Presents an audio inteview that reviews loss of children's lives within schools that were damaged by recent natural disasters. The design and seismolological professionals interviewed advocate for better design and construction of schools worldwide, along with better and quicker restoration of school housing after natural disasters. Improvements in school construction undertaken after lessons learned from the disasters are noted. Also urged are improved preparation and acceptance of the inevitability of natural disasters, improved training for the building profession in developing countries, recognition of the disproportionate affect of disasters on vulnerable populations.

Discusses the information required for managing school buildings, grounds, occupants, and rescue and recovery personnel during and after a crisis: neighborhood maps; aerial and ground photos; campus plans; command post and staging area locations; alternative evacuation routes and sites; school floor plans; fire alarm, sprinkler, utility, and television shutoff procedures; first aid supply locations; contact information for emergency responders, staff, and outside assistance; and the provision of building keys. 3p.

This NCEF publication describes a process for assessing the safety and security of school buildings and grounds, making a hazard mitigation plan, and implementing the plan. Steps include: select an assessment tool; assemble an assessment team; look at the record; perform the assessment; write up the results; create a standing committee on hazard mitigation; prepare a hazard mitigation plan; understand risk; weigh passive vs. active safety; select security technology with care; improve school climate; calculate costs, locate funding; seek input; coordinate hazard mitigation with crisis planning; start small, think big; justify thoroughly; meet regularly, advocate continually; and benefit mutually. 4p.

The 25 guides found on the lower portion of this web page assist in the school safety assessment process. Each downloadable guide addresses a specific area or space within the school, presenting a series of "yes-no" questions that assess the safety and security of physical features typical for that area. 67p.

Advocates hazard vulnerability assessments (HVAs) as essential elements of school emergency management planning. Schools can utilize HVA's to identify potential hazards and to prioritize prevention and mitigation efforts in cases of emergency. HVAs are typically conducted by risk assessment teams that include school personnel and representatives from the local emergency management community. A list of 22 resources is included. 7p.

DHS offers a wide-range of emergency preparedness resources to help schools create safe and secure environments for their students including several planning and training resources to help local schools prepare comprehensive all-hazard emergency preparedness plans. 2p.

Uses data from the 2005 06 School Survey on Crime and Safety (SSOCS) to examine a range of issues dealing with school crime and safety, such as the frequency of school crime and violence, disciplinary actions, and school practices related to the prevention and reduction of crime and safety. Percentages of schools that drill students on emergency plans for natural disasters, hostage situations, bomb threats, and hazardous materials threats are included. 75p.

Presents the discussion items and final recommendations of this task force, which include: 1. Distribution of model emergency policies to the States law enforcement agencies with the direction that they are to begin implementing these policies with current operations plans and training. 2. Distribution of "companion" model policies for school administrators & teachers. 3. Joint training for the 21 county prosecutors and county schools superintendents to review school security strategies and programs together. 4. a uniform state memorandum of agreement between education and law enforcement to include annual review of the model policies issued by the school task force. 5. Enhanced training for school resource officers to include training on the aforementioned model procedures. 6. Teacher training for school crises. 7. Local school security councils/working groups, consisting of parents, educators, and state, county, and local law enforcement, fire, and emergency management personnel to address issues of school security. 8. Regular drills & amendments to the New Jersey fire code that require that monthly fire drills should be amended to incorporate drills and exercises for bomb threats, emergency evacuation/reverse evacuation, active shooters, lockdowns, and shelter-in-place. 26p.

Assesses the roles of federal and state governments and school districts in establishing requirements and providing resources for emergency management planning, what school districts have done to plan and prepare for emergencies, and the challenges school districts have experienced in planning for emergencies. Surveys, interviews, and document reviews were conducted at the federal, state, and district level. Most states and school districts reported having requirements for emergency planning, and federal and state governments and school districts provide financial and other resources. Thirty-two states reported having laws or other policies requiring school districts to have emergency management plans. Most school districts have developed emergency management plans, but many plans do not include federally recommended practices. The GAO estimates that over one-quarter of school districts have never trained with any first responders and over two-thirds of school districts do not regularly train with community partners on how to implement their school district emergency management plans. 74p.

