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The Pennsylvania School Safety Institute (PennSSI) provides experiences designed to address emerging security threats that may occur in school buildings, on district property or at other locations where students and staff may be present.
PennSSI’s state-of-the-art facility allows participants to practice responses to a variety of scenarios catered to their profession, whether they are district leaders, professional and support staff, security personnel, or law enforcement officials.
The 5,000-square-foot training center is equipped with audio visual capabilities that allow teams to review their actions and discuss alternative approaches as they navigate the interactive scenarios projected on the 360 degree smart screens or in the multiroom simulated school building. While PennSSI primarily serves those with connections to a school community, the institute is also available for use by nonprofit and for-profit organizations.
The use of five interactive screens creates a truly immersive experience with scenarios that react to a participant’s responses. The modular design of the smart screens allows for multiple layouts to meet different scenario objectives. Whether using the screens to project 360 degrees of a single location or reconfigured to show multiple rooms, participants are forced to move and interact exactly as they would in a real-world situation. Participants are challenged to pay attention to everything that is happening around them, as the are many possible outcomes per scenario.
This fully reconfigurable structure can be arranged in a variety of layouts. There are many separate surfaces used to project in-depth scenarios with a single storyline that evolves and changes as participants move through the simulated school. The multiroom experience adds real-life value as participants are required to navigate the actions and their responses to opening doors, rounding corners and maneuvering from one area to the next.
PennSSI provides participants with a robust experience by supplementing interactive scenario options listed above with classroom instruction. Below is a sampling of our classroom trainings:
The American Heart Association’s (AHA) Basic Life Saver (BLS) course trains participants to promptly recognize several life-threatening emergencies, give high-quality chest compressions, deliver appropriate ventilations and provide early use of an AED. This course reflects science and education from the AHA Guidelines and Emergency Cardiovascular Care (ECC). The BLS course is designed for personnel who need to know how to perform CPR and other basic cardiovascular life support skills.
What does this course teach?
This course is offered in two formats: In person classroom or blended learning, which incorporates online and hands-on learning.
Instructor-led in person classroom course: The instructor-led classroom course can be completed in approximately 4 to 4.5 hours, including skills practice and testing. Individual learner times will vary; breaks are not included in skills session timing.
Blending learning course: Blended learning is a combination of eLearning, in which a student completes part of the course in a self-directed manner online, followed by a hands-on skills session. The hands-on skills session is completed in person with an AHA instructor.
Online course duration: Approximately 1 to 2 hours, depending on the level of proficiency.
Hands-on skills class duration: Approximately 1 to 2 hours for the in-person portion.
The BLS Provider course completion card is valid for two years.
The American Heart Associations’s (AHA) Heartsaver First Aid CPR AED course trains participants on how to provide first aid, administer CPR and use an automated external defibrillator (AED) in a safe, timely and effective manner. This course reflects science and education from the AHA Guidelines Update for CPR and Emergency Cardiovascular Care (ECC).
This course is designed for anyone with little or no medical training who wants to be prepared for an emergency in any setting or needs a course completion card for their job, regulatory or other requirements.
What does this course teach?
This course is offered in two formats: In-person classroom or blended learning, which incorporates online and hands-on learning.
Instructor-led in person classroom course: The instructor-led classroom course can be completed in approximately 2 to 2.5 hours and includes skills practice and testing. Individual learner times will vary; breaks are not included in skills session timing.
Blending learning course: Blended learning is a combination of eLearning, in which a student completes part of the course in a self-directed manner online, followed by a hands-on skills session. The hands-on skills session is completed in person with an AHA instructor.
Online course duration: Approximately 1 to 1.5 hours, depending on the level of proficiency.
Hands-on skills class duration: Approximately 1 hour for the in-person portion.
The Heartsaver First Aid CPR AED course completion card is valid for two years.
This session provides an overview of trauma and its impact on student development and student behavior in the school setting, as well as ways that school entities can mitigate the effects of trauma. Material covers the definition of trauma, types of trauma and trauma-informed approaches; signs and symptoms of youth and adults who have experienced or are currently experiencing trauma; and negative health outcomes related to trauma, as well as how protective factors mitigate those impacts. Attendees will review how to be trauma-informed in communications and interactions, as well as how to identify secondary trauma and address its impact through self-care strategies. Discussion will include reviewing the school entity’s policies, procedures and local resources that address trauma-informed approach, including working with school security personnel.
