Section 4 Emergency Response Protocols

Transcription

1 Section 4 Emergency Response Protocols "Crisis intervention has been defined as a helping process aimed at assisting school staffs, students, and families survive an unsettling event so that the probability of debilitating effects is minimized, and the probability of growth is maximized." (Slaikeu, 1998) Section 4, Emergency Response Protocols - 1

2 EMERGENCY RESPONSE PROTOCOLS Introduction: The protocols in this section are procedures to be implemented when specific site-based emergencies and/or serious disruptions arise. The administrative staff and School Emergency Management Team will need to make early judgments regarding the seriousness of a developing situation and the steps to be taken until assistance arrives. In reaching decisions about possible steps to be taken the following factors should be considered: The safety of students and faculty The extent of injury to person (s) The amount of property damage involved The effect of the incident on the school/site and its activities The circumstances of the event. The protocols are based upon planning that has already occurred and the utilization of your School Emergency Safety Plan. Section 4, Emergency Response Protocols - 2

3 EMERGENCY RESPONSE PROTOCOLS (Alphabetical Index of Section 4) EMERGENCY TELEPHONE NUMBERS...4 EMERGENCY NOTIFICATION GUIDELINES UNIVERSAL EMERGENCY RESPONSE PROCEDURES.7-8 Evacuation Procedures 9-11 Planning and Evacuation of Individuals with Disabilities Alert Status 20 Lockdown Procedures Safe Area Procedures General Emergency Intervention.25 Protocols Aircraft Emergency Bomb Threat Telephone Checklist for Bomb Threats Child Missing/Kidnapped/Left At School Fire Emergencies.35 Hazardous Materials Spills or Releases Hostage Situation.38 Medical Emergencies..39 Severe Weather and Natural Disasters Earthquakes 40 Floods..41 Thunderstorms Tornadoes...43 Winter Storms 43 School Disturbances Threat Management Process Student Threat Incident Report Employee Trespasser/Intruder Utility Failures Electrical Power Failure Heating Oil Spills..57 Major Pipe Burst...58 Natural Gas Leak Water Main Break.59 Weapons...60 Weather Alert Radios Section 4, Emergency Response Protocols - 3

4 Workplace Violence Fact Sheet Disciplinary Steps for Students with IEP 72 Terrorism EMERGENCY TELEPHONE NUMBERS PERSON OR AGENCY PHONE # CHANGES Ambulance (Emergency Medical Services) Office of Safety and Security 6488 or Pager Assistant Superintendent Elementary, Zone Elementary, Zone Elementary, Zone Middle Schools 8760 High Schools 8767 Legal Counsel 4060 Office of Emergency Preparedness 5996 Department of Facilities 6300 Environmental Services 6301 Fire Department Office of Communications 4171 Office of Health Services 6368 Office of Risk Management 4133 Office of Transportation 4111 Poison Control Maryland Poison Center Police Department Safe Schools Facilitator 6426 Traumatic Loss Teams (Crisis Intervention) 4612 NOTE: An emergency telephone number and address for each student should be on file in the office in the event a parent or guardian cannot be reached. Section 4, Emergency Response Protocols - 4

5 EMERGENCY NOTIFICATION GUIDELINES The following are guidelines to be used by the Office of Assistant Superintendents when sending notifications to designated personnel regarding emergencies in schools and centers. Listed below are three categories to help determine the correct verbiage to be used when notifying or providing updated information as it becomes available. Questions regarding these guidelines should be directed to the Executive Director, Department of School Safety. 1. Requests for emergency medical services Categories of medical assistance: Serious student, staff, or visitor trauma/injuries/illnesses that require calls for emergency medical services (9-911/EMS) at school, at school-sponsored activities, or on school buses. Bus accidents without serious student injuries do not need to be reported. Include the following information in the message: Subject Line: Medical, trauma, or behavioral issue and name of the school Name of school/office reporting the incident. Identity of the victim (a student, an employee, or a visitor, but do not include any personal identifying information.) Identify the medical emergency as one of the following: medical, trauma or behavioral issues. State the name of the hospital to which the victim was transported. Describe contacts that have been made to parents/guardians or family members. 2. Police/fire assistance or notification Categories: Bomb threat, fire, police-ordered alert status, hazardous materials, gas leaks, severe weather incidents, bus accidents, disruptive employee/visitor/parent, weapons, illegal drugs found, child missing, kidnapping, and traumatic loss, as well as any unexpected engagement of a fire alarm or security system alarm. Explain what universal response took place. Include the following information in the message: Subject Line: Police/Fire (BCPD or BCFD) and name of the school Name of school/office reporting the incident Identify the specific category of incident State action/response taken school/office Describe status of notification and response from fire/police. 3. Facilities issues having significant impact on student instruction Categories: Electric power outages or other utility failures, heating oil spills, major pipe burst, and water main breaks. Include the following information in the message: Subject Line: Facilities and name of the school Name of school/office reporting the incident Identify the specific category Explain action being taken and by whom Section 4, Emergency Response Protocols - 5 Revised and Updated 10/2015