Reports on the current state of emergency preparedness in U.S. school districts, illustrating percentages of districts that have plans for intruders, bomb threats, natural disasters, terrorism, radiation, anthrax, and pandemic influenza. Some plans and school districts have taken steps to plan for a range of emergencies, as most have developed multi-hazard emergency management plans. However some plans and activities do not address federally recommended practices. In an estimated 62 percent of districts, officials cited a lack of equipment and expertise as impediments to emergency planning. Absence of door locks necessary for implementing a lockdown and a lack of two-way radios are two examples of facility and equipment deficiencies. Also noted was a shortage of expertise in both planning for and managing emergencies, as well as an inability to incorporate special needs students in emergency management planning. An estimated 39 percent of districts with emergency plans experience challenges in communicating and coordinating with local first responders, lacking partnerships with all or specific first responders, limited time or funding to collaborate with first responders on plans for emergencies, or a lack of interoperability between the equipment used by the school district and equipment used by first responders. 25p.

Discusses mitigation strategies for pandemics, including examples of non-pharmaceutical inteventions (NPI's) that could be employed include school distancing measures, school closure triggers, surveillance and reporting, social distancing, increased communication, heightened maintenance and sanitation, and efforts to continue academics. Includes 16 references. 13p.

Provides direction for disaster preparedness planning and management in a variety of disasters affecting school districts and community colleges. The book is intended for facility managers, and is organized around four phases of emergency management: preparedness, response, recovery, and mitigation. The dual issues of schools as emergency shelters and their prompt return to an educational function are covered. 38 references are included, as is an appendix advising on sheltering, mental health, debris removal, family preparedness, and other related topics. (This very large document may take several minutes to download. Or, you can right click on the link and save it to your computer.) 232p.

Discussion of the use of more durable portables in Palm Beach County, Florida. Concrete units are being explored as a safer, cost-effective, and more durable option to easily damaged traditional classroom portables. The portables feature, reinforced roofing, impact-resistant windows, and are rated to withstand winds of 187 mph. Concrete portables can be integrated into a modular design and can be configured to almost any shape or for any purpose. 3p.

Assists school districts in the preparation of their emergency preparedness guide. This online publication takes the user through the responsibilities of essential staff, as well as providing checklists of tasks which department heads should complete before, during, and after an event, and issues to consider when creating your district's disaster preparedness guide. The guide is organized in eleven major categories that must be addressed, as they directly impact school district operations: people transportation, communications, food service, planning supplies, facilities, legal, technology, financial, and education. Each category has a short overview to explain the major objectives of the section, followed by an outline of items to consider when assembling a planning, management and recovery plan for the district.

Presents over 3,000 vendor listings covering 400 disaster recovery categories such as drying & dehumidification of paper & microfilm records, smoke odor counteracting services, and trauma counselors. The listings are organized under nine sections: disaster-recovery planning and assistance associations; emergency equipment replacement & repair; facilities, such as hotsites, warmsites, coldsites, mobile buildings and mobile computers; materials and publications, such as videos and journals; services, including clean-up and restoration, computer repair, consulting, and data-recovery; software for disaster-recovery and business-continuity planning, risk management, security control, disaster management, and emergency notification; specialty supplies, such as emergency food rations, fireproof containers, and personal evacuation equipment; and providers of specialty training for professionals and employees.

Assists Utah schools in compliance with state regulations mandating emergency preparedness plans for schools. The guide outlines responsibilities for school officials and staff; criteria, components, and organization of an emergency preparedness plan; hazard analysis; communications and evacuation plans; and specific advice for itemized threats. Appendices include the text of the state rule, additional advice for specific age groups, sample forms, and a list of recommended first aid equipment and supplies. 93p.

When developing the Pandemic Influenza Preparedness Plan, California districts are encouraged to consider how such an emergency might affect the school facilities. Issues such as school closings, accommodation of students with special needs, schools designated as contingency hospitals, establishing policies for transporting ill students, modified maintenance practices during an emergency epidemic or pandemic to reduce or slow the spread of the disease, storage of adequate supplies (food, water, cleaning supplies, soap, hand towels, etc.), and removal of trash during a break-out, etc. This links to resources to assist schools in developing these emergency plans.

