Provides a nationwide view of school safety issues from the perspective of more than 400 school district IT and security directors. The report reveals that while the number of security breaches increased in the last year, schools also made some important gains and are addressing critical areas of school safety: 1) 79 percent of districts report using surveillance cameras, compared to 70 percent in 2008. 2) 70 percent of school districts are using a mass notification system, compared to 45 percent in 2008. 3) 92% of districts are using some type of encryption to protect their network and critical data. Still, only three-quarters of survey respondents rated their current physical and cyber security as adequate. The report also finds that while K-12 districts are taking steps to improve network and building security, increased breaches caused an overall decline in schools' physical and cyber security scores. In the last 12 months, 55 percent of districts report experiencing an IT breach, and 67 percent experienced a physical breach such as break-ins, unauthorized persons in school buildings or vandalism. 30p.

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. 13p.

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.

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. 169p.

Provides educators, parents, law enforcement officials, and other youth-serving professionals with a perspective on the topic of school violence, offering solutions to the problems facing all schools when it comes to violence and safety. The authors examine specifics relating to school violence, opportunities to prevent and intervene, and the importance of planning for a crisis. The book highlights both research highlight and practitioner viewpoints, balancing insights gained through real-world experiences with research on best practices. 256p.

Begins by discussing the importance of sustainability, and how security is often mistakenly omitted from green initiatives, followed by a discussion of the importance of making security a high priority in the design process and how costly inadequate security can be for a company. The third section discusses the risk assessment process and the importance of carrying out such an assessment early on in the design process. Subsequent sections discuss the challenges of balancing security and sustainability, and introduce various solutions that can be achieved through new technologies and systems integration, with respect to specific building elements such as outdoor and indoor lighting, HVAC systems, the exterior envelope, and landscaping. The document concludes with a discussion of additional benefits that can be reaped from systems integration, details about how systems integration can be implemented, and how pre- fabrication of security components can generate LEED credits. 31p.

Describes a process for selecting security technology consultants and systems integrators. Includes two appendices, "Identifying Desired System Attributes" and "Identifying Desired System Components." 4p.

Addresses the aesthetics, acoustics, and contraband of school locker installations. Typical dysfunctions of design, construction, and placement are noted, as are solutions such as incorporating lockers into human-scale gathering places, noise abatement techniques, natural surveillance opportunities. 4p.

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.

Discusses conditions that feed wildfires, how a building catches fire, determining your school's risk, creating a survivable space for the school, the importance of maintenance, the fire-resistant school, meeting code requirements, related flood and mudslide risks, and an appendix on wildfire response. 22 additional resources are cited. 6p.

Presents the results of a survey of of school administrators and resource, revealing that almost three-fourths of respondents are not extremely confident in their ability to lock down their school in case of an emergency, citing limited budgets to fund electronic access control technologies as the primary obstacle. The survey also found that electronic access control systems are not being used in the majority of schools that participated, that only 28 percent of responding schools felt "extremely confident" in their ability to ensure perimeter doors would securely lock in case of an emergency lock down, and that funding remains a key obstacle for schools wanting to implement additional security technologies such as access control. 7p.

Reports on an audit that evaluated education officials and school districts based on compliance with state laws and recommendations from the Missouri Center for Safe Schools. The review found that school districts had not always provided parents and students with complete disciplinary policies that spells out specific punishments, needed to do a better job of educating students about potential Internet dangers and could do more to prepare for emergencies. The audits findings, which were highly critical of the state education department, found examples of school districts that had not taken proper safety precautions because of ignorance of state guidelines. 71p.

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.

Benchmarks the current status of public school district safety. The survey of 400 school district IT and security directors evaluates and assesses cyber and physical security, examines the impact of cyber and physical security education and communication, and investigates the proliferation of security breaches. 27p.

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.

Discusses provisions of federal programs as they apply to campus safety in K-12 schools and institutions of higher education. It begins with a description of programs and requirements included in the Elementary and Secondary Education Act (ESEA), followed by a discussion of relevant requirements included in the Higher Education Act (HEA). Both the 1965 ESEA, as amended by the No Child Left Behind Act of 2001, and the 1965 HEA contain requirements regarding crime and student safety. The ESEA also includes specific programs that support efforts to prevent school violence. While the HEA does not authorize specific programs to address campus crime and security issues, it does contain statutory requirements related to campus crime and security, known collectively as the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act. Institutions must comply with these requirements to participate in the federal student aid programs and other programs authorized by Title IV. Unlike K-12 education, there are limited federal funds available to support institutions of higher education in addressing campus crime and security issues. 19p.

Discusses incorporation of safety and security in schools through building design. Major points of crime prevention through environmental design (CPTED) are outlined. 2p.

