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• Readiness and Emergency Management for Schools Technical Assistance Center [website]

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  "The REMS [Readiness and Emergency Management for Schools] Technical Assistance [TA] Center's primary goal is to support schools, school districts, and institutions of higher education in emergency management, including the development and implementation of comprehensive emergency and crisis response plans. Established by the OSDFS in October 2004, the REMS Technical Assistance Center supports REMS and EMHE grantees in managing and implementing their grants and in sustaining their efforts over time. Non-grantee local educational agencies (LEAs), schools, and institutions of higher education (IHEs) also may receive support to improve and strengthen their emergency management plans. The TA Center disseminates information about emergency management to help schools, school districts, and institutions of higher education learn more about developing, implementing, and evaluating crisis plans. In addition, the TA Center helps the OSDFS coordinate technical assistance meetings, manage listservs for sharing emergency management planning information, and respond to direct requests for technical assistance."

  United States. Department of Education. Office of Safe and Drug-Free Schools
• Prior Knowledge of Potential School-Based Violence: Information Students Learn May Prevent a Targeted Attack

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  "In the wake of several high-profile shootings at schools in the United States, most notably the shootings that occurred at Columbine High School on April 20, 1999, the United States Secret Service (Secret Service) and the United States Department of Education (ED) embarked on a collaborative endeavor to study incidents of planned (or targeted) violence in our nation's schools. Initiated in 1999, the study, termed the Safe School Initiative (SSI), examined several issues, most notably whether past school-based attacks were planned, and what could be done to prevent future attacks. The SSI employed a method similar to an earlier Secret Service study, the Exceptional Case Study Project (ECSP), that examined targeted attacks on public officials and public figures (Fein & Vossekuil, 1999). […] As with the ECSP, the SSI employed an operational focus to assist those involved with school safety to improve prevention efforts by increasing knowledge of targeted violence in schools. By studying past incidents of targeted violence in schools, the Secret Service and ED examined whether pre-attack behaviors of perpetrators could be identified to prevent future attacks. […] The SSI findings highlight that in most targeted school-based attacks, individuals, referred to as bystanders in this report, had some type of advanced knowledge about planned school violence. Despite this advanced knowledge, the attacks still occurred. This study aimed to further the prevention of targeted school-based attacks by exploring how students with prior knowledge of attacks made decisions regarding what steps, if any, to take after learning the information. The study sought to identify what might be done to encourage more students to share information they learn about potential targeted school-based violence with one or more adults."

  United States. Secret Service; United States. Department of Education

  Pollack, William S.; Modzeleski, William; Rooney, Georgeann

  2008-05
• Impacts of a Violence Prevention Program for Middle Schools: Findings From the First Year of Implementation

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  "This is the first of two reports that summarize the findings from an impact evaluation of a violence prevention intervention for middle schools. This report discusses findings after 1 year of implementation. A forthcoming report will discuss the findings after 2 years and 3 years of implementation. In 2004, the U.S. Department of Education (ED) contracted with RTI International (RTI) and its subcontractors, Pacific Institute for Research and Evaluation (PIRE) and Tanglewood Research, Inc., to conduct an evaluation of a hybrid intervention model that combines a curriculum-based program, Responding in Peaceful and Positive Ways (RiPP), and a whole-school approach, Best Behavior. The combined intervention was administered over the course of 3 successive years. Using a randomized control trial design (with entire schools randomly assigned either to receive the intervention or not), the evaluation assesses the intervention's effects on student violence and victimization and whether these effects vary by levels of student risk. Tanglewood Research, which assisted in the process by which the programs under study were selected, provided implementation oversight along with site-based liaisons and coordinated training and technical assistance for staff in intervention schools. The developers of the two programs that constitute the intervention--Prevention Opportunities and University of Oregon--provided the program materials and conducted staff training."

  United States. Department of Education; Institute of Education Sciences (U.S.)

