New Hanover County Schools

Transcription

1 New Hanover County Schools Emergency Operations Plan Developed by New Hanover County Schools Safety Team (January, 2013) (Updated August 2016)

2 Table of Contents Basic Plan Introduction 4 Promulgation Statement 5 Record of Changes 6 Purpose 7 Situation, Assumptions and Limitations 7 Concept of Operations 7 Organization and Assessment of Responsibilities 8 Direction and Control 10 Communication 10 Administration and Logistics 10 Plan Development and Maintenance 11 Training 11 Authorities and References 11 Functional Annexes Direction and Control 12 Incident Notification and Assessment 12 Universal Emergency Procedures 12 Continuity of Operations 21 Communication 24 Psychological/Emotional Recovery 25 Mass Care 26 Off Campus Incidents 26 Special Needs Population Procedures 26 Hazard or Threat Specific Annexes People Caused Hazards Activity Trip 30 Assault 31 Bomb Threat 32 Bus Emergency 33 Classmate Tragedy 34 Death or Serious Illness 35 Student/Staff Sudden Death 36 Armed Intruder and Other Perilous Situations 38 Intruder 39 Medical Emergencies 40 Poisoning 41 2

3 Table of Contents (Cont.) Natural Disasters Earthquake 42 Fire 43 Lightning 44 Floods 45 Severe Weather 46 Physical Plant/Technological Hazards Anthrax and Other Biological Hazards 47 Chemical/Hazardous Materials Spills 50 Gas Leaks 51 Utility Disruption 52 Appendices Crisis Kits/Evacuation Kits Contents 53 Emergency Contact Telephone Numbers (Central Office) 54 Emergency Contact Telephone Numbers (School) 55 Requirements for Contacting Law Enforcement 56 School Crisis Team 57 Emergency Card Communication System 58 Relocation Sites 59 Additional Resources 61 3

4 Introduction All public and private facilities and institutions are vulnerable to threatening circumstances and events which could cascade into disasters. As a public institution of learning, the New Hanover County School System realizes the importance of and need to mitigate, prepare for, and respond to emergency situations. The safety and well-being of our students, staffs, and community members are of utmost importance. Our Emergency Operations Plan (EOP) was developed by a collaborative effort of numerous community agencies, such as law enforcement, fire services, health services, social services, emergency management officials, as well as school personnel, ranging from Parent and Volunteer Groups to School-Level teachers, counselors, and administrators to Central Office Administrators. The EOP was created to work in conjunction with the terms and procedures of the National Incident Management System (NIMS) and the Incident Command Systems (ICS). These are used by emergency management personnel and first responders nation-wide. Additional assistance was provided by Mr. Gregg Champlin, Natural Hazards Specialist with New Hampshire Emergency Management and Ms. Linda Mason, Emergency Manager with the Arizona Department of Health Services. Dr. Bob Hull, Director of the Kansas Center for Safe and Prepared Schools, provided invaluable assistance as this plan follows the Kansas Plan with modifications to meet the needs of New Hanover County Schools. This plan will provide the basis for each school s site safety plan as well as for the nonschool facilities (the 3 administrative complexes). Each site will develop its own plan due to the specific circumstances, needs and conditions at each site. The New Hanover County Schools System also provides additional means to assist in helping maintain a safe environment including a District-Wide Safety Committee (consisting of a representative from each school and division) which meets at least twice per school year, a Crisis Management Team (consisting of representatives from each school level, Central Office divisions, PTA/PTO, and local partners i.e. law enforcement, fire, emergency management, emergency medical support, and health department) which meets every other month, as well as site specific Safety Committees, which meet monthly. 4

5 Promulgation Statement and Approval The New Hanover County School System is committed to the general safety and wellbeing of its students, staffs, and community. The Board of Education is in support of this Emergency Operations Plan (EOP) and is committed to keep the plan current. The signatures of the current chair of the Board of Education and the Superintendent verify this support. Superintendent Date Chair, Board of Education Date Distribution of EOP Specific school personnel and community partners shall receive a copy of this EOP. School/Agency Name of Person Receiving the EOP Date 5

6 Record of Changes Purpose of Change Date of Change Page(s) Changed Change Made By Format change August Crisis Mgm t Team Added info on Safety Teams/Com. August , 8 Crisis Mgm t Team Added info on Communication August Crisis Mgm t Team Added info on Training August Crisis Mgm t Team Renamed Header August Crisis Mgm t Team Added Crisis Kits Contents August Crisis Mgm t Team Updated Staff August Crisis Mgm t Team Updated Emerg. Card System August Crisis Mgm t Team Relocation Site (Anderson E.S.)_ October Crisis Mgm t Team Relocation Site (Added Roe Center) August Crisis Mgm t Team Added Slogan-Lightning August Crisis Mgm t Team Updated Staff August Crisis Mgm t Team 6

