Tag Archives: Reports

Reports on State Implementation of the Gun-Free Schools Act

School Years 2010-11

April 2013

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School Years 2005–06 and 2006–07

September 2010

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November 2009

School Year 2003-04

April 2007

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School Year 2002-03

February 2006

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School Year 2001-02

September 2004

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School Year 2000-01

October 2003

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School Year 1999-00

July 2002

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School Year 1998-99

October 2000

School Year 1997-98

August 1999

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Puerto Rico Implementation Letter

The Honorable Rafael Román Meléndez
Secretary of Education
Department of Education
P.O. Box 190759
San Juan, PR 00919

Dear Secretary Román Meléndez:

Congratulations on receiving approval of Puerto Rico’s request for ESEA flexibility. Submitting a request that meets the four ESEA flexibility principles is a significant accomplishment; you and your staff should be proud of the work you have done and that you plan to do to improve educational outcomes for all students, close achievement gaps, increase equity, and improve the quality of instruction in Puerto Rico. Full and effective implementation of your request for ESEA flexibility will be critically important to accomplishing these goals. The U.S. Department of Education (ED) is committed to working with Puerto Rico to ensure full and effective implementation, to include providing technical assistance and monitoring the progress of implementation toward the goals set for your schools and students.

The purpose of this letter is to provide some additional information about how to implement your approved request and how to meet certain obligations related to the approval of your request.

Conditions on Approval

Puerto Rico’s ESEA flexibility request was approved subject to four conditions. To request approval to implement these waivers beyond the 2013–2014 school year, Puerto Rico must meet the following conditions:

  • resolve all outstanding compliance findings for the School Improvement Grants (SIG) program and Title III of the ESEA by June 1, 2014
  • submit a high-quality plan (as defined in ESEA Flexibility Guidance for Renewal Process), which must be approved by ED, for resolving all monitoring and audit findings of all other ED programs for which Puerto Rico currently has outstanding monitoring or audit findings , and include in the plan interim goals for the 2013–2014 school year by December 31, 2013
  • submit to ED for review and approval an amended request incorporating final guidelines for teacher and principal evaluation and support systems that meet the requirements of ESEA flexibility by December 31, 2013
  • Puerto Rico must also confer with ED on a quarterly basis (every three months from date of approval) regarding its implementation of ESEA flexibility and progress toward the above conditions.

In addition, for Puerto Rico to satisfy the second condition, the plan it submits must include a reasonable timeline for resolution of all outstanding findings, which must be approved by ED. If Puerto Rico fails to meet any of these conditions, or if ED determines that Puerto Rico has not implemented its approved ESEA flexibility request with fidelity, the waivers being granted to Puerto Rico will expire at the end of the 2013–2014 school year, and Puerto Rico will be required to immediately resume complying with all waived ESEA requirements. Please note, that if ED determines after notice and an opportunity for a hearing, that Puerto Rico’s performance under the waivers has been inadequate to justify a continuance of the waivers, including if ED determines that any one or more of the conditions are not met, ED may terminate the waivers prior to the end of the 2013–2014 school year and require Puerto Rico to resume complying with all waived ESEA requirements at that time. ED may also designate Puerto Rico as a “high-risk grantee” or take other enforcement action that, among other things, may potentially hamper its ability to receive federal discretionary funds for which Puerto Rico would have been otherwise able to apply in the future.

Waivers in ESEA Flexibility

The waivers that comprise ESEA flexibility have been granted pursuant to the Secretary’s authority under section 9401 of the Elementary and Secondary Education Act of 1965, as amended (ESEA). Consistent with that authority, only the statutory requirements listed in the table enclosed with Secretary Duncan’s letter approving your request, and their implementing regulations, have been waived through ESEA flexibility. Puerto Rico, in its capacity as a State educational agency (SEA) and a local educational agency, remains obligated to comply with all other requirements of the ESEA, including, for example, the fiscal requirements in ESEA section 1120A, the report card requirements, the regulatory requirements for calculating graduation rates, the caps on the number of proficient and advanced scores of students with disabilities who take an alternate assessment based on alternate or modified academic achievement standards that may be included in accountability determinations, and the requirements related to equitable services.

In addition, the waivers that are included in the table enclosed with Secretary Duncan’s letter include waivers that permit Puerto Rico to: operate a schoolwide program in a priority or focus school that does not meet the 40 percent poverty threshold, provide funds reserved under ESEA section 1003(a) to any priority or focus school, provide funds reserved under ESEA section 1117(c)(2)(A) to any reward school, and provide funds under ESEA section 1003(g) to any priority school that will implement one of the four SIG school intervention models. Please note that these waivers apply only to schools that meet the ESEA flexibility definitions of priority, focus, and reward schools, as applicable. To clarify, if Puerto Rico identifies other schools as reward, priority, or focus schools that do not meet those definitions, these waivers would not be relevant to those additional schools. The approval of your request for ESEA flexibility does not waive any other requirements related to schoolwide programs, the reservation under ESEA section 1003(a), the provision of funds under ESEA section 1117(c)(2)(A), or the allocation of SIG funds, respectively; they merely modify the universe of schools to which those respective provisions apply.

Waivers of Requirements to Provide Supplemental Educational Services (SES) and Transportation for Public School Choice

Under ESEA flexibility, Puerto Rico will no longer be required by Federal law to offer SES or public school choice. Accordingly, Puerto Rico should ensure that it provides parents with information to explain why SES and transportation for public school choice will no longer be offered beginning in the 2013–2014 school year, while explaining the interventions, incentives, and supports that will replace those options, and provide other relevant details regarding the termination of the existing services. This information should be provided as early as feasible so that parents may plan accordingly, and should be provided in a language and format that is understandable to parents. Puerto Rico should also provide similar information about the status of SES to all SES providers on the island.

