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National Incident Management System (NIMS)
This document published by the Emergency Response and Crisis Management (ECRM) Technical Assistance Center talks about the National Incident Management System (NIMS) and its relation to the safety efforts taken by our nation's schools. More specifically, "NIMS is the United States' uniform system for managing domestic incidents and is suitable for schools to implement in the four phases of their crisis planning: 1) prevention-mitigation; 2) preparedness; 3) response; and 4) recovery. The NIMS is a comprehensive approach to crisis planning and is a framework for federal, state, local and private agencies to effectively and collaboratively manage incidents using a core set of concepts, principles, procedures, processes, terminology and standards. The NIMS structure mirrors the measures schools currently take to ensure student and staff safety and provides formalized support to schools' safety efforts. Through the NIMS, schools are better prepared to handle major incidents and work with first responders. Established on March 1, 2004, by Homeland Security Presidential Directive 5 (HSPD-5), the management of domestic incidents, the NIMS specifies the standardized methods all emergency responders should follow to plan, coordinate and carry out responses to a variety of incidents. It allows schools and local agencies to jointly manage incidents, regardless of their causes, sizes, locations or complexities. Reflecting proven practices of the U.S. Department of Homeland Security (DHS), the Federal Emergency Management Agency (FEMA), the U.S. Fire Administration and a host of other federal agencies, the NIMS provides flexibility and support for integrated, collaborative action by government agencies and private entities--including schools-- during a crisis."
United States. Department of Education
2006
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Creating Emergency Management Plans
This document published by the Emergency Response and Crisis Management (ECRM) Technical Assistance Center discusses the need for schools and school districts nationwide to "create comprehensive, multi-hazard emergency management plans that focus on the four phases of emergency management--prevention-mitigation, preparedness, response and recovery. All-inclusive plans and well-executed processes will ensure the continuity of school and school districts' daily business operations in the face of natural and man-made disasters, criminal activity on campuses and outbreaks of infectious diseases. 'Schools must prepare for the expected to be prepared for the unexpected,' asserts Robert Laird, director of school safety at the Mississippi Department of Education. Most schools and school districts have established emergency management plans; however, they are often not comprehensive, practiced regularly or written in collaboration with the local community. It is highly recommended that schools and school districts adopt a comprehensive, multi-hazard approach to emergency management and work to ensure that their plans take into account the unique needs of the school, any procedures and processes already in place that could be improved and the benefits of adding structure to identified gaps."
United States. Department of Education
2006
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Food Safety and Food Defense for Schools
This document published by the Emergency Response and Crisis Management (ECRM) Technical Assistance Center suggests the need for schools and school districts across the country "to adopt a multi-hazard approach to addressing their vulnerabilities. Food service operations in particular--including school cafeterias, central kitchens, warehouses or food delivery services--pose risks to schools. Emergency management plans should not overlook the possibility of food service operational disruptions such as equipment failures, loss of power or contamination. When addressing food-related concerns, schools and school districts should do so in the context of the four phases of emergency management: 1) prevention-mitigation; 2) preparedness; 3) response; and 4) recovery. Because emergency management plans are strengthened through collaboration with community partners, it is important that food safety and food defense, as with all other hazards addressed in a school or school district's emergency management plan, be addressed with the schools and school district's partners, including representatives from the public health sector, as a part of their prevention-mitigation work. Once a comprehensive plan is in place, its standards should be put into practice. To prevent the duplication of school emergency management plans, school administrators should choose to delegate responsibility for food service emergency preparedness to the existing emergency management team within the school or district. The team should ensure that at least one appropriate food service stakeholder, such as the cafeteria manager, custodial staff manager or school nurse, serve as an active member."
United States. Department of Education
2006
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Emergency Exercises: An Effective Way to Validate School Safety Plans
This document published by the Emergency Response and Crisis Management (ERCM) Technical Assistance Center examines 'Emergency Exercises' and how they are an important component to a school's emergency management plan. More specifically, "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."
United States. Department of Education
2006
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Handbook for Campus Safety and Security Reporting
The Handbook for Campus Safety and Security Reporting was developed by the U.S. Department of Education to present step-by-step procedures, examples, and references for higher education institutions to follow in meeting the campus safety and security requirements of the Higher Education Act of 1965 as amended. The handbook "contains citations for the applicable legislation, highlights important information in side notes, provides examples of crime and fire scenarios, suggests helpful practices and provides sample documents to assist you in determining if your policies and procedures are compliant."
