REMS Resources

A brochure and complete guide on crisis planning for schools and communities who need to develop a crisis plan or review, practice and update a current plan. The checklists found in the brochure and guide provide general guidance that can be adapted as appropriate to each district's or school's circumstances.

Accessible at http://www.ed.gov/admins/lead/safety/crisisplanning.html

This guide is intended to be a companion piece to Practical Information on Crisis Planning: A Guide for Schools and Communities, originally published by the U.S. Department of Education in 2003 as a guide for schools and districts to prepare for a variety of crises. This new guide, published by the U.S. Department of Education in 2008, emphasizes a valuable part of emergency management planning-ongoing vulnerability assessment-and is intended to assist schools with the implementation of an effective vulnerability assessment process, to include choosing an appropriate vulnerability assessment tool. This guide is not intended to be prescriptive or to give step-by-step instructions for conducting assessments, rather it is intended to describe the key elements to be considered when selecting an assessment tool appropriate for school environments and provide guidance for conducting an assessment that will inform school emergency management activities.

Guide to School Vulnerability Assessments [PDF, 2.7 MB]

This clearinghouse provides a list of links, books, and articles on building or retrofitting schools to withstand natural disasters and terrorism, developing emergency preparedness plans, and using school buildings to shelter community members during emergencies.

Accessible at http://www.edfacilities.org/

This continuing education workshop has already been implemented as a live online event but is still available for review. It contains valuable information, activities, and resources on key topics related to crisis response and prevention.

Accessible at http://www.ed.gov/admins/lead/safety/training/responding/index.html

The U.S. Department of Health and Human Services' Substance Abuse and Mental Health Services Agencies (SAMHSA) offers National Registry of Evidence-based Programs and Practices (NREPP) to help local organizations make informed decisions about evidence-based interventions. The registry is a searchable database of evidence-based practices in prevention and treatment of mental health and substance use disorders.

Accessible at http://www.nrepp.samhsa.gov

The Three R's for Dealing with Trauma in Schools: Readiness, Response, & Recovery

This free, comprehensive training package was produced by the U.S. Department of Education's Office of Safe and Drug-Free Schools, Harvard Public School of Health, The Prevention Institute, and Education Development Center's Health and Human Development Programs. The training is available on-line, along with companion materials and tools.

Accessible at http://www.hhd.org/hhdnews/hhdstories/ar_04_2002.asp

The Office of Community Oriented Policing Services (COPS), U.S. Department of Justice, presents Congressional Resources providing supports "specifically dedicated to meeting the needs of U.S. House of Representatives and U.S. Senate members and staff." On this portal, COPS offers resources and announcements in three categories, including New Information; Frequently Requested Information, and Archived Information.

Accessible at http://www.cops.usdoj.gov/Default.asp?Item=858

The Gang Threat: Get Educated--A collaborative report from the Federal Bureau of Investigation (FBI) National Gang Threat Assessment 2009 details the growing threat violent gangs pose to communities around the country. This intelligence assessment discusses the proliferation of gangs from urban areas to suburban and rural locations, estimates of the number of gangs and gang members in the United States, gang types, gang-related criminal activities, locations where specific gangs operate, and the relationships between gangs and other criminal organizations. It is a collaborative effort between the National Gang Intelligence center (NGIC) and the National Drug Intelligence Center (NDIC) to examine the threat posed to the United States by criminal gangs. The assessment is based on federal, state, and local law enforcement information and is supplemented by information retrieved from open sources. Information and data used for this report were collected through September 2008.

Accessbile at http://www.fbi.gov/page2/feb09/ngta_020609.html

In the spring of 2008, the American Association of School Administrators and Ingersoll Rand Security Technologies, in consultation with RETA Security Inc., entered into a partnership to launch a national survey on the status of safety and security in America’s K-12 public school systems. The goal of the survey was to ascertain, compare, and validate the safety programming and processes in the nation’s school districts. The study was sponsored by American Association of School Administrators, Ingersoll Rand Security Technologies, RETA Security, Inc. and published in February 2009.

