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CPTED School Assessment (CSA) Chapter 6

Background Development of an Assessment Tool Using the Assessment Tool Use of Results. CPTED School Assessment (CSA) Chapter 6. CDC Goal. Reduce the prevalence of violence among youth. CPTED Considerations. CPTED success in communities Shows promise for schools

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CPTED School Assessment (CSA) Chapter 6

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  1. Background Development of an Assessment Tool Using the Assessment Tool Use of Results CPTED School Assessment (CSA)Chapter 6

  2. CDC Goal Reduce the prevalence of violence among youth.

  3. CPTED Considerations • CPTED success in communities • Shows promise for schools • Explore utility & effectiveness of CPTED in preventing school violence

  4. “Youth Violence . . . intentional use of physical force or power by a young person, between ages 10 and 24, against another person, group, or community, with the youth’s behavior likely to cause physical or psychological harm. Source: cdc.gov/violenceprevention/youthviolence/schoolviolence

  5. Need for Safe Schools • Physical safety • Freedom from harm • Social-emotional safety • Freedom from fear of harm

  6. CPTED School Assessment (CSA) • Physical design /use of space is consistent with CPTED principles. • Series of statements describe the ideal conditions • Use of associated “keywords” • Restrooms are well-lit.

  7. (CSA) Development • CPTED/security literature review • Known CPTED/security school surveys, checklists, etc. • CDC’s School Health Guidelines to Prevent Unintentional Injuries and Violence.

  8. (CSA) Development • CDC’s Measuring Violence-Related Attitudes, Beliefs and Behaviors among Youths: A compendium of Assessment Tools. • C&C field experience • Field tested Richmond, VA Cherokee County, NC

  9. Additional Notes • “This tool was developed for CDC under contract with Carter & Carter Associates. It was tested during assessments of 50 middle schools in the greater Atlanta area and may change depending on the outcome of the test analysis.” CDC/Division of Violence Prevention (DVP) • C&C is grateful to the CDC for allowing the CSA to be used in the NASRO School CPTED Practitioner’s Program.

  10. Protocol • Originally designed to be completed in one day • School CPTED Practitioners may choose to use multiple days to complete the CSA • For this training & field exercise a one day protocol will be used • Lighting exercise is optional

  11. CSAIntroductionChapter 7 The purpose of the CSA is to rate physical parts of the school which may have an impact on youth fear and aggressive behavior.

  12. Organization • Initial Impressions • 3 statements • The Grounds • 82 statements • The Buildings • 43 statements + 30 for 3 accessory buildings • Interior • 167 statements + 18 for 3 other interior spaces • Global Impressions • 4 statements • Additional Observations • Surrounding Land Use • 13 possible conditions • Assessment Day Info • Key Word Definitions (53) • Key Word Matrix

  13. Rating Scale

  14. Other Notations Does Not Exist (DNE) Unable to Observe (UTO) Cannot see an area or activity lighting delivery activities Etc. • Areas/features that do not exist: • Exterior stairs • Courtyards • Locker rooms • Security Guards • Versus something that should exist: • Student art/displays • School sign • Authorized Adults

  15. Time Sensitive Statements • Arrivals and Departures • Grounds • Buildings • Interiors • Classroom Changes • Interiors • Lunch Periods • Interiors

  16. Blank Sections • Accessory buildings of a different nature • Community health center • Agricultural science • Woodshop • Performing arts • Etc. • Interiors of accessory buildings • Interior spaces not covered by the CSA. • Life Sciences – Culinary – Technical/Trade • Art gallery • Robotics

  17. Limitations – Not Assessed • Security, staff & personnel • Fire safety • Building & equipment safety • OSHA hazards - non-intentional injuries • Crisis response capability • Security equipment • After school activities – community use

  18. 1. Initial Impressions Ch7 P59 • Grounds • Buildings • Interiors Spontaneous, felt-response. Initial impressions of the school _____ are positive.

  19. 2. The Grounds Geographic Areas Time Sensitive Arrivals & Departures 30 minutes before school 30 minutes after school • Perimeter • Points of entry • Parent drop/off pickups • Bus loading/unloading • Vehicular routes • Parking areas • Pathways & gathering areas • Bike racks • Athletic areas • Other • General

  20. A. Grounds: Perimeter #2 • Physical or symbolic barriers along the property boundary present an attractive appearance. • “Barriers” are limitations to movement such as fencing, bollards, chains, landscaping, and other physical features.

  21. A. Grounds: Perimeter #4 • “The perimeter is secured in areas not easily viewed.” • “Easily viewed” is line of sight. A convenient way of seeing something as from a particular angle. • No Adult Presence

  22. C. Grounds: Parent Drop-off/Pickups # 4 • Parent drop-off/pickup areas are easily monitored during designated arrival or departure times. • “Easily monitored” is the ability to keep close watch over, to supervise. • Adult Presence

  23. E. Grounds: Vehicle Routes #1 • Vehicular travel routes are clearly marked. • “Clearly marked” is readily observable, visible impressions, such as large lettering, bold stripes or other physical markings.

  24. F. Grounds: Parking Areas #9. • Visitor Parking is located directly adjacent to the main entry of the administrative offices. • “Adjacent” is close, next to.

