Explains the building and fire code requirements governing doors in schools, discusses existing door locking options, and describes the varied and sometimes conflicting safety- and security-related functions of school doors. The California Department of Education's recommendations for school entrances, doors, and access control, as well as eight references 4p.

Presents 50 school safety and security measures that may be implemented at little or no cost and without the use of complex technology. These measures are selected from the assessment guides that supplement the NCEF publication Mitigating Hazards in School Facilities. 4p.

Provides current information on school security technologies, including access control systems, surveillance equipment, weapons detectors, communications and alarm systems, and emergency notification systems (ENS). Explains the shift underway from individual system controls to an IP (Internet protocol) model where everything feeds into the same network. Updates and replaces two landmark publications on school security technologies. 10p.

Prepared in response to the June 2007 General Accountability Office report, "Emergency Management: Most School Districts Have Developed Emergency Management Plans, but Would Benefit from Additional Federal Guidance" (GAO-07-609), this NCEF report reviews current practices in school building design for accommodating the evacuation and sheltering needs for the disabled. The report provides two recommendations: (1) School emergency management plans should include procedures and training for evacuating special needs and disabled students in a variety of emergencies and building conditions and by a variety of routes; (2) Schools should continue to work with emergency planners and building designers to ensure that facilities are equipped to shelter a range of individuals with special needs. 4p.

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.

Examines crime occurring in school as well as on the way to and from school. The report provides current detailed statistical information on the nature of crime in schools. It presents data on crime at school from the perspectives of students, teachers, principals, and the general population from an variety of sources, and in categories including victimization, fights, bullying, classroom disorder, weapons, student perceptions of school safety, teacher injury, and availability and student use of drugs and alcohol. Indicators of crime and safety are compared across different population subgroups and over time. Data on crimes that occur outside of school grounds are offered as a point of comparison where available. 227p.

Reports on the positive and negative security aspects of the seven facilities in Connecticut's Madison Public Schools. Security assessment results for each school are provided, as are the scope and methodology of the assessment. In the interest of security, the summary of findings, observations and recommendations, and school administrator checklists are not available in this report. Eleven references are included. 22p.

Advises on student privacy rights, including images of students captured on security videotapes that are maintained by the school's law enforcement unit. These images are not considered education records and may be shared with parents of students whose images are on the video and with outside law enforcement authorities, as appropriate. Schools that do not have a designated law enforcement unit might consider designating an employee to serve as the "law enforcement unit" in order to maintain the security camera and determine the appropriate circumstances in which the school would disclose recorded images. 2p.

Briefly reviews statistics on K-12 school security measures in place during the survey year. The research revealed that 60 percent of high schools, 42 percent of middle schools, and 28 percent of elementary schools used security surveillance. Also found was that 13, 10, and 3 percent of high, middle, and elementary schools, respectively, perform random metal detector tests on students. Includes four references. 3p.

Benchmarks the current status of public school district safety. Based on 14 elements of physical and cyber safety, the survey of 381 school district IT and security directors illustrates the indicators of strong district safety programs, as well as the barriers to school safety. 30p.

Outlines points to consider when purchasing secrutiy services and equipment. These include checking company background, their experience within the educational community, their personnel qualifications, their attention to recruiting and training, warranties, actual reliability and durability of products, and total cost of ownership. 2p.

Includes opening statement by Representative George Miller, Chairman, and witness testimony by María "Cuca" Robledo Montecel, Executive Director, Intercultural Development Research Association; Kenneth S. Trump, President, National School Safety and Security Services; Kenneth Smith, President, Jobs for America’s Graduates; Honorable Robert Wise, President, Alliance for Excellent Education; and Jane P. Norwood, Vice-Chair, North Carolina State Board of Education.

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.

Briefly addresses school access control through improved electronic access over key control, as well as biometrics. Examples from a high school and two school systems are cited. 5p.

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.

