids are first, go in,
teach them physical activitiesand how to keep themselves well,
as well as take my duty toheart of being the crossing
guard to keep the community Well.
That includes our students, ourstaff, our parents and then the
(08:00):
community members that live inthe neighborhoods around me,
like all that's personal to me.
So to be recognized for boththe achievement of what I'm
doing in the classroom and whatI'm doing outside the classroom
for the community, it means alot to me.
Like I said before, I wassurprised when I both got the
awards, but it lets me know thatI'm doing a good job taking
care of the community for ourschool, and I know a lot of
people in our building outsidein the community recognize that
(08:27):
and they tell me every day hey,thanks for all you do, thanks
for standing out here in thepouring down rain to make sure
that our kids get in thebuilding safe, or thanks for
staying out here in the 19degree weather, like an eskimo,
like in antarctica, to keepthese kids safe and to keep the
traffic's flowing, because theydefinitely truly appreciate I do
appreciate the community forrecognizing that I have a goal
out there to make sure thatthings stay flowing.
Uh well, to keep kids into thebuilding and then the kids that
are in the PE classes and stuff.
(08:47):
They tell me every single daycongratulations for being
teacher of the year, even thoughI got it back in.
Lesley Sarver (08:52):
October, november .
They still tell mecongratulations every day,
doesn't matter, that's awesome.
Matt Barker (08:55):
Yeah, so it's been a blessing.
Matt Graham (08:57):
So, matt, with that , for our listeners that are out
there students, parents,families.
That are out there students,parents, families what sort of
advice would you like to givethem about the arrival dismissal
time with that crossing guardresponsibilities?
What's something you would wantthem to know Patience.
Matt Barker (09:17):
So at Deep Creek Central we have a very special
traffic pattern.
With those of you that may notknow so.
The Deep Creek Bridge that'sbeen there forever is now
finally getting reconstructedand a whole brand new bridge is
being built.
Well, since that bridge is sosmall, now there's very heavy
traffic in the mornings and veryheavy traffic in the afternoons
.
So in the morning my job is tomake sure that the cars get into
our building safely and thenthe cars are leaving the parent
(09:40):
job offline safely.
But I'm also having to deal withcars that are coming in from
the neighborhood to get to workon time and give it to the
traffic that it needs to.
So I see myself as more like ahuman traffic light is what it
is.
So it took me a little while torecognize the traffic patterns
of how is this traffic going toflow and what's the best way for
me to keep the traffic flowing.
But also I have to keep walkersthat come from the neighborhood
(10:01):
.
We probably have about 20 to 30walkers that walk every morning
.
So between getting the trafficflowing from three different
directions and then getting thekids across the street with
traffic stopped too, but thengetting everybody flowing again
without everybody getting mad atme too much.
Lesley Sarver (10:18):
I mean occasionally you get the
community member, that's havinga rough morning and then I've
had somebody roll their windowdown a couple of times and tell
me a few select words.
Matt Barker (10:30):
But those things we just move on, because you know
it's a busy traffic day.
They're already mad that thetraffic's backed up forever on
with this grandy and maybe theygot up late or maybe something
happened.
So you just got to brush thosethings off and keep going and
keep a positive mindset andfocus on the job you got to do.
Chris Vail (10:46):
So you took one of the games you probably play in P
red light, green light and youget to play it with the parents
in the morning.
Matt Barker (10:51):
Yes, yes, yes, yes.
That's a good way to look at itlike that.
Chris Vail (10:57):
So one thing I want to talk about and Brittany,
we'll start with you because itjust came into sixth grade and
it's getting ready to getexpanded to all of middle school
is the student ID badgesprogram.
Can you tell our listeners whatit looks like at Greenbrier
Middle right now?
Brittany Meier (11:13):
Yes, I most certainly can.
So our sixth graders havestarted it off.
They wear their ID badges eachand every day.
I think it helps keep track ofthe students and ensure that
everybody that's supposed to bein the building is there.
And our eighth graders haven'treceived them yet.
So I've yet to like fully diveinto this experience.
But we did have a behaviorassembly right at the beginning
(11:34):
of the second semester just todive back into our expectations
of safety and what will becoming their way.
So they do know that these IDbadges are coming their way,
which we're supposed to receivethem soon.
So I'm excited to take a partof that.
Chris Vail (11:46):
All right.
How about Matt?
It's been at the elementaryschool for a little bit.
How's it been going at DeepCreek Central?
Matt Barker (11:52):
So from a safety component it's a great idea.
