1 Cyber Risks to Next Generation 911 The advent of Next .docx

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Cyber Risks to Next Generation 911
The advent of Next Generation 911 (NG911) systems, which
operate on an Internet Protocol (IP)
platform, enables interconnection on with a wide range of
public and private networks, such as wireless
networks, the Internet, and regular phone networks. NG911
systems will enhance the current capabilities
of today’s 911 networks, allowing
compatibility with more types of
communication, providing greater situational
awareness to dispatchers and emergency
responders, and establishing a level of
resilience not previously possible. NG911
will allow Public Safety Answering Points
(PSAPs) to accept and process a range of
information from responders and the public
alike, including real-time text, images, video,
and voice calls. In addition, NG911 will
provide PSAPs with supplemental location
data, which may enable more effective
response.
Traditional 911 services typically operate over standard voice-
based telephone networks and use
software, such as computer-aided dispatch systems, that operate
on closed, internal networks with little
to no interconnections with other systems. The limited means
of entry into the traditional 911 network
significantly limited potential attack vectors, and what little
cyber risk existed could be easily managed.

NG911’s interconnections enable new response capabilities, as
shown in Figure 1. However, they also
represent new vectors for attack that can disrupt or disable
PSAP operations, broadening the concerns
of―and complicating the mitigation and management of―cyber
risks across all levels of government.
The potential cyber risks to a NG911 system do not undermine
its tremendous benefits. Nevertheless,
cyber risks do present a new level of exposure that PSAPs must
understand and actively manage as a part
of a comprehensive risk management program. Past events have
proven 911 systems are attractive targets
for cyber-attacks. For example, attackers have disrupted
availability of traditional 911 systems by using
auto-dialers to overwhelm PSAP phone lines and cause
congestion, preventing legitimate 911 calls from
going through [commonly called Telephone Denial of Service
(TDoS) attacks] and location-based
records and databases that support NG911 are of interest to
cyber criminals, data miners, and even nation-
states wanting to access and exploit that information.
As cyber threats grow in complexity and sophistication, attacks
could be more severe against an NG911
system as attackers can launch multiple distributed attacks with
greater automation from a broader
geography against more targets. This issue paper provides an
overview of NG911 cyber infrastructure,
conveys the cyber risk landscape associated with NG911, offers
an approach for assessing and managing
risks, and provides additional NG911 resources.
Figure 1: NG911 Benefits and Risks
Benefits

NG911 will enhance
response capabilities:
(e.g., video, text) from
the public over a variety
of networks
ables data sharing
between PSAPs
PSAPs for survivability
Risks
NG911 is different from
traditional systems:
identity management and
credentialing across
systems
ntial attacks
to quickly escalate or
proliferate across systems
vectors
2

Cyber Infrastructure
The National Emergency Number Association (NENA) describes
NG911 systems as an IP-based system
comprised of hardware, software, data, and operational policies
and procedures that:
• Provides standardized interfaces from emergency call and
message services;
• Processes all types of emergency calls, including voice, data,
and multimedia information;
• Acquires and integrates additional emergency call data useful
to call routing and handling;
• Delivers emergency calls, messages, and data to the
appropriate PSAP and other entities;
• Supports data and communications needs for coordinated
incident response and management; and
• Provides broadband service to PSAPs or other first responder
entities.1
NENA defines several basic building blocks of NG911 systems,
as described below:
• Emergency Services IP Networks
(ESInets). ESInets are at the center
of NG911 systems. These broadband
networks are engineered and managed
to use Internet protocols and standards
to carry voice and data traffic (e.g.,
text, pictures, videos) in support of
local, regional, state, and national
emergency management authorities.
• Applications and Databases. NG911
uses a wide range of internal and
external databases to support its services. Internal databases
validate and route data, record call details,
and enforce policy and business rules. External databases host

many of the datasets that call takers
and dispatchers rely on to provide improved accuracy and
shortened response time, including location
data, government records, law enforcement records, healthcare
information, and infrastructure data.
• Standards and Security. NG911 uses functions and protocols
that are compliant with international
IP standards, as well as standards developed within the
emergency response community. NENA
defines NG911 standards based on Internet Engineering Task
Force (IETF) IP standards.2 In addition
to NENA, there are a number of other entities that establish
standards for NG911 systems, including
the Association of Public-Safety Communications Officials
(APCO), the Alliance for
Telecommunications Industry
Solution
s (ATIS), and the IETF.3
1 “What is NG911?”.NENA.
http://c.ymcdn.com/sites/www.nena.org/resource/resmgr/ng9-1-
1_project/whatisng911.pdf.
2 The full list of NG911 functions, called the “i3” architecture,
are defined in NENA 08-003, “Detailed Functional and
Interface Standards for NG911.” NENA has also defined
security standard 75-001, “NENA Security for Next Generation

9-1-1 Standard (NG-SEC).” The i3 functions and standards,
NG-SEC, and the full suite of other NG911 standards can
be found at https://www.nena.org/?page=Standards.
3 A full review of NG911 standards can be found on the
National 911 Program’s website at
http://www.911.gov/pdf/NG911-Standards-Identification-and-
Analysis-March2015.pdf.
Figure 2: Simplified ESInet Diagram
http://c.ymcdn.com/sites/www.nena.org/resource/resmgr/ng9-1-
1_project/whatisng911.pdf
https://www.nena.org/?page=Standards
http://www.911.gov/pdf/NG911-Standards-Identification-and-
Analysis-March2015.pdf
3
Per the definition above, cyber infrastructure for NG911
systems includes the IP-based networks, assets,
databases, and services, as they are involved in the processing,
storage, and transport of data.
Specifically, an NG911 system’s cyber infrastructure includes:

• Assets that are part of, or interconnect with, ESInets
• Service provider networks and applications that interconnect
with ESInets
• Government applications and services that connect to ESInets
• Dispatch systems and components that connect to ESInets
Traditionally, the term “cyber” has been applied to only
information technology (IT) systems and assets,
while communications infrastructure was considered separate.
However, defining cyber infrastructure as
including both IT and communications systems accounts for the
many ways in which these systems have
converged. NG911 administrators should recognize this
convergence in order to more effectively counter
risks. Risks to any component of these systems could threaten
an entire NG911 system or its data, so it
is important to consider systems holistically.
The NG911 Cybersecurity Risk Landscape
Cybersecurity4 risks occur when a threat exploits a
vulnerability, leading to an undesired event that has
a negative consequence on the desired state of the network. The
three attributes most necessary for a
secure system are often referred to as the C-I-A Triad:
• Confidentiality: Ensures that data is only accessed by those

authorized to see it.
• Integrity: Ensures that data is trustworthy and is not altered
through transmittal, storage, or retrieval.
• Availability: Ensures that the infrastructure—either
components of the network or the network as
a whole—is operational and committable to its intended
purpose.
The CIA Triad is used as a benchmark for evaluating
information system security by the National Institute
of Standards and Technology (NIST), the International
Telecommunications Union (ITU), and others.
Loss of confidentiality, integrity, or availability has especially
severe impacts in the emergency response
domain. For example, loss of confidentiality within NG911
systems could expose information to identity
thefts or disrupt ongoing investigations; loss of integrity could
disrupt response to 911 calls; and loss of
availability could prevent urgent requests from reaching a
PSAP.
4 Cybersecurity is “the prevention of damage to, unauthorized
use of, exploitation of, and, if needed, the restoration of
electronic information and communications systems and

services (and the information contained therein) to ensure
confidentiality, integrity, and availability”, Department of
Homeland Security (DHS) National Infrastructure Protection
Plan,
2009. http://www.dhs.gov/xlibrary/assets/NIPP_Plan.pdf.
“Cyber infrastructure includes electronic information and
communication systems, and the information contained in these
systems.
…Information and communications systems are composed of
hardware and software that process, store, and communicate
data of all types. Processing includes the creation, access,
modification, and destruction of information. Storage includes
paper,
magnetic, electronic, and all other media types.
Communications include sharing and distribution of
information."
National Infrastructure Protection Plan (2009, Revised and
Updated 2013)
http://www.dhs.gov/xlibrary/assets/NIPP_Plan.pdf
4

Cybersecurity risks to NG911 systems,
such as those shown in Figure 3, have
severe potential impacts, including loss
of life or property because of hampered
response operations; job disruption for
affected network users; substantial
financial costs from the unauthorized
use of data and subsequent resolution;
and potential lawsuits from those
whose data is breached or whose lives
are adversely affected. To understand
the significance of different risks to the
confidentiality, integrity, or availabity
of a NG911 system, the terms threat,
vulnerability, likelihood, and
consequence must be understood.
Threats. Threats are anything that has
the potential to harm the system and
are produced by “threat actors.” There are a variety of potential
actors, each with different intent and
capabilities to carry out an attack. By understanding the
motivations and capabilities of those responsible
for launching attacks, system administrators can better

anticipate the types of attacks they might face and
better protect data and assets that are likely targets. Threat
actors who have caused real-world damage
include, but are not limited to, those in Figure 4:
In addition to attacks, unintentional threats can disrupt the
confidentiality, integrity, or availability of
NG911 systems. Unintentional threat actors include employees,
vendors, contractors, or subcontractors.
For example, one of these actors could:
• Improperly safeguard data when sending or storing (for
example, not using proper encryption, sending
data to unauthorized individuals, putting weak protection on
databases)
• Enter typing mistakes that result in loss of data integrity
• Accidentally make a data resource unavailable when
performing maintenance or upgrade operations
• Not follow physical or cyber protection procedures
• Improperly test or maintain back-up systems and power
sources
Figure 4:
Threat Actors

structure, private or public, and acts with few constraints
.Manager of
organized crime organization with significant resources
from intrusion or destruction of property, without agenda
gatherer external to the company (includes cyber methods)
-sponsored spy or
agent as a trusted insider, supporting idealistic goals
-sponsored
attacker with significant resources to affect major disruption
-state……………………………………………….A
sovereign territory with significant resources to cause harm
Activist……………………………………………...Highly
motivated, potentially destructive supporter of cause
of violence to support personal socio-political agenda
Figure 3: Potential Risks to NG911 System Components
5

Vulnerabilities. Vulnerabilities are weaknesses
in a system, network, or asset that could enable an
undesired outcome, such as a network outage or
security breach. Vulnerabilities take two forms,
those that are vulnerable to external threats and
those that are vulnerable to internal threats. One
of the key tactics of an attacker is to gain credentials
and access to a network, and then exploit
vulnerabilities within the network as a seemingly
“trusted entity.” Vulnerabilities can also be within
a network and available to malicious threat actors
who gain access to the internal system, either
improperly (through hacking) or by misusing their current
position (insider threats). These actors
typically take advantage of databases or system applications
with bad encryption, poor authorization
and access control measures or policies, and interconnections or
interfaces with an external network or
entity. With vast interconnection possibilities, PSAPs may
suffer from vulnerabilities associated with
systems for which they have not contributed funds, hold no
direct authority, or provide other resources
to support beyond network access and perhaps mutual-aid
agreements—even if they share redundancies,

databases, or other resources. In addition, different vendor
implementations using proprietary
technologies can lead to varying degrees of protection and
interoperability, even when addressing
the same standards and system requirements. NG911
developments have focused primarily on
deployment or modernization projects, but rarely on the
governance and oversight of cyber risk
management that are critical to cybersecurity.
Likelihood. Likelihood refers to the possibility that a risk
scenario could occur. Determining the
likelihood of a risk depends on the level of both the threat and
the vulnerability and is the probability that
a given threat type will exploit a set of vulnerabilities, resulting
in the occurrence of a risk. For example,
if a system has no vulnerabilities, the likelihood of risk is low
even if there is a significant threat because
the threat would have nothing to exploit. On the other hand, if
the system contains a significant
vulnerability but there is no threat to exploit it, the likelihood
of a risk will be equally low. A risk with
both a greater threat and greater vulnerability level is much
more likely to occur than one with a low
threat and low vulnerability level.