7 Purpose The purpose of this plan is to identify and support the actions of school personnel when responding to man-made hazards, natural disasters, and or technological failures. This plan is meant to be used as a guide; however the need for flexibility is noted as different schools have unique needs and plans for those schools will reflect such. The expectation exists that training and practices of these procedures will occur on a regular basis. Situation, Assumptions and Limitations The New Hanover County School System consists of +25,000 students, +3,000 staff members, and +40 school campuses, in a small county in the southeastern corner of North Carolina, much of it surrounded by the waters of the Atlantic Ocean, the Intracoastal Waterway, and the Cape Fear River. New Hanover County Schools are exposed to many hazards which have the potential to disrupt everyday operations, such as hurricanes, fires, tornadoes, floods, tsunamis, hazardous materials spills, and acts of terrorism. This plan provides a guide for positive, productive responses to such incidents; however, there is no guarantee that this plan will provide a perfect solution for emergency situations, nor does this plan attempt to address every possible emergency which may arise. Concept of Operations Any incident occurring on school grounds while staff and students are present will be responded to initially by school personnel. The staff is expected to take charge and manage the incident until it is resolved or until the command is shifted to someone more qualified with legal authority to take command. In an incident effecting New Hanover County Schools, the Superintendent or designee will activate the EOP. The principal or designee will activate the EOP at the occurrence of an incident at the school level. National Incident Management System (NIMS) was created after a need was recognized to develop a systematic approach in dealing with incidents which guide governmental agencies at the local, state, and federal levels, non-governmental agencies, as well as the private sector, in smoothly planning for, responding to, and recovering from incidents. NIMS assists those involved in responding to incidents reduce the loss of lives and protect property and the environment by understanding their roles and responsibilities. The Homeland Security Presidential Directive 5 and the U.S. Department of Education require that schools, as a part of local agencies, must adopt NIMS if they receive Federal grants. Therefore, some New Hanover County Schools personnel will take courses in NIMS and Incident Command System. The Incident Command System (ICS) provides a means of establishing an integrated organizational structure to the scene during an incident. ICS is used in any type of emergency situation, large or small in impact. 7

8 Organization and Assignment of Responsibilities This section of the EOP establishes the operational organization that will facilitate the response to an incident. It contains information on the kinds of tasks to be performed by position and organization. The principal and assistant principals are generally close by the scene of an incident as well as other staff members who are involved in the daily responsibilities of providing for the safety of our students; therefore many will be called upon to assist during a critical incident. The Incident Command System (ICS) uses a team approach to manage incidents. It is essential that roles are known and accepted by staff members so smoother, more productive results will be achieved during an emergency. Principal/Building Administrator The building administrator generally serves as the Incident Commander or at times, may delegate that responsibility to a qualified staff member. However, the building administrator retains the responsibility for the safety of students and staff at all times. The building administrator is responsible for the coordination of efforts between the Central Office/Superintendent s Office and the Incident Commander. The Incident Commander assumes overall direction of all incident management procedures outlined in this EOP. The Incident Commander determines whether to implement incident management protocols (e.g. Evacuation, Lockdown) described more fully in the functional annexes in this EOP. He/she will work in conjunction with emergency services personnel, if they are on the scene, and take appropriate actions deemed necessary to ensure the overall safety of students and staff. Building Crisis Response/Safety Team Each school/building shall have a crisis management/safety team. The team shall be organized following the principles of ICS. The members of these teams should have the ability and training to carry out their responsibilities, be familiar with all aspects of the EOP, understand the ICS structure, possess the ability to remain calm and work effectively in emergencies, have the trust and confidence of their peers, and demonstrate good communication and collaboration skills. A list of the team members, as well as meeting agendas and minutes, will be made available upon request by the Superintendent or his/her designee. Teachers The teachers shall be responsible for the supervision of, and accounting of, students and shall remain with students until directed otherwise. Para-Professionals The responsibilities of para-professionals include assisting with teachers as needed and directed. Mental Health Professionals This group includes counselors, social workers, and psychologists. They will assist with the implementation of the EOP as needed and directed. School Nurses/First Responders This group will administer first aid and provide treatment as needed. School nurses will organize and distribute medical supplies. 8

9 Custodians/Maintenance Personnel Custodians and maintenance personnel will survey and report the condition of the building(s) and grounds to the Incident Commander. They will manage all necessary shutoff valves, provide damage control as needed, and assist in the use and disbursement of supplies and equipment. Support Associates/Office Staff These staff members will receive and provide pertinent, consistent information to callers. They will monitor radio emergency broadcasts, assist with essential school records, and perform other duties as needed and directed. Child Nutrition Staff They will provide food and water/drink as needed and perform other duties as needed. Bus Drivers Bus drivers will supervise the care of students if an emergency/disaster arises while students are on buses; they will transport students as directed, and perform other duties as needed. Other Staff (e.g., Itinerant Staff, Substitute Teachers, etc.) These individuals shall report to the Incident Commander to perform duties as needed if they are not directly involved in the supervision of students. Students Students shall cooperate and fully participate in all drills and during any actual incidents. They will develop an awareness of potential threats, hazards and/or disasters which may impact the school, and they will report any situations of concern to the supervisory adult(s). Parents/Guardians Parents and/or guardians will encourage and support safety in and about the school. They will provide the school with requested information, and they will practice preparedness and safety measures in their homes. 9