It's awesome for especially theyounger kids, like kindergarten
and first grade, because theyuse them in the lunch line.
They're able to just scan theirbadge to pay for their food or
account for their food, ratherthan having them have to type in
their numbers and waste a lotof time and back then the TAs
would have to help them withtheir numbers as they learn the
numbers until they memorize themand then they use it for
library to check out their booksto make that process go a lot
(12:15):
faster.
But as far as like from aclassroom for a PE perspective,
the only thing that arises to usas teachers with PE is the
safety issue of it.
I know that they have breakawaylanyards that are on them, but
some of those kids they're.
Either they break and then theyend up getting a homemade
lanyard which is not a breakawayone.
(12:35):
So it's always in the back ofour mind of like, what if this
kid gets caught on a piece ofequipment?
Or if a kid's running aroundand the badge goes away and gets
stuck in their arm and thenends up pulling them down to the
ground or causing a chokingincident?
Luckily we haven't had any ofthose yet, which is a good thing
.
But most of the time we tellthem to keep them inside their
shirts, so they're inside theirbody, just so they're being a
little bit more safe.
Because we know the safetycomponent of the badges is
important, especially if anincident was to arise, like if
(12:58):
we had to evacuate the building.
Then it's easier to keepaccountability of all the kids.
If somebody goes missing, theycan look at the badge and say,
okay, well, this last name isthis, and then somebody could
take accountability of them fortheir teacher.
Chris Vail (13:08):
So an important takeaway for parents if the
lanyard breaks, make sure you'regetting a breakaway lanyard in
there for safety purposes,Correct?
Matt Barker (13:16):
Because they are still expected to wear them at
recess also.
So and recess is unstructuredplay, so there's definitely the
chance of it caught on a pieceof equipment or, like I said,
caught on another child as well.
The other thing that westruggle with, too, is the kids
keeping up with their own badges.
There's a lot of lost badges.
There's constantly badges inthe lost and found in the office
, or the kids just leave them athome.
(13:36):
So our school actually createdtemporary badges for those kids
who forget their permanent badge.
So each teacher has a temporarybadge on a red lanyard that has
to stay within the building.
So if the kid doesn't show upwith the badge, teacher's like
okay, well, here's yourtemporary one.
You have to get this back to meat the end of the day.
That way there's still thataccountability piece.
If an incident was to occur,they could still be accountable
(13:56):
for every kid.
Matt Graham (13:57):
Okay, leslie, I wanted to ask you this and and
honestly it's for the whole roomhere Each school level has its
own unique safety challenges.
What are some of thosechallenges that you see or that
you experience?
How do you overcome them?
Lesley Sarver (14:14):
I would say during drills you always worry
about that kid that just leftyour classroom to go to the
bathroom or to talk to thisteacher or run to the library,
and so that was always a majorconcern is how do I account for
this kiddo?
And I stress about that bigtime.
And so with the Raptor system,all of my worries and concerns
have literally gone away.
We actually just had a drillyesterday and the chat feature
(14:37):
is amazing, because if I say hey, I'm missing, so-and-so,
somebody can let me know exactlywhere they are, but then I
don't even really have to putthat in the chat because
everybody is being accounted forin the school.
All of the concerns that I'veever really had are going to be
gone with the Raptor system.
Chris Vail (14:52):
You want to explain what the Raptor app means for
teachers on the phone and whatit kind of looks like and how it
works.
Lesley Sarver (14:58):
Sure Not super well-versed.
However, like I said, we justhad our first drill with it, and
so what happens is, once thedrill is activated, it's wild
because we can get it on ourphone and then we also get.
So we'll get text messages,we'll hear the sound that an
alert is going off, and then wealso get emails.
So you literally cannot missthat there is a lockdown, that
there is something, there's somesort of emergency going on, and
(15:21):
so, once we log into our app,either you can use your
Chromebook or your phone.
I use my phone because it's alot easier.
So I log into the app and then Igo ahead into the drill itself.
I can pull up my roster and Ican account for my kids.
I account for myself, I canaccount for any kids that I
pulled in from the hallway, andthen you just kind of wait and
you are being alerted each timesomebody puts something in the
(15:41):
chat.
So it'll, it'll pop up.
For me it was popping up blue,and so I would look at the chat
and Mr Gittes, who is one of ourassistant principals, he was
just communicating witheverybody hey, make sure that
you're accounting for peoplethat you just pulled into the
hallway and just kind of walkingus through, you know, step by
step.