Please note that, although Puerto Rico will no longer be obligated by Federal law to provide transportation for public school choice, a student who is already taking advantage of public school choice must be permitted to remain at his or her school of choice until he or she has completed the highest grade in that school because ESEA flexibility does not waive ESEA section 1116(b)(13). This right should be clearly explained to parents in the information that is provided regarding the changes being made with respect to the provision of SES and public school choice. To enable parents to exercise this right, ED encourages Puerto Rico to consider providing transportation to these schools of choice beyond the end of the 2012–2013 school year.

Accountability Workbooks

ED recognizes that, in light of Puerto Rico’s approved ESEA flexibility request, some elements of Puerto Rico’s Accountability Workbook do not reflect Puerto Rico’s new system of differentiated recognition, accountability, and support. The Accountability Workbook will be replaced by an Accountability Addendum that will be posted with Puerto Rico’s approved ESEA flexibility request. Details regarding the preparation of the Accountability Addendum are available on the “Support for States” section of ED’s ESEA flexibility webpage.

Amendments to Puerto Rico’s ESEA Flexibility Request

ED encourages Puerto Rico to continuously evaluate the effectiveness of the plans and other elements of its ESEA flexibility request as it proceeds with implementation, and to make necessary changes to address any challenges that it identifies. As a result of this process of continuous improvement, ED anticipates that Puerto Rico might want or need to make changes to its ESEA flexibility request.

If Puerto Rico wishes to make changes to its ESEA flexibility request, Puerto Rico must submit those changes to ED as early as feasible for review and approval. Upon receipt of the proposed changes, ED will determine whether the changes require additional peer review. Puerto Rico may not implement any changes to its approved request until those changes have been approved by ED. Additional information regarding the format and process for an SEA to submit a request to amend its ESEA flexibility request is available on the “Support for States” section of ED’s ESEA flexibility webpage at: http://www.ed.gov/esea/flexibility/support-for-states Please note that ED does not anticipate approving any amendment that would result in Puerto Rico’s no longer meeting the required timelines for implementation of ESEA flexibility.

Continuing Consultation

Meaningfully engaging and soliciting input from teachers and their representatives, and other diverse stakeholders, was an important part of developing Puerto Rico’s ESEA flexibility request. Such consultation will be equally important as you proceed with implementing your ESEA flexibility request.

Submission of Reports, Data, and Evidence

ESEA section 9401(e)(2) requires an SEA receiving a waiver under section 9401 to report such information as the Secretary may require. In accordance with that provision and as it assured in its request, Puerto Rico must provide ED certain reports, data, and evidence regarding its progress in implementing the plans and other elements of its approved request. ED anticipates that an SEA will be able to meet this requirement primarily by providing information to ED through EDFacts/Consolidated State Performance Report (much of which is part of current collections), and by providing information required for ED’s monitoring of Puerto Rico’s ESEA flexibility implementation.

Monitoring

ED is monitoring SEAs to ensure full and effective implementation of approved ESEA flexibility requests. ED will track Puerto Rico’s progress and success in implementing the plans and other elements of its approved ESEA flexibility request, including alignment with the four principles and the required timelines listed in the document titled ESEA Flexibility. In addition, ED will closely monitor to ensure that Puerto Rico is in compliance with Federal civil rights laws that prohibit discrimination based on race, color, national origin, sex, disability, and age in their implementation of ESEA flexibility as well as their implementation of all other Federal education programs. ED expects to begin monitoring of Puerto Rico’s implementation of ESEA flexibility soon and will provide additional information on its monitoring plans in the coming weeks.

Please note that, as States’ implementation of ESEA flexibility proceeds, ED may adjust the reports, data, and evidence it needs to track implementation, as appropriate. ED will keep you apprised of any modifications.

Secretary’s Right to Terminate Waivers

Under ESEA section 9401(f), the Secretary must terminate a waiver if he determines, after notice and an opportunity for a hearing, that the performance of the entity affected by the waiver has been inadequate to justify a continuation of the waiver or if the waiver is no longer necessary to achieve its original purpose. Accordingly, the Secretary may terminate the waivers granted through ESEA flexibility if Puerto Rico does not implement its request as approved by ED, if Puerto Rico fails to submit in a timely manner the required reports, data, and evidence, or if Puerto Rico does not receive approval of its guidelines for teacher and principal evaluation and support systems. As noted above, Puerto Rico’s waivers will expire at the end of the 2013–2014 school year if it does not meet the four conditions listed above. If the waivers are terminated or expire by their own terms at the end of the 2013–2014 school year, Puerto Rico must immediately resume complying with the requirements of current law.

I hope you find this information helpful. Congratulations again on receiving approval of Puerto Rico’s request for ESEA flexibility. I look forward to working with you and your staff as you implement this flexibility and as you continue working to improve education in Puerto Rico.

Sincerely,

/s/

Deborah S. Delisle
Assistant Secretary

Enclosure

cc: Ramón L. De Azúa, Director of Federal Affairs

Alaska Implementation Letter

 

Date: August 1, 2013

The Honorable Michael Hanley
Commissioner
Department of Education and Early Development
PO Box 110500
Juneau, AK 99811

Dear Commissioner Hanley:

The U.S. Department of Education (ED) is committed to working with Alaska to ensure full and effective implementation of your approved request for ESEA flexibility, including by providing technical assistance and monitoring the progress of implementation toward the goals set for your schools and students. Toward that end, the purpose of this letter is to provide some additional information about how to implement your approved request and how to meet certain obligations related to your request.

Waivers in ESEA Flexibility

The waivers that comprise ESEA flexibility have been granted pursuant to the Secretary’s authority under section 9401 of the ESEA. Consistent with that authority, only the statutory requirements listed in the table enclosed with Secretary Duncan’s letter approving your request, and the related regulatory requirements, have been waived through ESEA flexibility. Alaska and its local educational agencies (LEAs) remain obligated to comply with all other requirements of the ESEA, including the fiscal requirements in ESEA section 1120A, the report card requirements, the regulatory requirements for calculating graduation rates, the caps on the number of proficient and advanced scores of students with disabilities who take an alternate assessment based on alternate or modified academic achievement standards that may be included in accountability determinations, and the requirements related to equitable services.

