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Family Educational Rights and Privacy Act (FERPA) and the Disclosure of Student Information Related to Emergencies and Disasters
From the Introduction: "The purpose of this guidance is to answer questions that have arisen about the sharing of personally identifiable information from students' education records to outside parties when responding to emergencies, including natural or man-made disasters. Understanding how, what, and when information can be shared with outside parties is an important part of emergency preparedness."
United States. Department of Education
2010-06
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Guide to U.S. Department of Education Programs 2008
"The Guide to U.S. Department of Education Programs provides an overview of U.S. Department of Education programs authorized and funded under federal law. It includes information as well on the laboratories, centers, and other facilities funded by the Department that provide important resources for education."
United States. Department of Education
2008-06
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Challenge, A Publication of the Office of Safe and Drug-Free Schools--Preventing School Violence: Plans Make it Possible
This publication provides several articles on school safety including preventing school violence, certain school-related threats, and lessons learned that will help school officials contend with crises.
United States. Department of Education
2007-12
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Safeguarding Our Children: An Action Guide
"The purpose of this Action Guide is to help schools develop and implement a comprehensive violence prevention plan grounded in the principles of the 'Early Warning Guide.' This 'Action Guide' is based on evidence-based practices. Effective action plans are strategic, coordinated, and comprehensive. They involve schoolwide prevention, early intervention, and intensive services for students with significant emotional or behavioral needs, including those with disruptive, destructive, or violent behaviors."
United States. Department of Education
2000-04-21
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Letter from the Deputy Secretary of the Department of Education Regarding the Beslan, Russia Terrorist Attack
A letter from the Deputy Secretary of the Department of Education providing recommendations on how to improve school safety. The recommendations are based off of a joint Department of Homeland Security (DHS) and Federal Bureau of Investigation (FBI) analysis of the terrorist attack on a school in Beslan, Russia.
United States. Department of Education
2004-10-06
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ERCM Express [Vol. 2, Iss. 6]: National Incident Management System
This edition of the Emergency Response and Crisis Management (ERCM) Technical Assistance Center Newsletter (ECRM Express) discusses in detail the National Incident Management System (NIMS): "The National Incident Management System (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."
United States. Department of Education
2006
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Early Warning Timely Response: A Guide to Safe Schools
Published by the U.S. Department of Education, this guide offers research-based practices designed to assist school communities identify these warning signs early and develop prevention, intervention and crisis response plans. The guide includes sections on: Characteristics of a School that is Safe and Responsive to All Children; Early Warning Signs; Getting Help for Troubled Children; Developing a Prevention and Response Plan; Responding to Crisis; Resources; and Methodology, Contributors, and Research Support.
United States. Department of Education
1998-08
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Emergency Management Research and People with Disabilities: A Resource Guide
"The National Institute on Disability and Rehabilitation Research (NIDRR) is pleased to provide this online resource guide on emergency management research and people with disabilities. This resource guide is the culmination of cooperative efforts by NIDRR, the Department of Education, the Research Subcommittee of the Interagency Coordinating Council on Emergency Preparedness and Individuals with Disabilities (ICC), and the New Freedom Initiative Subcommittee of the Interagency Committee on Disability Research (ICDR). The guide provides a listing and description of research projects funded by the federal government and nonfederal entities, research recommendations that have come out of conferences on emergency management and disability, and a bibliography of relevant research publications. Each item listed in the table of contents is a hyperlink to its location in the document. This has been done to facilitate navigation throughout the document. Many federal agencies participated in the effort to identify research projects and conference recommendations. In all, we were able to identify 16 federally funded and four nonfederally funded research projects specific to emergency management and people with disabilities. Conference recommendations identified a multitude of knowledge gaps that need to be filled. Clearly there is a need for increased research. It is our hope that this guide will facilitate the development and implementation of a nationwide research agenda on emergency management and people with disabilities, so that we can develop a strong evidence base about the best ways to ensure the safety and security of people with disabilities in emergency and disaster situations."
United States. Department of Education
2008-04
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Emergency Management for Schools
This PowerPoint presentation provides information detailed in a November 2006 White House Conference on School Safety. Items outlined in this presentation include: role of U.S. Dept. of Education (ED) and the Office of Safe and Drug-Free Schools (OSDFS) in emergency management planning for schools; context for creating a safe school environment; and an introduction to the four phases of emergency management.
