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Currently, there is a national level debate on security-based school safety policies and practices, particularly in relation to the presence of police in schools. Decisions about school safety are discussed at the district level by administrators and board of education members who may not be aware of the importance of utilizing local data to ensure these decisions are data driven and beneficial to all the stakeholders they represent in diverse, urban districts. Research on security, policing, and social-emotional and school climate-based strategies are discussed, as is research on district-level decision-makers (boards of education and administrators) and decision making. This paper provides local school stakeholders, policy makers, and school safety researchers with a framework for collaborative work to ensure that evidence-based violence prevention programming and local data drive district-level decision making about school safety.

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With a focus on data driven decision making, teacher education programs need to prepare preservice teachers to analyze data while modeling data driven practices in our own programs. Research has demonstrated the effectiveness of using case studies to promote critical thinking, analysis and interpretation, and higher order thinking. This study utilized the results from surveys of residents enrolled in a clinically rich residency program to develop and implement relevant case studies for use in program coursework. The utility of using case studies in graduate coursework was evaluated through a survey of current residents. The theoretical and practical value of creating case studies based on program specific challenges, and examples of the case studies that were generated from this data will be shared.