In addition, the waivers that are included in the table enclosed with Secretary Duncan’s letter include waivers that permit Alaska or LEAs in Alaska to: operate a schoolwide program in a priority or focus school that does not meet the 40 percent poverty threshold; provide funds reserved under ESEA section 1003(a) to any priority or focus school; provide funds reserved under ESEA section 1117(c)(2)(A) to any reward school; and provide funds under ESEA section 1003(g) to any priority school that will implement one of the four School Improvement Grants (SIG) school intervention models. Please note that these waivers apply only to schools that meet the ESEA flexibility definitions of priority, focus, and reward schools, as applicable. Essentially, if Alaska identifies other schools as reward, priority, or focus schools that do not meet those definitions, these waivers would not be relevant to those additional schools. Moreover, approval of your request for ESEA flexibility does not waive any other requirements related to schoolwide programs, the reservation under ESEA section 1003(a), the provision of funds under ESEA section 1117(c)(2)(A), or the allocation of SIG funds, respectively; they merely modify the universe of schools to which those respective provisions apply.

Waivers of Requirements to Provide Supplemental Educational Services (SES) and Transportation for Public School Choice

Under ESEA flexibility, LEAs in Alaska are no longer required by Federal law to offer SES or transportation for public school choice. Alaska should have taken steps to ensure, as appropriate, that its LEAs provided parents with information regarding the termination of SES and transportation for public school choice, including an explanation of the interventions, incentives, and supports that have replaced those options.

Please note that, although LEAs are no longer obligated by Federal law to provide transportation for public school choice, a student who is already taking advantage of public school choice must be permitted to remain at his or her school of choice until he or she has completed the highest grade in that school because ESEA flexibility does not waive ESEA section 1116(b)(13). This right should have been clearly explained to parents in the information that was provided regarding the changes being made with respect to the provision of SES and public school choice.

Accountability Addendum

ED recognizes that, in light of Alaska’s approved ESEA flexibility request, some elements of Alaska’s current accountability workbook do not reflect Alaska’s new system of differentiated recognition, accountability, and support. To help ensure transparency and consistency of information while at the same time minimizing the burden on an SEA, ED has developed an accountability addendum, which replaces the accountability workbook of a State approved for ESEA flexibility. Together, an SEA’s approved ESEA flexibility request and its accountability addendum contain the elements of the State’s system of differentiated recognition, accountability and support. Information about the accountability addendum and a sample addendum are available on ED’s ESEA flexibility web page at: http://www2.ed.govhttps://www2.ed.gov/policy/elsec/guid/esea-flexibility/index.html. Your State contact will be in touch with you to discuss the process for completing and submitting your accountability addendum for ED’s review.

Amendments to Alaska’s ESEA Flexibility Request

ED encourages Alaska to continuously evaluate the effectiveness of the plans and other elements of its ESEA flexibility request as it proceeds with implementation, and to make necessary changes to address any challenges that it identifies. As a result of this process of continuous improvement, ED anticipates that Alaska might want or need to make other changes to its ESEA flexibility request.

If Alaska wishes to make changes to its ESEA flexibility request, Alaska must submit those changes to ED as early as possible for ED’s review and approval. Upon receipt of the proposed changes, ED will determine whether the changes require additional peer review. Alaska may not implement any changes to its approved request until those changes have been approved by ED. Additional information regarding the format and process for an SEA to submit a request to amend its ESEA flexibility request is available on the “Support and Technical Assistance for States” section of the ESEA flexibility webpage at: http://www2.ed.govhttps://www2.ed.gov/policy/elsec/guid/esea-flexibility/index.html. With the exception of the flexibilities announced in Secretary Duncan’s June 18, 2013 letter, please note that ED does not anticipate approving any amendment that would result in a State’s no longer meeting the required timelines for implementation of ESEA flexibility.

Principle 3 Review

Alaska must submit for peer review its guidelines for its teacher and principal evaluation and support systems, in accordance with Principle 3 of ESEA flexibility, once they are developed and adopted. ED will provide you with information regarding the schedule for this submission and peer review shortly.

Continuing Consultation

Meaningful engagement and soliciting input from teachers and their representatives, and other diverse stakeholders, was an important part of developing Alaska’s ESEA flexibility request. Such consultation will be equally important as you continue to implement your ESEA flexibility request.

Submission of Reports, Data, and Evidence

ESEA section 9401(e)(2) requires an SEA receiving a waiver under section 9401 to report such information as the Secretary may require. In accordance with that provision and as it assured in its request, Alaska must provide ED certain reports, data, and evidence regarding its progress in implementing the plans and other elements of its approved request. Generally, SEAs are meeting this requirement primarily by providing information to ED through EDFacts/Consolidated State Performance Report, and by providing information required for ED’s monitoring of ESEA flexibility implementation.

Monitoring

ED has begun monitoring SEAs to ensure full and effective implementation of approved ESEA flexibility requests. ED will track Alaska’s progress and success in implementing the plans and other elements of its approved ESEA flexibility request, including alignment with the four principles and the required timelines listed in the document titled ESEA Flexibility. In particular, ED will monitor the impact of Alaska’s new accountability system to ensure that Alaska continues to provide full and specific information with respect to the performance of individual ESEA subgroups and to ensure that schools and LEAs with continued low subgroup performance are identified for appropriate interventions and supports. ED expects to begin Part A monitoring of Alaska’s implementation of ESEA flexibility at the start of the 2013–2014 school year and will provide additional information on its monitoring plans in the coming weeks.

Please note that as States’ implementation of ESEA flexibility proceeds, ED may adjust the reports, data, and evidence it needs to track implementation, as appropriate. ED will keep you apprised of any modifications.

