Comprehensive School Safety Plan
Developed for Marin County Schools by:
MARIN COUNTY OFFICE OF EDUCATION
MARY JANE BURKE
Marin County Superintendent of Schools
Support provided through a grant for
READINESS AND EMERGENCY MANAGEMENT FOR SCHOOLS
by the
U.S. Department of Education and the U.S. Department of Homeland Security
October 2020
e mer gen cy
An unstable or crucial time or state of affairs in
which a decisive change is impending,
especially one with the distinct possibility
of a highly undesirable outcome .
-- Webster’s Ninth Collegiate Dictionary
Sausalito Marin City School District
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Model School Emergency Management Plan
FORWARD
In 1995, the Marin County Office of Education developed the School Emergency Disaster
and Incident Preparedness Plan as a model for developing Marin County district and
school contingency plans. The Model Plan was published on the Marin County Office
of Education Emergency Services website
< http://mcoeweb.marin.k12.ca.us/EmerPrep > for school districts to download and
customize, as appropriate.
In 2003, the Marin County Office of Education received a grant from the U. S. Department
of Education, Office of Safe and Drug Free Schools and the U.S. Department of
Homeland Security to strengthen emergency preparedness in Marin Schools. This
grant has provided funds for this update of the Model Emergency Management Plan.
This guide may be modified and reproduced for individual school and district use.
The Marin County Office of Education would like to express its gratitude to the Marin
County School/Law Enforcement Partnership, Marin Schools Emergency
Preparedness Council, Marin County Office of Emergency Services and the Parents
Disaster Advisory Council for their support and assistance with this project. The
Marin County Office of Education also acknowledges the work of the following
agencies, districts and schools which served as invaluable exemplars with resource
materials, references, and best practices from which this revised Model School
Emergency Management Plan has been adapted.
American Red Cross
California Governor’s Office of Emergency Services
Federal Emergency Management Agency (FEMA)
Contra Costa County, Model Emergency Plan for Schools
Fayette County Public Schools, School-Centered Emergency Management and
Recovery Guide
Kentucky Community Crisis Response Board, School-Centered Emergency
Management and Recovery Guide
Los Angeles Unified School District, Model Safe School Plan
McGuire Associates, Disability Evacuation Plan
Pittsburgh Public Schools , Safe Schools Plan
San Francisco Unified School District , District Emergency Management Plan
U.S. Department of Education, Office of Safe and Drug-Free Schools, Practical
Information on Crisis Planning: A Guide for Schools and Communities
The MCOE Model Emergency Management Plan may be downloaded from the MCOE
Emergency Services website at http://mcoeweb.marin.k12.ca.us/EmerPrep .
Comments and inquiries may be directed to the Marin County Office of Education,
Sausalito Marin City School District
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Model School Emergency Management Plan
Emergency Services at 415/499-5866.
RECORD OF PLAN CHANGES
Recommended changes to this plan should be approved by the school principal and
district superintendent.
CHANGE
NO.
DATE
ENTERED
DESCRIPTION OF UPDATE
BY
Aug 2010
New – Emergency Annex for Students with
Special Needs
MCOE
Aug 2010
New – Emergency Annex for Food Defense
MCOE
October
2010
Chapter II - Preparedness, aligned NIMS
EOC and ICS organizational chart & details
MCOE
October
2010
Appendix D – Revised NIMS/SEMS forms
MCOE
February
2020
Sausalito Marin City School District
SMCSD
September
Sausalito Marin City School District
SMCSD
PLAN DISTRIBUTION
VERSION
DATE
PROVIDED TO
POSTED ON
WEBSITE
2021
11/12/202
0
Public
11/9/2020
Sausalito Marin City School District
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Model School Emergency Management Plan
TABLE OF CONTENTS
INTRODUCTION TO EMERGENCY MANAGEMENT
A. PARTNERSHIPS IN PREPAREDNESS, RESPONSE AND RECOVERY 10
B. HOW TO USE THIS PLAN 11
C. FOUR PHASES OF EMERGENCY MANAGEMENT 11
D. LEVELS OF EMERGENCIES 12
E. PLAN DEVELOPMENT, IMPLEMENTATION AND UPDATES 15
F. AUTHORITIES AND REFERENCES 17
I - MITIGATION/PREVENTION
A. REDUCING EXPOSURE TO RISKS AND HAZARDS I-20
Facilities I-21
Security I-21
Threats I-22
School Environment I-22
B . CONDUCTING A SAFE SCHOOLS HAZARDS ASSESSMENT I-23
Composition of the Hazard Assessment Team I-23
Action Checklist I-23
Building and Classroom Hazard Hunt I-24
Hazard Mitigation Checklist I-24
Staff Skills Inventory for Emergency Management Planning I-25
Teacher Survey: Students Needing Special Assistance I-25
C . VISITOR SCREENING POLICY I-25
D. VIOLENCE PREVENTION I-26
Risk for Harm Assessment I-26
Prevention Programs and Strategies I-27
II - PREPAREDNESS
A. STANDARDIZED EMERGENCY MANAGEMENT SYSTEM (SEMS) II-30
NATIONAL INCIDENT MANAGEMENT SYSTEM (NIMS) II-30
SEMS and NIMS Compared II-31
B. EMERGENCY OPERATIONS CENTER: DISTRICT OFFICE II-32
When to Activate II-32
EOC Organization II-34
EOC Roles and Responsibilities II-34
C. INCIDENT COMMAND SYSTEM: SCHOOL SITE II-37
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Model School Emergency Management Plan
Incident Command Organization II-39
ICS Roles and Responsibilities II-41
ICS Command Staff II-45
ICS General Staff II-45
ICS Section Units II-45
D. COMMUNICATIONS II-85
Common Terminology II-85
Communication Technology II-85
Communication Tools II-85
Communicating with Parents II-86
Handling Rumors II-88
Communicating with the Media II-88
E . DRILLS AND TABLETOP EXERCISES II-90
Conducting Drills II-90
Mandated Drills II-91
F . STAFF PERSONAL PREPAREDNESS II-93
Staff Release Plan II-93
G. EMERGENCY SUPPLIES AND EQUIPMENT. II-93
Storage Container II-94
H. SAMPLE SCHOOL EMERGENCY PLANNING CALENDAR II-95
J. SCHOOLS AS SHELTERS II-98
III - RESPONSE
A. CALLING 911 III-101
B. ACTIVATING THE EMERGENCY OPERATIONS CENTER III-102
C. SCHOOL PERSONNEL EMERGENCY CHECKLISTS III-104
Principals’ Emergency Checklist III-104
Office Staff Checklist III-104
Teachers’ Checklist III-106
Instructional Assistants/aide III-106
Custodians/Maintenance Personnel III-106
Bus Drivers III-106
Nurses/Health Assistants III-106
Other School Employees III-106
D. EMERGENCY ACTIONS III-107
o All Clear III-109
o Duck, Cover and Hold On III-110
o Evacuation III-111
o Lockdown III-113
o Shelter in Place III-114
o Stand By III-115
o Convert School III-116
o Directed Transportation III-117
o Off-site Evacuation III-119
o Reverse Evacuation III-121
o Student Release III-122
o Take Cover III-124
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Model School Emergency Management Plan
E. EMERGENCY RESPONSES (Alphabetical Index) III-125
Incidents of Violence on Campus III-127
Accident at School III-129
Aircraft Crash III-130
Air Pollution Alert III-132
Allergic Reaction III-133
Animal Disturbance III-134
Biological Agent Release III-135
Bomb Threat III-137
Bus Accident III-140
Chemical Accident (offsite) III-142
Chemical Accident (onsite) III-143
Civil Distrubance III-144
Criminal Act III-145
Death of a Student III-147
Death of a Staff Member III-148
Dirty Bomb III-150
Earthquake III-152
Explosion III-154
Fire (offsite) III-155
Fire (onsite) III-156
Flood III-157
Gas Odor/Leak III-158
Hazardous Materials III-159
Hostage Situation III-160
Intruder III-161
Irrational Behavior III-162
Kidnapping III-163
Medical Emergency III-164
Missing Student III-165
Motor Vehicle Crash III-167
Pandemic Influenza/Corona III-168
Poisoning / Contamination
III-181
Public Demonstration
III-182
Sexual Assault
III-184
Shooting
III-186
Storm/Severe Weather
III-186
Student Riot
III-187
Suicide Attempt
III-188
Suspicious Package
III-189
Terrorist Attack/War
III-190
Threat Level Red
III-192
Threats/Assaults
III-193
Tsunami
III-194
Utility Failure
III-196
Weapon
IV - RECOVERY
A. RECOVERY ORGANIZATION
III-197
IV-200
B. DOCUMENTING EMERGENCY OUTCOMES
IV-201
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Model School Emergency Management Plan
C. GOVERNMENT ASSISTANCE AFTER AN EMERGENCY
IV-202
D. GENERAL EMERGENCY RECOVERY CHECKLIST
IV-205
E. RECOVERY STRATEGIES FOR EMERGENCIES/CRITICAL INCIDENTS
IV-206
The Day After: Workday Two of Emergency Management
IV-206
Resumption of Classes
IV-206
Long-Term Follow-up and Evaluation
IV-207
Repairs and Restoration
IV-207
F. EMOTIONAL TRAUMA AND POST TRAUMATIC STRESS
IV-207
Effects of Trauma on Children
IV-208
Effects of Trauma on Adults
IV-211
G. WHEN SOMEONE DIES
IV-212
Five Phases of Response
IV-212
Memorials
IV-213
Suicide Response
IV-215
H. THE “NEW NORMAL”
V- School Map
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IV-216
IV-215
INTRODUCTION TO
EMERGENCY MANAGEMENT
SCHOOL EMERGENCY MANAGEMENT PLAN
I NTRODUCTION TO E MERGENCY M ANAGEMENT
A. P ARTNERSHIPS IN P REPAREDNESS , R ESPONSE AND R ECOVERY
California Education Code Section 35295 requires public and private schools to develop school
disaster plans so that students and staff will act instinctively and correctly when a disaster
strikes. This Model School Emergency Management Plan is designed to provide administrators
with a resource for protecting students, staff and school facilities, as well as to describe the
responsibilities of staff members for a wide range of emergency and disaster situations that may
occur.
Within this Model School Emergency Management Plan are emergency preparedness and
response instructions, guidelines, templates and forms to help protect the safety, security and
well-being of students and school staff during many types of emergencies. This document has
been developed as a comprehensive resource for all districts, schools and child development
centers to promote coordinated preparedness measures and assist them in standardizing
response protocols to improve response to and recovery from an emergency or disaster affecting
their site. This Model Plan may be adapted to the capabilities and special needs of each site.
A wave of school shootings in the 1990s and the horrific events of September 11, 2001 stunned
the country and ushered in a new age of national emergency awareness. More than ever
before, schools are faced with ongoing challenges for a much broader range of emergency
situations. Districts and schools must have a comprehensive plan that outlines response not
only to severe weather and natural disasters, chemical accidents and medical emergencies, but
also to campus violence and various types of terrorist threats.
The health and welfare of students and school staff in crisis situations is dependent upon sound
emergency preparedness. School personnel are obligated to prepare themselves to render
competent service through all phases of an emergency including planning, training, drilling,
response, recovery and evaluation, as may be required. The Model School Emergency
Management Plan describes actions and response protocols for crisis situations so
districts and schools can quickly and adequately restore the school community to a safe
and orderly learning environment.
This Model School Emergency Management Plan has been prepared in compliance with legal
requirements and in cooperation with the Marin County Office of Emergency Services, the Marin
County Office of Education and the Marin Schools Emergency Preparedness Council and other
members of the Marin County school community. In the event of a widespread emergency such
as an earthquake, available government and county resources will be overtaxed and may be
unable to respond to all requests for assistance . This plan assumes that schools must be
self-sufficient for a time and may be required to make many crucial decisions and
provide shelter to the immediate community.
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Model School Emergency Management Plan – Introduction 10
B. H OW TO U SE T HIS P LAN
The Model School Emergency Management Plan is designed as a comprehensive reference to
assist schools in providing a safe learning environment. It incorporates best practices for
handling emergency situations that have been deployed by school districts elsewhere in the
country. The emergency management teams and procedures outlined in this plan are
consistent with California’s Standardized Emergency Management System (SEMS) and the
National Incident Management System (NIMS), both modeled after the Incident Command
System (ICS). A copy of the Model School Emergency Management Plan may be downloaded
at the Marin County Office of Education Emergency Services website at
http://mcoeweb.marin.k12.ca.us / EmerPrep/
Using the procedures, actions and sample forms provided herein, districts and schools are
encouraged to create a site-based Emergency Management Plan that meets the individual
resources and circumstances of each school and reflects its unique characteristics and needs.
Every plan should include:
a designated chain of command;
specific roles for team members;
specific procedures to implement in the event of an emergency.
The district should identify local community agencies to engage in planning (police, fire
department, emergency medical, hospitals, mental health centers, local/regional
emergency management agency, etc.). Next, a district support team, in partnership with
community agencies, should review the contents of this School Emergency Management
Plan and adapt text and emergency protocols to fit individual site circumstances. The
district support team should also update local district and community agency phone
numbers and assist schools in sharing this important safety information annually with all
faculty, staff, students and parents.
The final step in the emergency management planning process is to communicate and
practice the plan. Orient new personnel as they arrive on campus and review all changes
with local public safety agencies. Keep multiple copies of the plan in accessible
locations. Ensure that team leaders have a copy of the plan at home. Each school
district will need to determine how best to conduct the training and implementation
process in individual schools. Larger districts may need a well-coordinated and
systematic way to conduct training to better prepare school-based teams to adapt the
district plan to individual site needs. While most schools are
adept at practicing techniques such as fire and earthquake
drills, many have not rehearsed responses to events such as
chemical release, intruders on campus or emergencies that
require lockdown or reverse evacuation.
C. F OUR P HASES OF E MERGENCY M ANAGEMENT
This Model School Emergency Management Plan is presented in
four main sections which conform to the four phases the U.S.
Department of Education Office of Safe and Drug-Free Schools
uses to describe planning for, responding to and recovering from
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Model School Emergency Management Plan – Introduction 11
emergencies: Mitigation/Prevention, Preparedness, Response and Recovery. Each of these
topics is introduced briefly below and applied in detail in the respective sections of the plan.
♦ Section I – Mitigation/Prevention addresses what schools can do to reduce
exposure to risks and hazards and lessen the potential impact of an emergency
situation. Mitigation efforts can occur both before and after emergencies or disasters.
♦ Section II – Preparedness focuses on the roles and responsibilities of the school
emergency response teams and the actions, exercises and supplies needed for
various emergency scenarios. These activities develop readiness and response
capabilities.
♦ Section III – Response presents detailed procedures for implementing appropriate
actions for most types of emergencies that may be encountered in a school setting. In
this phase, schools mobilize resources needed to address the emergency at hand.
Emphasis is placed on minimizing the effects of the emergency or disaster.
♦ Section IV – Recovery focuses on general strategies to follow after the emergency
and restoring affected areas to pre-emergency conditions in order to return to the
normal learning environment as quickly as possible. Recovery activities may be both
short-term and long-term; ranging from restoration of essential utilities such as water
and power, to mitigation measures designed to prevent future occurrences of a specific
threat.
Each section contains information that outlines the basic components of these four critical
areas. All four phases of emergency management should be planned for in advance in order to
be most effective. The APPENDICES contain supplemental emergency information including
cross-jurisdictional agreements, checklists, forms, sample letters and other supporting
documentation. The action checklists and forms can be duplicated as templates or they can be
incorporated directly into existing plans. The forms should be adapted or augmented to fit the
school mission, staffing, location and other unique circumstances.
D. L EVELS OF E MERGENCIES
THREE LEVELS OF EMERGENCIES: Emergencies are often described in terms of the
following three levels:
♦ Level One (School Level) Emergency: A localized emergency, with low impact on
school operations, which school personnel can handle by following the procedures in
their emergency plan. Examples: power outage, unexpected death, suicide threat.
♦ Level Two (District Level) Emergency: A moderate to severe emergency,
somewhat beyond the individual school response capability, which affects students
district-wide and may require mutual aid assistance from the fire department, local
police, etc. Examples: intruder, shooting on campus.
♦ Level Three (Community) Emergency: A major disaster, clearly beyond the
response capability of school district personnel, where a significant amount of mutual
aid assistance will be required, recovery time will be extensive, and response time
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Model School Emergency Management Plan – Introduction 12
from major support agencies may be seriously delayed and/or impaired. Examples:
severe earthquake with injuries and/or structural damage, flooding, explosions,
chemical spills requiring evacuation, death of multiple staff or students (as in a bus
accident), hostage situation. In a catastrophic disaster, schools must be prepared to
rely on their own resources because assistance from others may be delayed. A
large-scale event such as an earthquake that affects one school will also affect the
surrounding community. There may be widespread telephone outages, road
blockages, gridlock and congestion on the highways, damage to utility systems, roof
collapse, chemical or electrical fires, release of hazardous materials, flying debris,
injuries and death caused by falling objects and smoke inhalation.
FIGURE 1 illustrates the three levels of emergencies.
FIGURE 1 – Levels of Emergencies
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Model School Emergency Management Plan – Introduction 13
HOMELAND SECURITY LEVELS OF EMERGENCIES
In March 2002, the White House issued Homeland Security Directive-3, which established five
threat conditions for possible terrorist attack:
Green = Low
Blue = Guarded
Yellow = Elevated
Orange = High
Red = Severe
The American Red Cross developed a complementary set of general explanations and
guidelines for preparedness activities for each level, which have been adapted for use by the
Marin County Office of Education in Figure 2, on the following page.
FIGURE 2 – Homeland Security Advisory System
Homeland Security Advisory System
Recommendations for Schools
Level of Risk Recommended Action
SEVERE
(Red)
HIGH
(Orange)
ELEVATED
(Yellow)
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Model School Emergency Management Plan – Introduction 14
GUARDED
(Blue)
LOW
(Green)
References: American National Red Cross –http://www.redcross.org/services/disaster/beprepared/hsas/schools.pdf
E. P LAN D EVELOPMENT , I MPLEMENTATION AND U PDATES
The School Emergency Management Plan will be:
DEVELOPED by a team of school administrators and staff, working with first
responders in the local jurisdiction;
INITIATED by the principal or designee when conditions exist which warrant its
execution;
IMPLEMENTED by all staff, who will remain at school in the capacity of “Disaster
Service Workers” and perform those duties as assigned until released by the
principal. See California Government Code §3100.
REVIEWED at least annually.
Emergency and disaster functions are identified and pre-assigned before the beginning
of the school year. The Emergency teams and contact information will be updated at
least annually. New personnel will be assigned to vacated command staff positions.
Procedures will be revised as needed. All emergency preparedness training and drills will be
documented, and updates to the plan will be recorded.
The elements of emergency planning, preparedness and management are:
♦ Leadership: Leadership ensures that emergency preparedness will be a priority and that
adequate resources will be allocated to create and implement district and school-based
plans. At the district level leadership should come directly from the superintendent, at the
school level, from the principal.
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Model School Emergency Management Plan – Introduction 15
♦ Incident Command System: The ICS is a standardized organizational structure that is the
basis of SEMS and NIMS, designed to handle: Management, Operations, Logistics,
Planning, and Administration & Finance. The ICS allows for appropriate utilization of
facilities, equipment, personnel, procedures, and communications. The Incident Commander
is the highest-ranking official in charge of the emergency response operations.
♦ School Emergency Management Plan: A modified version of this model plan should be
tailored and fine-tuned to meet the unique needs and resources of each individual school.
The site-based plan includes team assignments, emergency numbers, protocols, and the
four phases of emergency management: Mitigation, Preparedness, Response and
Recovery.
♦ School Emergency Teams: Site-based teams of individuals with specific duties to perform
in order to prepare for and respond to emergencies. The School Emergency Teams develop
a plan to meet individual school needs and implement the plan in the event of an
emergency.
♦ Communication: Plans should have established lines of internal communication (within the
school) and external communication (with the district office and community). Plans should
include provisions for after-hours communication (telephone tree), and alternate means if
telephone lines are disabled.
♦ Emergency Management Protocols: Emergency Management Protocols are the
step-by-step procedures for schools to implement in the event of an emergency.
♦ School Emergency Actions: These are a set of clear directives that may be implemented
across a number of emergency situations. These actions include Drop/Cover and Hold,
Evacuation, Lockdown, Shelter in Place, Stand-by and All Clear, in addition to several
specialized actions such as Offsite or Reverse Evacuation and Student Release.
♦ Staff Responsibilities: School personnel have a moral and legal responsibility to all
students in their care. Just as school staff members will rely on first responders, public
agencies and others to open blocked roads, repair utilities, perform rescue work, etc., those
members of the community will rely on schools to provide care for their children in an
emergency.
California Government Code §3100 declares that public employees are “Disaster Service
Workers”, subject to activities as may be assigned to them by their superiors or by law. This
law applies to public school employees in the following cases: 1) when a local emergency
has been proclaimed, 2) when a state of emergency has been proclaimed, or 3) when a
federal disaster declaration has been made. The law has two ramifications:
a) Public school employees may be pressed into service as Disaster Service
Workers and may be asked to do jobs other than their usual duties for periods of
time exceeding their normal working hours. Teachers and staff members may be
required to remain at school and serve as Disaster Service Workers until they
are released by the principal or superintendent.
b) In those cases, their Workers’ Compensation Coverage becomes the
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Model School Emergency Management Plan – Introduction 16
responsibility of state government (Office of Emergency Services). Their
overtime compensation, however, is paid by the school. These circumstances
apply only when a local or state emergency has been declared.
Ideally, the school plan should include a rough prioritization of which teacher and staff members
might be released first (such as those with small children at home). Staff members who live
a long distance from school should be encouraged to make special preparations for
remaining at school a longer time, such as arranging with a neighbor to check on their home
and keeping extra supplies at school.
♦ Training: Training is important on at least three levels:
General awareness training for all staff;
First Aid, CPR and School Emergency Response Training (SERT) for all staff;
Team training to address specific emergency response or recovery activities, such as
Student Release, Search and Rescue, Shelter Management.
♦ Practice: Practicing the plan consists of drills, tabletop and functional exercises, orientation
for staff, etc. It is generally recommended that schools start with basic orientation and
tabletop exercises prior to engaging in full-scale simulations or drills.
♦ Personal Emergency Plans: Staff members should develop personal and family
emergency response plans. Each family should anticipate that a staff member may be
required to remain at school following a catastrophic event. Knowing that the family is
prepared and can handle the situation will enable school staff to do their job more effectively
F. A UTHORITIES AND R EFERENCES
The following are the state authorizations and mandates upon which this emergency
preparedness plan is based:
California Code of Regulations, Title 5, Division 1, Chapter 2, Subchapter 3, Article 2, §
560 - mandates that School Boards adopt a policy for use by district schools in formulating
individual civil defense and disaster preparedness plans.
California Code of Regulations, Title 19 and California Government Code, § 8607-8607.2 -
specifies that the Standardized Emergency Management System, which includes the major
structure of the Incident Command System, will be implemented and used in handling
disaster/crisis situations.
California Education Code, Title 2, Division 3, Part 21, Chapter 2, Article 10.5,
§ 35295 - 35297 - requires School Boards to “ establish an earthquake emergency procedure
system in every private school building under its jurisdiction having an occupant capacity
of 50 or more pupils or more than one classroom .”
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Model School Emergency Management Plan – Introduction 17
APPENDIX A provides the significant legislation and the Marin County Office of Education’s
adopted Board Policies and Administrative Regulations. A sample community shelter
agreement with the American Red Cross is also included, along with a sample agreement for
use of a school site as a facility for mass vaccinations and a disaster field hospital.
#
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Model School Emergency Management Plan – Introduction 18
I – MITIGATION/PREVENTION
S ECTION I – M ITIGATION /P REVENTION
Mitigation . . . encourages long-term reduction of
hazard vulnerability.
-- FEMA, 2002
A. R EDUCING E XPOSURE TO H AZARDS AND R ISKS
MITIGATION is defined as proactive action taken to reduce or eliminate the adverse effects
of natural and man-made hazards on people and property. The goal of MITIGATION is to
decrease or eliminate the need for response as opposed to simply increasing response
capability. Mitigation begins by conducting a district and school hazard assessment, which
requires a self-appraisal of major areas affecting school safety. These areas include
geographic location of buildings, proximity of potential hazards such as waterways,
availability of buses for possible evacuation, structural integrity of buildings, etc.
The terms "hazard" and “risk" are often used interchangeably in the context of mitigation.
Hazards and risks are identified through vulnerability analysis, consequence modeling,
code/regulation compliance, quantitative risk assessment and historical data correlations.
Risk is the product of potential consequences and the expected frequency of
occurrence. The basic concept of acceptable risk is the maximum level of damage
to the building that can be tolerated, related to a realistic risk event scenario or
probability . Consequences may include death, serious injury, the extent of structural
damage, monetary loss, interruption of use, or environmental impact.
Risk managers use two different evaluative methods in risk and hazard analysis:
deterministic and probabilistic . These two methods can complement one another to provide
additional insights to the analysis.
DETERMINISTIC ANALYSIS relies on correlations developed through experience
or testing, to predict the outcome of a particular hazard scenario.
PROBABILISTIC ANALYSIS evaluates the statistical likelihood that a specific event
will occur and what losses and consequences will result. History from events
involving similar buildings or equipment, building contents, or other items should be
considered, along with the frequency of occurrences of a particular type of event.
Mitigation assesses and addresses the safety and integrity of the following types
of hazards to minimize or prevent adverse impacts:
♦ FACILITIES - window seals, HVAC systems, building structure
♦ SECURITY - functioning locks, controlled access to the school
♦ THREATS - probability of natural disasters or accidents
♦ SCHOOL ENVIRONMENT - social climate on campus
I- 20
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Model School Emergency Management Plan - Mitigation
Resources include: existing safety plans, security and safety-related district
policies, floor plans of buildings, maps of local evacuation routes, school crime
reports, known safety and security concerns, logs of police calls for service,
student and faculty handbooks, disciplinary files and local memos of safety
concerns.
FACILITIES - Structural and non-structural measures can mitigate the effects of natural
hazard incidents.
STRUCTURAL MITIGATION includes physical rectification and standards such
as building codes, materials specifications and performance regulations for the
construction of new buildings; the retrofitting of existing structures to make them
more a hazard-resistant; and protective devices such as retaining walls.
California’s frequency of earthquake activity has resulted in sophisticated
seismic building codes for all buildings and special inspection requirements,
enforced by the state, for school buildings. Building codes establish the
minimum standards for safety. The construction of hazard-resistant
structures is perhaps the most cost-effective mitigation measure. Hazard
mitigation in existing structures is generally more costly, but when carried out
effectively before a disaster, prevents loss of life, reduces damage and avoids
the outlay of associated costs for response and recovery operations.
NON-STRUCTURAL MITIGATION measures typically concentrate on the
securing of light fixtures to ceilings, installation of wind shutters, strapping or
bolting generators to walls, and numerous other techniques to prevent injuries
and allow for the continued use of the school site. School occupants are
particularly vulnerable to nonstructural damage. Excessive sway in any
building may cause damage to nonstructural components such as hung lath
and plaster ceilings, partitions, water pipes, ductwork, electrical conduits, and
communication lines. Storage units, filing cabinets and library shelving shift or
fall if not properly braced. Although students and staff may duck under desks
and be safe from falling objects, ceiling components that drop in hallways and
stairs can make movement difficult, particularly if combined with power failure
and loss of lights. Additional fall hazards that are common in schools are
wall-mounted televisions or ceiling mounted projectors.
SECURITY - Communities are encouraged to treat schools as essential community
facilities because of the significant impact on students and the locale if a
damaged school is closed for an extended period of time. A higher level of
protection is appropriate for facilities that will enhance community recovery, including
schools which may be designated as emergency shelters, and other buildings that
support vital services. A hazard assessment should assure that the school buildings
have functioning locks and controlled access.
THREATS - Mitigation requires assessment of local threats, including the probability of
industrial accidents and natural disasters. Threat assessment considers potential
hazards in the neighborhood such as high voltage power lines; facilities containing
toxic, chemically reactive and/or radioactive materials; transportation routes of trucks
I- 21
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Model School Emergency Management Plan - Mitigation
and trains carrying hazardous materials; underground gas and oil pipelines;
underground utility vaults; above-ground transformers; multi-story buildings vulnerable
to damage or collapse; and water towers and tanks. Since location is a key factor in
determining the risks associated with natural hazards, land use plans are a valuable
tool in identifying areas that are most vulnerable to the impacts of natural hazards such
as wildfires, earthquakes and flooding.
FIRE - Of the many hazards that can endanger a school facility and its service
to the community, the most prevalent is fire. Design against fire has long been
built into state building codes, in the form of approved materials, fire-resistant
assemblies, exiting requirements, the width and design of stairs, the dimensions
of corridors, fire suppression systems, and many other standards.
EARTHQUAKE - A simple seismic evaluation that focuses specifically on
schools is rapid visual screening. This method is intended as an initial step in
identifying hazardous buildings and their deficiencies. It is most useful for large
school districts by providing an economical preliminary evaluation of the
seismic risks, thereby reducing the number of buildings that require a more
detailed evaluation by a structural engineer. The visual survey of a building
can be completed in less than 30 minutes and can be accomplished from the
street without benefit of entry into a building. However, hazardous details may
not be visible, and seismically dangerous structures may not be identified as
such. Nonstructural interior components are not evaluated.
FLOODING - Flooding is the most common natural hazard in the United States,
affecting over 20,000 local jurisdictions and representing more than 70 percent
of Presidential Disaster Declarations. Factors that can affect the frequency and
severity of flooding and the resultant types of damage include: channel
obstructions due to fallen trees, accumulated debris and ice jams; culvert
openings that are insufficient to move floodwaters; erosion of shorelines and
stream banks; deposition of sediment that is carried inland by wave action; and
dam and levee failure that may result in sudden flooding of areas thought to be
protected.
SCHOOL ENVIRONMENT - School policies and protocols should support a safe
school environment and orderly procedures during emergencies. Determine who is
responsible for overseeing violence prevention strategies in the school, and
disseminate information to staff regarding the early detection of potentially dangerous
behaviors. Conduct an assessment to determine how the school environment may
impact its vulnerability to certain types of crises. Review incident data and determine
how the school will address major problems with regard to student crime and violence.
Provide staff training on identification of risk and protective factors to help children.
Link prevention and intervention programs to community resources, including health
and mental health. Develop strategies for improving communication and students and
between students and staff. Provide safe and confidential ways for students to report
potentially violent incidents.
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Schools and districts should be active partners in community-wide risk assessment and
mitigation planning. The local fire department can assist school administrators in identifying
potential structural and non-structural hazards. To help agencies work together, they may
want to develop a Memorandum of Understanding (MOU) that outlines each agency’s
responsibility during an emergency. A Sample MOU between a school district and a local
fire department is included among the Sample Agreements in APPENDIX B .
B. C ONDUCTING A S AFE S CHOOLS H AZARDS A SSESSMENT
Each school year, prior to the arrival of the teaching staff, the principal and/or designee
should undertake a physical survey of all hazards likely to be encountered in the
evacuation routes from classrooms and other activity rooms to safe, open-space areas.
During the first month of the school year, each teacher should conduct a classroom
hazard assessment to be submitted to the principal. The purpose of these hazards
assessments is to identify and report for correction any existing conditions that pose
potential risk to the occupants of school buildings and to the facilities.
COMPOSITION OF THE HAZARD ASSESSMENT TEAM: The Hazard Assessment Team
should be a diverse group of people concerned with the safety of the school. An ideal
group might include:
Custodian/Maintenance Supervisor
School Administrator
Local Fire Official or Civil/Structural Engineer
OPTIONAL:
Teacher
Social Worker or Counselor
Student
Parent
Make regular school safety audits and
security efforts part of the
ongoing mitigation/prevention practices.
ACTION CHECKLIST: Prior to conducting a hazard assessment/school safety audit, the
team members should review the School Emergency Management Plan, blueprints of the
campus, school accident and incident data and prior assessment reports. A proactive
process will help maintain a safe and secure learning environment.
❑ Determine what crisis plans exist in the district, school, and community.
❑ Identify all stakeholders involved in crisis planning.
❑ Gather information about the school facility, such as maps and the location of
utility shutoffs.
❑ Connect with community emergency responders to identify local hazards.
❑ Review the prior safety audit to examine school buildings and grounds.
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❑ Conduct an assessment to determine how these problems—as well as
others—may impact school vulnerability to specific crises.
❑ Develop procedures for communicating with staff, students, families, and the
media.
❑ Establish procedures to account for students during a crisis.
❑ Identify the necessary equipment that needs to be assembled to assist staff in an
emergency.
BUILDING AND CLASSROOM HAZARD HUNT: The purpose of the hazard hunt is to
identify any special circumstances which exist in the school or near the campus which
present unique problems or potential risk to people or property. A walk-through inspection
of each area of each building should be conducted using the School Safety/Hazard
Checklist, included in APPENDIX C .
The interior and exterior portions of all school buildings and school grounds should be
assessed for potential hazards that may impact the site, the staff and the students,
including the following:
● Classrooms • Bathrooms
● Corridors • Boiler Room
● Laboratory/Shop • Kitchen/Cafeteria
● Offices • Teacher’s Lounge
● Custodial Room • Computer Lab
● Storage Room • Parking Lot
● Yard (and Playground) • Outside structures and Fencing
● Multipurpose Room • Gymnasium
The hazards may include:
❑ Proximity to toxic, flammable, corrosive, chemically reactive or other
hazardous materials
❑ Proximity of high voltage power lines
❑ Proximity to earthquake fault lines
❑ Likelihood and possible effects of flooding, including proximity to creeks
that may surge over their banks
❑ Likelihood of a wildland fire
❑ Likelihood of severe weather
❑ Hanging fixtures on ceilings, such as fluorescent lights.
❑ Locations of windows, particularly those near doorways.
❑ Stability of bookcases and shelving in classrooms as well as the objects
on the shelves, cabinets and hanging on walls.
❑ Stability of water heaters.
❑ Security of AV equipment, computers, TV monitors, piano, aquariums,
etc. from motion during an earthquake.
❑ Impediments to evacuation and transportation
❑ Inadequate storage of chemicals and labeling on containers.
HAZARD MITIGATION CHECKLIST: The School Safety/Hazard Assessment Checklist
included in APPENDIX C describes specific areas and conditions for hazard inspection.