Consequences. While the potential consequences of
cybersecurity breaches depend in large part on
the type of breach, the severity of the breach is determined by
its ability to impact and degrade NG911
systems and PSAP operations, or its ability to harm the citizens
they serve and the public’s confidence in
911 systems. Additional consequences include loss of sensitive
records, including personal information
about citizens, law enforcement data, critical infrastructure
information, healthcare data, dispatch
information, and possible legal liability for parties responsible
for protecting the systems. When
evaluating potential consequences, it is important for
administrators to assume the worst possible
outcome. For example, a particular type of data breach could be
small and insignificant, but
Example Vulnerabilities
Old Systems: Systems that are out of date or past their
lifecycle that lack modern security measures
Shared Systems: Shared systems/databases with other
entities that have not employed security measures
Lack of Diversity and Redundancy: Lack of diverse routing
for communications or redundancy for electric power

decreases resilience
Lack of Security Policies: Ad hoc or non-existent security
policies enable insiders to accidently or intentionally disrupt
operations and/or security
6
administrators should account for the greatest reasonable
consequence if that data breach were to occur.
Because it is impossible to address every risk, it is helpful to
look at which risks are more likely to occur
to make more informed decisions about where to best allocate
resources to ensure the most risk reduction.
However, likelihood is only one part of the equation—the
consequences of risks must also be assessed.
Improving NG911 Cybersecurity Posture
Given the dynamic nature of technology and the evolving cyber
risk landscape, organizations should
adopt a cybersecurity framework. An effective framework
enables response organizations to:
• Identify new and evolving risks

• Assess and prioritize risks
• Develop and prioritize mitigation stategies based
on cost-benefit analysis and other factors
• Evaluate the impacts of mitigation
implementation
• Develop an approach to detection and effective
response and recovery procedures
The Department of Homeland Security (DHS)
strongly recommends adopting the NIST
Cybersecurity Framework, which is a flexible, risk-
based approach to improving the security of critical
infrastructure.5 Collaboratively developed between
government and the private sector, the framework is
based on industry standards and best practices and can
be used for NG911 systems. The NIST Cybersecurity
Framework is designed to complement an existing cybersecurity
risk management process or to develop
a credible program if one does not exist. Figure 5 demonstrates
the five core tenets of the NIST
Framework: identify, protect, detect, respond, and recover.
More information, including informative

reference for addressing each tenet can be found in the
Framework.
5 The most recent NIST Cybersecurity Framework and related
newsletters are available at
http://www.nist.gov/cyberframework/.
Risk = the likelihood of a threat exploiting a vulnerability
and the potential consequence or impact of that event
Figure 5: NIST Framework Core Structure
http://www.nist.gov/cyberframework/
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Identifying and Assessing Risks
Regardless of the cybersecurity framework chosen,
administrators will need to identify, evaluate
and prioritize risks for their organization. Figure 6 provides a
sample risk assessment process.
Figure 6: Sample Risk Assessment Plan (to be followed with

mitigation and response/recovery)
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Mitigating Risks: Protect and Detect
While no single mitigation strategy can comprehensively
address all the risk scenarios identified, the
individual evaluation of mitigation techniques may identify
complementary mitigation strategies for
creation of a broad-reaching, holistic approach. In general,
mitigation strategies aim to either prevent
and protect against an identified risk being exploited, or seek to
ensure timely awareness of a
cybersecurity breach or occurrence. Mitigation strategies
should employ safeguards that decrease the
impact of a risk, if exploited, on the organization and its ability
to deliver critical services.
Table 1 describes sample mitigation strategies for NG911
cybersecurity. This list is not exhaustive and
should not replace a comprehensive requirements analysis;
however, it is intended to provide a starting
point for requirements, planning, and implementation. Some

elements may be addressed through
nationwide standards, industry best practices, or policy
guidance, while others may be developed and
practiced by PSAP administrators.
SAMPLE Strategy Description
Access Privileges Ensure access privileges are used
appropriately are restricted to appropriate personnel
and that privilege elevations
Application Layer Determine application layer interoperability
requirements and standards and
Protect
Interoperability implement a process for regular review and
update
Authentication And
Identity Management
Develop and implement policies on authentication and identity
management
that are applied uniformly and meet public safety requirements

for
performance, security, and time-sensitive mission demands
Capacity Planning Engage in assessing capacity assets
requirements for PSAP infrastructure and
Data Encryption Develop requirements for data encryption that
apply to both primary back-up data
and
Database Back-Up Develop guidance or policies for performing
and retrieving database backups
Information Security
Policies
Establish and enforce consistent information security policies
and ensure
those policies are continually updated as new threats and
technologies
emerge
Training Develop role-specific training requirements for users
and administrators, include training on security, resiliency, and
operations

to
Continuous Develop continuous diagnostics and mitigation
capabilities or use existing
Detect
Monitoring government capabilities
Log Management
And Audit
Capabilities
Ensure that log management and audit capabilities,
are strong, appropriate, and responsive
policies, and technology
Physical Security Develop and implement physical security and
access control policies for
And Access Control facilities
Table 1: Sample NG911 Security Mitigation Strategies (non-
comprehensive)

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Exploited Risks: Response and Recovery
Incident Response Teams (IRTs), incident response plans,
recovery or resiliency plans, and continuity
of operations plans are useful in cybersecurity incident
response. PSAP administrators may
consider establishing a Computer Security Incident Response
Team (CSIRT) or reach an agreement
with US-CERT to assist in carrying out cybersecurity planning.
US-CERT is a CSIRT run by the DHS
National Cybersecurity and Communications Integration Center
(NCCIC).6 A CSIRT serves as a
centralized location to report and analyze security issues within
an organization. A CSIRT may also
recommend potential solutions to the threats and publicize
known threats, vulnerabilities, and solutions
generally or to a specific information-sharing community. The
CSIRT could also work with hardware
and software vendors to obtain information about vulnerabilities
and potential solutions.
Leveraging federal resources, such as US-CERT, can aid in the
protection of the NG911 system and its
data. In addition, coordinating response and recovery efforts

with the Statewide Interoperability
Coordinator (SWIC), State Single Points of Contact (SPOC),
and other PSAP administrators can
increase cybersecurity posture. Sample response and recovery
actions are shown in Figure 2.
Table 2: Sample NG911 Response and Recovery Actions (non-
comprehensive)
SAMPLE
Action Description
Response
• Incident Response Plan. Develop incident response plans,
policies, and capabilities for
the networks, personnel and user equipment that prevent
expansion of the event, mitigate
its effects, and eradicate the incident
• Incident Response Team. Establish an incident response team
with or utilize existing
capabilities like US-CERT to ensure response activities are
coordinated with appropriate
stakeholders

