Emergency Preparedness Plan

Transcription

1 Emergency Preparedness Plan Jefferson County Committee for Economic Opportunity JCCEO Center of Excellence in Early Childhood Head Start Center Address City, State, Zip Phone #

2 Contents INTRODUCTION... 3 Overview... 3 Evacuation: Fire Escape Routes... 6 Shelter-in: Tornado-Shelter Areas and Routes Lock-Down Evacuation to an Off-Campus Safe Site APPENDICES Appendix A Emergency Contacts Appendix B Preparation Checklist Appendix C Severe Weather Definitions Appendix D Emergency Backpack Appendix E Emergency Documents and Resources Appendix F Posted Information Appendix G Sample Classroom Emergency Information Poster Appendix H Fire Emergency Escape Map Appendix I Tornado Emergency Shelter Map Appendix J Classroom Emergency Posters Appendix K Bomb Threat Appendix L Emergency Supplies Appendix M Resources... 42

3 * Emergency Preparedness - Page 1 FOR EMERGENCY HELP CALL 911 * POISON CONTROL - CALL OR (If your phone system requires - remember to dial 9 to reach an outside line) Head Start Center Address City, State, Zip Phone # Visual Directions: Contact Numbers 1. Center Manager: Name, Phone #, Cell # name@jcceo.org 2. Office Manager: Name, Phone # 3. Clerk Typist: Name, Phone # 4. Family Service Worker: Name, Phone # Designated Off-Campus Safe Sites: Address-one line and phone Note: ie Children can walk to location Power and Utility Control: The following staff members are trained in utility control (e.g., how to turn off gas, electricity, water): 1. Center Manager: Name, Phone # 2. Maintenance Manager: Name, Phone # Shut off Locations: Gas shut-off is located: Electrical panel is located: Water shut-off is located: 1

4 Emergency Preparedness - Page 2 Current Number Of Children Served: Type of Class Ages HS/EHS Number Building Room # HS 3 4 yrs A HS 3 4 yrs B 2

5 Emergency Preparedness - Page 3 INTRODUCTION No two emergencies will be the same in nature, scope, or magnitude. It is essential that staff be familiar with the principles and procedures for basic responses to emergency situations. It is the Center Manager s responsibility to assure that all staff and volunteers are familiar with warning signals and emergency procedures. Overview Types of Emergencies: There are three categories of emergencies: Natural: fire, weather conditions, flooding, etc. Technological: power blackout, hazardous materials spill, gas leak, transportation breakdown, water loss, etc. Intentional: gunfire in area, potentially dangerous person in area, bomb threat or explosives, bioterrorism, nuclear or radiological, etc. Every emergency situation is unique. However, basic responses are appropriate for each situation: Evacuate, Shelter-in, and Lock-Down. Warning Systems: Any individual who becomes aware of an emergency situation should initiate the appropriate warning system. At the Head Start Center the warning alarms are as follows: Fire / evacuation: continuous short bells Tornado / Shelter-In: Continuous long ringing inside building County Tornado Siren outside building If the warning system is not functioning (e.g., power outage), then verbal warnings will be made by the Center Manager or designated staff. 3

6 Emergency Preparedness - Page 4 NOTE: The Jefferson County Tornado siren is tested the first Wednesday of every month. The first sound is the Tornado Warning, and the second sound is the Attack Warning. The Jefferson County Tornado sirens are electric and will not work if the power is off. Lock-Down: All staff should be familiar with the Lock-Down verbal code and hand signal. Only staff members should know this code and signal. DO NOT share this code with children, families, or other individuals. Staff Responsibility: Children must never be unsupervised. Adult:child ratios should be maintained at all times. When a warning sounds, you are responsible for the safety of children in your immediate care. For example, if the Assistant Teacher has taken four children to the restroom, and the fire alarms sounds, the Assistant Teacher will immediately evacuate those four children. The Teacher (who remained in the classroom) is responsible for evacuating children in the classroom. Go to the designated meeting place for your classroom; this will allow teaching staff to count heads and account for all children. Count heads frequently. Communication Team: The Center Manager or site manager is designated as the central point of communication for the facility. At the Head Start Center the following staff will assume primary responsibility in a crisis situation, and in the following order. 1. Center Manager: Name, Phone #, Cell # 2. Office Manager: Name, Phone # 3. Clerk Typist: Name, Phone # 4. Family Service Worker: Name, Phone # 4