United States. Department of Education
Ward, Diane; Mann, Janice Lee
2011-02
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Lessons Learned From School Crises and Emergencies: After-Action Reports: Capturing Lessons Learned and Identifying Areas for Improvement
"Emergency management planning comprises four phases, and it is important to factor in all of them when developing comprehensive, all-hazard emergency management plans for schools and school districts. Each of the phases- prevention-mitigation, preparedness, response and recovery- is intricately linked to the others, and together they form the foundation for efficient emergency response and continuity of operations. Among the many key components of emergency management planning are: establishing and institutionalizing an Incident Command System (ICS); providing continual training to staff members and volunteers; collaborating with community partners to develop policies and protocols; and conducting routine exercises and drills. Exercises are invaluable tools for testing and reinforcing emergency management plans, identifying gaps in policies and procedures, and preparing staff for rapid, coordinated and effective responses and recovery in an emergency or a crisis. Equally as important as exercises are corresponding after-action reports."
United States. Department of Education
2007
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Helpful Hints for School Emergency Management, Updating and Maintaining School Emergency Management Plans
"Developing and implementing comprehensive, multi-hazard emergency management plans is an ongoing process that must be consistently reinforced and strengthened. School and school district crisis response teams must continually work with community partners to develop districtwide and school-based plans that effectively ensure the safety and security of the entire school community, including faculty, staff, students and visitors, as well as the continuity of daily business operations in the face of natural and man-made disasters and other emergencies. In addition, routine testing of the plans' components, which are based on the four phases of emergency management-prevention mitigation, preparedness, response and recovery-will enhance each component's effectiveness, build broader support for preparedness efforts, and assist with sustaining the plan over time. Although an emergency management plan may have been well-thought out and carefully planned, it needs to be regularly reviewed and updated for a variety of reasons. Modifications based on building depreciation, resource allocation changes, population changes, staff changes, school-based policy changes, policy changes from first responders and the lessons learned from after-action reports can all impact an emergency management plan. Opportunities for reviewing, strengthening and updating emergency management plans can be found in the implementation of the following elements."
United States. Department of Education
2007
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Helpful Hints for School Emergency Management, Components of Comprehensive School and School District Emergency Management Plans
"To ensure the safety of students, faculty and staff, schools and school districts nationwide should create comprehensive, multi-hazard management plans that focus on the four phases of emergency management-prevention-mitigation, preparedness, response and recovery. This plan is a school and school district's most powerful tool for dealing with crises, ensuring the security of the school community and addressing the safety needs of all students, staff and visitors, including those with disabilities and special needs. To begin the process of developing and maintaining an emergency management plan, a district crisis response team should be assembled that includes a variety of professionals with expertise in emergency management (e.g., police, fire and emergency services personnel), and include community partners (e.g., public and mental health professionals) and school-based staff (e.g., facilities and cafeteria managers, nurses, disability specialists, counselors, teachers and administrators). The district teams should work closely with school-based crisis response teams to develop district-wide and building-specific emergency management plans. Partner agreements, or memoranda of understanding, should also be created by the school and school district crisis response teams to clearly delineate team members' and community partners' roles and responsibilities. The following checklist, Components of School and School District Emergency Management Plans, can assist schools and school districts in developing a new emergency management plan or refreshing their current one. To use the checklist, individuals should consider the extent to which the school or school district's emergency management plan does each of the activities listed and check the appropriate box."
United States. Department of Education
2007
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Guidance Concerning State and Local Responsibilities Under the Gun-Free Schools Act
"This guidance provides information concerning State and local responsibilities under the Gun-Free Schools Act (GFSA), which was reauthorized by the No Child Left Behind (NCLB) Act of 2001 (Public Law 107-110), as Section 4141 of the Elementary and Secondary Education Act of 1965 (ESEA). This guidance addresses changes made as a result of the NCLB reauthorization."
