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SCHOOL PREPAREDNESS FOR TERRORISM NCEF's resource list of links, books, and journal articles on the protection of school facilities from terrorist attacks. 
Campus Violence Prevention and Response: Best Practices for Massachusetts Higher Education.
http://www.mass.edu/library/Reports/CampusViolencePreventionAndResponse.pdf (Massachusetts Dept. of Higher Education, Boston , Jun 2008)
Reports on current practice for violence prevention on Massachusetts higher education campuses. In four sections, the report defines the nature and scope of campus violence, reviews previous reports of study groups and task forces and discusses established best practices for enhancing campus safety and violence prevention, examines the current state of security and violence prevention at institutions of higher education throughout Massachusetts, and makes 27 recommendations for how Massachusetts schools can best improve their security and violence prevention efforts. The report also cites numerous safety deficiencies across the state system and urged the 29 public colleges to take immediate steps to rectify them. 127p.
The Ripple Effect of Virginia Tech.
http://www.mhec.org/policyresearch/052308mhecsafetyrpt_lr.pdf (Midwestern Higher Education Compact, Minneapolis, MN , May 2008)
Reports how higher education institutions have addressed campus as a result of safety audits conducted after recent shootings at Virginia Tech and other campuses. Survey methodology, a summary of safety audits, prevention, mitigation, recovery, notification systems, security monitoring and enhancement, recognizing and responding to student behavior, and budgetary impacts are addressed. 32p.
Emergency Response Information for School Facilities.
http://www.ncef.org/pubs/emergency_response.pdf (National Clearinghouse for Educational Facilities, Washington, DC , Apr 2008)
Discusses the information required for managing school buildings, grounds, occupants, and rescue and recovery personnel during and after a crisis: neighborhood maps; aerial and ground photos; campus plans; command post and staging area locations; alternative evacuation routes and sites; school floor plans; fire alarm, sprinkler, utility, and television shutoff procedures; first aid supply locations; contact information for emergency responders, staff, and outside assistance; and the provision of building keys. 3p.
Mitigating Hazards in School Facilities.
http://www.ncef.org/pubs/mitigating_hazards.pdf (National Clearinghouse for Educational Facilities, Washington, DC , 2008)
This NCEF publication describes a process for assessing the safety and security of school buildings and grounds, making a hazard mitigation plan, and implementing the plan. Steps include: select an assessment tool; assemble an assessment team; look at the record; perform the assessment; write up the results; create a standing committee on hazard mitigation; prepare a hazard mitigation plan; understand risk; weigh passive vs. active safety; select security technology with care; improve school climate; calculate costs, locate funding; seek input; coordinate hazard mitigation with crisis planning; start small, think big; justify thoroughly; meet regularly, advocate continually; and benefit mutually.
4p.
NCEF School Safety Assessment Guides.
http://www.ncef.org/pubs/pubs_html.cfm?abstract=mitigating2 (National Clearinghouse for Educational Facilities, Washington, DC , 2008)
The 25 guides found on the lower portion of this web page assist in the school safety assessment process. Each downloadable guide addresses a specific area or space within the school, presenting a series of "yes-no" questions that assess the safety and security of physical features typical for that area. 67p.
School Emergency Management Planning: Hazard Vulnerability Assessments.
https://www.llis.dhs.gov/docdetails/details.do?contentID=26988 (U.S. Dept. of Homeland Security , Oct 05, 2007)
Advocates hazard vulnerability assessments (HVAs) as essential elements of school emergency management planning. Schools can utilize HVA's to identify potential hazards and to prioritize prevention and mitigation efforts in cases of emergency. HVAs are typically conducted by risk assessment teams that include school personnel and representatives from the local emergency management community. A list of 22 resources is included. 7p.
Fact Sheet: Creating a Culture of Preparedness Among Schools.
http://www.dhs.gov/xnews/releases/pr_1193754645157.shtm (U.S. Department of Homeland Security, Washington, D.C. , Oct 2007)
DHS offers a wide-range of emergency preparedness resources to help schools create safe and secure environments for their students including several planning and training resources to help local schools prepare comprehensive all-hazard emergency preparedness plans. 2p.
Crime, Violence, Discipline, and Safety in U.S. Public Schools.
http://nces.ed.gov/pubs2007/2007361.pdf (U.S. Dept. of Education, National Center for Education Statistics , Sep 2007)
Uses data from the 2005 06 School Survey on Crime and Safety (SSOCS) to examine a range of issues dealing with school crime and safety, such as the frequency of school crime and violence, disciplinary actions, and school practices related to the prevention and reduction of crime and safety. Percentages of schools that drill students on emergency plans for natural disasters, hostage situations, bomb threats, and hazardous materials threats are included. 75p.
Report NO: NCES 2007-361
School Safety: Installing a Secondary Lock Box.
https://www.llis.dhs.gov/docdetails/details.do?contentID=26032 (U.S. Dept. of Homeland Security, Washington, DC , Jul 20, 2007)
Explains why schools should install a secondary lock box on the outside of the building to ensure that emergency personnel can safely access at least one of the lock boxes during an active shooter incident. 1p.
Report to the President: On Issues Raised by the Virginia Tech Tragedy.
http://www.hhs.gov/vtreport.pdf (U.S. Dept. of Health and Human Services, U.S. Dept. of Education, U.S. Dept. of Justice; Washington, DC , Jun 13, 2007)
Summarizes findings from meetings between federal delegations and state officials in the aftermath of the April 16, 2007 shooting at Virginia Polytechnic Institute and State University (Virginia Tech). The findings include: 1) Obstacles exist to critical information sharing between education officials, healthcare providers, law enforcement personnel, and others. 2) State laws and practices do not uniformly ensure that information on persons restricted from possessing firearms is appropriately captured and available to the National Instant Criminal Background Check System (NICS). 3) Parents, students, and teachers must learn to recognize warning signs and encourage those who need help to seek it. 4) Meeting the challenge of adequate and appropriate community integration of people with mental illness requires effective coordination of community service providers. Though state and local leaders pointed out that these issues reside primarily with states and localities, this report also identifies steps the three federal agencies can take to ensure federal law and activities support, rather than impede, state and local efforts to deal with the complex issues raised by the Virginia Tech tragedy. 22p.
