Federal Commission on School Safety: Appendix B 1

Appendix B: A Summary of Past Findings and

Recommendations from Key School Safety Reports

Purpose

The Federal Commission on School Safety (the Commission) was charged with identifying best practices and providing 

meaningful and actionable recommendations to keep students safe at school.1 To effectively capture past efforts in the 

area of school safety, the Commission identified key school safety reports issued at the federal and state levels of 

government from 2001 to 2018. 

The purpose of this appendix is to present an overview of the trends found throughout the reports and provide a 

summary of the findings and recommendations from the reports. The information has been captured for educators and 

other stakeholders to consider when creating safer environments for learning. Two types of reports are included: (a) 

event-specific reports that were prompted by a specific school shooting incident and (b) reports from the U.S. Secret 

Service.

Event-Specific Reports

1. The Report of Governor Bill Owens’ Columbine Review Commission (2001)

2. Report to the President: Issues Raised by the Virginia Tech Tragedy (2007)

3. Mass Shootings at Virginia Tech, Addendum to Report of the Review Panel, Presented to Governor Kaine, 

Commonwealth of Virginia (2009)

4. Now is the Time—The President’s Plan to Protect Our Children and Our Communities by Reducing Gun 

Violence (2013)

5. Final Report of the Sandy Hook Advisory Commission Presented to Governor Dannel P. Malloy, State of 

Connecticut (2015)

6. The Broward County League of Cities’ School and Community Public Safety Task Force Initial Report and 

Recommendations (2018)

U.S. Secret Service Reports

7. The Final Report and Findings of the Safe School Initiative: Implications for the Prevention of School Attacks in 

the United States. United States Secret Service and the United States Department of Education (2002)

8. Threat Assessment in Schools: A Guide to Managing Threatening Situations and to Creating Safe School 

Climates. United States Secret Service and the United States Department of Education (2004)

9. Prior Knowledge of Potential School-Based Violence: Information Students Learn May Prevent a Targeted 

Attack. United States Secret Service and the United States Department of Education (2008)

10. Enhancing School Safety Using a Threat Assessment Model: An Operational Guide for Preventing Targeted 

School Violence (2018)

Background

Ten key safety reports have been reviewed. The reports highlighted in 

this review are not an exhaustive list of the information available on 

school safety, but are relevant reports that have addressed school 

violence in the last two decades. Figure 1 illustrates the number of 

reports reviewed based on their status—federal or state. All of the 

reports were produced by governmental entities including the 

following: the Office of the President of the United States, federal and

state commissions, federal agencies, and a state safety task force. 
Federal Commission on School Safety: Appendix B 2

Three of the four state reports were commissioned by a governor in response to a shooting incident within a school

within the state.

2 Two of the federal reports were Presidential responses3

to the same tragedy. Four of the six federal 

reports were produced by the U.S. Secret Service, three in conjunction with the U.S. Department of Education.

Approach

Each report identified has been reviewed, and the findings and recommendations associated with each report have been 

organized into the tables within this appendix. The findings and recommendations have been drawn from the 

recommendation summaries within the reports as well as an analysis of the narrative text within individual reports. In 

this way, the tables offer a comprehensive review of the reports selected, since additional findings and recommendations 

have been provided that may not be captured in a cursory review of the summaries. There are 647 findings and 

recommendations recorded within the tables utilizing this method.

Figure 2 illustrates the number of total findings and 

recommendations by organization status, as well as the number 

that were derived from commission work. There are nearly an 

equal number of findings and recommendations associated with 

the federal reports as with the state reports. The majority of 

findings and recommendations within the federal reports is

attributable to the Secret Service reports (233 findings). 

However, the only reports selected for a full review were the 

federal reports that were issued to or by a President and all other 

state commissioned reports. A full review is inclusive of the 

Actions Taken that corresponds to or was a result of the 

recommendation within that report. The Actions Taken highlights federal, state, and local activities. Information about 

Actions Taken is included in each report’s table.

The two Presidential reports offer recommendations that relate directly to legislative requests and actions. In general, 

the research associated with the findings and recommendations from these reports yielded greater results, and they 

were summarily fully reviewed. The correlations between recommendations and legislative actions are the basis of this 

decision.

The key safety reports also offer trends across the recommendations. The major trend areas are as follows:

• Crisis Response/Emergency Planning

• Communication

• Gun Control

• Information Sharing/Privacy

• Mental Health

• School Design

• Police/School Resource Officers (SROs)

All of the recommendations developed by commissions, state or federal, offered some variation of trends highlighted 

above.
Federal Commission on School Safety: Appendix B 3

How to Use the Tables

The tables can be used in various ways:

• To help practitioners, administrators, and elected officials review and potentially improve their school’s existing 

policies, procedures, and emergency plans. The findings and recommendations highlighted in this document 

may not be applicable for every state or school district. However, a review of the consolidated list of findings 

and recommendations can be beneficial to all schools and communities, if only to compare (where suitable) 

recommendations that could be implemented to enhance school safety.

• To provide benchmarking opportunities to the school community.

• To serve as a source for developing school safety legislation and strengthening school safety policies, 

procedures, and plans. School safety planning committees can utilize the information within the Appendix to 

delete, revise, and add to existing documentation they have created to prevent, prepare and mitigate, and 

respond and recover from emergency events within their respective schools. In addition, there may be findings 

and recommendations in this document that were effectively implemented after a school shooting (Actions 

Taken), which can be used to address distinctive needs and circumstances in other locations.

• To help legislators, public education, and safety officials as well emergency agencies evaluate their level of 

emergency preparedness and crisis response. 

• To serve as a tool for continuous research in the area of school safety.

Limitations

The reports that have been utilized for this document and the accompanying Appendix are a selection of federal and 

state efforts to address school safety, but the research is limited in the following ways:

• Number of reports reviewed—there is an expansive amount of research in the area of school safety. The 

reports utilized in this review are a practical selection of federal and state efforts to address school safety, but 

the information reviewed does not address all aspects of the issue.

• Broadness of scope—the reports that were fully reviewed were issued as responses to school shootings that 

received substantial recognition, to include media coverage and national legislative action. This expanded the 

scope of the findings and recommendations within those reports, in that the findings and recommendations 

were offered to be adopted beyond a single school, district, state, or locality.

• Association of Actions Taken—the Actions Taken attributed to findings and recommendations listed within 

individual reports are associated with specific federal and state legislation, agencies, activities, and data that is 

indicative of a relationship according to the research team. For this reason, the associations offered in the 

Actions Taken section of the tables are a reasonable attempt to establish correlations between specific 

recommendations proposed in a report and quantifiable actions taken based upon those proposals.

• Unknown information—blank fields in the tables do not necessarily connote that action was not taken as it may 

reflect that such action was not publicized or information about it is not readily available.

Organization of the Tables

The tables are organized one table for each report reviewed. Subheadings are categories used within each report. The 

columns highlight the following:

• Ref #: assigned number for the specific recommendation associated with an individual row within the table;

• Category: the designation of specific recommendations as labeled within a report;

• Findings & Recommendations: suggestion action stated in the report; 

• Page #: refers to the page where the information can be found within the report; and

• Actions Taken: activities that correspond to or were results of the recommendation. 
Federal Commission on School Safety: Appendix B 4

Table A.1: The Report of Governor Bill Owens’ Columbine Review Commission (2001)

Ref # Recommendations Page Actions Taken

CO - 1 Crisis Response Actions 

CO - 2

All Law Enforcement Officers and School 

Resource Officers should be trained in 

Rapid Emergency Deployment (RED).

x

In 2001, the Colorado Association of School Resource Officers (CASRO) hosted the U.S. Secret 

Service research staff at their annual summer training conference. The findings from their landmark 

study of school shooters and forthcoming threat assessment model recommendations were shared. 

See link for additional information: 

http://cdpsdocs.state.co.us/safeschools/Legislation/10%20years%20after%20Columbine,0.pdf

CO - 3

Incident Command System (ICS) should be 

utilized.

x

Legislation passed to amend the Safe Schools Act to require all districts and the Charter School 

Institute (CSI) to adopt the tenets of the National Response Framework (NRF), including the 

National Incident Management System (NIMS) and the Incident Command System (ICS) - C.R.S. 22-

32-109.1 (SB-08-181) 

• All districts and the CSI had to establish a date by July 1, 2009, for when they expected to be in 

compliance with NIMS. See link for additional information: 

https://www.cde.state.co.us/mtss/coloardosafeschoolsact

CO - 4 

Improved Communications for Critical 

Emergencies 

 

CO - 5

Law Enforcement Agencies should plan 

communication systems to facilitate crisis 

communications with agencies most likely 

to interface with in emergencies.

xi

In April 2011, the Senate Bill 11-173 - Concerning Interoperable Communications in Schools was 

unanimously voted for in the Colorado House of Representatives. It was the first bill in the nation to 

establish that communications interoperability is a necessary part of a school safety, readiness, and 

incident management plan. It was signed into law on June 10, 2011. See link for details:

http://www.leg.state.co.us/CLICS/CLICS2011A/csl.nsf/fsbillcont3/85763B644B0DC1F68725780800800

F8A?Open&file=173_enr.pdf

CO - 6

School buildings should use repeaters to 

better transmit digital communication 

signals from within school buildings to 

outside.

xi

In April 2011, the Senate Bill 11-173 - Concerning Interoperable Communications in Schools was 

unanimously voted for in the Colorado House of Representatives. It was the first bill in the nation to 

establish that communications interoperability is a necessary part of a school safety, readiness, and 

incident management plan. It was signed into law on June 10, 2011. See link for details:

http://www.leg.state.co.us/CLICS/CLICS2011A/csl.nsf/fsbillcont3/85763B644B0DC1F68725780800800

F8A?Open&file=173_enr.pdf

CO - 7

Develop a single statewide digital trunked 

communications system.

xi

In 1999, the state began work to improve emergency services communications by issuing a request 

for proposals for a digital trunked radio network statewide. In 2001, the first phase of statewide 

digital trunked radio system launched. By 2005, there was a full mutual aid capability created 

between state digital trunked radio system and Denver. See link: 

http://cdpsdocs.state.co.us/safeschools/Legislation/10%20years%20after%20Columbine,0.pdf

CO - 8

Agencies not within the statewide system 

should receive funding to enable them to 

purchase TRP 1000 or similar systems.

xi See CO – 6

CO - 9 Advance Planning for Critical Emergencies

CO - 10

Officials in each county should prepare and 

keep current major critical emergency 

response plans addressing large-scale 

crises.

xi

In 2000, the Colorado General Assembly passes the Safe Schools Act (C.R.S. 22-32-109.1). 

Highlights—each school district was required to: 

• Adopt a mission statement and safe school plan that makes safety a priority in each public school. 

• Include a uniform and consistently enforced written conduct and discipline code in the plan. 
Federal Commission on School Safety: Appendix B 5

Ref # Recommendations Page Actions Taken

• Adopt a policy requiring school principals to report annually specified information concerning the 

learning environment in the school. These reports are submitted to the Department of Education. 

• Enter into agreements with law enforcement officials, the juvenile justice system, and social 

services to help maintain a safe environment. 

• Have a written crisis management policy and procedures, and crisis management training.

• Adopt a policy requiring annual school building inspections for removal of barriers to safety.

• Adopt a policy to share and release information in accordance with state and federal guidelines 

related to a student in the interest schools safety.

• Adopt a policy to allow reasonable access of parents and board members to observe activities at a 

school with notice to administrative office.

• Adopt a policy for screening employees.

• Establish a school response framework in compliance with the NIMS.

• Adopt a policy for bullying prevention/education.

• Provides for immunity of school boards, teachers or others acting in good faith to comply with 

conduct and discipline codes. See Link for details:

http://cdpsdocs.state.co.us/safeschools/Legislation/SB00-133,0.pdf

CO - 11

Emergency plans should include 

assessments of response resources, 

location, and availability of resources and 

operational requirements.

xii

Governor Ritter identified school safety as a top legislative priority for his 2008 legislative agenda. 

He subsequently signed the first bill passed during the 2008 legislative session creating Colorado’s 

State School Safety Resource Center - C.R.S. 24-33.5-1801 (SB 08-001).

• A state school safety resource center was established in the Department of Public Safety to assist 

schools in preventing, preparing for, responding to, and recovering from emergencies and crisis 

situations and to foster positive learning environments. It includes the identification of pilot sites to 

receive enhanced school safety services. 

• This legislation created the Center’s advisory council, composed of representatives from five other 

state agencies, higher education, and school districts. 

• Additional legislation amended the School Safety Resource Center pilot site projects to include 

funds to support pilot schools to provide school mapping information to first responders in case of 

an emergency (HB 08-1267). See link: https://www.colorado.gov/pacific/cssrc/history-4

CO - 12 Regular planning sessions should be held 

based on the plan with all pertinent entities.

xii

Safe Communities—Safe Schools Conference, Boulder, CO, May 2000. Provided safe school 

information from experts to Colorado Schools. See link for most recent output from the conference 

work circa 2009: https://cspv.colorado.edu/publications/safeschools/SchoolSafetyGlossary.pdf

CO - 13

Every school in Colorado should develop an 

emergency crisis plan tailored to meet the 

particular safety concerns at that school.

xii See CO – 11

CO - 14

Local school administrators should 

assemble emergency kits appropriate to the 

size of their respective school.

xiii See CO – 11

CO - 15

Emergency kits should include school 

diagrams, alarm-sprinkler-utilities 

information, important telephone numbers 

and a current school roster.

xiii See CO – 11

CO - 16

Each school should schedule crisis drills 

once a year/preferably once each school 

term. Police and rescue personnel should 

xiii See CO – 11
Federal Commission on School Safety: Appendix B 6

Ref # Recommendations Page Actions Taken

assist.

CO - 17 Interaction with Media Representatives

CO - 18 Each major response agency needs a public 

information officer (PIO).

xiii

In Colorado, the Strategic Communications team provides public information, crisis communication,

and social media support to the Colorado Division of Homeland Security and Emergency 

Management. A public information officer is available 24/7 for media requests. The public 

information can be contacted by email or by calling 720-432-2433. See link:

https://www.colorado.gov/pacific/dhsem/information-center

CO - 19 The head official over ICS should establish 

an operational PIO.

xiv See CO – 3 

CO - 20

Police, fire, hospital and all victim support 

agencies should establish PIO or media 

representation in the planning process.

xiv See CO – 18

CO - 21 Tasks of School Resource Officers

CO - 22 Primary task is to enforce law and protect 

public safety.

xiv

In May 2013 the Senate Bill 13-138, Concerning School Resource Officers (SRO), was approved. The 

bill outlines the role of SROs in schools as well as other responsibilities of the school faculty and 

leadership that are in conjunction with having SROs within their buildings. The language in the bill 

covers the following recommendations. See link for additional information: 

http://cdpsdocs.state.co.us/safeschools/Legislation/SB%2013-

138%20School%20Resource%20Officer%20Programs.pdf

CO - 23 Should be law enforcement officers. xiv See CO – 22

CO - 24 Should be in uniform. xiv See CO – 22

CO - 25 Trained like first responders in RED. xiv See CO – 22

CO - 26 Should have relevant information about 

students at school.

xv See CO – 22

CO - 27 Police should share criminal conduct 

information where pertinent.

xv See CO – 22

CO - 28 

Detection by School Administrators of 

Potential Perpetrators of School-Based 

Violence and Administrative 

Countermeasures 

 

CO - 29

Should work to change the “code of silence”

amongst the student population—loyalty 

has limits.

xv

In 2002, the Colorado Department of Education launched the Positive Behavior Support statewide 

initiative that creates positive school-wide climates for safe and civil learning environments. 

Colorado now has the third largest number of schools involved in such a statewide initiative, with 

more than 500 schools implementing this framework. See link for details:

https://www.cde.state.co.us/mtss/pbis

CO - 30 Do not discount threats of violence because 

of the age of students.

xv

The Colorado Department of Education hosted regional trainings for local school districts and 

community partners regarding Homeland Security-related planning and resources. By this time, 100

percent of Colorado school districts were determined to be in compliance with the Safe School Act’s 

policy requirement regarding written emergency response plans.

Blueprints for Violence Prevention Conference, Denver, March 2006, were provided to practitioners 
Federal Commission on School Safety: Appendix B 7

Ref # Recommendations Page Actions Taken

and policymakers about research-based ways to improve school climate and prevent violence based 

on the Blueprints Model and Promising programs. See link:

http://cdpsdocs.state.co.us/safeschools/Legislation/10%20years%20after%20Columbine,0.pdf

CO - 31 Clarify ramifications of threats of violence 

to students and parents.

xv

In 2000, Attorney General Ken Salazar and Professor Delbert Elliott from Center for the Study and 

Prevention of Violence at the Colorado University at Boulder toured 64 counties across the state and 

met with school and communities leaders and students to discuss school safety issues and provide 

individual guidance. See link: 

http://cdpsdocs.state.co.us/safeschools/Legislation/10%20years%20after%20Columbine,0.pdf

CO - 32

Establish anonymous telephone line for the 

report of conduct that could lead to 

violence.

xvi

In 2004, the Safe2Tell Reporting Hotline and Awareness Campaign was launched. 

• The hotline provides a safe and anonymous way to report concerns of safety, focusing on 

awareness and early intervention.

• Safe2Tell is a 501c3 agency made possible by grants and funding from the Colorado Trust, the 

Daniels’ Fund, El Pomar Foundation, corporations, and private donors, with a multi-agency advisory 

board. Executive Director is Special Agent Susan Payne. 

• Trained Colorado State Patrol emergency communications staff handle calls 24/7 and determine

what action needs to be taken to help students, parents, and school faculty facing a threat. Hundreds 

of planned acts of violence are averted. 

• Has provided more than 1,250 targeted presentations to students, school staff, community groups, 

law enforcement, and others statewide since 2004. In 2007, Colorado General Assembly passed bill 

supporting Safe2Tell Program (SB 07-197). This ensured anonymity of persons reporting to the 

hotline and confidentiality of Safe2Tell records. The program is still in operation. See link for details:

https://leg.colorado.gov/bills/hb18-1434; https://safe2tell.org/?q=what-we-do-0

CO - 33 Adopt bullying-prevention program. xvi

Bullying Prevention Efforts

• Spring 2001: The Colorado General Assembly amended the Safe School Act to require school 

districts to have a policy addressing bullying. 

• Summer 2001: The Colorado Association of School Boards issued a model policy to member school 

districts regarding compliance with the amended Safe School Act.

• September 2001: The Colorado Department of Education provided a technical assistance packet to 

all school districts regarding bullying prevention best practices.

• October 24, 2001: The Colorado Anti-Bullying Campaign was launched by the Colorado Trust, 

Colorado Attorney General Ken Salazar, and others.

• Effort included a kick-off event for the campaign, website, hotline, PSAs, and other resources to 

raise awareness. 

• 2002–2003: The Colorado Department of Education confirmed that 100 percent of the school 

districts complied with the Safe Schools Act. 

• Since 2003: Numerous statewide efforts include bullying prevention-related resources and 

ongoing research/best practices. In 2005, the Colorado Trust initiated a three-year, $9 million grant 

program to fund evidence- and school-based bullying prevention efforts. Forty-five grantees 

estimate they reached 50,000 young people in 40 Colorado counties during the 2005–2008 project 

period. See the link for the most updated information in Colorado on Bullying Prevention:

https://www.cde.state.co.us/mtss/bullying

CO - 34 Schools should adopt a code of behavior for

students to adhere to.

xvi See CO – 33
Federal Commission on School Safety: Appendix B 8

Ref # Recommendations Page Actions Taken

CO - 35

A state task force should be created to 

develop model threat-assessment plans, 

standards, programs.

xvii

In 2011, Colorado created a threat assessment guide intended as guidance to Colorado schools and 

was done in collaboration with the Threat Assessment Work Group of the Colorado School Safety 

Resource Center. Consultation with district legal counsel and local law enforcement is 

recommended. The guide outlines what schools should do to create a Threat Assessment team, who 

the membership should include, and activities to be performed. See link for details:

https://www.colorado.gov/pacific/cssrc/threat-assessment

CO - 36

A threat assessment team should be 

established at every high school and middle 

school in Colorado.

xvii See CO – 35

CO - 37

Threat assessment teams should consist of 

school staff, mental health professionals,

and law enforcement.

xvii See CO – 35

CO - 38

Threat assessment teams should receive 

training on threat assessment, suicide 

prevention, and the law related to student 

confidentiality.

xvii

In 2016, the Colorado legislature passed the House Bill 16-1063 concerning an exception to the 

prohibition against disclosing confidential communications with a mental health professional when 

school safety is at risk—which was a revision of Statute 12-43-218. See link: 

https://leg.colorado.gov/sites/default/files/documents/2016a/bills/2016A_1063_signed.pdf

CO - 39 Every school should adopt a violence 

prevention program.

xvii

In 2000, the Colorado Attorney General’s Office began publishing the Colorado School Violence 

Prevention and Student Discipline Manual. The manual is updated yearly and is an important 

resource for teachers and school officials who need to know the legal tools available to address the 

security problems posed by students who engage in violent or disruptive behavior or who use, 

possess, or distribute alcohol, drugs, or weapons on school grounds. The manual’s most recent 

update (2009) is available online at 

http://cdpsdocs.state.co.us/safeschools/Resources/CO%20AG%20Colorado%20Attorney%20General%20

Office/Colorado%20School%20Violence%20Prevention%20and%20Discipline%20Manual.pdf

CO - 40

All agencies that possess specific 

information regarding threatening behavior 

of a juvenile should share the information 

with other agencies dealing with that 

juvenile, to the extent allowed by law.

xviii

In 2000, the Colorado General Assembly passed the Exchange of Information Related to Children 

Bill—(HB 00-1119). The bill allowed for information sharing between state agencies and schools 

when there is a need to know to better serve children or to protect school safety. It has been 

updated as of 2016. See link for details: https://leg.colorado.gov/sites/default/files/images/olls/crs2016-

title-19.pdf

CO - 41

All agencies should become familiar with 

the Colorado Juvenile Information 

Exchange Laws.

xviii

In 2000, the Colorado General Assembly passed the Exchange of Information Related to Children 

Bill—(HB 00-1119). One provision of this bill was the creation of a Task Force. The Colorado 

Attorney General’s office oversaw the HB-1119 Task Force, composed of representatives from 

school districts and state education-related agencies and organizations, law enforcement, district 

attorneys, social services, and mental health organizations. Guidelines for negotiating information 

sharing agreements also are available online at: 

https://coag.gov/sites/default/files/contentuploads/oce/School_Safety_SS/Safe2Tell_S2T/juvenile_informa

tion_exchange_law.pdf

Attorneys from the AG’s office provide training and advice to the local agencies mentioned above. 

CO - 42 Medical Treatment of Attack Victims

CO - 43

Medical facilities should institute an 

intranet system among hospital emergency 

and critical care units.

xix

The state legislature passed and Governor Ritter signed Senate Bill 181 (SB-181), Concerning 

Measures to Improve Coordination Amongst Agencies when Responding to School Incidents, into 

law during the 2008 legislative term. Most of its content amended the Safe School Act, of which most 

was reflected in Colorado Revised Statutes 22-32-109.1. SB-181 was an effort to better prepare 
Federal Commission on School Safety: Appendix B 9

Ref # Recommendations Page Actions Taken

school districts to respond to emergencies, both natural and manmade. SB-181 required all districts 

and the Charter School Institute (CSI) to adopt the tenets of the National Response Framework 

(NRF), including the National Incident Management System (NIMS) and the Incident Command 

System (ICS). All districts and the CSI had to establish a date by July 1, 2009, for when they expected 

to be in compliance with NIMS. See link for details: 

http://cdpsdocs.state.co.us/safeschools/Legislation/SB%2008-181.pdf

CO - 44 SWAT teams should have EMT staff or 

trained personnel within their units.

xix

The Columbine tragedy initiated the national conversation on SWAT teams being capable of 

assisting with medical injuries in and during an emergency event. Since such time, training is 

customary for law enforcement and EMTs alike. 

CO - 45 Reuniting Attack Victims and Their Families

CO - 46

Victim advocates should be at the ICS 

Command Center to provide accurate and 

timely information directly to families.

xix

Colorado has an Office of Victim’s Assistance that operates out of its Law Enforcement Highway 

Patrol Unit. The services offered by this Office include providing on-scene crisis intervention, care 

for injured pets, lodging for uninjured passengers, transportation for out-of-state family members, 

and assistance to school principals and counselors of young victims. Members of the CSP Victim’s 

Assistance Unit are well educated in victims’ rights, bringing integrity into difficult situations, and 

giving care and confidence to victims. See link for details:

https://www.colorado.gov/pacific/csp/victims-assistance

CO - 47 Staff support and stress debriefing needs to 

be included in the planning process.

xx See CO – 46

CO - 48

Families of victims should be assigned 

victim advocates (post-event) who are in 

close proximity to their home.

xx See CO – 46

CO - 49 

Identification of Victims’ Bodies and Family 

Access to Bodies

CO - 50

The procedures for victim identification 

should be relaxed to accommodate the 

emotional needs of victims and their 

families.

xx See CO – 46

CO - 51 

Suicide Prevention in the Aftermath of 

Incidents Like Columbine

CO - 52

Programs should be developed and 

implemented to enable teachers and school 

administrators to discuss with students the 

subject of suicide before and after it occurs.

xx

In 2006, the Colorado counties of Pueblo, Mesa, Larimer, Weld, and El Paso, as well as the University 

of Colorado at Boulder, trained in suicide awareness and intervention strategies by the state health 

department’s Office of Suicide Prevention.

CO - 53

Faculty and staff in the Colorado school 

system need to be trained in the warning 

signs for suicide and the appropriate 

responses when it is observed.

xx

In 2000, the Colorado Department of Public Health and Environment created the Office of Suicide 

Prevention. Colorado’s suicide rate ranked high among states; the office focused initial work on 

youth suicide prevention statewide. In 2003, the Colorado Department of Public Health and 

Environment and The Colorado Trust developed and released the state’s suicide prevention 

strategic plan. See link for details: https://www.colorado.gov/pacific/cdphe/categories/services-andinformation/health/prevention-and-wellness/suicide-prevention
Federal Commission on School Safety: Appendix B 10

Table A.2: Report to the President: Issues Raised by the Virginia Tech Tragedy (2007) 

Ref# Recommendation Page Actions Taken

B1 

Critical Information Sharing Faces Substantial 

Obstacles 

 

B2 Increase information sharing and 

collaboration among state and local 

communities, educators, mental health 

officials, and law enforcement to better 

provide care and detect, intervene, and 

respond to potential incidents of violence in 

schools and other venues.

8

In 2007, the U.S. Department of Justice submitted a crime bill to Congress. Among other things, the 

legislation was proposed to recognize the importance of state efforts to improve information about 

mental health records and criminal dispositions in ensuring the effectiveness of federal firearms 

laws. The bill prioritized National Criminal History Improvement Program (NCHIP) grant 

applications that aimed to improve the quantity and quality of records included in the NICS. The 

NCHIP grant continues today. See link for more information:

https://www.bjs.gov/index.cfm?ty=tp&tid=47.

B3

Provide accurate information to help ensure 

that family members, educational 

administrators, mental health providers, and 

other appropriate persons understand when 

and how they are legally entitled to share 

and receive information about mental illness, 

and appropriately do so, particularly where 

college and school-age children and youth 

are involved, for the protection and wellbeing of the student and the community.

8

The 2008 and subsequent 2011 U.S. Department of Education Student Privacy regulations were 

direct responses to state requests for clarification of FERPA regarding the role of the state in using 

student data while maintaining privacy protections around personally identifiable information. The 

Department clarified FERPA’s application to state longitudinal data systems through a public 

process in response to conversations between states and education and public stakeholders over 

several years and across Administrations. The clarifications aligned FERPA with other federal laws 

requiring states to link data systems and use student data for evaluation and school and district 

accountability. These changes were accompanied by provisions designed to tighten privacy 

protections and provide for fuller FERPA enforcement. When the U.S. Department of Education 

issued FERPA clarifications, it also took steps to build capacity within the Department to provide 

technical assistance around privacy protections; these steps included hiring a Chief Privacy Officer, 

establishing the Privacy Technical Assistance Center, and issuing technical briefs providing guidance 

and best practices on protecting personally identifiable information. Additionally, in response to 

both the 2007 Bush and Kaine (VA) reports following the mass shooting at Virginia Tech, many 

states enacted legislation regarding firearms licensure which accounted for information sharing 

regarding mental health:

• 43 states and DC have some prohibitions of firearm licensure for persons with mental illness.

• 36 states have prohibitions for drug abuse.

• 31 states have prohibitions for alcohol abuse.

• 20 states and DC have databases that track individuals with mental illness.

B4

Along with reviewing federal laws that may 

apply, clarify, and promote wider 

understanding about how state law limits or 

allows the sharing of information about 

individuals who may pose a danger to 

themselves or others, examine state law to 

determine if legislative or regulatory 

changes are needed to achieve the 

appropriate balance of privacy and security.

8

FERPA 

• Any state law or regulation that conflicts with FERPA and its regulations are preempted by the 

federal law. 

• If a school determines that it cannot comply with FERPA because of a conflict with state or local 

laws, it must notify the Department of Education, and the agency will review the conflicting law and 

any interpretations of it made by the state and provide guidance to the requesting entity regarding 

FERPA’s applicability to the situation. 

HIPAA 

• In general, a state law or regulation that conflicts with HIPAA and the Privacy Rule is preempted 

by the federal law. 

• The Privacy Rule contains exceptions that allow differing state requirements to control if the state 

law: (1) relates to privacy of individually identifiable health information and provides greater 
Federal Commission on School Safety: Appendix B 11

Ref# Recommendation Page Actions Taken

protections or rights than the Privacy Rule; (2) requires the reporting of disease, injury, child abuse, 

birth, or death, and for public health surveillance, investigation, or intervention; or (3) requires 

certain reporting by health plans, such as for management or financial audits or evaluations. 

• States can also request a determination that a conflicting state law will not be preempted by 

HIPAA if the state can demonstrate one of the conditions listed in the rule, including, but not limited 

to, that the conflicting provision serves a compelling public health, safety, or welfare interest, and, if 

the conflicting provision relates to a privacy right, that the intrusion into privacy is warranted given 

the public interest being served. See link:

https://www2.ed.gov/policy/gen/guid/fpco/doc/ferpa-hipaa-guidance.pdf

B5 The U.S. Departments of Health and Human 

Services and Education should develop 

additional guidance that clarifies how 

information can be shared legally under 

HIPAA and FERPA and disseminate it widely 

to the mental health, education, and law 

enforcement communities. The U.S. 

Department of Education should ensure that 

parents and school officials understand how 

and when post-secondary institutions can 

share information on college students with 

parents. In addition, the U.S. Departments of 

Education and Health and Human Services 

should consider whether further actions are 

needed to balance more appropriately the 

interests of safety, and treatment implicated 

by FERPA and HIPPA.

8

In 2008 the Departments of Education and Health and Human Services issued Joint Guidance on the 

Application of the Family Educational Rights and Privacy Act (FERPA) and the Health Insurance 

Portability and Accountability Act of 1996 (HIPAA) to Student Health Records. See link:

https://www2.ed.gov/policy/gen/guid/fpco/doc/ferpa-hipaa-guidance.pdf.

The purpose of the guidance was to explain the relationship between the Family Educational Rights 

and Privacy Act (FERPA) and the Health Insurance Portability and Accountability Act of 1996 

(HIPAA) Privacy Rule, and to address apparent confusion on the part of school administrators, 

healthcare professionals, and others as to how these two laws apply to records maintained on 

students. It also addressed certain disclosures that are allowed without consent or authorization 

under both laws, especially those related to health and safety emergency situations.

B6 The U.S. Department of Education should 

ensure that emergency management 

grantees and state and local communities 

receiving training through the program have 

clear guidance on the sharing of information 

as it relates to educational records and 

FERPA.

8

On July 1, 2010, the Department of Education announced updated guidelines relating to FERPA and 

the disclosure of student information related to emergencies and disasters. According to the 

document, the purpose of the guidance was to answer questions that arose about the sharing of 

personally identifiable information from students’ education records to outside parties when 

responding to emergencies, including natural or man-made disasters. See link for information: 

http://www2.ed.gov/policy/gen/guid/fpco/pdf/ferpa-disaster-guidance.pdf.

B7

Federal agencies should continue to work 

together, and with states and appropriate 

partners, to improve, expand, coordinate, 

and disseminate information and best 

practices in behavioral analysis, threat 

assessments, and emergency preparedness, 

for colleges and universities.

9

In 2004, the U.S. Department of Justice’s Office of Community Oriented Policing (COPS) sponsored a 

national summit on campus safety issues that included campus law enforcement practitioners, local, 

state, and federal government officials, and representatives from the International Association of 

Campus Law Enforcement Administrators (IACLEA) and other law enforcement and higher 

education organizations. The results of this summit are contained in a report entitled National 

Summit on Campus Public Safety: Strategies for Colleges and Universities in a Homeland Security 

Environment, which can be found at 

http://www.cops.usdoj.gov/files/ric/Publications/NationalSummitonCampusPublicSafety.pdf. The 

report’s primary recommendation was the creation of a National Center for Campus Law 

Enforcement that will develop and disseminate training, best practices, model policies, and other 

resources to enhance public safety on campus. To further this recommendation, the COPS Office 
Federal Commission on School Safety: Appendix B 12

Ref# Recommendation Page Actions Taken

provided funding to IACLEA to further explore the creation of a national center and more clearly 

define the campus public safety needs that a national center would seek to address. The National 

Center became a reality after nearly a decade of discussion within the public safety community. The 

National Center for Campus Public Safety was established in 2013 with a $2.3 million bipartisan 

grant from the U.S. Department of Justice, Bureau of Justice Assistance (BJA). In consultation with 

key stakeholders and federal partners, BJA developed a competitive solicitation and received 

proposals to create and host the National Center.

https://ric-zai-inc.com/Publications/cops-w0143-pub.pdf

B8 The U.S. Department of Education, in 

collaboration with the U.S. Secret Service and 

the Department of Justice, should explore 

research of targeted violence in institutions 

of higher education and continue to share 

existing threat assessment methodology 

with interested institutions.

9

The FBI’s National Center for Analysis of Violent Crime Behavioral Analysis Unit-1 (BAU)

(https://www.fbi.gov/) provides federal, state, local, and foreign law enforcement agencies with 

various behavioral analysis services, with a specialty relating to issues involving threat assessment 

and school violence. The Department of Education and the Secret Service released the following 

report after this recommendation: Prior Knowledge of Potential School-Based Violence: Information 

Students Learn May Prevent a Targeted Attack. United States Secret Service and the United States 

Department of Education (2008).

https://rems.ed.gov/docs/DOE_BystanderStudy.pdf

B9 

Accurate and Complete Information on 

Individuals Prohibited from Possessing 

Firearms Is Essential to Keep Guns Out of the 

Wrong Hands 

 

B10

Prioritize and address legal and financial 

barriers to submitting all relevant 

disqualifying information to the NICS and 

other crucial inter-agency information 

sharing systems to prevent individuals who 

are prohibited from possessing firearms by 

federal or state law from acquiring firearms 

from federally licensed firearms dealers.

10

In 2008, the FBI and state agencies denied a firearm to more than 123,000 persons due to National 

Instant Criminal Background Check System (NICS) records of felonies, domestic violence offenses, 

and other prohibiting factors. In conjunction, a review of the NICS process, entitled Enforcement of 

the Brady Act, 2008, reported on investigations and prosecutions of persons who were denied a 

firearm in 2008. 