PCCD-Approved Act 55 Credit
This session provides a comprehensive overview of the main requirements under law and regulations for school safety and security programs in Pennsylvania schools. Areas addressed will include the role and responsibilities of the School Safety and Security Coordinator, grant considerations, requirements for staff training, school safety and security personnel types, requirements for drills and reporting, working with law enforcement, and an overview of threat assessment requirements.
This session addresses the differences between a school police officer, School Resource Officer and school security guard based on PA laws and regulations, including what qualifications and training are needed. It includes a discussion of the pros and cons of employing versus contracting for personnel, and considerations for how each type of school security personnel may fit within a school’s overall school safety and student support programs.
This session focuses on the importance of creating and maintaining up-to-date policies, procedures and documentation related to school safety and security, including emergency preparedness planning, materials for an incident command post, threat assessment records, and other documents that are critical to maintaining safety and addressing liability concerns. Information on required policies and documents will be covered, as well as recommended practices for maintaining confidentiality, records retention and records management.
Addressing the pressing issue of alcohol and drug-related challenges in Pennsylvania communities, this course emphasizes the severe impact on adolescents. Participants will gain essential insights into ongoing substance use patterns, recognize signs of student influence, and understand key factors in addressing and referring students with substance use concerns. The course also provides a concise overview of rights for students and caregivers, impacting employees. Participants will identify their school’s alcohol and drug use policies, grasp the referral process and review resources, including the Student Assistance Program/Team, to assist students dealing with substance use issues. The aim is to equip participants with comprehensive knowledge and skills to effectively tackle substance use challenges within their educational community.
PCCD-Approved Act 55 Credit
A crisis is defined as any incident that interrupts learning, presents a risk to students or staff, or requires urgent communication. These incidents can occur at any time and your district must be prepared to respond. This classroom-based training provides a step-by-step process for communicating with your school community during a crisis that can occur in your district and helpful tips for the preparation and handling of these situations as they unfold.
This session addresses the history and principles of threat assessment in school-based settings, including definitions of threat and models of assessing threats. Participants will engage in hands-on learning scenarios to identify and recognize observable behaviors that may indicate a student poses a threat or is on the pathway to violence, including physical threats or violence, direct and indirect threats, bullying, possession of weapons, behaviors indicating suicidal thoughts or self-harm, research or planning of targeted attacks, physical and verbal intimidation and unusual behavior indicating a fixation with hate groups, past acts of violence, terrorism or extremist material. Training materials will also provide an overview of the requirements for threat assessment teams and the laws and regulations related to the threat assessment process. Attendees will engage in discussion related to the school entity’s policies, procedures and practices regarding threat assessment.
PCCD-Approved Act 55 Credit
This session provides an introduction and overview of concepts related to emergency training drills and conducting those drills in the school setting. Materials will provide an overview of the laws and regulations related to emergency training drills, requirements for emergency preparedness plans, including communication plans and the Incident Command Structure, and how those impact employees in a school setting. Attendees will participate in hands-on learning scenarios and discussion that address their role in the emergency preparedness plan and communications plan, identifying the individuals in the Incident Command Structure, responsibilities during emergency drills, and considerations for assisting students with disabilities during emergencies and training drills, as well as assisting substitute teachers and short-term staff or volunteers.
PCCD-Approved Act 55 Credit
This session addresses the essential skill of situational awareness for school employees. Attendees will cover the definition of situational awareness and the importance of recognizing things and persons that seem out of place, as well as the importance of assessing a situation to determine the appropriate response. Materials will provide an overview of how situational awareness connects to the emergency preparedness plan, Incident Command Structure and the threat assessment process. Attendees will discuss their own policies, procedures and practices related to situational awareness, such as making facilities reports when safety issues are recognized, reporting policy violations, and taking appropriate action steps to address school safety and security.
PCCD-Approved Act 55 Credit
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