CRITICAL INCIDENT RESPONSE PLAN

Transcription

1 CRITICAL INCIDENT RESPONSE PLAN District Safety Committee Approval: May 10, 2010 District Leadership Approval: August 10, 2010 Page 1 of 74

2 PERQUIMANS COUNTY SCHOOLS District Safety Committee EMPLOYEE Bonita Williams Brenda Lassiter Buck Bunch Claudia Bunch Donald Hurdle Donna Harris Dottie Best Dr. Dwayne Stallings Ella Fields-Bunch Hope Ward James Bunch Joe Bunch Jonathan Nixon Lynn Jordan Nancy Rountree Pearline Bunch Stacy Mitchell Teresa Blanchard Yvonne Stallings TITLE HGS Safety Schools Committee Member Public Information Officer Chemical Hygiene Officer School Nurse - PCMS & PCS Director of Transportation Director of Child Nutrition Maintenance Administrative Assistant Superintendent Director of Human Resources School Nurse - PCHS & HGS Assistant Superintendent Director of Intervention Services Director of Maintenance (District Safety Coordinator) PCS Safe Schools Committee Member PCHS Safe Schools Committee Chair Finance Officer School Resource Officer PCMS Safe Schools Committee Member Finance Department - Bookkeeper Chante Lassiter Tammy Harrell Jamie Liverman Melissa Fields Dianne Meiggs Casey Bunch Linda White Michelle White Perquimans County High School Principal Perquimans County High School Assistant Principal Perquimans County Middle School Principal Perquimans County Middle School Assistant Principal Hertford Grammar School Principal Instructional Specialist Perquimans Central School Principal Instructional Specialist Perquimans County Schools acknowledges the assistance of the Perquimans and Pasquotank- Camden Emergency Management offices as well as our friends at Elizabeth City-Pasquotank County Schools. Page 2 of 74

3 Promulgation Statement Perquimans County Schools (PCS) is committed to the safety and security of students, faculty, staff, and visitors on its campus. In order to support that commitment a thorough review of emergency mitigation/prevention, preparedness, response, and recovery procedures relevant to natural and human caused disasters undergoes a continuous improvement process. The Critical Incident Response Plan that follows is the official policy of PCS. It is a result of a comprehensive review of regulations, policies, procedures, and best practices in the context of school safety in the current world situation and the revision or development of appropriate policies, plans, and procedures for PCS. School Officials support its recommendations and commit the school's resources to ongoing training, exercises, and maintenance required to keep it current. This plan is a blueprint that relies on the commitment and expertise of individuals within and outside of the school community. Furthermore, clear communication with emergency management officials and ongoing monitoring of emergency management practices and advisories are essential. This Critical Incident Response Plan was approved August 10, 2010 and is effective immediately and supersedes all previous editions. This is a public document; however, certain appendixes may not be disclosed for security reasons. Page 3 of 74

4 TABLE OF CONTENTS 1. INTRODUCTION 1.1. Purpose Goals Authority Direction and Control.6 2. MITIGATION and PREVENTION 2.1. Situation District and School Information Prevention Mitigation Assumptions and Limitations CONCEPT of OPERATIONS 3.1. Objectives General Operational Guidance Initial Response Notification Procedures Training and Exercises Implementation of Incident Command System (ICS) Sources and Use of Resources Activities by Phases of Emergency Management PREPAREDNESS 4.0 Communications Plan Development Identify Stakeholders Considering Existing Efforts Scope of Plan Organization and Assignment of Responsibilities Readiness Levels Plan Development and Maintenance RESPONSE 5.1. Definition Action Steps RECOVERY 6.1. Recovery Issues Emotional Recovery Page 4 of 74

5 6.3. Assemble Crisis Recovery Team Provide Stress Management During Class Time Conduct Daily Debriefing for Staff and Others Assisting in Recovery Take as Much Time As Needed for Recovery Remember Anniversary Dates of Crisis Plans for Offers of Assistance Academic Recovery from Outside the School Community Short Term Academic Considerations Long Term Academic Considerations Physical/Structural Recovery Financial Considerations Evaluate Recovery for Continuous Improvements 7. SPECIFIC RESPONSE PLANS Aircraft Crash. 36 Air Pollution Alert Angry Student/Parent/Employee. 39 Animal Disturbance. 40 Armed Intruder in the Building 42 Bomb Threat 43 Chemical Spill.. 45 Explosion/Risk of Explosion Fire.. 48 Gas Leak.. 49 Grief and Loss Affecting the School Community.. 50 Hazardous Materials Release.. 52 Kidnapping.. 53 Lockdown 54 Missing Student.,, 56 Nuclear Emergency.. 57 Pandemic Influenza.. 58 Rape/Sexual Assault 59 School Bus Accident 60 Serious Medical Emergency/Injury. 61 Severe Weather 63 Suicide Attempt at School 64 Suicide Ideation Potential Expressed at School Suspicious Package/Letter 68 Tornado Warning. 69 Utility Failure 70 APPENDIX / FORMS Bomb Threat Check List 72 PCS Classroom Emergency Go Kit List 74 Page 5 of 74

6 1. INTRODUCTION 1.1. Purpose Knowing what to do when faced with a crisis can be the difference between calm and chaos, between courage and fear, and between life and death. (U.S. Dept. of ED.) This plan outlines the School District s approach to emergency management and operations. It has been developed to guide School and District s response to protect students and staff during emergency or crisis situations as well as addressing basic physical and emotional needs of those involved during and after incident. This plan takes an all-hazard approach to emergency management in collaboration with Local, State, and Federal response agencies. This plan incorporates Mitigation/Prevention, Preparedness, Response and Recovery threat; conforms to the four phases US Department of Education Office of Safe and Drug Free School uses to describe planning for, responding to and recovering from emergencies. It is the responsibility of all PCS sites, schools, and administrative support sites to follow the district plan and to develop site specific plans. Site specific plans should follow the PCS Critical Incident Response Plan as well as developing site specific plans in coordination with the district plan Goals PCS will respond promptly and effectively to any emergency or crisis by: 1.3. Authority Taking action to protect lives and prevent injury to students, staff, and others. Minimizing property damage. Coordinating with emergency responders through implementation of Incident Command System (ICS). Keeping employees, students, families and the public informed. Provide care and comfort for meeting basic physical and emotional needs of those involved. Restoring normal services as quickly as possible. Reunifying students with parents/guardians as appropriate. Providing detailed and accurate documentation of incidents to aid in recovery process. Educating students, parents, staff, responders, and community as appropriate on PCS emergency preparation and response plans. PCS Critical Incident Response Plan Operates within the framework of School Board Policies. It is a result of a review of federal, state, and local policies. 1.4 Direction and Control During emergency operations, the school administration retains administrative and policy control over their employees, students and equipment. Specific authority and control may be delegated as appropriate. The line of succession is: Page 6 of 74