  2010-04
• Analysis of State Bullying Laws and Policies

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  "Bullying in schools has become widely viewed as an urgent social, health, and education concern that has moved to the forefront of public debate on school legislation and policy. Increasingly, elected officials and members of the school community have come to view bullying as an extremely serious and often neglected issue facing youths and local school systems. The focus on youth bullying has intensified over the past 12 years as a catalyzed reaction to school violence that is often linked explicitly or by inference to bullying. The Columbine High School shooting in 1999 was the first of many high-profile incidents of violent behavior that appeared to implicate bullying as an underlying cause. The incident ignited a wave of new legislative action within state legislatures that aimed to curtail bullying behavior on school campuses or to mitigate its effects. The trend was later fueled by a number of highly visible suicides among school-age children and adolescents that were linked to chronic bullying, attracting national attention to the issue. The heightened visibility has coincided with an expansion of research knowledge identifying a range of serious and long-term consequences associated with bullying behavior, such as increased depression, substance use, aggressive impulses, and school truancy. Together these factors have placed increased pressure on governments and school systems for solutions to more effectively prevent or reduce bullying in schools."

  United States. Department of Education. Policy and Program Studies Service

  Stuart-Cassel, Victoria; Bell, Ariana; Springer, J. Frederick

  2011-12
• ERCM Express, Vol. 1, Issue 1: New Technical Assistance Center Announced

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  The ERCM Express is a newsletter prepared by the Office of Safe and Drug-Free Schools and the ERCM TA Center. This newsletter provides information on emerging issues in emergency response and crisis management, as well as information on important resources available to schools. Contributors to newsletters include both ERCM grantees and national experts in school safety.

  United States. Department of Education. Office of Safe and Drug-Free Schools

  2005-01-01?
• Effective Emergency Response Requires Forethought

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  This document describes some of the critical aspects of being prepared to respond to emergencies in schools. It offers six steps toward effective emergency response, information on National Incident Management System compliance, emergency operations centers in schools, and discussion on the importance of exercises and training.

  United States. Department of Education. Office of Safe and Drug-Free Schools

  2008-08-19?
• Influenza Pandemic Mitigation: Schools Play Major Role

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  This publication summarizes schools's role in influenza pandemic mitigation. This includes elements of school pandemic plans and planning resources on the web.

  United States. Department of Education. Office of Safe and Drug-Free Schools

  2007-10-10?
• ERCM Express, Vol. 2, Issue 2: The National Clearinghouse for Educational Facilities (NCEF)

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  The ERCM [Emergency Response and Crisis Management] Express is a newsletter prepared by the Office of Safe and Drug-Free Schools and the ERCM TA Center. This newsletter provides information on emerging issues in emergency response and crisis management, as well as information on important resources available to schools. Contributors to newsletters include both ERCM grantees and national experts in school safety.

  United States. Department of Education. Office of Safe and Drug-Free Schools

  2006-02-01?
• Crecer Libre de Drogas: Guía de Prevención para Los Padres de Familia

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  "Tenga en cuenta que los términos 'sustancias', 'drogas', 'estupefacientes' o 'narcóticos' en esta guía se refieren al alcohol, tabaco y otras drogas dañinas. En la sección 6 de esta guía se listan lugares donde puede encontrar más información sobre cómo evitar el abuso de las drogas y el alcohol. La sección 2, contiene información sobre sustancias específicas. En estas páginas nos referimos a infantes, niños, adolescentes, y jóvenes de toda edad. Hasta que se convierten en adultos, todos ellos son niños que necesitan ejemplos sanos sobre cómo comportarse. Esta guía es para todos los cuidadores en la vida de su hijo. Esperamos que la comparta con los hermanos mayores, parientes, amistades, padrastros, abuelos, y otros que puedan influir sobre su hijo."

