Safe Schools A Guide to Online Resource Integrative Center for

Safe Schools: A Guide to Online Resource Integrative Center for Homeland Security 200 Discovery Drive Suite 104 MS 1185 Texas A&M University College Station, Texas 77843-1185 979.862.2432 http://homelandsecurity.tamu.edu/ A Google search for the term “safe schools” turns up approximately 17,000,000 hits. While there is a wealth of information available on this topic, pertinent data can easily be overlooked due to the sheer scope of the available internet resources. This document serves as a starting point for research on school safety by providing a coherent presentation of the various resources we have examined. This guide is composed of resources from TEX: the Taxonomy for Education and eXploration, available on our website: http://homelandsecurity.tamu.edu. All of the resource abstracts are formatted as they appear on TEX and include bibliographic information for ease of retrieval. Please note that we are in the process of adding these resources to TEX and they may not all appear online at the moment. Please check TEX periodically for these and other new additions. 2 Public & Individual Health, Safety and Security → Schools -----------------------------------------------------------------------------------------------------------Title: Public Schools Underprepared for Disasters Date: Sep. 2006 Author: Kano, Magumi, Dr.P.H. Institution: START Center: National Consortium for the Study of Terrorism and Responses to Terrorism Bibliographic Entry: Kano, Magumi, Dr.P.H. “Public Schools Underprepared for Disasters.” START Research Brief, Sep. 2006. Electronic Link: http://www.start.umd.edu/publications/research_briefs/20060926_kano.pdf Key Words: school preparedness, Standardized Emergency Management System (SEMS) Summary of Key Points, Issues, Conclusions: In a study assessing preparedness for emergencies and disasters in a cross-sectional sample of public schools in the State of California, results showed that school populations are commonly exposed to potentially disastrous hazards and there are major weaknesses in preparedness for future events. Interim findings were: • The harmful/disruptive effects of school emergencies are widespread • Hazard exposure is common • Schools have been slow to adopt a standardized emergency management protocol • Schools have limited interagency relations Recommendations are for local emergency management offices to appoint an individual or committee in charge of managing school preparedness. This includes maintaining communication with the schools in their jurisdiction, facilitating preparedness in those schools, and integrating schools into local emergency planning and preparedness. Additionally, principals and superintendents should designate someone in their school or district to provide leadership, serve as a liaison to local agencies, and keep school safety and preparedness a priority at their school/district. Findings should be disseminated among policymakers, emergency management professionals, educators, and school administrators to heighten awareness and to direct more resources to strengthening school preparedness. There is a need to conduct more research to examine these issues in private schools and other parts of the nation. ------------------------------------------------------------------------------------------------------------ 3 Name of Researcher: Alison Stevens Institution: Integrative Center for Homeland Security, Texas A&M University Date Posted: April 3, 2007 Title: Texas Senate Bill 11: Multihazard Emergency Operations Plan; Security Audit Date: Effective on September 1, 2005 Author: Staples, Todd Institution: Texas State Legislature Bibliographic Entry: TX State Legislature. Senate. Multihazard Emergency Operations Plan; Security Audit. SB 11. 79th Leg. Education Code, ch. 37, subch. D, sec. 1, effective Sep. 1, 2005. Electronic Link: http://www.capitol.state.tx.us/BillLookup/Text.aspx?LegSess=79R&Bill=SB11 Key Words: multihazard emergency operations plan, school safety Summary of Key Points, Issues, Conclusions: Texas Senate Bill 11 amends the Education Code by requiring school districts to adopt and implement a multihazard operations plan to be used in district schools. Plans must address mitigation, preparedness, response, and recovery, with provisions for training, drills, interagency coordination, and security audits. The bill presents an additional duty to the Texas School Safety Center of assisting school districts in developing such plans and security criteria for instructional facilities. A school district is also required to consider security criteria when building a new instructional facility or major renovation of an existing facility. An on-site technical assistance provision is discretionary, based on request of a school district. Name of Researcher: Alison Stevens Institution: Integrative Center for Homeland Security, Texas A&M University Date Posted: February 22, 2007 ------------------------------------------------------------------------------------------------------------ 4 Title: U.S. Secret Service and U.S. Department of Education Release CD-Rom Based on the Safe School Initiative Date: December 19, 2006 Author: Staff Institution: U.S. Secret Service Bibliographic Entry: U.S. Secret Service, “U.S. Secret Service and U.S. Department