Secretary’s Right to Terminate Waivers

Under ESEA section 9401(f), the Secretary must terminate a waiver if he determines, after notice and an opportunity for a hearing, that the performance of the entity affected by the waiver has been inadequate to justify a continuation of the waiver or if the waiver is no longer necessary to achieve its original purpose. Accordingly, the Secretary may terminate the waivers granted through ESEA flexibility if Alaska or a significant number of its LEAs do not implement Alaska’s request as approved by ED, if Alaska fails to submit in a timely manner the required reports and data, or if Alaska does not receive approval of its guidelines for teacher and principal evaluation and support systems. If the waivers are terminated, Alaska and its LEAs must immediately resume complying with the requirements of current law. Similarly, if the Secretary determines not to extend or renew the waivers granted to Alaska beyond the end of the 2014–2015 school year, Alaska and its LEAs would be required to immediately resume complying with the requirements of current law in that instance, as well.

I hope you find this information helpful. Congratulations again on receiving approval of Alaska’s request for ESEA flexibility. I look forward to working with you and your staff as you implement this flexibility and as you continue working to improve education in Alaska.

Sincerely,

/s/

Deborah S. Delisle
Assistant Secretary

cc: Margaret MacKinnon, Department of Education and Early Development
Susan McCauley, Department of Education and Early Development

Performance

GPRA

Under the Government Performance and Results Act (GPRA), the following program performance measures have been established to assess the effectiveness of the School Climate Transformation Grant—Local Educational Agency program:

  1. The number of training and/or technical assistance events to support implementation with fidelity provided annually by LEAs to schools implementing a multi-tiered system of support.
  2. Number and percentage of schools annually that report an improved school climate based on the results of the EDSCLS or similar tool.
  3. Number and percentage of schools annually that are implementing a multi-tiered system of support framework with fidelity.
  4. Number and percentage of schools annually that are implementing opioid abuse prevention and mitigation strategies.
  5. Number and percentage of schools that report an annual decrease in suspensions and expulsions related to possession or use of alcohol.
  6. Number and percentage of schools that report an annual decrease in suspensions and expulsions related to possession or use of other drugs.

For specific requirements on grantee reporting, please go to the ED Performance Report Form 524B at http://www.ed.gov/fund/grant/apply/appforms/appforms.htm.

Teen Dating in the United States-A Fact Sheet for Schools

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TEEN DATING VIOLENCE IN THE
UNITED STATES

A Fact Sheet for Schools

“Our schools need to be safe havens for all students, and it is critical that we provide school leaders with tools and resources to help them become stronger partners in reducing teen dating violence and other forms of gender-based violence… Like bullying, teen dating violence has far-reaching consequences for the health and life outcomes of victims. We need to do everything we can to make sure all students are safe.” 
U.S. Secretary of Education Arne Duncan

What Is Teen Dating Violence?

According to the Office on Violence Against Women at the U.S. Department of Justice, violence committed by a person who is or has been in a social relationship of a romantic or intimate nature with the victim is dating violence. The existence of such a relationship shall be determined based on a consideration of the following factors:

  • the length of the relationship
  • the type of relationship
  • the frequency of interaction between the persons involved in the relationship

What Is the Extent of Teen Dating Violence in U.S. Schools?

  • Research shows that about one in three U.S. teens ages 14 to 20 have been victims of dating violence and about the same number say they have committed relationship violence themselves.i
  • Nationwide, 12% of 9th-12th grade girls have been physically forced to have sexual intercourse when they did not want to.ii
  • One in six women was raped before the age of 25; 42% of female rape victims were first raped before the age of 18.iii
  • 19% of young women report experiencing completed or attempted sexual assault since entering college. Most of these victims are assaulted by someone they know, primarily an acquaintance or a fellow student.iv
  • 43% of college women report experiencing violent and abusive dating behaviors including physical, sexual, verbal and controlling abuse. 22% have been the victim of physical abuse, sexual abuse or threats of physical violence. v

How Does Teen Dating Violence Affect Our Schools?

Teen dating violence has serious consequences for victims and their schools. Witnessing violence has been associated with decreased school attendance and academic performance.vi20% of students with mostly D and F grades have engaged in dating violence in the last year, while only 6% of students with mostly A’s have engaged in dating violence.vii Further, teenage victims of dating violence are more likely than their non-abused peers to smoke, use drugs, engage in unhealthy dieting (e.g., taking diet pills or laxatives, vomiting to lose weight), engage in risky sexual behaviors, and attempt or consider suicide.viii

A 2009 study of sixth-grade students found that 25% thought it was acceptable for boys to hit their girlfriends. More than one fourth of the boys with girlfriends said they had been physically aggressive (punching, slapping) with her.ix Although all victims of gender-based violence are affected negatively, research reveals that female victims of dating violence often experience more severe and longer-lasting consequences than do male victims.x xi

What Can My School Do to Help?

Nearly half of students who experience dating violence say some of the abuse took place on school grounds. xii Relatively few schools, however, have written policies governing safety, security, and intervention with students experiencing dating violence. Research shows that schools can make a difference in preventing teen violence and other forms of gender-based violence.xiii
Things your school can do:

  • Educate your community about prevention and identification.
  • Develop locally tailored, appropriate responses to address teen dating violence.
  • To provide effective support to traumatized youth or to address the behavior and needs of perpetrators, adopt a comprehensive approach that takes into account the unique challenges that these offenses present (e.g. victim reluctance to report and trauma from sexual violence).

Educating young people about healthy relationships is critical to preventing dating abuse. There are many tools available to help schools get started. Click this link (http://www.teendvmonth.org/For-Educators) to learn about examples of resources for schools.

