Department of Education
Dr. Tim Webb, Commissioner
SAVE (Schools Against Violence in Education) Act
Background
Tenn. Code Ann. § 49-6-(3-15) or the SAVE Act 
(Schools Against Violence in Education) establishes specific and consistent requirements for local education agencies in providing a safe school environment. The act also establishes a state-level safety team to provide guidance to school districts in their efforts to address, plan, and implement a comprehensive school safety planning strategy. Below is the product of that effort. Please find the SAVE Act Compliance Instrument/ Self-Assessment, District and School-Level Emergency Coordinators Spreadsheet, Compliance Package Coversheet with Assurances Statement, and Detailed Reporting Instructions to help ensure that your district is complying with all the requirements set forth. Additionally, a School-Level Evidence Inventory has been included to gather information for the district's inventory assessment found within the instrument. The SAVE Act Compliance Instrument provides a framework for emergency planning aimed at bringing together all available resources and stakeholders to provide for the safety of all of Tennessee’s students.
To begin developing or revising your existing plans review Multi-Hazard Emergency Planning for Schools. 
For more information on specific elements of an emergency response plan click here. Also find additional planning resources below that will help you comply with each of the planning requirements set forth.
Timeline for Submitting Compliance Documentation
Districts must submit all documents listed below on or before October 1st of each year to show compliance with the SAVE Act requirements set forth. LEAs that have previously submitted a district Emergency Response Plan (ERP) to the Department of Education are not required to resubmit each year unless the plan has changed. If this is the case, the school district must submit two copies of the plan with all other compliance documents.
For additional information on the SAVE Act contact Mike Herrmann at (615) 741-3248. For a list of current training events offered by the Office of School Safety and Learning Support that support current emergency response planning click here.
* Please note that the deadline for the 2009-2010 school year has been extended until November 16, 2009.
Compliance Documents
- SAVE Act Compliance Instrument/ Self Assessment (Revised 2009)
- District and School-Level Emergency Coordinators
- Compliance Package Coversheet with Assurances
- Detailed Reporting Instructions
- School-Level Evidence Inventory (Optional for Use in Completing Part IV of Compliance Instrument)
Example Emergency Response Plans (ERPs)
Each school district and community is unique. Therefore, ERPs should be developed in collaboration with local emergencies response agencies based on likely hazards found within the community. For examples of those types of collaboratives contact Mike Herrmann at (615) 741-3248 for example ERPs. Please note that due to the sensitive nature of the example ERPs submitted by Tennessee school districts, examples will only be released to Director of Schools and other authorized employees per the Director's request.
Save Act General Requirements/ Additional Resources
- Standard 1.0: Emergency Management
- Standard 2.0: Prevention and Intervention
- Standard 3.0: Policies and Procedures
Standard 1.0: Emergency Management
A district and school level emergency response plan (ERP) has been developed in conjunction with local emergency response agencies. The ERP is fluid and integrates a multi-hazard approach to planning, involvement from appropriate stakeholders and establishes an incident command structure synchronized with both district and school level safety teams.