Indicate the names of those conducting the inspection and the inspection date in the
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spaces provided at the bottom of each form. Complete each section of the checklist. For
problem areas, briefly describe the situation and actions requested to correct or remove the
identified hazard, if possible to do so.
Recommendations should be constructive in nature and attempt to offer to the principal or
administrator solutions to safety problems in the school. Following a major disaster, a
school community might reexamine how building configurations may be rearranged to
improve access and services to avoid repetitive damage. Post-disaster mitigation may be
applied on a structure-by-structure basis to strengthen hazard resistance and provide
energy efficiency and environmental sensitivity.
STAFF SKILLS INVENTORY FOR EMERGENCY MANAGEMENT PLANNING:
A Staff Skills Inventory will help administrators plan assignments to emergency teams. A
sample inventory is provided among the forms in APPENDIX E . The information
provided should identify the following areas in which members of the staff have training or
expertise:
First Aid • Search and Rescue
CPR • Counseling/Mental Health
Hazardous Materials • Fire Fighting
Emergency Medical • Media Relations
Incident Debriefing • Multilingual Fluency
CB Radio/Ham Radio Experience
TEACHER SURVEY - STUDENTS NEEDING SPECIAL ASSISTANCE:
At the beginning of each semester, 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, etc.) should be considered.
Preparedness for students needing special assistance is addressed in more detail in
Section II, PREPAREDNESS
C. V ISITOR S CREENING P OLICY
A visitor-screening policy (described later in this section) should be developed with signage
to direct school visitors to the sign-in area.
❑ Post signs at key arrival points directing all visitors to the entry door.
❑ Pass visitors through an office or sign-in area that offers verbal and visual contact
with staff or volunteers.
❑ Ask all visitors to sign-in and provide them with an I.D. badge or other visitor
pass
❑ Designate individuals to ask the person’s name, area or room to be visited, and
nature of the visit.
❑ If the visitor is new to the school or unsure of the room location, have a volunteer
or staff member meet or accompany him/her.
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❑ Direct visitors to return to sign out upon leaving the building. There should be no
exceptions to the policy.
❑ Acquaint parents, PTA organizations, etc. with the policy and the need to know
who is in the building.
❑ Familiarize all teachers and staff with the visitor screening policy.
❑ Encourage staff to question people on the campus without a visitor pass and ask
them to check in with the office before proceeding to the intended destination.
D. V IOLENCE P REVENTION
The first step in school violence prevention is to perform a systematic assessment to
determine what the school might do proactively to inhibit hostile and antisocial behavior.
One approach is to examine how the peaceful interaction of individuals and groups is
facilitated by policies, programs and processes in the classroom, the school building and
the district office . Does the school have a policy on weapons possession and aggressive
behavior? Are students aware of the policy? Is it consistently enforced? How is such
behavior supported or discouraged by the school climate and the expectations of the staff
and other students? Has school staff received training in nonviolent conflict resolution? Are
students appropriately supervised? Have staff members been taught to spot the potential
for such incidents and to defuse them?
The principal can help establish school norms of nonviolence and pro-social community by
developing sincere, caring relationships with groups of students and individuals,
maintaining a high profile, visiting classrooms, and being accessible to students and staff.
RISK FOR HARM ASSESSMENT
Risk for Harm assessment provides a framework for schools to conceptualize risk based on
a review of warning signs, general risk factors, precipitating events and stabilizing factors.
A response plan to maintain school safety and help students gain access to needed
services or interventions is based on the present risk for harm. The following descriptors
are not an exhaustive list of behaviors and possible responses but provide a useful frame
of reference.
♦ Low/No Risk for Harm
Upon review it appears there is insufficient evidence for any current risk for harm.
Situations under this category can include misunderstandings, poor decision
making, false accusations from peers (seeking to get other peers in trouble), etc.
Responses may include (but are not limited to): investigation of the situation,
notification and involvement of others as needed, administrative action.
♦ Minor Risk for Harm
A student has displayed minor early warning signs, but assessment reveals little history of
serious risk factors or dangerous behavior. Stabilizing factors appear to be
reasonably well-established. There may be evidence of the unintentional infliction of
distress on others (insensitive remarks, “teasing” taken too far, etc.). Responses
may include (but are not limited to): review of school records, parent notification,
psychological consult, security notification, administrative action.
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♦ Moderate Risk for Harm
A student has displayed some early warning signs and may have existing risk factors or
recent precipitating events, but also may have some stabilizing factors. There may
be evidence of internal emotional distress (depression, social withdrawal, etc.) or
of intentional infliction of distress on others (bullying, intimidation, seeking to
cause fear, etc.). Responses may include (but are not limited to): security
response, parent notification, psychological consult/evaluation, background or
records check, ongoing case management.
♦ High Risk for Harm
A student has displayed significant early warning signs, has significant existing risk
factors and/or precipitating events and few stabilizing factors. May not qualify for
hospitalization or arrest at present, but requires referrals for needed services and
active case management. Responses may include (but are not limited to):
immediate action to secure student, security response, parent notification,
psychological consult/evaluation, background check, ongoing case management.
♦ Imminent Risk for Harm
A student is, or is very close to, behaving in a way that is potentially dangerous to self
and/or others. Examples include: detailed threats of lethal violence, suicide
threats, possession and/or use of firearms or other weapons, serious physical
fighting, belligerence, etc. Responses may include (but are not limited to):
immediate action to secure student, arrest or hospitalization, facility LOCKDOWN,
security response, parent notification, background or records check and ongoing
case management.
PREVENTION PROGRAMS AND STRATEGIES
There is great variation in the types of violence prevention strategies and programs
instituted at different schools.
♦ SCHOOL-MANAGEMENT-BASED - These programs focus on discipline and
student behavior, alternative schools and cooperative relationships with police and
law enforcement.
♦ EDUCATIONAL AND CURRICULUM-BASED - These programs concentrate on
teaching students behavior-management skills and nonviolent conflict resolution.
♦ ENVIRONMENTAL MODIFICATION - These are programs based on changing
student behavior by changing students’ social or physical environment. This
includes installing metal detectors and hiring security guards, but also includes
larger-scale programs like setting up after-school programs and increasing or
decreasing school size.
Among the many violence prevention strategies used are:
Alternative programs or schools
Mediation training
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Closed campus for lunch
Closed-circuit television
Collaboration with other agencies
Conflict resolution/peer mediation
Dress code
Drug-detecting dogs
Establishing safe havens for
students
Expulsion
Gun-free school zones
Home-school linkages
Law-related education programs
Locker searches
Mentoring programs
Metal detectors
Multicultural sensitivity training
Parent skill training
School board policy
Search and seizure
Security personnel in schools
Specialized curriculum
Staff development
Student conduct/discipline code
Student photo identification system
Support groups
Suspension
Telephones in classrooms
Volunteer parent patrols
Work opportunities
There is no one-size-fits-all solution. To reduce school violence schools must innovate, try
multiple approaches, conduct proper evaluations and make the information available to
parents to enhance both parental options and accountability.
#
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II – PREPAREDNESS
S ECTION II – P REPAREDNESS
The time to fix the roof is when the sun is shining.
-- John Fitzgerald Kennedy
PREPAREDNESS focuses on the steps that can be taken to plan for various emergency
scenarios. Preparedness involves the coordination of efforts between the school district,
individual schools, local public safety agencies and the community at large. Good
planning will facilitate a rapid, coordinated, effective response when a crisis actually
occurs.
● DETERMINE what crisis plans exist in the district, school, and community.
● IDENTIFY all stakeholders involved in crisis planning.
● DEVELOP procedures for communicating with staff, students, families, and
the media.
● ESTABLISH procedures to account for students during a crisis.
● GATHER information about the school facility, such as maps and the
location of utility shutoffs.
● ASSEMBLE the necessary equipment needed to assist staff in a crisis.
A. S TANDARDIZED E MERGENCY M ANAGEMENT S YSTEM (SEMS)
N ATIONAL I NCIDENT M ANAGEMENT S YSTEM (NIMS)
The Standardized Emergency Management System (SEMS), California law since 1994,
and the National Incident Management System (NIMS), federally implemented beginning
Fiscal Year 2007, are designed to centralize and coordinate emergency response
through the use of standardized terminology and processes. SEMS is used throughout
California to manage and coordinate any emergency response involving more than one
agency or jurisdiction. NIMS is the nation’s first standardized management approach
that unifies federal, state and local government resources for incident response.
Implementation of a common language and set of procedures greatly facilitates flow of
communication and coordination among all responding agencies to improve tracking,
deployment, utilization, and demobilization of needed mutual aid resources.
SEMS and NIMS establish the Incident Command System (ICS) as a standardized
organizational structure to establish a unified command and line of authority, with
common operational terminology for the management of all major incidents. The
Emergency Operations Plan (EOP) must be consistent with the SEMS/NIMS concepts,
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structure and terminology. The EOP must describe roles and responsibilities,
assignment of personnel, policies and protocols for providing emergency support.
Use of SEMS during a disaster response is an eligibility requirement for local
governments, agencies and special districts to receive STATE reimbursement following a
disaster. A federal directive requires state and local governments and special districts to
adopt NIMS in all preparedness, planning and response efforts.
The following table compares SEMS and NIMS.
SEMS
Standardized Emergency
Management System
NIMS
National Incident Management
System
A standardized approach to emergency
management in California, using several key
concepts:
A management tool called the Incident
Command System (ICS);
Mutual aid systems in which similar
organizations assist each other in
emergencies; and
Multiple agency coordination under
which diverse organizations work
together and communicate with each
other.
A comprehensive, national approach to
incident management that is applicable at all
jurisdictional levels and across functional
disciplines. The intent is to:
● Be applicable across a full spectrum
of potential incidents and hazard
scenarios, regardless of size or
complexity.
● Use an ALL-HAZARDS approach.
● Improve coordination and
cooperation between public and
private entities.
WHY USE SEMS?
● To qualify to receive State
reimbursement
● To improve coordination between
response agencies
● To coordinate the flow of information
and resources
● To improve mobilization, use and
tracking of resources
WHY USE NIMS?
● To qualify to receive Federal
reimbursement
● To provide a coordinated response
● To standardize domestic incident
response that reaches across all
levels of government and all
response agencies; common
terminology, common structure.
ELEMENTS OF SEMS
Key Components:
● I CS is a primary component
● Multi-Inter-Agency Coordination
● Master Mutual Aid System
● Operational Areas
FIVE levels:
● State Level
ELEMENTS OF NIMS
Key Components:
● Command and Management
● Preparedness
● Resource Management
● Communications and Information
Management
● Supporting Technologies
● Ongoing Management/Maintenance
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● Regional Level (Coastal Region)
● Op Area Level (County)
● School District Level (or Cities)
● School Site Level
Key Functions:
● MANAGEMENT/COMMAND
● OPERATIONS
● PLANNING/INTELLIGENCE
● LOGISTICS
● FINANCE/ADMINISTRATION
Key Organizational Structures :
● ICS - Incident Command System
● Multi-Agency Coordination System
● Public Information Systems
Key Functions:
● MANAGEMENT/COMMAND
● OPERATIONS
● PLANNING/INTELLIGENCE
● LOGISTICS
● FINANCE/ADMINISTRATION
B. E MERGENCY O PERATIONS C ENTER : District Office
The purpose of the Emergency Operations Center (EOC) is to coordinate and organize all
relevant information about the emergency or disaster in one place. This helps the school
district manage resources for the affected school sites. The EOC at the district level is also
where resource allocations can be made, and responses tracked and coordinated with
the County Office of Education and the county Operational Area Emergency Operations
Center, as needed. Strategic objectives should be usually broad, encompassing overall
goals such as a) life safety; b) property safety; c) protection of the environment.
The EOC is usually located in a centralized area, at or near the school district office. It may
be in a meeting room or special room designated for it that is safe and accessible. The area
must have sufficient space to set up a communication system and a centralized area for the
section chiefs to coordinate emergency management. A pre-planned alternate site should
also be in place in the event the primary EOC location is not usable.
EOC Director. The superintendent or designee, as EOC Director, has clear authority to
set overall policy, command and direct the personnel and resources under his or
her control, and to coordinate response and recovery activities.
EOC Staff. The EOC staff is organized according to the same five functions as the
Incident Command System. The role of the EOC staff is to obtain and deliver
needed resources to the affected schools sites, not to provide “hands on”
assistance to the various sites that are dealing with actual field activities.
WHEN TO ACTIVATE THE EOC
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● Emergency of such magnitude that resources are required beyond individual
school site capacity
● The emergency is of long duration (more than 3 days).
● Major policy decisions will or may be needed.
● A local or state emergency is declared.
● Terrorist threats
● Activation is advantageous to the successful management of an
emergency.
DISTRICT SUPPORT TEAM
The District Support Team’s role is to support a school when the need exceeds the school’s
resources to handle a situation:
● PROVIDE guidance regarding questions that may arise;
● DIRECT additional support personnel, as needed;
● MONITOR situation and facilitate major decisions that need to be made;
● IDENTIFY a district contact for release of information to the public.
Figure 3 presents a simplified Emergency Operations Center for School Districts, based on
NIMS/SEMS and adapted by MCOE. Responsibilities and operational duties are detailed on
the following pages.
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FIGURE 3 – Emergency Operations Center
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EMERGENCY OPERATIONS CENTER: District Office
At the school district level, the superintendent or designee assumes management responsibility
as the EOC Director and activates others as needed. District office personnel transition from their
daily jobs to assigned emergency functions. The EOC is flexible in size and scope. Depending
upon the magnitude of the emergency, the EOC can expand or contract as needed. Each
section chief is responsible for any unit that is not assigned, and the EOC Director is responsible
for any section that is not assigned.
Title
Role, Responsibility
Management:
EOC Director
Provides overall direction and coordination among school sites;
determines EOC staffing level; communicates with local jurisdiction
and the Marin County Office of Education.
Safety Officer
Ensures activities are conducted in a safe manner; assures safety of
all personnel (students, staff, volunteers and responders.
Public Information Officer
Media liaison and official spokesperson for the district; coordinates
information for parent community; monitors news broadcasts.
Agency Liaison
Assists in coordinating outside agencies that provide services or
resources in support of overall incident response.
Operations:
Student Accounting
and Release
Analyze school staffing to develop a Student Accounting and Release
Plan (accounting from individual teachers to Student Accounting and
Release to Command Post); implement plan in an emergency;
document activities.
Security/Safety
Coordinates security needs for the district; works with local and
county public safety officials.
Facilities Management
Assesses safety and integrity of buildings; arranges site repairs and
debris removal; restores utilities; coordinates use of school facilities.
Shelter and Care
Coordinates shelter, food and water needs for students and staff
within district.
First Aid/Medical
Determines medical and mental health impact on school population;
ensures medical updates and media inquiries are provided to the PIO.
Staff Services
Accounts for all district office staff; provides safety services (search
and rescue, medical), care and shelter for district office staff.
Planning:
Situation
Processes and organizes all incident information; maintains EOC
status boards and map of district.
Documentation
Collects and archives all incident documents.
Resources
Tracks equipment and personnel assigned to the incident, including
volunteers.
Recovery Planning
Identifies short and long term assistance needed to restore learning
environment; supervises recovery operations until EOC is deactivated.
Demobilization
Coordinates release of assigned resources and deactivation of EOC.
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Logistics:
Supplies/Staffing
Procures supplies (including equipment, food and water) and
personnel resources, as needed; registers and assigns volunteers.
Transportation
Arranges for transportation for staff, students and supplies, as needed.
Communications/
IT Support
Maintains log of incoming/outgoing communication; provides services
to support all information technology functions.
Finance/Administration:
Purchasing/Accounts Payable
Supports Logistics in making purchases and paying vendors;
manages vendor contracts.
Personnel Accounting
Maintains time logs for all staff; collects travel expense claims
Recordkeeping
Tracks EOC and site expenses; provides cost estimates, analysis and
recommendations for cost savings.
Compensation & Claims
Processes compensation/injury claims related to emergency response
at all sides, including reimbursement from outside agencies.
EOC SECTION TOOLBOXES
Assemble and update annually a “toolbox” for the EOC Director and each section chief to be
used during an emergency. Items in the toolbox should not be used for any other purpose
except emergency preparedness training activities. Store the items in a clear, portable
plastic box that is readily accessible. Label the toolbox with the name of the section and the
date its contents were last updated (e.g., batteries replaced, phone numbers checked).
Suggested items to include for most EOC toolboxes:
❑ NIMS EOC Pocket Guide
❑ EOC organizational assignments: staffing list
❑ Wall map of schools and roads within school district
❑ Marin County Schools Directory
❑ District Schools Staff Directory
❑ District/Schools Staff Home Directory
❑ District/Schools Staff Telephone Tree
❑ Local Emergency Contacts
❑ Emergency Action Flipchart
❑ Superintendents’ Telephone Tree
❑ Two-way radios or cellular phones
❑ Solar/battery-powered radio and spare batteries
❑ White board with dry erase markers
❑ Adhesive stickers and markers for name tags
❑ Colored vests to identify section chiefs
❑ Lanyards with ID information for all EOC staff
❑ Black markers, ball point pens and notepads
❑ Scissors
❑ File folders
❑ Post-Its
❑ Highlighter pen
❑ Memory stick (thumb drive)
❑ Stapler, staple remover, staples
❑ Clipboard
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❑ Tape
❑ Forms: See Appendix D for Sample NIMS/SEMS Forms
A1: Staffing List
B1: Section Tasks
C1: Management Situation Report
D1: Section Activity Log
D2: Resource Request
D3: Check-In/Check Out
E1: Situation Status Report – Initial Assessment
F1: Situation Status Report Update
C. I NCIDENT C OMMAND S YSTEM : School Site
The Incident Command System provides a flexible management system that is adaptable
to incidents involving multi-jurisdictional response. The ICS is the combination of
personnel, facilities, equipment, procedures and communications operating within a
common organizational framework to manage the resources required to effectively
accomplish objectives related to the emergency or incident.
The main concepts behind the ICS structure are: a) every emergency requires the execution
of certain tasks or functions; b) every incident needs a person in charge: c) no one should
direct more than seven people; and d) no one should report to more than one person.
Components of the ICS include :
Common terms established for organizational functions, resources and facilities;
Unified command structure with a common set of objectives and strategies;
Modular organization which expands or contracts as the incident progresses;
Manageable span of control by one person;
Integrated communications;
The ICS is organized into five functional areas for on-scene management of all major
incidents: Management, Operations, Planning, Logistics, Finance/Administration.
Management: Provides overall emergency policy and coordination. This function is
directed by the Incident Commander (IC) who is typically the principal.
The IC is assisted in carrying out this function by an Incident
Command Team which includes a Public Information Officer, Safety
Officer, and Agency Liaison.
Operations: Directs all tactical operations of an incident including implementation
of response activities according to established emergency procedures
and protocols, care of students, first aid, crisis intervention, search
and rescue, site security, damage assessment, evacuations, and the
release of students to parents.
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Planning: Collects, evaluates and disseminates information needed to measure
the size, scope and seriousness of an incident and to plan an
appropriate response.
Logistics: Supports emergency operations by securing and providing needed
personnel, equipment, facilities, resources and services required for
incident resolution; coordinating personnel; assembling and deploying
volunteer teams; and facilitating communications among emergency
responders. This function may take on a major role in extended
emergency situations.
Finance/ Oversees all financial activities including purchasing of necessary
Administration: materials, tracking incident costs, arranging contracts for services,
timekeeping for emergency responders, submitting documentation to
FEMA for reimbursement and recovering school records following an
emergency.
Figure 4 presents a simplified Incident Command Post (ICP) Organizational Chart for
Schools, based on NIMS/SEMS and adapted by MCOE. Responsibilities and operational
duties are detailed on the following pages.
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FIGURE 4 – Incident Command Organization
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INCIDENT COMMAND SYSTEM: School Site
At the school level, the school principal or designee assumes management responsibility as
the Incident Commander and activates others as needed. School personnel transition from
their daily jobs to assigned emergency functions. The ICS is flexible in size and scope,
depending upon the magnitude of the emergency. For a small incident, the principal may
perform all roles of the ICS structure. The Incident Commander is responsible for any section
that is not assigned. Each section chief is responsible for any unit that is not assigned.
Title
Role, Responsibility
Management:
Incident Commander
Responsible for development of school’s plan and overall
management of emergency situation; establishes/manages Command
Post; activates ICS; determine strategies to implement protocols and
adapt as needed. Pair up with Marin County Sherriff and SM Fire IC
Liasion (SGT or Battalion Chief IC). NIXEL- ALERT MARIN- Door to
Door Face to Face Evacuation Order. Be in physical proximity to
County IC to relay information to Staff. Evacuate to field except in
case of flood/tsunami/storm surge
Safety/Security
Monitors safety conditions of an emergency situation and develops
measures for ensuring the safety of building occupants (students,
staff, volunteers, responders).
Public Information
Media Liaison
Spokesperson for the incident; prepares media releases; establishes
“media center” near Command Post; coordinates information with
Incident Commander for parent community.
Liaison to Outside Agencies
Develops working knowledge of local/regional agencies; serves as the
on-scene contact for outside agencies assigned to an incident; assists
in accessing services when the need arises.
Operations:
Search and Rescue
Searches facility for injured and missing students and staff; conducts
initial damage assessment; provides light fire suppression.
Security/Traffic
Coordinates security needs; establishes traffic and crowd control;
restores utilities; secures perimeter and isolates fire/HazMat.
First Aid
Provides triage and medical care with staff trained in first aid and
CPR; oversees care given to the injured; distributes medical supplies
(latex gloves, bandages, etc.); establishes morgue, if needed.
Evacuation/
Shelter and Care
Provides accounting and long-term care for all students until reunited
with parents/caretakers; manages food and sanitation needs of
students. Secondary Location???
Student Release
Provides for systematic and efficient reunification of students with
parents/caretakers; maintains records of student release.
Crisis Intervention
Provides onside counseling and intervention; determines need for
outside mental health support; accesses local/regional providers for
ongoing crisis counseling for students, staff, parents, as needed.
Planning:
Situation Analysis
Documentation
Evaluates incident information and maintains ICS status boards;
collects and archives all incident documents; tracks equipment and
personnel assigned to the incident; checks in all resources (incoming
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Resources
Demobilization
equipment, personnel and volunteers; coordinates safe and orderly
release of assigned resources and deactivation of incident response
at the school site.
Logistics:
Food/Supplies/Staffing/
Transportation
Coordinates access to and distribution of food, water and supplies;
provides personnel as requested, including volunteers; arranges
transportation for staff, students and equipment.
Facilities
Communications/IT
Coordinates site repairs and use of school facilities; arranges for
debris removal; maintains all communication equipment, including
radios; provides services to support Information Technology
functions.
Finance/Administration:
Procurement, Cost Accounting
Timekeeping, Claims and
Compensation
Maintains incident time logs for all personnel; tracks and maintains
records of site expenditures and purchases for incident; manages
vendor contracts. Processes compensation/injury claims related to
incident.
ICS SECTION TOOLBOXES
Assemble and update annually a “toolbox” for the Incident Commander and each section
chief to be used during an emergency. Items in the toolbox should not be used for any
other purpose except emergency preparedness training activities. Store the items in a clear,
portable plastic box that is readily accessible. Label the toolbox with the name of the
section and the date its contents were last updated (e.g., batteries replaced, phone numbers
checked). Specialized equipment and supplies (e.g. SERT Manual, face masks, etc.)
should be stored with the emergency cache trailer.
Suggested items to include for most ICS toolboxes:
❑ District/School Emergency Management Plan
❑ ICS organizational assignments: staffing list
❑ Map of buildings with location of exits, phones, turn-off valves, first-aid kits and
assembly areas
❑ Blueprints of school buildings, including utilities
❑ Map of local streets with evacuation route marked
❑ Marin County Schools Directory
❑ District Schools Staff Directory
❑ District/Schools Staff Home Directory
❑ District/Schools Staff Telephone Tree
❑ Local Emergency Contacts
❑ Emergency Action Flipchart
❑ Student directory (including emergency contacts for parents)
❑ Two-way radios or cellular phones
❑ Solar/battery-powered radio and spare batteries
❑ White board with dry erase markers
❑ Adhesive stickers and markers for name tags
❑ Orange vests and hard hats to identify key personnel
❑ Lanyards with ID information for all ICS staff
❑ Black markers, ball point pens and notepads
❑ Scissors
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❑ File folders
❑ Post-Its
❑ Highlighter pen
❑ Memory stick (thumb drive)
❑ Stapler, staple remover, staples
❑ Clipboard
❑ Tape
❑ Forms: See Appendix D for School Sample NIMS/SEMS Forms
A1: Staffing List
B1: Section Tasks
C1: Management Situation Report
D1: Section Activity Log
D2: Resource Request
D3: Check-In/Check Out
E1: Situation Status Report – Initial Assessment
F1: Situation Status Report Update
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S CHOOL I NCIDENT R ESPONSE F LOW C HART
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INCIDENT COMMAND SYSTEM INCIDENT COMMANDER
The Incident Commander directs on-scene operations and is responsible for overall
management of the incident. It is his/her responsibility to prepare the strategic objectives that,
in turn, will be the foundation upon which subsequent incident action planning will be based.
Incident Objectives should be broad, measurable and follow an ordered sequence of events.
The Incident Commander at the school leads the Incident Management Team which may
include the Public Information Officer, the Safety Coordinator and an Agency Liaison for the
school. Those three functions may reside, instead, at the Emergency Operations Center if it is
activated by the school district.
Responsibilities: The Incident Commander (IC) is responsible for on-scene
emergency/disaster operations and remains at or near the Incident Command Post (ICP) to
observe and direct all operations.
Assess the scene
Ensure the safety of students, staff and others on campus
Activate and manage the ICP
Develop strategies for appropriate response
Coordinate response efforts
Monitor action plan and organizational effectiveness
Lead by example: the behavior sets tone for staff and students
Start-Up Actions
Assess type and scope of emergency
▪ Turn Walkies to Emergency Channel 5
Determine threat to human life and structures
Activate the appropriate emergency action
If evacuation is necessary, verify that the route and assembly area are safe:
• Direct the opening of the emergency cache
• Set up the ICP
• Obtain personal safety equipment
Establish appropriate level of organization
Activate organizational functions as needed
Contact the District Office
Develop an Incident Action Plan with objectives and a time frame
Operational Actions
Determine the need for and request inter-agency assistance
Monitor and assess the total site situation
• View site map periodically for response team progress
• Check with section chiefs for periodic updates
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Revise Incident Action Plan, as needed
Update status to District EOC or District Office
Reassign personnel as needed
Begin student release, if appropriate, after student accounting is complete.
❑ Refer media inquiries to District Office or PIO.
❑ If transfer of command is necessary, e.g., when public safety officials arrive, provide
a face-to-face briefing with the following minimum essential information:
• situation status
• objectives and priorities
• current organization and personnel assignments
• resources en route and/or ordered
• facilities established
• communications plan
• prognosis, concerns, related issues
Release teachers as appropriate per district guidelines.
Remain in charge of campus until redirected or released by the Superintendent of
Schools.
Be prepared for requests by the American Red Cross to use facility as a shelter.
Deactivation
❑ Receive briefing from public safety agency to obtain “All Clear”.
❑ Contact the District Office to obtain authorization for deactivation.
❑ Authorize deactivation of response teams as they are no longer required.
Check with section chiefs to ensure that any open actions will be taken care of
before demobilization
• Logistics: Ensure the return of all equipment and reusable supplies
• Planning: Close out all logs. Complete other relevant documents and provide
to the Documentation Unit for archive
Provide input to the After-Action Report
Proclaim termination of the emergency.
Proceed with recovery operations, if necessary
Command Post Equipment/ Supplies
AM/FM radio (battery) ▪ Office supplies
Bullhorn ▪ School site map
Disaster response forms ▪ Staff and student rosters
Emergency/disaster plan ▪ Tables & chairs (if CP is outdoors)
Job description clipboards ▪ Two-way radios
Master keys • Vests, safety gear, ID badges
School Profile or School Accountability Report Card (SARC)
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Forms: See Appendix D for Sample School NIMS/SEMS Forms
A1: Staffing List
B1: Section Tasks
C1: Management Situation Report
D1: Section Activity Log
D2: Resource Request
D3: Check-In/Check Out
E1: Situation Status Report – Initial Assessment
F1: Situation Status Report Update
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INCIDENT COMMAND SYSTEM PUBLIC INFORMATION
News media can play a key role assisting the school in getting emergency or
disaster-related information to the public as soon as it is available . The Public Information
Officer is a member of the Incident Command Staff. Media queries should be referred to the
PIO. If the District Office has activated an EOC, refer media inquiries to the District
PIO, who will take over the responsibilities and operational duties described below.
Only one Public Information Officer will be assigned for each incident.
Responsibilities: The Public Information Officer (PIO) acts as the official spokesperson
for the school in an emergency situation and ensures that information support is provided on
request; that media releases are consistent, accurate, and timely; and that appropriate
information is being provided to all required agencies.
Start-Up Actions
❑ Determine a possible “news center” site as a media reception area (located away
from the Command Post and students). Get approval from the Incident Commander.
❑ Identify yourself as the “PIO” (vest, visor, sign, etc.).
❑ Consult with District PIO to coordinate information release.
❑ Assess situation and obtain a statement from Incident Commander.
❑ Advise arriving media that the site is preparing a press release and approximate time
of its issue.
❑ Open and maintain a position log of your actions and all communications. If possible,
tape media briefings. Keep all documentation to support the history of the event.
Operational Duties
❑ Keep up-to-date on the situation.
❑ Issue/read statements approved by the Incident Commander that reflect:
• Reassurance — “Everything is going to be OK”;
• Incident cause and time of origin; size and scope of the incident;
• Current situation — condition of school site, evacuation progress, care being
given, injuries, student release location, etc. Do not release any names.
• Resources in use;
• Best routes to school, if known and appropriate;
• Any information school wishes to be released to the public.
❑ Be complete and truthful, always considering confidentiality and emotional impact.
Avoid speculation, bluffing, lying, talking “off the record,” arguing, etc. Avoid use of
the phrase “no comment.”
❑ Remind school site/staff volunteers to refer all questions from media or waiting
parents to the PIO.
❑ Update information periodically with Incident Commander.
❑ Ensure key announcements are translated into other languages as needed.
❑ Monitor news broadcasts about incident. Correct any misinformation heard.
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Closing Down
❑ At the Incident Commander’s direction, release PIO staff no longer needed.
❑ Direct staff members to sign out through Timekeeping.
❑ Return equipment and reusable supplies to Logistics.
❑ Provide logs and other relevant incident documents to the Documentation Unit.
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PUBLIC INFORMATION OFFICER (cont’d)
GUIDELINES FOR SPEAKING TO THE MEDIA
When speaking to the press about school emergencies, it is extremely important to adhere
to the following guidelines:
READ all press statements.
BE AVAILABLE for press inquiry.
RE-STATE the nature of the incident; its cause and time of origin.
DESCRIBE the size and scope of the incident.
REPORT ON the current situation.
SPEAK ABOUT the resources being utilized in response activities.
REASSURE the public that everything possible is being done.
DO NOT RELEASE students’ names.
BE TRUTHFUL, but consider the emotional impact the information could
have upon listeners.
AVOID speculation; do not talk “off the record”.
DO NOT USE the phrase “no comment”.
SET UP press times for updates.
CONTROL media location.
Equipment/Supplies
ID Vest • Hard hat
Battery operated AM/FM radio • Paper/pencils/marking pens
Scotch tape/masking tape • Scissors
School Staff Directory
Laminated school site map poster board size for display
School site map(s) and area maps as 8x11” handouts
Sample Public Information Releases
School Profile or School Accountability Report Card (SARC)
Forms:
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D1: Section Activity Log
D2: Resource Request
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INCIDENT COMMAND SYSTEM AGENCY LIAISON
The Agency Liaison is a member of the Incident Command Staff. When there is a
district-level emergency, this position is generally staffed at the EOC. Only one
agency liaison is assigned for each incident, including incidents that are multi-jurisdictional.
Responsibilities: The Agency Liaison serves as the point of contact for representatives
from assisting organizations and agencies outside the school district and assists in
coordinating the efforts of these outside agencies by ensuring the proper flow of information.
Start Up Actions
❑ Check in with Incident Commander for situation briefing.
❑ Determine personal operating location and set up as necessary.
❑ Obtain necessary equipment and supplies from Logistics.
❑ Put on position identifier, e.g. vest or ID tag.
❑ Open and maintain a position log. Maintain all required records and documentation
to support the history of the emergency or disaster.
Operational Duties
❑ Maintain a list of assisting and cooperating agencies.
❑ Keep agencies supporting incident aware of incident status and priorities.
❑ Monitor incident operations to identify current or potential inter-organizational
problems.
❑ Ensure coordination of efforts by keeping IC informed of agencies’ action plans.
❑ Participate in planning meetings, providing current resource status, including
limitations and capabilities of assisting agency resources.
Closing Down
❑ At the Incident Commander’s direction, deactivate the Agency Liaison position and
release staff no longer needed. Direct staff members to sign out through
Timekeeping.
❑ Return equipment and reusable supplies to Logistics.
❑ Close out all logs. Provide logs and other relevant documents to the Documentation
Unit in Planning.
Equipment/ Supplies
ID Vest • Hard hat
Two-way radio, if available • Clipboard, paper, pens
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School Staff Directory
Copies of vendor contracts
List of local emergency contacts and resources
Forms:
D1: Section Activity Log
D2: Resource Request
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INCIDENT COMMAND SYSTEM SAFETY OFFICER
Responsibilities: The Safety Officer develops and recommends measures for assuring
personnel safety and assesses/anticipates hazardous and unsafe conditions. The Safety
Officer is a member of the Incident Command Staff. Operating under the Incident Commander,
the Safety Officer can exercise emergency authority to stop or prevent unsafe acts.
Start Up Actions
❑ Check in with Incident Commander for situation briefing.
❑ Put on personal safety equipment; i.e., hard hat, vest)
❑ Obtain necessary equipment and supplies from Logistics.
❑ Open and maintain a position log. Maintain all required records and documentation
to support the history of the emergency or disaster. Document:
Messages received
Action taken
Decision justification and documentation
Requests filled
Operational Duties
❑ Monitor drills, exercises, and emergency response activities for safety.