The report described how the Bureau of Alcohol, Tobacco, Firearms and Explosives (ATF) screens 

denied-person cases and retrieves firearms that were obtained illegally. Statistics presented include 

charges most often filed against denied persons by United States Attorneys and results of 

prosecutions. Investigation statistics from two states are also presented. Key statistics are compared 

for the years 2008 and 2007. This project was supported by Grant No. 2007-BJ-CX-K004 awarded by 

the Bureau of Justice Statistics, Office of Justice Programs, U.S. Department of Justice. See link:

https://www.ncjrs.gov/pdffiles1/bjs/231052.pdf

B11

The U.S. Department of Justice, through the 

FBI and ATF, should reiterate the scope and 

requirements of federal firearms laws, 

including guidance on the federal firearms 

prohibitions in the Gun Control Act of 1968 

and how to provide information to the NICS 

on persons whose receipt of a firearm would 

violate state or federal law.

11

The NICS Section of the FBI’s Criminal Justice Information Services (CJIS) Division was working for 

the eight years prior to this report to promote the submission of information identifying all 

qualifying prohibited individuals to the NICS Index through a national outreach initiative focused on 

sharing information with stakeholders about the NICS’ operations. The NICS Section of CJIS 

promoted the submission of mental health records and sought to further understanding of the scope 

of federal law and the need to make information available to the NICS through outreach to state and 

local officials. The NICS Section’s efforts included a wide array of stakeholders, including law 

enforcement, mental health professionals, and court personnel. The NICS Section had previously 

sent letters to states reminding them of the scope of federal law and the need to make information 

available to the NICS. According to the report, the ATF was also proactive in educating law 

enforcement and the firearms dealer community on federal firearms laws. After the Virginia Tech 

tragedy, ATF communicated to all state Attorneys General and federal firearms licensees explaining 
Federal Commission on School Safety: Appendix B 13

Ref# Recommendation Page Actions Taken

the federal firearms prohibition relating to “mental defectives” in the Gun Control Act of 1968 and 

encouraged states to make relevant information available to the NICS. See most recent update of 

language: https://www.atf.gov/file/97771/download

B12

The U.S. Department of Justice, through the 

FBI and ATF, should continue to encourage 

state and federal agencies to provide all 

appropriate information to the NICS so that 

required background checks are thorough 

and complete.

11

By law, federal agencies are required to provide certain information to the NICS. Section 103(e) (1) 

of the Brady Act (Pub. L. 103-159) (https://www.gpo.gov/fdsys/pkg/STATUTE-107/pdf/STATUTE107-Pg1536.pdf) provides the Attorney General the authority to secure directly from any 

department or agency of the United States information on persons whose receipt of a firearm would 

violate federal or state law. The provision provides that the heads of such agencies shall provide the 

information to the NICS. To that end, the Department of Justice has continued to make efforts to 

ensure that all federal agencies with relevant information forward that information to the NICS. 

Neither the Brady Act nor other federal laws have required states to submit information on 

prohibited persons to the NICS, and thus to the extent that states submitted information on 

prohibited persons to the NICS, they did so voluntarily. The Brady Act established the NCHIP federal 

funding program, administered by BJS, as the primary means to improve the automation and 

accessibility of state criminal records at the national level. However, according to the report 

significant shortcomings existed in 2007 regarding the completeness of the records in the system 

and the availability of relevant information for NICS checks. See the following report: 

https://www.ncjrs.gov/pdffiles1/bjs/grants/231187.pdf

B13

Some states may need to evaluate whether 

changes or modifications to state law are 

necessary to make more relevant 

information available to NICS. The U.S. 

Department of Justice should work with 

states to provide appropriate guidance on 

policies and procedures that would ensure 

that relevant and complete information is 

available for background checks.

11

In 2008, President Bush signed the NICS Improvement Amendments Act of 2007, authorizing more 

than $1 billion in grants to improve local records reporting. The bill that became law had six 

provisions: 

• Enhancement of requirement that federal departments and agencies provide relevant information 

to the National Instant Criminal Background Check System.

• Requirements to obtain waiver.

• Implementation assistance to states.

• Penalties for noncompliance.

• Relief from disabilities program required as condition for participation in grant programs.

• Illegal immigrant gun purchase notification. See public law: https://www.gpo.gov/fdsys/pkg/PLAW110publ180/pdf/PLAW-110publ180.pdf

B14 

Improved Awareness and Communication 

Are Key to Prevention 

B15

Develop cultures within schools and 

institutions of higher education that promote 

safety, trust, respect, and open 

communication. Create environments 

conducive to seeking help and develop 

culturally appropriate messages to destigmatize mental illness and mental health 

treatment.

12

In 2008, a total of 29 states enacted 77 bills that dealt directly with Bullying, K–12 School Safety, and 

Campus Safety. See link: http://www.ncsl.org/research/education/education-bill-tracking-database.aspx

B16

Educate and train parents, teachers, and 

students to recognize warning signs and 

known indicators of violence and mental 

illness and to alert those who can provide for 

safety and treatment.

12

In 2008, seven states enacted nine bills that dealt directly with parental involvement in areas of 

violence prevention, school discipline, and mental health awareness/treatment within their 

respective schools. The states were Colorado, Kentucky, Louisiana, Maryland, Massachusetts, 

Mississippi, and West Virginia. See link: http://www.ncsl.org/research/education/education-bill-trackingdatabase.aspx
Federal Commission on School Safety: Appendix B 14

Ref# Recommendation Page Actions Taken

B17

Establish and publicize widely a mechanism 

to report and respond to reported threats of 

violence.

12 Many individual states have hotlines/tiplines for students, parents, or others to report threats of 

violence. There is no centralized mechanism utilized by states to perform this action. 

B18

The U.S. Department of Health and Human 

Services should work through the Centers 

for Disease Control and Prevention’s (CDC) 

10 Academic Centers of Excellence on Youth 

Violence Prevention and collaborate with the 

U.S. Department of Education to identify 

opportunities to expand CDC’s “Choose 

Respect” initiative so that it includes efforts 

to develop healthy school climates and 

prevent violence in schools.

13

The CDC’s Choose Respect initiative was a national effort to help youth form healthy relationships to 

prevent dating abuse before it starts. The initiative targets were 11–14 year olds and the caring 

adults in their lives with the message that dating abuse is not just unacceptable, but also 

preventable by choosing respect. Based on social marketing principles and models of behavior 

change, the overall aim of the initiative was to move the target audience through the various stages 

of change by increasing knowledge and awareness; influencing beliefs; changing attitudes; and 

changing and sustaining behavior. Two Youth Violence Prevention Centers (YVPCs) were funded by 

the CDC in 2006 (prior to the report) with similar but broader objectives. The primary objectives of 

these YVPCs were to:

• Monitor the magnitude and distribution of youth violence in a defined community

• Foster collaboration between researchers and communities by bringing together individuals with 

diverse perspectives

• Mobilize and empower communities to address youth violence

• Build the scientific infrastructure necessary to support the development and widespread 

application of effective youth violence interventions

• Promote interdisciplinary research strategies to address youth violence in a defined community

See link for current research: https://www.cdc.gov/violenceprevention/yvpc/about.html

B19 The U.S. Department of Health and Human 

Services should include a focus on college 

students in its mental health public 

education campaign to encourage young 

people to support their friends who are 

experiencing mental health problems.

13

The U.S. Department of Health and Human Services, through its Substance Abuse and Mental Health 

Services Administration, launched a Mental Health National Anti Stigma Campaign to encourage 

young people between 18 and 25 to support their friends who were experiencing mental health 

problems. The program is no longer called Anti-Stigma. See link for other programming:

https://www.samhsa.gov/

B20 The U.S. Departments of Education, Health 

and Human Services, and Justice should 

continue to work together and with states 

and local communities to improve and 

expand their collaboration on their “Safe 

Schools/Healthy Students” program.

13

The Safe Schools/Healthy Students program provided grants to school districts for comprehensive, 

community-wide drug and violence prevention projects. School districts are required to partner 

with local law enforcement, public mental health, and juvenile justice agencies/entities. This 

program is jointly funded by the U.S. Departments of Education and Health and Human Services and 

jointly administered by the U.S. Departments of Education, Health and Human Services, and Justice 

and continues today. See link: https://www.samhsa.gov/safe-schools-healthy-students/about

B21 

It Is Critical to Get People with Mental Illness 

the Services They Need 

 

B22

Evaluate state and local community mental 

health systems to ensure their adequacy in 

providing a full array and continuum of 

services, including mental health services for 

students, and in providing meaningful 

choices among treatment options.

15

The Substance Abuse and Mental Health Services Administration (SAMHSA) solicited applications 

for fiscal year (FY) 2009 supplements to the State Mental Health Data Infrastructure Grants for 

Quality Improvement program. This was an existing grant that was provided with supplemental 

funding in 2009. These grants were designed to expand grant activities that support mental health 

prevalence estimation found in state populations.

Grantees were required to provide coordination, state data analyses, and information dissemination 

activities that can inform the state on mental health status of various populations.

SAMHSA made available approximately $200,000 in funding for up to 16 grants for one year. The 
Federal Commission on School Safety: Appendix B 15

Ref# Recommendation Page Actions Taken

average award amount was nearly $12,500 annually. The actual award amounts varied, depending 

on the availability of funds. The grants were administered for states by SAMHSA’s Center for Mental 

Health Services (CMHS). This program has continued and increased in funding over time. See link:

https://www.samhsa.gov/newsroom/press-announcements/201001111100; 

https://www.samhsa.gov/grants/archive

B23

Integrate mental health screening, 

treatment, and referral with primary 

healthcare.

15

The Paul Wellstone and Pete Domenici Mental Health Parity and Addiction Equity Act of 2008 

(MHPAEA), signed by President George W. Bush, required doctors and insurers to treat mental 

illness the same as physical illness. It was enacted on October 3, 2008. Key changes made by 

MHPAEA, which was effective for plan years beginning after October 3, 2009, include the following:

• If a group health plan or health insurance coverage includes medical/surgical benefits and Mental 

Health (MH)/Substance Use Disorder (SUD) benefits, the financial requirements (e.g., deductibles 

and co-payments) and treatment limitations (e.g., number of visits or days of coverage) that apply to 

MH/SUD benefits must be no more restrictive than the predominant financial requirements or 

treatment limitations that apply to substantially all medical/surgical benefits (this is referred to as 

the “substantially all/predominant test”). This test is discussed in greater detail in the MHPAEA 

regulation (linked below) and the summary of the MHPAEA regulation found below.

• MH/SUD benefits may not be subject to any separate cost-sharing requirements or treatment 

limitations that only apply to such benefits.

• If a group health plan or health insurance coverage includes medical/surgical benefits and 

MH/SUD benefits, and the plan or coverage provides for out-of-network medical/surgical benefits, it 

must provide for out-of-network MH/SUD benefits.

• Standards for medical necessity determinations and reasons for any denial of benefits relating to 

MH/SUD benefits must be disclosed upon request.

https://www.cms.gov/cciio/programs-and-initiatives/other-insurance-protections/mhpaea_factsheet.html

B24 Review emergency services and commitment 

laws to ensure the standards are clear, 

appropriate, and strike the proper balance 

among liberty and safety for the individual 

and the community, and appropriate 

treatment.

15

Mental Health Professionals’ Duty to Warn—Doctors are responsible for maintaining confidentiality 

of patient information based on the ethical standards of their profession. However, in an effort to 

protect potential victims from a patient’s violent behavior many states have passed “duty to warn”

laws. These laws impose a duty on psychotherapists to warn third parties of potential threats to 

their safety. See link: http://www.ncsl.org/research/health/mental-health-benefits-state-mandates.aspx

B25

Where a legal ruling mandates a course of 

treatment, make sure that systems are in 

place to ensure thorough follow-up.

15

Many states enacted legislation that supported both mental health and substance abuse coverage 

from insurance, but there was only one found in the research that specifically identified coverage for 

court-ordered treatment. The State of Colorado has two laws, both preceding the Bush 

recommendations: 

• Substance abuse—court-ordered treatment coverage

o ST § 10-16-104.7

o Eff. Jan. 1, 2003—Group and Individual, Substance Abuse, Mandated Offering, Subject to copayment, deductible, and policy maximums and limitations 

• Mental health services coverage—court ordered

o ST § 10-16-104.8

o Eff. March 31, 2006—Group and Individual, Mental Illness, Mandated Offering, Subject to in or out 

of network co-payment, deductible, and policy maximums and limitations

See link for more details: http://www.ncsl.org/research/health/mental-health-benefits-state-mandates.aspx
Federal Commission on School Safety: Appendix B 16

Ref# Recommendation Page Actions Taken

B26

The U.S. Department of Health and Human 

Services should convene the directors of 

state mental health, substance abuse, and 

Medicaid agencies and constituent 

organizations to explore ways to expand and 

better coordinate delivery of evidence-based 

practices and community-based care to 

adults and children with mental and 

substance use disorders.

15

The Paul Wellstone and Pete Domenici Mental Health Parity and Addiction Equity Act of 2008 

(MHPAEA), which was enacted on October 3, 2008, amended the Employee Retirement Income 

Security Act of 1974 (ERISA), the Public Health Service Act (PHS Act), and the Internal Revenue 

Code of 1986 (Code). The law applied to employment-related group health plans and health 

insurance coverage offered in connection with a group health plan. The changes made by MHPAEA 

were generally effective for plan years beginning after October 3, 2009. 

The MHPAEA of 2008 required health insurers and group health plans to provide the same level of 

benefits for mental and/or substance use treatment and services that they provide for 

medical/surgical care. The final rule of the act provided details about the implementation of the 

MHPAEA, such as:

• Ensuring that parity applies to intermediate levels of care, such as treatment received in 

residential or intensive outpatient settings

• Clarifying the scope of the transparency required by health plans, including the disclosure rights of 

plan participants, to ensure compliance with the law

• Clarifying that parity applies to all plan standards, including geographic limits, facility-type limits, 

and network adequacy

• Eliminating an exception to the existing parity rule that was determined to be confusing, 

unnecessary, and open to abuse 

See link: https://www.samhsa.gov/health-financing/implementation-mental-health-parity-addiction-equityact

B27

The U.S. Department of Health and Human 

Services should examine current strategies 

for implementing innovative technologies in 

the mental health field to enhance service 

capacity, through such means as 

telemedicine, electronic health records, 

health information technology, and 

electronic decision support tools in 

healthcare.

15

HHS and other federal agencies have established prominent grant programs that allow state and 

private entities to compete for funding in areas that will be innovative for the mental health field. 

Several of the funding opportunities that have been available to the public are listed below: 

• Innovative Mental Health Services Research Not Involving Clinical Trials (R01)—(National 

Institute of Mental Health (NIMH), NIH) 

• Innovations for Healthy Living—Improving Minority Health and Eliminating Health Disparities 

(R43/R44 - Clinical Trial Optional)—(National Institute on Minority Health and Health Disparities 

(NIMHD), NIH USA) 

• NIH Director’s New Innovator Award Program (DP2 - Clinical Trial Optional)—(National Institutes 

of Health (NIH), HHS) 

• NIH Director’s Transformative Research Award (R01 - Clinical Trial Optional)—(National 

Institutes of Health (NIH), HHS) 

• Challenge.gov—(U.S. General Services Administration (GSA) USA) 

See link for details: https://www.nlm.nih.gov/hsrinfo/grantsites.html

B28 The interagency Federal Executive Steering 

Committee on Mental Health led by the U.S. 

Department of Health and Human Services 

should promote federal agency collaboration 

to support innovations in mental health 

services and support for school aged 

children and young adults in primary care 

and specialty mental health settings using 

evidence-based programs and innovative 

technologies. The Committee should also 

15

SAMHSA has a Child Mental Health Initiative that is dedicated to funding services in this area. See 

link: https://www.samhsa.gov/search_results?k=mental+health+in+youth

Early in the Bush era, the President created an interagency Federal Executive Steering Committee 

consisting of high-level representatives from agencies within the U.S. Department of Health and 

Human Services and from nine other federal departments that served children, adults, and older 

adults who have mental disorders. The Committee provided oversight for the implementation of the 

Interagency Federal Action Agenda on Mental Health under the President’s New Freedom Initiative 

in 2002. See link for full report:

http://govinfo.library.unt.edu/mentalhealthcommission/reports/FinalReport/FullReport-1.htm
Federal Commission on School Safety: Appendix B 17

Ref# Recommendation Page Actions Taken

examine ways of disseminating more widely 

state and local grant opportunities that focus 

on detecting and treating behavioral health 

and violence issues with children and youth.

B29 

Where We Know What to Do, We Have to Be 

Better at Doing It 

 

B30

Integrate comprehensive all-hazards 

emergency management planning for 

schools into overall local and state 

emergency planning.

17

According to a report by the Council of State Governments, since 2000 at least 13 states have passed 

legislation establishing school safety councils, committees, and/or studies. Membership of these 

councils or committees most often include representatives from the department of education, 

government officials, local law enforcement agencies, emergency agencies including first 

responders, juvenile justice organizations, school administrators, community members, and parents 

of students. Common focuses of such committees and councils include school safety assessments, 

general violence, prevention, mental and behavioral health supports, and the creation of safety, 

security, and emergency preparedness standards. These committees or councils are either created 

to be permanently housed in a state department or they are structured to be operational for a 

specific period of time that culminates in a report that is submitted to a state governmental power 

such as the legislature or the governor’s office. 

As of 2014, 33 states have statutes that specifically require every school or school district to have a 

comprehensive school safety or emergency plan (AK, AL, AZ, CA, CO, CT, DE, FL, GA, IL, KY, LA, MD, 

ME, MN, MS, MT, NC, NH, NV, NY, OH, OK, RI, SC, TN, TX, UT, VA, VT, WA, WI, and WV).

School districts may choose to implement additional requirements for schools regarding their safety 

plans, including measures that address school safety needs specific to the area. States that lack 

statutory language regarding school safety plans may address the concerns in state regulations. See

link for additional information: https://csgjusticecenter.org/wp-content/uploads/2014/03/NCSL-SchoolSafety-Plans-Brief.pdf

B31

Institute regular practice of emergency 

management response plans and revise them 

as issues arise and circumstances change.

17

Many states enacted legislation regarding emergency preparedness planning, prior to the release of 

the Bush report. However, between 2008 and 2009, 17 states enacted legislation that instituted 

emergency management response planning into their K–12 and/or post-secondary school plans. 27 

bills were passed in the following states: AL, AR, AZ, CA, CO, CT, FL, ID, IL, LA, MD, NH, OK, PA, TN, 

VA, and WA. See link for additional information: http://www.ncsl.org/research/education/education-billtracking-database.aspx

B32 Communicate emergency management plans 

to all school officials, school service workers, 

parents, students, and first responders.

17 See B – 31

B33 Develop a clear communication plan and 

tools to rapidly communicate with students 

and parents to alert them when an 

emergency occurs. Utilize technology to 

improve notification, communication, and 

security systems.

17

Between 2008 and 2009, only Virginia enacted legislation that was specific to the establishment of 

Public Institution Emergency Notification system for students, staff, and faculty—§ 23.1-803. First 

warning notification and emergency broadcast system required. See link:

https://law.lis.virginia.gov/vacode/title23.1/chapter8/section23.1-803/

B34 Ensure the actual and perceived 

effectiveness of campus law enforcement 

through enhanced professionalism of 

campus police forces and joint training with 

18

Between 2008 and 2009, 10 states enacted legislation that was associated with the effectiveness of 

campus law enforcement. Those states were: AL, CO, DE, FL, IL, ID, MD, NY, TX, and VA. See link for 

additional information: http://www.ncsl.org/research/education/education-bill-tracking-database.aspx
Federal Commission on School Safety: Appendix B 18

Ref# Recommendation Page Actions Taken

federal, state, and local law enforcement.

B35 Be prepared to provide both immediate and 

longer-term mental health support following 

an event, and evaluate events and the 

response to them in order to gather lessons 

learned and implement corrective measures.

18

Approximately five states put forward legislation that served to provide parental and student 

options for behavioral issues, based on changes to school policies in the area of student discipline. 

The states that adopted flexible school discipline strategies to support mental health issues were: IL, 

NH, TN, and VA. The bills do not spell out mental health but account for student behavior with 

flexible options of re-admittance to school post-event. See link to research more information: 

http://www.ncsl.org/research/education/education-bill-tracking-database.aspx

B36

Integrate comprehensive all-hazards 

emergency management planning for 

schools into overall local and state 

emergency planning.

17

According to a report by the Council of State Governments, since 2000 at least 13 states have passed 

legislation establishing school safety councils, committees, and/or studies. Membership of these 

councils or committees most often include representatives from the department of education, 

government officials, local law enforcement agencies, emergency agencies including first 

responders, juvenile justice organizations, school administrators, community members, and parents 

of students. Common focuses of such committees and councils include school safety assessments, 

general violence, prevention, mental and behavioral health supports, and the creation of safety, 

security, and emergency preparedness standards. These committees or councils are either created 

to be permanently housed in a state department or they are structured to be operational for a 

specific period of time that culminates in a report that is submitted to a state governmental power 

such as the legislature or the governor’s office. 

As of 2014, 33 states have statutes that specifically require every school or school district to have a 

comprehensive school safety or emergency plan (AK, AL, AZ, CA, CO, CT, DE, FL, GA, IL, KY, LA, MD, 

ME, MN, MS, MT, NC, NH, NV, NY, OH, OK, RI, SC, TN, TX, UT, VA, VT, WA, WI, and WV).

School districts may choose to implement additional requirements for schools regarding their safety 

plans, including measures that address school safety needs specific to the area. States that lack 

statutory language regarding school safety plans may address the concerns in state regulations. See 

link for additional information: https://csgjusticecenter.org/wp-content/uploads/2014/03/NCSL-SchoolSafety-Plans-Brief.pdf

B37 The U.S. Departments of Education, 

Homeland Security, and Justice should 

collaborate and be proactive in helping state, 

local, and campus law enforcement receive 

desired training and making them aware of 

federal resources on behavioral analysis, 

active shooter training, and other research 

and analysis relevant to preparedness and 

response.

18

The U.S. Department of Justice, through the Bureau of Justice Assistance (BJA), established the BJA 

National Training and Technical Assistance Center (NTTAC) in 2008. It was created to promote the 

BJA mission by serving as a major source of justice-related training and technical assistance (TTA) 

information and resources to improve criminal justice systems nationwide. BJA NTTAC continues to 

offers specialized assistance to the criminal justice field by providing state, local, and tribal 

communities with rapid, expert, coordinated, and data-driven training and technical assistance. It 

has several relevant training courses that have been available and currently scheduled for 

implementation across the country. See link for details related to campus safety:

https://www.bja.gov/ProgramDetails.aspx?Program_ID=108

B38 The U.S. Departments of Homeland Security 

and Justice, jointly and separately, and in 

collaboration with the U.S. Department of 

Education, should consider allowing existing 

grant programs to be used to facilitate joint 

training exercises for state, local, and 

campus law enforcement.

18

The U.S. Department of Justice has worked with colleges and universities on training initiatives and 

continues to make funds available to states. Based on this report, the Department of Justice has 

urged states to consider how to make federal funds available to colleges and universities since 2007. 

The Department of Justice has a multitude of grants available to states to engage the education 

community as listed below: 

• Project Safe Neighborhoods 

• STOP School Violence Prevention and Mental Health Training Program 

• STOP School Violence Threat Assessment and Technology Reporting Program
Federal Commission on School Safety: Appendix B 19

Ref# Recommendation Page Actions Taken

• Initiative To Develop a Research-Based Practice Guide To Prevent and Reduce Youth Violence in 

Communities 

• Mentoring Research Partners Program 

See link for additional information: https://ojp.gov/funding/Explore/PastFundingOpportunities.htm

B39 The U.S. Departments of Health and Human 

Services and Homeland Security should 

examine their community preparedness 

grants to state and local communities, which 

include an emphasis on early detection of 

hazards through information sharing, and 

clarify the grants that are available for the 

prevention of and preparedness for violence 

in schools, offices, and public places.

18

In 2008 the Department of Homeland Security (DHS) released application guidance for 14 federal 

grant programs totaling more than $3 billion. Similar to previous years, the FY 2008 Citizen Corps 

Program (CCP) was one of four grant programs under the FY 2008 Homeland Security Grant 

Program (HSGP). The CCP grants, in excess of $14 million, provided allowances for developing 

school preparedness plans specifically within the Appendix section. See link:

https://www.fema.gov/media-library-data/20130726-1904-25045-

2320/fy08_community_preparedness_and_participation_funding_summary_508.pdf

Table A.3: Mass Shootings at Virginia Tech, Addendum to Report of the Review Panel, Presented to Governor Kaine, Commonwealth of Virginia (2009)

Ref # Recommendations Page Actions Taken

VT-1 Emergency Planning 

VT - 2

Universities should do a risk analysis (threat 

assessment) and then choose a level of 

security appropriate.

19

In 2008, Virginia enacted Act No. 533 for Public Institution Threat Assessment Team, which 

required the board of visitors or other governing body of every public institution of higher 

education to establish a violence assessment and threat assessment team, includes intervention;

requires the team to adopt a campus-wide threat assessment policy and to seek cooperation from 

residential life, academic affairs, law enforcement, the counseling center, and student judicial affairs;

and provides for relationships with law enforcement and mental health agencies. See link: 

http://www.ncsl.org/research/education/education-bill-tracking-database.aspx

VT - 3

VT should update and enhance its 

Emergency Response Plan and bring it into 

compliance with federal and state guidelines.

19

In 2008, Virginia enacted Act No. 526 for Public Institutions of Higher Education, which related to 

crisis and emergency management plans for public institutions of higher education, required the 

board of visitors or other governing body of each public institution of higher education to develop a 

written crises and emergency management plan. See link:

http://www.ncsl.org/research/education/education-bill-tracking-database.aspx

VT - 4

VT and other institutions of higher education 

should have a threat assessment team that 

includes representatives from law 

enforcement, human resources, student and 

academic affairs, legal counsel, and mental 

health.

19 See VT – 2

VT - 5

Students, faculty, and staff should be trained 

annually about responding to various 

emergencies and about the notification 

systems that will used.

19

In 2008, Virginia enacted Act No. 413 for Public Institution Emergency Notification, which mandated 

that each public institution of higher education shall establish a comprehensive, prompt, and 

reliable first warning and emergency notification broadcast system for students, staff, and faculty. 

See link: http://www.ncsl.org/research/education/education-bill-tracking-database.aspx

VT - 6

Universities and colleges must comply with 

the Clery Act, which requires timely public 

warnings of imminent danger.

19 For more information on the role that the U.S. Department of Education has regarding the Clery Act, 

visit the following website: https://ope.ed.gov/campussafety/#/
Federal Commission on School Safety: Appendix B 20

Ref # Recommendations Page Actions Taken

VT - 7 Campus Alerting 

VT - 8

Campus emergency communications must 

have multiple means of sharing information.

19 See VT – 5

VT - 9

In an emergency, immediate messages must 

be sent to the campus community that 

provide clear information on the nature of 

the emergency and actions to be taken.

19 See VT – 5

VT -

10

Campus police as well as administration 

officials should have the authority and 

capability to send an emergency message.

19 See VT – 5

VT - 

11 

Police Role and Training 

VT -

12

The head of campus police should be a 

member of a threat assessment team as well 

as the emergency response team for the 

university.

19 See VT – 2

VT -

13

Campus police must report directly to the 

senior operations officer responsible for 

emergency decision-making.

19

In 2008, Virginia enacted Act No. 596 on Campus Police Employment, which allowed any public 

institution of higher education to direct that its campus police officers and any auxiliary forces not 

be governed by the state Personnel Act, makes a technical amendment correcting an outdated Code 

citation, and relates to an institution of higher education’s authority to employ campus police 

officers. See link: http://www.ncsl.org/research/education/education-bill-tracking-database.aspx

VT -

14

Campus police must train for Active Shooters 

(as did the VTPD).

19

VT -

15

The mission statement of the campus police 

should give primacy to their law 

enforcement and crime prevention role.

20

In 2009, Virginia enacted Act No. 609, Mutual Aid Agreements, which allowed all institutions of 

higher learning having a police force appointed pursuant to existing law, rather than just statesupported institutions, to enter in and become a party to contracts or mutual aid agreements for the 

use of their joint forces, both regular and auxiliary, equipment, and materials to maintain peace and 

good order. See link for details: http://www.ncsl.org/research/education/education-bill-trackingdatabase.aspx

 Mental Health Systems 

VT -

16

Va. Code 37.2-808 (H) and (I) and 37.2-814 

(A) should be amended to extend the time 

periods for temporary detention to permit 

more thorough mental health evaluations.

60

In 2008, Virginia House Bill (HB) 583 Emergency custody orders; extension of time. Allows the 

magistrate to extend the time of emergency custody orders for one two-hour period if good cause 

exists to grant the extension. Good cause for an extension includes the need for additional time to (i) 

find a suitable facility in which to temporarily detain the person subject to the order, or (ii) 

complete a medical evaluation of the person. See link for details: http://lis.virginia.gov/cgibin/legp604.exe?ses=081&typ=bil&val=hb583

VT -

17

Va. Code 37.2-809 should be amended to 

authorize magistrates to issue temporary 

detention orders based upon evaluations 

conducted by emergency physicians trained 

to perform emergency psychiatric 

evaluations.

60 See VT – 16
Federal Commission on School Safety: Appendix B 21

Ref # Recommendations Page Actions Taken

VT -

18

The criteria for involuntary commitment in 

Va. Code 37.2-817(B) should be modified in 

order to promote more consistent 

application of the standard and to allow 

involuntary treatment in a broader range of 

cases involving severe mental illness.

60

In 2008, Virginia House Bill (HB) 559-Emergency custody orders, temporary detention orders, and 

involuntary commitment; criteria passed. 

The bill changed the criteria for emergency custody orders, temporary detention orders, 

involuntary commitment, and outpatient treatment, including how that criteria is applied to 

prisoners and juveniles, so that a person may be taken into custody, temporarily detained, 

involuntarily committed, or ordered to outpatient treatment if the person has a mental illness and 

there exists a substantial likelihood that, as a result of mental illness, the person will, in the near 

future (i) cause serious physical harm to himself or others as evidenced by recent behavior causing, 

attempting, or threatening harm and other relevant information, if any, or (ii) suffer serious harm 

due to his lack of capacity to protect himself from harm or to provide for his basic human needs. 

This bill incorporated HB 1059 and HB 1237. See link for details: http://lis.virginia.gov/cgibin/legp604.exe?081+sum+HB559

VT -

19

The number and capacity of secure crisis 

stabilization units should be expanded 

where needed in Virginia to ensure that 

individuals who are subject to a temporary 

detention order do not need to wait for an 

available bed.

61

VT -

20

The role and responsibilities of the 

independent evaluator in the commitment 

process should be clarified and steps taken 

to assure that the necessary reports and 

collateral information are assembled before 

the independent evaluator conducts the 

evaluation.

61

In 2016, the Department of Behavioral Health and Developmental Services and the Virginia 

Association of Community Services Boards partnered to develop new standards and processes for 

emergency evaluators, including requiring all new hires to hold master’s or doctoral degrees and to 

undertake continuing education, supervision, and recertification every two years. See link:

https://www.roanoke.com/news/education/higher_education/virginia_tech/status-on-mental-healthreforms-proposed-in-the-aftermath-of/article_6483a99b-000a-54de-9eea-f80490dc3991.html

VT -

21

The following documents should be 

presented at the commitment hearing:

• The complete evaluation of the treating 

physician, including collateral information

• Reports of any lab and toxicology tests 

conducted

• Reports of prior psychiatric history

• All admission forms and nurse’s notes

61

In 2008, the Virginia General Assembly passed House Bill (HB) 499 Involuntary commitment; 

establishes new standard for outpatient commitment. Within the bill, the Governor had attached an 

amendment that outlined the documents that needed to be presented at the commitment hearing—

37.2-815. Commitment hearing for involuntary admission; examination required. Language from 

the addition reads: The examination shall consist of (i) a clinical assessment that includes a mental 

status examination; determination of current use of psychotropic and other medications; a medical 

and psychiatric history; a substance use, abuse, or dependency determination; and a determination 

of the likelihood that, as a result of mental illness, the person will, in the near future, suffer serious 

harm due to his lack of capacity to protect himself from harm or to provide for his basic human 

needs; (ii) a substance abuse screening, when indicated; (iii) a risk assessment; (v) a review of the 

temporary detention facility’s records for the person, including the treating physician’s evaluation;

(vii) an assessment of whether the person meets the criteria for an order authorizing discharge to 

mandatory outpatient treatment following a period of inpatient treatment; (viii) an assessment of 

alternatives to involuntary inpatient treatment; and (ix) recommendations for the placement, care, 

and treatment of the person. See link for details: https://law.lis.virginia.gov/vacode/37.2-815

VT -

22

The Virginia Code should be amended to 

require the presence of the prescreener or 

other CSB representative at all commitment 

hearings and to provide adequate resources 

61

In 2008, House Bill (HB) 560 Commitment hearing; community services board representative, 

treating physician, etc. to attend passed. It requires the independent examiner and the community 

services board employee or designee who prepared the prescreening report, or if the hearing occurs 

in a different jurisdiction, an employee or designee of the local community services board or 
Federal Commission on School Safety: Appendix B 22

Ref # Recommendations Page Actions Taken

to facilitate CSB compliance. behavioral health authority serving that jurisdiction, to attend the commitment hearing or, if 

physical attendance is not practicable, to participate in the hearing through a two-way electronic 

video and audio or telephonic communication system. The bill also provides that the initial period of 

involuntary commitment shall be 30 days and allows for a subsequent order authorizing an 

additional period of 180 days. The bill also sets forth conditions for when a person may be ordered 

to mandatory outpatient treatment. See link for details: http://lis.virginia.gov/cgibin/legp604.exe?081+sum+HB560

VT -

23

The independent evaluator, if not present in 

person, and treating physician should be 

available where possible if needed for 

questioning during the hearing.

61 See VT – 23

VT -

24

The Virginia Health Records Privacy statute 

should be amended to provide a safe harbor 

provision that would protect health entities 

and providers from liability or loss of 

funding when they disclose information in 

connection with evaluations and 

commitment hearings conducted under 

Virginia Code 37.2-814 et seq.

61

In 2008, the Virginia General Assembly passed House Bill (HB) 499 Involuntary commitment; 

establishes new standard for outpatient commitment. Within the bill, it affords safe harbor in that 

“any healthcare provider shall be immune for any harm resulting from the disclosure of health 

records unless he intended the harm or acted in bad faith.” See link for details:

http://lis.virginia.gov/cgi-bin/legp604.exe?081+sum+HB499

VT -

25

Virginia Health Records Privacy and Va. Code 

37.2-814 et seq. should be amended to 

ensure that all entities involved with 

treatment have full authority to share 

records with each other and all persons 

involved in the involuntary commitment 

process while providing the legal safeguards 

needed to prevent unwarranted breaches of 

confidentiality.

61

In 2008, Virginia enacted Act No. 441, Institutions of Higher Education, which required the Board of 

Visitors or other governing board of any public institution of higher education to establish policies 

and procedures requiring the notification of a parent of a dependent student when such student 

receives mental health treatment at the institution’s student health or counseling center and it has 

been determined that the student may cause serious bodily harm to himself or others. See link for 

details: http://www.ncsl.org/research/education/education-bill-tracking-database.aspx

VT -

26

Virginia Code 37.2-817(C) should be 

amended to clarify:

• the need for specificity in involuntary 

outpatient orders

• the appropriate recipients of certified 

copies of orders

• the party responsible for certifying copies 

of orders

• the party responsible for reporting 

noncompliance with outpatient orders and 

to whom noncompliance is reported

• the mechanism for returning the 

noncompliant person to court

• the sanction(s) to be imposed on the 

noncompliant person who does not pose an 

imminent danger to himself or others

61

In 2010, the General Assembly amended Virginia Code § 37.2-817 enacting a two-prong test in new 

subsections C1 and C2 permitting a court to commit an individual to inpatient hospitalization and 

then authorize mandatory outpatient treatment following a period of inpatient treatment if the 

court finds that the individual meets further specific criteria, namely:

(i) the person has a history of lack of compliance with treatment for mental illness that at least twice 

within the past 36 months has resulted in the person being subject to an order for involuntary 

admission...;(ii) in view of the person’s treatment history and current behavior, the person is in 

need of mandatory outpatient treatment following inpatient treatment in order to prevent a relapse 

or deterioration that would be likely to result in the person meeting the criteria for involuntary 

inpatient treatment; (iii) as a result of mental illness, the person is unlikely to voluntarily participate 

in outpatient treatment unless the court enters an order authorizing discharge to mandatory 

outpatient treatment following inpatient treatment; and (iv) the person is likely to benefit from 

mandatory outpatient treatment.