of Education Release CD-Rom Based on the Safe School Initiative,” press release, December 19, 2006. Electronic Link: http://www.secretservice.gov/press/GPA2206_NTAC_CDRom.pdf Key Words: U.S. Secret Service, U.S. Department of Education, Safe School Initiative (SSI) Summary of Key Points, Issues, Conclusions: The U.S. Secret Service and U.S. Department of Education announced the release of the interactive CD-ROM, A Safe School and Threat Assessment Experience: Scenarios Exploring the Findings of the Safe School Initiative. The tool was designed for educators and communities to improve school safety, as part of the final report on the Safe School Initiative (SSI). The SSI examined school attacks between 1974 and 2000, and found school attacks to typically be planned in advance. A key recommendation of SSI was for schools to form multidisciplinary threat assessment teams to assist with identifying, assessing, and managing students who may pose a threat. The CD was developed for such school-based threat assessment teams. Using two hypothetical school-based scenarios, team members can develop their skills in conducting threat assessments. The CD contains key research findings, interviews with study authors and practitioners, as well as links to additional resources. Beginning in January, 2007, the CD will be sent to law enforcement and school safety personnel across the country, and can be ordered through the Department of Education website: http://www.edpubs.org/. Name of Researcher: Alison Stevens Institution: Integrative Center for Homeland Security, Texas A&M University Date Posted: February 6, 2007 5 -----------------------------------------------------------------------------------------------------------Public & Individual Health, Safety and Security → Schools → Resources -----------------------------------------------------------------------------------------------------------Title: After-Action Reports: Capturing Lessons Learned and Identifying Areas for Improvement Date: 2007 Author: Emergency Response and Crisis Management Technical Assistance Center Institution: U.S. Dept. of Education Bibliographic Entry: Emergency Response and Crisis Management Technical Assistance Center. “After-Action Reports: Capturing Lessons Learned and Identifying Areas for Improvement.” Lessons Learned from School Crises and Emergencies 2, no. 1 (2007): 1-6. Electronic Link: http://www.ercm.org/views/documents/After_ActionReports.pdf Key Words: school emergency management planning, after-action reports Summary of Key Points, Issues, Conclusions: Emergency management planning comprises four phases: prevention-mitigation, preparedness, response and recovery, intricately linked to form the foundation for efficient emergency response and operations. Along with exercises, after-action reports are key components of emergency management planning. After-action reports serve a threefold purpose. They provide an opportunity for those involved in an exercise to: 1.) identify areas in the current emergency management plan in need of improvement, 2.) make improvement recommendations, and 3.) capture key lessons learned. The key components of after-action reports are: • Overview • Goals and objectives • Analysis of outcomes • Analysis of the capacity to perform critical tasks • Summary • Recommendations In the summer of 2006, the Emergency Response and Crisis Management (ERCM) Technical Assistance (TA) Center solicited 14 after-action reports from recipients of the U.S. Dept. of Education's ERCM Grant Program. After compiling the lessons learned by the school districts exercises, the five components were found to be included in emergency management plans: 6 • Coordinate and test emergency response capacity in collaboration with community partners by activating the ICS • Assess response time and quality of response • Examine effectiveness of communications plans with community partners, school staff, students, parents and guardians as well as the public • Identify training needed by first responders, crisis response team members, school staff and students • Incorporate lessons learned from after-action reports into emergency management plans The lessons learned by the school districts primarily focused on activities taking place during the prevention-mitigation and preparedness phases of planning. The debriefings preceding the reports help schools and districts analyze functioning of school personnel and first responders during an exercise or actual emergency. Name of Researcher: Alison Stevens Institution: Integrative Center for Homeland Security, Texas A&M University Date Posted: February 21, 2007 -----------------------------------------------------------------------------------------------------------Title: Components of Comprehensive School and School District Emergency Management Plans Date: 2007 Author: Emergency Response and Crisis Management Technical Assistance Center Institution: U.S. Dept. of Education Bibliographic Entry: Emergency Response and Crisis Management Technical Assistance Center. “Components of Comprehensive School and School District Emergency Management Plans.” Helpful Hints for School Emergency Management 2, no. 2 (2007): 1-6. Electronic Link: http://www.ercm.org/views/documents/ComponentsOfComprensiveSchoolDistrictEmerg encyMgmtPlans.pdf Key Words: school safety, (multihazard) emergency