• Contain Cybersecurity Event. Execute response processes and
procedures, preventing
expansion of the event, mitigate its effects, and eradicate the
incident
• Deploy IRT. Coordinate with internal and external
stakeholders, as appropriate, including
external support from law enforcement agencies and response
centers, such as US-CERT
Recovery
• Recovery Plan. Develop and implement the appropriate
activities to maintain plans for
resilience and to restore any capabilities or services that were
impaired due to a
cybersecurity event
• Continuity Planning7. Establishing and maintaining
redundancy is a key strategy that
promotes network reliability, resiliency, and continuity of
service
• Coordination. Restoration activities are coordinated with
internal and external parties,

such as coordinating centers, internet service providers, owners
of attacking systems,
victims, response partners, and vendors
• Process Improvements. Recovery planning processes and
strategies are improved by
incorporating lessons learned into future activities. Response
personnel should be trained
on the latest security, resiliency, continuity and operational
practices and maintain in-
service training as new technology and methods are made
available
6 See: https://www.us-cert.gov/ccubedvp.
7 For continuity recommendations, see FEMA’s Continuity
Guidance Circular (CGC) 1 and 2 available at
http://www.fema.gov/media-library/resources-
documents/collections/343
https://www.us-cert.gov/ccubedvp
http://www.fema.gov/media-library/resources-
documents/collections/343
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Actions for Improving NG911 Cybersecurity
This document provides an overview of the cyber risks that will
be faced by NG911 systems. It is
intended to serve only as an informational tool for system
administrators to better understand the full
scope and range of potential risks, as well as recommend
mitigations to these risks. The following actions
are provided for system administrators intending to improve
their NG911 systems:
• Adopt a “security first” perspective. Cybersecurity has
become an integral part of mission
function and operations for NG911 systems. Working with
others within the NG911 community,
government, industry, and academia to establish consistent
standards, policies, procedures,
interoperability and implementation guidance for NG911
deployments is crucial.
• Leverage historically-successful cybersecurity strategies.
Researching available references and
resources, as well as gathering experiences from other NG911
community members, is important
to constructing the ideal solution set for each NG911 system’s

unique circumstances.
• Establish a CSIRT or reach an agreement with US-CERT to
assist in carrying out
cybersecurity planning. A CSIRT serves as a centralized
location to report, analyze, and respond
to security issues within an organization. Tracking
developments in the cybersecurity field and
providing prioritized implementation of cybersecurity solutions
are also CSIRT activities.
• Establish a cybersecurity risk framework. The NIST
Cybersecurity Framework is highly
recommended as a flexible, risk-based approach to improving
the security of critical infrastructure.
• Identify, evaluate, and prioritize risks using a community-
based risk assessment process.
This process should account for threats, vulnerabilities, and
consequences associated with system
assets. To identify and assess vulnerabilities in their own
systems, PSAP administrators should
work closely with all partners with whom they interconnect,
such as service providers, neighboring
jurisdictions, and other agencies in order to identify the full

architecture of their system and assess
it for physical and network vulnerabilities. This assessment
should also include a review of their
current processes and standard operating procedures against
available government and industry
cybersecurity best practices and standards.
• Develop mitigations. An examination of the likelihood and
consequences of attacks should help
to prioritize and inform mitigation strategies. Using both
prevention and detection techniques,
administrators should strive to negate or decrease the impact of
an attack. Researching available
mitigation techniques and employing them in a prioritized
fashion will produce a comprehensive
cybersecurity solution.
• Solidify Response and Recovery actions. Establishing a
CSIRT and developing incident
response plans, policies, and capabilities for the networks,
personnel, and user equipment can
prevent expansion of the event, mitigate its effects, and
eradicate the incident. These efforts should
be supported by regular training and exercises and coordination
with external parties so that all

participants are aware and capable of their role during and after
an event.
11
Once risks are identified and protection mitigations are in place,
the NG911 community has an
opportunity to focus on detection and advance planning.
Instead of focusing on the individual
cybersecurity events and data recovery, an effective framework
uses data analytics in PSAPs, joint field
offices, and emergency operations centers to accelerate and
automate analysis, and to shift from a posture
of “what just happened, and how do we fix it?” to “what is
going to happen, and how can we prevent
it?” The NG911 community should remain in front of potential
cyber events through its ability to feed
relevant event data to emergency operation centers, fusion
centers, and cyber centers.
Resources
Table 3 provides a list of resources to assist NG911
administrators improving the cybersecurity posture

of their systems.
Organization Resource Name Description and Link
Department of
Homeland Security
(DHS)
Office of Emergency
Communications
DHS offers a collection of programs and initiatives that can be
applied to reduce NG911 cyber risks.
Many of these efforts support approved missions that cover
federal, state, and local users, as well
as public and private critical infrastructure entities.
http://www.dhs.gov/office-emergency-communications
National Cybersecurity and
Communications
Integration Center (NCCIC)
NCCIC is a 24/7 cyber monitoring, incident response, and
management center. Organizations can
leverage NCCIC’s United States Computer Emergency

Readiness Team (US-CERT) for cybersecurity
information and assistance.
http://www.dhs.gov/national-cybersecurity-communications-
integration-center
Federal
Communications
Commissions (FCC)
Legal and Regulatory
Framework for NG911
Services
An overview on the development and creation of a NG911
network that provides specific citations from
the FCC on statutory requirements and funding possibilities.
https://apps.fcc.gov/edocs_public/attachmatch/DOC-
319165A1.pdf
Communications Security,
Reliability and
Interoperability Council
(CSRIC)
CSRIC’s mission is to provide recommendations to the FCC to

ensure, among other things, optimal
security and reliability of communications systems, including
telecommunications, media, and public
safety. Guidance includes:
• Transition to Next Generation 9-1-1.
https://transition.fcc.gov/pshs/docs/csric/CSRIC-WG4B-Final-
Report.pdf
• Cybersecurity Risk Management and Best Practices.
https://transition.fcc.gov/pshs/advisory/csric4/CSRIC_WG4_Re
port_Final_March_18_2015.pdf
Task Force on Optimal
PSAP Architecture
(TFOPA): Optimal
Cybersecurity Approach for
PSAPs
The TFOPA is a federal advisory committee chartered under the
Federal Advisory Committee Act to
provide recommendations to the FCC regarding actions that
PSAPs can take to optimize their
security, operations, and funding as they migrate to NG911.
https://transition.fcc.gov/pshs/911/TFOPA/TFOPA_WG1_FINA
L_Report-121015.pdf