6 EMERGENCY NOTIFICATION LIST NOTE: This list is intended ONLY for the individuals listed below: Superintendent of Schools and Senior Executive Assistant Chief of Staff and Senior Executive Assistant Chief Administrative and Operations Officer and Executive Administrative Assistant Chief Academic Officer and Executive Administrative Assistant Chief Communications Officer and Executive Administrative Assistant Assistant Superintendents and Executive Administrative Assistants Chief Human Resources Officer Executive Director Department of Human Resources Operations Critical Incident Response Team (CIRT) Managers (4) Administrative Assistant for Executive Director of School Safety Executive Director Department of Physical Facilities and Administrative Assistant Senior Executive Directors Executive Director Department of Student Services Director of Student Services Coordinator Office of Health Services Executive Director Department of Information Technology Executive Director Department of Business Services Operations Director Office of Transportation Manager Office of School Safety Manager Office of Emergency Services Specialist Emergency Services Executive Liaison, Pre-K through 12 Administrator Office of Maintenance, Grounds, and Logistics Administrator Office of Operations Section 4, Emergency Response Protocols - 6 Revised and Updated 10/2015

7 Universal Emergency Procedures: Introduction UNIVERSAL EMERGENCY RESPONSE PROCEDURES Universal Emergency Procedures are a set of standard, clear directives that may be implemented across a variety of emergency situations. When an emergency begins, the principal, as Incident Commander, will decide which Universal Emergency Response Procedures to implement, based on the situation. There are four basic procedures which can be utilized in responding to various emergencies: Evacuation Procedures for Buildings Evacuation of Individuals with Disabilities Alert Status Lockdown Procedures Shelter in Place Safe Area Procedures Drop, Cover, and Hold See the Universal Emergency Response Procedures Chart on the following page. (Adapted from FEMA, 1999 and Henniker Community School, 2000) Section 4, Emergency Response Protocols - 7

8 Universal Emergency Response Procedures There are four emergency evacuation procedures. These are listed on the chart below. Note that there are two variations of procedures to address special circumstances. Use the Emergency Attendance Sheet on page 13, Section 3 for student/adult accounting. A. Evacuation (For use when conditions outside are safer than inside) When announcement is made or alarm sounded: Take the closest and safest way out as posted Check for injuries (use secondary route if primary route is blocked or hazardous) Take attendance; report according to Take roll book for student accounting Student Accounting and Release Assist those needing special assistance procedures using Emergency Do not stop for student/staff belongings Attendance Sheet Go to designated assembly area Wait for further instructions B. Alert Status (For use in securing access to the building, usually a community emergency event) Secure the facility by locking all doors from the inside. (Do not chain any doors.) Inform staff of "Alert Status" Inform students in an age appropriate way Monitor all exterior doors to ensure that no one enters or exits the building Post staff near the front entrance of the building to allow entrance and exit with identification Conduct classes and activities within the building in a normal manner C. Lockdown (For use to protect building occupants from C1. Shelter in Place (For use in external gas or chemical potential dangers in the building or outside) release) When the announcement is made: Students are to be cleared from the halls immediately and to report to nearest available classroom Assist those needing special assistance Close and lock all windows and doors and do not leave BE QUIET! Turn off lights Use interior walls to position students away from the threat to minimize visibility from windows and doors Sit on floor Wait for further instructions Complete Emergency Attendance Sheet (on Section 3, page 13) D. Severe Weather Safe Area (For use in severe weather emergencies) When announcement is made or alarm sounded: Take the closest, safest route to shelter in designated safe areas (use secondary route if primary route is blocked or dangerous) Occupants of portable classrooms shall move to the main building to designated safe areas Take roll book for student accounting Take attendance; report according to Student Accounting and Release procedures using Emergency Attendance Sheet Assist those needing special assistance Do not stop for student/staff belongings Close all doors Remain in safe area until the all clear is given Wait for further instructions When the announcement is made follow the Lockdown procedure with the addition below: Close all windows and doors and seal the gap between bottom of the door and the floor (external gas/chemical release) using available materials such as coats, blankets, or rugs D1. Drop, Cover and Hold (For use in earthquake or other imminent danger to building or immediate surroundings) When the command Drop is made: DROP to the floor, take cover under a nearby desk or table and face away from the windows COVER - your eyes by leaning your face against your arms HOLD - on to the table or desk legs, and maintain present location/position Assist those needing special assistance Wait for further instructions Section 4, Emergency Response Protocols - 8

