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Balancing Student Privacy and School Safety: A Guide to the Family Educational Rights and Privacy Act for Elementary and Secondary Schools
"Finally, under FERPA ( Family Educational Rights and Privacy Act), school officials may disclose any and all education records, including disciplinary records and records that were created as a result of a student receiving special education services under Part B of the Individuals with Disabilities Education Act, to another school or postsecondary institution at which the student seeks or intends to enroll. While parental consent is not required for transferring education records, the school's annual FERPA notification should indicate that such disclosures are made. In the absence of information about disclosures in the annual FERPA notification, school officials must make a reasonable attempt to notify the parent about the disclosure, unless the parent initiated the disclosure. Additionally, upon request, schools must provide a copy of the information disclosed and an opportunity for a hearing. See 34 CFR § 99.31(a)(2) and § 99.34(a)."
United States. Department of Education
2007
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Post-Disaster Reunification and K-12 Schools
"Emergencies are always local events--they affect the individuals and area immediately surrounding them. However, sometimes the scope of an emergency event expands to include entire communities and even whole regions. These large-scale disasters and catastrophic incidents (hereafter referred to as 'disasters') range from natural hazards (e.g., hurricanes, earthquakes, floods, mudslides, tornados, winter storms) to human-caused threats (e.g., terrorist attacks). Furthermore, these disasters present unique challenges, such as the opportunity for children to become separated from their parents or legal guardians (hereafter referred to as 'family'). Children may be alone or with someone other than their family at the time of the disaster, and can be either unintentionally separated from or abandoned by their families during or after a disaster, exposing them to such dangers as assault, abduction and exploitation. In some cases, children may be the only surviving family members in disasters involving mass casualties."
United States. Department of Education
2016-12-13
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Student Victimization in U.S. Schools: Results from the 2017 School Crime Supplement to the National Crime Victimization Survey
From the Document: "As the body of research on school violence grows, so does our understanding of the features, causes, and consequences of student victimization (Chouhy, Madero-Hernande, and Turanovic 2017). While variations in rates of student victimization continue to exist for specific student and family characteristics, Finkelthor et al. (2016) suggest that community characteristics also have a large impact on the rates of student victimization whereby communities with signs of disorder and criminal activities are associated with more at-school victimization. Examining experiences of student victimization, Fisher, Mowen, and Boman (2018) report a varied relationship between the presence of security measures in schools and student victimization, finding that schools with higher levels of security measures also have more reports of students being threatened with harm, but not of students being physically attacked or having something stolen."
United States. Department of Education
Yanez, Christina; Seldin, Melissa; Hansen, Rachel
2019-09
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Student Victimization in U.S. Schools: Results from the 2015 School Crime Supplement to the National Crime Victimization Survey
From the Document: "Student victimization and school violence have been an ongoing cause of national concern, resulting in a concerted effort among educators, administrators, parents, and policymakers to determine the gravity of the issue and consider approaches to crime prevention. However, reducing criminal victimization in schools can be a complex task, given factors outside of school that have been found to be associated with criminal victimization, such as the neighborhood environment, family influences, and individual student characteristics (Foster and Brooks-Gunn 2013). Focusing on the school environment, disruptive behaviors such as student bullying, gang presence, and adolescent substance use continue to be associated with school crime and student victimization, which eventually lead to school avoidance (Gordon et al. 2014; Hughes, Gaines, and Pryor 2015). Previous attempts to counteract these problems with increased security measures in schools have also been associated with negative effects on perceived safety, which may also lead to school avoidance in students. (PerumeanChaney and Sutton 2013). With students who have experienced victimization at school being more likely to struggle both emotionally and academically (Patton, Woolley, and Hong 2012; Wang et al. 2014), finding successful solutions to crime and violence in schools is vital in providing an adequate education."
