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Category: Guides and Manuals

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United States Department of Homeland Security, Federal Emergency Management Agency. (2010). (FEMA P-424)

This manual is the updated version of the original FEMA 424 published in January 2004. The original manual was the first of a series of publications (FEMA 577 – Design Guide for Improving Hospital Safety in Earthquakes, Floods, and High Winds: Providing Protection to People and Building and FEMA 543 – Design Guide for Improving Critical Facility Safety from Flooding and High Winds,) to provide guidance for the protection of various types of structures from natural disasters. FEMA P-424 addresses the protection of schools and their occupants against natural hazards (earthquakes, floods, and high winds.) Its intended audience is design professionals and school officials involved in the technical and financial decisions of school construction, repair, and renovations.

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Texas Department of Transportation, Texas Transportation Institute (2009). (0-5470-1)

Appendix A: Guidelines for traffic control for school areas is a companion piece to the Speeds in School Zones study. School speed zones are frequently requested traffic controls for school areas, based on the common belief that if the transportation agency would only install a reduced speed limit, then drivers would no longer speed through the area. This research project was tasked with reviewing existing practices and developing guidelines regarding the establishment of school zones. Researchers documented existing knowledge on traffic control devices in school zones using a review of previous research that examined effectiveness of devices, a survey of practitioners on signing and marking, a review of state and city school zone guidelines and warrants, and a telephone survey of law enforcement officers. Researchers also collected field data at 24 school zones across Texas and analyzed the data for findings on speed-distance relationships, speed time relationships, influences of various site characteristics on speeds, and special characteristics of school zones with buffer zones. The findings from these analyses were used in developing suggested guidelines for traffic control devices, including school speed zones, near schools in Texas. The Guidelines are designed to serve as a supplement to the Texas Manual on Uniform Traffic Control Devices and the manual on Procedures for Establishing Speed Zones. They are included in this report as Appendix A. Major topics in the Guidelines include: definitions, school location, school speed zone characteristics, pavement markings, crosswalks, school entrances, and conditions for removing a school speed zone.

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Published on

U.S. Department of Energy (2009).

This guide is a primary resource for developing and implementing a districtor schoolwide operations and maintenance (O&M) program that focuses on energy efficiency. The objective of this guide is to provide organizational and technical information for integrating energy and highperformance facility management into existing O&M practices. The guide allows users to adapt and implement suggested O&M strategies to address specific energy efficiency goals. It recognizes and expands on existing tools and resources that are widely used throughout the highperformance school industry. External resources are referenced throughout the guide and are also listed within the EnergySmart Schools O&M Resource List (Appendix J).

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Published on

Fitzpatrick, K., Brewer, M., Obeng-Boanpong, K., Park, E. S., & Trout, N. (2008). (0-5470-1)

School speed zones are frequently requested traffic controls for school areas, based on the common belief that if the transportation agency would only install a reduced speed limit, then drivers would no longer speed through the area. This research project was tasked with reviewing existing practices and developing guidelines regarding the establishment of school zones. Researchers documented existing knowledge on traffic control devices in school zones using a review of previous research that examined effectiveness of devices, a survey of practitioners on signing and marking, a review of state and city school zone guidelines and warrants, and a telephone survey of law enforcement officers. Researchers also collected field data at 24 school zones across Texas and analyzed the data for findings on speed-distance relationships, speed time relationships, influences of various site characteristics on speeds, and special characteristics of school zones with buffer zones. The findings from these analyses were used in developing suggested guidelines for traffic control devices, including school speed zones, near schools in Texas. The Guidelines are designed to serve as a supplement to the Texas Manual on Uniform Traffic Control Devices and the manual on Procedures for Establishing Speed Zones. They are included in this report as Appendix A. Major topics in the Guidelines include: definitions, school location, school speed zone characteristics, pavement markings, crosswalks, school entrances, and conditions for removing a school speed zone.

http://tti.tamu.edu/documents/0-5470-1.pdf

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U.S. Department of Education, Office of Safe and Drug Free Schools (2008). (ED-04-CO-0091)

This guide is intended to be a companion piece to Practical Information on Crisis Planning: A Guide for Schools and Communities, originally published by the U.S. Department of Education in 2003 as a guide for schools and districts to prepare for a variety of crises. This new guide, published by the U.S. Department of Education in 2008, emphasizes a valuable part of emergency management planning-ongoing vulnerability assessment-and is intended to assist schools with the implementation of an effective vulnerability assessment process, to include choosing an appropriate vulnerability assessment tool. This guide is not intended to be prescriptive or to give step-by-step instructions for conducting assessments, rather it is intended to describe the key elements to be considered when selecting an assessment tool appropriate for school environments and provide guidance for conducting an assessment that will inform school emergency management activities.

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United States Department of Homeland Security, Federal Emergency Management Agency. (2008). (FEMA P-754)

The Federal Emergency Management Agency (FEMA) strives continuously to improve the delivery of disaster assistance to State, local, and tribal governments. One important goal of disaster assistance is to reduce the vulnerability of communities to damage from future disasters. This Wildfire Hazard Mitigation Handbook for Public Facilities (Handbook) is intended to assist facility owners affected by wildfire disasters by suggesting mitigation measures that can be taken to reduce the vulnerability of damaged facilities to future wildfire incidents. The measures described in this Handbook are applicable to the Public Assistance (PA) Program and are intended to help Applicants for assistance under the program identify options that can be implemented during post-disaster repair and rebuilding to reduce the potential for future damage.

http://www.fema.gov/media-library-data/20130726-1715-25045-2934/fema_p_754.pdf

 

Published on

Tanner, C. K. (2008). 19 (3)

This descriptive study investigated the possible effects of selected school design patterns on third-grade students' academic achievement. Three relative assumptions guide this study: 1) Educational facilities should be viewed as a collection of environments that influence learning; 2) The physical environment influences student attitudes and behavior; 3) Where students learn is as important as many aspects of the curriculum.

Tanner_ExplainingRelationships

Published on

Prepared under a grant from the U.S. Department of Education (2008).

Educational leaders must comprehend the hazards associated with earthquakes and conduct school safety assessments to prepare, minimize, and recover from the devastation that threatens the lives of students, teachers, and staff. This guide introduces earthquake basics, preparation measures, reduction of nonstructural hazards, and offers an assessment checklist to evaluate current school facilities (Appendix A: Reducing Nonstructural Hazards in Schools Assessment and Appendix B: An Overview of Earthquake Damage to U.S. Schools).

Earthquakes and Schools

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Environmental Protection Agency (2008). (EPA 402-K-01-001)

Concern about indoor exposure to mold has been increasing as the public becomes aware that exposure to mold can cause a variety of health effects and symptoms, including allergic reactions. This document presents guidelines for the remediation/cleanup of mold and moisture problems in schools and commercial buildings; these guidelines include measures designed to protect the health of building occupants and remediators. It has been designed primarily for building managers, custodians, and others who are responsible for commercial building and school maintenance.

EPA_Mold Remediation in Schools and Commercial Buildings

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