❑ Identify hazardous situations associated with the incident.
❑ Initiate appropriate mitigation measures.
❑ Stop or modify all unsafe operations.
❑ Ensure that responders use appropriate safety equipment.
❑ Investigate accidents that have occurred within the incident area.
❑ Anticipate situation changes, such as severe aftershocks, in all planning.
❑ Keep the Incident Commander advised of your status and activity and on any
problem areas that now need or will require solutions.
Closing Down
❑ When authorized by IC, deactivate the unit and close out all logs. Provide logs and
other relevant documents to the Documentation Unit in Planning
❑ Return equipment and reusable supplies to Logistics.
Equipment/ Supplies
Vest • Hard hat
Clipboard, paper, pens • Two-way radio
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SERT Manual
Forms:
D1: Section Activity Log
D2: Resource Request
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INCIDENT COMMAND SYSTEM OPERATIONS
Responsibilities: Operations manages the on-scene, immediate response to the disaster,
which can include the following:
Site Facility Check/Damage Assessment • Student Supervision and Release
Security and Utilities • Light Fire Suppression
Search and Rescue • First Aid and Crisis Intervention
Start-up Actions
❑ Check in with Incident Commander or Command Post for situation briefing.
❑ Put on personal safety equipment, e.g. hard hat and vest, walkie-talkie.
❑ Obtain necessary equipment and supplies from Logistics.
❑ Identify an assistant, as needed.
❑ Be proactive. Anticipate needs.
Operational Duties
❑ Assume the duties of all operations positions until staff is available and assigned.
❑ Brief assigned staff on the situation and supervise their activities, utilizing the
position checklists.
❑ Check with IC to assure Emergency Plan is implemented.
❑ Initiate and coordinate Search and Rescue and First Aid operations, if needed.
❑ Notify Logistics If additional supplies or personnel are needed for the Operations
Section, As additional staff arrive, brief them on the situation, and assign them as
needed.
❑ As information is received from Operations staff, pass it on to the Incident
Commander, providing a description of tasks and priorities.
❑ Student Release requires heavy staffing, so begin preparations early for
well-separated and well-marked Parent Request and Student Release gates.
❑ Monitor operational activities, ensuring that Operations staff follows standard
procedures, utilizes appropriate safety gear, and documents their activities.
❑ Schedule breaks and reassign Operations staff within the section as needed.
Closing Down
❑ At the Incident Commander’s direction, release Operations staff no longer needed.
Direct staff members to sign out through Timekeeping.
❑ Return equipment and reusable supplies to Logistics.
❑ When authorized by IC, deactivate the section and close out all logs.
❑ Provide logs and other relevant documents to the Documentation Unit in Planning.
Equipment/Supplies
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Vest • Hard hat, gloves, if needed
Clipboard, paper, pens, tape • Two-way radio
First Aid supplies for First Aid teams • Campus map
Search and Rescue equipment for SAR teams
Forms:
A1: Staffing List D3: Check-In/Check Out
D1: Section Activity Log E1: Situation Status Report – Initial
D2: Resource Request F1: Situation Status Report Update
INCIDENT COMMAND SYSTEM PLANNING
Responsibilities: Planning is responsible for the collection, evaluation, documentation and
use of information about the development of and response to the incident, the status of
resources, and recovery planning.
❑ Maintain accurate records and site map.
❑ Provide ongoing analysis of situation and resource status.
Start Up Actions
❑ Check in with Incident Commander for situation briefing.
❑ Obtain necessary equipment and supplies from Logistics.
❑ Put on position identifier, such as vest, if available.
Operational Duties
❑ Assume the duties of all Planning positions until staff is available and assigned.
❑ As (or if) staff is assigned, brief them on the situation and supervise their activities,
utilizing the position checklists.
❑ Assist Incident Commander in writing Incident Action Plans.
Closing Down
❑ At the Incident Commander’s direction, deactivate the section and close out all logs.
❑ Archive all incident records.
❑ Verify that closing tasks of all Planning positions have been accomplished.
❑ Return equipment and reusable supplies to Logistics.
Equipment/ Supplies
Vest • Hard hat
Clipboard, paper, pens, dry erase pens • Two-way radio
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File box(es) and folders • Clipboard
Large site map of campus, laminated
Forms:
A1: Staffing List
B1: Section Tasks
D1: Section Activity Log
D2: Resource Request
D3: Check-In/Check Out
E1: Situation Status Report – Initial Assessment
F1: Situation Status Report Update
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INCIDENT COMMAND SYSTEM LOGISTICS
Responsibilities: Logistics is responsible for providing facilities, services, personnel,
equipment, and materials in support of the incident.
Start-up Actions
❑ Check in with Incident Commander for situation briefing.
❑ Open supplies container or other storage facility.
❑ Put on position identifier, such as a vest.
❑ Begin distribution of supplies and equipment as needed.
❑ Ensure that the Incident Command Post and other facilities are set up as needed in
safe locations.
Operational Duties
❑ Assume the duties of all Logistics positions until staff is available and assigned.
❑ As (or if) staff is assigned, brief them on the situation and supervise their activities,
utilizing the position checklists.
❑ Coordinate supplies, equipment, and personnel needs with the Operations Section
Chief.
❑ Maintain security of cargo container, supplies and equipment.
Closing Down
❑ At the Incident Commander’s direction, deactivate the section and close out all logs.
❑ Verify that closing tasks of all Logistics positions have been accomplished. Secure all
equipment and supplies.
Equipment/Supplies
Vest and ID • Hard hat
Clipboards with volunteer sign-in sheets • Pens, marking pens
File folders
Storage facility and all emergency supplies stored on campus
Inventory of equipment on campus
Forms:
A1: Staffing List
B1: Section Tasks
D1: Section Activity Log
D2: Resource Request
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D3: Check-In/Check Out
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INCIDENT COMMAND SYSTEM FINANCE/ADMINISTRATION
Responsibilities: Finance/Administration is responsible for financial tracking, procurement,
and cost analysis related to the disaster or emergency.
Maintain financial records
Track and record staff hours.
Start-Up Actions
❑ Check in with Incident Commander for situation briefing.
❑ Put on position identifier, such as a vest.
❑ Locate and set up work space.
❑ Check in with the Documentation Clerk to collect records and information which
relate to personnel time keeping and/or purchasing.
Operational Duties
❑ Assume the duties of all Finance/Administration positions until staff is available and
assigned.
❑ As (or if) staff is assigned, brief them on the situation and supervise their activities,
utilizing the position checklists.
Closing Down
❑ At the Incident Commander’s direction, deactivate the section and close out all logs.
❑ Verify that closing tasks of all Finance/Administration positions have been
accomplished. Secure all documents and records.
Equipment/ Supplies
Vest • Clipboard
Paper, pens • File folders
Calculator
Forms:
A1: Staffing List
B1: Section Tasks
D1: Section Activity Log
D2: Resource Request
D3: Check-In/Check Out
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ICS S ECTION U NITS : S CHOOL E MERGENCY TEAMS
Staff: Per California Government Code §3100, during a disaster, public employees
become “Disaster Service Workers”. As Disaster Service Workers, school staff may
be required to remain at school to assist in an emergency situation.
Staff members may be assigned as teams to assist section leaders in units of the ICS.
Assigned teams shall receive training appropriate to their ICS role and shall participate in
emergency readiness drills and activities before an actual disaster occurs. Any school
employee, as a disaster service worker, may be asked to assist an ICS team whenever
necessary.
TEACHERS: Teachers shall be responsible for the supervision of students and
shall remain with students unless directed otherwise. They shall:
❑ Supervise students under their charge.
❑ Take steps to ensure the safety of students, staff, and other
individuals in the implementation of emergency protocols.
❑ Direct students in their charge to inside or outside assembly areas,
in accordance with signals, warning, written notification, or intercom
orders according to established emergency procedures.
❑ Give appropriate action command during an emergency.
❑ Take attendance when class relocates to an outside or inside
assembly area or evacuates to another location.
❑ Report missing students to Planning.
❑ Assume designated ICS role.
❑ Send students in need of medical attention to the First Aid Station.
❑ Render first aid, if necessary. School staff should be trained and
certified in First Aid and CPR.
INSTRUCTIONAL AIDES/ASSISTANTS:
❑ Assist teacher, as directed.
COUNSELORS, SOCIAL WORKERS, PSYCHOLOGISTS: Counselors, social
workers, psychologists provide assistance with the overall direction of the
emergency procedures at the site. Assume designated ICS role.
Responsibilities may include:
❑ Take steps to ensure the safety of students, staff, and other
individuals in the implementation of emergency protocols.
❑ Direct students in their charge according to established emergency
protocols.
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❑ Render crisis intervention, if necessary.
❑ Assist in the evacuation/transfer of students, staff and other
individuals when their safety is threatened by a disaster.
❑ Maintain a line of communication with Operations.
❑ Assist as directed by Operations.
SCHOOL NURSES/HEALTH ASSISTANTS:
❑ Assume designated ICS role, preferably in the First Aid Station.
Administer first aid or emergency treatment, as needed.
❑ Supervise administration of first aid by those trained to provide it.
❑ Organize first aid and medical supplies.
CUSTODIANS/MAINTENANCE PERSONNEL:
❑ Assume designated ICS role.
❑ Survey and report building damage to Operations.
❑ Control main shut-off valves for gas, water, and electricity and
assure that no hazard results from broken or downed lines.
❑ Provide damage control as needed.
❑ Assist in the conservation, use, and disbursement of supplies and
equipment.
❑ Keep Operations Chief informed of condition of school.
SCHOOL SECRETARY/OFFICE STAFF:
❑ Assume designated ICS role.
FOOD SERVICE/CAFETERIA WORKERS:
❑ Use, prepare, and serve food and water on a rationed basis
whenever the feeding of students and staff becomes necessary
during an emergency.
❑ Restrict access to foodservice operations to authorized personnel.
❑ Assist as directed by Operations.
BUS DRIVERS:
❑ Supervise the care of children if disaster occurs while children are on the bus.
❑ Transfer students to new location when directed.
❑ Assist custodian in damage control.
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❑ Transport individuals in need of medical attention.
O THER STAFF:
❑ Report to principal for directions.
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OPERATIONS SEARCH AND RESCUE
Objectives: Sweep quickly through the school buildings to identify the location of trapped
or injured students and staff. Rescue those who are trapped and injured. Coordinate with
First Aid team for treatment of the injured.
Safety Rules: the Buddy system: 2-3 persons per team; team leader identified. Take no
action that might endanger you. Do not work beyond expertise. Use appropriate safety gear.
Size up the situation first. Follow all operational and standard safety procedures. Team
members should be certified in First Aid and trained in SAR techniques.
Start-Up Actions
❑ Put on personal safety gear.
❑ Obtain all necessary equipment from container (see below).
❑ Check at Command Post (ICP) for assignment.
❑ Put batteries in flashlight.
Operational Duties
❑ Before entering a building, walk around and inspect complete exterior of building.
Report structural damage to team leader. Use yellow caution tape to barricade
hazardous areas. Do not enter severely damaged buildings.
❑ If building is safe to enter, search assigned area (following map) using orderly
pattern. Check rooms first that are marked for injured person left behind (e.g., red
ribbon on door handle). Systematically check all rooms.
STANDARD SEARCH ASSESSMENT MARKING
A separate and distinct marking system is necessary to conspicuously describe information
relating to the location of victims in the areas searched. This will be constructed in
two operations, when entering and leaving a room. It is important that the markings
are specific to each area of entry (e.g., room) or separate part of the building. Use
chalk, painters’ tape, or grease pencil for the markings indicated below.
❑ When injured victim is located, transmit location, number, and condition of injured to
Command Post. Do not use names of students or staff. Administer only life-saving
disaster first aid. Transport injured to First Aid Station.
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❑ Fill in the four quadrants of the “X” using the standard marking system, which will
help professional rescue teams who follow. Working clockwise from the left
quadrant, mark information as described on the following page/
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OPERATIONS SEARCH AND RESCUE (cont’d)
Search
Team
Date/
Time
Hazards
# injured
# dead
10/25/11
0815 
EXAMPLE: ER chlorine
2 dead
❑ Report by radio to Incident Command Post when room or area has cleared
(example: " Room A-123 is clear ”). To diminish radio clutter, consider reporting room
clusters as clear.
❑ Follow directions from Operations/Incident Command Post
❑ Report gas leaks, fires, or structural damage to Operations Chief immediately upon
discovery.
❑ Record exact location of damage and triage on map and report information to
Operations Chief.
❑ Keep radio communication brief and simple. Use common language, no codes.
Closing Down
❑ Return equipment to Logistics. Provide maps and logs to the Documentation Unit.
Equipment/Supplies
ID Vest • Hard hat
Work and latex gloves • Whistle with master keys on lanyard
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First aid backpack • Campus 2-way radio
Clipboard with job description and map • Caution tape
Fire extinguisher
Backpack with goggles, flashlight, face masks, pry bar, duct tape, grease pencil and
painter’s tape to mark doors.
* Remember : If you are not acknowledged, you have not been heard. Repeat your
broadcast, being aware of other simultaneous transmissions.
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OPERATIONS FIRST AID
Objectives: Establish the First Aid treatment area, triage, emergency medical response
and counseling. Ensure that appropriate actions are taken in the event of deaths.
Coordinate with the Search and Rescue Team and inform the Operations Chief when the
situation requires health or medical services that staff cannot provide.
Personnel : First-aid trained staff and volunteers
Start-Up Actions
❑ Set up First Aid Station if directed by Operations Chief.
❑ Obtain and put on personal safety equipment including vests and non-latex or nitrile
gloves.
❑ Check with Medical Team Leader for assignment.
Operational Duties
❑ Admit injured students/staff to First Aid Station, listing name on master log.
❑ Administer appropriate first aid.
❑ Keep accurate records of care given.
❑ Continue to assess victims at regular intervals.
❑ Report deaths immediately to First Aid Team Leader. Relocate to morgue area
❑ If and when transport is available, do final assessment and document on triage tag.
Keep and file records for reference—do not send with victim.
❑ A copy of the Student’s Emergency Card must accompany student removed from
campus to receive advanced medical attention. Send emergency out-of-area phone
number if available.
First Aid Stations
Triage - Locate triage (injury sorting area) at the entry of the First Aid Station. This area
is for the injured to be quickly evaluated for severity of injury and directed to the
appropriate treatment area.
● Immediate Care - For people with life and limb threatening injuries that
require immediate attention, such as difficulty breathing, severe bleeding,
major burns and shock. Locate immediate care in an area out of sight of
most students and staff but accessible to emergency vehicles.
● Delayed Care - For injured individuals who do not require attention within the
first hour. Such people may have lacerations, broken bones or need
medication. Located near the immediate care area, but shield from the sight
of the injured in immediate care area.
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● Minor Care - Avoids overloading first aid station for those needing immediate
care. Some can be treated in class lines.
Crisis Counseling - Mild to moderate anxiety is best handled by teachers in class groups.
Severe anxiety warrants special attention in a secluded area away from other First Aid
areas, since the sight of injured people may worsen the hysteria. This area should be
away from the student population because hysteria can rapidly get out of control.
OPERATIONS FIRST AID (cont’d)
Closing Down
❑ Return equipment and unused supplies to Logistics.
❑ Clean up first aid area. Dispose of hazardous waste safely.
❑ Complete all paperwork and turn into the Documentation Unit.
Equipment/ First Aid Supplies:
See Emergency Supplies Inventory in APPENDIX G .
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OPERATIONS FIRST AID: MORGUE
Personnel : To be assigned by the Operations Chief or may be handled through District staff.
Start-Up Actions
❑ Check with Operations Chief for direction.
❑ If directed, set up morgue area. Verify:
Tile, concrete, or other cool floor surface
Accessible to Coroner’s vehicle
Remote from assembly area; keep unauthorized persons out of morgue.
Maintain respectful attitude.
Operational Duties - After pronouncement or determination of death:
❑ Confirm that the person is actually dead.
❑ Do not move the body until directed by Command Post.
❑ Do not remove any personal effects from the body. Personal effects must remain
with the body at all times.
❑ As soon as possible, notify Operations Chief, who will notify the Incident
Commander, who will notify 911 of the location and, if known, the identity of the body.
The 911 Dispatcher will notify the Coroner.
❑ Keep accurate records and make available to law enforcement and/or the Coroner
when requested.
❑ Write the following information on two tags.
Date and time found.
Exact location where found.
Name of decedent if known.
If identified—how, when, by whom.
Name of person filling out tag.
❑ Attach one tag to body.
❑ If the Coroner’s Office will not be able to pick up the body soon, place body in plastic
bag(s) and tape securely to prevent unwrapping. Securely attach the second tag to
the outside of the bag. Move body to the morgue.
❑ Place any additional personal belongings found in a separate container and label as
above. Do not attach to the body—store separately near the body.
Closing Down
❑ After all the bodies have been picked up, close down the Morgue.
❑ Return equipment and unused supplies to Logistics.
❑ Clean up area. Dispose of hazardous waste safely.
❑ Complete all paperwork and turn into the Documentation Unit of Planning.
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Equipment/ Supplies
ID Vest • Tags
Vicks VapoRub • Pens/Pencils
Plastic tarps • Plastic trash bags
Stapler • Duct tape
2" cloth tape
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OPERATIONS SHELTER AND CARE
Objectives: Ensure the care and safety of all students on campus except those who are in
the First Aid Station.
Personnel: Classroom teachers, substitute teachers, and staff as assigned.
Start Up Actions
❑ Identify team leader
❑ Put on safety vest or position identifier
❑ Assess situation. Remain calm.
❑ Take job description clipboard and radio.
❑ Check in with Operations Chief for situation briefing.
❑ Assign personnel to assignments as needed.
❑ If school is evacuating:
Verify that the assembly area and routes to it are safe.
Count students or observe the classrooms as they exit, to make sure that all
classes evacuate.
Initiate the set-up of portable toilet facilities and hand-washing stations.
Operational Duties
❑ Monitor the safety and well-being of the students and staff in the Assembly Area.
❑ Administer minor first aid as needed or refer to First Aid Station
❑ Support the Student Release process by releasing students with appropriate
paperwork.
❑ When necessary, provide water and food to students and staff.
❑ Make arrangements for portable toilets if necessary, ensuring that students and staff
wash their hands thoroughly to prevent disease.
❑ Arrange activities and keep students reassured.
❑ Update records of the number of students and staff in the assembly area (or in the
buildings).
❑ Direct all requests for information to the Public Information Officer or Command Post.
❑ Make arrangements to provide shelter for students and staff.
Closing Down
❑ Return equipment and reusable supplies to Logistics.
❑ When authorized by the Incident Commander, close out all logs.
❑ Provide logs and other relevant documents to the Documentation Unit.
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Equipment/ Supplies
ID Vest • School 2-way radio
Clipboard with job description • Ground cover, tarps
First aid kit, water, food, sanitation supplies
Student activities: books, games, coloring books, etc.
Forms:
- Student Accounting
- Student Injury Forms
OPERATIONS STUDENT RELEASE
Objective: Assist teachers and staff in the release of students from the campus to parents
and designated adults.
Personnel : School Secretary, available staff and disaster volunteers. Use buddy system.
Student Release process is supported by student runners.
Start-Up Actions :
❑ Identify team leader.
❑ Put on safety vest or position identifier.
❑ Check with Operations Chief for assignment to Request Table or Release Table.
❑ Obtain necessary equipment and forms from Logistics or emergency container.
❑ Secure area against unauthorized access. Mark gates with signs.
❑ Set up Request Table at the main student access area. Use alphabetical grouping
signs to organize parent requests.
❑ Have Student Release Forms available for parents outside at Request Table. Assign
volunteers to assist.
❑ Set up Release Table at some distance from Request Table.
Operational Duties
❑ Follow procedures outlined below to ensure the safe reunification of students with
their parents or guardians.
❑ Refer all requests for information to the ICS or EOC Public Information Officer. Do
not spread rumors!
Procedures
❑ Requesting adult fills out Student Release Form, gives it to staff members, and
shows photo identification.
❑ Staff verifies identification, pulls Emergency Card from file, and verifies that the
requester is authorized on the card.
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❑ Staff instructs the requester to proceed to the Release Table and files the Emergency
Card in the out box. .
❑ Runner takes the Student Release Form to Student Assembly Area, walks the
requested student to the Student a check that Release Table.
❑ Staff matches student to requester, asks parent/requester to sign student Release
Form, and requests both to leave the campus area to reduce congestion.
❑ Mark student with sticker or “X” on hand in colored marking pen so security
personnel can check that student is authorized to leave campus.
Note: If a parent is hostile or refuses to wait in line, don’t argue. Step aside with the agitated
parent so that Request Table can continue processing other parent requests. Document.
If student is with class in the Assembly Area:
❑ Runner shows Student Release Form to the teacher
❑ Teacher marks box, “Sent with Runner.”
❑ Runner walks students to Release Table
❑ Runner hands paperwork to release personnel.
❑ Release staff match students to requester, verify proof of identification
OPERATIONS STUDENT RELEASE (cont’d)
If student is not with the class:
❑ Teacher makes appropriate notation on Student Log.
❑ “Absent” if student was not in school that day.
❑ “First Aid” if student is at First Aid Station.
❑ “Missing” if student was in school but now cannot be located.
❑ Runner takes Student Log to Planning/ICP.
❑ Planning verifies student location if known and directs runner accordingly.
❑ Parents should be notified of missing student status and escorted to Crisis
Counselor.
❑ If student is in First Aid, parents should be escorted to Medical Treatment Area.
❑ If student was marked absent, parents will be notified by a staff member.
Closing Down
❑ At the direction of the Operations Chief, return equipment and unused supplies to
Logistics.
❑ Complete all paperwork and turn into the Documentation Unit.
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Equipment/Supplies - See Emergency Supplies (Student Release File Box inventory) in
APPENDIX G.
ID Vest • Clipboards for staff
Small clipboards for Parent Request forms • Pens, stapler
Student Emergency Contact Cards • File boxes to serve as out-boxes
Model Marin Schools Student Release Guide
Signs marked Request Table and Release Table
Signs for alphabetical grouping to organize request lines
Post-it tabs to indicate absent students, missing students, those in First Aid.
Map with location of Student Release Table and parent parking area
Forms:
- Student Release Form (copies for every student)
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PLANNING SITUATION
Objectives: Collect, evaluate, document and use information about the development of the
incident and the status of resources.
Maintain accurate site map.
Provide ongoing student/staff and facilities status data, analysis of situation and
resource status.
Start-up Actions
❑ Check in with Planning Chief for situation briefing.
❑ Obtain necessary equipment and supplies from Logistics.
❑ Put on safety vest or position identifier.
Operational Duties
Situation Status (Map)
❑ Establish, coordinate and direct verbal and written communications with section
chiefs.
❑ Collect, organize and analyze incident information.
❑ Update situation status boards as new information is received.
❑ Use area-wide map to record information on major incidents, road closures, utility
outages, etc.
❑ Mark site map appropriately as related reports are received. This includes Search
and Rescue reports and damage updates, giving a concise picture status of campus.
❑ Preserve map as legal document until photographed.
❑ Direct media or public inquiries to the ICS or EOC Public Information Officer.
Situation Analysis
❑ Provide current situation assessments based on analysis of information received.
❑ Develop situation reports for the Incident Commander to support the action planning
process.
❑ Think ahead and anticipate situations and problems before they occur
❑ Report only to Incident Commander. Refer all other requests to Public Information
Officer.
Closing Down
❑ Close out all logs and turn all documents into Documentation.
❑ Return equipment and reusable supplies to Logistics.
Equipment/ Supplies
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ID Vest • Clipboards
2-way radio • Paper, pens, dry-erase pens, tissues
Large site map of campus, laminated • File box(es)
Map of county and local area
Forms:
D1: Section Activity Log
E1: Situation Status Report – Initial Assessment
F1: Situation Status Report Update
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PLANNING DOCUMENTATION
Objectives: Collection, evaluation, documentation and use of information about the
development of the incident and the status of resources.
Start-Up Actions
❑ Check in with Planning Chief for situation briefing.
❑ Obtain necessary equipment and supplies from Logistics.
❑ Put on safety vest or position identifier..
❑ Determine whether there will be a Finance/Administration Section. If there is none,
the Documentation Clerk will be responsible for maintaining all records of any
expenditures as well as all personnel timekeeping records.
Operational Duties
Records
❑ Maintain time log of the Incident, noting all actions and reports. (See sample log in
APPENDIX D.)
❑ Record content of all radio communication with district Emergency Operations
Center.
❑ Record verbal communication for basic content.
❑ Log in all written reports.
❑ File all reports for reference (file box).
Important : A permanent log may be typed or rewritten at a later time for clarity and better
understanding. Keep all original notes and records—they are legal documents.
Student and Staff Accounting
❑ Receive, record, and analyze Student Accounting forms.
❑ Check off staff roster. Compute number of students, staff, and others on campus for
Situation Analysis. Update periodically.
❑ Report missing persons and site damage to Incident Commander.
❑ Report first aid needs to Medical Team Leader.
❑ File forms for reference.
Closing Down
❑ Collect and file all paperwork and documentation from deactivating sections.
❑ Securely package and store these documents for future use.
❑ Return equipment and reusable supplies to Logistics.
Equipment/ Supplies
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ID Vest • Clipboards
2-way radio paper, pens • File box(es)
Forms:
- Emergency Time/Situation Report
- Sample log
- Student Accounting Form
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LOGISTICS STAFFING
Objective: Coordinate the assignment of personnel (staff, students, disaster volunteers) in
support of the incident response.
Start-Up Actions
❑ Check in with Logistics Chief for situation briefing.
❑ Put on safety vest or position identifier.
❑ Open three logs to list staff, volunteers, and student runners who are awaiting
assignment.
Operational Duties
❑ Deploy personnel as requested by the Incident Commander.
❑ Sign in volunteers, making sure that they wear I.D. badges and are on the site
disaster volunteer list.
❑ Unregistered volunteers should be sent to the community volunteer site, if there is
one. If needed on site, verify identity, register volunteer, and consider simple
assignments such as parking and crowd control, distribution of Student Request
forms to parents.
Closing Down
❑ Ask volunteers to sign out.
❑ At the Logistic Chief’s direction, close out all logs and turn them in to Documentation
Unit.
❑ Return all equipment and supplies.
Equipment/Supplies
ID Vest • 2-way radio
Clipboards with Volunteer Sign-in sheets • Paper, Pens
Cargo container or other storage facility and all emergency supplies stored on campus
Forms:
- Inventory of emergency supplies on campus
- List of registered disaster volunteers
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LOGISTICS SUPPLIES/FACILITIES
Objectives: Provide facilities, equipment, supplies, and materials in support of the incident
response. Facilitate and coordinate food supplies, meal preparation, meal distribution,
water distribution, sanitation set-up and debris removal.
Start-Up Actions
❑ Check in with Logistics Chief for situation briefing.
❑ Open supplies container or other storage facility if necessary.
❑ Put on safety vest or position identifier.
❑ Begin distribution of supplies and equipment as needed.
❑ Set up the Incident Command Post.
Operational Duties
❑ Maintain security of cargo container, supplies and equipment.
❑ Distribute supplies and equipment as needed.
❑ Assist team members in locating supplies and equipment.
❑ Set up feeding area, sanitation area and other facilities as needed.
❑ Arrange for debris removal.
❑ Coordinate site repairs and use of school facilities.
Closing Down :
❑ At the Logistic Chief’s direction, receive all equipment and unused supplies as they
are returned.
❑ Secure all equipment and supplies.
Equipment/Supplies
ID Vest • 2-way radio
Clipboard • Paper, pens
Cargo container or other storage facility and all emergency Supplies stored on campus
Forms:
- Inventory of emergency supplies on campus
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FINANCE/ADMINISTRATION TIMEKEEPING
Objective : Maintenance of accurate and complete records of staff hours.
Start-Up Actions:
❑ Check in with Finance/Administration Chief for situation briefing.
❑ Put on position identifier, such as vest, if available.
❑ Locate and set up work space.
❑ Check in with the Documentation Clerk to collect records and data that relate to
personnel timekeeping.
Operational Duties
❑ Meet with Finance/Administration Chief to determine process for tracking regular and
overtime of staff.
❑ Ensure that accurate records are kept of all staff members, indicating hours worked.
❑ If district personnel not normally assigned to the site are working, be sure that
records of their hours are kept.
Closing Down
❑ Close out all logs.
❑ Secure all documents and records.
Equipment/ Supplies
ID Vest • Clipboards
Paper, pens
Forms:
- Staff Duty Log
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FINANCE/ADMINISTRATION PROCUREMENT
Objective: Maintain accurate and complete records of purchases. Most purchases are
made at the district level; however, in emergency situations, it may be necessary for school
sites to acquire certain items quickly.
Start-Up Action
❑ Check in with Finance/Administration Chief for situation briefing.
❑ Put on position identifier, such as a vest.
❑ Locate and set up work space.
❑ Check in with the Documentation Clerk to collect records and information which
relate to purchasing.
Operational Duties
❑ Meet with Finance/Administration Chief to determine process for tracking purchases.
❑ Support Logistics in making any purchases that have been approved by the Incident
Commander.
❑ Maintain vendor contracts and agreements.
Closing Down
❑ Close out all logs.
❑ Secure all documents and records.
Equipment/Supplies
ID Vest • Clipboard
Paper, Pens • Post-Its
Stapler • Calculator
Forms
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D. C OMMUNICATIONS
Establishing reliable communication networks is critical for dealing effectively
with an emergency or crisis. Timely contact with law enforcement and other public
agencies is necessary for effective response. School staff members and students
must be told what is happening and what to do. Parents and families of staff
members must be informed about the situation, including the status of their child
or family member. School Board members must be kept informed and updated.
Information must be transmitted to the District Superintendent and to other
affected schools. Rumors must be quelled. And finally, the media must be
informed and kept updated. It is the responsibility of the superintendent to
disseminate information to the public.
As a part of the countywide Marin Schools Emergency Radio Network, the principal or
designee will:
• Notify the district office of the school's status/needs. The district office will notify
The Marin County Office of Education of the status of all district schools.
• Designate staff member(s) to monitor all communications
COMMON TERMINOLOGY
One of the most important reasons for schools to use Incident Common System is that it
provides common terminology. Response agencies will communicate more effectively with
schools if similar roles are described with similar wording.
COMMUNICATION TECHNOLOGY
During an emergency, telephones and cell phones will only be used to report
emergency conditions or to request emergency assistance. In the event that telephone
and/or electrical service is interrupted, other means must be relied upon to relay
information. A bullhorn and/or runners will be utilized within the school building and on
school grounds.
COMMUNICATION TOOLS
Standard telephone – A standard telephone plugged into a standard jack
may work even when the electrical power is off. Designate a school
telephone number as a recorded “hotline” for parents to call for
information during emergencies. The goal is to keep other telephone
lines free for communication with first responders and others.
Cellular telephones – These phones may be the only tool working when
electric service is out; they are useful to administrators and staff who
may be en route to or from a site.
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Intercom systems – Ideally, systems should include teacher-initiated
communications with the office using a handset rather than a
wall-mounted speaker.
Bullhorns and megaphones – A battery-powered bullhorn or megaphone
should be part of the school’s emergency toolbox to address students
and staff who are assembling outside the school. Procedures governing
storage and use will help ensure readiness for use.
Two-way radio - Two-way radios provide a reliable method of
communication between rooms and buildings at a single site. Train all
staff fully to operate the two-way radio.
Computers – A wireless laptop computer may be used for communication
both within the school and to other sites. E-mail may be a useful tool for
updating information for staff, other schools in an affected area, and the
District Superintendent. Post information such as school evacuation,
closure or relocation on the home page of the school and district website.
Fax machines – Possible uses include an off-campus accidents where
lists of students and staff members involved, their locations, and needed
telephone numbers can be quickly and accurately communicated.
Medical information, forms, and authorizations can be faxed and returned
in emergencies.
Alarm systems – Bells or buzzers which may be sounded in different
ways to signal different types of emergencies - for example, fire,
lockdown or special alert (with instructions to follow).
Telephone Tree – A telephone tree is a simple, widely used system for notifying
staff of an emergency event when they are not at school. Set up a telephone
tree by listing the first in Chain of Command (Principal or Incident Commander).
Then link him/her to the ICS section chiefs who, in turn, are linked to those
assigned to units within each section. In practice, the first person on the list
calls several people, who next call others, etc.until everyone on the list has been
notified of the situation. A carefully crafted statement, specifying what is and is
not yet known, and what steps may need to be taken, should be drafted before
the telephone tree is activated. This helps to retain the authenticity
COMMUNICATING WITH PARENTS
An important aspect of managing emergencies is dealing effectively with
parent reactions and community agencies. Communication with parents and
the community is best begun before an emergency occurs. Some useful
strategies include the following:
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❑ Develop a relationship with parents so that they trust and feel
comfortable calling school personnel in the event of an emergency.
❑ Inform parents about the school’s emergency plan, its purpose and
objectives. Provide such information can be included in a school
newsletter or informational materials prepared for Back to School
Night.
❑ Develop a list of community resources that may be helpful to parents in
the event of an emergency. Publish links to the resources on the
school website. Publicize the hotline number for recorded emergency
information.
❑ Identify parents who are willing to volunteer in case of an emergency,
include them in preparation efforts, and include them in training.
❑ Be prepared with translation services for non-English speaking
families and students with English as a Second Language.
In the event of an emergency, parents’ first reactions are likely to involve fear
or anxiety. They will want to know: a) their children are safe; b) how the
emergency is being handled; and c) assurance that the children will be safe in
the future.
Establishing a system for responding quickly to parent needs for information
is an important part of pre-planning. In the event of an emergency or disaster,
develop materials to inform parents exactly what is known to have happened.
❑ Do not embellish or speculate. Explain what happened; focus on facts.
❑ Describe how the school and school district are handling the situation.
❑ Provide information regarding possible reactions of their child and ways to talk with
them.
❑ Provide a phone number, website address or recorded hotline where parents may
receive updated information about the emergency.
❑ Inform parents and students when and where school will resume.
❑ Schedule and attend an open question-and-answer meeting for parents as soon
after the incident as possible. The meeting will provide an opportunity for school
officials to listen and respond to parent concerns (which is helpful in combating
rumors and other misinformation) and to work on restoring parental trust in the
school.