  United States. Drug Enforcement Administration; United States. Department of Education

  2017
• Basic Components of Pandemic Planning

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  This document is a one page basic outline of the components involved in planning for pandemic flu. LLIS Core Capability: Public Health; Community Preparedness

  United States. Department of Education. Office of Safe and Drug-Free Schools

  2006-01-01?
• ERCM Express, Vol. 2, Issue 7: Schools Respond to Infectious Disease

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  The ERCM [Emergency Response and Crisis Managment] Express is a newsletter prepared by the Office of Safe and Drug-Free Schools and the ERCM TA [Technical Assistance] Center. This newsletter provides information on emerging issues in emergency response and crisis management, as well as information on important resources available to schools. Contributors to newsletters include both ERCM grantees and national experts in school safety. LLIS Core Capability: Public Health; Community Preparedness

  United States. Department of Education. Office of Safe and Drug-Free Schools

  2006-07
• Growing Up Drug-Free: A Parent's Guide to Prevention

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  This resource is also available in Spanish [https://www.dea.gov/sites/default/files/2018-06/GUDF_Bklt_Spanish_090717_508-revised.pdf]. From the Document: "This guide offers information that can help you raise drug-free children. [...] On these pages, we refer to children, adolescents, kids, youngsters, and young people without regard to age. Until they become adults, they are all children who need healthy adult role models. This guide is for all of the caregivers in your child's life. We hope you share it with your child's older siblings, aunts and uncles, family friends, stepparents, grandparents, extended family members, and others who have the power to influence your child."

  United States. Drug Enforcement Administration; United States. Department of Education

  2017
• Quick Guide on Making School Climate Improvements

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  From the Introduction: "Students learn best when they are in environments in which they feel safe, supported, challenged, and accepted. In addition, environments that have strong school climates foster the social, emotional, and academic well-being of all students. Research shows that when schools and districts effectively focus on improving school climate, students are more likely to engage in the curriculum, achieve academically, and develop positive relationships; students are less likely to exhibit problem behaviors; and teacher turnover is lower and teacher satisfaction is higher. This 'Quick Guide' provides district and school leaders, teachers, school staff, and other members of the school community with information about how to initiate, implement, and sustain school climate improvements. You can use the 'Quick Guide' in combination with the other tools and resources available within the School Climate Improvement Resource Package (Resource Package), including self-assessments to identify which resources would be most helpful to you as well as pointers on how to approach school climate improvements. You can create a positive school climate through a coordinated, purposeful effort."

  National Center on Safe Supportive Learning Environments; United States. Department of Education

  2016-03
• School Climate Improvement Action Guide for Noninstructional Staff

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  From the Document: "Improving school climate takes time and commitment from a variety of people in a variety of roles. This document outlines key action steps that noninstructional staff--including guidance counselors, social workers, school psychologists, office staff, bus drivers, maintenance and facility staff, and food service staff--can take to support school climate improvements. Although most of the action steps within this document can be completed by all noninstructional staff, some action steps will need to be done by school counselors, psychologists, and social workers but not by others. In those cases, action steps are marked with an asterisk (*)."

  National Center on Safe Supportive Learning Environments; United States. Department of Education
• School Climate Improvement Action Guide for Community Partners

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  From the Document: "Improving school climate takes time and commitment from a variety of people in a variety of roles. This document outlines how community partners can support school climate improvements. Organizations and individuals can partner with schools in many different ways--from delivering or coordinating direct services to students and families inside or outside the school, to offering students opportunities to participate in activities such as afterschool programming or internships, to working with schools to provide space for events or donations. Although most of the action steps within this document can be completed by all community partners, some action steps can be done only by individuals or organizations that deliver direct services (e.g., mental health supports and physical health interventions) to students and families, but not by others. In those cases, action steps are marked with an asterisk (*)."

  National Center on Safe Supportive Learning Environments; United States. Department of Education
• School Climate Improvement Action Guide for Working with Families

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  From the Document: "Improving school climate takes time and commitment from a variety of people in a variety of roles. This document outlines how family members--including guardians of students--can support school climate improvements."