United States. Department of Education
2006-11-15
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Integrating Students with Special Needs and Disabilities into Emergency Response and Crisis Management Planning
This document outlines steps that should be implemented in schools to create an effective and manageable plan that does not exclude or impede any student's safety. Steps include: identify students' special needs; maintain a confidential roster of students with special needs; build on current accommodations, modifications and services; teach students with disabilities crisis response strategies; and inform and train adults. "Meeting the needs of students with disabilities and special needs in the event of an emergency does not have to be a daunting or a costly task. It simply requires administrators and officials to take into account the entire school community, from students and staff members to visitors and volunteers, and then take the appropriate actions to ensure the safety of all."
United States. Department of Education
2006
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National Summit on Gender-Based Violence Among Young People
"My research into peer-to-peer sexual harassment in K-12 schools began in 1979 while I worked at the Massachusetts Department of Education (1978-1992). With my colleagues there and with teachers and counselors from around the state, we published the first curriculum on the subject, 'Who's Hurt and Who's Liable: Sexual Harassment in Massachusetts Schools' (Stein, editor: 1979, 1982, 1983, & 1986) and conducted the first state-wide survey of high school students about their experiences with sexual harassment (Stein, 1981). Since 1992 when I joined the Center for Research on Women at Wellesley College as a senior research scientist, I have spent considerable time tracking peer-to-peer sexual harassment complaints and lawsuits in elementary and secondary schools, and working with school personnel and teachers' unions to find ways to prevent sexual harassment through classroom lessons, professional development and when necessary, through litigation. This paper will review sexual harassment in K-12 schools and address several concerns that have emerged since my 1995 article, 'Sexual harassment in K-12 Schools: The public performance of gendered violence' published in the 'Harvard Educational Review' (and sent in conjunction with this paper in advance to each invitee to the Gender Violence Summit). My primary concerns are: (1) that student conduct as alleged in complaints and lawsuits has become more violent than conduct reported in previous decades and is occurring at younger ages; (2) that incidents of sexual harassment are repeatedly misidentified and mislabeled by school personnel-- ignored, minimized or cast as examples of bullying; and (3) that federally sponsored national surveys provide spotty and insufficient information about sexual harassment and gender violence in schools."
United States. Department of Education
Stein, Nan D., 1947-; Mennemeier, Kelly
2011-03-24
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Guiding Principles: A Resource Guide for Improving School Climate and Discipline
"Schools must be both safe and supportive for effective teaching and learning to take place. Three key principles can guide efforts to create such productive learning environments. First, work in a deliberate fashion to develop positive and respectful school climates and prevent student misbehavior before it occurs. Ensure that clear, appropriate, and consistent expectations and consequences are in place to prevent and address misbehavior. And finally, use data and analysis to continuously improve and ensure fairness and equity for all students. Principle 1: Climate and Prevention: Schools that foster positive school climates can help to engage all students in learning by preventing problem behaviors and intervening effectively to support struggling and at-risk students. […] Principle 2: Expectations and Consequences: Schools that have discipline policies or codes of conduct with clear, appropriate, and consistently applied expectations and consequences will help students improve behavior, increase engagement, and boost achievement. […] Principle 3: Equity and Continuous Improvement: Schools that build staff capacity and continuously evaluate the school's discipline policies and practices are more likely to ensure fairness and equity and promote achievement for all students."
United States. Department of Education
2014-01
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REMSExpress: Colaboración: La Clave para una Asociación Exitosa
Note: this document is in Spanish. "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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Preventing Bullying: A Manual for Schools and Communities
This document describes several model bullying prevention and violence prevention programs. The document also includes a listing of references, bullying videos, and bullying books for children.
United States. Department of Education
1998-01-01?
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Balancing Student Privacy and School Safety: A Guide to the Family Educational Rights and Privacy Act for Colleges and Universities
This pamphlet provides a brief synopsis of the policies and legislation that higher education institutions should follow in order to be compliant with both safety and privacy practices and standards.
United States. Department of Education
2007-10-29?