Assists management, staff, and contractors working on all New York City school buildings in compliance with the policies and procedures set forth within the school construction program. Sections of the document detail contractor responsibilities, and general safety and health provisions, followed by requirements for concrete and masonry construction, confined space entry, cranes, derricks, elevators, hoists, demolition, electrical work, excavations, soil classification, sloping and benching, timber and aluminum hydraulic shoring, protective systems, fall protection, fire protection, hand and power tools, materials handling, personal protective equipment, public protection, scaffolding, rigging, stairways, ladders, steel erection, slip- resistance, training, perimeter columns, guardrails, drawings, welding, and cutting. Appropriate forms accompany each section. 365p.

Assists safety audit teams with their work, being a toolkit written for personnel who will be conducting the audit, and including a campus safety and security audit tool. A variety of survey, interview, and assessment instruments are included at the site. The school safety audit checklist addresses safety and security of the site and building exterior, access control, the safety and security of the building interior, the type and extent of monitoring and surveillance, communication and information security, development of emergency operations plans, and school climate and culture (including development and enforcement of policies). 32p.

Analyzes and illustrates the intent and potential interpretations of the 2006 International Building Code (IBC) as it applies to educational facilities. The book discusses how the Code was developed and how it is organized, and should be used along with the Code. The chapters of the book correspond to those of the code, and cover building dimensions, types of construction, finishes, safety, accessibility, interior environment, energy efficiency, exteriors, roofs, foundations and structural considerations, and soils. 412p.

Presents the results of the Board's review of what security documents the state's department of education currently has, what they feel the most comprehensive sources on school security are, key findings regarding physical security systems, and best practice school security recommendations drawn from their literature review. Findings from these sources briefly describe entry-control techniques, building alarms, duress alarms, and camera systems. Best practices for site and building design that cover fencing, lighting, traffic and parking, exterior features, entry points, sight lines, classroom design, stairwell design, and restrooms are included. 24p.

This is a free online "webinar" for planning K-12 school security. The program helps the user to identify areas of risk, prioritize which potential threats to protect against, reduce incidents by using new technologies, define the roles and responsibilities of personnel for safety and security, and measure return on investment with statistical reporting and accountability methods.

This guide for exterior and interior security features describes construction, protection, and occupancy features, and practices, intended to reduce security vulnerabilities to life and of property in all occupancies. It includes a chapter that addresses measures to control security vulnerabilities in educational facilities. Topics in that chapter include: security vulnerability assessment; vandalism prevention; elements of a campus security program; record keeping systems; communication system; training; law enforcement; access control systems, and security equipment. 88p.

Access control to school campuses and buildings is a top concern for most school officials. School administrators struggle with maintaining a balance between having a user-friendly, welcoming school climate and a facility which is secure from unwanted intruders. This is a list of some practical steps for improving school access control to reduce the risks of unauthorized access. 2p.

This extensive school security design guide discusses types of threats to school security in its first chapter, and then proceeds in 43 subsequent chapters to address security considerations according school site, building, interior space, and system considerations. Appendices provide a building vulnerability assessment checklist and a bibliography of 46 references.

Encourages re-thinking and changes regarding health and safety practices in the performing arts at all educational levels. Units of the text address the administrator and the performing arts program; the purchase, replacement, and preventive maintenance of equipment; fire prevention and suppression; emergency preparedness; safety during performances; stage housing, rigging, and the audience; shops and storage; environmental concerns; special effects; skill sets for the performing arts instructor, and stage equipment. The book identifies areas that performing arts personnel and administrators might not think of as dangerous or hazardous, such as aging or outdated equipment or facilities, providing readers with pertinent health and safety information, pointing out hazardous conditions and recommended practices. 434p.

Explores the school environment using the methods and perspectives of environmental health science. Each section of the book addresses a different concern facing schools today. In the first six sections, the various aspects of the school environment are examined. Chapters include the physical environment of the school, air quality issues, pest control, cleaning methods, food safety, safe designs of playgrounds and sports fields, crime and violence prevention, and transportation. In the last two sections, recommendations are made for school administrators on how to maximize the health of their schools. Appropriately evaluating the school environment, implementing strategies to address children and adults with disabilities, emphasizing health services, infectious disease prevention and recognition, and occupational health for faculty and staff are all addressed. 462p.