National 911
Program 911.gov
911.gov is a comprehensive resource for all things related to
NG911. The website includes a
resource center with an information clearinghouse, a Technical
Assistance Center, and a 911 profile
database for tracking the progress of 911 authorities around the
Nation in enhancing their systems
and deploying NG911 capabilities. www.911.gov
National
Emergency Number
Assoc. (NENA)
Standards (including i3 and
NG-SEC)
NENA’s website contains a complete archive of all its 911
standards, including those related to
NG911, such as NG-SEC standard (NENA 75-001).
National Institute of

Standards and
Technology (NIST)
Cybersecurity Framework
The NIST Cybersecurity Framework is a prioritized, flexible,
repeatable, and cost-effective approach
that can help NG911 system administrators manage
cybersecurity-related risk.
Recommendations on
Cybersecurity (Special
Publications 800/1800
Series)
NIST’s 800 and 1800 series provides targeted cybersecurity
guidance and are strongly encouraged to
be incorporated into cybersecurity planning.
http://csrc.nist.gov/publications/PubsSPs.html#SP800
Table 3: NG911 Resources
http://www.dhs.gov/national-cybersecurity-communications-

integration-center
https://apps.fcc.gov/edocs_public/attachmatch/DOC-
319165A1.pdf
https://transition.fcc.gov/pshs/docs/csric/CSRIC-WG4B-Final-
Report.pdf
https://transition.fcc.gov/pshs/advisory/csric4/CSRIC_WG4_Re
port_Final_March_18_2015.pdf
https://transition.fcc.gov/pshs/911/TFOPA/TFOPA_WG1_FINA
L_Report-121015.pdf
http://www.911.gov/
http://csrc.nist.gov/publications/PubsSPs.html%23SP800Cyber
Risks to Next Generation 911Cyber InfrastructureThe NG911
Cybersecurity Risk LandscapeImproving NG911 Cybersecurity
PostureIdentifying and Assessing RisksMitigating Risks:
Protect and DetectActions for Improving NG911
CybersecurityResources
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understanding that when confronted with issues such as changes
in education reform, decisions are made with essential
stakeholders in mind, such as students and teachers. The
essence of school reform is to improve learning and teaching.
However, the effectiveness of such implementations that
promote the success of students and teachers is reflected at the
local and school level (Leithwood, Seashore, Anderson, &
Wahlstrom, 2004).
History with previous education reforms has shown that when
adopting a set of standards, leaders at the state, county, and
school-level play significant roles in the effectiveness of
standard rollouts. With the adoption of Common Core State
Standards (CCSS) came issues in how curriculum should be
implemented to promote college and career readiness skills
among students whose exceptionalities and differences varied
across academic and demographic lines and how a lack of
teacher preparedness affected effective implementation. Smith
& Their (2017) addressed that across state lines, teachers felt
ill-equipped to teach the expectations of CCSS to special

education students (Smith & Their, 2017). Additionally,
teachers of English Language Learner (ELL) students faced
challenges in provided ELLs with standards-based instruction
that adhered to their linguistic needs, such as acquiring
language proficiency and academic language (Laureate
Education, 2014a). However, Mahfouz, Barkauskas, Sausner, &
Kornhaber (2018) noted that with instructional changes with
state-wide assessments and curriculum should come
professional development opportunities offered to teachers that
tailors to the needs of their students and standard expectations
(Mahfouz, Barkauskas, Sausner, & Kornhaber, 2018).
As an administrator, I would ensure that teachers were provided
with professional development opportunities that outlined
standard expectations. Additionally, I would conduct surveys
among staff members to determine areas of need for
professional developments that reflected the instructional and
academic needs of their students. In being a transformational
leader, I would trust my teachers to make informed decisions on
what works best for their students because decisions on student
success should never be in isolation; instead, this is a
collaborative process among the administrator and teachers.
References
Laureate Education. (2014a). Case study issues K-12 education
document 6 English language learner instruction [PDF] (p.1).
Retrieved from

https://class.content.laureate.net/7c74db1df30c15b0d9a18f6e11
5d0092.pdf
Laureate Education (Producer). (2014b). Degree paths and
professional careers [Video file]. Baltimore, MD: Author.
Leithwood, K., Seashore, K., Anderson, S., & Wahlstrom, K.
(2004). Review of research: How leadership influences student
learning.
Mahfouz, J., Barkauskas, N. J., Sausner, E. B., & Kornhaber, M.
L. (2018). Leadership roles of administration under the common
core reform. Education and Urban Society, 50(9), 793–817.
https://doi.org/10.1177/0013124517714309
I
enrolled
in
Walden’s
Ed.D

program
with
a
specialization
in
Educational
Administration
and
Leadership.
Through
this
special
ization,

students
develop
the
skillsets
needed
to
influence
and
transform
educational
organizations
to

build
effective,
collaborative,
organizations
that
enhance
K
–
12
learning
environments
(Walden
University,

2013b).
As
educational
leaders
whose
role
goe
s
beyond
the
walls
of
the

classroom,
we
have
the
power
to
impact
the
lives
and
success
of

our
students
by
establishing
a
set
of
common
values
and
beliefs
among
teachers

(Laureate
Education,
2014b)
.
A
significant
aspect
of
being
an
educational
leader

is
understanding
that
when
confronted
with
issues
such
as
changes
in
education

reform,
decisions
are
made
with
essential
stakeholders
in
mind,
such
as
students
and

teachers.
The
essence
of
sch
ool
reform
is
to
improve
learning
and
teaching.