  National Center on Safe Supportive Learning Environments; United States. Department of Education
• School Climate Improvement Action Guide for Instructional Staff

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  From the Document: "Improving school climate takes time and commitment from a variety of people in a variety of roles. This document outlines key action steps that instructional staff--including teachers, paraprofessionals, and others in the classroom who provide instruction or assistance--can take to support school climate improvements."

  National Center on Safe Supportive Learning Environments; United States. Department of Education
• School Climate Improvement Action Guide for Working with Students

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  From the Document: "Improving school climate takes time and commitment from a variety of people in a variety of roles. This document outlines key action steps to engage students in the school climate improvement process."

  National Center on Safe Supportive Learning Environments; United States. Department of Education
• School Climate Improvement Action Guide for School Leaders

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  From the Document: "Improving school climate takes time and commitment from a variety of people in a variety of roles. This document outlines key action steps that school leaders--including principals, assistant/vice principals, and building leaders--can take to support school climate improvements."

  United States. Department of Education; National Center on Safe Supportive Learning Environments
• School Climate Improvement Action Guide for District Leaders

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  From the Document: "Improving school climate takes time and commitment from a variety of people in a variety of roles. This document outlines key action steps that district leaders--including superintendents, assistant superintendents, directors of student support services, or others--can take to support school climate improvements."

  United States. Department of Education; National Center on Safe Supportive Learning Environments
• Education Facilities Sector-Specific Plan: An Annex to the Government Facilities Sector-Specific Plan

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  "Critical infrastructure and key resources (CIKR) provide the essential services that support basic elements of American society. Compromise of these CIKR could disrupt key government and industry activities, facilities, and systems, producing cascading effects throughout the Nation's economy and society and profoundly affecting our national prestige and morale. Protection of U.S. CIKR is therefore vital to our Nation's security, economic vitality, and way of life. Because the functional categories of schools and higher education are aligned with the Government Facilities Sector (GFS), the Education Facilities Subsector (EFS) is a GFS subsector under the National Infrastructure Protection Plan (NIPP) for coordinating infrastructure protection efforts for schools and higher education institutions. The U.S. Department of Education's (ED) Office of Safe and Drug-Free Schools (OSDFS) serves as the Sector-Specific Agency (SSA) for the subsector under the NIPP, as designated by the U.S. Department of Homeland Security (DHS). ED's mission is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access. Within ED, OSDFS administers, coordinates, and recommends policy for improving quality and excellence of programs and activities involving student health and safety, including guidance and information on emergency management efforts for schools and higher education institutions. OSDFS supports ED's mission by building school emergency management capacity and resilience at the Federal, State, and local levels. As the EFS SSA, OSDFS provides guidance and information to the education community in relation to infrastructure and security programs and resources for subsector CIKR protection."

  United States. Department of Defense; United States. Department of Education

  2010
• Campus Public Safety: Weapons of Mass Destruction Terrorism Protective Measures

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  There are approximately 4,000 Title IV institutions of post-secondary education in the United States serving 15 million students, and several million faculty, staff and visitors. According to the Bureau of Justice Statistics, there are roughly 30,000 campus police and security officers protecting these institutions and individuals. Within available resources, and consistent with each college or university's policies, procedures and governing philosophy, consideration may be given to the affirmative steps listed below to prevent, deter or effectively respond to a weapons of mass destruction terrorist attack. These steps may be calibrated to local, state or national alert levels.