7 1. Superintendent 2. Assistant Superintendent The site administrator has administrative responsibility and control for proper emergency planning and response in their respective sites. Specific authority and control may be delegated as appropriate. Those in line of succession must understand that although they are listed in this order, their role may change due to staff availability. The Incident Commander directs personnel and equipment to carry out mission assignments. If the school s own resources are insufficient or inappropriate to deal with an emergency situation, then the Superintendent/designee will contact Perquimans County Emergency Management. Each emergency services agency is responsible for having its own operating procedures, such as a common communications protocol and the Unified Command may be adopted to facilitate the coordinated effort. 2. MITIGATION AND PREVENTION 2.1. Situation PCS is exposed to many hazards, all of which have the potential for disrupting the school community, causing casualties, and damaging or destroying public or private property. Consideration of liability issues is a part of crisis planning to protect staff from lawsuits. Situations where there is a foreseeable danger can hold liability if reasonable effort to intervene or remediate the situation is not made. A careful assessment of the hazards faced is critical District and School Information Facility Information: PCS consists of 4 schools located in Hertford and Winfall, along with 4 administrative/support facilities as listed below. Detailed building and site information will be included in individual plans developed by each school and site. Schools Sites Perquimans County High School Board of Education PO Box 398 PO Box S. Edenton Road Street 411 S. Edenton Road Street Hertford, NC Hertford, NC Perquimans County Middle School Transportation Department 312 West Main Street 139 Jimmy Hunter Drive PO Box 39 PO Box 337 Winfall, NC Hertford, NC Page 7 of 74

8 Hertford Grammar School Maintenance Department 603 Dobbs Street 138 Jimmy Hunter Drive PO Box 397 PO Box 337 Hertford, NC Hertford, NC Perquimans Central School Accelerated Learning / Parent 181 Winfall Boulevard Resource Center PO Box S. Edenton Road Street Winfall, NC PO Box Hertford, NC Prevention PCS has adopted a culture of prevention in reducing risks by adopting activities to identify potential hazards and outright avoiding or mitigating as feasible. This includes not only natural and man-made environmental and technological hazards but also social hazards resulting from behavior. School safety and creating a positive school environment are key elements in PCS prevention programs. Below is a brief discussion of preventive measures that have been implemented. Individual school plans will list their individual preventative activities. Safety Major Hazard Analysis: Each school and PCS site will conduct an assessment of all potential significant hazards, natural, manmade, technological and their vulnerability to such. The District Safety Coordinator is responsible for developing the hazard analysis procedure and work closely with site coordinators. Safe Schools Inventory: Each school plan will include a complete copy of the NCDPI Safe Schools Inventory each year and submit it with their Critical Incident Response Plan. Fire Inspections: Inspections will be made semi-annually by the Fire Marshall. Fire extinguishers will be checked monthly. Kitchen hoods will be serviced semi-annually. Exercises. Drills: Tornado drills should be conducted by September 15 th, December 15 th and the State Wide Tornado Drill in March. Lock down drills shall be conducted by October 1 st and by February 1 st. Each school plan should include school maps or descriptions for tornado drills, lockdown drills and fire drills. Fire drills should be conducted monthly. Other multi-hazard drills will be designated by the Superintendent. Safe and Drug Free Schools Plan Resource Officers are placed in schools for the purpose of having the presence of uniformed law enforcement in the school setting. A certified law enforcement officer is permanently assigned to provide coverage to a school and is specifically trained to Page 8 of 74

9 perform three roles: law enforcement officer; law related counselor and law related education teacher. Access Control Procedures (students, visitors and staff): Each individual school, administration and support facility should have a plan that is consistent with the district plan and policies, such procedures for visitors, volunteers working directly with children, parking lot passes and accessibility. Visitors to any school campus shall check-in at the main office. Each site has developed a system to restrict access to the building(s) during the day by keeping specified doors locked when not in use. In schools where there are lockers, they are to be kept locked at all times, and students are required to use school locks. Schools shall keep unused lockers secured in some manner. All personnel are required to wear standardized identification badges with a photograph. Each school has taken steps to properly secure all desktop computers, VCRs and television sets. Security measures include steps to secure computers against theft and unauthorized access. Each school has developed a system procedure to ensure that rooms not in use are kept locked. The district uses an Internet filtering system to reduce (prevent) access to sites containing pornography, those involving hate groups, sites related to weapon and bomb making materials and other inappropriate sites. Behavioral Programs and Procedures Behavioral Data Assessment: A collection and review of data related to student data on discipline at district level by the Educational Liaison and the Dropout Prevention Coordinator on a system level and on a school level by Positive Behavioral Support Teams review data on a monthly basis. Positive Behavior Support (PBS): A state wide effective and proactive process for improving social competence and academic achievement for all students. System Wide Discipline Policy. Implementation of Gang Related Activities Policy, which addresses graffiti. Character Education: In compliance with the Student Citizen Act of 2001 (SL ) PCS developed and implemented character education with input from the community. Character education is an intentional, proactive effort by schools, districts and states to Page 9 of 74

10 instill in their students important core, ethical values such as respect for self and others, responsibility, integrity and self-discipline. The Assistant Superintendent in Charge of Instruction and Curriculum is responsible for program over site. Alternative School/Long Term Suspension: The Accelerated Learning Center offers an academic alternative educational program. Non-Violent Crisis Intervention: Staff training that teaches management of disruptive and assaultive behavior. Prohibition against discrimination, harassment and bullying. Anti-Harassment/Bullying Committee. Threat Assessment Procedure: A comprehensive means of assessment and documenting interventions for dealing with at risk behaviors. Completed documentation should follow policy guidelines. Training and Staff Development: All Administrative Staff shall have Incident Command Training. This training should include a review of the district and each site s Critical Incident Response Plan. Solution Focused Intervention Team (SFIT) consist of a multidisciplinary approach within the school setting that reviews students academic and behavioral concerns in order to develop strategies to assist with improving school performance. Program provides for referral for further evaluation when needed. School Improvement Plan, a required comprehensive assessment and evaluation of the school environment that include strategies to improve the academic environment of the school and promote safe and orderly schools. There are a number of other programs available through the system such as Teen Court, Red Ribbon Week and Safety Night Mitigation Proper mitigation actions can prevent or reduce disaster related loses. PCS is committed to detailed emergency planning and training of employees and students, and conducting periodic emergency drills and exercises to improve readiness to deal with an emergency situation. Below is a brief discussion of mitigation measures that have been implemented. Information for each will be included in appendices of each school plan. Implementation of the National Incident Management System of which Incident Command System is a component. Page 10 of 74