10 Direction and Control The Superintendent/designee will establish the objectives and provide general guidance for emergency response operations. The Incident Commander will manage the situation at the site until local emergency response agencies arrive. The school s EOP will be activated to provide direction during an incident utilizing the ICS. The District will implement principles of Unified Command when more than one agency has jurisdiction over aspects during an emergency situation. Communication The need for clear, correct, and concise information to be communicated during an incident is vital. Providing information to the necessary parties will occur as soon as reasonably and safely possible. The two main categories of communication are internal, which involve those directly affected on site and external, which involve those working to manage the incident as well as parents/guardians and the general public. The internal communication will occur by timely informing staff of the situation through use of phone trees, electronic devices, and/or meetings or debriefings. The Incident Commander will also keep Central Office informed of developments throughout the incident. The external communication will occur by informing first responders of the details of the incident by the Incident Commander. Communications to parents will be transmitted through mass communication (i.e. Automated Calling System) and to the general public through the System Public Information Officer (PIO). Some examples of tools used for this communication are: intercom systems, 2-way radios, air horns, standard telephones, cell phones, computers, and social media tools. In an extreme case/situation in which these means of communication are no longer operable, the schools will contact Central Office (or vice versa) through the use of portable radios (800 mhz) programmed for this type of communication between the emergency responders and the schools. Administration and Logistics New Hanover County Schools shall keep all records necessary to document the response to and recovery from a disaster. The rationale for these records include creating historical records, recovering costs, addressing insurance or other needs and developing mitigation strategies. Reports should include, but are not limited to: Initial report of the incident Activity logs of responders Incident costs (equipment, supplies, personnel and other resource costs) After action report All pre-negotiated agreements and contracts included in appendices section 10

11 Plan Development and Maintenance The Superintendent/designee is responsible for the development and maintenance of the EOP. Specific responsibilities to maintain the plan are: Annual review of the plan with approval of necessary changes Distribution and record of distribution of the plan Assignment of personnel to fulfill roles Training for Staff The expectation exists that all administrators will successfully complete at a minimum, ICS-100 and NIMS-700 courses. FEMA also provides additional courses which are offered online which are helpful to school personnel, such as IS-362 (Multi-Hazard Emergency Planning for Schools), IS-906 (Workplace Security Awareness), and IS-907 (Active Shooter). Authorities and References This plan has been developed with guidance from the following sources: Robert T. Stafford Disaster and Emergency Assistance Act of 1988 Homeland Security Act of 2002 The Code of Federal Regulations, Title 44, Chapter 1 (October 1, 2002) Homeland Security Presidential Directive 5 (February 2003) Homeland Security Presidential Directive 7 (December 2003) Homeland Security Presidential Directive 8 (December 2003) National Security Presidential Directives 20 & 51 (May 2007) Kansas School District Emergency Operations Plan (2011) North Carolina Public School Law: 115C C C C-307 New Hanover County School Board Policies 4000 Series 2013 School Safety Act (North Carolina) 11

12 FUNCTIONAL ANNEXES Functional annexes describe methods and procedures for responding to all-hazards critical incidents. Procedures are the series of steps used to accomplish tasks during emergency situations. The all-hazards approach is based upon the three major strands of likely emergencies: people-caused, natural disasters, and technological or physical plant failures. DIRECTION and CONTROL The initial coordination of responses to emergency situations will be directed by the school administrator or the person assuming the role of the Incident Commander. *Each school should establish an Incident Command Post (ICP) (site at which tactical or operational command functions are performed). *An on-site and off-site location should be established. *The ICP will be event dependent. INCIDENT NOTIFICATION and ASSESSMENT Upon arrival at the incident or site of the incident, the following actions need to occur: *Make sure the scene is safe before entering. *Assess the situation gathering critical information. *Provide clear and concise information to persons in the immediate scene who can assist (first responders) or additional school personnel who may provide assistance. *Provide aid and assistance to persons or the situation as needed. *If possible, write down the time, place, description of the situation, actions taken, and other important information from the scene. UNIVERSAL EMERGENCY PROCEDURES The following procedures provide a brief outline of actions for the emergencies listed. These procedures are intended to be common and flexible providing response actions for a majority of the common emergencies which may occur in school settings. They do not cover all potential emergencies. 12

