Additional Resources
Select the dropdown menus to access additional resources for our community programs!
Green Zone™ Schools and Facilities
Arizona
Hartford Sylvia Encinas Elementary School – Green Zone™
Marcos de Niza High School – Green Zone™
Desert Ridge High School – Green Zone™
Deer Valley High School – Green Zone™
Arizona Youth Detention Centers– Green Zone™
California
Oakland High – Green Zone™
North California
Hartford Sylvia Encinas Elementary School – Green Zone™
Marcos de Niza High School – Green Zone™
Desert Ridge High School – Green Zone™
Deer Valley High School – Green Zone™
Virginia
HAMPTON
Hartford Sylvia Encinas Elementary School – Green Zone™
Marcos de Niza High School – Green Zone™
Desert Ridge High School – Green Zone™
Deer Valley High School – Green Zone™
NEWPORT NEWS
Crittenden Middle School – Green Zone™
Denbigh High/Aviation Academy – Green Zone™
Menchville High School – Green Zone™ & Green Zone™ Relationships
Jenkins Elementary School – Green Zone™
Saunders Elementary School – Green Zone™
General Stanford Elementary School – Green Zone™
Hidenwood Elementary School – Green Zone™
Denbigh High School – Green Zone™
Christopher Newport University – Green Zone™ Relationships
Peninsula Catholic High School – Green Zone™ Relationships
Denbigh Baptist Christian – Green Zone™
YORKTOWN COUNTY
Tabb Middle School – Green Zone™
Yorktown Middle School – Green Zone™
Grafton Middle School – Green Zone™
Dare Elementary – Green Zone™
Magruder Elementary – Green Zone™
WILLIAMSBURG
Queens Lake Middle School – Green Zone™
Bruton High School – Green Zone™
CHESAPEAKE
Butts Road Primary School – Green Zone™
Butts Road Intermediate – Green Zone™
Camelot Elementary – Green Zone™
Carver Intermediate – Green Zone™
Cedar Road Elementary – Green Zone™
Chesapeake Alternative School – Green Zone™
Chittum Elementary – Green Zone™
Crestwood Intermediate – Green Zone™
Deep Creek Central Elementary – Green Zone™
Deep Creek Elementary – Green Zone™
Georgetown Primary – Green Zone™
Grassfield Elementary – Green Zone™
Great Bridge Intermediate – Green Zone™
Great Bridge Primary – Green Zone™
Greenbrier Intermediate – Green Zone™
Greenbrier Primary – Green Zone™
Thurgood Marshall Elementary – Green Zone™
Norfolk Highlands Primary – Green Zone™
Oscar Smith Middle – Green Zone™
Portlock Primary – Green Zone™
Southeastern Elementary – Green Zone™
Southwestern Elementary – Green Zone™
Treakle Elementary – Green Zone™
Truitt Intermediate – Green Zone™
Western Branch Intermediate – Green Zone™
ISLE OF WIGHT
Isle of Wight Academy – Green Zone™
SEAFORD
Seaford Elementary – Green Zone™
MATTAPONI
Seaford Elementary – Green Zone™
NORTHUMBERLAND COUNTY
Northumberland County Elementary – Green Zone™
Northumberland County Middle – Green Zone™
The Caughlin Green Zone™ Award
The Caughlin Green Zone™ Award, created by the National Center for Prevention of Community Violence (NCPCV), honors Sharon Caughlin's unwavering dedication to fostering quality of life. Her spirit has enabled children nationwide to experience the essence of civil conversations and classrooms. This annual award recognizes a school that epitomizes the values and principles of Green Zone™.
Meet Sharon Caughlin
Sharon recently concluded a 28-year tenure with the Chesapeake Fire Department, culminating as the Support Services Division Chief. Presently, she is the Director of Administration at the National Center for Prevention of Community Violence.
Sharon's passion for safeguarding children was palpable throughout her public safety career. She pioneered one of Hampton Roads' earliest Child Passenger Safety Programs within her department. Even in her administrative capacity as a Chief Officer, Sharon could often be found installing infant car seats in expectant mothers' vehicles and educating them on safe child transportation practices.