Explores possibilities for schools to have more stable energy costs because they derive a portion of their electricity from solar panels. Large numbers of solar power systems are already being deployed at U.S. schools. Solar secure schools are not only technically feasible but also economically justified when grid electricity prices are high and volatile or schools are shut down by grid power outages more than once every 10 years. Solar power prices and grid electricity prices are trending strongly in opposite directions, so solar secure schools soon will be an attractive cost control and public safety strategy in most states. This document presents a simple step-by-step process that school officials can use to assess energy security options. 30p.

Advises on school safety and security, covering threat assessment, school climate, violence prevention programs, building safety assessment, crisis response plans, law enforcement response, security technology, communication during an emergency, trends in student violence, and lessons learned from incidents at schools in Minnesota 54p.

Covers a wide range of school violence issues, from harassment and bullying to serious physical assault. It also examines existing school safety programs and the research and theories that guide them. Examinations of current issues and projections of future research and practice are embedded within the discussions. The 41 chapters by various authors are organized into four sections: 1) Foundations of School Violence and Safety, 2) Assessment and Measurement, 3) Research-based Prevention an Intervention, and 4) Implementing Comprehensive Safe School Plans. 688p.

This is a guide to assist schools in preparing for a school emergency. The box contains crucial information needed to respond to a critical incident. The guide states that these elements should be part of a crisis response box: an aerial photo of the school campus; a map that identifies streets, intersections and vacant lots near a school and includes planned emergency routes; an up-to-date layout of classrooms and other campus facilities; architectural blueprints of school buildings; a list of teachers and other employees; master keys for all the rooms in a facility; turn-off procedures for fire alarms, sprinklers, utilities and cable television service; photos of all students; phone numbers for all key staff members, including those involved in coordinating with local emergency responders; identification of three separate staging areas for law enforcement and emergency personnel, for the news media, and for parents; an emergency resource list of people or groups that can assist in an emergency; identification of evacuation routes; student disposition forms so administrators can keep track of which students have been released and to whom; a list of which students are present at school that day; a list of students with special needs; and first-aid supplies, as well as a listing of where additional first-aid supplies can be found. 18p.

Examines crime occurring in school as well as on the way to and from school. Data on crime at school from the perspectives of students, teachers, principals, and the general population is presented, as gathered from an array of sources including the National Crime Victimization Survey, the Youth Risk Behavior Survey, the School Survey on Crime and Safety, and the School and Staffing Survey. Data on crime away from school are also presented to place school crime in the context of crime in the larger society. Major findings include: Improvements have occurred in student safety. The violent crime victimization rate at school declined from 48 violent victimizations per 1,000 students in 1992 to 28 such victimizations in 2003. In 2003, students ages 12-18 were victims of about 740,000 violent crimes and 1.2 million crimes of theft at school. Seven percent of students ages 12-18 reported that they had been bullied, 29 percent of students in grades 9-12 reported that drugs were made available to them on school property, and 9 percent of students were threatened or injured with a weapon on school property. In 2003, 5 percent of students ages 12-18 reported being victimized at school during the previous 6 months: 4 percent reported theft, and 1 percent reported violent victimization. Less than 1 percent of students reported serious violent victimization (such as rape, sexual assault, robbery, or aggravated assault). 182p.

The term school vandalism refers to willful or malicious damage to school grounds and buildings or furnishings and equipment. This guide describes the problem and reviews the risk factors of school vandalism and break-ins. It also reviews the associated problems of school burglaries and arson. The guide then identifies a series of questions to help law enforcement analyze their local problem. Finally, it reviews responses to the problem, and what is known about them from evaluative research and police practice. Includes recommendations for making changes to the physical environment. 80p.