7 Emergency Preparedness - Page 5 Communication with Parents and Families In emergency situations: The Center Manager or designee will provide instructions to the Teacher. The Teacher will contact the parent/family of each child in his/her class. NOTE: A child may occasionally be away from their regular class, and under the supervision of a different adult staff member. In an emergency situation, if the child is separated from his or her regular class, then: The staff member who has the child will contact the Center Manager/ designee and provide full information regarding that child (e.g., child s condition, location, who is supervising). The Center Manager/designee will contact the child s assigned Teacher. The Teacher will contact the child s parent/family. 5

8 Emergency Preparedness Page 6 Evacuation: Fire Escape Routes (Two Ways Out) Evacuation means leaving the building; and in some situations, leaving the campus. Evacuation Situations: Evacuation responses and time required will vary according to the situation. For example, from the moment a structural fire ignites (e.g., fire in trash can), the building can be completely engulfed in smoke and flames, and escape impossible, in as little as 4 minutes! Immediate evacuation every second counts: sudden event such as fire, gas leak, chemical spill, or fumes in building. Unexpected evacuation, with limited time to prepare children and gather supplies: chemical spill or fire in local community; illness or injury of staff or children; developing weather conditions (e.g., flash flooding, tornado watch, snow). Evacuation with warning: predicted weather conditions such as hurricane, snow or ice storm, predicted tornado or severe storms. NOTE: In some situations (e.g., bomb threat) you may initially shelter in or lockdown, but may then be instructed by Emergency Personnel to evacuate. Evacuation Warning - Fire Alarm: Continuous short bells Any person who notices smoke or fire should immediately initiate the alarm. If a smoke detector sounds in a specific room (e.g., classroom), the buildingwide alarm should be sounded. 6

9 Emergency Preparedness Page 7 Exit Routes: There must be two posted evacuation routes from every point in the facility (e.g., classrooms, offices, bathrooms, hallways). (See Appendix H) Primary escape route is through the closest door that leads to a safe area outside of and away from the building. Secondary escape route may be a window in the room that opens directly to a safe area outside of and away from the building. Any windows designated as escape route must open wide enough to allow a child or adult to pass through, and must not have bars or other hardware that prevents exit. Both primary and secondary evacuation routes must be clearly marked on a facility map, posted in each room or area of the building. The facility map should be clearly marked at the top as FIRE EMERGENCY. The Primary Route should be clearly marked in RED. The Secondary Route (including window) should be clearly marked in GREEN. Exit routes should have emergency lighting. Exit routes must be kept clear of furniture, equipment, and other objects. Exit Doors: All exits should be clearly marked EXIT. Exit doors must be unlocked or can be opened from the inside without a key. If a door leads to an interior courtyard, fenced area, or other enclosed area, the door should be clearly marked NO EXIT. Meeting Place: When evacuating, children and adults should go to their designated meeting place. When selecting a meeting place, consider the following: far enough from building to avoid immediate danger from fire or explosion. away from traffic lanes and area where emergency vehicles (e.g., fire truck) may enter. where children and adult can leave if necessary (e.g., not a locked or fenced in area). Identify the meeting place on the Emergency Evacuation Poster in each classroom. 7