Accessbile at http://www.aasa.org/files/PDFs/Publications/2008SchoolSafetyStudyFinal.pdf

NCJRS is a federally funded resource offering justice and substance abuse information to support research, policy, and program development worldwide. NCJRS hosts one of the largest criminal and juvenile justice libraries and databases in the world, the NCJRS Abstracts Database. The collection, with holdings from the early 1970s to the present, contains more than 200,000 publications, reports, articles, and audiovisual products from the United States and around the world. These resources include statistics, research findings, program descriptions, congressional hearing transcripts, and training materials. The abstracts include the title, author, sponsoring agency, purchasing address, and journal citation, as well as a 100- to 200-word summary of the document's contents. Keyword and index term searches of the database are easy. With the search capabilities offered, you can quickly retrieve all the citations relevant to your question or area of interest.

Accessbile at http://www.ncjrs.gov/abstractdb/search.asp

Comprehensive Preparedness Guide 101: Developing and Maintaining State, Territorial, Tribal, and Local Government Emergency Plans

This Guide is part of a larger series of planning-related CPGs published by FEMA. CPG 101 discusses the steps used to produce an emergency operations plan, possible plan structures, and what goes into the basic plan and its annexes. Although not specific to school emergency management plans, the CPG 101 discusses the fundamentals of the planning process and developing an emergency operations plan, including different formats, elements to include in a basic plan, and supporting annexes. A glossary, list of acronyms, a plan development guide, and hazard mitigation planning are also provided in the appendices.

Accessbile at http://www.fema.gov/about/divisions/cpg.shtm

Career Voyages is designed to provide information on in-demand occupations along with the skills and education needed to attain those jobs. Information regarding homeland security related occupations and their projected 10-year growth are provided. Accessible at http://www.careervoyages.gov/homelandsecurity-emergency.cfm.
FEMA Emergency Management Institute Higher Education Program provides a listing of available emergency management faculty positions throughout the nation. Accessible at http://training.fema.gov/emiweb/edu/facultypos.asp.
FEMA also maintains a search engine regarding employment opportunities in emergency management. Accessible at http://www.fema.gov/career/

FEMA's Emergency Management Institute offers free on-line courses to train school officials to prepare for and manage emergencies.

Multi-Hazard Emergency Planning for Schools:

Accessible at http:training.fema.gov/EMIWeb/IS/is362.asp

Introduction to the Incident Command System for Schools:

Accessible at http://training.fema.gov/EMIWeb/is/is100sc.asp

The U.S. Department of Education's (ED) Office of Safe and Drug-Free Schools (OSDFS) has collaborated with the Federal Emergency Management Agency's (FEMA) Emergency Management Institute (EMI) to create IS-100.SC, Introduction to the Incident Command System (ICS) for Schools. School district and school-based professionals with key roles and responsibilities for incident management should take this course.

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About the Incident Command System (ICS)/Unified Command (UC), U.S. Department of Labor Occupational Safety and Health Administration eTools

eTools are illustrated, interactive web-based training tools on occupational safety and health topics. This eTool is designed to provide basic information about the Incident Command System and the Unified Command, specifically as it relates to the National Contingency Plan 40 CFR.300.

Accessible at http://www.osha.gov/SLTC/etools/ics/about.html

Developed by the Oak Ridge National Laboratory, Chemical Stockpile Emergency Preparedness Program, this training video focuses on community-level evacuations that involve the movement of a large number of people. This training discusses evacuation timing, evacuation strategies, destinations of evacuees, behavioral issues, constraints to evacuation, and the impact of false alarms on subsequent evacuations. The student workbook, which gives you the complete video text and key photos, is also available. In addition, an Interactive Evacuation Planning Guidebook has been developed to accompany the video.

Accessible at http://emc.ornl.gov/CSEPPweb/evac.htm

Disaster Services, Educator's Information
Provides additional materials for teachers, educators, and presenters to help children and families learn how to stay safe and prevent or reduce the effects of disasters or other emergencies.

Accessible at http://www.redcross.org/services/disaster/

Pandemic Influenza Update
The Centers for Disease Control and Prevention (CDC) has prepared a Pandemic Influenza newsletter with information on the highly pathogenic avian influenza (HPAI) H5N1 virus. The newsletter contains the CDC's recommendations for preparing for an outbreak, vaccination details, and the findings from the Public Engagement Pilot Project on Pandemic Influenza (PEPPPI), which attempted to develop goals for a pandemic influenza vaccination program and involve citizens in policy decisions. Links to other resources, including the official U.S. Government pandemic influenza Web site are also provided.

