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

39 ANGRY STUDENT/PARENT/EMPLOYEE Threats may be verbal threats to do harm to a person or persons, property, or self. Threats may also be inferred from behaviors or observations of a person s words, writing, drawing, demeanor, or appearance. Threats may be inferred from third party statements (one person may tell another that someone may do something harmful) and even from anonymous tips and hints. Threats may include anonymous writing, notes, or drawings. If threatened by an angry student, parent or staff member: Approach and greet person. Look for visitor s pass and determine if the person had a legitimate reason to be on campus. Use non-violent crisis prevention techniques: Remain calm. Be courteous and confident. Do not touch. Stay at a responsible distance. Listen. Allow the person time to vent. Leave the door open or have another staff member join you. Avoid blame. Focus on what can be done. Keep it simple-be clear and direct. Watch your body language. Use silence. Watch your tone, volume, cadence and voice inflection. Use reflective questioning. Ask, How can we work together to solve this? If needed, politely ask the person to leave and return at a particular appointment. If the person does not leave, call for assistance from another staff member. Determine level of threat and notify law enforcement as needed. If a parent or student threatens you Assume threat is serious and report to the Site Administration any suspected threat or concern about a danger; this includes threats reported by a student or parent or other community member. If threatened in the classroom, notify the main office. Send students out of the classroom. Attempt to leave the room-give the person an excuse. Notify the principal/site administrator or designee. Obtain and complete the Threat Assessment Referral form located in the PCS Critical Incident Response Plan. Return completed Threat Assessment Referral form to school counselor, principal or site administrator Administration Follow the PCS Guidelines for Disciplinary Actions Page 39 of 74

40 ANIMAL DISTURBANCE This procedure should be implemented when the presence of a dog or any other wild animal threatens the safety of students and staff. Administration: The Site Administrator will determine and initiate appropriate Immediate Response Actions. o If the animal is outside, keep students inside and institute a LOCKDOWN. o If the animal is inside, initiate an EVACUATION outside to a protected area away from the animal. Call 911. Contact First Responders and arrange for first aid treatment, as needed. Teachers/Staff: Upon discovery of an animal, staff members will attempt to isolate the animal from other students/staff. If the animal is outside, students/staff will be kept inside Notify Site Administrator/Principal. Safety Tips for Dealing with Unfriendly Dogs When confronted by a dog that appears unfriendly it is very important to keep a cool head. The first instinct is often "scream and run", DO NOT DO THIS. Instead, using a loud, firm voice, tell the dog to "go home". If he doesn't leave, don't panic. Observe what it is doing. Is it just watching you, curiosity in his posture (ears perked, tail wagging, relaxed stance)? If this is how he looks, just walk away calmly. Again, do not run. Is he standing in a threatening manner? Ears lay back along his head, his body tense, and his tail up (may or may not be wagging slowly, don't be fooled): this is a threatening posture. Tell him to "Go lay down" in a firm voice, do not yell, do not scream. Any sudden move on your part may trigger an attack. Start to walk away slowly. Do not make any sudden moves. Do not stare directly at a dog that appears unfriendly as a dog interprets a direct stare as a threat. Do not run away; wave your arms or move in a way that may challenge the dog to defend itself. Instead: Blink your eyes slowly and yawn (these are calming signals for dogs). Turn your head to the side and stand still with your arms at your side. Do not turn your back on the dog. Walk away backwards or sideways. If you believe it is a full on attack reach down and pick up a hand full of stones, book or whatever and throw it at the dog. If that fails grab your clip board, book bag or whatever, and offer it to the dog keeping it well away from your body. If the dog is truly aggressive he will grab the object and hold Page 40 of 74

41 on, do not let go of the object, if you do he will soon realize that it is not you and will likely attack again. Only strike the dog as a last resort, when a dog is in attack mode pain can incite them more. Never try to kick the dog when he is facing you (it's reported that a dog can bite ten times before we can respond). If he starts to advance on you, and lunges, drop into a "turtle" position, cover your face and head with your arms, keep your legs together, and pull your knees up. Make your body into the shape of a stone or a big ball. Don't get up and don't move until the dog has gone away. Yell for help. Page 41 of 74

42 ARMED INTRUDER IN THE BUILDING Administration: Activate lockdown procedure (see your site s Critical Incident Response Plan) Call 911 and provide all known details: Number of intruders and any description Number of known hostages Type of weapon used Any demands made Number of known students/staff injured Description of area Staff should remain on the phone to provide updates and additional information. Assume command in the office, if safe to do so. Retrieve Critical Incident Response Kit (black box). Account for all students/staff/visitors. Wait for law enforcement who will initiate Rapid Deployment per State Guidelines. Notify Superintendent/designee. Public Information Officer should instruct parents to report to a staging area NOT on the school s campus. Notify Transportation Director to stop all in-bound buses. Place District Recovery Team on Alert. Teachers/Staff: If you see an armed intruder or hear gunshots; immediately go into lockdown and notify the Main office. In every instance all staff should think and react first with the safety and well being of students, faculty and others in mind. Keep the students quiet and calm. Assess the situation: weapons used, number of students injured or held hostage Avoid confrontation with the intruder. In the event an intruder enters the area and begins shooting, the teacher/staff should instruct students to leave the area. Further instruct the students to leave the building or run to another location that can be locked. Report any missing students/staff to the principal/site administrator/designee. Page 42 of 74

43 BOMB THREAT Call Taker: In the event that a bomb threat is received at any PCS site proceed with the following guidelines: If the bomb threat is received via telephone; use bomb threat checklist located beside each secretary s telephone. (See Bomb Threat Checklist - Appendix) Ask where the bomb is located, when will the bomb go off, what materials are in the bomb, who is calling, why is caller doing this. (See Bomb Threat Checklist) Listen closely to caller s voice and speech patterns and to noises in background. Notify the Site Administrator or designee, but no one else. Use Call Trace Instructions (see appendix) to trace call if/when caller hangs up. Administrator: Site Administrator or designee will immediately notify Law Enforcement by calling 911. Staff should remain on the phone to provide updates and additional information. Notify the district Superintendent/designee. Ensure staff who received the call completes the Bomb Threat Checklist and gives to Law Enforcement official. Arrange for person who found a suspicious item to talk with Law Enforcement official. Ensure that no one re-enters the building(s) until Fire or Law Enforcement personnel declare them safe. Ensure that Two-way Radios and Cell Phones are NOT used until the incident is over. The Site Administrator will notify staff and students of the termination of the emergency and to resume normal operations. The Site Administrator and Law Enforcement agency will make a decision to: Check grounds for possible threat and evacuate immediately. Law Enforcement Search the building and Evacuate if warranted. If the decision to evacuate is made, the Site Administrator will ensure that all teachers/staff have been notified and direct students and staff: DO NOT take personal belongings, coats or backpacks. Teachers and staff will leave their windows and doors open when exiting. The Site Administrator will ensure that all students/staff are evacuated to a safe distance outside the PCS facility a MINIMUM of 500 Feet. Consult with Fire and Law Enforcement officials to determine if this distance needs to be increased. Should students need to be taken off campus, consider using Activity or spare buses housed off campus. Teachers and staff: Teachers and staff will check their classrooms, offices and work area for suspicious items and report any findings to the Site Administrator. Page 43 of 74