This CD instructs school districts on how to create an interactive and secure website with critical information about each school in the district that only can be accessed by first responders in the case of an emergency. Information to be placed on the website includes detailed floor plans of each school, interior and exterior photographs, a complete contact list of all teachers and administrators, and a crises management response plan for the district.

School districts may be touched either directly or indirectly by a crisis of some kind at any time, including natural disasters, school shootings, or acts of terrorism. This guide is intended to give schools, districts, and communities the critical concepts and components of good crisis planning, stimulate thinking about the crisis preparedness process, and provide examples of promising practices. Sections include: 1) Mitigation/Prevention; 2) Preparedness; 3) Response; 4) Recovery; and 5) Resources. Each section contains an action checklist and action steps. 146p.

A checklist that combines the nation's best school facility assessment measures into one online source for assessing the safety and security of school buildings and grounds. It includes over 400 measures covering school surroundings, school grounds, buildings and facilities, communications systems, building access control and surveillance, utility systems, mechanical systems, and emergency power. The checklist is updated frequently and may be used for planning and designing new facilities or assessing existing ones.

Details eight "lessons learned," as synthesized from the advice of ten higher education presidents who led their respective institutions through a natural or man-made disaster. The lessons focus on leadership, communication, recovery, minimizing enrollment loss, and dealing with "matters of the heart." 10p.

Identifies serious and unanticipated problems that currently make it neither feasible nor safe for many people to shelter in place in case of an emergency. The report is based on two years' work gathering the insights and experiences of nearly 2,000 people who live and work in four communities around the country. Among the many gaps uncovered was the fact that while schools have been preparing for emergencies that affect the school directly, children are also at risk if their parents and other guardians need to shelter in place because of an emergency and no other adult is available to pick the children up or be at home with them after school. 62p.

Offers a workbook to identify and assess hazards to school property and occupants in order to develop a more thorough emergency response plan. 22p.

Provides school districts with comprehensive guidelines to follow in case of any of nineteen types of emergencies. Checklists, communication instructions, staff responsibilities, job descriptions, and a wide variety of forms for inventory, release, skills assessment, and site review are included. 79p.

Describes the environmental conditions (wind speed, storm surge, and flooding) that were present during the hurricanes in regions that were affected by these hurricanes. The report further documents the NIST-led team's observations of damage to major buildings, infrastructure, schools, and residential structures resulting from wind and wind-borne debris, storm surge, surge-borne debris, and surge-induced flooding. Damage reports are organized by part such as structural systems, roofs, windows, and cladding. The report concludes with 23 recommendations for: 1)improvements to practice that will have an immediate impact on the rebuilding of structures damaged or destroyed by the hurricanes; 2)improvements to standards, codes, and practice; and 3)further study or research and development. 222p.

Presents the demographic information, chronology of priorities, emergency plans, command and coordination, equipment and logistics, communications, staff and critical incident stress management, recall and staffing, lessons learned, and unmet needs of fifteen higher education institutions affected by Hurricanes Katrina or Rita, or by bomb incidents. 148p.

This guide is a practical toolkit to help child care programs–-both in child care centers and providers’ homes–-keep children safe and their businesses open during and after natural disasters, terrorist attacks, chemical emergencies, and other catastrophes. It discusses preparing for disasters and restoring child care after a disaster. 114p.

Advises on the accommodation of the disabled during a disaster, covering levels and types of disabilities, special equipment and supplies to have on hand for the disabled, and procedures for working with individuals impaired in hearing, vision, learning, and mobility, as well as their service animals. Advice on evacuation planning, psychological symptoms, stress factors, and communication is included. 45p.

Designing buildings for security and safety requires a proactive approach that anticipates—and then protects—the building occupants, resources, structure, and continuity of operations from multiple hazards. This section of the Whole Building Design Guide discusses four fundamental principles of multi-hazard building design: Plan for Fire Protection; Ensure Occupant Safety and Health; Resist Natural Hazards; and Provide Security for Building Occupants and Assets.

Lists this college's emergency procedures for explosions, aircraft crashes, fires, earthquakes, storms, snow, ice, floods, hazardous materials spills, bomb threats, violence or criminal behavior, and civil disturbances. Evacuation procedures and a bomb threat reporting form are included. 15p.