11 School Resource Officers: School Resource Officers are employed by the Perquimans County Sheriff s Department in conjunction with PCS. Their role is to assist in assuring the care, safety and welfare of the school site. Thirty day inspections of school buses. First Responders: Staff trained in first aid and safety that provide the first level of safety. Communications Systems: Each school/site will have an internal plan as to how everyone will be notified regarding critical information. Critical Incident Response Kits (black box for site administration) will be updated yearly. There will be a minimum of one per school, preferably two for middle and high school to be kept in separate locations. They will be updated annually. (See appendix for contents list). Emergency Go Kit: Teacher should have immediate access to their daily roster and go kit. (See appendix for list of contents). Coordinated Planning with Perquimans County Emergency Management, Fire, EMS, Police, and Sheriff. At the beginning of the year, teachers should provide to the main office the name(s) of students in the class who will require special assistance in the event of an emergency and the type of assistance needed. A variety of emergency conditions, which may alter needs (e.g., severe weather, evacuation, hazardous materials, ect.) should be considered. Planning and Response site specific supplements, ie, Chemical Hygiene Plan, deals with safety issues regarding disposal of chemicals, special needs evacuation plans. The District Safety Committee and School Safety Committee s will review and update emergency operations plans for the district/schools/sites and coordinate with local emergency services. It is the committee s responsibility to ensure that all staff members are knowledgeable of the PCS Critical Incident Response Plan and up-to-date on their training. The committees will meet a minimum of quarterly Assumptions and Limitations Assumptions reveal the limitation of planning by identifying what was assumed to be true during development. This allows those responsible to deviate from the plan if certain assumptions are not valid during a particular incident. Schools will continue to be exposed to hazards described in the Safe and Orderly and Caring Schools Assessment Inventory (DPI) as well as lesser hazards, and others that may develop in the future. Page 11 of 74

12 It is possible for a major disaster to occur at any time and any place. Dissemination of warning to the public and implementation of readiness measures may be possible. However, some emergency situations occur with little warning. A single site emergency (fire, gas leak, etc.) could occur at any time without warning and school employees should not wait for direction from local response agencies. Action is required immediately to save lives and protect school property. There may be a number of injuries of varying degrees of seriousness to employees or students. Rapid and appropriate response will reduce the number and the severity of injuries. Outside assistance will be available in most situations. Since it takes time to summon external assistance, it is essential to be prepared to carry out the initial emergency response on an independent basis. Following a major catastrophic event the district and schools may have to rely on its own resources to be self-sustaining for up to 72 hours. There can be no guarantee of perfect planning or response. In a disaster, personnel and resources may become overwhelmed and PCS can only endeavor to make every reasonable effort to respond to the situation with the resources and information available at the time. In every instance it is expected that all involved will think and act with the safety and well being of students, employees and others in mind. 3. CONCEPT OF OPERATIONS 3.1. Objectives The objectives of PCS emergency operations are to protect the lives and well-being of students and staff through the timely and proper response of trained personnel should an emergency affect any school or support facilities. To meet these objectives, the District and schools shall establish and maintain a comprehensive emergency operations program that includes plans, procedures, hazard analysis, training, and exercise, plan review, and maintenance General Responsibility: PCS officials have the responsibility to protect students and staff from the effects of hazardous events to the best of our ability. This involves having the primary role in identifying and mitigating hazards, preparing for and responding to, and managing the recovery from emergency situations that affect schools to include the following. Ensure that plans, personnel, and resources necessary for an appropriate response are in place. Page 12 of 74

13 Provide in-service emergency response education for all employees. Conduct drills and exercises to prepare personnel as well as students for an emergency situation. Planning: PCS planning is based on a multi-hazard approach to emergency planning. It addresses general functions that may need to be performed during any emergency situation and identifies immediate action functional protocols as well as guidelines for responding to specific types of incidents. To achieve the necessary objectives planning is both integrated (employs the resources of the district, school, local emergency responders, organized volunteer groups, and businesses) and comprehensive (addresses mitigation/prevention, preparedness, response, and recovery). This plan is one element of the preparedness activities. Incident Command System (ICS): ICS is a component of the National Incident Management System and will be used to manage all emergencies that occur within the District. The U.S. Department of Homeland Security declares school districts must coordinate with other local agencies of local government through adoption of ICS to manage emergencies. ICS establishes a uniform set of processes, protocols, and procedures that all emergency responders, at every level of government, will use to conduct response actions. This system ensures that those involved in emergency response operations understand what their roles are and have the tools they need to be effective. We encourage the use of ICS to perform non-emergency tasks to promote familiarity with the system. Personnel: Individuals specifically tasked in this plan are expected to understand and have available specific procedures that describe how emergency tasks will be performed. This plan is based upon the concept that the emergency functions that must be performed generally parallel some normal day-to-day functions. Personnel and material resources used for day-to-day activities will likely be employed during emergency situations. Some routine functions that do not contribute directly to the emergency may be suspended for the duration of an emergency due to redirection of resources for emergency response Operational Guidance Plans are implemented at the time of the emergency at the direction of the Superintendent or designee. Site emergency plans are implemented by school Principals, site coordinator, or designee upon the occurrence of an emergency or when directed by the Superintendent. Assistant Superintendent or District Safety Coordinator. Each principal is authorized and directed to implement site emergency plans and take action in his or her judgment as necessary to save lives, prevent injury, or otherwise mitigate the effects of a crisis or disaster Initial Response PCS personnel will normally take charge and remain in charge of the emergency until it is resolved and will transfer command and incident management to the appropriate emergency Page 13 of 74

14 responder agency with legal authority to assume responsibility. Guidance, direction, and technical assistance from local, state, and federal agency officials and industry will be utilized where appropriate and available. PCS officials will remain focused on responsibility for student care. The Superintendent (or designee) will be responsible for activating District emergency operations plans and the Principal (or designee) will be responsible for activating the School emergency operations plans. Initial response actions may include: Evacuation: When conditions are safer outside than inside a building. Requires all staff and students to leave the building immediately to predestinated sites, such as rally. Off Site Evacuation: Is implemented when it is unsafe to remain on the school campus, and the evacuation to an off-site assembly area is required. This action provides for the orderly movement of students and staff along prescribed routes from inside school buildings to a designated area of safety. Lock Down: Lockdown is initiated to isolate students and school staff from danger when there is a crisis inside the building and movement within the school might put students and staff in jeopardy. During lockdown all exterior doors and classroom doors are locked and students and staff are to remain in classrooms or designated locations. Shelter-in-place: When conditions are safer inside the building than outside. For severe weather sheltering, students and staff are held in the building safe areas and interior rooms or basement away from windows. For hazardous material release outdoors with toxic vapors, students and staff are to remain in their classrooms, windows and doors are sealed and all ventilation systems are shut off. Limited movement is allowed. Taking shelter inside a sealed building is highly effective in keeping students and staff safe. Drop, cover and hold: Students and staff drop low, take cover under furniture, cover eyes, head with hands and arms and protect internal organs Notification Procedures On-site The Site Administrator (or designee) will verify the situation and notify staff, students, and others on campus as appropriate on the details of the emergency and direct appropriate action. In the event of a fire, anyone discovering the fire shall activate the building fire alarm system. Unless there is a lock down incident or a shelter in place incident in progress, the building shall be evacuated. In the event that a lock down or shelter-in-place incident is in progress, the evacuation shall be limited to the area immediately in danger from the fire. Each school and site will develop its own on site notification process. Notifying Emergency Responders (911, police, fire, EMS) Page 14 of 74