10 Emergency Preparedness Page 8 Evacuation Practice: Practice evacuation drills monthly. Drills should be random, unplanned, and during various times of the day, including inconvenient times such as naptime or dismissal. Practice special evacuation procedure through learning activities including: o both primary and secondary escape routes. o holding evacuation rope and walking. o holding evacuation rope and crawling (e.g., under smoke). Plan for and practice evacuating all children, including infants, toddlers, and children with special needs. Maintain appropriate adult/child ratio and supervision of children at all times. NOTE: If you are on the playground when the fire alarm sounds, go immediately to your designated meeting place. If you cannot go to your regular meeting place, then go to the nearest safe area. Contact the Center Manager or designee and let them know your location. Evacuation Procedure: Children line up at door; count heads. Teaching Assistant is at front of line, and Teacher is at end of line. Teacher gets sign-in sheet, emergency file, and Emergency Backpack. Feel door for heat (possible fire). If okay, exit classroom. If door is warm, do not open it. Use window as exit if possible. If window exit not possible, contact or Center Manager for help. Exit from classroom; go to nearest exit. Teaching Assistant is at front of line, and Teacher at end of line. If hallway has smoke or fumes, get low and go (i.e., crawl). Have children hold the Evacuation Rope to help stay together. Exit building. Go to designated meeting place. Count heads Await instructions from Center Manager or designated representative, or other authorized individual (e.g., EMS personnel). If evacuation away from the campus is required, follow instructions from Center Manager or designated representative, or other authorized individual (e.g., EMS personnel). 8

11 Emergency Preparedness Page 9 Evacuation Off-Campus: In case of true emergency (not practice), you may be required to leave the campus and go to an identified safe site. In this event: Put an ID bracelet on each child. The Center Manager, designated representative, or other authorized individual (e.g., EMS personnel) will provide instructions and arrange transportation. Count heads. Maintain adult/child ratio and supervision at all times. As soon as possible (when children are safe), contact parents and families. If A Child Is Missing: Count heads frequently. Compare your number of children to your daily sign-in sheet. If the numbers do not match identify which child/children is/are missing. Stay with the children; you are responsible for their safety and care. Immediately notify the Center Manager, designated representative, or other authorized individual (e.g., EMS personnel). A child may be missing because he/she is with another staff member. That staff member should immediately notify the Center Manager, designated representative, or other authorized individual (e.g., EMS personnel). 9

12 Emergency Preparedness Page 10 Shelter-in: Tornado-Shelter Areas and Routes Shelter-in means going to the designated safe area of the building, such as an interior hallway or restroom. NOTE: If you are outside and hear thunder or see lightening, immediately return to the building If you are outside (e.g., playground) when the warning sounds, immediately return to the building. Go to the shelter area closest to your building entrance. Shelter-In Situations: Shelter-in is the emergency response for wind or tornado warning. NOTE: Children (and adults) will not be allowed to leave the facility when a tornado warning is in effect. Shelter-in may also be appropriate for power outage (blackout) or similar situations. However, if visibility is limited, and you are in no immediate danger, then you should stay wherever you are until further instructed. The Shelter-in areas for power outage or other situations may be different from Tornado Shelter areas. Shelter-In Warning Tornado Warning: Continuous long ringing inside building County Tornado Siren outside building 10

13 Emergency Preparedness Page 11 Tornado Shelter Areas and Routes: Each facility will have designated and accessible Tornado Shelter areas. Area(s) must be large enough to accommodate the number of children and adults who need shelter. Area should be at the lowest level of the building. Area should be an interior room or hallway, away from windows or exterior doors. When seated in hallway, children and adults should be along the interior wall. Any furnishings (e.g., shelves, lockers) should be securely bolted to the walls, with screws inserted into wall studs. Area should be free of glass or other items which could fall or become flying projectiles in a storm. Tornado Shelter area(s) will be clearly marked as TORNADO SHELTER. Routes to the Tornado Shelter areas must be clearly marked on a facility map, and posted in each room or area of the building. ). (See Appendix I) The facility map should be clearly marked at the top as TORNADO EMERGENCY The route to the Shelter-In area should be clearly marked in BLUE. Tornado Safe Position: Practice tornado safe position with children. (This can also be practiced as a learning activity.) Students should face an interior wall, with knees and elbows on the ground, and hands over the back of their head. Shelter-in Practice: Practice tornado/shelter-in drills monthly. Drills should be random, unplanned, and during various times of the day, including inconvenient times such as naptime or dismissal. Plan for and practice sheltering-in with all children, including infants, toddlers, and children with special needs. Count heads. Maintain appropriate adult/child ratio and supervision of children at all times. 11