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HANDLING RUMORS
People are going to talk about an emergency and without facts, people
speculate. Rumors create a negative perception of the school’s ability to
manage an emergency. The most effective strategy for combating rumors is
to provide facts as soon as possible:
● Identify and notify internal groups including administrators, teachers,
students, custodians, secretaries, teaching assistants, cafeteria workers, bus
drivers, etc. These are primary sources of information who are likely to be
contacted in their neighborhoods, at grocery stores, etc. It is critical that
they have accurate information because what they know will be passed on.
A faculty/staff meeting should be held before staff members go home so that
information about the scope, cause of and response to the emergency can
be clearly communicated.
● Clerical staff who answer the telephone at the school and at the District
Office must know what information can be shared and what information is
considered confidential. They must also be kept informed about inaccurate
information that is circulating so they can help correct misinformation.
Designating staff to answer calls helps control the circulation of
misinformation.
● Use of key communicators in the community will also combat rumors. A
telephone tree, news release or a briefing held especially for identified
community representatives directly associated with the school will help
convey accurate information.
● The media can also help control rumors; ask reporters to provide frequent
updates to the public, particularly providing accurate information where
rumors need to be dispelled.
● After an immediate emergency has passed, a public meeting may be helpful.
It provides an opportunity for people to ask questions and to receive
accurate information. A follow-up public meeting may help restoring the
community’s confidence in the school’s ability to manage emergencies and
to provide a safe environment.
● If the incident involved damage or destruction, schedule an open house for parents
and other community members to see the school restored. This will help everyone
put the emergency behind them.
COMMUNICATING WITH THE MEDIA
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Most news people are sensitive when reporting emergencies that occur in school settings
and are interested in doing a reputable job. The following suggestions will promote clear
communications with the media:
❑ Direct media representatives to one area (on or off campus) where briefings can
take place.
❑ Instruct all staff to refer all information and questions to the Public Information
Officer or District Office. Remind staff that only designated spokespeople are
authorized to talk with news media.
❑ Insist that reporters respect the privacy rights of students and staff. Answer
questions within the limits of confidentiality.
❑ Advise students of the school’s student media policy.
❑ Take initiative with news media and let them know what is or is not known about
the situation.
❑ Emphasize school’s/district’s good record.
❑ Speak to reporters in plain English.
❑ If the emergency is a death, Principal should consult with the deceased
student/staff member’s family before making a statement about the victim.
❑ If there is involvement with a criminal case, work in conjunction with law
enforcement spokesperson.
❑ When communicating, maintain a unified position and message; keep messages
concise, clear, and consistent.
❑ Don’t try to “kill” a story; don’t say “no comment;” don’t speculate; don’t pass
blame.
❑ Regularly update District Office on situation.
❑ Delay releasing information until facts are verified and the school’s position is
clear.
❑ Assign sufficient staff to handle phones and keep a log of calls and personal
contacts.
❑ Express appreciation to all persons who helped handle the emergency.
❑ Prepare statements about the situation to avoid ad-libbing. Important points to
make are: preparedness of the school; coordination of efforts with community
agencies, access to information for parents; responsible immediate action taken
by school representatives (including those in positions of authority); and support
provided for students at the school.
❑ Always provide a phone number to call for additional or updated information.
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E. D RILLS AND T ABLETOP E XERCISES
CONDUCTING DRILLS
The purpose of any drill or exercise is to reveal planning weaknesses; uncover resource
needs and shortfalls; improve coordination within the district and community; clarify roles
and responsibilities; and improve overall performance of all staff and students. It is
essential to practice the Plan periodically to make sure that it works, and that all personnel
understand their roles. Exercises with key school personnel, back-ups, and local emergency
responders should occur on a regular basis. FEMA suggests four ways to accomplish this
goal:
1) Drills simulate an emergency in a limited scope, typically involving one supporting
agency.
● An informal discussion of simulated emergencies
● May test a single component or function of the Emergency
Management Plan (for example, a “Lock-Down” drill)
2) Tabletop exercises simulate an emergency situation in an informal, stress-free
environment designed to elicit discussion to resolve coordination and responsibility
issues based on existing Emergency Management Plans.
● An informal discussion of simulated emergencies
● No time pressures
● Low stress
● Useful for evaluating plans and procedures
● Helpful to resolve questions of coordination and responsibility
3) Functional Exercises simulate a real emergency under time-sensitive conditions by
testing coordination among various functions and outside response agencies.
● Focuses on policies, procedures, roles and responsibilities
● More stressful and realistic simulation of real life situations
● Usually takes place in “real time”
● Emphasizes the emergency functions of the Emergency Management
Plan. Examples might include perimeter security (securing all doors
of the school), utility shut-downs, and accounting for all the people
who should be in school at the time (to include students and staff).
● School’s Emergency Management Team is activated.
4) Full Scale Exercises test an entire community's response capability. This involves
using real equipment.
● Takes place in “real time” and tests total response capability as close
to a real emergency as possible.
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● Includes mobilization of emergency personnel and community
resources required to demonstrate coordination and response
capability that would be anticipated to support the school in crisis.
● Coordinates many agencies and functions, both internal and external
to the district
● Intended to test several emergency functions, either concurrently or
in sequence
● Could involve activating an Emergency Operations Center (EOC)
REASONS TO CONDUCT DIFFERENT TYPES OF EXERCISES
Orientation
Seminar
Drill
Tabletop Exercise
Functional
Exercise
Full-Scale
Exercise
No prior
exercises
No recent crises
New plan
New procedure
New staff
leadership
New facility
Newly Identified
threat
New assisting
local agency
Establish
equipment
capabilities
Determine
response times
Personnel
training
Interagency
cooperation
Determine
resource and
manpower
capabilities
Practice group
problem solving
Executive familiarity
Specific case study
Specific threat area
Examine manpower
contingencies
Test group
responsibility
interpretation
Observe information
sharing
Assess interagency
coordination
Train personnel in
negotiation/interaction
Evaluate any
function
Observe physical
facilities use
Reinforce
established policies
and procedures
School accreditation
Test seldom used
resources
‘Measure resource
adequacy
Confirm interagency
relationships
Information
analysis
Interagency
cooperation
Policy
confirmation
Negotiation
Resource and
manpower
allocation
Media attention
Equipment
capabilities
Interagency
operations and
relations
MANDATED DRILLS
In accordance with state law:
● Fire drills will be conducted on a monthly basis.
● An earthquake "Drop, Cover and Hold" drill will be held each quarter for
elementary schools and once each semester for secondary schools. (EC
35297)
● Test earthquake plan, or portions thereof, on a rotating basis, at least two
times during the school year. (Section 560, Title V, California
Administrative Code)
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● All students and staff will participate in these mandated drills.
● A district-wide drill/simulation is recommended yearly.
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F. S TAFF P ERSONAL P REPAREDNESS
When a major emergency occurs, every school and district employee should be
prepared and committed to serving their students. Per California Government Code
Section 3100, during a disaster, public employees become “Disaster Service Workers”.
As Disaster Service Workers, school staff and teachers will be called upon to serve at
their school sites, unless otherwise directed by authorities. To do this effectively, each
employee must:
❑ have the confidence that they have prepared their families to deal with
emergencies in their absence
❑ know how to complete those tasks for which they are assigned
The time and energy a staff member commits to being prepared at home will provide the
best assurance that they are capable of dealing with crisis situations at the school site.
STAFF RELEASE PLAN
Administrators will take into consideration the family needs of employees and release
staff accordingly. Schools should work with staff prior to an emergency to develop
criteria agreed upon for release of staff. Such criteria might include (presented without
respect to priority):
● Single parents with preschool children
● Single parents with children in primary grades
● Single parents with children in elementary schools
● Staff member with housebound dependents
● Persons with health problems or disabilities
● Persons living in areas of major damage
● Married parents with preschool children
● Married parents with children in primary grades
● Married parents with children in elementary schools
G. E MERGENCY S UPPLIES AND E QUIPMENT
APPENDIX G contains lists of basic emergency supplies, separated into the following
functions as part of an emergency plan.
● Classroom Backpack
● Classroom Lockdown Kit
● Student Release File Box
● Incident Command Center Box
● Medical Supplies
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● Light Search and Rescue Supplies
● Building Safety/Damage Assessment Supplies
● Traffic/Crowd Control
● School Bus/Auto Emergency Supplies
● School Shelter Supplies (Food/Water, etc.)
There is no definitive supplies list. Information provided is the recommended minimum
type and quantities. Schools should review the lists and adjust them for individual
campus needs.
STORAGE CONTAINER
Purpose. The objective of a storage container is to have available a cache of
supplies to sustain the school community in the aftermath of a disaster if the area is
cut off from outside help for up to 72 hours. An earthquake or fire may render school
buildings unusable, making outdoor storage a prudent choice.
Site Selection . The location of the storage container should be carefully
selected to provide stable, safe and easy access in proximity to the emergency
evacuation area. Install the storage trailer on a level surface atop stable soil and
stable concrete footings reinforced with short piers at the corners. Rigidity of the
flooring is critical since even slight settling may cause the heavy doors to rack and
bind, making them difficult if not impossible to open. Avoid placement of the container
in gullies that may flood during a storm. Avoid placement below overhanging wires,
beneath large tree branches or upon soft, shifting soil.
Storage Structure . A cargo container provides adequate room, strength,
weather resistance and portability for storing school site emergency supplies. Size
and quality vary, and the container should be inspected for damage, deterioration,
water-tightness and a well-functioning door prior to acquisition. Many schools prefer
containers that are 8’ x 20’, which allows for adequate headroom. Good ventilation is
essential to maintain climate control, with intake vents on the sides and an exhaust
(turbine) vent on the roof. Install sturdy metal and plywood shelving against one or
both walls, and secure the shelving to the side of the container. A 1”x1” removable
wooden bar placed at the front edge will prevent boxes and supplies from sliding off
the shelves in the event of an earthquake. A supplementary roof will provide
insurance against rain leaks, and a gable overhang may soften the appearance of the
structure and provide coverage from rain at the doors where supply distribution occurs.
A student mural painted on the most visible sides of the structure may help incorporate
it into the campus infrastructure and make it seem less threatening. The walls of the
storage container should not be used for handball or basketball.
Security. The storage facility makes an attractive target for theft or vandalism.
Do not leave it unlocked or unattended. Brass, all-weather lock boxes are best suited
for the security of the container. It is preferable to limit access to a few designated
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individuals who have carefully reviewed the procedures and been given a walk-through
orientation of the storage container. Include access by program managers for
after-school activities and events.
Organization. Attach a laminated interior diagram of the supply container
near the inside entrance. Store equipment in order of use, e.g., Search and Rescue
supplies near the front door for immediate access. Maintain a dated inventory of the
stored supplies, shelf-life replacement schedule, and vendor contact information.
Maintenance. Develop procedures to keep the structure and contents
functional, clean, dry, up-to-date and in sound condition. Post the procedures on or
near the door. Inspections should be made annually. Structural maintenance may
involve resealing of exterior seams, repainting of exterior walls, lubricating the door
mechanism and resurfacing the roofing. Vents must remain unobstructed. Dampness
may cause mildew and rust the stored equipment.
Replacement Supplies. Attach a clipboard to maintain a wish list and
missing, needed or replacement supplies . APPENDIX G includes a form to record
this information. Space and budgetary limitations and the need for strict organization
require that particular care be given in the purchase and placement of new and
returned items in the container.
H. S CHOOL E MERGENCY P LANNING C ALENDAR
Effective emergency preparedness involves “institutionalizing” the planning, i.e., engaging in
certain activities year after year. These annual activities include:
● assessing site hazards
● scheduling drills
● arranging for staff training
● updating/replacing emergency supplies.
The development of an annual Emergency Planning Calendar assures that all the routine
tasks are not overlooked. The following page shows the SMCSD School Emergency
Planning Calendar that may serve as the basis for individual site needs.
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SMCSD School Emergency Planning Calendar
PERSON
RESPONSIBLE
ACTIVITY
MONTH
PRINCIPAL or
DESIGNEE
o School Facilities Hazard Assessment Walk-through
(buildings, grounds, evacuation routes, shut-off valves)
o Review School Emergency Management Plan
o Update School Emergency Team Assignments
o Staff Skills Survey for new teachers
o New assignments as needed
o Staff orientation of School Emergency Management
Plan
o Plan annual training schedule
o Update resource agreements and contacts
o Parent Back to School Assembly
o Fire Drill
o Staff meeting: Review winter storm and flooding
preparedness
o Earthquake Drill
o CPR/ First Aid training w/ Fire Department
o Fire Drill
o Staff development emergency training
o Shelter-in-Place Drill
o Earthquake Drill
o Earthquake Drill planning with Fire Department/Public
Safety
o Earthquake drill planning with staff
o Fire Drill
o Table top exercise
o Countywide/District Drill
o Review drill assessment
August
August
August
August
August
August
August
September
September
September
October
October
November
November
January
January
February
March
March
March
April
April
May
SECRETARY
o Update classroom backpacks (rosters, etc.)
o Distribute emergency cards/ student release
procedures to families
September
September
MAINTENANCE
DIRECTOR
o Conduct facility hazard assessment
o Check fire extinguishers, batteries
o Review equipment needs
o Update school maps and site plans
August
August
September
September
TEACHERS
o Staff Orientation of School Emergency Management
Plan
o CPR/ First Aid training w/ Fire Department
o Staff development emergency training
August
November
January
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PSA
DISASTER
COORDINATOR
o Recruit Parent Disaster Committee
o Family preparedness materials to parents
o Replenish emergency supply cache and classroom
duffles
o Attend Parent Disaster Advisory Council Meetings
o Preparedness tips in PTA Newsletter
o Recruit Parent Disaster Committee
September
September
Sept – Oct
Quarterly
Monthly
April
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I. S CHOOLS AS S HELTERS
SHORT-TERM SHELTER. A disaster may occur at any time of the school day and in
any type of weather. Students and staff will need to be provided shelter while awaiting
reunion with their families. Short-term care is considered any time up to three hours
past dismissal. Long-term care may last up to 72 hours or more.
Shelter considerations :
❑ Determine need for shelter. Bring students indoors into a safe building, if at all
possible.
❑ Maintain a list of all persons, including staff, in the shelter.
❑ Place name tags on all students.
❑ Report problems and any special needs, especially medical needs, to the Shelter
Manager.
❑ Store laundered clothing in limited quantities for shelter use.
• Children wearing bloodied clothing should be changed immediately.
• Stress may lead to soiled undergarments, which the child may be too
embarrassed to admit. Watch for tell-tale signs, especially among the
younger children.
• If it is raining, distribute plastic bags to use for protection.
❑ Recruit volunteers to assist with storytelling, entertainment and recreation.
❑ As students are released to parents or authorized individuals, record on the
occupancy log when released, to whom and destination.
❑ As shelter population decreases, consider consolidating students remaining with
those at another school site. Release teachers and staff in order of priority dismissal
list. Determine which staff will remain until all students have been released.
❑ Implement a pre-arranged procedure to deal with community members who
arrive at the shelter to offer assistance, to seek shelter if their homes are
damaged, to seek emergency medical attention for themselves, or simply to find
solace with others who have all experienced a frightening disaster.
COMMUNITY SHELTER. Schools are required by both federal statute and state
regulation to be available for community shelters following a disaster. The American
Red Cross has access to schools in damaged areas through mutual Memoranda of
Understanding to set up their mass care facilities. Schools with cooking and shower
facilities are preferred. Local governments have a right to use schools for the same
purposes. This requires close cooperation between school district officials and the
American Red Cross or local government representatives, and should be planned and
arranged for in advance. A Sample Shelter Agreement with the American Red Cross
is included in APPENDIX B.
In order to minimize confusion, prevent unauthorized use of shelter resources and
facilitate the process of reunifying children with parents or guardians, community
members seeking shelter should not be sheltered with remaining students and school
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staff. Emergency supplies stored by the school are for the sole use of the students
and school staff. When children and staff have left the school, the principal may
decide whether the unused shelter supplies will be offered to the community shelter
occupants.
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III – RESPONSE
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S ECTION III - R ESPONSE
One of the true tests of leadership is the ability to recognize a
problem before it becomes an emergency.
-- Arnold H. Glasow
Response is the process of implementing appropriate actions while an emergency situation
is unfolding. In this phase, schools mobilize resources needed to address the emergency at
hand. In any emergency situation, get help right away. Alert someone immediately—a
school administrator, school nurse, the 911 Dispatcher, local fire department or police
department, as appropriate.
A. C ALLING 911
911 is a telephone number dedicated to calls for emergency
assistance, such as a traffic accident, fires, paramedic
service, crime in progress, bodily injury, imminent threat to
life, or major property damage or loss.
The 911 Dispatcher is a trained dispatcher who will prompt
what additional information is needed, based on the type of
emergency (e.g., what the scene looks like, number of
injuries or deaths). In order to complete an assessment on
the telephone, the 911 Dispatcher may have many
questions to ask depending upon the nature of the problem.
It is very important for the dispatcher to obtain as much
information as possible, in the interests of responder safety
and to dispatch the correct level of medical response.
The 911 Dispatcher may ask you to stay on the line until responders arrive. This will
assist the dispatcher in keeping the fire, police or rescue squad updated as the
situation being reported unfolds.
WHEN REPORTING AN EMERGENCY
● Remain calm and speak slowly and clearly while explaining the type of
emergency you are reporting.
● Provide your name, location of the incident and your location, if different from the
scene of the emergency.
Though the technology exists which presents address and phone number data
immediately to the 911 Dispatcher it is not available in all locations. The 911
Operator is trained to confirm and verify the phone number and address for
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EVERY call received. The dispatcher will ask questions concerning the type
of emergency being reported. The answers you provide will be relayed to
the responding emergency personnel.
● Answer all questions asked by the 911 Dispatcher, even those that seem repetitious.
Stay on the line while the 911 Dispatcher processes the call. You may need to
provide additional information or to receive instructions from the 911 Dispatcher.
Do not hang up until the Dispatcher says to do so.
● No matter what the situation, try to remain calm. Be sure to speak slowly and
clearly.
CALLING 911 FROM A CELL PHONE
911 calls from cellular phones are answered by California Highway Patrol (CHP)
personnel and routed to the proper agency. 911 personnel do not know the location
from where you are calling. It is important to know your cell phone number, and be
aware of your surroundings so you can tell the dispatcher where you are. Ideally, street
names and addresses should be provided. Since many cell phone calls are made from
moving vehicles, callers should inform the dispatcher when they change locations.
Time is of the essence. Every 911 Operator knows that. It hampers response when a
911 operator has to ask the caller for information several times over because he/she
couldn't comprehend what was being said. Try to be as calm as possible and speak
slowly and clearly. This ensures the 911 operator has the correct information the first
time he/she asks for it.
B. A CTIVATING THE E MERGENCY O PERATIONS C ENTER
The decision to activate the Emergency Operations Center or Incident Command Post rests
with the Incident Commander (school site) / EOC Director (District Office). The decision
should be based on whether or not there is a need to coordinate a response to an
emergency situation.
If there are few or no decisions to make, there may be no need to activate the Emergency
Operations Center (EOC). However, consider activating the Incident Command structure
whenever assistance making decisions or carrying out actions to respond to a crisis or
emergency would be helpful. This is not limited to physical disasters. Situations involving a
heightened emotional state of students or staff may benefit from the use of the Incident
Command System (ICS) to manage the crisis. The ICS can also be used as a management
tool to handle planning of unusual or large events.
Examples of situations that could benefit from activation of the ICS include:
Fire
Explosion
Earthquake
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Flood
Death of a student or staff member (especially suicide, and especially if on-campus)
Violence or threat of violence
Bus accident involving student injuries
Large event hosted on campus (graduation, large concert, large sporting event, etc.)
The ICS is flexible in scope and size. The Incident Commander may want to activate
only portions of the team from the outset, and expand or contract it as the event
progresses.
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C. S CHOOL P ERSONNEL E MERGENCY C HECKLISTS
In addition to the Emergency Team assignments, every staff member has general
responsibilities during an emergency.
PRINCIPAL/SITE ADMINISTRATOR
❑ Assume overall direction of all emergency responses based on actions outlined in
this Plan. Good judgment, based upon the facts available, is of paramount
importance.
❑ Identify the type of crisis. Obtain as much information about it as possible, and
determine the appropriate response.
❑ Identify key staff who should be involved in planning the response.
❑ Activate the Incident Command System and, if appropriate, the Incident Command
Post.
❑ Establish contact with the district Emergency Operations Center (EOC).
❑ Ascertain what action needs to be implemented. Secure the school building, if
necessary.
❑ Maintain communication among all relevant staff at officially designated locations.
❑ Establish what information needs to be communicated to staff, students, families,
and the community. How will they be informed? Who will do what?
❑ Ascertain medical needs. Monitor how emergency first aid is being administered to
the injured.
❑ Decide if more equipment and supplies are needed.
❑ Identify what community resources need to be involved. Who needs to be contacted
for additional assistance/support?
❑ Identify provisions required for special needs population.
❑ Determine whether special transportation arrangements are needed.
❑ Prepare informational letter for parents/guardians to squelch rumors.
❑ Arrange for post-disaster trauma counseling for students and staff.
❑ Identify follow-up activities that will be used to evaluate response.
OFFICE STAFF
❑ Provide assistance to principal, as needed.
❑ Handle telephones.
❑ Monitor radio emergency broadcasts and communications.
❑ Assist with health emergencies, as needed.
❑ Set up Student Release tables, if needed.
❑ Serve as messengers.
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TEACHERS
❑ Supervise students in their charge.
❑ Direct evacuation of students to inside or outside assembly areas, in accordance
with signals, warning, written notification or PA orders.
❑ Take attendance when class relocates to another assembly area.
❑ Report missing students to principal.
❑ Send students in need of first aid to school nurse or person trained in first aid.
Acquire assistance for those who are injured and need to be moved.
INSTRUCTIONAL ASSISTANTS/AIDES
❑ Assist teacher, as needed.
❑ Maintain order in the classroom and during evacuation .
CUSTODIANS/MAINTENANCE PERSONNEL
❑ Shut off gas and/or water if required by the emergency.
❑ Seal off doors, shut down HVAC system if required by the emergency.
❑ Examine buildings for damage; provide damage control.
❑ Keep principal/site administrator informed of condition of school.
❑ Assist as directed by the principal.
BUS DRIVERS
❑ Supervise the care of children if disaster occurs while they are on the bus.
❑ Transfer students to a new location when directed.
❑ Transport individuals in need of medical attention.
NURSES/HEALTH ASSISTANTS
❑ Administer First Aid.
❑ Supervise administration of First Aid by those trained in it.
❑ Organize First Aid and medical supplies.
❑ Set up First Aid station, if needed.
OTHER SCHOOL EMPLOYEES
❑ Report to principal/site administrator for directions.
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D. E MERGENCY A CTIONS = A LERT L EVEL P ROCEDURES
Emergency Actions are a set of simple directives and alert level procedures that may be
implemented across a number of emergency situations. When an emergency occurs, it is
critical that staff members take immediate steps to protect themselves and others. With
Emergency Actions in place, staff can follow specific directions without having to learn
extensive protocols for each of several dozen different emergency situations. The Incident
Commander will decide which Emergency Actions to implement, based on the situation .
The most common immediate emergency actions below are listed below, followed by
specialized emergency actions. Specific steps to take for each of these are detailed in the
following pages. Staff members must become familiar with each emergency action and be
prepared to perform assigned responsibilities. All students must be taught what to do when
any of the common emergency actions are implemented.
COMMON EMERGENCY ACTIONS
ALL CLEAR
Used to conclude other immediate
emergency actions and to notify staff and
students that normal school operations
can resume.
DROP/DUCK/COVER AND
HOLD ON
The action taken during an earthquake to
protect students and staff from flying and falling
debris.
EVACUATION
The orderly movement of students and staff
from school buildings to another area
when conditions outside are safer than
inside.
LOCKDOWN
Initiated when there is an immediate or imminent
threat to occupants of a school building and
movement within will put students and staff
and jeopardy. Lockdown involves a “no one
in, no one out” scenario.
SHELTER IN PLACE
Implemented to isolate students and staff
from the outdoor environment and provide
greater protection from external airborne
contaminants.
STAND BY
Notifies students and staff that further
instructions will follow shortly.
SPECIALIZED EMERGENCY ACTIONS
CONVERT SCHOOL
Initiated when a requirement exists during a
disaster for community medical facilities
or community shelters (run by the Marin
County Department of Health and Human
Services or American Red Cross)
DIRECTED TRANSPORTATION
Implemented when students and staff are
loaded into school buses, cars and any other
available means of transportation and moved
from an area of danger to an area of lesser
danger.
OFF-SITE EVACUATION
Implemented when it is unsafe to remain on
the campus, and evacuation to an off-site
assembly area is required.
REVERSE EVACUATION
Initiated if an incident occurs while students are
outside and conditions are safer inside the
building.
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STUDENT RELEASE
Instructs staff to prepare for releasing
students from school during the
academic day.
TAKE COVER
Instructs staff and students to move to and
take refuge in the best-shielded areas
within the school buildings.
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EMERGENCY ACTION ALL CLEAR
ALL CLEAR is used to conclude other immediate actions taken upon an emergency to
notify staff and students that normal school operations can resume. ALL CLEAR
signifies that the emergency is over. This is the final ACTION used to conclude the
following actions:
DUCK, COVER and HOLD ON • SHELTER IN PLACE
EVACUATION and REVERSE EVACUATION • STANDBY
LOCKDOWN • TAKE COVER
ANNOUNCEMENT:
1. Make the following announcement in person directly or over the public address
system:
Example : “ Your attention please . (Pause) ALL CLEAR. (Pause) ALL
CLEAR. (Pause) ALL CLEAR . (Pause). It is now OK to
resume normal school activities. Thank you all for your
cooperation .”
2. Use messengers with oral or written word as an alternate means of staff notification.
3. Use Parent Telephone Notification System, if appropriate.
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
❑ Determine that the emergency is over and it is safe to resume classes. It may
be necessary to talk to first responders to make this determination.
❑ Make the ALL CLEAR announcement.
❑ Send home with students for their parents/guardians a brief written description of the
emergency, how it was handled and, if appropriate, what steps are being taken in its
aftermath.
STAFF ACTIONS:
❑ As soon as the ALL CLEAR announcement has been made, return to the
classroom or to desks and chairs, unlock doors and windows, and
immediately begin discussions and activities in classrooms to assist students
in addressing fear, anxiety and other concerns.
❑ Use Parent Telephone Alert System, if appropriate.
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EMERGENCY ACTION DUCK, COVER AND HOLD ON
DUCK, COVER AND HOLD ON is the action taken during an earthquake to protect
students and staff from flying and falling debris. It is appropriate action for:
• Earthquake
• Explosion
ANNOUNCEMENT:
The following announcement will be made over the public address system and by teachers
in classrooms:
Example : “ Attention please. We are experiencing seismic activity. For
your protection, follow DUCK, COVER AND HOLD ON
procedures. Get under a table or desk, away from windows
and anything that could fall and hurt you. Hold that position
until the shaking stops or until you receive further
instructions .”
STAFF AND STUDENT ACTIONS:
Inside
❑ Arrange desks so that they do not face windows.
❑ Instruct students to move away from windows.
❑ Immediately drop to the floor under desks, chairs or tables. With back to windows,
place head between knees, hold on to a table leg with one hand and cover the back
of the neck with the other arm.
❑ Remain in place until the shaking stops or for at least 20 seconds. When the quake
is over, leave building. Do not run. Avoid routes with architectural overhangs. Do
not re-enter building until declared safe by competent authority.
Outside
❑ Instruct students to move away from buildings, trees, overhanging wires and DUCK,
COVER and HOLD ON.
❑ Upon the command DUCK, COVER AND HOLD ON , immediately move away from
objects which might topple over, drop to the ground or get under a table close by,
place head between knees, and cover the back of neck with arms and hands.
❑ Remain in place until the shaking stops or for at least 20 seconds.
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EMERGENCY ACTION EVACUATION
EVACUATION is implemented when conditions make it unsafe to remain in the building.
This ACTION provides for the orderly movement of students and staff along prescribed
routes from inside school buildings to a designated outside area of safety. EVACUATION is
considered appropriate for, but is not limited to, the following types of emergencies:
• Fire • Explosion or threat of explosion
• Bomb threat • Post earthquake
• Chemical accident
See next page for how to assist those with disabilities during an evacuation.
See also: OFF-SITE EVACUATION , which is implemented when it is not safe to remain on
the school campus and REVERSE EVACUATION , when it is unsafe to remain outside.
ANNOUNCEMENT:
1. Fire alarm (bell or horn signal).
2. Provided time is available, make an announcement over the public address system:
Example : " Attention please. We need to institute an EVACUATION of all
buildings. Teachers are to take their students to their
designated Assembly Area. Students please remain with your
teacher .”
3. Implement Special Needs Evacuation Plan (see Section II – Preparedness ).
4. Use messengers with oral or written word to deliver additional instructions to
teachers in hold areas.
PRINCIPAL/SITE ADMINISTRATOR:
❑ The Assembly Area should be a safe location on the school campus away from the
building and emergency response equipment that may arrive at the school. If
unsafe for the current emergency, designate an alternate Assembly Area.
❑ When clearance to return to the buildings is determined or received from appropriate
agencies, announce ALL CLEAR to return to classrooms and resume school
activities.
❑ Send home with students for their parents/guardians a brief written description of the
emergency, how it was handled and, if appropriate, what steps are being taken in its
aftermath.
STAFF ACTIONS:
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❑ Instruct students to leave the building in an orderly manner using the designated
evacuation routes and reassemble in the assigned Assembly Area.
❑ Take the emergency backpack and student roster when leaving the building and take
attendance when the class is reassembled in a safe location. Report attendance to
the Incident Commander/designee.
❑ Remain in the Assembly Area until further instructions are given.
❑ Wait for another ACTION or the ALL CLEAR instruction to return to school
buildings and normal class routine.
HOW TO ASSIST THOSE WITH DISABILITIES DURING AN EVACUATION
The needs and preferences of non-ambulatory individuals will vary. Those at ground floor
locations may be able to exit without help. Others may have minimal ability to move, and
lifting may be dangerous. Some non-ambulatory people also have respiratory
complications. Remove them from smoke and vapors immediately
To alert visually-impaired individuals
❑ Announce the type of emergency.
❑ Offer your arm for guidance.
❑ Tell someone where you are going, obstacles you encounter.
❑ When you reach safety, ask if further help is needed.
To alert individuals with hearing limitations
❑ Turn lights on/off to gain a person's attention -OR-
❑ Indicate directions with gestures –OR-
❑ Write a note with evacuation directions.
To evacuate individuals using crutches, canes or walkers
❑ Evacuate these individuals as injured persons.
❑ Assist and accompany to evacuation site, if possible -OR-
❑ Use a sturdy chair (or one with wheels) to move person -OR-
❑ Help carry individual to safety.
To evacuate individuals using wheelchairs
❑ Give priority assistance to wheelchair users with electrical respirators
❑ Most wheelchairs are too heavy to take downstairs; consult with the person to
determine the best carry options.
❑ Reunite person with the wheelchair as soon as it is safe to do so.
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EMERGENCY ACTION LOCKDOWN
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. LOCKDOWN is used to prevent intruders from entering occupied areas of the
building. The concept of LOCKDOWN is a “no one in, no one out” scenario. During
LOCKDOWN , all exterior doors are locked, and students and staff are to remain in the
classrooms or designated locations at all times. Teachers and other school staff are
responsible for accounting for students and ensuring that no one leaves the safe area.
LOCKDOWN is not normally proceeded with any warning. This ACTION is considered
appropriate for, but is not limited to, the following types of emergencies:
• Gunfire
• Rabid animal at large
• Extreme violence outside the classroom
LOCKDOWN differs from SHELTER-IN-PLACE because it does not involve shutting down
the HVAC systems to provide protection from outside air and does not allow for the free
movement of staff and students within the building.
ANNOUNCEMENT:
1. Make an announcement in person directly or over the public address system:
Example : " Attention please. We have an emergency situation and need to
implement LOCKDOWN procedures. Teachers are to lock
classroom doors and keep all students inside the classroom
until further notice. Do not open the door until notified by an
administrator or law enforcement.”
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
❑ Make the announcement. Instruct teachers and staff to immediately lock doors and
remain in the classroom or secured area until further instructions are provided.
❑ Call 911. Provide location, status of campus, all available details of situation.
❑ When clearance is received from appropriate agencies, give the ALL CLEAR
instruction to indicate that it is safe to unlock the doors and return to the normal class
routine.
❑ Send home with students for their parents/guardians a brief written description of the
emergency, how it was handled and, if appropriate, what steps are being taken in its
aftermath.
STAFF ACTIONS:
❑ Immediately lock doors and instruct students to lay down on the floor.
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❑ Close any shades and/or blinds if it appears safe to do so.
❑ Remain in the classroom or secured area until further instructions are provided by
the principal or law enforcement.
EMERGENCY ACTION SHELTER IN PLACE
SHELTER IN PLACE is a short-term measure implemented when there is a need to isolate
students and staff from the outdoor environment to prevent exposure to airborne
contaminants. The procedures include closing and sealing doors, windows and vents;
shutting down the classroom/building heating, ventilation and air conditioning systems to
prevent exposure to the outside air; and turning off pilot lights.
SHELTER IN PLACE allows for the free movement of staff and students within the building,
although one should not leave the room until further instructions are received. Those in
bungalows and buildings with exterior passageways must remain in the classroom while
SHELTER IN PLACE is instituted. It is appropriate for, but not limited to, gas leaks, external
chemical release, dirty bombs and hazardous material spills.
ANNOUNCEMENT:
1. Make an announcement in person directly or over the public address system:
Example : " Attention please. We have a hazard in the community and are
instituting SHELTER IN PLACE procedures. Students and staff should
remain inside with windows and doors securely closed and air
conditioning units turned off. Those who are outside should
immediately move to the protection of an inside room. Do not go
outdoors until you receive further instructions .”
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
❑ Make an announcement on the public address system. Give clear instructions,
remain calm and convey reassurance that the situation is under control.
❑ When clearance is received from appropriate agencies, give the ALL CLEAR
instruction to indicate that the normal school routine can resume.
❑ Make arrangements for central HVAC shutdown, as necessary.
TEACHER and STAFF ACTIONS:
❑ Immediately clear students from the halls. Stay away from all doors and windows.
❑ Keep all students in the classroom until further instructions are received. Assist
those needing special assistance.