FEMA recommends the following actions for all school officials: 1) Identify hazards likely to happen to your schools; 2) Mitigate against the hazards; 3) Develop a response plan, including evacuation route; 4) Plan for coping after a disaster; and 5) Implement drills and family education.

Presents the Organisation for Economic Co-operation and Development's position on school earthquake safety guidelines, outlines the principles of school seismic safety programs, and details recommended elements of such programs, which include policy, accountability, building codes and enforcement, training, preparedness, community awareness and participation, and risk reduction. 7p.

Lists this college's emergency procedures for bomb threats, civil disturbances, earthquakes, evacuations, fire, explosions, hazardous material spills, human bodily fluid spills, lockdowns, medical emergencies, power outages, suspicious packages and envelopes, an severe weather. Locations of emergency telephones are included. 30p.

Serves as a tool for emergency response planning in child care programs. This guide provides basic emergency preparedness and planning information that can be customized to fit the size and needs of differing programs. It covers specific disasters such as earthquake, flood, severe weather, bomb threat, contamination, power failure, fire, hazardous materials, abduction, transportation incident, medical emergency, and building collapse. A sample emergency relocation shelter agreement and a sample emergency transportation permission agreement are appended. 28p.

Considers situations in California where schools may fall short of typical seismic safety expectations. The report finds that private schools and charter schools, particularly those in older buildings, may not meet Field Act standards, both in structural and non-structural components. Six recommendations to reduce risk in these types of facilities are presented. 15p.

This on-line, independent study course will help educators and first responders develop effective emergency operations plans for the wide array of potential emergencies that schools face. The course describes emergency management operations, roles and duties; explains how to assess potential hazards that schools may face; and explains how to develop and test an Emergency Operations Plan that addresses all potential hazards.

Lists the guiding principles and major elements for recommended mandatory school seismic safety programs. The major elements described are community awareness and participation, building codes and code enforcement, risk reduction for new and existing facilities, proper training for building professionals, and disaster preparedness. 10p.

Provides design guidance for the protection of school buildings and their occupants against natural hazards, concentrating on K-12 facilities. The focus is on the design of new schools, but the repair, renovation and extension of existing schools, as well as the economic losses and social disruption caused by damage from these three hazards is also addressed. Two core concepts emphasized are multihazard design, where the characteristics of hazards and how they interract are considered together with all other design demands, and performance-based design, where the specific concerns of building owners and occupants a considered over and above what is covered in the building code. Chapters 1-3 present issues common to all hazards. Chapters 4-6 cover risk management for each of the three specific hazards of the title. 361p.

Discusses the sensitivity of educational buildings to natural disasters, given that they are densely occupied, and that they are often used as refuge for the general population during and after disasters. Strategies and justifications for building disaster-resistant schools and retrofitting existing schools are presented. Programs and case studies from several countries are described, along with historical accounts of recent disasters and their effects on educational infrastructure. 119p.

Reports on a 2004 conference of international seismic and educational facility experts. Part 1 discusses the recognition of obstacles to improving seismic safety of schools in various countries. Part II defines seismic safety principles for schools. Part III discusses assessing vulnerability and risks to schools and other public buildings. Part IV identifies strategies and programs for improving school seismic safety. Part V presents the group's recommendations for improving seismic safety in schools. 242p.

Presents general information on school crisis management that individual schools or districts can tailor to fit local needs and capabilities. The Guide is a framework to implement local school policy and administrative procedures, which are based on a comprehensive school emergency operations plan and policies. Sections of the guide cover the crisis planing team, various committees, accidents, terrorism and criminal acts, natural disasters, and additional policies and procedures. 66p.

Takes the user through the planning, implementation, response, and recovery processes of a safe school. Section one describes how to organize personnel and materials around the development of an emergency plan. Section two describes mitigation and prevention procedures which involve both facilities and school climate issues. Section three details preparedness procedures for critical incidents. Section four presents strategies for recovery after a critical incident. 450p.

Estimates through sidewalk surveys and walk-throughs that about half of the County's K-12 schools may be in need of further seismic study and potential upgrades. The surveys do not account for elements invisible from the street or interior corridors, and are intended solely as a prioritization tool for identifying structures in need of further evaluation. The data was obtained using FEMA methods. 25p.

