Project Plan: Creating a Clery Geography Map Author: [INSERT NAME HERE] Creation Date: xx/xx/xxxx Last Revised: xx/xx/xxxx Version: 1.0

HOW TO USE THIS DOCUMENT While not a Clery Act requirement, the Department of Education advises colleges and universities to create and utilize a campus map (or maps) delineating all of their Clery geography to assist in implementing Clery Act requirements, such as collecting statistics or issuing timely warnings or emergency notifications. A Clery Geography Map can be an important tool for readers of a campus’ Clery Act crime statistics to help them understand what the geographic categories actually mean and how to interpret information in an institution’s annual security report. This resource was created by the Clery Center to help colleges and universities develop a working group, timeline, and action items for creating a Clery Geography Map. The document does not reflect every step a particular institution should take as it is intended to provide an overarching structure through which colleges and universities can determine what actions are needed for their specific campuses. We provide context for why we include certain information or how it can be tailored to a particular institution. With that in mind, keep an eye out for the blue boxes throughout the document that will suggest things to consider in relation to your own college or university. If you have any questions as you review this document or move forward with creating your Clery Geography Map please connect with us:

CLERY CENTER FOR SECURITY ON CAMPUS Phone: (484) 580-8754 Email: [email protected] Web: www.clerycenter.org

While this document contains a discussion of general legal principles and specific laws, it is neither intended to be given as legal advice nor as the practice of law, and should not be relied upon as such. Before taking any action, always check with a licensed attorney in your jurisdiction to ensure compliance with the law.

TABLE OF CONTENTS

Introduction

Purpose of Plan

Page x

Background Information

Goals and Objectives

Institutional Goals and Objectives

Page x

Project Goals and Objectives

Project Approach

Page x

Risk Assessment

Page x

Project Assumptions Project Management Approach Project Timeline

Project Roles and Responsibilities Internal Communications Plan

Page x Page x

INTRODUCTION PURPOSE OF PLAN The “Compiling the Annual Security Report Project Plan” will provide a definition of the project, including the project’s goals and objectives. The Project Plan defines the following: • Project Purpose • Project Goals and Objectives • Scope and Expectations • Roles and Responsibilities • Project Management Approach • Project Timeline

BACKGROUND INFORMATION The Handbook for Campus Safety and Security Reporting (2016) states, “The Clery Act requires institutions to disclose statistics for reported crimes based on: • Where the crimes occurred, • To whom the crimes were reported, • The types of crimes that were reported, and • The year in which the crimes were reported. You must disclose statistics for reported Clery crimes that occur: (1) on-campus, (2) on public property within or immediately adjacent to the campus, and (3) in or on noncampus buildings or property that your institution owns or controls. The definitions for these geographic categories are Clery Act-specific and are the same for every institution regardless of its physical size or configuration. It doesn’t matter whether your campus consists of leased space in a strip mall, occupies 10 city blocks, or consists of a couple of buildings on another school’s campus - “Clery geography” is defined the same way.”

On-Campus

Any building or property owned or controlled by an institution within the same reasonably contiguous geographic area and used by the institution in direct support of, or in a manner related to, the institution’s educational purposes, including residence halls; and Any building or property that is within or reasonably contiguous to the area identified in paragraph (1) of this definition, that is owned by the institution but controlled by another person, is frequently used by students, and supports institutional purposes (such as a food or other retail vendor).

Public Property:

All public property, including thoroughfares, streets, sidewalks, and parking facilities, that is within the campus, or immediately adjacent to and accessible from the campus.

Noncampus Buildings or Property:

Any building or property owned or controlled by a student organization that is officially recognized by the institution; or Any building or property owned or controlled by an institution that issued in direct support of, or in relation to, the institution’s educational purposes, is frequently used by students, and is not within the same reasonably contiguous geographic area of the institution. Reference Chapter 2 of the Handbook for Campus Safety and Security Reporting for definitions of additional helpful terms such as controlled, reasonably contiguous, directly support, or relate to, the institution’s educational purposes, and accessible.

