This Invest Employee Assistance Program (EAP) special newsletter shares important resources for coping in the aftermath of such a tragedy, as well as information pertinent to preventing such incidents.
This page contains publications, reports, guidelines, brochures and other materials which have been created to assist educators, administrators and families.
Resources Supporting Districts and Schools in Building Emergency Management Capacity PDF The U.S. Department of Education, Office of Safe and Healthy Students, works closely with other federal agencies, such as FEMA, HHS, and USDA. A resource document entitled “Resources Supporting Districts and Schools in Building Emergency and Management” was created for schools as a tool to plan for and respond to school emergencies.
Weather Safety in Vermont Schools PDF View this important memo from the National Weather Service in Burlington about how to stay informed of severe weather conditions that may impact your school.
Vermont School Crisis Guide The Vermont School Crisis Guide is designed to help schools develop their comprehensive emergency plan as required by State Board of Education regulations. The guide has also been designed to record vital information during and after a crisis. The document is intended for use by school leaders and emergency service providers. It may be freely copied and distributed to anyone involved with planning and implementing school safety drills.
For more information contact Stephen Earley, Chair Vermont School Crisis Planning Team, at (802) 338-5316 or email@example.com.
Vermont 2-1-1 Using Vermont 2-1-1 as a network communication system can support schools in getting vital information to parents and the public. 2-1-1 assists communities with any kind of incidents and should be included in every Vermont school safety plan. Schools can contact 2-1-1 by phone, fax or email to inform them of the incident and give them information for parents and the public as to what level the incident is, if there is a lockdown (secure the building), where students are being evacuated, etc. This support allows schools and first responders to focus on the safety of students while still respecting the need of parents to know what is happening with their children. Vermont 2-1-1 is eager to test the system through a cooperative emergency drill to ensure the system of communication is sound. Please contact us with questions or for more information. Learn more about 2-1-1 here: http://www.vermont211.org/.
For questions or more information about school grounds and facilities safety, contact Cathy Hilgendorf at (802) 828-5402 or firstname.lastname@example.org.
CDC Emergency Preparedness and Response The Center for Disease Control and Prevention (CDC) Emergency Preparedness and Response website is CDC’s primary source of information and resources for preparing for and responding to public health emergencies. This site continues to keep the public informed about public health emergencies and provides the information needed to protect and save lives.
A Guide to Positive School Discipline (2006)PDF This document is a comprehensive resource for fulfilling the school quality standard which states: “Each school shall maintain a safe, orderly, civil and positive learning environment, which is free from hazing, harassment and bullying and based on sound instructional and classroom management practices and clear discipline and attendance policies that are consistently and effectively enforced”. The document synthesizes several previously published resource materials aimed at helping schools strengthen their approaches to discipline and school climate. Strategies and resources pertaining to the prevention of and response to bullying and harassment are also provided for school staff, students and parents. NOTE: The size of this file is 500K.
Guidelines for Discipline Plan DevelopmentPDF Act 113 requires each Vermont school to develop and implement a school discipline plan. This model plan is a revision of materials originally made available to superintendents, principals, independent school headmasters and school board chairs in December 2001. The new version strengthens the guidance provided by previous materials, particularly in the area of implementation, with an emphasis on promoting prevention efforts, positive approaches to discipline and family-centered practices.
Preventing and Responding to School Disruption and ViolencePDF This publication provides information and resources pertaining to effective practices for creating a well disciplined school, planning professional development opportunities for working with disruptive and violent students, using time out and planning rooms, and preventing and responding to gangs and gang like activities.
Harassment, Hazing, and Bullying Prevention Advisory Council Per Act No. 129 of 2012, the Commissioner of Education established an advisory council to provide advice and recommendations on harassment, hazing, and bullying prevention strategies and resources, and to coordinate statewide activities related to the prevention of and response to harassment, hazing, and bullying.
Commissioner Armando Vilaseca and Executive Director of the Vermont Human Rights Commission Rob Appel recently recorded this video message aimed at school administrators and staff about the importance of reporting incidents of bullying, hazing and harassment to the state through the Combined Incident Reporting Software. They address the concern over school climate issues, the need for proper reporting methods from the schools and the need to understand the differences between bullying, harassment and hazing.