But if this, if a situationdoes arise, that chat feature is
going to be super crucial.
Chris Vail (16:10):
Yeah, part of the takeaways that we're hearing
from this, though, too, is thatnow we've empowered teachers or
employees to call a lockdown, soyou've taken away that gap of
having to contact administratoror contact clerical if something
was to go wrong, or simplethings like there's an
altercation in the hallway, youcan notify security, or if a
child gets sick, you can let thejanitor know and they can
respond.
And also first responders andwe're going to have a first
responder, a school resourceofficer, on in a little bit, but
(16:33):
they're going to be notified ifthere's an active threat at the
building.
So we're eliminating that gapof time, because it's so
important those few seconds, fewminutes to be able to respond.
But I do want to hear and Iknow Matt wants to hear you know
what are some challenges?
What's going on at schools?
We parents hear about thevaping and different things.
(16:53):
What are some things that youmight be encountering at the
different levels?
Lesley Sarver (16:57):
There's definitely extracurriculars
going on in the, in therestrooms, and you know we try
to mitigate that as much aspossible and we are talking
about it, but conversationsdefinitely need to be had at
home, I believe, about some ofthose situations.
We did have a couple ofsituations, too, that were
occurring in classrooms wherethey're passing a vape to
another student and you don'tknow what is in that vape.
(17:19):
You don't know, and I'm goingto tell you to be completely
honest.
I'm a mother of three and wehave these open, honest
conversations at home just to beaware that you do not know what
is in the substance or what isbeing given to you, and so to
just be smart about things, andif you do see something, you say
something.
Brittany Meier (17:39):
Right At Greenbrier Middle we definitely
have had occurrences in therestroom and I think the e-hall
pass has worked really wellbecause we can see the extent of
the child and how long they'reout of our classroom and we know
, hey, like something might beup, something might be going on,
and that way an administratorcan swoop in, or security guard
or officer in order to help usout.
(18:00):
So I think that's been superhelpful, um, especially myself
as a classroom teacher, becauseI can see on my chromebook if
they're gone for a long periodof time it changes color.
So it's a great indication tokeep you aware to that hey,
something might just be up.
Let me alert somebody.
Matt Barker (18:16):
Elementary world.
We don't have to deal with toomany of that stuff.
We don't have the e-hall passsystem.
We just we still have the hey.
We have the boys passing, thegirls pass, one boy goes, one
girl can go and then they getback to the classroom and that.
So we don't really run acrossthose.
A lot of our biggest problemsthat we deal with are the social
problems, especially in ourolder students, of like the
bullying they're forming theircliques and then going to pick
(18:37):
on other kids and stuff.
That's kind of our biggestcomplaint.
But nothing external that comesinto at least that I know of,
from the external world, intothe elementary world, which is
keeping the kids socially active, but it was was socially
acceptable.
It's not socially acceptable.
Lesley Sarver (18:50):
I think it's good to like at the high school
level.
I do know that the PE andhealth curriculums are covering
vaping and the effects that ithas on your body and that could
very easily start at anelementary level, go through the
middle school and beyond isjust taking care of yourself,
being healthy.
Matt Graham (19:04):
Right, you're already talking about how you're
promoting, basically, a cultureof safety in your schools and
in your buildings.
Are there other ways that y'allare doing to help promote that
culture of safety in yourbuilding?
Matt Barker (19:16):
Well, she mentioned to see something, say something
.
That's that's at every singlebuilding we have posters all
across the wall Like if a kidsees something, say something.
But because they need to know alot of times, especially the
younger ages, because there'salways that, that snitch
component, if they end upfinding out.
So it's the letting them knowthat it's OK to tell an adult if
you see something.
Like they're not going to be.
Like hey, johnny came up to meand told me that you did the X,
(19:38):
y and Z.
Like that's not how we treat itas adults or teachers, like
we're going to keep that kidsafe, we're going to take their
information that they gave usand do our research, do our
research, do our investigationto go see exactly what happened.
Brittany Meier (19:48):
I always tell the students to write it down,
write it on a sticky note.
Here you go.
You can go on my desk, I don'tmind at all, like what's yours
is mine in here.
Guys, that kind of helps themout because it's not putting
them on the spot hey, whathappened?
Kind of thing.
It's more of like they can justleave a note on my desk and
I'll get to it when I get to itand it creates that safe
environment of I'm always herefor you.