14 Emergency Preparedness Page 12 Shelter-in Procedure: When alarm sounds go to the nearest Tornado Shelter. NOTE: If you and the children are outside (e.g., playground) when the warning sounds, immediately return to the building. Go to the shelter area closest to your building entrance. Children line up at door; count heads. Teaching Assistant is at front of line, and Teacher is at end of line. Teacher gets sign-in sheet, emergency file, and Emergency Backpack Go to nearest Tornado Shelter. Count heads when you arrive at the safe area. Have children in tornado safe position (sit, head down; cover head with hands). Stay in this area and position until you receive further instructions from Center Manager or designated representative, or other authorized individual (e.g., EMS personnel). After Shelter-in: In case of true emergency (not practice), the building or area may be unsafe. You may be asked to evacuate the building and possibly go to an identified safe site off campus. In this event: Put an ID bracelet on each child. The Center Manager, designated representative, or other authorized individual (e.g., EMS personnel) will provide instructions and arrange transportation. Count heads. Maintain adult/child ratio and supervision at all times. As soon as possible (when children are safe), contact parents and families. If A Child Is Missing: Count heads frequently. Compare your number of children to your daily sign-in sheet. If the numbers do not match identify which child/children is/are missing. Stay with the children; you are responsible for their safety and care. Immediately notify the Center Manager, designated representative, or other authorized individual (e.g., EMS personnel). A child may be missing because he/she is with another staff member, therapist, etc. That staff member should immediately notify the Center Manager, designated representative, or other authorized individual (e.g., EMS personnel). 12

15 Emergency Preparedness Page 13 Lock-Down Lock-Down means to stay where you are -- whether in classroom, activity room, restroom, lunchroom, or other area of the building. If you are on outside the building (e.g., on playground), immediately return to the building and go to the safest area that is closest to your building entrance. Lock-Down Situations: Examples: intruder in building; potentially violent non-custodial parent; adult under the influence; gunfire in or around facility; potentially violent individual in community (e.g., escaped convict), etc. Do not wait for an event to become dangerous. If you suspect possible risk, initiate Lock-Down. For example, if a parent or other guest arrives and appears to be under the influence or extremely agitated or angry, then Lock-Down warning should be discretely (quietly) given. This will give the Center Manager or designee time to more fully assess the situation, and determine if there is any threat of danger. Lock-Down Warning: A Lock-Down situation may require immediate and discrete response. A verbal code or hand signal is used rather than an alarm. The verbal code or hand signal should be inconspicuous to non-staff individuals. Any individual who becomes aware of or suspects possible danger should immediately initiate the lock-down warning using the verbal code or hand signal. All staff should be familiar with the verbal code and hand signal for Lock-Down. Do not post or share the verbal code or hand signal with anyone other than staff. Do not tell children or parents the verbal code or hand signal. 13

16 Emergency Preparedness Page 14 Lock-Down Practice: The door to each room where children or staff may be present should have a lock, bolt, or other means of preventing access from outside. Adults should be able to quickly and easily lock their classroom or office doors without a key. Bolts and latches should be installed high enough to prevent children s reach, but easily accessible to adults. Identify the safest area of your classroom. This is generally a floor space near an interior wall, and away from doors and windows. Safe area should be clear of heavy objects or furniture that could fall or cause injury; shelving and tall furniture should be securely bolted to wall studs. Practice Lock-Down drills monthly. Drills should be random, unplanned, and during various times of the day, including inconvenient times such as naptime or dismissal. Lock-Down Procedure: When Lock-Down warning is initiated: Close and lock door. Turn off lights. Teacher gets sign-in sheet, emergency file, and Emergency Backpack. Have children sit in designated safe area-away from doors and windows or where they could potentially be seen from outside. Count heads. Keep quiet and calm; read a story to children or have other quiet activity. Keep a 2-way radio or other communication device so office staff can call you if necessary. Do not call out unless you are in need of immediate assistance. Stay in safe area until you receive further instructions from Center Manager or designated representative, or other authorized individual (e.g., EMS personnel). After Lock-Down: If instructed to leave the building, follow your evacuation procedures (same as for fire drill). You may be required to leave the campus and go to an identified safe site. In this event: Put an ID bracelet on each child. The Center Manager, designated representative, or other authorized individual (e.g., EMS personnel) will provide instructions and arrange transportation. Count heads. Maintain adult/child ratio and supervision at all times. 14