The state of Georgia provides the legislative rules for complying with the National Flood Insurance Program and applicable to the construction of state facilities and recipients of state grants or loans in flood plain areas. Sections present findings of fact relative to Georgia's flood plains, and the general provisions of the regulation and the provision of flood plain management and administrative services. A Floodplain Determination Request form is attached. 7

This guide is intended to support efforts by universities to reduce and manage their vulnerability to hazards. It includes a description of a disaster-resistant university; how to perform a risk assessment; developing interest and support; developing a loss reduction plan; maintaining interest; and additional information. This is both a how-to guide and a distillation of the experiences of six universities and colleges that have been working to become more disaster-resistant 55p.

Reviews earthquake risk to Vancouver's school facilities, comparing the city's lack of mitigation efforts to more aggressive programs in Seattle and California. The cost of seismically upgrading Vancouver's schools is presented as a cost-effective public health intervention, a sound building management strategy, and a litigation avoidance. Includes ten references. 15p.

This web-based guide and toolkit were developed to help schools respond to both human and natural disasters. Included are tips, resources, ideas, and examples. The kit is divided into four sections that discuss: 1) being prepared before a crisis, 2) being responsive during a crisis, 3) being diligent in moving beyond crisis, and 4) hands-on assistance tools for educators. A bibliography and index are provided.

Information on what emergency supplies to store, how much to budget, how much to store, and where to store supplies. Includes lists of recommended supplies for individual kits, an individual classroom, and for the whole school. Also covers search and rescue equipment. This list was developed from lists created by the California Senate Select Committee on the Northridge Earthquake, Task Force on Education, and updated by the American Red Cross. 4p.

This is a list of resources on emergency egress, including design criteria, and on disaster preparedness that address the needs of persons with disabilities.

This program is designed to teach effective emergency response to natural disasters, and to reinforce the importance of preparedness for natural and other disasters, including hazardous materials spills and acts of terrorism. It is designed to teach children to take actions to prepare and properly respond to disaster. The program identifies and incorporates local resources, making it possible to tailor the program to regions and communities. The program is divided into grade levels with each age-appropriate section covering seven disaster areas: general preparedness, earthquakes, floods, hurricanes, tornadoes, wildfires and severe winter storms. Technically accurate information is combined with fun educational activities.

Provides guidance with all types of natural and man-made disasters and their effect on buildings. The forces of various disasters are described, along with a basic technical understanding of prevention, mitigation, and management of each with a checklist of preventive design elements for each situation. Case studies accompany each disaster type, illustrating information crucial for designing buildings with disaster prevention in mind. A special emphasis is placed on re-building as an opportunity to start over. 240p.

Many school activities can put students at high risk from lightning. An effective integrated lightning safety plan requires four tiers of activities: 1) education, so people are aware of the hazard and know what actions to take when lightning threatens, 2) protection of facilities and equipment, 3) mitigation, for when protection fails, and 4) weather warnings to alert personnel to take action. 8p.

Presents findings of the California Seismic Safety Commission indicating that the Division of the State Architect (DSA) can develop a regulatory process that will allow the State Architect to determine whether a building not originally constructed in compliance with the Field Act and its implementing regulations, either meets, or can be retrofitted to meet, the same equivalent pupil safety performance standard as a building constructed according to the Field Act and its implementing regulations. 18p.

Asserting that the strategy of incremental seismic rehabilitation makes it possible for schools to get started now on improving earthquake safety, this manual provides school administrators with the information necessary to assess the seismic vulnerability of their buildings and to implement a program of incremental seismic rehabilitation for those buildings. The manual consists of three parts. Part A, "Critical Decisions for Earthquake Safety in Schools," is for superintendents, board members, business managers, principals, and other policy makers who will decide on allocating resources for earthquake mitigation. Part B, "Managing the Process for Earthquake Risk Reduction in Existing School Buildings," is for school district facility managers, risk managers, and financial managers who will initiate and manage seismic mitigation measures. Part C, "Tools for Implementing Incremental Seismic Rehabilitation in School Buildings," is for school district facility managers, or those otherwise responsible for facility management, who will implement incremental seismic rehabilitation programs. (Appendices offer additional information on school facility management.) 73p.