Emergency Management: Most School Districts Have Developed Emergency Management Plans, but Would Benefit from Additional Federal Guidance.
http://www.gao.gov/new.items/d07609.pdf (United States Government Accountability Office, Washington, DC , Jun 2007)
Assesses the roles of federal and state governments and school districts in establishing requirements and providing resources for emergency management planning, what school districts have done to plan and prepare for emergencies, and the challenges school districts have experienced in planning for emergencies. Surveys, interviews, and document reviews were conducted at the federal, state, and district level. Most states and school districts reported having requirements for emergency planning, and federal and state governments and school districts provide financial and other resources. Thirty-two states reported having laws or other policies requiring school districts to have emergency management plans. Most school districts have developed emergency management plans, but many plans do not include federally recommended practices. The GAO estimates that over one-quarter of school districts have never trained with any first responders and over two-thirds of school districts do not regularly train with community partners on how to implement their school district emergency management plans. 74p.
Report NO: GAO-07-609
Emergency Management: Status of School Districts' Planning and Preparedness.
http://www.gao.gov/new.items/d07821t.pdf (U.S. General Accountability Office, Washington, DC , May 17, 2007)
Reports on the current state of emergency preparedness in U.S. school districts, illustrating percentages of districts that have plans for intruders, bomb threats, natural disasters, terrorism, radiation, anthrax, and pandemic influenza. Some plans and school districts have taken steps to plan for a range of emergencies, as most have developed multi-hazard emergency management plans. However some plans and activities do not address federally recommended practices. In an estimated 62 percent of districts, officials cited a lack of equipment and expertise as impediments to emergency planning. Absence of door locks necessary for implementing a lockdown and a lack of two-way radios are two examples of facility and equipment deficiencies. Also noted was a shortage of expertise in both planning for and managing emergencies, as well as an inability to incorporate special needs students in emergency management planning. An estimated 39 percent of districts with emergency plans experience challenges in communicating and coordinating with local first responders, lacking partnerships with all or specific first responders, limited time or funding to collaborate with first responders on plans for emergencies, or a lack of interoperability between the equipment used by the school district and equipment used by first responders. 25p.
Report NO: GAO-07-821T
Educational Facilities Disaster and Crisis Management Guidebook. [Florida]
http://www.ncef.org/pubs/edfacilities-disaster-management-guidebook-2007.pdf (Florida Department of Education, Tallahassee , Jan 02, 2007)
Provides direction for disaster preparedness planning and management in a variety of disasters affecting school districts and community colleges. The book is intended for facility managers, and is organized around four phases of emergency management: preparedness, response, recovery, and mitigation. The dual issues of schools as emergency shelters and their prompt return to an educational function are covered. 38 references are included, as is an appendix advising on sheltering, mental health, debris removal, family preparedness, and other related topics. (This very large document may take several minutes to download. Or, you can right click on the link and save it to your computer.) 232p.
Department of Defense Minimum Antiterrorism Standards for Buildings.
http://www.protectiveglazing.com/resources/UFC4-010-0122%20Jan%202007.pdf (U.S. Department of Defense, Washington, D.C. , 2007)
This document seeks effective ways to minimize the likelihood of mass casualties from terrorist attacks against Department of Defense personnel in the buildings in which they work and live. However, the document has been approved for public release and distribution is unlimited. The standards provide appropriate, implementable, and enforceable measures to establish a level of protection against terrorist attacks, and can be achieved through prudent master planning, real estate acquisition, and design and construction practices. Design strategies include: 1) maximize standoff distance; 2) prevent building collapse; 3) minimize hazardous flying debris; and 4) limit airborne contamination. 49p.
Emergency Preparedness Planning Guide for Utah Schools.
http://www.schools.utah.gov/finance/facilities/safety/documents (Utah State Office of Education, Salt Lake City , 2007)
Assists Utah schools in compliance with state regulations mandating emergency preparedness plans for schools. The guide outlines responsibilities for school officials and staff; criteria, components, and organization of an emergency preparedness plan; hazard analysis; communications and evacuation plans; and specific advice for itemized threats. Appendices include the text of the state rule, additional advice for specific age groups, sample forms, and a list of recommended first aid equipment and supplies. 93p.
Pennsylvania Office of Attorney General School Safety Project.
(Pennsylvania Office of the Attorney General, Harrisburg , 2007)
This CD instructs school districts on how to create an interactive and secure website with critical information about each school in the district that only can be accessed by first responders in the case of an emergency. Information to be placed on the website includes detailed floor plans of each school, interior and exterior photographs, a complete contact list of all teachers and administrators, and a crises management response plan for the district.
TO ORDER:
education@attorneygeneral.gov.
Practical Information on Crisis Planning: A Guide for Schools and Communities.
http://www.ed.gov/admins/lead/safety/emergencyplan/crisisplanning.pdf (U.S. Department of Education, Office of Safe and Drug-Free Schools, Washington, D.C. , Jan 2007)
School districts may be touched either directly or indirectly by a crisis of some kind at any time, including natural disasters, school shootings, or acts of terrorism.
This guide is intended to give schools, districts, and communities the critical concepts and components of good crisis planning, stimulate thinking about the crisis preparedness process, and provide examples of promising practices. Sections include: 1) Mitigation/Prevention; 2) Preparedness; 3) Response; 4) Recovery; and 5) Resources. Each section contains an action checklist and action steps. 146p.
TO ORDER:
ED Pubs, Education Publications Center, U.S. Department of Education, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827. http://www.edpubs.org/webstore/Content/search.asp
Safe School Facilities Checklist
http://www.edfacilities.org/checklist/checklist.cfm (National Clearinghouse for Educational Facilities, Washington, D.C. , 2007)
A checklist that combines the nation's best school facility assessment measures into one online source for assessing the safety and security of school buildings and grounds. It includes over 400 measures covering school surroundings, school grounds, buildings and facilities, communications systems, building access control and surveillance, utility systems, mechanical systems, and emergency power. The checklist is updated frequently and may be used for planning and designing new facilities or assessing existing ones.
The Presidential Role in Disaster Planning and Response: Lessons from the Front.
http://www.scup.org/pubs/monograph/SCUP-Heery-LessonsFromTheFront.pdf (Society for College and University Planning, Ann Arbor, MI , 2007)
Details eight "lessons learned," as synthesized from the advice of ten higher education presidents who led their respective institutions through a natural or man-made disaster. The lessons focus on leadership, communication, recovery, minimizing enrollment loss, and dealing with "matters of the heart." 10p.