44 If a suspicious item is found-do NOT TOUCH IT. Secure the area where the item is located, but do not guard it. Teachers will account for their students and be prepared to evacuate if ordered. Teachers and staff will evacuate using standard procedures and exit routes to assembly area. Teachers will open classroom windows and leave classroom doors open when exiting. Teachers will take roll after being evacuated and report the names of any missing persons to the Site Administrator. Teachers will keep classes together at the assembly area until given further instructions and be prepared for Off-Site Evacuation if ordered. If given the All Clear signal, teachers and staff will return to the building and resume normal operations. Page 44 of 74

45 CHEMICAL SPILL DO NOT attempt to clean up spilled chemicals without reviewing Material Safety Data Sheet (MSDS) and obtaining proper protective equipment. Quickly move all persons from the immediate area. Administration: Determine level of chemical spill; if too large for staff to safely and adequately handle, contact 911. Provide exact location and nature of emergency; including any associated medical emergencies. Initiate building evacuation, as directed by Emergency Personnel. Report to Command Post with Critical Incident Response Kit (Black Box), if necessary. Notify the Superintendent. Teachers/Staff: Custodian: Notify Administration of spill; including type, location and size of accident. Evaluate level of hazardous exposure. Avoid direct (or indirect) contact with the chemical. Account for all students (checking both attendance and physical condition). Report any missing or ill students to principal/site administrator or designee. Notify main office-request First Responder if a direct exposure or illness has occurred. Keep all students and staff away from area. If chemical hazards have been identified through the label and/or MSDS, and it is safe to do so, proceed with clean-up with appropriate personal protective equipment. Only attempt clean-up if proper equipment is available and you have received training to clean-up this type of spill. First Responder: Avoid direct contact with chemical (put on personal protective equipment). If chemical has contacted skin or eyes, follow the recommended guidelines as provided in the MSDS Manual. If students or staff is injured, send copy of MSDS along with victim to the hospital. Contact Poison Control ( ) for instructions, as needed. Page 45 of 74

46 EXPLOSION/RISK OF EXPLOSION In the event of an explosion, students and staff should initiate DUCK, COVER AND HOLD ON procedures. Duck, Cover, and Hold on is used when an incident occurs with little or no warning. This action is taken to protect students and staff from flying or falling debris resulting from explosions. 1. Duck and take cover under a nearby desk or table, or drop to the ground in the safest place. Stay away from glass, windows, outside doors or walls and anything that could fall and hurt you, such as lighting, furniture or fixtures. 2. Cover your eyes, bury face between knees, and cover ears and side of face with arms. 3. Hold On to the table legs or side of the desk and remain in position until the shock subsides, objects stop falling, or as instructed by a site administrator or other official. Do not operate radios or electronic equipment. Administration: The Site Administrator will consider the possibility of another imminent explosion and take appropriate action. After the explosion, the School Administrator will initiate appropriate Immediate Response Actions, which may include SHELTER-IN-PLACE, EVACUATE BUILDING or OFF-SITE EVACUATION. Evacuation may be warranted in some buildings and other buildings may be used as shelter. Call 911. Provide school name, address, exact location of explosion, name and phone number and any known injuries. Advise the Superintendent. If evacuation to the School s Reunification Site is warranted, contact Transportation Department and School Counselors to begin evacuation procedures. Supervise evacuation, check for injuries and account for all students, staff and visitors. Notify Emergency Services of any missing students/staff. Activate First Responders to check for injuries and provide appropriate first aid. Report to the Command Post with Critical Incident Response Kit, if necessary. Teachers/Staff: Initiate DUCK, COVER AND HOLD ON procedures. If the explosion has occurred inside the building, it may be necessary to evacuate. Follow the normal evacuation routes if possible, however depending on the location of the explosion the normal evacuation route may not be safe; proceed through the safest exit to the outdoor Rally Point. Do not remove any items from the building as you exit. Keep a safe distance from the building and away from fire-fighting equipment. When evacuating: Don t run through or near buildings where there is danger of falling debris. Once outside, stay in the open away from buildings and utility wires. Page 46 of 74

47 In the event of an evacuation, Teachers will bring their Class Roster, the Emergency Go Kit (Black Box), and take attendance at the Rally Point to account for students. Notify the Site Administrator of any missing students or staff members. Administer appropriate first aid, to the best of your ability, until help arrives. Escort students back 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 47 of 74

48 FIRE In the event a fire or smoke from a fire has been detected: Any staff discovering fire or smoke will signal the fire alarm, and report the fire immediately to the main office describing the location and extent of the fire. The Site Administrator or designee will immediately initiate an EVACUATION announcement, direct staff to call to verify the fire alarm and notify the Superintendent. Staff, students and visitors will immediately evacuate the building using prescribed routes or alternate routes to the Rally Points. No one may re-enter building(s) until entire building(s) is declared safe by the Fire Department. Contact District Maintenance Department. Administration: Teachers Site Administrator or designee calls 911 to confirm the alarm is active, identify the school name and location, provide exact location of the fire or smoke, state the building is being evacuated and identify the location of the Command Post. Office staff will take the visitor log, student sign-out sheet and the Critical Incident Response Kit and evacuate to the designated Command Post. Office staff will obtain student roll from teachers and inform the Site Administrator or Incident Commander of any missing students/staff. After consulting with Superintendent, Fire Department and Law Enforcement Officials, the Site Administrator may direct an off-site evacuation to their designated Reunification Site if weather is inclement or building is damaged. Site Administrator notifies students and staff of termination of emergency, return to the building and resumes normal operations. Close the classroom door and turn out the lights upon exiting confirming all students and personnel are out of the classroom. Take the class roster, the Emergency Go Kit and lead students out of the building to the designated rally points(s). Use alternate escape routes if the regular route is blocked or there is a safety hazard. Take attendance at the assembly area after being evacuated. Notify the Site Administrator or designee of any missing or injured students/staff Be prepared to move students if an OFF-CAMPUS EVACUATION is ordered. Keep your class together and wait for further instructions. Do not re-enter the building until it is declared safe and you have been notified to re-enter by Site Administrator/Designee. Custodians/Maintenance: Shut off main gas supply valve and other utilities, if necessary. Report to the Command Post to assist, as needed. Page 48 of 74

