District-Wide School Safety Plan

(Safe Schools Against Violence in Education)

Mayfield Central School District

Commissioner’s Regulation 155.17
Updated: July 25, 2023


Emergencies and violent incidents in school districts are critical issues that must be addressed in an expeditious and effective manner. Districts are required to develop a district-wide school safety plan designed to prevent or minimize the effects of serious violent incidents and emergencies and to facilitate the coordination of the district with local and county resources in the event of such incidents or emergencies. The district-wide plan is responsive to the needs of all schools within the district and is consistent with the more detailed emergency response plans required at the school building level. Districts stand at risk from a wide variety of acts of violence, natural, and manmade disasters. To address these threats, the State of New York has enacted the Safe Schools Against Violence in Education (SAVE) law. Project Save is a comprehensive planning effort that addresses prevention, response, and recovery with respect to a variety of emergencies in each school district and its schools.

The Mayfield Central School District supports the SAVE Legislation and intends to facilitate the planning process. The Superintendent of Schools encourages and advocates on-going district-wide cooperation and support of Project SAVE. 

Mayfield Central School District Wide School Safety Plan

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Section I: General Considerations and Planning Guidelines

A. Purpose

The Mayfield Central School District-wide School Safety Plan was developed pursuant to Commissioner’s Regulation 155.17. At the direction of the Mayfield Central School District Board of Education, the Superintendent of the Mayfield Central School District appointed a District-wide School Safety Team and charged it with the development and maintenance of the District-wide School Safety Plan. The district wide plan was initially revised in November 2020, and a district committee continually reviews and updates the plan as needed.

B. Identification of School Teams

As per Commissioner’s Regulation, Section 155.17 (c)(13), the Mayfield Central School District-Wide Safety Team is comprised of representatives of the teachers, administrators, school safety personnel, other school personnel, and local law enforcement.

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C. Concept of Operations

  1. The District-Wide School Safety Plan shall be directly linked to the individual Building-Level Emergency Response Plans for the school building. This District-Wide School Safety Plan will guide the development and implementation of Building Level Safety Plans.
  2. This Plan has been developed using the New York State Education Guidance Document.
  3. In the event of an emergency or violent incident, the initial response to all emergencies will be by the School Emergency Response Team.
  4. Upon activation of the School Emergency Response Team, the Superintendent of Schools or his/her designee will be notified and, when appropriate, local emergency officials will also be notified.
  5. County and State resources through existing protocols may supplement emergency response actions, including post-incident responses.

D. Plan Review and Public Comment

  • This plan was reviewed in November 2020 and is continually reviewed by a district committee for needed updates.
  • The district-wide and building-level plan was adopted by the School Board in 2001 after a public hearing that provided for the participation of school personnel, parents, students and any other interested parties. The plan must be formally adopted by the Board of Education.
  • Full copies of the District-wide School Safety Plan and any amendments will be submitted to the New York State Education Department within 30 days of adoption.
  • This plan will be reviewed periodically during the year and will be maintained by the District-wide School Safety Team. Annual reviews occurred as required in November 2020 and during subsequent years. Building-level Emergency Response Plans will be supplied to local police, the Sheriff’s department and the State Police within 30 days of the update.
  • While linked to the District-Wide School Safety Plan, Building-Level Safety Plans shall be confidential and shall not be subject to disclosure under Article 6 of the Public Officers Law or any other provision of law, in accordance with Education Law Section 2801-a.

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Section II: Risk Reduction/Prevention and Intervention Strategies

A. Prevention/Intervention Strategies

Program Initiatives

  • Character Education Program
  • Assemblies to discuss pertinent issues
  • Agency consultation provided in schools
  • Dignity for All Students Act policy
  • Code of Conduct policy
  1. Information will be available to parents/guardians on how to identify potentially violent behaviors.
  2. If a teacher or administrator feels help for a student is warranted, it will be discussed with appropriate school personnel to determine the next step.
  3. An interpersonal violence prevention education package will be taught as appropriate.
  4. The Mayfield Central School District recognizes that communication is a vital key in the prevention and intervention of violence in schools; the District will continue to explore programs based on need.
  5. The District’s referral process is utilized for the reporting of potentially violent incidents and following the District’s Code of Conduct.
  6. Additionally, counselors are available in every school for students to share information where the source can be confidential.