“Although the Clery Act does not require institutions to provide a map to show their campus and noncampus buildings or property or public property areas, some institutions choose to provide one in their annual security report to help the campus community better understand where reported crimes occurred. A map is also useful if your institution is subject to a program review to help identify the buildings and property that make up your institution’s Clery Act geography, and to pinpoint the patrol jurisdiction of your campus police or security personnel, if you have any. If you use a map it must present an accurate picture of the geographic locations it depicts, and you should update it as necessary. If you have several campuses and choose to provide maps, you must have a separate map for each campus.” Handbook for Campus Safety and Security Reporting (2016, 2-26)

The Department of Education emphasizes the importance of accurately identifying Clery Act geography and collecting crime reports within the Clery specified geographic areas of campus. While the creation and use of a Clery Geography Map is not required, it is a helpful tool to use internally, to share externally, or to use in both instances to help those that produce and digest Clery crime statistics and the annual security report understand the information more fully. This project plan aims to guide you through developing a cohesive team and action plan to create and use a Clery Geography Map for your campus. What follows is a more in depth description of these goals, objectives, and action items.

GOALS & OBJECTIVES THINGS TO CONSIDER: INSTITUTIONAL GOALS & OBJECTIVES Reflecting on the institution’s mission or vision statement provides a helpful foundation for highlighting which institutional goals and objectives relate specifically to this project. Use this section to communicate how the values and goals of the institution align with the goals of the project. For example, “Part of [XYZ Institution]’s mission is to maintain a culture of transparency to its stakeholders. The development of a Clery geography map helps meet this goal by helping the campus community understand the information the institution provides within our campus crime statistics and frame how and why they receive information on certain crimes.”

PROJECT GOALS & OBJECTIVES Project goals and objectives include: • Convene multidisciplinary team for development and publication of a Clery Geography Map • Accomplish project goals and objectives within time parameters

PROJECT APPROACH

Phase I: Assemble a Clery Geography Map Working Group Phase 2: Review of Existing Campus Maps (Clery or Otherwise) and Compilation of Locations Institution Owns or Controls Phase 3: Identify Clery Geography Phase 4: Create First Draft of Clery Geography Map Phase 5: Review Clery Geography Map with Team Phase 6: External Review of Clery Geography Map Phase 7: Final Edits & Design Phase 8: Publication and Sharing of Clery Geography Map Below is a high level overview of each phase of the process:

Phase I: Assemble a Clery Geography Map Working Group • •

•

• •

Establish a working group to construct a Clery Geography Map fully representative of all Clery geography based on Clery Act requirements and definitions. The working group shall include the Clery Coordinator and at least one senior level representative from the following departments: »» Campus Police/Public Safety »» Campus Facilities Management/Grounds o Office of Residence Life »» Office of General Counsel »» Office of Emergency Management »» Campus Planning Individuals from the following departments will contribute on an as-needed basis: »» Office of Greek Life »» Athletics Department »» Student Conduct The entire working group will convene at the start of the project to review the goals and objectives, project timelines and establish working groups if necessary. The group will also be notified of any changes to the Clery Act or relevant guidance that will inform the process.

THINGS TO CONSIDER: CLERY GEOGRAPHY MAP WORKING GROUP If a Clery Compliance Team is already in place, the Clery Geography Map Working Group can be created by selecting individuals from the Clery Compliance Team most appropriate to this project in terms of their everyday work scope and knowledge of the institution’s properties and what the institution owns or controls. Depending on the size and structure of your institution, you may or may not have all of these individuals or offices at the table. You may also have individuals who wear “multiple hats” on campus. If this is the case, look more at the functional areas of the departments listed and the specific tasks outlined later in this document. Who would play a role in coordinating these elements? Are they involved in identifying or maintaining campus properties in any way? Clery compliance requires cross-discipline collaboration because the requirements involve numerous areas that go beyond the scope of an individual role. If it is difficult to bring these individuals together, consider whether it is possible to gain additional buy-in from campus leadership. Use this document, Department of Education program review data, and other leadership documents to reinforce why a multidisciplinary team is needed for this project. Consider whether there is at least one individual with a direct line or report to the President represented within the working group. One person should be assigned as the lead for this project. The project lead will schedule meetings, work with the group to establish project timelines, and establish subgroups if necessary. The lead will inform the team of any updates to the Clery Act or other relevant guidance that would inform their work.