49 GAS LEAK Natural gas leaks, with odor in the building, may occur and bring danger of explosion. Natural gas rises and will often be outside because most gas lines are outside the building. Natural gas is mixed with Mercaptan to give it odor. The gas goes up and the odor goes down. All school personnel, including cafeteria managers and custodians, shall immediately report any gas odor or suspected gas leak to the site administrator. DO NOT TURN ON OR OFF ANY ELECTRICAL DEVICE -including light switches TURN OFF ALL AUTOMOBILE ENGINES IN THE AREA DO NOT USE TELEPHONES OR RADIOS Administration: Assess the level of the crisis and determine the need to evacuate. If leak is in or near the building; evacuate the building immediately. (This will require word of mouth notification.) Move everyone a safe distance from the building. If safely possible, be certain the gas valve at the tank or regulator has been shut off using the proper tools. If extended evacuation of facility is necessary, contact Transportation Department and move students/staff to School Reunification Site. Supervise evacuation and account for all students/staff. Notify Emergency Services of any missing students/staff. Contact Superintendent s Office. Report to the Command Post with Critical Incident Response Kit, (Black Box), if necessary. Do not return to the building until it has been inspected and determined safe by proper authorities. Secretary/NC WISE Data Manager/Other Office Personnel: Notify Site Administrator. Call Perquimans County Communications Center as directed. Teachers/Staff: Do not change position of electrical switches or do anything that creates a spark. Evacuate the area/building, using the fire exits (or safest exit as directed), moving all students as far away from the affected area as practical. Carry Class Roster Emergency Go Kit). Account for all students and colleagues. Report all missing students and staff to principal/site administrator or designee immediately. Attend to all student/staff safety issues. Plan for sheltering, dismissing and/or transporting students to School Reunification Site. Do not return to building until it has been declared safe and the Site Administrator or designee has notified you it is safe to re-enter the building. Custodian: Shut off main gas valve. Page 49 of 74

50 GRIEF AND LOSS AFFECTING THE SCHOOL COMMUNITY Policy Rationale: The basis for school board policy related to grief and loss emanates from the recognition that schools must be prepared to respond to those in the school community who are experiencing substantial grief and loss due to death, other significant family circumstances, natural disaster, etc. No one who experiences an event resulting in significant loss is untouched by it. Most people involved will pull together and function, but their effectiveness is often diminished. Most loss and grief reactions are normal responses to an abnormal situation. However, those experiencing loss respond to active, genuine interest and concern. Essential Policy: The school district will support members of its school community in a manner that demonstrates an authentic concern for the well-being of individuals and groups affected by grief and loss due to tragic circumstances. This commitment positions the school system to be integral part of facilitating solutions and resolutions for anyone in the school community needing and seeking such assistance. Critical Policy Position: The school system must be prepared to assist students and staff experiencing substantial grief and loss. CRITICAL ACTIONS Key: Prior planning, empathetic leadership, and teachable moments promote healing among students and staff members after significant loss in and/or affecting the school community Building Level Administrative Actions: Verify the facts in consultation with the Superintendent s office (e.g., PIO). Call Director of Intervention Services/Staff Psychologist or Crisis Intervention Coordinator-if different staff member-to assist in assessing and planning per specific situation. Provide staff members with advance notice, if possible provide only verifiable information. If school is in session upon initial disclosure of situation, coordinate in-school notification with Superintendent s office. Schedule a staff meeting as soon as possible. Establish a support center or safe room as such identified spaces make it easier for students or staff members to receive support if they are experiencing difficulty coping with the immediate situation. Protect staff members and students from the media. Page 50 of 74

51 School Counselor/School Nurse Actions: Assist Principal and Crisis Intervention Coordinator in planning an appropriate response to the situation. Provide immediate crisis intervention as dictated by situation. Ensure that Director of Intervention Services/Crisis Intervention Coordinator has been consulted via phone as needed until arrival. Instructional Staff Actions: Be prepared to work with principal, counselor/school nurse, and/or crisis team in addressing ongoing needs of the student(s) and/or staff members. Be responsive to students and/or staff affected by the event and overall situation as it emerges. Be prepared to assist in implementing classroom and school based actions at the school level that will facilitate a return to normalcy and routine as soon as possible. Assist principal in protecting students and staff from the media: refer all inquiries to the principal or his/her designee. Crisis Intervention Coordinator Actions: Respond to school or system level event as soon as possible. Assist principal in assessing situation and planning appropriate response. Assess need for additional counseling and school-based mental health staff to assist at school site immediately and/or in the coming days. Ensure that classroom interventions are implemented as needed. Ensure that individual students are provided opportunities to express emotions in secure areas (identified support center or safe rooms). Ensure that those students are identified who may be at greatest risk for more extensive assistance over time. Ensure that supportive services for students with disabilities are planned/implemented. Ensure that staff de-briefing sessions are held as often as necessary during the initial intervention process. Ensure that ongoing supportive services are provided to those identified as needing it. Ensure that crisis intervention team members and other school staff are monitoring their own responses to the situation and seeking assistance as needed. Page 51 of 74