Resources and Publications

NOTE: This fact sheet contains resources, including Web sites, created by a variety of outside organizations. The resources are provided for the user’s convenience and inclusion does not constitute an endorsement by the U.S. Department of Education of the organizations, their products, services, or materials, or any views or claims expressed by those outside organizations. The U.S. Department of Education does not guarantee the accuracy of any information contained on the Web sites of these outside organizations. All Web sites were accessed on August 30, 2013.

U.S. Department of Education
Office of Safe and Healthy Students
400 Maryland Ave., SW
Washington, DC 20202
www.ed.gov

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i “National Rates of Adolescent Physical, Psychological, and Sexual Teen-Dating Violence,” Michele Ybarra PhD, MPH, Center for Innovative Public Health Research; Dorothy L. Espelage, PhD University of Illinois at Urbana-Champagne; Jennifer Langhinrichsen-Rohling, PhD, University of South Alabama; Josephine D. Korchmaros, PhD, University of Arizona; Danah Boyd, PhD, New York University; and Kathleen Basile, PhD, Centers for Disease Control and Prevention.

ii Centers for Disease Control and Prevention. Youth Risk Behavioral Surveillance—United States, 2011. MMWR 2012;61(No.SS-4).

iii Black, M.C., Basile, K.C., Breiding, M.J., Smith, S.G., Walters, M.L., Merrick, M.T., Chen, J., & Stevens, M.R. (2011). The National Intimate Partner and Sexual Violence Survey (NISVS): 2010 Summary Report. Atlanta, GA: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention.

iv Krebs, C. P., Lindquist, C. H., Warner, T. D., Fisher, B. S., & Martin, S. L. (2007). The Campus Sexual Assault (CSA) Study. Washington, D.C.: National Institute of Justice.

v Knowledge Networks, Inc. (2011). 2011 College Dating Violence and Abuse Poll. Liz Claiborne, Inc.

vi Eaton, D.K., Davis, K.S., Barrios, L., Brener, N.D., & Noonan, R.K. 2007. Associations of dating violence victimization with lifetime participation, co-occurrence, and early initiation of risk behaviors among U.S. high school students. Journal of Interpersonal Violence 22: 585–602.

vii U.S. Department of Health and Human Services (2009). Unintentional Injury and Violence-Related Behaviors and Academic Achievement. Centers for Disease Control and Prevention.

viii Silverman, J.G., Raj, A., Mucci, L.A., & Hathaway, J.E. 2001. Dating violence against adolescent girls and associated substance use, unhealthy weight control, sexual risk behavior, pregnancy, and suicidality. Journal of the American Medical Association 286 (5): 572-579.

ix Simon, T. R., Miller, S.,Gorman-Smith, D., Orpinas, P., Sullivan, T. (2010). Physical dating violence norms and behavior among sixth-grade students from four U.S. sites. The Journal of Early Adolescence, 30(3), 395-409, first published on March 30, 2009.

x Ackard, D.M., M.E. Eisenberg, & Neumark–Sztainer, D. 2007. Long–term impact of adolescent dating violence on the behavioral and psychological health of male and female youth. Journal of Pediatrics 151 (5): 476–481.

xi ISVS: 2010 Summary Report.

xii Molidor, C., Tolman, R. Gender and Contextual Factors in Adolescent Dating Violence. Violence Against Women. Vol. 4 No. 2, April 1998, 180-194.

xiii Taylor, B., Stein, N.D., Woods, D., Mumford, E. 2011. Shifting Boundaries: Final Report on an Experimental Evaluation of a Youth Dating Violence Program in New York City Middle Schools. U.S. Department of Justice. https://www.ncjrs.gov/pdffiles1/nij/grants/236175.pdf.

News and Resources – OSHS

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The Office of Safe and Healthy Students has a steadily growing inventory of fact sheets and resources. New resources are under development and will be added soon. We also have a Safe & Supportive Schools News Bulletin (ListServ) that we hope you sign up for.

Fact Sheets and Resources

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Fact Sheets and Resources

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Safe and Healthy Students:

  1. New Addressing the Risk of Violent Behavior in Youth – will help teachers and school personnel identify behaviors and other signs that could result in youth violence. (June 2018)
  2. Examples of Policies and Emerging Practices for Supporting Transgender Students (PDF, 599KB)
  3. Human Trafficking 101 for School Administrators and Staff (July 28, 2014)
  4. Human Trafficking of Children in the United School – A Fact Sheet for Schools (April 2012)
  5. Human Trafficking in America’s Schools (2015). Human Trafficking in America’s Schools is a free guide for school staff that includes information about risk factors, recruitment, and how to identify trafficking; what to do if you suspect trafficking, including sample school protocols and policies; and other resources and potential partnership opportunities.
  6. Teen Dating Violence – A Fact Sheet for Schools (August 26, 2013)
  7. Youth Suicide in the United States – A Fact Sheet for Schools (August 2015)
    download icon PDF(490K)  | download icon MS Word(46K)
  8. Female Genital Mutilation/Cutting: United States Government’s Response (July 2014)
  9. Growing up Drug-Free: A Parent’s Guide to Prevention (2017) – Parents and caregivers will find this publication a user-friendly and valuable guide for what to do and how to communicate about the harmful effects of illicit drugs and alcohol on children and youth, from elementary through high school.

Emergency Management and School Preparedness:

  1. Preparing for Infectious Disease: Department of Education Recommendations to Ensure the Continuity of Teaching and Learning for Schools (K-12) During Extended Student Absence or School Dismissal (December 2014)
  2. Guides for Developing High-Quality School Emergency Operations Plan (2013).  These publications support an all-hazards approach to collaborative emergency management planning that is guided by the four phases (prevention – mitigation, preparedness, response and recovery).  Publications may be accessed at: http://rems.ed.gov/REMSPublications.aspx.
  3. Practical Information on Crisis Planning: A Guide for Schools and Communities. The guide will give schools, districts and communities the critical concepts and components of good crisis planning, stimulate thinking about the crisis preparedness process, and provide examples of promising practices. download icon PDF (1.6M)
  4. Prior Knowledge of Potential School‐Based Violence: Information Students Learn May Prevent a Targeted Attack, often called “The Bystander Report”, was developed by the Secret Service and the Department of Education.  The report provides knowledge of potential school-based violence and information for students that may prevent a targeted attack.
  5. The Emergency Planning website provides school leaders with information to plan for any emergency, including natural disasters, violent incidents and terrorist acts.

