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Category: Reports

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New Jersey Department of Education, 2011. The New Jersey Department of Education takes proactive measures to protect the safety and security of all our students and staff members. All school districts in New Jersey are required to have a school safety and security plan. Each plan must be designed locally with the help of law enforcement, emergency management, public health officials and all other key stakeholders. All plans must be reviewed and updated on an annual basis. These plans include procedures to respond to critical incidents ranging from bomb threats, fires and gas leaks, to an active shooter situation.

This document provides the required elements that must be included in every district’s school safety and security plan. The requirements are not a step-by-step guide for completing a comprehensive emergency response plan, but rather define the minimum elements that should be included in the plan, including the planning process.

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Delaware Emergency Management Agency (DEMA), 2007. This guide outlines recommended procedures for responding to emergencies. A copy of this guide should be placed in every office, receptionist area, cafeteria and other places where people gather. Since the information is general, each workplace or building should tailor procedures to fit its own environment and capabilities. A comprehensive crisis management plan may be developed from this guide. For the most effective use, present guide to staff during training and review procedures frequently.

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NYC Department of Education, 2008. This manual is intended for use by all individuals who are responsible for implementing a laboratory program in their school. Special sections in this safety manual will enumerate the individual responsibilities of the principal, assistant principal, science cluster teacher, science staff developer or coach, science teacher, laboratory specialist, custodian, and student. The manual also provides general guidelines for all laboratories and specific safety rules for each subject area. In these sections, safety rules and regulations for laboratory, demonstrations and activities will be discussed.

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Idaho State Department of Education, 2006. The 2006 Idaho Legislature passed two criminal statutes which directly address the safety and well-being of students. Idaho Code § 18-917A defines harassment, intimidation, and bullying; prohibits such conduct by students; and provides that any student who commits an act of harassment, intimidation, and/or bullying may be found guilty of an infraction. Idaho Code § 18-3302I specifies that any person, including a student, who willfully threatens another person with the use of a firearm or other deadly or dangerous weapon while on school grounds may be charged with a misdemeanor. Additionally, the Legislature amended Idaho Code § 33-512 to require that school districts adopt policies regarding discipline of students who engage in acts of harassment, intimidation and bullying. Idaho Code § 33-205 was also modified to clarify that students may be temporarily suspended for engaging in acts of harassment, intimidation or bullying.

This guide will provide an overview of the new statutory language, as well as Idaho school districts’ obligations in meeting the language of the statutes. The obligations discussed herein also apply to Idaho public charter schools and private elementary and secondary schools.

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Mississippi Department of Education, 2012. Safe schools are fundamental to students' school successes and achievements. Consequently, providing a safe and orderly school environment remains an ever-present priority of the Mississippi Department of Education. School safety should be addressed through a comprehensive approach that focuses on prevention, intervention and response planning. Systems and programs should be in place that create caring school communities where all students and staff feel safe and supported. Key to the process of building and maintaining safe schools is the development of active partnerships between schools and communities.

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North Carolina Campus Safe Task force, 2008. Attorney General Cooper charged the 21-member Task Force with reviewing the state of campus security and recommending ways to better respond to a critical incident. Specifically, he asked the Task Force to consider the following: (1) prevention of a critical incident, including increasing campus safety awareness and assessing whether particular students are a risk; (2) preparedness for a critical incident, including better ways to use technology and to enhance coordination between schools and law enforcement; (3) response to a critical incident, including the importance of having multi-hazard plans and crisis communications in place; and (4) recovery from a critical incident, including how campuses can learn from past tragic events.

This report reviews and recommends ways in which State policymakers, campuses, and law enforcement offices can improve response to an incident like the one at Virginia Tech. Additionally, this report highlights the many significant steps our campuses have already taken to keep students and faculty safe. As Hollis Stambaugh, Deputy Director of the Virginia Tech Review Panel, told Task Force members, “North Carolina is already ahead of the game.”

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Safe and Sound, 2015. Sandy Hook parents, educators, and community members—all inspired by our children and educators, who perished on December 14, 2012. We chose to raise our families in Newtown, CT, a small town where crime is low and values are strong. We chose Sandy Hook Elementary School, a place of love, learning, and acceptance. When our children boarded their school buses and their teachers left for work December 14th, we never imagined it would be the last time. We all felt safe in our peaceful town and in our high ranking schools. We learned, too painfully, that we were not. Gaining entry to our locked school and access to our beloved children and teachers was as simple as breaking a glass window. The measures, plans, and procedures we relied upon failed us, tragically. Despite our sorrow, and though we come from a variety of backgrounds, we are united in our mission: To better protect our schools. To provide safe schools, secure schools, for our children and educators. And to help others do the same in their communities. To honor our loved ones, we ask you to join us. Stand up for Safe and Sound schools.

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A Policy Research Report to the California Department of Education, 2012. "In California’s K-12 Educational Infrastructure Investments: Leveraging the State’s Role for Quality School Facilities in Sustainable Communities, the University of California, Berkeley’s Center for Cities & Schools provides an analysis of the state’s K-12 infrastructure policies, regulations, and funding patterns. Findings reveal the need to greatly refine school facilities planning and funding policies and practices to promote sound, efficient, and goal-oriented decision making at state and local levels. The recommendations re- envision the state’s role in K-12 infrastructure as one of appropriately supporting educational outcomes and contributing to more sustainable communities through a framework of public infrastructure best practices for sound planning, effective management, adequate and equitable funding, and appropriate oversight."

"A host of policy and implementation challenges remain barriers to California maximizing its strategic use of state-level K-12 infrastructure funds. Our research findings indicate concerns of inequitable facility condition; inadequate investment, particularly in existing facilities; and lack of local government and LEA collaboration around infrastructure and land use decisions. We found likely causes for these challenges in the capital facility planning, management, funding, and accountability systems in place in the state."

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