52 Administrators: Teachers: Custodians: HAZARDOUS MATERIALS RELEASE The Site Administrator will immediately announce a SHELTER-IN-PLACE alert and a REVERSE EVACUATION into the building for all students/staff outside the building. The Site Administrator will direct staff to turn off air handling/ventilation systems, close all windows and doors and turn off fans and air conditioners. The Site Administrator will notify the Superintendent s office and request activation of media and parent notification protocol. The Site Administrator will ensure all buses enroute to the school are re-directed. The Site Administrator will stay in contact with the Superintendent s Office and emergency personnel. The site will remain in SHELTER-IN-PLACE until the fire department or appropriate agency provides clearance or the staff is otherwise directed by emergency personnel to evacuate the building to the school s predestinated evacuation site. When emergency responders determine it is safe to do so, the Site Administrator will give the All Clear signal to students/staff and announce whether school will resume normal activities, dismiss early or complete a non-emergency evacuation and movement to the School Reunification Site. Upon hearing the Shelter-In-Place alert, teachers and staff should remain calm, stay indoors and close doors and windows. All persons outside should immediately move into the building using the nearest entrance and proceed to the designated safe areas. If movement into the building would expose persons to hazardous chemical plume, teachers should move to designated outdoor assembly areas upwind from the spill and notify site administrator/principal of their location. Account for all students/staff and notify Site Administrator of any missing persons immediately. If given the notice to evacuate, listen carefully to instructions. Under normal circumstances you should follow the fire evacuation route; however, conditions may require this to change. Carry your class roster and Emergency Go Kit if evacuated. Stay indoors. Close and lock all doors and windows. When directed, apply duct tape, weather stripping and wet paper or cloth to seal crack where air enters the building. Ensure all ventilation and heating systems which draw in outside air are shut down. If outside-move upwind away from the spill area Cover all food that is not in containers. Page 52 of 74

53 KIDNAPPING Administration/teacher /staff: Call 911 immediately and provide the following information: Child s name and age. Address. Physical description, clothing and any distinguishing marks or scars. Physical description and clothing of suspect. Type of weapon used, if any. Time and location child last seen. Vehicle information (color, make and license number), any noticeable damage to vehicle and direction of travel. Administration: Follow Emergency lockdown procedure. Notify law enforcement and Perquimans County Communications (911). Notify Superintendent/designee. Have child s information including a picture and any clothing at school worn by the child for law enforcement upon arrival. Notify parents of missing child; inform parents of situation and all steps taken. Account for all students and staff. Provide counseling for students/staff. Assist law enforcement with investigation. Assure that all parties who witnessed the kidnapping or who may have pertinent information are available to speak with law enforcement when they arrive. Complete a written account of the incident as early as possible. Page 53 of 74

54 LOCKDOWN Purpose: Used when there is a threat of violence or serious incident that could jeopardize the safety of students/staff (I.E. Intruder, shooting, hostage incident, gang fights, civil disturbance, etc.) School Commander: The School Commander or designee will make the following announcement using the building Public Address system, 2-way radio, telephone, and/or megaphone: YOUR ATTENTION, PLEASE. WE ARE EXPERIENCING AN EMERGENCY SITUATION AND NEED TO LOCKDOWN THE SCHOOL IMMEDIATELY. RETURN TO THE NEAREST CLASSROOM OR OFFICE. IGNORE ALL ALARMS AND BELLS UNLESS ADVISED OTHERWISE. Instruct someone to Call 9-1-1, identify the name and address of the school, describe the emergency, state the school is locking down, provide intruder description and weapon(s) if known, and identify the location of the school command post. Staff should remain on the phone to provide updates and additional information. Notify staff and classes outside to immediate move to the off-campus assembly area(s), account for the students and be prepared to evacuate off-campus to a relocation site. Contact School Resource Officer. Retrieve Critical Incident Response Kit and assume Command in the main office, if safe to do so. Direct staff to switch bells to manual mode and deactivate the fire alarm. Notify the Transportation Director to stop all inbound buses. Notify Superintendent / designee. Lock the room the Surveillance System is located in. Teacher/Staff: Clear the hallway and bathrooms by your room moving everyone into the classroom. Lock your doors, turn off your lights, and shut your blinds and windows. Move students and staff away from the doors and windows. Have all persons sit down against an interior wall. Take attendance and be prepared to notify Incident Commander of missing students or additional students, staff or guests sheltered in your classroom. Use red and green cards to communicate with emergency responders. Do Not use red and green cards for accountability. Place a RED status card in the window or on the glass part of the door if there is a problem in your classroom. Place a Green status card in the window or on the glass part of the door if everything is alright and everyone is accounted for. No card in the window will indicate to the emergency responders that the room is not secured. Page 54 of 74

55 If a life threatening situation exists, take your roll book and Emergency Response Kit and exit immediately to a place of safety. Ignore all bells and alarms unless otherwise instructed. Remain calm and allow no one outside of the classroom until the Incident Commander gives the All Clear signal. If outside, teachers will move students to the designated Rally Point area and wait for further instructions. Page 55 of 74

56 MISSING STUDENT Administration: Search the school and its perimeter. Notify School Resource Officer, if available. Double-check circumstances: Did someone pick up the student? Could the student have walked home? Is he or she at a medical appointment or another activity? Notify Perquimans County Communications (911) and law enforcement. Notify parent/guardian if student is not found promptly. Notify the Superintendent s Office immediately. Notify Counselor and school Social Worker. Gather the following information: Time last seen, where and with whom. Physical description and clothing. Playmates, friends, addresses and phone numbers. Student s normal path and mode of transportation to and from school. Class schedule. Special Activities. If missing during bus transportation, provide law enforcement with child s bus stop location and nearest other bus stops. When student is found, notify all parties as soon as possible. Recovery Procedures: If the situation warrants, send letter home to parents. Review checking out procedures as well as level of supervision during time of abduction. The Crisis Management Team should prepare for follow-up services. Page 56 of 74

57 NUCLEAR EMERGENCY Administration: The Perquimans County Emergency Management Coordinator will notify the Superintendent with specific directions concerning the evacuation of students, shelter-inplace (lockdown) or other procedures required to ensure the safety of the students and staff. The Superintendents/designee will notify the site administrators. The site administrators/designee will notify the staff and students, as directed by the Superintendent. The Superintendent/designee will notify the site administrator when students/staff may be released based on current safety information as provided by the Emergency Management Director. Notify school counselor/social worker as needed to assist students/staff. Teachers/staff: Custodians: Follow directions given by Principal/Site Administrator or designee (shelter in place or evacuative). Take roll book, Emergency Go Kit and account for all students/staff. Notify Principal/Site Administrator or designee of all missing students/staff immediately. If notified of a nuclear accident, do not mix exposed students/staff (such as those outside) with students/staff not exposed (those which were inside). Follow any directions given for decontamination. If students/staff are told to shower or wash to decontaminate, do not come in contact with the water runoff. Turn off fans and seal windows, close blinds. Do not consume water or unpackaged food that was in the open when the accident occurred. Wash the outside of all containers before opening them. Request school counselor as needed to assist students. Shut off all heating, air conditioning and air ventilation systems. Shut off all gas supplies using appropriate tools. Close and lock all doors and windows. Report to principal/site administrator or designee. Page 57 of 74

