School Safety/Emergency Operations Plan

Ohio Attorney General School Safety Task Force

June 2013

How To Use This Plan

Ohio schools must have a comprehensive school safety plan that addresses their response

not only to severe weather and natural disasters, chemical accidents and medical

emergencies, but also to school violence and various types of terrorist threats.

This recommended School Safety/Emergency Operations Plan includes comprehensive

information and descriptions of the overall concept of operations, organization, roles and

responsibilities, along with checklists, to guide schools and school personnel in addressing

various emergency hazards that may affect the safety of our children and school community.

The checklists and national best practices, outlined in the annexes of this plan with details

of what to do in the event of various emergencies, are suggestions meant to assist schools

in the development of their own customized School Safety Emergency Operations Plan

(School EOP).

Policies and procedures related to or contained in the plan should be modified based on a

school’s unique circumstances and resources. In order to be an effective tool to manage

an emergency event, a School EOP must include response procedures that are developed

through threat assessments, safety audits, and planning and training before an incident

occurs.

Planning, conducting live drills, and participating in table-top exercises with law

enforcement, fire, emergency officials, and other members of the school community will

ensure the sustainability of the School EOP. Building these relationships and community

engagement are vital to a safer school community.

The content, organization, and terminology provided in this School EOP align with the

Federal Emergency Management Agency’s Sample School Operations Plan (2011). In

addition, it closely mirrors format and organization of the State of Ohio, county, and

municipal EOPs. The Ohio EMA and FEMA also train on this planning format in their

emergency operations planning courses. Using this planning format will help the school plan

comport with local emergency management and response plans.

The concepts and information contained in this plan is consistent with the National Incident

Management System (NIMS), a set of principles that provides a systematic, proactive

approach for planning, prevention, response, and recovery in managing emergency

incidents. Consistent planning principles and processes across all levels of government,

from the federal all the way to the individual school level will help ensure more efficient and

coordinated plans, preparedness and emergency response.

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While being NIMS compliant is no guarantee of federal grant funding, current federal grant

opportunities require that recipients be in compliance with NIMS principles. It is expected

that additional regulations will be instituted by the Department of Homeland Security and

the U.S. Department of Educations in the area of school safety and emergency planning. It

is the intent that this recommended School EOP will put Ohio school districts and their

schools in a good place to incorporate any additional requirements related to school safety

initiatives.

With regard to specific information to be included in the School EOP, it is important to create

and insert appropriate floor plans for each building and provide critical emergency

information. These must be kept current. It is also important to identify appropriate staff to

fill specific roles related to command operations and keep this information in a secure and

safe location. Remember that key staff assignments and contact information must be

regularly updated to ensure efficient operations in the event of an emergency. Finally, once

you have developed your School EOP, appropriate workshops and/or seminars should be

conducted to ensure that all district and school personnel understand the plan and their

roles and responsibilities.

School safety is the job of the entire school community. This effort requires leadership and

coordination by school administration, and involvement and participation from all sectors of

the school community.

* A Quick Reference “School EOP Checklist” is located at Attachment B.

3

[School Name]

Emergency Operations Plan

[Date Adopted]

4

EMERGENCY FIRST RESPONDERS

Ohio Revised Code § 3313.536 requires the board of education of each city,

exempted village, and local school district and the governing authority of each chartered

nonpublic school to file a comprehensive school safety plan and floor plan for each school

building under the board’s or governing authority’s control. This information, once filed with

the Ohio Attorney General’s Office, will be made electronically available to law enforcement

personnel in the event of an emergency.

In order to remain in compliance with R.C. 3313.536(B), the board or governing

authority shall update the comprehensive safety plan at least once every three years and the

floor plans whenever a major modification to the building requires changes in the

procedures outlined in the plan.

To provide the best information to first responders coming to the aid of a school

during an emergency or critical incident, schools should develop their school safety plans

into three sections, as follows:

 Incident Response Plan – The Incident Response Plan template was developed by the Ohio Attorney General’s School Safety Taskforce to provide critical information to

first responders during their immediate response to an incident. This template

should be provided as the first few pages of the school’s safety plan, so that it may

be prominently displayed to responders when retrieving the information from the

Ohio Law Enforcement Gateway (OHLEG). Schools are advised to update the Incident

Response Plan whenever information on the plan changes and resubmit the update

to the Attorney General’s Office.

 Floor Plans - School floor plans (not a building blueprint) shall be submitted to the Attorney General’s Office. The Ohio Attorney General’s School Safety Taskforce has

provided suggested guidelines for the development of standardized floor plans to

ensure the information presented is clear and provides the most critical information

in responding to an emergency in a school facility.

 School Safety Plan Protocols - The larger school safety plan should provide the more

comprehensive information necessary for both school and public safety officials in

developing an all hazards approach to school safety planning. This plan should be

customized to meet your school’s specific needs and circumstances. Meeting with

emergency first responders and other community stakeholders is recommended as

you develop and customize your plan.

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INCIDENT RESPONSE PLAN

School Name: School IRN:

School Building Street Address:

City: County:

School Type:

School District: District IRN:

Submitting Official’s Name: Position:

Date of Submission:

Key Contact Information

School Decision-Maker’s Name: Cellular Telephone:

Secondary School Decision-Maker’s Name: Cellular Telephone:

Maintenance Staff Name: Cellular Telephone:

Custodial Staff Name: Cellular Telephone:

Keyholder’s Name: Cellular Telephone:

Key Knox Box Location (where applicable):

Primary Jurisdiction of Responding Agencies

Police Department: Contact Number:

Fire Department: Contact Number:

EMS/Ambulance Service: Contact Number:

Emergency Management Agency Director: Contact Number:

Communications

Name of MARCS Radio Talk Group:

Description of Communication Platform/Capabilities:

Location of School Safety Plan Documents

Location of Full-Size Floor Plans (hard copy)

On-Scene:

Off-Site:

Location of Full School Safety Plan Documents (hard-copy)

On-Scene:

Off-Site:

Details on how to access listed locations:

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FLOOR PLAN CHECKLIST

The following checklist was developed by the Attorney General’s School Safety Taskforce to

aid your school in preparing floor plans. In order to remain in compliance with

R.C. 3313.536(B), the board or governing authority shall update the floor plans whenever a

major modification to the building requires a change in the plan. You are encouraged to use

this checklist in reviewing and updating your floor plans. This checklist should be submitted

to the Attorney General’s Office along with the floor plans.

School Name: School IRN:

School Building Street Address:

City: County:

School Type:

School District: District IRN:

Submitting Official’s Name: Position:

Date of Submission:

FLOOR PLANS:

School

Review

AGO

Review

School name, IRN number, address, and phone numbers for both the school office and for emergency maintenance included on each page of the floor plans

Submitted electronically (this is preferable) or on white letter, legal, or 11” x 17” paper only (no blueprints)

Typed; no shading; minimal or no handwriting

Include a key to define any symbols used

Compass directions (at a minimum North) clearly noted

Each floor should be on a separate page

Street names that surround the facility clearly identified

Building entrances/exits marked and numbered, with service entrances clearly identified

Windows shall be graphically shown on the floor plans

All rooms labeled by room number, with common areas and administrative offices labeled by use

Location of water, gas and electrical shutoffs clearly noted

Location of existing AED, areas of refuge/assistance, fire extinguishers, alarm panel, knox box, and camera locations clearly noted

The area where floor plans and/or building blueprints are stored are clearly identified

Exterior alpha phonetic identification of building sides (Alpha, Bravo, Charlie, Delta) Note: The local fire department can inform school officials on how to

label the buildings on the school floor plans as they are developed.

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BUILDING FLOOR PLANS

MUST BE PROVIDED FOR EACH BUILDING

INSERT SCHOOL FLOOR PLANS HERE

(Example Model Floor Plans Provided as Attachment A)

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SIGNATORY PAGE

In developing the safety plan for each building, the board or governing authority must

involve community law enforcement, fire, and safety officials, parents of students who are

assigned to the building and teachers and nonteaching employees who are assigned to the

building as described in R.C. 3313.536(A). The school safety plan should be consistent with

the local incident command structure, as established by local law enforcement and other

public safety agencies. The safety plan should clearly identify the latest revision date and

the community members involved in its creation.

Authorized School Authority:

Signature Title

Primary Community Law Enforcement:

Signature Title Agency

Safety (Fire/EMS/EMA) Official:

Signature Title Agency

Parent Representative:

Signature Affiliation

Teacher Representative:

Signature Title Affiliation

Non-Teaching Employee Representative:

Signature Title Affiliation

Others (may include School Board President/Members, Principal, School Nurse):

Signature Title Affiliation

Signature Title Affiliation

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SAFETY PLAN

Basic Plan

I. Introduction ......................................................................................................................... 10

II. Concept of Operations ........................................................................................................ 15

III. Organization and Assignment of Responsibilities ............................................................ 17

IV. Direction, Control, and Coordination ................................................................................. 20

V. Communications ................................................................................................................. 27

VI. Recovery After An Incident ................................................................................................. 31

VII. Administration, Finance and Logistics ............................................................................... 32

VIII. Plan Development, Maintenance, and Distribution .......................................................... 33

School Safety Planning Glossary................................................................................................. 36

School Safety Authorities and References ................................................................................. 38

Functional Annexes

Continuity of Operations Plan (COOP) ......................................................................................... 40

Drop, Cover, and Hold .................................................................................................................. 45

Evacuation Procedure .................................................................................................................. 46

Family Reunification .................................................................................................................... 48

Lockdown Procedure ................................................................................................................... 50

Mental Health and Healing.......................................................................................................... 52

Reverse Evacuation Procedure ................................................................................................... 54

Shelter-In-Place ............................................................................................................................ 55

Hazard- and Threat-Specific Annexes

Active Shooter .............................................................................................................................. 58

Bomb Threat ................................................................................................................................. 61

Bus Accident ................................................................................................................................. 63

Chemical or Hazardous materials Spill ...................................................................................... 66

Explosion ...................................................................................................................................... 70

Fire .............................................................................................................................................. 72

Flood ............................................................................................................................................. 74

Intruder/Hostage ......................................................................................................................... 76

Medical Emergency ...................................................................................................................... 79

Severe Weather ............................................................................................................................ 81

Terrorism Annex ........................................................................................................................... 82

[School name] Emergency Operations Plan

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I. INTRODUCTION

A. Purpose of the Plan

The purpose of the [School Name] Emergency Operations Plan (School EOP) is to

provide information on how to respond to emergency incidents by outlining the

responsibilities and duties of [School Name] and its employees. Customization of this plan

to meet [School Name] needs and circumstances is important. Developing, maintaining, and

exercising the plan empowers employees to act quickly and knowledgably. The plan

educates staff, faculty, students, and other key stakeholders on their roles and

responsibilities before, during, and after an incident. This plan provides parents and other

members of the community with assurances that [School name] has established guidelines

and procedures to respond to incidents/hazards in an effective way.

Developing, maintaining, and exercising the School EOP increases legal protection.

Schools without established incident management procedures may be found liable for their

absence. While no set of policies rules out the potential for legal problems, establishing

procedures and guidelines on the best professional practices provides a margin of

protection against liability.

B. Scope of the Plan

The School EOP provides guidelines and procedures for dealing with existing and

potential school incidents. The basic plan and the functional and hazard-specific annexes

outline an organized, systematic method to mitigate, prevent, prepare for, respond to, and

recover from incidents. The plan discusses the expectations of staff; roles and

responsibilities; direction and control systems; internal and external communications;

training and sustainability; authority and references as defined by local, state, and federal

government mandates; common and specialized procedures; and specific hazard

vulnerabilities and responses/recovery.