management plans Summary of Key Points, Issues, Conclusions: To ensure safety, schools nationwide should have comprehensive, multihazard management plans focusing on four phases of emergency management: preventionmitigation, preparedness, response and recovery. To start developing and maintaining an 7 emergency management plan, a district crisis response team should be assembled, including professionals with emergency management expertise, community partners, and school-based staff. District teams should work with school-based teams to develop district-wide and building-specific emergency management plans. School and school district teams should create partner agreements to define team members' and community partners' roles and responsibilities. Provided is a checklist, Components of School and School District Emergency Management Plans, which can assist schools and districts with developing their own plan. Name of Researcher: Alison Stevens Institution: Integrative Center for Homeland Security, Texas A&M University Date Posted: February 21, 2007 -----------------------------------------------------------------------------------------------------------Title: How Schools Can Help Children Recover from Traumatic Experiences: A Tool Kit for Supporting Long-Term Recovery Date: 2006 Author: Office of Congressional Relations Institution: RAND Gulf States Policy Institute Bibliographic Entry: Jaycox, Lisa H., Lindsey K. Morse, Terri Tanielian, and Bradley D. Stein. How Schools Can Help Students Recover from Traumatic Experience: A Tool Kit for Supporting Long-Term Recovery. RAND Corporation, 2006. Electronic Link: http://www.rand.org/pubs/technical_reports/2006/RAND_TR413.pdf Key Words: trauma recovery, school toolkit Summary of Key Points, Issues, Conclusions: Exposure to traumatic events can have significant long-term consequences. The toolkit is designed for schools to use to help students in the recovery process following trauma such as natural disasters, violence, abuse/assault, terrorism, and war and refuge experiences. Classified by type of trauma, the toolkit offers a selection of programs for recovery. Within each trauma category, detailed information of programs is provided, such as program goals, target population, program delivery, implementation requirements, and evidence of efficacy. Information is provided on how to obtain program manuals and other aids, as well as funding sources for school-based programs. 8 The toolkit was developed following hurricanes Katrina and Rita and was revised to include lessons learned of information needed most by schools. Some programs target the entire school population, while others use a screening or referral process to identify students. Four primary methods are used for selection: counselor or teacher referral, parent nomination, targeted school screening, and general school screening. All programs require a level of parental consent. Name of Researcher: Alison Stevens Institution: Integrative Center for Homeland Security, Texas A&M University Date Posted: April 17, 2007 -----------------------------------------------------------------------------------------------------------Title: Steps for Developing a School Emergency Management Plan Date: 2007 Author: Emergency Response and Crisis Management Technical Assistance Plan Institution: U.S. Dept. of Education Bibliographic Entry: Emergency Response and Crisis Management Technical Assistance Plan. “Steps for Developing a School Emergency Management Plan.” Helpful Hints for School Emergency Management 2, no. 1 (2007): 1-6. Electronic Link: http://www.ercm.org/views/documents/Steps4DevelopingSchoolEmergencyMgmtPlans.p df Key Words: school emergency management plan, safe schools Summary of Key Points, Issues, Conclusions: The U.S. Dept. of Education's Office of Safe and Drug-Free Schools encourages schools and school districts to develop emergency management plans within the context of the following four phases: prevention-mitigation, preparedness, response, and recovery. To guide schools and districts in developing their personalized multihazard emergency management plans are the following steps: • Develop Crisis Response Teams • Align Planning and Procedures with Federal, State, and Local Efforts • Conduct Assessments • Establish and Institutionalize Incident Command System (ICS) • Develop Policies and Protocols • Establish Communications Plans 9 • Create a Student-Parent Reunification Plan • Stock Emergency Go-kits and Supplies • Provide Training to Faculty and Staff • Design and Conduct Functional Emergency Exercises • Publish and Disseminate the Plan Resources offered are Multihazard Planning for Schools, a Web-based course part of FEMA's Independent Study Program, and The COPS Collaboration Toolkit: How to Build, Fix and Sustain Productive Partnerships, a U.S. Dept. of Justice resource supporting school and community policing and prevention efforts. Name of Researcher: Alison Stevens Institution: Integrative Center for Homeland Security, Texas A&M University Date Posted: February 21, 2007 -----------------------------------------------------------------------------------------------------------Title: The Appropriate and Effective Use of Security Technologies in U.S. Schools Date: September 1999 Author: Mary W. Green Institution: U.S. Dept. of Justice, Office of Justice