Training, Drills, and Exercises

Three levels of annual multi-hazard school training will be considered in this plan for the upcoming school year:

  • Required Drills to be held throughout the school year (8 evacuation, 4 lockdown drills)
  • General staff awareness training conducted during a Superintendent’s Conference Day by BOCES HSRM staff
  • General student awareness training of emergency response procedures conducted by building staff (i.e. fire drills, lockdown drills)
    Each year the District-Wide School Safety Team and/or Building-Level Teams will consider appropriate training for each of the groups listed above.
  • Lockout and Lockdown drills are conducted throughout the school year, also, an evacuation drill is done at least once a year
  • A table-top exercise with response staff to discuss emergency procedures will be conducted once a year
  • After each drill we have a district wide meeting to discuss the drill and make changes if necessary

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Implementation of School Security
Safety Response

School staff is trained to be vigilant pertaining to threats against students and staff (i.e. bullying). The district continues to promote a culture of respect for the students and staff through the Dignity for All Students Act.

Security Devices

  • Surveillance cameras placed on buses, also various locations on campus. 
  • Photo ID cards are issued to staff and badges to visitors, plus a sign in and sign out log. Visitors are required to wear a “Visitor” tag.
  • Key Fob system used for all staff.
  • All outside doors to remained locked, but will be accessible as an exit.
  • Buzzer system with camera at each main entrance.

Vital Educational Agency Information

Each Building-Level Safety Plan will include the following information:

  • School population
  • Number of staff
  • Transportation needs
  • Business and home telephone numbers of key officials.

The Building-Level School Safety Teams will insure that this information is accurate and will be updated routinely.

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B. Early Detection of Potentially Violent Behavior

  1. Paying attention to early warning signs can help prevent or minimize violence to self and others. Certain emotional and behavioral signs, when viewed in context, can signal a troubled student. Teachers are trained to recognize the signs that can be used to signal a student who may need help. The more signs a student exhibits the more likely it is that he or she may need intervention. Early warning signs include, but not limited to:
  • Depressed mood or chronic crying
  • Decline in school performance
  • Verbal expressions about one’s own death
  • Giving away important personal possessions
  • Use of alcohol or drugs
  • Sudden lifting of severe depression
  • Recent withdrawal from therapy or psychological counseling
  • Purchase of knives, guns, or ropes
  • Verbal or written communications which appear to be saying “good-bye”
  • Feelings of guilt
  • Violent, aggressive behavior
  • Exaggerated mood swings
  • Running away
  • Talking about revenge or getting even with parents
  • Confusion and despair resulting from sudden death or suicide of a peer
  • Any sudden obvious changes in behavior
  • Eating disorders – changes in eating habits
  • Sleeping disorders – insomnia or excessive sleeping
  • Low energy level, constant fatigue
  • Decreased productivity or effectiveness
  • Pessimism about the future or brooding about the past
  • Loss of interest in formerly pleasurable activity
  • Inability to show pleasure
  • Reactions that seem inappropriate to the situation
  • Statements of inadequacy or low self-esteem
  • Social withdrawal – pulls away from friends
  • Irritability or excessive anger (which may be directed towards parents, caretakers, or siblings), rebelliousness, and belligerence
  • Neglect of personal appearance
  • Physical complaints
  • Preoccupation with illness, death, or catastrophic events
  • Decreased attention, concentration, or ability to think clearly

2. If a teacher or administrator feels help for a student is warranted, it will be discussed with appropriate school personnel to determine the next step.

3. The Superintendent of Schools will set specific times for the building principal(s), in conjunction with the District Professional Development Committee, to organize activities of particular concern as needed.

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C. Hazard Identification

The District has established procedures in the Building-Level Safety Plans for the identification of potential sites and the internal and/or external hazards that may be present in them. These procedures are developed in coordination with the local Emergency Management Office, Fire Department, and law enforcement agencies, and the use of a Risk Probability Checklist.