C. Coordination with Emergency First Responders

Various agencies and services are involved in responding to school incidents,

including emergency responders from law enforcement, safety, fire, emergency agencies, as

well as mental health and other community organizations. An important component of the

School EOP is advanced planning with various federal, state, and/or local agencies and

community service providers to aid in timely communication and response to an incident.

Advance planning may or may not include written agreements to help coordinate services

between the agencies and school. If mutual aid agreements are created, a copy should be

maintained with other important documents related to this safety plan. Advanced planning

should specify the type of communication and services provided by one agency to another.

[School name] Emergency Operations Plan

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D. Situation Overview/Hazard Analysis Summary

1. School Population

a. General Population

Current enrollment at [School name] is approximately [number of students]

[elementary, middle-school or high-school] students located in [brief description of the

building(s)]. These students are supported by a committed staff and faculty consisting of:

[number] Teachers and specialists

[number] Administrators

[number] Office/support staff

[number] Instructional Assistants

[number] Cafeteria staff

[number] Maintenance and custodial staff

A master schedule of where classes, grade levels, and staff are located during the

day is provided to each classroom and is available [identify manner kept: hard copy and/or

electronic and location: in main office and/or some other safe and readily available place].

b. Functional Needs Population

[School name] is committed to the safe evacuation and transport of students and

staff with functional needs. The functional needs population includes, but is not limited to,

students/staff with:

Limited English proficiency,

Blindness or visual disabilities,

Cognitive or emotional disabilities,

Deafness or hearing loss,

Mobility/physical disabilities (permanent and temporary), and

Medically fragile health (including asthma and severe allergies).

The school’s current enrollment of students with functional needs is approximately

[number of students]; however, this number will fluctuate. Students and/or staff may

require additional assistance if they are temporarily on crutches, wearing casts, etc.

Classrooms containing students and staff that require additional assistance during

an incident will be noted by an asterisk next to the room number during the applicable class

period(s) on the master schedule. The list of students and staff names with functional

needs along with their schedules is available [identify manner kept: hard copy and/or

electronic and location: in main office and/or some other safe and readily available place].

A list of staff members that have been trained and assigned to assist the functional needs

population during drills, exercises, and incidents is also available [identify manner kept: hard

copy and/or electronic and location: in main office and/or some other safe and readily

available place].

[School name] Emergency Operations Plan

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2. Building Information

[School name] is located on a [number] acre lot and includes [number] buildings,

[describe athletic and parking and/or other facilities]. All classes take place in [describe

building(s)].

A map and/or floor plans of the buildings annotated with evacuation routes, shelter

locations, fire alarm pull stations, fire hydrants, fire extinguishers, first aid kits, hazardous

materials storage, and utility shutoffs is included at the beginning of this plan. All staff

members are required to know these locations as well as how to operate the utility shutoffs.

3. Hazard Analysis Summary

[School name] is exposed to many hazards which have the potential for disrupting

the school community, causing casualties, and damaging or destroying public or private

property. Understanding that the [name of your County] Emergency Management Agency

maintains an Emergency Operations Plan (EOP) to address hazards and incidents, the

[School name] EOP has been developed to fit into the larger [name of your County] EOP in

the event of a large-scale incident.

Table 1 on the following page briefly discusses high-priority hazards that [School

name] has identified through a hazards assessment of each school building and its

surrounding area, conducted either by school officials or in conjunction with officials of the

[name of your County] Emergency Management Agency and the County’s Emergency

Operations Plan, local law enforcement, fire, and other community safety partners.

For example, a school may be located near railroads where numerous hazardous

materials are transported. A derailment could force an evacuation and implementation of

other emergency procedures. The high-priority hazards table should be customized to

include content specific to your school community.

[School name] Emergency Operations Plan

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TABLE 1. HIGH-PRIORITY HAZARDS (To be customized to meet school circumstances)

Flood Flooding is a natural feature of the climate, topography, and hydrology of [School

name] and its surrounding areas. Flooding predominates throughout the winter

and early spring due to melting snow, breakaway ice, and rainy weather. [Identify

specific information such as building “A” is located 50 feet from a waterway and

customize the best practice Flood annex in your plan to account for

circumstances unique to your school and flooding hazards]

Severe

Weather

[Identify the type of weather conditions typical to your school, ie, high winds,

tornados, heavy snow and/or ice, and specific information that is critical to

your safety plan and emergency operations; customize the Severe Weather

annex in your plan to account for circumstances unique to your school and

weather hazards]

Intruder/

Hostage

[Continue to identify any specific hazards information and customize the

relevant annex to your plan on these and/or other topics]

Active

Shooter

Bomb

Threat

Bus

Accident

Fire/

Explosion

[School name] Emergency Operations Plan

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E. Planning Assumptions and Limitations

1. Planning Assumptions

Planning assumptions allow for deviation from the plan if certain assumptions prove

not to be true during operations. The following are standard assumptions. Additional

assumptions may be needed depending on your school’s circumstances:

The school community will continue to be exposed and subject to hazards and

incidents described in the Hazard Analysis Summary, as well as lesser hazards

and others that may develop in the future.

A major disaster could occur at any time and at any place. In many cases,

dissemination of warning to the public and implementation of increased

readiness measures may be possible; however, some emergency situations occur

with little or no warning.

A single site incident (e.g., fire, gas main breakage) could occur at any time

without warning and the employees of the school affected cannot and should not,

wait for direction from local emergency response agencies. Action is required

immediately to save lives and protect school property.

Following a major or catastrophic incident, the school may have to rely on its own

resources to be self-sustaining for up to 72 hours.

There may be a number of injuries of varying degrees of seriousness to faculty,

staff, and/or students. Rapid and appropriate response will reduce the number

and severity of injuries.

Outside assistance from local fire, law enforcement and emergency managers will

be available in most serious incidents. Because it takes time to request and

dispatch external assistance, it is essential for the school to be prepared to carry

out the initial incident response until responders arrive at the incident scene.

Proper prevention and mitigation actions, such as creating a positive school

environment and conducting fire and safety inspections, will prevent or reduce

incident- related losses.

Maintaining the School EOP and providing frequent opportunities for stakeholders

(staff, students, parents, emergency responders, etc.) to exercise the plan

through live drills and table-top exercises can improve the school’s readiness to

respond to incidents.

A spirit of volunteerism among school employees, students and families will result

in their providing assistance and support to incident management efforts.

2. Planning Limitations

It is the policy of [School name] that no guarantee is implied by this plan of a perfect

incident management system. As personnel and resources may be overwhelmed, [School

name] can only endeavor to make every reasonable effort to manage the situation with the

resources and information available at the time.

[School name] Emergency Operations Plan

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II. CONCEPT OF OPERATIONS

The overall strategy of a School EOP is to execute effective and timely decisions and

actions that prevent harm, protect lives and property, mitigate damages, restore order and

aid recovery.

This plan is based upon the concept that the incident management functions that

must be performed by the school generally parallel some routine day-to-day functions. To

the extent possible, the same personnel and material resources used for day-to-day

activities will be employed in responding to an incident in the school. Because personnel

and equipment resources are limited, some routine functions that do not contribute directly

to the incident may be suspended. The personnel, equipment and supplies that would

typically be required for those routine functions will be redirected to accomplish assigned

incident management tasks.

In addition, the incident may require coordinated operations with others. The key to

successful operations is an organized command structure. It is important to understand that

the school’s command of the incident and the school’s incident management structure may

change once official emergency responders arrive on the scene. Emergency responders are

knowledgeable in the Incident Command System (ICS) and may be best equipped to

command the response to a specific incident. If this is to occur, the school may transition

command of the incident to a more qualified Incident Commander (IC). These concepts are

more fully discussed below.

It is critical for school administration officials and all segments of the community

emergency response system to work together in advance of an incident to develop a working

relationship and understanding of how the school’s initial response would transition into the

overall response to a critical incident at the school.

A. National Incident Management System (NIMS)

The National Incident Management System (NIMS) is a set of principles that provides

a systematic, proactive approach guiding government agencies, nongovernmental

organizations and the private sector to work seamlessly to prevent, protect against, respond

to, recover from and mitigate the effects of incidents, regardless of cause, size, location, or

complexity, to reduce the loss of life or property and harm to the environment. This system

ensures that those involved in incident response/recovery understand their roles and have

the tools they need to be effective.

According to Homeland Security Presidential Directive 5 and the U.S. Department of

Education, school districts are among local agencies that must adopt NIMS if they receive

Federal grant funds.

[School name] recognizes that staff and students will be first responders during an

incident. Adopting NIMS enables staff and students to respond more effectively to an

incident and enhances cooperation, coordination, and communication among school

officials, first responders, and emergency managers.

[School name] Emergency Operations Plan

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As part of its NIMS implementation, [School name] participates in the local

government’s NIMS preparedness program to remain NIMS compliant and believes it is

essential to ensure that response/recovery services are delivered to schools in a timely and

effective manner. NIMS compliance for school districts includes completing the following:

Adopt the use of the Incident Command System (ICS). All staff and students who

assume roles described in this plan will receive ICS-100 training.

Complete NIMS awareness course IS-700 NIMS: An Introduction.

Participate in local government’s NIMS preparedness program and incorporate

the School EOP into the [name of your County] EOP.

Train and exercise the plan. All staff and students are expected to participate in

training and exercising the plan’s procedures and hazard-specific incident plans.

The school is charged with ensuring that the training and equipment necessary

for an appropriate response/recovery operation are in place.

B. Initial Response and Implementation of the Incident Command System (ICS)

In a major emergency or disaster, [School name] may be damaged or need to be

evacuated, people may be injured, and/or other incident management activities may need

to be initiated. School personnel are usually first on the scene of an incident in a school

setting. School officials and staff are expected to take charge and manage the incident until

it is resolved or command is transferred to someone more qualified, usually an emergency

responder agency with legal authority to assume responsibility. School personnel will seek

guidance and direction from local officials and technical assistance from state and federal

agencies where appropriate.

All activities necessary in managing an incident must be organized and coordinated

to ensure the most efficient response. The Incident Command System (ICS) will be used to

manage all incidents.

Until non-school emergency responders arrive on-scene, the School Decision-Maker

(usually the principal or his/her designee) is responsible for activating the School EOP,

including common and/or specialized procedures, as well as hazard-specific incident plans.

The School Decision-Maker shall designate a School Incident Commander with authority to

direct all incident activities. The designated School Incident Commander should be the

person most qualified to manage the specific type of incident.

Once an emergency responder agency with legal authority to assume responsibility

arrives on scene, the School Incident Commander should transition command to that

Incident Commander and move to serving within the incident command structure.

Again, it is critical that school officials and all segments of the community emergency

response system work together in advance of an incident to develop a working relationship

and understanding of how the school’s initial response would transition into the overall

response to a critical incident at the school.

[School name] Emergency Operations Plan

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III. ORGANIZATION AND ASSIGNMENT OF RESPONSIBILITIES

This section establishes the operational organization that will be relied on to manage

the incident and includes:

A list of the kinds of tasks to be performed by position and organization.

An overview of who does what.

A building principal and/or assistant principals are not always able to manage all the

aspects associated with an incident without assistance. As indicated, the Incident

Command System (ICS) uses a team approach to manage incidents and allows school

officials to assign tasks to other key school personnel.