Chris Vail (20:08):
If you could get out one message to parents or
students or even other teacherswhat's one thing dealing with
safety or a way that they couldhelp you, that you'd like to get
out there.
Lesley Sarver (20:19):
I definitely think that in emergency
situations, parents need to havepatience and they need to allow
the school administration andthe district leadership enough
time to accurately employ theirinvestigations and then
communicate what is necessary.
And there also needs to be atrust component, because, I
(20:40):
promise you, I've worked 19years in this district.
I have three children.
My husband also teaches at thehigh school that I'm at.
I have never felt unsafe.
I feel like Chesapeake PublicSchools has always made safety
and security a top priority.
Brittany Meier (20:53):
I would agree.
I'm a Chesapeake Public Schoolalumni.
I graduated from Western RidgeHigh School back in the day a
little bit, and I've always feltextremely safe as a student and
as a staff member.
Today, I do think it's allabout communication.
If we can communicate and workall effectively together, it's
going to build that strong netcommunity and I think we already
have that in place.
(21:14):
It's just making sure wemaintain it.
Matt Barker (21:16):
I think one thing parents can do to help foster
what we're teaching the kids inthe school systems with safety
is like reiterating theimportance of why do we do the
fire drills, why do we havelockdown set, why do we have
tornado drill set, why is thestudent id badges and now a
thing for elementary, now goinginto middle school for them to
reiterate what we're alreadyteaching them in school.
And I know our schools hostlike programs at the beginning
(21:36):
of the year with informationsessions so parents can learn
about, like these new id badgesthat come out, what their
purpose is.
But having them reiterate thepurpose because kids are like
they're going to be hesitant tochange.
Um, change is hard for all ofus, even as adults.
But kids especially becausethey're so routine and they like
expectations set and routinesfollowed.
So when something gets thrownat them differently, they need
(21:57):
that consistency and thatroutine to build up the reasons
why.
Like we tell them what to do,but telling them why is a good
thing as well, the open, open,honest conversation.
Lesley Sarver (22:07):
I would say one last piece too to stay away from
social media.
Social media fans the flame andit incites hysteria.
I would say, if you do have aconcern, just to communicate
with your school administrationvia email or a phone call, but
to stay away from social media.
Matt Graham (22:24):
Thank you all for coming in, for your dedication
not just to teaching but tokeeping our schools safe.
So thank you so much forsharing this information with us
and our community.
Brittany Meier (22:34):
Thank, you for having us.
Thank you so much.
Chris Vail (22:40):
Hey, we're back with you now, and joining us is one
of our school resource officers,officer Ellison from Great
Bridge Middle School.
Thanks for joining us today,thanks for having me.
Officer Ellyson (22:53):
My name is Dave Ellison.
I've been with the ChesapeakePolice Department now for 15
years, pretty much.
Born and raised in Chesapeake,graduated from Great Bridge High
School a very long time ago.
So I'm a product of ChesapeakePublic Schools.
My father taught in the systemfor 38 years, my stepmom taught
in the system for 34 years andI've had two children graduate
(23:16):
from Chesapeake Public Schools.
One is a proud graduate ofHickory High School and
participated in the Teachers forTomorrow program.
So yeah, very proud and excitedto be a part of Chesapeake
Public Schools.
Chris Vail (23:26):
So you're back home with the Wildcats.
I am back home with the.
Officer Ellyson (23:28):
Wildcats.
I am back home with theWildcats.
Matt Graham (23:30):
So, with that, take us through a typical day of a
school resource officer at GreatBridge Middle.
Officer Ellyson (23:36):
Typical day for me, arriving at the school just
before 8 o'clock, checkingemails for anything that may
have come in overnight, anythingthat may have been reported.
Right after that I'm headingstraight to the the bus ramp and
we're out there to receive thebuses.
We hold everybody till about 835 8 35.
We are releasing everybody andeverybody's coming into the
(23:56):
building.
So after that we're justwaiting for additional late
buses to come in, as we do havea few each day.
So I'm typically out on the busramp till about nine o'clock.
After that I check in with theadministrators and the office
staff to ensure we don't haveanything.
You know I'm needed forassistance and then it's pretty
much roaming the hallwaysthroughout the day being seen
being visible.
The biggest part of my job ismaking sure people know that I'm
(24:20):
there.
I'm in the hallways for everyclass change.
I'm in the cafeteria for allthree grade-level lunches 6th,
7th and 8th.
For all three grade-levellunches 6th, 7th and 8th I'm
releasing tables, getting kidsup to get their lunches and just
communicating with them, andthen I'm back out on that bus
ramp at the end of the dayassisting getting them on the
buses and out safely home.
