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Kwolek, Heather A.; Bray, Adeline; Bunyea, Alyssa M.; DeMaio, Erin; Bray, Melissa; Ottone-Cross, Karen – Psychology in the Schools, 2022
Students with autism have varied support needs, which may impact their safety in an emergency. Schools may want to create individualized emergency support plans for their students with autism, especially given that schools that receive public funding are required to ensure that all people, including those with disabilities, receive the benefit of…
Descriptors: Autism, Students with Disabilities, Pervasive Developmental Disorders, Student Needs
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Viloria, Maria de Lourdes; Ramirez, Alfredo – Journal of Cases in Educational Leadership, 2021
This case focuses on one novice school principal's experience with an elopement incident. School elopement sets the background for this case, and in this situation, the principal sees the need to take action to increase school safety and special needs students' teacher support. The authors enumerate leadership practices and organizational…
Descriptors: Beginning Principals, Student Behavior, Behavior Problems, School Safety
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Neiman, Samantha; DeVoe, Jill F. – National Center for Education Statistics, 2009
This report presents findings on crime and violence in U.S. public schools, using data from the 2007-08 School Survey on Crime and Safety (SSOCS:2008). SSOCS provides information about school crime-related topics from the perspective of schools by asking school principals about the frequency of incidents, such as physical attacks, robberies, and…
Descriptors: Public Schools, Crime, Violence, School Safety
Vermont Department of Education, 2005
The School Safety Review Checklist is an important component of the broader school crisis resources that have been developed by the Vermont School Crisis Planning Team. The Team is comprised of members from the law enforcement, emergency management, health, and education organizations who have worked throughout the year to update school and…
Descriptors: Check Lists, School Safety, Law Enforcement, Emergency Programs
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Gullatt, David E.; Long, Douglas – NASSP Bulletin, 1996
Physical measures such as weapons checks and metal detectors are inadequate to forestall school violence. The key to managing crises is a trained, broad-based crisis-intervention team and a crisis-management plan. Team responsibilities include developing an intervention plan, coordinating with community services, educating and training staff, and…
Descriptors: Crisis Intervention, Crisis Management, High Schools, Planning
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Watson, Robert – Educational Leadership, 1995
Although no school is immune from violence, a school can increase its resistance by identifying and seeking consensus about a safety problem, organizing a central committee, studying the problem, formulating a plan, conducting a safety audit, and training crisis response teams. Taking action to lessen staff's fears and vulnerability can improve…
Descriptors: Crisis Management, Elementary Secondary Education, Guidelines, Planning
Rettig, Michael A. – Principal, 1999
To prepare for every imaginable crisis, principals and their staffs should form a schoolwide crisis-management team, conduct an ongoing schoolwide safety audit, develop comprehensive emergency policies and procedures, provide training and information in first aid and behavior management during emergencies, accommodate information sharing, and…
Descriptors: Administrator Responsibility, Crisis Management, Elementary Education, Planning
Stephens, Ronald D. – School Administrator, 1996
Outlines 40 promising, low-cost strategies administrators can implement to make their campus safer. Success depends on establishing clear behavior standards, providing adequate adult supervision, enforcing rules fairly and consistently, cultivating parental and community support, and controlling campus access. A sidebar describes how to conduct a…
Descriptors: Dress Codes, Educational Environment, Peer Counseling, Peer Mediation
Caudle, Melissa – Executive Educator, 1994
School crises may be categorized as emergency situations, human-made crises, natural events, medical emergencies, and mechanical crises. Central to any successful crisis-management plan are onsite and district-level crisis response teams. Plans should specify staff responsibilities; provide for communication codes, devices, and procedures;…
Descriptors: Administrator Responsibility, Check Lists, Crisis Management, Elementary Secondary Education
Blythe, Bruce T. – School Business Affairs, 2001
Schools can reduce their vulnerability to violence and other hazards by analyzing foreseeable risks, assembling a broad-based crisis-management team (CMT), providing adequate staff training, and developing a crisis manual. Common response problems concerning decision-making authority, communication, and performance expectations for CMTs are…
Descriptors: Communication (Thought Transfer), Crisis Management, Elementary Secondary Education, Guides
Gauthier, Erin K.; Reynolds, Doug – School Business Affairs, 1999
By cooperating with other district staff, law enforcement, fire and rescue personnel, and social services, educators can prevail over school violence. First steps are developing a well-trained team, an effective crisis-response plan, and an alternative site to accommodate students. Guidelines and Web sites are provided. (MLH)
Descriptors: Agency Cooperation, Crisis Management, Elementary Secondary Education, Fire Protection
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Schiffbauer, Pam – Educational Leadership, 2000
School buildings ideally would have few exterior access points, no isolated hallways, and sunlit classrooms. A safety checklist recommends locating offices near main doors, monitoring hallway traffic, enhancing communications, updating crisis-management plans, teaching coping skills, standardizing dismissal policies, and ensuring legal compliance…
Descriptors: Check Lists, Court Litigation, Crisis Management, Discipline