At the time of discharge from the period of inpatient hospitalization, the language in subsection C2 

prior to initially permitted the treating physician to discharge the person to mandatory treatment if 

he determines that the person (a) in view of [his] treatment history and current behavior, no longer 
Federal Commission on School Safety: Appendix B 23

Ref # Recommendations Page Actions Taken

• the respective responsibilities of the 

detaining facility, the CSB, and the outpatient 

treatment provider in assuring effective 

implementation of involuntary outpatient 

treatment orders

needs inpatient hospitalization, (b) requires mandatory outpatient treatment at the time of 

discharge to prevent relapse or deterioration of his condition that would likely result in his meeting 

the criteria for involuntary inpatient treatment, (c) has sufficient capacity to understand the 

stipulations of his treatment, (d) has expressed an interest in living in the community and has 

agreed to abide by his discharge plan, (e) is deemed to have the capacity to comply with the 

discharge plan and understand and adhere to conditions and requirements of the treatment and 

services, and (f) the ordered treatment can be delivered on an outpatient basis by the community 

services board or designated provider; and (2) at the time of discharge, services are actually 

available in the community and providers of services have actually agreed to deliver the services. 

See link for details: https://law.lis.virginia.gov/vacode/title37.2/chapter8/section37.2-817/

VT -

27

The Virginia Health Records Privacy statute 

should be clarified to expressly authorize 

treatment providers to report 

noncompliance with involuntary outpatient 

orders.

61

Virginia Code 37.2-817.1, Monitoring mandatory outpatient treatment; petition for hearing 

explicitly states that treatment providers are to report noncompliance with involuntary outpatient 

orders to the court. See link for most updated version of the Code: 

https://law.lis.virginia.gov/vacode/title37.2/chapter8/section37.2-817.1/

VT -

28

Virginia Code 37.2-819 should be amended 

to clarify that the clerk shall immediately 

upon completion of a commitment hearing 

complete and certify to the Central Criminal 

Records Exchange, a copy of any order for 

involuntary admission or involuntary 

outpatient treatment.

62

Virginia Code 37.2-819 was amended by the Virginia General Assembly in 2008. See link for the 

most recent update: https://law.lis.virginia.gov/vacode/title37.2/chapter8/section37.2-819/

VT -

29

A comprehensive review of the Virginia Code 

should be undertaken to determine whether 

there exist additional situations where court 

orders containing mental health findings 

should be certified to the Central Criminal 

Records Exchange.

62

In March 2016, the Virginia General Assembly, in Item 313 (S) of the appropriations act, ordered the 

Department of Behavioral Health & Developmental Services (DBHDS) “to develop a model [program 

for mental health dockets] that can be replicated in other courts and jurisdictions that determine a 

need for such a docket.” As a result, DBHDS also began to partner with the Office of the Executive 

Secretary of the Supreme Court of Virginia, both in its own Mental Health Docket Workgroup, as 

well as on the Problem-Solving Docket Advisory Group convened by the Chief Justice of the Supreme 

Court of Virginia.

The final document that has been produced as a result of these collaborations was published on 

December 1, 2016, and it is the hope of DBHDS that this report will be used by communities as they 

explore the creation of a mental health docket in their locality. See link for details:

http://www.dbhds.virginia.gov/library/forensics/ofo%20-

%20mental%20health%20docket%20report%20final.pdf

VT- 30 Information Privacy Laws 

VT -

31

Accurate guidance should be developed by 

the attorney general of Virginia regarding 

the application of information privacy laws 

to the behavior of troubled students. 

68

In 2014, the Virginia General Assembly passed House Bill (HB) 1268 Student mental health policies 

and procedures; violence prevention committees. The bill requires the violence prevention 

committee of each public institution of higher education to establish policies and procedures that 

outline circumstances under which all faculty and staff are to report threatening or aberrant 

behavior that may represent a physical threat to the community. The bill also requires each violence 

prevention committee to include notification of family members or guardians, or both, as a sufficient 

means of action in the committee’s policies and procedures for the assessment of individuals whose 

behavior may present a physical threat, unless such notification would prove harmful to the 
Federal Commission on School Safety: Appendix B 24

Ref # Recommendations Page Actions Taken

individual in question. See link: http://lis.virginia.gov/cgi-bin/legp604.exe?141+sum+HB1268S

VT -

32

Privacy laws should be revised to include 

“safe harbor” provisions. 

68

In 2008, the Virginia General Assembly passed HB 576 Mental health records; health provider shall 

disclose information to provide care, etc. of minor. The bill provides that, upon request, any 

healthcare provider or other provider rendering services to persons subject to emergency custody 

orders, temporary detention orders, or involuntary commitment proceedings shall disclose to 

certain entities and individuals all information necessary and appropriate for the entities or 

individuals to perform their duties in relation to such orders or proceedings. The bill also provides 

that any healthcare provider shall be immune for any harm resulting from the disclosure of health 

records unless he intended the harm or acted in bad faith. See link: http://lis.virginia.gov/cgibin/legp604.exe?081+sum+HB576S

VT -

33

The Family Educational Rights and Privacy 

Act of 1974 (FERPA) should explicitly 

explain how it applies to medical records 

held for treatment purposes.

69

In 2008, the Departments of Education and Health and Human Services issued Joint Guidance on the 

Application of the Family Educational Rights and Privacy Act (FERPA) and the Health Insurance 

Portability and Accountability Act of 1996 (HIPAA) to Student Health Records. See link: 

https://www2.ed.gov/policy/gen/guid/fpco/doc/ferpa-hipaa-guidance.pdf

 

The purpose of the guidance was to explain the relationship between the Family Educational Rights 

and Privacy Act (FERPA) and the Health Insurance Portability and Accountability Act of 1996 

(HIPAA) Privacy Rule, and to address apparent confusion on the part of school administrators, 

healthcare professionals, and others as to how these two laws apply to records maintained on 

students. It also addressed certain disclosures that are allowed without consent or authorization 

under both laws, especially those related to health and safety emergency situations.

VT -

34

FERPA should make explicit an exception 

regarding treatment records.

69 See VT – 33

VT -

35

The Department of Education should allow 

more flexibility in FERPA’s “emergency” 

exception.

69

On July 1, 2010, the Department of Education announced updated guidelines relating to FERPA and 

the disclosure of student information related to emergencies and disasters. According to the 

document, the purpose of the guidance was to answer questions that arose about the sharing of 

personally identifiable information from students’ education records to outside parties when 

responding to emergencies, including natural or man-made disasters. See link for information: 

http://www2.ed.gov/policy/gen/guid/fpco/pdf/ferpa-disaster-guidance.pdf.

VT -

36

Schools should ensure that law enforcement 

and medical staff (and others as necessary) 

are designated as school officials with an 

educational interest in school records.

69

VT -

37

The Commonwealth of Virginia Commission 

on Mental Health Reform should study

whether the result of a commitment hearing 

(whether the subject was voluntarily 

committed, involuntarily committed, 

committed to outpatient therapy, or 

released) should also be publicly available 

despite an individual’s request for 

confidentiality.

69

The Commonwealth of Virginia Commission on Mental Health Law Reform was directed by the Chief 

Justice to conduct a comprehensive examination of Virginia’s mental health laws and services and to 

study ways to use the law more effectively to serve the needs and protect the rights of people with 

mental illness, while respecting the interests of their families and communities. Goals of reform 

include reducing the need for commitment by improving access to mental health services, avoiding 

the criminalization of people with mental illness, making the process of involuntary treatment more 

fair and effective, enabling consumers of mental health services to have greater choice regarding the 

services they receive, and helping young people with mental health problems and their families 

before these problems spiral out of control. The Commission published a Progress Report in 2009 

based on their research. See link for details on progress report:
Federal Commission on School Safety: Appendix B 25

Ref # Recommendations Page Actions Taken

http://www.courts.state.va.us/programs/concluded/cmh/reports/2009_progress_report.pdf

VT -

38

The national higher education associations 

should develop best practice protocols and 

associated training for information sharing. 

Among the associations that should provide 

guidance to the member institutions are:

• American Council on Education (ACE)

• American Association of State Colleges and 

Universities (AASCU)

• American Association of Community 

Colleges (AACE)

• National Association of State and Land 

Grant Universities and Colleges

(NASLGUC)

• National Association of Independent 

Colleges and Universities (NAICU)

• Association of American Universities (AAU)

• Association of Jesuit Colleges and 

Universities

70

The American Association of State Colleges and Universities (AASCU) published a paper in 2009 that 

addressed many of the issues around information sharing and safety on college campuses. The 

paper was entitled Balancing Student Privacy, Campus Security, and Public Safety: Issues for 

Campus Leaders. The purpose of the paper was twofold: to provide background information on 

student privacy and campus security, and to review best practices that college and university 

leaders may consider to help ensure that a system is in place to simultaneously maximize an open 

community and manage public safety preparedness and responsiveness. See link for more details: 

http://www.aascu.org/uploadedFiles/AASCU/Content/Root/PolicyAndAdvocacy/PolicyPublications/08_p

erspectives%281%29.pdf

VT - 

39 

Gun Purchase and Campus Policies 

VT -

40

All states should report information 

necessary to conduct federal background 

checks on gun purchases.

76

In 2008, President Bush signed the NICS Improvement Amendments Act of 2007, authorizing more 

than $1 billion in grants to improve local records reporting. The bill that became law had six 

provisions: 

• Enhancement of requirement that federal departments and agencies provide relevant information 

to the National Instant Criminal Background Check System.

• Requirements to obtain waiver.

• Implementation assistance to states.

• Penalties for noncompliance.

• Relief from disabilities program required as condition for participation in grant programs.

• Illegal immigrant gun purchase notification. 

See public law: https://www.gpo.gov/fdsys/pkg/PLAW-110publ180/pdf/PLAW-110publ180.pdf

VT -

41

Virginia should require background checks 

for all firearms sales, including those at gun 

shows.

76

In 2009, the Virginia Senate issued Senate Bill (SB) 1257 Firearms; criminal records check 

performed at a gun show before vendor may transfer. The bill would have added a definition of 

“firearms show vendor” and required that a criminal history record information check be performed 

on the prospective transferee before the vendor could transfer firearms at a gun show. Under 

current law, only licensed dealers could obtain such a check. The bill also added a definition of 

“promoter” and required that the promoter of a gun show provide vendors with access to licensed 

dealers who would conduct the criminal background check. The bill did not pass and was defeated 

in the Senate. See link for details: http://lis.virginia.gov/cgi-bin/legp604.exe?091+sum+SB1257

VT -

42

Anyone found to be a danger to themselves 

or others by a court-ordered review should 

be entered in the Central Criminal Records 

76

In 2008 House Bill (HB) 815 Voluntary admission; report to Central Criminal Records Exchange 

passed, which codified Executive Order 50, requiring information regarding involuntary admission 

to a facility or for mandatory outpatient treatment be forwarded to the Central Criminal Records 
Federal Commission on School Safety: Appendix B 26

Ref # Recommendations Page Actions Taken

Exchange database regardless of whether 

they voluntarily agreed to treatment.

Exchange for purposes of determining an individual’s eligibility to possess, purchase, or transfer a 

firearm.

The bill also made substantive changes to who may possess, purchase, or transfer a firearm. In 

addition to those ordered to involuntary treatment pursuant to Title 37.2, the bill made it illegal for 

a person found incompetent to stand trial and ordered to mental health treatment to possess or 

purchase a firearm. The bill also made it illegal for a person who was the subject of a temporary 

detention order, and subsequently agreed to voluntarily admission for mental health treatment, to 

possess or purchase a firearm. Such person would be advised that agreeing to voluntary treatment 

would affect the person’s right to possess or purchase a firearm.

Finally, the bill revised the procedures for a person prohibited from possessing or purchasing a 

firearm because of an acquittal by reason of insanity, involuntary mental health treatment, or 

voluntary mental health treatment after a temporary detention order to restore his rights to 

purchase or possess a firearm. See link: http://lis.virginia.gov/cgi-bin/legp604.exe?081+sum+HB815

VT -

43

The existing attorney general’s opinion 

regarding the authority of universities and 

colleges to ban guns on campus should be 

clarified immediately.

76

In 2007, 2008, or 2009 the Attorney General did not provide an opinion on guns on campus. 

However, a Joint House Bill (HJ) 154 Firearms joint subcommittee to study laws and policies 

relating to purchase, etc. in state was introduced. It would have created a joint subcommittee to 

review existing laws regarding the purchase, possession, and transport of firearms in the 

Commonwealth, and to make recommendations for future legislation relating to firearms. The bill 

did not make it out of the House. 

VT -

44

The Virginia General Assembly should adopt 

legislation in the 2008 session clearly 

establishing the right of every institution of 

higher education in the Commonwealth to 

regulate the possession of firearms on 

campus if it so desires.

76

A law providing this power to school institutions was outlined in 2004 per the Code of Virginia, Title 

22.1-277.07:1. Policies prohibiting possession of firearms, which states the following:

Notwithstanding any other provision of law to the contrary, each school division may develop and 

implement procedures addressing disciplinary actions against students, and may establish 

disciplinary policies prohibiting the possession of firearms on school property, school buses, and at 

school-sponsored activities. See link: https://law.lis.virginia.gov/vacode/title22.1/chapter14/section22.1-

277.07:1/

VT -

45

Universities and colleges should make clear 

in their literature what their policy is 

regarding weapons on campus.

76 See VT – 44

VT - 

46 

Emergency Communication During an Event 

VT -

47

In the preliminary stages of an investigation, 

the police should resist focusing on a single 

theory and communicating that to decision 

makers.

87 See VT – 50

VT -

48

All key facts should be included in an alerting 

message, and it should be disseminated as 

quickly as possible, with explicit information.

87 See VT – 50

VT -

49

Recipients of emergency messages should be 

urged to inform others.

87 See VT – 50

VT -

50

Universities should have multiple 

communication systems, including some not 87 In 2008 per the Code of Virginia, Title 23.1-803. First warning notification and emergency broadcast system required. The language states the following:
Federal Commission on School Safety: Appendix B 27

Ref # Recommendations Page Actions Taken

dependent on high technology. Do not 

assume that 21st century communications 

may survive an attack or natural disaster or 

power failure.

A. The governing board of each public institution of higher education shall establish a 

comprehensive, prompt, and reliable first warning notification and emergency broadcast system for 

their students, faculty, and staff, both on and off campus. Such system shall be activated in the case 

of an emergency and may rely on website announcements; email notices; phone, cellular phone, and 

text messages; alert lines; public address systems; and other means of communication. See link: 

https://law.lis.virginia.gov/vacode/title23.1/chapter8/section23.1-803/

VT -

51

Plans for canceling classes or closing the 

campus should be included in the 

university’s emergency operations plan.

87

As of 2008, the Code of Virginia Title 23.1-804. Institutional crisis and emergency management plan 

authorized the governing board of each public institution of higher education shall develop, adopt, 

and keep current a written crisis and emergency management plan. Every four years, each public 

institution of higher education shall conduct a comprehensive review and revision of its crisis and 

emergency management plan to ensure that the plan remains current, and the revised plan shall be 

adopted formally by the governing board. This review would be inclusive of school closure 

protocols. See link for more details: https://law.lis.virginia.gov/vacode/title23.1/chapter8/section23.1-

804/

VT - 

52 

Campus Police and Response 

VT -

53

Campus police everywhere should train with 

local police departments on response to 

active shooters and other emergencies.

99

From 1977 and forward, the Code of Virginia Title 23.1-813. Officers and members to comply with 

requirements of Department of Criminal Justice Services has stated that all individuals appointed 

and employed as campus police officers or members of an auxiliary police force pursuant to this 

article shall comply with the requirements for law-enforcement officers as established by the 

Department of Criminal Justice Services pursuant to Chapter 1 (§ 9.1-100 et seq.) of Title 9.1.This 

infers training. See link: https://law.lis.virginia.gov/vacode/title23.1/chapter8/section23.1-813/

VT -

54

Dispatchers should be cautious when giving 

advice or instructions by phone to people in 

a shooting or facing other threats without 

knowing the situation.

99

As of 1997, the Code of Virginia Title 22.1-279.8. School safety audits and school crisis, emergency 

management, and medical emergency response plans required, a “School safety audit” or rather a 

written assessment of the safety conditions in each public school to (i) identify and, if necessary, 

develop solutions for physical safety concerns, including building security issues and (ii) identify 

and evaluate any patterns of student safety concerns occurring on school property or at schoolsponsored events would take place. Solutions and responses include recommendations for 

structural adjustments, changes in school safety procedures, and revisions to the school board’s 

standards for student conduct. The steps within any school safety plan would be addressed during 

these audits, which would correspond to execution of the emergency planning procedures. See link 

for details: https://law.lis.virginia.gov/vacode/title22.1/chapter14/section22.1-279.8/

VT -

55

Police should escort survivors out of 

buildings, where circumstances and 

manpower permit.

99 See VT – 54

VT -

56

Schools should check the hardware on 

exterior doors to ensure that they are not 

subject to being chained shut.

99 See VT – 54

VT -

57

Take bomb threats seriously. Students and 

staff should report them immediately, even if 

most do turn out to be false alarms.

99 See VT – 54
Federal Commission on School Safety: Appendix B 28

Ref # Recommendations Page Actions Taken

VT - 

58 

Emergency Medical Response 

VT -

59

Montgomery County, VA, should develop a 

countywide emergency medical services, 

fire, and law enforcement communications

center to address the issues of 

interoperability and economies of scale.

122

VT -

60

A unified command post should be 

established and operated based on the 

National Incident Management System 

Incident Command System model.

122 See VT – 64

VT -

61

Emergency personnel should use the 

National Incident Management System 

procedures for nomenclature, resource 

typing and utilization, communications, 

interoperability, and unified command.

122 See VT – 64

VT -

62

An emergency operations center must be 

activated early during a mass casualty 

incident.

122 See VT – 64

VT -

63

Regional disaster drills should be held on an 

annual basis.

122 See VT – 64

VT -

64

To improve multi-casualty incident 

management, the Western Virginia 

Emergency Medical Services Council should 

review/revise the Multi-Casualty Incident 

Medical Control and the Regional Hospital 

Coordinating Center functions.

122

In March 2015 the Western Virginia and Blue Ridge EMS Councils, working in tandem with the Near 

Southwest Preparedness Alliance, joined for the development and implementation of an efficient 

and effective regional emergency medical services delivery system to include the regional 

coordination of emergency medical disaster planning and response. The purpose of the plan is to 

outline their approach to Mass Casualty Incident (MCI) Management. It provides general guidance 

for MCI Management activities and an overview of our methods of mitigation, preparedness, 

response, and recovery. See link for details: www.western.vaems.org/downloads/.../986-brems-wvemsregional-mci-plan-3-12-15

VT -

65

Triage tags, patient care reports, or 

standardized Incident Command System 

forms must be completed accurately and 

retained after a multi-casualty incident.

122 See VT – 64

VT -

66

Hospitalists, when available, should assist 

with emergency department patient 

dispositions in preparing for a multi-casualty 

incident patient surge.

122 See VT – 64

VT -

67

Under no circumstances should the deceased 

be transported under emergency conditions.

122 See VT – 64

VT -

68

Critical incident stress management and 

psychological services should continue to be 

available to EMS providers as needed.

122 See VT – 64
Federal Commission on School Safety: Appendix B 29

Ref # Recommendations Page Actions Taken

VT – 

69 

Chief Medical Officer Recommendations 

VT -

70

The chief medical examiner should not be 

one of the staff performing the postmortem 

exams in mass casualty events; the chief 

medical examiner should be managing the 

overall response.

132

VT -

71

The Office of the Chief Medical Examiner 

(OCME) should work along with law 

enforcement, Virginia Department of 

Criminal Justice Services (DCJS), chaplains, 

Department of Homeland Security, and other 

authorized entities in developing protocols 

and training to create a more responsive 

family assistance center (FAC).

132

VT -

72

The OCME and Virginia State Police in 

concert with FAC personnel should ensure 

that family members of the deceased are 

afforded prompt and sensitive notification of 

the death of a family member when possible 

and provide briefings regarding any delays.

132

VT -

73

Training should be developed for FAC, law 

enforcement, OCME, medical and mental 

health professionals, and others regarding 

the impact of crime and appropriate 

intervention for victim survivors.

132

VT -

74

OCME and FAC personnel should ensure that 

a media expert is available to manage media 

requests effectively and that victims are not 

inundated with intrusions that may increase 

their stress.

133

VT -

75

The Virginia Department of Criminal Justice 

Services should mandate training for law 

enforcement officers on death notifications.

133

VT -

76

The OCME should participate in disaster or 

national security drills and exercises to plan 

and train for effects of a mass fatality 

situation on ME operations.

133

VT -

77

The Virginia Department of Health should 

continuously recruit board-certified forensic 

pathologists and other specialty positions to 

fill vacancies within the OCME.

133

VT -

78

The Virginia Department of Health should 

have several public information officers 133 In 2009, the Virginia General Assembly enacted Chapter 269, an act to amend and reenact §§ 22.1-279.8, 23-9.2:9, 32.1-111.3, 32.1-111.11, 44-146.18, and 44-146.19 of the Code of Virginia, relating 
Federal Commission on School Safety: Appendix B 30

Ref # Recommendations Page Actions Taken

trained and well versed in OCME operations 

and in victims services.

to ensuring victims’ rights in emergency management plans. In brief, based on the act the school 

crisis, emergency management, and medical emergency response plan would include a provision 

that the Department of Criminal Justice Services and the Virginia Criminal Injuries Compensation 

Fund shall be contacted immediately to deploy assistance in the event of an emergency as defined in 

the emergency response plan when there are victims as defined in § 19.2-11.01, as well as current 

contact information for both. In addition, the act encompassed state procedures in the following 

areas of the school safety audit, medical training, victims assistance, coordinated emergency 

response, trauma triage, and more. See link for details on the act: http://lis.virginia.gov/cgibin/legp604.exe?091+ful+CHAP0269 

VT -

79

Funding to train and credential volunteer 

staff, such as the group from the Virginia 

Funeral Director’s Association, should be 

made available in order to utilize their 

talents.

133

VT -

80

The Commonwealth should amend its 

Emergency Operations Plan to include an 

emergency support function for mass fatality 

operations and family assistance.

133 See VT – 82

VT - 

81 

Immediate Aftermath and Long-Term Healing 

VT -

82

Emergency management plans should 

include a section on victim services that 

addresses the significant impact of homicide 

and other disaster-caused deaths on 

survivors and the role of victim service

providers in the overall plan.

146

In 2012 the General Assembly issued Chapter 418, an act to amend and reenact §§ 22.1-279.8, 23-

9.2:9, 32.1-111.3, 32.1-111.11, 44-146.18, and 44-146.19 of the Code of Virginia, relating to victims’

rights in emergency management plans; Department of Criminal Justice Services and the Virginia 

Criminal Injuries Compensation Fund to be lead agencies for those individuals determined to be 

victims. In brief, the act authorized the Department of Criminal Justice Services and the Virginia 

Criminal Injuries Compensation Fund to be the lead coordinating agencies for those individuals 

determined to be victims. It also contained the current contact information for both agencies. The 

act addressed a multitude of victim’s assistance issues and provided coordinated actions by 

organization for the issues outlined. See link for information:http://lis.virginia.gov/cgibin/legp604.exe?121+ful+CHAP0418

VT -

83

Universities and colleges should ensure that 

they have adequate plans to stand up a joint 

information center with a public information 

officer and adequate staff during major 

incidents on campus.

146

VT -

84

When a family assistance center is created 

after a criminal mass casualty event, victim 

advocates should be called immediately

to assist the victims and their families.

146 See VT – 82

VT -

85

Regularly scheduled briefings should be 

provided to victims’ families as to the status 

of the investigation, the identification 

process, and the procedures for retrieving 

the deceased.

146 See VT – 82
Federal Commission on School Safety: Appendix B 31

Ref # Recommendations Page Actions Taken

VT -

86

Because of the extensive physical and 

emotional impact of this incident, both shortand long-term counseling should be made 

available to first responders, students, staff, 

faculty members, university leaders, and the 

staff of The Inn at Virginia Tech.

147 See VT – 82

VT -

87

Training in crisis management is needed at 

universities and colleges.

147 See VT – 82

VT -

88

Law enforcement agencies should ensure 

that they have a victim services section or 

identified individual trained and skilled to 

respond directly and immediately to the 

needs of victims of crime from within the 

department.

147 See VT – 82

VT -

89

It is important that the state’s Victims 

Services Section work to ensure that the 

injured victims are linked with local victim 

assistance professionals for ongoing help 

related to their possible needs.

147 See VT – 82

VT -

90

Since all crime is local, the response to 

emergencies caused by crime should start 

with a local plan that is linked to the wider 

community. Universities and colleges should 

work with their local government partners 

to improve plans for mutual aid in all areas 

of crisis response, including that of victim 

services.

147 See VT – 82

VT -

91

Universities and colleges should create a 

victim assistance capability either in-house 

or through linkages to county-based 

professional victim assistance providers for 

victims of all crime categories. A victim 

assistance office or designated campus 

victim advocate will ensure that victims of 

crime are made aware of their rights as 

victims and have access to services.

147 See VT – 82

VT -

92

In order to advance public safety and meet 

public needs, Virginia’s colleges and 

universities need to work together as a 

coordinated system of state-supported 

institutions.

147

Sections 22.1-279.8 and 9.1-184 of the Code of Virginia establish the Virginia Center for School 

Safety (VCSS) and set forth specific requirements for training, crisis management, emergency 

response, and other preventative measures for situations that pose a threat of harm to students or 

school personnel. VCSS annually collects, analyzes, and publishes school safety data, including 

information from annual school safety audits. It supports institutions across the state. See link for 

more details: http://lis.virginia.gov/cgi-bin/legp604.exe?131+ful+HB2344S1 
Federal Commission on School Safety: Appendix B 32

Table A.4: Now is the Time—The President’s Plan to Protect Our Children and Our Communities by Reducing Gun Violence (2013)

Ref # Recommendations Page Actions Taken

NITT - 

1 

Close Background Check Loopholes to Keep 

Guns Out of Dangerous Hands 

 

NITT -

2

Require criminal background checks for all 

gun sales.

3

No bill requiring criminal background checks for all gun sales was ever successful in Congress 

during the Obama Administration’s two terms.

NITT -

3

Congress should pass legislation that goes 

beyond just closing the “gun show loophole” 

to require background checks for all firearm 

sales, with limited, common-sense 

exceptions for cases like certain transfers 

between family members and temporary 

transfers for hunting and sporting purposes.

3

Democrat Senator Joe Manchin and Republican Senator Pat Toomey proposed the Manchin-Toomey 

amendment. It was a more limited proposal than a larger Senate bill on guns, which would have 

mandated criminal background checks on all sales between private parties with limited exceptions. 

The legislation was proposed but failed in Senate. See link for details:

https://www.congress.gov/amendment/113th-congress/senate-amendment/715/all-info

NITT -

4

Call on licensed dealers and private sellers to 

do their part through executive action. The 

Bureau of Alcohol, Tobacco, Firearms, and 

Explosives (ATF) will send an open letter to 

licensed dealers giving them guidance on 

how best to facilitate these checks.

3

January 2013 The Bureau of Alcohol, Tobacco, Firearms and Explosives (ATF) published a letter to 

federally licensed gun dealers providing guidance on how to run background checks for private 

sellers: https://www.atf.gov/firearms/docs/open-letter/all-ffls-jan2013-open-letter-facilitating-transfersfirearms-between/download

March 13, 2013, ATF issued updated procedures for Federal Firearms Licensees facilitation of 

private firearms transfers: https://www.atf.gov/file/88181/download

In 2016, Obama made a series of Executive Actions, including related efforts: 

https://obamawhitehouse.archives.gov/the-press-office/2016/01/04/fact-sheet-new-executive-actionsreduce-gun-violence-and-make-our

NITT -

5

Strengthen the background check system. 4

NITT -

6

Address unnecessary legal barriers that 

prevent states from reporting information 

about those prohibited from having guns.

4

In April 2013, the U.S. Department of Health and Human Services (HHS) began the rulemaking 

process to assess and address any unnecessary legal barriers under the Health Insurance Portability 

and Accountability Act (HIPAA) Privacy Rule preventing states from making appropriate data 

available to the federal background check system. Obama’s January 2016 Executive Action reported 

that “today, the Department of Health and Human Services issued a final rule expressly permitting 

certain HIPAA covered entities to provide to the NICS limited demographic and other necessary 

information about these individuals.” https://obamawhitehouse.archives.gov/the-pressoffice/2016/01/04/fact-sheet-new-executive-actions-reduce-gun-violence-and-make-our

NITT -

7

Improve incentives for states to share 

information with the background check 

system: The Department of Justice will invest 

$20 million in FY2013 to give states stronger 

incentives to make this data available. 

4

The President took action to invest more than $20 million in 2013 to improve incentives for states 

to share this information with the federal background check system. In September, the Department 

of Justice (DOJ) awarded $27.5 million to 42 states and one territory to strengthen the firearms 

background check system by improving their abilities to share information with the NICS. See link:

https://obamawhitehouse.archives.gov/the-press-office/2014/01/03/fact-sheet-strengthening-federalbackground-check-system-keep-guns-out-p

NITT -

8

The Administration is also proposing $50 

million for this purpose in FY2014 and will 

look for additional ways to ensure that states 

are doing their part to provide relevant 

4

The President took action to invest more than $20 million in 2013 to improve incentives for states 

to share this information with the federal background check system. In September, the Department 

of Justice (DOJ) awarded $27.5 million to 42 states and one territory to strengthen the firearms 

background check system by improving their abilities to share information with the NICS. See link 
Federal Commission on School Safety: Appendix B 33

Ref # Recommendations Page Actions Taken

information. for additional information: https://obamawhitehouse.archives.gov/the-press-office/2014/01/03/factsheet-strengthening-federal-background-check-system-keep-guns-out-p

NITT -

9

Hold federal agencies accountable for 

sharing reliable information with the 

background check system: Presidential 

Memorandum holding agencies to 

requirements that they identify these 

records, make them available to the 

background check system, and regularly 

report that those records are complete and 

up to date.

4

Presidential Memorandum issued in 2013: https://obamawhitehouse.archives.gov/the-pressoffice/2013/01/16/presidential-memorandum-improving-availability-relevant-executive-branch 

NITT -

10

Make sure dangerous people are prohibited 

from having guns: The President will direct 

the Attorney General, in consultation with 

other relevant agencies, to review the laws 

governing who is prohibited from having 

guns and make legislative and executive 

recommendations to ensure dangerous 

people aren’t slipping through the cracks.

4

The Attorney General undertook a comprehensive review of laws that identify potentially 

dangerous individuals who should not have access to a gun. As part of the review, DOJ solicited 

input from a variety of experts and stakeholders with a wide range of views. See link for reference:

https://www.apha.org/-/media/files/pdf/topics/gun/gunviolenceprogressrpt.ashx

NITT - 

11 

Banning Military-Style Assault Weapons and 

High-Capacity Magazines 

 

NITT -

12

Get military-style assault weapons and high 

capacity magazines off the streets.

5

In December 2012, the President asked the Vice President to develop a series of recommendations 

to reduce gun violence. On January 16, 2013, they released these proposals, including 23 executive 

actions. On August 29, 2013, the Administration announced a new policy of denying requests to 

bring military-grade firearms back into the United States to private entities, with only a few 

exceptions such as for museums. This new policy was developed to help keep military-grade 

firearms off the streets. See link: https://obamawhitehouse.archives.gov/the-pressoffice/2013/08/29/fact-sheet-new-executive-actions-reduce-gun-violence

NITT -

13

Reinstate and strengthen the ban on assault 

weapons: Congress must reinstate and 

strengthen the prohibition on assault 

weapons.

5

The Assault Weapons Ban of 2013 (AWB 2013) was a bill introduced in the 113th United States 

Congress as S. 150 by Senator Dianne Feinstein, D-CA, on January 24, 2013, one month after the 

Sandy Hook Elementary School shooting, but the bill did not pass. See link for details:

https://www.congress.gov/bill/113th-congress/senate-bill/150

NITT -

14

Limit ammunition magazines to 10 rounds: 

Congress needs to reinstate the prohibition 

on magazines holding more than 10 rounds.

5 See NITT – 13

NITT -

15

Finish the job of getting armor-piercing 

bullets off the streets: Congress should finish 

the job of protecting law enforcement and 

the public by banning the possession of 

armor piercing ammunition by, and its 

transfer to, anyone other than the military 

and law enforcement.

5

The House Resolution (HR) 1358—Armor-Piercing Bullets Act of 2015, introduced by Democratic 

Congressman Eliot Engel, never made it out of committee. See link:

https://www.congress.gov/bill/114th-congress/housebill/1358/text?q=%7B%22search%22%3A%5B%22Eliot+Engel%22%5D%7D

NITT -

16

Give law enforcement additional tools to 

prevent and prosecute gun crime.

6

In 2013 the Justice Department, at the request of Attorney General Holder, launched a 

comprehensive review of the criminal justice system in order to identify reforms that would ensure 
Federal Commission on School Safety: Appendix B 34

Ref # Recommendations Page Actions Taken

federal laws are enforced more fairly and—in an era of reduced budgets—more efficiently. 

Specifically, this project identified five goals:

• To ensure finite resources are devoted to the most important law enforcement priorities;

• To promote fairer enforcement of the laws and alleviate disparate impacts of the criminal justice 

system;

• To ensure just punishments for low-level, nonviolent convictions;

• To bolster prevention and reentry efforts to deter crime and reduce recidivism; and

• To strengthen protections for vulnerable populations.

See link: https://www.justice.gov/sites/default/files/ag/legacy/2013/08/12/smart-on-crime.pdf

NITT -

17

Create serious punishments for gun 

trafficking.

6

In the United States Code, 18 USC § 922 provides for penalties for anyone who attempts to engage in 

the importation of firearms and who is not a licensed importer, manufacturer, or dealer. In many 

states, the purchase of most firearms must be conducted through a licensed dealer. Private transfer 

of ownership between firearm owners must be appropriately documented. This was law prior to the 

Obama Administration’s position on gun control, and no additional punishment was enacted 

through law specifically addressing gun trafficking. See link to review Code: 

https://www.gpo.gov/fdsys/pkg/USCODE-2011-title18/pdf/USCODE-2011-title18-partI-chap44-

sec922.pdf

NITT -

18

There is no explicit law against straw 

purchasing, so straw purchasers and others 

who traffic guns can often only be 

prosecuted for paperwork violations. 

Strengthen laws in this area.

6

In the time period since the recommendation was made several bills have been proposed but none 

have passed in Congress: 

2013: https://www.congress.gov/bill/113th-congress/house-bill/452

2015: https://www.congress.gov/bill/114th-congress/house-bill/3455

2017: https://www.congress.gov/bill/115th-congress/house-bill/1475

NITT -

19

The President is calling on Congress to act on 

the Administration’s $4 billion proposal to 

help keep 15,000 cops on the street in cities 

and towns across the country.

6

NITT -

20

Take executive action to enhance tracing 

data. All federal law enforcement agencies 

are uniformly required to trace all guns they 

recover and keep in custody. The President 

will issue a Presidential Memorandum 

requiring them to trace all such firearms.