Staff are assigned to serve within the ICS based on their expertise and training and

the needs of the incident. Roles should be pre-assigned based on training and

qualifications. Each staff member and volunteer must be familiar with his or her role and

responsibilities before an incident occurs. School staff may be required to remain at school

to assist in an incident.

A. Principal/Building Administrator

The principal/designee may serve as the School Incident Commander or delegate

that authority to a qualified individual. While the principal retains the overall responsibility

for the safety of students and staff, delegating certain duties to manage the incident may

allow the principal to focus on policy-level activities and interfacing with other agencies and

parents. The principal shall coordinate between the Superintendent’s office and the School

Incident Commander.

B. School Incident Commander

The School Incident Commander will establish an Incident Command Post (ICP) and

provide an assessment of the situation to the principal/designee or other officials, identify

resources required, and direct the on-scene incident management activities. The Incident

Commander’s responsibilities include:

Assuming overall direction of all incident management activities based on

procedures outlined in the School EOP.

Taking steps deemed necessary to ensure the safety of students, staff and other

individuals.

Determining whether to implement incident management protocols established in

the School EOP (e.g., Evacuation, Reverse Evacuation, Shelter in Place, etc. as

described more fully in the annexes).

Arranging for transfer of students, staff and other individuals when safety is

threatened by a disaster.

Working with and ensuring communication with emergency services personnel.

Keeping the principal and other officials informed of the situation.

[School name] Emergency Operations Plan

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Ensuring the proper transfer of command when/if a more qualified Incident

Commander arrives on scene.

C. Teachers

Teachers shall be responsible for the supervision of students and shall remain with

students until directed otherwise. Responsibilities include:

Supervising students under their charge.

Taking steps to ensure the safety of students, staff and other individuals in the

implementation of incident management protocols established in the School EOP.

Directing students in their charge to inside or outside assembly areas, in

accordance with signals, warning, written notification or intercom orders

according to incident management procedures established in the School EOP.

Taking attendance when class relocates to an outside or inside assembly area or

evacuates to another location.

Reporting missing students to the Incident Commander.

Executing assignments as directed by the Incident Commander.

Obtaining first-aid services for injured students from the school nurse or person

trained in first-aid. Arrange for first-aid for those unable to be moved.

Rendering first-aid if necessary. School staff will be trained and certified in first-

aid and CPR.

D. Instructional Assistants

Responsibilities include assisting teachers as directed.

E. Counselors, Social Workers, and Psychologists

Counselors, social workers and psychologists provide assistance with the overall

direction of the incident management procedures at the site. Responsibilities may

include:

Taking steps to ensure the safety of students, staff and other individuals in the

implementation of incident management protocols established in the School EOP.

Rendering first-aid if necessary.

Assisting in the transfer of students, staff and other individuals when their safety

is threatened by a disaster.

Executing assignments as directed by the Incident Commander.

Assisting with crisis intervention and recovery processes.

F. School Nurses/Health Assistants

Responsibilities include:

Administering first-aid or emergency treatment as needed.

Supervising administration of first-aid by those trained to provide it.

Organizing first-aid and medical supplies.

[School name] Emergency Operations Plan

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G. Custodians/Maintenance Personnel

Responsibilities include:

Surveying and reporting building damage to the Incident Commander.

Controlling main shutoff valves for gas, water and electricity and ensure that no

hazard results from broken or downed lines.

Providing damage control as needed.

Assisting in the conservation, use and disbursement of supplies and equipment.

Keeping the Incident Commander informed of school conditions.

H. School Secretary/Office Staff

Responsibilities include:

Answering phones and assisting in receiving and providing consistent

information to callers.

Providing for the safety of essential school records and documents.

Executing assignments as directed by the Incident Commander.

Providing assistance to the principal.

Monitoring radio emergency broadcasts.

Assisting with health incidents as needed, acting as messengers, etc.

I. Food Service/Cafeteria Workers

Responsibilities include:

Using, preparing, and serving food and water on a rationed basis when the

feeding of students and staff becomes necessary during an incident.

Executing assignments as directed by the Incident Commander.

J. Bus Drivers

Responsibilities include:

Supervising the care of students if disaster occurs while students are on a bus.

Transferring students to new location when directed.

Executing assignments as directed by the Incident Commander.

Transporting individuals in need of medical attention.

K. Other Staff (e.g., Itinerant Staff, Substitute Teachers)

Responsibilities include reporting to the Incident Commander for assignments, if

requested to do so.

[School name] Emergency Operations Plan

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L. Students

Responsibilities include:

Cooperating during emergency drills and exercises and during an incident.

Learning to be responsible for themselves and others in an incident.

Understanding the importance of not being a bystander by reporting situations of

concern.

Developing an awareness of natural, technological, and human-caused hazards

and associated prevention, preparedness and mitigation measures.

Taking an active part in school incident response/recovery activities, as age

appropriate.

M. Parents/Guardians

Responsibilities include:

Encouraging and supporting school safety, violence prevention and incident

preparedness programs within the school.

Participating in volunteer service projects for promoting school incident

preparedness.

Providing the school with requested information concerning the incident, early

and late dismissals, and other related release information.

Practicing incident management preparedness in the home to reinforce school

training and ensure family safety.

Understanding their roles during a school emergency.

IV. DIRECTION, CONTROL, AND COORDINATION

A. School Incident Command System

A school’s command system can be used to manage emergency incidents or non-

emergency events such as graduations, athletic events, or celebrations. The system is

flexible to meet the school’s needs. See Figure 1 on next page.

[School name] Emergency Operations Plan

21

Figure 1. School Incident Command System

Staff are assigned to serve within the ICS based on their expertise and training and

the needs of the incident. Roles should be pre-assigned based on training and qualification.

The School ICS is organized into the following functional areas:

1. School Incident Commander

Directs tactical on-scene operations until/unless a coordinated incident command

system (ICS) is established with local authorities. In complex incidents, a

Policy/Coordination Group may be convened at the school district operations center. The

role of the Policy/Coordination Group is to:

Support the on-scene Incident Commander.

Provide policy and strategic guidance.

Help ensure that adequate resources are available.

Identify and resolve issues common to all organizations.

Keep elected officials and other executives informed of the situation and

decisions.

Provide factual information, both internally and externally. See Part V of this plan

on Communications for additional information related to role/responsibility of an

information officer.

The [School name] Principal/designee and/or School Incident Commander will keep

the Policy/Coordination Group informed.

[School name] Emergency Operations Plan

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2. Operations Section

When activated, the Operations Section coordinates all tactical operations including

implementation of response/recovery activities according to procedures and protocols

established by [name of School] in an incident action plan. Procedures and protocols will

address care of students, first-aid, crisis intervention, search and rescue, site security,

damage assessment, evacuations and the release of students to parents. Specific

responsibilities include:

Analyzing school staffing to develop a Family Reunification Plan, and

implementation.

Monitoring site utilities (i.e., electric, gas, water, heat/ventilation/air

conditioning) and shutting them off only if danger exists or if directed by the

Incident Commander and assisting in securing facility.

Establishing medical triage with staff trained in first-aid and CPR, providing and

overseeing care given to injured persons, distributing supplies and requesting

additional supplies.

Providing and accessing psychological first-aid services for those in need and

accessing local/regional providers for ongoing crisis counseling for students, staff

and parents.

Coordinating the rationed distribution of food and water, establishing secondary

toilet facilities in the event of water or plumbing failure and requesting needed

supplies.

Documenting all activities.

See Table 2 on the next page for the types of Strike Teams that

may be established within the Operations Section.

[School name] Emergency Operations Plan

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TABLE 2. OPERATIONS SECTION TEAMS

Search & Rescue Teams search the entire school facility, entering only after they have checked the

outside for signs of structural damage and determined that it is safe to enter. Search & Rescue Teams

are responsible for ensuring that all students and staff evacuate the building (or, if it is unsafe to move

the persons, that their locations are documented so that professional responders can locate them easily

and extricate them). Search and Rescue Teams are also responsible for:

Identifying and marking unsafe areas.

Conducting initial damage assessment.

Obtaining injury and missing student reports from teachers.

First-Aid Teams provide triage, treatment, and psychological first-aid services. First-Aid Teams are

responsible for:

Setting up first-aid area for students.

Assessing and treating injuries.

Completing master injury report.

Evacuation/Shelter/Care Team. Evacuation, shelter and student care in an incident are among the most

important tasks faced by schools. These tasks include student accounting, protection from weather,

providing for sanitation needs and providing for food and water. This team is responsible for:

Accounting for the whereabouts of all students, staff and volunteers.

Setting up a secure assembly area.

Managing sheltering and sanitation operations.

Managing student feeding and hydration.

Coordinating with the Student Release Team.

Coordinating with the Logistics Section to secure the needed space and supplies.

Facility & Security Response Team is responsible for:

Locating all utilities and turning them off, if necessary.

Securing and isolating fire/HazMat.

Assessing and notifying officials of fire/HazMat.

Conducting perimeter control.

Crisis Intervention Team is responsible for:

Assessing need for onsite mental health support.

Determining need for outside agency assistance.

Providing onsite intervention /counseling resources.

Monitoring well-being of School Incident Command Team, staff and students and reporting all

findings to the Operations Section Chief.

Student Release/Reunification Team. Responsible for getting students reunited with their parents or

guardians in an efficient and orderly manner. This can be an enormous challenge and takes a lot of

planning. This team is responsible for:

Setting up secure reunion area.

Checking student emergency cards for authorized releases and completing release logs.

Coordinating information officers on internal and external communications and messages.

[School name] Emergency Operations Plan

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3. Planning Section

When activated, the Planning Section is responsible for collecting, evaluating and

disseminating information needed to measure the size, scope and seriousness of an

incident and planning appropriate incident management activities. Duties may include:

Assisting the Incident Commander in the collection and evaluation of information

about an incident as it develops, assisting with ongoing planning efforts and

maintaining the incident time log.

Documenting all activities.

4. Logistics Section

When activated, the Logistics Section supports incident management 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 communication among incident responders. This function may

involve a major role in an extended incident. Additional responsibilities include:

Establishing and overseeing communications center and activities during an

incident (two-way radio, battery-powered radio, written updates, etc.), and

developing a telephone tree for after-hours communication.

Establishing and maintaining school and classroom first-aid kits, coordinating

access to and distribution of supplies during an incident and monitoring

inventory of supplies and equipment.

Documenting all activities.

5. Finance/Administration Section

When activated, the Finance/Administration Section oversees all financial activities

including purchasing necessary materials, tracking incident costs, arranging contracts for

services, timekeeping for emergency responders, submitting documentation for

reimbursement and recovering school records following an incident. Additional duties may

include:

Assuming responsibility for overall documentation and recordkeeping activities;

when possible, photographing or videotaping damage to property.

Developing a system to monitor and track expenses and financial losses and

secure all records.

School and school district management offices may assume responsibility for these

functions and perform these duties off-site.

[School name] Emergency Operations Plan

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Remember that staff are assigned to serve within the School Incident Command

System (ICS) based on their expertise and training and the needs of the incident. Roles

should be pre-assigned based on training and qualification.

Table 3 provides example titles for specific roles within the School ICS. This Table

can be completed for each of the various hazards in the annexes of this plan with specific

staff assigned to each role along with emergency contact information. Each of these

assignments are maintained with other important plan documents [identify manner kept:

hard copy and/or electronic and location: in main office and/or some other safe and readily

available place].