Location of Potential Sites/Internal or External Hazard

  • State Hwy 30A and 30/External
  • School Heating System/Internal
  • School Bus/External
  • Athletic Fields/External
  • Field Trips/External

Hazard Assessment (some external hazards are county wide)

Type/Predictability/Approx. Frequency/Warning Time/Seriousness/Possible Responses:

  • Intruder 1 / 5 /1 / 2 / 4,5
  • Bomb Threat 1 / 5 / 1 / 5 / 1,3
  • Hazmat 1 / 2 / 1 / 4/ 1,3
  • High Winds 3 / 2 / 2 / 5/ 1,3
  • Bus Accident 1 /5 / 1 / 3 / 2
  • Winter Storm 5 / 1/4 / 5 / 1,3
  • Predictability: 1) unpredictable through 5) very predictable
  • Frequency: 1) more than once/year; 2) annually; 3) every 2-3 years; 4) every 5-10 years; 5) rarely
  • Warning Time: 1) none; 2) minutes; 3) hours; 4) days; 5) exact likely dates known
  • Seriousness: 1) disaster (entire community w/casualties); 2) disaster (entire school w/casualties); 3) emergency (affects one or more individuals w/casualties); 4) emergency (entire community no casualties); 5) emergency (entire school no casualties)
  • Possible Responses: 1) Shelter-in-Place; 2) Hold-in-Place; 3) Evacuation; 4) Lockout; 5) Lockdown

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Section III: Response

A. Notification and Activation

Policies and procedures for contacting appropriate law enforcement officials in the event of a violent incident.

  • The person in charge (Incident Commander) will decide if the level of the incident classifies it as a “violent incident” (consistent with the definition of such an incident as defined in the district’s Code of Conduct). If appropriate, the Incident Commander will call 911.
  • In a crisis situation involving a violent incident, school staff should call 911 and notify the Incident Commander.
    Procedures to contact parents, guardians or persons in parental relation to the students in the event of a violent incident or an early dismissal
  • Parents/Guardians will be contacted via telephone, school website and/or the all call system-automatically by the school district. In some cases, the public/parents may also be notified via media outlets.

B. Situational Responses

Response Protocols

The district uses emergency information folders in each room for important directional information when a response action is needed. The Building-Level Safety Plans include identification of specific procedures for each action depending upon the emergency.

We have incorporated response protocols defined by state education department. It establishes definitions of lockout, lockdown, sheltering, hold-in-place and evacuation. Our responses are based upon these guidelines and are included in the Building Level School Safety Plan.

Responses to Acts of Violence: Implied or Direct Threats/Acts of Violence

The District has enacted policies and procedures dealing with violence. These policies and procedures deal with the safety of the school community, as well as the range of disciplinary action to be used when responding to threats or acts of violence. 

Bomb Threats

Procedures and Guidelines are included in the Building-Level School Safety Plans for the Mayfield Central School District. We use the NYS Police guidelines to bomb threats as protocol.

Hostage Taking

Procedures and Guidelines are included in the Building-Level School Safety Plans for the Mayfield Central School District.

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Procedures and Guidelines are included in the Building-Level School Safety Plans for the Mayfield School District.


Procedures and Guidelines are included in the Building-Level School Safety Plans for the Mayfield Central School District.

Arrangements for Obtaining Emergency Assistance from Local Government

Policies and procedures for contacting appropriate law enforcement officials in the event of a violent incident are included in the Building Level Response Plan for Mayfield Central School District.

  • The person in charge (Incident Commander) will decide if the level of the incident classifies it as a “violent incident” (consistent with the definition of such an incident as defined in the district’s Code of Conduct). If appropriate, the Incident Commander will call 911.
  • In a crisis situation involving a violent incident, school staff should call 911 and notify the Incident Commander.

Arrangements for Obtaining Advice and Assistance from Local Government Officials

Procedures for obtaining advice and assistance from local government officials including the county or city officials responsible for implementation of Article 2-B of the Executive Law.

  • The person in charge (Incident Commander) will decide if the level of the incident warrants obtaining emergency assistance. If appropriate, the Incident Commander will call 911 
    Mayfield Central School District Wide School Safety Plan
  • In a crisis situation, school staff should call 911 and notify the Incident Commander

District Resources Available for Use in an Emergency

  • Building Resources
  • Kitchen and serving areas
  • Transportation Resources
  • School buses, school vans, and maintenance vehicles
  • Personnel Resources
  • Staff with CPR/FA training, bus drivers
  • Other Resources
  • AEDs, Portable Fire Extinguishers

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Agencies authorized to Request Use of Resources:


  • County Emergency Management Office
  • NYS Police
  • Fulton County Sheriff’s Office
  • Volunteer Fire Dept.
  • American Red Cross
  • Village/Town Government

Protective Action Options

School Cancellation

Superintendent of Schools or designee will announce the closing of school. Communication will be sent to all officials needed to proceed with the cancellation.