13 PEOPLE CRISIS: Activity Trips (Bus Emergencies) Assess and confirm information/know precise location Use predetermined communication devices and telephone numbers Notify Building Administration of situation Locate, refer to and use crisis information and resources on hand Account for all persons on trip If bus emergency occurs, follow bus evacuation procedures Assault Confirm information and report to Building Administration Assess and report status of victim Provide accurate information on assailant and his/her location Provide first aid as needed and as capable/call 911 as needed Notify Central Office Bomb Threat Notify Building Administration/Central Office Notify SRO or call 911 and report the threat Complete the Bomb Threat Checklist Evaluate the validity of the threat/is it credible? Building/area search without evacuation (overt/covert) Evacuate and search if deemed appropriate Upgrade is suspicious item(s) is/are found by search team Death of a Student/Staff Confirm information Call Central Office Assemble Building Crisis Management Team Notify staff Disruptions/Intruder/Missing Child/Abduction Assess/confirm situation Call 911 as needed Secure building/take attendance Call Central Office Assemble Building Crisis Management Team Notify staff Notify parents 13

14 Medical Emergencies Assess the situation determine if the situation affects the total school population, small group or individual Determine if Emergency Medical Personnel are needed; if so, call 911 Initiate CPR/First Aid/AED as needed Call Central Office Assemble Building Crisis Management Team Notify staff Poisoning Call 911 Call Poison Center Hotline Activate building medical staff Utilize building knowledge (MSDS/SDS) Call Central Office 14

15 NATURAL DISASTERS: Earthquake Sound alarms provide notification Fire Drop, Cover, and Hold Call 911 when safe to do so Call Central Office Assemble Building Crisis Management Team Sound alarm Evacuate building Call 911 Call Central Office Take attendance at designated site Assemble Building Crisis Management Team Lightning Take cover inside nearest safe structure If outside and no shelter is available, crouch into a ball position with feet on the ground Stay away from trees or other tall isolated structures Pandemic Check with local and state health officials for most updated information Stay home with flu-like symptoms If in school, separate sick students and staff Emphasize hand hygiene and respiratory etiquette Routinely clean areas that students and staff touch Seek early treatment for those with high risks Severe Weather Confirm information Post observers as warranted Call Central Office Assemble Building Crisis Management Team Activate building Crisis Plan for severe weather Tornado Sound alarm/provide notification Take protective positions Call Central Office Assemble Building Crisis Management Team Activate building crisis plan 15

16 PHYSICAL PLANT/TECHNOLOGICAL HAZARDS: Anthrax Threats Beware of suspect letters and packages If unopened and not leaking a substance: o Call 911 and report factual information o Clear the room and wait for emergency personnel to arrive o Call Central Office If opened and substance found: o Place letter/package contents in a larger package and seal in plastic bag o Wash hands immediately with soap and water o Remain in the room and wait for emergency personnel to arrive o Call Central Office Shut down HVAC units to impacted area(s) Chemical/Hazardous Materials Release Assess situation (use of MSDS/SDS) Call 911 If inside, evacuate building; if release is outside, shelter in place (SIP) Take attendance Call Central Office Assemble Building Crisis Management Team Activate Shelter In Place plan as needed Gas Leak Evacuate building/assess situation Call 911 Call Gas Company Call Central Office Assemble Building Crisis Management Team Relocate to safe area if needed Utility Outage (Electric, Water) Assess situation/check building to determine any damage Locate and check utility shut off valves or switches Call utility provider Call Central Office Follow Lock Down Procedures until reason is known Assemble Building Crisis Management Team 16

17 In all of the above listed situations: When in doubt, call 911/Assess the situation and confirm information Record information about crisis incident Plan time for debriefing after crisis Refer to Crisis Plans for additional details Anytime an evacuation occurs, take attendance 17

18 UNVIERSAL EMERGENCY PROCEDURES (cont.) Universal Emergency Procedures/Guidelines provide a brief outline of actions taken for the six emergency procedures used by this school system. These procedures are intended to be common and flexible providing response actions for a majority of the common emergencies that occur in a school setting. They do not cover all potential emergencies in a school setting. In the past many schools used universal codes (i.e. - code red, code yellow, etc.) that signaled an emergency situation and responding emergency action. In concert with the ICS system, it is recommended to depart from the universal codes and in plain language practice Universal Emergency Procedures. Universal Emergency Procedures are a set of standard, clear directives that can be implemented across a variety of emergency situations. When the emergency begins, the Principal or his designee, as the Incident Commander, will decide upon the Universal Emergency Procedures to implement. There are six Universal Procedures to respond to various emergency situations: (1) EVACUATION (FIRE) An orderly and preplanned exit from a building when conditions are safer outside than inside SIGNAL Loud continuous blast from alarm horn and pulsating strobe STEPS Take closest and safest planned route out of building Be familiar with 2 nd route as needed Teachers take attendance and classroom kits Office staff ensures evacuation destination is safe Office staff takes building crisis kits Office staff accounts for itinerant staff and visitors All assist those with special needs Remain until all clear is given DRILL to be held monthly and record results (2)TORNADO/SEVERE WEATHER Placement of students and staff in a predetermined interior part of the building SIGNAL Clear speech announcement via intercom STEPS Take duck and cover positions Remain quiet for further instructions Close all doors and windows Remain until all clear is given DRIILL to be held annually and record results 18