58 PANDEMIC INFLUENZA Influenza is a highly contagious viral disease. Pandemic influenza differs from both seasonal influenza (flu) and avian influenza in the following aspects: It is a rare global outbreak which can affect populations around the world. It is caused by a new influenza virus to which people do not have immunity. Depending upon the specific virus, it can cause more severe illness than regular flu and can affect young healthy people more so than older, sick people. The Department of Health and Human Services will take the lead in mobilizing a local response to pandemic influenza. Public health alerts will be reported to schools and the community. Individual schools may be closed temporarily to contain spread of the virus. Administration: Activate heightened surveillance of illness within school site. Gather data on symptoms of students and staff that are sick at home. Insure that students and staff members who are ill stay home. Send sick students and staff home from school immediately. Designate and staff a Sick Room for students waiting to go home. Provide fact sheets and guidelines for school families to make them aware of symptoms and remind them of respiratory hygiene etiquette. Monitor bulletins and alerts from the Department of Health and Human Services. Keep staff informed of developing issues. Assist the Department of Health and Human Services in monitoring outbreaks. Respond to media inquiries regarding school attendance status. Consider an alternate form of education, if necessary, so that students can stay home. Maintain surveillance after the initial epidemic in the event a second wave passes through the community. Teacher/Staff/Students: Stay home when ill with cough or other flu-like symptoms (chills, fever, muscle aches, sore throat). Practice respiratory hygiene etiquette (cough into your sleeve, wash hands, etc.). Disinfect surfaces contaminated with infected respiratory secretions with appropriate solution. Consider online homework assignments so that students can stay home. Page 58 of 74

59 RAPE/SEXUAL ASSAULT Sexual assault can be verbal, visual, or anything that forces a person to join in unwanted sexual contact or attention including: Inappropriate touching rape vaginal, anal, or oral penetration attempted rape sexual intercourse that is not wanted child molestation When a school is notified that a rape or sexual assault has occurred to a student or staff member the school must protect the identity and right to privacy of the rape survivor and the alleged perpetrator. Administration: Teachers/Staff: Notify law enforcement. Do not move anything at the site of the rape/sexual assault. Remember the scene is a crime scene until released by law enforcement. Notify the Superintendent s office. Notify school Social Worker. Notify a First Responder if trauma/injuries are present. Call 911 if severe. Notify the student s parent or staff member s emergency contact. Take all sexual assault allegations seriously. Report allegations immediately to Site Administrator. First Responder: Do not allow the victim to wash, even their hands. Treat injuries while disturbing the evidence as little as possible. Remember the area is a crime scene until released by law enforcement. Call 911 or designate other staff member to call if you are unable to call. Ensure staff accompanies the student/staff member to the hospital. Page 59 of 74

60 SCHOOL BUS ACCIDENT Bus Driver: Notify Transportation Department (Bus Garage) of accident. Let them know a school bus was involved, exact location, number of injured and type of injuries, number of vehicles involved, bus numbers, school the students/bus are from and any known fluid leaks. The bus driver should remain in contact with the Transportation Department to provide updates until emergency responders arrive. Protect student passengers from injuries and the bus from further damage. Turn off the ignition, remove the key, set the brakes and activate the hazard lights. Check for conditions that could cause a fire. If conditions are safer outside the bus than inside, evacuate the bus. Do not leave students unattended or unsupervised. Do not discuss details of the accident with media. Do not release any students to anyone unless told to do so by school administration. Place reflective triangles, if available, to warn traffic of accident. Transportation Department: Notify 911. Notify Superintendent directly at Notify PIO directly at Notify School s Principal/Designee of accident. Refer all news media to the Superintendent s office. Administration: Principal or designee will report the names of student passengers to the district office regarding students; condition, disposition, and location. Parents of each student will be notified as soon as possible. Principal or designee should go to the hospital or other site until all parents have arrived. The Principal or designee will ensure any special health information or medication for any injured student is sent to the hospital. Page 60 of 74

61 Administration: SERIOUS MEDICAL EMERGENCY/INJURY Direct staff to call 911, if necessary, and provide appropriate information to responders. Assign a staff member to meet emergency medical service responders and lead them to the injured/sick person. Notify parent or guardian of the situation, include type of injury or illness, medical care given and location where the victim has been transported. Notify Superintendent s office. Notify the school Counselor and provide a brief description of the incident. Advise faculty and staff of the situation (when appropriate). Follow-up with the parents or guardian. School Staff Response: Quickly assess the situation. Make sure the situation is safe for you to approach. Examples of danger include but are not limited to: a. Live electric wires b. Gas leak c. Building damage d. Animal threat Immediately notify the Main Office that the assistance of a First Responder is needed. Assess the seriousness of the injury or illness. Under life and death circumstances call or have someone call 911 immediately. Be prepared to provide the school name and address, exact location (floor, room number); describe illness or type of injury; and age of the victim(s). Immediately inform the Site Administrator or main office. Protect yourself against contact with body fluids (blood borne pathogens). Administer appropriate first aid according to your level of training until help arrives. Remain calm. Comfort and reassure the victim. Do Not Move the sick or injured unless the scene is unsafe. Disperse the crowd, if necessary. Secretary/NC WISE Data Manager/Other Officer Personnel: Send school staff with first responder training to the scene. Ensure student/staff medical information from administrative records is provided to First Responders. Notify Site Administrator and call 911 if directed to do so by Site Administrator or First Responder. Notify Resource Officer, if available. First Responders: Respond to the location of the incident. Assess situation; call 911 or designate other staff to call 911, if needed. Notify Site Administrator, or designee. Make appropriate contact with parent(s) or guardian(s) per First Aid/Injury Policy. Page 61 of 74

62 Ensure student/staff medical information from administrative records is sent to the hospital. Ensures a PCS staff representative accompanies student to hospital if no parent/guardian is available. Recovery Procedures: The Crises Management Team will make preparations to include follow-up services such as counseling witnesses and close friends of the injured. Assess situation; call 911 or designate other staff to call 911, if needed. Page 62 of 74