  United States. Department of Homeland Security. Office for Domestic Preparedness; United States. Department of Education

  2003-04
• Report to the President on Issues Raised by the Virginia Tech Tragedy

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  "On April 21, 2007, in response to the tragic shootings at Virginia Tech, President George W. Bush directed Secretaries Michael Leavitt and Margaret Spellings and Attorney General Alberto Gonzales to travel to communities across our nation and to meet with educators, mental health experts, law enforcement and state and local officials to discuss the broader issues raised by this tragedy. The President instructed Secretary Leavitt to summarize what they learned from these meetings and report back with recommendations about how the federal government can help avoid such tragedies in the future. […] This report does not seek to investigate the specifics of the Virginia Tech tragedy itself. That work is currently being done by the Virginia Tech Review Panel appointed by Governor Kaine. Instead, this report summarizes the major recurring themes we heard in our visits across the country. It includes critical steps state and local leaders identified to address school violence and mental illness at the community level. The report includes recommended actions the federal government can take to support state and local communities and ensure that the federal government and federal law are not obstacles to achieving these goals. The recommended action items are not, individually or together, a panacea for the many complex issues our society confronts in trying to prevent another tragedy. Rather, they are an attempt to frame the issues and identify tangible steps we can take over time to help prevent events like the Virginia Tech tragedy."

  United States. Department of Justice; United States. Department of Health and Human Services; United States. Department of Education

  Leavitt, Michael O.; Gonzales, Alberto R.; Spellings, Margaret, 1957-

  2007-06-13
• Safety in Numbers: Collecting and Using Crime, Violence, and Discipline Incident Data to Make a Difference in Schools

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  "Two priorities have emerged for public schools in recent years. One is for schools to demonstrate that all children are meeting high academic standards as measured by state assessments. The other is for schools to create an environment that is free of violence and other crimes. These are not separate missions. Children need safe and orderly schools in order to learn. Collecting and using incident data are essential steps for creating safe schools. With good data, it is possible to develop effective prevention and intervention plans."

  National Center for Education Statistics; Institute of Education Sciences (U.S.); United States. Department of Education

  2002-07
• Student Reports of Bullying: Results from the 2001 School Crime Supplement to the National Crime Victimization Survey, Statistical Analysis Report

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  "Students are victims of a spectrum of problem behaviors at school, ranging from minor disciplinary problems to criminal victimization. Bullying is one form of these problem behaviors that concerns students, educators, and parents because of its potential detriment to the students' well-being. Defining bullying is a difficult task; however, most research agrees that bullying comprises physical, verbal, and psychological behaviors such as hitting, teasing, taunting, and manipulating social relationships. The investigation of bullying is further complicated by the complex dynamics of bullying scenarios and the developmental context for social development in which bullying plays a role. Further, aggression among youth often serves varied purposes for children at different stages of development. Hawkins, Pepler, and Craig (2001) found that peers were present in 88 percent of bullying episodes. Thus, bullying frequently involves the support of peers within the school community and is often not an isolated event between two individuals. In addition, aggressive behavior, such as bullying, is expressed differently over time and may change in purpose, as children transition from middle to secondary school. As Cairns et al. (1989) discuss, patterns of, and motivation for aggression change over the course of childhood and cannot be examined independently of the developmental context in which aggression occurs. Cillessen and Mayeaux (2004) found that physical and relational aggression, peer approval, and popularity were intricately linked, but that the relationships between these variables vary with age, gender, and by type of aggression. While resolution to these definitional, contextual, and developmental complexities are unable to be addressed in the current investigation, this report provides a broad summary of bullying reported by student victims in 2001."

  National Center for Education Statistics; Institute of Education Sciences (U.S.); United States. Department of Education

  DeVoe, Jill F.; Kaffenberger, Sarah; Chandler, Kathryn

  2005-07
• Violence in U.S. Public Schools: 2000 School Survey on Crime and Safety, Statistical Analysis Report [Revised August 2005]