19 (3)LOCKDOWN A situation in which there is an imminent threat inside of the building; students and staff are to immediately go to a protective place and position inside of the school SIGNAL Clear speech announcement via intercom if possible; predetermine a secondary communication method for each building STEPS Lock exterior doors Clear all hallways; report to nearest available classroom Close, cover and lock all windows and doors Shut off lights Move away from doors and windows Sit on floor usually with backs against interior walls Remain QUIET and wait for further instructions Display RED CARD if medical emergency exists in the room DRILL to be held at least once per semester and record results (4)SHELTER IN PLACE A situation in which there is a potential threat in the surrounding area of the school; close-to-normal activities continue inside the school but outside activities are not allowed SIGNAL Clear speech announcement via intercom STEPS Lock exterior doors Close, cover, and lock all windows Remain inside the building and wait for further instructions (5)OFF-SITE EVACUATION & REUNIFICATION An orderly removal of students and staff to a predetermined host location (or a safe area inside the building) due to conditions inside the building SIGNAL Clear speech announcement via intercom; a predetermined secondary method will be used if intercom is not available STEPS Staff will escort students to safe area Transporting students & staff will be by walking or bus transportation Teachers take attendance and account for all students before leaving the school Teachers take their classroom crisis kits Office staff takes building crisis kits Office staff accounts for all itinerants and visitors Teachers retake attendance at host site Additional instructions will be given for reunification upon arrival at host site 19

20 (6)SCHOOL BUS EVACUATION An orderly removal of bus occupants due to an emergency situation SIGNAL Verbal directions given by the bus driver, assistant/monitor STEPS Assess the need to evacuate and recognize the hazard Safe exit of students/passengers is first priority Indicate type of evacuation (front door, rear emergency door, side door) Use radio or other communication system to obtain help and notify dispatch of situation and precise location Direct students/passengers to a safe area at least 100 from the bus Take fire extinguishers, first aid kits and other safety items Take attendance and stay together DRILL to be held annually and record results 20

21 CONTINUITY OF OPERATIONS (COOP) The Continuity of Operations Plan is necessary to ensure procedures are in place to maintain or quickly resume essential operations of a school or district after any type of disruption of normal activities. Designated school staff will perform the essential functions as listed below. Duties: Superintendent/Designee/Incident Commander * Determine when to close schools, and/or send students/staff to alternate locations. * Disseminate information internally to students and staff. * Communicate with parents, media, and the larger school community. * Identify a line of succession, including who is responsible for restoring which business functions for schools/district. *Ensure systems are in place for rapid contract execution after an incident. *Restore administrative and recordkeeping functions such as payroll, accounting, and personnel records. Principals/Department Heads * Identify relocation areas for classrooms and administrative operations. * Create a system for registering students. * Brief and train staff regarding their additional responsibilities. * Secure and provide needed personnel, equipment, resources, and services required for continued operations. * Identify strategies to continue teaching. * Reevaluate the curriculum if needed. * Others as needed Custodians/Maintenance Personnel * Work with local government officials to determine when it is safe for students and staff to return to the school buildings and grounds. * Manage the restoration of school buildings and grounds (e.g. debris removal, repairing, repainting, and/or landscaping). * Others as needed Teaching Staff * Work with others to obtain class teaching materials. * Work with others to obtain student curricular materials. * Prepare for alternative curricular delivery methods as needed. * Others as directed Administrative Support Staff * Maintain inventory. * Maintain essential records. * Ensure duplicates of records are kept at a different physical location. 21

22 * Secure classroom equipment, books, and materials in advance. * Retrieve, collect, and maintain all building personnel data (emergency contact information, etc.). * Provide accounts payable and cash management services. * Other duties as needed Counselors, Social Workers, School Nurses * Establish academic and support services for students and staff/faculty. * Implement additional response and recovery activities according to established protocols. Support Staff *Determine how transportation, food services, maintenance and custodial services will resume. Annual Training: All core COOP Plan members and senior staff will undergo annual training on the COOP Plan. Training will be designed to inform each member of their responsibilities during a COOP Plan implementation. Identified COOP Plan members will participate in exercises to test academic, physical, and business systems. Training will include testing the information technology (IT) systems and backup data including testing of offsite backup system data and IT operating systems in cooperation with the district office. Procedures: The following procedures will be followed by staff/faculty to assist in the execution of essential functions and the day-to-day operations: *Activation and Relocation The Superintendent/Administrator will determine when to activate and implement the COOP and make the decision to relocate to the alternate site. Authority for activation may be delegated. The activation may occur with or without warning. The Superintendent or designee (with delegated authority) will activate the COOP whenever it is determined the school is not suitable for safe occupancy or functional operation. The principal will also notify the district office and provide contact information for the relocation. *Alert, Notification, and Implementation Process A telephone tree will be used to notify employees of the COOP activation and provide situation information, as available. Parents/guardians will be alerted and notified using the automated calling system as important information becomes available. 22