However,
the
effectiveness
of
such
implementations
that
promote
the
success
of
students

and
teachers
is
reflected
at
the
local
and
school
level
(Leithwood,
Seashore,
Anderson,

&
Wahlstrom,
2004)
.
History
with
previous
education
reforms
has
shown
that
when

adopting
a
set
of
standards,
leaders
at
the
state,
county,
and
school
-

level
play
significant
roles
in
the
effectiveness
of
standard
rollouts.
With
the
adoption

of
Common
Core
State
Standards
(CCSS)
came
issue
s
in
how
curriculum
should

be
implemented
to
promote
college
and
career
readiness
skills
among
students
whose

exceptionalities
and
differences
varied
across
academic
and
demographic
lines
and
how
a
lack

of
teacher
preparedness
affected
effective
implementa
tion.
Smith
&
Their
(2017)
addressed
that

across
state
lines,
teachers
felt
ill
-
equipped
to
teach
the
expectations
of

CCSS
to
special
education
students
(Smith
&
Their,
2017).
Additionally,
teachers
of
English

Language
Learner
(ELL)
students
faced
challeng
es
in
provided
ELLs
with
standards
-
based

instruction
that
adhered
to
their
linguistic
needs,
such
as
acquiring
language
proficiency

and
academic
language
(Laureate
Education,
2014a).
However,
Mahfouz,
Barkauskas,
Sausner,
&
Kornhaber

(2018)
noted
that
wit
h
instructional
changes
with
state
-
wide
assessments
and
curriculum

should
come
professional
development
opportunities
offered
to
teachers
that
tailors
to
the
needs

of
their
students
and
standard
expectations
(Mahfouz,
Barkauskas,
Sausner,
&
Kornhaber,
2018
)

.
As
an
administrator,
I
would
ensure
that
teachers
were
provided
with
professional

development
opportunities
that
outlined
standard
expectations.
Additionally,
I
would
conduct
surveys
among

staff
members
to
determine
areas
of
need
for
professional
develo
pments
that
reflected

the
instructional
and
academic
needs
of
their
students.
In
being
a
transformational
leader,

I
would
trust
my
teachers
to
make
informed
decisions
on
what
works

best
for
their
students
because
decisions
on
student
success
should
never
b
e

in
isolation;
instead,
this
is
a
collaborative
process
among
the
administrator
and
teachers

.
Reference
s
Laureate
Education.
(2014a).
Case
study
issues
K
-
12
education
document

6
English
language
learner
instruction
[PDF]
(p.1).
Retrieved
from
https://clas
s.content.laureate.net/7c74db1df30c15b0d9a18f6e115d0092.pd
f
Laureate

Education
(Producer).
(2014b).
Degree
paths
and
professional
careers
[Video
file].
Baltimore,
MD:

Author
.
I enrolled in Walden’s Ed.D program with a specialization in
Educational Administration
and Leadership. Through this specialization, students develop
the skillsets needed to influence
and transform educational organizations to build effective,
collaborative, organizations that
enhance K – 12 learning environments (Walden University,
2013b). As educational leaders
whose role goes beyond the walls of the classroom, we have the
power to impact the lives and
success of our students by establishing a set of common values
and beliefs among teachers
(Laureate Education, 2014b).
A significant aspect of being an educational leader is
understanding that when confronted
with issues such as changes in education reform, decisions are
made with essential stakeholders
in mind, such as students and teachers. The essence of school
reform is to improve learning and
teaching. However, the effectiveness of such implementations

that promote the success of
students and teachers is reflected at the local and school level
(Leithwood, Seashore, Anderson,
& Wahlstrom, 2004).
History with previous education reforms has shown that when
adopting a set of standards,
leaders at the state, county, and school-level play significant
roles in the effectiveness of standard
rollouts. With the adoption of Common Core State Standards
(CCSS) came issues in how
curriculum should be implemented to promote college and
career readiness skills among students
whose exceptionalities and differences varied across academic
and demographic lines and how a
lack of teacher preparedness affected effective implementation.
Smith & Their (2017) addressed
that across state lines, teachers felt ill-equipped to teach the
expectations of CCSS to special
education students (Smith & Their, 2017). Additionally,
teachers of English Language Learner
(ELL) students faced challenges in provided ELLs with
standards-based instruction that adhered
to their linguistic needs, such as acquiring language proficiency
and academic language
(Laureate Education, 2014a). However, Mahfouz, Barkauskas,

Sausner, & Kornhaber (2018)
noted that with instructional changes with state-wide
assessments and curriculum should come
professional development opportunities offered to teachers that
tailors to the needs of their
students and standard expectations (Mahfouz, Barkauskas,
Sausner, & Kornhaber, 2018).
As an administrator, I would ensure that teachers were provided
with professional
development opportunities that outlined standard expectations.
Additionally, I would conduct
surveys among staff members to determine areas of need for
professional developments that
reflected the instructional and academic needs of their students.
In being a transformational
leader, I would trust my teachers to make informed decisions on
what works best for their
students because decisions on student success should never be
in isolation; instead, this is a
collaborative process among the administrator and teachers.
References
Laureate Education. (2014a). Case study issues K-12 education
document 6 English language
learner instruction [PDF] (p.1). Retrieved from
https://class.content.laureate.net/7c74db1df30c15b0d9a18f6e11

5d0092.pdf
Laureate Education (Producer). (2014b). Degree paths and
professional careers [Video file].
Baltimore, MD: Author.
Obtaining a Doctor of Education (EdD) from Walden University
will deepen my understanding of new developments in the field
of education and prepare me to serve as a teacher leader, who is
capable of applying new learning and innovative practices to
make research based decisions (Walden University, 2013a). A
concentration in Curriculum, Instruction, and Assessment will
permit me to achieve my future career path as a curriculum
specialist. Curriculum specialists analyze student and school
data to improve implementation and selection of instructional
materials. On a norm their job involves research and requires
finding appropriate textbooks and curricula in order to improve
student learning outcomes (Emporia State University,
2019). With this advanced degree, I will be able think critically
while gaining expertise in best practices aligned to learner-
centered curriculum and instructional design, instructional
strategies, and student assessment, which will impact student
academic performance (Walden University, 2013b).