[School name] Emergency Operations Plan

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Principal or Designee

School Incident Commander

1. Assistant Principal 2._________________

Alternate School Commander(s)

*Please include current contact information for every person listed on this chart

Public Information Officer

Communications Director

Alternates

1. Assistant PIO 2.____________

Acts as a liaison between school and

public (including media)

Policy Group

1. Superintendent

2. Communications Director/PIO

3. School Attorney or other key staff

Support Incident Commander, provide

guidance on policy, help resolve issues

and find resources, assist with

communications.

Operations

Assistant Principal

Alternates

1. Safety Officer

2._______________

Handle all emergency

response jobs,

including taking care

of students as well as

handling the

challenges of the

emergency.

Planning

Assistant Principal

Alternates

1. Admin. Assistant

2._______________

Responsible for

tracking both available

and needed resources,

assessing the

changing situation,

documenting the

response and

managing the large

site map at the

Command Post.

Logistics

Chief Custodian

Alternates

1._______________

2._______________

Manages personnel,

supplies and

equipment During a

response, the Logistics

Team is responsible

for handing out

supplies, equipment

and deploying

unassigned people for

work.

Finance &

Administration

Budget/Finance

Director

Alternates

1._______________

2._______________

Responsible for buying

materials and keeping

financial records of

expenditures and

employee hours

TABLE 3 SCHOOL INCIDENT COMMAND SYSTEM

[School name] Emergency Operations Plan

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B. Source and Use of Resources

[School name] will use its own resources and equipment to respond to incidents until

emergency or other incident response personnel arrive. Parent volunteers and community

members have been trained to assist, if called upon, and are available after an incident

occurs. The following organizations or agencies [list should be customized to your school

and community resources] have agreed to be responsible for providing additional resources

or assistance:

First-aid kit and sanitation supplies will be provided by: [insert provider name]

Cots and bedding supplies will be provided by: [insert provider name]

Food/water supplies will be provided by: [insert provider name]

Security will be provided by: [insert provider name]

Counseling services will be provided by: [insert provider name]

V. COMMUNICATIONS

Communication is a critical part of incident management. This section outlines

[School name]’s communications plan and supports its mission to provide clear, effective

internal and external communication between the school, staff, students, parents,

emergency responders, the community and media.

The School EOP must include policies and procedures governing school incident

communications with law enforcement and emergency responders, as well as with students,

parents, staff, the school community, and the media. Templates for statements/press

releases to the media, and a detailed communications plan, including standard procedures

and protocols should be developed and made available in advance of an incident.

Templates for statements/ press releases, the communication plan and media

contacts at the major television, Internet, and radio stations are maintained by [insert

position] and located [identify manner kept: hard copy and/or electronic and location: in

main office and/or some other safe and readily available place].

A. Communication Between School and with Law Enforcement and Emergency Responders

[School name] utilizes the Communication Platform/Capabilities described in the

beginning of the School EOP to contact and maintain communications with law enforcement

and other emergency responders during an incident. The School Incident Commander will

transfer command to the appropriate emergency responder who arrives on the scene to

assume management of the incident, including coordination of internal and external

communications. The Incident Commander will use the communication platform [and/or

other means] described in the School EOP to notify the principal/designee of the school’s

status/needs. [School name] and emergency responders will coordinate the release of

information to ensure that information is consistent, accurate and timely.

[School name] Emergency Operations Plan

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B. Internal Communications

[School name] has identified a school spokesperson or public information officer who

will be responsible to [add additional duties, as appropriate]:

Help create the policies and plans for communicating emergency information

internally and to the public.

Follow the communications policies and procedures established by [School

name].

Help establish alternative means to provide information in the event of a failure

of power, phone or other lines of communication.

Develop materials for use in media briefings.

Act as the contact for emergency responders and assist in coordination of media

communications.

1. Communication Between School Officials and Staff Members

School personnel will be notified when an incident occurs and kept informed as

additional information becomes available and as plans for management of the incident

evolve. The following practices [the list should be customized to fit your school’s

communication options] will be utilized to disseminate information internally when

appropriate:

Telephone Tree: A telephone tree is a simple, widely used system for notifying

staff of an incident when they are not at school. The tree originates with the

principal/designee, who contacts the members of the School Incident Command

Team. Team members then in turn will contact groups of staff (teachers,

administrators and support staff).

Text-Messaging System/E-mail System: A text-messaging or e-mail system is

available to provide those who are registered to receive messages with updates

during an incident.

Morning Faculty Meeting: As appropriate, updated information about an incident

will be presented at the morning faculty meeting. Any new procedures for the day

will also be reviewed at this time.

End-of-Day Faculty Meeting: As appropriate, updated information and a review of

the day’s events will be presented at the end-of-day meeting. Staff will also have

the opportunity to address any misinformation or rumors.

C. External Communications

School officials must communicate with the larger school community on how

incidents will be addressed on a regular basis. However, once an incident does occur,

parents, media and the community at large will require clear and concise messages from

[School name] about the incident, what is being done and the safety of the children and

staff.

[School name] Emergency Operations Plan

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1. Communication with Parents

Before an incident occurs, [School name] will:

Develop a relationship with parents so that they trust and know how to access

alerts and incident information.

Inform parents about the School’s EOP, its purpose, and its objectives, although

detailed response tactics should not be shared if they will impede the safe

response to an incident.

Information will be included in [describe your school’s method, ie, school

newsletter, presentation delivered at Back-to-School event, etc.].

Identify parents who are willing to volunteer in case of an incident and include

them in preparation efforts and training.

Be prepared with translation services for non-English-speaking families and

students with limited English proficiency.

In the event of an incident, [School name] will:

Disseminate information [identify means such as via text messages, e-mail, radio

announcements, hot-line, etc.] to inform parents about what is known to have

happened.

Implement a plan to manage phone calls and parents who arrive at school.

Describe how the school and school district are handling the situation.

Provide information regarding possible reactions of their children and ways to talk

with them.

Provide a phone number, Web site address, or recorded hotline where parents

can receive updated incident information.

Inform parents and students when and where school will resume.

After an incident, [School name] administrators will schedule and attend an open question-

and-answer meeting for parents as soon as possible.

2. Communication with the Media

In the event of an incident, the School Incident Commander or the emergency

responder Incident Commander (in the event command has been transferred), will

coordinate with the school public information officer and/or participate in a joint information

effort to [list should be customized by school]:

Establish a media site and reception area away from the school and any

established Incident Command Post.

Provide regular updates to media and school community.

Provide only information that has been approved to be released by the Incident

Commander in charge of the scene.

Monitor release of information and correct misinformation.

Coordinate messages with the principal/designee.

[School name] Emergency Operations Plan

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All [School name] employees are to refer all requests for information and questions

to the designated Public Information Officer [or joint informational personnel].

3. Handling Rumors

In addressing rumors, the most effective strategy is to provide facts as soon as

possible. To combat rumors, [School name] will:

Provide appropriate information to internal groups, including administrators,

teachers, students, custodians, secretaries, instructional assistants, cafeteria

workers and bus drivers. These people are primary sources of information and

are likely to be contacted in their neighborhoods, at grocery stores, etc.

Hold a faculty/staff meeting before staff members are allowed to go home so that

what is (and is not) known can be clearly communicated.

Designate and brief personnel answering calls to help control misinformation.

Conduct briefings for community representatives directly associated with the

school.

Enlist the help of the media to provide frequent updates to the public, especially

to provide accurate information where rumors need to be dispelled.

After the immediate incident response period, [School name] will conduct public

meetings as needed. These meeting are designed to provide the opportunity for people to

ask questions and receive accurate information.

D. Communication Tools

Some common internal and external communication tools that [School name] uses,

include the following [customize to your school’s resources]:

Standard telephone: [School name] has designated a school telephone number

as a recorded “hotline” for parents to call for information during incidents. The

goal is to keep other telephone lines free for communication with emergency

responders and others.

Cellular telephones: These phones may be the only tool working when electric

service is out; they are useful to school personnel en route to or from a site.

Intercom systems: The intercom system includes teacher-initiated

communication with the office using a handset rather than a wall-mounted

speaker.

Bullhorns and megaphones: A battery-powered bullhorn 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. All staff will be trained to

understand how to operate the two-way radio.

Computers: A wireless laptop computer may be used for communication both

within the school and to other sites. Email may be a useful tool for updating

information for staff, other schools in an affected area and the district

[School name] Emergency Operations Plan

31

superintendent. An assigned staff member(s) will post information such as

school evacuation, closure or relocation on the home page of the school and

district Web site.

Fax machines: Possible uses include off-site access to receive and send critical

information concerning students and staff members, their locations, and needed

telephone numbers, including but not limited to, medical information, release

forms and authorizations.

Alarm systems: Bells or buzzers are in place and sound in different ways to signal

different types of incidents – for example, fire, lockdown, or special alert (with

instructions to follow). All school staff, students, and volunteers will be trained on

what the sounds mean and how to respond to them.

Whistles: Whistles should be provided to staff in order to signal a need for

immediate attention or assistance.

VI. RECOVERY AFTER AN INCIDENT

After the safety and status of staff and students have been assured and emergency

conditions have abated following an incident, staff, teachers and school officials will

assemble to support the restoration of the school’s educational programs. Defining mission-

critical operations and staffing this effort is the starting point for the recovery process.

Collecting and disseminating information will also facilitate the recovery process.

[School name] and the [name of School District] will designate appropriate personnel

and collaborate with external resources to work in teams to accomplish the following

[identify personnel and activities, depending on your school’s resources and type of incident

at issue]:

Conduct a comprehensive assessment of the physical and operational recovery

needs.

Assess physical security, data access and all other critical services (e.g.,

plumbing, electrical).

Examine critical information technology assets and personnel resources and

determine the impact on the school operations for each asset and resource that

is unavailable or damaged.

Document damaged facilities, lost equipment and resources and special

personnel expenses that will be required for insurance claims and requests for

state and federal assistance.

Identify recordkeeping requirements and sources of financial aid for state and

federal disaster assistance.

Provide detailed facilities data to the school district office so that it can estimate

temporary space reallocation needs and strategies.

Arrange for ongoing status reports during the recovery activities to: a) estimate

when the educational program can be fully operational; and b) identify special

facility, equipment and personnel issues or resources that will facilitate the

resumption of classes.

Educate school personnel,students and parents on available crisis counseling

services.

[School name] Emergency Operations Plan

32

Establish absentee policies for teachers/students after an incident.

Establish an agreement with mental health organizations to provide counseling to

students and their families after an incident.

Develop alternative teaching methods for students unable to return immediately

to classes: correspondence classes, videoconferencing, telegroup tutoring, etc.

Create a plan for conducting classes when facilities are damaged (e.g., alternative

sites, half-day sessions, portable classrooms).

Get stakeholder input on prevention and mitigation measures that can be

incorporated into short-term and long-term recovery plans.

VII. ADMINISTRATION, FINANCE AND LOGISTICS

A. Agreements and Contracts

If school resources prove to be inadequate during an incident, [School name] will

request assistance from local emergency services, other agencies and the school

community in accordance with existing mutual aid agreements and contracts. Such

assistance includes equipment, supplies and/or personnel. All agreements entered into by

authorized school officials should be in writing. All pre-negotiated agreements and contracts

are [identify manner kept: hard copy and/or electronic and location: in main office and/or

some other safe and readily available place].

B. Recordkeeping

1. Administrative Controls

[School name] is responsible for establishing the administrative controls necessary to

manage the expenditure of funds and to provide reasonable accountability and justification

for expenditures made to support incident management operations. These administrative

controls will be done in accordance with established local fiscal policies and standard cost

accounting procedures.

2. Activity Logs

Staff assigned within the School ICS will maintain accurate logs recording key

incident management activities, including:

Activation or deactivation of incident policies, procedures and resources.