Early Dismissal

  1. Preliminary Procedures
    a) An annual request is made of parents of K-12 students to notify the school district where their child should go in the event that they are not home during school hours. Drivers will be alerted and substitutes contacted by the Transportation Office as to the possibility of an early or emergency dismissal.
  2. Dismissal of Bus Students :
    a) The main office will notify the Transportation Office of the decision to take pupils home
    b) The Transportation Office will notify drivers and required substitutes
    c) Bus pupils will remain in classroom or other designated areas until buses are spotted
    d) Personnel will assume regular duties for bus dismissal.
    e) The Transportation Office will remain at his station until all buses have completed their runs and returned. The Transportation Office will notify the main office when all runs have been completed.
  3. All students are transported by bus or picked up by parent/guardian for an early dismissal

Evacuation (before, during and after school hours)

Procedures and guidelines are included in the building-level school safety plans for an evacuation.

Sheltering Sites (internal and external)

Procedures and guidelines are included in the building-level school safety plans for the Mayfield Central School District for sheltering sites.

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Section IV: Recovery

District Support for Building

All the district’s manpower and resources will be available if it should endure an emergency. Mental health counseling, building security and restoration will be items of primary focus. Response and recovery will be a district goal.

Besides building security and restoration, the strategies will also include damage assessment, relocation and continuation of the educational process. A post-incident response critique, the notes from the incident command team and lessons learned will be assessed. Plans to mitigate the likelihood of occurrence or impact, if the incident does occur again, will be reviewed. If possible, efforts will be made to improve district facilities resulting in them being more resistant to suffering similar or worse damage.

Disaster Mental Health Services

The district understands how an emergency can have a major effect on the well being of students, staff and community at large. The district will coordinate resources with County Mental Health Services and the Post-Incident Crisis Response Team.

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Appendix 1: Listing of all school buildings covered by the district-wide school safety plan

  • Mayfield Jr./Sr. High School
    27 School St.
    Mayfield, NY 12117
  • Mayfield Elementary
    80 North Main St.
    Mayfield, NY 12117

Appendix 2: Policies and procedures for working with the Media


  • Media interaction may be handled by: Superintendent or Designee
  • A law enforcement / emergency response agency PIO; or
  • Jointly, by both PIO’s listed above

Public Information Officer Information

  • Incident Commander and PIO functions may be handled by two different persons.
  • The School District PIO may work under, over or in cooperation with law enforcement and emergency response agency PIO’s.
  • The PIO should set forth clear media guidelines and communicate these guidelines to the media in writing
  • The PIO should use a press release template for both a news conference script and/or a written press release
  • The PIO should receive information and forms from the Incident Commander and other key function personnel on a regular basis throughout the emergency event

Student/Parent/Guardian Information

  • Students, Parents and Guardians should be mindful of the situation during an emergency event when approached by the media for an interview. Safety and security issues may be comprised.
  • Students should not communicate with the media via cell phone or other type of communication when on campus during any type of emergency situation.

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Appendix 3: Student Release in an Emergency

Students will be released only to parents and persons identified on the School District Emergency Card; individuals may be asked to provide proof of identification upon arrival in order for the school to release the student(s). During an extreme emergency, students will be released at designated reunion location(s). Parents should be patient and understanding with the student release process.

Appendix 4: Emergency Contact information form

Located within each Main Office

Appendix 5:

Policies and procedures for responding to implied, or direct threats of violence or acts of violence by students, teachers, other school personnel, and visitors to the school:

  • Corporal Punishment
  • Alcohol and Other Substances
  • Child Abuse and Maltreatment
  • Drug Free Workplace
  • Firearms in School
  • Policy for Maintenance of Public Order on School Property
  • Code of Conduct
  • Sexual Harassment
  • Student Management Policy
  • Title IX/504/Civil Rights

Appendix 6: Bomb Threat Telephone Card Page

Bomb threat card to be left at all telephones
Bomb Threat Card

Appendix 7: Emergency Remote Learning Plan

If the Mayfield Central School District must pivot to emergency remote instruction for all students, it will maintain teaching and learning experiences across all content areas for all learners.

All students in the Mayfield CSD are provided with a device (Chromebook, laptop and/or I-Pad) to access instruction remotely. Devices are distributed during the first week of school. Mayfield CSD will provide remote hotspots (i.e. Verizon MiFi’s) for any student who does not have internet access at their home. 