23 *Relocation Sites Relocation sites have been identified as locations to establish management and to implement essential functions as warranted by an incident. A list of these sites is maintained by the central office. *Alternate Facilities and Strategy Contingent alternative facilities are listed below (Refer to pages 55-56) District Business Office High School(s) Middle School(s) Elementary Schools Special Purpose School(s) District Support/Maintenance Offices ** For each alternate facility, the essential resources, equipment, and software that will be necessary for resumption of operations at the site will be identified and plans developed for securing those resources. IT systems available at the site will need to be tested for compatibility with the School's backup data. *Vital Records and Retention Files Vital records are archived or retained on backup data systems stored off site. *Human Capital Management Employees responsible for essential functions are cross-trained. Identified special needs employees are provided ADA accommodation and guidance in their responsibilities and assistance may be provided by coworkers in event of an incident. A coworker may assist the individual, in the appropriate capacity, to an area of safety. All personnel are also encouraged to plan for their families' well-being before a disaster strikes. *Reconstitution In most instances of COOP implementation, reconstitution will be a reverse execution of those duties and procedures listed above, including: Inform staff that the threat of or incident no longer exists, and provide instructions for the resumption of normal operations. Supervise an orderly return to the school building. Conduct an after-action review of COOP operations, plans and procedures. 23

24 COMMUNICATION During an emergency it is vital to have the ability to share essential information during the emergency operations. As the situation progresses it becomes vital to share information with critical internal audiences (staff and students) and with important external audiences (parents and the larger community). In most school emergencies, a plan to communicate with the public and the media becomes an essential operational component of the situation. During emergency operations, with internal audiences as the building & district staff, students and first responders as the communication target, the crisis management team may communicate using the following: P.A. system Building radios Interoperable radios Cell phones Hard wired phones Written communication Faxes Direct communication (face to face) Faculty meetings Others as needed Parent notification may occur using the following: Mass calling system (Automated Calling System) Personal phone calls Information lines Public announcements Mass media news outlets District web sites Written communication Public meetings The Media and Public may receive critical information via: District PIO or designated staff member News conferences Written correspondence Interviews Prepared statements District outlets Other 24

25 PSYCHOLOGICAL/EMOTIONAL RECOVERY These procedures have been developed to provide guidelines to staff and students who have been impacted by emotional trauma at school or in the community. Following a traumatic incident these procedures will be helpful in assisting students, staff and their families in the healing/recovery process. Responsibilities All staff will undergo training to learn how to recognize signs of trauma. Members of the Crisis Response Team will undergo in-depth training to learn how to assist in managing trauma. Parents and guardians will be offered tips on how to recognize signs of trauma. Mental health experts will review and provide input into the plan. Other duties as assigned Specialized procedures The following procedures will be implemented by staff/faculty when directed by the principal immediately following a serious injury, death and/or major incident: Convene a staff meeting immediately to discuss how the situation is being handled and to discuss what resources are available to staff, students, and families (refer to the communication procedures in the basic plan). Set up crisis centers and designate private rooms for private counseling. Encourage teachers to facilitate class discussions about the incident and allow students to openly discuss feelings, fears, and concerns shortly after the incident. Any students who are excessively distraught should be referred to the crisis response team. Accept donations. In the first hours and days after a major incident, offers of help will probably be plentiful; however, offers will diminish considerably as time passes. Designate a place for staff, students, and community members to leave well-wishes, messages, and items. Others as needed Hospital/Funeral Arrangements Provide staff with information regarding visitation and/or funeral arrangements (time, location, customs) when available. Designate staff to visit the hospital and/or attend the funeral to represent the school. Others as needed 25

26 Post-Incident Procedures Allow for changes in normal routines or schedules to address injury or death; however, it is recommended that students and staff return to their normal routine as soon as possible after the funeral. Follow up with students and staff who receive counseling and refer them to outside mental health professionals as needed. Donate all remaining memorial items to charity. Discuss and approve memorials with the school board's consent. Other as agreed upon MASS CARE The purpose and scope of mass care is to provide procedures to adequately shelter students and staff in their own school building for an extended period of time. This includes plans to stock and provide adequate water, basic food items and sanitary needs for sheltered students and staff. In addition, communication devices will need to be established that will allow outside communication from the school shelter. Basic details of the plans are: Water Basic Food Sanitary Needs Communication needs Others as called for (e.g. medicines, blankets, etc.) Secondly, as schools are often used as a place for community shelter, a memorandum of understanding (MOU) or some other document outlining terms, conditions and details of use should be established by the school district and the sheltering agency (i.e. red cross, salvation army, local community emergency management, etc.) A copy of the agreement is housed at specific schools (designated as shelters) and the Central Office. OFF CAMPUS INCIDENTS A school emergency could possibly occur when students are outside of the school facility but still under school supervision. As such, procedures to assist the staff member in charge in responding are as follows: He/she will have an accurate roster of students and staff. An accurate headcount of students/staff will be taken. He/she will have a working communication device (i.e. cell phone, radio). He/she will have contact information for those attending the off campus event He/she will have a copy of the school's emergency response procedures. He/she will have a first aid kit. Other items and procedures as necessary SPECIAL NEEDS POPULATION PROCEDURES The Procedures for the Special Needs Population Annex provides appropriate accommodations to ensure the safety of special needs students. In most cases, additional safeguards have been established regarding roles, responsibilities, and procedures for students with physical, sensory, cognitive, emotional, and health disabilities. All school nurses and staff members assigned to 26