United States. Department of Education
Yanez, Christina; Lessne, Deborah; Hansen, Rachel
2018-12
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ED COVID-19 Handbook Volume 1: Strategies for Safely Reopening Elementary and Secondary Schools
From the Introduction: "To reopen safely in the COVID-19 [coronavirus disease 2019] pandemic and maximize the use of in-person instruction, schools need sufficient resources as well as strong State and local public health measures that everyone follows. Consistent implementation of effective strategies for mitigating the transmission of COVID-19 during all school-related activities is critical for reopening schools - and keeping them open. It is also important to recognize that communities of color and people with disabilities/chronic conditions have borne a disproportionate burden of illness and serious outcomes from COVID-19 and require additional considerations. [...] This is the first volume in the U.S. Department of Education (ED) COVID-19 Handbook, a series intended to support the education community as schools reopen. This series will provide tools to aid educators in implementing the Centers for Disease Control and Prevention (CDC) Operational Strategy for K-12 [kindergarten to 12th grade] Schools through Phased Mitigation (K- 12 Operational Strategy) by addressing common challenges and providing practical examples. This series will be updated as additional scientific evidence becomes available, including evidence related to new variants of the virus that causes COVID-19. This volume does not have the force or effect of law and is not binding in any way (except where statutory or regulatory requirements are referenced)."
United States. Department of Education
2021-02
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Action Guide for Emergency Management at Institutions of Higher Education [2009]
This document provides federal guidance for emergency management at institutions of higher education. "There are over 4,000 two-and four-year public and private institutions of higher education (IHEs) in the United States totaling over 15 million students and several million staff, faculty, and visitors. Each of these institutions has a commitment to ensure the safety and general welfare of those on their campuses and to provide appropriate policies, procedures, and strategies to maintain a safe campus. Because of recent violent crimes, natural disasters, and other emergencies or crises, colleges and universities are convening committees and task forces to reexamine or conduct a comprehensive review of policies, procedures, and systems related to campus safety and security. As with many critical areas on the agendas of administrators, campus safety requires building support and conducting a thorough and systematic process to produce a quality plan to prepare for and manage emergencies on campus. IHEs have many challenges in practicing emergency management that are related to the distinctive structure and environment of higher education. College and university campuses often cover large geographic areas, and sometimes even resemble small towns with the full extent of services in their vicinity (i.e., medical centers, sports complexes, residential centers, businesses). The campus population changes from day to day, semester to semester, and year to year. Many IHEs operate complex enterprises in addition to their academic programs. Hospitals, research and development facilities, performing arts venues, athletic complexes, agriculture centers, residential complexes, food services, and transportation systems all present a unique set of circumstances that must be considered when designing emergency management plans."
United States. Department of Education
2009-01
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Responding to School Walkout Demonstrations
"This publication will examine the incidence of student walkout demonstrations and the various ways in which administrators, school staff, law enforcement, and the community at large can help keep youths safe, while still supporting their desire for self-expression. Lessons learned by the LAUSD from its multiple and varied experiences with student walkouts will provide tools for school districts everywhere to know how to prepare for-and even to prevent or mitigate, respond to, and recover from-student walkout demonstrations. The following strategies are offered to school districts everywhere to consider in the context of their own state and local laws and district policies and procedures as they develop their own plans for responding to student walkout demonstrations."
United States. Department of Education
2008
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Continuing Education During Prolonged School Closures Synopsis - Conference Call Synopsis, December 18, 2007
"This U.S. Department of Education Safe and Drug-Free Schools and Communities Conference call on December 18, 2007, examined and discuss key considerations related to continuity of education during prolonged school closures. This conference call focused on the viability and practicality of various strategies to support continuation of education services during extended school closures, such as during an influenza pandemic or other large-scale event, as well as providing a recent example of a school district's response to a wildfire-related school closure." A complete transcript of the conference call can be accessed here: http://rems.ed.gov/views/documents/OSDFS_TeleconferenceTranscript_20071218.pdf
United States. Department of Education
2007-12-18
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Guide to School Vulnerability Assessments: Key Principles for Safe Schools
"This guide is intended to be a companion piece to 'Practical Information on Crisis Planning: A Guide for Schools and Communities', originally published by the U.S. Department of Education in 2003 as a guide for schools and districts to prepare for a variety of crises. This new guide, published by the U.S. Department of Education in 2008, emphasizes a valuable part of emergency management planning-ongoing vulnerability assessment-and is intended to assist schools with the implementation of an effective vulnerability assessment process, to include choosing an appropriate vulnerability assessment tool. This guide is not intended to be prescriptive or to give step-by-step instructions for conducting assessments, rather it is intended to describe the key elements to be considered when selecting an assessment tool appropriate for school environments and provide guidance for conducting an assessment that will inform school emergency management activities."
United States. Department of Education
2008
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Missing Children: Getting Home after Disaster Strikes
This document outlines response, recovery, and relief efforts for child victims of Hurricanes Katrina and Rita; tips for helping students recover from traumatic events; engaging students to keep schools safe and drug-free; and typical post-traumatic stress disorder symptoms for children of all ages.
United States. Department of Education
2006
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Readiness and Emergency Management for Schools (REMS) Technical Assistance Center: Highlights from the Field
"This newsletter showcases many examples of [the success stories] and highlights the numerous ways [Readiness and Emergency Management for Schools] REMS grantees have used their funding to implement important emergency management efforts in their communities, both during the grant period and beyond. […] Since 2003, the U.S. Department of Education's Office of Safe and Drug-Free Schools has administered the Readiness and Emergency Management for Schools (REMS) grant program (formerly known as the Emergency Response and Crisis Management [ERCM] grant program).1 These funding streams are earmarked to help school districts improve and strengthen emergency management plans. Districts can use grant monies to train school personnel or students in emergency management; communicate emergency policies and procedures to parents; coordinate with local emergency responders, including fire, EMS, and police; develop written infectious disease plans; purchase equipment; and coordinate with community organizations on response and recovery issues, such as public or mental health departments."
United States. Department of Education
2008
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Helpful Hints for School Emergency Management: Engaging Students in Emergency Management
"Comprehensive emergency management in schools requires both a leadership vision and a realistic, multiyear plan that is rooted in building strong, working relationships between schools and their many stakeholders. In the emergency management context, stakeholders typically include school and district staff, emergency response agencies, parent groups, surrounding neighborhoods or businesses, and the media. Often overlooked, however, is the input of one stakeholder group with perhaps the most first-hand involvement in the school setting: students. Rather than solely representing an entity needing to be managed in an emergency situation, students can in fact serve as a valuable resource in their own right for planning and partnering in emergency management efforts. […] The following sections will describe strategies for engaging this key stakeholder partner in school emergency management planning efforts while still safeguarding their well-being."
United States. Department of Education
2008
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NIMS Implementation Activities for Schools and Higher Education Institutions
This U.S. Dept. of Education (ED) documents outlines actions schools must take in order to: fulfill NIMS compliance requirements; integrate NIMS into the educational setting; and connect schools and campuses to their community partners. "All K-12 schools and higher education institutions (HEI) - urban, suburban, and rural; large and small - receiving Federal preparedness monies through the U.S. Department of Education (ED), the U.S. Department of Homeland Security (DHS), and/or the U.S. Department of Health and Human Services (HHS) are required to support the implementation of NIMS. For example, award recipients of ED's Readiness and Emergency Management for Schools (REMS) and Emergency Management for Higher Education (EMHE) grants are required to implement, in conjunction with community partners, identified NIMS compliance activities. Furthermore, many State and local jurisdictions are requiring schools to complete these activities to ensure greater communication between community partners and schools as well as to provide for more efficient responses to school-based incidents. Because all schools and HEIs are integral components of every community and its government, DHS and ED recommend all schools and HEIs - regardless of whether they are recipients of Federal preparedness funds - implement NIMS."
United States. Department of Education
2007-03
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Helpful Hints for School Emergency Management - Planning and Conducting a Functional Exercise
This document highlights an all-day functional school exercise that involved 500 people from 15 agencies and organizations. The exercise tested and evaluated: the district's emergency management plan; the mobilization of emergency personnel from multiple agencies; and the interoperability of communications equipment. The document includes helpful hints that were gathered from interviews with school district staff and local partners.
United States. Department of Education
2007
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Helpful Hints for School Emergency Management - National Incident Management System (NIMS) and Schools: Frequently Asked Questions and FY 2006 NIMS Compliance Activities for Schools
This document provides answers for the following questions: why is NIMS important for schools? what do FY 2005 Emergency Response and Crisis Management (ERCM) grantees need to do to support the implementation of NIMS? what are FY 2006 ERCM grantees required to do to support the implementation of NIMS? do schools that have not received emergency preparedness funding need to support NIMS? The document also includes a checklist of FY 2006 NIMS compliance activities for schools.
United States. Department of Education
2006
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Helpful Hints for School Emergency Management - Emergency Management Planning for Institutions of Higher Education
This document discusses challenges encountered by campus administrators when engaging in emergency management planning and provides strategies for developing campus-wide emergency management plans. "Plans should be tailored to each campus, be framed around the four phases of emergency management, and consider all possible hazards or incidents that can occur on a campus. A well-developed plan that is practiced and disseminated to faculty, staff, students, and families will help to ensure the safety of a campus community and strengthen all safety operations."
United States. Department of Education
2007
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Helpful Hints for School Emergency Management - Engaging Administrators in School Emergency Management
This document provides strategies for engaging school administrators in ongoing emergency management activities to reduce threat and security risks and to prepare for managing and recovering from a crisis. "Events in the past decade have proven that proactive school emergency management planning is essential for guiding school administrators and first responders through an established and predetermined set of responses and procedures for their school community. Collaboration between district and school-based administrators should take place before, rather than during or after, an emergency or crisis."
United States. Department of Education
2007
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Helpful Hints for School Emergency Management - Families as Partners in School Emergency Management
This document provides strategies for partnering with families to build school emergency management capacity and offers guidance for families on their roles and responsibilities throughout the four phases of emergency management (prevention-mitigation, preparedness, response, and recovery).
United States. Department of Education
2007
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School Safety [video]
This one-hour Web cast provides parents, educators, school administrators and local safety personnel with an opportunity to review their emergency management plans. The Department's Office of Safe and Drug-Free Schools will share successful strategies so that all who share the responsibility of protecting our children can learn more about how schools can help mitigate, prevent, prepare for, respond to and recover from a crisis. The web cast outlines steps to prevent school violence and respond quickly and effectively if an incident does occur. The web cast also offered many opportunities for viewers to ask questions via email and get answers from the presenters.
United States. Department of Education
2006
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Prevention-Mitigation - Emergency Management for Schools Training, February 22, 2007, Philadelphia, PA [video]
This one hour web cast on prevention-mitigation in schools aims to assist schools and school personnel in improving their overall preparedness efforts. Key messages outlined in this webcast include: prevention-mitigation is designed to assess and address the safety and integrity of facilities, security and culture and climate of schools; prevention-mitigation builds on what schools are already doing; schools need to take an all-hazards approach when assessing risks and vulnerabilities; prevention-mitigation is an ongoing process that is directly linked to the other three phases of emergency planning; and strong community partnerships and leadership support facilitates a more comprehensive prevention-mitigation strategy. Note: This web cast can be played in conjunction with the Prevention-Mitigation PowerPoint that was presented at the training (http://rems.ed.gov/views/documents/PreventionMitigation_Philadelphia_Breakout.ppt).
United States. Department of Education
2007
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Ed.Gov: Emergency Planning [website]
This is an official site of the U.S Department of Education. This site offers emergency planning information for schools, crisis planning resources, press releases, and other links for community and educational safety.
United States. Department of Education
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National Clearinghouse for Educational Facilities (NCEF) Resource Lists [website]
NCEF's resource list of links, books, and journal articles on building or retrofitting schools to withstand natural disasters and terrorism, developing emergency preparedness plans, and using school buildings to shelter community members during emergencies.
United States. Department of Education
2010
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Recovery - Emergency Management for Schools Training, February 22, 2007, Philadelphia, PA [video]
This one hour web cast on recovery in schools aims to assist schools and school personnel in improving their overall preparedness efforts. Key messages outlined in this web cast include: the recovery phase is designed to assist students, staff, and their families in the healing process and to restore educational operations in schools; the recovery phase is planning for common and uncommon events; the recovery phase is an ongoing process that is directly linked to the other three phases of crisis planning; strong community partnerships are key to supporting recovery efforts for schools. This web cast can be played in conjunction with the recovery PowerPoint that was presented at the training (http://rems.ed.gov/views/documents/RecoveryPhiladelphia_Breakout.ppt).