Significant changes in the incident situation.

Major commitments of resources or requests for additional resources from

external sources.

Issuance of protective action recommendations to the staff and students.

Evacuations.

Casualties.

Containment or termination of the incident.

[School name] Emergency Operations Plan

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C. Incident Costs

School ICS Finance and Administration staff are responsible for maintaining records

summarizing the use of personnel, equipment and supplies to obtain an estimate of annual

incident response costs that can be used in preparing future school budgets. The detailed

records of costs for incident management and operations include:

Personnel costs, especially overtime costs.

Equipment operations costs.

Costs for leased or rented equipment.

Costs for contract services to support incident management operations.

Costs of specialized supplies expended for incident management operations.

These records may be used to recover costs from the responsible party or insurers, or

as a basis for requesting financial assistance for certain allowable response and recovery

costs from the state and/or federal government.

D. Preservation of Records

In order to continue normal school operations following an incident, vital records

must be protected. These include legal documents and student files as well as property and

tax records. The principal causes of damage to records are fire and water. Essential

records should be protected and are maintained [identify manner kept: hard copy and/or

electronic and location: in main office and/or some other safe and readily available place].

VIII. PLAN DEVELOPMENT, MAINTENANCE, AND DISTRIBUTION

A. Approval and Dissemination of the Plan

In developing the safety plan for each building, the board or governing authority must

involve community law enforcement, fire, and safety officials, parents of students who are

assigned to the building and teachers and nonteaching employees who are assigned to the

building as described in R.C. 3313.536(A). The safety plan should clearly identify the latest

revision date and the signature of individuals involved in its creation and/or revision.

B. Record of Distribution

Copies the school safety and floor plans will be distributed to emergency

organizations with a role in responding to an incident. A record of distribution will be kept as

proof that organizations have acknowledged their receipt, review and/or acceptance of the

plan. School administrators will record the title and name of the person receiving the plan,

the agency to which the receiver belongs, the date of delivery and the number of copies

delivered. This record is [identify manner kept: hard copy and/or electronic and location: in

main office and/or some other safe and readily available place]

School Safety Planning documents should not be shared with those who do not have

a need to know the details of the plan unless all sensitive, security-related information has

[School name] Emergency Operations Plan

34

been properly redacted. Copies of the plan may be made available to the public and media

without the sensitive information at the discretion of the School Board.

C. Review and Updates to the Plan

In order to remain in compliance with R.C. 3313.536(B), the board or governing

authority shall update the comprehensive safety plan at least once every three years and the

floor plans whenever a major modification to the building requires changes in the

procedures outlined in the plan. The board should, however, ensure an update to the plan is

filed with the Ohio Attorney General’s Office whenever any critical information in the plan

changes. Each update or change to the plan will be tracked. The record of changes will

include: the change number, the date of the change and the name of the person who made

the change.

To ensure timely updates to the School EOP, the school board or governing authority

has established a schedule for an annual review of planning documents. The basic plan and

its annexes will be reviewed at least once per year by school officials and local emergency

management agencies and others deemed appropriate by school administration.

The School EOP will be updated based upon changes in information; deficiencies

identified during incident management activities and exercises; and when changes in threat

hazards, resources and capabilities or school structure occur. Whenever the School EOP is

updated, an updated copy shall be filed with the Ohio Attorney General’s Office, to be made

available through OHLEG, as well as distributed in accordance with the guidelines stated

above.

D. Training and Exercising the Plan

[School name] understands the importance of training, drills, and table top exercises

in maintaining and planning for an incident. To ensure that district personnel and

community emergency responders are aware of their duties and responsibilities under the

school plan and the most current procedures, the following training, drill and exercise

actions will occur. School officials will coordinate training efforts with guidance from [your

County] Emergency Management Agency.

Basic training and refresher training sessions will be conducted [insert schedule

specifics, such as annually, etc.] for [identify appropriate school personnel] in coordination

with local fire, law enforcement and emergency managers.

School EOP training includes:

Hazard and incident awareness training for [identify staff and method of training].

Orientation to the School EOP provided to [identify staff and method of training].

First-aid and CPR for [identify staff and method of training].

Team training to address specific incident response or recovery activities such as

Family Reunification.

[School name] Emergency Operations Plan

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Two online FEMA courses: ICS 100 and IS-700 to be taken, with documentation,

by [identify staff and methods/location of documentation]. Both courses are

available for free at FEMA’s Emergency Management Institute:

http://training.fema.gov/EMIWeb/IS/courseOverview.aspx?code=is-100.b

http://training.fema.gov/EMIWeb/IS/courseOverview.aspx?code=is-700.a

Additional training will include drills and tabletop exercises. Drills will be conducted

[insert time intervals]. Exercises will occur [insert time intervals]. Records of the training

provided including date(s), type of training, and participant roster will be maintained and are

located [identify manner kept: hard copy and/or electronic and location: in main office

and/or some other safe and readily available place]. Approved parent volunteers and

community members will also be incorporated into larger training efforts.

All [School name] staff members are encouraged to develop personal and family

emergency 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 jobs more effectively.

[School name] Emergency Operations Plan

36

SCHOOL SAFETY PLANNING GLOSSARY

Hazards: Hazards shall include situations involving threats of harm to students, personnel

and/or facilities. Hazards include but are not limited to natural, technological and human-

caused incidents. Hazards may require an interagency response involving law enforcement

and/or emergency services agencies, depending on the size and scope of the incident.

Incident: An incident is an occurrence – natural, technological, or human-caused – that

requires a response to protect life or property.

Incident Command System (ICS): The response infrastructure designed under the National

Incident Management System (NIMS) to facilitate effective and efficient management of an

incident by (1) identifying key team roles and functions; (2) assessing staff skills; (3) pre-

designating staff for each ICS function (command, operations, planning, logistics,

finance/administration); (4) coordinating with community partners; and (5) providing for

transfer or command and backup of resources.

Incident Commander: The individual responsible for overall policy, direction and

coordination of the emergency response effort. Usually this will be the local emergency

official on site who has legal jurisdiction over the incident.

Key Knox Box: A key Knox Box is a device where emergency keys to all parts of the school

facility are stored.

Keyholder: The school should identify the individual with access to keys to all parts of the

school facility in the event of a critical incident or hazard. This individual should be

reachable at the telephone number listed in the event of an emergency.

Lockdown: The initial physical response to provide a time barrier. Lockdown is not a stand-

alone defensive strategy. When securing in place this procedure should involve barricading

the door and readying a plan of evacuation or counter tactics should the need arise.

National Incident Management System (NIMS): A set of principles that provides a

systematic, proactive approach guiding government agencies, nongovernmental

organizations, and the private sector to work seamlessly to prevent, protect against, respond

to, recover from, and mitigate the effects of incidents, regardless of cause, size, location or

complexity, to reduce the loss of life or property and harm to the environment. This system

ensures that those involved in an incident understand their roles and have the tools they

need to be effective.

School Decision Maker: The school should identify the individual at the building level,

usually the principal, who is authorized to make decisions for the school in the event of a

critical incident or hazard. This individual should be reachable at the telephone number

listed in the event of an emergency. The School Decision Maker may or may not serve as

the Incident Commander during a critical incident or emergency.

[School name] Emergency Operations Plan

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School Incident Commander: The school official who has been designated by the School

Decision Maker, if not the same, who is authorized to make decisions for the school in the

event of a critical incident or hazard. The School Incident Commander may transfer

command to the emergency responder Incident Commander, such as law enforcement, fire,

or other safety officials who assumes control of the incident. The School Incident

Commander will usually continue to operate within the overall ICS structure.

Secondary School Decision Maker: The school should identify a secondary individual who is

authorized to make decisions for the school in the event that the primary school decision

maker is not available during an emergency situation. This individual should be reachable

at the telephone number listed in the event of an emergency. The Secondary School

Decision Maker may or may not serve as the Incident Commander during a critical incident

or emergency.

[School name] Emergency Operations Plan

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SCHOOL SAFETY AUTHORITIES AND REFERENCES

 Homeland Security Act of 2002, PL 107-296 (Nov. 25, 2002).

 Robert T. Stafford Disaster Relief and Emergency Assistance Act, PL 100-707 (Nov. 23, 1988), amending the Disaster Relief Act of 1974, PL 93-288.

 NIMS, Department of Homeland Security, FEMA: http://www.fema.gov/national-incident-management-system.

 NIMS, Department of Homeland Security, FEMA: IS-700 National Incident Management System (NIMS) an Introduction:

http://training.fema.gov/EMIWeb/IS/courseOverview.aspx?code=is-700.a.

 Homeland Security Presidential Directive No. 5 (2003).

 Ohio Revised Code Section 3313.536, School Safety Plans.

 Ohio Revised Code Section 3313.86, Health and Safety Review.

 Ohio Revised Code Section 3318.371, Assistance for Relocation or Replacement of Classroom Facilities due to Contamination.

 Ohio Revised Code Section 3313.712, Emergency Medical Authorization.

 FEMA: IS-100 Introduction to Incident Command System: http://training.fema.gov/EMIWeb/IS/courseOverview.aspx?code=is-100.b.

 Franklin County Emergency Management & Homeland Security Site Safety & Emergency Plan Template, Sept. 2012: http://www.franklincountyohio.gov/emahs/.

 Illinois School Emergency and Crisis Response Plan: http://www.isbe.net/safety/guide.htm.

 FEMA All-Hazards Training Document: http://training.fema.gov/EMIWeb/emischool/EL361Toolkit/assets/SamplePlan.pdf

[School name] Emergency Operations Plan Functional Annexes

39

FUNCTIONAL ANNEXES

Functional protocols are common procedures that may be implemented along with

procedures of hazard-and-threat specific protocols when needed to respond to an

emergency. For example, evacuation procedures are implemented along with procedures of

a more specific fire protocol. Reverse evacuation procedures may be instituted along with

procedures activated for a hazardous materials spill that occurs outside of the school

building. Each functional protocol describes the purpose and responsibilities for that

function. Schools should customize these functional protocols to fit their unique

circumstances. A risk assessment conducted with local emergency and safety officials will

assist in development of effective procedures and protocols.

All functional annexes should address:

Situations under which the procedures should be used.

Who has the authority to activate the procedures.

Specific actions to be taken when the procedures are implemented.

To implement functional procedures:

All staff and students should undergo training and participate in drills.

Staff and bus drivers assigned to work with special needs students should

undergo in depth training and drills.

Emergency response personnel should review, provide input and assist in training

and drills on the use of these procedures. This will help evaluate the

appropriateness of the procedures in the plan and assist with modifications or

updating as necessary to ensure that the procedures are sufficient to provide a

safe environment for students, staff and visitors.

Functional Annexes do not repeat but build upon the information, guidance and

processes/procedures within the basic School EOP.

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CONTINUITY OF OPERATIONS PLAN (COOP)

I. PURPOSE

The purpose of a Continuity of Operations Plan (COOP) is to ensure that the school has

procedures in place to maintain and/or rapidly resume essential operations after an

incident has disrupted normal school operations, activities or services. COOP is critical to

safety planning and a good business practice. The plan should anticipate a full range of

potential incidents that could cause a temporary interruption of school operations to a

complete shut-down of the school, requiring suspension of non-essential functions and/or

relocation of essential functions to an alternative site for some period of time. A goal is to

provide full operational capacity for essential functions within 12 hours after activation of

COOP and sustain these functions for up to 30 days.