|
Indicators of Success |
Available Resources | |
|---|---|---|
|
1.1 |
A district and school level emergency response plan (ERP) has been developed in coordination with local emergency response agencies and other appropriate stakeholders including the following: police and fire departments, EMS, local medical facilities, administrators, staff, parents and students, school nurse(s), school resource officer(s), mental health agencies, school transportation personnel and other appropriate community representatives. |
Multi-Hazard Emergency Planning for Schools (Training Module)
Introduction to Community Emergency Response Teams (Training Module)
Steps for Developing a School Emergency Response Plan Components of Comprehensive School and School District Response Management Plans |
|
1.2 |
Mutual aid agreements exist with local response agencies that outline the type of assistance, and identify a chain of command for activating the agreement, define a common language for communicating before, during and after an emergency, and include response agencies when conducting functional exercises. |
FEMA's Guidelines for Mutual Aid Agreements
|
|
1.3 |
The district and schools have readily available and provided a current copy of the ERP, floor plans/blueprints, schematics, and maps of the school interior and grounds to local emergency response agencies. |
Office of Environmental Health and Safety (Example Safety Plan) |
|
1.4 |
The ERP has identified district and school safety teams with roles and responsibilities aimed at preventing, responding to and recovering from emergencies. Members include but not limited to the following individuals: director of schools, administrators, staff, parents, school bus personnel and local emergency response agencies. |
Emergency Manager: An Orientation to the Position (Training Module)
Engaging Administrators in School Emergency Management Preparing Your School for a Crisis (US Department of Education)
|
|
1.5 |
The ERP designates district and school-level safety coordinators. The names of these individuals has been communicated to local emergency response agencies, administrators, staff and students, the Department of Education, and other appropriate individuals. |
Practical Information on Crisis Planning Disaster Basics (Training Module)
|
|
1.6 |
The district and school ERP has designated a first responder team of individuals trained in CPR, bloodborne pathogens, first aid, general emergency management and the use of an AED (automated external defibrillator). The first responder team is readily available to manage and care for students, administrators, staff, and visitors in the absence of or while awaiting local emergency response agencies. |
|
|
1.7 |
The district ERP has integrated a recovery strategy into the plan that coordinates a postvention team available to each school. The team is accessible to provide counseling and other support for students, staff, and parents following an emergency or other traumatic event. |
American Red Cross (Disaster Services)
|
|
1.8 |
District and school ERPs follow FEMA’s (Federal Emergency Management Agency) emergency management cycling including the following stages in planning: mitigation and prevention, preparedness, response, and recovery. Furthermore, the school district is working towards voluntary compliance of NIMS Implementation Matrix for State and Territories. |
Creating Emergency Management Plans |
|
1.9 |
School and district ERPs integrate a multi-hazard approach to planning and annually assesses the following hazards: classrooms, community, structural and non-structural. When present, the SRO (School Resource Officer) conducts /or assists schools in these assessments. |
Introduction to Hazard Mitigation (Training Module)
NCEF Safe Schools Facilities Checklist School Building Assessment Methods Building Successful Programs to Address Chemical Risks in Schools An Introduction to Hazardous Materials (Training Module)
|
|
1.10 |
The district and school ERPs included an emergency transportation plan for moving students to an off-site location including at least two alternative sites (one of which is outside the local community). | |
|
1.11 |
The district ERP has addressed any potential emergencies that might take place while transporting students and staff (a separate emergency plan for school buses is developed and revised annually or as needed). | |
|
1.12 |
An Incident Command System (ICS) for the district and school integrates a chain of command (outlined in an organizational chart) with a single incident commander and alternates to carry out the ERP. ICS utilizes FEMA’s five functional areas including: command, operations, planning, logistics and finance/administration. |
IS-100 Introduction to Incident Command System for Schools (Training Module)
|
|
1.13 |
Each individual falling under the Incident Command System (ICS) has assigned and designated responsibilities during an emergency and received training accordingly. | |
|
1.14 |
All district and school ERPs include the following elements: concept of operations, first responder team, postvention team, parent notification plan, plan for relocating and releasing students, designated primary and alternate evacuation routes, planning for school-sponsored events, field trips, bus emergencies and on-site and off-site command posts. |
The US Department of Education (School Safety and NCLB) Special Events Contingency Planning for Public Safety Agencies (Training Module)
|
|
1.15 |
An internal and external communication plan is developed to ensure contact is established in a way that facilitates rapid and secure distribution of critical emergency information. Furthermore, plain language is developed and used for commands that alert administrators, staff, students and local emergency response agencies to the appropriate emergency response(s). |
Effective Communication (Training Module)
Emergency Support Function 15 (ESF 15) External Affairs: A New Approach to Emergency Communication and Information Distribution (Training Module)
Federal Communications Commission |
|
1.16 |
The district ERP has outlined a media response/communication plan. At minimum the plan includes the following: a designated public information officer (PIO), the establishment of one unified message, plan for communicating information to parents and the community, identified and separate staging areas for the media, and guidelines on how to respond to media questioning during an emergency. |
Establishing and Developing Strategic Partnerships with Media Representatives |
|
1.17 |