Phase 2: Review of Existing Campus Maps (Clery or Otherwise) and Compilation of Locations Institution Owns or Controls • • •

Compile any maps currently used for Clery geography. Gather the most up to date campus maps and information or lists on what properties the institution owns or controls, including separate or branch campuses. Combine materials into spreadsheet or other singular document or resource for Working Group reference.

THINGS TO CONSIDER: REVIEW OF EXISTING CAMPUS MAPS (CLERY OR OTHERWISE) AND COMPILATION OF LOCATIONS INSTITUTION OWNS OR CONTROLS This step may often take the longest as it requires pulling together a lot of different information. Existing campus maps, even if not used to depict Clery geography in the past, are often still helpful as a starting point. The most important question for the group to ask is, “Do we know every property the institution owns or controls?” Not every property the institution owns may fall within Clery geography, but having a complete list is critical so the campus can evaluate what does belong. As a reminder, an institution controls a property if they rent, lease, or have some other type of written agreement for a building or property or any part of a building or property. Informal agreements, even those via email, still give the institution control. Consider whether the institution has separate or branch campuses and how the process can be replicated for each.

Phase 3: Identify Clery Geography •

• •

•

• •

• •

• • •

Provide Clery Geography Map Working Group with a copy of Chapter 2 of the Handbook for Campus Safety and Security Reporting (2016) which expands upon Clery geography requirements within the Clery Act and compiled spreadsheet of all locations the institution owns or controls. Each member of the group should read Chapter 2 and do a cursory review of the spreadsheet before meeting. Conduct team review of the Clery geography terms as a group. Ensure all members of the team understand the meaning of each term and can give examples for each category. Begin with “on-campus” property. Make draft determination of what the institution considers to be its core “on-campus” property in terms of borders. (This expand as the group analyzes information; keep in mind recently updated Handbook guidance that states it is reasonable to consider locations within one mile of your campus border to be reasonably contiguous to campus.) Evaluate all properties within the boundaries. Note which fit the following “on-campus” criteria: »» Building or property owned or controlled by the institution within the same reasonably contiguous area just identified and used by the institution in direct support of, or in a manner related to, the institution’s educational purposes, including residence halls; or »» Building or property within or reasonably contiguous to the paragraph listed above that is owned by the institution but controlled by another person, is frequently used by students, and supports institutional purposes (like food or retail). Identify on the spreadsheet which properties fall within “on-campus buildings and property.” Specify which locations are on campus student housing. Identify public property (such as thoroughfares, streets, sidewalks, and parking facilities) that is within the campus or immediately adjacent to and accessible from campus. »» Document public roads, paths, and parking lots running through the campus using names or addresses. »» Document public property that immediately borders and is accessible from campus using the “sidewalk, street, sidewalk” rule. »» Evaluate barriers to public property. Note if there are any public parks or waterways immediately adjacent to the campus for which the institution would use the “one mile” rule. Evaluate remaining geography listed to determine whether locations fall within noncampus geography, would be reported as separate campuses, should be reexamined to determine if they fall within a previously considered category, or are non-reportable (do not fall within Clery requirements.) Evaluate whether potential noncampus locations meet the complete definition of noncampus buildings and property: »» A building or property owned or controlled by a student organization that is officially recognized by the institution; or »» Any building or property owned or controlled by the institution that is used in direct support of, or in relation to, the institution’s educational purposes, is frequently used by students, and is not within the same reasonably contiguous geographic area of the institution. Note noncampus properties within the spreadsheet. Note the specific location and extent of control afforded within the written agreements (dates, times, etc.). Review off-campus trips to determine which locations fall within noncampus property for the time the institution has control over specific locations. Evaluate whether any locations should be considered separate campuses because they meet all of the criteria for separate campuses: »» The institution owns or controls the site; »» It is not reasonably geographically contiguous to the main campus; »» It has an organized program of study; and »» There is at least one person on site acting in an administrative capacity.

THINGS TO CONSIDER: IDENTIFYING CLERY GEOGRAPHY Consider in advance whom the team may need to contact if there are questions about ownership or control specifications of a certain property. Look at written agreements for reference and/or follow up with individuals involved in contracting for or utilizing specific spaces. If, after reviewing Chapter 2 of the Handbook as a team, you are unsure how to classify a particular part of your campus property, consult directly with Westat, the federal contractor that runs the Campus Safety and Security Help Desk. They can provide additional information as it pertains to classification of incidents or geography. Contact Westat by e-mailing [email protected].