Presents a summary of principle security-related issues that should be addressed in a campus design manual. The document details each category of Crime Prevention through Environmental Design (CPTED) that should be covered, including in each category the particular design features that must be considered. A 16-division design directive corresponding to the MasterFormat divisions is also provided. 8p.

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.

Advises on preventive strategies for school security. Facilities issues covered include assessment of buildings and grounds, safe storage and handling of hazardous materials, disaster management. Numerous checklists, forms, and additional resources are provided. 88p.

This contains recommendations for school districts on maintenance of good indoor air quality and a safe learning environment during school construction. Lists elements to be included in a safety policy in chronological order, under headings that correspond to the stages of building construction: pre-construction planning, establishment of communication procedures, safety items to include in the bid specifications, and project completion. 11p.

This British toolkit is an easy-to-use template for security risk assessment in schools. The practical guide helps one understand the reasons that crimes and incidents occur in a school site or building. It provides information on how to tackle these problems through design or management of the premises. The guide provides a step-by-step approach on how to: 1)Gather crime data; 2) Identify vulnerabilities by walking the site; 3) Model surveillance: identify areas that are overseen or well-used and areas that are hidden from view; 4) Assess which risks are most immediate; 5) Develop long and short term strategies to address the problems; 6) Implement the strategies. Includes case studies of a primary school and a secondary school.

Proposes a four-level "security pyramid" to organize campus security, with ascending levels representing more sophisticated, and probably less frequently needed, security technologies. Varieties of security technology and how they have been deployed in various school districts and higher education institutions are described. 4p.

In response to the death of a six year-old student from a falling cafeteria table, the Ohio Legislature passed this bill establishing the state's School Health and Safety Network; annual school inspections for unsafe health, safety, and sanitation conditions by the Ohio State Board of Health; publicly available published inspection reports for each school; mandatory written plans, including timeframes, for remediation of each item identified as not within compliance by the inspection; review of school's remediation plans, by the Boards of Health to ensure proper compliance; and auditing and review by State of Ohio Auditor's office to ensure overall integrity of School Health and Safety Network program. 9p.

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.

Contains CPTED guidelines (Crime Prevention Through Environmental Design) for Florida. The section on environs includes detailed information on location,edge conditions, and connection with the neighborhood. The section on site design covers landscaping, exterior pedestrian routes, vehicular routes and parking areas, recreational areas, signage and stormwater. Building interior spaces are also addressed. 55 p.

Provides a reference for road safety near schools, with the intention of being a single source of information for transportation authorities, educators, parents, and police. The Australian SafeST program is described, along with the formation and roles of the program's committees. Designs, signals, markings, fencing, and curbing for roadways, crossings, parking, pedestrian tunnels, bridges, and bicycle accommodation are detailed. Numerous checklist, tables, and diagrams accompany the text. 110p.

Provides examples of how a variety of problems and solutions concerning school safety and security are addressed in 14 countries. Chapters by individual authors from the participating countries are organized under five themes related to school safety and security: risk assessment, crisis planning and management, infrastructural approaches, collaborative approaches, and education, training, and support approaches. 168p.

Written for design professionals, this book provides detailed information on site security design elements and their relationship and integration into the overall design of a site. Guidelines for conducting security/risk assessments and for working with clients and security consultants are also included. Case studies offer a variety of site designs that successfully incorporate features.

SMART is a multi-hazard vulnerability assessment for schools to use in analyzing their current safety and security level of preparedness. Each assessment module focuses on one hazard with specific questions matched to resources that may help your school better understand and learn more about a particular safety or security concern. Free registration is required.

Describes methods of reducing construction costs while still including fire protection design and systems. Exemptions to expensive building compartmentation requirements may be obtained if sprinkler systems are used, and the author advocates for these and other code alternatives. Stand-by water fees charged for sprinkler systems are opposed, with specific recommendations for legislative action in California. A review of construction costs using passive versus active fire suppression for eight proposed high school buildings follows. 27p.