Discusses a wide range of access control measures for school buildings and grounds. For school grounds, the topics of surveillance, territoriality and maintenance, landscaping, exterior lighting, traffic circulation, dumpster enclosures, site utilities, storm water retention areas, and high risk sites are addressed. Natural surveillance, boundaries, setbacks, and joint use are considered for outdoor athletic facilities and playgrounds. Within the school building, exterior doors, exterior walls, windows, roofs, canopies, awnings, breezeways, covered walkways, courtyards and high-value targets are considered. Building security and surveillance systems are discussed, as are specific areas within the school, such as entries, corridors, stairs, classrooms, performing arts areas, food service, music rooms, restrooms, labs, shops, computer rooms, athletic facilities, and custodial areas. Includes ten references. 11p.

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.

Discusses how British schools are not being given enough support from government authorities in meeting their duty to provide a safe and secure environment for pupils and staff. School staff felt that living in run-down areas encourages pupils to carry out minor crimes, such as vandalism and graffiti; that substandard housing, a lack of play areas, and insecure school sites were all felt to have a negative impact on pupil behavior and achievement; that areas with low quality housing tend to have highly transient populations, which has a negative impact on schools' ability to meet education standards and promote positive pupil behavior. 74p.

Describes the advantages of Internet Protocol (IP) surveillance systems in educational settings. It explains technology concepts, provides an overview of benefits, describes advantages for specific education-industry security applications, and details the necessary requirements and considerations for implementation of the technology. Comparisons to other technologies like cigital video recorder (DVR) and traditional analog systems are also explored. 5p.

Presents a collection of crime prevention through environmental design (CPTED) writings by CPTED practitioners. These essays outline contemporary national building security codes, best practices, and standards of care in private and public buildings. The book includes sample security and real-world applications of CPTED theory and practice, examines architectural surety from the perspective of risk analysis and liability, and explores next generation CPTED practices based on emerging security and safety concerns. There is a chapter devoted to CPTED for schools, as well as 400 photos, diagrams, tables, and checklists that accompany the text. 559p.

Advises educators community members on the relationship between school safety and school facilities. The guide offers a definition and history of crime prevention through environmental design (CPTED), a series of questions and answers to assist in planning CPTED, an overview of current security technolgy, and a safety audit and security survey that can be used as is or adapted for the location. 22 references are included. 69p.

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.

Explains why schools should install a secondary lock box on the outside of the building to ensure that emergency personnel can safely access at least one of the lock boxes during an active shooter incident. 1p.

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.

Post-earthquake studies conducted by engineers and researchers over the past 20 years have conclusively proven that public schools constructed under the Field Act, when subjected to destructive earthquakes, save lives, reduce property damage, and lower reconstruction costs. A significant ancillary benefit of Field Act-constructed buildings is that public school facilities can also serve as temporary emergency shelters and as places to assist the community in recovery. Complications pursuant to approval of school facility design under the Field act are discussed, as are improvements underway or underway to address the problems. 16p.

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.

Makes recommendations for school buildings and grounds to create safer schools. Topics covered include exterior lighting, administrative office locations, classroom door hardware, restrooms, vestibule entry, sidelights, perimeter fencing, security alarms, surveillance cameras, and in-classroom telephones. 6p.

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.

Provides an inventory and estimated replacement cost of 3,352 Oregon public buildings, of which public schools represent 97 percent of the total enrollment for the 2005-06 academic year. Excluding hospitals, the estimated replacement value of this building stock totals approximately $11.5 billion, led by the K-12 schools at 85 percent, community colleges 8 percent, fire 5 percent, and police 2 percent. The 274 K-12 school buildings at very high risk for collapse in an earthquake represent portions of 193 schools that contain 14.5 percent of the statewide enrolled student population. The reporting agency recommends that school districts with buildings labeled as having high and very high relative seismic risk of collapse during a seismic event to consider hiring a structural engineering consultant to more thoroughly evaluate the seismic issues with their buildings. 342p.

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.

This chapter of Massachusetts' School Health Manual covers the school environment, including building and environmental standards, indoor air quality, school buses, underground fuel storage tanks, asbestos, radon, environmental hazards, pesticides, laboratory and art studio product safety, shop safety, renovations in an occupied building, school maintenance and sanitation, school food service, lighting, water supply, plumbing, fire safety, outdoor safety, building security, disaster/terrorism planning, and risk mitigation. Includes 117 references and a variety of additional resources. 72p.

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.

Site hazard information must be easily accessible in the event of a school emergency. Storing information and resources, ranging from a master key to evacuation routes, in a locked box near the site provides critical site data to the first responder in the first few minutes on scene. 2p.

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.

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 vulne