6

The President issued a directive requiring federal law enforcement to trace guns recovered in 

criminal investigations. This tracing process allows law enforcement to follow a gun’s path from its 

manufacturer, to the dealer who sold it, to its first purchaser. Making sure federal law enforcement 

consistently traces recovered guns will help solve violent crimes by generating leads in specific 

cases, and aggregating large amounts of this tracing data will help reveal national gun trafficking 

patterns. See link for details: https://obamawhitehouse.archives.gov/the-pressoffice/2013/01/16/presidential-memorandum-tracing-firearms-connection-criminal-investigati

NITT -

21

Take executive action to help law 

enforcement avoid returning guns to the 

wrong hands. Currently, when law 

enforcement must return firearms seized as 

part of an investigation, they do not have the 

ability to conduct a full background check on 

the owner. The Administration will propose 

regulations to ensure that law enforcement 

has access to the database needed for 

complete background checks.

6

Law enforcement officers often must return firearms seized as part of an investigation, but they 

cannot currently use the federal background check system to conduct a check on the gun’s owner. 

DOJ issued a proposed rule to give law enforcement the ability to run a full federal background 

check on someone before returning a seized gun. See link for details:

https://www.federalregister.gov/documents/2013/01/28/2013-01529/national-instant-criminalbackground-check-system
Federal Commission on School Safety: Appendix B 35

Ref # Recommendations Page Actions Taken

NITT -

22

ATF has not had a confirmed director for six 

years. There is no excuse for leaving the key 

agency enforcing gun laws in America 

without a leader. It is time for Congress to 

confirm an ATF director.

7

The ATF went without a permanent director for seven years. The President nominated B. Todd 

Jones as Director of the ATF and, on July 31, 2013, the Senate confirmed his appointment. 

https://www.washingtonpost.com/world/national-security/senate-confirms-atfdirector/2013/07/31/dc9b0644-fa09-11e2-8752-

b41d7ed1f685_story.html?noredirect=on&utm_term=.15f45a38724a

Current (2018) acting director is Deputy Director Thomas E. Brandon. See link for details:

https://www.atf.gov/about/executive-staff 

NITT -

23

Eliminate restrictions that force the ATF to 

authorize importation of dangerous weapons 

simply because of their age. Congress should 

get rid of restrictions that prevent ATF from 

changing this definition, enabling ATF to 

ensure that firearms imported as curios or 

relics are actually of interest as collectibles, 

rather than letting these rules be used as a 

way to acquire fully functional and powerful 

military weapons.

7

The ATF updated its curios and relics listing in 2018, and provided the definition below based on the 

regulation implementing federal firearms laws, 27 CFR §478.11. It defines Curio or Relic (C&R) 

firearms as those which are of special interest to collectors by reason of some quality other than is 

associated with firearms intended for sporting use or as offensive or defensive weapons.

To be recognized as C&R items, 478.11 specifies that firearms must fall within one of the following 

categories:

1. Firearms that were manufactured at least 50 years prior to the current date, but not including 

replicas of such firearms;

2. Firearms that are certified by the curator of a municipal, State, or federal museum which exhibits 

firearms to be curios or relics of museum interest; and

3. Any other firearms that derive a substantial part of their monetary value from the fact that they 

are novel, rare, bizarre, or because of their association with some historical figure, period, or event.

There is no information within the current definition that dissuades acquisition of “fully functional 

and powerful military weapons.” See link for details: https://www.atf.gov/firearms/curios-relics

Firearms automatically attain C&R status when they are 50 years old. Any firearm that is at least 50 

years old, and in its original configuration, would qualify as a C&R firearm. It is not necessary for 

such firearms to be listed in ATF’s C&R list.

NITT -

24

Maximize enforcement efforts to prevent gun 

violence and prosecute gun crime. The 

Attorney General will ask all U.S. Attorneys 

to consider whether supplemental efforts 

would be appropriate in their districts, in 

areas such as prosecutions of people who 

have been convicted of a felony and illegally 

seek to obtain a firearm, or people who 

attempt to evade the background check 

system by providing false information.

7

The Attorney General worked with all United States Attorneys to maximize enforcement efforts to 

prevent gun violence and prosecute gun crime. After the release of the President’s plan to reduce 

gun violence, the Attorney General rolled out the “Smart on Crime” initiative. As part of the 

initiative, U.S. Attorneys put in place updated anti-violence strategies that are specific to their 

districts. See link for details: https://www.justice.gov/archives/ag/attorney-generals-smart-crimeinitiative

NITT -

25

Analyze information on lost and stolen guns 

and make it widely available to law 

enforcement. The Department of Justice will 

publish an annual report on lost and stolen 

guns to ensure that data collected by ATF is 

available.

7

DOJ issued a report analyzing information on lost and stolen guns, making it widely available to law 

enforcement and the public. This report included state-by-state statistics about guns reported as 

missing by licensed gun dealers and individual gun owners. See link: https://www.atf.gov/resourcecenter/docs/2012-firearms-reported-lost-and-stolenpdf-1/download

NITT -

26

Provide effective training for active shooter 

situations for 14,000 law enforcement 

officers, first responders, and school officials. 

8

DOJ and the Department of Homeland Security (DHS) provided federal training for law enforcement, 

first responders, and school officials on active shooter situations. This included trainings for local 

law enforcement at FBI field offices and active shooter roundtables, workshops, and site security 
Federal Commission on School Safety: Appendix B 36

Ref # Recommendations Page Actions Taken

Congress should provide an additional $14 

million to help train 14,000 more police 

officers and other public and private 

personnel to respond to active shooter 

situations. 

assessments with police and fire chiefs and school officials. DHS also launched a new active shooter 

webpage (https://www.dhs.gov/active-shooter-preparedness), which includes training resources for 

federal, state, and local partners and the public.

NITT -

27

Conduct research on the causes and 

prevention of gun violence, including links 

between video games, media images, and 

violence. The President is issuing a 

Presidential Memorandum directing the 

Centers for Disease Control and scientific 

agencies to conduct research into the causes 

and prevention of gun violence. And the 

Administration is calling on Congress to 

provide $10 million for the CDC to conduct 

further research, including investigating the 

relationship between video games, media 

images, and violence.

8

The President directed the CDC (https://obamawhitehouse.archives.gov/the-pressoffice/2013/01/16/presidential-memorandum-engaging-public-health-research-causes-and-preve) to 

research the causes and prevention of gun violence, including links between video games, media 

images, and violence. However, as of 2016, Obama’s requests to Congress to earmark $10 million for 

gun violence research in CDC budgets had been rejected for all three years prior by Congress. The 

CDC did publish a report referencing gun violence during the period. See link for report:

https://dhss.delaware.gov/dhss/dms/files/cdcgunviolencereport10315.pdf

NITT -

28

Better understand how and when firearms 

are used in violent death. National Violent 

Death Reporting System (NVDRS) collects 

anonymous data, including the type of 

firearm used, whether the firearm was 

stored loaded or locked, and details on youth 

gun access. Congress should invest an 

additional $20 million to expand this system 

from the 18 states currently participating to 

all 50 states.

8

As of 2018, the CDC funds 40 states, plus the District of Columbia and Puerto Rico, to participate in 

NVDRS. See link for details: https://www.cdc.gov/violenceprevention/nvdrs/stateprofiles.html

NITT -

29

Preserve the rights of healthcare providers 

to protect their patients and communities 

from gun violence. Clarify that no federal law 

prevents healthcare providers from warning 

law enforcement authorities about threats of 

violence. The Department of Health and 

Human Services is issuing a letter to 

healthcare providers clarifying that no 

federal law prohibits these reports in any 

way.

9

HHS issued a letter to providers clarifying that no federal law prohibits healthcare providers from 

reporting direct and credible threats of violence to the authorities. See link for letter: 

https://www.hhs.gov/sites/default/files/ocr/office/lettertonationhcp.pdf

NITT -

30

Protect the rights of healthcare providers to 

talk to their patients about gun safety. The 

Administration will issue guidance clarifying 

that the Affordable Care Act does not 

prohibit or otherwise regulate 

communication between doctors and 

9

HHS issued guidance clarifying that the Affordable Care Act does not prohibit or otherwise limit 

communication between healthcare professionals and patients, including about firearms. Healthcare 

providers can play an important role in promoting gun safety. See Question 5 in the link for details:

https://www.cms.gov/CCIIO/Resources/Fact-Sheets-and-FAQs/aca_implementation_faqs11.html
Federal Commission on School Safety: Appendix B 37

Ref # Recommendations Page Actions Taken

patients, including about firearms.

NITT -

31

Encourage gun owners to live up to their 

responsibility to store guns safely.

9

Working with the National Crime Prevention Council and the Ad Council, DOJ launched a national 

safe and responsible gun ownership campaign to promote common-sense gun safety measures like 

the use of gun safes and trigger locks, separate storage of guns and ammunition, and the reporting of 

lost and stolen weapons to law enforcement. See link for details:

http://archive.ncpc.org/about/news/new-psa-campaign-encourages-firearms-owners-to-201clock-itup201d-when-not-in-use-and-provides-firearms-safety-resources-for-families.html

NITT -

32

Launch a national responsible gun 

ownership campaign. The Administration 

will encourage gun owners to take 

responsibility for keeping their guns safe 

with a national campaign.

10

In 2013, the Bureau of Justice Assistance (BJA) awarded $1 million to the National Crime Prevention 

Council (NCPC) to support the development of a National Public Education Campaign on the subject 

of responsible gun ownership and safe gun storage. With the award, NCPC was authorized to create, 

produce, and distribute television, radio, and outdoor Public Service Announcements (PSAs) that 

encouraged gun owners to safely store their firearms so that they would not fall into the wrong 

hands. The campaign was also supposed to emphasize the importance of immediately reporting lost 

or stolen guns to local law enforcement to ensure public safety. See link: 

https://www.justice.gov/opa/pr/department-justice-awards-1-million-national-crime-prevention-councilsupport-gun-safety

NITT -

33

Review and enhance as warranted safety 

standards for gun locks and gun safes. The 

Chair of the Consumer Product Safety 

Commission (CPSC) intends to review the 

effectiveness of gun locks and gun safes, 

including existing voluntary industry 

standards, and take any steps that may be 

warranted to improve the standards as well 

as to protect the public from unreasonable 

risks of injury or death that arise when those 

products within the CPSC’s jurisdiction fail.

10

As of 2013, the Office of the Chairman of the Consumer Product Safety Commission (CPSC) reviewed 

the safety standards for gun locks and gun safes and fully engaged the relevant voluntary standards 

body, which began a process to improve the standards. No official statement from the CPSC was 

released in reference to safety standard for gun locks and gun safes.

NITT -

34

Encourage the development of innovative 

gun safety technology: The President is 

directing the Attorney General to work with 

technology experts to review existing and 

emerging gun safety technologies, and to 

issue a report on the availability and use of 

those technologies. In addition, the 

Administration will issue a challenge to the 

private sector to develop innovative and 

cost-effective gun safety technology and 

provide prizes for those technologies that 

are proven to be reliable and effective.

10

DOJ issued a report (https://www.ncjrs.gov/pdffiles1/nij/242500.pdf) reviewing the availability and use 

of new gun safety technologies. This report incorporated input from a meeting the Attorney General 

hosted with stakeholders, including manufacturers and technology experts. Building on this report, 

the Administration issued a challenge to the private sector to develop innovative and cost-effective 

gun safety technology and provide prizes for those technologies that were proven to be reliable and 

effective.

NITT - 

35 

Making Schools Safer 

NITT -

36

Put up to 1,000 more school resource 

officers and counselors in schools and help 11 In 2016, the Obama Administration released resources for schools and colleges on the appropriate use of SROs and campus police. See link for details: https://www.ed.gov/news/press-releases/obama-
Federal Commission on School Safety: Appendix B 38

Ref # Recommendations Page Actions Taken

schools invest in safety. administration-releases-resources-schools-colleges-ensure-appropriate-use-school-resource-officers-andcampus-police

NITT -

37

COPS Hiring Grants, which help police 

departments hire officers, can already be 

used by departments to fund school resource 

officers.

11

Community Oriented Policing Services (COPS) Hiring Grants, which help police departments hire 

officers, could already be used by departments to fund school resource officers. In 2013, DOJ 

provided additional points in the COPS grant competition to applicants who requested funds to hire 

school resource officers. On September 27, the Attorney General announced more than $125 million 

for COPS grants to 263 cities and counties, including nearly $45 million to fund 356 new school 

resource officer positions. DOJ also begun their work to develop a model for, as well as training 

curriculum on, the effective use of school resource officers to help create safe and nurturing school 

climates. See link: https://www.justice.gov/opa/pr/department-justice-awards-hiring-grants-lawenforcement-and-school-safety-officers

NITT -

38

Department of Justice will provide an 

incentive for police departments to hire 

these officers by providing a preference for 

grant applications that support school 

resource officers.

11

Changes were made to the FY2013 COPS Hiring Program to incorporate funding specifically to hire 

and utilize School Resource Officers on school sites. See link for details:

https://cops.usdoj.gov/pdf/2013_CHP_Open_Solicitation_Letter2.pdf

NITT -

39

Put up to 1,000 new school resource officers 

and school counselors on the job. The 

Administration is proposing a new 

Comprehensive School Safety program, 

which will help school districts hire staff and 

make other critical investments in school 

safety. The program will give $150 million to 

school districts and law enforcement 

agencies to hire school resource officers, 

school psychologists, social workers, and 

counselors.

11

U.S. Department of Justice worked with the Department of Education and other federal agency 

partners on the development of the Comprehensive School Safety program: 

https://nij.gov/topics/crime/school-crime/Pages/school-safety-initiative.aspx 

This includes grant programs such as the School Justice Collaboration Program: 

https://www.ojjdp.gov/grants/solicitations/FY2014/SJCPKeepingKidsinSchool.pdf

NITT -

40

The Department of Justice will also develop a 

model for using school resource officers, 

including best practices on age-appropriate 

methods for working with students.

11

In 2013, the National Center for Mental Health Promotion and Youth Violence Prevention issued a 

brief entitled School Resource Officers: Steps to effective school-based law enforcement. See link:

http://www.ncjfcj.org/sites/default/files/SRO%20Brief.pdf

In addition, the Department of Justice Community Oriented Policing Services offered guidance on 

SROs on their website. See link for the most updated information:

https://cops.usdoj.gov/supportingsafeschools

NITT -

41

Invest in other strategies to make our 

schools safer. School districts could also use 

these Comprehensive School Safety Grants to 

purchase school safety equipment; develop 

and update public safety plans; conduct 

threat assessments; and train “crisis 

intervention teams” of law enforcement 

officers to work with the mental health 

community to respond to and assist students 

in crisis.

11

In June 2013 the Department of Education, along with DHS, DOJ, HHS, FEMA, and the FBI jointly 

published three separate guides to assist schools, institutions of higher education, and houses of 

worship develop high quality comprehensive emergency operations plans (available at 

https://rems.ed.gov/EOPGuides.aspx).

 

The Readiness and Emergency Management for Schools (REMS) Technical Assistance Center 

maintains the Department of Education’s school safety resources as well as resources from other 

federal agencies and other public and private organizations, and creates and disseminates a wide 

range of virtual tools, trainings, in-person trainings, informational documents, and other materials 

in support of these guides for developing high-quality emergency operations plans. Available at 

http://REMS.ed.gov
Federal Commission on School Safety: Appendix B 39

Ref # Recommendations Page Actions Taken

NITT -

42

Every school has a comprehensive 

emergency management plan. 12 See NITT – 41

NITT -

43

Give schools and other institutions a model 

for how to develop and implement reliable 

plans. The Departments of Education, Justice, 

Health and Human Services, and Homeland 

Security will release—by May 2013—a set of 

model, high-quality emergency management 

plans for schools, houses of worship, and 

institutions of higher education, along with 

best practices for developing these plans and 

training students and staff to follow them.

12 See NITT – 41

NITT -

44

Help schools develop and implement 

emergency plans: Congress should provide 

$30 million of one-time grants to states to 

help their school districts develop and 

implement emergency management plans. 

Congress should require states and school 

districts that receive school safety funding 

from the Department of Education to have 

comprehensive, up-to-date emergency plans 

in place for all of their schools.

12

In FY 2014, the Department of Education established an 18-month Grants to States for School 

Emergency Management Emergency Management program with grants to State Educational

Agencies (SEAs). See link: https://www2.ed.gov/programs/schlemergmgt-sea/index.html

Approximately $13 million was awarded to 25 SEA applicants (out of 36 applications received), for

an 18-month grant period, ranging from $250,000 to $1,954,749. The grants assisted SEAs to build 

their emergency management capacity and provide technical assistance to their local educational 

agencies (LEAs) to develop high-quality emergency operations plans. The Department of 

Education’s REMS TA Center provided technical assistance to the grantees in the form of 

information, resources, tools, training and customized plans for helping grantees assist their LEAs 

develop high-quality emergency operations plans. 

NITT -

45

Create a safer climate at schools across the 

country.

12

The Readiness and Emergency Management for Schools (REMS) Technical Assistance Center 

maintains the Department of Education’s school safety resources as well as resources from other 

federal agencies and other public and private organizations, and creates and disseminates a wide 

range of virtual tools, trainings, in-person trainings, informational documents, and other materials 

in support of these guides for developing high-quality emergency operations plans. Available at 

http://REMS.ed.gov

NITT -

46

Help 8,000 schools create safer and more 

nurturing school climates. The 

Administration is proposing a new, $50 

million initiative to help 8,000 more schools 

train their teachers and other school staff to 

implement these strategies. The 

Administration will also develop a school 

climate survey, providing reliable data to 

help schools implement policies to improve 

climate.

12

In FY 2014, the Department of Education established a five-year School Climate Transformation 

Grant program with grants to SEAs and LEAs. A total of $7.3 million was awarded to 12 SEA 

applicants (out of 32 received) with annual awards ranging from $260,427 to $750,000. These 

grants assisted SEAs to develop, enhance, or expand statewide systems of support for, and technical 

assistance to, LEAs and schools implementing an evidence-based, multi-tiered behavioral 

framework for improving behavioral outcomes and learning conditions for all students. More than

$35 million was awarded to 71 LEA applicants (out of 426 received) with annual awards ranging 

from $138,576 to $750,000. These grants assisted SEAs to develop, enhance, or expand statewide 

systems of support for, and technical assistance to, schools implementing an evidence-based, multitiered behavioral framework for improving behavioral outcomes and learning conditions for all

students. 

https://www2.ed.gov/programs/schoolclimatelea/index.html

https://www2.ed.gov/programs/schoolclimatesea/index.html

The agency developed the high-quality, adaptable Department of Education School Climate Surveys 
Federal Commission on School Safety: Appendix B 40

Ref # Recommendations Page Actions Taken

(EDSCLS) and associated web-based platform. The EDSCLS allows states, local districts, and schools 

to collect and act on reliable, nationally validated school climate data in real-time. The EDSCLS webbased administration platform includes a suite of school climate surveys for middle and high school 

students, instructional staff, non-instructional staff, and parents/guardians. The EDSCLS can be 

downloaded and administered free of charge. The platform processes data and provides userfriendly reports in real time. Education agencies administering the survey can store data locally on 

their systems. The Department of Education does not have access to the data. See link for more 

detailed information: https://safesupportivelearning.ed.gov/edscls

NITT -

47

Share best practices on school discipline. The 

Department of Education will collect and 

disseminate best practices on school 

discipline polices and help school districts 

develop and equitably implement their 

policies.

13

In January 2014, the Department of Education and the Department of Justice released a resource 

package to enhance school safety and improve school discipline 

(https://www.justice.gov/opa/pr/departments-justice-and-education-issue-school-discipline-guidancepromote-safe-inclusive). The package included the following: 

- A Dear Colleague guidance letter describing how schools can meet their obligations under federal 

law to administer student discipline without discriminating on the basis of race, color, or national 

origin. 

- A Guiding Principles document, which draws from emerging research and best practices to 

describe three key principles and related action steps that can help guide state- and locally 

controlled efforts to improve school climate and school discipline. The three key principles are: (1) 

Create positive climates and focus on prevention; (2) Develop clear, appropriate, and consistent 

expectations and consequences to address disruptive student behaviors; and (3) Ensure fairness, 

equity, and continuous improvement. 

- A Directory of Federal School Climate and Discipline Resources, which indexes the extensive 

federal technical assistance and other resources on school discipline and climate available to schools 

and districts; - An online Compendium of School Discipline Laws and Regulations, which catalogues 

the laws and regulations related to school discipline in each of the 50 states, the District of 

Columbia, and Puerto Rico, and compares laws across states and jurisdictions; and 

- An Overview of the Supportive School Discipline Initiative, which outlines recent federal efforts on 

these issues. 

NITT - 

48 

Improving Mental Health Services 

NITT -

49

Make sure students and young adults get 

treatment for mental health.

13 See NITT – 50

NITT -

50

Reach 750,000 young people through 

programs to identify mental illness early and 

refer them to treatment. The Administration 

is calling for a new initiative, Project AWARE 

(Advancing Wellness and Resilience in 

Education), to provide this training and set 

up systems to provide these referrals.

13

Project AWARE grants promote youth mental health awareness among schools and communities 

and improve connections to services for school-age youth (https://www.samhsa.gov/nitt-ta/projectaware-grant-information). Project AWARE is a grant program designed to help state and local 

education agencies:

- Increase awareness of mental health issues among school-age youth

- Train educators and other youth-serving adults to detect and respond to mental health issues

- Connect children, youth, and families who may experience behavioral health issues with 

appropriate services

Project AWARE meets these goals by expanding or implementing (among others):

- Access to existing funding systems that support mental health services for school-age youth

- Access to school- and community-based mental health services
Federal Commission on School Safety: Appendix B 41

Ref # Recommendations Page Actions Taken

- Coordination among state and local youth-serving systems

- Culturally specific and developmentally appropriate mental health services

- Mental Health First Aid and Youth Mental Health First Aid training for adults who interact with 

school-age youth

- Use of a multi-tiered behavioral framework

- Youth violence prevention strategies

NITT -

51

Provide “Mental Health First Aid” training for 

teachers: Project AWARE includes $15 

million for training for teachers and other 

adults who interact with youth to detect and 

respond to mental illness in children and 

young adults.

14 See NITT – 50 

NITT -

52

Make sure students with signs of mental 

illness get referred to treatment: Project 

AWARE also includes $40 million to help 

school districts work with law enforcement, 

mental health agencies, and other local 

organizations to ensure students with 

mental health issues or other behavioral 

issues are referred to the services they need.

14 See NITT – 50

NITT -

53

Support individuals ages 16 to 25 at high risk 

for mental illness. The Administration is 

proposing $25 million for innovative statebased strategies supporting young people 

ages 16 to 25 with mental health or 

substance abuse issues.

14

The Now Is the Time Healthy Transitions grant program improves access to treatment and support 

services for 16- to 25-year-olds who have, or are at risk of developing, a serious mental health 

condition. The Healthy Transitions grant program:

- Increases awareness about early indicators of serious mental health concerns

- Identifies action strategies for when a serious mental health concern is detected

- Trains provider and community groups to improve services and support

- Enhances peer and family supports

- Develops services and interventions to support transitions to adult roles and responsibilities

Healthy Transitions program strategies include (among others):

- Increasing public awareness and developing outreach and engagement activities

- Implementing evidence-based, age-appropriate practices

- Ensuring cultural and linguistic competence

- Providing screening, assessment, service coordination, direct treatment, and wraparound recovery 

and support services

See link: https://www.samhsa.gov/nitt-ta/healthy-transitions-grant-information

NITT -

54

Help schools address pervasive violence. To 

help schools break the cycle of violence, 

Congress should provide $25 million to offer 

students mental health services for trauma 

or anxiety, conflict resolution programs, and 

other school-based violence prevention 

strategies.

14

In FY 2014 the Department of Education established a five-year Project Prevent program with 

grants to LEAs.

A total of $14.2 million was awarded to 22 LEA applicants (out of 115 received). The grants assisted 

LEAs to increase their capacity to help schools in communities with pervasive violence to better 

address the needs of affected students and break the cycle of violence. The grants promoted conflict 

resolutions skills and offered students access to community-based counseling services and schoolbased social and emotional supports.

See link for details: https://safesupportivelearning.ed.gov/states-and-grantees/project-prevent-grants
Federal Commission on School Safety: Appendix B 42

Ref # Recommendations Page Actions Taken

NITT -

55

Train more than 5,000 additional mental 

health professionals to serve students and 

young adults. To help fill this gap, the 

Administration is proposing $50 million to 

train social workers, counselors, 

psychologists, and other mental health 

professionals. This would provide stipends 

and tuition reimbursement to train more 

than 5,000 mental health professionals 

serving young people in our schools and 

communities.

14

The Department of Health and Human Services awarded more than $34 million to train just over 

4,000 new mental health providers, including:

• $30.3 million to expand the mental health workforce through 100 new grants to training programs 

to train new mental health and substance abuse health professionals who treat children, 

adolescents, and young adults with, or at risk for, a mental health or substance use disorder.

• $2.7 million for five new grants to support youth Minority Fellowship Programs to increase access 

to mental health services for youth and young adults in America.

• $1.6 million for two new grants to support addiction counselor Minority Fellowship Programs to 

increase access to substance abuse treatment services for youth in America.

There was an additional $16.7 million to support 17 new Healthy Transitions grants, to improve 

access to treatment and support services for youth and young adults ages 16 to 25 that either have, 

or are at high risk of developing, a serious mental health condition. See link for details:

http://wayback.archiveit.org/3926/20150618190008/http://www.hhs.gov/news/press/2014pres/09/20140922a.html

NITT -

56

Launch a national conversation to increase 

understanding about mental health. The 

President is directing Secretaries Sebelius 

and Duncan to launch a national dialogue 

about mental illness with young people who 

have experienced mental illness, members of 

the faith community, foundations, and school 

and business leaders.

15

The Administration hosted the National Conference on Mental Health to discuss how we can all 

work together to reduce negative attitudes and perceptions about mental illnesses, encourage 

people experiencing mental health problems to reach out for help, and encourage friends and family 

members to support their loved ones and connect them with help. The White House applauded the 

dozens of commitments to increase understanding and awareness of mental health that were made 

by organizations representing media, educators, healthcare providers, faith communities, and 

foundations. 

In June 2013, the Administration also launched mentalhealth.gov, a new website featuring easy-tounderstand information about basic signs of mental health problems, how to talk about mental 

health, and how to find help for you or a loved one.

See link for more details: https://www.nimh.nih.gov/about/directors/thomas-insel/blog/2013/a-nationaldialogue.shtml

NITT -

57

Ensure coverage of mental health treatment. 

The Affordable Care Act will also make sure 

that Americans can get the mental health 

treatment they need by ensuring that 

insurance plans cover mental health benefits 

at parity with other benefits.

15

To fill gaps in insurance coverage that make the cost of mental health services prohibitively 

expensive, the Administration finalized an Affordable Care Act rule that expanded mental health and 

substance use disorder benefits and parity protections for 62 million Americans. Because of these 

parity protections, many insurance plans included coverage for mental health and substance use 

disorders that is comparable to their medical and surgical coverage. See link:

https://aspe.hhs.gov/report/affordable-care-act-expands-mental-health-and-substance-use-disorderbenefits-and-federal-parity-protections-62-million-americans

NITT -

58

Finalize requirements for private health 

insurance plans to cover mental health 

services. The Administration will issue final 

regulations governing how existing group 

health plans that offer mental health services 

must cover them at parity under the Mental 

Health Parity and Addiction Equity Act of 

2008. In addition, the Affordable Care Act 

requires all new small group and individual 

plans to cover 10 essential health benefit 

15

The Departments of Health and Human Services, Labor, and the Treasury issued a final rule on 

health plan coverage of mental health and substance use disorders. Under the rule, plan benefits for 

these conditions, when offered, must be covered at parity with medical and surgical care benefits. 

The regulation also includes important consumer protections, including making clear the 

information that insurance companies must provide to help ensure transparency and compliance 

with the law. See link: https://aspe.hhs.gov/report/affordable-care-act-expands-mental-health-andsubstance-use-disorder-benefits-and-federal-parity-protections-62-million-americans
Federal Commission on School Safety: Appendix B 43

Ref # Recommendations Page Actions Taken

categories, including mental health and 

substance abuse services.

NITT -

59

Make sure millions of Americans covered by 

Medicaid get quality mental health coverage. 

There is some evidence that Medicaid plans 

are not always meeting mental health parity 

requirements today, an issue that will only 

become more important as Medicaid is 

expanded. The Administration is issuing a 

letter to state health officials making clear 

that these plans must comply with mental 

health parity requirements.

15

HHS released a letter to state health officials making clear how Medicaid plans must comply with 

requirements to ensure that mental healthcare is covered the same as other medical services. See 

link: https://www.medicaid.gov/Federal-Policy-Guidance/downloads/SHO-13-001.pdf

Table A.5: Final Report of the Sandy Hook Advisory Commission Presented to Governor Dannel P. Malloy, State of Connecticut (2015) 

Ref # Recommendations Page Actions Taken

SH-1 Safe School Design and Operation 

SH - 2

All classrooms in K–12 schools should be 

equipped with locked doors that can be 

locked from the inside by the classroom 

teacher or substitute.

A-1

In 2013 the Connecticut Legislature passed Public Act 13-3, which established the School Security 

Infrastructure Grant Program to assist individual public and non-public schools in improving 

security infrastructure. There were initially three open rounds of funding administered: Round 1 

(2013), Round 2 (2014), and Round 3 (2017). This funding would support upgrades to doors within 

schools, to include locks. See link for infrastructure grant resources:

http://www.ct.gov/demhs/cwp/view.asp?a=1939&q=548938

SH - 3

All exterior doors in K–12 schools be 

equipped with hardware capable of 

implementing a full perimeter lockdown.

A-1 See SH – 2 for details 

SH - 4

A feasibility study should be conducted to 

develop additional safety standards 

concerning the issuance of classroom keys to 

substitute teachers.

A-1

In keeping with Public Act 13-3, Section 86, the Department of Emergency Services and Public 

Protection/Division of Emergency Management and Homeland Security (DESPP/DEMHS), in 

consultation with the Department of Education, re-convened a multi-jurisdictional, multidisciplinary working group to review and revise as needed the School Security and Safety Plan 

Standards and the accompanying School Security and Safety Plan Template that were released last 

year to help schools and the surrounding communities meet all-hazards threats. The requirements 

for a plan and for plan standards are now codified in Connecticut General Statutes Sections 10-222m 

and 10-222n. To this end, each local and regional board of education annually establishes a school 

security and safety committee at each school within its jurisdiction. The Committee is responsible 

for assisting in the development of the school security and safety plan for the school and 

administering the plan. The Committee will decide on issues such as this. See link for more:

https://www.ct.gov/demhs/cwp/view.asp?a=4679&Q=553694

SH-5

School custodians should be included as 

members of school security and safety 

committees. 

A-1

According to Public Act 13-3, the local School Safety Committee members shall include a local police 

officer, local first responder, teacher and administrator from the school, a mental health 

professional, and a parent or guardian of a student at the school—and may include any other person 

deemed necessary, such as a school nurse, custodian or property manager, local emergency 

management director, local public health director, information technology manager, and 
Federal Commission on School Safety: Appendix B 44

Ref # Recommendations Page Actions Taken

transportation coordinator. See link for act: https://www.cga.ct.gov/2013/ACT/pa/pdf/2013PA-00003-

R00SB-01160-PA.pdf

SH - 6

For the school year commencing July 1, 

2014, and each school year thereafter, each 

local and regional board of education shall 

develop and implement a school security and 

safety plan for each school under the 

jurisdiction of such board.

A-2

Public Act 13-3 established a variety of programs and policy initiatives regarding school safety and 

security to be administered and/or developed by the Department of Emergency Services and Public 

Protection-Division of Emergency Management and Homeland Security. See link: 

https://www.cga.ct.gov/2013/ACT/pa/pdf/2013PA-00003-R00SB-01160-PA.pdf

Under Connecticut Gen. Stat. Section 10-222m, each local and regional board of education must 

annually review and update, if necessary, its plans. There is also a requirement that the plans be 

submitted annually to DESPP/DEMHS Regional Office. See link:

http://www.ct.gov/demhs/cwp/view.asp?Q=553694

SH - 7

For the school year commencing July 1, 

2014, and each school year thereafter, each 

local and regional board of education shall 

establish a school security and safety 

committee at each school under the 

jurisdiction of such board. The school

security and safety committee shall be 

responsible for assisting in the development 

of the school security and safety plan for the 

school and administering such plan.

A-2

The requirements for a Committee, plan, and for plan standards are now codified in Connecticut 

General Statutes Sections 10-222m and 10-222n. To this end, each local and regional board of 

education annually establishes a school security and safety committee at each school within its 

jurisdiction. The Committee is responsible for assisting in the development of the school security 

and safety plan for the school and administering the plan. See link: 

https://law.justia.com/codes/connecticut/2013/title-10/chapter-170/section-10-222n/

SH - 8

Each local and regional board of education 

shall annually submit the school security and 

safety plan for each school under the 

jurisdiction of such board.

A-2 See SH – 7

SH - 9

Each school district to create a permanent 

committee or commission, the purpose of 

which shall be to ensure SSDO standards and 

strategies are implemented in the district.

A-4 See SH – 7

SH -

10

The state should amend section 80 (a) of P.A. 

13-3 to include an architect licensed in the 

State of Connecticut among the members of 

the School Safety Infrastructure Council.

A-4

As of April 2014, the legislation calls for “one appointed by the speaker of the House of 

Representatives, who shall be a licensed professional engineer who is a structural engineer,” but 

does not specify an architect. See link for more detailed information:

https://www.cga.ct.gov/2013/ACT/PA/2013PA-00003-R00SB-01160-PA.htm

SH -

11

The School Safety Infrastructure Council 

shall develop school safety infrastructure 

standards for school building projects.

A-4

A bill to create the School Security Infrastructure Grant Program—Act No. 16-171 was enacted on 

06/06/2016. The bill extends the school security infrastructure competitive grant program, 

provides for joint administration of the program, and authorizes certain entities to apply to the 

Department of Emergency Services and Public Protection for a grant for certain expenses. See link:

https://www.cga.ct.gov/2016/ACT/pa/pdf/2016PA-00171-R00SB-00236-PA.pdf

SH -

12

School safety infrastructure standards shall 

conform to Connecticut and national 

industry best practice standards for school 

building safety infrastructure and shall 

include, but not be limited to, standards 

regarding (1) entryways to school buildings, 

classrooms and other space that can become 

A-5

Public Act 13-3, An Act Concerning Gun Violence Prevention and Children's Safety:

• Sections 80–83 established the School Security Infrastructure Council (SSIC)

• Three Commissioners from CT State Agencies

• Six Members appointed by CT’s Legislative Leaders

• Under P.A. 13-3 the SSIC is charged with developing “school safety infrastructure standards for 

school building projects... and projects receiving reimbursement as part of the school security 

infrastructure competitive grant program”
Federal Commission on School Safety: Appendix B 45

Ref # Recommendations Page Actions Taken

areas of safe haven, such as, reinforcement of 

entryways, forced entry and/or ballistic 

rated glazing, solid core (FE and/or BR) 

doors, double door access, computercontrolled electronic locks, remotely 

controlled locks on all entrance and exits and 

buzzer systems, (2) the use of cameras 

throughout the school building and at all 

entrances and exits, including the use of 

closed circuit television monitoring, (3) 

penetration resistant vestibules, and (4) 

other security infrastructure improvements 

and devices as they become industry 

standards. 

• Required to meet once a year to review established standards

• SSIC Report was completed on January 1, 2014

• Standards effective July 1, 2014

See link: https://www.cga.ct.gov/2013/ACT/PA/2013PA-00003-R00SB-01160-PA.htm

SH -

13

Each school shall maintain an accurate list of 

faculty, staff, and students, complete with 

emergency contact information, which shall 

include, but not be limited to, parents and 

guardians of students.

A-5 See SH – 7

SH -

14

Each school shall provide safety and security 

training for faculty, staff, and students on 

how to respond to hazards and or events in 

order to provide competent compliance with 

the All Hazards School Security and Safety 

Plan Standards.