United States. Department of Education
2007
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Response - Emergency Management for Schools Training, February 22, 2007, Philadelphia, PA [video]
This one hour web cast on response in schools aims to assist schools and school personnel in improving their overall preparedness efforts. Key messages outlined in this web cast include: effective response involves pre-planning with community partners; pro-active efforts in the prevention-mitigation and preparedness phases will impact the quality of response; responses to emergencies will vary depending upon the severity and intensity of the event; responses to emergencies involve informed decision-making and clear identification of lines of decision-making authority; there are three key response actions: evacuation, lock-down, and shelter-in-place; and after-action briefings and reports are an integral part of the emergency planning continuum. This web cast can be played in conjunction with the response PowerPoint that was presented at the training (http://rems.ed.gov/views/documents/ResponsePhiladelphia_Breakout.ppt).
United States. Department of Education
2007
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Preparedness - Emergency Management for Schools Training, February 22, 2007, Philadelphia, PA [video]
This one hour web cast on preparedness in schools aims to assist schools and school personnel in improving their overall preparedness efforts. Key messages outlined in this web cast include: the preparedness phase includes coordinating effective plans with community partners; plans must address multiple hazards; identifying roles and responsibilities in advance is critical - incident command system; developing communication plans in advance - consider staff, parent/guardian, and media needs; training all staff and students on emergency plans and procedures; using exercises to identify gaps and weaknesses in plans and to reinforce training. Note: This web cast can be played in conjunction with the preparedness PowerPoint that was presented at the training (http://rems.ed.gov/views/documents/PreparednessPhiladelphia_Breakout.ppt).
United States. Department of Education
2007
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Coordinated Response to Multiple Deaths in a School Community Helps the Healing Begin
This lessons learned document details an school-community death incident that highlighted aspects of school emergency response that could have been strengthened if the school district had an emergency management plan in place prior to the incident. According to the document, the following works well when dealing with multiple deaths in a school and community: established crisis team; maintained structure and positive school environment; establishment of a short-term counseling center for students; resources for teachers; information and meetings for families; establishment of media-relations; develop a crisis handbook; schedule training for crisis team; and organize support for school personnel.
United States. Department of Education
2006
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Incorporating Chemical Hazards into an Emergency Management Plan
This incident outlined in this lessons learned document illustrates how a chemical spill that went unreported for approximately seven years set off a series of responses from the school district's Environmental Health and Safety Department (EHS) and the State Pollution Control Agency (PCA). Lessons learned include: developing an emergency management plan that incorporates chemical management; collaborating with partners to develop strategies for managing chemicals; allocating resources for responding to chemical spills; providing training on the specific components of an Emergency Management Plan; and developing information about chemical management in collaboration with a public information officer or a media representative.
United States. Department of Education
2007
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Dealing with Weapons on Campus
This lessons learned document details a school incident that exposed several valuable lessons for improving school readiness, in particular school emergency and crises management practices. According to the document, school should strive to establish and maintain the following protocols: assign administrators to accessible locations; creat a school Incident Command System (ICS); maintain communication and command center devices in good working order; formalize evacuation and reunification procedures; schedule regular training and practice the plan; and conduct parent and community debriefings after an incident.
United States. Department of Education
2006
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Responding to and Recovering from an Active Shooter Incident that Turns into a Hostage Situation
Lessons learned from an active shooter incident include: establish a plan to address immediate mental health needs of students and staff; incorporate the principles of the National Incident Management System (NIMS) and Incident Command System (ICS) into the response; establish an incident command post at the onset of an emergency; incorporate communications equipment and procedures into all emergency management plans and trainings; activate a media communications plan at the onset of the incident; establish and practice parent reunification procedures; consider the needs of students and staff with disabilities; and work with community partners to provide short and long term support for students and families.
United States. Department of Education
2007
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Recovering from Natural Disasters: Preparation is Key
"This issue of Lessons Learned summarizes the discussions that occurred at a U.S. Department of Education-sponsored meeting held November 2006 with representatives of five states- Alabama, Florida, Louisiana, Mississippi and Texas-that have suffered damage from one or more hurricanes. Meeting participants emphasized the need for leadership and readiness at both the SEA and LEA to prepare for and quickly respond to a disaster, and to begin the recovery process by establishing partnerships well before the onset of a disaster."
United States. Department of Education
2007