Safe & Supportive Schools ListServ Enrollment

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Safe & Supportive Schools ListServ Enrollment

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ED’S SAFE AND SUPPORTIVE SCHOOLS NEWS BULLETIN

If you are interested in receiving prevention education information and opportunities, please self-enroll to receive ED’s SAFE AND SUPPORTIVE SCHOOLS NEWS BULLETIN.  The purpose of this listserv is to provide a timely information outlet for the Office of Elementary and Secondary Education’s Office of Safe and Healthy Students.  The LISTSERV content may include information about the OSHS program units (Well-Rounded Educational Opportunities, Safe and Healthy Students, Education Technology, Homeless, Neglected and Delinquent Youth, and Emergency Management and School Preparedness), legislation, and Federal grant opportunities.  Click on the link to self-enroll for the OSHS PreventED listserv.<!––>

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ED’S SAFE AND SUPPORTIVE SCHOOLS NEWS BULLETIN

If you are interested in receiving prevention education information and opportunities, you are now able to self-enroll to receive ED’s SAFE AND SUPPORTIVE SCHOOLS NEWS BULLETIN. The purpose of this listserv is to provide a timely information outlet for the Office of Elementary and Secondary Education’s Office of Safe and Healthy Students Program. The LISTSERV content may include information on prevention education issues, legislation, and Federal grant opportunities. Click on the link to self-enroll for the OSHS PreventED listserv.

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Female Genital Mutilation/Cutting: United States Government’s Response-A Fact Sheet for Schools

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FEMALE GENITAL MUTILATION/CUTTING:
UNITED STATES GOVERNMENT’S RESPONSE

What is female genital mutilation or cutting (FGM/C)?

Female genital mutilation/cutting refers to all procedures involving partial or total removal of external portions of or other injury to the female genital organs for non-medical reasons.[1] The reasons given for conducting FGM/C encompass beliefs about health, women’s sexuality, and community and adulthood initiation rites. Depending on the degree of the cutting, the practice can lead to a range of physical and mental health problems. The practice is mostly carried out by traditional practitioners, who often play other central roles in communities, such as attending childbirths. However, health care providers now perform more than 18 percent of all FGM/C in countries where it is traditionally practiced,[2] and the trend towards medicalization is increasing.[3]

Who is at risk?

FGM/C is carried out on young girls sometime between infancy and age 15, and occasionally on adult women. Between 100 million and 140 million women and girls are thought to be living with the consequences of FGM/C.[4] While reports suggest that the rate at which FGM/C is practiced is dropping in some areas, as many as 30 million girls under the age of 15 may still be at risk for the procedure. The practice is most common in the western, eastern, and north-eastern regions of Africa, in some countries in Asia and the Middle East, and among migrants from these areas to North America and Europe.[5] Girls and women most at risk of FGM/C in the United States are those born to families that have emigrated from countries where FGM/C is practiced.

FGM/C in the United States: Legal, Programmatic, and Policy Responses

Since 1996, there have been specific federal criminal penalties for performing FGM/C in the United States on any minor younger than 18 years old, including fines or up to five years in prison, or both (118 U.S.C. § 116(a)). In 2013, Congress criminalized the knowing transportation of a girl younger than 18 years old outside of the United States for the purpose of performing FGM/C (so-called “vacation cutting”) (118 U.S.C. § 116(d)). The Department of Justice (DOJ) maintains a hotline where people can anonymously report violations or potential violations of the FGM/C statute. Numerous U.S. states have also criminalized the practice. DOJ will develop and disseminate a newsletter to U.S. Attorney’s Offices providing guidance regarding investigations and prosecutions using the FGM/C statute.

The United States works through its embassies and consulates in countries where FGM/C is practiced to inform certain travelers and immigrants to the United States of the federal law forbidding the practice. In certain cases, women and girls at risk of FGM/C have been granted asylum or refugee status in the United States. Department of Homeland Security personnel working with refugee populations receive extensive training on adjudicating gender-related claims, including those involving FGM/C.

The U.S. Department for Health and Human Services’ (HHS) Centers for Disease Control and Prevention will produce in 2014 a report estimating the number of girls at risk for or who have already undergone FGM/C in the United States, updating 1997 figures. This report will be based on census data and the prevalence of the practice in the girls’ country of origin.

HHS recommends health screening services to newly arrived refugees. Patients can access comprehensive primary and behavioral health care at community centers, and HHS maintains a website with contact information for those seeking additional information, resources or support. Over the past two years, over 100,000 individuals have visited the site to obtain information on FGM/C. Research funded by the HHS National Institutes of Health has helped to inform immigration-focused medicine, highlighting FGM/C for healthcare providers.

Through HHS grants programs, such as the Ethnic Community Self-Help Program and the Family Violence Prevention and Services Program, the United States supports domestic community-based organizations in populations where girls are most at risk for FGM/C. An April 2014 funding announcement for the Ethnic Community Self-Help Program explicitly mentions efforts against FGM/C as an allowable activity under the grant. These community-based programs provide leadership training, education on health and sexual violence, including through promoting sensitive treatment by healthcare providers, and direct services. The work done through these programs is driven by community concerns and interest. Lessons learned are shared with community organizations, educators, and immigrant and refugee service provider organizations.