Pandemic Influenza Update - Public Health Prepares, March 9, 2006 [PDF, 373 KB]

The Food-Safe Schools Action Guide
This Web site provides a wide range of school food safety information and resources, including tools for assessing your school's strengths and weaknesses, building food-safe school programs, building a support team, and taking action to prevent foodborne illnesses.

Accessible at http://www.foodsafeschools.org/

The American Academy of Pediatrics (AAP) is an organization of more than 60,000 pediatricians. In 2006, the AAP Board of Directors identified disaster preparedness as 1 of 7 priority issues requiring special attention and resources by ensuring children's issues are addressed as early as possible in the development of disaster preparedness programs, materials, and activities, and involving pediatric experts in all levels of disaster planning and response (medical home to national levels). Resources available include a Disaster Preparedness Plan for Pediatricians, Family Disaster Action Plan, and Family Readiness Kit; information on Health Risks to Children from Wildfires, a Pandemic Influenza Issue Brief, and Pediatric Terrorism and Disaster information.

Accessible at http://www.aap.org/disasters

To enhance child security and school preparedness, the Department of Homeland Security offers funding, training, and resources for efforts such as providing money for emergency preparedness, training school bus drivers in security, and hardening school buildings' vulnerability.

Accessible at http://www.dhs.gov/xprevprot/programs/gc_1183486267373.shtm

CDC Releases First Report of Data from 16 States Participating in the National Violent Death Reporting System

CDC is pleased to present the first detailed summary of data concerning violent deaths from 16 states collected by the National Violent Death Reporting System (NVDRS) in the April 11, 2008 edition of Morbidity and Mortality Weekly Report Surveillance Summaries (MMWR). The report, "Surveillance for Violent Deaths - National Violent Death Reporting System, 16 States, 2005," summarizes data on nearly 16,000 violent deaths occurring in 16 states in CDC's National Violent Death Reporting System (NVDRS) for 2005. The report examines several types of violent death, including incidents with multiple victims; provides up to date information on the demographic characteristics of violent deaths; and describes precipitating factors for violent deaths such as intimate partner violence and relationship problems, mental health problems, and drug or alcohol use at the time of death. NVDRS provides a comprehensive picture of violent death because it combines information from toxicology reports, crime reports, medical/coroners reports, death certificates, and other reports related to each death. By taking the once fragmented pieces of information and connecting them, NVDRS helps researchers and public health practitioners see more about the circumstances surrounding the violent deaths.

For more information on this report and NVDRS please visit www.cdc.gov/injury.
You can also view an electronic copy of this document at www.cdc.gov/mmwr/preview/mmwrhtml/ss5703a1.htm.

In February 2003, the Department of Homeland Security launched the Ready Campaign, a national public service advertising campaign. Its purpose is to inform and empower citizens to prepare for and respond to terrorist attacks, disasters and other emergencies. The Ready Campaign offers community-based information, guides and strategies for staying safe and secure at home and in the community.

Accessible at http://www.ready.gov

In response to the Red Lake school shooting, we have provided two guides published by the U.S. Secret Service and the Department of Education. These guides were developed as part of the Safe School Initiative, a study of 37 school shootings and other school-based attacks that took place between 1974 and 2000. These guides set forth a process for identifying, assessing, and managing students who may pose a threat of targeted violence in schools. This process, known as threat assessment, was first pioneered by the U.S. Secret Service and has been modified based upon findings from this study. These guides are intended for use by school personnel, law enforcement officials, and others with protective responsibilities in our nation's schools.

Final Report and Findings: Implications for Prevention of School Attacks in the United States [PDF, 556 KB]

Threat Assessment in Schools: A Guide to Managing Threatening Situations and to Creating Safe School Climates [PDF, 758 KB]

The Office of Juvenile Justice and Delinquency Prevention (OJJDP) has published "Violence by Teenage Girls: Trends and Context." The first in a series of publications from OJJDP's Girls Study Group, the bulletin assesses trends of juvenile arrest rates for violent crimes, focusing on simple and aggravated assault. It also examines the context in which girls and boys offend, including the type of victims targeted and environments where offenses commonly occur.

"Violence by Teenage Girls: Trends and Context" is available online only at http://www.ojjdp.ncjrs.gov/publications/PubAbstract.asp?pubi=240649.

For further information about OJJDP's Girls Study Group, visit http://girlsstudygroup.rti.org/.