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Project School Emergency Response to Violence
This document gives a brief overview of Project S.E.R.V., [School Emergency Response to Violence] a program to fund short- and long-term education-related services for local education agencies to help them recover from a violent or traumatic event in which the learning environment has been disrupted. It details who may apply for the program and what services the funding will cover.
United States. Department of Education
2007-11-14?
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White House Conference on School Safety, Panel III: "Helping Communities Heal and Recover"
In response to several school shootings, President Bush asked Attorney General Alberto Gonzales and Education Secretary Margaret Spellings to convene a meeting of leading experts and stakeholders to discuss how federal, state, and local governments can work together with schools, communities, and families to help ensure our schools are safe places for students to learn. The conference took place on October 10, 2006, at the National 4-H Youth Conference Center in Chevy Chase, Maryland.
United States. Department of Education
2006-10-10
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White House Conference on School Safety, Panel II: Prepared Schools & Communities are Safer
In response to several school shootings, President Bush asked Attorney General Alberto Gonzales and Education Secretary Margaret Spellings to convene a meeting of leading experts and stakeholders to discuss how federal, state, and local governments can work together with schools, communities, and families to help ensure our schools are safe places for students to learn. The conference took place on October 10, 2006, at the National 4-H Youth Conference Center in Chevy Chase, Maryland.
United States. Department of Education
2006-10-10
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Readiness and Emergency Management for Schools (REMS) Newsletter: Barriers to Collaboration
"This draft publication by the Readiness and Emergency Management for Schools (REMS) offers important insight into the types of obstacles that can arise between schools, first responders, and other community organizations in the course of preparing for and responding to emergency events. The newsletter highlights specific barriers and provides strategies for overcoming these barriers. Before even beginning the collaborative planning process, schools and their community partners can benefit from the insight this publication provides."
United States. Department of Education
2007
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Emergency Planning: Influenza Outbreak
This web page suggests resources to help educators plan for flu outbreaks. Sample links include "Preparing for Pandemic Flu: A Family Checklist Video," "Community Mitigation Guidance," "Examples of State and Local Plans and Planning Efforts," "Stop the Spread of Germs: Actions for Schools," and "Planning Checklists."
United States. Department of Education
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Managing an Infectious Disease Outbreak in a School
This document highlights a Tuscan School District incident that provides valuable insight for state and local health officials, school administrators, school nurses, teachers, families and students nationwide as they work to create and implement an all-hazards emergency management plan that includes partnerships with multiple agencies' response to infectious diseases of all magnitudes. Lessons learned include: revise district and school-based emergency management plans following and incident; implement an incident command system to identify roles and responsibilities; incorporate a communications component into the emergency management plan; establish a partnership with media before an event occurs; develop a continuity of operations (COOP) plan; plan for alternative school uses; and enlist staff familiar to families to support response and recovery efforts.
United States. Department of Education
2007
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Pandemic Flu: A Planning Guide for Educators
This document identifies issues to consider when planning for seasonal flu, a mild or moderate pandemic flu, or a severe pandemic. It tells what a 'flu pandemic' is, how influenza spreads, and what can be done to limit the spread of the flu. The guide is accompanied by a letter from Secretary Spellings and 'Basic Components of Pandemic Planning.'
United States. Department of Education
2006
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Parent and Educator Guide to School Climate Resources
From the Background: "The Parent and Educator Guide to School Climate Resources (Guide) is intended to provide parents, teachers, administrators, and other interested parties with a general understanding of school climate, school climate improvement activities, and the availability of additional resources. It should serve as a starting point from which the reader may choose to do further research; ultimately, it may result in the identification of practices or strategies a school, district or State may wish to implement. This document does not impose any new requirements on schools, districts, or States or convey any rights or additional responsibilities. The document includes Frequently Asked Questions (FAQ), several examples of school climate improvement activities from the field, a discussion of a contemporary, rigorous research study, and an appendix that lists additional resources."
United States. Department of Education
2019-04-10
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Data Interpretation Guide on Making School Climate Improvements
From the Introduction: "Congratulations! You have made an important commitment to improve the climate in your state, district, or school. Measuring and understanding how students, staff, and parents/guardians perceive the climate in their schools are key steps in making wise decisions on how to use resources to focus on areas in need of improvement. This document contains detailed information and resources to help you interpret and use results from the school climate surveys you have administered."
