Prepared in response to the June 2007 General Accountability Office report, "Emergency Management: Most School Districts Have Developed Emergency Management Plans, but Would Benefit from Additional Federal Guidance" (GAO-07-609), this NCEF report reviews current practices in school building design for accommodating the evacuation and sheltering needs for the disabled. The report provides two recommendations: (1) School emergency management plans should include procedures and training for evacuating special needs and disabled students in a variety of emergencies and building conditions and by a variety of routes; (2) Schools should continue to work with emergency planners and building designers to ensure that facilities are equipped to shelter a range of individuals with special needs. 4p.

Discusses conditions that feed wildfires, how a building catches fire, determining your school's risk, creating a survivable space for the school, the importance of maintenance, the fire-resistant school, meeting code requirements, related flood and mudslide risks, and an appendix on wildfire response. 22 additional resources are cited. 6p.

Discusses essential considerations when designing a campus-wide mass notification system, and the pros and cons of current notification systems. 5p.

Offers a brief checklist that assesses the presence or absence of 33 elements of school disaster preparedness. 2p.

Presents an audio inteview that reviews loss of children's lives within schools that were damaged by recent natural disasters. The design and seismolological professionals interviewed advocate for better design and construction of schools worldwide, along with better and quicker restoration of school housing after natural disasters. Improvements in school construction undertaken after lessons learned from the disasters are noted. Also urged are improved preparation and acceptance of the inevitability of natural disasters, improved training for the building profession in developing countries, recognition of the disproportionate affect of disasters on vulnerable populations.

Reports how higher education institutions have addressed campus as a result of safety audits conducted after recent shootings at Virginia Tech and other campuses. Survey methodology, a summary of safety audits, prevention, mitigation, recovery, notification systems, security monitoring and enhancement, recognizing and responding to student behavior, and budgetary impacts are addressed. 32p.

Discusses the information required for managing school buildings, grounds, occupants, and rescue and recovery personnel during and after a crisis: neighborhood maps; aerial and ground photos; campus plans; command post and staging area locations; alternative evacuation routes and sites; school floor plans; fire alarm, sprinkler, utility, and television shutoff procedures; first aid supply locations; contact information for emergency responders, staff, and outside assistance; and the provision of building keys. 3p.

This NCEF publication describes a process for assessing the safety and security of school buildings and grounds, making a hazard mitigation plan, and implementing the plan. Steps include: select an assessment tool; assemble an assessment team; look at the record; perform the assessment; write up the results; create a standing committee on hazard mitigation; prepare a hazard mitigation plan; understand risk; weigh passive vs. active safety; select security technology with care; improve school climate; calculate costs, locate funding; seek input; coordinate hazard mitigation with crisis planning; start small, think big; justify thoroughly; meet regularly, advocate continually; and benefit mutually. 4p.

The 25 guides found on the lower portion of this web page assist in the school safety assessment process. Each downloadable guide addresses a specific area or space within the school, presenting a series of "yes-no" questions that assess the safety and security of physical features typical for that area. 67p.

Advises on understanding, preparing for, and coping with weather emergencies at schools and with bus transportation. Events covered include severe thunderstorms, lightning, tornadoes, hurricanes and storm surge, flooding, and extreme heat and cold. Six appendices contain detailed weather information. 18p.

Advocates hazard vulnerability assessments (HVAs) as essential elements of school emergency management planning. Schools can utilize HVA's to identify potential hazards and to prioritize prevention and mitigation efforts in cases of emergency. HVAs are typically conducted by risk assessment teams that include school personnel and representatives from the local emergency management community. A list of 22 resources is included. 7p.

DHS offers a wide-range of emergency preparedness resources to help schools create safe and secure environments for their students including several planning and training resources to help local schools prepare comprehensive all-hazard emergency preparedness plans. 2p.

Uses data from the 2005 06 School Survey on Crime and Safety (SSOCS) to examine a range of issues dealing with school crime and safety, such as the frequency of school crime and violence, disciplinary actions, and school practices related to the prevention and reduction of crime and safety. Percentages of schools that drill students on emergency plans for natural disasters, hostage situations, bomb threats, and hazardous materials threats are included. 75p.