United States. Department of Education
2005
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REMSExpress: Collaboration: Key to a Successful Partnership
"An effective response to a school or community emergency requires a thoughtful and coordinated interagency plan to preserve and protect life, as those with both experience and expertise can confirm. The U.S. Department of Education's Readiness and Emergency Management for Schools (REMS) initiative highlights the importance of collaboration among schools and community partners to ensure that schools are able to prevent and mitigate, prepare for, respond to and recover from emergency situations. The Federal Emergency Management Agency's (FEMA) National Incident Management System (NIMS) provides guidance and structure for schools in emergency management planning efforts, even in situations requiring multiagency involvement. Schools, after all, bear primary responsibility for developing applicable emergency management plans and implementation of emergency operations. Schools have the important responsibility of formulating a collaborative plan that creates an appropriate climate, an explicit structure and clear procedures for effective multiagency partnerships."
United States. Department of Education
2008
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Emergency Evacuation of People with Physical Disabilities from Buildings: 2004 Conference Proceedings
"A two-day conference on Emergency Evacuation of People With Physical Disabilities From Buildings, sponsored by the Interagency Committee on Disability Research (ICDR), Interagency Subcommittee on Technology (IST), was held on Oct. 13-14, 2004, in Rockville, Md. This document is meant to summarize the conference's presentations and discussions. William Peterson, from the National Institute on Disability and Rehabilitation Research (NIDRR), and the IST co-chair, welcomed those assembled. He emphasized that the title of the conference, which was limited only to physical disabilities, was intended to give participants a clear direction and focus. While the ICDR is concerned about issues pertaining to all people with disabilities, Peterson continued, a two-day conference does not allow time to fully explore and develop recommendations for each disability area. According to Peterson, the ICDR is an interagency committee affording the opportunity to sponsor meetings of this nature. Its purpose is to promote coordination and cooperation among federal agencies to better determine the future direction of disability and rehabilitation research. This is the third annual IST conference. The previous conferences focused on Wayfinding Technology (to assist people with low vision and blindness) and Interference to Hearing Technologies by Cellular Telephones. These conferences brought together a critical mass of expertise from the government, research community, academia, and from consumers and advocates. At the end of the two-day conference, Peterson hoped recommendations for research would be developed to drive this issue forward and allow people with physical disabilities to have better prospects for emergency evacuation from buildings."
United States. Department of Education
2005-10
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Emergency Preparation & Crisis Planning
"In spite of our best efforts, emergency situations can still happen in schools. Therefore, it makes sense to prepare for the worst situations so that, if they were to occur, the risks can be minimized. Schools may employ many strategies to prevent violence from occurring, but one of the lessons of recent school shooting incidents is that these incidents can happen anywhere. Preparation can minimize the likelihood of death or injury during a violent crisis situation, and possibly influence a more positive outcome than would otherwise have occurred. Many states now require an 'emergency plan', sometimes called 'safety' or 'crisis' plans, for each school building which addresses a wide variety of emergency situations that might occur in schools (Decker, 1997). Emergencies might include fires or explosions, bomb threats, natural disasters, hazardous materials emergencies, suicides, accidents, as well as violence or behavioral emergencies. While some of the planning and preparations for these situations may be similar to each other, this fact sheet focuses on those emergencies involving violence or behavior such as fights, shootings, the use of weapons in school, hostage or kidnapping situations and the like."
United States. Department of Education
2003
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Delivery: A Case Study in Bioterrorism Preparedness
"This paper describes a bioterrorism incident at a Connecticut elementary school. Flowers sent to a teacher were permeated with anthrax spores that infected the teach, 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 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 teachers, 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."
United States. Department of Education
Davis, Kim
2003-03
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Safeguarding Your Technology: Practical Guidelines for Electronic Education Information Security
"Accessing, manipulating, and sharing information electronically has proven time and time again to be a costeffective way of getting things done. Thus, it isn't surprising that many schools, school districts, state education agencies, and colleges and universities now use technology to manage student, staff, and administrative records. Unfortunately, safeguarding electronic information is not as straightforward as simply assigning a technical staff person to verify that the 'system' is protected. It requires that top-level administrators invest time and expertise into the development of a well-conceived, comprehensive, and customized security policy. This policy must then be applied appropriately throughout the entire organization, which again requires the commitment and authority of top-level administrators. After all, while technical staffers might be responsible to top-level educational administrators for information technology security, the top-level administrators are in turn responsible to the greater public."