❑ Secure individual classrooms: a) close and lock doors and windows; b) shut down
the classroom HVAC system; c) turn off local fans in the area; d) seal gaps under
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doors and windows with wet towels or duct tape; e) seal vents with aluminum foil or
plastic wrap; and f) turn off sources of ignition, such as pilot lights.
❑ Take attendance and call report in to school secretary. Wait for further instructions.
STUDENT ACTIONS:
❑ Proceed to the classroom, if it is safe to do so. If not, follow teacher or staff
directions to nearby classrooms or other rooms (e.g., auditorium, library,
cafeteria, multi-purpose room). If these are unsafe, follow the instructions to
proceed to an alternative indoor location.
EMERGENCY ACTION STAND-BY
STAND BY is appropriate for all disasters or emergencies, except those that occur without
warning. STAND BY must be followed by another ACTION or the ALL CLEAR instruction
to return to normal school activities.
ANNOUNCEMENT:
1. Make an announcement in person directly or over the public address system:
Example: " Attention please. ( Pause) STAND BY. ( Pause) STAND BY.
( Pause ) STAND BY. ( Pause ) Additional information will
follow."
2. Use messengers with oral or written word as an alternate means of faculty notification.
3. Use Parent Telephone Alert System, if appropriate.
STAFF ACTIONS:
❑ If outside, teachers are to return students to their classrooms.
❑ If inside, teachers will hold students in classrooms pending receipt of further
instructions.
❑ STAND BY must be followed by another ACTION or ALL CLEAR instruction to
return to normal school activities.
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EMERGENCY ACTION CONVERT SCHOOL
CONVERT SCHOOL is implemented during a disaster when a requirement exists for
community medical facilities or shelters. CONVERT SCHOOL will be initiated only by the
Superintendent and/or upon the request of officials from the Department of Health and Human
Services or the American Red Cross as arranged by a prior written Memorandum of
Understanding between the school district and the public agency. This action is normally
preceded by another ACTION such as EVACUATION . If the Red Cross chooses a school as
a community shelter, it will arrange shelter set-up. After an earthquake, potential shelter
locations are checked by a local building inspector approved by local government authorities
before a determination is made to use the school site as a shelter.
ANNOUNCEMENT:
During School Hours
1. Make the following announcement in person directly or over the public address
system:
Example: " Attention please. (Pause) CONVERT SCHOOL. (Pause)
CONVERT SCHOOL. (Pause) Thank you ."
Other than School Hours
2. Use the School Personnel Telephone Notification System to notify all school
employees.
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
During School Hours
❑ Dismiss all classes or, if the situation dictates, hold students at school for temporary
care.
❑ Convert the school into an Emergency Hospital, First Aid Station or community
shelter for congregate care. (Community shelter is operated by the Department
of Health and Human Services or the American Red Cross.)
❑ When converting the school to an Emergency Hospital or First Aid Station, follow the
guidance and directions of the medical personnel upon their arrival.
Other than School Hours
❑ Alert school employees through the School Personnel Alerting System.
❑ Suspend scheduled classes. Use Telephone Alert System and Parent
Notification System. Notify District Office for assistance by other means.
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❑ Convert the school into an emergency hospital, vaccination station (operated by the
Department of Health and Human Services or community shelter (operated by the
American Red Cross.)
❑ When converting the school to an Emergency Hospital or First Aid Station, follow the
guidance and directions of the medical personnel upon their arrival.
EMERGENCY ACTION DIRECTED TRANSPORTATION
DIRECTED TRANSPORTATION is implemented when students and staff are loaded into
school buses, cars and any other available means of transportation and moved from a
dangerous area to an area of lesser danger. This ACTION will normally be preceded by
STAND-BY, EVACUATION or another ACTION. DIRECTED TRANSPORTATION is
considered appropriate for, but is not limited to, the following types of emergencies:
• Chemical accident • Fire • Flood
ANNOUNCEMENT:
1. Make the following announcement in person directly or over the public address system:
Example: " Attention please. (Pause) DIRECTED TRANSPORTATION
when dismissal bell rings . (Pause) DIRECTED
TRANSPORTATION when dismissal bell rings . (Pause)
Thank you .”
2. Use messengers with oral or written word as an alternate means of staff notification.
3. Use Parent Telephone Notification System, if time permits.
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Prior to implementing DIRECTED TRANSPORTATION , determine the following:
❑ Who is assigned to each loading area?
❑ Where are loading areas?
❑ What, if any, change in vehicle traffic patterns are necessary?
❑ What staff supervises this ACTION, and where?
❑ How can sufficient transportation be arranged to accommodate the entire student
population and staff?
TEACHER ACTIONS:
❑ Take attendance before leaving the campus.
❑ Upon arrival at the safe site, take attendance again after students exit the bus.
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❑ Report attendance to the Principal/designee.
❑ Keep students together. Remain calm.
BUS DRIVER ACTIONS:
❑ Take the safest route to the pre-identified evacuation sites.
❑ Avoid dangers such as driving through flooded roads, crossing over swollen creeks,
etc.
STUDENT ACTIONS:
❑ Remain quiet and seated while on the bus.
❑ Keep head, hands, backpacks, etc . away from the open windows.
❑ Stay together at the alternate site. Remain calm.
❑ Report any injuries or problems to teachers or staff members.
To evacuate by other vehicles
If buses are unable to get to the campus quickly or not enough are available, consider
other modes of transportation. A list should be developed of school owned vehicles, staff
vehicles and parent vehicles that are available. This method of evacuation should
only be used in extreme emergency since there is a great potential to lose track of
the students.
❑ Drivers should take the safest route to the pre-identified evacuation sites.
❑ Account for all students before transportation occurs and after arrival at the safe site.
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EMERGENCY ACTION OFF-SITE EVACUATION
OFF-SITE EVACUATION is implemented when it is unsafe to remain on the school campus,
and 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. OFF-SITE EVACUATION is considered appropriate for, but
is not limited to, the following types of emergencies:
• Fire • Explosion or threat of explosion
• Bomb threat • Post earthquake
• Chemical accident
OFF-SITE EVACUATION may require DIRECTED TRANSPORTATION.
See also EVACUATION and REVERSE EVACUATION , implemented when it is unsafe to
remain outside.
ANNOUNCEMENT:
1. Fire alarm (bell or horn signal).
2. Make an announcement over the public address system:
Example: " Attention please. We need to institute an OFF-SITE
EVACUATION Teachers are to take their students to the
designated offsite assembly area. Students are to remain with
their teacher .”
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
❑ Determine the safest method for evacuating the campus. This may include the use
of school buses or simply walking to the designated off-site location.
❑ Call 911. Provide school name and location of off-site evacuation, reason for
evacuation, number of staff and students being evacuated.
❑ When clearance is received from appropriate agencies, give the ALL CLEAR
instruction and authorized students and staff to return to the classrooms.
❑ Send home with students for their parents/guardians a brief written description of the
emergency, how it was handled and, if appropriate, what steps are being taken in its
aftermath.
STAFF ACTIONS:
❑ Take attendance before leaving campus. Instruct students to evacuate the building,
following designated routes, and assemble in their assigned offsite Assembly Area.
Bring along the emergency classroom backpack.
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❑ If walking to a nearby site, keep students lined up in an orderly fashion and walk
away from the danger. The procession should follow the safest route to the
evacuation site.
❑ Take the student roster when leaving the building. Take attendance when the class
is reassembled in a safe offsite location. Report attendance to Principal/designee.
❑ Remain in place until further instructions are given.
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EMERGENCY ACTION REVERSE EVACUATION
REVERSE EVACUATION is implemented when it is unsafe to remain outside the campus
and staff and students must immediately return indoors. This ACTION is considered
appropriate for, but is not limited to, the following types of emergencies:
• Chemical accident
Flood
• Explosion
Rabid animal on campus
See also EVACUATION and OFF-SITE EVACUATION , when it is unsafe to remain on
campus.
ANNOUNCEMENT:
1. Make an announcement over the public address system or in person directly:
Example: " Attention please. We need to institute a REVERSE
EVACUATION. Staff and students should move inside as
quickly and orderly as possible. Students are to return to their
[current or previous] classroom .”
PRINCIPAL/SITE ADMINISTRATOR:
❑ Determine a safe inside location on the school campus for parents, visitors and
contractors on campus when the emergency occurs.
❑ When clearance is determined or received from appropriate agencies that it is safe
to be outdoors, announce ALL CLEAR to resume school activities.
❑ Send home with students for their parents/guardians a brief written description of the
emergency, how it was handled and, if appropriate, what steps are being taken in its
aftermath.
STAFF ACTIONS:
❑ Instruct students to return to the building and their current classroom or the previous
one they attended. Remind them to enter the building in an orderly and quiet
manner.
❑ Take attendance when the class is reassembled in the classroom. Report
attendance to the Incident Commander/designee.
❑ Remain in the classroom until further instructions are given.
❑ Wait for another ACTION or the ALL CLEAR instruction to return to school buildings
and normal class routine.
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EMERGENCY ACTION STUDENT RELEASE
Certain situations may involve releasing students from school or relocating them at a
time when parents expect their children to be at the school site. Student release will be
implemented by a school administrator in times of extreme emergency that warrant its
execution. Whenever possible, it is preferred that students remain at school during the
academic day.
INCIDENT COMMANDER (PRINCIPAL/SITE ADMINISTRATOR) ACTIONS:
❑ Set up Incident Command Post (ICP).
❑ Notify staff of school evacuation and communicate that this is not a drill.
❑ Designate the Student Assembly Area or direct teachers to a pre-designated
spot. Analyze situation; re-evaluate evacuation spot to determine if students
should be moved.
❑ Determine medical and assistance needs after population assessment.
Determine search and rescue needs.
❑ Reassess as situation changes. Reassign emergency teams as needed.
❑ Keep staff informed as to the status of missing students.
TEACHER and STAFF ACTIONS:
❑ Evacuate students to designated area, with students grouped as determined
by district or school site.
❑ Take roll by distributing pre-labeled nametags to each student.
❑ Report population assessment to Incident Commander by holding up green
or red card. Mark undistributed name tags with student status beside name:
A = Absent
M = Medical; students taken to the First Aid station
U = Missing/Unaccounted
❑ Send undistributed nametags to the Student Request Table.
❑ Organize students. Monitor students’ medical and emotional condition.
❑ Extra staff should partner for other assigned duties; report to Command Post.
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TEAM ASSIGNMENTS
STUDENT RELEASE TEAM
❑ Take supplies to designated Request/Release Table locations.
❑ Set out tables at least 20 feet apart to reduce crowding. For large student
body, establish several lines at the Request Table for speedier processing.
❑ Post signs and set out file boxes of Student Emergency Cards for each line.
Identify volunteer runners and review where to find students.
❑ Wear identifying vests or hats.
❑ Distribute clipboards with Student Request Forms to parents in line.
❑ Set out white board for special instructions and parent requests.
❑ Pull cards of absent, injured and missing students. Note status on those
cards and file at the back of file box.
TRAFFIC CONTROLLER (Staff members and/or parent volunteers):
❑ Set out parking area directional signs and enlarged site map with walking
path designated for parents picking up students.
❑ Set out traffic cones to cordon off parking for emergency vehicles.
❑ Maintain order in parking areas; direct cars away from areas for emergency
vehicles.
❑ Report to Incident Command Post any crowd control issues in parking lot and
on school grounds.
❑ For schools with no room for parent parking and turnaround, develop a
procedure that enables students to be released directly to the authorized
adult’s vehicle.
PARENT INFORMATION REPRESENTATIVE (Staff or trained volunteer):
❑ Provide information about student release procedures to parents.
❑ Maintain white board with special information.
❑ Learn which students need medical attention and attempt to locate their
parents.
CRISIS INTERVENTION COUNSELOR (Health practitioner)
❑ Maintain order at Student Request Table; calm agitated parents and students.
❑ Facilitate delivery of information to parents of students with special
circumstances (e.g. missing, injured, deceased).
❑ Escort parents to First Aid Station to reunite with injured students.
RUNNERS (Staff, students and/or parent volunteers - number depends on the size of
campus)
❑ Take Student Request Form to Student Assembly Area to find requested
student. Alternately, a walkie-talkie may be used to request a student from
the Assembly Area.
❑ Retrieve student and escort him/her to Student Release Table -OR-
return to Student Request Table with status information on those who
are not in the Student Assembly Area.
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EMERGENCY ACTION TAKE COVER
TAKE COVER is implemented when it is necessary to move to and take refuge in the best-
shielded areas within the school buildings. It is appropriate for, but not limited to, the
following:
• Actual enemy attack or imminent threat of attack
• Severe windstorm with little or no warning
Enemy Attack
ANNOUNCEMENT:
1. A three (3) minute undulating siren tone will sound for schools near an Attack
Warning Siren.
2. If not near an Attack Warning Siren, make the following announcement in person
directly or over the school public address system:
Example: "Attention please. (Pause) TAKE COVER ( Pause ) TAKE
COVER. (Pause) TAKE COVER (Pause) Enemy attack
imminent ."
3. Sound continuing short buzzer or bell signals.
4. Use messengers with oral or written word as an alternate means of faculty
notification.
Natural Disasters
ANNOUNCEMENT :
1. Make the following announcement in person directly or over the school public
address system:
Example: "Attention please. (Pause) TAKE COVER ( Pause ) TAKE
COVER. (Pause) TAKE COVER (Pause) Severe windstorm
imminent ."
2. Sound continuing short buzzer or bell signals.
3. Use messengers with oral or written word as an alternate means of faculty
notification.
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
❑ Give clear instructions, remain calm and convey reassurance.
❑ When clearance is received from appropriate agencies, give another ACTION
instruction or the ALL CLEAR to indicate that the normal school activities can
resume.
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❑ Send home with students for their parents/guardians a brief written description of the
emergency, how it was handled and, if appropriate, what steps are being taken in its
aftermath.
E. E MERGENCY R ESPONSES
This section establishes procedures to be followed that will minimize or nullify the effects of
the 44 emergencies listed below. The response procedures are intended primarily as a
ready reference for all staff to be studied and practiced prior to the occurrence of an
emergency.
The emergencies outlined in this section are:
o Accident at School III-129
o Aircraft Crash III-130
o Air Pollution Alert III-132
o Allergic Reaction III-133
o Animal Disturbance III-134
o Biological Agent Release III-135
o Bomb Threat III-137
o Bus Accident III-140
o Chemical Accident (offsite) III-142
o Chemical Accident (onsite) III-143
o Civil Disobedience III-144
o Criminal Act III-145
o Death of a Student III-147
o Death of a Staff Member III-148
o Dirty Bomb III-150
o Earthquake III-152
o Explosion III-154
o Fire (offsite) III-155
o Fire (onsite) III-156
o Flood III-157
o Gas Odor/Leak III-158
o Hazardous Materials III-159
o Hostage Situation III-160
o Intruder III-161
o Irrational Behavior III-162
o Kidnapping III-163
o Medical Emergency III-164
o Missing Student III-165
o Motor Vehicle Crash III-167
o Pandemic Influenza III-168
o Poisoning / Contamination III-169
o Public Demonstration III-170
o Sexual Assault III-171
o Shooting III-172
o Storm/Severe Weather III-174
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o Student Riot III-175
o Suicide Attempt III-176
o Suspicious Package III-177
o Terrorist Attack/War III-178
o Threat Level Red III-180
o Threats/Assaults III-181
o Tsunami III-182
o Utility Failure III-183
o Weapon III-184
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INCIDENTS OF VIOLENCE ON CAMPUS
Several of the following emergency scenarios involve an incident of violence on
campus. When such an emergency occurs, it is essential that the safety and
welfare of students and staff are addressed. This includes the provision of
support and counseling immediately and in the longer term. The guidelines
below should be followed by the principal and other key personnel.
W ITHIN 24 HOURS
❑ Gather the facts
❑ Ensure appropriate intervention to minimize additional injury
❑ Provide first aid where necessary
❑ Ensure the safety and welfare of students and staff
❑ Set up an Emergency Operations Center, if appropriate
❑ Contact the District Office to report the critical incident
❑ Assess the need for support and counseling for those directly and
indirectly involved
❑ Manage the media (Public Information Officer/Principal)
❑ Set up a recovery room
❑ Provide factual information to staff, students and the school community
❑ Ensure that the privacy of students and staff is maintained
❑ Organize assistance such as transport home
W ITHIN 48-72 HOURS
❑ Debrief all relevant persons
❑ Arrange counseling as needed
❑ Provide opportunities for staff and students to talk about the incident
❑ Continue to provide updates to staff, students and the school community.
❑ Act to dispel rumors
❑ Restore normal functioning and service delivery as soon as possible
❑ Where necessary, make arrangements to cover classes, arrange leave
and employ temporary substitute teachers
❑ Implement protocols for a student or staff member, if required
W ITHIN THE F IRST M ONTH
❑ Note student and staff behavioral changes such as reports that
individuals cannot sleep, uncharacteristic difficulty coping with work,
easily agitated. Where these occur, encourage referral to appropriate
support services
❑ Maintain school contact with hospitalized students and staff
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EMERGENCY RESPONSE ACCIDENT AT SCHOOL
Whether an accident is unintentional and results in minor injury or is the result of aggressive
behavior on campus, it is important to complete a written report of the incident. Accident
Report and Behavioral Incident Report forms are available at the school office.
STAFF ACTIONS:
Report accident to principal and school office.
Provide for immediate medical attention, including performing necessary
life-sustaining measures (CPR, etc.), until trained Emergency Medical
Services technicians arrive.
For relatively minor events, take students to school office or school nurse for
assistance.
Complete an Accident Report or Behavioral Incident Report to document
what occurred.
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Provide appropriate medical attention. Call 911, if needed.
Contact parents, guardians as appropriate to seek appropriate follow-up
services, if needed.
OTHER PREVENTATIVE/SUPPORTIVE ACTIONS:
Post general procedures in the clinic explaining when parents are to be
notified of minor mishaps.
Provide staff with a one-page list of emergency procedures in case of an
accident or injury on the playground or in the building (e.g., First Aid Manual,
Bloodborne Pathogen Program).
Provide each teacher with information about students in his/her classroom
having special medical or physical needs; such conditions might include
allergies, fainting, seizures, or diabetes; include procedures that the teacher
may follow in these specific emergencies.
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EMERGENCY RESPONSE AIRCRAFT CRASH
Emergency response 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.
Aircraft crashes into the school
STAFF ACTIONS:
Notify Principal.
Move students away from the immediate vicinity of the crash.
EVACUATE students from the building using primary and/or alternate fire
routes to a safe assembly area away from the crash scene. Take class
roster/nametags and emergency backpack.
Check school site to assure that all students have evacuated.
Take attendance at the assembly area.
Report missing students to the Principal /designee and emergency response
personnel.
Maintain control of the students a safe distance from the crash site.
Care for the injured, if any.
Escort students back to the school site when emergency response officials
have determined it is safe to return to the building.
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Notify police and fire department (call 911).
Determine immediate response procedures, which may include
EVACUATION, OFF-SITE EVACUATION or DIRECTED
TRANSPORTATION .
Notify District Superintendent, who will contact the Office of Emergency
Services.
Arrange for first aid treatment and removal of injured occupants from the
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 the extent of injuries.
Do not re-enter building until the authorities provide clearance to do so.
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Aircraft crashes near school
STAFF ACTIONS:
Notify Principal.
Move students away from the immediate vicinity of the crash.
Remain inside with students unless subsequent explosions or fire endanger
the building.
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Notify police and fire department (call 911).
Initiate SHELTER IN PLACE , if warranted.
Initiate REVERSE EVACUATION for students and staff outside or direct
them to designated area until further instructions are received.
Ensure that students and staff remain at a safe distance from the crash.
Notify District Superintendent, who will contact the Office of Emergency
Services.
Fire department officials will secure area to prevent unauthorized access.
Do not enter affected areas until the appropriate authorities provide
clearance to do
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EMERGENCY RESPONSE AIR POLLUTION ALERT
Severe air pollution may affect students and staff who are susceptible to respiratory
problems.
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Develop and maintain a file of students and staff who have or are susceptible
to respiratory problems. The file should contain data on the location of such
persons at different times during the day.
Meet with physical education teachers and other teachers directing strenuous
activity programs and determine alternate programs available during an air
pollution episode.
When notified by the district office or news media of a smog advisory, inform
all staff to stay indoors and minimize physical activity.
Cancel all athletic competitions and practices and any other activities that
require strenuous physical activity such as marching band, pep squad etc.
Instruct employees to minimize strenuous physical activity.
Cancel any events that require the use of vehicles.
Urge staff and high school students to minimize use of vehicles.
STAFF ACTIONS:
Remain indoors with students.
Minimize physical activity.
Keep windows and doors closed.
Resume normal activities after the All Clear signal is given.
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EMERGENCY RESPONSE ALLERGIC REACTION
There are many types of medical conditions that may trigger an allergic reaction, among
them anaphylactic shock, diabetes and sickle cell anemia. Possible symptoms of an allergic
reaction include skin irritation or itching, rashes, hives, nasal itching or sneezing, localized
swelling, swollen tongue, restlessness, sweating, fright, shock, shortness of breath,
vomiting, cough and hoarseness. School nurses have a specialized health care plan for
certain conditions and should be contacted for any sign of allergic reaction.
STAFF ACTIONS:
If imminent risk, call 911.
Send for immediate help (First Aid, CPR, medical) and medication kit (for
known allergies).
Notify principal.
Assist in getting “Epi” (Epinephrine) pen for individuals who carry them
(usually in backpack), and prescription medications (kept by school nurse).
If an insect sting, remove stinger immediately.
Assess situation and help student/staff member to be comfortable.
Move student or adult only for safety reasons.
PRINCIPAL/SITE ADMINISTRATOR ACTIONS :
If imminent risk, call 911 (always call 911 if using “Epipen).
Notify parent or guardian.
Administer medication, by order of a doctor, if appropriate; apply an ice pack
to the affected area, keep victim warm or take other actions as indicated.
Observe for respiratory difficulty.
Attach a label to the person’s clothing indicating: time & site of insect sting or
food ingested, name of medicine, dosage and time administered.
OTHER PREVENTATIVE/SUPPORTIVE ACTIONS:
Keep an “Epipen in the school office and notify staff as to location.
Emergency health card should be completed by parents for each child and
should be easily accessible by school personnel.
Provide bus drivers with information sheets for all known acute allergic
reactors.
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EMERGENCY RESPONSE ANIMAL DISTURBANCE
If there is a rabid or uncontrollable animal on campus, implement this procedure when any
wild animal threatens the safety of the students and staff
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Isolate the students from the animal. Close doors and lock tables as a means
to isolating the animal.
If the animal is outside, keep students inside and institute a LOCKDOWN .
If the animal is inside, initiate an EVACUATION outside to a protected area
away from the animal
Contact the Marin Humane Society for assistance in removing the animal.
If the animal injures anyone, seek medical assistance from the school nurse.
Notify parent/guardian and recommended health advisor.
STAFF/TEACHER ACTIONS:
If the animal is outside, keep students inside. Lock doors and keep students
away from the windows.
If the animal is inside , EVACUATE students to a sheltered area away from
the animal.
Notify the principal if there are any injuries.
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EMERGENCY RESPONSE BIOLOGICAL AGENT RELEASE
This is an incident involving the discharge of a biological substance in a solid, liquid or
gaseous state. Such incidents may include the release of radioactive materials. A
biological agent can be introduced through:
• postal mail, via a contaminated letter or package
• a building’s ventilation system
• a small explosive device to help it become airborne
• a contaminated item such as a backpack, book bag, or other parcel left unattended
• the food supply
• aerosol release (for example, with a crop duster or spray equipment)
Defense against biological release (e.g. anthrax, smallpox, plague, ricin etc.) is difficult
because usually appear after some time has lapsed. Indicators that may suggest the
release of a biological or chemical substance include multiple victims suffering from:
watery eyes, choking or breathing difficulty, twitching or loss of coordination. Another
indicator is the presence of distressed animals or dead birds. Determine which scenario
applies and implement the appropriate response procedures.
Outside the building
STAFF ACTIONS:
Notify principal.
Move students away from immediate vicinity of danger (if outside, implement
REVERSE EVACUATION ).
Segregate individuals who have been topically contaminated by a liquid from
unaffected individuals. Send affected individuals to a designated area
medical attention.
Follow standard student assembly, accounting and reporting procedures.
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Initiate SHELTER IN PLACE .
Shut off HVAC units.
Move to central location where windows and doors can be sealed with duct
tape.
Call 911. Provide location and nature of the emergency and school actions
taken.
Notify District Superintendent of the situation.
Turn on a battery-powered commercial radio and listen for instructions.
Complete the Biological and Chemical Release Response Checklist
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Remain inside the building until the Department of Health or Fire Department
determines it is safe to leave.
Arrange for psychological counseling for students and staff.
Inside the building
STAFF ACTIONS:
Notify principal or site administrator.
Segregate individuals who have been topically contaminated by a liquid from
unaffected individuals.
Implement EVACUATION or OFF-SITE EVACUATION , as appropriate. Send
affected individuals to a designated area for medical attention.
Follow standard student assembly, accounting and reporting procedures.
Prepare a list of those who are in the affected area to provide to emergency
response personnel.
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Initiate EVACUATION of building or OFF-SITE EVACUATION to move
students away from immediate vicinity of danger.
Move up-wind from the potential danger.
Call 911. Provide exact location and nature of emergency.
Designate security team to isolate and restrict access to potentially
contaminated areas.
Wait for instructions from emergency responders-- Health or Fire Department.
Notify District Superintendent of the situation.
Arrange for immediate psychological counseling for students and staff.
Complete the Biological and Chemical Release Response Checklist
Wait to return to the building until it has been declared safe by local HazMat
or appropriate agency.
THOSE WHO HAVE DIRECT CONTACT WITH BIOLOGICAL AGENT:
Wash affected areas with soap and water.
Immediately remove and contain contaminated clothing
Do not use bleach on potentially exposed skins.
Remain in safe, but separate area, isolated from those who are unaffected,
until emergency response personnel arrive.
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EMERGENCY RESPONSE BOMB THREAT
In the event that the school receives a bomb threat by telephone, follow the Bomb Threat
Checklist on the next page to document information about the threat. Keep the caller on
the telephone as long as possible and listen carefully to all information the caller provides.
Make a note of any voice characteristics, accents, or background noises and complete the
Bomb Threat Report as soon as possible.
PERSON RECEIVING THREAT BY TELEPHONE:
Listen. Do not interrupt the caller.
Keep the caller on the line with statements
such as " I am sorry, I did not understand
you. What did you say?"
Alert someone else by prearranged signal to
notify the telephone company to trace the call
while the caller is on the line.
Notify site administrator immediately after
completing the call.
Complete the Bomb Threat Checklist.
PERSON RECEIVING THREAT BY MAIL:
Note the manner in which the threat was delivered, where it was found and
who found it.
Limit handling of item by immediately placing it in an envelope so that
fingerprints may be detected. Written threats should be turned over to law
enforcement.
Caution students against picking up or touching any strange objects or
packages.
Notify principal or site administrator.
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Call 911.
If the caller is still on the phone, contact the phone company to trace the call.
Tell the telephone operator the name of school, name of caller, phone
number on which the bomb threat came in. This must be done quickly since
the call cannot be traced once the caller has hung up.
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Instruct staff and students to turn off any pagers, cellular phones or two-way
radios. Do not use those devices during this threat since explosive devices
can be triggered by radio frequencies.
Determine whether to evacuate the threatened building and adjoining
buildings. If the suspected bomb is in a corridor, modify evacuation routes to
bypass the corridor.
Use the intercom, personal notification by designated persons, or the PA
system to evacuate the threatened rooms.
If it is necessary to evacuate the entire school, use the fire alarm.
Notify the District Superintendent of the situation.
Direct a search team to look for suspicious packages, boxes or foreign
objects.
Do not return to the school building until it has been inspected and
determined safe by proper authorities.
Avoid publicizing the threat any more than necessary.
SEARCH TEAM ACTIONS:
Use a systematic, rapid and thorough approach to search the building and
surrounding areas.
Check classrooms and work areas, public areas (foyers, offices, bathrooms
and stairwells), unlocked closets, exterior areas (shrubbery, trash cans, debris
boxes) and power sources (computer rooms, gas valves, electric panels,
telephone panels).
If a suspicious item is found, make no attempt to investigate or examine
object.
STAFF ACTIONS:
Evacuate students as quickly as possible, using primary or alternate routes.
Upon arrival at the designated safe site, take attendance. Notify the
principal/site administrator of any missing students.
Do not return to the building until emergency response officials determine it is
safe.
EMERGENCY RESPONSE BOMB THREAT CHECKLIST
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To be completed by the person receiving the call
CALL RECEIVED BY: _______________________ DATE __________ TIME _________
REMAIN CALM! Notify other staff by prearranged signal while caller is on the line. Listen.
Do not interrupt the caller except to ask:
1. What time is the bomb set for? ___________________________________________
2. Where has it been placed? ________________________________________________
3. What does it look like? _________________________________________________
4. Why are you doing this? _________________________________________________
5. Who are you? _________________________________________________
Words used by caller: ____________________________________________________
____________________________________________________
Description of caller: Male Female Adult Juvenile
Estimate age of caller: _______ Other notes: _________________________
Voice characteristics: Loud Soft Deep High Pitched
Raspy Pleasant Intoxicated Nasal
Other _______________________________________________
Speech: Rapid Slow Disguised Normal
Laughing Slurred Lisp Stutter
Other ________________________________________________
Manner: Calm Angry Irrational Excited
Coherent Incoherent Deliberate Crying
Emotional Righteous Laughing Foul
Language: Excellent Good Fair Poor
Use of certain phrases: __________________________________
Accent: Local Foreign Regional
Other ________________________________________________
Background Noises: Airplane Animals Industrial Machines
Static Motors Office Machines
Quiet Music Party Scene
Street Traffic Trains PA System
TV Voices Other ________________
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EMERGENCY RESPONSE BUS ACCIDENT
Each school should maintain a folder for each bus serving the school. 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 trip bus folders; one copy of the student emergency contact information
should be placed in the trip folder and a second copy should accompany the teacher
on the trip. Bus drivers may need to make spontaneous, independent decisions,
based on the nature of the emergency, age of children, the location of bus and other
unique circumstances.
BUS DRIVER:
Turn off power, ignition and headlights. Use safety lights, as appropriate.
Evaluate the need for evacuation.
Remain with the vehicle. Notify California Highway Patrol.
STAFF ACTIONS AT THE SCENE:
Call 911, if warranted.
Notify principal.
Implement basic first aid until emergency medical services and/or law
enforcement arrives and takes charge of the emergency.
Move all uninjured students to a safe distance from the accident.
Document the names of all injured students and their first aid needs.
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Notify law enforcement.
Notify parents/guardians of all students on the bus as soon as accurate
information is available.
Designate a school staff representative to proceed to any medical treatment
facility to which an injured student has been taken to assist parents and
provide support to students, as appropriate.
Notify school community about the incident and status of injured students
and/or staff. Prepare news release for media, if appropriate.
Earthquake during bus trip
BUS DRIVER ACTIONS:
Issue DUCK, COVER and HOLD ON instruction.
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Stop bus away from power lines, bridges, overpasses, buildings, possible
landslide conditions, overhanging trees or other dangerous situations.
Set brake, turn off ignition and wait for shaking to stop.
Check for injuries and provide first aid, as appropriate.
Contact the school administrator and bus dispatch to report location and
condition of students and the bus.
Do not attempt to cross bridges, overpasses or tunnels that may have been
damaged.
If instructed to continue route,
Enroute to school, continue to pick up students.
Leaving school, continue dropping off students, provided there is a
responsible adult at the bus stop.
If it is impossible to return to school, proceed to the nearest designated
shelter indicated on the bus route. Upon arriving at the shelter, notify the
school administrator.
Remain with students until further instructions are received from site
administrator.
Account for all students and staff throughout the emergency
Flood during bus trip
BUS DRIVER ACTIONS:
Do not drive through flooded streets and/or roads.
Take an alternate route or wait for public safety personnel to determine safe
route.
If the bus is disabled, stay in place until help arrives
Contact the school administrator and bus dispatch to report location and
condition of students and the bus.
Do not attempt to cross bridges, overpasses or tunnels that may have been
damaged.
Account for all students and staff throughout the emergency.
EMERGENCY RESPONSE CHEMICAL ACCIDENT (offsite)
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Chemical accidents the magnitude of a disaster could result from a transportation accident
or an industrial spill, involving large quantities of toxic material.
PERSON DISCOVERING SPILL:
Alert others in the immediate area to leave the area.
Close doors and restrict access to affected area.
Notify principal/site administrator.
DO NOT eat or drink anything or apply cosmetics.
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Notify Fire Department and the Department of Public Health. Provide the
following information:
School name and address, including nearest cross street(s)
Location of the spill and/or materials released
Characteristics of spill (color, smell, visible gases)
Name of substance, if known
Injuries, if any
Notify Maintenance/Building and Grounds Manager.
Determine whether to implement SHELTER IN PLACE, EVACUATION
and/or student release.
Post a notice on the school office door stating location of alternate school site.
Notify District Superintendent of school status and location of alternate school site.
STAFF ACTIONS:
If SHELTER-IN-PLACE, close all doors and windows, shut off ventilation, and
monitor the radio. If necessary, use tape, rags, clothing or any other available
material of seal air leaks.
If you believe that gas is entering the building, protect everyone with a wet
cloth or towel over the mouth and nose. Have everyone breathe in short,
quick shallow breaths.
If EVACUATION is implemented, direct all students to report to the nearest
designated building or assembly area.
Upon arrival at safe site, take attendance to be sure all students have been
evacuated and accounted for. Notify principal/site administrator of any
missing students.
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EMERGENCY RESPONSE CHEMICAL ACCIDENT (onsite)
This incident could be the result of spilled cleaning chemicals within the school building, in
the school lab, a material a student brings to school, or a broken gas main. Any such
accidents could endanger the students and staff. Hazardous material spills may occur
inside a building, such as a spill in a chemistry lab.
PERSON DISCOVERING SPILL:
Alert others in the immediate area to leave the area.
Close windows and doors and restrict access to affected area.
Notify principal/site administrator.
DO NOT eat or drink anything or apply cosmetics.
