Successful Gang Intervention

Mr. Kenneth S. Trump has been Director of Safety and Security of the ~ largest school district in Ohio, where he also served on several Special Gang Initiative Task Forces. He has also been an instructor at the FBI National Academy. Questions for Thought: 1. What are the primary trouble signs a gang is present in the school? 2. what can principals and teachers do to stem the flow of gang-related violence? I. The Five Major Threats

A. A general increase in violence B. Drugs: use and sales C. More weapons D. Stranger Danger: strangers on campus E. Gangs: established or emerging II. Gang Growth and Development A. Definition of a gang B. Motivating factors 1. Power over others 2. Social status 3. Feeling of security 4. Love and belonging 5. Economic gain III. Prevention Strategies A. Policies and procedures B. Finn, fair, and consistent discipline C. Prevention D. Conflict resolution E. Educate the educators F. Youth involvement G. Improve school security


Motivating Factors to Join: Membership Crosses All Boundaries of:


  1. Policies, Procedures, and Practice
  2. Finn, Fair, and Consistent Discipline
  3. Education and Prevention Programs
  4. Conflict Resolution Resources
  5. Education of School Staff
  6. Youth Involvement
  7. Assess and Improve School Security


Kenneth Trump


The purpose of a professional assessment is to provide educational leaders with an audit of existing safety conditions at the building and/or district levels. The benefits of conducting an assessment include: 1. Completion of an independent, but confidential, review of school conditions and operations to identify areas for improvement from a professional security standpoint that may otherwise be lacking through internal resources due to district size, financial cutbacks, etc. 2. Identification of practical strategies, such as procedural changes, that require minimum (if any) additional costs to better safeguard students, staff, and facilities. 3. A demonstrated commitment to the safety and security of school students, staff, and facilities through a professional and methodical review, but without overreaction, panic, or response alter a crisis situation.


Many school districts respond to school safety by addressing only one end of the safety continuum, if indeed any part at all. At one extreme of the continuum, schools implement only prevention-oriented curriculum, i.e. a "just say no" approach. At the other end of the continuum, schools implement hardcore security approaches, such as installation of metal detectors, cameras, uniformed police officers, etc. While such steps are needed in some systems, a proactive approach is more conducive to meeting both the actual needs and the image concerns facing the average school system. Such a proactive approach requires an examination of the entire continuum of safety concerns prior to a crisis taking place. Areas reviewed in a professional assessment include, but are not necessarily limited to:


The following areas are analyzed in the school safety assessment process: --representatives of the overall school community: administrative staff; teachers, support personnel, students, parents, law enforcement [Note: Due to potential confidentiality concerns of the school district, the extent and nature of this assessment component may vary.) Once these areas are examined, a final confidential report with findings and recommendations will be submitted to designated school official(s).
Violence Prevention/Reduction
For more information
Teacher's Workshop 1250 Overlook Ridge Bishop, GA 30621
Call: 1-800-991-1114
Email us at: [email protected]