The goal of a library security system should be to provide a safe and secure facility for employees, resources, and patrons. At the same time, the system must perform these functions as seamlessly as possible, without interfering with the library's objective of easily and simply providing patron services. This discusses risk assessment; non-electronic physical security; electronic security includeing burglary protection, collection security, access control, and video surveillance; and security policies, procedures, and plans.

Details the following 2002 findings concerning school fires: 1)37% of all school structure fires and 52% of middle and high school structure fires were incendiary or suspicious. 2)Fatalaties from school fires are rare, but inuries per fire were higher in schools than in other non-residential structures. 3)The leading area of fire origin was the lavoratory. 4)K-12 school fires increased at the beginning and end of the academic year. Other fire causes, places of origin, and times of occurrence are also illustrated. 4p.

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.

Lists the Los Angeles Unified School District's procedures for District staff access to school sites under construction. 2p.

Describes the role of facilities and facilities personnel to gang intelligence in schools. Grafitti should be identified, photographed, removed, and reported to law enforcement. There should be only one access to the facility, and it should be closely monitored with strict visitor control. Lighting and landscaping should promote visibility. 2p.

Reviews the function, appropriateness, popularity, and relative costs of current school security technology including access cards, biometrics, and digital CCTV. 3p.

Outlines the components of a "minimum adequate" fire alarm system for Arizona schools, covering wiring, location of equipment, horns, strobes, smoke detectors, and special requirements for kitchens, mechanical and storage rooms, and janitor facilities. 1p.

Provides guidance, from a British perspective, on how to establish and maintain a safe and secure environment in schools, describing design features, the role of the Architectural Liaison Officer and/or Crime Prevention Design Adviser during the design phase, principles and steps of a school facility assessment, and advice on management practices that enhance safety. 22p.

The provides technical assistance to Illinois public school districts, regional superintendents, architects, and engineers. It is a reference manual for understanding various requirements, processes, and forms used in administering the health/safety code for public schools. Chapters cover: School Construction Process; Annual Building Inspection; Ten-year Safety Survey Report; Health/Life Safety Amendment Process; Temporary Facilities; Condemnation/Demolition Process; Recommended Practices and Commonly Asked Questions. 123p.

Presents the results of a conference intended to expand the school emergency preparedness to include an "all-hazard" approach. This is necessary so that catastrophic terrorism incidents (CTI's) can be accommodated. Difficulties peculiar to a CTI may be that the school might be required to feed and shelter students for an extended period of time without full access to emergency resources. Suggestions for emergency plans, crisis team formation, safety assessments, and additional resources are offered. 38p.

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.

This chapter of the "Health, Mental Health and Safety Guidelines for Schools" covers accessibility, safety policies, building construction and renovation, maintenance, indoor air, universal precautions, emergency supplies, and student transportation. Includes 108 references. 27p.

Presents abstracts of papers from a 2004 conference that offer practical information and case studies demonstrating risk assessment, planning, construction methods and materials, and policy tools for determining appropriate landscape architectural responses to security. Much of the publication is devoted to reinforcing security in public spaces, such as federal buildings and parks, and includes an overview of FEMA's newly published Risk Management Series, which provides building design guidance for mitigating potential terrorist attacks. 66p.

Presents the author's views on dangerous conditions in the majority of educational performing arts facilities due to deferred maintenance, code violations, and hazardous outdated equipment. Reasons for the prevalence of these conditions are suggested. 3p.

Collects the contributions of several authors to provide architects and other design professionals with guidance in security planning for both new and existing facilities. Basic design concepts are emphasized and readers are provided with information to help conduct an assessment of client needs as well as work with consultants who specialize in implementing security measures. Included are chapters on defining security needs, understanding threats, blast mitigation, building systems, facility operations, and biochemical protection, along with guidelines for conducting client security assessments. A best practices section shows how security can be integrated into design solutions. Includes a list of organizations, 21 references, and a glossary. 240p.

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.