FGM/C Globally: Policy, Programming, and Diplomatic Responses

The U.S. commitment to ending FGM/C is rooted in efforts to protect and advance the rights of women and girls globally. The U.S. Strategy to Prevent and Respond to Gender-Based Violence Globally, launched in August 2012, specifically recognizes FGM/C as a harmful practice. The United States also supports efforts to end FGM/C in humanitarian settings and among refugees with a range of programming. The United States recently strengthened the reporting on this issue in its Annual Country Reports on Human Rights Practices, which now include information on whether FGM/C is prevalent, the type and category of genital cutting most common, as well as international and governmental efforts being taken to address the practice.

The United States is working to foster constructive legal and policy frameworks by supporting host country legislation against the practice of FGM/C; participating in the FGM Donors Working Group to discuss donor coordination and best practices to eliminate FGM/C; and engaging civil society through social media and public outreach to spotlight the work being done to educate and invest in girls, a key to preventing FGM/C.

Through the Department of State and the U.S. Agency for International Development (USAID), the United States supports community-based programming to raise awareness on the harmful effects of FGM/C in regions where the practice is prevalent. This approach includes supporting the Nairobi Center of Excellence, which seeks to improve health care for girls and women suffering negative consequences from FGM/C and to promote broader education and dissemination of information on the harmful effects of FGM/C. The State Department and USAID are launching a new program dedicated to addressing this issue in Guinea, partnering with the Government of Guinea and with multilateral and civil society actors to work to eliminate the practice in Guinea’s eight districts – impacting up to 65,000 girls through community awareness and capacity- building efforts. From 2011-2013, the State Department supported the development of seven FGM/C free villages in Kurdistan, through grassroots development and increased awareness regarding the health and economic consequences of FGM/C. A new Gender-based Violence Emergency Response and Protection Initiative is dedicated to assisting survivors of extreme forms of gender-based violence.

[1] Eliminating Female Genital Mutilation, An Interagency Statement: WHO, 2008.

[3] Global Strategy to Stop Healthcare Providers from Performing FGM: WHO, 2010.

[4] WHO, 2008.

[5] WHO, 2008.

Human Trafficking of Children in the United States-A Fact Sheet for Schools

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Human Trafficking of Children in the United States

A Fact Sheet for Schools

What Is Human Trafficking?
Human trafficking is a serious federal crime with penalties of up to imprisonment for life. Federal law defines "severe forms of trafficking in persons” as: "(A) sex trafficking in which a commercial sex act is induced by force, fraud, or coercion, or in which the person induced to perform such act has not attained 18 years of age; or (B) the recruitment, harboring, transportation, provision, or obtaining of a person for labor or services, through the use of force, fraud, or coercion for the purpose of subjection to involuntary servitude, peonage, debt bondage, or slavery." [U.S.C. §7102(8)]

In short, human trafficking is a form of modern slavery. Those who recruit minors into commercial sexual exploitation (or prostitution) violate federal anti-trafficking laws, even if there is no force, fraud, or coercion.

What Is the Extent of Human Trafficking in the United States?
An unknown number of U.S. citizens and legal residents are trafficked within the country for sexual servitude and forced labor. Contrary to a common assumption, human trafficking is not just a problem in other countries. Cases of human trafficking have been reported in all 50 states, Washington D.C., and the U.S. territories. Victims of human trafficking can be children or adults, U.S. citizens or foreign nationals, male or female.

Common examples of identified child trafficking cases include:

  • Commercial sex
  • Stripping
  • Pornography
  • Forced begging
  • Magazine crews
  • Au pairs or nannies
  • Restaurant work
  • Hair and nail salons
  • Agricultural work
  • Drug sales and cultivation

How Does Human Trafficking Affect Our Schools?
Trafficking can involve school-age youth, particularly those made vulnerable by challenging family situations, and can take a variety of forms including forced labor, domestic servitude, and commercial sexual exploitation.
The children at risk are not just high school students—pimps or traffickers are known to prey on victims as young as 9. Traffickers may target minor victims through social media websites, telephone chat-lines, after-school programs, at shopping malls and bus depots, in clubs, or through friends or acquaintances who recruit students on school campuses.

How Do I Identify a Victim of Human Trafficking?

Indicators that school staff and administrators should be aware of concerning a potential victim:

  • Demonstrates an inability to attend school on a regular basis and/or has unexplained absences
  • Frequently runs away from home
  • Makes references to frequent travel to other cities
  • Exhibits bruises or other signs of physical trauma, withdrawn behavior, depression, anxiety, or fear
  • Lacks control over his or her schedule and/or identification or travel documents
  • Is hungry, malnourished, deprived of sleep, or inappropriately dressed (based on weather conditions or surroundings)
  • Shows signs of drug addiction
  • Has coached/rehearsed responses to questions

Additional signs that may indicate sex trafficking include:

  • Demonstrates a sudden change in attire, personal hygiene, relationships, or material possessions
  • Acts uncharacteristically promiscuous and/or makes references to sexual situations or terminology that are beyond age-specific norms
  • Has a “boyfriend” or “girlfriend” who is noticeably older
  • Attempts to conceal recent scars

Additional signs that may indicate labor trafficking include:

  • Expresses need to pay off a debt
  • Expresses concern for family members’ safety if he or she shares too much information
  • Works long hours and receives little or no payment
  • Cares for children not from his or her own family

How Do I Report a Suspected Incidence of Human Trafficking?

  • In the case of an immediate emergency, call your local police department or emergency access number.
  • To report suspected human trafficking crimes or to get help from law enforcement, call toll-free (24/7) 1-866-347-2423 or submit a tip online at www.ice.gov/tips.
  • To report suspected trafficking crimes, get help, or learn more about human trafficking from a nongovernmental organization, call the toll-free (24/7) National Human Trafficking Resource Center at 1-888-373-7888.
  • To report sexually exploited or abused minors, call the National Center for Missing and Exploited Children’s (NCMEC) hotline at 1-800-THE-LOST, or report incidents at http://www.cybertipline.org.