A-5

In the 2013 Connecticut General Statutes, Section 10-222n—there is a section that outlines School 

security and safety plan standards. In this statute, standards of the security and safety plans within 

Connecticut schools are described in detail, as are accounts for training, personnel, frequency, and 

the nature of compliance. See link for details: https://law.justia.com/codes/connecticut/2013/title10/chapter-170/section-10-222n/

SH -

15

Each school identify specific individuals to 

serve as safety and security wardens, who 

shall be responsible for executing and 

managing the safety and security strategies 

set forth in the safety and security training.

A-6 See SH – 14

SH -

16

Classrooms and other spaces of denser 

population occupancy be located away from 

the points of building entry and that spaces 

of lesser occupancy be adjacent to school 

entry points, without giving up human visual 

surveillance and situational awareness of the 

entry points.

A-6 See SH – 12

SH -17 Law Enforcement 

SH -

18

Mandatory background checks on the sale or 

transfer of any firearm, including long guns, 

at private and gun show sales.

A-6

In 2013 Public Act 13-3 was passed, and Section 1 outlines the requirements for purchasing a 

firearm, which includes the following language: “The Department of Emergency Services and Public 

Protection shall make every effort, including performing the national instant criminal background 

check, to determine if the applicant is eligible to receive such [firearm] long gun.” See link for more 

details: https://www.cga.ct.gov/2013/ACT/pa/pdf/2013PA-00003-R00SB-01160-PA.pdf
Federal Commission on School Safety: Appendix B 46

Ref # Recommendations Page Actions Taken

SH -

19

Require registration, including a certificate 

of registration, for every firearm. This 

certificate of registration should be issued 

subsequent to the completion of a 

background check and is separate and 

distinct from a permit to carry.

A-6

See Public Act 13-3, Section 1 for information regarding firearm registration. See link for details:

https://www.cga.ct.gov/2013/ACT/pa/pdf/2013PA-00003-R00SB-01160-PA.pdf

SH -

20

Require firearms permits to be renewed on a 

regular basis. This renewal process should 

include a test of firearms handling capacity 

as well as an understanding of applicable 

laws and regulations.

A-6 See SH – 19

SH -

21

Institute a ban on the sale, possession, or use 

of any magazine or ammunition feeding 

device in excess of 10 rounds except for 

military and police use. 

A-6

The Gun Violence Prevention and Child Safety Bill, Act No. 13-3 was enacted on 04/04/2013 in the 

Connecticut State Legislature. Expands the assault weapon ban to include large capacity magazines 

and armor-piercing bullets. See page 4 of link: 

http://www.ctprobate.gov/Documents/2013%20Legislative%20Summary.pdf

SH -

22

Institute a ban on the possession or sale of 

all armor-piercing and incendiary bullets, 

regardless of caliber. First-time offenses 

should be classified as a Class D Felony.

A-7

Connecticut Firearm Law Sec. 53-202l. Armor-piercing and incendiary .50 caliber ammunition states 

that any person who knowingly distributes, transports, or imports into the state, keeps for sale, or 

offers or exposes for sale or gives to any person any ammunition that is an armor piercing .50 

caliber bullet or an incendiary .50 caliber bullet shall be guilty of a class D felony, except that a firsttime violation of this subsection shall be a class A misdemeanor. See link for details:

https://www.ct.gov/despp/lib/despp/slfu/ct_firearms_law_reference_guide_2010.pdf

SH -

23

Allow ammunition purchases only for 

registered firearms.

A-7

See Connecticut Firearm Law, link:

https://www.ct.gov/despp/lib/despp/slfu/ct_firearms_law_reference_guide_2010.pdf

SH -

25

Evaluate the effectiveness of federal law in 

limiting the purchase of firearms via the 

internet to only those individuals who have 

passed the appropriate background 

screening.

A-7

SH -

26

Limit the amount of ammunition that can be 

purchased at any given time.

A-8 See SH – 24

SH -

27

Prohibit the possession, sale, or transfer of 

any firearm capable of firing more than 10 

rounds without reloading. This prohibition 

would extend to military-style firearms as 

well as handguns. Law enforcement and 

military would be exempt from this ban.

A-8

In October 2013 Section 1. Section 23 of Public Act 13-3 was repealed and the following language 

was substituted: 1) Any person who possesses a large capacity magazine on or after January 1, 

2014, that was obtained prior to April 5, 2013, shall commit an infraction and be fined not more 

than ninety dollars for a first offense and shall be guilty of a class D felony for any subsequent 

offense, and (2) any person who possesses a large capacity magazine on or after January 1, 2014, 

that was obtained on or after April 5, 2013, shall be guilty of a class D felony. See link for details: 

http://www.ct.gov/despp/lib/despp/slfu/pa_13-220.pdf

SH -

28

Require that trigger locks must be provided 

at the time of sale or transfer of any firearm.

A-8

2013 Connecticut Firearm Law Sec. 29-37b states firearms dealer to provide gun locking device and 

warning at time of sale. Penalty associated with non-compliance. See link: 

https://www.ct.gov/despp/cwp/view.asp?a=4213&Q=494612&desppNav_GID=2080

SH -

29

Require that the state develop and update a 

best practices manual and require that all 

firearms in a home be stored in a locked 

container and adhere to these best practices; 

A-8

2013 Connecticut Firearm Law Sec. 29-37i. Responsibilities regarding storage of loaded firearms 

with respect to minors - states: “No person shall store or keep any loaded firearm on any premises 

under his control if he knows or reasonably should know that a minor is likely to gain access to the 

firearm without the permission of the parent or guardian of the minor unless such person (1) keeps 
Federal Commission on School Safety: Appendix B 47

Ref # Recommendations Page Actions Taken

with current minimum standards featuring a 

tamper-resistant mechanical lock or other 

safety (including biometric) device when 

they are not under the owner’s direct control 

or supervision. The owner should also be 

directly responsible for securing any key 

used to gain access to the locked container.

the firearm in a securely locked box or other container or in a location which a reasonable person 

would believe to be secure or (2) carries the firearm on his person or within such close proximity 

thereto that he can readily retrieve and use it as if he carried it on his person. For the purposes of 

this section, ‘minor’ means any person under the age of sixteen years.” See link:

https://www.ct.gov/despp/lib/despp/slfu/ct_firearms_law_reference_guide_2010.pdf

SH30

Require non-residents seeking to purchase a 

firearm or ammunition in the State of 

Connecticut to obtain a Certificate of 

Eligibility and conform to all other 

regulations applicable to Connecticut 

residents.

A-9

In the Connecticut Firearm Law Sec. 29-28. Permit for sale at retail of pistol or revolver. Permit to 

carry pistol or revolver. Confidentiality of name and address of permit holder. Permits for out-ofstate residents—it states that out-of-state residents have to comply with Connecticut regulations to 

gain a temporary permit to purchase a firearm. See link for details:

https://www.ct.gov/despp/lib/despp/slfu/ct_firearms_law_reference_guide_2010.pdf

SH -

31

Require gun clubs to report any negligent or 

reckless behavior with a firearm, or illegal 

possession of any firearm or magazine, to the 

Connecticut Department of Emergency 

Services and Public Protection, 

Commissioner of Public Safety, and local law 

enforcement.

A-9

Connecticut Firearm Law Sec. 29-37g. Gun show requirements states that a “Gun Show” is defined 

as: “any event at which fifty or more firearms are offered or exhibited for sale, transfer or exchange 

to the public.”

All sales, transfers or exchanges taking place at a Gun Show require the seller to obtain an 

authorization number from the Special Licensing and Firearms Unit. See link:

https://www.cga.ct.gov/current/pub/chap_529.htm#sec_29-37g

SH -

32

Requiring promoters of gun shows to receive 

a permit from the Chief of Police or Chief 

Elected Official as well as provide notice to 

the Commissioner of the Connecticut 

Department of Emergency Services and 

Public Protection.

A-9 See SH – 31

SH -

33

Require that any shell casing for ammunition 

sold or possessed in Connecticut have a 

serial number laser etched on it for tracing 

purposes.

A-9 See SH – 24

SH -

34

Any person seeking a license to sell, 

purchase or carry any type of firearm in the 

state should be required to pass a suitability 

screening process.

A-9

Connecticut Firearm Law Sec. 29-38b identifies that a determination of commitment status of 

person who applies for or seeks renewal of firearm permit or certificate must be completed prior to 

authorization of a permit. The status must be reported on the application. See link:

https://www.ct.gov/despp/lib/despp/slfu/ct_firearms_law_reference_guide_2010.pdf

SH -

35

To allow, at a judge’s discretion, the 

opportunity to temporarily remove any 

firearms, ammunition, and carry permits 

from a person who is the subject of an ex 

parte restraining order, civil protection 

order, or family violence protective order, at 

the time of the issuance of that order.

A-9

Connecticut Firearm Law Sec. 29-36f. Eligibility certificate for pistol or revolver: a person is subject 

to a firearms seizure order issued pursuant to this subsection if they commit any of a list of offense, 

to include restraining order. See link:

https://www.ct.gov/despp/lib/despp/slfu/ct_firearms_law_reference_guide_2010.pdf

SH -

36

Grant statewide peace officer status to all 

sworn law enforcement officers in 

Connecticut to assure their ability to respond 

A-10

In the Connecticut General Statues, it states that a “Peace officer means a member of the Division of 

State Police within the Department of Emergency Services and Public Protection or an organized 

local police department, a chief inspector or inspector in the Division of Criminal Justice, a state 
Federal Commission on School Safety: Appendix B 48

Ref # Recommendations Page Actions Taken

to any other jurisdiction within the state in 

the event of a major police emergency, but 

only at the express invitation of the 

requesting jurisdiction.

marshal while exercising authority granted under any provision of the general statutes, a judicial 

marshal in the performance of the duties of a judicial marshal, a conservation officer or special 

conservation officer, as defined in section 26-5, a constable who performs criminal law enforcement 

duties, a special policeman appointed under section 29-18, 29-18a or 29-19...” See link:

https://www.lawserver.com/law/state/connecticut/ct-laws/connecticut_statutes_53a-3

SH -

37

Provide funding for the Department of 

Emergency Services and Public Protection, 

Division of Emergency Management and 

Homeland Security, to establish positions for 

regional School Safety Planners charged with 

assisting districts in the planning for all 

hazards emergencies and the effective 

exercising of those plans.

A-10

The Connecticut Gen Stat § 28-1a of 2013 Division of Emergency Management and Homeland 

Security. Powers and duties of commissioner. Regulations. Memorandum of understanding—

outlines that the Commissioner may assist with funding for various responsibilities associated with 

preparedness, but that Regions as established can also request and receive federal funding for 

related needs, i.e., positions. Regional work is outlined in the guidance. See link:

https://law.justia.com/codes/connecticut/2013/title-28/chapter-517/section-28-1a/

SH -

38

Develop regional multi-jurisdictional, multidiscipline, Unified Command concept of 

operations, integrating local and state police, 

for major events of great consequence.

A-10

In 2014 the state of Connecticut developed the State Response Framework; the Framework or the 

SRF is “to describe the interaction of state government with local, federal and tribal governments, 

nongovernmental response organizations and other private sector partners, the media, and the 

public in implementing emergency response and recovery functions in times of crisis.” In general, 

the Framework describes how the State of Connecticut and its partners will work together to 

support local governments and their residents in responding to disasters and emergencies. See link 

for details: https://www.ct.gov/demhs/lib/demhs/srf_v_4_1.pdf

SH -

39

Establish statewide and/or regional Incident 

Management Teams for public safety 

personnel.

A-10 See SH – 38

SH -

40

Integrate Public Safety Dispatch centers, 

with minimum staffing levels, into all major 

event response plans.

A-10

The goal of the Connecticut Division of Statewide Emergency Telecommunications (DSET) is to 

provide for the development and maintenance of coordinated statewide emergency service 

telecommunications for public safety organizations and to the residents of the State of Connecticut.

DSET is responsible for the 9-1-1 Emergency Telecommunications System, Public Safety Data 

Network, Public Safety Frequency Coordination, Public Safety Telecommunicator Training, 

Geographic Information Systems, the CT Alert Emergency Notification System, and to provide 

support for the consolidation of public safety answering points. See link for details: 

https://www.ct.gov/despp/cwp/view.asp?a=4379&q=514828&desppNav_GID=2125

SH -

41

Require that lead agencies that respond to 

major events conduct a review and provide 

formal after-action reports, which should be 

maintained on file with the appropriate 

public agencies.

A-10 See SH – 38

SH -

42

Require the Department of Emergency 

Services and Public Protection, Division of 

State Police, in conjunction with the 

Connecticut Police Chiefs Association, to 

develop and conduct joint regional exercises 

of planned responses to major events.

A-10

Governor Dannel Malloy’s Emergency Preparedness and Planning Initiative (EPPI) and Statewide 

Exercises authorizes the development and execution of joint regional exercises. The work 

performed from 2012 through 2016, inclusive of joint and planned exercises, are listed at the 

following link: https://www.ct.gov/demhs/cwp/view.asp?a=4236&q=544186. Here’s the link to the 2013 

State Agency Training: https://www.ct.gov/demhs/lib/demhs/eppi/2014/satepgovmemo.pdf
Federal Commission on School Safety: Appendix B 49

Ref # Recommendations Page Actions Taken

SH -

43

Expand incident training at Police and Fire 

Academies in Connecticut.

A-11 See SH – 42

SH -

44

Create a statewide working group to address 

first responder mental health issues.

A-11

SH -

45

Create and publish a Statewide Donations 

Management Plan for incidents of statewide 

consequence.

A-11

SH -

46

Programs should be developed that focus on 

violence reduction through the educational 

process or other entities.

A-11

Connecticut law has a requirement that the safe school climate committee for each school collect 

and evaluate information relating to instances of disturbing or threatening behavior that may not 

meet the definition of bullying, and report such information, as necessary, to the district safe school 

climate coordinator and the school security and safety committee described in Number 3 of the 

School Safety Plan Standards, above (see Connecticut General Statutes Section 10-222k). See link: 

https://www.ct.gov/demhs/lib/demhs/school_security/school_plan_standards_version_4_december_2016.d

ocx

SH -

47

Alcohol awareness programs should be 

included at appropriate points in the K–12 

curriculum.

A-11

SH - 

48 

Mental and Behavioral Health 

SH -

49

Build systems of care that go beyond treating 

mental illness to foster healthy individuals, 

families, and communities and embrace 

overall psychological, emotional, and social 

well-being.

A-11

The Mental and Behavioral Health of Children Bill, Act No. 13-178, was enacted on 06/24/2013. 

This bill requires the development of a plan to meet children’s mental, emotional and behavioral 

health needs; requires the inclusion of certain strategies, including school and community-based 

mental health services integration and early intervention enhancement; and provides for 

collaboration with emergency mobile psychiatric service providers, training of school resource 

officers, mental health providers, pediatricians and child care providers, home visitation, and a 

study on nutrition and psychotropic drugs. See link for details:

https://www.cga.ct.gov/2013/ACT/pa/pdf/2013PA-00178-R00SB-00972-PA.pdf

SH -

50

Connecticut must build a mental health 

system that targets detection and treatment 

while building stronger, resilient 

communities of care.

A-11 See above SH – 49

SH -

51

Build a comprehensive, integrated approach 

to care—one that identifies risk factors, 

reinforces protective factors, and promotes 

positive development throughout should be 

key goals, and peer as well as professional 

support needs to be involved. Treatment and 

prevention should be stressed.

A-11 See above SH – 49

SH -

52

The health delivery systems and 

reimbursement paradigms should embrace a 

biopsychosocial model that understands the 

individual’s physical and mental health 

strengths and challenges in the context of 

that person’s social environment and 

A-11

In 2014, the Connecticut Department of Public Health issued the Connecticut State Health 

Improvement Plan, a roadmap for improving the state’s health. The plan identifies seven focus areas 

and 136 objectives related to the issues that most affect the state’s health and well‐being. The broad 

framework incorporates concepts from national initiatives such as Healthy People 2020 and the 

National Prevention Strategy. In particular, it focuses on prevention and shared responsibility of all 

sectors and partners for improving health. The plan also illustrates the need to ensure public health 
Federal Commission on School Safety: Appendix B 50

Ref # Recommendations Page Actions Taken

relationships. and health services are accessible in every community, and for new strategic partnerships to 

address the social and physical environments in our homes, workplaces, schools, and recreational 

areas affecting our health. See link for details: https://portal.ct.gov/-/media/Departments-andAgencies/DPH/dph/state_health_planning/SHA-SHIP/hct2020/hct2020statehlthimpv032514pdf.pdf?la=en

SH -

53

Providers should be incentivized through 

reimbursement mechanisms to integrate 

both physical and mental health services.

A-12 See SH – 52

SH -

54

Support models of integrated care driven by 

family needs in which all providers focus on

family strength, address their risk factors, 

and accept the family as a partner in 

treatment.

A-12 See SH – 52

SH -

55

Healthy social development can—and 

should—be actively taught in schools.

A-12

In January 2018, Dr. Dianna R. Wentzell, Commissioner of Education in Connecticut, issued an 

Executive Summary to the State Board of Education on a study entitled The Components of Social, 

Emotional and Intellectual Habits: Kindergarten through Grade 3, which outlined the importance of 

social-emotional learning in the school system. The document represents the knowledge, skills, and 

dispositions that form an essential blueprint for social-emotional habits and academic success. The 

purpose of the document is to provide a model to districts and schools for integrating social and 

emotional habits into academic content areas so that students will learn, practice, and model 

essential personal life habits. See link for information: https://portal.ct.gov/-

/media/SDE/Board/BoardMaterials010318/The_Components_of_Social_Emotional_and_Intellectual_Hab

its_Kindergarten_through_Grade_3.pdf?la=en

SH -

56

Social-emotional learning must form an 

integral part of the curriculum from 

preschool through high school.

A-12 See SH – 55

SH -

57

A sequenced social development curriculum 

must include antibullying strategies. As 

appropriate, it should also include alcohol 

and drug awareness as part of a broader 

substance-abuse prevention curriculum for 

school-aged children.

A-12

Governor Dannel P. Malloy announced on October 4, 2018, that the Connecticut Division of 

Emergency Management and Homeland Security (DEMHS) is partnering with Sandy Hook Promise 

(SHP) to help train students, educators, and school administrators how to identify, assess, intervene, 

and get help for those exhibiting at-risk behaviors through its Start With Hello, Say Something, and 

SOS Signs of Suicide programs. Through the federal STOP School Violence Act, Connecticut is 

receiving $500,000 to operate the programs, which will allow SHP and DEMHS to train more than 

116,000 students across the state. See link:

https://www.ct.gov/despp/cwp/view.asp?Q=605432&A=4226

SH -

58

School-based health centers should provide 

a locus of preventive care, including 

screenings and referrals for developmental 

and behavioral difficulties, exposure to toxic 

stress, and other risk factors, as well as 

treatment offerings that can address crisis, 

grief and other stressors.

A-12

Among other things, PA 13-247 (§ 193) specifically allows all School-Based Health Centers (SBHCs) 

to provide behavioral health services. EFFECTIVE DATE: July 1, 2013. See link:

https://www.cga.ct.gov/2014/rpt/pdf/2014-R-0163.pdf

SH -

59

Schools should form multi-disciplinary riskassessment teams that gather information on 

and respond supportively to children who 

may pose a risk to others or face a risk to 

A-13

Section 24. amends s. 1006.07, F.S., District school board duties relating to student discipline and 

school safety, to:

• Require student disclosure of mental health referrals at registration.

• Allow an expelled student who is admitted to another district to be referred for mental health 
Federal Commission on School Safety: Appendix B 51

Ref # Recommendations Page Actions Taken

themselves due to toxic stress, trauma, social 

isolation, or other factors.

services.

• Require the student code of conduct to include policies for referring violent or disruptive students 

for mental health services.

SH -

60

All school staff should be trained in inquirybased techniques to apply when disciplinary 

issues arise in order to deepen their 

understanding of how children’s behavior 

can be linked to underlying stressors.

A-13

Goal B.3 of the Connecticut Children’s Behavioral Health Plan was established to ensure that all 

providers and caregivers who work with young children and youth demonstrate competency in 

promoting social and emotional development in the context of families, recognizing risk factors and 

early signs of social-emotional problems and in connecting all children to appropriate services and 

supports. Training for providers working with older children is covered as part of the 

implementation of specific interventions and through training of school personnel (Goal C.3). See 

link for details: http://www.plan4children.org/wp-content/uploads/2014/10/CBH_PLAN_Exec-SumFinal.pdf

SH -

61

Schools should work with all providers to 

enhance community resources and augment 

services available in schools.

A-13

PA 13-178 (§ 1) which supports School Board Collaboration with Mental Health Care Providers, requires 

emergency mobile psychiatric service providers to collaborate with community-based mental healthcare 

agencies, SBHCs, and the contracting authority for each local or regional board of education in the state 

to, at a minimum, (1) improve coordination and communication in order to promptly identify and refer 

children with mental, emotional, or behavioral health issues to the appropriate treatment program and (2) 

plan for any appropriate follow-up with the child and family. This may be done through memoranda of 

understanding, policy and protocols regarding referrals and outreach, liaison between the respective 

entities, or other methods. See link for details: https://www.cga.ct.gov/2014/rpt/pdf/2014-R-0163.pdf

SH -

62

The state and federal departments of 

education should establish lead sections or 

programs on school mental health to 

supplement (not replace) the work of CT 

DCF.

A-13

Connecticut, at a minimum, established School Board Collaboration with Mental Health Care Providers, 

PA 13-178 (§ 1), which requires emergency mobile psychiatric service providers to collaborate with 

community-based mental healthcare agencies, SBHCs, and the contracting authority for each local or 

regional board of education in the state to, at a minimum, (1) improve coordination and communication in 

order to promptly identify and refer children with mental, emotional, or behavioral health issues to the 

appropriate treatment program and (2) plan for any appropriate follow-up with the child and family. This 

may be done through memoranda of understanding, policy, and protocols regarding referrals and outreach, 

liaison between the respective entities, or other methods. This work is in conjunction with the CT DCF, 

and may not be at the federal level but is a demonstration of state/local coordination. See page 4 of the link 

for details: https://www.cga.ct.gov/2014/rpt/pdf/2014-R-0163.pdf

SH -

63

Each board of education must ensure that 

children with disabilities be identified and 

evaluated in accordance with the Individuals 

with Disabilities Education Act, or IDEA.

A-14

See SH - 62 and also this page 7 of the following link for background information on IDEA and 

Connecticut Law: http://www.mayalaw.com/wp-content/uploads/2014/07/Education-Law-Publication2013.pdf

SH -

64

The state should consider requiring that a 

parent’s obligations under state law 

encompass approval of the individualized 

education plan and adequate documentation 

of progress.

A-14

The following is a link to the most up-to-date information regarding requirements for parents under 

Connecticut’s Individual Education Plan guidance for parents. See link: https://portal.ct.gov/-

/media/SDE/Special-Education/IEP-Manual-REVISED-July-2018.pdf?la=en

SH -

65

When the particular disabilities that 

necessitate homebound education include 

social, emotional, and behavioral difficulties, 

the student’s individualized education 

program and related services must address 

these difficulties expressly in addition to 

A-14 See SH – 64
Federal Commission on School Safety: Appendix B 52

Ref # Recommendations Page Actions Taken

providing any necessary academic supports. 

SH - 

66 

Barriers to Access: Insurance and Funding 

Issues 

 

SH -

67

A fully functional mental health system 

requires better coordination and access to a

broad range of necessary services across 

payment systems.

A-14

Goal A.3. of the Connecticut Children’s Behavioral Health Plan, from October 2014, states that 

Connecticut was to develop a plan to address the major areas of concern regarding how commercial 

insurers meet children’s behavioral health needs. Based on the redesign of the publicly financed 

system, the incorporation of a Care Management Entity, and the demonstration of outcomes and 

cost savings, the commercial insurance sector was to be incentivized to participate in the children’s 

behavioral health system of care. See link for details of plan: http://www.plan4children.org/wpcontent/uploads/2014/10/CBH_PLAN_Exec-Sum-Final.pdf

SH -

68

Higher reimbursement rates in both 

outpatient and inpatient settings, which 

better reflect the costs of care, should be a 

core component of a redesigned behavioral 

healthcare system.

A-14 See SH – 67

SH -

69

Connecticut needs to identify and take 

measures to increase the behavioral health 

workforce.

A-15

In 2004, Connecticut’s legislature established the Connecticut Allied Health Workforce Policy Board 

(AHWPB) (Public Act 04-220) to conduct research and planning activities related to the allied 

health workforce. The report, Connecticut’s Allied Health Workforce: Challenges and Opportunities, 

provides an update to the June 2014 report, which highlights federal and state healthcare reforms as 

well as the supply and demand for healthcare workers and the challenges associated with preparing 

that workforce for the next generation of healthcare delivery. The report concludes with priority 

focus areas to address Connecticut’s workforce challenges in 2014. See link for details: 

https://www.ctdol.state.ct.us/OWC/CETC/Final%20AHWPB%20Report%202015.pdf

 

In September 2017, U.S. Senators Chris Murphy (D-Conn.) and Richard Blumenthal (D-Conn.) and 

U.S. Representatives Joe Courtney (CT-2) and Elizabeth Esty (CT-5) afforded a $600,000 grant to the 

University of Connecticut (UConn) and Western Connecticut State University from the Health 

Resources and Services Administration received through the Behavioral Health Workforce 

Education and Training (BHWET) Program. The BHWET program, which was reauthorized as part 

of Murphy’s recently enacted Mental Health Reform Act, seeks to expand the behavioral health 

workforce and train new mental health providers, such as psychologists, psychiatrists, social 

workers, and paraprofessionals. See link: https://www.murphy.senate.gov/newsroom/pressreleases/new-600000-federal-grant-expands-connecticuts-mental-health-workforce-access-to-treatment 

SH -

70

Connecticut needs to fix the significant 

problems with mental health system 

fragmentation resulting from diverse 

payment systems and a lack of coordination 

or consistency among state agencies.

A-15

In July 2018, the Office of Legislative Research issued a Research Report on 2013–2018 Behavioral 

Health Legislation. Page 13 of the report begins the section on legislative actions to combat 

fragmentation and inconsistency within the healthcare system as it relates to insurance, to include 

mental health coverage. See page 13 of link for details: https://www.cga.ct.gov/2018/rpt/pdf/2018-R0165.pdf

SH -

71

Funding decisions about behavioral 

healthcare must look beyond the model that 

has prevailed over the past several decades 

to embrace psychosocial interventions, 

services directed toward the achievement of 

A-15

In regard to the behavioral diagnosis, Connecticut created a Comprehensive Plan for Children’s Services, 

PA 13-178, which requires the Department of Children and Families (DCF) and the Office of Early 

Childhood (OEC), in consultation and collaboration with various individuals and agencies, to take several 

steps to address Connecticut children’s mental, emotional, and behavioral health needs. For example, it 

requires DCF to develop a comprehensive plan to (1) meet these needs and (2) prevent or reduce the long-
Federal Commission on School Safety: Appendix B 53

Ref # Recommendations Page Actions Taken

functional skills, and other efforts to engage 

the whole person, which frequently offer the 

best prognosis for recovery. A behavioral 

health diagnosis accompanied by acute, 

rather than chronic, symptoms should be 

removed as a prerequisite for access to care.

term negative impact of mental, emotional, and behavioral health issues on children.

EFFECTIVE DATE: July 1, 2013, except for the OEC provisions, which took effect

October 1, 2013. See page 2 of link for details: https://www.cga.ct.gov/2014/rpt/pdf/2014-R-0163.pdf

SH -

72

Commercial insurance should expand 

coverage to a broad range of evidencesupported services for individuals with 

private insurance.

A-15

In July 2018, the Office of Legislative Research issued a Research Report on 2013–2018 Behavioral 

Health Legislation. Page 13 of the report begins the section on legislative actions to combat 

fragmentation and inconsistency within the healthcare system as it relates to insurance, to include

mental health coverage. See page 13 of link for details: https://www.cga.ct.gov/2018/rpt/pdf/2018-R0165.pdf

SH -

73

Use of behavioral health carve-outs, 

designed to control behavioral health costs 

rather than increase access, should be 

phased out as quickly as possible.

A-15 See SH – 72

SH -

74

Connecticut establish standards for up-todate and accurate provider panel lists, as 

well as mechanism for fining or otherwise 

holding insurers accountable for publishing 

inaccurate lists.

A-16 See SH – 72

SH -

75

Appeals of all denials of care be processed 

through an independent entity such as the 

Office of the Health Care Advocate. Insurers 

should be required to provide 

reimbursement during the denial and 

appeals period up to the point of ultimate 

denial by the neutral reviewing party. When 

a licensed provider determines that a 

particular course of treatment is medically 

necessary, the burden of proof should fall to 

the insurer to demonstrate otherwise. Any 

conclusion by a reviewer that care is not 

medically necessary should be based, to the 

extent possible, on findings in the medical 

literature. The results of scientific studies, 

and/or recommendations of recognized 

healthcare professional organizations and 

recognized authorities of evidence of 

efficacy, especially in the absence of 

scientific studies, should not be discredited 

solely on the assertion of the insurer.

A-16

If a resident of Connecticut needs healthcare or healthcare coverage, or has problems with coverage 

and does not know where to turn, they can contact the Office of the Healthcare Advocate (OHA). 

OHA is an independent agency that helps people understand what options they may have, how to 

get and fight for healthcare coverage, including coverage for mental health or substance use 

treatment, and to make sure they get covered for their specific healthcare needs. See the link for 

access to their website, which can more accurately address the recommendation: 

https://www.ct.gov/oha/site/default.asp

SH -

76

Connecticut must find ways to fund 

integrated models of care for both children 

and adults that ensure access to quality, 

A-16

Connecticut established, through legislation, a Regional Behavioral Health Consultation System for 

Pediatricians, PA 13-3 (§ 69), which requires the Department of Child and Family services commissioner, 

by January 1, 2014, to establish and implement a regional behavioral health consultation and care 
Federal Commission on School Safety: Appendix B 54

Ref # Recommendations Page Actions Taken

affordable, culturally appropriate, and timely 

care for residents throughout the state.

coordination program for primary care providers who serve children. The program must provide them 

with:

1. timely access to a consultation team that includes a child psychiatrist,

social worker, and care coordinator;

2. patient care coordination and transitional services for behavioral health

care; and

3. training and education on patient access to behavioral health services. 

There was no effective date found regarding this legislations. However, in conjunction with this action 

Connecticut established School-Based Health Centers (SBHCs) that, among other things, PA 13-247 (§ 

193) specifically allows all SBHCs to provide behavioral health services to members of the community. 

EFFECTIVE DATE: July 1, 2013. See page 3 of link for details: 

https://www.cga.ct.gov/2014/rpt/pdf/2014-R-0163.pdf

SH - 

77 

Barriers to Access: Stigma and Discrimination 

SH -

78

Support research that will identify the most 

effective measures to reduce stigma, as well 

as implementation of those measures.

A-17

The CT STRONG program (Seamless Transition and Recovery Opportunities through Network 

Growth) engages and connects transition age youth and young adults to high quality behavioral 

healthcare. The CT Department of Mental Health and Addiction Services (DMHAS), in partnership 

with the CT Department of Children and Families (DCF), present this initiative to engage youth and 

young adults in innovative approaches to improve rates of service engagement and outcomes with 

regard to housing stability, health and mental health, education, and employment for individuals 

aged 16–25. See link for details on this program addressing stigma: 

http://www.abhct.com/Programs_Services/CT-STRONG/

SH -

79

Integrate mental healthcare with other 

forms of health screening and care available 

to children through schools to diminish the 

stigma associated with mental illness.

A-17

Schools are a primary venue for children to receive mental health services. In Connecticut, there are 

various ways that school personnel may identify a child as possibly needing mental health services. The 

referral could be made by a teacher or various other school personnel, such as a school psychologist, 

counselor, nurse, social worker, resource officer, or administrator. The identification could occur in a 

variety of ways, such as following discussion with the student, a parent, or other school personnel; as part 

of the special education process; or following a behavioral incident.

Many students also receive mental health referral or treatment by healthcare providers at school-based 

health centers (SBHCs). SBHCs are free-standing medical clinics located within or on school grounds, 

staffed by a multi-disciplinary team of professionals with expertise in pediatric and adolescent health. 

They provide primary medical and mental health services to students at the school regardless of insurance 

coverage. According to the Connecticut Association of School-Based Health Centers, 80 SBHCs that 

receive DPH funding are located in 20 communities in the state and they provide more than 35,000 

students with services annually, including 41,000 visits for mental health concerns. See link:

https://www.cga.ct.gov/2013/rpt/2013-R-0081.htm

Below, there is more information on three issues related to a school’s identification of students needing 

mental health services: (1) special education referral and assessment; (2) required school board policies on 

(a) communication with mental health personnel and (b) the prohibition on schools recommending 

psychotropic drugs; and (3) a State Department of Education (SDE) grant program to help detect and 

prevent emotional, behavioral, and learning problems in young children. Here are links to additional 

information about mental health services in Connecticut schools, from SDE’s website:

-school psychology: http://www.sde.ct.gov/sde/cwp/view.asp?a=2678&q=320742
Federal Commission on School Safety: Appendix B 55

Ref # Recommendations Page Actions Taken

-comprehensive school guidance and counseling: 

http://www.sde.ct.gov/sde/cwp/view.asp?a=2678&q=322288

Coordinated Approach to School Health (which seeks to align several facets of health, including 

behavioral health, to improve student health as well as academic achievement): 

http://www.sde.ct.gov/sde/cwp/view.asp?a=2678&q=320726

SH -

80

Expand programs that engage people across 

the community in issues relevant to mental 

health. Programs such as CIT (Crisis 

Intervention Training) and CIT-Y (training 

directed toward youth issues) for the law 

enforcement community, as well as Mental 

Health First Aid for teachers, counselors, 

parents, neighbors, coaches, youth group 

leaders, police officers, and others.

A-18

In Connecticut, mental health crisis intervention services are provided by teams of mental health 

workers (psychiatrists, RNs, MSWs, psychologists, psychiatric technicians) who intervene in 

situations where an individual’s mental or emotional condition results in behavior that constitutes 

an imminent danger to him or herself or to another. Mobile crisis teams visit people in their homes 

or community sites, and others meet clients in clinics or hospital emergency rooms. Psychiatric 

emergency rooms and mental health facilities can provide crisis services to people in crisis who can 

travel or get help with transportation to a facility. See link for details: http://uwc.211ct.org/mentalhealth-crisis-intervention-services-connecticut

SH -

81

For adolescents and adults facing mental 

health diagnoses, develop effective 

psychoeducation for both individuals and 

families to promote acceptance and decrease 

stigma.

A-18 See SH – 79

SH - 

82 

Privacy and Confidentiality 

SH -

83

Clarify the privacy rights of people living 

with mental illness in the absence of a clear 

understanding of what current laws and 

policies do and do not allow.

A-19

The Connecticut State Department of Education (CSDE) treats data confidentiality and the privacy of 

student educational records very seriously. It complies with all federal laws including Family 

Educational Rights and Privacy Act (FERPA), state statutes, and guidelines to protect confidential 

data. There is an entire site dedicated to information and regulations that outline the state’s 

responsibility in this area. See link for specific details regarding mental illness: 

https://portal.ct.gov/SDE/Performance/Data-Privacy-and-Security

SH -

84

Increase efforts to facilitate communication 

in the service of effective care while 

respecting individuals’ rights to privacy and 

autonomy.

A-19

The Connecticut State Department of Education (CSDE) treats data confidentiality and the privacy of 

student educational records very seriously. It complies with all federal laws including Family 

Educational Rights and Privacy Act (FERPA), state statutes, and guidelines to protect confidential 

data. There is an entire site dedicated to information and regulations that outline the state’s 

responsibility in this area. See link for specific details regarding effective care while respecting 

individual rights: https://portal.ct.gov/SDE/Performance/Data-Privacy-and-Security

SH -

85

Educational privacy laws should be 

implemented in such a way that they do not 

compromise essential communication for 

children struggling with serious emotional, 

behavioral, and developmental challenges. 