Chris Vail (24:40):
So why do you think it's important that?
Officer Ellyson (24:41):
you're in the cafeteria.
One of the biggest things forme is it helps me build
relationships with the kids andstudents and by going table to
table I can pick up on thingsthat they're talking about.
It could be something simple, atopic of music.
I could see something on theirsweatshirt a concert that
they've attended, and that's anopening for me.
So, hey, that Luke Bryan.
(25:03):
You know, when he was here itwas pretty popular.
We had a large studentpopulation attend that concert.
So there's a lot of Luke Bryant-shirts and sweatshirts going
around.
So talk to them about thatconcert and then, next thing,
you know, you're just in aconversation.
They don't see you as, yes,they know that you're the
officer and they know thatyou're there to assist them with
(25:24):
any needs that may come up lawenforcement wise, but they see
you as a person and you'rehaving that interaction and
you're talking about topics thatare important with them.
So that's what I like to do Italk with them in the hallways,
talk with them in the cafeteria.
I attend all of our sportingevents at the school, all the
PTA functions, the school dances.
I'm there.
So it allows me to interactwith them and they get to see me
(25:47):
just as being a person, and Ilove that interaction with them.
I think it's important.
Matt Graham (25:51):
Right, and how do you encourage them to speak up
if there is a concern that everarises from these interactions
that you have?
Officer Ellyson (25:58):
So I know somebody touched on earlier in
the podcast that you havediscipline assemblies at the
beginning of the year and I'mfortunate enough to where my
administration brings me in andallows me to talk on some of the
different topics and thingsthat we see not only from the
school level but from the lawenforcement perspective, and
during those particular times.
I reiterate the fact that I havean open door policy and my
(26:22):
administrators and staff areamazing and they know that any
time a child has an issue goingon and they'd like to speak to
me, they make sure that I'mavailable and I always make sure
that I'm available.
I have an open-door policy andby building those relationships
and talking to them in thehallways and in the cafeteria
and at the sporting events and Iknow you mentioned earlier the
(26:42):
PBIS stuff I have the ability tohand out behavior points too,
and they love it.
So just having thatcommunication with them makes
them feel like they can cometalk to me, and I do have
students that come talk to me ona daily basis, which is pretty
cool.
You're right in the middle.
Chris Vail (26:58):
You're in the mix of it all.
What would you say is one ofyour safety concerns from law
enforcement right now that youmight be seeing in the schools?
Officer Ellyson (27:10):
So I will tell you two of the biggest headaches
that SROs see year to year isobviously one being the vaping
issue.
We know that it's not good foryou but we don't really know
what the long-term effects aregoing to be from some of these
things.
And I can tell you that thereare a ton of manufacturers out
there now and it's unfortunatethat they kind of market these
things and these brightpackaging and colors and flavors
.
And we all know that they kindof market these things and these
bright packaging and colors andflavors and we all know that
(27:30):
they're not supposed to bemarketed for kids and they say
they're not marketed toward kids.
But you know they see thesebright packages and sometimes
they get curious and we've had ahard time, you know, not just
here in our locality but schooldistricts abroad.
We're seeing an uprise anduptick in these vaping issues
and we really don't know, onceyou break it down, all these
(27:51):
dangerous chemicals that couldbe in there or inside what
they're inhaling and we're justconcerned about their health.
So we talk about that a lot.
We bring that up in the schooldiscipline assemblies at the
beginning of the year and ofcourse we have different aspects
or time periods throughout theyear we address it with the kids
.
We just had a change over a newsemester and we're in the
(28:12):
middle of redoing schooldiscipline assemblies now.
So to reiterate everything thatwe talked about at the
beginning of the year.
But the vaping issue is a bigone and probably our biggest
nemesis is social media.
Kids that are doinginappropriate stuff on social
media, sending inappropriatecontent on social media.
Kids that are doinginappropriate stuff on social
media, sending inappropriatecontent on social media, saying
(28:32):
inappropriate things or makingthreats, and a lot of times
people don't understand thatthose potential things.
They may not be malicious atthe time, but when we go back
and look at them we have to takethem serious.
For example, people know it'snot okay to threaten somebody.
However, if you threatensomebody you know and it's
(28:53):
submitted electronically or it'ssubmitted in writing, it
changes the ballgame a littlebit from the law enforcement
perspective, which takes it froma misdemeanor to a felony
charge.