This handbook covers over 20 building types and several disciplines in the name of designing and maintaining secure buildings. The book is organized in six parts: 1) Achieving Transparent Security, 2) Planning and Design, 3)Engineering, 4) Construction, 5) Technology and Materials, and 6) Codes and Liability. Learning from the past, integrating the approach, and planning carefully for each situation are three themes highlighted throughout the book. Chapter 20 specifically covers designing safe learning environments. 672p.

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.

This primer provides guidance to protect students, faculty, staff, and their school buildings from terrorist attacks. It also provides guidance to the building science community of architects and engineers working for local institutions on school projects. This document is intended for use by schools who feel that they are at risk to terrorist attacks. It provides necessary guidance to those who desire to increase the performance of their school and related infrastructure. Not all schools are at risk of terrorist attacks. The decision-makers in each school district should use current and available threat information from the proper sources to make this determination. The use of experts to apply the methodologies contained in this document is encouraged. This primer references several sources for additional information, including publications completed by other government agencies. Chapters include: 1) Asset Value, Threat/Hazard, Vulnerability, and Risk; 2) Site and Layout Design Guidance; 3) Building Design Guidance and Safety Plans; 4) Explosive Blast; 5) Chemical, Biological, and Radiological Measures; and 6) Safe Rooms Within Schools. 306p.

Recommends a two-step process for reviewing the efficacy of a school's security hardware. The first step is to review traffic patterns and determine how doors can be most effectively used to control access and egress. It may be that many doors should be converted to egress only use. The second step is to review the door hardware itself, ensuring that the doors and their locks work properly. Different types of locking and door operation hardware are discussed. 3p.

This provides individuals responsible for school safety and security with a comprehensive resource tool containing forms, checklists, policies and procedures, guidelines, and state-of-the-art security methods addressing the demands of school safety and security. 528p.

These are recommendations for improving safety conditions in front of schools and at school-related crosswalks. Includes a school crossing safety audit; information on the installation of school pavement stencils, fluorescent yellow-green school warning signs, and staggered crosswalks; procedures for student drop-off/pick-up procedures in school parking lots; and suggestions for safe walking plans, automated enforcement of speed limits at schools, and experimental traffic control.

Provides guidance to parents and caregivers for improving the school safety and security. Advice on listening to one's child, becoming educated about, and getting involved with security is accompanied by information on school facility features to look for, or to add, that enhance campus safety. 24p.

These guidelines begin with the assumption that proper design and management of the physical environment can help prevent criminal behavior on campuses. The manual considers design and maintenance issues beginning with the largest level of concern, the site, and proceeding toward the most specific, systems and equipment. In between these two, each area of building design and interior spaces is covered. Bullet points summarize the most significant elements and direct the user to the corresponding design principle in the Florida Building Code. Results of surveys, field investigations, and interviews concerning security design and practices, incidence of crimes, and attitudes are included. Recommendations drawn from these results are linked to the guidelines. (Includes 100 references and a listing of 40 organizations for additional resources.) 202p.

Reviews benefits of and approaches to video camera surveillance, their use in preventing or prosecuting a crime, and how to match equipment to the intended purpose. Includes four references. 2p.

Lighting is a tool that, used wisely, can increase security and safety. This is a compilation of articles, published in various trade magazines, that collectively emphasize that where, when and how lighting is used are just as important as how much lighting is used for effectively increasing security and for responding to emergencies. The articles contain guidance and principles for architects, engineers, and facility managers.

This guide's primary focus is to recommend good health and safety practices to help ensure safer schools in Washington state. Some of the safety practices that are recommended affect school operation and maintenance, repairs and minor construction, as well as the school's administrative organization and lines of communication. The guide also focuses on practices that can be undertaken during the design, construction, renovation, operation, maintenance, or inspection of any school. The guide's sections address general procedures; building maintenance and operations; general safety; plumbing, water supply, and fixtures; sewage disposal; indoor air quality; HVAC preventative maintenance; sound control; lighting; food service; science classrooms and laboratories; career and technology education; blood borne pathogens and exposure control plans; playgrounds; animals in schools; emergency and disaster preparedness; pesticide use in school; visual and performing arts education; and athletics. (Contains appendices on inspection protocols, health district fee guidelines, agency roles and responsibilities, restricted chemicals in laboratories, inspection protocols and special considerations for visual and performing arts classrooms, references, Web sites, and related documents.) 91p.