II. RESPONSIBILITIES

Delegation of authority and management responsibilities should be determined by School

officials prior to an incident. COOP procedures should address responsibilities before,

during and after an incident. Safety of students and school personnel is the first

consideration. Strong internal and external communications systems and partnerships with

appropriate organizations, contractors and providers of services should be developed so

that resources are readily available if needed. Legal counsel should review delegations of

authority to identify and address any possible legal restrictions.

Designated school personnel, in conjunction with the Principal/School Decision-Maker, will

perform the essential functions listed in Table 1 on next page.

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Table 1. Essential Functions Performed by COOP Personnel

Principal or Superintendent  Determine when to close schools, and/or send students/staff to alternate locations.

 Disseminate information internally to students and staff.

 Communicate with parents, media, and the larger school community.

 Identify a line of succession, including who is responsible for restoring business functions for school.

Principal/Assistant

Principal and/or

Department Heads

 Ensure systems are in place for rapid contract execution after an incident.

 Identify relocation areas for classrooms and administrative operations.

 Create a system for registering students (out of district or into alternative schools).

 Brief and train staff regarding their additional responsibilities.

 Secure and provide needed personnel, equipment and supplies, facilities, resources, and services required for

continued operations.

 Identify strategies to continue teaching (e.g., using the Internet, providing tutors for homebound students,

rearranging tests).

 Reevaluate the curriculum. Custodians/Maintenance

Personnel  Work with local government officials to determine when it is

safe for students and staff to return to the school buildings

and grounds.

 Manage the restoration of school buildings and grounds (debris removal, repairing, repainting and/or re-

landscaping).

School Secretary/Office

Staff  Maintain inventory.

 Maintain essential records (and copies of records) including school’s insurance policy.

 Ensure redundancy of records (records are kept at a different physical location).

 Secure classroom equipment, books, and materials.

 Restore administrative and record-keeping functions such as payroll, accounting and personnel records.

 Retrieve, collect, and maintain personnel data.

 Provide account payable and cash management services. Counselors, Social

Workers, and School

Nurses/Health Assistants

 Establish academic and support services for students and staff/faculty.

 Implement additional response and recovery activities according to established protocols.

Food Service/Cafeteria/

Bus Drivers  Determine how transportation and food services will

resume.

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42

III. SPECIFIC PROCEDURES

A. Activation and Relocation

The Principal/School Decision-Maker will determine when to activate and implement COOP

procedures and/or to relocate operations to an alternate site. Authority for activation may

be delegated. The Principal/School Decision-Maker will activate COOP procedures whenever

it is determined the school is not suitable for safe occupancy or functional operation. The

district office will be notified and provided information and details regarding a relocation of

operations.

B. Alert, Notification, and Implementation Process

The Principal/School Decision-Maker will activate the School EOP communication plan

(telephone tree, cell phone, text message, hot-line, automated notification system, etc.) to

notify students and school personnel of COOP activation and provide situation information,

as available. Parents and/or guardians will also be alerted and notified of COOP activation

and as important information becomes available.

C. Relocation Sites

The Principal/School Decision-Maker will identify relocation sites to maintain and/or restore

operations and essential functions disrupted by an incident. Each school should have more

than one potential relocation site. One site should be accessed by walking, if appropriate,

and other site(s) by transportation services. Sites must have reliable logistical support,

services, and infrastructure systems that can sustain operations for up to 30 days.

Consideration should also be given to essential functions or services that can be conducted

from a remote location in addition to a predetermined alternative facility.

D. Alternate Facilities

For estimated short-term (2-14 days) payroll and personnel operations, the alternative

facility will be [identify name and location of the facility]. For a longer term relocation of

operations and essential functions, alternative facilities are listed below:

Alternative Facility Can replace this

Primary Facility

Street Address Contact Information

Personnel/Admin

Offices

School Building A

School Building B

For each alternate facility, the essential resources, equipment, and software that will be

necessary for resumption of operations at the site will be identified and plans developed for

securing those resources. IT systems available at the site will need to be tested for

compatibility with school’s backup data.

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43

E. Interoperable Communications/Backup Sites

As noted above, the [identify the chosen facility] will be used as a temporary alternative site

for short-term disruptions involving payroll and personnel actions.

With a longer term and/or more comprehensive incapacity of the building, alternative

relocation sites have been identified as noted above. [Include specific information about

the infrastructure capacities and capabilities of the alternative sites, for example]:

At alternative site [identify name and location], the lines and

services for telephones and computers are maintained,

protected, and backed up offsite by the district office. The

hardware and physical lines are protected by the fire

prevention, humidity controls, temperature controls, and

electrical generating capacity of the building itself. The

telephone lines will work even during power failures. The

building also has a generator for emergency power. The main

computer room housing the servers on the third floor is

protected by an array of optimal controls such as halon fire

prevention, humidity controls, large air conditioners, and

temperature controls.

[Also include any concerns about chosen alternative sites, for example]:

The rest of the building, however, is highly vulnerable to

damage from fire and rapid changes in temperature and

humidity. The building has no sprinkler system and the

placement of thermostats does not match the current office

configuration, resulting in wide variations of temperature

depending on location.

F. Vital Records and Retention File

Vital records are archived and/or retained on backup data systems stored [identify offsite

location and any important details, as appropriate]. Vital records are electronic and hard

copy documents that are needed to support the essential functions and operations of a

school, including legal and financial records, such as personnel and student records; payroll

records; insurance records; and contract documents.

G. Human Capital Management

School personnel responsible for essential functions should be cross-trained to ensure

effective implementation of COOP procedures:

All COOP designated personnel as well as senior staff will undergo annual training

on executing COOP procedures. Training will be designed to inform each

participant of his/her responsibilities (and those of others) during implementation

[School name] Emergency Operations Plan Functional Annexes

44

of COOP procedures. It is essential that all employees have a clear

understanding of what they are supposed to do. Training should include specific

protocols for identifying and assisting employees with disabilities.

Designated COOP personnel will participate in exercises to test academic,

physical, and business systems. Training will include testing the information

technology (IT) systems and backup data including testing of offsite backup

system data and IT operating systems.

All school personnel need to be informed of when they are expected to be ready

to go back to work and/or if they are being recalled to support school COOP

efforts.

H. Reconstitution

In most instances of COOP implementation, reconstitution will be a reverse execution of

those duties and procedures listed above, including:

Inform staff that the threat or incident no longer exists, and provide instructions

for the resumption of normal operations.

Supervise an orderly return to the school building.

Conduct an after-action review of COOP operations and effectiveness of plans

and procedures.

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45

DROP, COVER AND HOLD

I. PURPOSE

Drop, Cover and Hold procedures may be used when an incident occurs with little or no

warning. This action is taken to protect students and staff from flying or falling debris

resulting from explosions, structural failures, severe weather or an earthquake.

II. RESPONSIBILITIES

Designated staff members, including teachers and bus drivers, should participate in the

development, implementation, and evaluation of this procedure.

III. PROCEDURES

A. Indoor Procedure

When indoors, students/staff should:

Drop to the floor.

Cover by getting under a sturdy table, desk, or other piece of furniture. If there is

no suitable furniture nearby, cover their face and head with their arms.

Hold on to the table or desk until directed to stop.

When directed by the Principal/designee and/or when it is safe to do so, staff

members will evacuate students to pre-assigned locations.

Note: Staff and students do not use the elevators to evacuate.

B. Outdoor Procedure

When outdoors, students/staff should:

Move away from buildings, streetlights and utility wires.

Drop to the ground.

Cover their face and head with their arms.

When directed by the Principal/designee and/or when it is safe to do so, staff

members will evacuate students to pre-assigned locations.

C. Moving Vehicle Procedure

When in a moving vehicle, drivers/staff should:

Stop as quickly as safety permits.

Instruct all students/staff to stay in the vehicle.

When it is safe to do so, proceed cautiously or evacuate the vehicle.

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EVACUATION PROCEDURE

I. PURPOSE

Evacuation should take place if it is determined that it is safer outside than inside the

building (fire, explosion, intruder, hazardous material spill) and staff, students and visitors

can safely reach the evacuation location without danger (playground, football stadium, or

off-site location in the community).

II. RESPONSIBILITIES

A. School Incident Commander/Principal

Call or designate another to immediately call public safety (911) (police, fire and

emergency responders) to give notice the school has been evacuated.

Notify appropriate district staff that an evacuation of the school has occurred.

Communicate the need to evacuate the building or a specific area of the building

to the building staff and other occupants by activating the fire alarm or by a public

address system or bullhorn. Make the following announcement:

YOUR ATTENTION, PLEASE. WE NEED TO EVACUATE THE

BUILDING. TEACHERS ARE TO TAKE THEIR STUDENTS TO THEIR

DESIGNATED ASSEMBLY AREA. TEACHERS TAKE YOUR CLASS

ROSTER AND TAKE A HEADCOUNT AT THE ASSEMBLY AREA.

Determine evacuation routes based on location of the incident and type of

emergency.

Communicate changes in evacuation routes based on location and type of

emergency.

Designate staff with assigned radios and/or cell phones to assist in evacuation

procedures.

Monitor the situation and provide updates and additional instructions as needed.

During inclement weather, consider requesting buses for sheltering students.

Communicate when it is safe to re-enter the building or re-occupy a section of the

school by bell system, radio transmission, public address system, designated

staff, or bull horn.

B. Teachers/Staff

Instruct students to exit the building using the designated emergency exit routes

or as directed by the School Incident Commander/Principal. Emergency exit

routes should be diagramed on the school floor plan drawing posted near the

light switch inside each room.

Use a secondary route if the primary route is blocked or hazardous. Exit routes

and the location of the inside the building evacuation location will be selected

and communicated by the School Incident Commander/Principal at the time of

the emergency and the evacuation.

Help those needing special assistance.

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47

Do not lock classroom doors when leaving, close door and turn off lights.

Do not stop for student or staff belongings.

Take class roster, phone lists, first-aid kit and other emergency supplies with you.

Check the bathrooms, hallways and common areas for visitors, staff or students

while exiting.

Go to designated evacuation assembly area (minimum of 50 feet from building is

required in fire evacuation and 300 feet from building for bomb threat, chemical

spill inside building, or other directed evacuations).

When outside the building or inside the building evacuation location, check for

injuries.

Account for all students. Immediately report any missing or injured students to

the School Incident Commander/Principal.

Wait for additional instructions.

C. Office Staff

Take visitor log and student sign out sheet to evacuation assembly area.

Gather headcount information from teachers and inform the School Incident

Commander/Principal of any missing students or staff.

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FAMILY REUNIFICATION

I. PURPOSE

The Family Reunification Protocol is used to ensure a safe and secure means of accounting

for students and reuniting parents/guardians with their children whenever the school facility

or grounds is rendered unsafe and a remote site is needed.

II. RESPONSIBILITIES

A. School Incident Commander/Principal

After consulting with an emergency Incident Commander (police, fire or other

emergency official), if applicable, determine the appropriate pre-designated

relocation site(s).

Follow pre-determined procedures for releasing students.

Notify a contact person at the relocation site(s) to prepare for arrival of students.

Designate a Reunification Site Commander.

Request the District Office to send personnel to staff the reunification site(s).

Follow pre-determined parental notification procedures such as phone trees, local

media channels, automated alert system, cell or text messaging, etc.

B. Reunification Site Commander

Establish a command post.

Organize public safety and mental health/crisis response staff who will be

reporting to the site. Use them to calm waiting parents/guardians and explain

that an orderly process is required for the safety of the students.

Check identification of all non-uniformed personnel who arrive to assist.