63 SEVERE WEATHER When severe weather threatens the Albemarle area and affects any PCS facility Administration: Teachers: Monitor NOAA Weather Stations (National Weather Service, Weather Channel, or television). Bring all persons inside building(s). Account for all students, staff and known visitors. Stop all outside activities for a minimum of fifteen minutes (including competitive sports) when thunder is heard. If no thunder is heard during this time, the activities may resume. Be prepared to move students from mobile classrooms into the building. The Superintendent may elect to delay the release from school due to severe weather. Assign support staff to monitor all entrances and weather conditions. Report any missing or injured students/staff or visitors to Superintendent/designee. Follow Missing Student Response Plan. Return to the building (if outside) for shelter and protection from the weather. Close windows and blinds. Stay away from large windows/skylights to prevent injury if windows should implode into the room. Avoid gymnasiums and cafeterias with wide free-span roofs. Review DROP COVER and HOLD procedures with students. Account for all students and report any missing students to the principal/designee immediately. DO NOT CALL 911, the Site Administrator/Designee will notify you when the weather conditions permit the return to normal activity and/or release of students from school. Page 63 of 74

64 SUICIDE ATTEMPT AT SCHOOL Policy Rationale: The basis for school board policy related to youth suicide prevention emanates from the recognition that suicide and other self-destructive behaviors have become critical problems for children and youth, families, school personnel, and the community. Schools can be the first line of defense by working with the community at large to reduce risk of suicide in the general population and by intervening when a child is in a state of crisis. Essential Policy: All school district personnel shall immediately report to the building administrator any observations which appear to be indications of suicide attempt or completed suicide. The building administrator shall immediately report such information to the superintendent and/or his designee, as well as coordinate building level response by appropriately trained personnel. Critical Policy Position: All threats/attempts of suicide are taken seriously. CRITICAL ACTIONS Keys: (1) The potentially suicidal student should never be left alone. (2) Do not allow suicidal student to leave the campus without supervision of an authorized adult (preferably, a parent or legal guardian). Building Level Administrative Actions: Notify Superintendent and/or designee of attempted or completed suicide. Ensure that appropriate crisis intervention occurs as soon as possible in the event of an attempt (call Director of Intervention Services/Staff Psychologist or crisis intervention coordinator if a different staff member) In the event of an actual attempted or completed suicide, notify local law enforcement and School Resource Officer, if available. Notify parent/guardian (crisis intervention team available to assist). Notify school counselor and school nurse if not already informed and involved. Treat the location of the suicide attempt/suicide as a crime scene until released by law enforcement. In the event of an attempted or completed suicide, work with crisis intervention team coordinator to plan for school-based intervention and postvention over the coming days. Ensure that all communication with any public outlets is managed via the Superintendent s office (Public Information Officer) Instructional/Support Staff Actions: Remain calm and do not confront student. Do not attempt to forcibly disarm the student if armed maintain protective distance. Page 64 of 74

65 Immediately notify building administration and include the location, number of students involved and any weapon or obvious materials involved. Remove all uninvolved students from the immediate area and seek assistance in supervising students. In the event of an attempted or completed suicide, treat area as a crime scene until released by law enforcement: do not alter or remove any items. Provide a written report to the building administrator thoroughly describing the event as soon as possible. School Counselor/School Nurse Actions Assist principal in coordinating an immediate response to the situation. Provide immediate crisis intervention as dictated by specific situation. Ensure that director of intervention services/crisis intervention coordinator has been consulted by phone as needed until arrival. Crisis Intervention Coordinator Actions: Respond to location of suicide attempt/suicide as immediately as possible. Assist building administrator in coordinating response. Assist school counselor/nurse with immediate intervention as situation dictates. Assess need for additional counseling and school based mental health staff to assist at school site immediately and/or in the coming day(s). Assist building administrator in planning for postvention. Page 65 of 74

66 SUICIDAL IDEATION/POTENTIAL EXPRESSED AT SCHOOL Policy Rationale: The basis for school board policy related to youth suicide prevention emanates from the recognition that suicide and other self-destructive behaviors have become critical problems for children and youth, families, school personnel, and the community. Schools can be the first line of defense by working with the community at large to reduce risk of suicide in the general population and by intervening when a child is in a state of crisis. Essential Policy: All school district personnel shall immediately report to the Building Administrator and/or his/her designee any observations or knowledge of thoughts, ideas, and communications which appear even remotely suggestive of self-injury or suicide (e.g., conversations with students, reported conversations among students, written notes, drawings, /texts, etc). The Building Administrator shall immediately coordinate building level response by involving appropriately trained school personnel (inside and outside of the building), as well as report information to the Superintendent and/or his designee as deemed appropriate. Critical Policy Position: TAKE ALL FORMS OF COMMUNICATION SUGGESTIVE OF SUICIDAL IDEATION OR THOUGHTS SERIOUSLY. CRITICAL ACTIONS Keys: (1) A student suspected of suicidal thinking should be carefully observed until assessed by a trained mental health professional in the school setting. (2) A student suspected of suicidal thinking should not leave the campus without supervision of an authorized adult (preferably, a parent or legal guardian). Building Level Administrative Actions: Notify Superintendent and/or designee of situation as deemed appropriate. Ensure that appropriate crisis intervention occurs as soon as possible to assess the immediate needs of the student (call Director of Intervention Services/Staff Psychologist or Crisis Intervention Coordinator if a different staff member) Notify parent/guardian (Crisis Intervention Team available to assist). Notify school Counselor and school Nurse if not already informed and involved. Coordinate intervention planning with Crisis Intervention Coordinator as needed. Page 66 of 74

67 Instructional/Support Staff Actions: Remain calm and do not confront student with any information discovered. Listen to the student if he/she is talking to you about how he/she feels and/or what he/she is thinking. However, do not attempt to assess the extent to which the student may be suicidal. Immediately notify Building Administration and include the location, number of students involved, and any weapons or obvious materials that have been mentioned or drawn. As soon as possible, insure that the student is escorted to the school Counselor and/or Building Administrator s office. If the student will not cooperate, seek the immediate assistance of the Building Administrator and Counselor. Provide a written report to the Building Administrator thoroughly describing the event as soon as possible. School Counselor/School Nurse Actions Assist Principal in coordinating an immediate response to the situation. Provide immediate crisis intervention as dictated by specific situation. Insure that Director of Intervention Services/Crisis Intervention Coordinator has been consulted by phone as needed until arrival. Crisis Intervention Coordinator Actions: Respond to the school where student of concern is located as immediately as possible. Assist School Counselor in assessing lethality or level of suicidal risk. Assist Building Administrator in coordinating response and consulting with parent/guardian. Assist school Counselor/Nurse with immediate intervention as situation dictates. Assess need for additional counseling and school based Mental Health Staff to assist at school site immediately and/or in the coming day(s). Assist Building Administrator in planning for on-going intervention. Page 67 of 74