With the Public's Knowledge, We Can Make Sheltering in Place Possible.
http://www.nyam.org/library/docs/sipreport.pdf (New York Academy of Medicine, New York, NY , 2007)
Identifies serious and unanticipated problems that currently make it neither feasible nor safe for many people to shelter in place in case of an emergency. The report is based on two years' work gathering the insights and experiences of nearly 2,000 people who live and work in four communities around the country. Among the many gaps uncovered was the fact that while schools have been preparing for emergencies that affect the school directly, children are also at risk if their parents and other guardians need to shelter in place because of an emergency and no other adult is available to pick the children up or be at home with them after school. 62p.
Hazard Identification And Risk Assessment For Schools.
http://www.state.me.us/tools/whatsnew/attach.php?id=23685&an=3 (State of Maine, Augusta , Nov 2006)
Offers a workbook to identify and assess hazards to school property and occupants in order to develop a more thorough emergency response plan. 22p.
Arizona School Site Emergency Response Plan Template.
http://www.ade.az.gov/sa/health/schoolsafety/safetyplans/ (Arizona Dept. of Education, Arizona Division of Emergency Management, Phoenix , Sep 2006)
Provides school districts with comprehensive guidelines to follow in case of any of nineteen types of emergencies. Checklists, communication instructions, staff responsibilities, job descriptions, and a wide variety of forms for inventory, release, skills assessment, and site review are included. 79p.
Campus Public Safety Preparedness for Catastrophic Events: Lessons Learned from Hurricanes and Explosives.
http://www.iaclea.org/visitors/PDFs/LessonsLearnedReportFinal.pdf (International Association of Campus Law Enforcement Administrators, West Hartford, CT , 2006)
Presents the demographic information, chronology of priorities, emergency plans, command and coordination, equipment and logistics, communications, staff and critical incident stress management, recall and staffing, lessons learned, and unmet needs of fifteen higher education institutions affected by Hurricanes Katrina or Rita, or by bomb incidents. 148p.
Is Child Care Ready?: A Disaster-Planning Guide for Child Care Resource & Referral Agencies.
http://www.naccrra.org/disaster/docs/Disaster_Guide_MECH.pdf (National Association of Child Care Resource & Referral Agencies, Arlington, VA, 2006)
This guide is a practical toolkit to help child care programs–-both in child care centers and providers’ homes–-keep children safe and their businesses open during and after natural disasters, terrorist attacks, chemical emergencies, and other catastrophes. It discusses preparing for disasters and restoring child care after a disaster.
114p.
Working with Students with Disabilities in a Disaster.
http://www.lacoe.edu/includes/templates/document_frame.cfm?toURL=documents&id=5325 Daylin, Chris; Vincent, Ray; Ybarra, William (Los Angeles County Office of Education, California , 2006)
Advises on the accommodation of the disabled during a disaster, covering levels and types of disabilities, special equipment and supplies to have on hand for the disabled, and procedures for working with individuals impaired in hearing, vision, learning, and mobility, as well as their service animals. Advice on evacuation planning, psychological symptoms, stress factors, and communication is included. 45p.
School Safety: Lessons Learned.
http://www.dps.state.mn.us/OJP/publications/schoolbrochure.pdf Heffelfinger, Thomas; Cooney, Jeanne (United States Attorney's Office, District of Minnesota, Minneapolis , 2006)
Advises on school safety and security, covering threat assessment, school climate, violence prevention programs, building safety assessment, crisis response plans, law enforcement response, security technology, communication during an emergency, trends in student violence, and lessons learned from incidents at schools in Minnesota 54p.
Secure/Safe [Whole Building Design Guide]
http://www.wbdg.org/design/secure_safe.php WBDG Safe Committee (National Institute of Building Sciences, Washington, D.C. , Jul 2005)
Designing buildings for security and safety requires a proactive approach that anticipates—and then protects—the building occupants, resources, structure, and continuity of operations from multiple hazards. This section of the Whole Building Design Guide discusses four fundamental principles of multi-hazard building design: Plan for Fire Protection; Ensure Occupant Safety and Health; Resist Natural Hazards; and Provide Security for Building Occupants and Assets.
Safe Schools Guide: Selected Strategies and Resources.
http://www.sde.state.ok.us/Schools/SafeHealthy/pdf (Oklahoma State Dept. of Education, Oklahoma City , Jun 2005)
Advises on preventive strategies for school security. Facilities issues covered include assessment of buildings and grounds, safe storage and handling of hazardous materials, disaster management. Numerous checklists, forms, and additional resources are provided. 88p.
School Nurse Role in Bioterrorism Emergency Preparedness and Response. Position Statement. Revised.
http://www.nasn.org/Portals/0/positions/2005psbioterrorism.pdf (National Association of School Nurses. , Jun 2005)
It is the position of the National Association of School Nurses that school nurses should be designated and recognized as first responders to mass casualty emergencies, including those resulting from bioterrorist events. School nurses should be trained in protection, detection, and treatment of victims of such events and in the command and control management techniques of the logistics of such a situation. The strategic position of well-prepared nurses within the school environment has significant potential for minimizing the effects of a bioterrorist attack in school settings and, subsequently, in the community at large 3p.
Macon State College Emergency Response Plan.
http://appa.org/files/PDFs/emergency%20Macon%20State.pdf (Macon State College, Macon, GA , May 25, 2005)
Lists this college's emergency procedures for explosions, aircraft crashes, fires, earthquakes, storms, snow, ice, floods, hazardous materials spills, bomb threats, violence or criminal behavior, and civil disturbances. Evacuation procedures and a bomb threat reporting form are included. 15p.
The Role of Schools in Bioterrorism Preparedness.
http://education.umkc.edu/Safe-School/documents/monobio1.pdf (University of Missouri, Missouri Center for Safe Schools, Kansas City , Apr 04, 2005)
Outlines possible roles of schools in bioterrorism incidents, including linking the community to local public health agencies, emergency responders, and emergency plans; education students and parents about bioterrorism; providing facilities if needed during an emergency; and early detection of disease within the school population. 4p.
Sinclair Community College.
http://appa.org/files/PDFs/emergency%20Sinclair%20CC.pdf (Sinclair Community College, Dayton, OH , 2005)
Lists this college's emergency procedures for bomb threats, civil disturbances, earthquakes, evacuations, fire, explosions, hazardous material spills, human bodily fluid spills, lockdowns, medical emergencies, power outages, suspicious packages and envelopes, an severe weather. Locations of emergency telephones are included. 30p.