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.

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.

Findings from a survey conducted by the National Association of School Resource Officers show the vulnerability of schools. An overwhelming majority of school-based police officers feel that their schools are vulnerable to a terrorist attack, and that the schools are not adequately prepared to respond. Officers reported significant gaps in their school's security, and that school crisis plans are both inadequate and untested. School-based officers report receiving limited training and minimal support from outside agencies in preparing for a terrorist attack upon schools. This report includes detailed findings and graphic illustrations. 47p.

Helps educators and other members of the community understand the relationship between school safety and school facilities, including technology. The guide covers the following topics: 1) Crime Prevention Through Environmental Design; 2) Planning to Address CPTED: Key Questions to Ask; 3) Security Technology: An Overview; and 4) Safety Audits and Security Surveys. 46p.

This guidebook covers 18 safety areas and defines the mandatory health and safety standards applicable to schools. The guidebook is used in conjunction with a safe school inspection conducted by a safety officer and the site administrator. The areas covered include: acoustical quality, air quality, asbestos management, campus security, chemical safety, electrical safety, facilities maintenance, fire/life safety, infectious disease control, lead management, pest management, sports and playground, and waste management. 56p.

Advises Washington schools on the elements to be included in a comprehensive safe schools plan, covering curriculum and instruction, policies and procedures, physical plant assessment, staff development, student and parent involvement, community partnerships, and a supportive learning environment. Guidance is included for prevention, intervention, crisis response, and post-crisis recovery. 17p.

This kit features tools and resources to raise awareness among K-12 educators, students and families about online safety and computer security. It includes a guide for school administrators with practical suggestions and resources for ensuring that school computer networks are secure from cyber attacks, and a list of cyber security and online safety web sites.

This document offers guidelines for school facilities in California in the areas of safety and security, lighting, and cleanliness. It also offers a description of technology resources available on the World Wide Web. On the topic of safety and security, the document offers guidelines in the areas of entrances, doors, and controlled access to campuses; windows; visibility; traffic patterns and parking areas; play and sports areas; landscaping; fencing and gates; exterior lighting; lavatories; environmental design features; visitor control and access; and specialized sites. An extensive list of related resources is also provided. Regarding lighting standards, the document offers research-based design recommendations and suggestions concerning reflectances, fixture brightness, ceiling height, excess wall luminance (windows), nonuniformity of illumination (general lighting), and energy conservation. This section also includes a glossary. The section on clean school standards offers questions to consider when establishing policies for a maintenance and operations program. Finally, the section on technology resources includes Web sites on comprehensive technology planning, integration of technology into the curriculum, and staff development. 32p.

During summer and fall 2001, the Florida Commissioner of Education conducted eight regional meetings, open to the public, on school safety and security. The purpose of the meetings was to explore safety issues faced by districts and schools, share best safety practices, and generate local discussion on matters of school safety and security. This booklet is a report on those meetings. It includes findings from a survey of students; a list of resources; and an inventory of proven and promising programs. Additionally, the report contains the following recommendations identified by meeting participants as key to maintaining safe schools: (1) Include all appropriate partners in developing operative crisis plans that specify a schedule for plan revision, training updates, and regular drills; (2) establish and maintain effective internal and external communication to ensure emergency procedures are efficiently and effectively followed; (3) ensure that accurate facility site plans for every school are provided to local law-enforcement and emergency-response agencies; (4) employ strategies and techniques to break the "code of silence" among students; (5) listen to and implement students' ideas and perceptions on school-safety issues; and (6) provide additional school resource officers at all levels: elementary, middle, and high school. 50p.