68 SUSPICIOUS PACKAGE/LETTER The following list shows some types of parcels that should draw immediate concern: Foreign mail, air mail and special delivery No return address Restrictive markings, e.g., Personal Excessive postage Handwritten or poorly-typed addresses Excessive masking tape, string Titles but no names Oily stains or discoloration Misspelling of common names Protruding wires or tin foil Excessive weight, unevenly distributed Rigid envelope Administration: Call 911. Make a list of all persons who came into contact with the package. Include work and home phone numbers for any necessary follow-up. Prevent others from coming into the area. Ask everyone who has been in contact with the package to remain until instructed to leave by Public Safety or Public Health responders. If powder spills out, shut the ventilation system, heating system, or air off. Public Health and Safety staff will determine the need for decontamination and initiation of prophylaxis treatment. Advise staff when the emergency is over. Teacher/Staff Actions if package is unopened and not leaking: Do not open package. Do not pass it around to show it to other people. Do not bend, squeeze, shake or drop package. Put package in a container such as a trash can to prevent leakage. Move it a safe distance away from other people. Leave the room promptly and prevent anyone from entering. Notify Site Administrator/Designee. Teacher/Staff Actions if package is leaking: Do not sniff, touch, taste, or look closely at the spilled contents. Do not clean up the powder or liquid. Put the package on a stable surface. Walk away from it but remain in that room in order to reduce the chances of exposing others. Wash hands thoroughly with soap and water. Notify Site Administrator/Designee. Page 68 of 74

69 TORNADO WARNING Signal: Faculty will be advised of the tornado warning Administration: Teachers: Designate and direct persons to serve as lookouts on all sides of the school. Advise teachers to escort students to pre-designated areas of shelter. Notify occupants of portable classrooms of warning and direct them to move quickly to the main building to designated shelter areas. Report to Command Post with Critical Incident Response Kit, if necessary. Instruct all visitors to return/remain in the building for protection and shelter. In the event of building damage, direct evacuation of students/staff to safer areas of the building or from the building to school reunification site. Notify students/staff and any visitors when it is safe to return to the classroom and/or leave school grounds by usual mode of transportation/walking. Close classroom door to minimize injury. Take class roster, Emergency Go Kit and proceed to designated location in accordance with the tornado plan. Have students sit quietly against a wall on the floor using the "head tuck" position, when appropriate, for protection from flying objects and debris. In the event of an actual occurrence, account for all students/colleagues and report any missing/injured students/colleagues to emergency personnel and principal/designee. In the event of building damage, if directed by site administrator or emergency personnel to evacuate the facility, accompany students to school reunification site and assist with reunification process. Custodian(s): Bus Drivers: Shut off main gas supply and other utilities, if necessary, using appropriate tools. Buses should usually head away from the tornado s path. If the occupants abandon the bus, keep the students together and seek sturdy shelter. If unable to locate shelter, lie flat in the nearest depression such as a ditch, culvert or ravine for shelter. (Do not hesitate to abandon the bus should there be signs of danger.) Account for all students and report any missing/injured students to emergency personnel immediately. Page 69 of 74

70 UTILITY FAILURE Failure of any of the utilities (electricity, gas, water, sewer, phone, and data) during school hours constitutes a condition that must be dealt with on a situational basis. Advance notice may be received from a utility company regarding loss of service. In many cases, such loss of service will be of short duration and require no special action other than notifying staff of the temporary interruption of service. Administration: If there has been a power failure at a PCS site: Notify the Maintenance Department. Provide the following information: Affected areas of the site. Type of problem or outage. If lines are down in the area of the site: Call 911. Keep all students/staff/visitors away from downed power lines and verify safety of individuals. Contact First Responders and provide for First Aid if needed. Contact the Maintenance Department. Teachers/Staff: Do not approach any power lines that are down, move away from the hazard and notify the Site Administrator. Be aware of smoke or burning smell when power is restored and report immediately. Accompany students/staff to reunification site and assist with reunification process if needed. Page 70 of 74

71 APPENDIX / FORMS Page 71 of 74

72 Page 72 of 74

73 Perquimans County Schools Call Trace Directions Instructions for using Call Trace feature: 1. Hang up from the annoying call 2. Pick the phone back up, listen for a dial tone and press *57 3. Listen to and complete any recording given 4. Contact the call trace bureau of CenturyLink ( ) and the 911 Communication Center ( ) with the days/times that *57 is used. The Sheriff s Department will then submit a request on their letterhead indicating the customer s name, customer s phone #, and the days/times that *57 were used. Numbers for call trace activation: 1. Perquimans High School 6.Perquimans Maintenance Department Perquimans Middle School 7.Perquimans Transportation Department Hertford Grammar School Perquimans Central School Perquimans County Board of Education Page 73 of 74

74 PCS CLASSROOM EMERGENCY GO KIT LIST This checklist is a suggested list of items that a classroom teacher may need to respond in an emergency. Use the checklist as a guide to developing and maintaining your supply inventory. There may be additional supplies that your site needs. Please add to the list as needed. First Aid Supplies. Red or Green Cards. Student roster for student accountability. Any necessary supplies for special populations. Alcohol-Free Hand sanitizer. Pen, paper, and clipboard, with Job Description. Pre-printed name tags or adhesive labels with student names. Whistle. Page 74 of 74

75 CUSTODY ISSUES THREAT / REMOVAL OF CHILD Each school should have on file copies of all custodial agreements for students and update/review these agreements on an annual basis. Administration/teacher /staff: Immediately notify administrator or designee of threat. Student file is checked for details of the custody agreement to verify legal custody. In the event that a threat is made to remove the child(ren) from the building, the administrator or designee contacts the SRO at which time SRO immediately begins route to school/site. If SRO is not available contact 911. After contacting the SRO or 911, the administrator or designee will then advise the following persons of the situation: The person (parent/guardian) with full legal custody Superintendent/designee Necessary faculty and support staff If the person has entered into the building: Notify the administrator or designee, call the SRO or 911. Assess the Situation All such situations require an immediate action. At times, police authorities cannot be waited on to take prudent action. The administrator involved should take action necessary to stabilize the incident and provide for the safety of the staff, students and other persons. Action required Isolate the Intruder Consider the intruder as dangerous. Do not say or do anything that can further aggravate the individual. Remain calm. Remove all staff, students and other persons from area if possible, including yourself. Avoid Confronting the Intruder If you are in the same room and cannot leave, talk in a calm manner with a very soft tone. Try to engage the intruder with casual non-excessive conversation until the police arrive. Created