The Role of Schools in Homeland Security.
http://www.schoolsafety.us/The-Role-of-Schools-in-Homeland-Security-p-11.html (National School Safety Center, Westlake Village, CA , 2005)
Presents 19 steps that a school should take to prepare for a terrorist attack, organized as items that one can do to establish a safe campus and preparing a response plan should an emergency occur. 5p.
Y.I.K.E.S. Your Inventory for Keeping Everyone Safe: Planning Guide for Emergency Response Planning in Child Care Planning Guide.
http://www.maine.gov/dhhs/occhs/yikesplanning.pdf (Maine Dept. of Health and Human Services, Office of Child Care and Head Start, Augusta , Jan 2005)
Serves as a tool for emergency response planning in child care programs. This guide provides basic emergency preparedness and planning information that can be customized to fit the size and needs of differing programs. It covers specific disasters such as earthquake, flood, severe weather, bomb threat, contamination, power failure, fire, hazardous materials, abduction, transportation incident, medical emergency, and building collapse. A sample emergency relocation shelter agreement and a sample emergency transportation permission agreement are appended. 28p.
Innocent Targets: When Terrorism Comes to School.
Dorn, Michael; Dorn, Chris (Safe Havens International, Macon, GA , 2005)
Examines the history of terrorism attacks at schools from a 1970 incident in Israel to the present. Chapters advise on the tendencies of terrorists, public reaction to terrorism, school buses and terrorism, planning for possible incidents, and hiring of security consultants. The probabilities, possible actions, and the emotional and political impacts of terrorism at school are discussed. The authors attempt to dispel myths and show how alarmists and reckless disinformation further the goals of the terrorists. Includes 28 references. 153p.
ISBN-0-941240-1-X TO ORDER: Safe Havens International, PMB #201, 5540 Thomaston Road, Suite F, Macon, Georgia 31220. http://www.safehavensinternational.org/shop
Bioterrorism: A Guide for Facility Managers.
Gustin, Joseph (Lilburn, GA, The Fairmont Press , 2005)
Protecting a building and its occupants from chemical, biological, and radiological (CBR) attacks that are designed to disrupt and/or destroy operations is becoming an increasingly important priority for facility managers. This book addresses CBR attacks, as well as other forms of terrorism concerns, such as mailroom security and bomb threats, along with the necessary steps for prevention, how to assess vulnerability, how to improve emergency preparedness, and how to assure optimum response and recovery in the event of an attack. Examples of "lessons learned" and mistakes to avoid are also included.
269p.
ISBN-0-88173-468-3 TO ORDER: Fairmont Press, Inc., 700 Indian Trail, Lilburn, GA, 30047; Tel: 770-925-9388 http://www.fairmontpress.com
National Summit on Campus Public Safety. Strategies for Colleges and Universities in a Homeland Security Environment.
http://www.cops.usdoj.gov/files/ric/Publications/NationalSummitonCampusPublicSafety.pdf (U.S. Department of Justice, Office of Community Oriented Policing Services [COPS], Sep 24, 2004)
This report is the result of a COPS-sponsored project led by the Mid-Atlantic Regional Community Policing Institute to take an in-depth look at current activities and future needs in the field of campus safety. By identifying notable successes in campus safety and security and how they may be replicated, campus police agencies, local law enforcement, and national organizations can plan courses of action, short-term and long-term, for advancing safety and security on the nation's college and university campuses.
84p.
Preparedness in America's Schools: A Comprehensive Look at Terrorism Preparedness in America's Twenty Largest School Districts.
http://www.workplaceviolence911.com/docs/20040916.pdf (The America Prepared Campaign, Inc., New York, NY , Sep 2004)
Reports on the crisis preparedness of America's twenty largest school systems. The systems were evaluated by steps outlined in the U. S. Department of Education's publication "Practical Information on Crisis Planning: A Guide for Schools and Communities" (http://www.ed.gov/admins/lead/safety/emergencyplan/crisisplanning.pdf). The steps were divided into categories of planning, drilling, and communicating. A team of six conducted interviews of administrators, principals, emergency management officials, community members, journalists, and parents from the twenty systems to evaluate their preparedness in each category. From these interviews the school systems were rated as follows: Best-three systems, Good-seven systems, Needs Improvement-seven systems, and Failing-two systems. The criteria that each system had to meet and the findings for each system are detailed. (Includes 157 references) 71p.
Pre-Incident Site Planning: Site Hazards.
https://www.llis.dhs.gov/docdetails/details.do?contentID=768 (U.S. Dept. of Homeland Security, Washington, DC , Apr 19, 2004)
Site hazard information must be easily accessible in the event of a school emergency. Storing information and resources, ranging from a master key to evacuation routes, in a locked box near the site provides critical site data to the first responder in the first few minutes on scene. 2p.
Multi-Hazard Emergency Planning for Schools [Online Study Course]
http://training.fema.gov/EMIWeb/IS/is362.asp (Department of Homeland Security's Federal Emergency Management Agency (FEMA, Washington, D.C. , Apr 2004)
This on-line, independent study course will help educators and first responders develop effective emergency operations plans for the wide array of potential emergencies that schools face. The course describes emergency management operations, roles and duties; explains how to assess potential hazards that schools may face; and explains how to develop and test an Emergency Operations Plan that addresses all potential hazards.
School Safety in the 21st Century: Adapting to New Security Challenges Post-9/11.
http://www.cefpi.org/pdf/SchoolSafety.pdf (National Strategy Forum, Chicago, IL , Mar 2004)
Presents the results of a conference intended to expand the school emergency preparedness to include an "all-hazard" approach. This is necessary so that catastrophic terrorism incidents (CTI's) can be accommodated. Difficulties peculiar to a CTI may be that the school might be required to feed and shelter students for an extended period of time without full access to emergency resources. Suggestions for emergency plans, crisis team formation, safety assessments, and additional resources are offered. 38p.
A Biosecurity Checklist for School Foodservice Programs: Developing A Biosecurity Management Plan.
http://healthymeals.nal.usda.gov/hsmrs/biosecurity.pdf (U.S. Department of Agriculture, Food and Nutrition Services, Washington , 2004)
Offers information on developing a plan and checklists for storage areas, hazardous chemicals, foodservice equipment, foodservice and food preparation areas, areas outside the school building, water and ice supply, and handling mail. 49p.