9 EVACUATION PROCEDURES FOR BUILDINGS CALL Office of Safety and Security 6488 (For assistance in developing site specific information) Local Fire Department Department of Student Support Services 4360 SITUATION DESCRIPTION Emergency conditions which dictate the relocation of all building occupants to locations outside the building fires, gas leaks, hazard chemical spills and releases within a building, and bomb threats. Evacuations should be conducted in an orderly manner, with no running and no talking to minimize confusion and to allow for orders to be heard. The principal or the principal s designee acting as the incident commander shall be the primary point of contact for the Baltimore County emergency responders. PROCEDURES Evacuation Preparation Building Evacuation Plans should be designed in such a manner as to evacuate an entire building as quickly and as safely as possible. Evacuation routes should: Take advantage of protective features (fire walls, fire doors, etc.); Avoid high hazard areas such as kitchens, boiler rooms, and open stairwells; Avoid cross traffic. Post building evacuation floor plans in each classroom or office. These floor plans should identify the following: Primary evacuation route for exiting the building from the posted classroom or office. Secondary evacuation route should also be identified in case the primary route is blocked. If all building exits are not accessible to individuals with mobility impairments, posted floor plans should identify the route to the nearest accessible building exit. Where applicable, routes to areas of rescue assistance should be identified for disabled individuals. Section 4, Emergency Response Protocols - 9

10 Immediate Response Activate the building s Fire Alarm System at nearest Fire Alarm Pull Station (or initiate the Secondary Evacuation Warning protocol, if alarm is not functional). Students, under the supervision of teachers, should evacuate the building immediately, using the designated evacuation routes, areas of refuge, and exits (use secondary route if primary route is blocked or hazardous). Teachers should close classroom doors after the last student has left the room. Assist those individuals needing special assistance in exiting the building using the prearranged plans for evacuating individuals with disabilities. Students and teachers should go to their designated evacuation locations. Do not stop for student/staff belongings. Secondary evacuation locations of at least 500 feet are to be pre-determined for all students and staff. When instructed by the incident commander or emergency responders, students and staff will move to the 500 feet location. Assigned staff members, building wardens should check restroom, locker rooms, storage areas, and other areas that may be occupied to assure that everyone is evacuating the building. Provide assistance to those individuals needing special assistance in exiting the building. Contact to alert emergency responders that the building s alarm system is sounding, the building is being evacuated, and that follow-up calls will be made once the nature of the emergency is known. Do not remain in building to make follow-up phone calls. Baltimore County s emergency responders will be dispatched to the building. Administrative staff members and custodians shall report to the designated command post area outside the building. Command posts should be located near the main vehicular entrance to the building or another predetermined location arranged with the local fire officials. Do not operate any light switches or electrical outlets. Items to remove from Building upon evacuation Designated administrative staff member shall exit building with emergency toolbox that contains emergency cards for all students and staff members, Faculty and staff rosters, and visitor sign-in sheets. Section 4, Emergency Response Protocols - 10

11 Each teacher shall exit building with the teacher's daily attendance record. The nurse shall exit building with students' medications and medical treatments information. Follow-up Response Once safely outside, execute the following procedures: Administer first aid, if necessary. Teachers must take roll once their class has reached the outside assembly area and report to the designated student/staff accounting coordinator the names of any missing persons. Designated administrative staff member(s) shall determine that all staff members and visitors are accounted for and report findings to the designated student/staff accounting coordinator. Building service workers shall report to command post to assist emergency responders with gaining access to building and any other building-related information. Those individuals with knowledge of the nature of emergency shall report to the command post to provide information to the incident commander so follow-up calls can be made to No one should re-enter the building until cleared by the Baltimore County emergency responders. Individuals may not re-enter the building until notified by the principal. Follow-up notifications should be made using the specific emergency incident protocols once the nature of the emergency has been determined. Section 4, Emergency Response Protocols - 11

12 CALL (Resources Available for Consultation) Health Services 6368 Commission on Disabilities 3580 Baltimore County ADA Coordinator 3734 Department of Physical Facilities 6310 EEO Officer/Personnel Services 8937 Public Service Agencies Fire Marshal 4880 Emergency Medical Personnel 4860 Police Department Officials 5201 Other suggested contacts include: Commission on Disabilities 3580 Local Hospitals (Trauma Centers) PLANNING FOR THE EMERGENCY EVACUATION OF INDIVIDUALS WITH DISABILITIES SITUATION DESCRIPTION Individuals with disabilities who are self-sufficient under normal circumstances may have to rely on the help of others in an emergency. The quick, safe, and efficient evacuation of an entire school during an emergency can only be accomplished through careful planning, preparation, practice, and input from emergency responders. When planning and implementing your building s emergency evacuation plan, incorporate the following procedures to address any special needs of individuals with disabilities. 1. Organize an Evacuation Committee Identify an in-school team that will be charged with developing your site-specific emergency evacuation plan for individuals with disabilities. This team must include at least one building administrator. Other suggested team members include: Employees with disabilities Students with disabilities and/or their parents/guardian Section 4, Emergency Response Protocols - 12