Every school, before and after care center, and day care center should store emergency supplies in preparation for either an evacuation or an emergency that requires students and staff to shelter in place. The safety team should select supplies that address the needs of the specific school, its population, climate, facilities, and resources. Because emergency supplies are so important, the school safety plan should reference both the supplies to be stockpiled and staff role responsible for stocking and replenishing.

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Scientists predict that the world is due for an influenza pandemic-a global outbreak from a new strain of influenza. The U.S. Department of Education is collaborating with health experts and agencies across the federal government to ensure that, in the case of pandemic flu, our operations and the services we provide will continue.

View our Pandemic Preparedness page to keep current on news, upcoming conferences and web casts.

The Health Insurance Portability and Accountability Act (HIPAA) strengthens students' right to privacy and prevents the disclosure of personal health-related information. The U.S. Department of Health and Human Services' Office of Civil Rights (OCR) establishes and monitors standards for maintaining privacy. In the event of an emergency, schools should only convey personal student information to first responders providing treatment and to parents or guardians responsible for the student. OCR also provides guidance for schools with "HIPAA Privacy Rule: Disclosures for Emergency Preparedness - A Decision Tool".

Accessible at http://www.hhs.gov/ocr/hipaa/decisiontool/

The U.S. Environmental Protection Agency announced its Schools Chemical Cleanout Campaign (SC3) to support schools maintaining chemical management protocols as part of their all-hazards school emergency management plan. The campaign is part of the EPA's Healthy School Environments Initiative. The EPA Toolkit outlines key responsibilities of a variety of stakeholders (i.e., teachers, facilities personnel, waste handlers, and School chemical suppliers) and includes information and resources for addressing chemical management in all four phases of school emergency management.

Accessible at http://www.epa.gov/sc3/

EPA's IAQ Tools for Schools Action Kit contains information on many environmental issues, including guidance, tools, and assessments for the following:

By using the guidance provided in the IAQ Tools for Schools Action Kit and developing a written IAQ management plan, schools can begin to address the whole school environment by putting in place procedures to identify and reduce or remove harmful pollutants from the school environment. In addition, EPA's Healthy School Environments Assessment Tool assists school districts in evaluating all of their school facilities for key environmental, safety, and health issues.

This U.S. Department of Education Safe and Drug-Free Schools and Communities Conference call on December 18, 2007, examined and discuss key considerations related to continuity of education during prolonged school closures. This conference call focused on the viability and practicality of various strategies to support continuation of education services during extended school closures, such as during an influenza pandemic or other large-scale event, as well as providing a recent example of a school district's response to a wildfire-related school closure.

Access a synopsis of the call here: Continuing Education During Prolonged School Closures Synopsis [PDF, 188 KB]

Access the transcript of the call here: Continuing Education During Prolonged School Closures Transcript [PDF, 168 KB]

TSA's Highway and Motor Carrier division is proud to offer the School Bus Drivers "Watch for Suspicious Items and Behaviors" poster. At the bottom of the poster is a section called "Suspicious Reporting Number." Any appropriate reporting number can be written in this section (main dispatch number, local authorities, or state or local terrorist or crime Tips line). Check with your state or local law enforcement officials to see if a reporting tips number exists and write it in the space provided.

School Bus Drivers "Watch for Suspicious Items and Behaviors" [PDF, 954 KB]

Respond! serves the emergency responder community by providing news and resources to aid in the fight against terrorists who use explosives; information, schedules, and applications for Incident Response to Terrorist Bombing and Prevention and Response to Suicide Bombing Incidents courses; and community forums for course graduates and instructors (members-only access).

Accessible at http://respond.emrtc.nmt.edu/upsbidesc.html

This draft publication by the REMS TA Center offers important insight into the types of obstacles that can arise between schools, first responders, and other community organizations in the course of preparing for and responding to emergency events. The newsletter highlights specific barriers and provides strategies for overcoming these barriers. Before even beginning the collaborative planning process, schools and their community partners can benefit from the insight this publication provides.

REMS Newsletter: Barriers to Collaboration [PDF, 602 KB]

The threat of widespread infection from the new H1N1 influenza A virus (also known as a swine flu virus) provides the first real-time test of the global and domestic preparedness activities that have moved forward over the past few years. This paper reviews the strategies, directives, and guidance documents that have been developed in recent years to meet the challenge of a long-anticipated, widespread influenza outbreak.