Homeland Security for Schools: Threat Status Alert Worksheet.
http://www.schoolsafety.us/pubfiles/color_coded_alert_system_for_schools.pdf (National School Safety Center, Westlake Village, CA , 2004)
This worksheet includes suggested actions for schools based on general recommendations from the Homeland Security Department according to the color-coded Homeland Security Advisory System Designation. 6p.
Safe Spaces: Designing for Security and Civic Values.
http://asla.org/abstracts/index.html (American Society of Landscape Architects, Washington, DC , 2004)
Presents abstracts of papers from a 2004 conference that offer practical information and case studies demonstrating risk assessment, planning, construction methods and materials, and policy tools for determining appropriate landscape architectural responses to security. Much of the publication is devoted to reinforcing security in public spaces, such as federal buildings and parks, and includes an overview of FEMA's newly published Risk Management Series, which provides building design guidance for mitigating potential terrorist attacks. 66p.
Safeguarding Schools Against Terror.
http://www.schoolsafety.us/pubfiles (National School Safety Center, Westlake Village, CA , 2004)
This learning module is designed to help school administrators and their law enforcement partners to preserve and enhance the educational mission in times of turmoil and prepare to effectively respond to a crisis. The module includes sections on understanding terrorism; the school violence connection; finding the appropriate response; the case for self-reliance; strategies for preparation and response; and web resources and tools. 15p.
Terrorism and School Safety: School Safety Issues Related to the Terrorist Attacks on the United States.
http://www.schoolsecurity.org/terrorist_response.html (National School Safety and Security Services, Cleveland, OH., 2004)
These school security and crisis planning strategies for preventing and responding to terrorism include information on heightened school security procedures during terrorist threats; general recommendations related to terrorism and school safety; anthrax, mail procedures, and other chemical and biological crises; 9/11 anniversary issues, and additional information sources. This information is provided by a consulting firm.
Vermont School Crisis Guide.
http://education.vermont.gov/new/pdfdoc/resources/model_crisis_guide_04.pdf (Vermont Dept. of Education, Montpelier , 2004)
Presents general information on school crisis management that individual schools or districts can tailor to fit local needs and capabilities. The Guide is a framework to implement local school policy and administrative procedures, which are based on a comprehensive school emergency operations plan and policies. Sections of the guide cover the crisis planing team, various committees, accidents, terrorism and criminal acts, natural disasters, and additional policies and procedures. 66p.
Designing For Homeland Security
http://web.archive.org/web/20060212225217/ Atlas, Randall (Atlas Safety & Security Design, Inc., Miami, FL, 2004)
This paper addresses how to reduce the threats and vulnerabilities in the built environment by changing how to design and use space. Design professionals can use three basic strategies for security design, also known as CPTED. They are natural access control, natural surveillance, and territorial reinforcement. Each of the strategies can be implemented through three methods: mechanical, natural, and organized.
Primer to Design Safe School Projects in Case of Terrorist Attacks.
http://www.fema.gov/plan/prevent/rms/rmsp428 (Federal Emergency Management Agency, Washington, D.C. , Dec 2003)
This primer provides guidance to protect students, faculty, staff, and their school buildings from terrorist attacks. It also provides guidance to the building science community of architects and engineers working for local institutions on school projects. This document is intended for use by schools who feel that they are at risk to terrorist attacks. It provides necessary guidance to
those who desire to increase the performance of their school and related infrastructure. Not all schools are at risk of terrorist attacks. The decision-makers in each school district should use current and available threat information from the proper sources to make this determination. The use of experts to apply the
methodologies contained in this document is encouraged.
This primer references several sources for additional information, including publications completed by other government agencies. Chapters include: 1) Asset Value, Threat/Hazard, Vulnerability, and Risk; 2) Site and Layout Design Guidance; 3) Building Design Guidance and Safety Plans; 4) Explosive Blast; 5) Chemical, Biological, and Radiological Measures; and 6) Safe Rooms Within Schools. 306p.
Report NO: FEMA 428TO ORDER: FEMA Publication Warehouse, Tel: 1-800-480-2520.
Statewide Policy for Strengthening Domestic Security in Florida's Public Schools
http://www.fldoe.org/besss/em_plan/pdf/terrorism_policy.pdf (Florida Department of Education, Sep 10, 2003)
This provides policy guidance to Florida school districts in terms of terrorism protection procedures and training focused on deterrance, and explores infrastructure enhancements and policy guidance for infrastructure. A list of policy requirements is provided for access control, emergency equipment, training, communication and notification procedures, coordination with partners, and vulnerability assessment. A list of resources and a glossary is included. 6p.
What Did We Learn From 9/11?
http://nyscenterforschoolsafety.org/brief3.pdf (New York State Center for School Safety, New Paltz , Sep 2003)
Presents a summary of information gleaned from schools by the New York City Board of Education, after the September 11, 2001, attack on the World Trade Center. These are: 1) In a catastrophic event, all staff members may not follow your emergency plan. 2) School districts must develop a communication system that is not dependent on any one means of communication. 3) Emergency plans must include procedures to deal with human responses to extraordinary situations. 4) Identify teachers, school nurses and staff members willing to stay with students until they are picked-up. 5) School personnel must be briefed prior to the opening of schools following a disaster. 6) Expect and prepare for a decline in academic performance, following a major crisis. 7) The most important factor that contributed to the safety of students in New York City on September 11, 2001 was the ability of principals to think on their feet. 2p.
Schools and Terrorism. A Supplement to the National Advisory Committee on Children and Terrorism Recommendations to the Secretary.
http://www.bt.cdc.gov/children/PDF/working/school.pdf (Centers for Disease Control, National Advisory Committee on Children and Terrorism, Atlanta , Aug 12, 2003)
This document is a recommendation to the Secretary of Education concerning the effects, both directly and indirectly, on schools in the case of a terrorist attack. It contains key points on the need for preparedness and mitigation. 24p.
Building a Disaster-Resistant University.
http://www.fema.gov/library/viewRecord.do?id=1565 (Federal Emergency Management Agency, Washington, DC , Aug 2003)
This guide is intended to support efforts by universities to reduce and manage their vulnerability to hazards. It includes a description of a disaster-resistant university; how to perform a risk assessment; developing interest and support; developing a loss reduction plan; maintaining interest; and additional information. This is both a how-to guide and a distillation of the experiences of six universities and colleges that have been working to become more disaster-resistant 55p.