76 LIGHTNING ACTION PLAN In order to ensure the safety and well-being of the student-athletes, coaches and spectators at practices and athletic events, it is necessary to establish a comprehensive action plan for lightning and other weather related emergencies. The following plan has been adapted from the National Athletic Trainer's Association (NATA) Position Statement: Lightning Safety for Athletics and Recreation. This plan includes the chain of command, designated weather watcher, means of monitoring local weather, specific safe locations for each site, criteria for suspension and resumption of activity and use of recommended lightning-safety strategies. Chain of Command: 1. If present, the Principal, Assistant Principal or the Athletic Director or their assistant is the ultimate authority and has the duty of suspension of the practice or game if the weather conditions become unsafe. 2. If none of the above is present, the athletic trainer has the authority and duty of suspension of the practice or game if the weather conditions become unsafe. 3. If none of the above is present, the head coach of the team (or his/her designee) has the authority and duty of suspension of the practice or game if the weather conditions become unsafe. 4. If the game is already underway and the officials of the game are responsible for suspension of the game, it is the responsibility of the school officials listed above to inform the officials of the weather conditions and request suspension of the game. If the school officials feel that the weather conditions are unsafe, the field should be evacuated to a safe location immediately. Designated Weather Watcher: 1. The designated weather watcher is the athletic trainer if present at the practice or games. 2. If the athletic trainer is not available, the athletic director or his assistant shall be the designated weather watcher. 3. If none of the above is present, the head coach or his designated assistant coach shall be the weather watcher. It is the ultimate responsibility of the head coach to be aware of unsafe weather conditions. Means of Monitoring the Weather: Before practices and games, athletic trainer, coaches and athletic director should monitor the weather by weather reports and forecasts on television and on the internet. WAVY 10 and WITN 7 may be monitored for weather forecasts. Also on internet, intellicast.com and National Weather Station, Wakefield, VA. composite loop radar can be monitored for inclement weather. It is also recommended that some type of appropriate wireless application be used for monitoring purposes. Examples may include: ://emergency .

77 Specific Safe Sites for Each Location: 1. The primary choice for a safe location from the lightning hazard is in any substantial structure that is frequently inhabited. These buildings should have electrical wiring, telephone wiring and plumbing pathways because these fixtures aid in grounding the building. Breezeways, overhangs of concession stand, dugouts and covered entrances are not safe structures. It is important that everyone is away from doorways and windows and not in contact with plumbing or wiring during thunderstorms. 2. The secondary choice for a safe location from the lightning hazard is an enclosed vehicle. Cars or buses with metal roofs and windows closed afford protection from thunderstorms. Golf carts and convertibles do not provide protection from lightning. Individuals must not be in contact with the metal framework of the vehicle. 3. During home events and practices at Perquimans County Schools, the following areas should be considered primary evacuation sites: a. The football/soccer game fields- student-athletes and coaches involved with any football event should evacuate to the cafeteria and/or adjacent hallways. This location would also be the evacuation site for the visiting team. During soccer events played at the Perquimans County Recreational Center, student-athletes and coaches involved should evacuate to the recreational complex. This location would also be the evacuation site for the visiting team. During events played at Perquimans County Middle School field, student-athletes and coaches involved should evacuate to the 7th grade wing. This location would also be the evacuation site for the visiting team. b. The softball and baseball fields- student-athletes and coaches should evacuate to the cafeteria and/or adjacent hallways. This location would also be the evacuation site for the visiting team. During events played at the Perquimans County Recreational Center, student-athletes and coaches involved should evacuate to the recreational complex. This location would also be the evacuation site for the visiting team. During events played at Perquimans County Middle School field, student-athletes and coaches involved should evacuate to the 7th grade wing. This location would also be the evacuation site for the visiting team. c. The golf team- student-athletes should evacuate to the clubhouse, to the lightning shelters on the course or to the school bus or cars. d. Band and Drill team-band members and drill team members should evacuate to the band room. e. Coaches should have appropriate access to these safety sites. f. Spectators should be directed to their vehicles or should be evacuated to the appropriate location under the supervision of the administrator in charge of the event. 4. During away events, student-athletes and coaches should evacuate to the closest safe structure as directed by the host team. If no safe structure is available, the studentathletes and coaches shall evacuate to the team bus. Criteria for Suspension and Resumption of Activity: 1. Teams should seek a safe structure or location at the first sign of lightning or thunder activity. Postponement or suspension of an activity or contest (regardless of whether lightning is seen or thunder is heard) should occur if signs of imminent thunderstorm

78 activity are observed. These signs include darkening clouds, high winds, and thunder or lightening activity. 2. Once activities are suspended, the activity can not resume until 30 minutes after the last sound of thunder or lightning flash. (NCHSAA policy) 3. A message over the public address system to the spectators about evacuation to safer locations such as cars and/or gymnasium should be made. Also, lightning-safety tips should be included in game programs alerting the spectators about what to do and where to go for a safer location during thunderstorm activity. Use of the Recommended Lightning Safety Strategies: Coaches and athletic trainers should educate the student-athletes and spectators of the lightning safety policy and strategies. The dangers of lightning should be explained and the plan of action should be understood by all coaches and student-athletes. Each student-athlete must know the nearest evacuation point and the importance of checking in with the appropriate coach. Additional safety measures that coaches and student-athletes must understand are: 1. Avoid being in contact with or near the highest point of an open field or on the open water. Do not take shelter under or near trees, flag poles or light poles. Do take shelter in a structure that has electricity, plumbing and/or phone lines because this structure will be a grounded structure. 2. Avoid taking showers or using plumbing facilities and land-line telephones during a thunderstorm. Cordless or cell phones are safer to use when emergency help is needed. 3. Individuals who feel their hair stand on end or skin tingle or hear crackling noises should assume the lightning-safety position (i.e., crouched on the ground, weight on the balls of the feet, feet together, head lowered and ears covered). Do not lie flat on the ground. 4. If someone is struck by lightning, follow normal first aid procedures. However, survey the conditions because an ongoing thunderstorm can pose a threat to the emergency personnel. If possible, evacuate the injured person to a safe location as soon as possible. 5. Appropriate personnel should be CPR and first aid trained. 6. All individuals should have the right to leave an athletic site or activity, without fear of repercussion or penalty, in order to seek a safe structure or location if they feel they are in danger from impending lightning activity.