17 Emergency Preparedness Page 15 If A Child Is Missing: Count heads frequently. Compare your number of children to your daily sign-in sheet. If the numbers do not match identify which child/children is/are missing. Stay with the children; you are responsible for their safety and care. Immediately notify the Center Manager, designated representative, or other authorized individual (e.g., EMS personnel). A child may be missing because he/she is with another staff member, therapist, etc. That staff member should immediately notify the Center Manager, designated representative, or other authorized individual (e.g., EMS personnel). 15

18 Emergency Preparedness Page 16 Evacuation to an Off-Campus Safe Site Off-Site Evacuation Situations: Evacuation to another site may be required if the facility is no longer safe (e.g., fire, chemical spill, bomb threat, potentially violent situation developing nearby, developing flooding conditions). The Center Manager, designated representative, or other authorized individual (e.g., EMS personnel) will provide instructions if evacuation is required. Remember in any emergency situation, all staff (adults) are responsible for the children in their immediate care. You may be separated from your regular classroom group. Maintain supervision and responsibility for any and all children under your care when the emergency event started. You may have an opportunity to rejoin your regular classroom at a designated meeting place. If A Child Is Missing: Count heads frequently. Compare your number of children to your daily sign-in sheet. If the numbers do not match identify which child/children is/are missing. Stay with the children; you are responsible for their safety and care. Immediately notify the Center Manager, designated representative, or other authorized individual (e.g., EMS personnel). Off-Site Evacuation Procedure: Unless otherwise instructed, exit the building following practiced evacuation procedures. Before evacuating off-site: Teacher gets sign-in sheet, emergency file, and Emergency Backpack. Put an ID bracelet on each child. Count heads. Maintain adult/child ratio and supervision at all times. The Center Manager, designated representative, or other authorized individual (e.g., EMS personnel) will provide instructions and arrange transportation. As soon as possible (when children are safe) contact parents and families. 16

19 Emergency Preparedness Page 17 Off-Site Authorization: A situation may occur in which the authorized parent or adult cannot get to the location (e.g., flooding, road conditions). This may require someone who is not on authorization list to pick up the child. In this event: Teacher will call the parent using the number on your contact list. This helps to assure that you are actually contacting the parent, and not an imposter. If possible note voice recognition. Ask for the full name of the person who will pick up the child. Ask for a description of the person; require picture identification before authorizing child s release. Make sure the person is not on the not authorized or no contact list for that child. 17

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21 APPENDICES 19

22 Appendix A Emergency Contacts The following emergency services and phone numbers are specific to each facility and the community in which it is located. NOTE: If your phone system requires remember to dial 9 first to reach an outside line). Emergency Service Phone number Alternate phone number Police Department 911 Fire Department 911 UAB West 911 Poison Center County Sheriff s Office 911 Hospital Child Protective Services Power Company (electric) Gas Company Water Company Transportation County EMA State Emergency Management Federal EMA (FEMA) (800)