  25. G. Grounds: Exterior Pedestrian Pathways and Gathering Areas #1 • There are signs directing visitors to the office. • “Direct” is to show or indicate the way.

  26. G. Grounds: Exterior Pedestrian Pathways and Gathering Areas #9 • There are pedestrian amenities such as seating and trash receptacles located along key pedestrian pathways. • “Amenities” are something that contributes to physical comfort; increases attractiveness or value.

  27. J. Grounds: Other #5 • Site utilities (power, water, gas, HVAC) are secured. • “Secured” is firmly fastened.

  28. K. Grounds: General #12 • There are examples of student involvement with campus beautification such as landscape maintenance, gardens, etc. • “Student Involvement” is engage students as participants.

  29. 3. The Buildings Ch 7 P64 Geographic Areas Time Sensitive Arrivals & Departures 30 minutes before school 30 minutes after school • Entries & exits • Exterior stairs, balconies, ramps and upper level corridors • Exterior walls • Courtyards • Portables • General • Accessory buildings

  30. A. Building(s): Entries and Exits #9 • Exterior waiting areas are visible from adjacent school buildings. • “Visible” is possible to see, obvious to the eye.

  31. C. Building(s): Exterior Walls #3 • Murals, artwork, landscaping and/or other architectural treatments have been used to enhance blank or barren exterior walls. • “Enhanced” is to make greater, as in value or beauty.

  32. D. Building(s): Courtyards • Courtyards are areas with a designated access and are adjacent to a building with 3 or 4 sides enclosed.

  33. F. Building(s): General #7 • Window and door security devices are attractive. • “Attractive” is pleasing; charming • “Security Devices” are any physical means to secure or detect beyond normal locking hardware.

  34. 4. The Interiors Ch 7 P68 Geographic Areas Time Sensitive Arrivals & departures 30 minutes before school 30 minutes after school Classroom changes Lunch periods • Main/visitor lobby • Student entries • Administrative offices • Corridors • Stairs & balconies • Restrooms • Classrooms • In-school suspension area • Cafeteria & food courts • Auditoriums • Locker rooms (male/female) • Libraries & media centers • Elevators • General • Other

  35. A. Interior: Main/Visitor Lobby #5 • The lobby is easily monitored from adjacent occupied offices. • “Easily monitored” is the ability to keep close watch over, to supervise. • Adult Presence

  36. A. Interior: Main/Visitor Lobby #12 • Student displaysinclude a wide range of student interests and cultural backgrounds. • “Student displays” are exhibits, artwork, photographs, monuments, awards, or other displays that are created by students or celebrates student achievements.

  37. C. Interior: Admin Offices #1 • Access to school staff area(s) is controlled. • “Access” is a means of approaching, entering, exiting, or making use of; a passage. • “Controlled” is to hold in restraint; check; to regulate.

  38. Administrative Offices • All administrative offices are evaluated in Section “C” even if one or more of the offices are removed. • For example, security/SRO, nurse/clinic, assistance principal.

  39. D. Interior: Corridors #8 • There are authorized adultsvisible in interior corridors during arrivals. • “Authorized adults” are sanctioned by the school to operate in an official capacity such as administrators, teachers, SRO’s, etc.

  40. F. Interior: Restrooms #1 • Multiple stall student restrooms have open zigzag entries, rather than door systems. • “Open zigzag” is a door-less restroom entry with sharp turns designed to shield the interior.

  41. G. Interior: Classrooms #6 • Classroom door(s) are secured when the room is not in use. • “Secured” is firmly fastened.

  42. J. Interior: Cafeteria(s) & Food Courts # 1 • Cafeteria(s) and food courts have well-defined entry(s). • “Well-defined” is having definite and distinct lines. • May need to add “DNE” • Yes or No?

  43. J. Interior: Cafeteria(s) & Food Courts #11 • The cafeteria(s) is enhanced with plants, artwork, posters and/or other physical means. • “Enhanced” is to make greater, as in value or beauty.

  44. J. Interior: Cafeteria(s) & Food Courts #12 • Student displays and other artwork include a wide range of student interests and cultural backgrounds. • “Include/inclusiveness” is to take in as a member, comprehensive, taking everything (everybody) within it’s scope.

  45. P. Interiors: Elevators #1 • Access to elevators is limited to authorized individuals. • “Access” is a means of approaching, entering, exiting, etc. • “Limit” is a line or point beyond which something (someone) may not proceed.

  46. Q. Interior: General #10 • Electrical panels and/or vaults are secured. • “Secured” is firmly fastened.

  47. 5. Global Impressions Ch 7 P78 • Inviting • Attractive • Cheerful • Uplifting After your done - your ending impressions The school is __________.

  48. 6. Additional Information • Anything significant to safety and CPTED • Trespassers • Drug trades • Difficulties accessing the school • Split campus • Large population • Large campus

  49. 7. Surrounding Land Use • Check the land use of adjacent properties • Observable from school grounds • Circle most prominent

  50. 8. Surrounding Land Use Condition Score of 1 Score of 5 Attractive Well maintained Lack of vandalism Enhancements Flower beds Decorative lighting Pavement treatments Other • Unsightly • Poorly maintained • Vandalism (Inc. graffiti) • Lack of enhancements

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