Presents the discussion items and final recommendations of this task force, which include: 1. Distribution of model emergency policies to the States law enforcement agencies with the direction that they are to begin implementing these policies with current operations plans and training. 2. Distribution of "companion" model policies for school administrators & teachers. 3. Joint training for the 21 county prosecutors and county schools superintendents to review school security strategies and programs together. 4. a uniform state memorandum of agreement between education and law enforcement to include annual review of the model policies issued by the school task force. 5. Enhanced training for school resource officers to include training on the aforementioned model procedures. 6. Teacher training for school crises. 7. Local school security councils/working groups, consisting of parents, educators, and state, county, and local law enforcement, fire, and emergency management personnel to address issues of school security. 8. Regular drills & amendments to the New Jersey fire code that require that monthly fire drills should be amended to incorporate drills and exercises for bomb threats, emergency evacuation/reverse evacuation, active shooters, lockdowns, and shelter-in-place. 26p.

Provides an example of an emergency operations plan, written for a fictitious Missouri school district. The plan is intended to prevent avoidable disasters and reduce the vulnerability of students, faculty, and administration to any disaster that may strike; establish capabilities for protecting students, faculty and administration from the effects of disasters; respond effectively to the actual occurrence of disasters; and provide for recovery in the aftermath of any emergency involving extensive damage within the school. It consists of a basic plan that serves as an overview of the schools approach to emergency management, annexes that address specific duties and activities critical to emergency response and recovery, and appendices which support each annex and contain technical information, details, and methods for use in emergency operations. The annexes and appendices are found at http://education.umkc.edu/Safe-School/documents/District%20Emergency%20Operations%20Pl an%20-%20Annexes.pdf 29p.

Provides an example of an emergency operations plan, written for a fictitious high school. The plan is intended to prevent avoidable disasters and reduce the vulnerability of students, faculty, and administration to any disaster that may strike; establish capabilities for protecting students, faculty and administration from the effects of disasters; respond effectively to the actual occurrence of disasters; and provide for recovery in the aftermath of any emergency involving extensive damage within the school. It consists of a basic plan that serves as an overview of the schools approach to emergency management, annexes that address specific duties and activities critical to emergency response and recovery, and appendices which support each annex and contain technical information, details, and methods for use in emergency operations. The annexes and appendices are found at http://education.umkc.edu/Safe-School/documents/School%20Emergency%20Operations%20Pla n%20-%20Annexes.pdf 31p.

Explains why schools should install a secondary lock box on the outside of the building to ensure that emergency personnel can safely access at least one of the lock boxes during an active shooter incident. 1p.

Assesses the roles of federal and state governments and school districts in establishing requirements and providing resources for emergency management planning, what school districts have done to plan and prepare for emergencies, and the challenges school districts have experienced in planning for emergencies. Surveys, interviews, and document reviews were conducted at the federal, state, and district level. Most states and school districts reported having requirements for emergency planning, and federal and state governments and school districts provide financial and other resources. Thirty-two states reported having laws or other policies requiring school districts to have emergency management plans. Most school districts have developed emergency management plans, but many plans do not include federally recommended practices. The GAO estimates that over one-quarter of school districts have never trained with any first responders and over two-thirds of school districts do not regularly train with community partners on how to implement their school district emergency management plans. 74p.

Reports on the current state of emergency preparedness in U.S. school districts, illustrating percentages of districts that have plans for intruders, bomb threats, natural disasters, terrorism, radiation, anthrax, and pandemic influenza. Some plans and school districts have taken steps to plan for a range of emergencies, as most have developed multi-hazard emergency management plans. However some plans and activities do not address federally recommended practices. In an estimated 62 percent of districts, officials cited a lack of equipment and expertise as impediments to emergency planning. Absence of door locks necessary for implementing a lockdown and a lack of two-way radios are two examples of facility and equipment deficiencies. Also noted was a shortage of expertise in both planning for and managing emergencies, as well as an inability to incorporate special needs students in emergency management planning. An estimated 39 percent of districts with emergency plans experience challenges in communicating and coordinating with local first responders, lacking partnerships with all or specific first responders, limited time or funding to collaborate with first responders on plans for emergencies, or a lack of interoperability between the equipment used by the school district and equipment used by first responders. 25p.