Programs, National Institute of Justice Bibliographic Entry: Green, Mary W. The Appropriate and Effective Use of Security Technologies in U.S. Schools. Sandia National Laboratories, 1999. Electronic Link: https://www.hsdl.org/homesec/docs/justice/nps03-08060407.pdf&code=3a1473ab03962bf24b71df0f2991e347 Key Words: school safety, security technology Summary of Key Points, Issues, Conclusions: This guidebook, is anticipated to be the first in a series of manuals designed and written for use by school administrators and law enforcement agencies for considering security technology to ensure safe schools. The goals of these documents are to provide nontechnical, nonvendor-specific information on: • The kinds of security products available on the market • The strengths and weaknesses of products and their expected effectiveness in a school environment • The costs of these products, including installation, long-term operational and maintenance expenses, manpower, and training 10 • Requirements to include in Requests For Quotes (RFQs) for a product • Legal issues that may need to be addressed Topic areas include: security concepts and operational issues, video surveillance, weapons detection devices (walk-through and handheld metal detectors and x-ray baggage scanners), entry controls, and duress alarms. Although security products can have different applications, this document covers products that can be applicable to issues of violence in schools: video surveillance, weapon detection, entry control, and duress alarms. Most of the issues and philosophies covered are geared toward middle schools and high schools, but elementary schools will likely find the technologies to also be applicable to their facilities. Future volumes are expected to cover issues and products involving bomb threats and explosives detection; drug residue and drug vapor detection; drug use detection; alcohol use detection; interior and exterior intrusion detection sensors; alarm communications; antigraffiti sealers; false fire alarm pulls; glass-break sensors; two-way radios; fencing; antitheft property marking; doors, locks, and key control; Crime Prevention Through Environmental Design (CPTED) principles; and parking lot safety. Name of Researcher: Alison Stevens Institution: Integrative Center for Homeland Security, Texas A&M University Date Posted: April 17, 2007 -----------------------------------------------------------------------------------------------------------Title: The Final Report and Findings of the Safe School Initiative: Implications for the Prevention of School Attacks in the United States Date: May 2002 Author: Vossekuil, Bryan, Robert A. Fein, Marisa Reddy, Randy Borum, and William Modzeleski Institution: U.S. Secret Service and U.S. Dept. of Education Bibliographic Entry: Vossekuil, Bryan, Robert A. Fein, Marisa Reddy, Randy Borum, and William Modzeleski. The Final Report and Findings of the Safe School Initiative: Implications for the Prevention of School Attacks in the United States. U.S. Secret Service and U.S. Dept. of Education, 2002. Electronic Link: http://www.secretservice.gov/ntac/ssi_final_report.pdf Key Words: safe schools, targeted violence 11 Summary of Key Points, Issues, Conclusions: The objective of the Safe School Initiative was to attempt to identify information that could be obtainable prior to an attack. That information would then be analyzed and evaluated to produce a factual, accurate knowledge base on targeted school attacks, and to help communities across the country form policies and strategies aimed at preventing school-based attacks. The report is from an ongoing collaboration between the U. S. Secret Service and the U.S. Department of Education to answer two central questions: "Could we have known that these attacks were being planned?" and, if so, "What could we have done to prevent these attacks from occurring?" Thirty-seven incidents of targeted school violence occurring in the United States from December 1974 through May 2000 were examined. “Targeted-violence” incidents were defined as an incident where: 1.) a current student or recent former student attacked someone at his or her school with lethal means, and 2.) where the student attacker purposefully chose his or her school as the attack location. The term evolved from a five-year study by the Secret Service, known as the Exceptional Case Study Project (ECSP), focusing on the behavior of individuals who have carried out, or attempted, lethal attacks on public officials or prominent individuals. Findings from the Initiative suggest officials consider focusing their efforts for preventing attacks in two principal areas: • Developing the capacity to pick up on and evaluate available or knowable information that might indicate that there is a risk of a targeted school attack • Employing the results of these risk evaluations or “threat assessments” in developing strategies to prevent potential school attacks from occurring Support for the previous suggestions is found in the 10 points below: • Incidents of targeted violence at school rarely were sudden, impulsive acts • Prior to most incidents, other people knew about the attacker’s plan • Most attackers did not threaten their targets directly prior to the attack • There is no accurate "profile" of students who engaged in targeted school violence • Most attackers