15 For fire, police or medical emergency response the on-site designee shall notify 911 and stay on the phone (if possible) until responders arrive on scene. Information on the location, nature of the emergency, and the impact on students and staff shall be communicated. District Administration The Superintendent (or designee) shall be notified of emergency situation immediately so that a determination of further notification or response is warranted. Information should include the nature of the incident and the impact, on the facility, students and staff. In the event the District Office is in receipt of information that may affect the safety or normal operations of any school or facility within the district, the information shall be communicated so that appropriate emergency actions can be taken. Perquimans County Emergency Management will be notified by the district. Parents Parents and guardians have very specific immediate information needs in the event of an emergency. They want to know what if their child(ren) is safe, how the emergency is being handled and how they can get to their child(ren). Parents will likely come to the school during a crisis and emotions will be high. It is important to deal effectively with parent reactions in the management of crises. Specific detailed procedures involving community and parents and designating a reporting location are included in this plan. Parents and guardians will be educated on prevention and response plans before a crisis occurs, emphasizing the importance to responsibly follow procedures in helping maintain the safety of our children. Specifics on communication during an actual emergency will also be shared. District and school level handbooks, parents, formal and informal meetings, media broadcasts, and letters are some methods that will be used. Media and Community at Large The media will be a valuable asset during a crisis to communicate with parents and the community at large. It is essential to have cooperation with the media to keep people informed, minimize misinformation, and reduce on-scene problems. PCS will: Work with local media before a crisis occurs to make sure they understand preparedness efforts and needs during an incident. Designate a single spokesperson (PIO) to deal with the media. Emphasize (internally and externally) that only the designated PIO will give information to the media and public. Designate a site for the media to congregate in the event of a school crisis. Refer all contact with the news media to their superior. Arrange for press conference to control the content, flow, and timing of information that is released. Coordinate with emergency responders in establishing a Joint Information Center (JIC) as appropriate. Page 15 of 74

16 3.6. Training and Exercise PCS understands the importance of training, drills, and exercises in the overall emergency management program. To insure that district/school personnel and community responders are aware of their duties and responsibilities and the most current procedures, the following training, drill, and exercise actions will occur. The District Safety Coordinator in coordination with Perquimans County Emergency Management will coordinate the following: Training: Training and refresher courses shall be conducted for all district/school personnel annually. Information addressed in these sessions will include updated information on plans/procedures. Discussions will also center on any revisions to additional materials such as annexes and appendices. Input from all employees is encouraged. Records of training including dates, types of training, and participant roster will be maintained. Drills: Drill requirements and record keeping for specific procedures are detailed in the appendix. Exercises: PCS will participate with local emergency responders in conducting and evaluating exercises. Availability of school personnel and the nature of the drill or exercise will govern the degree which the district/school will participate as it relates to improving the ability to respond to and deal with emergencies Implementation of Incident Command System (ICS) PCS employs ICS in managing emergencies. ICS is both a strategy and a set of organizational arrangements for directing and controlling emergency response operations. It is designed to effectively integrate resources from different agencies into a temporary emergency organization at an incident site that can expand and contract with the magnitude of the incident and resources on hand. PCS and other response personnel will be trained in ICS. The Incident Commander (IC) for the district/school will implement the ICS team and serve as the IC until relieved by a more senior or more qualified individual. The IC will establish an Incident Command Post (ICP) and provide an assessment of the situation to local officials, identify response resources required, and direct the on-scene response from the ICP. The IC is responsible for carrying out the ICS function of command and managing the incident onsite. The IC may be the Superintendent or the building Principal initially, but may transfer to the appropriate emergency responder agency official. In order to clarify the roles, the school official in charge will be known as Incident Commander. The four other major management activities that form the basis of ICS are Operations, Planning, Logistics, and Finance/Administration. For small-scale incidents, the IC and one or two individuals may perform all of these functions. For larger emergencies, a number of individuals from the district, other schools, or local emergency response agencies may be assigned to separate staff sections charged with those functions. Page 16 of 74

17 In large-scale emergency situations where other local, state, or federal government are providing significant response resources or technical assistance, there will likely be a transition from the normal ICS structure to a Unified Command structure. Designated individuals from one or more response agencies along with the School Commander will work jointly to carry out the response. This arrangement helps to ensure that all participating agencies are involved in developing objectives and strategies to deal with the emergency. When the Emergency Operations Center (EOC) is activated, it is essential to establish a division of responsibilities between the ICP and the EOC. A general division of responsibilities is outlined below. It is essential that a precise division of responsibilities be determined for specific emergency operations. The ICP site is generally where for field operations take place including: Isolating the scene. Directing and controlling the on-scene response to the emergency situation and managing the emergency resources committed there. Warning the district/school staff and students in the area of the incident and providing emergency instructions to them. Determining and implementing protective measures (evacuation or in-place sheltering) for the district/school staff and students in the immediate area of the incident and for emergency responders at the scene. Implementing traffic control arrangements in and around the incident scene. Requesting additional resources from the EOC. The EOC site is generally where the following functions take place: Providing resource support for the incident command operations. Issuing community-wide warning. Issuing instructions and providing information to the general public. Organizing and implementing large-scale evacuation. Organizing and implementing shelter and massive arrangements for evacuees. In some large-scale emergencies or disasters, emergency operations with different objectives may be conducted at geographically separated scenes. In such situations, area command may be established. If this situation occurs, it is particularly important that the allocation of resources to specific field operations be coordinated through the EOC Sources and Use of Resources PCS will use its own resources to respond to emergency situations until emergency response personnel arrive. If additional resources are required, this will be coordinated through Perquimans County Emergency Management. Assistance from volunteer groups trained in response to disasters. Assistance from industry or individuals who have resources needed to assist with the emergency situation. Page 17 of 74

18 3.9. Activities by Phases of Emergency Management This plan addresses emergency actions that are conducted during all four phases of emergency management. Mitigation/Prevention: PCS will conduct mitigation/prevention activities as an integral part of the emergency management program. Mitigation/prevention is intended to eliminate hazards and vulnerabilities, reduce the probability of hazards and vulnerabilities causing an emergency situation, or lessen the consequences of unavoidable hazards and vulnerabilities. Mitigation/prevention should be a pre-disaster activity, although mitigation/prevention may also occur in the aftermath of an emergency situation with the intent of avoiding repetition of the situation. Activities included in this emergency operations program are: Safe and Orderly and Caring Schools Assessment Inventory. Removing or reducing hazard potential. Implementing safety measures. Training. Inspection and monitoring. Preparedness: Activities will be conducted to develop the response capabilities needed in the event an emergency. Among the preparedness activities included in the emergency operations of program are: Providing emergency equipment and facilities. Emergency planning, including maintaining this plan, its annexes, and appendices. Involving emergency responders, emergency management personnel, other local officials, and volunteer groups who assist this school during emergencies in training opportunities. For NIM s compliance the District Safety Coordinator will conduct periodic drills and exercises to test emergency plans and training and complete an After Action report after drills, exercises and actual emergencies. Revise plan as necessary. Response: PCS will respond to emergency situations effectively and efficiently. The focus of most of this plan and its appendix is on planning for the response to emergencies. Response operations are intended to resolve an emergency situation quickly, while minimizing casualties and property damage. Response activities include warning, first aid, light fire suppression, law enforcement operations, evacuation, shelter and mass care, light search and rescue, as well as other associated functions. Recovery: If a disaster occurs, PCS will carry out a recovery program that involves both shortterm and long-term efforts. Short-term operations seek to restore vital services to the school and provide for the basic needs of the staff and students. Long-term recovery focuses on restoring the school to its normal state. The recovery process may include assistance to students, families and staff. Examples of recovery programs include temporary relocation of classes, restoration of Page 18 of 74