Secure a holding area for arriving students and staff away from waiting family

members.

Set up an adult report area for parents/guardians to sign-in and to check

identification.

Set up a student release area where students will be escorted to meet their

parent/guardian and sign out.

Set up a mental health area and direct staff to escort parent/guardian of any

injured, missing or deceased student to the area for staff to provide notification in

private away from other parents.

Set up a media staging area and notify the school media liaison of the location.

Keep evacuees on buses or in a holding area separate from parents until they

can be signed out to waiting parents/guardians.

Only release students to authorized persons after checking proof of identity and

signing a student release form.

Instruct parents/guardians to leave the site to make room for others once they

have signed out their student.

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49

C. Teachers

Provide a list of evacuated students to the reunification site staff upon arrival.

Ensure special needs students and staff are assisted. Request help if needed.

Follow the instructions of the Reunification Site Commander or designated staff

and/or assist in staffing the site.

III. OTHER PROCEDURES

Outline procedures for releasing students.

Maintain current student and staff emergency information that details special

needs, such as medical or custody issues.

Store information in a secure and readily accessible location.

Outline parental notification methods.

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50

LOCKDOWN PROCEDURE

I. PURPOSE

Lockdown is the initial physical response to provide a time barrier during an active

shooter/intruder event. Lockdown is not a stand-alone defensive strategy. When securing

in place, this procedure should involve barricading the door and readying a plan of

evacuation or counter tactics should the need arise.

II. RESPONSIBILITIES

A. School Incident Commander/Principal

Make the following announcement using the building Public Address system, 2-

way radio, telephone, or megaphone:

YOUR ATTENTION PLEASE. WE ARE EXPERIENCING AN

EMERGENCY SITUATION AND WE ARE NOW UNDER

LOCKDOWN.

Designate staff to call 9-1-1, identify the name and address of the school,

describe the emergency, state the school is locking down, provide intruder

description and weapon(s) if known, and identify the location of the school

command post. Direct staff to stay on the phone to provide updates and

additional information.

Notify staff and classes outside to immediately move to the off-site assembly

area(s), account for the students and be prepared to move to a relocation site.

Notify the transportation director or contractual bus service to stop all inbound

buses and redirect them to designated relocation site(s).

Notify district office.

B. Teachers

Clear the hallway and bathrooms by your room, moving everyone into the

classroom.

Lock your doors.

Move any large objects in front of the door to barricade door. All moveable items

such as chairs should be used as well.

Take attendance and be prepared to notify Incident Commander of missing

students or additional students, staff or guests sheltered in your classroom.

Do not place students in one location within the room. In the event that entry is

gained by a shooter or intruder, students should consider exiting by running past

the shooter/intruder.

Staff and students may utilize methods to distract the shooter/intruder’s ability to

accurately shoot or cause harm, such as loud noises or aiming and throwing

objects at the shooter/intruder’s face or person.

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51

Allow no one outside of the classroom until the Incident Commander gives the “All

Clear” signal unless a life-threatening situation exists and a means to safe exit is

available (through a window or other safe passage).

C. Office Staff

Stay by the phones to wait for additional procedures from district office and

Incident Commander.

Remotely check status of classrooms via PA, telephone, computer, or other

method.

Assist the principal or Incident Commander to establish the school command

post.

D. Custodians

Close and lock all delivery doors.

Direct any contractors, delivery drivers, vendors or repairmen located inside the

building into a safe area and lock the door.

If students and school personnel are outside of the school building at the time of a

LOCKDOWN, teachers or other school personnel will move students to the designated off-

site assembly location.

[School name] Emergency Operations Plan Functional Annexes

52

MENTAL HEALTH AND HEALING

I. PURPOSE

Mental health and healing procedures are developed to provide an emotional catharsis to

students and staff impacted by trauma at school or in the community. Following a traumatic

event or incident, students, staff, and their families need a healing process. As soon as the

safety of all involved has been addressed, attention should be turned to the healing process.

Mental health professionals available in the school community such as nurses and social

workers should participate in the development, implementation, and evaluation of the

School EOP as it relates to this annex. Additional advice may be sought from outside

psychologists and mental health experts.

II. RESPONSIBILITIES

A. Principal or District Authority Should Implement the Following Actions.

Staff will be trained to learn how to recognize signs of physical and/or mental

stress due to trauma.

Members of a crisis response team will undergo in-depth training to learn how to

assist in managing stress due to trauma.

Parents and guardians will be offered tips on how to recognize signs of physical or

mental stress due to trauma.

Mental health experts will review and provide input into the plan.

Ensure that a media or public information officer is available and trained to

prepare announcements and media releases on the incident and actions taken.

Principal or designated staff should do the following immediately following a serious Injury or

death and/or major incident:

Make an initial announcement to the entire school and include minimum details

and indicate that additional information will be provided.

Issue prepared statements for media, parents and other community inquiries.

Convene a staff meeting to discuss how the situation is being handled and what

resources are available to staff, students, and families.

Set up crisis centers and designate private rooms for private counseling and

include outside mental health professionals and clergy to assist with grief.

Provide guidelines to and encourage teachers to facilitate class discussions

about the incident and allow students to openly discuss feelings, fears and

concerns shortly after the incident. Any students who are excessively distraught

should be referred to the crisis response team for counseling.

Restore regular school functions as efficiently and as quickly as possible.

Accept donations. In the first hours and days after a major incident, offers of help

will probably be plentiful; however, offers will diminish considerably as time

passes. Donations given and not used can always be returned.

[School name] Emergency Operations Plan Functional Annexes

53

Designate a place for staff, students, and community members to leave well-

wishes, messages, and items.

B. Teacher and Staff

Seek counseling services if experiencing difficulty coping with the incident.

Provide stress management during class by allowing students to talk about what

they experienced and felt during the incident and how they feel now.

Be prepared for outbursts and disruptive behaviors.

Refer students experiencing stress to counseling.

Allow for changes in normal routine activities and test schedules.

III. OTHER SPECIAL PROCEDURES

A. Hospital/Funeral Arrangements

Provide staff with information regarding visitation and/or funeral arrangements

(time, location, customs) when available. If the funeral is scheduled during a

school day, all students and staff should be excused from school.

Encourage staff and students to attend the funeral to provide support for the

family and bring closure to the incident.

Designate staff person(s) to visit the hospital and/or attend the funeral to

represent the school.

B. Post-Incident Procedures

Allow for changes in normal routines or schedules to address injury or death;

however, recommend students and staff return to their normal routine as soon as

possible after the incident.

Follow up with students and staff who receive counseling and refer them to

outside mental health professionals as needed.

Discuss and approve memorials with the school board’s consent.

Donate all remaining memorial items to charity.

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54

REVERSE EVACUATION PROCEDURE

I. PURPOSE

Reverse evacuation should occur when conditions are safer inside the building than outside,

generally when conditions involve severe weather, community emergencies, gang activity, or

a hazardous material release outside of the school building.

II. RESPONSIBILITIES

A. School Incident Commander/Principal

Order a REVERSE EVACUATION for students and staff outside to move inside the

building. Use the building public address system, megaphone, 2-way radio,

telephones or runners to gather students and staff inside.

Notify the district office of the situation.

Notify public safety by calling 911: police, fire and emergency services

responders, as appropriate.

Designate staff to monitor radio, Internet, and other media for information on

incident conditions.

Close and lock all exterior doors and windows.

Maintain contact with public safety officials and consult on whether additional

procedures should be activated due to changing conditions of the incident, such

as DROP, COVER, AND HOLD or SHELTER-IN-PLACE.

B. Teachers/Staff

Immediately move students back to classrooms or safe areas using the closest

entry.

No students or staff should be outside the building.

Close and lock all exterior doors and windows.

If movement into the building would present a danger, teachers and staff outside

will direct students to designated assembly areas or off-site assembly areas.

Teachers will take attendance and account for all students and report any

missing students to the School Incident Commander/Principal.

Wait for further instructions from the School Incident Commander/Principal or

from a public safety official.

Monitor the main entries until the “All Clear” is given.

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55

SHELTER-IN-PLACE

I. PURPOSE

The shelter-in-place procedure provides a refuge for students, staff and the public inside the

school building during an emergency. Shelters are located in areas of the building that

maximize the safety of occupants. Shelter-in-place is used when evacuation would place

people at risk. Shelters may change depending on the emergency.

II. RESPONSIBILITIES

A. School Incident Commander/Principal

Make the following announcement using the building public address system, 2-

way radio, telephone, or megaphone:

YOUR ATTENTION, PLEASE. WE ARE EXPERIENCING AN

EMERGENCY SITUATION AND NEED TO IMPLEMENT SHELTER-

IN-PLACE PROCEDURES. STUDENTS AND STAFF ARE DIRECTED

TO MOVE TO THE DESIGNATED SHELTER LOCATIONS AND SAFE

AREAS. ALL STAFF AND STUDENTS OUTSIDE ARE TO

IMMEDIATELY MOVE TO AN INSIDE ROOM.

Order a REVERSE EVACUATION for students and staff outside to move inside the

building. Use the building public address system, megaphone, 2-way radio,

telephones or runners to gather staff and students inside.

Direct staff to close all windows and doors.

If warranted, order the shut-off of heating, ventilation and air conditioning

systems to stop the inflow of outside air into the building.

Notify district office the school is SHELTERING-IN-PLACE.

Designate staff to monitor radio, Internet, and other media for information on

incident conditions that caused the SHELTER-IN-PLACE.

Contact and consult with public safety officials as appropriate.

Be prepared to announce additional procedures due to changing conditions of

the incident, such as DROP COVER AND HOLD or to announce an “All Clear”.

B. Teachers

Move students into designated safe areas such as inside rooms with no windows,

bathrooms, utility closets or hallways without large windows or doors.

Close classroom doors and windows when leaving.

Have everyone kneel down and be ready to cover their heads to protect from

debris, if appropriate.

If outside, teachers will direct students into the nearest school building interior

safe area or other appropriate shelter.

For severe weather, if there is no time to get into a building or shelter, attempt to

squat or lie low in the nearest ravine, open ditch or low spot away from trees and

power poles.

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56

If movement into the building would expose persons to a hazardous chemical

plume, teachers should move to designated outdoor assembly areas upwind or

cross-wind from the spill.

Move students from mobile classrooms to an interior safe area in a permanent

structure.

All persons must remain in the shelter until notified by the School Incident

Commander/Principal or public safety official that it is safe to exit.

C. Custodians

Shut off utilities as directed by School Incident Commander/Principal or public

safety official

Turn off ventilation systems (heating, ventilation and air conditioning) as directed

and if appropriate.

Post Shelter-in-Place cards at the primary entrances to the building(s), if

appropriate and safe to do so, depending on the type of incident that is occurring.

For example, such cards should not be used with an ACTIVE SHOOTER, INTRUDER

or during an incident involving a person intent on violence known to be in the

school building and not yet contained.

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57

HAZARD-AND-THREAT SPECIFIC ANNEXES

The hazard-and-threat specific annexes provide unique procedures, roles and

responsibilities that apply to a specific hazard. They often include provisions and

applications for warning the public and disseminating emergency public information.

Hazard- and threat-specific annexes do not repeat content but build on information in the

functional annexes and basic plan. Repeating information is not advisable for the following

reasons:

School staff and students should learn and exercise simple procedures that apply

to all hazards.

The hazard-specific annexes should present only hazard-unique information.

Repeating procedures increases the possibility that there will be inconsistencies

in procedures that could lead to confusion during an incident.