United States. Department of Education
2017-01
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Reference Manual on Making School Climate Improvements
From the Introduction: "'School climate' reflects how members of the school community experience the school, including interpersonal relationships, teacher and other staff practices, and organizational arrangements School climate includes factors that serve as conditions for learning and that support physical and emotional safety, connection and support, and engagement. A positive school climate reflects attention to fostering social and physical safety, providing support that enables students and staff to realize high behavioral and academic standards, as well as encouraging and maintaining respectful, trusting, and caring relationships throughout the school community."
United States. Department of Education
2017-01
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Building Technology Infrastructure for Learning
From the Introduction: "The U.S. Department of Education's National Educational Technology Plan (NETP) presents a model of learning powered by technology to help the nation's schools provide all students with engaging and powerful learning content, resources, and experiences. Technology can give students 24/7 access to information and resources that enable them to find, curate, and create content and connect with people all over the world to share ideas, collaborate, and learn new things. For the vision established by the NETP to be fully realized, access to online tools and resources needs to be reliable and ubiquitous inside as well as outside school. [...] This guide provides practical, actionable information intended to help both technical personnel and educational leaders navigate the many decisions required to deliver broadband connectivity to students. It presents a variety of options for school and district leaders to consider when making technology infrastructure decisions, recognizing that circumstances and context vary greatly from district to district."
United States. Department of Education
Bearden, Susan
2017-06
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Schools Respond to Infectious Disease
This document published by the Emergency Response and Crisis Management (ECRM) Technical Assistance Center discusses the need for schools and school districts to develop a comprehensive emergency response plan against infectious diseases. "Every year, schools confront a range of infectious diseases such as chicken pox, lice, ringworm and seasonal influenza. In response, faculty and staff work together to control the outbreak, quell fears and dispel rumors. For example, school administrators may educate faculty about the disease, send notices home to parents to warn about the dangers of an outbreak and work collaboratively with the school nurse and other trained staff to accurately identify and treat sick children. However, a new strain of influenza--such as a mutation of the avian influenza virus (N5H1)--that spreads easily from person to person and triggers a pandemic, or global outbreak, would pose incredible challenges not only to health care providers, but also to schools and school districts. Now is the time for the education community to begin planning for an emergency health care response that will protect the health and well-being of students and staff. [...] Schools tend to be affected by outbreaks more than other settings because their occupants--primarily children--easily transmit illnesses to one another as a result of their close proximity and their inefficiency at containing the droplets issued by their coughs and sneezes. Compared to seasonal influenza outbreaks that are usually short-lived and more easily managed (e.g., instruction can proceed with substitute teachers and assignments can be sent home to ill students), an influenza pandemic could seriously disrupt the daily operations of a school."
United States. Department of Education
2006
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Questions and Answers on Providing Services to Children with Disabilities During the Coronavirus Disease 2019 Outbreak
From the Document: "The Centers for Disease Control and Prevention (CDC) is responding to an outbreak of respiratory disease caused by a new coronavirus named coronavirus disease 2019 (COVID-19). The CDC has issued interim guidance to help administrators of public and private childcare programs and K-12 [kindergarten to 12th grade] schools plan for and prevent the spread of COVID-19 among students and staff. [...] This Questions and Answers document outlines states' responsibilities to infants, toddlers, and children with disabilities and their families, and to the staff serving these children."
United States. Department of Education
2020-03
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Preparing for Pandemic Flu: A Family Checklist [video]
This video defines flu variations and suggests four things parents can do to prepare for it.
United States. Department of Education
2006
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Providing Services to English Learners During the COVID-19 Outbreak
From the Document: "This fact sheet outlines States' responsibilities to English learners (ELs) and their parents during the extended school closures and, in some cases, the move to remote learning due to the national emergency caused by the novel Coronavirus disease 2019 (COVID-19). A local educational agency (LEA) should collaborate with its State educational agency (SEA) and local public health department, as appropriate, in implementing the guidance provided below. This document does not create any rights for any person and does not impose any additional requirements beyond those included in applicable law and regulations. It is intended to provide additional information about requirements in the Elementary and Secondary Education Act of 1965 (ESEA) and other Federal laws related to ELs in light of COVID-19 and this specific situation."
United States. Department of Education
2020-05-18