19 school services, debris removal, restoration of utilities, disaster mental health services, and reconstruction of damaged stadiums and athletic facilities. 4. PREPAREDNESS 4.0 Communications 4.1. Plan Development The PCS Critical Incident Response Plan is a working document that will be reviewed or revised annually and/or after a crisis. The plan is multidisciplinary and directed by the Superintendent/designee, in coordination with emergency management. Memorandum of Agreement (MOA) is an integral part of working collaboratively with other agencies to effectively provide for the care safety and welfare of students. A Memorandum of Agreement is designed to anticipate potential problems and work to establish a coordinated response to minimize stress and disruptions in the school community. There will be a district level safety committee and a safety committee at each site Identify Stakeholders Stakeholders in the context of this plan are the people who are concerned about the safety of our schools and who will assist when a crisis occurs. Below is a list of the stakeholders involved in the development of this plan. PCS District Superintendent District Administration Maintenance Dept. Transportation Dept. Student Care Support Services Intervention Dept. Technology Dept. Finance Dept. Personnel Dept. Child Nutrition Dept. PCS School Level Principals Office Staff Counselors Teachers Students After School Directors Parent Teacher Associations Page 19 of 74

20 Community Resource Officers Nurses. Perquimans County Emergency Management Perquimans County Managers Office Perquimans County Communications Center Perquimans County Sheriff s Office Hertford Police Department Winfall Police Department Perquimans County EMS / Rescue Squad Perquimans County Volunteer Fire Department Area Mental Health Albemarle Regional Health Services Perquimans Ministers Council for Education Reunification Sites- (As outlined in Memorandums of Agreement) Other stakeholders as the situation warrants Consider Existing Efforts The direction and guidance from the state and national level in emergency response planning including schools, has evolved in recent years as a result of both school level and other tragic events. National Incident Management System (NIMS) has been implemented as the standard in planning and responding to critical incidents. Given the above, existing PCS district and school level policies, plans, and procedures have been reviewed and as needed have/will be revised and incorporated into this planning framework Scope of Plans Specific response plans considering the vulnerabilities, needs, and assets at district/schools have/will be developed addressing the types of crises listed below. Aircraft Crash Air Pollution Alert Animal Disturbance Angry Student/Parent/Employee Armed Intruder in Building Bomb Threat Chemical Spill Explosion/Risk of Explosion Fire Gas Leak Grief and Loss Affecting the School Community Hazardous Materials Release Page 20 of 74

21 Kidnapping Lockdown Missing Student Nuclear Emergency Pandemic Influenza Rape/Sexual Assault School Bus Accident Serious Medical Emergency/Injury Severe Weather Suicide Attempt at School Suicide Threat Suspicious Package/Letter Tornado Warning Utility Failure 4.5. Organization and Assignment of Responsibilities Organization District Safety Committee: The District Safety Committee develops emergency operations plans for the district/schools and coordinates with local emergency services to develop procedures for specific hazards. District Safety Committee (All or part of the following as needed) Superintendent District Safety Coordinator Director of Maintenance, Construction, and Custodial Services Director of Transportation Director of Technology Director of Intervention Services Director of Child Nutrition Principals Nurses Public Information Officer Chemical Hygiene Officer Finance Officer Resource Officer Social Worker Director of Exception Children s Services School Safety Committee Representatives Perquimans County Emergency Management Coordinator. There will be four School Safety Committees, one for each location. The committee will continuously assess site hazards and review and update the site plan. The site plans will correspond to the district plan. The team should be made up of the following members where applicable: Page 21 of 74

22 School Planning Team Site Administrator/Designee District Safety Coordinator Counselor Nurse Social Worker Teacher Custodian Parent School Resource Officer when applicable Consultation with other staff as needed. Volunteer and Other Services: This group includes organized volunteer groups and businesses who have agreed to provide certain support for emergency operations. Assignment of Responsibilities Assignment of responsibilities is the role of the Site Administrator in conjunction with the District Safety Coordinator. For most emergency functions, successful operations require a coordinated effort from a number of personnel. To facilitate a coordinated effort, district and school staff, and other school personnel are assigned primary responsibility for planning and coordinating specific emergency functions. Generally, primary responsibility for an emergency function will be assigned to an individual from the school that possesses the most appropriate knowledge and skills. Other school personnel may be assigned support responsibilities for specific emergency functions. The individual having primary responsibility for an emergency function is normally responsible for coordinating preparation of and maintaining that portion of the emergency plan that addresses that function. Listed below are general responsibilities assigned to the Organization Roles defined in the above section. Additional specific responsibilities will be found in the Appendix A and Appendix B to this Basic Plan. Board of Education To review and approve the objectives and priorities in the PCS District Critical Incident Response Plan for the crisis response and emergency management program and provide general policy guidance on the conduct of that program. Superintendent Initiate, administer, and evaluate emergency operations programs to ensure the coordinated response of all schools within the system. Appoint a District Safety Coordinator to assist in planning and review. Authorize implementation of emergency preparedness curriculum. Page 22 of 74

23 Serve as the Incident Commander or designate the role of incident command. Assign resources (persons and materials) to various sites for specific needs. This may include the assignment of school personnel from other school or community sites such as community emergency shelters. Implement the policies and decisions of the governing body relating to emergency management. Develop and Maintain Memoranda of Agreement (MOA) with community agencies/organizations as needed to share resources as needed in emergency response. Ensure post-incident debriefing with staff to facilitate recovery. Approve all drills and notify county Emergency Management prior to conducting all drills. District Safety Coordinator Establish a District Safety Committee. Participate as a member in individual School Safety Committees. Ensure each site is compliant with the District Plan and their individual site plan which will include inspection of the Critical Incident Response Kit (Black Box) and ensuring Emergency Go Kits are complete. Consult with the Perquimans County Emergency Management Office to analyze system needs in regard to emergency preparedness, planning and education and to ensure coordination of the school plan with community emergency plans. Develop and coordinate in-service emergency response education for all school personnel. Monitor the emergency response during emergency situations and provide direction where appropriate. Maintain contact with emergency service organizations. Serve as the staff advisor to the superintendent and principals on emergency management matters. Keep the superintendent and administration appraised of the preparedness status and emergency management needs. Coordinate local planning and preparedness activities and the maintenance of this plan. Arrange appropriate training for all personnel. Lead critical review at the conclusion of each emergency to determine the effectiveness of each major emergency operations plan. Coordinate periodic emergency exercises to test emergency plans and training. Perform day-to-day liaison with the emergency management staff and other local emergency management personnel. Organize the site emergency management program and identify personnel, equipment, facility needs and critical incident response kits. Encourage incorporation of emergency preparedness material into regular curriculum. Provide copies of the site plan to the Superintendent, local Emergency Management office and other stakeholders. Review and update policies dealing with critical incidents. Page 23 of 74

