Safe Schools Planning Guide for All Hazards

Emergency Planning Provides the Foundation for Protecting Children in Schools

Comprehensive, detailed emergency planning gives school administrators and the community the tools necessary to protect the health and welfare of children attending school. Comprehensive planning assures safety during an emergency with actions such as evacuation; assures that families are reunited in a timely manner following an emergency; and addresses the mental health of students, faculty, and family.

This handbook is available for single copy purchases in our online store. For quantity discounts, please fill out the form at the right.

Jane's Safe Schools Planning Guide for All Hazards delivers expert advice from experienced national authorities. The Safe Schools Planning Guide is a textbook-sized reference for school planners tasked with designing, implementing, and maintaining a safe school plan. This book is in no way meant to serve as a ‘plan in a can.’ Every school should have an emergency plan in place tailored to address location and other specific needs. This guide will assist in developing such a plan.

In order to best prepare communities and businesses for disasters and their subsequent impact, emergency management and planning experts have organized the incident management process around four phases: prevention/mitigation, preparedness, response, and recovery.

• Prevention attempts to deflect crises before they occur by reducing the risks involved to the greatest extent possible.
• Mitigation involves efforts to minimize the negative impact of those events that cannot be prevented or occur despite prevention efforts.
• Preparedness assumes that a risk may eventually result in an incident and then allocates resources to reduce its impact.
• Response takes into account all the steps necessary to make it through an actual emergency, from surviving the first few moments to caring for victims and effectively managing an incident.
• Recovery deals with the aftermath and must take into consideration the long-term needs of victims, responders and all those involved in a major incident.

The terms and approach throughout the Guide is consistent with national emergency planning guidance. Key contents include:

• Safe school standards, roles and responsibilities
• Vulnerability and threat assessments for schools
• Training, education, evaluation and exercises
• Emergency communications
• Emergency operating procedures and protocols
• Family re-unification

Written by four experts with decades of experience in the school safety field, Jane's Safe Schools Planning Guide for All Hazards provides a comprehensive step-by-step approach that addresses all school safety needs. Advice and samples from safe school planning documents currently being employed are included to aid implementation.

TABLE OF CONTENTS

SECTION 1: GETTING READY
Chapter1 Strategic overview

1.1 Introduction - establishes need for school emergency planning and use of Jane’s Safe Schools Planning Guide
1.2 Definitions and terms - provides emergency planning terminology used in guide
1.3 Safety as a foundation for learning - establishes safety as a need
1.4 Four components of a safe school plan (P2R2) - describes four phases of incident management process
1.4.1 Prevention/mitigation - incident prevention and mitigation actions for schools
1.4.2 Preparedness - describes scope of school emergency preparedness tasks
1.4.3 Response - criteria for crisis response command structure
1.4.4 Recovery - tasks occurring after incident has ended
1.5 Putting the risks into context - possible types of emergency incidents affecting schools
1.6 Special considerations - unique emergency planning requirements based on type and location of school
1.7 Roles, responsibilities and resources - incident command positions and responder teams for schools to staff
1.8 Government, school, student and parent involvement - considerations for effective school emergency planning
1.8.1 Safe school committees - recommended make-up, roles, and responsibilities of school safety planning committees
1.9 Performance appraisals - establishes need for assessing performance in school safety roles
1.10 Responsibilities for emergency preparedness - required actions by school staff in the event of an emergency
1.11 Benefits of a comprehensive plan - reasons schools should perform emergency planning

Chapter2 What is necessary to create a school safety plan?