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Notify Fire Department and the Department of Public Health. Provide the
following information:
School name and address, including nearest cross street(s)
Location of the spill and/or materials released; name of substance, if known
Characteristics of spill (color, smell, visible gases)
Injuries, if any
Your name and telephone number
Notify Maintenance/Building and Grounds Manager to shut off mechanical
ventilating systems.
If necessary, proceed with school EVACUATION using primary or alternate
routes, avoiding exposure to the chemical fumes.
Post a notice on the school office door stating location of alternate school site.
Notify District Superintendent of school status and location of alternate site.
Send home with students for their parents/guardians a brief written
description of the emergency, how it was handled and, if appropriate, what
steps are being taken in its aftermath.
STAFF ACTIONS:
If EVACUATION is implemented, direct all students to report to the nearest
designated building or assembly area. Take class roster and emergency
backpack and student kits. Check that all students have left the building.
Students are not to be left unattended at any time during the evacuation
process. Students are to remain quiet during evacuation.
Upon arrival at evacuation site, take attendance. Notify principal/site
administrator of any missing students.
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Upon arrival at evacuation site, take roll and report attendance to Principal
immediately. Notify emergency response personnel of any missing students.
Do not return to the building until emergency response personnel have
determined it is safe.
EMERGENCY RESPONSE CIVIL DISTURBANCE
A civil disturbance is an unauthorized assemblage on the school grounds with the potential to:
disrupt school activities;
cause injury to staff and students; and/or
damage property.
Precautionary measures must be taken to keep school personnel and students from undue
exposure to danger. Efforts should be made to remain calm, to avoid provoking aggression,
and to keep students in their classrooms.
Inside School
STAFF ACTIONS:
Report disruptive circumstances to principal/site administrator.
Avoid arguing with participant(s).
Have all students and employees leave the immediate area of disturbance.
Lock doors. Account for all students and remain in the classroom unless
instructed otherwise by the principal or law enforcement.
Stay away from windows and exterior doors.
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
If the students are engaging in civil disobedience, keep the students confined
to one room in the school building.
Set up a communication exchange with the students, staff and principal. Try
to restore order.
If unable to calm students and violent or uncontrolled behavior is probably,
notify police of situation and request assistance.
Send home with students for their parents/guardians a brief written
description of the emergency, how it was handled and, if appropriate, what
steps are being taken in its aftermath.
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Outside of School
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Call 911.
Move any students who are outside into the school building. If unable to do
so, have students lie down and cover their heads.
Once students are in the school building, lock and secure all exterior doors,
including restrooms. Have custodians remove trash containers and other
burnable items from public access.
Cancel all outside activities.
Maintain an accurate record of events, conversations and actions.
Assign staff members to assist nurse as necessary.
STAFF ACTIONS:
Close and lock classroom doors. Close all curtains and blinds. Keep
students away from windows and take precautions to protect them from
flying glass in the event windows are broken.
Instruct students to DUCK AND COVER , lie on the floor and keep students
calm.
Care for the injured, if any.
Remain with students within locked classrooms until all clear is given,
regardless of bells and the school schedule.
EMERGENCY RESPONSE CRIMINAL ACT
Criminal acts on campus may vary from theft to rape. Sexual assault and threats are
covered separately, later in this section.
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Notify police (dial 911).
Identify all parties involved (if possible). Identify witnesses, if any.
Preserve the crime scene. With the exception of rescue personnel, deny
access to the immediate area until police arrive. Police officials will
coordinate activities within the crime scene and release the area to the
school administrator when finished.
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If an individual is armed with a weapon, USE EXTREME CAUTION . Do
not attempt to remove the weapon from his/her possession. Allow police to
do so.
If the incident involves a student, notify the parents or guardians.
Question the victim with another staff member present. Focus on the
information necessary to pursue disciplinary action against the perpetrators.
Let trained police obtain specific details about the crime, following student
interview protocols.
STAFF ACTIONS:
Care for the victim. Provide any medical attention needed.
Preserve the crime scene. With the exception of rescue personnel, deny
access to the immediate area until police arrive
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EMERGENCY RESPONSE DEATH of a STUDENT
A student’s death may be the result of a suicide, homicide, car accident, illness or other causes.
It may have a profound effect on the school and may be one of the most difficult situations an
administrator will face. A communications strategy developed in advance of such tragedy will
help the administrator know what to say to the student’s family and the school community.
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Call 911 and the District Office. Verify the death and obtain as much
information about it as possible.
Contact the student’s family or visit the home to offer condolences and support.
Obtain information about the funeral/memorial service. Respect their wishes.
Protect the privacy of the family; the school neither gives nor confirms
information to the media or others without consent.
If the death occurred in the evening or weekend, implement the staff phone
tree so that teachers and staff members are informed about the occurrence.
Notify teachers prior to notification of students.
Meet with front line staff/crisis team as soon as possible so that everyone
understands the response plan.
Determine whether additional resources are needed and make appropriate
requests.
Schedule a staff meeting as soon as possible to share the details that are
known, review procedures for the day and discuss the notification of
students, availability of support services and the referral process for students
and staff who want or need counseling support and assistance.
Develop a plan for notifying other students and sharing information about the
availability of support services. Do not use the public address system.
Go to each of the student’s classes and notify his/her classmates in person.
Prepare a parent/guardian information letter and distribute it to students at
the end of the day.
Contact parents of those students who are affected by the crisis to determine
appropriate support needed after leaving school. Offer assistance to parents
of impacted students. If necessary, designate areas for crisis
team/community resource persons to meet with affected students.
Make arrangements with the family to remove the student’s personal
belongings from the school.
Meet with your staff/crisis team to evaluate the response and determine what
additional resources might be needed. Thank all those who assisted.
STAFF ACTIONS:
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Allow students who wish to meet in counseling office or other appropriate
place to do so. Encourage students to report any other students who might
need assistance. Arrange with facilitator/counselor to individually escort each
student to the counseling support site.
EMERGENCY RESPONSE DEATH of a STAFF MEMBER
A reported death or serious illness among the school community may have a profound effect
on students and staff alike.
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Verify the death and obtain as much information about it as possible. Contact
the Coroner’s Office.
Protect the privacy of the family; the school neither gives nor confirms
information to the media or others without consent.
If the death occurred in the evening or weekend, implement the staff phone
tree so that teachers and staff members are informed about the occurrence.
Notify teachers prior to notification of students.
Contact the decedent’s family to offer condolences and support. Obtain
information about the funeral/memorial service. Respect the wishes of the
family.
Meet with front line staff/crisis team as soon as possible so that everyone
understands the response plan.
Determine whether additional resources are needed and make appropriate
requests.
Develop a plan for notifying students and sharing information about the
availability of support services. Do not use the public address system.
Schedule a staff meeting as soon as possible to share the details that are
known, review procedures for the day and discuss the notification of
students, availability of support services and the referral process for staff who
want or need support and assistance.
Facilitate classroom and small group discussions for students.
Prepare a parent/guardian information letter and distribute it to students at
the end of the day.
Determine who from the decedent’s family will secure the personal belongs.
Make arrangements to remove the personal belongings from the school after
school hours. Do not clean out personal belongings in the presence of
students or staff.
Meet with your staff/crisis team to debrief at the end of the day and determine
what additional resources might be needed.
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Thank all those who assisted.
Continue to monitor staff and students for additional supportive needs.
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EMERGENCY RESPONSE DIRTY BOMB
A dirty bomb is a mix of explosives, such as dynamite with radioactive power or pellets, set off
to scatter dust and smoke in order to produce radioactive contamination. The main danger
from a dirty bomb is from the explosion, which can cause serious injuries and property
damage. While the radioactive materials used in a dirty bomb are probably insufficient to
create immediate serious illness, they can be dangerous to health if inhaled. Low levels of
radiation exposure do not cause noticeable symptoms. Higher levels of radiation exposure
may produce nausea, vomiting, diarrhea and swelling and redness of the skin.
Outside, close to the incident .
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
DO NOT MIX POPULATIONS. For those outside at the time of the explosion,
initiate REVERSE EVACUATION to a separate building or location. Isolate
them from those already inside. Do not risk contamination of those inside at
the time of the explosion.
Call 911. Provide location and nature of the emergency and school actions
taken.
Set up decontamination station where students and staff may shower or wash
with soap and water.
Prepare a list of those who are in the affected area to provide to emergency
response personnel.
Turn on a battery-powered commercial radio and listen for instructions.
Notify District Superintendent of the situation.
Arrange for medical attention for those injured by the explosion.
Arrange for psychological counseling for students and staff.
STAFF ACTIONS:
Cover nose and mouth with a cloth to reduce the risk of breathing in
radioactive dust or smoke.
Move students quickly to the closest suitable shelter to shield them from
radiation. Keep them isolated from individuals inside at the time of the
explosion. Do not risk contamination of those who were not outside.
Avoid touching any objects thrown off by the explosion—they might be
radioactive.
Follow standard student assembly, accounting and reporting procedures.
Immediately remove outer layer of clothing and mouth cover and seal in a
plastic bag, if available. Removing outer clothes may get rid of up to 90% of
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radioactive dust. Put plastic bag away from the population where others will
not touch it until authorities provide further instructions.
Supervise decontamination station where students and staff may shower or
wash with soap and water. Do not come into contact with water runoff.
Do not return outside after decontamination. Remain in safe area, isolated
from those who are unaffected, until emergency response personnel arrive
Inside, close to the incident
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
DO NOT MIX POPULATIONS. For those inside at the time of the
explosion, initiate SHELTER IN PLACE procedures. Turn off HVAC
system.
Move to central location where windows and doors can be sealed with duct
tape.
Call 911. Provide location and nature of the emergency and school actions
taken.
Turn on a battery-powered commercial radio and listen for instructions.
Notify District Superintendent of the situation.
Remain inside the building until the Department of Health or Fire
Department determines it is safe to leave.
Arrange for psychological counseling for students and staff.
STAFF ACTIONS:
Keep students calm. Instruct students to DUCK and COVER .
Turn off fans and air conditioning systems. Seal windows and air vents with
duct tape. Close all curtains and blinds.
Do not consume water or unpackaged food that was out in the open. Wash
the outside of any container before opening it.
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EMERGENCY RESPONSE EARTHQUAKE
Earthquakes strike without warning. Fire alarms or sprinkler systems may be activated by
the shaking. The effect of an earthquake from one building to another will vary. Elevators
and stairways will need to be inspected for damage before they can be used. The major
shock is usually followed by numerous aftershocks, which may last for weeks.
The major threat of injury during an earthquake is from falling objects, glass shards and
debris. Many injuries are sustained while entering or leaving buildings. Therefore, it is
important to quickly move away from windows, free-standing partitions and shelves and take
the best available cover under a sturdy desk or table, in a doorway or against an inside wall.
All other actions must wait until the shaking stops. If persons are protected from falling
objects, the rolling motion of the earth may be frightening but not necessarily dangerous.
Inside Building
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Direct inspection and assessment of school buildings. Report building damage
and suspected breaks in utility lines or pipes to fire department responders.
Send search and rescue team to look for trapped students and staff.
Post guards a safe distance away from building entrances to assure no one
re-enters.
Notify District Office of school and personnel status. Determine who will inform
public information media as appropriate.
Do NOT re-enter building until it is determined to be safe by appropriate
facilities inspector.
Determine whether to close school. If school must be closed, notify staff
members, students and parents.
STAFF ACTIONS:
Give DROP, COVER and HOLD ON command. Instruct students to move
away from windows, bookshelves and heavy suspended light fixtures. Get
under table or other sturdy furniture with back to windows.
Check for injuries, and render First Aid.
After shaking stops, EVACUATE building. Avoid evacuation routes with
heavy architectural ornaments over the entrances. Do not return to the
building. Bring attendance roster and emergency backpack.
Check attendance at the assembly area. Report any missing students to
principal/site administrator.
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Warn students to avoid touching electrical wires and keep a safe distance
from any downed power lines.
Stay alert for aftershocks
Do NOT re-enter building until it is determined to be safe.
Outside Building
STAFF ACTIONS:
Move students away from buildings, trees, overhead wires, and poles. Get
under table or other sturdy furniture with back to windows. If not near any
furniture, drop to knees, clasp both hands behind neck, bury face in arms,
make body as small as possible, close eyes, and cover ears with forearms. If
notebooks or jackets are handy, hold over head for added protection.
Maintain position until shaking stops.
After shaking stops, check for injuries, and render first aid.
Check attendance. Report any missing students to principal/site
administrator.
Stay alert for aftershocks.
Keep a safe distance from any downed power lines
Do NOT re-enter building until it is determined to be safe.
Follow instructions of principal/site administrator.
During non-school hours
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Inspect school buildings with Maintenance/Building and Grounds Manager to
assess damage and determine corrective actions.
Confer with District Superintendent if damage is apparent to determine the
advisability of closing the school.
Notify fire department and utility company of suspected breaks in utility lines
or pipes.
If school must be closed, notify staff members, students and parents.
Arrange for alternative learning arrangements such as portable classrooms if
damage is significant and school closing will be of some duration.
Notify District Office, who will inform public information media as appropriate.
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EMERGENCY RESPONSE EXPLOSION
Emergency response will depend on the type of explosion (smoke bomb, chemical lab incident,
etc.) and proximity to the school. All students should be kept away from the explosion and
under supervision.
PRINCIPAL/SITE ADMINISTRATOR:
Determine whether site evacuation should be implemented. If so, sound fire
alarm. This will automatically implement action to EVACUATE the building.
EVACUATION may be warranted in some buildings but others may be used
for SHELTER IN PLACE .
Notify Fire Department (call 911). Provide school name, address, exact location
within the building, your name and phone number and nature of the emergency.
Secure area to prevent unauthorized access until the Fire Department arrives.
Advise the District Superintendent of school status.
Notify emergency response personnel of any missing students.
Notify utility company of breaks or suspected breaks in utility lines or pipes.
Provide school name, address, location within building, your name and phone.
Direct a systematic, rapid and thorough approach to search the building and
surrounding areas. Check classrooms and work areas, public areas (foyers,
offices, bathrooms and stairwells), unlocked closets, exterior areas
(shrubbery, trash cans, debris boxes) and power sources (computer rooms,
gas valves, electric panels, telephone panels).
Determine if Student Release should be implemented. If so, notify staff,
students and parents.
If damage requires the school to be closed, notify parents and staff of school
status and alternate site for classroom instruction. Do not return to the school
building until it has been inspected and determined safe by proper
authorities.
STAFF ACTIONS :
Initiate DROP, COVER AND HOLD ON .
If an explosion occurred inside the school building, EVACUATE to outdoor
assembly area. Keep students and staff at a safe distance from the
building(s) and away from fire-fighting equipment.
Check to be sure all students have left the school site. Remain with students
throughout the evacuation process.
Upon arrival at assembly area, check attendance. Report status to site
administrator immediately.
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Render first aid as necessary.
Do not return to the building until the emergency response personnel
determine it is safe to do so.
If an explosion occurred in the surrounding area, initiate SHELTER IN
PLACE . Keep students at a safe distance from the site of the explosion.
EMERGENCY RESPONSE FIRE (offsite)
A fire in an adjoining area, such as wildland fire, can threaten the school building and
endanger the students and staff. Response actions are determined by location and size of
the fire, its proximity to the school and the likelihood that it may endanger the school
community.
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Determine if EVACUATION of school site is necessary.
Contact local fire department (call 911) to determine the correct action for
your school site.
If necessary, begin evacuation of school site to previously identified safe site
using school evacuation plan. If needed, contact bus dispatch for OFF-SITE
EVACUATION and DIRECTED TRANSPORTATION by bus.
Direct inspection of premises to assure that all students and personnel have
left the building.
Notify the school district where the school has relocated and post a notice on
the office door stating the temporary new location.
Monitor radio station for information.
Do not return to the building until it has been inspected and determined safe
by proper authorities.
STAFF ACTIONS:
If students are to be evacuated, take attendance to be sure all students are
present before leaving the building site.
Stay calm. Maintain control of the students a safe distance from the fire and
fire fighting equipment.
Take attendance at the assembly area. Report any missing students to the
principal/site administrator and emergency response personnel.
Remain with students until the building has been inspected and it has been
determined safe to return to.
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EMERGENCY RESPONSE FIRE (onsite)
Should any fire endanger the students or staff, it is important to act quickly and decisively
to prevent injuries and contain the spread of the fire. All doors leading to the fire should
be closed. Do not re-enter the area for belongings. If the area is full of smoke, students
and employees should be instructed to crawl along the floor, close to walls, which will
make breathing easier and provide direction. Before opening any door, place a hand an
inch from the door near the top to see if it is hot. Be prepared to close the door quickly at
the first sign of fire. All fires, regardless of their size, which are extinguished by school
personnel, require a call to the Fire Department to indicate that the “fire is out”.
Within School Building
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Sound the fire alarm to implement EVACUATION of the building.
Immediately EVACUATE the school using the primary or alternate fire routes.
Notify the Fire Department (call 911).
Direct search and rescue team to be sure all students and personnel have
left the building.
Ensure that access roads are kept open for emergency vehicles.
Notify District Office of situation.
Notify appropriate utility company of suspected breaks in utility lines or pipes.
If needed, notify bus dispatch for OFF-SITE EVACUATION by DIRECTED
TRANSPORTATION .
Do not allow staff and students to return to the building until the Fire
Department declares that it is safe to do so.
STAFF ACTIONS:
EVACUATE students from the building using primary or alternate fire routes
Take emergency backpack and student kits. Maintain control of the students
a safe distance from the fire and fire fighting equipment.
Take attendance. Report missing students to the Principal/designee and
emergency response personnel.
Maintain supervision of students until the Fire Department determines it is
safe to return to the school building.
Near the School
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
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Notify the Fire Department (call 911). The Fire Marshall will direct operations
once on site.
Determine the need to implement an EVACUATION . If the fire threatens the
school, execute the actions above. If not, continue with school routine.
EMERGENCY RESPONSE FLOOD
Flooding could threaten the safety of students and staff whenever storm water or other
sources of water threaten to inundate school grounds or buildings. Flooding may occur if a
water pipe breaks or prolonged rainfall causes urban streams to rise. Flooding may also
occur as a result of damage to water distribution systems such as failure of a dam or levee.
If weather-related, an alert message will be broadcast over the weather radio station.
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Issue STAND BY instruction. Determine if evacuation is required.
Notify local police department of intent to EVACUATE , the location of the safe
evacuation site and the route to be taken to that site.
Delegate a search team to assure that all students have been evacuated.
Issue DIRECTED TRANSPORTATION instruction if students will be
evacuated to a safer location by means of buses and cars.
Post a notice on the office door stating where the school has relocated and
inform the District Office.
Monitor AM radio weather station _______________ for flood information.
Notify District Superintendent of school status and action taken.
Do not allow staff and students to return to the building until proper authorities
have determined that it is safe to do so.
STAFF ACTIONS:
If warranted, EVACUATE students using evacuation plan. Take the class
roster, emergency backpack and student comfort kits. Take attendance
before leaving the campus.
Remain with students throughout the evacuation process.
Upon arrival at the safe site, take attendance. Report any missing students
to principal/site administrator and emergency response personnel.
Do not return to school building until it has been inspected and determined
safe by property authorities.
BUS DRIVER ACTIONS:
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If evacuation is by bus, DO NOT drive through flooded streets and/or roads.
DO NOT attempt to cross bridges, overpasses or tunnels that may be
damaged by flooding.
EMERGENCY RESPONSE GAS ODOR / LEAK
All school personnel, including cafeteria managers and custodians, shall immediately
report any gas odor or suspected gas leak to the principal. If an odor is detected
outside the building, it may not be necessary to evacuate.
STAFF ACTIONS:
Notify principal.
Move students from immediate vicinity of danger.
Do not turn on any electrical devices such as lights, computers, fans, etc.
If odor is severe, leave the area immediately.
If the building is evacuated, take student attendance and report any missing
students to Principal/Site Administrator.
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
If gas leak is internal, evacuate the building immediately.
Call 911.
Notify utility company.
Determine whether to move to alternate building location.
If extended stay outdoors in inclement weather, contact transportation to
provide bus to transport students to partner school or shelter students on
buses.
Do not return to the building until it has been inspected and determined safe
by proper authorities.
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EMERGENCY RESPONSE HAZARDOUS MATERIALS
The nature of the material and the proximity of the incident to the school site will determine
which emergency ACTION should be implemented. Police, Fire or Public Health
Department may order EVACUATION of the school. See also BIOLOGICAL AGENT
RELEASE and CHEMICAL ACCIDENT .
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Call 911, if necessary.
If there is a threat of airborne toxicity, shut-off ventilation system in the
affected area.
Initiate EVACUATION. Any toxic cloud that can affect students in their
classrooms would very likely affect them outside on the school grounds
as well. If evacuating by foot, move crosswind to avoid fumes, never
upwind or downwind.
Isolate anyone suspected of being contaminated with a substance that could
be transferred to others until public safety personnel carry out
decontamination procedures.
If time is available, initiate DIRECTED TRANSPORTATION . Move students
and staff away from the path of the hazardous materials.
Notify District Superintendent.
Wait for instructions from emergency responders-- Health or Fire Department.
Do not allow the return of students to the school grounds or buildings until
public safety officials declare the area safe.
Upon return to school, ensure that all classrooms are adequately aired.
TEACHER ACTIONS:
Follow standard student assembly, accounting and reporting procedures.
Report names of missing students to office.
Do not take unsafe actions such as returning to the building before it has
been declared safe.
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EMERGENCY RESPONSE HOSTAGE SITUATION
Hostage situations may unfold rapidly in a variety of ways. Events may range from a single
perpetrator with a single hostage to several perpetrators with many hostages. Specific
actions by school staff will be limited pending arrival of law enforcement officers. It is their
responsibility to bring the situation to a successful conclusion. When as much of the school
has been evacuated as can be accomplished, school staff should focus on providing support
as needed to the police department, communicating with parents, and providing counseling
for students.
PRINCIPAL/SITE ADMINISTRATOR ACTIONS
Call 911. Provide all known essential details of the situation:
Number of hostage takers and description
Type of weapons being used
Number and names of hostages
Any demands or instructions the hostage taker has given
Description of the area
Identify an assembly area for responding officers away from the hostage
situation. Have school liaison wait at assembly area for police to arrive.
Protect building occupants before help arrives by initiating a LOCKDOWN or
EVACUATION (or combination of both) for all or parts of the building.
Secure exterior doors from outside access.
When police arrive, assist them in a quiet, orderly evacuation away from the
hostage situation.
Gather information on students and/or staff involved and provide the
information to the police. If the parent of a student is involved, gather
information about the child.
Identify media staging area, if appropriate. Implement a hotline for parents.
Account for students as they are evacuated.
Provide recovery counseling for students and staff.
STAFF ACTIONS:
If possible, assist in evacuating students to a safe area away from the
danger. Protect students by implementing a LOCKDOWN .
Alert the principal/site administrator.
Account for all students.
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EMERGENCY RESPONSE INTRUDER
All public schools are required to post signs at points of entry to their campuses or buildings
from streets and parking lots. The following statement should be used on signage:
All visitors entering school grounds on school days between 7:30 a.m. and
4:30 p.m. must register at the Main Office. Failure to do so may constitute a
misdemeanor.
-- California Penal Code Title 15, Chapter 1.1 § 627.2
To prevent intruders on campus, keep doors secure, use sign-in sheets for visitors and
cameras and staff to monitor entryways.
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Initiate LOCKDOWN .
Request intruder to leave campus. Remain calm. Be courteous and confident.
Keep distance from the intruder. Speak in soft, non-threatening manner. Avoid
hostile-type actions, except in cases when necessary to safeguard person or
property. Listen to the intruder. Give him or her an opportunity to vent.
Attempt to be helpful. When talking to the intruder, use phrases such as:
“What can we do to make this beer?’
“I understand the problem, and I am concerned.”
“We need to work together on this problem.”
As soon as the conversation or actions of the individual become threatening
or violent, call 911 immediately. Provide description and location of intruder.
Keep subject in view until police or law enforcement arrives.
Take measures to keep subject away from students and building.
Designate an administrator or staff member to coordinate with public safety at
their command post; provide a site map and keys to public safety personnel.
When scheduling a meeting with an individual known to be aggressive,
arrange for another staff member or student resource officer to be present.
Be available to deal with the media and bystanders and keep site clear of visitors.
STAFF ACTIONS:
Notify the principal/site administrator. Provide description and location of
the intruder. Visually inspect the intruder for indications of a weapon.
Keep intruder in view until police or law enforcement arrives. Stay calm.
Do not indicate any threat to the intruder.
Isolate intruder from students. Lock classroom and office doors. Close
blinds and stay clear of windows and panes of glass. Remain inside
rooms until the ALL CLEAR instruction is announced.
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EMERGENCY RESPONSE IRRATIONAL BEHAVIOR
A risk to the life and safety of students and staff may exist there is a serious display of
disordered thought or behavior. Possible symptoms include: hallucinations, extreme paranoia,
impaired judgment that may lead to unsafe decision-making and dangerous behavior (to self or
others), incoherent or disjointed speech and self injurious behavior such as: hitting head, cutting
self. Attempts should be made to use de-escalation strategies, calming techniques (e.g., deep
breathing), and to implement behavior plans, crisis plans or strategies in IEP, if in place.
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Keep the individual under continuous adult supervision.
Keep the individual on campus until parent/guardian has been notified.
Arrange appropriate support services for necessary care of individual.
If the individual actively displays dangerous behavior or there is reason
to believe the student cannot be safely transported, call agencies as
appropriate to coordinate emergency mental health services (e.g.,
mental health facilities, juvenile court, law enforcement).
School professional (psychologist, counselor, social worker, nurse) should
recommend next steps to the principal. The next steps may include:
Provide parents/guardians with the names and phone numbers of
mental health resources
Recommend that the parents make an immediate contact with a therapist.
Request that parents/guardians to sign release forms to allow two-way
communication between the school and the treating agency.
Make a follow-up check with the treating agency, family and student as
appropriate, to ensure that appropriate care has been arranged.
Provide follow-up collaborative support for the student and parents (as
indicated) within the school
Develop a safety plan prior to the student’s return to school.
Document actions taken on behalf of the student (referrals, phone
contacts, follow-up activities, etc.)
STAFF ACTIONS:
Take immediate action to isolate the individual and provide safety to the
student body. Do not leave the irrational individual alone.
Notify principal/site administrator.
Notify the school nurse, school psychologist, counselor or social worker.
Protect individual from injury.
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EMERGENCY RESPONSE KIDNAPPING
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Verify information with the source of the abduction report.
Contact law enforcement (call 911) for assistance.
Provide a picture and complete information on the student: name, age,
description, home address, emergency contact information, and custody
information if known (Emergency Protective Order, Domestic Violence Order).
Provide suspect information to the police, if known.
Contact the parents/guardian of the student involved and establish a
communication plan with them.
Obtain the best possible witness information.
Conduct a thorough search of the school/campus/bus.
Relay current information to police, parents and essential school staff.
Designate a staff member as a key contact and personally answer the phone
line (no voicemail) to receive and provide updated status as it becomes
available.
Advise the law enforcement dispatcher of the staff member key contact’s
name and number.
Provide the key contact with access to school records.
Ask key contact to be available at school by phone beyond the close of the
school day, if needed, until dismissed by the principal or law enforcement.
When the child is found, contact all appropriate parties as soon as possible.
STAFF ACTIONS:
Notify principal, providing essential details:
- Name and description of the student
- Description of the suspect
- Vehicle information
Move students away from the area of abduction.
EMERGENCY RESPONSE MEDICAL EMERGENCY
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Medical accidents and emergencies can occur at any time and may involve a student or staff
member. Some emergencies may only need first aid care, while others may require
immediate medical attention. This is not a First Aid manual . When in doubt, dial 911.
Medical emergencies involving any student or employee must be reported to the
Principal/Site Administrator.
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Assess the victim (ABC – Airway, Breathing, Circulation. Call 911, if
appropriate. Provide:
School name, address including nearest cross
street(s) and fastest way for an ambulance to
reach the building
Exact location within the building
Nature of the emergency and how it occurred
Approximate age of injured person
Caller’s name and phone number
Do not hang up until advised to do so by the
dispatcher.
Assign a staff member to meet rescue service and show medical responder
where the injured person is.
Assemble emergency care and contact information of victim
Monitor medical status of victim, even if he or she is transported to the
hospital.
Assign a staff member to remain with individual, even if he or she is
transported to the hospital.
Notify parents/guardian if the victim is a student. Describe type of illness or
injury, medical care being administered, and location where student has been
transported.
Advise staff of situation (when appropriate). Follow-up with parents.
STAFF ACTIONS:
Assess the scene to determine what assistance is needed. Direct students
away from the scene of the emergency.
Notify Principal/Site Administrator.
Stay calm. Keep individual warm with a coat or blanket.
Ask school nurse to begin first aid until paramedics arrive. Do not move the
individual unless there is danger of further injury.
Do not give the individual anything to eat or drink.
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EMERGENCY RESPONSE MISSING STUDENT
If a student is missing, a search of the school should be organized immediately. If at any
point the child is found, inform everyone who was notified of the incident that the student is
no longer missing.
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Call 911 and explain the situation.
Appoint staff to surveillance points; ask staff to note license plate numbers
and look for any unusual activity.
Conduct an immediate search of the school campus/bus, as appropriate.
Gather information about student to provide to law enforcement authorities:
photo
home address
parent contact numbers
class schedule
special activities
bus route /walking information
Notify parents/guardians if the student is not found promptly.
If case involves abduction, begin gathering witness information for the police.
Interview friends, last person to see student.
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?
Assist police with investigation. Provide a photo and complete information on
the missing child: name. Assure that all parties who know the student or
have participated in the search are available to speak with the police when
they arrive.
Designate a staff member as a key contact and personally answer the phone
line (no voicemail) to receive and provide updated status as it becomes
available.
Advise law enforcement dispatcher of the staff member key contact’s name
and number.
If missing during bus transportation, provide law enforcement with child’s bus
stop location and nearest other bus stops.
Have driver keep in communication with the transportation dispatcher. Have
transportation dispatcher coordinate efforts and information with the law
enforcement dispatcher
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Exchange phone numbers (household, cell phone, school key contact) with
parents/guardian.
When the child is found, contact all appropriate parties as soon as possible.
Arrange for counseling of students, as needed.
STAFF ACTIONS:
Confirm that student attended school that day. Notify Principal.
Provide a description of the student, including height, weight, clothing worn
that day, backpack, where last seen and when.
Bring all students indoors. Immediately lock exterior access to the school
and secure the campus. Do not let any individuals leave. Do not let
unauthorized individuals come onsite.
Take attendance in the classroom and report any other missing students to
the office. Keep students in secure areas until notified to resume regular
school activities.
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EMERGENCY RESPONSE MOTOR VEHICLE CRASH
A motor vehicle crash may result in a fuel or chemical spill on school property. If the crash
results in a utility interruption, refer to the section on Utility Failure.
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Notify police and fire department (call 911).
Determine immediate response procedures, which may include
EVACUATION, OFF-SITE EVACUATION or DIRECTED
TRANSPORTATION .
Arrange for first aid treatment and removal of injured occupants from the
building.
Secure area to prevent unauthorized access until the public safety officials
(police, sheriff, fire department) arrive.
Ensure that students and staff remain at a safe distance from the crash.
Account for all building occupants and determine the extent of injuries.
Notify District Superintendent.
STAFF ACTIONS:
Notify Principal.
Move students away from the immediate vicinity of the crash.
EVACUATE students to a safe assembly area away from the crash scene.
Take class roster/nametags and emergency backpack.
Check school site to assure that all students have evacuated.
Take attendance at the assembly area.
Report missing students to the principal /designee and emergency response
personnel.
Maintain control of the students a safe distance from the crash site.
Care for the injured, if any.
Escort students back to the school site when emergency response officials
have determined it is safe to return to the building.
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EMERGENCY RESPONSE PANDEMIC
INFLUENZA/CORONA
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.
Corona virus is a highly contagious viral disease (MERS, SARS, COVID-19). Pandemic
Corona virus 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 corona 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 diferent groups of people disproportionately. Covid-19 appears
to affect older people more than younger people
The Department of Health and Human Services will take the lead in mobilizing a local
response to a pandemic. Public health alerts will be reported to schools and the community.
Individual schools may be closed temporarily to contain the spread of the virus.
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Activate heightened surveillance of illness within school site. Gather data
on symptoms of students and staff who are sick at home.
Insure that students and staff members who are ill stay home.
Send sick students and staff home from school immediately.
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.
Implement online 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.
STAFF and STUDENT ACTIONS :
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Stay home when ill with cough or other flu-like symptoms (chills, fever,
muscle aches, sore throat).
Practice “respiratory hygiene etiquette”.
Disinfect surfaces contaminated with infected respiratory secretions with a
diluted bleach solution (1 part bleach to 100 parts water).
Implement online homework assignments so that students can stay home.
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UPDATED 8/12/2020
COVID-19 School Site-Specific Protection Plan
Guidance & Template
Guidance for Developing Your School’s COVID-19 School Site-Specific Protection Plan (SSSPP)
1. Establish a multi-disciplinary Task Force (ie, teachers, custodians, school secretaries, para-educators,
parents, students,
and administrators) to develop and support this School Site-Specific Protection
Plan who will meet regularly to monitor Public Health Information and adjust the plan based on
input from all stakeholders as needed.
2. Perform a school site walkthrough with the Task Force of your campus, classrooms, multi-use
rooms, and office spaces and use the protocols, guidance and best practices detailed in the Public
Health Guided Return to Site-Based Classroom Instruction as a guide for conducting your
assessment.
3. Develop and finalize your SSSPP and train staff before site-based classroom instruction begins.
4. Use the template below to create your own SSSPP by filling in the required details, based on your
individual school site/school or district office, to mitigate the transmission of COVID-19, under the
guidance of the Public Health Officer.
5. Finalize your SSSPP to distribute to staff and families and post on your school website. You may also
post a copy at your school or office at a visible location, at or near the main entrance where
students, staff and visitors can easily review it without touching the document, or post a Certificate
of Completion (included below) with information on how to review the plan in its entirety online.
6. Post signs at each of the primary staff and student entrances to inform all students, staff and visitors
that they should:
• If you have COVID-19 symptoms, do not enter the facility;
• Maintain a minimum six-foot distance from one another;
• Sneeze and cough into a cloth or tissue or, if not available, into one’s elbow;
• Wear face coverings, as appropriate; and
• Do not shake hands or engage in any unnecessary physical contact.