Presents a one page list of procedures for teachers to follow for each of these eventualities: bomb threat, earthquake, fire, hazardous material spill or leak, bioterrorism, intruder, lightning, suicide, tornado/storm, traumatic injury or death of a student or staff member, and utility failure. 23p.

Provides direction for disaster preparedness planning and management in a variety of disasters affecting school districts and community colleges. The book is intended for facility managers, and is organized around four phases of emergency management: preparedness, response, recovery, and mitigation. The dual issues of schools as emergency shelters and their prompt return to an educational function are covered. 38 references are included, as is an appendix advising on sheltering, mental health, debris removal, family preparedness, and other related topics. (This very large document may take several minutes to download. Or, you can right click on the link and save it to your computer.) 232p.

Assists school districts in the preparation of their emergency preparedness guide. This online publication takes the user through the responsibilities of essential staff, as well as providing checklists of tasks which department heads should complete before, during, and after an event, and issues to consider when creating your district's disaster preparedness guide. The guide is organized in eleven major categories that must be addressed, as they directly impact school district operations: people transportation, communications, food service, planning supplies, facilities, legal, technology, financial, and education. Each category has a short overview to explain the major objectives of the section, followed by an outline of items to consider when assembling a planning, management and recovery plan for the district.

Presents over 3,000 vendor listings covering 400 disaster recovery categories such as drying & dehumidification of paper & microfilm records, smoke odor counteracting services, and trauma counselors. The listings are organized under nine sections: disaster-recovery planning and assistance associations; emergency equipment replacement & repair; facilities, such as hotsites, warmsites, coldsites, mobile buildings and mobile computers; materials and publications, such as videos and journals; services, including clean-up and restoration, computer repair, consulting, and data-recovery; software for disaster-recovery and business-continuity planning, risk management, security control, disaster management, and emergency notification; specialty supplies, such as emergency food rations, fireproof containers, and personal evacuation equipment; and providers of specialty training for professionals and employees.

Assists Utah schools in compliance with state regulations mandating emergency preparedness plans for schools. The guide outlines responsibilities for school officials and staff; criteria, components, and organization of an emergency preparedness plan; hazard analysis; communications and evacuation plans; and specific advice for itemized threats. Appendices include the text of the state rule, additional advice for specific age groups, sample forms, and a list of recommended first aid equipment and supplies. 93p.

This CD instructs school districts on how to create an interactive and secure website with critical information about each school in the district that only can be accessed by first responders in the case of an emergency. Information to be placed on the website includes detailed floor plans of each school, interior and exterior photographs, a complete contact list of all teachers and administrators, and a crises management response plan for the district.

School districts may be touched either directly or indirectly by a crisis of some kind at any time, including natural disasters, school shootings, or acts of terrorism. This guide is intended to give schools, districts, and communities the critical concepts and components of good crisis planning, stimulate thinking about the crisis preparedness process, and provide examples of promising practices. Sections include: 1) Mitigation/Prevention; 2) Preparedness; 3) Response; 4) Recovery; and 5) Resources. Each section contains an action checklist and action steps. 146p.

Details eight "lessons learned," as synthesized from the advice of ten higher education presidents who led their respective institutions through a natural or man-made disaster. The lessons focus on leadership, communication, recovery, minimizing enrollment loss, and dealing with "matters of the heart." 10p.

Identifies serious and unanticipated problems that currently make it neither feasible nor safe for many people to shelter in place in case of an emergency. The report is based on two years' work gathering the insights and experiences of nearly 2,000 people who live and work in four communities around the country. Among the many gaps uncovered was the fact that while schools have been preparing for emergencies that affect the school directly, children are also at risk if their parents and other guardians need to shelter in place because of an emergency and no other adult is available to pick the children up or be at home with them after school. 62p.

Offers a workbook to identify and assess hazards to school property and occupants in order to develop a more thorough emergency response plan. 22p.