The Bullying and Harassment ParadoxPDF Yes, we’d prefer not having bullying and harassment in our schools, but what if we treated such incidents as opportunities to teach and learn sorely needed contemporary skills? And, what if these skills were readily available in the relationship toolbox of students, teachers, parents, administrators and board members, so that your school became a community of “no bystanders?” “Restorative practices” is an asymmetric tool that the department is encouraging schools to explore. It is compatible with a portfolio of social skills-based strategies that schools consider using, e.g., Responsive Classroom, Positive Behavior Support, Second Step, etc. Use the link above to view an article that outlines a framework for using “restorative practices” that indicated how it might be used at all levels of education and the behavioral as well as academic performance benefits that are invariable benefits. NOTE: A number of schools have already contacted the International Institute for Restorative Practices to initiate professional development trainingOSL during the summer of 2010. Contact: Charles Johnson, Safe Schools Consultant, via email email@example.com, in the office at (802) 828-0371, or on his cell at (802) 785-4174.
Bullying Incidents Data GatheringPDF School districts are required to collect data on the number of reported incidents of bullying and the number of incidents that have been verified and to make such data available to the Commissioner of Education and to the public. This document provides clarifying information for using the Combined Incidence Reporting Software (CIRS) to collect bullying data.
Racial Harassment in Vermont Public Schools: A Progress Report (2003)PDF This report, produced by the Vermont Advisory Committee to the United States Civil Rights Commission, is a follow-up to the original report released in 1999. The purpose of this progress report is to "(1) inform the public, state officials, and civil rights advocates of the continuing problem of racism in Vermont; (2) identify current efforts to address racial harassment and racism in the state; and (3) identify successful exemplary programs and their components that could be replicated and expanded."
Reviewer List PDF Alphabetical listing of statewide independent reviewers.
BrochurePDF This document provides basic information for students, parents and staff explaining the "independent review" process available to complainants and schools after a harassment complaint has been filed. Independent review offers a second look at the school’s handling of harassment complaints by a neutral third party.
Student Harassment This Agency of Education model policy may be used by supervisory unions/school districts to formalize policies and procedures for identifying and reporting the unlawful harassment of students based on race, color, religion, national origin, marital status, sex, sexual orientation, gender identity or disability. Vermont law requires schools to adopt a policy "at least as stringent as [this] model policy."
Unsafe School Choice Option Rule This rule defines "persistently dangerous" schools, as required by the No Child Left Behind Act (NCLBA). Under provisions of NCLBA's Unsafe School Choice Option, a student who attends a "persistently dangerous" school or who is the victim of a violent crime on school grounds, has the same choice options as are available to a student attending a "failing" school, as determined by the accountability system. View Vermont State Board of Education rules and regulations (Rule series 4000).
Vermont Human Rights CommissionOSL All schools are required to have a policy that prevents and prohibits hazing, harassment and discrimination. If you - a student - believe that you have been the victim of harassment or discrimination, a complaint should be filed, in accordance with the school policy, with the appropriate school official. Students may also file a complaint with the Vermont Human Rights Commission which investigates violations of Vermont's public accommodation law.
A World of Difference The Vermont Agency of Education and other partners have developed a cadre of A WORLD OF DIFFERENCE® Institute adult facilitators and trained students who are becoming leaders in the effort to challenge harassment and all forms of bias in Vermont schools. Staff are working to increase the number of student-led peer training teams in schools as well as the number of adult educators who actively prevent harassment and bias from occurring, and who recognize and effectively address it when it does. For more information, contact Charles Johnson via email at firstname.lastname@example.org, in the office at (802) 828-0371, or on his cell at (802) 785-4174. For a more detailed description of the A World of Difference program, contact Phil Fogelman, Education Director of the New England Anti-Defamation League at email@example.com or firstname.lastname@example.org.
Legal & Technical Resources Related to Life-Threatening Chronic Allergies and Illnesses in Schools (Act 158)PDF This document contains information that may help schools while they are assessing and addressing the needs of students with life threatening allergies and life-threatening chronic illnesses. With a chart of live links to related legal and technical resources and contact numbers for DOE staff that may address specific subtopics within this topic, this will be a useful tool for school staff serving students with these conditions.
SAFE-T™ Program (Sexual Abuse Free Environment for Teens™)OSL The SAFE-T™ Program is a research-based curriculum that promotes both victim and offender prevention within middle school communities. The curriculum incorporates classroom presentations and activities, home dialogue assignments and school community change projects to help middle school students, educators, staff, parents/guardians and community members with the tools for creating a respectful learning environment for all students.
Model policies provide guidance, direction and recommended standards to help school administrators develop general school policy statements. Policies may be developed based on requirements of state or federal laws or at the request of the Vermont State Board of Education or the Vermont Legislature. A listing of these model policies can be found on our website.