13 Staff members trained and/or experienced in working with individuals with disabilities such as: - School nurse - Physical therapist - Special education teacher - School counselor Teacher(s) Clerical staff member(s) Students (secondary schools) Building service worker(s) Any staff members trained as an EMT or firefighter 2. Consult with Experts for Assistance Consult with the experts from the following agencies for assistance with developing your school s emergency evacuation plan. Health Services Commission on Disabilities Baltimore County ADA Coordinator Department of Physical Facilities EEO Office/Personnel Services 3. Identify All Accessible Exits from Your Building (Means of Egress) Accessible Exit Access Route - Route of travel that is level or has ramps for all changes in elevation (does not require the use of stairs, steps, or elevators) - Route of travel must have a firm, stable, and slip-resistant surface - Route of travel must provide a minimum of 42" wide clear space - Route of travel must provide a minimum of 80" clear head room Accessible Exit Door - Door provides at least 32" clear opening - Door has accessible handle/hardware - Threshold does not exceed 1/4" bevel in height - Door has 18" of clear wall space adjacent to the door handle Accessible Exit Discharge - A clear path outside of the building to the meeting point - Contact the Department of Physical Facilities to assist in inspecting your facility to determine which building exits are accessible. - Update your posted floor plan diagrams to identify emergency exit routes to include accessible routes to the nearest accessible exits. This floor plan must show primary and secondary escape routes. Section 4, Emergency Response Protocols - 13

14 4. Identify Areas of Rescue Assistance Areas of rescue assistance are interior building spaces with direct access to an outside exit, where individuals who are unable to exit the building on their own may remain temporarily in safety to await further instruction and/or assistance in evacuating during an emergency situation. These safe points of rescue may include a portion of a stairway landing within a smoke proof enclosure, rooms protected by smoke- and flame-resistant doors, firewalls, and any other fire-safe areas approved by fire department officials. Contact the local fire marshal s office to have your facility inspected and to determine the most appropriate locations for areas of rescue assistance. Designate secondary areas of rescue assistance in the event that the emergency renders the first area unavailable. Post signs to identify each area of rescue assistance within the building. Post additional signs visible from the outside of your building to enable emergency responders to quickly locate areas of rescue assistance. Contact the Department of Physical Facilities Customer Service Desk to order the necessary signage or request signs through the maintenance work order system. Update your posted floor plan diagram that identifies emergency exit routes to include routes to the nearest areas of rescue assistance. 5. Identify Individuals Requiring Assistance to Evacuate Identify all students and staff members who may require assistance to evacuate the building during an emergency. List specific names of the assistants designated to work with each identified person in the school emergency safety plan. Document the names and locations of these individuals under the appropriate section of your building's emergency plan. This information will be made available to local emergency responders. 6. Determine Assistance Needed Determine what special assistance is required for all students and staff members to safely evacuate your building. Determine the number of people you will need to provide the necessary assistance. Document the assistance needed in the appropriate section of the building's emergency safety plan. This information will be made available to local emergency responders. Section 4, Emergency Response Protocols - 14

15 General Examples of Types of Assistance: *In case of emergency, many buildings are equipped with a horn and strobe that will flash and sound when the alarm is triggered to alert all personnel. Determine whether or not your building is equipped with this system. Assistance for Individuals Who Are Visually Impaired Assign an appropriate person the responsibility to assist visually impaired individuals to the nearest exit and to the safe assembly point, outside the building. Instruct this person never to grab the arm of the visually impaired person, but to allow that person to hold onto their arm or elbow as they make their way to the exit. Verbal instructions and information should be given as they travel to safety. Assistance for Individuals Who Are Hearing Impaired Assign an appropriate person the responsibility to assist hearing impaired individuals to the nearest exit and to the safe assembly point, outside the building. Instruct this person to get the attention of the hearing impaired person by touch and eye contact to alert him/her that an emergency exists. It may be appropriate to have pre-written notes available which explain the existence of an emergency and the need to evacuate the building. Assistance for Individuals Who Are Mobility Impaired Prepare schedules and classroom assignments that allow individuals with mobility impairments to be located in close proximity to the accessible exits and/or the areas of rescue assistance. Institute any other scheduling changes that will increase the safety of evacuations. If accessible exits are not available, assign an appropriate person(s) the responsibility to accompany the mobility impaired individual to the nearest "area of rescue assistance." It may be necessary to clear the exit route of debris so that the person with the mobility impairment can maneuver the route. Untrained individuals should never attempt to transport someone up or down stairs. Unless imminent life-threatening conditions exist in the immediate area, once in the "area of rescue assistance" await the assistance of trained emergency responders to evacuate the building. Assistance for Individuals with Special Medical Needs Assign an appropriate person the responsibility to assist individuals with special medical needs with evacuating any special equipment and/or apparatus need. Personal medications will be removed from the building by the school nurse and taken to the prearranged command post. Section 4, Emergency Response Protocols - 15