Secretary of Education Margaret Spellings joined President Bush, Mrs. Bush, and Attorney General Gonzales at a Conference on School Safety on October 10, 2006. Teachers, parents, administrators, law enforcement officials, and other experts discussed best practices and lessons learned about school safety. Panel I, Preventing Violence in Schools, was a "best practices" session to share practical ideas and solutions from law enforcement and security experts to help safeguard our schools from external and internal threats. The panel discussion focused specifically on facility security, threat assessments, specialized enforcement expertise, and law enforcement community outreach. Panel II, Prepared Schools and Communities Are Safer, discussed how school administrators and teachers, parents, students, law enforcement, and community groups can best coordinate their efforts to ensure their schools are prepared and safe. The panel highlighted effective prevention and intervention practices, model programs, and crisis plans that could be adapted by communities and districts. 63p.

Provides school districts with comprehensive guidelines to follow in case of any of nineteen types of emergencies. Checklists, communication instructions, staff responsibilities, job descriptions, and a wide variety of forms for inventory, release, skills assessment, and site review are included. 79p.

In the wake of Hurricane Katrina, the Federal Emergency Management Agency (FEMA) tasked the Army Corps of Engineers (the Corps) to purchase temporary classrooms for Mississippi schools. To accomplish its task, the Corps placed a $39.5 million order for the purchase and delivery of 450 such classrooms. GAO received an allegation on its Fraud Hotline that the Corps paid inflated prices for the classrooms, and in response, this report reviews the facts and circumstances related to the Corps' issuance of the order. The Corps had no prior experience, no advance notice, and the need to buy the classrooms as quickly as possible. Corps contracting officials lacked knowledge of the industry and information about classroom suppliers, inventories, and prices that would have been useful in negotiating a good deal. Faced with these circumstances, they chose to purchase the classrooms by placing an order, noncompetitively, on an existing agreement with a vendor certified under the Small Business Administrations Business Development Program. The Corps accepted the vendor's proposed price of $39.5 million although it had information that the cost for the classrooms was significantly less than what the vendor was charging. Based on analysis of a quote obtained by the vendor from a local Mississippi business, the price that the vendor actually paid for the classrooms, and prices for similar units from GSA schedule contracts, it was determined that the Corps could have, but failed to, negotiate a lower price. 17p.

Presents the demographic information, chronology of priorities, emergency plans, command and coordination, equipment and logistics, communications, staff and critical incident stress management, recall and staffing, lessons learned, and unmet needs of fifteen higher education institutions affected by Hurricanes Katrina or Rita, or by bomb incidents. 148p.

This guide is a practical toolkit to help child care programs–-both in child care centers and providers’ homes–-keep children safe and their businesses open during and after natural disasters, terrorist attacks, chemical emergencies, and other catastrophes. It discusses preparing for disasters and restoring child care after a disaster. 114p.

Advises on the accommodation of the disabled during a disaster, covering levels and types of disabilities, special equipment and supplies to have on hand for the disabled, and procedures for working with individuals impaired in hearing, vision, learning, and mobility, as well as their service animals. Advice on evacuation planning, psychological symptoms, stress factors, and communication is included. 45p.

This is a guide to assist schools in preparing for a school emergency. The box contains crucial information needed to respond to a critical incident. The guide states that these elements should be part of a crisis response box: an aerial photo of the school campus; a map that identifies streets, intersections and vacant lots near a school and includes planned emergency routes; an up-to-date layout of classrooms and other campus facilities; architectural blueprints of school buildings; a list of teachers and other employees; master keys for all the rooms in a facility; turn-off procedures for fire alarms, sprinklers, utilities and cable television service; photos of all students; phone numbers for all key staff members, including those involved in coordinating with local emergency responders; identification of three separate staging areas for law enforcement and emergency personnel, for the news media, and for parents; an emergency resource list of people or groups that can assist in an emergency; identification of evacuation routes; student disposition forms so administrators can keep track of which students have been released and to whom; a list of which students are present at school that day; a list of students with special needs; and first-aid supplies, as well as a listing of where additional first-aid supplies can be found. 18p.

Through the constructive advice of experienced parents, this discusses emergency planning for schools. The events of September 11 and its aftermath have challenged health, environment, and education agencies to understand how children are different from adults in relation to environmental hazards, and how schools are different from offices in terms of their responsibilities for the occupants and the demands on the facilites. 8p.