United States. Department of Education
1998-09
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Helpful Hints for School Emergency Management, Steps for Developing a School Emergency Management Plan
"The U.S. Department of Education's Office of Safe and Drug-Free Schools strongly encourages schools and school districts to develop emergency management plans within the context of the four phases of emergency management: prevention-mitigation, preparedness, response and recovery. In addition, schools should collaborate closely with police, fire and emergency services personnel and community partners (e.g., public and mental health professionals) who can assist with the development of plans that address a wide range of crises. The following steps will help to guide schools and school districts in developing comprehensive, multi-hazard emergency management plans."
United States. Department of Education
2007
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Campus Crime and Security at Postsecondary Education Institutions
"In the 1980s, concern grew about crime and security at the nation's postsecondary institutions. Such institutions traditionally had been considered to be safe havens where students could focus on their studies. However, a number of high profile violent crimes on college campuses changed that perception. Such concerns led Congress to pass legislation regarding campus security and crime reporting at postsecondary institutions. The Student Right-to-Know and Campus Security Act (Public Law 101-542) was signed into law in November 1990 and amended several times in subsequent years. Title II of this Act is known as the Crime Awareness and Campus Security Act of 1990. This Act requires institutions participating in the student financial aid programs under Title IV of the Higher Education Act of 1965 to disclose information about campus safety policies and procedures and to provide statistics concerning whether certain crimes took place on campus. In addition, the Act requires the Secretary of Education to make a onetime report to Congress on campus crime statistics. To provide information for the Secretary's report, the Office of Postsecondary Education and the National Institute on Postsecondary Education, Libraries, and Lifelong Learning, U.S. Department of Education, requested that the National Center for Education Statistics conduct a survey on campus crime and security at postsecondary education institutions. The survey collected information from institutions about campus crime statistics for 1992, 1993, and 1994; annual security reports compiled by institutions; and campus security procedures and programs. This survey was the first attempt to gather such information from a nationally representative sample of postsecondary institutions. The results of this survey provide the first national estimates about campus crime and security and allow comparisons to be made between various kinds of institutions."
United States. Department of Education
Lewis, Laurie; Farris, Elizabeth; Greene, Bernie
1997-01
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Emergency Management in Nontraditional School Settings
This publication by the Emergency Response and Crisis Management (ERCM) Technical Assistance Center focuses on the issue of creating and implementing comprehensive emergency management plans for nontraditional schools. More specifically, the publication argues that "many nontraditional schools across the United States, such as storefront schools, rural schools, and alternative education facilities, face challenges in creating and implementing comprehensive emergency management plans. Some of these challenges are limited resources, geographic location of the school, a local belief that emergencies will not happen, and a perception of being overlooked by the community because the schools are not viewed as a traditional school setting. For most people, the label 'traditional school' conjures images of a brick and mortar building, a conventional daily school schedule, mainstream students, public funding and oversight, and an urban or midsize town setting." Furthermore, "the potential for emergencies to impact nontraditional schools is as great as it is in conventional education settings. In some cases, due to geographic locations resulting in longer response time by emergency services, the unique medical and communication needs of some students with disabilities, and the independent nature of many nontraditional schools, the impact of an emergency in these schools may be far greater."
United States. Department of Education
2007
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Beyond The School Walls: Community Events and Their Impacts on Schools
This publication by the Emergency Response and Crisis Management (ERCM) Technical Assistance Center focuses on the issue of crises/and or emergencies and their impact on the local school community. More specifically, the publication stresses that "all-hazard emergency management plans should therefore be comprehensive, focusing on crises and hazards behind school walls as well as potential community events that could also impact the school community. Schools should think beyond their immediate buildings and grounds when creating emergency management plans and procedures framed within the context of the four phases of emergency management: Prevention-Mitigation, Preparedness, Response and Recovery. Plans should be developed in collaboration with community partners such as law enforcement agencies, emergency medical services, the fire department, and mental health, public health, and appropriate community agencies." Furthermore, the publication also cites examples of "large-scale events such as hurricanes Katrina and Rita and the terrorist attacks of Sept. 11, 2001, [which] had profound long-term effects on the surrounding schools. For example, two years post-Katrina, schools in New Orleans continue to work to restore the learning environment. The impact of community events is not limited to large-scale incidents. Small-scale or isolated events such as an escaped prisoner, a train derailment, a fire at an area facilities plant, a local robbery, or Election Day, can also affect a school's operations."