Resources and Publications

One of the best ways to help combat human trafficking is to raise awareness and learn more about how to identify victims.  For 20 ways you can help fight human trafficking, click here.

Information on human trafficking can also be found on the following Web sites:

NOTE: This fact sheet contains resources, including Web sites, created by a variety of outside organizations. The resources are provided for the user’s convenience and inclusion does not constitute an endorsement, by the U.S. Department of Education of any views, products, or services offered or expressed therein. All Web sites were accessed on January 7, 2013.

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Human trafficking is a serious federal crime with penalties of up to imprisonment for life. Federal law defines “severe forms of trafficking in persons” as: “(A) sex trafficking in which a commercial sex act is induced by force, fraud, or coercion, or in which the person induced to perform such act has not attained 18 years of age; or (B) the recruitment, harboring, transportation, provision, or obtaining of a person for labor or services, through the use of force, fraud, or coercion for the purpose of subjection to involuntary servitude, peonage, debt bondage, or slavery.” [U.S.C. §7102(8)] In short, human trafficking is a form of modern slavery. Those who recruit minors into commercial sexual exploitation (or prostitution) violate federal anti-trafficking laws, even if there is no force, fraud, or coercion.

What Is the Extent of Human Trafficking in the United States?

An unknown number of U.S. citizens and legal residents are trafficked within the country for sexual servitude and forced labor. Contrary to a common assumption, human trafficking is not just a problem in other countries. Cases of human trafficking have been reported in all 50 states, Washington D.C., and the U.S. territories. Victims of human trafficking can be children or adults, U.S. citizens or foreign nationals, male or female.

How Does Human Trafficking Affect Our Schools?

Trafficking can involve school-age youth, particularly those made vulnerable by challenging family situations, and can take a variety of forms including forced labor, domestic servitude, and commercial sexual exploitation.

The children at risk are not just high school students—pimps or traffickers are known to prey on victims as young as 9. Traffickers may target minor victims through social media websites, telephone chat-lines, after-school programs, at shopping malls and bus depots, in clubs, or through friends or acquaintances who recruit students on school campuses.

How Do I Identify a Victim of Human Trafficking?*

Indicators that school staff and administrators should be aware of concerning a potential victim:

  • Has unexplained absences from school or demonstrates an inability to attend school on a regular basis.
  • Chronically runs away from home.
  • Makes references to frequent travel to other cities.
  • Exhibits bruises or other signs of physical trauma, withdrawn behavior, depression, or fear.
  • Lacks control over her or his schedule or identification documents.
  • Is hungry or malnourished, in need of medical care, or inappropriately dressed.

Additional signs that may indicate sex-related trafficking include:

  • Demonstrates a sudden change in attire, behavior, relationships, or material possessions.
  • Has a “boyfriend” or “girlfriend” who is noticeably older.
  • Engages in uncharacteristically promiscuous behavior and/or make references to sexual situations or terminology that are beyond age-specific norms.

How Do I Report a Suspected Incidence of Human Trafficking?

  • In the case of an immediate emergency, call your local police department or emergency access number (911).
  • Call the National Human Trafficking Resource Center (NHTRC) at 1-888-3737-888 to:
    • GET HELP and connect with a service provider in your area;
    • REPORT A TIP with information on potential human trafficking activity; or
    • LEARN MORE by requesting training, technical assistance, or resources.

The NHTRC is a national, toll-free hotline available to answer calls from anywhere in the country, 24 hours a day, 7 days a week. The NHTRC is not a law enforcement or immigration authority and is operated by a nongovernmental organization funded by the Federal government.

  • To report sexually exploited or abused minors, you can call the National Center for Missing and Exploited Children’s (NCMEC) hotline at 1-800-THE-LOST, or report incidents at http://www.cybertipline.org.
  • To report suspected instances of trafficking or worker exploitation, you can call the Immigration and Customs Enforcement Homeland Security Investigations Tip-line at 1-866-DHS-2-ICE (1-866-347-2423). You can also report online at http://www.ice.gov/exec/forms/hsi-tips/tips.asp.
  • Suspected incidences can also be reported to the FBI Field Office nearest you at http://www.fbi.gov/contact/fo/fo.htm, or you can contact the Department of Justice’s Trafficking in Persons and Worker Exploitation Task Force Complaint Line at 1-888-428-7581.

How Does the United States Help Victims of Human Trafficking?

The U.S. government supports a victim-centered approach and funds a national public awareness campaign and a number of nongovernmental organizations that assist victims. The U.S. government seriously pursues human trafficking cases and prosecutes the traffickers. For an assessment of U.S. government efforts to combat trafficking in persons and agencies’ progress under the Obama Administration, please visit the U.S. Department of State Web site: http://www.state.gov/j/tip/response/usg/index.htm.

Resources and Publications

One of the best ways to help combat human trafficking is to raise awareness and learn more about how to identify victims. Information on human trafficking can be found on the following Web sites:

* This is not a comprehensive list of all of the signs of human trafficking and students who exhibit these signs are not always trafficking victims.

NOTE: This fact sheet contains resources, including Web sites, created by a variety of outside organizations. The resources are provided for the user’s convenience and inclusion does not constitute an endorsement, by the U.S. Department of Education of any views, products, or services offered or expressed therein. All Web sites were accessed on January 7, 2013.

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U.S. Department of Education
Office of Safe and Healthy Students
400 Maryland Ave., SW
Washington, DC 20202
www.ed.gov

Guides for Developing High-Quality School Emergency Operations Plans – OSHS

It’s critical that we equip our schools and communities with the resources they need to keep our children safe, and these emergency operations plans reflect the Administration’s commitment to provide local leaders with tools to help them do just that. While each school and institution is different and should have the flexibility to address its most pressing needs, these guides help ensure that every place of learning has a high-quality emergency response plan. All children should grow up free from fear and violence, and these resources move us a step closer toward reaching that promise.

Guides