will deepen my understanding of new developments in the field
of education and prepare me to serve as a teacher leader, who is
capable of applying new learning and innovative practices to
make research based decisions (Walden University, 2013a). A
concentration in Curriculum, Instruction, and Assessment will
permit me to achieve my future career path as a curriculum
specialist. Curriculum specialists analyze student and school
data to improve implementation and selection of instructional
materials. On a norm their job involves research and requires
finding appropriate textbooks and curricula in order to improve
student learning outcomes (Emporia State University,
2019). With this advanced degree, I will be able think critically
while gaining expertise in best practices aligned to learner-
strategies, and student assessment, which will impact student
academic performance (Walden University, 2013b).
When considering implementing a set of rigorous English
language arts and mathematics standards for all students in
grades kindergarten to grade 12, it is imperative to think of the
impact on special education (SPED) and English language
learners (ELL) students. Many are apprehensive because they
feel the new standards are more demanding, and that teachers
and administrators do not have time to prepare for their
implementation, which would lead to failure among students
and widen the achievement gap (Boslaugh, 2019). The 2004 re-

authorization of the Individuals with Disabilities Education
Act(IDEA) requires children with disabilities to be involved and
progress in the general education curriculum (Beals,
2014). Serving as a curriculum specialist, I would have to study
and compare state standards with the national standards. After
comparing and studying standards, I would be responsible for
researching instructional strategies that would assist in students
meeting the rigorous content specific goals. I would also have
to ensure that the instructional strategies appeal to the vast
variety of learners and learning styles.
Understanding that SPED and ELL students need to be
challenged and prepared for college and careers upon
completing high school, as a curriculum specialist I would be
tasked with analyzing data to determine students strengths and
weaknesses as it pertains to content goals. Identifying the
strengths and weaknesses according to the data would allow me
to focus on how instruction unfolds in the classroom. As a
curriculum specialist, I would examine and review curriculum
to ensure that it has embedded accommodations for all learners
especially the SPED and ELL students. I would be responsible
for ensuring that the rigor is maintained while embedding
technology and instructional strategies that align with various
accommodations. In an effort to ensure my teachers are
equipped to meet every learners needs, I would have to lead
professional development activities that prepare them to

differentiate instruction on a day-to-day basis.
References
Beals, K. (2014, February 21). The common core is tough on
kids with special needs. The Atlantic. Retrieved
from https://www.theatlantic.com/education/archive/2014/02/th
e-common-core-is-tough-on-kids-with-special-needs/283973/
Boslaugh, S.E., PhD. (2019). Common Core State Standards
Initiative. Salem Press Encyclopedia. Retrieved from Walden
database
Emporia State University (2019, October 4). What does a
curriculum specialist do? Retrieved
from https://online.emporia.edu/articles/education/what-does-a-
curriculum-specialist-do.aspx
Walden University (2013a). Which program is right for you?
EdS, EdD, or PhD.? Retrieved
from https://www.waldenu.edu/online-doctoral-
programs/doctor-of-education/curriculum-instruction-and-
assessment
Walden University (2013b). Which program is right for you?
EdS, EdD, or PhD.? Retrieved from https://www.waldenu.edu/-
/media/Walden/files/education/doctoral/ph-d-vs-edd-2019-v-
2.pdf?la=en

Obtaining
a
Doctor
of
Education
(EdD)
from
Walden
University
will
deepen
my

understanding
of
new
developments
in
the
field
of
education
a
nd
prepare
me

to
serve
as
a
teacher
leader,
who
is
capable
of
applying
new
learning

and
innovative
practices
to
make
research
based
decisions
(Walden
University,
2013a).
A

concentration
in
Curriculum,
Instruction,
and
Assessment
will
permit
me
to
achieve
my

future
career
path
as
a
curriculum
specialist.
Curriculum
specialists
analyze
student
and

school
data
to
improve
implementation
and
selection
of
instructional
materials.
On
a

norm
their
job
involves
research
and
requires
finding
appropriate
textbooks
and
curricula
in

order
to
improve
student
learning
outcomes
(Emporia
State
University,
2019).
With
this

advanced
degree,
I
will
be
able
think
critically
while
gaining
expertise
in

best
practices
aligned
to
learner
-
centered
curriculum
and
instructional
des
ign,
instructional
strategies,

and
student
assessment,
which
will
impact
student
academic
performance
(Walden
University,
2013b).

Obtaining
a
Doctor
of
Education
(EdD)
from
Walden
University
will
deepen
my
understanding

of
new
developments
in
the
field
of
education
and
prepare
me
to

serve
as
a
teacher
leader,
who
is
capable
of
applying
new
learning
and

innovative
practices
to
make
research
based
decisions
(Walden
University,
2013a).
A
concentration

in
Curriculum,
Instruction,
and
Assessment
will
permit
me
to
achieve
my
future

career
path
as
a
curriculum
specialist.
Curriculum
specialists
analyze
student
and
school

data
to
improve
implementation
and
selection
of
instructional
materials.
On
a
norm

their
job
involves
research
and
requires
finding
appropriat
e
textbooks
and
curricula
in

advanced
degree,
I
will
be
able
think
critically
while
gaining
expertise
in
best

practices
aligned
to
learner
-
centered
curriculum
and
instr
uctional
design,
instructional
strategies,
and

student
assessment,
which
will
impact
student
academic
performance
(Walden
University,
2013b).
When

considering
implementing
a
set
of
rigorous
English
language
arts
and
mathematics
standards

for
all
students
in
grades
kindergarten
to
grade
12,
it
is
imperative
to

think
of
the
impact
on
special
education
(SPED)
and
English
language
learners

(ELL)
students.
Many
are
apprehensive
because
they
feel
the
new
standard
s
are

more
demanding,
and
that
teachers
and
administrators
do
not
have
time
to

prepare
for
their
implementation,
which
would
lead
to
failure
among
students
and
widen

the
achievement
gap
(
Boslaugh,
201
9
)
.
The
2004
re
-
authorization
of

the
Individuals
with
Disabilities
Education
Ac
t
(IDEA
)
requires
children
with
disabilities
to

be
involved
and
progress
in
the
general
education
curriculum
(Beals,
2014).
Serving

as
a
curr
iculum
specialist,
I
would
have
to
study
and
compare
state

standards
with
the
national
standards.
After
comparing
and
studying
standards,
I
would

be
responsible
for
researching
instructional
strategies
that
would
assist
in
students
meeting
the

rigorous
co
ntent
specific
goals.
I
would
also
have
to
ensure
that

the
instructional
strategies
appeal
to
the
vast
variety
of
learners
and
learning
styles