Campus Public Safety: Weapons of Mass Destruction Terrorism Protective Measures.
http://www.ed.gov/admins/lead/safety/emergencyplan/campussafe.html (U.S. Department of Education; U.S. Department of Homeland Security, Office for Domestic Preparedness, Washington, D.C. , Apr 2003)
The Office for Domestic Preparedness, U.S. Department of Homeland Security, has compiled suggestions for the 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. 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 on this webpage 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.
New York State Homeland Security System for Schools
http://www.emsc.nysed.gov/deputy/Documents/alerts/homelandsecurityguidance.PDF (University of the State of New York, State Education Department, and New York State Police, Apr 2003)
The purpose of this guidance document is to provide a uniform system for notifying school districts of possible threats and appropriate response actions. It is meant to provide guidelines for school officials to make informed decisions in consultation with local law enforcement and emergency personel in the context of district and building School Safety Plans. Includes a color coded risk level system and recommended actions for schools flowchart; definitions; school safety plan review; response actions; school safety audit checklist; resources; bomb threat response instruction card; and legal citations. 29p.
The Delivery: A Case Study in Bioterrorism Preparedness.
http://www.eric.ed.gov/contentdelivery Cosh, Judith; Davis, Kim; Fullwood, Angela; Lippek, Maryann; Middleton, Jill Mar 2003
This paper describes a bioterrorism incident at a Connecticut elementary school. Flowers sent to a teacher were permeated with anthrax spores that infected the teacher, 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 describing 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 teaches, 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.
ERIC NO: ED478008;
Structural Design for External Terrorist Bomb Attacks.
http://www.structuremag.org/OldArchives/2003/march Schmidt, Jon A. (Structure Magazine, Reedsburg, WI , Mar 2003)
This article summarizes the methods available to define an external terrorist bomb threat and estimate structural design loads and element responses using simple dynamic system models and principles. By maximizing standoff distances and hardening key elements, designers can give building occupants a reasonable chance of escaping death and serious injury during an event. 5p.
Terrorism Supplement to the Indiana Department of Education's Checklist for a Safe and Secure School Environment. [Indiana]
http://www.doe.state.in.us/isssa/pdf/cklstterrorism.pdf (Indiana Department of Education, Feb 2003)
This checklist covers three types of terrorist activities: radiological, biological, and chemical. The supplement is divided into two sections: first, an overview of terrorism and the types of attacks that might result from terrorist activity; second, some suggestions to help schools prepare for terrorism. This checklist is designed to be brief, to-the-point, user-friendly, and practical. 20p.
Centers for Disease Control and Prevention and the U.S. Department of Education Collaborate to Help Schools Prepare for Possible Terrorism. [Webcast and Videotape]
http://www.phppo.cdc.gov/PHTN/schools/ (The U.S. Department of Education, U.S. Department of Health and Human Services/Centers for Disease Control and Prevention, Federal Emergency Management Agency, and Federal Bureau of Investigation., 2003)
The purpose of this program is to provide state and local education, health, emergency management, law enforcement and homeland security agencies with information on biological, chemical, and radiological threats; answer questions about school preparedness and response; and describe roles of partnering agencies in the case of a terrorist threat. This program was initially aired as a satellite broadcast and live webcast. Includes course materials, frequently asked questions, and a resource list.
Homeland Security Advisory System Recommendations for Schools
http://www.redcross.org/services/disaster/beprepared/hsas/schools.pdf (American Red Cross, Washington, D.C. , 2003)
This explains recommended actions schools should take at the various levels of risk of attack, from green (low), blue (guarded), yellow (elevated), orange (high), through red (severe). 1p.
Homeland Security: The Role of Schools in a Post 9/11 Environment.
http://www.nssc1.org/homeland_security.htm (National School Safety Center, West Lake Village, CA, 2003)
Many of the strategies that would be used in a natural disaster, such as an earthquake or tornado, have significant application for managing the effects of a terrorist attack involving explosions or chemical, biological, or radiological warfare. While dealing with a human-caused terrorist attack is more unsettling for many than dealing with a natural disaster, the key for both is to be prepared. This discusses: Is Your School Prepared?; Reasonable Expectations; A School Safety Focus; Planning for Safe Schools and Crisis Response; and Preparing for National Emergencies.
Proactive Guide for the Threat of Terrorism in Schools.
http://www.cscs.txstate.edu/txssc/downloads/TxSSC/ (Texas School Safety Center, Southwest Texas State University, San Marcos, TX., 2003)
Although American schools have not been targeted for terrorist activity, circumstances do warrant that schools adopt a heightened state of awareness. This guide addresses the potential for terrorist activity within the context of September 11, 2001, and the new reality America faces. A significant portion of the information in this guide was compiled from federal, state, and local agencies that share responsibility for keeping the public safe and informed. It contains a prevention/awareness checklist that makes recommendations with steps and participants to consider, and completion dates. With regard to biological terrorism, the guide discusses how to recognize suspicious packages and what to do if a bio-threat is received by phone. It also contains questions and answers about anthrax, botulism, and smallpox. Chemical terrorism, and bombs and explosives are discussed. Disaster planning differs from most other types of planning because the utter chaos that commonly accompanies such situations needs to be considered; recommended steps are presented with that caveat in mind. Terrorism and emergency preparedness resources are listed at the end of the guide. The information is current and will be updated on a timely basis. (Contains 10 resource web sites.) 37p.
TO ORDER:
Texas School Safety Center, Southwest Texas State University, 601 University Drive, San Marcos, Texas 78666. Tel: 512-245-3696
2002 School Resource Officer Survey. Final Report on the 2nd Annual National Survey of School-Based Police Officers.
http://www.schoolsecurity.org/resources/nasro_survey_2002.html (National Association of School Resource Officers, Anthony, FL, Sep 25, 2002)
Findings from a survey conducted by the National Association of School Resource Officers show the vulnerability of schools. An overwhelming majority of school-based police officers feel that their schools are vulnerable to a terrorist attack, and that the schools are not adequately prepared to respond. Officers reported significant gaps in their school's security, and that school crisis plans are both inadequate and untested. School-based officers report receiving limited training and minimal support from outside agencies in preparing for a terrorist attack upon schools. This report includes detailed findings and graphic illustrations. 47p.