27 assist students with special needs are required to participate in the development, implementation, and evaluation of the School EOP as it relates to this annex. This annex provides for the safety of students with: Limited English proficiency Blindness or visual disabilities Cognitive or emotional disabilities Deafness or hearing loss Mobility/physical disabilities (permanent and temporary) Medically fragile health (including asthma and severe allergies) Responsibilities: Designated school staff/faculty, in conjunction with the principal, will take the following actions: Identify the staff and students with special needs and the type of assistance they will require in an incident. Review all paths of travel and potential obstacles. Create a usable circulation path to allow students with visual and/or mobility needs to travel unassisted to an exit. Determine the primary and secondary paths of exit to be used during incidents. Assign appropriate staff members to students that require assistance and provide training. Install appropriate signage and visual alarms. Place evacuation information indicating primary and secondary exits in all offices, classrooms, multi-purpose rooms, cafeterias, hallways/corridors, lobbies, and restrooms. Specialized procedures: The following procedures will be followed by staff/faculty designated to assist students with special needs during an incident. Staff/faculty will receive training and equipment based upon the specific needs of the student(s). Students with Limited English Proficiency will be assigned staff members for assistance. Students/Staff who are blind or have Visual Disabilities will be assigned a staff member to assist them during an incident when appropriate. All assigned staff members will receive training in how to be a sighted guide, how to use specialized equipment, and where additional supplies are located to assist students/staff who have visual disabilities. Note: If a visually disabled student/staff member has a service animal, it may become confused, panicked, frightened, or disoriented during an incident. Keep the animal confined or securely leashed or harnessed. Students with Cognitive or Emotional Disabilities will be assigned a staff member to assist during an incident if deemed necessary. Specific procedures include: 27

28 Quickly describe the situation and how to involve him or her during an incident. Let the student know what is happening and keep him/her reassured. Remain with the student until directed otherwise by the school administrator or emergency response personnel. Students who are deaf or have a hearing loss will be assigned a staff member to assist during an incident; procedures include: Create a pre-printed message such as "I may need help. I am hearing impaired." for deaf or hearing- impaired students to display. Communicate with a notepad and pen, with simple and concise speech, or with sign language. 28

29 HAZARD or THREAT SPECIFIC ANNEXES These annexes describe strategies or procedures for managing specific hazards. The organization of these annexes follows the sequence of the Crisis Management Action Outline (found in the Functional Annexes section of this document): people caused hazards, natural disasters and technological or physical plant failures. It is not the intent of this section to cover all hazards specific annexes. Those listed are the more common hazards impacting a school. The outline of this section is: People Caused Hazards 1. Activity Trip 2. Assault 3. Bomb Threat 4. Bus Emergency 5. Classmate Tragedy 6. Death or Serious Illness 7. Student/Staff Sudden Death 8. Perilous Situations 9. Intruder 10. Medical Emergencies 11. Poisoning Natural Disasters 1. Earthquake 2. Fire 3. Lightning 4. Pandemic (Refer to Established Plan on NHCS Webpage) 5. Floods 6. Severe Weather/Tornado Physical Plant/Technological Hazards 1. Anthrax Threat 2. Chemical/Hazardous Materials Spill 3. Gas Leak 4. Utility Disruption (electric, water, phones, computer, other) 29

30 Activity Trip Each coach/sponsor should create and maintain a folder for each activity trip consisting of rosters, including an emergency telephone number for each student assigned to the activity, and designated procedures for handling emergency situations in addition to the specific details for the trip/activity. The following protocol is intended to outline steps to be taken by school personnel should an accident/emergency occur. Staff at the Scene: Call 911, if warranted Assess situation, account for all students and staff Confirm information Call Building Administration or designee and inform them of situation Share precise information with first responders and/or school officials as needed Know your present address or location School staff at the scene of the incident will render aid and assistance until first responders arrive and take charge of the situation School staff at the scene will move all unaffected students to a safe location and account for all students If students are injured and transported, the names of injured students and the location to which they are taken for medical treatment will be provided to the school Principal/Team: Notify Central Office Ascertain the names of any injured students and the nearest location of any medical Treatment facility Parents/guardians of all students on the activity trip will be notified as quickly as accurate information is available Designated school staff representative will proceed to any medical treatment facility to which an injured student has been taken to assist parents and to provide support to students, as appropriate Complete appropriate documentation Additional steps for our school/facility (if any): 30