Phase 4: Create First Draft of Clery Geography Map • • •

Obtain or create a printed or digital black and white large scale map of the campus. Use color coding methods – markers or highlighters (digital or otherwise) – to distinguish on-campus properties, on-campus student housing properties (if any), public property and, if applicable and possible within the map, noncampus properties. If noncampus properties are not visible on the same map, determine how the campus will represent these locations on a map and in descriptions.

THINGS TO CONSIDER: CREATE FIRST DRAFT OF CLERY GEOGRAPHY MAP Consider whether, moving forward, the institution can identify a way to consolidate all of the information regarding owning/controlling properties that pertain to Clery geography in a specific location in addition to where it was originally housed. This may include retaining the spreadsheet in a shared digital space or finding another alternative for maintaining the list. For example, an institution might keep all building leasing information for student housing properties in Residence Life and for academic use spaces within its Campus Planning/Advancement office. The development of a Clery Geography Map highlights the interconnectedness of these kinds of materials. A byproduct of this process could be creating a system through which copies of all documentation of ownership and/or control of properties is maintained in a Clery Geography file that is regularly reviewed and updated.

PHASE 5: Review Clery Geography Map with Working Group • •

•

Internal review of draft Clery geography map by Clery Geography Map Working Group. Compare map with spreadsheet list of properties the institution owns and controls and Clery Act definitions. Evaluate for completeness and accuracy. Provide draft Clery geography map to Clery Compliance Team (if in place) for review. Receive feedback and questions at Clery team meeting. If the team cannot agree on a specific classification utilizing resources such as the Handbook for Campus Safety and Security Reporting, approach higher level administration and/or the Campus Safety Help Desk for additional guidance on the appropriate classification for the property in question. Make all necessary edits to ensure that the map meets all Clery Act geographic requirements before sharing with external reviewers.

PHASE 6: External Review of Clery Geography Map •

• •

Provide map to individuals outside of the Working Group (or Clery Team, if in place) who may regularly interface with the map to determine readability and ease of use. This may include professionals in Public Safety, Office of Residence Life, Office of Student Conduct, Office of Campus Facilities/Grounds Management, etc. who did not participate in the Working Group or Clery Team. Provide map to a focus group of current and/or prospective students to see if they are able to easily understand the map and determine whether it helps them recognize what geography is used for the collection of Clery Act crime statistics. Provide map to a focus group of current and/or prospective parents to see if the map is clear, easy to read, and makes concepts within the annual security report clearer.

PHASE 7: Final Edits and Design • • • • •

Working group review of feedback from external reviewers and/or Clery Team. Incorporate feedback as necessary. Provide content to graphic design department or individuals with graphic design expertise on campus. Review draft concepts for the document. Settle on a final design and publish a final draft of the map.

THINGS TO CONSIDER: FINAL EDITS AND DESIGN

This phase will vary depending on the resources, size, and structure of the institution. It may include input and support from a Marketing or Design department, or the final iteration of the map may require approval from a specific department. Consider your own campus process and resources available to you.

PHASE 8: Publication and Sharing of Clery Geography Map • • • •

Publish map and share with offices who regularly interact with students and staff. Provide the map to Clery-defined campus security authorities for context on what is reportable. Determine where else the map may be useful, such as on the campus public safety website or within the annual security report. Develop a plan for reviewing and updating the map as needed.

PROJECT ASSUMPTIONS The following assumptions were made in preparing the Project Plan: • • • • •

The institution will develop a multidisciplinary team/working group for the development and publication of the Clery Geography Map for the campus. Working group members will participate in necessary meetings and will be available as needed to complete project tasks and objectives with reasonable notice and established timelines. Failure to identify changes to draft deliverables within the time specified in the project plan will result in project delays. Working group members will adhere to the Internal Communications Plan. The Project Plan may change as new information and issues are revealed.

RISK ASSESSMENT The Risk Assessment (below) helps you identify and anticipate potential challenges to approaching this project and identifies potential strategies to mitigate those challenges. The Risk Assessment will be continuously monitored and updated throughout the life of the project.