Reports on an inventory of California's K-12 schools that found 80 percent of California's kindergarten through 12th grade public school buildings meeting expected life safety performance standards, able to protect children from injury during a serious earthquake, and not requiring further seismic evaluation. The inventory also identified 7,537 school buildings, which represent 14 percent of the state's K-12 school building's square footage, that should undergo additional seismic evaluation to determine if they should be retrofitted. Additionally, the inventory identified more than 2,100 school buildings that are expected, but not guaranteed, to achieve life safety performance in future earthquakes. The inventory focused on non-wood frame public schools that were designed and built before July 1, 1978 and met certain criteria, including close proximity to an active earthquake fault. 43p.

Presents a summary of evaluations of selected Wyoming public school buildings for potential seismic deficiencies pertaining to earthquakes. The Standard used to evaluate the school structures was the 1997 Uniform Building Code (UBC). For each noted deficiency in each school building a recommendation is made to strengthen, replace or supplement each deficient element to bring the overall facility into conformance to the UBC. 50p.

Reviews the construction of safe rooms in the Wichita Public School District, using FEMA mitigation funds. The shelters were created in cooperation with the local emergency management authority, and four are profiled. 14p.

Assists school administrators and teachers with developing safety plans during thunderstorms and their accompanying hazards of lightning, hail, tornadoes, and flash floods. Information on designing and practicing the plan, recognizing the approach of severe weather, and school bus safety are provided. 51p.

Presents a method to quickly identify, inventory, and rank buildings posing risk of death, injury, or severe curtailment in use following an earthquake. The procedure can be used by trained personnel to identify potentially hazardous buildings with a 15- to 30-minute exterior inspection, using a data collection form included in the handbook. A significant difference in this second edition is the need for a higher level of technical engineering expertise on the part of the users. The structural scoring system has been revised, based on new information, and the handbook has been shortened and focused to make it easier to use. 164p.

Provides guidance on the construction of buildings on land elevated above the base flood elevation (BFE) through the placement of fill. Several methods of construction are discussed, and those that result in the entire building being above the BFE are recommended. This bulletin gives additional guidance on how to determine that buildings with basements will be reasonably safe from flooding during the occurrence of the base flood and larger floods. 26p.

Relates the experiences of campus law enforcement officers in handling specific hurricanes, floods, and blizzards, as well as planning for earthquakes and other natural disasters. 99p.

Summarizes a long-term project to develop national plans to reduce vulnerability of school buildings to natural hazards in Latin America and the Caribbean. The project included a survey of existing school buildings to create vulnerability profiles and the development of school maintenance plans. In the Caribbean pilot project, a master manual of standards for the retrofitting or construction of schools/shelters and for estimating the costs was developed, as were individual reports describing results of property survey in Anguilla, Antigua and Barbuda, Dominica, Grenada, and St. Kitts. Photos of selected school buildings are available for Anguilla, Antigua and Barbuda, Grenada and St. Kitts.

Assists schools with creating, reviewing, or updating individually tailored emergency management plans. It is presented in three main sections: preparedness, response, and recovery, and offers a method for creating an emergency management plan to meet specific local needs. The guide can be customized with the name of the school and offers numerous checklists, handouts, and a glossary. 156p.

Covers earthquake drills, programs for reducing seismic hazards, response plans, and individual checklists for students, teachers, principals, parents, maintenance staff, and bus drivers. 27p.

Detailed information on earthquake preparedness, earthquake response, and post-disaster recovery, written for university and college emergency managers. 98p.