Guidance for Protecting Building Environments from Airborne Chemical, Biological, or Radiological Attacks.
http://www.cdc.gov/niosh/docs/2002-139/ (National Institute for Occupational Safety and Health, Washington, DC, May 2002)
In January 2002, the Office of Homeland Security (OHS) formed
the Interagency Workgroup on Building Air Protection which includes
representatives from agencies across the Federal government. One of
the first tasks of the Workgroup was to produce guidance to building
owners and managers that would contain a set of recommendations they
could implement now to better protect the indoor environments of their
buildings from terrorist threats. The National Institute of
Occupational Safety and Health (NIOSH), in close collaboration with
Workgroup members, took on the task of drafting this document. Preparatory recommendations cover knowing your building, and specific recommendations include things not to do; physical security; ventilation and filtration; maintenance, administration and training. 40p
Report NO: NIOSH 2002-139
International Meeting on Helping Schools Prepare for and Respond to Terrorist Attacks.
http://www.oecd.org/pdf/M00030000/M00030470.pdf (Organisation for Economic Cooperation and Development, Paris, France., Feb 13, 2002)
Proceedings of an international meeting focusing on helping schools plan and respond to terrorist attacks. The meeting took place on February 13 and 14, 2002, in Washington, D.C., and was hosted by the U.S. Department of Education, the Organisation for Economic Cooperation and Development, and the U.S. State Department. The purpose of the meeting was to gain a better understanding of how other countries have dealt with the issue of possible attacks on schools and students; to look at the impact of such events; to explore lessons learned; to identify what works and what doesn't; and to develop an informal sharing group of international educators and others who work with security and crisis management issues. 14p.
Introduction to NBC Terrorism. An Awareness Primer and Preparedness Guide for Emergency Responders.
http://www.disasters.org/dera/library/Heyer%20WMD.pdf Heyer, Robert J. (The Disaster Preparedness and Emergency Response Association, Longmont, CO., Oct 15, 2001)
This primer in intended to provide an awareness-level introduction to the subject of nuclear, chemical, and biological weapons (NBC) for first responders and community officials who need to be ready to deal with any possible situation quickly, efficiently and professionally. This provides enough basic information for responders to safeguard themselves and those for whom they are responsible. This material is also suitable for use as talking points for public information officers and those training or educating volunteer organizations or the general public. 15p
School Terrorism Action Plan.
http://www.kycss.org/pdfs&docs/clearpdf/terrorism/kyterroristplan.doc (Kentucky Center for School Safety, Richmond , Oct 03, 2001)
Briefly presents options that a school might employ to protect its constituencies in case of chemical, biological, nuclear, or conventional attack. It outlines preemptive measures that could be taken to prepare for attacks and offers recommendations for future action. 4p.
Dealing with Bomb Threats at School.
http://education.umkc.edu/safe-school/documents/monobomb.pdf (University of Missouri, Missouri Center for Safe Schools, Kansas City , 2001)
Briefly reviews what the community should know about bomb threats, when to close or evacuate a school, alternatives to evacuation, and actions that discourage false bomb threats. Includes four references. 4p.
School-Centered Emergency Management and Recovery Guide.
http://www.kycss.org/clear/pdfs&docs/EMG/EMG.pdf (Kentucky Community Crisis Response Board, Frankfort , 2001)
Assists schools with creating, reviewing, or updating individually tailored emergency management plans. It is presented in three main sections: preparedness, response, and recovery, and offers a method for creating an emergency management plan to meet specific local needs. The guide can be customized with the name of the school and offers numerous checklists, handouts, and a glossary. 156p.
How to Cope With Terrorism & Violence in our Schools.
http://www.asse.org/foundation/research/docs/psmar.pdf Della-Giustina, Daniel E. (American Society of Safety Engineers Foundation, Des Plaines, IL., Mar 2000)
Researchers who completed a recent study on school emergency preparedness recommend that each school system develop customized guidelines that can be incorporated into a comprehensive plan that best serves its distinctive needs. They advise that school officials work with local authorities and submit current scale diagrams of their facilities to local first-responder authorities such as the police and fire departments; conduct school drills to prepare all for such a crisis. Additionally they suggest holding biannual assemblies to discuss conflict resolution and how to identify violent behavior and to improve school security by installing magnetic metal detectors and setting up other ways to keep a closed campus.
7p.
Indiana School Safety Plan.
http://web.archive.org/web/20051104003242 (Indiana Dept. of Education, Indinapolis , 2000)
Outlines the elements of a school safety plan and recommends additional resources. 2p.
Structural Design for Physical Security: State of the Practice.
(American Society of Civil Engineers, Reston, VA , 1999)
Provides guidance to structural engineers in the design of civil structures to resist the effects of terrorist bombings. Eight chapters outline the steps commonly followed in this practice. These are the determination of the threat, methods by which structural loadings are derived for the determined threat, the behavior and selection of structural systems, the design of structural components, the design of security doors, the design of utility openings, and the retrofitting of existing structures. This Report is the first transfer of this technology from the military to the civil sector. 210p.
ISBN-0-7844-0457-7 TO ORDER: American Society of Civil Engieers, 1801 Alexander Bell Drive, Reston, VA 20191-4400; Tel: 703-25-6300, Toll Free: 800-548-2723, Fax: 703-295-6222 (703) 295-6444 faxback https://www.asce.org/bookstore/book.cfm?book=3861
Designing Against Terror: Site Security Planning and Design Criteria
http://web.archive.org/web/20060509143545 Atlas, Randall (Atlas Safety & Security Design, Inc., Miami, FL. Published in Architectural Graphics Standards: 1999 Revision., 1999)
With the increasing threats to persons and property, from acts of terrorism, workplace violence, and street crime, the first and most important line of defense is securing the site perimeter and the careful placement of the building/s on the given site. This brief includes a statement of the problem; the assessment process; a discussion of security layering; GSA security standards on perimeter and exterior security, entry security, interior security, and security planning; application of security standards; and CPTED.
Protecting Buildings from Bomb Damage: Transfer of Blast-Effects Mitigation Technologies from Military to Civilian Applications.