Risk Level (L/M/H)

Risk Person Hours

H

Likelihood of Event

Mitigation Strategy

Certainty

Comprehensive project management approach and communications plan

Certainty

Comprehensive project timeline with baseline reviews, selecting a time of year conducive to working group members’ schedules to begin this project

Estimated Project Schedule

H: Over 3 Months

Clery Team Communication Gaps

M

Somewhat likely

Comprehensive communication plan, consistent meeting/communication

Changing Project Deliverables

M: Unknown at outset of project

Somewhat likely

Clear ongoing communication

Somewhat likely

Timeline to be reviewed carefully at each phase

Certainty

Identify knowledge gaps and provide information as needed, regular check-in related to project

Timeline Estimates Unrealistic

M: Timeline assumes no derailment

Clery Team Members Unknowledgeable About Specific Aspects of Compliance

H: Gaining knowledge base incorporated as one of the steps of the project plan

Absence of Commitment Level

L: Understands value & supports project

Unlikely

Frequently seek feedback to ensure continued support

Team Availability

H: Conflicting Priorities

Likely

Schedule timeline with conflicts in mind, continuous review of availability when setting deadlines

Likely

Use of e-mails, Google Docs, Comprehensive Planning; Create smaller working groups as needed

Number of Team M: Members and Conflicting Schedules Limit In-Person Meetings

THINGS TO CONSIDER: PROJECT ASSUMPTIONS AND RISK ASSESSMENT

The Project Assumptions and Risk Assessment sections of the project plan provide opportunities to have an upfront conversation about roles, expectations, and possible challenges as the group begins their work on the Clery Geography Map. Members can communicate if there are any potential challenges that were not yet addressed and identify possible solutions. The goal is to make sure everyone is on the same page and clearly understands what to expect over the next few months of planning.

PROJECT MANAGEMENT APPROACH Project Timeline Estimated Completion Date

Milestone

XX/XX/XXXX

Phase I: Assemble a Clery Geography Map Working Group

XX/XX/XXXX

Phase 2: Review of Existing Campus Maps (Clery or Otherwise) and Compilation of Locations Institution Owns or Controls

XX/XX/XXXX

Phase 3: Identify Clery Geography

XX/XX/XXXX

Phase 4: Create First Draft of Clery Geography Map

XX/XX/XXXX

Phase 5: Review Clery Geography Map with Working Group

XX/XX/XXXX

Phase 6: External Review of Clery Geography Map

XX/XX/XXXX

Phase 7: Final Edits & Design

XX/XX/XXXX

Phase 8: Publication and Sharing of Clery Geography Map

PROJECT ROLES & RESPONSIBILITIES Responsibilities

Role

Manage project in accordance to plan Schedule Team Draft agendas Direct team members toward project goals

Name/Title

(Sample) Project Lead

• • • •

•

John Doe, Clery Compliance Coordinator

[Insert role]

[Insert responsibilities]

Name, Title

[Insert role]

[Insert responsibilities]

Name, Title

[Insert role]

[Insert responsibilities]

Name, Title

THINGS TO CONSIDER: INTERNAL COMMUNICATIONS PLAN The project roles and responsibilities section is a good space to specifically outline where and how each working group member will play a role in the development of the Clery Geography Map. Not every individual will be involved in the actual creation of the map itself, so this section will clarify each person’s contribution. The project plan then serves as a tangible reminder of expectations and roles as each phase occurs.

INTERNAL COMMUNICATIONS PLAN Disseminating knowledge about the project is essential to the project’s success. This plan provides a framework for informing, involving, and obtaining buy-in from all participants throughout the duration of the project. Audience

This communication plan is for all Clery Geography Map Working Group members. Communications Outreach

The following is a list of communication events that are established for this project: • Monthly Status Reports: The project lead shall provide monthly written status reports to all Clery team members. The reports shall include the following information tracked against the Project Plan: »» Summary of tasks completed in previous month »» Summary of tasks scheduled for completion in the next month »» Summary of issue status and resolutions • Meetings: Meetings will be scheduled as needed by the project lead. • Shared Project Information: In addition to information shared in e-mails or in person by the project lead, current project documents can be located here [insert web address.]

FOR MORE INFORMATION:

Please contact the project lead, John Doe, by e-mailing [email protected] or by calling (XXX) XXX-XXXX.