Hamilton County Schools and Hamilton County Sheriff’s Office

Guidelines for Engagement

The Hamilton County community believes in the importance of safe and supportive environments as critical to
seeing all students thrive and experience a future without limits. In 2022, our community held firm to this belief
by fully funding a safety officer in every building in Hamilton County Schools (HCS). With this commitment
comes the opportunity to confirm the shared beliefs of the school system and the Hamilton County Sheriff’s
Office (HCSO) in the service to the children of our community.

The purpose of this document is to provide clear and firm guidance to schools and law enforcement regarding
the shared beliefs, commitments, guidelines for engagement, and continuous improvement structures
necessary to foster student-centered relationships that support the safety and well-being of all HCS children.

Shared Beliefs
Together,
● We believe in the value and dignity of every child
● We believe every student is full of potential
● We believe that it is the responsibility of the whole community to ensure that all children are well
● We believe that we are accountable to nurture and protect all students
● We believe that all children must feel safe in order to thrive
Shared Commitments
Together,
● We are committed to building schools and a school system where all children experience connection
and belonging
● We are committed to maintaining structures and systems that support the well-being and safety of the
whole-child
● We are committed to our shared responsibility to create systems that break down barriers resulting in
equitable outcomes for all students

Shared Expectations for Engagement

School Administrators School Resource Deputy

School administrators will invite and affirm SRDs SRDs are encouraged to be an active member of the
participation as active members of the school community school community (e.g. coaching, cafeteria lunches with
(e.g. coaching, lunches with students, broad visibility, after students, visibility, after school activities, etc.).
school activities, etc.).

School administrators will allow time for SRDs to provide SRDs are encouraged to lead teaching and guidance
classroom lessons and guidance opportunities aligned sessions with students related to the students’ wellbeing;
with a variety of topics related to student wellbeing. topics could include, but are not limited to, substance
abuse, safety awareness, positive peer relationships, etc.

School administrators will communicate with their SRDs will communicate with their supervisor regarding
Community Superintendent regarding all situations school-based situations in alignment with HCSO policy.
involving law enforcement that result in an arrest or
citation based on a school-based behavior incident.

School principals will take responsibility for the leadership SRDs will utilize their authority as a law enforcement
of their school and hold authority in their school building official when an unlawful act is being reported, suspected,
unless an unlawful act is being reported, suspected, alleged, or committed, and/or someone is a physical
threat to themselves or others.
 School Administrators
alleged or committed and/or someone is a physical threat
to themselves or others.1
School administrators2 will call SRDs when support is
needed. Teachers will contact school administrators
when they need support.
School administrators will request support with a school-
based behavior incident when the incident concerns an
unlawful act and/or the student is a threat to themselves
or others. School administrators will not involve SRDs in a
school-based discipline situation.
School administrators may ask SRDs to be prepared to
assist when de-escalating a situation and engage SRDs in
the situation if an unlawful act is being committed and/or
someone is a physical threat to themselves or others.
School administrators will respect the SRD’s
communication that he/she is not likely to engage in a
school-based situation where an unlawful act is not being
committed and/or someone is not a physical threat to
themselves or others.
SRDs should rarely be used when a student is not
complying with an administrator's request; this is
considered a school-based discipline issue.
School administrators will meet with SRDs before the end
of the first week of school to convey their core values, the
vision for the school, and the expectations of the
partnership (Note: School administrators will onboard new
SRDs within their first week at the school).
School administrators will meet with SRDs regularly to
discuss concerns and collaborate regarding strengths
and challenges within the current structures.
School administrators will conduct an after action review
on every arrest and citation that is the result of a school-
based concern.5
1
See additional considerations section.
2
School administrators include the principal, assistant principal and dean of students.
3
Student situations are school-based unless an unlawful act being committed and/or someone is a physical threat to self or others.
4
See additional considerations section.
5
This does not include arrests issued in response to a weapon on campus, possession of illegal drugs, or law enforcement warrants.
School Resource Deputy
SRDs should respond to school-based situations3 when
requested by school administrators. (Note: SRDs are
strongly encouraged to respond to teacher requests for support
regarding school-based situations by allowing school
administrators to address the situation).
SRD will engage in school-based behavior concerns
where an unlawful act is being committed and/or
someone is a physical threat to themselves or others.4
SRDs are encouraged not to be involved in a school-
based discipline situation.
SRDs are encouraged to be prepared to assist school
administrators when supporting a behavior related
situation, and will provide support when the school
administration requests they engage in response to
situations where an unlawful act is being committed
and/or someone is a physical threat to themselves or
others.
SRDs are encouraged to communicate with school
administrators that they are not likely to engage when
they are called for support in situations where an unlawful
act is not being committed and/or someone is not a
physical threat to themselves or others.
SRDs are strongly encouraged not to engage in a school-
based discipline decision where their participation is being
requested to make a stronger point. Moreover, SRDs are
strongly encouraged not to engage when a student is not
complying with an administrator's request; this is
considered a school-based discipline issue.
SRDs will meet with school administrators before the end
of the first week of school to convey their core values, their
vision for their involvement in the school, and the
expectations of the partnership.
SRDs are encouraged to meet with school administrators
regularly to discuss concerns and collaborate regarding
the strengths and challenges within the current structures.
SRDs will follow the HCSO review process.
 School Administrators School Resource Deputy
School administrators will provide opportunities for SRDs SRDs are encouraged to intentionally work to build
to build positive relationships with students, families, and positive relationships with students, families, and staff as a
staff as a helpful resource for the school community. helpful resource for the school community.