(National Research Council, Committee on Feasibility of Applying Blast-Mitigating Technologies and Design Methodologies from Military Facilities to Civilian Buildings., 1995)
This book provides a brief overview of worldwide terrorist activity and reviews technologies and methods for designing blast resistant buildings. These techniques, primarily developed by the military, have applicability and relevance to the design of civilian structures. The volume recommends that a program of applied research and technology transfer be undertaken to hasten the availability and utility of these techniques to the civilian building community. 112p
ASIN: 0309053757 TO ORDER: National Academy of Sciences http://books.nap.edu/catalog/5021.html
Ready to Respond Emergency Preparedness Plan for Early Care and Education Centers.
http://www.brighthorizons.com/talktochildren/docs/emergency_plan.doc (Bright Horizons, Watertown, MA , Jan 1994)
Assists child care directors and staff in responding to emergency situations. Overall operational crisis/emergency roles and responsibilities are described, with the following situations covered: 1) evacuation procedures and process, 2) sheltering in place, 3) medical emergencies, 4) natural disasters, 5) utility disruption, 6) fire/smoke emergencies, 7) hazardous materials, 8) bomb threat, 9) suspicious articles, 10) potentially violent situations, 11) random acts of violence, 12) disgruntled/impaired parents, 13) hostage situations, and 14) a missing child. Attachments include an emergency numbers list, an emergency evacuation plan, emergency kit supplies list, guidelines for handling medical emergencies, procedures for conducting a fire drill, bomb threat report form, and organizational roles and responsibilities. 29p.
Staying Ahead: Building a Culture of Preparedness.Gingera, Donna; Masson, Aaron School Business Affairs; v74 n6 , p8,10-12 ; Jun 2008
Discusses school emergency preparedness plans, citing established national standards, the roles of leadership structures and senior management, risk assessment, mitigation strategies, and the components of the plan. Keeping the plan current, professional development for staff, and plan testing are emphasized.
Sounding the Alarm.Kneen, Jayson; Welch, Beth The Construction Specifier; v 61 n6 , p68-74 ; Jun 2008
Discusses the evolution of simple fire alarm systems to emergency mass notification systems that increasingly use wireless technology and are more impervious to destruction by the event. Components of mass notification systems are discussed, as are applicable codes, and effective communication to occupants with disabilities.
Get the Word Out-Fast and Accurate.Zalud, Bill Security Magazine; , p76-78 ; Jun 2008
Reviews wide-area emergency mass notification systems, addressing their components and function. Special considerations for campus systems are illustrated with an example of the system in place at The University of California, Los Angeles.
Best Practices Breakdown.http://www.campussafetymagazine.com/Articles/?ArticleID=177 Campus Safety; v16 n3, suppl. 1 , p10,12 ; May-Jun 2008
Lists ten best practices in campus emergency text messaging.
Can You Hear Me Now?http://www.campussafetymagazine.com/Articles/?ArticleID=180 Campus Safety; v16 n3, suppl. 1 , p2-4,6,7 ; May-Jun 2008
Advises on creating campus emergency notification systems with thorough coverage. Evaluation of systems already in place and what is needed, along with features that can be added to existing systems are discussed. Examples, benefits, and disadvantages of outdoor loudspeakers, signage, paging, and e-mail alert systems are described. Charts illustrate reasons for mass notification systems deployment, reasons for non-deployment, solutions currently in use, and those soon to be deployed.
Take It from the Experts When Crafting Your Text Message.http://www.campussafetymagazine.com/Articles/?ArticleID=178 Campus Safety; v16 n3, suppl. 1 , p14,15 ; May-Jun 2008
Outlines tips on crafting campus emergency messages, including repeating audible announcements; keeping messages short, clear, originating from an authority, and location specific; and having messages approved by communications officials.
Text Message Troubleshooting: Four Challenges Your Campus Should Address.http://www.campussafetymagazine.com/Articles/?ArticleID=179 Campus Safety; v16 n3, suppl. 1 , p8,9 ; May 2008
Discusses challenges with slow transmission, low enrollment, privacy and database security, and authority to issue alerts with emergency text messaging.
Your Mass Notification Cheat Sheet.http://www.campussafetymagazine.com/Articles/?ArticleID=175 Campus Safety; v16 n3, suppl. 1 , p16,18,20-22 ; May-Jun 2008
Presents a detailed table that outlines strengths and weakness of 17 types of audible, electronic, and visual emergency alert modalities.
Ready, Set, Respond.
http://www.universitybusiness.com/viewarticle.aspx?articleid=1039 Herrmann, Michelle University Business; v11 n3 , p40-46 ; Apr 2008
Reviews the rapid expansion of emergency notification systems (EMS) on higher education campuses, in response to recent high-profile shootings. Multimodal alert systems include text messaging, emails, IP signage, and telephone calls. Examples of specific systems and strategies deployed at various institutions are detailed.
Put Your Disaster Plan to the Test.
http://www.buildings.com/articles/detail.aspx?contentID=5738 Garris, Leah Buildings; v102 n3 , p46-48,50 ; Mar 2008
Discusses organization of a disaster plan drill, including scenario selection, designation of responsibilities, observations, and follow-up after the event.
Virginia Tech One Year Later: How Campuses Have Responded.
http://www.campussafetymagazine.com/Articles/?ArticleID=157 Gray, Robin Campus Safety; v16 n2 , p18-20,22-26,28 ; Mar-Apr 2008
Reviews improved higher education campus security since the April, 2007, Virginia Tech shooting, based on a survey by this magazine. Areas of improvement discussed are mental health services, information sharing, emergency planning, funding for security, and access control. Charts and graphs illustrate the percentages of increase.
Planning for Battle.
http://asumag.com/security/planning_battle_administrators_campus/ Plummer, David; Johnson, Wallace American School and University; v80 n7 , p30,32,33 ; Mar 2008
Discusses communication strategies for campus emergencies, with particular attention to electronic messaging systems (EMS). System selection, implementation, and use during a crisis are addressed.
MNS Solutions for a Changing World.
http://www.facilitymanagement.com/articles/security2-0408.html Welch, Beth American School and Hospital Facility; v31 n2 , p14-16 ; Mar-Apr 2008
Reviews the origins of mass notification systems (MNS), criteria for these systems found in military and National Fire Protection Association codes, and current technology for marriage of fire alarms and MNS.
Creating a Plan: 10 Ways to Tame the Beast.
http://www.campussafetymagazine.com/Articles/?ArticleID=140 Messler, Mark Campus Safety; v16 n1 , p32,34-37 ; Jan-Feb 2008
Outlines ten steps in creating a campus emergency plan: 1) Designate a program coordinator. 2) Develop a known hazards and assets list. 3) Create a comprehensive all hazards list. 4) Determine campus vulnerability and risk. 5) Analyaze how hazards will impact your organization. 6) Check the laws that affect the plan. 7) Align the assets list to the hazards. 8) Define responsibilities via the incident command structure. 9) Plan mitigation activities. 10) Enhance the plan with mutual aid agreements.
Preparing for the Unthinkable. | ||