The district will use the school website, email, and ParentSquare to communicate with parents how devices will be disseminated. If devices need to be serviced or replaced the student can enter a ticket into NERIC Help Desk. If a student is unable to access remote instruction for any reason, the district will arrange for home tutoring. 

The Director of Student Supports will ensure all case managers are making direct contact with students and families of students with an IEP and/or 504 Plan. The case managers will take the lead to ensure all mandated services are provided.

The following plans are in place in the event of Emergency Remote Instruction:

Junior-Senior High School:

  • Students will follow the daily 8-period schedule.
  • All lesson activities and links to Google Meets will be posted in Google Classroom.
  • The teacher will provide a synchronous and/or asynchronous lesson and post expectations via Google Classroom.
  • Any student who feels they need extra help may schedule an appointment/Google Meet with the teacher during 9th period:
    • 9th period extra help is available to students upon written request, via email from the student, and subject to the availability of the teacher.
    • When unavailable due to meetings, the teacher will make alternate plans to provide assistance.

Elementary School:

  • Pre-K-2
    • Possibly a morning or afternoon meeting to check-in with the students.
    • Asynchronous lessons and/or hard copies of schoolwork.
  • Grade 3-6
    • Google Meets according to the classroom teacher.
    • Synchronous and/or asynchronous lessons.

Remote Learning Guidelines and Support:

  • Students in grades Pre-K through 2 should expect approximately one to two hours of schoolwork per day.
  • Students in grades 3 through 6 should expect approximately two to three hours of schoolwork per day.
  • Students in grades 7 through 12 will follow the bell schedule.
  • Teachers are expected to support the education of students for a period of time each day that does not exceed their contractual obligations.
  • Remote learning days will follow the instructional days of the school calendar.
  • Teachers will track student progress to ensure participation and check in with students who are struggling or non-participatory. Educators will be empathic and understanding of unique circumstances faced by students and families.
  • Teachers, staff and administrators will communicate with parents clear expectations regarding how families can best support their students during the period of remote learning.
  • Building administrators will continue to support the appropriate involvement of the parent community.


  • Mayfield CSD will continue to report attendance in accordance with state guidelines.
  • Attendance of any student of compulsory age will be reported.
  • The district will collaborate with local Departments of Social Services.
  • Every student is expected to be in attendance in accordance with the teacher’s schedule.
  • When any student is absent two or more days the teacher must attempt to make contact with the parent or guardian.
  • If after speaking with a parent or guardian two times and the attendance concerns continue, the teacher will notify the SPARRK Coordinator and building administrator. The administrator will then contact the parent.

Student Expectations:

  • Engage in remote learning activities offered by their teachers.
  • Ensure that they know their usernames and passwords to access learning resources.
  • Create a remote workspace and develop a plan to manage their time.
  • Persevere through challenges and contact faculty and staff for help when needed.

Emergency Remote Instruction – Q&A:

How will students access instructional plans and materials?

  • Students in grades pre-kindergarten through 6 will have a mix of paper-based and web-based applications depending on grade level.
  • Students in grades 7 through 12 will work via the web-based applications listed below.

How will students receive assignments, submit work, and get feedback?

  • Students in grades 7 through 12 will find their assignments, and submit for review, in Google Classroom.
  • Teachers will provide feedback via Google Classroom and/or email communication.
  • Students in grades 3 through 6 will find their assignments, and submit them for review, in Google Classroom.
  • Students in grades pre-kindergarten through 2 will find their assignments through Google Classroom, and paper-based directions.

How will students collaborate with teachers and with each other?

  • Numerous class sessions will be held via Google Meet.
  • Screencastify, YouTube, and other applications, will be used to provide lecture-based instruction.

How will educators collaborate to support each other and students?

  • Teachers will meet remotely and in person in grade-level and departmental teams to discuss strategies and develop action plans to address student needs, as necessary.

What can families expect?

  • A blend of screen time and “paper and pencil” activities, as deemed appropriate by teachers.
  • Student interaction with educators using a mix of technological resources and remote “face-to-face” learning activities.
  • Collaboration among students when feasible.
  • Differentiated, small-group support based on specific student needs.
  • Updates on progress provided via the Parent and Student Portals for pupils in grades 7 through 12.

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