With parent permission, schools and 

treatment providers should in general be 

allowed to share important information that 

will facilitate the care and education of 

children.

A-19 See SH – 84
Federal Commission on School Safety: Appendix B 56

Ref # Recommendations Page Actions Taken

SH- 86 Mental Illness and Violence 

SH -

87

A diagnosable mental illness alone is a very 

weak predictor of interpersonal violence—

particularly compared to other factors such 

as substance abuse, a history of violence, 

socio-economic disadvantage, youth, and 

male gender.

A-19

See United States Secret Service Report—The Final Report and Findings of the Safe School Initiative: 

Implications for the Prevention of School Attacks in the United States 2002, which verifies this 

statement: https://www2.ed.gov/admins/lead/safety/preventingattacksreport.pdf

SH -

88

Expand and increase availability of early 

intervention programs for those young 

adults early in the course of developing 

and/or established mental illness to reduce 

the likelihood that a person facing a 

psychotic illness might resort to violence or 

self-harm.

A-19

In the Fiscal Year 2018 Bureau of Justice Administration within the Department of State, 

Connecticut was awarded $500,000 for its STOP School Violence Prevention and Mental Health 

Training Program. The programs can include early intervention. See link for budgetary information: 

https://www.justice.gov/opa/press-release/file/1097816/download

SH -

89

Utilize behavioral threat assessment; to 

focus on identifying and intervening with 

individuals whose behavior and/or 

communications clearly indicate an intention 

to commit violence.

A-20

Connecticut General Statutes Sections 10-222m and 10-222n state that each school district has a 

requirement that a school security and safety committee be established at each school. The safe 

school climate committee for each school will collect and evaluate information relating to instances 

of disturbing or threatening behavior that may not meet the definition of bullying, and report such 

information, as necessary, to the district safe school climate coordinator and the school security and 

safety committee. See link: 

https://www.ct.gov/demhs/lib/demhs/school_security/school_plan_standards_version_4_december_2016.d

ocx

SH -

90

The formation of multi-disciplinary teams to 

conduct risk assessments in schools.

See SH – 89

SH -

91

Each school district in Connecticut should 

have policies in place that are related to 

threat assessment and violence 

management. School [district]s should form 

multi-disciplinary teams that include an 

Administrator, a school Police Department 

Officer, and a school mental health 

professional (e.g., Psychiatric Social Worker, 

School Psychologist, Pupil Services and 

Attendance Counselor), as well as a 

community mental health provider, to assess 

threats made in schools.

A-20

Each local and regional board of education annually establishes a school security and safety 

committee at each school within its jurisdiction. The Committee is responsible for assisting in the 

development of the school security and safety plan for the school and administering the plan. The 

Committee members shall include a local police officer, local first responder, teacher and 

administrator from the school, a mental health professional, a parent or guardian of a student at the 

school, and may include any other person deemed necessary, such as a school nurse, custodian or 

property manager, local emergency management director, local public health director, information 

technology manager, and transportation coordinator. The school security and safety committee 

should also invite subject matter experts to participate as needed, including, for example, the local 

public works director, high school student council president, and/or food service director. See link: 

https://www.ct.gov/demhs/lib/demhs/school_security/school_plan_standards_version_4_december_2016.d

ocx

SH -

92

The risk assessment teams should receive 

training in threat assessment that will enable 

them to review specific threats and help 

manage or support any person who issues a 

threat as well as warning the potential 

victims. They should also be available when 

a child or family has been identified with 

A-20

PA 13-3 (§§ 88 & 89), the Safe School Climate Committees, Reports, and Plans expands the duties of the 

safe school climate committees to include collection, evaluation, and reporting of information about 

disturbing or threatening student behavior as provided in the school’s security and safety plan. Parents or 

guardians who serve on the committees must not participate in this new duty, since it may compromise 

student confidentiality. By law, safe school climate committees are responsible for developing and 

fostering a safe school climate and addressing bullying and related issues. The act also increases the 

frequency and the recipients of the SDE report that analyzes public school districts’ bullying prevention 
Federal Commission on School Safety: Appendix B 57

Ref # Recommendations Page Actions Taken

complex stressors that might indicate a need 

for additional resources to stabilize the 

family.

efforts. See link: https://www.cga.ct.gov/2014/rpt/pdf/2014-R-0163.pdf

SH -

93

Adopt the Consortium for Risk-Based 

Firearm Policy’s December 2013 

recommendations.

A-21

SH - 

94 

Response, Recovery, and Resilience 

SH -

95

Connecticut should develop a comprehensive 

statewide plan for effectively responding to 

large-scale school crisis events that includes 

educational and behavioral health agencies.

A-21

Annually, each local and regional board of education shall review, update as necessary, and submit a 

school security and safety plan for each school under its jurisdiction to its Department of Emergency 

Services and Public Protection/Division of Emergency Management and Homeland Security 

(DESPP/DEMHS) Regional Coordinator, based on the standards listed here and further provided in 

the attached template, and any updated template, as well as on the results of the assessment 

described in Number 8, below. The plan for the school year beginning July 1, 2014, was due no later 

than July 1, 2015. Going forward, by November 1 of every year thereafter, local and regional boards 

of education were to submit to their DEMHS Regional Coordinators one of the following: (1) those 

pages of their plans that have been updated; (2) the form provided by DEMHS that their plans have 

not changed, along with an updated signature page, or; (3) a revised plan if the current plan has 

undergone a major revision.

SH -

96

The plan should specify short and longerterm interventions for different populations, 

and identify funding mechanisms that will 

minimize discontinuity of services. It should 

also clarify a range of roles and 

responsibilities for state and local entities 

and designate lead agencies for key 

functions.

A-21 See SH – 95

SH -

97

Connecticut and its municipalities should 

incorporate an enhanced focus on the mental 

health implications of disasters and other 

crisis events into all disaster preparedness 

and response protocols, and implement 

measures to address the behavioral health 

needs of children as well as adults.

A-21

The Connecticut General Statutes Section (10-222k) has a requirement that the school security and 

safety plan for each school provide an orientation on the plan to each school employee at the school, 

and provide violence prevention training in a manner described in the plan. Training to the plan is 

critical. This training should be conducted in cooperation with the school safety and security 

committee, including local law enforcement, fire, emergency management, public health, and 

emergency medical services. This will give the school community and municipal officials an 

understanding of the need for unified planning, preparedness, and response. See link for details: 

https://www.ct.gov/demhs/lib/demhs/school_security/school_plan_standards_version_4_december_2016.d

ocx

SH -

98

Connecticut should better integrate 

behavioral health and educational responses 

to disaster events by thoughtfully 

incorporating educational and behavioral 

health agencies into the state’s Unified 

Command System.

A-22 See SH – 97

SH -

99

Short-term support by mental health 

professionals from outside the community A-22 The Connecticut Departments of Mental Health and Addiction Services (DMHAS) and Children and Families (DCF), working with the University of Connecticut Health Center at the Center for Trauma 
Federal Commission on School Safety: Appendix B 58

Ref # Recommendations Page Actions Taken

may be required or helpful in the immediate 

aftermath of a crisis event. The goal should 

be to transition direct services provided 

during the recovery process to those who are 

part of the impacted community or 

adjoining/nearby communities.

Response, Recovery, and Preparedness (CTRP), have developed an organized network of behavioral 

health providers to respond to the mental health needs of Connecticut residents following major 

disasters (e.g., bioterrorism, manmade or natural disasters). The Connecticut Disaster Behavioral 

Health Response Network (DBHRN) consists of five regional behavioral health disaster response 

teams that can be deployed immediately anywhere in the state. The geographical areas covered by 

the teams correspond to the OPM Uniform Health Regions. These teams would respond to disasters 

or critical incidents when local behavioral health resources have been depleted or are overwhelmed. 

The goal of the regional behavioral health response teams is to provide an organized response to 

victims, family members, survivors, or communities affected by disasters. See link for detailed 

information and resources: https://www.ct.gov/dmhas/cwp/view.asp?a=2901&q=335024

SH -

100

The state should also offer the option of 

engaging a short-term support team, 

developed prior to an event, to school 

districts overwhelmed by tragedies to assist 

in planning and decision-making, such as 

communications, management of mental 

health response, provision of security, 

managing personnel and labor issues, and 

donations.

The Connecticut Disaster Behavioral Health Response Network (DBHRN) offers Disaster Response 

Teams for assistance, who provide interventions in three distinct phases that may be delivered at a disaster 

site, in an affected community, or statewide. One of the phases and interventions include:

Future Preparedness and Mitigation

• Support for Behavioral Health Crisis Management Planning

• Specialized Training Initiatives (faith community, behavioral health professionals, culturally specific 

groups)

• Stress Inoculation, risk communication

• Research

• Individual, family, and community preparedness (e.g., Prevention Services designed to strengthen 

community coping abilities and promote disaster recovery)

See link for details: https://www.ct.gov/dmhas/lib/dmhas/publications/DBHRN-Summary.pdf

SH -

101

The “Recovery” plan should also include 

provisions addressing bereavement and 

meaning making through memorialization 

and commemoration activities so that 

communities can approach these proactively.

A-22

The Connecticut Disaster Behavioral Health Response Network (DBHRN) offers Disaster Response 

Teams for assistance, who provide interventions in three distinct phases that may be delivered at a disaster 

site, in an affected community, or statewide. One of the phases and interventions includes Recovery, 

which entails the following: 

• Brief Supportive Counseling 

• Case Management and Advocacy 

• Information Dissemination 

• Screening, Assessment and Referral 

• Support Groups

See link for details: https://www.ct.gov/dmhas/lib/dmhas/publications/DBHRN-Summary.pdf 

SH -

102

Connecticut should create mechanisms to 

implement ongoing training and professional 

development programs outside of crisis 

circumstances for teachers and school 

personnel, and establish statewide training 

requirements tied to professional 

certification and recertification.

A-23

As of July 2017 Connecticut law PA 17-37—SB 953, states school districts must make available, at no 

cost, at least 18 hours of professional development each school year to certified employees. They 

must do this according to a plan developed in consultation with professional development 

committees consisting of the districts’ certified employees and other appropriate members. The act 

requires professional development to be consistent with goals the district or its certified employees 

identify, but eliminates specific requirements. To this end, professional development in areas such 

as crisis management could be offered. See link: https://www.cga.ct.gov/2017/sum/2017SUM00037-

R01SB-00953-SUM.htm

SH -

103

Training for teachers and school personnel 

on how to support children following a 

disaster should impart basic skills and 

knowledge in the following areas: the impact 

A-23

Connecticut began a program in Mental Health First Aid training in 2013. The 8 to 12-hour training 

programs (depending on vendor) are known as a mental health version of CPR. People learn how to 

recognize when someone is having a mental health problem and to intervene until professional help 

arrives. In 2014, every school district’s safe school climate coordinator was to receive Mental Health 
Federal Commission on School Safety: Appendix B 59

Ref # Recommendations Page Actions Taken

of trauma and bereavement on children and

their learning; likely reactions; strategies for 

providing psychological first aid, brief 

supportive services, and bereavement 

support; and indications for referral for 

additional mental health services.

First Aid Training, according to the law passed in response to Sandy Hook. The law also allowed 

school boards to require teachers, school nurses, counselors, and other employees to participate in 

the training. The Department of Mental Health and Addiction Services staffers were formerly 

leading the trainings for school personnel at no charge. See link for additional information on 

services being provided in Connecticut: http://www.mhconn.org/education/mental-health-first-aid/

SH -

104

Connecticut should better integrate the 

behavioral health and education responses 

to school crisis events by creating a 

mechanism that facilitates the immediate 

coordination of supportive services.

A-23 See SH – 99

SH -

105

“Create” a central clearing house for 

information relevant to disaster response 

and recovery, with clearly identified 

channels of access, would help to mitigate 

the sorts of communication barriers that can 

impede recovery and risk re-traumatizing 

vulnerable members of the community.

A-23

Connecticut Clearinghouse serves as Connecticut’s resource center for information about mental 

and/or substance use disorders, prevention and health promotion, treatment and recovery, 

wellness, and other related topics. See link: https://www.recoverymonth.gov/organizationsprograms/connecticut-clearinghouse.

Table A.6: The Broward County League of Cities’ School and Community Public Safety Task Force Initial Report and Recommendations (2018)

Ref # Recommendations Page Actions Taken

PL - 1 

Safety of Schools Based on Infrastructure, 

Policies, and Procedures—Immediate 

 

PL - 2

Enforce existing safety and security policies. 

Procedures must be adhered to, with 

consequences for failing to comply.

74

The 2018 Florida Senate Bill (SB) 7026, the Marjory Stoneman Douglas High School Public Safety 

Act, which was signed by Governor Rick Scott in March, requires each district school board to:

• Designate a school administrator who completes the required training within the specified 

timeframe as the school safety specialist for the district to serve as the district’s primary point of 

public contact for public school safety functions.

• Designate a threat assessment team at each school, and requires the team to operate under the 

district school safety specialist’s direction. The bill requires the threat assessment team to consult 

with law enforcement when a student exhibits a pattern of behavior, based upon previous acts or 

the severity of an act that would pose a threat to school safety.

• Formulate and prescribe policies and procedures, in consultation with the appropriate public 

safety agencies, for emergency drills for hostage and active shooter situations and incorporate 

procedures to address active shooter situations in the model emergency management and 

emergency preparedness procedures.

• Requires each school safety specialist to coordinate with appropriate public safety agencies that 

are designated as the first responders to a school’s campus to tour such campus once every three

years and provide recommendations related to school safety.

See link for details: https://www.flsenate.gov/Committees/BillSummaries/2018/html/1886

PL - 3

Install windows covering on door to conceal 

kids in schools.

74 The 2018 Florida Senate Bill 7026, the Marjory Stoneman Douglas High School Public Safety Act, 

Section 44, appropriates $98,962,286 in nonrecurring funds from the General Revenue Fund to the 
Federal Commission on School Safety: Appendix B 60

Ref # Recommendations Page Actions Taken

Florida Department of Education to implement a grant program for schools to fund fixed capital 

outlay costs associated with improving the physical security of school buildings, as identified by a 

security risk assessment completed by August 1, 2018, by a school district or charter school. 

Window coverings could be considered a physical improvement. See link:

http://www.fldoe.org/core/fileparse.php/12031/urlt/SB-7026-Public-Safety.pdf

PL - 4

SAFE Team should (a) include Head 

Facilities person; (b) if schools have other

“security” staff (such as campus monitors 

and security specialists) those staff should 

also be part of the SAFE Team; (c) ensure 

First Aid Coordinator has formal first aid 

training.

75

Section 21 of the Public Safety Act SB 7026, created the Office of Safe Schools, which is fully 

accountable to the Commissioner of Education. It also established requirements of the Office of Safe 

Schools, one of which is to serve as a central repository for best practices, training standards, and 

compliance oversight for school safety and security, including prevention, intervention, and 

emergency preparedness. It is now responsible for assisting schools in developing their emergency 

preparedness plans and training initiatives. See link for legislation:

http://www.fldoe.org/core/fileparse.php/12031/urlt/SB-7026-Public-Safety.pdf

PL - 5

School safety plans should be updated by the 

schools in the first month of school. These

should be delivered to municipal law 

enforcement and fire, who should 

acknowledge the review.

75 See PL – 4

PL - 6

All classroom doors must remain locked at 

all times (as the current doors only lock from 

the hallway, not from inside of classroom).

75

PL - 7

Consider and implement a policy preventing 

visitor access to the interior of the campus 

while students are changing classes.

75

Within the Florida Department of Education’s Statewide Policy for Strengthening Domestic Security 

in Florida’s Public Schools dated October 10, 2003, it was recommended to establish visitor control 

(i.e., sign-in requirement, screening, badging, etc.) and install visitor screening and tracking systems 

for photo identification and fingerprint verification, as appropriate (follow best practice standards). 

See link: http://www.fldoe.org/core/fileparse.php/3/urlt/terrorism_policy.pdf

 

However, the Public Safety Act SB 7026 Section 28 creates s. 1006.1493, F.S., Florida Safe Schools 

Assessment Tool (FSSAT), to: 

• Require DOE, through the Office of Safe Schools pursuant s. 1001.212, F.S., to contract with a 

security consulting firm that specializes in the development of risk assessment software solutions 

and has experience in conducting security assessments of public facilities to develop, update and 

implement a risk assessment tool, which shall be known as the Florida Safe Schools Assessment 

Tool (FSSAT). 

• Require the FSSAT to be used by school officials at each school district and public school site in the 

state in conducting security assessments. 

• Require the FSSAT to help school officials identify threats, vulnerabilities, and appropriate safety 

controls for the schools. 

The FSSAT work could help schools determine if visitor access needs to change at their respective 

school. See link: http://www.fldoe.org/core/fileparse.php/12031/urlt/SB-7026-Public-Safety.pdf

PL - 8

School staff should hold mandatory safety 

meeting to discuss all critical incidents 

(codes) within the preplanning (week before 

school starts).

75 See PL – 4
Federal Commission on School Safety: Appendix B 61

Ref # Recommendations Page Actions Taken

PL - 9

Within the first two weeks of school, schools 

should instead practice a fire drill, tornado 

drill, and lockdown drill (with SRO 

participation).

76 See PL – 4

PL -

10

Schools must hold a critical incident (or Code 

Red) drill every semester.

76 See PL – 12

PL -

11

The Florida Department of Education 

provided guidance that active shooter drills 

should be conducted one time each semester.

76

The Public Safety Act SB 7026 requires mandatory active shooter training in schools every semester. 

Students, district school safety specialists, threat assessment teams, faculty, staff, and designated 

first responders must participate in these drills. See link: 

https://www.flsenate.gov/Committees/BillSummaries/2018/html/1886

PL -

12

Maintain current practice of having Broward 

SIU monitor/supervise at least one of these 

incident drills per school year AND review 

critical incidents training with staff.

76

The Public Safety Act SB 7026 Section 24 amends s. 1006.07, F.S., District school board duties 

relating to student discipline and school safety, to require emergency plans to be developed with 

public safety agencies and include active shooter and hostage situations, which must be conducted 

as often as other drills; plans should identify those required to contact first responders and require 

periodic testing of communications systems as well as require superintendents to create policies for 

violence prevention and intervention, and designate a school safety specialist for the district who 

must be trained and perform specific duties. See link:

http://www.fldoe.org/core/fileparse.php/12031/urlt/SB-7026-Public-Safety.pdf

PL -

13

Schools are required to post fire 

drill/evacuation maps in all classroom, with 

“safe spaces” or “designated spaces” for 

lockdown drills, or indicate with tape or sign 

(some safe harbor spaces are

closets/restrooms) that are not cluttered or 

impassable.

76 See PL – 12

PL -

14

All Drill and Code information must be given 

to all substitutes, so they know what to do in 

case of emergency. Additionally, substitute 

teachers should have the same key access as 

regular teachers.

76 See PL – 12

PL -

15

Ensure Broward Schools Police (SIU) 

training and meetings for staff are up to date 

with current school safety 

practices/procedures and the same message 

is delivered to all schools.

77 See PL – 12

PL -

16 All staff and students should wear ID badges. 77

For Broward County, the Superintendent provided the following guidance on June 1, 2018, in a 

letter to all schools within the county. An excerpt from the letter states: “All safety protocols for 

routine school operations will be continuously reinforced. This includes requiring students and staff 

to wear identification badges while on campus at all times and visitors to wear a school or District 

form of identification while on campus; locking classroom doors at all times; locking and securing 

exterior doors and gates throughout the day; being vigilant in monitoring the campus throughout 

the day; and conducting emergency preparedness training for faculty, staff and students on a regular 

basis.” See link for full letter:

https://www.browardschools.com/cms/lib/FL01803656/Centricity/Domain/197/9903_06042018_Letter-
Federal Commission on School Safety: Appendix B 62

Ref # Recommendations Page Actions Taken

to-BCPS-Families-June-1-2018.pdf

This information is in conjunction with Section 21 of the Public Safety Act SB 7026, created the 

Office of Safe Schools, which is fully accountable to the Commissioner of Education. It also 

established requirements of the Office of Safe Schools, one of which is to serve as a central 

repository for best practices, training standards, and compliance oversight for school safety and 

security, including prevention, intervention, and emergency preparedness. It is now responsible for 

assisting schools in developing their emergency preparedness plans and training initiatives. See link 

for legislation: http://www.fldoe.org/core/fileparse.php/12031/urlt/SB-7026-Public-Safety.pdf

PL -

17

Important safety information, such as Silence 

Hurts (Broward County Public Schools—

BCPS—anonymous hotline), suicide hotline 

and/or 211, should be included on the back 

of the badges.

77

Although there is no mention of the number being placed on student ID badges, the Broward County 

Public Schools District has recently unveiled its newest security feature—a 24-hour Security 

Hotline. According to its site, this Hotline is another way to provide information to District officials 

about a potentially dangerous situation. It is to be manned 24 hours a day, seven days a week. All 

calls are recorded and Caller ID will identify where the incoming call is originating from. Operators 

will log all the important information, then relay it to the proper authorities (the District’s SIU 

Department and local law enforcement agencies for follow-up). See link for information on hotline:

http://www.broward.k12.fl.us/siu/tips/

PL -

18

All visitors should have to enter front 

office/single point of entry and scan in to 

STAR system, including BCPS maintenance. 

Substitutes and all other visitors should 

either have badges or STAR stickers worn at 

all times.

77 See PL – 16

PL -

19

Emphasizing current policy that does not 

preclude any teacher/staff/administrator 

from initiating or alerting a code red to alert 

the school and law enforcement.

77 See PL – 16

PL -

20

Safety and security policies and procedures 

should be communicated with everyone on 

campus as well as law enforcement and fire 

department.

77 See PL – 16

PL -

21

BCPS should follow up with the student body 

and families and community to let them 

know what security changes/improvements 

are being made at the school immediately, 

midterm and long term.

78 See PL – 16

PL -

22

Implement meaningful back to school 

communication now and over the summer to 

keep all stakeholders informed regarding 

safety/security improvements.

78 See PL – 16

PL -

23

Safety/Security policy sheet to be distributed 

to parents either before but no later than at 

the start of school that they can review the 

expectations and plans.

78 See PL – 16
Federal Commission on School Safety: Appendix B 63

Ref # Recommendations Page Actions Taken

PL -

24

Administrators and microtechs and SROs 

should be trained on how to monitor and 

access video recordings at each school site.

78 See PL – 12

PL -

25

Initiate “See Something Say Something” 

protocols for students, teachers and staff.

78

The Superintendent of Broward County Schools issued a letter to the community on June 1, 2018,

that updated them on the safety measures the county had taken in the wake of the Parkland tragedy. 

An excerpt from the letter is as follows: “The safety of our students, employees and schools will 

continue to require an ongoing community-wide effort. We encourage parents and families to 

remind their children—if you see something, say something. Information and tips can be shared 

anonymously in the following ways:

• Call 754-321-0911

• Email school911@browardschools.com

• Text CRIMES or 274637— the message must begin with SBBC

• Submit online via broward.k12.fl.us/siu/siunew/tipsemail.asp” 

See link for details:

https://www.browardschools.com/cms/lib/FL01803656/Centricity/Domain/197/9903_06042018_Letterto-BCPS-Families-June-1-2018.pdf

PL -

26

During opening and closing times of schools, 

there was consensus that school staff must 

supervise the ingress/egress points of entry.

78 See PL – 7

PL -

27

All classrooms should have an intercom 

button and landline phone to alert 

school/office of critical incidents in the 

building. If they do not have these, they 

should have a radio/walkie-talkie to 

communicate with school/office.

78 See PL – 12

PL -

28

Fencing: Conduct immediate survey of 

perimeter fencing and scalability.

78

On June 8, 2018, a memorandum was issued on Educational Facilities Security Grant—Senate Bill 

7026, which was to provide school districts with educational facilities security grant guidelines, 

specific evaluation criteria, as well as pertinent deadlines. Fencing was a funded provision through 

this grant program for a school district or charter school. See link:

http://www.fldoe.org/core/fileparse.php/18612/urlt/EdFacilitiesSecurityGrant-SenBill7026.pdf

PL - 

29 

Safety of Schools Based on Infrastructure, 

Policies, and Procedures—Near Term 

 

PL -

30

Implement the “StudentProtect App,” or 

other similar technology, that 

facilitates/enables students, parents, and 

school staff to report threats or suspicious 

activity to administration/school safety team 

and local law enforcement, with added 

feature for direct dial to 911 that 

communicates exact GPS location of the 

caller.

78

Section 19 of The Public Safety Act SB 7026 established a new, anonymous K–12 “FortifyFL” 

suspicious activity reporting tool, which allows students and members of the community to 

anonymously report dangerous threats through a mobile app. See link for details:

http://www.fldoe.org/core/fileparse.php/12031/urlt/SB-7026-Public-Safety.pdf

PL -

31

On-Campus After-school, Sports, and 

Summer programs must have a security plan 

in place, with safety responsibilities assigned 

79 See PL – 12
Federal Commission on School Safety: Appendix B 64

Ref # Recommendations Page Actions Taken

to specific supervisory personnel. All 

responsible supervisory personnel should be 

required to undergo a live or video security 

training session.

PL -

32

Encourage District and municipalities to 

initiate a social media monitoring protocols 

to identify as early as possible threats and atrisk behaviors for reporting to appropriate 

personnel.

79 See PL – 30

PL -

33

Establish a security supervision standard for 

the most vulnerable of arrival/dismissal 

times of day require an extra layer of 

security from school staff and local law 

enforcement.

79 See PL – 7

PL -

34

All public areas of schools, such as hallways, 

external doors, outdoor areas (playgrounds, 

common areas), parking lots, 

entrances/exits to campus should be seen in 

cameras.

79

The Superintendent of Broward County Schools issued a letter to the community on June 1, 2018,

that updated them on the safety measures the county had taken in the wake of the Parkland tragedy. 

An excerpt from the letter is as follows: “The District is in the process of upgrading real-time 

surveillance camera systems at all schools. The work will be completed by the end of June 2018.”

See link:

https://www.browardschools.com/cms/lib/FL01803656/Centricity/Domain/197/9903_06042018_Letterto-BCPS-Families-June-1-2018.pdf

PL -

35

No public area should be left unmonitored by 

cameras.

79

The Educational Facilities Security Grant—Senate Bill 7026, which was to provide school districts 

with educational facilities security grant guidelines, specific evaluation criteria, as well as pertinent 

deadlines allows for the utilization of grant funds for the installation of cameras, as a funded 

provision through this grant program for a school district or charter school. See link: 

http://www.fldoe.org/core/fileparse.php/18612/urlt/EdFacilitiesSecurityGrant-SenBill7026.pdf

PL -

36

Proper and thorough threat assessments 

must be done and include law enforcement 

and fire department.

80

The Public Safety Act SB 7026 requires every school in Florida to have a threat assessment team 

with expertise in mental health counseling, academic instruction, law enforcement, and school 

administration to meet monthly to review any potential threats to students and staff at the school. 

See link: https://www.flsenate.gov/Committees/BillSummaries/2018/html/1886

PL -

37

There was agreement that all BCPS schools 

must have a single point entry on to the 

campus and into the schools during school 

hours.

80

Because the Public Safety Act SB 7026 requires every school in Florida to have a threat assessment 

team to meet monthly to review any potential threats to students and staff at the school, it is 

expected that the threat assessment process would enable school teams to review safety 

procedures, inclusive of points of entry. See link:

https://www.flsenate.gov/Committees/BillSummaries/2018/html/1886

PL -

38

Single point entry should have a “buzzer”

system that gives office/staff control of that 

access.

80

The Educational Facilities Security Grant—Senate Bill 7026, which was to provide school districts 

with educational facilities security grant guidelines, specific evaluation criteria, as well as pertinent 

deadlines meets this recommendation. Access systems, which would include a “buzzer” system, 

would be a funded provision through this grant program for a school district or charter school. See 

link: http://www.fldoe.org/core/fileparse.php/18612/urlt/EdFacilitiesSecurityGrant-SenBill7026.pdf

PL -

39

If gates and external doors are opened or 

unlocked, which would compromise single 

point entry, those gates and doors must be 

supervised.

80

The Public Safety Act SB 7026 requires every school in Florida to have a threat assessment team 

with expertise in mental health counseling, academic instruction, law enforcement, and school 

administration to meet monthly to review any potential threats to students and staff at the school. 

The threat assessment process would enable school teams to review safety procedures, to include 
Federal Commission on School Safety: Appendix B 65

Ref # Recommendations Page Actions Taken

single point of entry and external doors—locked or unlocked—to determine secondary instructions 

for each school. See link: https://www.flsenate.gov/Committees/BillSummaries/2018/html/1886

PL -

40

The Task Force strongly recommends the 

BCPS evaluate and consider metal detector 

deployments in schools.

80

On June 8, 2018, a memorandum was issued on Educational Facilities Security Grant—Senate Bill

7026, which was to provide school districts with educational facilities security grant guidelines, 

specific evaluation criteria, as well as pertinent deadlines. Metal detectors are a funded provision 

through this grant program for a school district or charter school. See link:

http://www.fldoe.org/core/fileparse.php/18612/urlt/EdFacilitiesSecurityGrant-SenBill7026.pdf

PL -

41

All schools need to analyze their emergency 

notification system. Need effective way to 

communicate to all students/teachers a lifethreatening emergency is taking place.

81

Broward County has an alert notification system that is specific for the entire county, but not simply 

for the schools. Students and parents can sign up. Information on the system can be found at the 

following link: http://www.broward.org/Emergency/Pages/AlertBroward.aspx

PL -

42

The Knox “Blue Box” system—box painted 

blue to inform responding police officers that 

this box is specific for their use. It should be 

placed somewhere other than in the same 

location as the current FD Knox Box, so to 

allow separation between points of entry 

and to ensure access to the box if one side or 

area of a building is inaccessible.

81

The Educational Facilities Security Grant—Senate Bill 7026, which was to provide school districts 

with educational facilities security grant guidelines, specific evaluation criteria, as well as pertinent 

deadlines meets this recommendation. The Knox systems, as outlined in the recommendation, 

would be a funded provision through this grant program for a school district or charter school. 

Schools have the discretion to utilize the grant for school security purposes. See link:

http://www.fldoe.org/core/fileparse.php/18612/urlt/EdFacilitiesSecurityGrant-SenBill7026.pdf

PL- 43 

Safety of Schools Based on Infrastructure, 

Policies, and Procedures—Midterm 

 

PL -

44

Man Trap Containment. All doors leading 

from that “single point entry” area (usually 

front office) to the main school should have a 

preventative measure in place to deter an 

intruder from gaining access to the rest of 

the school—such as buzzers, swipes, etc.

82

The Educational Facilities Security Grant - Senate Bill 7026, which was to provide school districts 

with educational facilities security grant guidelines, specific evaluation criteria, as well as pertinent 

deadlines meets this recommendation. Access systems, which would include a “buzzer” system, 

would be a funded provision through this grant program for a school district or charter school. See 

link: http://www.fldoe.org/core/fileparse.php/18612/urlt/EdFacilitiesSecurityGrant-SenBill7026.pdf

PL -

45

Fencing: Increase height of fencing with 

recommended rake within limits of code.

82 See PL – 28

PL -

46

Evaluate protecting classroom door 

windows from ballistic breach.

82 See PL – 3

PL -

47

Evaluate if all external windows (windows 

facing outside) are hurricane proof in all 

schools and retrofit to protect.

82 See PL – 3

PL -

48 Increase school safety personnel staffing. 83

The Public Safety Act SB 7026 provides funding for safe-school officers and requires a safe-school 

officer at each school in the state. Safe-school officers must be sworn law enforcement officers. In 

addition, the act states that districts must designate a school administrator who completes the 

required training within the specified timeframe as the school safety specialist for the district to 

serve as the district’s primary point of public contact for public school safety functions. See memo 

for additional information:

http://www.fldoe.org/core/fileparse.php/18612/urlt/GuardianSchoolSafetySpecialist.pdf

PL -

49

Consider secondary perimeter fencing with a 

single gate around the portable/modular 

areas. Special security protocols and 

83 See PL – 28
Federal Commission on School Safety: Appendix B 66

Ref # Recommendations Page Actions Taken

construction standards/upgrades for 

portable/modular classrooms.

PL -

50

Use of bollard or other blocking device to 

prevent vehicular manslaughter on school 

campuses.

83

Section 31 of Florida Senate Bill 7026 Public Safety (CH. 2018-3, Laws of Florida) amends s. 1013.64, 

F.S., Funds for comprehensive educational plant needs, is inclusive of capital improvements that would be 

inclusive of blocking devices. The bill provides the cost for the following items must be below 2 percent 

per student station and specifies items that are to be excluded from the student station cost calculation, as 

follows:

o Securing entries;

o Checkpoint construction;

o Lighting specifically designed for entry point security;

o Security cameras;

o Automatic locks and locking devices;

o Electronic security systems;

o Fencing designed to prevent intruder entry into a building;

o Bullet-proof glass; or

o Other capital construction items approved by the school safety specialist to ensure building 

security for new educational, auxiliary, or ancillary facilities. 

See link: http://www.fldoe.org/core/fileparse.php/12031/urlt/SB-7026-Public-Safety.pdf

PL -

51

To alleviate communication link problems 

between schools and E911, consider 

providing a direct connect to local dispatch 

(e.g., Indiana schools).

83

PL -

52

The vulnerability of Portable buildings must 

be addressed, including the easy access to 

the buildings, the construction materials 

which offer no protection.

83 See PL – 50

PL - 

53 

Safety of Schools Based on Infrastructure, 

Policies, and Procedures—Legislative 

 

PL -

54

Advocate that the Florida Dept. of Education 

establish mandatory security standards and 

audits for charter schools.

83 See PL – 2

PL - 

55 

Broward County School Resource Officer 

Program—Immediate 

 

PL -

56

When practical, SRO training should be held 

on days when students are not in session.

84

PL -

57

SRO and/or law enforcement and all 

administrators should be part of the school 

safety team. Head Facilities person should 

also be on the safety team. If schools have

other “security” staff (such as campus 

monitors and security specialists), they 

should be on the safety team also.

84

Section 26 of the Public Safety Act SB 7026 amended s. 1006.12, F.S., Safe-school officers at each 

public school, to:

• Require safe-school officers at every school within the district. Districts have discretion to use 

school resource officers, school safety officers, and/or school guardians (outlined in section 5).

• Require background checks, drug screening, and psychological evaluations for school resource 

officers and school safety officers.

• Require mental health crisis intervention training for school resource officers.

• Allow participation in the school guardian program at the discretion of the district.

See link: http://www.fldoe.org/core/fileparse.php/12031/urlt/SB-7026-Public-Safety.pdf
Federal Commission on School Safety: Appendix B 67

Ref # Recommendations Page Actions Taken

PL -

58

SRO and all administrators should be 

supervising/holding those critical incident 

drills. An “after action report” must be 

completed in BCPS database.

84

Data on SROs and associated responsibilities in the State of Florida can be found at the following 

link: http://www.fdle.state.fl.us/MSDHS/Meetings/June-Meeting-Documents/Presentations/June-8-

930AM-Broward-County-Schools-Moquin-SROs.aspx

PL -

59

School site security assessments should be 

conducted annually with the school’s SAFE 

team members, all school level 

administrators, and municipal/agency law 

enforcement. Input and recommendations 

from these security assessments will be 

provided to BCPS SIU for recommendations 

and approval.

84

The Superintendent of Broward County Schools issued a letter to the community on June 1, 2018,

that updated them on the safety measures the county had taken in the wake of the Parkland tragedy. 

An excerpt from the letter is as follows: “The District has chosen an independent security firm, 

which is conducting risk assessments for all District schools and reviewing District policies, training 

and security staffing models to provide recommendations for security enhancements.” See link:

https://www.browardschools.com/cms/lib/FL01803656/Centricity/Domain/197/9903_06042018_Letterto-BCPS-Families-June-1-2018.pdf

PL -

60

Improve communication between our SROs 

and local school officials where necessary 

and implement a formal-districtwide policy 

instructing principals on cooperation with 

local law enforcement. This cannot be left to 

personal discretion.