Published: May 2009
Source: George Washington University Homeland Security Policy Institute and GWU School of Public Health and Health Services
Accessible at http://www.gwumc.edu/sphhs/about/rapidresponse/download/Rapid_SwineFlu_Final.pdf

On April 25, the World Health Organization deemed the swine flu a public health emergency of international concern, and the United States declared a national public health emergency. Colleges and universities are in a unique position when planning for a pandemic. Many students are housed in residence halls, and therefore are provided shelter and food. Should dormitories be closed during a pandemic? Should infected students be quarantined? Should campuses be closed? These are important, difficult questions put to campus emergency managers.

Published: May 22, 2009
Source: Emergency Management Magazine
Accessible at http://www.govtech.com/em/articles/647910

This map is intended to provide higher education administrators with situational awareness about the presence of H1N1 Influenza on higher education campuses. It also tracks the mitigation activities in place on various campuses. Information is verified on each institution's web site or by official government announcement. This map is a service of International Association of Emergency Managers USA (IAEM-USA) Universities and Colleges Committee (UCC) www.iaem.com/committees/UCC in cooperation with U.S. Department of Education, Office of Safe and Drug Free Schools (OSDFS).

Access the map online at http://tinyurl.com/HigherEdH1N1Map

Chris Dayian, Psy. D., Senior Project Director at the Safe Schools Center, Los Angeles County Office of Education, has generously shared his presentation on integrating students with disabilities into emergency management efforts with the REMS TA Center. Dr. Dayian provides information on students with disabilities, the prevalence of people with disabilities, the variety of needs presented and methods for supporting students with disabilities. He also offered strategies for working with students with disabilities during a disaster and for providing emotional support during a disaster.

"Working with Students with Disabilities in a Disaster" [PPT, 268 KB]

The National Organization On Disabilities' Emergency Preparedness Initiative has launched an interactive map providing links to regional, state and local disability-related emergency management agencies and organizations. Linked sites include Federal Emergency Management Agency (FEMA), regional, State and local offices, Americans With Disabilities Act and Information Technology (ADA&IT) Technical Assistance Centers, Governors' websites, state disability resource agencies, state Citizen Corps and American Red Cross Chapters.

Accessible at http://www.nod.org/EPIResources/interactive_map.html

The HHS Office on Disability (OD) recently launched the revised Emergency Preparedness Toolkit. The main focus of this toolkit is to serve as a support to state, local and tribal emergency planners to better prepare these entities for all types of disasters. Emergency planners may use the guidance in the toolkit to plan for a range of potential hazards affecting individuals with disabilities. Certain events, like a hurricane or nerve agent release, will require an evacuation. Other events, like tornado or pandemic influenza, may require sheltering at a home, school, or place of work. The area and duration of an evacuation or shelter-in-place order will depend on the event. Many emergencies will require a combination of evacuation and sheltering-in-place during the course of the event. This toolkit has divided the guidance by evacuation or shelter-in-place events. Each division suggests ways that planners can address people with disabilities who may need assistance in a disaster.

Accessible at http://www.hhs.gov/od/disabilitytoolkit/index.html

Special Needs Population Impact Assessment, Emergency Support Function #14: Long Term Community Recovery

This Impact Assessment examines the long term community recovery needs facing special needs populations affected by Hurricane Ike. It was prepared by the U.S. Department of Homeland Security's Office for Civil Rights and Civil Liberties, utilizing the insights of state, local, and nongovernmental organizations representing special needs populations in East Texas. The Impact Assessment was submitted to FEMA's Long Term Community Recovery Branch (Emergency Support Function 14) in October 2008.

Access the Impact Assessment here: Special Needs Population Impact Assessment [PDF, 1.4 MB]

This Impact Assessment served as the source document for considerations related to special needs populations contained within "Hurricane Ike Impact Report," issued in December 2008. More information can be found at http://www.disabilitypreparedness.gov.

Effective Emergency Management: Making Improvements for Communities and People with Disabilities

The National Council on Disability (NCD) released its report at the International Association of Emergency ManagersÕ 2009 National Conference on Community Preparedness, which provides an in-depth look at disability preparedness. The report gives information and advice to emergency managers and related disciplines as well as proposed policy changes and key findings. The report is divided into several sections covering all areas of comprehensive emergency management. The report contains a variety of actionable items and ideas pertaining to planning and policy especially.

Accessible at http://www.ncd.gov

The Substance Abuse and Mental Health Services Agency's (SAMHSA) National Mental Health Information Center (NIMH) offers this brief guide. It outlines the different roles of school-based service providers, including teachers, school counselors, school psychologists, social workers, and school nurses.