16 7. Training and Accountability Inform staff members of their responsibilities for assisting with the evacuation of disabled individuals. Consider the nature and degree of the disabling condition when determining the most appropriate assisting staff members. Students: The responsibility for assisting the disabled student should be assigned to the teacher or person in charge of the student at that time. School administrators and/or the school nurse may also be appropriate staff members to assist in evacuations. For example: The other students receiving instruction from the teacher assigned to assist the disabled student will be escorted from the building by a teacher from an adjoining classroom. That teacher should obtain a class list from the other class to be used for roll call, in order to ensure that all persons have evacuated the building. If more than one student requiring assistance is assigned to the same location at the same time, more than one person will most likely need to be assigned the responsibility for assisting the students. Employees: The responsibility for providing evacuation assistance for an employee should be assigned to the staff member working closest to the disabled employee. Visitors: The responsibility for providing evacuation assistance to visitors should be assigned to staff members already assigned the duty of checking areas of the building (such as lavatories) to make sure that all areas are clear during an emergency. The staff member may need to assist the visitor to an area of rescue assistance and seek assistance from other staff members or from professional rescue personnel. Assign an administrative staff member to inform any emergency responders (e.g., fire fighters, police, etc.) of the number, identity, and locations of all disabled individuals that could not be evacuated from the building. Representatives of the school and emergency responders should meet at a prearranged command post. Assign an administrative staff member to inform any emergency responders (e.g., fire fighters, police, etc.) of the number, identity, and locations of any individuals that require special medical attention. Representatives of the school and emergency responders should meet at a prearranged command post. Assign backup staff members for each of these responsibilities. Provide training on the assistance assigned individuals will need to offer. Staff members who volunteer to lift and carry others, must be trained in proper lifting and carrying techniques. Section 4, Emergency Response Protocols - 16

17 8. Practice Emergency Evacuation Procedures Incorporate all aspects of your evacuation plan for assisting those with special needs in periodic emergency evacuation drills. During these drills it may not be advisable to evacuate all persons from the building, depending on their physical condition. In certain cases, the potential risk of injury to the person may outweigh the benefits of conducting the drill. Discuss these health or safety concerns with your local fire department representatives. Never use elevators, chair lifts, or any other system requiring electrical power in an emergency. In most cases, delay exiting individuals requiring evacuation assistance until the exit route is clear of traffic. Ensure that the appropriate staff members account for all building occupants, using the emergency Attendance Sheet (section 3), immediately after notification that an emergency exists. The appropriate administrator should be informed immediately of anyone who cannot be accounted for. Ensure that the appropriate staff members assist individuals unable to exit the building independently. Ensure that the appropriate staff members required to assist individuals with evacuating the building remain with the individuals until the emergency is over. Upon the arrival of emergency responders, ensure that an administrative staff member meets with the emergency responders (e.g., fire fighters, police, etc.) at a prearranged command post with information on number, identity, and locations of people who are still in the building. Also, provide a copy of the list that describes any special medical needs that students or employees may have as well as any special equipment or apparatus that may be needed. 9. Follow Up Evaluate the effectiveness of each evacuation drill. Make adjustments and necessary changes to the established procedures in consultation with the appropriate crisis agencies. Discuss and review evacuation procedures frequently with all staff members. Review and update your building s evacuation plan as deemed appropriate. Keep your plan current and send changes or errors to the Department of Physical Facilities, Office of Safety and Security. Section 4, Emergency Response Protocols - 17

18 CALL (In Case of Emergency) Ambulance - Fire - Police Assistant Superintendent Elementary, Zone Elementary, Zone Elementary, Zone Middle Schools 8760 High Schools 8767 Safety and Security 6488 EMERGENCY EVACUATION OF INDIVIDUALS WITH DISABILITIES SITUATION DESCRIPTION Individuals with disabilities who are self-sufficient under normal circumstances may have to rely on the help of others in an emergency. The quick, safe, and efficient evacuation of an entire school during an emergency is critical. Implement the following procedures to address any special needs of individuals with disabilities. (See Section 5 of the manual for information on Planning for the Emergency Evacuation of Individuals with Disabilities. ) PROCEDURES Never use elevators, chair lifts, or any other system requiring electrical power in an emergency. Locate the section of your building s emergency plan that identifies all students and staff members assigned to your faculty who may require assistance to evacuate your building during an emergency. Appropriate staff members should account for all building occupants immediately after notification that an emergency exists. Teachers should complete the Emergency Attendance Sheet (section 3, page 13) and the appropriate administrator should be informed immediately of any unaccounted for individuals. Upon their arrival, first responders (fire fighters, police, etc) should be informed by the assigned administrative staff member of the number, identity, and locations of any individuals who require assistance to evacuate and the names of any unaccounted for individuals. Representatives of the school and emergency responders should meet at a Section 4, Emergency Response Protocols - 18

