Lockdown Mode: Dealing With School Emergencies According to FEMA Standards (original) (raw)

School Crisis, Emergency Management and Medical Emergency Response Plan

[School Division] Or [School] [Date] Confidentiality – The [school division/school] School Crisis, Emergency Management and Medical Emergency Response Plan is intended for official use only by [school/school division] faculty & staff, county and state public safety and public health officials. Use of this plan for any purpose beyond its intended use is not authorized and could compromise the health and welfare of students, faculty and staff. Please report inappropriate use of this plan or any of its components as soon as possible to the school principal or the school division Emergency Manager. Thank you for placing the safety of the [school/school division] community first.

Sample Policy – Use of Volunteers

School policy making can be rather complex for both public and private school leaders as state and federal laws, especially those that pertain to education, are elusive and open to interpretation. One of the ways schools offset costs is through the usage of school volunteers, however, as expected, their rights within the school are a complicated issue. In this paper, I review some of the cases and laws regarding the legal rights of volunteers and how such laws can pose an issue to Jewish private schools.

A Practical Ideal Model for Responding to Active Shooter Incidents in Schools

Purpose. The purpose of this research is two-fold. First, this study develops an ideal model of strategies for school personnel to respond to an active shooter incident. The second purpose of this study is to assess the extent to which public school personnel in Texas are aware of the strategies and therefore prepared to respond properly to an active shooter incident. Methods. The ideal model of response strategies for an active shooter incident was developed through literature review. An electronic survey questionnaire was sent to public school principals in Texas, who were asked to complete the questionnaire and forward the survey invitation to their school personnel. The questionnaire was designed to assess the training and knowledge of school personnel on how to respond to an active shooter incident. Findings. The findings show that 68.38% of respondents indicated they had received active shooter response training. However, the data reveal that some of the respondents’ responses to their awareness of certain strategies fell below this percentage. This suggests that additional training may be needed to ensure that school personnel are aware of strategies that may increase their ability to respond quickly and effectively to the crisis until the arrival of law enforcement.

Institutional variables and the supervision of security in public secondary schools in Cross River State.

International Journal of Innovation in Educational Management (IJIEM), 2018

The purpose of this paper was to examine institutional variables and the supervision of security in secondary schools in Cross River State. The study specifically sought to determine whether there was a significant influence of school population, school type and school location, on the supervision of security in public secondary schools in Cross River State. Three null hypotheses were formulated accordingly to guide the study. 360 students and 120 teachers resulting in a total of 480 respondents, constituted the sample for the study. The instrument used for data collection was a questionnaire while Independent t-test was used to analyze data and test the hypotheses at .05 level of significance using Microsoft Excel version 2013. The results of the findings revealed that school population, school type and school location, all have an influence in the supervision of security in public secondary schools of Cross River State. It was also revealed that lowly populated, mixed-gender, and urban public secondary schools were more efficient in the supervision of security than their counterparts such as highly populated, single-gender and rural secondary schools. Based on the findings of this study, conclusions were drawn and recommendations were made.

DISSERTATION - Making a Case for Comprehensive School Safety and Security Standards

Schools in the United States are mostly safe places free from violence and danger where growth, knowledge, and learning happens. However, all too often situations and incidents occur which serve as a reminder that safety and security are not always foregone conclusions and bad things do and likely will happen to even the most conscientious and well prepared. The comprehensive School Safety and Security Standards (S4) project serves to try and assist K-12 faculty, staff, and administrators make their schools and school systems safer and more secure for both themselves and more importantly for the students they are charged with caring for and educating. Although the U.S. Government has provided school safety and security guidance in the form of legislation and grant programs through The Elementary and Secondary Education, No Child Left Behind, and Safe and Drug Free Schools Acts (Skinner & McCallion, 2008), these tend to fall short in terms of a set of usable comprehensive national school safety and security standards for the secondary education/K-12 environment. Additionally, given the fact that there are few state level standards for K12 schools and systems, the S4 project provides a comprehensive set of research based standards and a process for applying and evaluating those standards in a way that ultimately enhances the safety and security knowledge and confidence level of individual faculty, staff, and administrators. As a result of this process, schools and school systems are made safer and more secure. The standards are designed to be used by all individuals involved in the K-12 education process, can be tailored to all types and levels of schools, and are applicable across all school cultures and education environments.

Security at Howard College

In September 2011 there was an emergency situation on campus that has caused serious concerns about the priorities and decision-making process on the Big Spring campus. I understand that the greatest capital a not for profit agency has its reputation ​and that reputation is something that needs to be protected (Dickinson-Delaporte, Beverland, & Lindgreen, 2010). However, as public managers and officials with the public trust, we need to consider the reputation we want to have. Howard College and ultimately each of us at Howard College from Dr. Sparks to Dr. Flores to every employee is responsible for the safety and well-being of the students that are on out campus. Our primary responsibility should be to the students of Howard College regardless of the effects it has on our reputation.

Supporting Students With Disabilities During School Crises: A Teacher's Guide

Most schools have crisis plans to support student safety, but few plans address the complex needs of students with disabilities. School supports should include analysis of school plans and student strengths and needs to ensure that students with disabilities have the best opportunity to be safe in school crises. Recommendations include developing individual emergency and lockdown plans to provide procedures for explicit instruction and needed supports for students with disabilities during a crisis. Implications for such plans and support for their development are included.

(R)Evolutionary Emergency Planning: Adding Resilience through Continuous Review

This article discusses how a library can revise its existing Emergency, Disaster and Continuity of Operations plans, through the utilization of an ongoing review cycle, new dissemination techniques, and expanded training protocols. While reviews of existing emergency plans typically happen in response to actual emergencies, flipping that scenario by conducting ongoing reviews with a small, dedicated committee will expand preparedness. The paper identifies important steps to follow in revising emergency plans and discusses incorporating e-book and short form formats to enhance training and documentation.