23 Appendix B Preparation Checklist Assuring a safe environment is an important step in disaster preparedness. SAFETY ITEM SAFETY ITEM Evacuation and shelter maps posted in classroom and other areas of building Evacuation and exit routes are clearly marked, and clear of furniture, equipment, or objects Tornado shelters are clearly marked Emergency lighting available. All exits are unlocked or can be unlocked from the inside without a key Exit doors clearly marked - EXIT Doors that lead to interior courtyard or other enclosed area are clearly marked as NO EXIT Designated meeting place for each classroom All classrooms can be locked from the inside, without a key Facility has NOAA weather radio with battery-backup Smoke detectors correctly installed throughout the facility Carbon monoxide detectors correctly installed in the facility Emergency Posters with procedures posted in each classroom Individualized classroom emergency information posted in each classroom Emergency backpacks in each classroom and office Staff, volunteers, and children are familiarized with warning sounds fire & tornado Designated Off-Site safe shelter identified. Tall/ heavy furniture firmly secured to a wall stud. Overhead cupboards have safety latches Screen monitors, televisions, and other heavy objects are placed low and/or properly secured to prevent tipping or falling All staff, volunteers, and parents are informed of emergency procedures. All drills practiced regularly fire, tornado, lockdown 21

24 Appendix C Severe Weather Definitions Severe Thunderstorm Watch: Conditions are favorable for severe thunderstorms. Stay informed of conditions as they develop. Severe Thunderstorm Warning: Thunderstorms with large hail and/or damaging winds in excess of 57 miles per hour. Frequent lightning is likely; a tornado is possible. Be prepared to take shelter. Winter Storm Watch: Severe winter weather conditions may affect the area. Freezing rain, sleet, or heavy snow may occur. Winter Storm Warning: Severe winter weather conditions are developing. Tornado Watch: Current weather conditions could produce a tornado. Be prepared to take shelter. Tornado Warning: A tornado or funnel cloud has been sighted or detected on radar in the area. Take shelter immediately. 22

25 Appendix D Emergency Backpack Each classroom and staff office will be provided an Emergency Backpack. Designated staff (e.g., teacher, office manager) will take this backpack every time there is an emergency warning event (practice drill or actual event). Emergency backpacks may include the following items: Flashlight First aid book ( What to Do spiral flipchart) Identification wrist bands labeled JCCEO Head Start (205) Blank wrist bands (Write child s name and parent contact information on band if off-site evacuation is necessary.) Sharpie markers (2) First aid supplies (bandages, gauze, tape) Paper towels (these can be moistened with water for wipes) Plastic garbage bags Self-sealing plastic bags One bottle of water Backpacks may also contain items for the specific classroom or nursery, such as diapers, prepared formula, and bottles. If you have an enrolled child or adult with diabetes, include a sealed package of crackers or other glucose source. Items included in the backpacks should not be removed except for use in an emergency situation. If items (e.g., first aid supplies) are removed during an emergency event, they will be replenished prior to resuming regular routines. In addition, the following items must be quickly accessible. When a warning sounds (including drills), teachers should put these items in the backpacks: Daily sign-in sheet Emergency contact information for each child, including who is authorized to pick up child, and any persons not authorized to have contact with child. Evacuation rope Emergency medications (e.g., Epi-pen, inhaler), if prescribed 2-Way Radio 23

26 Appendix E Emergency Documents and Resources The teacher will have these items with him/her in every emergency situation or practice drill -- Evacuation, Shelter-in, and Lock-Down. Daily sign-in sheet Up-to-date family contact information Authorization for emergency care for each child. Medical information on children, as appropriate (e.g., special needs) Evacuation rope These items must be quickly available. 24

27 Appendix F Posted Information The following documents must be clearly posted and available in each classroom or nursery: Emergency posters including staff names, program address, program telephone number, emergency number (911), Poison Control number ( ), location of nearest telephone, location of children s emergency files, location of first aid kit, location of fire extinguisher (see Appendix G). Emergency Evacuation Maps (Fire Escape Routes) and Tornado Shelter maps. First aid instructions for medical and dental emergencies: Quick-Guide to Medical Emergencies in Early Childhood Settings. ( Emergency posters related to specific emergencies (see Appendix J): o Evacuation (fire, electrical, gas leak, bomb threat, other potential for fire or explosion) o Shelter-In (tornado or severe weather) o Lock-Down (potential violence) o Flooding o Chemical, biological, or hazardous material (accident or event in nearby area or community) o Utility disruption (loss of power, water) o Earthquake o Bomb threat 25