United States. Department of Education
2007
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Emergency Management Opportunities And Challenges For Non-Public Schools
This publication by the Emergency Response and Crisis Management (ERCM) Technical Assistance Center discuses the challenges and opportunities facing non-public schools in the realm of emergency management planning. The publication first makes a comparison between non-public and public schools in the United States. Then it makes the argument for "integrating non-public schools into emergency management planning" and mentions that "the need for school safety and emergency management has grown more complex and urgent in the last 15 years." Furthermore, the publication concludes that "non-public schools must be more proactive about becoming integrated into these networks (with public agencies). This could begin with non-public school officials requesting a meeting with state and local authorities to discuss the school's assessed needs and ways in which safety could be enhanced by closer collaboration. This may require non-public schools to become more cognizant of their needs, to budget for greater safety resources, and to be more transparent about their shortcomings. A greater collaboration between non-public and public school officials, particularly with the LEAs' personnel who coordinate emergency management for the public schools, should result in a more flexible administration of programs so as to account for the unique needs of the nonpublic schools in their jurisdictions and provide for the safety of all students in all schools."
United States. Department of Education
2007
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Tapping Into NonTraditional Community Partners for Emergency Management
This publication by the Emergency Response and Crisis Management (ERCM) Technical Assistance Center discuses the need for collaboration by schools with community partners in the realm of emergency management planning. More specifically, the publication argues that "to develop sound emergency management practices, schools must establish linkages with core partners--members of law enforcement, public safety, public and mental health, and local government--as well as with the broader community. Nontraditional partners and resources, such as families, churches, local industries or businesses, area colleges, health care facilities, and social service agencies, are critical to the success of emergency management." Furthermore, the publication offers a set of strategies which "can be used by school districts to create a solid foundation with community partners, expand their current networks of collaboration, and anticipate potential obstacles so that partnerships will be activated quickly and efficiently if a critical incident occurs."
United States. Department of Education
2007
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Human Trafficking of Children in the United States: A Fact Sheet for Schools
This fact sheet contains resources, including Web sites, created by a variety of organizations, to provide information on how to recognize children trafficked and steps to take to offer assistance to such victims.
United States. Department of Education
2007-06-26
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Helpful Hints for School Emergency Management: Psychological First Aid (PFA) for Students and Teachers: Listen, Protect, Connect - Model & Teach
"Psychological First Aid [PFA] is a concept that can be traced to an article published by the American Psychiatric Association in 1954 which acknowledged the need for an acute intervention to alleviate human stress 'of a severity and quality not generally encountered … due to the 'forces of nature or from enemy attack'.' Since that time, many researchers and health organizations, including the National Institute of Mental Health, the Institute of Medicine, and the U.S. Department of Health and Human Services, have supported the idea that early, brief and focused intervention can reduce the social and emotional distress of children and adults after traumatic events. This 'Helpful Hints' publication will discuss the use of PFA in schools, specifically, the U.S. Department of Homeland Security's 'Listen, Protect, Connect--Model & Teach' (LPC) crisis response strategy. It will explore goals of the strategy, when and how PFA can be implemented by schools, when PFA should be implemented--including considerations to keep in mind when implementing--and the type of training school staff need to effectively use this strategy."
United States. Department of Education
Gurwitch, Robin H. (Robin Hilary); Schreiber, Merritt; Wong, Marleen
2008
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Emergency 'Go-kits'
"One suggested activity for enhancing school preparedness is the creation of emergency supply kits - or, emergency 'go-kits.' 'Go-kits' are portable and should contain a stockpile of essential emergency supplies. 'Go-kits'often come in the form of backpacks or buckets that can be easily carried out of a school in case of an emergency. They are stored in a secure, readily accessible location so that they can be retrieved when an emergency requires evacuation. It is important that several 'go-kits' be located throughout the building. Administrators, teachers, and critical members of the school-baseds ICS [Incident Command System] team (e.g., nurses, building engineers) may have a 'go-kits' with supplies needed to carry out their assigned responsibilities. When preparing 'gokits,' schools should consider the specific characteristics of the school, such as, its population, climate, facilities, and resources. The school's emergency plan also should include procedures for designating which staff are responsible for replenishing the 'go-kits.' Some schools find it beneficial to have two major types of 'go-kits': 1) for administrators and 2) for teachers in each individual classroom. Examples of items to be included in each type of kit follow."