2.1 Introduction - factors to consider when creating safe schools plan
2.2 Testing school readiness - checklist to assess school emergency readiness
2.3 Building a team - how school safety committee supports planning
2.3.1 Gathering resources - benefits of community-based approach
2.3.2 Who can help and what are their roles? - suggested sources for school planning team participants
2.4 What are the threats? - background to support identifying potential incidents
2.4.1 Trends in school violence - background on sources of school violence
2.4.2 Incident profiling - incident descriptions for safe schools plan to address
2.4.3 Terrorism and its implications for schools - school safety concerns tied to terrorism
2.4.4 Natural disasters - importance of planning for natural disasters
2.4.5 Mechanical disasters - external events that may affect schools
2.4.6 What should be done with the final plan? - distribution control and update coordination for safe schools plan
2.5 Who needs to sign off on resources requests? - possible sources of legal requirements
2.5.1 Local review requirements - suggested reviews and approvals for plans
2.5.2 State agency review requirements - maintaining regulatory compliance
2.6 Elements of the school safety plan - key points to aid in developing school safety plan
2.6.1 Chain of command at the school - information for contact list
2.6.2 Visitor control procedures - minimum access control requirements
2.6.3 Site entry information - necessary physical access information
2.6.4 Closing procedures - authorities and responsibilities to assure school is empty
2.6.5 Emergency situations and procedures - need for school-specific protocols addressing expected or likely hazards
2.6.6 Evacuation procedures - conditions to watch for when practicing evacuations
2.6.7 Evacuation procedures for limited-mobility students - points to consider regarding disabled or limited-mobility students
2.6.8 Evacuation locations - what to do once evacuation is complete
2.6.9 Sheltering-in-place and lockdown procedures - situations when schools should not evacuate
2.6.10 Crisis response teams (CRTs) - benefits of and responsibilities for CRTs during an emergency
2.6.11 General school information - key information to provide first responders
2.6.12 Building information - physical facility information needed by first responders
2.6.13 Security staff duties - considerations when assigning staff to perform security duties

SECTION 2: PREVENTION/MITIGATION
Chapter3 Developing a prevention strategy

3.1 Introduction - role of safe schools plan in incident prevention
3.2 Prevention and mitigation overview - benefits of both prevention and mitigation
3.2.1 Prevention- common emergency prevention strategies
3.2.2 Mitigation - examples of approaches to consequence mitigation
3.2.3 Risk/vulnerability assessment - need for a risk/vulnerability assessment
3.2.4 Acceptable losses - considerations in determining consequences to accept
3.3 What are the dangers? - how considering probability can increase effectiveness of prevention/mitigation actions
3.4 Vulnerability assessment - how vulnerability assessments fit with risk assessments
3.4.1 Risk assessment matrix - tool for prioritizing potential incidents to address
3.5 Conducting annual site surveys or safety audits - benefits to using local team to perform safety reviews
3.5.1 The site survey process - overall tasks to complete a site survey
3.5.2 Things to look for - scope definition for site survey
3.5.3 How the results should be used - recommended distribution and use of site survey
3.6 Assessing the school’s cultural climate: common risk behavior among youth - factors influencing youth violence
3.7 Characteristics of violent youth - general possible indicators for violent behavior
3.7.1 Bullies - recommendations for addressing bullying issues
3.7.2 Warning signs - indicators that bullying problems exist
3.7.3 Targeted school shootings - risk factors and triggers regarding violent acts
3.8 Recognizing suicidal behavior - signs to look for in school environment
3.9 Accidents and other traumatic events - points to consider regarding preventable accidents in schools or on school property
3.10 Mechanical incidents - addressing facility and environmental issues with security significance
3.11 Natural disasters - coordination with external experts regarding natural disaster preparation and response
3.12 Terrorism - actions to effectively consider and address terrorist acts
3.13 Policy statements, reporting procedures and action plans -how policies and procedures reduce risk through prevention
3.13.1 Reporting procedures - requirements and benefits for standardized reporting
3.13.2 Action plans - benefits of including planned actions in safety plan to prevent and mitigate potential emergencies
3.14 Methods: threat assessment - role of threat assessment in prevention and case study demonstrating success of method
3.14.1 Multidisciplinary threat assessment - how to identify personnel resources to perform assessment
3.14.2 Mitigating the risk - steps to assure threat assessment is effective
3.15 Basic security - actions to improve physical security
3.15.1 Personnel security - considerations to reduce probability of incident involving school personnel
3.15.2 Employer liability - measures to reduce safety or security event liability
3.15.3 Employee and vendor screening - information available from background checks
3.15.4 Domestic violence in the workplace - how to avoid violent acts occurring at school
3.15.5 At-risk terminations - steps to minimize risk from retaliatory acts related to discipline or termination
3.15.6 Information security - how to avoid loss of control of sensitive information
3.15.7 Search and seizure - how to assure that actions taken are legal
3.15.8 Physical security - examples of physical security
3.15.9 Target hardening - ways to make schools less vulnerable to various threats
3.15.10 Crime Prevention Through Environmental Design (CPTED) - concerns regarding CPTED and scope of effective CPTED
3.15.11 Crime prevention measures - successful approaches working with community law enforcement
3.15.12 Access control - three access control concepts
3.15.13 Visitor policies and escort procedures - recommended approaches for controlling visitors in schools
3.15.14 Mail handling policies - examples of mail-related threats and cooperation with external agencies
3.15.15 Perimeter security: school safety zones - use of law enforcement to establish safe zone
3.15.16 Intrusion detection systems - effective means to implement intrusion detection
3.15.17 Metal detectors and X-ray equipment - considerations for weapons screening programs
3.15.18 Contraband detection animals - effective use of animals to identify contraband
3.15.19 Lighting - assessment of use of lighting as deterrent
3.15.20 Parking lots - measures to improve safety of parking areas
3.15.21 Effective utilization of school resource officers and security personnel - school resource officer (SRO) program considerations
3.16 Case Studies - school success stories and examples that could have been prevented or mitigated