It is the position of the National Association of School Nurses that school nurses should be designated and recognized as first responders to mass casualty emergencies, including those resulting from bioterrorist events. School nurses should be trained in protection, detection, and treatment of victims of such events and in the command and control management techniques of the logistics of such a situation. The strategic position of well-prepared nurses within the school environment has significant potential for minimizing the effects of a bioterrorist attack in school settings and, subsequently, in the community at large 3p.

Lists this college's emergency procedures for explosions, aircraft crashes, fires, earthquakes, storms, snow, ice, floods, hazardous materials spills, bomb threats, violence or criminal behavior, and civil disturbances. Evacuation procedures and a bomb threat reporting form are included. 15p.

This British toolkit is an easy-to-use template for security risk assessment in schools. The practical guide helps one understand the reasons that crimes and incidents occur in a school site or building. It provides information on how to tackle these problems through design or management of the premises. The guide provides a step-by-step approach on how to: 1)Gather crime data; 2) Identify vulnerabilities by walking the site; 3) Model surveillance: identify areas that are overseen or well-used and areas that are hidden from view; 4) Assess which risks are most immediate; 5) Develop long and short term strategies to address the problems; 6) Implement the strategies. Includes case studies of a primary school and a secondary school.

FEMA recommends the following actions for all school officials: 1) Identify hazards likely to happen to your schools; 2) Mitigate against the hazards; 3) Develop a response plan, including evacuation route; 4) Plan for coping after a disaster; and 5) Implement drills and family education.

Assists child care providers with collecting and posting emergency numbers, creating and executing an emergency evacuation plan, reviewing and posting guidelines on how to handle medical emergencies, training staff on specific roles and responsibilities during an emergency, and reviewing special considerations for children with special health needs during an emergency. 18p.

Provides examples of how a variety of problems and solutions concerning school safety and security are addressed in 14 countries. Chapters by individual authors from the participating countries are organized under five themes related to school safety and security: risk assessment, crisis planning and management, infrastructural approaches, collaborative approaches, and education, training, and support approaches. 168p.

Lists this college's emergency procedures for bomb threats, civil disturbances, earthquakes, evacuations, fire, explosions, hazardous material spills, human bodily fluid spills, lockdowns, medical emergencies, power outages, suspicious packages and envelopes, an severe weather. Locations of emergency telephones are included. 30p.

Presents 19 steps that a school should take to prepare for a terrorist attack, organized as items that one can do to establish a safe campus and preparing a response plan should an emergency occur. 5p.

Serves as a tool for emergency response planning in child care programs. This guide provides basic emergency preparedness and planning information that can be customized to fit the size and needs of differing programs. It covers specific disasters such as earthquake, flood, severe weather, bomb threat, contamination, power failure, fire, hazardous materials, abduction, transportation incident, medical emergency, and building collapse. A sample emergency relocation shelter agreement and a sample emergency transportation permission agreement are appended. 28p.

Examines the history of terrorism attacks at schools from a 1970 incident in Israel to the present. Chapters advise on the tendencies of terrorists, public reaction to terrorism, school buses and terrorism, planning for possible incidents, and hiring of security consultants. The probabilities, possible actions, and the emotional and political impacts of terrorism at school are discussed. The authors attempt to dispel myths and show how alarmists and reckless disinformation further the goals of the terrorists. Includes 28 references. 153p.

Offers extensive advice on preparing schools against potential terrorist attack, focusing on partnership and planning with the community, understanding schools as targets for terror, prevention, mitigation, response, complex threats recovery, and drills. 58p.

In this letter to school administrators, the Deputy Secretary shares information regarding some lessons learned from the Beslan school incident so that they may be used to protect U.S. schools. The recommendations that are outlined include both short-term and long-term protective measures, including physical enhancements to school buildings. A list of resources available for schools in attached. 6p

Reports on the crisis preparedness of America's twenty largest school systems. The systems were evaluated by steps outlined in the U. S. Department of Education's publication "Practical Information on Crisis Planning: A Guide for Schools and Communities" (http://www.ed.gov/admins/lead/safety/emergencyplan/crisisplanning.pdf). The steps were divided into categories of planning, drilling, and communicating. A team of six conducted interviews of administrators, principals, emergency management officials, community members, journalists, and parents from the twenty systems to evaluate their preparedness in each category. From these interviews the school systems were rated as follows: Best-three systems, Good-seven systems, Needs Improvement-seven systems, and Failing-two systems. The criteria that each system had to meet and the findings for each system are detailed. (Includes 157 references) 71p.