Templates for signs can be downloaded for use from the Marin Recovers website.
Tools for Developing Your School Site-Specific Protection Plan
1. COVID-19 School Site-Specific Protection Plan (SSSPP) Template
The Marin County Office of Education is providing this template that can be used by any school or district
in Marin to
create their own School Site-Specific Protection Plan (SSSPP). It contains all of the standard
content already written for you to re-open your school or school office and prompts you to “fill in the
blank” where unique information is required in order to complete your SSSPP. The template has been
reviewed and supported by Marin County’s Public Health Officer.
2. School Specific Best Practices
The MCOE Rethinking Schools Task Force is monitoring updated guidance from the Center for Disease
Control, the California Department of Public Health, the California Department of Education, and Marin
County Public Health to support and promote emerging best practices to share with the school
community in Marin. These best practices are based on alignment with local, state and federal guidelines
in coordination with the county’s Public Health Officer.
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School or District Site Name
School Type (select one)
Traditional/Alternative Public School Charter School Private, Independent or Parochial
School Task Force Members and Positions (ie teachers, custodians, secretaries, paras, parents, students, administration)
Public Health Liaisons and Contact Information (Primary and Secondary: Name, Email and Phone)
This COVID-19 School Site-Specific Protection Plan (SSSPP) was most recently updated on:
Principal or Administrator
Name:
Title:
Email:
Phone Numbers:
I,
, certify that this SSSPP is posted on our school/district website, and
that staff will receive training as described in this SSSPP before site-based classroom instruction begins.
Signature: Date:
Bayside MLK, Jr. Academy, Sausalito Marin City School District
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Sausalito Marin City School District Emergency Management Plan - Response
Itoco Garcia Ed.D. Superintendent
David Finnane, Principal
Louis Edney, Teacher (SDTA President)
Julius Holtzclaw, Office Manager (CSEA Vice President)
Jahmeer Reynolds, Community School Manager
Itoco Garcia Ed.D. [email protected], 415-332-3190
David Finnane [email protected] 415-686-6060
8/19/2020
Itoco Garcia
Principal
[email protected]
415-686-6060
Itoco Garcia
8/19/2020
UPDATED 8/12/2020
Specific Control Measures and Screenings
Please provide as much detail as possible for how you intend to implement each guideline. If you need additional space, please
provide an attachment.
1. All activities are consistent with and will adjust to changing applicable state and local Public Health
Orders. A multi-disciplinary Task Force has been established to develop and support this School Site-
Specific Protection Plan, who meet regularly to monitor and adjust the plan based on input from all
stakeholders.
2. Health an
d safety practices and protocols are in place, including hand washing, appropriate face
coverings, and access to essential protective equipment, and up to date student and staff attendance
tracking.
3. Training is provided to all staff, students and families reinforcing the importance of health and safety
practices and protocols.
4. A primary an
d secondary point of contact are established, identified, and trained at each school site
to direct questions or concerns around practices, protocols, or potential exposure. These points of
contact will also serve as a liaison to Public Health and contact information is identified in the School
Site-Specific Protection Plan. (Points of Contact listed above).
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We have a shared governance team consisted of the members listed above. Shared
Governance has been meeting regularly prior to the pandemic and has taken on all duties
required by the Task Force mandated by this SSSPP. Shared Governance will continue to
meet on all Covid 19 related topics as we have since the shelter in place started.
Check-In and Check-Out:
Students/ Staff/ and anyone entering campus will check in each day with a school staff
member at a designated entry point on campus. People seeking entry will have their
temperature taken with a no touch thermometer, and wash their hands with hand sanitizer,
and answer a health survey with the following questions:
Have you been notified that you have covid 19?
Do you live with or do you know anyone that has been diagnosed with Covid 19?
Do you live with a grandparent or an older adult?
Have you had any vomit or diarrhea since last night or this morning?
Do you have any flu symptoms?
Do your head, ears, throat, or tummy hurt?
Students will then go directly to class. Students who demonstrate any health issues or have
a temperature of 100.4 or above will be isolated from other people in the nurses office and
a family member will be called to pick the child up. Students will be dismissed by their
classroom teacher at the end of each day’s session and will be expected to return home or
leave with a parent when the school day has ended. Each student cohort group will enter
and exit at staggered start and ending times. Student attendance will be tracked in Aeries
our student information system.
Staff Check-In and Check-Out:
All staff will check in each day with a school staff member at a designated entry point on
campus. Staff will answer a few basic questions about their health, have their temperature
taken, and wash their hands with hand sanitizer. Staff who demonstrate any health issues
or have a temperature of 100.4 or above will be isolated from other people and asked to
return home and call their doctor immediately. Staff attendance will be tracked in Frontline
our personnel management system.
Hand Washing and Cleaning:
Sanitizing Stations are in place on campus at each entry/exit point as well as in each
classroom. Sanitizing Stations include face masks, gloves, cleaning solution in a spray
bottle, a paper towel roll, and hand sanitizer.
Face Coverings:
All students and staff will be required to wear a face covering at all times while on campus.
The school has acquired a significant amount of face masks that fit adults and children
alike and will provide all students and staff with mask each day if necessary.
Cleaning Logs: All classrooms and other office spaces have cleaning logs on exterior
doors. Custodial staff are required to sign, date and time when cleaning and disinfecting
occurs. In addition all visitors to classroom who are not part of the stable sanitary cohort
(teacher and paraeducators) are required to sign. No more than 4 adults will interact with
each sanitary cohort.
All staff and students will participate in a training session regarding required safety
practices and protocols. Staff will receive the training during scheduled professional
development time and students will receive the training immediately upon returning for the
first day of school on campus. Parents will be included in training via a series of parent
townhalls. The first parent Townhall will be on 8/25/2020. Staff will be trained on a PD day
on 8/28/2020 in person, outdoors, with masks required and seats six feet apart on the
blacktop in the back of the campus. Students will be trained using explicit school wide and
classroom specific positive behavior lesson plans designed by staff during 4 days of PD to
begin the school year. Students will be trained using these plans for the first 8 days of
school.
Itoco Garcia Ed.D.
David Finnane, Principal
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UPDATED 8/12/2020
5. Plans are impl
emented for intensified cleaning and disinfecting, including training for staff and access to
cleaning supplies and essential protective equipment, and regular disinfecting of frequently touched
surfaces.
6. Health s
creening for students and staff are conducted as advised and updated by Public Health. On July
23, 2020 the Centers for Disease Control and Prevention provided updated guidance on screening K-12
students emphasizing that parents and caregivers must monitor their children for signs of infectious
illness every day at home, and universal symptom screening for K-12 students is not required. Staff
should conduct daily health screening self assessment, which may be completed through an online
survey. (Sample MCOE Staff Health Screening)
7. Staff and stu
dents who are sick are expected to stay home and an isolation area is identified for
students who begin to exhibit symptoms during the school day, until they can be picked up.
Describe placement of designated Isolation Area:
8. Schools an
d districts will cooperate with Public Health to support testing strategies to mitigate
transmission of COVID-19, including testing for staff at the beginning of the school year, and then no less
than once every two months. This may include testing of students with appropriate parental permissions
obtained in advance. (Identify testing vendors, if applicable)
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All maintenance and custodial staff have been trained on COVID-19 related cleaning
requirements. Each surface area will be thoroughly cleaned at the conclusion of each day
by the custodial staff and throughout the school day by the classroom teachers and
paraprofessionals assigned to each classroom. Sanitation Stations are in place on
campus at each entry/exit point as well as in each classroom. Sanitation Stations include
face masks, gloves, cleaning solution in a spray bottle, a paper towel roll, and hand
sanitizer. All Custodial staff were trained in March of 2020 and again on 8/11/2020.
Despite the change in requirements we will continue operating universal symptom
screening. Parents will be trained on symptom screening at home.
Check-In and Check-Out:
Students/ Staff/ and anyone entering campus will check in each day with a school staff
member at a designated entry point on campus. People seeking entry will have their
temperature taken with a no touch thermometer, and wash their hands with hand sanitizer,
and answer a health survey with the following questions:
Have you been notified that you have covid 19?
Do you live with or do you know anyone that has been diagnosed with Covid 19?
Do you live with a grandparent or an older adult?
Have you had any vomit or diarrhea since last night or this morning?
Do you have any flu symptoms?
Do your head, ears, throat, or tummy hurt?
Students will then go directly to class. Students who demonstrate any health issues or have
a temperature of 100.4 or above will be isolated from other people in the nurses office and
a family member will be called to pick the child up. Students will be dismissed by their
classroom teacher at the end of each day’s session and will be expected to return home or
leave with a parent when the school day has ended. Each student cohort group will enter
and exit at staggered start and ending times.
Hand Washing and Cleaning:
Sanitizing Stations are in place on campus at each entry/exit point as well as in each
classroom. Sanitizing Stations include face masks, gloves, cleaning solution in a spray
bottle, a paper towel roll, and hand sanitizer.
Face Coverings:
All students and staff will be required to wear a face covering at all times while on campus.
The school has acquired a significant amount of face masks that fit adults and children
alike and will provide all students and staff with mask each day if necessary.
Entrants to the building who demonstrate any health issues or have a temperature of 100.4
or above will be isolated from other people in the nurses office and a family member will be
called to pick them up if they are a minor. If they are an adult who is capable of self care
they will not be permitted entry into the building, and referred for testing, and a family
member/close contact will be contacted. If they are an adult who is incapacitated
emergency services will be contacted. If a student or staff member tests positive for covid
19 the public health liaison will notify the Marin County Public Health Department
immediately and a public health nurse or doctor will conduct a track and trace with the
infected party, and order testing where they deem appropriate.
If a student or staff member tests negative after any of the scenarios above we will allow
them to return to in person school.
If any of the scenarios above occur we will send communications via, email, text, voice
message and post on our district and school website and on social media.
We are working with the county of Marin to ensure that weekly testing is available
within walking distance of the school for the entire community. All staff will be tested
prior to 9/8/2020 and then bimonthly. Any students whose parent requests testing
by signing the permission slip included in our first day packet will be tested in
cooperation with County Public Health if necessary.
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UPDATED 8/12/2020
9. Protocols, actions and template communications are in place for the following COVID-19 related scenarios
(link: Marin County Public Health Protocols & Communication Templates
for each scenario):
a. A student or staff member either exhibits COVID-19 symptoms or has a temperature of 100.4 or above.
b. A family member or someone in close contact with a student or staff member tests positive for COVID-19.
c. A student or staff member tests positive for COVID-19.
d. A student or staff member tests negative for COVID-19 after symptoms or confirmed close contact.
10. Where practicable, physical distancing of six feet is maintained between adults and adults and students;
four feet distance is permissible between students within a classroom or instructional area where
requirements herein are in practice.
11. For elementary schools, stable classroom cohorts (up to standard class size at each respective grade level)
are mai
ntained throughout each school day, and through each quarter or semester, with an assigned
primary cohort teacher, and systems are in place to prevent the mixing of classroom cohorts.
12. For middle and high schools, larger cohorts made up of students from more than one classroom may be
arranged as long as accurate attendance data for students and adults is maintained on a daily basis while
avoiding schoolwide mixing of students and staff.
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Entrants to the building who demonstrate any health issues or have a temperature of 100.4
or above will be isolated from other people in the nurses office and a family member will be
called to pick them up if they are a minor. If they are an adult who is capable of self care
they will not be permitted entry into the building, and referred for testing, and a family
member/close contact will be contacted. If they are an adult who is incapacitated
emergency services will be contacted. If a student or staff member tests positive for covid
19 the public health liaison will notify the Marin County Public Health Department
immediately and a public health nurse or doctor will conduct a track and trace with the
infected party, and order testing where they deem appropriate.
If a student or staff member tests negative after any of the scenarios above we will allow
them to return to in person school.
If any of the scenarios above occur we will send communications via, email, text, voice
message and post on our district and school website and on social media.
All clasrooms will have a minimum of 6 feet of distance between each student desk, and a
6 foot wide ingress and egress by the classroom door. Teachers will remain 6 feet from
students except for short periods of time when necessary. Six feet of physical distancing is
required at entry and exit to school sites, as well as in hallways.
We will maintain stable classroom cohorts of no more than 13 students assigned to a
primary cohort teacher. Each cohort will have dedicated arrival and dismissal time and no
more than three cohorts will use the same entry and exit point. Each cohort will have a
dedicated bathroom. Each cohort will have a dedicated recess, and lunch time. Meals will
be delivered directly to the classroom. One way movement through common spaces will
ensure that there will be no mixing of cohorts.
Our middle school cohort when permitted, or present for Distance Learning MTSS will also
be a stable classroom cohort of no more than 13 students assigned to a primary cohort
teacher. Each cohort will have dedicated arrival and dismissal time and no more than three
cohorts will use the same entry and exit point. Each cohort will have a dedicated bathroom.
Each cohort will have a dedicated recess, and lunch time. Meals will be delivered directly
to the classroom. One way movement through common spaces will ensure that there will
be no mixing of cohorts
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✔
✔
✔
UPDATED 8/12/2020
13. Where practicable, desks are arranged facing forward to minimize face to face proximity between
students.
14. Schoo
l staff are permitted to visit and instruct more than one classroom cohort, following physical
distancing and face covering protocols, and must document/record visits to classrooms that are not
identified as their primary classroom cohort.
15. Routes for entry and exit to the campus will be designated for each classroom cohort, using as many
entrances/exits as feasible.
16. Schedules for arrivals, recess and lunch will be strategically coordinated to prevent mixing of classroom
cohorts.
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Sausalito Marin City School District Emergency Management Plan - Response
N/A Due to our class sizes, six feet of separation, and mask requirements we will be able to
minimize face to face proximity between students without requiring all desks to be forward
facing- Horse shoe options work well in our context.
No more than four staff members will be permitted to interact with anyone student cohort.
Staff will sign in on the cleaning logs posted on each classroom door that are not their
primary classroom cohort. Each cohort will be staffed with one certificated and one
classified staff member that do not change. Certificated staff will work from 8-3 pm every
day and at least one classified staff member will work from 2-6 pm each day. Site
administrator will be one of the staff permitted to visit more than one classroom cohort.
Every effort will be made for support provided by site administrator to happen outside the
classroom.
We will use five routes for entry and exit to the campus and no more than three classroom
cohorts will use any one entrance. Each cohort has staggered arrival and dismissal time in
10 minute periods to avoid cohort mixing. The 13 classes that function at Bayside MLK, Jr.
Academy will enter and exit through through 5 different entry and exit points with a student
check-in system in place at each entry point. Student cohorts will be scheduled to arrive to
school and dismiss from school based on a staggered schedule. No more than 3 cohorts
will enter or exit from the same point on campus each day.
Each cohort has dedicated arrival, recess, and lunch time so that only one cohort at a time
will occupy space on campus. During recess and lunch dedicated play areas designed to
prevent cohort mixing will allow two cohorts at a time to be outside separated from each
other by more than six feet. A master schedule has been developed that allows for
staggered cohort arrival and dismissal as well as staggered student recess and lunch
recess times throughout the day. Breakfast, snacks for recess, lunches, and afternoon
snacks will be delivered to each classroom. No student cohort groups will mix at anytime
throughout their time on campus including when they arrive to and depart from school.
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✔
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UPDATED 8/12/2020
17. Congregate movement through hallways will be minimized as much as practicable.
18. Large gatherings (i.e., school assemblies) are currently prohibited.
19. The use of outdoor space for instructional purposes is maximized, shared, and coordinated to ensure
students remain in their cohort. Efforts should also be made to maximize fresh air flow in classrooms
through existing ventilation systems and opening of windows and doors as much as possible.
20. Use of shared playground equipment will be limited in favor of physical activities that require less contact
with surfaces, and shared equipment will be cleaned between uses.
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There will be no congregate movement through hallways. Staggered and dedicated arrival,
recess, and lunch time, along with one way movement inside the building will prevent
cohort mixing. The only exception will be when single classroom cohorts are going to
recess or lunch recess. Only one classroom cohort will travel in one direction at a time
within our school hallways.
All large gatherings of students are currently prohibited and will remain prohibited. Any
gathering of adults (ie staff PD) will be outside or in the MPR with six feet of distance, and
face coverings.
Where possible, student cohorts will meet outside for instruction and classroom activities.
The patio has outdoor seating sufficient for 2 socially distant classroom cohorts, the garden
is an outdoor learning space for 1 socially distant cohort, the tambark next to the black top
has space for 1 socially distant classroom. The Kindergarten yard has space for 1 socially
distant classroom- all spaces allow for cohorts to meet in a safe and learning-centered
manner.
Each class will have a dedicated set of playground equipment that they bring out to recess
and lunch- use of play structures will be prohibited. Any shared equipment will be cleaned
between uses if necessary due to loss or destruction of equipment.
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✔
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UPDATED 8/12/2020
21. Use of non-classroom space for instruction such as gymnasiums and multi-use rooms should be
considered to support physical distancing with cleaning between uses.
22. Meals will be served outside as much as possible or in classrooms instead of cafeterias or dining
room with individually plated or bagged meals as much as practicable.
23. Routin
es and schedules will be developed to enable students and staff to regularly wash their hands at
staggered intervals.
24. All staff as well as all students in grades 3 - 12 are required to wear face coverings while in the classroom
and on campus unless there is a medical or behavioral contraindication. Students from grades TK - 2 are
strongly encouraged to wear face coverings and should be supported and taught how to wear them
properly.
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In the event of rainy day- we will use the multi purpose room for PE and all recess and
lunch will remain in the classroom.
Meals will be brought directly to classrooms.
Nearly all classrooms have sinks with soap dispensers and water. All classrooms have
hand sanitizer readily available at all times. Classroom teachers have set up individual
schedules to enable students and staff to wash or sanitize their hands at staggered
intervals throughout the school day.
Despite the change in restriction all students TK-8 will be required to wear masks and
teachers will develop positive behavior lesson plans around mask wearing and other
requirements for sanitation and safety.
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✔
✔
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UPDATED 8/12/2020
25. Training will be
provided for staff and students on proper use of face coverings which will include
instruction to minimize touching of face coverings.
26. Sharing of supplies, manipulatives, toys, sports equipment, and other learning and recreational materials
will be limited and each student will have separate individually labeled, backpacks, boxes or cubbies, .
27. Sharing of electronic devices, clothing, books and other games or learning aids will be avoided as much as
practicable.
28. Use of priv
acy boards or clear screens will be considered as much as practicable.
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Teachers will develop school wide lesson plans and classroom lesson plans to teach the
proper use of face covering that will include explicit teaching about how to wear masks
and minimize touching of face coverings
Staff will clean and disinfect any shared materials prior to sharing.
Staff will clean and disinfect any shared materials prior to sharing.
N/A Plexiglass screens will be used for front office staff and for the delivery of special ed
services- due to our class size- six feet of distance, and mask requirements for students
and staff we are not currently considering use in classrooms for general instruction.
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UPDATED 8/12/2020
29. Non-essential visitors, including parent volunteers will be limited and essential workers will be required to
adhere to all health and safety guidelines.
30. A School Site-Specific Protection Plan
outlining the above measures is completed, posted and shared with
all stakeholders and updated as state and local Public Health guidance dictates.
**Attach any supporting documents or additional information for each Guideline to the back of the SSSPP.
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Check-In and Check-Out:
Students/ Staff/ and anyone entering campus will check in each day with a school staff
member at a designated entry point on campus. People seeking entry will have their
temperature taken with a no touch thermometer, and wash their hands with hand sanitizer,
and answer a health survey with the following questions:
Have you been notified that you have covid 19?
Do you live with or do you know anyone that has been diagnosed with Covid 19?
Do you live with a grandparent or an older adult?
Have you had any vomit or diarrhea since last night or this morning?
Do you have any flu symptoms?
Do your head, ears, throat, or tummy hurt?
Students will then go directly to class. Students who demonstrate any health issues or have
a temperature of 100.4 or above will be isolated from other people in the nurses office and
a family member will be called to pick the child up. Students will be dismissed by their
classroom teacher at the end of each day’s session and will be expected to return home or
leave with a parent when the school day has ended. Each student cohort group will enter
and exit at staggered start and ending times.
Hand Washing and Cleaning:
Sanitizing Stations are in place on campus at each entry/exit point as well as in each
classroom. Sanitizing Stations include face masks, gloves, cleaning solution in a spray
bottle, a paper towel roll, and hand sanitizer.
Face Coverings:
All students/staff/visitors will be required to wear a face covering at all times while on
campus. The school has acquired a significant amount of face masks that fit adults and
children alike and will provide all students and staff with mask each day if necessary.
A copy of this plan has been share with stakeholder and will remain posted at
www.smcsd.org on the Covid 19 resources page.
✔
✔
UPDATED 8/12/2020
Certificate of Completion
has completed the School Site-Specific Protection Plan with current
information related to COVID-19 Protocols and Procedures. The full
SSSPP is available for viewing or download here:
This certificate should be displayed in the site's main office and the full SSSPP should be available
online at the above web address.
School Site-Specific
Protection Plan
(enter School Site Name here)
(enter School Site or District website here)
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Bayside MLK
www.smcsd.org
EMERGENCY RESPONSE POISONING/CONTAMINATION
This procedure applies if there is evidence of tampering with food packaging, observation of
suspicious individuals in proximity to food or water supplies or suspicion of possible
food/water contamination. Indicators of contamination may include unusual odor, color
and/or taste or multiple individuals with unexplained nausea, vomiting or other illnesses.
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Call 911.
Isolate suspected contaminated food/water to prevent consumption. Restrict
access to the area.
Maintain a log of affected students and staff and their systems, the
food/water suspected to be contaminated, the quantity and character of
products consumed and other pertinent information.
Provide list of potentially affected students and staff to responding authorities.
Provide staff with information on possible poisonous materials in the building.
Notify District Superintendent of situation and number of students and staff
affected.
Confer with Department of Health and Human Services before the
resumption of normal school activities.
Prepare communication for families advising them of the situation and actions
taken.
STAFF ACTIONS :
Notify principal/site administrator.
Call the Poison Center Hotline 1-800-222-1222.
Administer first aid as directed by poison information center.
Seek additional medical attention as needed.
PREVENTATIVE MEASURES:
Keep poisonous materials in a locked and secure location.
Post the Poison Control Center emergency number in the front office, school
clinic and on all phones that can call outside.
Post the names of building personnel who have special paramedic, first aid
training or other special lifesaving or life-sustaining training.
______________________________________________
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EMERGENCY RESPONSE PUBLIC DEMONSTRATION
When an advance notice of a planned protest is given, inform the staff of the planned
demonstration. An information letter to parents should be developed.
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Obtain information on when, why and how many people are expected.
Identify the spokesperson for the group
Contact local police department for the school’s jurisdiction and advise them
of the situation.
Notify staff of the planned demonstration.
Develop an information letter to parents.
Assign a staff member to act as liaison with police, media and, possibly the
demonstrating group.
Designate a staff member to handle incoming calls during the demonstration.
Establish areas where demonstrators can set up without affecting the
operation of the school
Notify transportation of demonstration and any possible impact buses may
encounter arriving at or departing from the school.
STAFF ACTIONS:
Do not allow students to be interviewed by the media or join in the
demonstration
______________________________________________
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EMERGENCY RESPONSE SEXUAL ASSAULT
Sexual assault and abuse is any type of sexual activity that a person does not agree to,
including:
• inappropriate touching • rape
• vaginal, anal, or oral penetration • attempted rape
• sexual intercourse that is not wanted • child molestation
Sexual assault can be verbal, visual, or anything that forces a person to join in unwanted
sexual contact or attention. It can occur by a stranger in an isolated place, on a date, or in
the home by someone who is a friend or acquaintance. Depending on the situation, the
victim should not eat or drink, change clothes or shower while awaiting police.
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Call 911 if the assault is physical.
Close off the area to everyone.
Assign a counselor/staff member to remain with the victim.
Review possible need for a LOCKDOWN until circumstances surrounding the
incident are known.
Notify the victim's family.
If child abuse is suspected, notify law enforcement. Notify student services
staff members, as appropriate.
The police will coordinate collection of evidence and questioning of the victim
and suspects. Cooperate with any law enforcement agency conducting
investigations.
Discuss with counselors how to handle emotional effects of the incident on
student and staff population. Plan appropriate school events for next day.
Coordinate statements to media, families and community. Be aware of
rumors that may start from this type of incident and address those rumors
directly using facts.
STAFF ACTIONS:
Determine if immediate medical attention is needed. If so, call 911.
Isolate the victim from activity related to the incident.
Avoid asking any questions except to obtain a description of the perpetrator.
______________________________________________
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EMERGENCY RESPONSE SHOOTING
Immediate response to a rapidly changing incident is critical. In most cases, initiate
LOCKDOWN procedures to isolate students from danger or send them to a secure area.
Safety must always be the foremost consideration.
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Remain calm. Do not confront the shooter(s).
Assess the situation:
Is the shooter in the school?
Has shooter been identified?
Has the weapon been found and/or secured?
Depending on the situation, initiate LOCKDOWN or EVACUATION , as
appropriate.
Call 911. Provide essential details of the situation, i.e., suspect, location,
weapons, number of persons involved, motive, injuries/casualties, actions
taken by the school (e.g. LOCKDOWN ).
Identify command post for police to respond. Assist police in entering the
school; provide officers with critical information.
Ensure injured students and staff receive medical attention.
If shooter has left, secure all exterior doors to prevent re-entry.
If a firearm is known to exist, do not touch it. Allow a law enforcement
officer to take possession of the weapon.
Keep crime scene secure. Organize OFF-SITE EVACUATION , if
necessary, or prepare to continue with classes.
Isolate and separate witnesses.
Gather information for police about the incident and everyone involved with it:
Name of suspect(s)
Location of shooting
Number and identification of casualties and injured
Current location of the shooter(s)
Prepare written statements for telephone callers and media. Refer media
inquiries to designated Public Information Officer.
Prepare letter for students to take home to their families.
Arrange for immediate crisis counseling for students and staff.
Provide liaison for family members of injured students and staff members.
Debrief staff and school police officers.
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Provide informational updates to staff, students and their families during the
following few days.
STAFF ACTIONS:
Remain calm.
Alert the principal/site administrator.
Take immediate action to prevent casualties. Isolate the suspect and/or area.
Move others to a safe area to protect them from danger. Institute
LOCKDOWN or EVACUATION , as appropriate.
Provide first aid for victims, if needed.
Account for all students. Maintain order in assembly area or shelter and
await the arrival of law enforcement.
Assist police officers – provide identity, location and description of individual
and weapons.
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EMERGENCY RESPONSE STORM / SEVERE WEATHER
Severe weather can be accompanied by high winds, downed trees, and swollen creeks. An
emergency response is required when this type of weather poses any risk to the staff and
students. Assure that each student’s method of returning home is safe and reliable.
Severe Storm
PRINCIPAL/SITE ADMINISTRATOR ACTIONS :
Monitor weather forecasts and weather-related communications to determine
onset of storm conditions that may affect school operations.
Report to site by 6 a.m. to check for power outages, flooding, etc.
Determine whether school will be closed or remain open.
Notify superintendent of school status.
Assign staff to activate staff and parent phone trees
Post school status on school website.
Notify utility companies of any break or suspected break in utility lines.
Take appropriate action to safeguard school property.
Upon passage of the storm, return to normal routine.
Windstorm
PRINCIPAL/SITE ADMINISTRATOR ACTIONS :
Monitor weather forecasts to determine onset of storm conditions that may
affect school operations
Notify utility companies of any break or suspected break in utility lines.
Keep staff and students in sheltered areas of the building until the winds have
subsided and it is safe to return to the classroom.
Take appropriate action to safeguard school property.
Upon passage of the storm, return to normal routine.
STAFF ACTIONS:
Evacuate any classrooms bearing full force of wind. Evacuate to lower floor
of school building near inside walls.
Initiate TAKE COVER with students in the shielded areas within the building.
Stay away from windows.
Take attendance. Report any missing students to principal/site administrator.
Close all blinds and curtains.
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Avoid auditoriums, gymnasiums and other structures with large roof spans.
Remain with students near an inside wall or on lower floors of the building.
Make arrangements for special needs, snacks and quiet recreational
activities.
EMERGENCY RESPONSE STUDENT RIOT
A student riot is an assemblage of students whose purpose and conduct threatens the
safety and security of the school community and school property. Students who participate
in a riot on campus should be informed that they will be suspended or possibly arrested if
they do not comply with instructions. Providing a timely opportunity for students to vent, in
a safe and constructive atmosphere, should prevent the escalation of violence.
STUDENT ACTIONS:
In a violent situation, immediately notify the first available adult.
Do not retaliate or take unnecessary chances.
Move away from the area of agitation.
Hold on to belongings to the extent that it is safe to do so; do not pick up
anything and do not go back for anything until receiving clearance to do so.
Stay calm and reassure fellow students.
Assist teachers and staff in accounting for students.
Share all relevant information with law enforcement, teachers, and school
staff.
Follow directions from school administrator or law enforcement directions
about where to go.
Do not speculate to others or perpetuate rumors.
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Initiate LOCKDOWN , if warranted. Alert other administrators about the
incident.
Control student ingress and egress from campus.
Identify why the disruption is occurring. If necessary, notify police to request
assistance.
If disruption is non-violent, notify school resource officer or school education
officer.
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Clearly communicate to all students (via announcement or bullhorn), in
the presence of staff or adult witnesses, that students should either attend
classes or move to a designated safe area. Inform students that they will
be suspended or possibly arrested if they do not comply with instructions.
Assign a staff member to be responsible for media relations and for setting up
a staging area for the media.
If student disruption persists, after a second warning, take appropriate
disciplinary action as outlined by the Student Responsibilities and Rights
Handbook.
Notify parents about the incident, as appropriate.
After ensuring physical safety of those involved, provide crisis intervention or
counseling to meet psychological needs of students and staff.
EMERGENCY RESPONSE SUICIDE ATTEMPT
Suicide, attempted suicide, and suicidal gestures have a significant detrimental effect, not
only on the involved student, but also on others in the school community. There is no way
to predict who will commit suicide, or when, but there are warning signs, including:
increasing talk of death, talk about not being worth living and reckless behavior. School staff
with reasonable cause to believe that a student is suicidal should begin the intervention
process immediately. Parents must always be contacted. Attention should focus on the
safety and best interests of the student, whose health, life or safety may be endangered
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Call an ambulance in the event of overdose or injury requiring medical
attention.
Call 911 if immediate threat exists to the safety of the student or others.
Calm student by talking and reassuring until police arrive. Try to have the
student relinquish devices for and means of harming self. If an individual is
armed with any type of weapon, USE EXTREME CAUTION. Do not attempt to
remove the weapon from the possession of the individual. Allow police to do so.
Cancel all outside activities.
Determine if the student's distress appears to be the result of parent or
caretaker abuse, neglect, or exploitation. If not, contact parents/guardians
and encourage them to have the child evaluated. Provide a list of referral
sources and telephone numbers.
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If allegations warrant, refer students to Child Protective Services. Contact
parents/guardians and inform them of actions taken.
Arrange for medical or counseling resources that may provide assistance.
STAFF ACTIONS:
Inform the Principal of what was written, drawn,
spoken and/or threatened.
Move other students away from the immediate
area, but remain with the troubled student until
assistance arrives.
Calmly talk to the student to determine whether
he/she has any life-threatening devices (e.g., gun,
knife, drugs, etc.) If possible, calmly remove them
from the student and the immediate environment.
Do NOT struggle if you meet resistance.
Calmly move the student to a pre-arranged, non-threatening place away from
other students where a Crisis Intervention Team member and a telephone will
be close by.
EMERGENCY RESPONSE SUSPICIOUS PACKAGE
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
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
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
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Public health and safety staff will determine the need for decontamination and
initiation of prophylaxis treatment.
Advise staff when the emergency is over. Go home, take a shower and wash
clothes. Do not use bleach on your skin.
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 from other people.
Leave the room promptly and prevent anyone from entering.
Notify principal or Site Administrator.
STAFF ACTIONS if package is leaking:
Do not sniff, touch, taste, or look closely at the spilled contents.
Do not clean up the powder.
Put the package on a stable surface.
Leave the room promptly and prevent anyone from entering.
Wash hands thoroughly with soap and water.
Notify principal or Site Administrator.
EMERGENCY RESPONSE TERRORIST ATTACK / WAR
Thorough crisis planning will carry the school and district a long way in responding to a
terrorist incident during school hours. A terrorist attack may result in the following:
Damage beyond school boundaries;
Victims who are contaminated or seriously injured;
Widespread fear and panic;
A crime scene to protect.
Civil Defense Warning of Possible Enemy Attack
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Move students to closest suitable shelter.
If the above is not advisable, remain in school building as a place of shelter.
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STAFF ACTIONS:
Keep students calm.
Close all curtains and blinds.
Enemy Attack Without Warning
STAFF ACTIONS:
Keep students calm.
Close all curtains and blinds.
Instruct students to DUCK AND COVER.
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EMERGENCY RESPONSE THREAT LEVEL RED
These are actions to take when the Homeland Security Advisory System risk is set at
“Threat Level Red”, specific to the community.
During school hours
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Listen to radio and TV for current information and instructions.
Initiate ACTION appropriate for the situation. Action may likely involve
DUCK, COVER and HOLD, EVACUATION, SHELTER IN PLACE or TAKE
COVER.
Continue to monitor media for specific situation.
Be alert and immediately report suspicious activity to proper authorities.
If circumstances and time allow, move students to the closest suitable shelter.
Location: _____________________________________________________
Procedure for movement to shelter: _______________________________
If moving students is not advisable, remain in building as a place of shelter.
Close school if recommended to do so by appropriate authorities.
OFFICE STAFF ACTIONS:
Require identification check for anyone entering school other than
students, staff and faculty.
Escort visitors to location in school building.
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EMERGENCY RESPONSE THREATS / ASSAULTS
Threats occur when a belligerent or armed person on the school site bullies, intimidates or
coerces others, targeting an individual, particular group or the entire school community.
Threats are presented as overt hostility. They may receive by written note, email
communication, phone call or orally. The procedure below applies to an oral threat.
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Assess the type of threat to determine the level of risk to the safety of students and
staff. In categorizing the risk, attempt to determine:
1) Is the individual moving towards violent action?
2) Is there evidence to suggest movement from thought to action?
● High violence potential qualifies for arrest or hospitalization.