Chapter4 Integrating prevention and mitigation strategies into the safe school plan

4.1 Introduction - reasons to put prevention and mitigation strategies in writing
4.2 Plan completion - establishes need for safe schools plan including prevention mitigation strategies to be a living document
4.3 Policy development - examples of school policies that affect safety
4.4 Budget issues - funding considerations for safety tasks
4.5 Case studies - examples of outcomes related to supporting safety initiatives in schools
4.6 Checklist for the prevention/mitigation section of the safe schools plan - areas to consider when scoping the prevention and mitigation efforts
4.7 Examples - major subject areas for planning improvement efforts to focus on
4.7.1 Policy issues - examples of policy-related safety improvements
4.7.2 Exterior physical security - examples of exterior physical security improvement
4.7.3 Pupil transportation safety - examples of transportation-related safety changes

SECTION 3: PREPAREDNESS
Chapter5 Developing a preparedness strategy

5.1 Introduction - role of emergency preparedness in emergency planning
5.2 Preparedness overview - key elements of an emergency preparedness strategy
5.2.1 The crisis response team (CRT) - problems that can make CRT ineffective
5.2.2 Creating a crisis response team - steps to create an effective CRT
5.2.3 System team - how other staff can assist and improve CRT performance
5.2.4 Site team - good practices related to site teams
5.2.5 Roles and responsibilities of CRT members - summary of duties for groups or individuals filling functions on school CRT
5.2.6 Command post - considerations for locating school command post and integrating with community emergency response structure
5.3 Preparing for functional responses - what school employee and CRT members need to know about emergency actions
5.3.1 Evacuations - types of incident warranting evacuation and concerns
5.3.2 Lockdowns - points to consider regarding lockdowns
5.3.3 Shelter-in-place - when to consider sheltering
5.3.4 Reverse evacuation - when re-entering the building quickly may be warranted
5.3.5 Return to normal activities - factors to include in procedures to return to normal activities
5.4 Emergency kits and supplies - benefits of standardizing emergency kits within school system
5.4.1 Emergency evacuation kits - contents and description of effective crisis kits
5.4.2 Classroom emergency kits - crisis kit contents for classrooms
5.4.3 School bus emergency kits - emergency supplies to include on school buses
5.4.4 Medical kits – district and site - how to manage student and staff medications during emergency response
5.4.5 Family reunification kits - supplies to assure safe and orderly interaction with families
5.4.6 Incident command center boards - portable boards for CRT use at command post
5.4.7 Food, water, sleeping supplies - supplies to consider for major disasters
5.4.8 Radios, flashlights and other equipment - additional equipment considerations
5.5 Communications plans - keys for effective communications
5.5.1 Emergency codes and phrases - issues and problems when using special codes
5.5.2 Redundancy in communications - needs and recommendations for alternative communication methods
5.5.3 Special concerns - notification and communication CRT may need to address
5.6 Mental health preparations - how to prepare mental health crisis services
5.7 Special needs preparations - assuring proper assistance for students and staff with mobility, language and other physical or emotional limitations
5.8 After hours incidents - preparedness actions for emergencies occurring after hours
5.9 Preparedness measures for incidents involving buses - integrating transportation personnel in emergency operations
5.10 Preparedness measures for field trips - communications and emergency preparedness when on school-sponsored field trip