19 prearranged command post. See section of plan marked Command Post Locations to identify predetermined command post locations. Ensure that the appropriate assigned staff members assist individuals unable to exit the building independently to their predetermined area of rescue assistance and assist them in exiting the building when appropriate. In most cases, those individuals requiring evacuation assistance and their assigned staff members will delay exiting until the exit route is clear of traffic. If accessible exits are not available, it is the responsibility of the appropriate assigned staff person to accompany the mobility impaired individual to the nearest "area of rescue assistance." It may be necessary to clear the exit route of debris so that the person with the mobility impairment can maneuver the route. Untrained individuals should never attempt to transport an individual with mobility impairment up or down stairs. Unless imminent life-threatening conditions exist in the immediate area, once in the "area of rescue assistance" await the assistance of trained emergency responders to evacuate the building. If the designated area of rescue assistance is rendered unavailable due to the nature of the emergency, utilize the identified back up or secondary area. See Section 5 for more details. The assigned staff member required to assist individuals with evacuating the building must remain with the individual until the emergency is over. The school nurse should remove emergency medication from the building and take them to the prearranged command post. Section 4, Emergency Response Protocols - 19

20 CALL (For assistance in developing site specific information) Local Fire Department Department of Student Support Services 4360 Office of Safety and Security 6488 SITUATION DESCRIPTION ALERT STATUS For emergency conditions which dictate that the securing of the access to the building(s) be immediately limited and controlled. The emergency situation would be the result of a community situation that dictates a heighten state of alert to visitors, deliveries, and others who desire access to the facility. This emergency situation would also limit students' and staff's access to outside areas such as sport fields, playgrounds, and court yards during the school day. PROCEDURES Required "Alert Status" Procedures 1) "Alert Status" is declared by the principal or the principal's designee acting as Incident Commander. In most cases this will be the result of information received via phone from the Superintendent of Schools or the Critical Incident Response Team (CIRT) as a result of a community emergency event. 2) Secure the facility by locking all doors from the inside. (Do not chain any doors.) 3) Inform staff of the "Alert Status." Inform students in an age appropriate way of the heightened "Alert Status". Secondary students may be informed by use of the intercom, where elementary students may need to have teachers explain the situation to each class. 4) Post staff near the front entrance of the building to secure the entrance and to permit people with proper identification into the building to take care of their business as well as to exit. 5) Conduct classes and activities within the building in a normal manner. 6) Check at least once each hour during the "Alert Status" for emergent bulletins from the superintendent. 7) Emergent bulletins will address areas such as athletic events or practices, field trips, band activities, and evening activities. 8) Follow all directions communicated to you through the emergent bulletins. 9) If a situation arises that requires evacuation of the facility, no one should leave the building (unless the danger is imminent) till emergency responders (fire fighters and police) arrive on the site for security purposes during the "Alert Status." Section 4, Emergency Response Protocols 20

21 CALL (For assistance in establishing) LOCKDOWN PROCEDURES Department of Student Support Services 4630 Office of Safety and Security Office 6488 Safe Schools Facilitator 6426 SITUATION DESCRIPTION For emergency conditions which dictate the securing of the building to protect building occupants from potential dangers in the building or outside the building physical threats and workplace violence. The principal or the principal s designee acting as the incident commander shall be the only persons authorized to call for a lockdown. PROCEDURES Required Lockdown Procedures Using the intercom, a general announcement of "lockdown/stay put" should be made informing all students and staff members that the building will be under a "lockdown/stay put" status until further notice. Assigned staff member(s) should check hallways, restrooms, locker rooms, storage areas, and other areas that may be occupied to assure that everyone is evacuating to the closest classroom that has a teacher. Students in the main office, school counseling office, health suite, cafeteria, and/or multipurpose rooms for lunch, assemblies, or large group activities shall remain at these locations under the direction of the staff present at the time. Provide assistance to those individuals needing special assistance. Close and secure windows and doors of classroom, pull down blinds, and turn off the lights. Students are to sit under their desks or tables away from any windows and doors. Do not leave the room for any reason. Stay quiet and await further instructions. Section 4, Emergency Response Protocols 21

22 Office staff shall be responsible to lock front lobby doors and office doors. Building service workers shall check and verify that all exterior doors are closed, secured, and locked. An administrative staff member shall call to alert emergency responders that the building is under a lockdown and provide as much information as possible concerning the nature of the emergency. Required Post-lockdown Procedures Once the emergency is over and the safety of students and staff is no longer in threat, the following required procedures should be executed: Administer first aid, if necessary Students should report to their assigned homerooms and teachers must take roll and report to the designated students/staff accounting coordinator the names of any missing students Designated administrative staff members shall determine that all students, staff members, and visitors are accounted for and report findings to the designated student/staff accounting coordinator. Follow-up Notifications Follow-up notifications should be made using the specific emergency incident protocols based on the nature of the emergency. Section 4, Emergency Response Protocols 22