Since June 1999, the U.S. Department of Education and the U.S. Secret Service have been working as a team to better understand--and ultimately help prevent--school shootings in America. Findings indicated that incidents of targeted violence in school were rarely impulsive; that the students who perpetrated attacks usually planned them out in advance with planning behavior that was often observable; and that, prior to most attacks, other children knew that the attack was to occur. This document uses these findings to create a process for identifying, assessing, and managing students who may pose a threat of targeted violence in schools. Eight chapters include: (1) "Introduction: Threat Assessment and the Prevention of Targeted School Violence"; (2) "Creating Climates of School Safety: A Foundation for Reducing School Violence"; (3) "Key Findings of the Safe School Initiative's Study of Targeted School Violence"; (4) "Implementing a School Threat Assessment Process"; (5) "Conducting a School Threat Assessment"; (6) "Managing a Threatening Situation"; (7) "Action Plans for School Leaders: Creating a Safe and Connected School Climate and Implementing a Threat Assessment Program"; and (8) "Conclusion: Threat Assessment as a Decision-Making Tool". An appendix contains a list of annotated resources. (Contains 24 references and 2 resource websites.) 60p.

Site hazard information must be easily accessible in the event of a school emergency. Storing information and resources, ranging from a master key to evacuation routes, in a locked box near the site provides critical site data to the first responder in the first few minutes on scene. 2p.

This on-line, independent study course will help educators and first responders develop effective emergency operations plans for the wide array of potential emergencies that schools face. The course describes emergency management operations, roles and duties; explains how to assess potential hazards that schools may face; and explains how to develop and test an Emergency Operations Plan that addresses all potential hazards.

Presents the results of a conference intended to expand the school emergency preparedness to include an "all-hazard" approach. This is necessary so that catastrophic terrorism incidents (CTI's) can be accommodated. Difficulties peculiar to a CTI may be that the school might be required to feed and shelter students for an extended period of time without full access to emergency resources. Suggestions for emergency plans, crisis team formation, safety assessments, and additional resources are offered. 38p.

Lists the guiding principles and major elements for recommended mandatory school seismic safety programs. The major elements described are community awareness and participation, building codes and code enforcement, risk reduction for new and existing facilities, proper training for building professionals, and disaster preparedness. 10p.

Offers information on developing a plan and checklists for storage areas, hazardous chemicals, foodservice equipment, foodservice and food preparation areas, areas outside the school building, water and ice supply, and handling mail. 49p.

This program will help school administrators and state and local public safety officials better prepare for bomb threats against the nation’s schools. The topics of the program include: Understanding Bomb Threats; Prevention; Planning; Bomb Threat Response; Explosion Response; Follow-up; Training Aids; and Implementation. The educational program delivers content via a CD-ROM, a supporting Web site, and quick-reference cards that allow school administrators to develop a plan customized to their individual school

High-profile school violence cases and other national incidents, along with easy access to formulas for homemade bombs on the Internet, have contributed to the growth of bomb threats, suspicious devices, and homemade bombs in schools, on school grounds, and on school buses. This discusses how to handle bomb threats and suspicious devices. 2p.

Provides design guidance for the protection of school buildings and their occupants against natural hazards, concentrating on K-12 facilities. The focus is on the design of new schools, but the repair, renovation and extension of existing schools, as well as the economic losses and social disruption caused by damage from these three hazards is also addressed. Two core concepts emphasized are multihazard design, where the characteristics of hazards and how they interract are considered together with all other design demands, and performance-based design, where the specific concerns of building owners and occupants a considered over and above what is covered in the building code. Chapters 1-3 present issues common to all hazards. Chapters 4-6 cover risk management for each of the three specific hazards of the title. 361p.

Discusses the sensitivity of educational buildings to natural disasters, given that they are densely occupied, and that they are often used as refuge for the general population during and after disasters. Strategies and justifications for building disaster-resistant schools and retrofitting existing schools are presented. Programs and case studies from several countries are described, along with historical accounts of recent disasters and their effects on educational infrastructure. 119p.