Chapter6 Training, education, exercises and evaluation

6.1 Introduction - need and methods to test school crisis plans
6.2 Training and education - information for school officials to consider when making emergency response training decisions
6.2.1 Key points for training - desired outcomes for emergency preparedness and response training
6.2.2 Competency of instructors - issues to address when selecting emergency response training instructors
6.2.3 Sources of training - emergency response training programs and benefits to consider when searching for training options for schools
6.3 Exercise types - benefits and general guidance for emergency response exercises
6.3.1 Orientation seminar - orientation seminar participants and results and benefits
6.3.2 Drills - how to perform drills
6.3.3 Tabletop exercise - inexpensive exercise bringing together multiple organizations
6.3.4 Functional exercise - realistic and challenging scenarios to test emergency response
6.3.5 Full-scale exercise - how to execute a full-scale exercise
6.4 Exercise planning - general guidance regarding time and difficulty to plan exercises
6.5 Steps to planning - list of emergency exercise planning steps and considerations for each
6.5.1 Identify what agencies and organizations will need to be involved - how to work with other organizations
6.5.2 Determine what is to be tested - why a testing goal should be identified
6.5.3 Establish specific objectives - potential areas of focus for organizations participating in emergency exercise
6.5.4 Create a planning team - tasks for emergency exercise planning team
6.5.5 Select evaluation methods - difference between external and internal evaluators
6.5.6 Establish a timeline - benefits of using timeline for planning
6.5.7 Identify the resources that will be required - need to confirm personnel and equipment availability
6.5.8 Develop scenarios - criteria for a successful scenario
6.5.9 Conduct planning meetings - attendees for planning meetings
6.6 Developing scenarios - key considerations when developing exercise scenarios
6.6.1 Match scenarios to what needs to be tested - addressing concerns of multiple organizations
6.6.2 Match scenarios to specific objectives - assure that each agency’s testing goals are exercised
6.6.3 Match scenarios to available resources - considerations that may put limits on scenarios used in exercises
6.6.4 Make sure the scenarios are realistic - negative impacts if scenario considered implausible or impossible
6.6.5 Determine the appropriate difficulty level of scenarios - factors regarding difficulty to improve exercise success
6.6.6 Keep the scenario focused - scenario considerations to assure exercise can be completed in allotted time
6.7 Exercise evaluation - how to use evaluation teams to maximize exercise benefits
6.8 Hot wash, debriefing and After Action Review (AAR) - when to consider use of multiple evaluations
6.9 Evaluation of the emergency operations plan response or exercise - what to do with results of exercise evaluations
6.10 State laws requiring drills and exercises - how to maintain compliance with regulations
6.11 Exercise evaluation checklist - example of checklist tool for exercise evaluators