This manual presents guidance to engineers, architects, building officials, and prospective shelter owners concerning the design and construction of community shelters that will provide protection during tornado and hurricane events. The manual covers two types of community shelters: stand-alone shelters designed to withstand high winds and the impact of windborne debris during tornadoes, hurricanes, or other extreme-wind events; and internal shelters specially designed within an existing building to provide the same wind and missile protection. The shelters are intended to provide protection during a short-term, high-wind event, such as tornadoes and hurricanes. Shelter location, design loads, performance criteria, and human factor criteria that should be considered for the design and construction of such shelters are provided as are case studies to illustrate how to evaluate existing shelter areas, make shelter selections, and provide construction drawings, emergency operation plans, and cost estimates. Included in the appendices is a case study involving a school shelter design in Kansas. Other appendices provide site assessment checklists; a benefit-cost analysis model for tornado and hurricane shelters; another case study of a stand-alone community shelter (North Carolina); wall sections, doors, and hardware that passed the missile impact tests; and design guidance on missile impact protection levels for wood sheathing.This document is a guidance manual for engineers, architects, building officials, and prospective shelter owners about the design and construction of community shelters that will provide protection during tornadoes and hurricanes. Includes chapters that cover protection objectives; shelter types, location, and siting concepts; performance criteria for debris impact; design commentary; emergency management considerations; and cost/benefit analysis. 276p.

This guide addresses the strengthening of nonstructural elements of a school building to resist earthquake-induced damaged and improve school building safety in Washington state regions with notable earthquake activity. Nonstructural elements include the decorative details and those functional building parts and contents which support the activities in, and the performance of, the building such as mechanical and electrical systems, furnishings and equipment, and necessary hazardous materials. The first section discusses earthquake activity in Washington, earthquake-induced damage to Washington schools, the causes of earthquake damage, the school district nonstructural protection program, and the use of school site teams. The second section presents inventory forms and inventory process for nonstructural elements. A revision of this section is included at the end of the guide. The third section provides the details for protecting nonstructural elements from earthquake-induced damage. 155p.

Provides assistance to school administrators and teachers in designing a severe weather emergency plan for their school. The majority of material focuses on thunderstorms and the hazards they produce: lightning, hail, tornadoes, and flash floods. Sections of the guide address understanding the danger of storms, designing the emergency plan, and spotting the storms. Appendices supply additional resources and a glossary of terms. 39p.

This is concerned with the policies, practices, and appropriate measures that can be taken to anticipate and reduce the hazard on a community. Included are a select list of books, articles, pamphlets, brochures, posters, and other items on hazards, risks, and disasters that are held in disaster management agencies in the Caribbean. The selections take into consideration the interdisciplinary approach of developing an understanding and a greater awareness of natural hazards and disasters. It is intended for teachers to use a source to locate materials for their lessons on disasters. Many of the items are annotated and indicate the age group for which they are most appropriate. 44p.

Outlines the elements of a school safety plan and recommends additional resources. 2p.

Notes that the most important part of tornado safety in schools is to develop a good tornado safety plan tailored to the building's design and its ability to move people. Discusses identifying safe places in a school building, flying debris, building strength, portable classrooms, and the need to run tornado drills several times yearly.

This summarizes the Seismic Safety Commission's efforts to evaluate the Field Act, it's findings, and recommendations. The Field Act was enacted in California in 1933 after the Long Beach Earthquake in which "70 schools were destroyed, 120 schools suffered major damage, and 300 schools received minor damage." The Field Act has been updated many times since its inception and continues to be one of the most effective risk reduction measures undertaken by California. The superior performance of public schools in modern earthquakes and their critical role in disaster relief facilities repeatedly demonstrates the Act's effectiveness. 4p.

This guidebook was created to help school personnel create, supplement, and revise their earthquake emergency procedures. Includes information on legal requirements, how to start a preparedness process, earthquake response procedures, nonstructural hazard identification and reduction, stocking supplies, conducting drills, and completing a post-earthquake damage evaluation process.

A brochure provides a checklist highlighting the important questions and activities that should be addressed and undertaken as part of a school safety and preparedness program for earthquakes. It reminds administrators and other interested parties on what not to forget in preparing schools for earthquakes, such as staff knowledge needs, evacuation planning, nonstructural hazards to be addressed, communication system needs, and vital records protection. Also listed are emergency response actions to remember. The brochure also contains a legislative checklist of what public school administration need to do to in their schools earthquake preparedness to make sure they comply with all the provisions of state legislation. 6p.

The Arkansas Center for Earthquake Education and Technology Transfer has compiled educational, curriculum, and preparedness resources for teachers and administrators for preschools and kindergartens through senior high.

Recounts a risk assessment procedure conducted in 1994 by Castaic Union School District located in southern California, which identified risks high enough from earthquake and related flooding and fire threats to cause the district to abandon an elementary school, a middle school, and district office and rebuild them in a safer area.