Accessible at http://www.apa.org/practice/ptguidelines.html

A Guide for Intermediate and Long-Term Mental Health Services After School-related Violent Events

Authored by Marleen Wong, PhD, LCSW, this publication offers an extensive set of resources addressing recovery issues for schools. The document highlights post-trauma reactions and behaviors and explores what to expect of typical elementary school students, middle school students, high school students, and teachers exposed to trauma. It also offers guidelines for teachers and parents seeking to help students of different ages cope with their emotions.

Accessible at http://www.mentalhealth.org/publications/allpubs/NMH03-0151/page4.asp

Listen, Protect, Connect-Model & Teach: Psychological First Aid (PFA) For Students and Teachers

Ready.Gov presents teacher guidance for providing psychological first aid to students following a traumatic event. Created by Drs. Marleen Wong, Merritt Schreiber and Robin Gurwitch, this guide offers steps teachers can take and classroom activities supporting students throughout the recovery process.

Accessible at http://www.ready.gov/kids/_downloads/PFA_SchoolCrisis.pdf

The National Child Traumatic Stress Network's (NCTSN) School Committee has developed a new resource toolkit for parents and educators regarding child traumatic stress. Administrators, teachers, and staff can help reduce the impact of trauma on children by recognizing trauma responses, accommodating and responding to traumatized students within the classroom setting, and referring children to outside professionals when necessary. The National Child Traumatic Stress Network has developed tools and materials to help educators understand and respond to the specific needs of traumatized children.

Accessible at http://www.nctsnet.org/nccts/nav.do?pid=ctr_ctte

The National Center for School Crisis and Bereavement was established in December 2005 with funding from the September 11th Children's Fund and the National Philanthropic Trust. The Center is located at Cincinnati Children's Hospital Medical Center, and provides a national source of Technical Assistance and Consultation in the field of helping students, staff, and families cope in times of crisis and loss.

Accessible at http://www.cincinnatichildrens.org/school-crisis

The LAUSD TSAC for Schools works to develop and disseminate effective evidence-based treatments for child trauma in multicultural settings, collect fidelity and outcome data for systematic evaluation, and educate child-serving mental health professionals, parents, and the public about the effects of trauma on children and how they help to foster social, emotional and academic recovery.

Accessible at http://www.tsaforschools.org

Center for Disease Control Task Force on Community Preventive Services, Community Guide

The Community Guide outlines recommendations made by the CDC Task Force on Community Preventive Services to assist professionals in choosing programs and policies to improve health and prevent disease in their community. The Task Force assessed seven evidence-based interventions that aim to reduce psychological harm from traumatic events for children and youth, and present their findings on the Community Guide Web site. The information is primarily intended for those that provide clinical therapies, such as social workers and clinicians.

Accessible at http://www.thecommunityguide.org/violence/traumaticevents/index.html

School Safety and Crisis Resources, National Association of School Psychologists (NASP)

School Safety and Crisis Resources are downloadable materials for use in promoting the ability of children and youth to cope with traumatic or unsettling events. Resource topics include school safety/violence prevention, suicide prevention/intervention, crisis response, media and crisis, trauma, natural disasters, war/terrorism, resources in Spanish and other related topics.

Accessible at http://www.nasponline.org

The Dialogue, A Quarterly Technical Assistance Bulletin on Disaster Behavioral Health

This issue of The Dialogue, Volume 5, Issue 4, 2009, summarizes the information presented and discussed at the All-Hazards Disaster Behavioral Health: Optimizing Psychological Health and Resiliency in Difficult Economic Times conference. A 3-day conference (March 30 to April 1, 2009) brought together disaster mental health and substance abuse coordinators, researchers, and other professionals from across the country to discuss how to maximize resources, build resilience, and manage stress in difficult economic times. The conference succeeded in providing a collaborative environment in which attendees exchanged valuable information to inform future efforts for making the promotion of resilience and psychological health a priority.

Accessible at http://mentalhealth.samhsa.gov/dtac/dialogue/Issue4_09.asp

Offers lessons for state, federal, and private decision-makers on organizing effective responses to mass criminal victimization. After September 11, 2001, the Office for Victims of Crime funded a number of state Victims of Crime Act administrator agencies to provide services to victims of the attacks. At a meeting on December 7-8, 2003, those grantees described their experiences in mobilizing to meet the demand for victim assistance and compensation.