Chapter7 Integrating the preparedness strategy into the safe schools plan

7.1 Emergency operations planning - describes role of emergency operations plans in school emergency preparedness
7.1.1 Multidisciplinary emergency preparedness - need for and benefits of coordinating emergency operations planning with multiple disciplines and offsite agencies
7.1.2 The all hazards approach - identifies sources for hazard and vulnerability information to assure complete emergency planning efforts
7.1.3 Facilities and properties covered - additional locations school emergency planning should cover
7.1.4 Off-property incidents - guidance for assessing impacts from outside school boundaries
7.1.5 After-hours incidents - special considerations for incidents involving parents or conditions that may introduce unique hazards such as darkness
7.1.6 Field trips - primary concerns if emergency occurs when students are offsite
7.1.7 Special events planning - considerations for expanding scope of emergency planning beyond traditional school day
7.1.8 Customized planning - problems when relying heavily on generic or model school emergency plans
7.2 The emergency operations planning process - steps required to develop effective emergency plans for schools
7.2.1 Risk/vulnerability assessment driving planning efforts - how to use risk assessment and vulnerability assessment results
7.2.2 Redundancy in planning - importance of building redundancy into emergency actions
7.3 Plan format and sample protocols -
7.3.1 Plan format - characteristics of a plan useful during emergency response
7.3.2 Plan content - how to include content useful during emergency response
7.3.3 System-wide protocols - advantages to using action consistent throughout school system as basis of emergency operations plan
7.3.4 Functional protocols - when and how to use written action steps to complete specific function
7.3.5 Samples of functional protocols - procedural steps for accomplishing shelter in place
7.3.6 Protocols and district size - emergency response concerns for small districts and schools to address
7.3.7 Incident-specific protocols - how incident-specific response procedures integrate with functional procedures
7.3.8 Samples of incident-specific protocols - example of incident-specific procedural steps
7.3.9 Site specific procedures - evaluating the need to supplement system-wide procedures with school-specific steps
7.3.10 Case studies - examples of successes and problems experienced by schools using their emergency operations plans
7.4 Supplemental plan components - special formats and content to improve effectiveness of emergency operations plans
7.4.1 Flip charts - benefits and uses for easy to read summaries of specific emergency operations plan content
7.4.2 Crisis cards - tool appropriate for providing immediate access to concise emergency response action steps
7.4.3 Signal cards - benefits of communication with standardized cards
7.4.4 Incident tracking systems - how to create a record of completed actions for emergency status
7.4.5 Electronic virtual tours - emergency incidents where virtual tours are useful during response
7.5 Ensuring effectiveness: review, training and testing -
7.5.1 Indexing - plan accuracy concerns
7.5.2 Internal review - benefits of team reviews of emergency operations plan
7.5.3 External review - emergency preparedness benefits to external reviews of emergency operations plans
7.5.4 Ready reference versus plan depth - how to balance emergency operations plan depth and response aids
7.5.5 Training of staff - training options for school staff
7.5.6 Testing of plans - establishes need to perform drills and exercises
7.6 Checklists - tools for planning teams to use during risk assessment and plan evaluation
7.6.1 Examples of hazardous situations that can occur on campus - tool for assessing hazards and threats for onsite incidents
7.6.2 Examples of off-campus incidents that can impact schools - tool for assessing offsite hazards and threats

SECTION 4: RESPONSE
Chapter8 Developing a response plan

8.1 Introduction - purpose of emergency response plan
8.2 Response planning overview - key objective for response planning
8.3 ICS – Incident Command System - benefits and need for schools to implement incident command system
8.3.1 Roles and actions - how to effectively integrate CRT and ICS using unified command
8.3.2 General staff sections - response activities executed by groups under direction of incident commander (IC)
8.3.3 Command - critical function of positions such as incident commander (IC), safety officer, public information officer during response
8.3.4 Operations - responsibilities and specific actions for operations section during emergency response
8.3.5 Planning - roles and responsibilities regarding records information during response
8.3.6 Logistics - emergency response duties for logistics section chief
8.3.7 Finance/administration - function of finance and administration during a response
8.4 Functional protocols - importance of including functional protocols in procedures
8.5 Practice - characteristics of an effective drill program
8.6 General crisis response procedures - incidents that functional or incident-specific protocols need to address
8.7 Securing a crime scene - factors to consider when planning response to criminal incidents
8.8 Death notifications - unique concerns when responding to incidents with fatalities
8.9 Mass casualty incidents - mental health services response following significant emergencies
8.10 Public health emergencies - considerations when responding to incidents affecting large numbers of people

Chapter9 Integrating the response plan into the safe schools plan

9.1 Introduction - how to develop a response plan addressing issues such as multiple facilities and interface with community emergency responders
9.2 Response planning committee - goals and objective for a district-level school safety committee
9.3 Integrating school response plans with ICS - points to consider when developing response procedures to assure integration with community response
9.4 ICS organization charts - examples of how to fit CRTs into incident command system
9.5 Integrating the school emergency operations plan (EOP) and the ICS - description of how EOPs, response plans, and incident command system fit together
9.6 Job assignment sheets (JAS) - purpose and benefits of using JASs during emergency response
9.7 Incident tracking systems (ITS) - overview of incident tracking system
9.7.1 Commercially available incident tracking systems - how to evaluate and select an incident tracking system that fits specific school needs
9.7.2 How incident tracking systems work - considerations when selecting and integrating ITS with school emergency operations plan
9.7.3 Field use of the incident tracking system - how crisis response teams use ITS during emergency response
9.7.4 Sample incident tracking sheets - sample of general ITS sheet and specific activity sheet