Focuses on the seismic retrofitting or replacement of pendant lights and associated components at thousands of schools in the Los Angeles Unified School District following the 1994 Northridge earthquake in order to reduce injury risk to more than 800,000 students and meet current building code standards.

This manual contains technical guidelines for the repair and rehabilitation of existing educational buildings following cyclone damage, including guidelines for reinforcing buildings to mitigate cyclone damage. The guidelines are written to be comprehensible to people who possess little technical knowledge. Includes drawings, photographs, sketches, etc. 133p.

This 13-minute videotape describes the non-structural areas within a school that can be damaged and create hazards for students, teachers, and staff during and after an earthquake; and discusses preventive measures to lower the injury potential from these hazards. It confirms that the best procedure to use during an earthquake to protect oneself from non-structural injury is to go beneath desks and tables. Preventive techniques to make interior, non-structural areas safer during an earthquake are examined such as those used for shelving, filing cabinets, gas cylinders, shelf contents, glass windows, and water heaters. Where to find additional information on non-structural hazard risk reduction is provided.

Provides technical guidance to school district facility managers for linking specific incremental seismic retrofit opportunities to specific maintenance and capital improvement projects. Users of the document will typically: (1)identify a maintenance/capital improvement project about to be planned or undertaken and go to the applicable matrix or matrices; (2)identify the building types in which the project will be undertaken and note all the applicable seismic retrofit opportunities; (3)review the applicable retrofit measure descriptions provided and incorporate some or all of the applicable measures; and (4)use risk analysis to help in prioritizing a large number of applicable retrofit measures. (This document has been superceded by "Incremental Siesmic Rehabilitation of School Buildings, 2003, found at http://www.ncef.org/pubs/schools.pdf). 71p.

This guidebook outlines a method for preparing school facilities and personnel in the event that schools are needed for disaster shelters. Chapter 1 provides descriptions of actual incidents in which California schools served as emergency shelters. Chapter 2 describes schools' legal responsibilities to their students and communities before, during, and after a disaster. Guidelines for coordinating interagency sheltering plans and making pre-disaster agreements are offered in the third chapter. The fourth chapter describes procedures for inspecting buildings and making assessments as to their safety. Standardized Emergency Management System (SEM) regulations for sheltering are provided in chapter 5. Chapter 6 discusses considerations in arranging for the resumption of school. Chapters 7 through 9 discuss plans for conducting shelter training and drills, financial considerations, and application of the law to private schools and special programs. 144p.

This checklist offers basic advice on evacuation procedures following an earthquake, and it suggests specific hazards to check for both inside a building and out, before and after an earthquake. 6p

This companion guidebook augments the Federal Emergency Management Agency's publication entitled "Rapid Visual Screening of Buildings for Potential Seismic Hazards: A Handbook" (FEMA 154). It offers additional explanatory and supportive information for school districts that own their own buildings, have significantly more information about these facilities beyond what can be gleaned from a quick review of their exteriors, and wish to conduct a more comprehensive Rapid Visual Screening effort. The guidebook requires a side-by-side reading with FEMA 154. Appendices present earthquake problems of elementary and secondary schools and modified data collection forms. 55p.

A 14 minute videotape describes what earthquakes are and examines the disaster planning schools can develop during the first few minutes following an earthquake to assure students and staff survive. The kinds of destruction likely to happen during a damaging earthquake are highlighted. It stresses the need for children and staff to know what to do during and after an earthquake; the evacuation procedures to use; and the potential hazards to avoid, inside and outside the school building, following an earthquake. It stresses that a school's disaster preparedness plan must assume that there will be no outside help right after an earthquake and explains the important areas to address. The videotape discusses the decision making needs during the first hour right after an earthquake, including staff training for hazards such as fires and searching procedures; and explains that plans should be tested and retested as the school's conditions change.

Designing schools to make them more earthquake resistant and protect children from the catastrophic collapse of the school building is discussed in this 13-minute videotape. It reveals that 44 of the 50 U.S. states are vulnerable to earthquake, but most schools are structurally unprepared to take on the stresses that earthquakes exert. The cost to the community to rebuil