Accessible at http://www.ojp.usdoj.gov/ovc/publications/infores/911lessonslearned/welcome.html

"Uncommon Sense, Uncommon Courage: How the New York City School, System, Its Teachers, Leadership, and Students Responded to the Terror of September 11"

Discusses what actually took place during the terror attacks of 9/11, in an in-depth report presented by the National Center for Disaster Preparedness at Columbia University's Mailman School of Public Health. The report describes how school and emergency personnel successfully evacuated 9,000 students from eight schools, ensuring that every child returned home safely and was reunited with loved ones. The report covers actions taken and lessons learned on a variety of topics, with a focus on response and recovery. It is the result of interviews during an 18-month period, beginning shortly after the attacks. Emergency responders, public health officials, the New York City School Board, educators, and administrators all contributed to the report.

Accessible at http://www.ncdp.mailman.columbia.edu/files/9_11reportASSESSMENT.pdf [PDF, 1.26 MB]

Ada Rosario Dolch had served as the principal of the High School for Leadership and Public Service in lower Manhattan for six years when she and her staff confronted the ultimate challenge on September 11, 2001. Situated only two blocks from where the south tower of the World Trade Center used to stand, this 14-story high school was right at the heart of the disaster. According to the school's safety plan, in an emergency, students and staff were to remain in the building or evacuate to the World Trade Center. With fire and debris raining down outside of the school windows, Ada Dolch made the decision to evacuate to Battery Park, despite orders from the District to remain in the school.

In this compelling presentation, Ada Dolch describes the planning, preparation, and on-the-spot decision-making that enabled her to effectively respond to this crisis. Her story can serve as a powerful learning tool for superintendents, principals, teachers, and students in the creation of their own safety plans. To submit a request for the DVD "Responding to an Emergency-One Principal's Tale", please contact the REMS TA Center.

Disaster Recovery: Past Experiences Offer Insights for Recovering from Hurricanes Ike and Gustav and Other Recent Natural Disasters

"Disaster Recovery: Past Experiences Offer Insights for Recovering from Hurricanes Ike and Gustav and Other Recent Natural Disasters," was released by the Government Accountability Office (GAO) on September 26, 2008. The report, numbered GAO-08-1120, can be found at http://www.gao.gov/cgi-bin/getrpt?GAO-08-1120, and the highlights can be found at http://www.gao.gov/highlights/d081120high.pdf [PDF, 84 KB].

Update on Rebuilding the Gulf Coast: FEMA Transparency Webpage for NOLA Public Schools

The Federal Coordinator for Gulf Coast Rebuilding, Donald E. Powell, in full partnership with the Federal Emergency Management Agency(FEMA), the Louisiana State Superintendent of Education, Paul Pastorek, and the Executive Director of the Louisiana Recovery Authority, Paul Rainwater, announces the development of a web-tool designed to infuse greater transparency into public infrastructure funding for Gulf Coast rebuilding.

The FEMA web-tool is at the heart of a continued Transparency Initiative on behalf of the Office of the Federal Coordinator (OFC) for Gulf Coast Rebuilding. The web-tool identifies the location, amount and status of FEMA infrastructure grants to rebuild public schools in New Orleans. This tool not only creates a higher level of accountability for public officials at all levels of government, it also empowers parents and local residents with valuable information as they make decisions about where to locate.

Accessible at http://www.fema.gov/hazard/hurricane/2005katrina/map/rsd.html

The Adobe Acrobat (PDF) format allows you to download, view, and print a document with all of its original formatting. To view PDF files, you must have the Adobe Acrobat Reader, which is freely available for download. Visually impaired users can use the newest accessible version of Acrobat Reader 6.0 for Windows to process PDF files with screen reader software. For more information on accessibility and Acrobat Reader, visit the Adobe Accessibility Page.

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	REMS TA Center: 771 Oak Avenue Parkway, Suite 2, Folsom, CA 95630-6802 Phone: 1-866-540-7367 (REMS) Email: info@remstacenter.org The U.S. Department of Education´s Readiness and Emergency Management for Schools Technical Assistance (REMS TA) Center is conducted under Contract #ED-04-CO-0091 awarded to EMT Associates, Inc.. Macro International, Inc. is partnering with EMT Associates to support the work of this Center.