SECTION 5: RECOVERY
Chapter 10 Developing strategies for crisis recovery - comprehensive information on how to manage crisis communications

10.1 Introduction - establishes scope of information as focused on administrators and planners
10.2 What is a school crisis? - provides examples of school crises requiring communications
10.3 Communications planning - covers planning for communications before, during, and after crisis
10.3.1 Identifying a communications team - roles and responsibilities for school spokesperson and crisis communications team (CCT)
10.3.2 Update and disseminate a communications policy - principles for effective communications policy
10.3.3 Develop contact checklists - recommended contacts for groups beyond initial reporting to 911
10.3.4 Determine review and approval process - considerations for review and approval process to release information from incident command center (ICC)
10.3.5 Designating a crisis center - incident command center location considerations
10.3.6 Designate a media staging area - requirements for media staging area
10.3.7 Communications training - sources for specialized training on dealing with the media
10.4 Communications response guidelines - recommended steps for speaking with media representatives
10.4.1 Goals for media communications after a crisis - types of information to release to the public through the media includes case study
10.4.2 Communication with key stakeholders - information to provide administration and other schools during and following emergency
10.5 Preparing for and managing traumatic stress - stress reactions for schools to address with mental health professionals
10.6 Immediate post-crisis response - goals for dealing with the aftermath of a violent incident
10.6.1 Active outreach and assessment - gathering information regarding levels of exposure
10.6.2 Organizing services - planning mental health support throughout response and afterwards
10.6.3 Integration with emergency operations and response plans - role and action summary to establish context for post-response support
10.6.4 Integration with communications team - how communications and information flow can minimize emotional trauma
10.7 Five phases of crisis and disaster recovery - specific emergency planning concerns during each phase of an emergency
10.7.1 Initial impact - initial emotional reactions to violent incident at a school
10.7.2 Heroic period - community response immediately following incident
10.7.3 Honeymoon period - potential beneficial results in period following response
10.7.4 Disillusionment phase - concerns and issues to prepare for once outside attention is removed
10.7.5 Reconstruction phase - potential long term approaches to dealing with aftermath of violent incidents
10.8 School site crisis intervention teams (CITs) - creating and maintaining effective teams to respond and support emergency actions and recovery
10.8.1 Team members roles and responsibilities - crisis team positions and responsibilities
10.8.2 Skills qualities and characteristics of crisis intervention team members - personality characteristics and attributes to consider when assigning team members
10.8.3 Utilizing community-based crisis intervention teams - how to effectively use community resources
10.8.4 Mental health within a public health context - potential crisis intervention team actions
10.9 The impact of crisis incidents on schools - potential long-term effects of violent incident or disaster
10.9.1 General traumatic stress symptoms - how traumatic stress may affect students, teachers, and parents
10.9.2 Typical responses to trauma by age group - how different age groups may respond to violent incident or disaster
10.9.3 Memorials and anniversary events - guidelines for making decisions regarding memorials or actions on anniversary of events
10.10 Key concepts in crisis intervention - guidelines for crisis intervention team actions
10.11 Intervention protocols - approaches to help groups cope with traumatic events
10.11.1 Group intervention with teachers/high school students - description of guided discussion for older adolescents and adults
10.11.2 Application of the model in an actual crisis event - questions to ask and responses to take following crisis event
10.11.3 Self care for crisis intervention team members – the Sanford Method - how debriefings can help CIT members
10.12 Individual interview with students - questions and approach when dealing with children following traumatic event
10.13 Development and use of disaster related curricula - examples of lessons to enhance standard textbooks
10.14 Conclusion - how asking children questions can help them deal with trauma