Professional Learning
School Administrators
● Annual training with principal and SRD to communicate expectations for the partnership.
● Annual training on the Roles & Responsibilities of school administrators and SRDs.
● Annual training on School Safety Protocols and Threat Assessment Protocols.
● Principals will conduct annual training with their teaching staff regarding the role of SRDs in their
school. More, principals will encourage their staff to participate in district-level training focused on
strengthening responsive practices in support of stronger personalization within schools.
● Differentiated school-based training based on the identified needs of individual schools. Training
includes, but is not limited to: Classroom management, de-escalation, restorative practices, trauma
informed practices, restraint techniques, culturally responsive practices, implicit bias, etc.
● District leaders will create case studies for ongoing training with district and school leaders.
● Differentiated coaching and support for school leaders identified needing additional guidance or that
are not meeting expectations of their school-based role as outlined in this document.
School Resource Deputy
● Annual training with principal and SRD to communicate expectations for the partnership.
● Annual training on Roles & Responsibilities of school administrators and SRDs.
● Annual training in crisis intervention and mental health.
● Differentiated training provided for new officers.
Continuous Improvement Supports
● After action reviews will be conducted by HCS school-based teams following an arrest and/or citation
that is the result of a school-based concern. SRDs will follow the HCSO review process.
o After the HCS after action review and/or the HCSO review process is conducted, if it is
determined that the proper protocols were not followed, corrective action will be considered.
Note: HCS and HCSO reviews are completely independent of each other based on organizational
expectations and policies.
● Data sharing related to incidents in schools.
● Monthly/Quarterly meeting with District leadership and the Sheriff’s Office.
● Open and transparent communication about training from both HCS and HCSO that support shared
priorities.
● Open communication streams between Community Superintendents and SRD Supervisors regarding
school-based concerns.
● Annual review of both the principal and SRD regarding the compatibility of the partnership within their
school.
● Where appropriate, HCS and HCSO will release a collaboratively constructed public statement within
an appropriate timeframe.
Additional Considerations
● We recognize that people have different relationships with law enforcement based on their lived
experience. We respect this uniqueness and seek to honor it when engaging across lines of difference.
● A person feeling threatened does not in and of itself constitute a threat. An SRD must use their
professional judgment and understanding of the school environment to determine whether a perceived
threat warrants investigation.
● The partnership between School Administrators and Law Enforcement Officers is uniquely designed to
collaboratively support student well-being in schools. HCS depends on HCSO personnel to take charge
when it is deemed necessary.
● We recognize and affirm the opportunity for HCSO to develop and implement some proactive
programs that provide opportunities for law enforcement to engage positively with children (e.g. DARE
and other extracurricular activities).
● We acknowledge the opportunity for HCS and HCSO to expand partnerships with families, as well as
community-based and faith-based organizations to provide additional support in service of the well-
being of all children.
● We encourage the use of Student Success Planning (SSP) as a tool to engage school-based resources
and community partnerships in service of individual student needs. (Note: SSP is a comprehensive
approach to identify the strengths, needs and interests of every student and use this information to
develop an individualized student plan for academic and non-academic success.)
● We recognize that school administrators and law enforcement officers regularly engage in very
complex situations where clear judgment, wisdom and student centeredness are necessary. At times,
when reflecting on an incident we identify where various stakeholders (teachers, administrators, district
leaders, law enforcement, students) make mistakes, but often, the ones who experience the most
significant consequences are the students, and the students are the most vulnerable. We should
intentionally guard against this imbalance. Put simply, students should not pay the greater price for
adult mistakes.