District, school, classroom, and bus emergency kits are on hand and include (when appropriate): specific emergency response plans (flip charts, crisis cards, etc.), staff and student emergency contact and medical information, bus route information, student release information, phone trees and emergency numbers, first aid kits and other appropriate items. | |
|
1.18 |
District and school ERPs address and plan for the distinct needs of special populations during an emergency such as disabled and/or non-English-speaking students and staff. |
Special Needs Planning Considerations for Service and Support Providers (Training Module)
|
|
1.19 |
The district ERP and all school-level ERPs have included plans for the documentation of administrative actions during an emergency. Such records might include the following: telephone logs, detailed description of events and actions taken, records of injuries and follow-up actions, accounting for administrators, staff and students, notification of parents and parent pick up documentation. |
Vital Records Management (Power Point) |
|
1.20 |
In coordination with local emergency response agencies, the district and school has developed, disseminated and implemented emergency drills/procedures for the following: evacuation, reverse evacuation, lockdown, shelter-in-place, and drop, cover and hold. Administrators, staff, and students have been trained in these procedures. |
Planning and Conducting Functional Exercises Department of Homeland Security US Department of Justice’s Bureau of Alcohol, Tobacco, Firearms and Explosives (ATF) |
|
1.21 |
The school district has explored the issues associated with a continuity of operations plan (COOP) that would allow the district to continue mission-critical operations following an event that results in significant loss of personnel and/or extended school closing (pandemic flu). | |
|
1.22 |
All components of the district and school ERP are reviewed and revised annually based on deficiencies identified through drills, exercises, and actual implementation. Any new potential hazards, safety issues, and/or threats (based on yearly assessments) are accounted for in the ERP. Revisions to the ERP are made in coordination with all appropriate stakeholders and delivered to local emergency response agencies ensuring that a current plan resides with these agencies at all times. |
Updating and Maintaining School Emergency Management Plans
|
|
1.23 |
Consistent with Tenn. Code Ann. § 49-6-801 the district has made available a summary of the system-wide ERP for public comment at least (30) days prior to its adoption. | |
| 1.24 | As outlined in Tenn. Code Ann. § 49-6-801, the district level ERP has been submitted to the Tennessee Department of Education. Supplemental materials include contact information for the following individuals: director of schools, emergency coordinator, crisis intervention/postvention coordinator, PIO, school-level emergency coordinators, and the transportation supervisor. | |
| 1.25 | The district has delivered a copy of the system-level ERP and all school-level ERPs to local law enforcement and emergency management agencies. | SAVE Act |
Standard 2.0: Prevention and Intervention
Some emergencies can be prevented and/or mitigated. School safety planning includes taking appropriate steps to prevent problems from developing in the first place. Districts should attempt to defuse a crisis before it occurs by creating supportive learning environments that strive to reduce potential risks to the greatest extent possible. This includes training administrators and staff to identify students who exhibit early warning signs for the potential use of violence.
|
|
Indicators of Success |
Available Resources |
|---|---|---|
|
2.1 |
The guiding philosophy and mission of the district and schools is central to student success, invokes high levels of staff support, and fosters a safe and supportive school climate. |
A Guide to Managing Threatening Situations and to Creating Safe School Climates |
|
2.2 |
Administrators, staff and transportation personnel are trained to identify the early-warning signs associated with students who pose a potential threat to others or themselves including training in threat assessment and crisis intervention. |
|
|
2.3 |
The school district has established linkages to local mental health agencies, including a mobile crisis team/postvention team that will support schools during the recovery phase of a crisis. |
|
|
2.4 |
Administrators, staff, and transportation personnel are provided in-service training to teach positive social skills, healthy lifestyles, and violence prevention and fuse these topics into the curriculum. Topics might include the following: alcohol, drugs, suicide, tobacco, violence prevention, conflict resolution, character education, communication/decision making, health and wellness education, internet safety, problem solving, sexual harassment, social skills, teamwork, and other appropriate training events. |
|
|
2.5 |
Students have access to licensed school counselors who are implementing the Tennessee Comprehensive School Counseling Model and are empowered to make recommendations to outside social service agencies that can assist the student with his or her particular needs. |
|
|
2.6 |
Parents, students and the community are partners with the district and school and take an active role in the collective responsibility for the safety of the schools. |
National Coalition for Parent Involvement in Education National Center for Family and Community Connections with Schools |
|
2.7 |
Schools annually conduct climate assessments. Assessments cover topics such as the following: student discipline, gangs, violence, bullying (including cyber bullying), threats perceived by students, and other safety concerns. The results of the assessments are used to develop a plan of action. |
|
| 2.8 | Alternatives to suspension and expulsion have been built into the disciplinary policy and are appropriately and consistently used. Alternative education programs utilize best practices in the field as outlined in Tennessee’s Model for Alternative Education. | |
| 2.9 | Students have opportunities before and after school to participate in extended learning and recreational activities. |
Standard 3.0: Policies and Procedures
Carefully developed policies and procedures can help to reduce emergencies and compliment your existing emergency response plan (ERP). Effective policies and procedures outlining specific actions regarding day-to-day operations can help prevent, or reduce the chances of an emergency and/or crisis.