United States. Department of Education
2006-07-21
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Human Trafficking in America's Schools
From the Introduction, "Human trafficking is modern slavery. It involves exploiting a person through force, fraud, or coercion for the purpose of forced labor, commercial sex, or both. Victims of human trafficking include men, women, boys, girls, and transgender individuals lured by the promise of a better life in the United States and adults and children who were born and raised in the United States. The International Labour Organization estimated, in 2012, that children represented 26 percent (or 5.5 million) of the 20.9 million victims worldwide. Both U.S. citizen and foreign national children are trafficked for sex and labor in the United States. In fact, many child victims of human trafficking are students in the American school system. School administrators and staff need to be aware that cases of child trafficking are being reported in communities throughout the nation. No community--urban, rural, or suburban--school, socioeconomic group, or student demographic is immune. Few crimes are more abhorrent than child trafficking, and few crimes are more challenging for communities to recognize and address. For many people, the reality of trafficking in their community is difficult to comprehend, let alone confront. For educators and school personnel, the reality of these crimes and the severity of their impact are cause for a call to action."
United States. Department of Education
Littrell, Jeneé
2015-01
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Preparing for the Flu: Department of Education Recommendations to Ensure the Continuity of Learning for Schools (K-12) During Extended Student Absence or School Dismissal
"As the CDC releases its 'Guidance for School Responses to Influenza During the 2009‐2010 School Year, the U.S. Department of Education ('the Department') wishes to remind states, districts, schools, students, staff, families, and communities alike about the importance of ensuring the continuity of learning in the event of student or school dismissals. The purpose of this document, therefore, is to provide recommendations to help schools maintain the continuity of learning for 1) individual or small groups of students who are out‐of‐school for extended periods and 2) large groups of students disrupted by school dismissals or large numbers of faculty absences. These recommendations present considerations for education stakeholders to plan for and improve their ability to provide continuous learning ranging from take‐home assignments to online learning capabilities. It offers key questions for states, districts, school leaders, teachers, parents, and students, as well as provides resource opportunities and best practices."
United States. Department of Education
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VA Tech Program Review Report
The Department of Education conducted an off-site program review of VA Tech's compliance with the Timely Warning" provision of the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act. In response to the April 16, 2007 shooting, Security on Campus, Inc. (SOC) filed a complaint alleging that VA Tech violated the "Timely Warning" provision by not issuing specific campus-wide alerts once the threat to safety was known and that the protocols laid out in the disseminated campus security reports did not accurately explain VA Tech's actual protocols and procedures. The program review report examines the materials submitted by VA Tech, SOC, and the affected families.
United States. Department of Education
2010-01-21
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Preparing for the Flu During the 2009 - 2010 School Year: Questions and Answers for Schools
"As the Centers for Disease Control Guidance for K-12 schools at http://www.cdc.gov/h1n1flu/schools/ makes clear, students may be spending time at home and outside of the classroom because of H1N1 outbreaks this school year. This may include students who become sick themselves, healthy high-risk students who are sent home out of precaution, or even entire school communities in the event of a more severe outbreak than during this past spring. In all of these cases, continuity of learning plans are essential for keeping students on track with their learning while at home."
United States. Department of Education
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Family Educational Rights and Privacy Act (FERPA) and H1N1
"The purpose of this guidance is to answer questions that school officials may have concerning the disclosure of personally identifiable information from students' education records to outside entities when addressing an H1N1 flu outbreak. H1N1 has the potential to pose a serious risk to students, staff, and families throughout the 2009-2010 school year. Schools should work in collaboration with their State and local public health departments to address questions about sharing information between the school and these entities. Understanding how, what, and when information can be shared is a critical part of preparedness."
United States. Department of Education
2009-10
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Action Guide for Emergency Management at Institutes of Higher Education
The resource guide is intended to provide Institutes of Higher Education with a resource and reference tool that address the unique challenges these institutes face in the field of emergency management. The document provides a framework for community colleges, four year institutions, graduate schools and research institutions associated with education entities in building their emergency management programs.
United States. Department of Education
2009-01
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Caregiver Fatigue and Psychological First-Aid for Schools [presentation]
This presentation provides information on vicarious trauma and caregiver fatigue following an incident. The document focuses on educators and education support staff as first responders to psychological trauma, and describes psychological first aid techniques.
United States. Department of Education
Wong, Marleen
2010-12-08