engaged in some behavior prior to the incident that caused concern • Most attackers had difficulty coping with loss or failures or had attempted suicide • Many attackers felt bullied or persecuted by others prior to the attack • Most attackers had access to and had used weapons prior to the attack • In many cases, other students were involved in some capacity • Despite prompt law enforcement responses, most shooting incidents were stopped by means other than law enforcement Several characteristics of incidents from targeted school violence were found, as well as target and victim characteristics. Findings of the 37 incidents fell into five general categories: • Characterizing the attacker • Conceptualizing the attack • Signaling the attack 12 • Advancing the attack • Resolving the attack Name of Researcher: Alison Stevens Institution: Integrative Center for Homeland Security, Texas A&M University Date Posted: February 15, 2007 -----------------------------------------------------------------------------------------------------------Title: Updating and Maintaining School Emergency Plans Date: 2007 Author: Emergency Response and Crisis Management Technical Assistance Center Institution: U.S. Dept. of Education Bibliographic Entry: Emergency Response and Crisis Management Technical Assistance Center. “Updating and Maintaining School Emergency Plans.” Helpful Hints for School Emergency Management 2, no. 3 (2007): 1-4. Electronic Link: http://www.ercm.org/views/documents/Updating_MaintainingPlans.pdf Key Words: school emergency management plans, school safety Summary of Key Points, Issues, Conclusions: Developing and implementing comprehensive, multihazard emergency management plans is an ongoing process requiring routine testing of the plans' components based on the four phases of emergency management: prevention-mitigation, preparedness, response and recovery. These phases enhance each component’s effectiveness, build broader support for preparedness efforts, and assist with sustaining plans over time. An emergency management plan needs regular reviewing and updating due to many impact sources: modifications based on building depreciation, resource allocation changes, population changes, staff changes, school-based policy changes, policy changes from first responders and the lessons learned from after-action reports. Opportunities to review, strengthen, and update emergency management plans can be found through implementing these elements: • Conducting Emergency Exercises • Collaborating with Community Partners 13 • Focusing on Sustainability • Conducting Evaluations Consistently Resources include a FEMA web-course titled Multi-Hazard Emergency Planning for Schools, an Emergency Response Crisis Management Webcast, hosted by the U.S. Dept. of Education's Office of Safe and Drug-Free Schools and The COPS Collaboration Tool Kit: How to Build, Fix and Sustain Productive Partnerships, a resources by the U.S. Dept. of Justice's Office of Community Oriented Policing Services (COPS). Name of Researcher: Alison Stevens Institution: Integrative Center for Homeland Security, Texas A&M University Date Posted: February 22, 2007 -----------------------------------------------------------------------------------------------------------Public & Individual Health, Safety and Security → Schools → Websites -----------------------------------------------------------------------------------------------------------Title: Center for Safe and Secure Schools (Website) Date: Last accessed Feb. 20, 2007 Author: Center Staff Institution: Center for Safe and Secure Schools Bibliographic Entry: Center Staff. “Center for Safe and Secure Schools (Website).” Center for Safe and Secure Schools. http://www.safeandsecureschools.org (accessed Feb. 20, 2007). Electronic Link: http://www.safeandsecureschools.org Key Words: school emergency management, safe schools Summary of Key Points, Issues, Conclusions: The Center for Safe and Secure Schools is continually developing consensus standards and best practices for school safety and security. The Center provides training and certification programs in applying those standards to public and private schools. Links to the standards and an overview of the certification programs are provided. The Center focuses on the emergency management cycle including: prevention/mitigation, preparedness, response and recovery. This is done through 14 utilizing six key components: • Criteria for standards and promising practices • Emergency management planning and operations • Communications, coordination and business continuity • Training and certification programs • Assessments, reviews and audits • Safe and secure learning and teaching environments Name of Researcher: Alison Stevens Institution: Integrative Center for Homeland Security, Texas A&M University Date Posted: February 21, 2007 -----------------------------------------------------------------------------------------------------------Title: National Crime Prevention Council Website Date: Accessed February 1, 2007 Author: Staff Institution: National Crime Prevention Council Bibliographic Entry: National Crime Prevention Council Staff. “National Crime Prevention Council Website.” National Crime Prevention Council. http://www.ncpc.org/ (accessed February 2, 2007). Electronic Link: http://www.ncpc.org/ Key Words: safe schools