84

Relationship between SROs and local school officials established in June 2018. See link for details:

https://www.browardschools.com/site/default.aspx?PageType=3&DomainID=14019&ModuleInstanceID=

60855&ViewID=6446EE88-D30C-497E-9316-

3F8874B3E108&RenderLoc=0&FlexDataID=88570&PageID=38282

PL -

61

It was encouraged that, when possible and 

consistent with competing operational 

needs, there should be visible presence of 

law enforcement vehicles at schools.

84 See PL – 2

PL - 

62 

Broward County School Resource Officer 

Program—Near Term 

 

PL -

63

All schools should have at least one full-time 

SRO—exception might be schools that share 

campuses, then 1 SRO per school campus.

84

As of June 2018, the Broward County District is working to provide at least one School Resource 

Officer or school safety officer for every school for the new school year. See link:

https://www.browardschools.com/cms/lib/FL01803656/Centricity/Domain/197/9903_06042018_Letterto-BCPS-Families-June-1-2018.pdf

Also see the following for more information on SROs in Broward County:

http://www.fdle.state.fl.us/MSDHS/Meetings/June-Meeting-Documents/Presentations/June-8-930AMBroward-County-Schools-Moquin-SROs.aspx

PL -

64

School district must increase the amount it 

participates in the cost of SROs. Actual costs 

are well above the current participation 

amount.

84

As of June 2018, Broward County is working to provide at least one School Resource Officer. 

Broward County Public Schools (BCPS) preference is to retain and expand the current School 

Resource Officer (SRO) program as part of the District’s overall safety and security efforts. Under 

the SRO program, BCPS partners with local municipalities and the Broward Sheriff’s Office to assign 

certified law enforcement officers at schools. The state legislative requirements (SB 7026) mandate 

all Florida school districts have an SRO or safe school officer at each school at the start of the 

2018/19 school year. In the event a municipal partner is unable to support the District’s current 

SRO program due to financial reasons or officer availability, the District acknowledges the potential 

need to participate in the Coach Aaron Feis Guardian Program to meet the new state requirements. 

See link:

https://www.browardschools.com/site/default.aspx?PageType=3&DomainID=14019&ModuleInstanceID=

60855&ViewID=6446EE88-D30C-497E-9316-

3F8874B3E108&RenderLoc=0&FlexDataID=88570&PageID=38282
Federal Commission on School Safety: Appendix B 68

Ref # Recommendations Page Actions Taken

PL -

65

There must a permanent, stable and 

dedicated funding stream to ensure uniform 

SRO program in all BCPS and charter schools.

85 See PL – 64

PL -

66

Install gun lockers in local schools so that 

patrol rifles can be maintained on campus 

instead of in vehicles. This will also eliminate 

the need for an exhibition of these weapons 

on a daily basis.

85

In a letter dated March 23, 2018, Governor Scott stated that funding for school hardening would be 

distributed as quickly to school districts, but that the districts to include Broward County could use 

existing funding to make any critical safety improvements immediately. Gun lockers fall within the 

provisions outlined by the Broward County District in a letter to schools. See link for details:

https://www.flgov.com/wp-content/uploads/2018/03/SGS-BIZHUB18032317450.pdf

PL - 

67 

Broward County School Resource Officer 

Program—Legislative 

 

PL -

68

Require state to meet its obligation to make 

adequate provision for safe and secure 

schools pursuant to Article IX, Section 1(a) of 

the Florida Constitution. Increase categorical 

funding for SROs.

85 See PL – 64

PL -

69

Seek from the state adequate funding to full 

comply with MSDHSPS Act as it relates to 

SROs.

85 See PL – 64

PL -

70

Seek legislative exception to allow agencies 

to re-hire retired certified law enforcement 

officers, preempting the pension provisions 

that prohibit re-hiring during separation 

period without penalty.

85

As of June 2018, the Broward County Public Schools (BCPS) preference is to retain and expand the 

current School Resource Officer (SRO) program as part of the District’s overall safety and security 

efforts. Under the SRO program, BCPS partners with local municipalities and the Broward Sheriff’s 

Office to assign certified law enforcement officers at schools. New state legislative requirements (SB 

7026) mandate all Florida school districts have an SRO or safe school officer at each school at the 

start of the 2018/19 school year. See link:

https://www.browardschools.com/site/default.aspx?PageType=3&DomainID=14019&ModuleInstanceID=

60855&ViewID=6446EE88-D30C-497E-9316-

3F8874B3E108&RenderLoc=0&FlexDataID=88570&PageID=38282

PL - 

71 

School Discipline and Mental Health 

Process—Immediate 

 

PL -

72

All current administrators, school 

counselors, SSW, and School Psychologists 

must complete a level 1 Threat Assessment 

training annually.

85

Each district school board within Florida must adopt policies for the establishment of threat 

assessment teams at each school whose duties include the coordination of resources and 

assessment and intervention with individuals whose behavior may pose a threat to the safety of 

school staff or students consistent with the model policies developed by the Office of Safe Schools. A 

threat assessment team must include persons with expertise in counseling, instruction, school 

administration, and law enforcement. Other school personnel must also be compliant. See link for 

details: https://www.flsenate.gov/Committees/BillSummaries/2018/html/1886

PL -

73

School administration and SROs should hold 

annual School Discipline trainings before 

school starts to ensure better coordination 

and expectations related to at-risk students 

and what is recommended as part of the 

discipline matrix.

85

Annual school discipline training/threat assessment is mandated by the state, see PL-72. However, 

the discipline matrix utilized in Florida is attached in the following link: 

https://www.browardschools.com/cms/lib/FL01803656/Centricity/Domain/13726/Matrix-3-5.pdf

PL -

74

An external audit should be done annually 

on each school’s discipline infractions and 85 The School Environmental Safety Incident Reporting (SESIR) System currently collects data on 26 incidents of crime, violence, and disruptive behaviors that occur on school grounds, on school 
Federal Commission on School Safety: Appendix B 69

Ref # Recommendations Page Actions Taken

consequences to determine if discipline and 

reporting into the DMS/BASIS system used 

by the District were handled appropriately.

transportation, and at off-campus, school-sponsored events, during any 24-hour period, 365 days 

per year. Incidents are reported by schools to the districts, which in turn provide the data to the 

Florida Department of Education. See link for details: http://www.fldoe.org/schools/healthyschools/discipline-data.stml

PL -

75

PROMISE: This is a program that was 

intended to be evaluated and refined. To that 

end, there must be timely analysis and 

disclosure of historic recidivism not just 

during an existing school year, but also 

across school years and across types of 

qualifying offenses. The purpose of this 

analysis is to ensure that interventions are 

best aligned with the supports necessary for 

the student and that the program is properly 

identifying the scope of at-risk students.

86

The PROMISE (Preventing Recidivism through Opportunities, Mentoring, Interventions, Supports & 

Education) program represents the most comprehensive thinking available to address socially 

unacceptable or illegal behavior, targeting both short- and long-term academic success, aligning best 

practice models and Restorative Justice principles, and developing pro-social and resiliency skills. 

Currently there is no public analysis of the program and its results available. There is a landing page 

on the Broward County Public Schools website that has the most current information on the

program. See link: https://www.browardschools.com/Page/32438

PL -

76

PROMISE and Civil Citation: The Task Force 

agreed that there should be disclosure 

amongst these programs to ensure all 

available services are being considered in 

light of the conditions leading to qualifying 

offenses. Procedures for communication flow 

and coordination between Promise and Civil 

Citation should be developed to ensure 

effectiveness of interventions overall and for 

specific individuals.

86

There is research to suggest that the Promise program and the Civil Citation program being utilized 

by law enforcement are similar, or even that the Promise program is a version of the civil citation. 

However, no comparative study exists at this time on the programs and/or shared resources and 

data. See link for further information on Promise: https://www.browardschools.com/Page/32438

PL - 

77 

School Discipline and Mental Health 

Process—Legislative 

 

PL -

78

Seek legislative changes to ensure that 

disciplinary records for students 

transferring from private schools are 

transferred to the public schools.

86

PL - 

79 

Community-Based Health Programs—

Immediate 

 

PL -

80

211 must verify that service provider’s 

information is accurate and routinely 

updated.

86 Broward County has a website that is dedicated to information about services offered by 211. See 

link: http://211-broward.org/what-is-2-1-1/

PL -

81

More expansive marketing effort regarding 

community mental health programs 

available to residents in Broward County.

86

Broward County Public Schools has a Mental Health Leadership Team that meets monthly to 

collaborate and develop prevention and awareness programs that align with the District’s Social 

Emotional Learning initiative. In the 2016–2017 school year, the Mental Health Leadership Team 

established a mental health campaign known as TALK (Tell Another—Listening Is Key). As part of 

this campaign the team also developed the District's Mental Health and Wellness Portal 

(www.bcpsmentalhealth.com), which is designed to destigmatize mental illness and make the 

District’s mental health resources easily accessible to the community. See link for details:

http://www.fldoe.org/core/fileparse.php/18612/urlt/Broward.pdf
Federal Commission on School Safety: Appendix B 70

Ref # Recommendations Page Actions Taken

PL -

82

Continued development of and increased 

funding for the Integrated Data System 

through Broward Data Collaborative.

86

Broward County Public Schools has a comprehensive electronic database known as Behavioral and 

Academic Support Information System (BASIS) that provides data needed to drive decision-making and 

instruction in schools. The data includes student assessment results, attendance data, discipline 

information, and demographic information. The data is analyzed to create at-risk indicators that guide 

school-based teams to prioritize student needs. Each school has a Collaborative Problem Solving Team 

(CPST) that meets frequently to discuss students with academic, behavioral, or social/emotional concerns. 

Further data is collected through review of records, observations, interviews, etc. This information is then 

used to develop intervention plans tailored to the individual student’s need. The funding for these 

initiatives is not spelled out, but both the BASIS system and the CPST are key aspects of the mental health 

programming. See page 6 of the link for details: 

http://www.fldoe.org/core/fileparse.php/18612/urlt/Broward.pdf

PL -

83

Promote the integration of primary care and 

behavioral healthcare.

86

Broward County Public Schools actively participates in the Coordinated Council of Broward—a multiagency entity that serves to coordinate mental health and other services to students and families. The 

District also has a robust Behavioral Health Partnership that vets community agencies and allows them 

access to students on campus for additional mental health services as needed. This initiative mitigates the 

barriers to access that some students and families experience. Additionally, with parental consent, upon 

discharge of students who are involuntarily hospitalized, the clinical staff from the District are notified so 

that additional mental health services might be provided as needed. See page 7 of the link for details: 

http://www.fldoe.org/core/fileparse.php/18612/urlt/Broward.pdf

PL -

84

Promote cultural and linguistic competency 

regarding mental health.

86

PL -

85

Improve communication and coordination 

between all the stakeholders (e.g., teachers, 

parents, guardians, mental healthcare team, 

law enforcement) involved with the student 

to the extent allowed by law.

87

The school district advertises the availability of free counseling services through the Family 

Counseling Program to parents providing them with the opportunity to see counseling services on 

their own. The Family Counseling Program also accepts referrals from administrators, school social 

workers, school psychologists, school counselors, teachers, and friends of students. Students are 

also able to refer themselves. See page 5 of the link for additional information: 

http://www.fldoe.org/core/fileparse.php/18612/urlt/Broward.pdf

PL -

86

Ensure fidelity to the response to 

intervention/behavior protocols and a more 

comprehensive evaluation of the child’s 

medical history, both mental and physical, as 

well as a composite of their home/school life.

87

According to the Broward County Public Schools Detailed Mental Health Assistance Allocation Plan, 

healthcare personnel in school clinics may identify and provide referral for students needing mental 

health evaluation. Students are also identified through SEDNET (Multiagency Network for Students 

with Emotional Behavioral Disabilities) referrals that are received from hospitals, residential 

providers, and day treatment providers. The school-based team then determines whether services 

are warranted. Students with an Individual Education Plan (IEP) or 504 Plan can also be identified 

for counseling as a related service based on the individual's need. See link for details: 

http://www.fldoe.org/core/fileparse.php/18612/urlt/Broward.pdf

PL -

87

A School Threat Hotline where students, 

parents, teachers, etc. can call to report (A 

safe place to encourage “See Something, Say 

Something”).

87

On October 8, 2018, Attorney General Pam Bondi, along with Florida Department of Law 

Enforcement Commissioner Rick Swearingen and Florida Department of Education Commissioner 

Pam Stewart, announced the launch of Fortify Florida, a suspicious activity reporting app. The app is 

now available to students across the state. See link for details: http://www.fldoe.org/newsroom/latestnews/florida-launches-suspicious-activity-reporting-app-for-students.stml

PL - 

88 

 Community-Based Health Programs—Near 

Term 

 

PL -

89

Use social workers to help foster an 

environment of support with a mix of 88

Group Counseling is provided as needed by Broward Schools’ mental health professionals, i.e.,

family therapists, school counselors, school psychologists, and school social workers. Various 
Federal Commission on School Safety: Appendix B 71

Ref # Recommendations Page Actions Taken

counselors, case managers, and others for 

day-to-day operations in response to 

students’ needs; they can serve to establish 

and strengthen the relationships between 

schools and parents and to facilitate trust, 

which leads to improved information 

sharing.

clinical modalities include Trauma-Focused Cognitive Behavioral Therapy (TF-CBT), Cognitive 

Behavioral Therapy, Brief Solution Focused Therapy, to name a few. See page 2 of link: 

http://www.fldoe.org/core/fileparse.php/18612/urlt/Broward.pdf

PL -

90

Limit the use of school counselors in the 

involvement of academic testing. Emphasis 

should be on counseling services.

88 See PL – 89

PL -

91

Recommend that the district request a 

discharge plan for students returning from a 

Baker Act facility or residential treatment 

facility, which includes recommendations or 

a have a note recommending their return to 

school (i.e., similar to a child needing 

clearance to return to school due to 

measles).

88

The BCPS District has a SEDNET (Multiagency Network for Students with Emotional Behavioral 

Disabilities) Coordinator who communicates with the local receiving facilities to address unique 

needs of students who have been hospitalized under the Baker Act. In applicable cases, SEDNET 

receives referrals and sends them out to school-based ESE Specialists. This referral can lead to a CPS 

team meeting, an IEP team meeting, a reevaluation plan meeting, or an initial referral for an 

evaluation. See page 4 of link for details: 

http://www.fldoe.org/core/fileparse.php/18612/urlt/Broward.pdf

PL -

92

Recommend establishing transition teams 

made up of a teacher, social worker, case 

manager, administrator, parent(s)/guardian, 

and community service provider that serve 

the child to transition from Baker Act 

facilities.

88

The Broward County Public Schools District has a SEDNET (Multiagency Network for Students with 

Emotional Behavioral Disabilities) Coordinator who communicates with the local receiving facilities 

to address unique needs of students who have been hospitalized under the Baker Act. In applicable 

cases, SEDNET receives referrals and sends them out to school-based ESE Specialists. This referral 

can lead to a CPS team meeting, an IEP team meeting, a reevaluation plan meeting, or an initial 

referral for an evaluation. See page 4 of link for details: 

http://www.fldoe.org/core/fileparse.php/18612/urlt/Broward.pdf

PL -

93

Establish mental health liaison positions 

assigned to each of the district areas to 

coordinate the transition teams.

88

Each school holds Collaborative Problem Solving team meetings at schools to identify at-risk 

students. The use of at-risk indicators (office discipline referrals, absenteeism, etc.) trigger schoolbased teams to meet and discuss student needs. As a result, students needing mental health services 

can be referred to school-based mental health professionals. See page 5 of link:

http://www.fldoe.org/core/fileparse.php/18612/urlt/Broward.pdf

PL -

94

Licensed psychologist (i.e., Ph.D., Psy.D.), 

social workers (i.e., LCSW), mental health 

counselors (i.e., LMHC), as well as 

bachelor/master’s level and unlicensed 

practitioners, should be available to ALL 

schools in Broward County.

88

Broward County Public Schools have access to the following personnel for Mental Health assistance: 

• 34 Family Therapists are licensed with the following: LCSW, LMFT, LMHC. All have master's 

degrees or higher.

• School Social Workers have a minimum of a master’s degree; some also have a Ph.D., Ed.S. and CAP 

(Certified Addiction Specialist).

• 120 School Psychologists (with a master’s degree or higher) are assigned to schools.

• 44 ESLS counselors all with a master’s degree or higher (75 percent are licensed in the following 

areas LMHC, LMFT, LCSW and some have the following degrees, Ph.D., Psy.D., Ed.D.).

• 436 Certified School Counselors, each with a master’s degree or higher. 

• Broward Schools has a contract with a Child & Adolescent Psychiatrist (M.D.).

• Psychological Services has consultant agreements with a Child & Adolescent Psychiatrist (M.D.) 

and a Pediatric Neurologist (M.D.).

• 2/3 of the District's current nursing staff (ARNP, RN, LPN) are provided through contractual 

agreements with community agencies. 
Federal Commission on School Safety: Appendix B 72

Ref # Recommendations Page Actions Taken

See link: http://www.fldoe.org/core/fileparse.php/18612/urlt/Broward.pdf

PL -

95

Increase resources required to initiate and 

complete the special education evaluation 

and eligibility process, culminating in 

effective Individual Education Plans and 

Behavior Intervention Plans for children 

who need related services to be safely 

educated in the least restrictive environment 

possible.

88

In the Broward County Public School system, psychological evaluations are conducted for students 

suspected of having a disability and possibly needing more intensive services. Counseling and 

additional services can be added to a student’s IEP, as warranted. Psychiatric evaluations are 

conducted as a component of the referral process to consider a change of placement to a separate 

day school for a student needing a more therapeutic setting. Psychosocial evaluations are conducted 

as a part of Emotional or Behavioral Disability (EBD) evaluations or to obtain more information 

regarding a student’s social/developmental history when determined by the CPS team. See link for 

more: http://www.fldoe.org/core/fileparse.php/18612/urlt/Broward.pdf

PL -

96

Recommend all mental health databases are 

operating off the same system so that ALL 

stakeholders who provide direct care know 

if a student has been previously served.

88

Broward County Public Schools has a comprehensive electronic database known as Behavioral and 

Academic Support Information System (BASIS) that provides data needed to drive decision-making 

and instruction in schools. The data includes student assessment results, attendance data, discipline 

information, and demographic information. The data is analyzed to create at-risk indicators that 

guide school-based teams to prioritize student needs. Each school has a Collaborative Problem

Solving Team (CPST) that meets frequently to discuss students with academic, behavioral, or 

social/emotional concerns. Further data is collected through review of records, observations, 

interviews, etc. This information is then used to develop intervention plans tailored to the individual 

student’s need. The intervention plan may include individual or group counseling provided by 

school-based mental health professionals. See page 4 of link: 

http://www.fldoe.org/core/fileparse.php/18612/urlt/Broward.pdf

PL -

97

Provide more intensive training on “how” to 

identify children who are at risk and need 

significant intervention, in addition to 

programs currently in place. While it should 

not be expected that teachers act as 

therapist, it would be advisable that they are 

aware of signs/behaviors students with 

suicidal ideation are 

experiencing/exhibiting.

88

According to the Broward County Public Schools Detailed Mental Health Assistance Allocation Plan, 

the District is currently finishing its third year of a social and emotional learning initiative designed 

to incorporate these skills into all areas of the curriculum. Social and emotional learning enhances 

students’ capacity to integrate skills, attitudes, and behaviors to deal effectively and ethically with 

daily tasks and challenges. Five core competencies have been adopted by the District to be 

incorporated in all subject areas and grade levels. These competencies are: Self-Awareness, Self

Management, Social Awareness, Responsible Decision-Making, and Relationship Skills. Extensive 

professional development has been provided to school teams and teachers, as well as a researchbased social and emotional learning curriculum, known as Sanford Harmony, which is used in our 

elementary schools and some middle schools. See page 1 of the link for more details: 

http://www.fldoe.org/core/fileparse.php/18612/urlt/Broward.pdf

PL -

98

Specialized teams such as the START (School 

Threat Assessment Response Team) should 

be developed in Broward County. (Develop 

the team, training, provide on-going 

education for assessment, and follow up.)

88

According to the Marjory Stoneman Douglas High School Public Safety Act, by August 1, 2018, each 

school district should have completed a security risk assessment for each public school campus. The 

assessment must be conducted in consultation with local law enforcement. Although the $99 million 

in funding for school hardening was to be distributed to assist, school districts were to use existing 

funding to make any critical safety improvements immediately. See link: http://www.fldoe.org/safeschools/

PL -

99

Identify programs that are reporting 

successful outcomes in reducing violence 

and promoting healthy learning 

environments. We need programs that 

emphasize empathy, coping skills, 

communication, conflict resolution, anger 

88

The BCPS system provides various types of professional development and evidence-based programs that 

target mental health interventions for students and teachers. These trainings and interventions include:

• Examining Responses to Trauma to Build More Positive Connections to Students

• Connecting Social and Emotional Learning with Mental Health

• The Positive Impact of Social and Emotional Learning

The evidence-based programs include Naviance, LEAPS, Sanford Harmony, and Cloud 9 (SEL Mental 
Federal Commission on School Safety: Appendix B 73

Ref # Recommendations Page Actions Taken

management, etc. Programs that promote 

social emotional learning and provide 

positive reinforcement should be 

implemented.

Health). See page 2 of link for details: http://www.fldoe.org/core/fileparse.php/18612/urlt/Broward.pdf

PL -

100

The Taskforce recommends the immediate 

post-crisis response be coordinated by 

relevant parties in the Broward County 

Emergency Operations Center, such as 

Human Services, Broward Behavioral Health 

Coalition, the American Red Cross, the 

United Way of Broward County, the Broward 

County School Board, and the Department of 

Health.

* Identify and establish a standing committee 

—Mental Healthcare Response Team.

* Establish protocols and procedures that are 

to be enacted immediately upon the report 

of mass violence/casualty event.

* Activate Emergency Operations Center 

(EOC) Mental Health Emergency Response 

Team triage. The Broward Behavioral Health 

Coalition should be integrated to any 

activation of the EOC.

* Have and maintain lists of qualified mental 

health professionals and support services for 

short and long-term recovery efforts.

* An agency/group should be designated to 

act as the “clearing house” for offers of 

mental health support from outside the 

county.

88

The School Emergency Response to Violence (SERV) Grant is intended to address the long-term recovery 

efforts that may be needed following a traumatic event. Extended Services grants may provide for up to 18 

months to help students, teachers, and school staff recover from a traumatic event. The SERV grant will 

provide for:

• Technical assistance on developing an appropriate recovery plan for addressing student needs and 

assessing the federal, state, and local resources available to the LEA, institutions of higher education, 

and community to carry out this response

• Mental health assessments, referrals, and services related to the traumatic event (with the goal of 

restoring victims/survivors to their pre-incident levels of functioning)

• Overtime for teachers, counselors, law enforcement and security officers, and other staff

• Substitute teachers and other staff as necessary

• Emergency transportation such as expenses incurred during evacuation

• Transportation and other costs to operate school at an alternative site

• Repairs of minor damage caused by the traumatic event (Extended Services Grants only)

• Temporary security measures such as non-permanent metal detectors and additional security 

guards and security cameras 

This list is not meant to be exhaustive. Applications to fund other services will be considered if the 

proposed activities are not among the list of services and activities that may not be funded and are 

necessary to restore the learning environment. 

See page 10 in link for more information: http://www.fldoe.org/core/fileparse.php/18612/urlt/Broward.pdf

PL -

101

Recommend NCTSNs Psychological First Aid 

(PFA) and Skills for Psychological Recovery 

(SPR) are promising practices for disaster 

behavioral health response and recovery. 

Both PFA and SPR were developed by the 

National Center for PTSD and the National 

Child Traumatic Stress Network, as well as 

other individuals involved in coordinating 

and participating in disaster response and 

recovery. PFA and SPR intervention 

strategies are intended for use with children, 

adolescents, parents and caretakers, families, 

and adults who are survivors or witnesses 

exposed to disaster or terrorism. PFA and 

89 See PL – 100
Federal Commission on School Safety: Appendix B 74

Ref # Recommendations Page Actions Taken

SPR can also be provided to first responders 

and other disaster relief workers.

PL -

102

Recommend activities that address the wide 

range of emotional and physiological signs 

that manifest themselves in the days, weeks, 

and months following a traumatic event.

90

The issue of working and/or living through a traumatic event and how it can negatively affect emotional 

and physical health, social functioning, and economic well-being is outlined in the BCPS Detailed Mental 

Health Assistance Allocation Plan. A workshop titled “Tools for Moving Through and Beyond Trauma” is 

designed to give participants evidence-based practical tools for preventing and managing life’s inevitable 

stresses, building resilience and self-awareness. This approach, which is grounded in our biology and 

psychology, is designed to transform even the most devastating trauma into an opportunity for discovering 

personal meaning and purpose. Objectives include opportunities to:

• Experience several evidence-based mind-body medicine techniques as tools to relieve stress, 

transform trauma, and enhance health and well-being

• Understand the connection between caregiving, stress, and chronic illness

• Understand how mind-body skills groups are structured to create trauma healing and a Mental 

Health Assistance Allocation Plan

• Recognize the importance of a community response to dealing with crisis 

See link for more details of other activities: 

http://www.fldoe.org/core/fileparse.php/18612/urlt/Broward.pdf

PL -

103

Recommend a pre-determined number of 

clients that a counselor is assigned upon 

intake and will provide services for the 

duration.

90

The District’s Family Counseling Program provides free individual, family, and group counseling 

services. The goal of the program is to promote student academic performance, responsible 

behavior in school, and regular attendance. School-based teams and district mental health 

professionals also refer students and families to community providers for additional services. See 

link for details: http://www.fldoe.org/core/fileparse.php/18612/urlt/Broward.pdf

PL -

104

Recommend identifying areas within the 

school/institution that provide for greater 

privacy in disclosure.

90

BCPS strictly follows FERPA guidelines, and require that an Authorization for Release and/or Request for 

Information is obtained to share information with the student’s primary care providers or other mental 

health providers, except in the event of an emergency. Formal agreements between the district and 

agencies requires the entities to disclose the specific educational records to be shared with legitimate 

educational interests and that all information will be held confidential. See page 7 of link for details: 

http://www.fldoe.org/core/fileparse.php/18612/urlt/Broward.pdf

PL -

105

Recommend every effort should be made to 

communicate with the student and the 

parents about the intervention—briefing, 

assessing, and de-briefing.

90

The BCPS District requires that an Authorization for Release and/or Request for Information be 

obtained with the parent’s signature to be able to communicate with community providers, 

including the student’s primary care physician. Additionally, consent is obtained from parents to

make referrals to community providers when mental health issues arise or are identified. See link 

for details: http://www.fldoe.org/core/fileparse.php/18612/urlt/Broward.pdf

PL - 

106 

Community-Based Health Programs—

Legislative 

 

PL -

107

ADVOCATE for the State of Florida its per 

capital spending on mental health;

▪ Short-term and long-term residential 

beds;

▪ Assertive Community Treatment (ACT) 

teams;

▪ FIT teams;

▪ YES teams;

91

Funding for some of the major aspects of the BCPS Mental Health program are outlined below: 

The Family Counseling Program with Broward County Public Schools is funded through a grant from 

Broward County Community Partnership Division/Children’s Services. The Family Counseling Program 

has been receiving this grant for more than 15 years. Since the program continues to meet/exceed 

outcomes with students and families required by the grant, they anticipate to maintain this successful 

partnership and continue the level of grant approval each year. Broward County will continue to seek 

reimbursement for services through Medicaid, and grant opportunities. Grant funding from The New York 

Life Foundation will allow Broward County Public Schools to engage in consultative services with the 
Federal Commission on School Safety: Appendix B 75

Ref # Recommendations Page Actions Taken

▪ Training;

▪ Peer Support;

▪ After-school and summer programs that 

have a behavioral health overlay;

▪ Increase Mental Health Categorical 

Funding;

▪ Increased availability and reduced 

caseloads for case managers;

▪ Increased funding for school 

psychologists, counselors and social 

workers.

National Center for School Crisis and Bereavement. The partnership will allow an interdisciplinary team 

of medical, mental health, and school professionals to support short-term and long-term recovery in the 

aftermath of the crisis at Marjory Stoneman Douglas High School. This will include educational and 

mental health resources in crisis management tools, professional development and training, community 

presentations, and support to students, families, and staff. The School Emergency Response to Violence 

(SERV) Grant is intended to address the long-term recovery efforts that may be needed following a 

traumatic event. Extended Services grants may be provided for up to 18 months to help students, teachers, 

and school staff recover from a traumatic event. See page 10 of the link: 

http://www.fldoe.org/core/fileparse.php/18612/urlt/Broward.pdf

PL - 

108 

Community-Based Safety Issues—Near Term 

PL -

109

Individual Public Access Bleeding Control 

Kits are recommended to be installed in all 

classrooms.

91

On August 31, 2018, Broward educators took the “Stop the Bleed” medical emergency course. The 

training was made possible by grant money. Every single school in Broward County will receive at 

least two Stop the Bleed kits in case of an emergency. All the schools are expected to have the kits by 

2019. See link: https://wsvn.com/news/local/broward-educators-take-stop-the-bleed-medical-emergencycourse/

PL -

110

Wall-mounted Public Access Bleeding 

Control Kits are recommended to be 

installed in places of assembly, such as the 

cafeteria, auditorium, theater, etc.

91 See PL – 109

PL -

111

It is recommended that all bleeding control 

kits are housed in a cabinet or container to 

protect the contents.

91 See PL – 109

PL -

112

It is recommended that the school board 

partners with the local Fire Department and 

Police Department to train the teachers and 

faculty during the Teachers’ Planning week 

at the end of the summer break, before 

students return one week later.

91

Letter from Jeffrey Moquin, Chief of Staff for the Broward County School Board, to all Principals 

outlining mandatory compliance with emergency preparedness drills, plans, etc. See link:

https://www.browardschools.com/cms/lib/FL01803656/Centricity/Domain/16/2018-

19%20Safety%20Memo.pdf

PL -

113

Similarly, municipal based deployment in 

current AED locations should be initiated. 

Existing programs have been demonstrated 

to be effectively deployed.

92

Letter from Jeffrey Moquin, Chief of Staff for the Broward County School Board, to all Principals 

outlining mandatory compliance with emergency preparedness drills, plans, etc. See link:

https://www.browardschools.com/cms/lib/FL01803656/Centricity/Domain/16/2018-

19%20Safety%20Memo.pdf

PL –

114

Community-based bystander CPR trainings 

should include a training module for “stop 

the bleed.”

92

On August 31, 2018, Broward educators took the “Stop the Bleed” medical emergency course. The 

training was made possible by grant money. Every single school in Broward County will receive at 

least two Stop the Bleed kits in case of an emergency. All the schools are expected to have the kits by 

2019. See link: https://wsvn.com/news/local/broward-educators-take-stop-the-bleed-medical-emergencycourse/

PL -

115

The results of expert analysis being 

performed by Broward County consultants 

and the MSD Commission related to cell 

phone calls to E911 and distribution thereto, 

92
Federal Commission on School Safety: Appendix B 76

Ref # Recommendations Page Actions Taken

any recommendations should be considered 

by the Task Force. 

PL -

116

All possible efforts must be made to expedite 

the upgrade of the Public Safety Radio 

System.

92

PL -

117

While waiting for the upgrade of the Public 

Safety Radio System, immediate steps must 

be taken by BCPS and the County to remove 

school board radios from the current system.

9

PL -

118

Radio Penetration in Schools, Hospitals, and 

Public Buildings: It is recommended that a 

complete analysis is conducted in all 

Broward Schools to determine the 

effectiveness of radio communications for all 

emergency first responders. Following the 

analysis, any school that shows areas of poor 

and/or an inability for effective radio 

communications should have an engineered 

plan to install a public safety signal booster 

system (BDA, Bidirectional Antenna). 

Additional funding and efforts are necessary 

for legacy hospitals and public buildings.

92

Broward County released Phase 3 of a revised consultant’s draft report on Regional 911, the third 

step in a series of independent analysis of Regional 911 operations intended to ensure continuous 

improvement in the consolidated system and respond to stakeholder feedback and questions. The 

draft report provides a roadmap for fully realizing the efficiencies of consolidation, and addresses 

feedback and questions from E911 stakeholders. See link for details: 

http://www.broward.org/CommunicationsTechnology/Pages/Default.aspx

PL - 

119 

Community Based Safety Issues—Legislative 

PL -

120

Must advocate for funding to support the 

execution of the Risk Protection Orders and 

clarify responsibilities of the Judiciary, 

clerk’s office, and law enforcement. When 

utilized effectively, there will be substantial 

increased strain on law enforcement and the 

Court system. Greater clarity and refinement 

by legislature is necessary to better identify 

respective responsibilities for the judiciary, 

clerk’s office, and law enforcement for such 

matters as mandatory reporting by court 

related to expiration of RPOs, background 

checks on voluntary transfers, how juveniles 

and confidentiality are to be handled, and 

responsibility for court reporters and 

translators in a civil proceeding.

92

On March 9, 2018, Governor Rick signed into law Senate Bill 7026, also known as the Marjory 

Stoneman Douglas High School Public Safety Act, which, among other things, enacted section 

790.401, Florida Statutes. Section 790.401, Florida Statutes, creates a cause of action known as a 

petition for risk protection order. See link: http://www.17th.flcourts.org/risk_protection_orders/
Federal Commission on School Safety: Appendix B 77

Table A.7: The Final Report and Findings of the Safe School Initiative: Implications for the Prevention of School Attacks in the United States. United States 

Secret Service and the United States Department of Education (2002)

Recommendations Page

Characterizing the Attacker 

There is no accurate or useful “profile” of students who engaged in targeted school violence. 19

Almost 3⁄4 of the attackers felt persecuted, bullied, threatened, attacked, or injured by others prior to the incident. 21

History of having been the subject of a mental health evaluation, diagnosed with a mental disorder, or involved in substance abuse did not appear to be prevalent 

among attackers.

21

More than half of the attackers demonstrated some interest in violence, through movies, video games, books, and other media. 22

Most attackers had no history of prior violent or criminal behavior. 22

Most attackers were known to have had difficulty coping with significant losses or personal failures. Moreover, many had considered or attempt suicide. 23

Conceptualizing the Attack 

Incidents of targeted violence at school rarely are sudden, impulsive acts. 23

Signaling the Attack 

Prior to most incidents, other people knew about the attacker idea and/or plan to attack. 25

Most attackers did not threaten their targets directly prior to advancing the attack. 25

Most attackers engaged in some behavior, prior to the incident, that caused others concern or indicated a need for help. 26

In many cases, other students were involved in the attack in some capacity. 26

Most attackers had access to and had used weapons prior to the attack. 27

Resolving the Attack 

Most attacks were stopped by means other than law enforcement. 27

Recommendations 

When there are indications that a student may pose a threat to the school community arise in the form of revelations about a planned attack, school administrators 

and law enforcement officials need to move quickly to inquire about and intervene in that plan.

32

Schools should encourage students to report information regarding potential school attacks by identifying and breaking down barriers in the school environment 

that may discourage students from coming forward with information. Schools should also ensure that they have fair, thoughtful, and effective systems to respond to 

whatever students do bring forward.

32

School administrators need to respond to all students who make threats. 33

Those who are conducting inquiries into threats should focus attention on any information that indicates that a student poses a threat, regardless of whether the 

student has told a potential target he or she intends to do them harm.

33

Rather than trying to determine the type of student who may engage in targeted school violence, an inquiry should focus on a student's behavior and 

communications to determine if that student appears to be planning or preparing for an attack.