● Safety is endangered when there is: (a) sufficient evidence of repetitive/
intentional infliction of emotional distress upon others; or (b) sufficient
evidence of the unintentional infliction of emotional distress upon others.
Notify police (dial 911), if the safety of students or staff is endangered.
Provide exact location and nature of incident and school response actions.
Isolate the threatening person from other students and staff, if it is safe to do
so. Initiate appropriate response actions, which may be LOCKDOWN or
EVACUATION . Cancel all outside activities.
Respond to students who are prone to overt displays of anger in a calm,
non-confrontational manner. If an immediate threat is not clearly evident,
attempt to diffuse the situation.
If an individual is armed with any type of weapon, USE EXTREME CAUTION.
Do not attempt to remove the weapon from the possession of the individual.
Allow police to do so.
Facilitate a meeting with student(s) and family to review expectations.
Facilitate a staff meeting to review plans for keeping school safe. Enlist the
support of community service providers.
STAFF ACTIONS:
If any students are outside, move them inside the building or away from the
site of the threat/assault. If unable to do so, have students lie down and
cover their heads. Keep students calm.
Inside the classroom, institute LOCKDOWN . Close all curtains and blinds.
Disconnect the school television system in classrooms so the individual
cannot view news coverage and see locations of police/students/etc.
Remain with students until ALL CLEAR is given.
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EMERGENCY RESPONSE TSUNAMI
Generated by earthquakes, underwater disturbance or volcanic eruption, a tsunami is a
series of waves that come onshore as a rapidly rising surge of water. Tsunami waves can
travel at speeds up to 600 miles per hour in the open ocean. Areas at greatest risk of
inundation are less than 25 feet above sea level and within one mile of the coastline.
PRINCIPAL/SITE ADMINISTRATOR ACTIONS :
Before
Know the height of the school above sea level and its distance from the
shoreline. Evacuation orders may be based on these numbers.
Be familiar with the tsunami warning signs. An earthquake or a sizable
ground rumbling is a warning signal to people living near the coast. A
noticeable rapid rise or fall in coastal waters may indicate an approaching
tsunami.
Make plans for evacuation by vehicle and/or by foot. Pick an inland location
that is elevated. Identify an alternative evacuation site in case roads are
blocked.
During
Heed natural warnings. An earthquake or rapid fall in coastal waters may
serve as a warning that a tsunami is coming
Monitor NOAA Weather Radio Service for tsunami warnings:
http://wcatwc.arh.noaa.gov/ . Authorities will issue a warning and tone alert
only if they believe there is a potential threat of a tsunami.
Quickly move students and staff to higher ground as far inland as possible.
Follow instructions issued by local authorities. Planned evacuation routes
may be blocked; bridges may be damaged. Every foot inland or upwards
may make a difference.
Notify superintendent of school status.
Remain on safe ground until local authorities advise it is safe to return.
After
Stay tuned to the National Weather Service for the latest emergency
information. The tsunami may have damaged roads, bridges, and other
structures that may be unsafe.
Expect debris.
Stay out of damaged buildings and those surrounded by water. Tsunami
water can undermine foundations and cause walls and floors to collapse.
Determine whether school will be closed or remain open.
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Notify superintendent of school status.
Assign staff to activate staff and parent phone trees
Post school status on school website.
Arrange with authorities to check for broken or leaking gas lines, flooded
electrical circuits, furnaces or electrical appliances. Flammable or explosive
materials may come from upstream.
Check food supplies and test drinking water. Discard food that has come in
contact with flood waters. It may be contaminated and should be thrown out.
Use tap water only if local health officials advise it is safe.
Photograph the damage, both of the building and its contents, for insurance
claims.
STAFF ACTIONS:
If there is a coastal earthquake, initiate TAKE COVER with students in the
shielded areas within the building. Stay away from windows.
When the shaking stops, quickly move students and staff to higher ground, at
least 100 feet above sea level and two miles inland Buildings located in
low-lying coastal areas are not safe. Do NOT stay in such buildings if there
is a tsunami warning. Be careful to avoid downed power lines.
Take attendance. Report any missing students to principal/site administrator.
Keep students and staff away from the beach. Watching a tsunami from the
beach or cliffs could put them in grave danger. A second wave may be more
destructive than the initial one. A tsunami can move faster than a person
can escape it.
Return to school only if authorities advise it is safe to do so.
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EMERGENCY RESPONSE UTILITY FAILURE
Failure of any of the utilities (electricity, gas, water) 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.
PRINCIPAL/SITE ADMINISTRATOR:
Notify utility company. Provide the following information:
● Affected areas of the school site
● Type of problem or outage
● Expected duration of the outage, if known
Determine length of time service will be interrupted.
Determine desired action, which may include relocation of students and staff,
notification of parents, and alternate food service.
If disruption in service will severely hamper school operation, notify students
and staff by appropriate means.
Use messengers with oral or written word as an alternate means of faculty
notification.
Notify District Office of loss of service.
Implement plan to provide services without utilities or with alternate utilities.
A. Plan for Loss of Water
Toilets:
Drinking Water:
Food Service:
Fire Suppression:
Other:
B. Plan for Loss of Electricity
Ventilation:
Emergency Light:
Computers:
Other:
C. Plan for Loss of Natural Gas
Heat:
Food Service:
Other:
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EMERGENCY RESPONSE WEAPON
The brandishing of any weapons poses an immediate threat to students and staff.
Response is the same whether the weapon is used, seen or suspected but not in use.
Safety must always be the foremost consideration. A person wielding a weapon will usually
respond best to calm, reasonable talk. In addition to calming the individual, talking allows
time for law enforcement officials and other professionals to arrive.
STAFF ACTIONS:
Remain calm. Take immediate action to prevent casualties. Isolate the
suspect and/or area. Move others to a safe area to protect them from
danger.
Alert the principal/site administrator.
Make no effort to intervene. Allow a law enforcement officer to take
possession of the weapon.
Provide first aid for victims, if needed.
Account for all students.
Assist police officers – provide identity, location and description of individual
and weapons.
PRINCIPAL/SITE ADMINISTRATOR ACTIONS:
Remain calm. Depending on how the situation unfolds, initiate LOCKDOWN
or EVACUATION , as needed. Do not confront the suspect.
Call 911. Provide essential details of the situation, i.e., suspect, location,
weapons, number of persons involved, motive, actions taken by the school
(e.g. LOCKDOWN ).
Identify command post for police to respond. Assist police to enter the
school. Provide officers with critical information. Accompany the police
officer to the student suspected of having a weapon.
If suspect has left, secure all exterior doors to prevent re-entry.
Isolate and separate witnesses. Instruct them to write a statement of events
while waiting for police to arrive.
Gather information about the incident for the police:
Name of student with weapon.
Location of witness when weapon was seen.
What did the student do with the weapon after it was displayed?
What is the current location of the student with the weapon?
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Reserve a private area for the student to be taken and questioned. Allow
police officer to thoroughly search student with another adult witness present.
Police officer should take possession of and secure any weapon located.
Assign an administrator to remove all of the suspected student’s belongings
(book bag, clothing, etc.) from the classroom. Do not allow the student to
pick-up or carry his own belongings.
Search student’s belongings, including--but not limited to --backpack, purse,
locker, and auto, if applicable.
Notify parents/guardians.
Follow procedures for student disciplinary actions. Take photo of weapon
to be included in the expulsion proceedings.
Secure a detailed written statement from witnesses including staff.
Provide post-event trauma counseling for students and staff, as needed.
Provide informational updates to staff, students and their families during
the next few days to squelch rumors.
#
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IV – RECOVERY
SECTION IV – R ECOVERY O RGANIZATION
Act well at the moment, and you will have
performed a good action for all eternity
.
--John Caspar Lavater
Recovery refers to the follow-up measures taken after a disaster to return the affected
site back to normal operating conditions. Recovery focuses on restoring the
infrastructure of the school (utilities, phones, water) to service, re-establishing a
sense of emotional safety and returning to the learning environment as quickly as
possible after a crisis. Recovery actions are generally begun as response activities
diminish, but some activities (e.g., keeping track of personnel time) must be started
simultaneously with response. Recovery measures are designed to assist students
and staff impacted by physical, psychological and emotional trauma following
sudden tragic events. Students and their families, administrators, teachers and staff
will benefit from recovery support at two levels: immediate and ongoing.
Immediate (short-term) support is needed from the first moments of a
traumatic event through the first few days following it. Frequently, recent
victims of the trauma are in a state of shock, and basic human needs of
medical attention, shelter and food are the primary focus. Emergencies
affecting a small number of people, or certain district-level emergencies,
may be well served by crisis counseling and recovery assistance from
other district employees, local community mental health providers,
employee assistance programs and similar services.
Ongoing (long-term) recovery refers to support provided to some
individuals for weeks, months, or years following a tragic event. Such
long-term recovery needs may only become apparent over time.
A. R ECOVERY O RGANIZATION
Recovery actions follow the same five SEMS/NIMS functions as Response, but
during the Recovery phase, there will be more work for those performing in
Administration/Finance and less for those in Operations. Below are typical recovery
tasks by SEMS/NIMS function:
Management
● MAKE policy decisions, e.g., who coordinates returning staff.
● CONTINUE public information activities.
● MANAGE safety considerations, e.g., assure facility is safe for re-entry.
● RE-ESTABLISH a sense of safety.
● SUPPORT immediate emotional recovery—staff and students.
Operations
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● COORDINATE damage assessment and debris removal.
● RESTORE utilities.
● ARRANGE for building and safety inspections prior to re-entry.
● ARRANGE for repairs.
Planning/Intelligence
● DOCUMENT SEMS compliance for use in applying for disaster relief.
See forms in APPENDIX D and refer to the Federal Emergency Management Agency
website at FEMA.GOV and the California Office of Emergency Services at
OES.CA.GOV.
● WRITE recovery after-action reports.
● DEVELOP a post-incident mitigation plan to reduce future hazards.
Logistics
● PROVIDE recovery-related supplies and replenish disaster cache at each site
● COORDINATE availability of personnel, equipment and vehicles needed for
recovery efforts
Administration/Finance
● PREPARE and maintain budget.
● DEVELOP and maintain contracts.
● APPLY for financial relief grants.
● PROCESS staff injury claims.
● HANDLE insurance settlements.
● DOCUMENT employee time as Disaster Service Worker; assure continuity of
payroll.
B. D OCUMENTING E MERGENCY O UTCOMES
Once the safety and status of staff and students have been assured, and emergency
conditions have abated, assemble staff to support the restoration of the schools
educational programs. Defining district mission-critical operations and staffing will be a
starting point for the recovery process.
❑ CONDUCT a comprehensive assessment of the emergency’s physical and
operational effects. Assess physical security, data access, and all other
critical services (e.g., plumbing, electrical).
❑ PERFORM impact analysis. Examine critical information technology assets
and personnel resources, and determine the impact on the school for each
asset and resource that is unavailable.
❑ DOCUMENT damaged facilities, lost equipment and resources, and
special personnel expenses that will be required for Insurance and FEMA
assistance claims.
❑ PROVIDE detailed facilities data to the school district office so that it can
estimate temporary space reallocation needs and strategies.
❑ ADMINISTER Workers’ Compensation that claims may arise if there are
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on-the-job injuries
❑ ARRANGE for ongoing status reports during the emergency to: a)
estimate when the educational program can be fully operational; and b)
identify special facility, equipment, and personnel issues or resources that
will speed resumption of classes.
❑ APPRISE the Marin County Office of Education of recovery status.
The following items are district-level responsibilities. An individual school site
might want to check with its district to determine the procedures that will be
followed.
● IDENTIFY record keeping requirements and sources of financial aid for disaster
relief.
● ESTABLISH absentee policies for teachers/students after a disaster.
● ESTABLISH an agreement with mental health organizations to provide counseling
to students and their families after the disaster.
● DEVELOP alternative teaching methods for students unable to return immediately
to classes: correspondence classes, videoconferencing, tele-group tutoring, etc.
● CREATE a plan for conducting classes when facilities are damaged, e.g.,
alternative sites, half-day sessions, portable classrooms.
C. G OVERNMENT A SSISTANCE AFTER A D ISASTER
The following are recovery programs typically available after a disaster. Not all programs
may be applicable to or activated in response to every disaster. In addition, other
governmental actions (such as tax relief) and programs (e.g., job training services) may
be implemented if disaster conditions warrant.
LOCAL EMERGENCY PROCLAMATION REQUIRED
Governor’s Office of Emergency Services California Disaster Assistance Act
(CDAA) – The CDAA (Government Code § 8680-8692) authorizes the Director of
the Governor’s Office of Emergency Services to administer a financial assistance
program from the state for costs incurred by local governments as a result of a
disaster. This program offers public schools up to 75% of the eligible costs to
repair, restore, reconstruct or replace disaster-related damage to buildings; covers
direct and indirect costs of grant administration; and covers the cost of overtime
and supplies used in response. The remaining 25% cost share is the
responsibility of the local government.
GOVERNOR’S STATE OF EMERGENCY PROCLAMATION REQUIRED
Governor’s Office of Emergency Services California Disaster Assistance Act
(CDAA) – With a Governor’s Proclamation, a local agency may receive
reimbursement (75%) for permanent repair, replacement, restoration costs for
disaster-damaged facilities. The remaining 25% cost share is the responsibility of
the local government.
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The California Office of Emergency Services at ((916) 845 - 8100 or http://www.oes.ca.gov
and FEMA at 800-621-FEMA or online at
http://www.fema.gov/assistance/register.shtm should be contacted for appropriate
updated forms to use for disaster recovery documentation and requests.
PRESIDENTIAL EMERGENCY DECLARATION REQUIRED
Federal Emergency Management Agency Emergency Declaration – With an
Emergency Declaration, a local agency, state agency, Indian Tribe or certain
non-profit agencies may get reimbursement (75%) for emergency work up to a
limit of $5 million per event. Local agencies may also receive cost-sharing
assistance under the provisions of the CDAA for the remaining 25% local share.
CDAA assistance is provided on a 75% (state) / 25% (local) cost-sharing basis,
which yields a local cost share of 6.25%.
PRESIDENTIAL MAJOR DISASTER DECLARATION REQUIRED
Robert T. Stafford Disaster Relief and Emergency Assistance Act (Public Law
93-288) – PL 93-288 and amendments make federal funds available to K-12
schools, colleges and universities when the President declares a major disaster.
Under PL 93-288, the President is authorized to:
● Direct Federal agencies to provide assistance essential to meeting immediate
threats to life and property resulting from a major disaster including search
and rescue, emergency medical care, emergency mass care, debris removal,
demolition of unsafe structures which endanger the public and provision of
temporary facilities for schools;.
● Direct any Federal agency to provide resources (personnel, equipment,
supplies, facilities, and managerial, technical, and advisory services) in
support of state and local assistance efforts;
● Assist state and local governments in the distribution of medicine, food, and
other consumable supplies, and emergency assistance;
● Contribute up to 75 percent of the cost of hazard mitigation measures which
substantially reduce the risk of future damage, hardship, loss, or suffering in
any area affected by a major disaster;
● Make grants to states, upon their request, for the development of plans and
programs for disaster preparedness and prevention. Specific amounts and
percentages vary with disaster and are negotiated between the federal and
state governments at the time of the disaster.
● Provide temporary public transportation service in an area affected by a major
disaster to meet emergency needs and to provide transportation to
governmental offices, schools, major employment centers, and other places to
enable the community to resume its activities as soon as possible.
● Ensure that all appropriate Federal agencies are prepared to issue warnings
of disasters to state and local officials.
PL 93-288 constitutes the statutory authority for most Federal disaster response activities
especially as they pertain to the Federal Emergency Management Agency (FEMA).
FEMA manages federal response and recovery efforts following any national
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incident. FEMA provides grants to states and local governments to implement
long-term hazard mitigation measures after a major disaster declaration, provides
assistance to alleviate suffering and hardship resulting from major disasters or
emergencies declared by the President and works with state and local emergency.
FEMA also initiates proactive mitigation activities, trains first responders, and
manages the National Flood Insurance Program. FEMA became part of the U.S.
Department of Homeland Security on March 1, 2003.
Note: For disaster assistance, private K-12 schools must first make a claim with their
insurance provider, then apply to the Small Business Administration (SBA) for a Physical
Disaster Loan (up to $1.5 million), and then, if rejected by SBA or if there is damage
above $1.5 million, the school can apply to FEMA for additional assistance.
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E. Recovery Strategies for Emergencies/Critical Incidents
The following information may be useful in the days and weeks after an emergency.
THE DAY AFTER: WORKDAY TWO OF EMERGENCY MANAGEMENT
❑ Convene a District Crisis Response Team to assist with debriefing.
● Assess system-wide support needs, and develop planned intervention
strategies;
● Schedule and provide student, family and staff Critical Incident Stress
Management services;
● Discuss successes and problems;
● Discuss things to do differently next time.
❑ Convene the staff to provide updates on additional information and
procedures.
❑ Identify students and staff in need of follow-up support and assign staff
members to monitor vulnerable students:
● Coordinate counseling opportunities for students;
● Announce ongoing support for students with place, time, and staff
facilitator;
● Provide parents with a list of community resources available to
students and their families.
❑ In case of death, provide funeral/visitation information.
❑ Allow staff the opportunity to discuss feelings and reactions and provide a
list of suggested readings to teachers, parents and students.
RESUMPTION OF CLASSES
❑ Re-entry into the facility . The principal/site administrator is the individual
responsible for authorizing re-entry into the school facility. A damage
assessment team should:
• survey the school after a disaster;
• report findings to the principal/site administrator; and
• ensure that timely and accurate data is received. Only after
the principal/site administrator has been assured by public
safety officials and/or local contractors that the safety of
the school has been restored should re-entry occur.
❑ Relocation . In the event the school is damaged to the extent that all or a
portion of it is uninhabitable until repairs are made, plans must be
developed to address the relocation of educational services and staff to
alternate facilities until repairs are made or the school is rebuilt.
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LONG-TERM FOLLOW-UP AND EVALUATION
❑ Write thank-you notes to people who provided support during the emergency.
❑ Be alert to anniversaries and holidays. Often students and staff will
experience an “anniversary” trigger reaction the following month(s) or
year(s) on the date of the emergency, or when similar crises occur.
❑ Amend emergency management protocols, if needed.
REPAIRS AND RESTORATION
❑ Repairs or Construction on Disaster Sites. Any repairs and rebuilding of
damage wrought by school violence or natural disaster must carefully consider the
input and feelings of the victims and their families. There is a strong and
significant psychological connection to death sites that must run its full course and
should never be discounted or ignored. Making changes and reconstruction in
and around death and injury sites requires a delicate balance with the need to
resume normal activities. The construction must be the result of careful and
deliberate consultation with students, parents and school staff. Action should
never be rushed. Families may not be ready for change and pressure may only
delay or impair healing.
❑ Post-Disaster Mitigation . To break the repetitive loss cycle and create a higher
level of disaster resistance, a recovery plan should specify mitigation projects that
could be completed in the process of incident recovery, repair and restoration.
This may mean adapting the facility for seismic retrofitting (e.g., bolting shelves
and TVs to walls, file cabinets to each other, security light fixtures, etc). It also
may mean changes to the social, economic and environmental factors that can
affect a school’s vulnerability to the impact of hazards. Damages and injuries that
occurred during the most recent crisis should be reviewed to identify preventive
measures that could be taken now to mitigate the recurrence of similar damage or
injuries in future incidents. Prioritize mitigation measures by degree of life safety,
cost, frequency of identified potential hazard and potential number of people
exposed.
F. E MOTIONAL T RAUMA AND P OST T RAUMATIC S TRESS
Post Traumatic Stress: A disaster i s a devastating, catastrophic event that can be l ife
threatening and produce i njuries and deaths. Post Traumatic Stress i s an anxiety
disorder that can develop i n children, adolescents or adults when i ndividuals survive
disaster-related experiences. The range of human responses to a catastrophic event
may i nclude physical, cognitive and emotional symptoms such as nausea, sleep
disturbance, slowed thinking, troubled memories, regressed behavior, anxiety, guilt,
depression, anger and a host of other responses.
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Retraumatization: Anniversary dates, media coverage, the filing of lawsuits, or similar
events in other regions can “retraumatize” a community, contributing to further
depression. Some people also have feelings of inadequacy about dealing with the
ongoing tragedy. For some trauma victims, these 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.
Trauma is an acute stress response that an individual experiences when confronted with
sudden, unexpected, unusual human experience. Here are some common signals of a
stress reaction to trauma:
PHYSICAL
Chest pain *
Chills
Difficulty breathing *
Dizziness
Fainting
Grinding Teeth
Headaches
Heart races
Muscle shakes
Nausea
Prolonged staring
Severe sweating
Thirst
Twitches
Vomiting
Weakness
MENTAL
Confusion/blaming
Disturbed thinking
Indecision
Insomnia
Loss of time/place
Nightmares
Poor concentration
Poor memory
Poor problem-solving
Poor/hyper alertness
Strange images
Unable to identify
familiar people/things
EMOTIONAL
Anxiety
Depression
Fear
Grief
Guilt
Intense anger
Irritability
Mood swings
Nervousness
Overwhelmed
Panic
Shock
Uncertainty
BEHAVIORAL
Alcohol/drug use
Change in speech
Helplessness
Increased appetite
Intense startle reflex
Isolation
Loss of appetite
Misbehavior
Outbursts
Pacing
Restlessness
Suspicious
Withdrawal
* Needs medical evaluation--contact a physician.
EFFECTS OF TRAUMA ON CHILDREN
Emergencies hit children hard. It is difficult for them to understand and accept that there
are events in their lives that cannot be predicted or controlled. They learn that adults
cannot fix a disaster and cannot keep it from happening again.
As a result of traumatic experiences some children will show a variety of symptoms of
distress. The teacher must first know a child’s baseline (“usual”) behavior and
cultural/ethnic responses before he/she can identify “unusual” or problem behavior in a
child.
● Unusual complaints of illness, stomach cramps, chest pain
● Difficulty concentrating, cannot focus
● “Feisty” or hyperactive, silly, giddy
● Any emotional display; crying, “regressed” behavior (less than age appropriate)
● Lethargic, apathetic
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● Easily startled, jumpy; sense of fear or worry
● Lack of emotional expression
● Cannot tolerate change; cannot move to the next task
● Staying isolated from the group
● Child seems so pressured, anxious that he/she somehow dominates, has to
distract others, or is otherwise “needy”
● No eye contact (Note: In some cultures, making eye contact with adults is
“defiant behavior”)
● Resistance to talking and opening up (however, child might just be shy, may have
language or cultural barrier)
Tips for Teachers to Help Distressed Children
Usually a child’s emotional response to a disaster will not last long, but some problems
may be present or recur for many months afterward and require the services of
professionals skilled in talking with people experiencing disaster-related problems. The
following may be helpful in working with distressed children:
❑ COPE with personal feelings of helplessness, fear or anger. This is an
essential first step to being able to effectively help the children.
❑ LEARN to recognize the signs and symptoms of distress and post traumatic
stress reactions.
❑ IDENTIFY children who may need crisis intervention and referral to mental
health professionals or other helpers.
❑ PUT the emergency or critical incident in context; provide a perspective.
❑ COMMUNICATE a positive not helpless attitude.
❑ OFFER to spend time with the child or write a note. This lets the child know
that he or she is in your thoughts.
❑ TALK about personal feelings and listen to those of the child.
❑ TALK with the students about the event or the anniversary of the event, as a
class activity.
❑ ENCOURAGE older children, adolescents in particular not to try numbing or
changing their feelings with alcohol or drugs.
❑ Children need close physical contact during times of stress to help them
reestablish a sense of identity. Games involving physical touch in a structured
environment that can be helpful include London Bridge and Duck, Duck Goose .
❑ INVITE the children or adolescents to create a mural on the topic of the traumatic
event. It is recommended that this be done in small groups followed by
discussion.
❑ INVOLVE the children in a group discussion about disaster related
experiences. It is important to share your feelings and fears. This helps to
legitimize their feelings, helping them feel less isolated.
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❑ COORDINATE information between home and school. It is important for
teachers to know about discussions that take place at home, in particular with
fears or concerns that the child has mentioned.
❑ RESPOND to the children in a direct, supportive, and consistent manner.
Classroom Activities Following A Tragic Event
The following pages provide suggested questions or themes which may be effective to
use in a class after a critical incident, and specific techniques to follow. Be sure the
questions are “open-ended,” which means that they cannot be answered by a simple
“Yes” or “No”. Open-ended questions serve to facilitate verbal discussion. For some
children, talking is not helpful. Drawing is another means of expression of feelings. Allow
a full range of expression: some kids draw recognizable “things”, others draw “abstracts”.
Emphasize to the children that their work will not be judged, graded or necessarily shown
to others. The student is the best source for what’s going on behind the drawing. Ask
him or her about it.
Suggested questions to ask/themes to represent:
Where were you when it (the disaster/event) happened?
What were you doing?
Where were your friends? Where was your family?
What was your first thought when it happened?
What did you see? What did you hear?
What sound did it make? What did you smell?
How did you feel?
What did other people around you do (during, after)?
What was the silliest thing you did?
Were you or anyone else you know injured?
What happened to pets or other animals around you?
What dreams did you have after it?
What reminds you of it? When do you think about it?
What do you do differently since the event?
How do you feel now? What makes you feel better?
How have you gotten through rough times before?
What would you do differently if it happened again?
How did you help others? How would you help next time?
What can you do now to help others?
Special Considerations:
● Allow for silence for some with low language skills, shyness, discomfort,
etc. Encourage peer support for these children.
● The teacher should accommodate the child.
● If a child has low English skills, consider asking for a translator or a peer to
help the child express in words.
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● Create a chance for verbal expression in any language, but allow students
who many not want to participate in the “right to pass”.
When to refer students for additional assistance
With caring and support from the school community and families, most students will
recover from the effects of a crisis. Use the following guidelines to determine whether a
student should be referred to a school counselor for further assistance:
● Students who continue to demonstrate an elevated emotional response
(crying, worry, anxious) after their peers have discontinued to show these
signs;
● Students who are withdrawn or appear depressed;
● Students who appear distracted and are unable to engage in classroom
assignments and activities after an ample amount of time has passed;
● Students who present behavior of a threatening nature to themselves or
to others or intentionally hurt themselves;
● Students who exhibit significant behavioral change from their normal
behavior, i.e., poor academic performance, weight loss, poor hygiene,
distrust of others, suspected drug/alcohol use, etc.
EFFECTS OF TRAUMA ON ADULTS
First Reactions May Include:
● Numbness, shock, difficulty believing what has occurred or is in the process of
occurring
● Slow or confused physical and mental reactions
● Difficulty in decision making; uncertainty about things; it may be difficult to
choose a course of action or to make even small judgment calls
Ongoing Reactions May Include:
● Loss of appetite, difficulty sleeping, loss of interest or pleasure in everyday
activities
● Desire to get away from everyone - even family/friends
● Emotional lability; becoming irritable or upset more quickly than usual
● Feelings of fatigue, hopelessness, helplessness
● Digestive problems; headaches or backaches
● Difficulty accepting that the emergency has had an impact or difficulty
accepting support from friends and the community
Tips for distressed adults:
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● Take time to relax and do things that are pleasant; positive change such as
getting away for a few hours with close friends can be helpful
● Get regular exercise or participate in a sport; activity soothes anxiety and
helps with relaxation
● Keep days as simple as possible; avoid taking on any additional
responsibilities or new projects
● Tap sources of assistance with the workload - ask students, instructional
assistants, or volunteers to help grade papers, take care of copying, or help
with other time-consuming tasks.
G. W HEN S OMEONE D IES
Children may experience a number of powerful feelings when confronted with the
death of a classmate or another individual. The following describes an interactive
process used to facilitate a student’s expression of the feelings and reactions
following a death that affects the school community. This process is most
effective when the focus follows a sequence of five phases:
(1) Introductory; (2) Fact; (3) Feeling; (4) Reaction/Teaching; and (5) Closure.
This process should conclude with quiet, reflective time.
1. Introductory Phase
❑ Introduce team members or helpers to discuss why they have been
assembled and what is hoped to accomplish.
❑ Stress the need for confidentiality and ask for a verbal agreement to keep
what is said confidential.
2. Fact Phase
❑ Provide all known relevant facts about the death/incident.
❑ Confirm the student’s understanding of what happened
❑ Ask if anyone has or wants additional information about the death/incident
❑ Ask how they learned about it.
❑ Ask where were they when they first heard about it.
❑ Ask if anyone is missing from the meeting who needs to attend. Determine
who they are concerned about.
3. Feeling Phase (include everyone in the discussion)
❑ Ask what were their first thoughts when they heard about the death/incident.
❑ Ask how they are feeling now.
❑ Ask students to tell the class about the individual(s) who died.
❑ Ask for some memories of him/her/them.
❑ Ask how do the students think he/she/they would like to be remembered.
4. Reaction/Teaching Phase
❑ Explore the physical, emotional and cognitive stress reactions of the group
members
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❑ Ask what are some things students usually do when they are really upset or
down?
❑ Take this opportunity to teach a little about the grief process, if appropriate.
❑ Talk about effective coping techniques.
❑ Determine if each student has someone else to talk to.
5. Closure Phase
❑ Provide information about memorial service/funeral if available
❑ Support creative activities such as writing cards, taking a collection.
❑ Encourage students to support one another,
❑ Remind them that it may take a long time before they will feel settled and
explain that is normal
❑ Encourage them to talk with someone in their family about their sadness
Support long-term healing by charting a course that offers support and anticipates the
needs of victims and the entire community. Continued healing requires open and
responsive communication lines among victims, victims’ families and the school.
Support memorials and donations by creating meaningful, inclusive and healing
activities and by setting parameters for media coverage to allow privacy for grieving staff
and students.
Manage benchmark dates— Anticipate and prepare for anniversaries and benchmark
dates and establish clear parameters for media coverage.
Handle physical reminders carefully— Any repairs and rebuilding of damage wrought
by violence or natural disaster must carefully consider the input feelings of the victims
and their families.
Prepare the class— The following section is designed to assist the teacher or counselor
in preparing the class to help a student who has experienced a tragedy such as the death
of a friend or family member prior to his/her return to the class.
❑ 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?
❑ That could you say that might help him/her know you care? This is your
chance to guide students responses to helpful comments as you guide them
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 can 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?
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Assist the student— Talk with the student before returning to class. Discuss what to
share with the class and who should tell them.
❑ Allow the student to leave class if upset and where the student can go.
❑ Arrange for a person to meet with the student during the school day if
he/she needs someone to talk to.
❑ Help the student to understand that he/she doesn’t have to answer
questions or discuss the death if he/she doesn’t feel like it.
❑ Encourage journal writing for older students, provide drawing materials for
younger children.
❑ As a teacher, be willing to negotiate homework or class expectations during
the first days after returning to school.
❑ Avoid cliché statements (e.g., “I know how you feel” when nobody knows
the unique relationship the student had with the deceased).
❑ Don’t expect the student to snap back into the “old self”.
❑ If a student seems unaffected by the loss, remember that everybody has
his/her own way of grieving.
❑ Even if the student seems to be adjusting to school again, don’t assume the
grieving has stopped, nor the need for assurance and comfort.
Memorials. When anyone from the school community dies, people will often want to find
ways to memorialize the student or staff member. Parents and loved ones especially
want to know people miss the person and that there is great sadness with the loss. It is
important to carefully think through the type of tribute that would be appropriate for the
person who has died.
❑ Check with family members to see what kind of memorial they would prefer.
❑ Memorials should focus on the life lived, rather than on death.
❑ Yearbook memorials should be a regular-sized picture with a simple
statement such as “We’ll miss you”.
❑ Creating a permanent or lasting school memorial for one person sets a
precedent; it would be difficult to refuse a similar memorial for another
individual.
❑ Public sympathy may balloon into a spontaneous memorial of artwork and
symbolic expressions of loss. Flowers, cards, songs, mementos and other
tributes are supportive for the immediate victims and the school community.
There may be a need to develop and implement a system for displaying the
public generosity and grief.
❑ There are many other ways to support family and friends of the deceased.
Examples include: cards, food, kind words, work parties for relatives,
scholarship funds, contributions to a favorite charity, planting a tree and
being remembered after the urgent time of the tragedy.
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Suicide Response. A school’s general response to a suicide does not differ markedly
from a response to any death emergency. However, some issues exclusive to suicide
require specific attention.
❑ Acknowledge the suicide as a tragic loss of life.
❑ Allow students to attend funeral services and to grieve the loss of a peer
without glorifying the method of death. Over-emphasis on a suicide may
be interpreted by vulnerable students as a glamorization of the suicidal
act, which can assign legendary or idolized status to taking one’s own life.
❑ Provide counseling support for students profoundly affected by the death.
❑ Celebrate the life of this student as you would any student who has died,
but do not organize school assemblies to honor the deceased student.
❑ Be cautious about discussing suicide as the cause of death of students
even if it is apparent. Police will likely conduct an investigation that may
result in days or weeks of uncertainty.
❑ Consult with a surviving parent before disclosing sensitive details.
Parents and family members may be reluctant to accept or acknowledge
suicide as the cause or there may be family members who do not know
the “apparent” cause of death.
A suicide i n the school community can heighten the l ikelihood, i n the subsequent weeks,
of “copycat” suicide attempts and threats. Traumatic events can trigger extreme feelings
of helplessness and hopelessness l ong after the i nitial trauma occurs. These feelings
may also l ead to thoughts of suicide or suicide attempts. Sometimes a new trauma will
leave a survivor or family member with the feeling that they can’t handle the tragedy as
well as they think people expect them to. In order to prevent further tragedies, students
considered to be especially susceptible to depression/suicide must be carefully monitored
and appropriate action taken i f they are i dentified as high risk.
H. T HE “N EW N ORMAL ”
Victims of a crisis experience a real need to return to normal. However, “normal” as they
once experienced i t i s forever gone and changed. For many, the recognition that such a
“normal” i s unattainable can be debilitating. As a result, counselors and crisis survivors
find the concept of a “New Normal” to be very reassuring and accurate. While they
recognize that things will never be the same, they also come to realize that a new stasis
or equilibrium has arrived to replace the former “normal.” For students and staff alike, the
sooner this i s recognized, the better.
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Special thanks to everyone involved in these
emergency management planning efforts.
Together we can, and will,
make our schools safer places for our children.
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