Presents steps for Head Start programs to take to identify hazards and resources, train their staff and families, and build partnerships with other agencies in the community. The types of hazards that can potentially impact a Head Start program and the local community are described. Information, tools, and activities to assist the Head Start program in different aspects of disaster planning and preparedness are provided. The sections of the workbook include: 1) Setting the Stage Disasters and the Importance of Preparing, 2) Assessing Your Head Start Program's Risks and Resources, 3) Developing and Implementing a Disaster Plan, 4) Communicating Important Information to Staff, Volunteers, Parents, and Others, 5) Building Teams and Training for Effective Disaster Responses, and 6) Recovering After a Disaster. Forms are included that are designed specifically for printing, for filling in program-specific information, and for use in developing a disaster plan. Supplemental resources that can be helpful throughout the disaster planning process are listed. 130p.

This worksheet includes suggested actions for schools based on general recommendations from the Homeland Security Department according to the color-coded Homeland Security Advisory System Designation. 6p.

Provides guidance and forms to prepare for and conduct a disaster assessment survey. These include pre-disaster buildings inventory, collection of civil personnel information, disaster operations facilities and supply inventory, and map lists. An organizational structure of the disaster team is suggested, along with job titles, qualifications, duties, and the process for mobilizing this team in the event of a disaster. Post-disaster recovery procedures and responsibilities are also outlined. 66p.

Reports on a 2004 conference of international seismic and educational facility experts. Part 1 discusses the recognition of obstacles to improving seismic safety of schools in various countries. Part II defines seismic safety principles for schools. Part III discusses assessing vulnerability and risks to schools and other public buildings. Part IV identifies strategies and programs for improving school seismic safety. Part V presents the group's recommendations for improving seismic safety in schools. 242p.

This learning module is designed to help school administrators and their law enforcement partners to preserve and enhance the educational mission in times of turmoil and prepare to effectively respond to a crisis. The module includes sections on understanding terrorism; the school violence connection; finding the appropriate response; the case for self-reliance; strategies for preparation and response; and web resources and tools. 15p.

These school security and crisis planning strategies for preventing and responding to terrorism include information on heightened school security procedures during terrorist threats; general recommendations related to terrorism and school safety; anthrax, mail procedures, and other chemical and biological crises; 9/11 anniversary issues, and additional information sources. This information is provided by a consulting firm.

Presents general information on school crisis management that individual schools or districts can tailor to fit local needs and capabilities. The Guide is a framework to implement local school policy and administrative procedures, which are based on a comprehensive school emergency operations plan and policies. Sections of the guide cover the crisis planing team, various committees, accidents, terrorism and criminal acts, natural disasters, and additional policies and procedures. 66p.

This paper addresses how to reduce the threats and vulnerabilities in the built environment by changing how to design and use space. Design professionals can use three basic strategies for security design, also known as CPTED. They are natural access control, natural surveillance, and territorial reinforcement. Each of the strategies can be implemented through three methods: mechanical, natural, and organized.

Takes the user through the planning, implementation, response, and recovery processes of a safe school. Section one describes how to organize personnel and materials around the development of an emergency plan. Section two describes mitigation and prevention procedures which involve both facilities and school climate issues. Section three details preparedness procedures for critical incidents. Section four presents strategies for recovery after a critical incident. 450p.

Provides a structure and process for managing a wide spectrum of university-based crises, from the seemingly mundane to the most severe. Incorporates a strategy for addressing emotional needs during traumatic events. Also provided are specific strategies and interventions for various age groups, frequently encountered psychological and social crises, disturbances, and threats. Practical documents provided include checklists to guide crisis response team-building and identify at-risk students, advise on grief counseling, and a fictional case study. 102p.

This primer provides guidance to protect students, faculty, staff, and their school buildings from terrorist attacks. It also provides guidance to the building science community of architects and engineers working for local institutions on school projects. This document is intended for use by schools who feel that they are at risk to terrorist attacks. It provides necessary guidance to those who desire to increase the performance of their school and related infrastructure. Not all schools are at risk of terrorist attacks. The decision-makers in each school district should use current and available threat information from the proper sources to make this determination. The use of experts to apply the methodologies contained in this document is encouraged. This primer references several sources for additional information, including publications completed by other government agencies. Chapters include: 1) Asset Value, Threat/Hazard, Vulnerability, and Risk; 2) Site and Layout Design Guidance; 3) Building Design Guidance and Safety Plans; 4) Explosive Blast; 5) Chemical, Biological, and Radiological Measures; and 6) Safe Rooms Within Schools. 306p.

This guide is intended to support efforts by universities to reduce and manage their vulnerability to hazards. It includes a description of a disaster-resistant university; how to perform a risk assessment; developing interest and support; developing a loss reduction plan; maintaining interest; and additional information. This is both a how-to guide and a distillation of the experiences of six universities and colleges that have been working to become more disaster-resistant 55p.

This volume covers emergency preparedness and response and is based on the California Standardized Emergency Management System (SEMS). SEMS which is designed to centralize and coordinate emergency response actions among various Los Angeles district organizations and public agencies and provides an effective framework for managing emergencies ranging from minor incidents to major earthquakes. 120p.

This document discusses air-filtration and air-cleaning issues associated with protecting building environments from an airborne chemical, biological, or radiological (CBR) attack. It provides information about issues that should be considered when assessing, installing, and upgrading filtration systems. It is intended to provide guidance regarding measures that may be taken to prepare for a potential CBR attack, rather than in response to an actual CBR event. The intended audience includes those who are responsible for making the technical decisions to improve filtration in public, private, and governmental buildings, such as schools. 78p.

This paper describes a bioterrorism incident at a Connecticut elementary school. Flowers sent to a teacher were permeated with anthrax spores that infected the teacher, 12 of her students, 3 office staff members, and an administrator. The teacher subsequently died. The Connecticut Department of Public Health confirmed that the students and staff had been exposed to anthrax. After describing the incident, the paper details the various procedures and plans created conjointly by district and school administrators, teachers, parents, community members, and officials from the local health department, police department, fire department, and medical community. The district looked to the Federal Emergency Management Agency for guidance. The plans included steps to prevent bioterrorism attacks; an update of the school’s and district’s crisis-management plan; a training program for all personnel, including part-time staff, substitute teaches, volunteers, and district office staff; the installation of a crisis team coordinator at each school in the district; and the creation of guidelines for helping children, and the community, cope with the aftereffects of a crisis.

This article summarizes the methods available to define an external terrorist bomb threat and estimate structural design loads and element responses using simple dynamic system models and principles. By maximizing standoff distances and hardening key elements, designers can give building occupants a reasonable chance of escaping death and serious injury during an event. 5p.

The objective of this report is to provide guidance for new and existing buildings regarding protection of air, water, and food systems within buildings. The scope of the report pertains to public use and assembly buildings; commercial, institutional, and educational facilities; and other areas of public assembly such as stadiums, coliseums, and vehicle tunnels and subways. Chapters include: 1) Risk Management; 2) Infrastructure Support, Constraints, and Vulnerabilities; 3) Guidance and Recommendations for New Buildings; 4) Guidance and Recommendations for Existing Buildings. 76p.

The purpose of this program is to provide state and local education, health, emergency management, law enforcement and homeland security agencies with information on biological, chemical, and radiological threats; answer questions about school preparedness and response; and describe roles of partnering agencies in the case of a terrorist threat. This program was initially aired as a satellite broadcast and live webcast. Includes course materials, frequently asked questions, and a resource list.

This web-based guide and toolkit were developed to help schools respond to both human and natural disasters. Included are tips, resources, ideas, and examples. The kit is divided into four sections that discuss: 1) being prepared before a crisis, 2) being responsive during a crisis, 3) being diligent in moving beyond crisis, and 4) hands-on assistance tools for educators. A bibliography and index are provided.

Outlines steps for emergency crisis preparation, emphasizing communication preparedness, a single person in charge, informed access for fire and police personnel, controlled media relations, handling of parents, containment procedures, access to vital personal information, first aid preparedness, and conflict de-escalation procedures. Includes four references. 2p.

This explains recommended actions schools should take at the various levels of risk of attack, from green (low), blue (guarded), yellow (elevated), orange (high), through red (severe). 1p.

Many of the strategies that would be used in a natural disaster, such as an earthquake or tornado, have significant application for managing the effects of a terrorist attack involving explosions or chemica