So we always encourage ourparents I know I do to
constantly check their child'sphone.
They got to remember.
Kids will always say well, it'smy phone, my parents don't need
to be going.
No, it's not your phone.
(29:14):
Your parents are the adult,they're paying the bills that it
belongs to them, and just tomake sure that there's nothing
going on.
Chris Vail (29:20):
Well, there's an uptick across the United States
with threats to schools.
If parents or students hear ofa possible threat, what do you
think's the best avenue for themto take?
Officer Ellyson (29:30):
so I'm glad you asked that because we get quite
a few of those throughout theyear.
The biggest thing is we do haveparents that go through their
child's phone and they'll seedifferent text threads with
sometimes 10, 12 different kidsand it may be something small,
like you know, somebodythreatening to beat somebody.
We don't want parents to assumethat we've been made aware of
(29:51):
it.
Sometimes we have and thesituation may have already been
handled.
However, there are times wherepeople say, oh, I'm sure
somebody else has reported it,and then it could potentially
turn into a bigger issue whichwe could have probably solved
and handled if we knew about itup front.
So take the time to talk to yourkids, take the time to go
through their phones, be engagedin what's going on and if you
(30:13):
see something that's not rightor something that doesn't sit
well with you, trust your gut.
Don't wear that burden.
Notify somebody and let us lookinto it.
We'd rather take the smallestthing and investigate it and
ensure that there's nothinggoing on, that everybody's safe.
Then somebody not say anythingat all and it turned into
something down the road.
Chris Vail (30:29):
Yep.
So the best strategy is notifythat trusted adult.
See, say something, saysomething, we've heard that.
Or use the let's talk reportline and don't go on social
media and spread that rumor.
Matt Graham (30:42):
Right.
And then there's also you gotto save the evidence.
You got to screen capture andsave the evidence so that you
can report it right.
Officer Ellyson (30:49):
Absolutely, and we tell our student population
find that one person that youtrust in the building.
It may be your teacher, it maybe one of the support staff in
the office, it could be thenurse, it could be a counselor,
it could be custodian that oneperson that you trust.
And it may not be somebody inthe school, it may simply be mom
or dad or your uncle, aunt, buttell a trusted adult and let
(31:12):
them make the decision on whereit needs to go from there.
But obviously we want to knowabout anything that could
potentially be a safety issue,even if it's something that
stems from outside in theneighborhoods, that potentially
could, you know, be brought intothe school because there's some
animosity amongst students.
So we do want to be made awareof anything that's going on,
(31:36):
just so that we can takemeasures and make sure that
everybody is safe.
Chris Vail (31:39):
Well, I know this is about safety, but, officer
Ellison, what's the best part ofyour job being a school
resource officer?
Officer Ellyson (31:47):
Just being with the kids.
I enjoy it, the interactions.
You guys know you see me at allthe events.
I'm at all the sporting eventsand the dances and I could
easily find an officer to workthose events.
But I don't, because I love mykids, I love my population.
I'm very blessed to be at GreatBridge Middle.
I'm very blessed to have anadministration that I work
(32:08):
extremely well with.
We are a family and in everysense of the word.
I mean safety is, I mean ittakes a village, it takes
everybody.
I mean we all have our roles,we all support each other.
Again, right from theadministrators, the guidance
counselors, the nurses, thecustodians, the support staff,
we really can't do our job tothe best of our ability without
(32:29):
each other.
Again, I'm very blessed to bewhere I'm at and I really enjoy
my job.
Matt Graham (32:33):
Well, it sounds like y'all are on the same page.
You got a nice team workingtogether, not just for the
education side but for thesafety side, because, again,
that's the most important thingis keeping our students safe.
Officer Ellison, I just want togive another heartfelt thank
you for all that you do and allthe school officers that are out
in our schools keeping ourstudents safe.
(32:54):
I appreciate it.
Thank you very much.
As you just heard, ensuringeveryone's safety is a
collective responsibility andreporting potential threats is
one of the best ways to helpprotect our community.
If you see something, saysomething by sharing your
concerns on our CPS report lineand let's Talk platforms
(33:15):
available on our website and app.
You can also use the ChesapeakeCrime Line and, in any
emergency situation, call 911.
Thank you for tuning in to thestories behind our story on this
episode of Amplified theChesapeake Public Schools
podcast.
To hear more, visit us atcpschoolscom.
Forward slash amplified and besure to subscribe or follow us
(33:39):
wherever you get your podcastsBye.
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