24 Site Administrators Have overall decision-making authority in the event of an emergency at his/her site until emergency services arrives. Assist the Public Information Officer in keeping the public informed during emergency situations. Notify and keep the Superintendent/designee and/or the Incident Commander informed of emergency status. Create and maintain the site Critical Incident Response Plan. Ensure that the plan is coordinated with the district's plans and policies. Responsible for developing, maintaining and updating site Critical Incident Response Kits that will be kept in each main office. It is recommended that all sites have Critical Incident Response Kits in at least one alternative location. Responsible for developing, maintaining and updating Emergency Go Kits located in each classroom, office and lunch room. Work with selected staff members to develop a site s plan in conjunction with the district plan. Maintain school Critical Incident Response Kit with appropriate maps, floor plans, faculty and student rosters, photos, bus routes, keys, and other pertinent information to help manage an emergency Provide copies of the plan to site stake holders. Ensure that site personnel and students participate in emergency planning, training, and exercise activities. Conduct drills approved by the District Safety Coordinator and initiate needed plan revisions based on After Action Reports. Assign school emergency responsibilities to staff as required. Act as Incident Commander until relieved by a more qualified person or the appropriate emergency responder agency, and assist in a Unified Command. With the assistance of the District Safety Coordinator, conduct post-incident debriefing with staff to facilitate recovery. Create and maintain the site Critical Incident Response Plan. Review results of annual hazard analysis and address needed adjustments to prevention and response plans. Develop the Critical Incident Command structure and assign staff. Establish a partner system (buddy list) to pair staff that assists in providing care safety and welfare checks. The function of buddy list should be narrated in the plan and the actual list will be located in the Appendix. Educate staff, student and community on emergency procedures. Provide assistance during an emergency in accordance with designated roles. Conduct critical review at the conclusion of each emergency to determine the effectiveness of the emergency operations plan. Identify students needing special assistance and develop accommodation plans for evacuation. (See Appendix for Special Needs Planning). Page 24 of 74

25 4.6 Readiness Levels Many emergencies follow some recognizable build-up period during which actions can be taken to achieve a gradually increasing state of readiness. A five-tier system is utilized. Readiness Levels will be determined by the Site Administrator or Superintendent. General actions to be taken at each readiness level are outlined in the annexes to this plan; more specific actions will be detailed in departmental or agency Standard Operating Procedures. Readiness Action Level Descriptions The following readiness action levels will be used as a means of increasing the district/school alert posture. (Based on the U.S. Department of Homeland Security And suggested by the U.S. Department of Education) Level of Risk Low - Green Update Emergency Operations Plans and Procedures. Discuss Updates to Emergency Operations Plans with Staff. Review Duties and Responsibilities with Staff Members. Ensure Each School Has A Minimum Of Two Trained First Responders. Provide Response Training With All Staff. Conduct Drills and Exercises. Conduct 100% Visitor ID Check. Guarded-Blue Complete All Recommended Actions at Lower Level. Be Alert and Report Suspicious Activity to Principal/Site Administrator/Designee. Review and Upgrade Security Measures. Review Emergency Communications Plan and Update Emergency Contact Information. Inventory and Test Communication Equipment. Inventory and Restock Emergency Supplies. Conduct Emergency Operations Training and Drills. Elevated-Yellow Complete all recommended actions at lower levels. Be alert and report suspicious activity to Site Administrator/Designee. Inspect buildings and grounds for suspicious activity. Assess increased risk with Public Safety Officials. Review Crisis Response Plans with all staff. Test alternative communications capabilities. Page 25 of 74

26 High-Orange Severe-Red Complete all recommended actions at lower levels. Be alert and report any suspicious activities to Principal/Site Administrator/Designee. Assign staff to monitor entrances at all times. Assess facility security measures. Update parents on preparedness efforts. Address student/family fears concerning possible emergency. Discuss children s fears in consultation with the School Counselor. Refer all media to the Public Information Office. Complete all recommended actions at lower levels. Follow local and/or federal government instructions (listen to radio/tv). Be alert and immediately report any suspicious activity to the principal/site administrator/designee. 100% identification check (i.e. driver s license, photo id) and escort anyone entering the building unless student and staff. Restrict school access to essential personnel. Cancel outside activities and field trips. Ensure school crisis response team members are available for students and staff as needed. 4.7 Plan Development and Maintenance Plan Development The District Safety Coordinator and the District Safety Committee are responsible for the overall development and completion of the PCS District Critical Incident Response Plan, including appendixes. The Superintendent is responsible for approving and promulgating this plan. Distribution of Planning Documents The Superintendent shall determine the distribution of this plan and its appendixes In general; copies of plans and annexes should be distributed to those tasked in this document. Copies should also be set aside for the EOC and other emergency facilities. Appendix A will include information pertinent to the operation of the plan that may be distributed to the public. Appendix B will include sensitive information not suitable for public release. The PCS District Critical Incident Response Plan should include a distribution list that indicates who receives copies of the basic plan and the various annexes to it. In general, individuals who receive annexes to the basic plan should also receive a copy of this plan, because the Basic Plan describes the emergency management organization and basic operational concepts. Page 26 of 74

27 Review The PCS District Critical Incident Response Plan shall be reviewed annually and/or as needed by the District Safety Coordinator and District Safety Committee and others deemed appropriate by school administration. The Superintendent will review the plan access and sign the promulgation statement. All updated site plans should be submitted to the Superintendent by September 1 st. Update This plan will be updated based upon deficiencies identified during actual emergency situations and exercises and when changes in threat hazards, resources and capabilities, or school structure occur. The basic plan and its annexes must be revised or updated as necessary. Responsibility for revising or updating the basic plan is assigned to the District Safety Committee. The Superintendent/Site Administrator is responsible for distributing all revised or updated planning documents to all departments, agencies, and individuals tasked in those documents. 5. RESPONSE 5.1 Definition Response is taking action to effectively contain and resolve an emergency. Response presents detailed procedures for implementing appropriate actions for most types of emergencies. In this phase, sites should mobilize resources that are needed to address the emergency at hand. Steps taken during this phase include: Activating and Following the plan Deploying resources Activating communication plans Working with community partners Accounting for students and staff Making informed decisions Accelerating the Recovery phase. 5.2 Action Steps: The U.S. Department of Education s Crisis Planning Guide suggests the following action steps: Expect to be surprised. Regardless of how much time and effort was spent on crisis planning, the members of the crisis team should know that there will always be an element of surprise and accompanying confusion when a school is confronted with a crisis. Assess the situation and choose the appropriate response. Following the plan requires a very quick but careful assessment of the situation. Determine whether a crisis exits and if so, the type of crisis, the location and the magnitude. Because Page 27 of 74