Sharon's involvement with Green Zone™ was sparked by observing her children embracing the initiative. While she may no longer be at the forefront of child passenger safety initiatives, Sharon remains committed to ensuring the safety of school-age children through her ongoing participation in the Green Zone™ process.
School Safety Assessments
The School Safety Assessments are integral to the NCPCV's School Safety Center.
These assessments conducted by NCPCV extend beyond mere examination of locks and doors. Instead, team members perform a comprehensive on-site walkthrough of each school and its surroundings. This includes evaluating the safe flow of traffic; student movement patterns through entrances and exits, lighting conditions and pathways, and safety inspections of major common areas like gyms, cafeterias, and libraries.
These on-site evaluations rely on Crime Prevention Through Environmental Design (CPTED) principles aimed at deterring violence by modifying the physical layout of areas where people gather. This involves ensuring adequate visibility for school officials and addressing potential trouble spots.
Furthermore, the assessments include reviewing each school's access control measures and determining protocols for entry and exit.
However, NCPCV's School Safety Assessments extend beyond physical infrastructure.
The NCPCV team meticulously examines all school safety policies to determine the most effective approaches for safeguarding students and staff. This encompasses reviewing evacuation plans, student conduct policies, shelter-in-place strategies, and other safety protocols instituted by the school.
After the on-site inspections and policy reviews, NCPCV recommends areas for improvement. This involves further consultation with school staff and administration to discuss findings and collaboratively devise a plan of action to address identified issues.
Crisis Response Planning
When parents send their children to school, they do so in good faith that their children will be safe while they are there. Most trust that school officials will have well-thought-out, effective plans in place for when a crisis occurs.
As part of its School Safety Center, NCPCV will work with schools to develop these best-practice plans so they can quickly and efficiently respond to any crisis on campus.
A crisis can occur at any time, on or off campus within the community, and may impact students and staff.
Some possible crisis events may include:
Severe weather and natural disasters
Fire
Acts of terror
Disease outbreaks
Chemical spills
Threats against overall school safety, such as a bomb threat or active shooter
Deaths of students or staff
NCPCV can help schools create Crisis Response Plans that emphasize:
Preparedness
Mitigation
Prevention
Response
Recovery
While many aspects of a Crisis Response Plan can be managed internally by school administration and staff, NCPCV also facilitates connections between schools and local public safety agencies and community organizations for additional assistance.
Together, the goal is to create plans that address crises that occur immediately on campus and other incidents that happen within the community that may affect students or staff.
Crisis Response Planning emphasizes creating and using school-based crisis teams with clearly determined roles for crisis response. This includes advanced preparedness in identifying key stakeholders and team members, communication procedures, plans for what students and staff should do during a crisis, and evaluating equipment or other resources needed for response.
Each successful Crisis Response Plan should also include recovery procedures, and NCPCV will work with teams to create strategies and implement these plans.
Critical Incident Planning
While schools may be more prepared to respond to short-term crises on campus, it's also essential to implement Critical Incident Planning to address situations when a crisis becomes a critical incident. In many cases, critical incidents can impact a school's day-to-day operations but can have devastating impacts on students and staff, including intense emotional responses that can be difficult to cope with.
NCPCV's Critical Incident Planning strategies help schools understand how to effectively determine the difference between a crisis and a critical incident and will help them create plans to respond accordingly.
Some of the topics that may be addressed in a Critical Incident Plan include:
Prevention, preparedness, and mitigation strategies and training
Creating an emergency operations plan
Working together with local law enforcement
Utilizing community resources and organizations
Setting up a command center
Effective mass communications
Recovery and reunification
On-site emergency kits
Lockdowns
Evacuations and re-entry
Shelter-in-place
NCPCV's Critical Incident Planning will also help schools better understand the roles of community public safety officials, organizations, and other key stakeholders in an effective Critical Incident Plan.
Actively Caring 4 People™ First Responders Wellness and Safety Training
A first responder’s leadership role is to take care of your people. Yes, public safety is a “people-related business.” So, we must embrace our responsibility to our employees who are called to deliver the essential role of public safety services.