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  "In the United States, school safety continues to be a priority for educators, policymakers, parents, and the public. Schools are responsible for the effective education of their students, and creating an environment in which students and teachers are safe is an important component of the education process. A safe school is necessary for students to learn and teachers to teach. As a result of highly publicized acts of extreme violence, increased national attention has focused on crime and violence in public schools. Reliable data collection is important in order to understand the extent to which American schools experience crime and violence, and to prevent emerging problems. Because of the need for accurate information on crime, violence, and disorder, the National Center for Education Statistics (NCES) administered the 2000 School Survey on Crime and Safety (SSOCS), a survey of public schools in the United States. SSOCS is a nationally representative sample of 2,270 regular public elementary, middle, secondary, and combined public schools. It was designed to provide an overall picture of school crime and safety in the United States by asking school principals about the characteristics of school policies, school violence prevention programs and practices, violent deaths at school and elsewhere, frequency of crime and violence, disciplinary problems and actions, and other school characteristics that have been associated with school crime."

  National Center for Education Statistics; Institute of Education Sciences (U.S.); United States. Department of Education

  Chandler, Kathryn; Miller, Amanda K.

  2005-08
• 2007-08 School Survey on Crime and Safety (SSOCS): Survey Documentation for Public-Use Data File Users

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  "The School Survey on Crime and Safety (SSOCS) is managed by the National Center for Education Statistics (NCES) on behalf of the U.S. Department of Education. SSOCS collects extensive crime and safety data from principals and administrators of public schools in the United States. Data from this collection can be used to study the relationship of school characteristics with violent and serious violent crimes in American schools and examine what school programs, practices, and policies are used by schools in their efforts to prevent crime. SSOCS has been conducted four times: in school years 1999--2000, 2003--04, 2005--06, and 2007--08. It is being conducted again in school year 2009--10. The 2007--08 SSOCS (SSOCS:2008) was developed by NCES and conducted by the U.S. Census Bureau. Funding for the survey was provided by the Office of Safe and Drug-Free Schools of the U.S. Department of Education. Out of 3,484 primary, middle, high, and combined schools, questionnaire packets were mailed to 3,367 schools. A total of 2,560 public schools submitted usable questionnaires, for a weighted response rate of 77.2 percent. Data were collected from February 25, 2008, through, June 17, 2008."

  United States. Department of Education; Institute of Education Sciences (U.S.); National Center for Education Statistics

  Neiman, Samantha; Ruddy, Sally A.; Hryczaniuk, Cassie

  2010-07
• School Survey on Crime and Safety: 2007-08, Public-Use Data File Codebook

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  This document is the Data File Codebook for the School Survey on Crime and Safety: 2007-08. It presents all relevant data required for statistical analysis by the public.

  National Center for Education Statistics; Institute of Education Sciences (U.S.); United States. Department of Education

  Tonsager, Keith; Neiman, Samantha; Hryczaniuk, Cassie

  2010-06
• ERCM Express, Vol. 2, Issue 8: Creating Emergency Management Plans

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  "To ensure the safety of students, faculty and staff, schools and school districts nationwide should create comprehensive, multi-hazard emergency management plans that focus on the four phases of emergency management--preventionmitigation, 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."

  Readiness and Emergency Management for Schools Technical Assistance Center (U.S.); United States. Department of Education
• Lessons Learned from School Crises and Emergencies

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  This publication by the Emergency Response and Crisis Management (ERCM) Technical Assistance Center focuses on the issue of school crises/and or emergencies and their impact on the local school community. More specifically, the publication stresses that "In recent years, schools nationwide have experienced active shooter incidents. An 'active shooter' is a person who is actively discharging a firearm causing the immediate death or serious injury of one or more individuals. The duration of an active shooter situation may vary considerably from a short period of time, such as a few minutes, to a long period of time, such as several hours, The details of these incidents also tend to evolve and change as site-specific information about hostages, victims, weapons, bombs and other activities is obtained. This type of emergency requires that school officials and first responders react immediately to implement practices and procedures outlined in emergency management plans. They also must institute an Incident Command System (ICS) to establish control over the event and maintain a safe environment for staff and students until an evacuation can occur. "

  United States. Department of Education; Readiness and Emergency Management for Schools Technical Assistance Center (U.S.)

  2007