Summary of Key Points, Issues, Conclusions: The National Crime Prevention Council (NCPC) was founded in 1982 to manage the National Citizens’ Crime Prevention Campaign and administer the Crime Prevention Coalition of America. The NCPC’s mission is to be the nation's leader in helping people keep themselves, their families, and their communities safe from crime. NCPC produces tools that communities can use to learn crime prevention strategies, engage community members, and coordinate with local agencies, including: • • • • • Publications and teaching materials Programs to be implemented in communities and schools Local, regional, and national trainings Public service announcements broadcast nationwide starring McGruff, the Crime Dog Support for a national coalition of crime prevention practitioners 15 The NCPC site contains the organization’s Strategic Plan outlining its goals for the future as well as past accomplishments. Name of Researcher: Alison Stevens Institution: Integrative Center for Homeland Security, Texas A&M University Date Posted: February 6, 2007 -----------------------------------------------------------------------------------------------------------Title: National Education Association (NEA) Website Date: Accessed February 2, 2007 Author: Staff Institution: National Education Association Bibliographic Entry: National Education Association Staff. “National Education Association (NEA) Website.” National Education Association. http://www.nea.org/ (accessed February 2, 2007). Electronic Link: http://www.nea.org/ Key Words: National Education Association (NEA), schools, school safety Summary of Key Points, Issues, Conclusions: The National Education Association (NEA) is the nation's largest professional employee organization, and its mission is to advance the cause of public education. NEA's members work at every level of education, from pre-school to university graduate programs. NEA has affiliate organizations in every state and in more than 14,000 communities across the United States. NEA is a volunteer-based organization supported by a network of staff at the local, state, and national levels. The NEA website contains various school safety information, retrievable by performing a search on the website’s home page. Resources include a downloadable Safe Schools Manual as well as other school safety news. A whole section is devoted to issues in education, and under “Other Issues” is information on school safety and school security. The website’s “Legislative Action Center” and “Press Center” can also be used to search for school related topics. Name of Researcher: Alison Stevens Institution: Integrative Center for Homeland Security, Texas A&M University 16 Date Posted: February 6, 2007 -----------------------------------------------------------------------------------------------------------Title: National School Safety Center (NSSC) Website Date: Accessed February 2, 2007 Author: Staff Institution: National School Safety Center Bibliographic Entry: National School Safety Center Staff. “National School Safety Center (NSSC).” National School Safety Center. http://www.schoolsafety.us/ (accessed February 2, 2007). Electronic Link: http://www.schoolsafety.us/ Key Words: school safety Summary of Key Points, Issues, Conclusions: The National School Safety Center (NSSC), established by a presidential directive in 1984, advocates for safe, secure and peaceful schools worldwide and hopes to assist in the prevention of school crime and violence. NSSC provides school communities and their school safety partners with information, resources, consultation, and training services. The NSSC website includes information on: • Leadership training, assessment tools, and more • Products such as books, videos, resource papers, journals, and updates • A variety of free resources • Media resources Name of Researcher: Alison Stevens Institution: Integrative Center for Homeland Security, Texas A&M University Date Posted: February 6, 2007 -----------------------------------------------------------------------------------------------------------Title: National School Safety and Security Services Website Date: Accessed February 2, 2007 17 Author: Trump, Kenneth Institution: National School Safety and Security Services Bibliographic Entry: Trump, Kenneth. “National School Safety and Security Services Website.” National School Safety and Security Services. http://www.schoolsecurity.org/ (accessed February 2, 2007). Electronic Link: http://www.schoolsecurity.org/ Key Words: School safety Summary of Key Points, Issues, Conclusions: National School Safety and Security Services is a national consulting firm specializing in school security and school emergency/crisis preparedness training, school security assessments, and school safety consulting for K-12 schools and public safety providers. The organization is a private, independent consulting firm which is not product-affiliated. The school safety and school crisis services are provided and directed by school security professional, Ken Trump. The website contains links to information such as: • Professional services (training) • News on school safety topics • Free resources • Publications A “Site Index” is provided for easier access to site information. Name of Researcher: Alison Stevens Institution: Integrative Center for Homeland