23 CALL (For assistance in developing safe areas) Office of Safety and Security 6488 Department of Student Support Services 4360 SITUATION DESCRIPTION SAFE AREA PROCEDURES In cases of severe weather such as severe thunder storms and tornadoes, it may become necessary to relocate all building occupants to safe areas within the building to protect individuals from flying glass or other projectiles. The principal or the principal s designee acting as the incident commander shall be the only person authorized to relocate all building occupants to the severe weather safe areas. Determine the best shelter areas in your building. Use first floor interior hallways, restrooms, and other enclosed hall areas away from large glass areas or open rooms. If hallways are not suitable, use the inside wall of rooms, or rooms on the opposite side of the corridor from which the storm is approaching. Do not use end rooms. The auditorium, gymnasium, cafeteria, or other large rooms are the least suitable as shelters. Free-span roofs can be blown away from this type of room and the walls may collapse. Diagram the building to determine which areas to use and the quickest way to get there. PROCEDURES Required Safe Area Relocation Procedures Use the intercom to make a general announcement to inform all students and staff members that due to existing weather conditions, everyone must relocate to their predetermined severe weather safe areas until further notice. Assigned staff members should check hallways, restroom, locker rooms, storage areas, and other areas that may be occupied to assure that everyone is relocated to the closest severe weather safe area. Students and staff either outside the building or in relocatable classrooms should move inside the building to a designated severe weather safe area. Provide assistance to those individuals needing special assistance. Section 4, Emergency Response Protocols 23

24 Do not stop for student/staff belongings. Take personal belongings only if they are at desks and will provide extra protection (e.g. large books, notebooks, or coats may be held over head and shoulders). Close all doors. Take position by crouching on knees, head down, with hands locked at the back of the neck. Stay quiet and wait for further instructions. Required Post-relocation Procedures Administer first aid, if necessary. Teachers must take roll once their classes have reached the outside assembly area and must report to the designated student/staff accounting coordinator the names of any missing persons. Assigned administrative staff members shall determine that all staff members and visitors are accounted for and report findings to the designated student/staff accounting coordinator. Follow-up Notifications Follow-up notifications should be made using the specific emergency incident protocols based on the nature of the emergency. Section 4, Emergency Response Protocols 24

25 GENERAL EMERGENCY INTERVENTION Although each situation is different, the following is intended as a general listing of actions to consider when faced with an emergency or critical incident. Take a deep breath; don't panic; verify information Activate school s Emergency Management Team, Incident Command System (ICS); activate and assign duties as needed: Public Safety Liaison (overall safety conditions of campus) Student Accounting Coordinator (student accounting and release) Facility Access Coordinator (monitors site utilities) Triage Coordinator (first aid, CPR, and medical) Media Liaison (coordinates media access) Determine whether to call 9-911, whether to implement Universal Emergency Response Procedures, Emergency Management Protocols Notify and request assistance from the Critical Incident Response Team to: Assist with planning for a response and implementing protocols Provide recovery support to students Set up a Command Post for communication and emergency management Bring emergency toolbox to Command Post (inside or outside) Hold emergency all-staff meeting (before and/or after school day) to: Advise staff of the known facts and provide written statement Support their concerns and emotions Provide classroom assistance if needed Outline schedule for the day; modify day's schedule if needed Identify resources available to teachers and students Establish contact with parents/family members of affected students to offer support, to determine assistance needed, and (in the event of a death) for information regarding visitation/funeral arrangements Inform closest friends of the affected student and provide support Prepare formal statement or announcement to students, parents, and media; provide statement to secretaries, staff, etc. Notify Board of Education members as appropriate Expand span of Incident Command System as needed, deactivate ICS when activities are completed Review and implement Recovery activities Document actions taken; secure records as legal documents. Section 4, Emergency Response Protocols 25

26 CALL (Depending on assistance needed) AIRCRAFT EMERGENCY Emergency Responders Office of Safety and Security 6488 Assistant Superintendent Elementary, Zone Elementary, Zone Elementary, Zone Middle Schools 8760 High Schools 8767 Safe Schools Facilitator 6426 SITUATION DESCRIPTION The probability of an aircraft falling on or near a school building is extremely remote. But in case of an emergency involving an aircraft, follow procedures below: PROCEDURE Immediate Response Aircraft Crash into Building Call Notify principal (incident commander) Call Office of Safety and Security Activate school emergency team Move students away from the immediate vicinity of the crash Implement the building evacuation procedures Students and staff should be assembled in areas as far from the crash scene as possible and should be up-hill and up-wind of the crash Await instructions from CIRT or emergency responders Aircraft Crash Near Building (no damage to building) Call Notify principal (incident commander) Call Office of Safety and Security Activate school emergency team Move students away from the immediate vicinity of the crash Section 4, Emergency Response Protocols 26

27 No evacuation should occur unless subsequent explosions or fire endanger the building Follow-up Response Notify the appropriate assistant superintendent Notify the Department of Physical Facilities (Maintenance Customer Service Desk) during regular school hours, or after hours contact the Office of Safety and Security Section 4, Emergency Response Protocols 27