This training and application process will improve the culture and the climate of public safety agencies by providing:
Command-level training on AC4P™ principles and practice
First-line supervisors training on AC4P™ principles and practice
Front-line responders training on AC4P™ principles and practice
Learn to:
Promote the power of positive consequences in your organization
Use more supportive rather than corrective feedback
Distinguish between managing and leading people
This training is for:
Law enforcement
Fire service
EMS
Corrections
911 Operators
Change your agency climate through actively caring.
AC4P™ Schools
What is AC4P™?
AC4P™ stands for Actively Caring for People™. Dr. E. Scott Geller, Alumni Distinguished Professor at Virginia Tech, founded the AC4P™ process. AC4P™ is founded on applied behavioral science and has been credited with improving the culture in various institutions across the U.S. and beyond.
How does the process work?
The mission of AC4P™ is to create a pathway to identify and reward interpersonal acts of kindness and pro-social behavior. AC4P™ behaviors are identified, and the actively caring individual is rewarded for the act of kindness with a wristband that can be worn as a symbol to indicate that they have assisted in changing the culture in a positive way. Each wristband is numbered and can be tracked to demonstrate the growth of the Movement within and beyond an organization or institution.
How does a school start the process?
AC4P™ can be introduced to your school through a staff briefing or workshop presentation. This can be accomplished during a staff meeting or workshop presentation. Once the school has agreed to adopt the process, selected materials and wristbands are provided to start the AC4P™ Movement.
Students who consistently show caring and compassion toward others can be rewarded with multiple wristbands. Schools are encouraged to establish a threshold to reward selected students with the special recognition of AC4P™ Ambassador.
This award will be acknowledged with a unique certificate, enabling the student to become a catalyst for promoting and supporting the AC4P™ Movement.
AC4P™ Ambassadors:
Agents of AC4P™ with multiple AC4P™ wristbands to recognize acts of kindness or compassion
Identify and recommend fellow students for AC4P™ recognition
AC4P™ ambassadors can serve as AC4P™ leaders in various domains and situations
Examples of Ambassador Activities:
Serve as mentors and guides for new students
Become a friend to students who need a friend
Assist teachers and counselors on kindness presentations
Teach and demonstrate the AC4P™ process to others
AC4P™ Club
Schools may choose to expand the AC4P™ process by establishing an AC4P™ Club. This club could meet monthly with a mission to develop a school community project that demonstrates AC4P™ behavior.
AC4P™ Schools:
allow you to observe and practice kindness every day, not just one week of the year
is based on applied behavioral science and years of empirical research
allows for the immediate positive recognition of pro-social behavior
is compatible with positive behavioral intervention support (PBIS)
builds citizenship through rewarding acts of caring
is adaptable to any school grade or campus setting
provides a process that enables tracking and assessing the impact on the school culture
AC4P™ Policing
Throughout the years, experts have struggled to define "police culture." For most, this label means a reactive approach to keeping people safe by using punitive consequences to punish or detain the perpetrators. The result: More attention is given to the negative reactive side of policing than a positive, proactive approach to preventing crime by cultivating an interdependent culture of residents looking out for each other's safety, health, and well-being.
We believe police officers can play a critical and integral role in achieving such a community of compassion — an actively caring for people (AC4P™) culture.
What is AC4P™ Policing?
AC4P™ Policing is a National Center for the Prevention of Community Violence program.
AC4P™ stands for "Actively Caring for People™.”
This process has been researched, implemented and proven successful in various settings across our country and the world, from industry to educational and community settings. AC4P™ Policing brings this process to police officers around the country.
Originally created for Old Dominion University, the 5th Quarter is a program for coaches and student-athletes based around preparing students for life, otherwise known as the “5th Quarter.” Coaches will be trained to identify when a student-athlete is caught up in an urban crisis and will offer solutions they can use to prevent or address an athlete’s involvement in crime, drugs, or gangs.
In this program, student-athletes will:
Gain an understanding of the power of culture
Gain hands-on information on how to avoid problems within the community
Gain an understanding of the challenge of the “divided loyalties syndrome,” Street vs. Team
Gain solutions to the “divided loyalties syndrome” that can be implemented off the court and within the community
Be provided resources and places to turn if they are involved in crime, drugs, or gang activity