34

Educators and other adults need to be trained to identify the “signals” of potential attackers and how to make the appropriate referrals. 35

In cases where there is concern about the possibility that a student may engage in targeted violence, attention should be given to any indication that a student is 

having difficulty coping with major losses or perceived failures, particularly where these losses or failures appear to have prompted feelings of desperation and 35
Federal Commission on School Safety: Appendix B 78

Recommendations Page

hopelessness.

Educators can play an important role in ensuring that students are not bullied in schools and that schools not only do not permit bullying but also empower other 

students to let adults in the school know if students are being bullied.

36

Schools and law enforcement officials need to collaborate on policies and procedures of responding when a student is thought to have a firearm in school. 36

Preventative measures should include protocols and procedures for responding to and managing threats and other behaviors of concern. 37

Threat Assessments and Targeted School Violence Prevention 

The use of a threat assessment approach may be a promising strategy for preventing school-based attack. 41

Schools need to develop the capacity to pick up on and evaluate available or knowable information that might indicate that there is a risk of targeted school attack. 41

Schools should employ the results of their risk evaluations or threat assessments in developing strategies to prevent potential school attacks from occurring. 41

School officials, law enforcement professionals, and others involved in the assessment will need tools, mechanisms, and legal processes that can facilitate their efforts 

to gather and analyze information regarding a student’s behavior and communication.

41

School and law enforcement personnel should be offered training regarding what information to gather, how to gather and evaluate it, and how they might try to 

intervene in cases where the information collected suggests a student may be planning or preparing for a school-based attack.

41

Educators can play a part in prevention by creating an environment where students feel comfortable telling an adult whenever they hear about someone who is 

considering doing harm to another person, or even whether the person is considering harming themselves.

42

Table A.8: Threat Assessment in Schools: A Guide to Managing Threatening Situations and to Creating Safe School Climates. United States Secret Service 

and the United States Department of Education (2004)

Recommendations Page

Fostering a Culture of Respect 

Educational settings that support a climate of safety create opportunities for adults and students to demonstrate respect for one another. 11

Faculty members are positive role models for students. 11

Space is provided for open discussion where diversity and differences are respected. 11

Communication between adults and students is encouraged and supported. 11

Conflict is managed and mediated constructively. 11

The create of “shame-free” zones in which daily teasing and bullying is not accepted as a normal part of adolescent culture. 11

Creating Connections Between Adults and Students 

Students should have a positive connection to at least one adult in authority. 13

Schools should emphasize personal contact and connection between school officials and students. 13

Schools should take steps to identify and work with students who have few perceptible connections to the school. 13

Creating a Safe/Connected School Climate 

Make an assessment of the school’s emotional climate. 13

Place an emphasis on the importance of listening in schools. 13
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Adopt a strong, caring stance against the student “Code of Silence.” 13

Develop a Bullying Prevention/Intervention Program. 13

Involve all members of the school community in planning, creating, and sustaining a school culture of safety and respect. 13

Create ways to develop trusting relationships between each student and at least one adult at school. 13

Create mechanisms for developing and sustaining a safe school climate. 13

Underlying Principles of a Threat Assessment 

Targeted violence is the end result of an understandable, and oftentimes discernible, process of thinking and behavior. 31

Targeted violence stems from interaction among the person, the situation, the setting and the target. 31

An investigative, skeptical, inquisitive mindset is critical to successful threat assessment. 31

Effective threat assessment is based on facts rather than characteristics or “traits.” 32

An integrated systems approach should guide threat assessment investigations. 32

The central question of a threat assessment is whether a student poses a threat, not whether the student made a threat. 32

Elements of a Threat Assessment Process 

Authorities involved in carrying out a threat assessment inquiry or investigation should gather and analyze information about the behavior and communications of 

the student of concern.

33

Schools should have in place clear policies on collecting and reacting to information on potentially threatening situations and determining whether this information 

merits further attention through threat assessment.

34

Schools need to establish the authority to conduct an inquiry/investigation or assessment. 34

Formal policy authorizing school officials to conduct a threat assessment should cover the following: 

• the purpose and scope of the policy; 

• the role of educators and the threat assessment team in relation to the role of law enforcement; 

• the identity of, and delegation of authority to, school officials concerning determination that a threat assessment should be pursued; 

• the definition of the threshold of concern for initiating a threat assessment, i.e., description of the nature of behavior that would trigger an assessment; 

• the description of the types of information that may be gathered during the assessment; 

• the designation of the individuals who would be responsible for gathering and analyzing information; the steps and procedures to be followed from initiation to 

conclusion of the assessment.

34

The threat assessment team is responsible for gathering information from what may be multiple sources—teachers, parents, friends, guidance counselors, afterschool program staff, part-time employers, and others.

34

In formulating information-sharing policies, threat assessment teams need to consult with their respective school or school district legal counsel to ensure members 

are well-briefed on existing laws and regulations and the implications on the development of policies for accessing and disclosing student information.

34

School administrators should create a multi-disciplinary threat assessment team that is based in the school or the school district. 37

The roles and responsibilities of the threat assessment team as a whole, and for individual members, should be clearly defined. 37

The information gathering and assessment procedures should be clearly defined. 37

Team members should be trained together in the assessment process. 37

Multi-disciplinary training sessions should be offered to provide opportunities for professionals in different systems to build relationships and consider how to 

address issues before a crisis.

37
Federal Commission on School Safety: Appendix B 80

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A senior school administrator should chair the team. 37

Members of a threat assessment team should include:

• A respected member of the school faculty or administration

• An investigator, such as a school resource officer or other police officer assigned to the school

• A mental health professional, such as a forensic psychologist, a clinical psychologist, or school psychologist

• Other professionals, such as guidance counselors, teachers, coaches 

• Ad-hoc member—someone who knows the student of concern and can assist with the specific assessment

38

In order to identify, assess, and manage students who might pose threats of targeted violence, a threat assessment program must build relationships among 

individuals and organizations both within the school and external to the school.

38

Conducting a Threat Assessment 

There is a difference between a threat assessment inquiry and an investigation. 44

Threat assessment inquiries are initiated, conducted, and controlled by the school threat assessment team. 44

Threat assessment investigations are initiated, conducted, and controlled by law enforcement agencies. 44

The line between a threat assessment inquiry and a threat assessment investigation should be determined by the school threat assessment team in consultation with 

school administrators and law enforcement officials.

44

The threat assessment program should establish a general threshold for initiating inquiries and referring threatening situations to law enforcement agencies. 45

Identifying Students of Concern 

There are circumstances that bring a student to official attention—to include written assignments, videos, email threats, accusations, and web searches. 45

Situations of concern are when a student has behaved in a manner that is raised to the attention of school administrators and authorities. 45

Situations of concern require a follow-up inquiry or investigation. 45

In situations of concern, the identity of the student is known or potentially knowable. 45

Communication can be as a direct threat or ambiguous. 45

Students of concern can come to the attention of authorities through second or third parties or through anonymous communication. 46

Information provided anonymously requires careful evaluation by the school threat assessment team. 46

In situations where a student is not easily identifiable from an anonymous communication, more sophisticated identification techniques may be required, i.e.,

involvement from law enforcement.

46

Policies regarding the handling of communications that raise concerns about students should address the following topics:

• Establishing low barriers for reporting for those who may have information of concern.

• Advising students and adults of the kinds of information that should be brought forward: threats; weapon-seeking and weapon-using behavior; homicidal and 

suicidal behaviors; behaviors suggesting that a young person is contemplating, or planning, an attack.

• Ensuring that a thoughtful process is put in place in the school or school district to assess information that is brought forward about a potential attacker. This 

process should be perceived as credible by students and adults. 

• Recognizing that what is reported may often be different than what actually was said or occurred.

• Establishing and continually reinforcing a policy that it is everyone’s responsibility to help develop and maintain a respectful, safe school environment.

• Reinforcing positive behaviors by teachers, students, and staff in the school.

• Building linkages to individuals, groups, and organizations that can offer support and assistance to students and to the school. Sometimes these persons and groups 

may provide information that can help prevent targeted violent attacks.

46

The threat assessment team needs a central point of contact. 46
Federal Commission on School Safety: Appendix B 81

Recommendations Page

The threat assessment team should designate a member of the team to serve as the initial point of contact for information of possible concern. 46

The threat assessment team member who serves as initial point of contact will screen information and determine whether to initiate a threat assessment inquiry or 

to consult other members of the team.

47

Schools should publicize the name of the designated point of contact to faculty, staff, parents, and students as the person to contact with any information of potential 

concern.

47

Individuals who provide information concerning a student should receive follow-up acknowledgments of their communications from the central point of contact. 47

Threat Assessment Inquiry 

Upon receiving information concerning a potentially threatening situation, the threat assessment team must first consider: “How much time do we have?” An inquiry 

should be initiated immediately (within hours of notification) in any situation of concern.

47

If information concerning a threatening situation suggests that violence is imminent, it should be referred immediately to police. 48

The threat assessment team needs to consider how to handle a student of concern while an inquiry or investigation is being conducted; student rights and privacy 

must be protected.

48

Once a decision has been made to conduct an inquiry, the threat assessment team should develop an information plan: 

1. The facts that drew attention to the student, the situation, and possibly the targets

2. Information about the student

3. Information about “attack-related” behaviors

4. Motives

5. Target selection

48

The sources of information for the inquiry may be as follow: 

1. School information

2. Collateral school interviews

3. Parent/guardian interview

4. Interviews with the student of concern

5. Potential target interview

49

Information gathered in a threat assessment inquiry should be examined for evidence of behavior and conditions that suggest that the student of concern is planning 

and preparing for an attack.

55

Evaluation of information gathered from research and interviews conducted during a threat assessment inquiry should be guided by the following 11 key questions:

1. What are the student’s motive(s) and goals?

2. Have there been any communications suggesting ideas or intent to attack?

3. Has the subject shown inappropriate interest in any of the following?

4. Has the student engaged in attack-related behaviors? These behaviors might include:

• developing an attack idea or plan;

• making efforts to acquire or practice with weapons;

• casing, or checking out, possible sites and areas for attack; or

• rehearsing attacks or ambushes.

5. Does the student have the capacity to carry out an act of targeted violence?

6. Is the student experiencing hopelessness, desperation, and/or despair?

7. Does the student have a trusting relationship with at least one responsible adult?

8. Does the student see violence as an acceptable—or desirable—or the only—way to solve problems?

9. Is the student’s conversation and “story” consistent with his or her actions?

10. Are other people concerned about the student’s potential for violence?

11. What circumstances might affect the likelihood of an attack?

56
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If the team concludes that

a. there is insufficient information for the threat assessment team to be reasonably

certain that the student does not pose a threat; or

b. the student appears to be on a path to attack; then

c. the team should recommend that the matter be referred to the appropriate law enforcement agency for a threat assessment investigation.

56

Threat Assessment Investigation 

In carrying out a threat assessment investigation, investigators should explore a student’s prior contacts with civil authorities and criminal and juvenile justice 

officials.

58

Investigators should focus particularly on attack-related behaviors exhibited by the student, including efforts to acquire, buy, or gain access to weapons. 58

Investigators should, if necessary, request the permission of the student or his parents to search a student’s computer, room, home, car, or workspace. In some cases, 

investigators may need to obtain search warrants. 58

Investigators should evaluate information gathered during a threat assessment investigation in accord with the 11 key questions identified in the procedures for 

conducting a threat assessment inquiry.

59

As with a threat assessment inquiry, it is critical that investigators document and keep a record of the information that they gather and evaluate in carrying out a 

school threat assessment investigation.

59

As investigators proceed with a threat assessment investigation, they continuously should ask themselves the following questions:

• Does the information collected prompt more concern or less concern about the possibility that the student is moving on a path toward a school attack?

• What information might prompt less concern?

• What information might heighten concern?

• What options exist for intervening in the behavior of or redirecting the student away from ideas of or plans for a school attack?

• Should potential targets be contacted, warned, and/or protected?

59

Managing a Threatening Situation 

An individual management/monitoring plan should be developed for any student who is identified in a threat assessment inquiry or investigation as posing a threat 

of targeted school violence.

63

Successful management of a threatening situation requires substantial time and effort. Management of these situations comprises three related functions:

1. Controlling/containing the situation and/or student in a way that will prevent the possibility of an attack;

2. Protecting and aiding possible targets; and

3. Providing support and guidance to help the student deal successfully with his or her problems.

63

In the short term, after a threat assessment investigation has concluded that a student poses a risk of targeted school violence, authorities must move immediately to 

intervene with that student to contain the threatening situation and reduce the potential for violence.

63

Once the immediate threat of a situation is believed to be under control for the short term, the threat assessment team should turn its attention to longer-term safety. 

The threat assessment team should address two central questions: What steps should be taken to contain a potential attacker over the longer term? What course of 

action should be pursued to deter the potential attacker from posing a future threat of violence?

64

The primary goal in a school threat assessment is to prevent an attack. The intervention or management strategy selected therefore should be the one with the 

greatest potential for long-term preventive power. 

64

Those with responsibility to manage a student assessed as posing a threat of targeted violence should consider options for the long-term management of threatening 

situations in the context of the primary goal of prevention. The response with the greatest punitive power may or may not have the greatest preventive power.

65

Those responsible for managing a situation and student of concern—school officials, law enforcement officers, mental health professionals, youth service workers, 

court, probation, or correctional staff—should identify existing resources within the community that can play roles in managing students who pose threats of 

targeted school violence.

65

A key focus of the threat assessment process is to connect the student to services and support systems that provide encouragement and hope, and reduce the

likelihood that the student will engage in future threatening behavior.

65
Federal Commission on School Safety: Appendix B 83

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Monitoring of a student may be discontinued after responsible authorities have completed the following tasks:

• Assessing whether (and to what extent) the student has changed unacceptable thinking and behavior over time; and

• Developing and supporting intervention strategies that encourage and help the student to change.

66

After a determination is made that the subject no longer poses a threat of targeted school violence, formal monitoring is ended. 66

Table A.9: Prior Knowledge of Potential School-Based Violence: Information Students Learn May Prevent a Targeted Attack. United States Secret Service 

and the United States Department of Education (2008)

Recommendations Page

Bystander Interview Findings 

The relationships between the bystanders and the attackers, as well as when and how the bystanders came upon information about the planned attacks, varied. 6

A majority of those individuals received the information from the attacker more than a day before the attack. 6

Bystanders shared information related to a threat along a continuum that ranged from bystanders who took no action to those who actively conveyed the 

information.

6

School climate affected whether bystanders came forward with information related to the threats. 7

Bystanders who came forward with information commented that they were influenced by positive relations with one or more adults, teachers, or staff, and/or a 

feeling within the school that the information would be taken seriously and addressed appropriately.

7

Students who displayed a reluctance to come forward indicated that they anticipated a negative response from the school had they shared information. 7

Some bystanders disbelieved that the attacks would occur and thus did not report them. 7

Bystanders often misjudged the likelihood and immediacy of the planned attack. 7

Bystanders reported that often they did not come forward with information related to the potential attack because they felt they had more time to decide on an 

appropriate action.

7

In some situations, parents and parental figures influenced whether the bystander reported the information related to the potential attack to school staff or other 

adults in positions of authority.

7

Implications of the Bystander Interviews 

Schools should ensure a climate in which students feel comfortable sharing information they have regarding a potentially threatening situation with a responsible 

adult.

8

Bystanders who did not share information related to the planned attack reported no connection to the school or a negative perception of the school climate. 8

Bystanders who did not share information believed that if they did speak to someone they either would not be believed or would get into trouble. 8

Bystanders were reluctant to come forward if they felt that school officials would not keep the source of the information confidential. 8

Bystanders with information about a possible attack who felt a positive emotional connection with the school, or with someone on the staff, were comfortable 

coming forward and reporting what they knew.

8

Developing meaningful social and emotional connections with students and creating a climate of mutual respect are essential to keeping schools safe. 8

Law enforcement officers and educators need to convey clearly to students that merely reporting information about potential threats will not subject the student to 

negative consequences and/or liability.

8

Because attackers sometimes communicate vague information prior to an attack, a student may be wary of overreacting and getting someone in trouble. It should be 

explained to students that any reported information or threats will be investigated and appropriate action will be taken.

9
Federal Commission on School Safety: Appendix B 84

Recommendations Page

School districts are encouraged to develop policies that address the many aspects of reporting a threat. 9

School policies regarding student threats should:

• Encourage students, staff, faculty, parents, and others to report all apparent threats or threatening or disturbing behaviors.

• Provide several options for the reporting of threats, including reporting anonymously if necessary.

• Ensure that all those who report a threat or threatening situation will be treated with respect and that the information they provide will be closely guarded.

• Emphasize that the school will take appropriate action on all reports and will, within the confines of privacy laws, provide feedback to the reporting student that 

the information was received and that appropriate action was taken.

• Articulate what types of student information and knowledge can be shared, with whom it can be shared, and under what conditions it can be shared.

• Be clear as to who is responsible for acting on information received regarding threats.

• Where the law permits, include law enforcement and mental health officials in the review process.

• Track threats over time so that the information collected regarding threats can be used in the decision-making process.

9

School districts need to collect more data about threats that will permit law enforcement officials and educators to learn more about what students or groups of 

students have previously engaged in these behaviors, the manner in which they threatened others, the actions taken by the school and law enforcement in response, 

and the outcome.

10

Teachers, administrators, and other faculty should be trained on how to properly respond to students who provide them with information about a threatening or 

disturbing situation, as well as how to deal with actual threats.

10

Table A.10: Enhancing School Safety Using a Threat Assessment Model: An Operational Guide for Preventing Targeted School Violence (2018)

Recommendations Page

Establish a Multi-disciplinary Threat Assessment Team 

The first step in developing a comprehensive targeted violence prevention plan is to establish a multi-disciplinary threat assessment team (hereafter referred to as

the “Team”) of individuals who will direct, manage, and document the threat assessment process. 3

The Team will receive reports about concerning students and situations, gather additional information, assess the risk posed to the school community, and develop 

intervention and management strategies to mitigate any risk of harm. 3

Some schools should pool their resources and have a single Team that serves an entire district or county, while other districts may choose to have a separate Team 

for each school.

3

Teams should include personnel from a variety of disciplines within the school community, including teachers, guidance counselors, coaches, school resource 

officers, mental health professionals, and school administrators. The multi-disciplinary nature of the Team ensures that varying points of view will be represented 

and that access to information and resources will be broad.

3

The Team needs to have a specifically designated leader. This position is usually occupied by a senior administrator within the school. 3

Teams should establish protocols and procedures that are followed for each assessment, including who will interview the student of concern; who will talk to 

classmates, teachers, or parents; and who will be responsible for documenting the Team’s efforts. Established protocols allow for a smoother assessment process as 

Team members will be aware of their own roles and responsibilities, as well as those of their colleagues.

3

Team members should meet whenever a concerning student or situation has been brought to their attention, but they should also meet on a regular basis to engage 

in discussions, role-playing scenarios, and other teambuilding and learning activities. This will provide members of the Team with opportunities to work together 

and learn their individual responsibilities so that when a crisis does arise, the Team will be able to operate more easily as a cohesive unit.

3

Define Prohibited and Concerning Behaviors 

Schools need to establish policies defining prohibited behaviors that are unacceptable and therefore warrant immediate intervention. These include threatening or 

engaging in violence, bringing a weapon to school, bullying or harassing others, and other concerning or criminal behaviors. 4

School policies should also identify behaviors that may not necessarily be indicative of violence, but also warrant some type of intervention. These include a marked 

decline in performance; increased absenteeism; withdrawal or isolation; sudden or dramatic changes in behavior or appearance; drug or alcohol use; and erratic, 4
Federal Commission on School Safety: Appendix B 85

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depressive, and other emotional or mental health symptoms.

If these behaviors are observed or reported to the Team, schools can offer resources and supports in the form of mentoring and counseling, mental healthcare,

tutoring, or social and family services. 4

The threshold for intervention should be relatively low so that Teams can identify students in distress before their behavior escalates to the point that classmates, 

teachers, or parents are concerned about their safety or the safety of others. It is much easier to intervene when the concern is related to a student’s struggle to 

overcome personal setbacks, such as a romantic breakup, than when there are concerns about threats posed to others.

4

During the assessment process, Teams may identify other concerning statements and actions made by the student that may not already be addressed in their 

policies. Gathering information about these behaviors will help the Team assess whether the student is at risk for attacking the school or its students and identify 

strategies to mitigate that risk.

4

Create a Central Reporting Mechanism 

Schools can establish one or more reporting mechanisms, such as an online form posted on the school website, a dedicated email address or phone number, smart 

phone application platforms, or another mechanism that is accessible for a particular school community. 5

Students, teachers, staff, school resource officers, and parents should be provided training and guidance on recognizing behaviors of concern, their roles and 

responsibilities in reporting the behavior, and how to report the information. 5

Teams need to be sure that a team member proactively monitors all incoming reports and can respond immediately when someone’s safety is concerned. 5

Regardless of what method schools choose to receive these reports, there should be an option for passing information anonymously, as students are more likely to 

report concerning or threatening information when they can do so without fear of retribution for coming forward. 5

The school community should feel confident that team members will be responsive to their concerns, and that reports will be acted upon, kept confidential, and 

handled appropriately. 5

Determine the Threshold for Law Enforcement Intervention 

Reports regarding student behaviors involving weapons, threats of violence, physical violence, or concerns about an individual’s safety should immediately be 

reported to local law enforcement. This is one reason why including a school resource officer or local law enforcement officer on the Team is beneficial. 6

If a school resource officer is not available to serve on the Team, schools should set a clear threshold for times when law enforcement will be asked to take over an 

assessment. For example, it might be necessary to have law enforcement speak with a student’s parent or guardian, search a student’s person or possessions, or 

collect additional information about the student or situation outside the school community during the assessment.

6

Establish Assessment Procedures 

Teams need to establish clearly defined processes and procedures to guide their assessments. 7

Maintain documentation to keep track of when reports come in; the information that is gathered; when, where, and how it was obtained; who was interviewed; the 

behaviors and circumstances of the student of concern; and the intervention strategies taken. Documentation requirements, such as forms and templates, should be 

included in the plan to ensure standardization across cases.

7

Use a community systems approach. An effective approach for gathering information to assess a student of concern is to identify the sources that may have 

information on the student’s actions and circumstances. This involves identifying the persons with whom the student has a relationship or frequently interacts and

the organizations or platforms that may be familiar with the student’s behaviors. Students exist in more than one system, and they come in contact with people 

beyond their classmates and teachers at school.

Gathering information from multiple sources ensures that Teams are identifying concerning behaviors, accurately assessing the student’s risks and needs, and 

providing the appropriate interventions, supports, and resources.

7

Examine online social media pages, conduct interviews, review class assignments, and consider searching the student’s locker or desk. Team members should also 

review academic, disciplinary, law enforcement, and other formal records that may be related to the student. When reviewing school records, be sure to determine 

whether the student has been the subject of previous reports to school officials, especially if the student has a history of engaging in other concerning or threatening 

behaviors. Also determine if the student received any intervention or supports and whether those were beneficial or successful. The Team may be able to draw on 

information from previous incidents and interventions to address the current situation for the student. This factor further emphasizes the importance of the Team’s 

7
Federal Commission on School Safety: Appendix B 86

Recommendations Page

documentation to ensure the accuracy and availability of information regarding prior contacts the student of concern may have had with the Team.

Build rapport that can facilitate information-gathering efforts. By demonstrating that their goal is to support individuals who may be struggling, while ensuring that 

the student and the school are safe, Teams may be better able to build a positive relationship with a student of concern and the student’s parents or guardians. When 

Teams have established this rapport, parents or guardians may be more likely to share their own concerns, and the student may be more forthcoming about 

frustrations, needs, goals, or plans.

8

Evaluate the student’s concerning behaviors and communications in the context of his/her age and social and emotional development. Some students’ behaviors 

might seem unusual or maladaptive, but may be normal for adolescent behavior or in the context of a mental or developmental disorder. To ensure that these 

students are being accurately assessed, collect information from diverse sources, including the reporting party, the student of concern, classmates, teammates, 

teachers, and friends. Consider whether those outside of their immediate circle, such as neighbors or community groups, may be in a position to share information 

regarding observed behaviors.

8

Investigative Themes 

Teams should organize their information gathering around several themes or areas pertaining to the student’s actions, circumstances, and any other relevant threat 

assessment factors. 9

Addressing each theme is necessary for a complete assessment and may uncover other avenues of inquiry to help determine whether the student is at risk for 

engaging in violence. 9

Using the themes to identify where the student might be struggling will help the Team identify the most appropriate resources and actions. 9

Investigative Themes: Motives 

Students may have a variety of motives that place them at risk for engaging in harmful behavior, whether to themselves or others. If you can discover the student’s 

motivation for engaging in the concerning behavior that brought him/her to the attention of the Team, then you can understand more about the student’s goals. 9

The Team should also assess how far the student may be willing to go to achieve these goals, and what or who may be a potential target. 9

Investigative Themes: Communication 

Look for concerning, unusual, bizarre, threatening, or violent communications the student made. 10

The student’s communications may reveal grievances held about certain issues or a possible intended target. They may allude to violent intentions or warn others to 

stay away from school at a certain time.

10

These statements might be made in person to classmates, teammates, or friends; in writing on assignments or tests; and/or via social media, text messages, or photo 

or video-sharing sites. 10

Teams need to remember that a student who has not made threatening statements may still be at risk for engaging in violence. Whether or not the student made a 

direct threat should not be the lone indicator of concern. 10

Investigative Themes: Inappropriate Interests 

Gather information about whether the student has shown an inappropriate or heightened interest in concerning topics such as school attacks or attackers, mass 

attacks, or other types of violence. 11

These interests might appear in the student’s communications, the books the student reads, the movies the student watches, or the activities the student enjoys. 11

The context of the student’s interests is an important factor to consider. 11

In addition to determining whether the student has any inappropriate interests or fascination with weapons, the Team should assess whether the student has access 

to weapons. 11

Because many school attackers used firearms acquired from their homes, consider whether the family keeps weapons at home, or if there is a relative or friend who 

has weapons. 11

If there are weapons at home, the Team should determine if they are stored appropriately and if the student knows how to use them or has done so in the past. 11

The Team should also remember that firearms are not the only weapons to be concerned about. Even though many school attackers have used firearms in carrying 11
Federal Commission on School Safety: Appendix B 87

Recommendations Page

out their attacks, explosives, incendiary devices, bladed weapons, or combinations of these weapons have been used in past attacks.

Investigative Themes: Stressors 

All students face stressors such as setbacks, losses, and other challenges as part of their lives. 12

Gather information on stressors the student is experiencing, how the student is coping with them, and whether there are supportive friends or family who can help 

the student overcome them. 12

Stressors can occur in all areas of a student’s life, including at school with coursework, friendships, romantic relationships, or teammates; or outside of school with 

parents, siblings, or at jobs. 12

Teams should intervene and prevent bullying and cyberbullying of a student who has been brought to their attention. More broadly, administrators should work to 

address any concerns regarding bullying school-wide and ensure their school has a safe climate for all students. 12

Investigative Themes: Emotional and Developmental Issues 

Behaviors exhibited by a student with a diagnosed disorder need to be evaluated in the context of that diagnosis and the student’s known baseline of behavior. 13

If the student is experiencing feelings related to a diagnosable mental illness, such as depression, then the Team needs to consider the effect of these feelings on his 

or her behavior when assessing the student’s risk of engaging in harm to self or others. 13

Investigative Themes: Desperation or Despair 

Assess whether the student feels hopeless, desperate, or out of options. Determine if the student has had thoughts about or engaged in behaviors that would indicate 

the student’s desperation. 13

The Team should determine whether the student has felt this way before, how the student managed those feelings then, and whether those same resources for 

coping are available to the student now. 13

Investigative Themes: Violence as an Option 

Some students, who are feeling hopeless and out of options, may think violence is the only way to solve a problem or settle a grievance. 14

The Team should look to see whether the student thinks violence is acceptable or necessary, if the student has used violence in the past to address problems, and 

whether the student has thought of alternative ways to address the grievances. 14

Assess whether parents, friends, classmates, teachers, or others who know the student are worried about the student and whether they have taken any actions in 

response to their concerns. 14

Investigative Themes: Concerned Others 

Gather information on the specific behaviors that caused worry or fear. These could include behaviors that may have elicited concerns about the safety of the student 

or others, such as unusual, bizarre, or threatening statements; intimidating or aggressive acts; indications of planning for an attack; suicidal ideations or gestures; or 

a fixation on a specific target. 

14

Investigative Themes: Capacity to Carry Out an Attack 

Determine whether the student’s thinking and behavior is organized enough to plan and execute an attack and whether the student has the resources to carry it out. 15

Planning does not need to be elaborate and could be as simple as taking a weapon from home and inflicting harm on classmates at school. 15

Carrying out an attack requires that the student has access to a weapon and the ability to get that weapon to school undetected. 15

Investigative Themes: Planning 

Targeted attacks at school are rarely sudden or impulsive acts of violence. 15

The Team should assess whether the student has made specific plans to harm the school. The student might create lists of individuals or groups targeted for violence, 

or research tactics and materials needed to carry out the attack. 

15

He/she may write out detailed steps and rehearse some aspects of a plan, such as getting to the school, the timing of the attack, or whether to attempt escape, be 

captured, or commit suicide. 

15
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Investigative Themes: Consistency 

The Team should corroborate the student’s statements to determine that they are consistent with the student’s actions and behaviors and with what other people 

say about the student. 

16

When inconsistencies are identified, the Team should then try to determine why that is the case. Determine whether the inconsistency (subjects stories and 

behavior) is because the student is deliberately hiding something or if the inconsistency stems from another underlying issue. 

16

Investigative Themes: Protective Factors 

A thorough threat assessment requires understanding the full picture of a student’s behaviors and environment, which also includes accounting for the positive and 

prosocial influences on the student’s life. 

16

The Team should identify factors that may restore hope to a student who feels defeated, desperate, or in a situation that is impossible to overcome. This includes 

determining whether the student has a positive, trusting relationship with an adult at school. 

16

A trusted adult at school in whom the student can confide and who will listen without judgment can help direct a student toward resources, supports, and options to 

overcome setbacks. 

16

Positive situational or personal factors might help to deter a student from engaging in negative or harmful behaviors. 16

The Team could also use activities or groups the student wants to take part in as motivation for the student to engage in positive and constructive behaviors, such as 

attending class, completing assignments, and adhering to a conduct or behavior code. 

16

Develop Risk Management Options 

Once the Team has completed a thorough assessment of the student, it can evaluate whether the student is at risk for self-harm or harming someone else at school. 17

Teams can then develop risk management strategies that reduce the student’s risk for engaging in violence and make positive outcomes for the student more likely. 17

Each student who comes to the Team’s attention will require an individualized management plan. 17

The Team will determine that the student is not currently at risk for engaging in violence, but requires monitoring or is in need of guidance to cope with losses, 

develop resiliency to overcome setbacks, or learn more appropriate strategies to manage emotions. 

17

Resources to assist the student could take the form of peer support programs or therapeutic counseling to enhance social learning or emotional competency, life 

skills classes, tutoring in specific academic subjects, or mental healthcare. 

17

Sometimes management involves suspension or expulsion from school. When this is necessary, Teams and school administrators should consider how it might affect 

their ability to monitor the student. Removing a student from school does not eliminate the risk to the school community. 

17

Teams should develop strategies to stay connected to the suspended or expelled student to determine whether the student’s situation is deteriorating or the 

behaviors of concern are escalating so that they can respond appropriately. 

17

Management plans should remain in place until the Team is no longer concerned about the student or the risk for violence. 17

Notify law enforcement immediately if a student is thinking about or planning to engage in violence, so that they may assist in managing the situation. 17

Make efforts to address the safety of any potential targets by altering or improving security procedures for schools or individuals and providing guidance on how to 

avoid the student of concern. 

17

Create a situation that is less prone to violence by asking the family or law enforcement to block the student’s access to weapons, while also connecting the student to 

positive, prosocial models of behavior. 

18

Remove or redirect the student’s motive. Every student’s motive will be different, and motives can be redirected in a variety of ways. 18

Reduce the effect of stressors by providing resources and supports that help the student manage and overcome negative events, setbacks, and challenges. 18

Create and Promote Safe School Climates 

Teachers and staff in safe school environments support diversity, encourage communication between faculty and students, intervene in conflicts, and work to 

prevent teasing and bullying. 

19

Students in safe school climates feel empowered to share concerns with adults, without feeling ashamed or facing the stigma of being labeled a “snitch.” 19
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To help students feel connected to the school, their classmates, and teachers encourage teachers and staff to build positive, trusting relationships with students by

actively listening to students and taking an interest in what they say. 

19

Break down “codes of silence” and help students feel empowered to come forward and share concerns and problems with a trusted adult. 19

Help students feel more connected to their classmates and the school. 19

Identify clubs or teams at school they can join or encourage them to start their own special interest group. 19

Schools can also support positive school climates by implementing school-wide Positive Behavioral Interventions and Supports (PBIS) programs. 20

While teachers and staff can foster relationships and connectedness among the student body, students themselves have a role to play in sustaining safe school 

climates. 

20

Conduct Training for All Stakeholders 

A comprehensive targeted violence prevention plan is to identify training needs for all stakeholders, including faculty, staff, and administrators; students; parents; 

and school resource officers or local law enforcement. 

21

Each audience will require a slightly different message, but some stakeholders may also benefit from attending training together, such as parents and students, or 

school faculty/staff and law enforcement personnel. When developing a training program, consider how frequently each stakeholder will receive training and 

whether to vary the delivery method of trainings. 

21

Providing training on other topics, such as suicide awareness and prevention, conflict resolution, mental health, and developmental disabilities, might also allow 

school faculty, staff, and administrators to foster positive school climates. 

21

Students need training on the threat assessment process, where to report concerns, and what information they should bring forward. 21

Students also need assurances that they can make a report to the Team or another trusted adult anonymously, that their information will be followed up on, and that 

it will be kept confidential. 

21

Messaging should demonstrate to students that there is a big difference between “snitching,” “ratting,” or “tattling” and seeking help. 21

Maintaining a safe school climate includes providing students with training or lessons to acquire skills and abilities to manage emotions, resolve conflicts, cope with 

stress, seek help, and engage in positive social interactions. 

21

Parents should also be trained on the threat assessment process at their child’s school and their role in that process. They should be clear on who to call, when, and 

what information they should be ready to provide. 

21

Training can also reduce the stigma around mental, emotional, or developmental issues and provide information on available resources and when they should seek 

professional assistance. 

22

Not every school will have a school resource officer, but schools can still develop relationships with local law enforcement agencies and personnel. 22

Schools can encourage local officers to co-teach classes at the school, serve as coaches or assistant coaches of sports teams, and work with parents and teachers at 

after-school events. 

22

In some communities without school resource officers, local law enforcement agencies have encouraged officers to “adopt a school,” stopping by the school to greet 

and become familiar with students and teachers, eating lunch on campus, or doing paperwork in an office at the school. 

22

Training for law enforcement and school resource officers should also provide familiarity with emergency response procedures the school has in place and the 

layout of the campus. 

22

Officers and school staff might benefit from attending training together so that all parties are aware of the point at which local law enforcement should be involved in 

an investigation. 

22

 

1 https://www.ed.gov/school-safety.
Federal Commission on School Safety: Appendix B 90

 

2 The following reports were commissioned by the governors of Colorado, Virginia, and Connecticut: “The Report of Governor Bill Owens’ Columbine Review Commission,” “Mass Shootings at Virginia 

Tech, Addendum to Report of the Review Panel, Presented to Governor Kaine, Commonwealth of Virginia,” and “Final Report of the Sandy Hook Advisory Commission Presented to Governor Dannel P. 

Malloy, State of Connecticut.” 

3 In April 2007, in response to the tragic shootings at Virginia Tech, President George W. Bush directed Secretaries Michael Leavitt and Margaret Spellings and Attorney General Alberto Gonzales to 

provide recommendations on how the federal government could assist; in January 2013, in the wake of the tragedy at Sandy Hook Elementary School, President Barack Obama issued the “Now is the 

Time” plan to protect children and reduce gun violence.