|
|
Indicators of Success |
Available Resources |
|---|---|---|
|
3.1 |
The district and all schools have a written code of conduct based on stakeholder input that is revised annually, ensures safe and disciplined classrooms, avoids technical jargon, and is clearly communicated to staff, students and parents. (i.e. commonly found in the student handbook) |
|
|
3.2 |
Consistent with Tenn. Code Ann. § 49-6-1016, the school district has implemented a policy prohibiting and responding to an incident of harassment, intimidation, and bullying. This policy should be included in the code of conduct. |
|
|
3.3 |
The district has a formal procedure to receive, investigate, and respond to threats, an actual incident of violence, or other misconduct by students or staff. |
|
|
3.4 |
The State Board of Education’s Unsafe School Choice Policy is implemented and regularly communicated to administrators, teachers, staff and students. |
|
|
3.5 |
A memorandum of understanding exists when a school resource officer is assigned to a particular school building. The MOU designates the SRO’s role within the school environment and their responsibilities during an emergency. Furthermore, a MOU exists between the district and a local mental health agency. |
|
|
3.6 |
The district has formal procedures in place that limit access to each educational facility to authorized students, administrators and staff. Procedures include a clearly marked and centralized point for screening all visitors. Each facility also has procedures for securing the school after hours and/or when unoccupied. |
|
|
3.7 |
Consistent with Tenn. Code Ann. §. 49-5-413 the school district has conducted criminal history/background checks of all teachers and other employees working in close proximity to school children or children in a child care program. Furthermore, history/background checks are conducted on all vendors having direct contact or access to the grounds of a school or child care center when children are present. |
|
|
3.8 |
The district has a policy that prohibits weapons on or in any educational facility. This policy has been communicated to administrators, staff, transportation personnel, students, parents and the community. Signs are posted in each facility that indicates the existence of this policy. |
|
|
3.9 |
The district has an approved Safe and Drug Free Schools plan that is based on an annual needs assessment involving all appropriate stakeholders and includes the mandated advisory council or committee. The district annually reviews and revises programs funded under SDFS based on the needs of that particular district and in coordination with school climate assessments. |
Title IV - Part A. Safe and Drug-Free Schools and Communities Program (Tennessee Website) Safe and Drug Free Schools (Federal Website)
|
|
3.10 |
A certified fire marshal inspector has conducted an annual fire safety assessment of all educational facilities to ensure compliance with the guidelines set forth. Deficiencies are immediately addressed and remedied based on the inspector’s findings. |
|
|
3.11 |
The district has developed and implemented procedures for verifying that required and planned emergency drills have been conducted at each school. Furthermore, the district has participated in functional exercises that help assess emergency readiness. |
An Introduction to Exercises (Training Module)
Exercise Evaluation and Improvement Planning (Training Module)
|
|
3.12 |
The district has adopted procedures for responding to reports of a firearm on campus. Procedures include the immediate notification of local law enforcement as required by Tenn. Code Ann. § 49-6-4209. Furthermore, the procedure is communicated to administrators, staff, and transportation personnel. |
|
|
3.13 |
When the school district negotiates contracts with outside agencies, the district specifies appropriate measures to ensure the safety and general well being of students benefiting from those services (i.e. requiring an emergency response plan, training, drills, etc.). |
|
| 3.14 | The district has procedures in place that designate when and who has the authority to activate the district and school-level emergency response plan (ERP). |