Chapter 11 Integrating the recovery strategy into the safe schools plan

11.1 Introduction - resources for model emergency response and crisis management plans
11.2 Review of P2R2: prevention, preparedness, response and recovery - overview of emergency planning phases
11.3 Goals of a recovery strategy - specific school-related goals for recovery
11.4 Policy development - establishes basis for safety policy development
11.4.1 Policy guidelines for superintendents - goals for superintendents’ policy development
11.5 Checklists - emergency preparedness actions and considerations for various staff functions
11.5.1 School site crisis intervention team checklist - responsibilities and functions of school staff positions on crisis response team
11.5.2 Principal checklist - primary role and specific tasks for school principal during emergency recovery
11.5.3 Teacher checklist - primary role and specific activities for teachers to assist students during emergency recovery
11.5.4 School mental health provider checklist - training, coordination, and communication tasks for mental health providers regarding recovery
11.5.5 School nurse checklist - training, preparedness, and communication tasks for school nurse regarding emergency recovery
11.5.6 Community mental health professional checklist - tasks to successfully perform supporting role with school mental health providers
11.6 Recovery resources - sources for assistance in planning for emergency recovery
11.6.1 Government agencies - where to find resources related to emergency preparedness, response, and recovery from federal agencies
11.6.2 Federally funded national centers - additional federal resources to assist in dealing with children
11.6.3 School safety sites - resources related to school and community violence
11.6.4 Organization sites - web sites of organizations working in the areas of children, schools, mental health, and public relations

Chapter 12 Appendix

12.1 Sample school safety checklists - examples to aid with emergency planning implementation
12.1.1 Sample facility assessment guide - suggestions for team composition, background information, and questions
12.1.2 Sample school safety assessment instrument - questions and checklist to guide review of school emergency planning status
12.1.3 Sample background investigation worksheet - example of detailed background information for position associated with school safety and security
12.1.4 Sample Memorandum of Understanding (MOU) for school and emergency response agencies - method to establish roles and responsibilities during an emergency
12.1.5 Sample student accident report - approach to document and communicate student accidents
12.1.6 Sample supervisor’s accident investigation report - approach and document administrative personnel accident
12.1.7 Sample emergency telephone numbers sheet - example of emergency contact list
12.1.8 Sample basic first aid supplies suggestions - minimum supplies recommended to be available for emergency response
12.1.9 Sample cafeteria safety check list - suggestions to maintain safety in cafeterias
12.1.10 Sample checklist to create a crisis communications plan - guidance for emergency communications planning
12.1.11 Sample computer safety checklist - example for maintaining information security
12.1.12 Sample earthquake preparedness checklist - example protocol for natural disaster
12.1.13 Sample emergency evacuation kit contents - guidance for providing emergency responders with critical information and supplies
12.1.14 Sample family reunification protocol - approach for maintaining emergency site security while addressing family concerns
12.1.15 Sample field trip safety considerations - list of recommendations if emergency occurs when students are off-site
12.1.16 Sample floor plan checklist - suggestions to make floor plans as useful as possible
12.1.17 Sample lightning safety checklist - tips to keep people safe during lightning
12.1.18 Sample mobile or modular unit safety and security considerations - suggestions for assuring safety in temporary structures or mobile units
12.1.19 Sample playground safety checklist - recommendations for maintaining a safe playground
12.1.20 Sample school bus emergency kit checklist - supply suggestions for emergency kits located on school busses
12.1.21 Sample school bus safety considerations for drivers - recommendation for school bus drivers to maintain safety
12.1.22 Sample school bus safety for supervisors checklist - suggested emergency preparedness actions for bus supervisors
12.1.23 Sample traffic management checklist - steps to consider to minimize traffic accidents on or near school property
12.1.24 Sample site plan checklist - tool to assist in recognizing hazards near school
12.1.25 Sample special needs emergency kit - supplies to consider for evacuation of limited mobility or special needs students
12.1.26 Sample tornado safety tips - natural disaster preparedness guidance
12.1.27 Sample safe schools survey - examples of tools used to assess student and staff attitudes and gather facts to aid in emergency planning
12.2 Special reports - results of research and approaches developed to improve emergency preparedness
12.2.1 Homeland security advisory system recommendations for schools - suggested actions tied to security levels 12.2.2 US Department of Homeland Security press release - general information and resources to assist schools with emergency planning
12.2.3 The role of schools in homeland security - background for determining levels of planning for school emergencies
12.2.4 The final report and findings of the safe school initiative - background for understanding threats and emergency planning
12.2.5 How to establish and maintain safe, orderly, and caring schools - general guidance for reducing violence in schools
12.3 Information resources - national organizations for emergency planning and school safety information, consulting, and funding
12.3.1 School safety information resources - organizations nationwide providing information and consulting related to school safety and emergency planning
12.3.2 School grant resources - sources to consider for funding related to school safety and emergency planning