28 the team has practiced the plan, the leaders are ready to make these decisions. After basic protective steps are in place, more information can be gathered to adjust later responses. Respond quickly. When a crisis actually happens, make the basic decisions about what type of action is needed and respond within seconds. An immediate, appropriate response depends on a plan with clearly articulated roles and responsibilities as well as training and practice. With proper training, the district and school staff and students will respond appropriately within seconds. Notify appropriate emergency responders and the school crisis response team. One common mistake is to delay calling emergency responders, such as police or fire departments. In the midst of a crisis, people often believe the situation can be handled in-house. It is better to have emergency responders on the scene as quickly as possible, even if the incident has been resolved by the time they arrive, than to delay calling and risk further injury and damage. For instance, it is better to have emergency responders to arrive at a school to find a fire put out than to arrive too late to prevent loss of life or serious property damage. Evacuate, Lock Down or Shelter-In Place as appropriate. This step is crucial and should be one of the first decisions made, regardless of the order in which initial decisions are implemented. Triage injuries and provide emergency first aid to those who need it. The plan should assign emergency medical services personnel and school staff with relevant qualifications to determine who needs emergency first aid. Designate a location for EMS to treat the seriously injured at the scene. Keep supplies nearby and organized at all times. If you move to another location, remember to take your supplies with you. Monitor the amount of supplies and replace them as needed. Trust leadership. Trust the internal crisis team members and external emergency responders who will have been trained to deal with crises. During a crisis, leaders need to project a calm, confident and serious attitude to assure people of the seriousness of the situation and the wisdom of the directions being given. This leadership style will help all involved respond in a similarly calm and confident manner, and help to mitigate the reactions of anyone who might deny that a crisis has occurred. Communicate accurate and appropriate information. During a crisis, PCS will communicate with the school community as well as the community at large. Use the channels of communication identified in the plan. For instance, all information released to the media and public should be funneled through the Public Information Officer. This will maximize the likelihood of presenting consistent and accurate information to the public. Page 28 of 74

29 The Critical Incident Response team should communicate regularly with staffs who are managing students. A school s most important responsibility, the safety of the students entrusted to the school by their families, cannot be fulfilled during a crisis without timely and accurate information to those caring for students. At a minimum, families need to know that a crisis has occurred and that all possible steps are being taken to see to the safety of their children. Additional details about assembly and shelter procedures may also be provided, as determined by the plan or those managing the crisis. At some point families will also need to know when and where their children will be released. Activate the student release system. Always keep in mind that the earliest possible safe release of students is a desired goal. Often student release will be accomplished before complete resolution of a crisis. Allow for flexibility in implementing the Critical Incident Response Plan. It is impossible for any crisis plan, no matter how complete, to address every situation that may arise during a crisis. With proper training and practice, emergency responders and staff will be able to respond appropriately and to adapt the plans to the situation. Documentation. Write down every action taken during the response. This will provide a record of appropriate implementation of the plan. Also, record damage for insurance purposes and track financial expenditures related to the incident. Keep all original notes and records. These are legal documents. 6. RECOVERY 6.1 Recovery Issues Most schools and communities can recover from a crisis that taxes them for a couple of days. Long-term recovery may take weeks, months, or years and poses many problems for the community as well as individuals, agencies and businesses. The goal of Recovery is to return learning and restore the infrastructure of the school as quickly as possible and to provide a caring and supportive school environment. This includes assisting with coping and understanding reactions to danger and traumatic stress, reducing fear, facilitate grieving and supporting the emotional stabilization of the school community. During the Planning Phase, determine the roles and responsibilities of staff and others who will assist in recovery. There are four key components of recovery that need to be addressed so that a smooth transition can be achieved back to a relative state of normalcy and the healing process can begin. They are: 1. Emotional Recovery 2. Academic Recovery 3. Physical/structural Recovery Page 29 of 74

30 4. Business/Fiscal Recovery 6.2 Emotional Recovery The purpose of emotional recovery is to promote coping and resiliency for students, staff and their families following an emergency or crisis. For some trauma victims, adverse effects fade with emotional support and the passage of time. Others are more deeply affected and experience long-term consequences. These reactions are normal responses to an abnormal event. Although no one can predict who will experience the most severe reaction to trauma, the more direct the exposure to the event, the higher the risk for emotional harm. 6.3 Assemble Crisis Recovery Team Immediately following a crisis (as determined by the District Superintendent or Site Administrator), a Crisis Recovery Team (CRT) composed of individuals from the District and School level, should assemble to assess the emotional needs of both students and staff to determine those who will need intervention by a school counselor, school psychologist or other mental health professional. In addition, available services need to be identified for families, who may want to seek treatment of their children or themselves. This team may consist of any of the following: Superintendent, Assistant Superintendent, Principal, Director of Intervention Services/Staff Psychologist, Counselors, and/or others as determined by the District Superintendent. 6.4 Provide Stress Management During Class Time Ongoing opportunities for children to talk about or otherwise express their fears and concerns (letter writing; poetry, pictures, stories, etc.) should be identified as they may have more questions as time passes. The CRT should be watchful for any children and/or staff who continue to need additional support and should conduct outreach to homes if necessary. Trauma experts emphasize the need to create a caring, warm, and trusting environment for students following a crisis. Allow students to talk about what they felt and experienced during the traumatic event. Appropriate group intervention may be beneficial to students and staff who experience less severe reactions to the crisis. By using a team approach to crisis response, the students and staff will be helped by: Reducing the fear and anxiety that accompany the death of a student or staff member. Educating them to the dynamics of grief and preparing them for what they might experience. Providing an opportunity to express their feelings in an accepting environment. Group interventions should be age appropriate. 6.5 Conduct Daily Debriefings for Staff and Others Assisting in Recovery Page 30 of 74

