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Tag: Best Practices

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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

 

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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

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

Mitigating hazards in school facilities should be planned and implemented by those who know the school and its community best – school and district staff in alliance with local emergency responders and the school community. Working together, they can successfully: (1) Assess the safety and security of school buildings, grounds, and surroundings; (2) Make a hazard mitigation plan; and (3) Implement the plan. The article describes a 3-step process for mitigating hazards in school facilities and provides resources for further evaluation.

Mitigating Hazards in School Facilities Nov 5 09b (2)

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Department of Health & Human Services, Centers for Disease Control and Prevention (2007).

The Department of Health & Human Services, Center for Disease Control and Prevention present a fact sheet summarizing the role of pesticides in schools. Furthermore, the fact sheets outlines recommendations for Integrated Pest Management (IPM) strates which can be more cost-efficient than traditional pest control options.

Dept of Health & Human Svcs_Reducing Pesticide Exposure at Schools

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U.S. Department of Energy, Office of Building Technology, State and Community Programs (2007).

The National Best Practices Manual for Building High Performance Schools is a part of the suite of products developed to promote energy efficiency and renewable energy in schools. It was developed specifically for designingschools.

Templeton_TestimonyHearingsbeforetheUSSenate

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Peter Templeton (2007).

Green buildings: Benefits to health, the environment, and the bottom line: Hearings before the US Senate Committee on Environment and Public Works

Templeton_TestimonyHearingsbeforetheUSSenate

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Claire L. Barnett (2007).

Green buildings: Benefits to health, the environment, and the bottom line: Hearings before the US Senate Committee on Environment and Public Works

Barnett_TestimonyHearingsbeforetheUSSenate

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United States Department of Education (2007).

The United States Department of Education (USDOE) noted schools are an integral part of their communities; when a community experiences a major event or crisis, schools in that community are also affected. All-hazard emergency management plans should therefore be comprehensive, focusing on crises and hazards behind school walls as well as potential community events that could also impact the school community. Schools should think beyond their immediate buildings and grounds when creating emergency management plans and procedures framed within the context of the four phases of emergency management: Prevention-Mitigation, Preparedness, Response and Recovery.

USDOE_Beyond the School Walls-Community Events & Their Impact on Schools (2007)

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American Architectural Foundation (2006).

As a follow-up to the recent National Summit on School Design, the American Architectural Foundation (AAF) brought together more than 30 architects, educators, design experts, and students for a two-and-a-half-day Design for Learning Forum. This Forum sought to look at the future of school design, with a particular focus on improving the link between school design and achievement. The forum participants made 10 key findings.

American Architectural Foundation_Design For Learning Forum

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