28 Appendix G Sample Classroom Emergency Information Poster 26 26

29 27 Appendix H Fire Emergency Escape Map

30 28 Appendix I Tornado Emergency Shelter Map

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32 Appendix J Classroom Emergency Posters The following pages contain full page posters for the following specific emergency events: o Evacuation (fire, electrical, gas leak, bomb threat, other potential for fire or explosion) o Shelter-In (tornado or severe weather) o Lock-Down (potential violence) o Flooding o Chemical, biological, or hazardous material (accident or event in nearby area or community) o Utility disruption (loss of power, water) o Earthquake o Bomb threat (Posters developed by and available through 30

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41 Appendix K Bomb Threat Telephoned Bomb Threats: 1. When taking the call, use the attached Bomb Threat Report Form (next page) to record all information. This form must be available at the main telephone(s) in the school and should be completed immediately after reporting the threat to the building administrator. 2. Call the Police and report the incident. Note: If your phone system requires remember to dial 9 first to reach an outside line). 3. Alert staff to visually survey their room/office for suspicious packages. If anything unusual is observed, immediately report this information to the building administrator and update Police via 911 that something unusual has actually been found. 4. In the event a suspicious package or device is found: a. Report the sighting to the Center Manager, designated representative, or other authorized individual (e.g., EMS personnel) immediately. b. Do not move, touch, or handle object. c. Do not use two-way radios or cell phones. d. Do not turn off lights or touch switches. e. Keep loud noise to a minimum. f. Restrict use of telephone to urgent business only. g. Move people from the area. EVACUATE the school building. The Police Department will be fully in charge. This action is to be preceded by an announcement which provides specific evacuation routes to be followed for the particular incident and manner in which the evacuation signal will be given (fire alarm, bell, intercom, and runner). 5. In the event that no suspicious package or device is found, staff should follow Lock-Down procedures until Emergency Response personnel have arrived and evaluated the situation. IF YOU HAVE ANY DOUBTS, EVACUATE. Electronic Bomb Threat ( and Web-site Received): The person accessing the threat shall: 1. Save the message on the system. DO NOT DELETE THE MESSAGE. 2. Call 911. Note: If your phone system requires remember to dial 9 first to reach an outside line). 3. Print copies of the message to turn over to the police and any others who may require them. 39

42 Bomb Threat Report Form BOMB THREAT REPORT FORM Questions to ask: Describe Caller s Voice 1. When is bomb going to explode? Male Female 2. Where is it right now? Angry Stutter 3. What does it look like? Excited Lisp 4. What kind of bomb is it? Slow Raspy 5. What will cause it to explode? Rapid Deep 6. Did you place the bomb? Soft Crying 7. Why did you put it in the building? Loud Disguise 8. What is your address? Calm Nasal 9. What is your name? Distinct Accent Slurred Familiar If voice is familiar, who did it sound like? Exact Wording of Threat: Background Sounds Threat Language Street Animal Sounds Well Spoken (educated) PA System Static Foul Irrational Voices Music Taped Incoherent Motor House Noises Message read by caller Local Office Machinery Phone Booth Long Distance Time: Date: Length of Call: Number at which call was received: REMARKS: Receiver of Call: (Name and Title) 40

43 Appendix L Emergency Supplies It is recommended that a 3-day supply of food, water, and medication be available for disaster situations. However, is not always feasible to store or to transport large quantities of supplies. JCCEO regularly maintains sufficient supplies meet the needs of every child throughout the day. The following essential supplies are recommended at all Head Start and Early Head Start facilities: Bottled water (enough for 2 bottles per child and adult) Prescribed medications and medical equipment First aid supplies 41

44 Appendix M Resources Alabama Department of Environmental Management: Alabama EMA: American Red Cross: Centers for Disease Control and Prevention (CDC): FEMA: Jefferson County EMA: