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Trauma-Informed Care for Schools Before, During, and After Possible Emergency Events [webinar]
From the Website: "In this Webinar, presenters provided an overview of trauma and retraumatization, discussed manifestations of trauma in students, explored a trauma-informed approach, and reviewed considerations for preparedness planning and how schools can address trauma in their emergency operations plans. The presentation concluded with a Question and Answer session and was followed by a Web Chat. The U.S. Department of Education's Office of Safe and Supportive Schools and its REMS TA [Readiness and Emergency Management for Schools Technical Assistance] Center hosted this Webinar to provide schools with information on trauma-informed care for schools before, during, and after possible emergency events. While the live Webinar offered opportunities to respond to individual and unique questions from stakeholders and practitioners, the archived Webinar serves as a resource to help practitioners lead trauma-informed schools, address trauma in their overall preparedness efforts, and plan for the provision of trauma-informed care."
Readiness and Emergency Management for Schools Technical Assistance Center (U.S.)
2019-06-26
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Lessons Learned From School Crises and Emergencies: Emergency Management Planning for After-School Programs
This edition of Lessons Learned from School Crises and Emergencies focuses on the Napa County Office of Education. "Many schools offer after-school programs for students from their school or other area youths. These may include extended day child care, academic enrichment activities, cultural arts, recreational activities, sports teams, or even adult education classes. In addition, numerous types of events occur on school grounds after school hours, such as concerts, plays, sports, and dances. However, many schools and school districts overlook the need to include these after-school programs in their emergency management planning efforts, even though youths and adults are still present on campus after school, and even though a crisis event may just as easily occur after school as during the school day. After-school programs may also present unique considerations for emergency management planning, including the likelihood for paraprofessionals, older youths, or college students who are not otherwise affiliated with the school to be the persons in charge (e.g., as coaches, arts directors, club staff, custodians, etc.) instead of teachers or administrators. These after-school program staff may not haveawareness of the potential for an emergency to happen, may not be familiar with school facilities and grounds, or may not be trained to respond appropriately should an emergency event occur."
Readiness and Emergency Management for Schools Technical Assistance Center (U.S.)
2010
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Retraumatization: How One College Campus Responded to Emotional Reinjury
"April 16, 2007 (4/16), is an indelible date in the history of the Virginia Polytechnic Institute and State University (Virginia Tech). On that day, a single student gunman took the lives of 32 individuals on the school's campus in what is the single most deadly shooting incident of its kind in U.S. history. This tragedy affected the university, its small community of Blacksburg, Va., and communities throughout the country and world. The event itself, including response and prevention-mitigation measures, is still being analyzed more than two years later. What continues to endure is the psychological impact and trauma experienced by the individuals working, living and studying at and around Virginia Tech. In the years since the shootings, the psychological and emotional impact of the tragedy continues to be evident as additional events have occurred that have reawakened or amplified the feelings associated with trauma. This Lessons Learned document will discuss the experiences of some members of the Virginia Tech community following the events of 4/16 as they work to rebuild their community despite additional trauma. In addition, this document will provide insights regarding how other colleges, universities or local education agencies can prepare for mitigating the impact of retraumatization following painful or disturbing events."
Readiness and Emergency Management for Schools Technical Assistance Center (U.S.)
2010
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Tornado/Incident Command Tabletop
This document provides different questions that will help school officials determine the actions they would take if a tornado were to hit near their school. School officials can also discuss the roles of Incident Command Team. Answers are provided to all of the questions, including the roles of the Incident Command Team.
Readiness and Emergency Management for Schools Technical Assistance Center (U.S.)
2010-01-20?
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Bus Crash at Lakeview Public Schools
"This Lessons Learned issue highlights the response and recovery efforts of Lakeview Public Schools, in collaboration with its community and regional partners, regarding this devastating incident. The geographically isolated yet closeknit nature of this region played a significant role in the recovery efforts and resources available to assist the community following the tragic accident. The lessons learned from Lakeview Public School District's experiences with this crisis are shared here to assist all types of school districts in their emergency planning efforts and response strategies."
Readiness and Emergency Management for Schools Technical Assistance Center (U.S.)
2009
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Lessons Learned From School Crises and Emergencies: H1N1: Responding to an Outbreak in New York City Schools
In this issue of Lessons Learned from School Crises and Emergencies: "When the H1N1 virus was first identified in New York City schools during the late spring of 2009, the breadth and scope of this school system presented unique issues in the face of a pandemic threat. However, New York City's response to the virus, and experiences gained from the process, are transferable to other cities, schools and systems of all sizes. This document will highlight both the successes and lessons that the New York City public schools learned in responding to the H1N1 virus, and provide important instruction in pandemic planning and response for schools and communities across the nation. The H1N1 virus was first detected in New York City soon after a number of students from St. Francis Preparatory School in Queens returned from Mexico and exhibited flu-like symptoms. The size of the outbreak resulted in the activation of the Citywide Incident Management System (CIMS), which utilizes an Incident Command Structure.1 For public health emergencies, such as pandemics, the New York City Department of Health and Mental Hygiene (DOHMH) is the lead city agency, and so it launched a coordinated response according to the DOHMH's Pandemic Influenza Preparedness and Response Plan. DOHMH considered school closure as one measure to reduce the impact of the H1N1 epidemic and developed standards for recommending school closure."
Readiness and Emergency Management for Schools Technical Assistance Center (U.S.)
2009
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Lessons Learned from School Crises and Emergencies: Responding to a Suicide Cluster: Palo Alto School District [Spanish]
Note: This document is in Spanish. "On a stretch of California railway between Gilroy and San Francisco runs the Caltrain service for San Francisco Bay area commuters, carrying thousands of Peninsula Corridor residents on their daily travels. Yet for five Palo Alto youths, the East Meadow Road crossing along this rail line became the place where their lives ended. On May 5, 2009, a 17-year-old male student from nearby Gunn High School committed suicide by jumping in front of an oncoming Caltrain during the morning commute. Within a month, a second Gunn High School student repeated the act. To the horror of the community, a pattern was developing. In August 2009, a 13-year-old female, an incoming Gunn freshman, also committed suicide by jumping in front of a train in this same location; on Oct. 19, 2009, a fourth Gunn high school student, age 16, similarly took his life, and on Jan. 22, 2010, a recent Gunn High graduate was the fifth victim in what came to be known as a 'suicide cluster.' This edition of Lessons Learned describes the response of the Palo Alto school district and community to this series of traumatic events. It also provides information to schools and communities on how to prepare for and prevent similar circumstances."
Readiness and Emergency Management for Schools Technical Assistance Center (U.S.)
2010
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Lessons Learned from School Crises and Emergencies: 'Coping with Multiple Suicides Among Middle School Students'
"The Stage School District experienced a series of suicides by three middle school students who hung themselves within a three-week time frame. Two of the students, both males, attended Light Middle School, and the third student, a female, attended Cushion Middle School. To help staff, students, their families and the surrounding communities cope with and recover from the suicides and to discourage copycat attempts, the Stage School District provided recovery services and resources to the affected school communities."
Readiness and Emergency Management for Schools Technical Assistance Center (U.S.)
2007
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Lessons Learned from School Crises and Emergencies: 'Responding to a Suicide Cluster: Palo Alto School District'
"On a stretch of California railway between Gilroy and San Francisco runs the Caltrain service for San Francisco Bay area commuters, carrying thousands of Peninsula Corridor residents on their daily travels. Yet for five Palo Alto youths, the East Meadow Road crossing along this rail line became the place where their lives ended. On May 5, 2009, a 17-year-old male student from nearby Gunn High School committed suicide by jumping in front of an oncoming Caltrain during the morning commute. Within a month, a second Gunn High School student repeated the act. To the horror of the community, a pattern was developing. In August 2009, a 13-year-old female, an incoming Gunn freshman, also committed suicide by jumping in front of a train in this same location; on Oct. 19, 2009, a fourth Gunn high school student, age 16, similarly took his life, and on Jan. 22, 2010, a recent Gunn High graduate was the fifth victim in what came to be known as a 'suicide cluster.' This Lessons Learned describes the response of the Palo Alto school district and community to this series of traumatic events. It also provides information to schools and communities on how to prepare for and prevent similar circumstances."
Readiness and Emergency Management for Schools Technical Assistance Center (U.S.)
2010
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Lessons Learned from School Crises and Emergencies: 'Recurring Flooding at Oak Grove Lutheran School in Fargo, North Dakota'
"Tucked in a boot-shaped twist of the river's path is the north campus of Fargo's Oak Grove Lutheran School, a private pre-K-12 institution dating back to 1906. Located on five park-like acres and bordering the Red River on three sides, the north campus has a tumultuous history of life on the riverbanks. Morgan Forness, a staff member, teacher, and principal at the school for over 30 years, can recall numerous incidents of major Red River flooding that affected the school and its surrounding region. A record-setting spring flood occurred in 1969, a summer flood in 1975, spring floods again in both 1979 and 1989, and a major flood affecting the entire Midwest in 1993. However, these were no match for the floods of 1997 and 2009--incidents that changed the way the school and its community respond to the threat and occurrence of flooding. This 'Lessons Learned' brief is based on the experiences of Oak Grove Lutheran School in dealing with recurring flooding and its destructive consequences--including school closures and damages to its facilities --and the necessary steps for recovery, preparedness, and mitigation for future flooding. Based on information gained from interviews with Oak Grove Lutheran School staff, the lessons learned from their experiences can help inform schools elsewhere on how to prepare for, mitigate the effects of, and recover from flooding on their campuses."
Readiness and Emergency Management for Schools Technical Assistance Center (U.S.)
2012
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Lessons Learned from School Crises and Emergencies: 'Preparing for a Cyber Security Breach Before One Occurs': University of Southern Mississippi National Center for Spectator Sport Safety and Security's Cyber Security Tabletop Exercise (TTX) (2010)
"The exercise simulates a sophisticated cyber attack campaign through a series of modules directed against critical infrastructures. The intent of these modules is to highlight the interconnectedness of cyber systems with the physical infrastructure and to exercise coordination and communication between the public and private sectors."
Readiness and Emergency Management for Schools Technical Assistance Center (U.S.)
2010
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Lessons Learned from School Crises and Emergencies: 'Coordinating a Response to H1N1: One District's Experiences'
"Schertz-Cibolo-Universal City Independent School District (SCUCISD) is a suburban San Antonio school district that has experienced a 10 percent average growth rate for the past 10 years. Twelve thousand students is the estimated enrollment for the 2009--10 school year. According to SCUCISD Superintendent Belinda Pustka, this rapid growth has helped the district to develop a culture that enables it to adjust quickly to changing dynamics. This flexibility served the district well during the end of April and the beginning of May 2009 when SCUCISD was the first school district in the nation to close due to H1N1. Response efforts by the district led to the following three primary lessons learned that can help LEAs elsewhere be better prepared and able to respond to H1N1 or similar pandemic crises".
Readiness and Emergency Management for Schools Technical Assistance Center (U.S.)
2009
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School Security Chiefs List Serve Discussion: Armed vs. Unarmed School Security Officers
"The U.S. Department of Education Office of Safe and Drug‐Free Schools (OSDFS) sponsors and coordinates a number of list serves to promote communication, collaboration, and the sharing of ideas, information, and resources for school emergency management. As a part of this communication, OSDFS manages a list serve for chief law enforcement officials from the nationʹs largest school districts the chiefs to discuss and respond to key emergency management issues. These chiefs of school security help provide OSDFS with a better understanding of the problems regarding school crime and safety currently existing in our nation's schools and work with OSDFS to discuss possible solutions and explore strategies."
Readiness and Emergency Management for Schools Technical Assistance Center (U.S.)
2010-02?
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Trafficking in Persons/Commercially Sexually Exploited Children Information 2010
"The U.S. Department of Education Office of Safe and Drug-Free Schools (OSDFS) sponsors and coordinates a number of list serves to promote communication, collaboration, and the sharing of ideas, information, and resources for school emergency management. As a part of this communication, OSDFS manages list serves for current and prior Readiness and Emergency Management for Schools (REMS) grantees, prior Emergency Response and Crisis Management (ERCM) grantees, State Safe School Center Directors, and School Security Chiefs and law enforcement officials to discuss and respond to key emergency management issues. These list serves help provide OSDFS with a better understanding of past, present, and emerging issues in our nation's schools and provide useful insights into possible solutions and the opportunity for OSDFS to explore various strategies for addressing the emergency concerns of schools. [...] The following report summarizes list serve members' responses to this query. Because the information shared via this list serve has broad applicability to the wider school emergency management field, OSDFS has redacted the responses received and is posting this summary for general reference. Included is a chart that displays individual responses from school districts and their respective states that showcases the varying levels of awareness of the issue and the general concerns school districts have regarding child and human trafficking."
Readiness and Emergency Management for Schools Technical Assistance Center (U.S.)
2010
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Code Blue: Seton Hall University Website for Emergency Preparedness and Response
"Seton Hall University (SHU) is located in South Orange, N.J. [New Jersey]. As part of its 2009 Emergency Management for Higher Education (EMHE) grant objectives, SHU developed and implemented 'Code Blue,' a website to introduce students and faculty members to emergency management issues. The theme of the site is 'Be Aware, Be Prepared, and Take Action!' This 'Success Stories' publication describes the contents of the site and the process undertaken by SHU to develop, implement, and promote the site. This 'Success Stories' provides an example to other colleges and universities of how they might take on similar emergency preparedness marketing strategies on their own campuses."
Readiness and Emergency Management for Schools Technical Assistance Center (U.S.)
2011
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Promoting Emergency Preparedness Among Non-English Speaking Students
"With over 174,000 students and eight separate campuses, Miami Dade College [MDC] is the largest institution of higher education in the United States. Located in southern Florida and spanning most of Miami-Dade County, the college's campus community comprises a diverse array of ethnic and linguistic backgrounds. The majority of students are Hispanic (69 percent), and Spanish is the native language of 42 percent of the student body. When Patrice McDaniel, program manager in emergency management at MDC, and her colleagues began working on the communication piece of their EMHE [Emergency Management for Higher Education] grant, they quickly realized that one of the key components of improving college community awareness of emergency operations and preparedness resources would be to ensure these important materials were available in the primary languages of as many members of the school community as possible."
Readiness and Emergency Management for Schools Technical Assistance Center (U.S.)
2012
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ShakeCast: How the Los Angeles Unified School District Uses Technology to Prepare for and Respond to Earthquakes
"In 1994, the Northridge, Calif., region was struck by a 6.7 magnitude earthquake that damaged nearly 100,000 houses and buildings, including a number of Los Angeles Unified School District (LAUSD) schools. The entire school district was closed for five days to allow first responders and facilities personnel adequate time to assess damage and determine whether buildings were safe to reenter. In the years subsequent to this incident, the LAUSD forged a partnership with the U.S. Geological Survey (USGS) allowing the district to use two USGS tools at no cost: ShakeCast (an earthquake notification program) and ShakeMap (a companion product that provides users a map of the distribution of earthquake shaking). ShakeCast, a free online tool, delivers notification of shaking levels at userselected facilities affected by an earthquake; this information also may be superimposed on to a geographical map, or ShakeMap created by USGS."
Readiness and Emergency Management for Schools Technical Assistance Center (U.S.)
2012
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Automatic External Defibrillators (AEDS) and CPR Training
"Emergency managers at Daytona State College in Florida decided that teaching CPR [cardiopulmonary resuscitation] and the installation of and training on using automatic external defibrillators (AEDs) should be high priorities in their emergency management program. Their goal was to place the AEDs in high-traffic areas and those areas around campus deemed higher risk (e.g., a swimming pool that offers classes to older residents). Using their 2007 Emergency Management in Higher Education (EMHE) grant funds, they purchased nine AEDs. As of November 2010, they have approximately 60 AEDs located within the 120 acres and 50 buildings that comprise their campus."
Readiness and Emergency Management for Schools Technical Assistance Center (U.S.)
2011
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American Sign Language (ASL) Course on Emergency Management and Deaf or Hard of Hearing Populations
"Staff from the American Sign Language and Interpreting Education (ASLIE) program at the National Technical Institute for the Deaf (NTID) have developed curriculum for hearing staff at Rochester Institute of Technology (RIT) in New York, of which NTID is a part. The training will teach hearing staff the basics of deaf culture, how to recognize someone who is deaf or hard of hearing, and how to communicate basic emergency phrases to the deaf or hard of hearing. This program, offered in early December 2010, was integrated into the Faculty Staff Sign Language Program and was offered to (but not limited to) all area and building 'marshals' that are part of Building Emergency Action Plan organizations."
Readiness and Emergency Management for Schools Technical Assistance Center (U.S.)
2011
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Teen CERT Credit Course
"Lincoln County School District (Ore.) has developed a Teen CERT (Community Emergency Response Teams) class for high school students that trains teens in disaster preparedness and response skills and awards school credit for participation. The goal of the course is for youths to assist in the event of a large-scale emergency response before professional responders arrive on the scene, or in the event that they are delayed and not readily available. The content and format of this course is based on the adult CERT program sponsored by FEMA's Citizen Corps program. The first class took place in January 2010."
Readiness and Emergency Management for Schools Technical Assistance Center (U.S.)
2011
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Emergency Management Considerations for Students and Staff with Disabilities [presentation]
This presentation "1. Provide[s] an overview and discussion of the range of special needs; 2. Illustrate[s] how to incorporate special needs populations into emergency management planning efforts; 3. Provide[s] strategies for communicating with community partners and first responders about the district's special needs populations; 4. Develop[s] an action plan for implementation after the training."
Readiness and Emergency Management for Schools Technical Assistance Center (U.S.)
Barnes, Jill
2011-08-08
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Social Media in School Emergency Management [presentation]
This presentation seeks "[1] To provide an understanding of the 'benefits' and 'challenges' associated with employing Social Media technologies in school emergency management. [2] Present steps on how to integrate these new communication tools into a school district's current emergency management communications plans, policies and procedures."
Readiness and Emergency Management for Schools Technical Assistance Center (U.S.)
Stephens, Kim
2011-08-08
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Incident Command System for Schools
This presentation was given at a training conference hosted by the U.S. Department of Education's Office of Safe and Drug-free Schools in Santa Monica, California. It provides insight from past experiences and examples of how schools use ICS to meet their needs. It also provides a few scenarios to be used as tabletops for practicing the activation of the ICS and its team.
Readiness and Emergency Management for Schools Technical Assistance Center (U.S.)
2006-09-26?
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Hurricanes Charley, Frances, & Jeanne: Lessons Learned [presentation]
This presentation was given by Michael Ganio on February 1, 2005 at a training conference hosted by the Department of Education's Office of Safe and Drug-free Schools in San Francisco, California. Mr. Ganio, Senior Manager of Security Compliance and Emergency Preparedness and Training for the Orange County (FL) Public Schools, presented lessons learned from responding to three hurricanes that hit his district within a six-week period.
Readiness and Emergency Management for Schools Technical Assistance Center (U.S.)
2005-02-01?
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Ensuring Safety and Security in Our Nation's Schools
"Creating and maintaining a safe school environment is a goal shared by all schools and districts. Tragic events emphasize the importance of engaging school administrators in developing and maintaining school emergency management plans to prevent, mitigate, prepare for, respond to, and recover from all-hazards (e.g. natural disasters, school shootings, infectious diseases, etc.). Schools across the country are putting safety on the agenda by enhancing and strengthening school emergency management plans."
Readiness and Emergency Management for Schools Technical Assistance Center (U.S.)
2008-01-02?
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Hurricane Katrina: Mitigation, Response, and Recovery, The Mississippi Perspective [presentation]
This presentations was given by Robert Laird at a training conference hosted by the Department of Education's Office of Safe and Drug-free Schools in. Mr. Robert Laird, the Director of School Safety for the Mississippi Department of Education shared his experiences and lessons learned during Hurricane Katrina.
Readiness and Emergency Management for Schools Technical Assistance Center (U.S.)
Laird, Robert O.
2006-01-01?
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ERCM Express, Vol. 2, Issue 3: Emergency Exercises: An Effective Way to Validate School Safety Plans
"Simulations of emergency situations, or emergency exercises, are integral to a sound school safety plan. They offer opportunities for districts and schools to examine and strengthen their capacities for responding to various emergencies. By participating in different types of exercises, schools can then identify the appropriate methods for preventing, preparing for, responding to, and recovering from crises. These exercises also may expose the limitations of existing plans, such as procedural gaps or training needs. By encouraging all response partners (e.g., officials in the public health, mental health, fire and law enforcement communities) to participate, schools and districts can assess the roles, responsibilities, relationships, communication strategies and resources that would be critical should an actual crisis occur."
Readiness and Emergency Management for Schools Technical Assistance Center (U.S.)
2006
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ERCM Express, Vol. 2, Issue 4: All Hazards National Oceanic and Atmospheric Administration (NOAA) Weather Radio Network
The ERCM Express is a newsletter prepared by the Office of Safe and Drug-Free Schools and the ERCM TA Center. This newsletter provides information on emerging issues in emergency response and crisis management, as well as information on important resources available to schools. Contributors to newsletters include both ERCM grantees and national experts in school safety. LLIS Core Capability: Emergency Management
Readiness and Emergency Management for Schools Technical Assistance Center (U.S.)
2006-04-01?
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After-Action Reports: Capturing Lessons Learned and Identifying Areas for Improvement
This document outlines the purpose and key components of after-action reports. It also presents five lessons learned from the Department of Education's Emergency Response Crisis Management Grant Program. Please Note: This record has been imported to the HSDL as part of the LLIS Consolidation project and has not yet been reviewed by HSDL staff. Some information may be incomplete, missing, or inaccurate. For more information on the LLIS Consolidation project, please see here: [http://www.hsdl.org/?llis]
Readiness and Emergency Management for Schools Technical Assistance Center (U.S.)
2007
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Components of Comprehensive School and School District Emergency Management Plans
This document outlines the need and the process for developing a comprehensive, multi-hazard management plan focusing on the four phases of emergency management. The document includes a checklist of components of school and school district emergency management plans. Please Note: This record has been imported to the HSDL as part of the LLIS Consolidation project and has not yet been reviewed by HSDL staff. Some information may be incomplete, missing, or inaccurate. For more information on the LLIS Consolidation project, please see here: [http://www.hsdl.org/?llis]
Readiness and Emergency Management for Schools Technical Assistance Center (U.S.)
2007
