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Tag: Best Practices

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Kostić, Stanković, Tanić, & Nikolić, 2014

This paper represents the research associated with establishment of the methodological approach to reviving architecture designed for children’s upbringing and education, and consider new possible strategies for implementing eco-principles in the existing construction fund of preschool facilities in Serbia. Basic research problem is global state of resources, energy consumption and disrupted children comfort in preschool facilities. Research gives concrete proposals for future architectural praxis in Serbia in terms of eliminating the aforementioned problems. The aim of the research is to record and valorize practical measures for environmental, energy-efficient and economic reshaping in accordance with pre-set criteria, which will provide healthy, safe, comfortable, functional and progressive eco inner and outer environment of a child in preschool facility.

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Environmental Protection Agency (2014)

The Idle Free Schools Toolkit includes all of the information needed to run an effective idling reduction campaign at a school in order to reduce student exposure to toxic vehicle exhaust. It also provides the resources to make this a student-run science or community involvement project, providing students with the opportunity to learn how to run a public service campaign while expanding their science and math skills.

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ACEF, 2011

Vulnerability assessment is the ongoing process through which school districts and campuses identify and evaluate potential risks, and areas of weakness, capable of adversely impacting the campus or school system (The United States Department of Education, 2008). “Vulnerability assessment tools may vary from one school site to another, depending on variables such as location, environment, size, structure, and even student population and school culture” (p. 9). As a result of varying characteristics, assessments must be customized to fit the physical environment, culture, and resources of each educational facility.

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This manual presents recommendations on safe rooms used in cases of adversarial, incidental, and human-caused threats. School engineers, architects, and building officials may use this resource to inform the design, construction, or rehabilitation of safe rooms.

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This publication by Community Oriented Policing Services discusses how CPTED can be used to modify a physical environment and remove or reduce opportunities for crime. Schools, planners, and law enforcement may use this resource to prevent crime and other adversarial, incidental, and human-caused threats, as well as to inform the development of security annexes.

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This online tool developed by the Occupational Safety and Health Administration provides recommendations for exit routes within buildings. Schools may use this resource to inform the design, construction, maintenance, and operation of exit routes within school buildings and on school grounds, as well as the development of evacuation annexes.

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REMSExpress, Volume 5, Number 4: K–12 Six-Step Planning Process, Readiness and Emergency Management for Schools Technical Assistance Center, Office of Safe and Healthy Students/U.S. Department of Education

The federal Guide for Developing High-Quality School Emergency Operations Plans (School Guide) describes a practical six-step planning process for developing a high-quality school emergency operations plan. The resulting plan builds capacity in preparedness and its five mission areas: prevention, mitigation, protection, response, and recovery.

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Centers for Disease Control and Prevention (CDC)

For more than a century, public health practitioners have modified the environment to prevent disease and injury. For example, in the mid-1850s Dr. John Snow removed the pump handle from a contaminated well in London to stop a deadly cholera outbreak. Modern environmental modifications, such as seat belts and airbags in vehicles, have saved countless lives. Other environmental modifications, such as sidewalks and community parks, have increased physical activity while helping to reduce obesity.

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Readiness and Emergency Management for Schools (2014).

Our nation’s schools and school districts are entrusted to provide a safe and healthy learning environment for approximately 55 million elementary and secondary school students in public and nonpublic schools. Families and communities expect schools and school districts to keep children and youths safe from threats, including human-caused emergencies such as crime and violence, as well as hazards like natural disasters, disease outbreaks, and accidents. Preparedness is a shared responsibility. In collaboration with their local government and community partners, schools and school districts can take steps to plan for these potential threats and hazards through the creation of an emergency operations plan (EOP).

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