Security, Texas A&M University Date Posted: February 6, 2007 -----------------------------------------------------------------------------------------------------------Title: Texas School Safety Center Date: 2007 Author: TxSSC Staff Institution: Texas State University – San Marcos 18 Bibliographic Entry: TxSSC Staff. “Texas School Safety Center.” Texas State University – San Marcos. http://www.cscs.txstate.edu/txssc.htm (accessed February 16, 2007). Electronic Link: http://www.cscs.txstate.edu/txssc.htm Key Words: school safety, multi-hazard emergency operations plan Summary of Key Points, Issues, Conclusions: TxSSC was created in 1997 to serve as a central location for school safety information, and to provide schools with information including research, training, and technical assistance to reduce youth violence and promote safety. TxSSC conducts safety training which includes: development of a positive school environment and proactive safety measures to address local concerns, school safety courses for law enforcement officials, assistance for districts in developing a multi-hazard emergency operations plan, security criteria for instructional facilities, and a model safety and security audit procedure for the state. The center also collects school safety data for the state and provides a report to the public. The TxSSC website includes downloadable school drills lesson plans, information on the development of a Campus Safety and Security Audit Toolkit, a Proactive School Terrorism Guide, free downloads from the National School Safety Center, and an emergency Classroom Go Kit. Name of Researcher: Alison Stevens Institution: Integrative Center for Homeland Security, Texas A&M University Date Posted: February 22, 2007 -----------------------------------------------------------------------------------------------------------Title: National Alliance for Safe Schools Date: 2007 Author: NASS Staff Institution: National Alliance for Safe Schools Bibliographic Entry: NASS Staff. “National Alliance for Safe Schools.” Slanesville, WV. http://www.cscs.txstate.edu/txssc.htm (accessed April, 2007). Electronic Link: http://www.safeschools.org/ 19 Key Words: school safety, training Summary of Key Points, Issues, Conclusions: NASS was founded in 1977 and is committed to the belief that no child should go to school in fear. They offer workshops, symposiums, school security assessments, as well as technical assistance, ranging from a review of policies to evaluation of security and police presence. -----------------------------------------------------------------------------------------------------------Title: Safe Schools/Health Students Date: 2007 Author: SS/HS Staff Institution: US Departments of Education, Health and Human Services, and Justice. Bibliographic Entry: SS/HS Staff. “The Safe Schools/Healthy Students Initiative.” http://www.sshs.samhsa.gov (accessed April, 2007). Electronic Link: http://www.sshs.samhsa.gov/ Key Words: school safety, grants Summary of Key Points, Issues, Conclusions: The Safe Schools/Healthy Students (SS/HS) initiative is a starting point for schools looking to obtain grants for violence prevention and substance abuse programs. This program is a collaborative effort between the Departments of Education, Health and Human Services, and Justice and is set up so that a single application is all that is needed for a school to apply for funds. -----------------------------------------------------------------------------------------------------------Title: National Youth Violence Prevention Resource Center Date: 2007 Author: NYVPRC Staff Institution: Centers for Disease Control (CDC) along with 11 other federal partners Bibliographic Entry: NYVPRC Staff. “National Youth Violence Prevention Resource Center.” http://www.safeyouth.org/scripts/index.asp (accessed April, 2007). Electronic Link: http://www.safeyouth.org/scripts/index.asp 20 Key Words: school safety, school violence Summary of Key Points, Issues, Conclusions: The National Youth Violence Prevention Resource Center is a product of the CDC and serves as a means of channeling federal resources into one site. Among their resources are tools to search for grants, conferences/seminars, materials, and youth violence prevention organizations. The website also provides links to the Academic Centers of Excellence and provides an online order service for materials from these centers. The front page features links to news articles of interest in this field. For Spanish speakers, they have a button on the website that takes the visitor to a Spanish version of the website. -----------------------------------------------------------------------------------------------------------Title: Security on Campus Date: 2007 Author: SOC Staff Institution: Security On Campus, Inc. Bibliographic Entry: SOC Staff. “Security On Campus.” http://www.securityoncampus.org/ (accessed April, 2007). Electronic Link: http://www.securityoncampus.org/ Key Words: school safety, campus security, Clery Act. Summary of Key Points, Issues, Conclusions: Security on Campus was founded in 1987 by Connie and Howard Clery, whose daughter Jeanne was raped and murdered in her dorm door. They have selected resources concerning the Clery Act, including training, links to campus crime statistics, and resources for victims of crime occurring on a college campus. 21