.
Understanding
that
SPED
and
ELL
students
need
to
be
challenged
and
prepared

for
college
and
careers
upon
comple
ting
high
school,
as
a
curriculum
specialist

I
would
be
tasked
with
analyzing
data
to
determine
students
strengths
and

weaknesses
as
it
pertains
to
content
goals.
Identifying
the
strengths
and
weaknesses

according
to
the
data
would
allow
me
to
focus
on
ho
w
instruction

unfolds
in
the
classroom.
As
a
curriculum
specialist,
I
would
examine
and

review
curriculum
to
ensure
that
it
has
embedded
accommodations
for
all
learners
especially

the
SPED
and
ELL
students.
I
would
be
responsible
for
ensuring
that

will deepen my
understanding of new developments in the field of education
and prepare me to serve as a
teacher leader, who is capable of applying new learning and
innovative practices to make
research based decisions (Walden University, 2013a). A
concentration in Curriculum,
Instruction, and Assessment will permit me to achieve my future
career path as a
curriculum specialist. Curriculum specialists analyze student
and school data to improve
implementation and selection of instructional materials. On a
norm their job involves
research and requires finding appropriate textbooks and
curricula in order to improve
student learning outcomes (Emporia State University, 2019).
With this advanced degree, I
will be able think critically while gaining expertise in best
practices aligned to learner-
strategies, and student
assessment, which will impact student academic performance
(Walden University, 2013b).

will deepen my
understanding of new developments in the field of education
and prepare me to serve as a
teacher leader, who is capable of applying new learning and
innovative practices to make
research based decisions (Walden University, 2013a). A
concentration in Curriculum,
Instruction, and Assessment will permit me to achieve my future
career path as a
curriculum specialist. Curriculum specialists analyze student
and school data to improve
implementation and selection of instructional materials. On a
norm their job involves
research and requires finding appropriate textbooks and
curricula in order to improve
student learning outcomes (Emporia State University, 2019).
With this advanced degree, I
will be able think critically while gaining expertise in best
practices aligned to learner-
strategies, and student
assessment, which will impact student academic performance
(Walden University, 2013b).
When considering implementing a set of rigorous English

language arts and mathematics
standards for all students in grades kindergarten to grade 12, it
is imperative to think of the
impact on special education (SPED) and English language
learners (ELL) students. Many
are apprehensive because they feel the new standards are more
demanding, and that
teachers and administrators do not have time to prepare for their
implementation, which
would lead to failure among students and widen the
achievement gap (Boslaugh,
2019). The 2004 re-authorization of the Individuals with
Disabilities Education
Act(IDEA) requires children with disabilities to be involved and
progress in the general
education curriculum (Beals, 2014). Serving as a curriculum
specialist, I would have to
study and compare state standards with the national standards.
After comparing and
studying standards, I would be responsible for researching
instructional strategies that
would assist in students meeting the rigorous content specific
goals. I would also have to
ensure that the instructional strategies appeal to the vast variety
of learners and learning

styles.
Understanding that SPED and ELL students need to be
challenged and prepared for college
and careers upon completing high school, as a curriculum
specialist I would be tasked with
analyzing data to determine students strengths and weaknesses
as it pertains to content
goals. Identifying the strengths and weaknesses according to
the data would allow me to
focus on how instruction unfolds in the classroom. As a
curriculum specialist, I would
examine and review curriculum to ensure that it has embedded
accommodations for all
learners especially the SPED and ELL students. I would be
responsible for ensuring that

Case Study for Issues in K-12 Education
The materials in this case study are a combination of authentic
public domain
documents and simulated documents that were created
specifically for the case
study that draw on authentic research and data from government
and scholarly
sources, and from the opinions of experts in the field.
The mention of “your state” is a generic reference intended to
be inclusive for any
background.
Scenario
Your state is considering a required set of education standards

that all schools
must adopt. You have been nominated to serve on the statewide
committee to
inform the legislature as to which standards, if any, should be
adopted. You will
have the opportunity to take a stand on the following issue; does
a set of required
standards improve or limit education for all students (e.g.,
general education
students, special education, English language learners, gifted
learners) in state
schools?
Consider the following questions: How can standards be
implemented to improve
the quality of education for all students in all levels, and types,
of classrooms
(e.g., general education, special education, vocational)? Is it
more effective to
adopt district standards, state-specific standards, or national
standards?
Once you decide which standards to adopt, what materials,
supports, and
training will be needed to implement them? How do different

stakeholders (e.g.,
policy makers, government leaders, principals, teachers with
various specialties
and points of view, students, parents) feel about the issue of
standards adoption
and implementation?
© 2014 Laureate Education, Inc. Page 1 of 1

Issues in K-12 Education Case Study
Scenario
Your state is considering a required set of education standards
that all schools
must adopt. You have been nominated to serve on the statewide
committee to
inform the legislature as to which standards, if any, should be
adopted. You will
have the opportunity to take a stand on the following issue.
Does a set of
required standards improve or limit education for ALL students
(e.g., general
education students, special education, English language
learners, gifted

learners) in state schools?
Consider the following questions: How can standards be
implemented to improve
the quality of education for ALL students in all levels and types
of classroom
(e.g., general education, special education, vocational)? Is it
more effective to
adopt district standards, state-specific standards, or national
standards?
Once you decide which standards to adopt, what materials,
supports and training
will be needed to implement them? How do different
stakeholders (e.g., policy
makers, government leaders, principals, teachers with various
specialties and
points of view, students, parents) feel about the issue of
standards adoption and
implementation?
Stakeholders
The State Department of Education, school administrators,
teachers, students,
parents, educational specialists, politicians, business leaders,

employers,
advocacy groups, and the community at large.
Document Set 1
• Document 1: A brief overview of the standards-based
movement with
information synthesized from multiple authentic sources
• Document 2: Statistics and quantitative data that demonstrates
inequality
and falling international performance; the data focuses on
literacy,
science, and math scores, as well as the importance of education
on
lifetime earnings
This document is pieced together from a variety of authentic
documents
• Document 3: An authentic document that explores the function
of
technology in education, and non-traditional settings for K-12
education

• Document 4: An authentic document that introduces new
guidelines for
education reform that will prepare all public school students for
college or
a career
Document Set 2

• Document 5: A simulated editorial from a school administrator
detailing
concerns and issues with implementation of the Common Core
State
Standards
• Document 6: A simulated magazine article that illustrates
some the issues
regarding a set of uniform standards and expectations for
English
Language Learners
• Document 7: A simulated blog post with relevant comments
about the
concern that a common set of standards might exclude such
disciplines as
art and music
• Document 8: Simulated blog posts about the Common Core
State
Standards and special education

NOTES: Common Core is arguably one of the most pressing and
controversial
issues in K-12 education. The goal of this case study is to have
students
consider the various stakeholders involved, and take a position
on both the broad
issue of standards-based education and one or more subtopics
that fall under
this umbrella.

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