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Computer disc consists of chapters 14-16 and Appendix A of the book Making schools safe for students by Peter D. Baluvelt. Can be used to help create an emergency management plan for a school. Consists of four parts: explanation of elements of an emergency management plan; checklist for an emergency management assessment; scenarios with suggestions for handling each situation; sample emergency management plan documents that can be edited, printed and distributed.
The report categorizes school safety technologies, summarizes research on school violence, presents six case studies of innovative technologies, and summarizes experts' views of technologies and safety problems and their rankings of technology needs.
Counsels parents and educators on how to best safeguard the interests of children with behavioral, emotional, and social challenges, in a guide that identifies the misunderstandings and practices that are contributing to a growing number of student failures.
Creating Safe and Supportive Schools and Fostering Students’ Mental Health provides pre- and in-service educators with the tools they need to prevent, pre-empt, handle, and recover from threats to students’ mental health. School safety and fostering a supportive learning environment have always been issues fundamental to educators. Over the last decade, teachers and administrators have been called on more than ever to cope with bullying, suicide, and violence in their schools. Handling every stage of this diverse set of obstacles can be unwieldy for teachers and administrators alike. Framed with interviews from experts on each of the topics, and including practical and applicable examples, this volume draws together the work of top-tier school psychologists into a text designed to work with existing school structures and curricula to make schools safer. A comprehensive and multi-faceted resource, this book integrates leading research with the well-respected Framework for Safe and Successful Schools to help educators support school safety, crisis management, and students' mental health. Featuring interviews with: Dewey G. Cornell, Frank DeAngelis, Beth Doll, Kevin Dwyer, Katie Eklund, Maurice J. Elias, Michele Gay, Ross W. Greene, Rob Horner, Jane Lazarus, Richard Lieberman, Troy Loker, Melissa A. Louvar-Reeves, Terry Molony, Shamika Patton, Donna Poland, Scott Poland, Eric Rossen, Susan M. Swearer, Ken Trump, and Frank Zenere.
When faced with danger you must DO something. The teacher at the Ant Hill School wants her students to be prepared - for everything! One day, she teaches her students what to do if a "dangerous someone" is in their school. "I'll be your shepherd, and you're all my sheep, so you must do what I say. Pretend there's a wolf in our building, and we MUST stay out of his way!" "We need a great plan of action in case we start to get scared. The ALICE Plan will work the best, to help us be prepared." Unfortunately, in the world we now live in, we must ask the essential question: What are the options for survival if we find ourselves in a violent intruder event? I'm Not Scared...I'm Prepared! will enhance the ALICE concepts and make them applicable to children of all ages in a non-fearful way. By using this book, children can develop a better understanding of what needs to be done if they ever encounter a "dangerous someone."
Introducing a bold, persuasive new argument into the national debate over education, Dr. William Ouchi describes a revolutionary approach to creating successful public schools. This program has produced significant, lasting improvements in the school districts where it has already been implemented. Drawing on the results of a landmark study of 223 schools in six cities, a project that Ouchi supervised and that was funded in part by the National Science Foundation, Making Schools Work shows that a school's educational performance may be most directly affected by how the school is managed. Ouchi's 2001-2002 study examined innovative school systems in Edmonton (Canada), Seattle, and Houston, and compared them with the three largest traditional school systems: New York, Los Angeles, and Chicago. Researchers discovered that the schools that consistently performed best also had the most decentralized management systems, in which autonomous principals -- not administrators in a central office -- controlled school budgets and personnel hiring policies. They were fully responsible and fully accountable for the performance of their schools. With greater freedom and flexibility to shape their educational programs, hire specialists as needed, and generally determine the direction of their school, the best principals will act as entrepreneurs, says Ouchi. Those who do poorly are placed under the supervision of successful principals, who assume responsibility for the failing schools. An essential component of this management approach is the Weighted Student Formula, a budgetary tool whereby every student is evaluated and assessed a certain dollar value in educational services (a non-English-speaking or autistic student, or one from a low-income family, for example, would receive a higher dollar value than a middle-class student with no special needs). Families have the freedom to choose among public schools, and when schools must compete for students, good schools flourish while those that do poorly literally go out of business. Such accountability has long worked for religious and independent schools, where parents pay a premium for educational performance. Making Schools Work shows how the same approach can be adapted to public schools. The book also provides guidelines for parents on how to evaluate a school and make sure their child is getting the best education possible. Revolutionary yet practical, Making Schools Work shows that positive educational reform is within reach and, indeed, already happening in schools across the country.
Arguing against the tougher standards rhetoric that marks the current education debate, the author of No Contest and Punished by Rewards writes that such tactics squeeze the pleasure out of learning. Reprint.
The Digest of Education Statistics provides a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. It includes a selection of data from many sources and draws especially on the results and activities carried out by the National Center for Education Statistics (NCES).
Something is terribly wrong with our schools. How did a place that should be a sanctuary for kids becomes a source of fear and intimidation? What has happened? In Creating Emotionally Safe Schools, Jane Bluestein offers a plan to return schools to havens of nurturing and learning. She examines environmental, historical, developmental, psychological, sociological, interpersonal, instructional and administrative factors that contribute to the emotional climate of an educational institution. This is a comprehensive view of what makes a school feel the way it feels, and what we can do to make it feel safe for every child—and every adult—who walks through its doors. Emotional safety has many dimensions, such as: the impact of the family and early development, childhood stress and coping, the changing role of the school, acceptance and emotional support, respect and belonging, temperament and labels, gangs and violence, instructional strategies, learning styles and multiple intelligences, teacher training and support, and the inherent need for a sense of community. The message Jane Bluestein brings is positive: information, programs and solutions are available that can ultimately make our schools inviting, inspiring, and, yes—safe. Includes: Comprehensive list of references and resources Complete index