31 An assault is a violent physical or verbal attack. Assault Staff Actions: Report to school principal the type and number of injuries and if assailant is still in area Give a good description of the assailant (clothing, height, etc.) Give location of the assault If assailant has left the building on foot give direction of travel If assailant leaves in a vehicle, give description of vehicle, license number and direction of travel Administer first aid, and get medical attention if needed Principal/Team: Call 911 if warranted, or notify school law enforcement Give type and number of injuries Advise if assailant is still in building or on the property Give description of assailant Give direction of travel and type of vehicle If threat still persists determine whether to initiate Lockdown Notify Central Office as appropriate Document actions and complete incident reports Additional steps for our school/facility (if any): 31

32 Bomb Threat A Bomb Threat is the expression of the intent to cause physical harm by the use of an explosive device. Staff Actions: If a threat is made via telephone, the person receiving the call should record the following information: Date Time of call Bomb threat was received on telephone number Exact language/wording used by the caller Record the following information as provided: What time is it set for? Where is it? What does it look like? Why are you doing this? What is your name? Additional Information (check/fill in) Gender: Male Female Age: Adult Child Describe/Estimate age Speech: Normal Excited Slow Fast Describe Did the caller have an accent? Describe Did you recognize the caller's voice? Describe Background noises: _music _traffic _machine _voices/talking _airplanes _typing _children TV/radio Other: Person receiving call: Notification: School Principal Time Law Enforcement Time Central Office Time Whether the threat is made by phone or in some other manner, law enforcement will be notified immediately and, along with the school administration, will assess the situation and determine the best course of action evacuation or another agreed upon response. 32

33 Bus Emergency Each school should maintain a bus folder for each bus serving the school or have access to the rosters from the NHCS Transportation Department. This folder should contain rosters, including an emergency telephone number for each student assigned to ride the bus. The teacher in charge of a special activity trip should prepare a trip bus folder including the same information as above and a second copy should accompany the teacher on the trip. Bus drivers should have designated procedures for handling emergency situations. The following protocol is intended to outline steps to be taken by school personnel should an accident occur. Staff at the Scene: Call 911, if warranted, giving description of incident and number of people on board Call Principal and Transportation Department School staff at the scene of a bus accident will help to implement basic first aid until emergency medical services and/or law enforcement arrive and take charge of the emergency School staff at the scene of a school bus accident will move all uninjured students to a location that is a safe distance from the accident The names of all injured students and the location to which they may be taken for medical treatment will be provided to the school Principal/Team: Notify Central Office Ascertain the names of any injured students and the nearest location of any medical treatment facility Parents/guardians of all students on the bus will be notified as quickly as accurate information is available Designated school staff representative will proceed to any medical treatment facility to which an injured student has been taken to assist parents and to provide support to students, as appropriate Complete appropriate documentation Additional steps for our school/facility (if any): 33

34 Classmate Tragedy The following section is designed to assist the teacher or counselor in preparing the class to help a student who has experienced a tragedy prior to their return to the class. Example: Death of a friend or family member Explain what is known of the loss Ask if other students have experienced the death of a friend or family member? Are there things people said or did that made you feel better? How do you think our classmate might be feeling? What could you say that might help him/her know you care? Guide students responses towards helpful comments and away from less helpful comments. What would you want someone to say to you if you experienced the death of someone close? Are there things you could do that may help them feel better? We can take our cues from the person that will guide our actions. What might some of those cues be? When a grieving classmate returns: (First Words) At least say, "hello," "welcome back," I'm glad to see you," or something similar The brave might even say: "I'm so sorry to hear about your 's death." Even braver friends might make statements like, "It must be incredibly tough to have your die." Other options include: write a brief note or card, call, etc. If your classmate cries, this is okay; you did not cause the grief; offer comfort and a tissue Helping the classmate adjust to the class: Offer to provide past notes from missed classes Offer to provide notes for comparison for the next week or so (your classmate's attention span will probably vary for several weeks) Give the classmate your phone number to call if having problems with homework Ask your classmate if you can call to check on how homework is going Offer to study together in person or over the phone; this might help with both motivation and with concentration; grieving students frequently do not feel like doing school work Some actions to Avoid: Cliche statements (e.g., "I know how you feel") Expecting the person to snap back into his/her "old self quickly Being surprised if classmate seems unaffected by the loss, everybody has his/her own way of grieving Being afraid to ask appropriate questions about the deceased, like "what did you and your enjoy together?" (people often like to talk about those whom they grieve) Additional steps for our school/facility (if any): 34