31 It is important to ensure those providing psychological first aid is supported with daily critical incident debriefings. Debriefings help staff to cope with their own feelings of vulnerability. 6.6 Take as much time as needed for recovery. Expect recurring moments of grief, depression, concern. Recovery is not linear. Grief and loss are processes filled with ups and downs and individuals recover from a crisis at their own pace. Depending on the traumatic event and the individual, recovery may take months or even years. 6.7 Remember anniversaries of crisis Many occasions will remind students, staff, and families about crises. The anniversary of a crisis will stimulate memories and feelings about the incident. In addition, other occasions may remind the school community about the crisis, including holidays, returning to school after vacations and other breaks, as well as events or occasions that seemingly do not have a connection with the incident. 6.8 Plan for offers for assistance from Outside the School Community Following a crisis, offers for assistance may be received from service providers within the community and from outside the school community. Planning for emotional recovery involves establishing key community partnerships, developing policies, providing training and developing a memorandum of agreement (MOA) with service providers. To the extent possible, credential and certify those that will be used during recovery. With prior planning those with appropriate skills and certifications may be tapped to assist in recovery. This will help district and school personnel coordinate activities of the community service provides and see that District procedures and intervention goals are followed. 6.9 Academic Recovery It is essential for school administrators to recognize that recovery is a long-term process of supporting normal people who have experienced abnormal stressors. Initially, individuals may be in shock and may require support to meet basic physical and social support needs. Restoring structure and routine is the key purpose of Academic Recovery and a quick return to a normal school day will enhance the healing process; therefore the first order of business following a crisis is to return students to learning as quickly as possible Short Term Academic Considerations include: Can the school remain open? Do alternate sites need to be considered? Is the use of portable classrooms a possible solution? Can the school routine be maintained? Modified? Are half-day sessions an option? Will transportation schedules have to change? Establishment of alternative teaching methods for students unable to return immediately to classes. Page 31 of 74

32 Determination of the status of all staff members; including: -Who-if-any have been killed? -Who is injured and unavailable? -Who has significant family trauma (injuries, death, property damage, etc.)? -Call for substitutes as necessity demands. -Determine status of student body (number of deaths, injuries, missing, etc.). Administration/staff should be briefed as soon as possible regarding academic routines and information on events and the plan should be communicated with parents/guardians Long Term Academic Considerations In the months and years that follow a critical incident, individuals may require additional assistance and continued academic support. These considerations may include: Arrangement for homebound/tutoring services for students unable to attend school. Encouragement and support for students in the hospital. Rearrangement of tests or assignments. Assessment of lessons learned and incorporation of them into revisions and trainings Physical/Structural Recovery In the aftermath of a crisis, buildings and grounds may need repairing, repainting and/or relandscaping. Restoring facilities to enable the educational operations is an essential part to the planning process. Relocation of educational services and administrative operations may be necessary. Communication will be key with all stakeholders; students, staff, parents and community. Considerations for Physical Recovery may include: Assemble a Damage Assessment Team and assess the building/structural component. Determine whether or not parts of a building/school site are usable and if there is sufficient reason to attempt to hold school/business operations on site. Ensure human safety at all PCS sites. If you determine that school/business operations cannot be held on site, examine the alternatives. Isolate and barricade all hazardous areas and request qualified technical assistance to evaluate all areas carefully. Resume transportation and food services. Determine availability of the equipment and supplies. Evaluate the availability of the following services: >Utility Services (electrical, gas, water, sewer, etc.). >Telephone and data service Set up a plan for cleaning up the entire facility-if it is usable. Plan for repairs or securing areas as appropriate Financial Considerations: Develop a cost detail for: Page 32 of 74

33 ڃ ڃ ڃ ڃ Disaster response expenses. Building repairs (Detailed records are required in order to get reimbursement for loss, contents replacement loans and loans for reconstruction). Replacement of lost materials and equipment (make sure all inventories of equipment and materials are up-to-date at all times). Damaged items not covered by insurance policies. Document all damage before clean-up begins via survey reports, videotaping and photographs. Document day, date and time on all videotapes and photographs Evaluate Recovery for Continuous Improvement Evaluating recovery efforts will help prepare for the next crisis. Conduct brief interviews with responders, families, teachers, students, and staff. Focus groups may also be helpful in obtaining candid information about recovery effort. Page 33 of 74

34 SPECIFIC RESPONSE PLANS Page 34 of 74

35 SPECIFIC RESPONSE PLANS INDEX Aircraft Crash Air Pollution Alert Angry Student/Parent/Employee Animal Disturbance Armed Intruder in the Building Suicide Attempt at School Suicide Ideation Potential Expressed at School Suspicious Package/Letter Tornado Warning Utility Failure Bomb Threat Chemical Spill Death of a Student Explosion/Risk of Explosion Fire Gas Leak Grief and Loss Affecting The School Community Hazardous Materials Release Kidnapping Lockdown Missing Student Nuclear Emergency Pandemic Influenza Rape/Sexual Assault School Bus Accident Serious Medical Emergency/Injury Page 35 of 74

36 AIRCRAFT CRASH Emergency response to an aircraft crash will depend on the size of the aircraft, nature of the crash, and proximity to the school. If it is safe to remain inside the building, all students should be kept in the school under supervision. The crash may also result in an explosion, chemical spill or utility interruption. Administration: Aircraft Crashes INTO The School Call 911. Determine immediate response procedures, which may include evacuation to School s reunification site. Notify District Superintendent, who will be in contact with Emergency Management Coordinator. Contact First Responders and arrange for first aid treatment and removal of injured occupants from building. Secure area to prevent unauthorized access until the Fire Department arrives. Ensure that students and staff remain at a safe distance from the crash. Account for all building occupants and determine extent of injuries. Do not re-enter building until the authorities provide clearance to do so. Notify Crisis Management Team. Begin to form a Crises Response Team. Teachers/Staff: Notify Site Administrator/Principal. Move students/staff away from immediate vicinity of the crash. EVACUATE students/staff from the building using primary and/or alternate fire routes to a safe assembly area (School s Rally Point if safe) away from the crash scene. Take class roster/nametags and emergency Response Kit. Check school site to assure that all students have evacuated. Take attendance at the safe Rally Point. Report missing students to the Principal /designee and emergency response personnel. Maintain control of the students a safe distance from the crash site. Assist First Responders with caring for the injured, if any. Escort students back to the to the school site when emergency response officials have determined it is safe to return to the building or accompany students to Reunification Site and assist with student\parent\guardian reunification process. Page 36 of 74

37 Aircraft Crashes NEAR School Administration: Call 911. Initiate SHELTER IN PLACE, if warranted. Ensure that students and staff remain at a safe distance from the crash. Notify District Superintendent. Fire department officials will secure area to prevent unauthorized access. Do not enter affected areas until the appropriate authorities provide clearance to do so. Teachers/Staff: Notify Site Administrator/Principal. Move students away from immediate vicinity of the crash. Remain inside with students unless subsequent explosions or fire endanger the building. Page 37 of 74

38 AIR POLLUTION ALERT Severe air pollution may affect students and staff who are susceptible to respiratory problems. The Air Quality Index format focuses on the health effects of breathing polluted air. The AQI is like a yardstick that runs from 0 to 500. The higher the AQI value, the greater the level of air pollution and health risk. A specific color has been assigned to each AQI category to make it easier to quickly understand the significance of air pollution levels. Administration: Develop and maintain a file of students who have or are susceptible to respiratory problems. When notified by the district office or news media of a Quality Air Index Value Orange, or greater, advise all staff to stay indoors and minimize physical activity. Teachers/Staff: When notified by Administration of Quality Air Index Value Orange, or greater, to the extent possible, remain indoors with students. Minimize physical activity. Keep windows and doors closed. Page 38 of 74