28 BOMB THREAT PLEASE NOTE: Turn off all cellular phones and walkie-talkies as they may activate an explosive device. CALL Police Department (Inform the police as to whether or not you are evacuating the building or an area.) Area Assistant Superintendent (call only if evacuating the area or the building) Elementary, Zone Elementary, Zone Elementary, Zone Middle Schools 8760 High Schools 8767 Office of Safety and Security 6488 (call only if evacuating the area or the building) SITUATION DESCRIPTION Bomb threats in schools are prevalent throughout the country. Bomb threats are made for two reasons: (1) to create a disruption of normal activities or (2) as a warning that an actual bomb has been placed in the building. It is important to acknowledge that many bomb threats can be handled with a minimum of disruption. This protocol outlines the steps to take when a bomb threat is received. All school and office staff must be familiar with this protocol in order to adequately manage a bomb threat situation. Key personnel, those personnel most likely to receive the threat, (e.g., personnel who answer the phones or open the mail) should be trained on completing the checklist accurately so that the administrator or office head can do an accurate evaluation of the threat and make an informed decision regarding the need to evacuate or not. PROCEDURES Immediate Response When a bomb threat is called into the school/office: 1. Use the Telephone Checklist for Bomb Threats and attempt to gain as much information as possible. Section 4, Emergency Response Protocols - 28

29 2. Listen carefully - - do not interrupt. As you listen, scan the checklist so you can target those characteristics listed. 3. Write the entire message. 4. Keep the caller talking as long as possible. This gives you the opportunity to identify the characteristics of the caller. 5. Hang up when the call is completed. Immediately lift the receiver and press *57 (Call Trace). 6. Listen for the confirmation announcement and hang up. 7. Notify an administrator immediately. When a bomb threat is received by , fax, or other written communication: 1. Notify an administrator. 2. Do not delete or handle written communication. 3. If you must handle the written communication, use disposable gloves or paper towels. Administrator s/office Head s Actions Evaluating a threat: 1. Level 1 a threat that poses minimal risk to the victim and public safety. a. Characteristics 1) Threat is vague and indirect. 2) Information contained within the threat is inconsistent, implausible, or lacks detail. 3) Threat lacks realism. 4) Threat appears to be made by a young child and there is laughter in the background. 5) Threat is made by a known caller who has called numerous times. b. Action to be taken: Do not immediately evacuate the building. 1) Use staff to scan the area of the building, if an area is mentioned, and public areas of the building for suspicious packages or objects. 2) If an unusual object is discovered, notify the administration. Do not touch or move the object. It is the administrator s decision whether or not to evacuate the building and call Level 2 a threat that poses the potential for serious danger or a threat that poses an imminent and serious danger to the safety of others. a. Characteristics 1) Threat is more direct and concrete a time and place is given. Section 4, Emergency Response Protocols - 29

30 2) Wording in the threat suggests that some thought has been given to how the act will be carried out. 3) There may be a specific statement seeking to convey that the threat is not empty. 4) Threat is direct, specific, and plausible. Person gives name, reason for threat, and location of bomb. 5) Threat suggests concrete steps have been taken toward carrying out the threat. b. Action to be taken: Scan the area and then decide to evacuate that area, or evacuate the whole building. 1) Evacuating the identified area only means that students and staff are sheltered in place in another wing or area of the building farthest from the area identified as having the bomb. 2) Staff and students should not be moved from a location of relative safety to a more dangerous location. Evacuation may not always be the safest course of action. 3) If the decision is made to evacuate the school, office staff who is most familiar with the surroundings should review the evacuation route and the evacuation holding area prior to evacuation. 4) Follow the school s emergency safety plan for evacuation procedures. Procedures for reviewing evacuation routes: 1. Stop, look, listen. Observe or hear anything that appears or sounds out of place, for example, suspicious packages, ceiling tiles askew, or other unusual items. 2. Divide the room or corridor into four sections. Visually scan each section three times: a. Floor to waist b. Waist to chin c. Chin to ceiling d. False ceiling 3. If a possible explosive or suspected explosive device is identified, never handle it. 4. Move people away from the device or site. Factors to consider when choosing an evacuation site: 1. Sites should be as far away as possible with as much shielding as possible: a. Behind a substantial barrier, such as a brick wall b. Far enough away so device is not visible Section 4, Emergency Response Protocols - 30

31 TELEPHONE CHECKLIST FOR BOMB THREATS LISTEN - KEEP THE CALLER TALKING Name of Operator Time Date Ask: When will it go off? Certain Hour Time Remaining Where is it located? Building Area Did the caller appear familiar with the building by the description of the bomb location? Yes No Did the caller state a reason or cause for the bomb? Yes No If yes, state what was said: Caller s Identity: Sex: Male Female Approximate Age Years Voice Characteristics: Loud High Pitched Accent Soft Deep Raspy Other Language: Calm Coherent Rational Deliberate Abusive Angry Incoherent Irrational Emotional Laughing Speech: Slow Distinct Stuttered Nasal Disguised Fast Distorted Slurred Other Background Noise: Quiet Voices Traffic Airplanes Street Bedlam Music Animals Trains Mixed Office Machines Party Atmosphere Factory Machines Other Section 4, Emergency Response Protocols - 31