The plan becomes larger and more difficult for users to comprehend.

Schools should customize hazard-and-threat specific protocols to fit their unique

circumstances. Planning, training, drills and table-top exercises conducted with local

emergency and safety officials will assist in development of effective procedures and

protocols. These activities will also help a school evaluate the appropriateness of the

procedures in the plan, and assist with modifications or updating as necessary to ensure

that the procedures are sufficient to provide a safe environment for students, staff and

visitors.

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58

ACTIVE SHOOTER

I. PURPOSE

An active shooter or armed assailant on school property involves one or more individual’s

intent on causing physical harm and/or death to students and staff. Such intruders may

also possess a gun, a knife, a bomb or other harmful device. An Active Shooter will result in

law enforcement and other safety and emergency services responding to the scene.

Once law enforcement arrives, it is critical to follow the instructions of, and cooperate with,

the law enforcement officer who will be the Incident Commander with jurisdiction over the

scene. The school is a crime scene and will require a thorough search and processing.

II. RESPONSIBILITIES

A. School Incident Commander/Principal

Direct staff to call 9-1-1 [Insert the actual sequence to dial 911 from your

phone system], give the name and exact location of the school, the nature of

the emergency, number and description of intruders (if known), type of

weapon(s), area of the school where last seen, actions taken by the school,

and whether there are on-site security or law enforcement officers (e.g. DARE,

School Resource Officer). Caller will remain on the line to provide updates.

Secure the administration office as a command post and retrieve the critical

information and data about the school’s emergency systems, including

communications, staff and students locations, detailed floor plans and other

important information, documents, items, and supplies that are prepared and

readily available for use during the incident. If the incident is occurring at the

administration office, designate an alternate command post.

Direct office staff to maintain contact with teachers reporting pertinent

emergency information via [identify means- phone, email, texting – used by

school].

Notify the Superintendent’s office and request activation of the

communications plan for media and parent notification protocols.

Refer media to:

District Spokesperson Telephone Numbers (home, work, mobile)

Determine appropriate procedure(s): LOCKDOWN; INTRUDER/HOSTAGE

SITUATION; SHELTER-IN-PLACE).

Direct staff and students outside the building to move immediately to

predetermined assembly area(s) and be prepared to EVACUATE to an off-site

relocation center.

Direct support staff outside to stop pedestrians and vehicles from entering the

school grounds until law enforcement arrives.

Ensure that any buses en route to the school are redirected to a designated

relocation site.

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B. Teachers and Staff

Initiate LOCKDOWN procedure if instructed by School Incident Commander/

Principal or law enforcement Incident Commander.

If you are the first to note indication of an armed intruder, immediately CALL

911, then notify the School Incident Commander/Principal and go to

LOCKDOWN.

Gather information about your classroom’s immediate situation. Account for

all students or other individuals sheltered in your room.

Assess your ability to EVACUATE the building.

If there is no safe manner to EVACUATE the building, have students remain in

LOCKDOWN until personally given the “All Clear” by the Incident Commander

or a law enforcement officer in uniform.

If an active shooter or intruder enters the classroom use WHATEVER means

necessary to keep your students safe. This may include any and all forms of

resistance to the threat.

If an intruder enters and begins shooting, any and all actions to stop the

shooter are justified. This includes moving about the room to lessen

accuracy, throwing items (books, computers, phones, book bags) to create

confusion, exiting out windows, and confronting (assault, subdue, choke) to

stop the intruder. Tell students to get out anyway possible and move to

another location.

III. OTHER PROCEDURES

After the active shooter/intruder(s) has been subdued, the School Incident

Commander/ Principal in consultation with the law enforcement Incident

Commander will announce an EVACUATION and relocation to an alternate site

for FAMILY REUNIFICATION.

If staff or students are injured, emergency medical personnel will take control

of the scene and direct services as appropriate.

The School Incident Commander will notify officials at the relocation site of

the EVACUATION and to activate FAMILY REUNIFICATION protocols.

The School Incident Commander will request bus transportation or alternate

transportation to the relocation site.

The School Incident Commander will activate the communications plan to deal

with media and parent notification protocols, and direct parents to go to the

relocation site.

Teachers will EVACUATE the building using the designated exit routes and

alternate routes to the assigned assembly areas, take attendance and move

to the buses for transport.

The School Incident Commander will activate the crisis response team and

active MENTAL HEALTH AND HEALING procedures and/or notify area mental

health agencies to provide counseling and mental health services at the

relocation site.

The School Incident Commander will debrief appropriate school personnel.

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The Superintendent or designee, in consultation with law enforcement

officials, will determine when the school can resume normal activities and

communicate the information to parents and the public.

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BOMB THREAT

I. PURPOSE

The purpose of this annex is to ensure that there are procedures in place to protect staff,

students and school property in the event of a communicated threat regarding the presence

of destructive devises on school property. This may include any explosive devise of an

incendiary, chemical, biological, or radioactive nature. A bomb threat will result in law

enforcement and other safety and emergency services responding to the scene.

Once law enforcement arrives, it is critical to follow the instructions of, and cooperate with,

the law enforcement officer who will be the Incident Commander with jurisdiction over the

scene. The school is a crime scene and will require a thorough search and processing.

II. RESPONSIBILITIES

A. Staff Who Received a Message That a Bomb Has Been Placed in School

Make a record of the exact wording of the threat.

Ask in a clear and calm voice: Where the bomb is located; What does it look

like; What materials are in the bomb (type of bomb); How is it activated; When

will the bomb explode; Who is calling, name and address; Did you place the

bomb; Why are you doing this.

If the threat is made by phone, listen closely to caller’s voice and speech

patterns and to noises in background. Make a record of that information.

If the threat is made by phone and the caller hangs up, immediately dial *57

[or the appropriate number] to trace the call.

Notify the Incident Commander/Principal or designee and/or call 911.

B. School Incident Commander/Principal

Notify law enforcement, fire and emergency services by calling 911 [insert the

actual sequence to dial 911 from your phone system] if not already notified.

Assign staff to meet and brief emergency responder agencies.

Notify staff through the Public Address system:

YOUR ATTENTION PLEASE. A BUILDING EMERGENCY IS IN

EFFECT. ALL STAFF AND STUDENTS SHOULD REMAIN IN THEIR

ROOMS UNTIL ADVISED OTHERWISE. TWO-WAY RADIOS AND

CELL PHONES SHOULD BE TURNED OFF.

If a suspicious item is located, determine if EVACUATION procedures should

be activated, selecting routes and assembly areas away from the suspicious

item. DO NOT ACTIVATE THE FIRE ALARM. Or, determine if further response

should await arrival of law enforcement and other emergency services. See

subsection D below.

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If EVACUATION occurs, students and staff must be evacuated to a safe

distance outside of school building(s) MINIMUM 1000 Feet is the general rule.

[Consult with Fire and Police officials.]

Arrange for person who found a suspicious item to talk with law enforcement

official.

Notify the Superintendent.

Active communications plan to inform parents, media, and community of

incident as determined in consultation with law enforcement.

C. Teachers and staff

Check classrooms, offices and work area for suspicious items and report any

findings to the School Incident Commander/Principal.

If a suspicious item is found-DO NOT TOUCH IT. Secure the area where the

item is located.

Account for students and be prepared to EVACUATE if ordered.

EVACUATE using standard procedures and exit routes to assembly area.

Open classroom windows and leave classroom doors open when exiting.

Take roll after being EVACUATED. Be prepared to report the names of any

missing persons to school administration.

Keep students together at the assembly area until given further instructions.

Be prepared to go to off-site relocation if ordered.

If given the “All Clear” signal, return to the building and resume normal

operations.

D. Incident Commander/Law Enforcement, Fire & Emergency Agencies

Once emergency responders are on scene, decisions must be made to:

EVACUATE immediately, if this has not already occurred and if warranted,

selecting routes and assembly areas away from the suspicious item. DO NOT

ACTIVATE THE FIRE ALARM.

Speak to staff who received the threat and obtain information.

Search the building.

If a search is to be conducted, assemble and brief a search team at the

interior command post. Assign search areas within the building, the

emergency exit routes and the outside assembly areas.

If a suspicious item is located, order an EVACUATION, if that has not already

occurred.

No one may re-enter the building(s) until fire or police personnel declare it is

safe to do so.

After consulting with the Superintendent and School Incident Commander /

Principal determine if staff and students should be relocated to an alternative

safe site.

If danger is over, notify staff and students of the termination of the emergency

and to resume normal operations.

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BUS ACCIDENT

I. PURPOSE

School bus accidents may occur both within the geographic boundaries of the district or

outside the district (field trips, interscholastic activities). While data continue to show that

school buses are the single safest mode of travel between home and school, accidents can

occur. The dynamics of traffic, exposure to weather conditions and limited adult supervision

requires that drivers be well trained. Each bus should include a first-aid kit, fire extinguisher,

flashlight and batteries, emergency warning devices (road flares and reflective devises, such

as triangles and vests). The purposes of these procedures are to:

Provide a standardized approach in the management of school bus accidents.

Provide emergency care, as appropriate for the incident, while making the

most efficient use of available resources.

II. RESPONSIBILITIES

A. Bus Driver

Call bus garage or appropriate school personnel by [radio or other established

means per policy] and 911 emergency services (police, fire, ambulance), as

required. Give exact location of accident, along with information about

severity, injuries, and hazards, and resources needed.

Set parking brake, turn off ignition switch, and activate hazard lights.

Remain calm and reassure students and/or other passengers.

Be alert to the potential for, and check conditions that could cause a fire or

other hazardous situation.

Use or deploy warning devices as appropriate.

Determine if evacuation of the bus is warranted. All passengers should remain

in the bus unless fire or other hazardous condition exists requiring evacuation

and/or relocation to safer location. It is extremely important that injured

persons are not moved unless a hazard exists that presents an imminent

danger of further injury.

Provide first-aid as needed.

Regularly update school or emergency personnel on situation and conditions.

If students/passengers are transferred to another location (hospital, shelters,

another bus) record and report information, including who was transported

and location, to bus garage or appropriate school personnel.

Protect the passengers and vehicle from further accident and injuries.

Protect the scene from traffic and people so that evidence is not destroyed.

Under normal circumstances, the vehicle(s) involved should not be moved

until law enforcement personnel advise the driver to do so.

Cooperate with directions of emergency responders.

Complete an incident report after incident is resolved.

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B. Principal/ School Incident Commander

Dispatch appropriate transportation or other staff to the accident location.

Assess level of support or resources needed and make it available.

Obtain names of students/passengers, conditions, locations if removed from

the site and report to district or other designated staff for instituting parental

notifications and information sharing with media or other, as appropriate

Ensure that special health or medical information is provided to appropriate

medical providers.

Instruct designated staff to accompany injured students to hospital, if needed.

Determine if FAMILY REUNIFICATION procedures should be activated.

Determine if MENTAL HEALTH AND HEALING procedures are needed.

III. OTHER PROCEDURES OF GENERAL OPERATIONS

A. Emergency services agencies (police, fire, EMS), if called, will take charge of the accident scene upon their arrival. A school representative (the

superintendent, principal or designated person with decision-making

authority) will be dispatched to the accident scene (distance and time

permitting)

B. Communication with parents and child care providers is critical since a late school bus always arouses some anxiety. The Incident Commander in charge

of the incident will decide when the school can begin individual parental

notification.

C. All injured and potentially injured persons (as determined by EMS personnel) will be transported to area hospitals. The number of ambulances utilized and

hospital destinations will be determined by the on-scene emergency services

personnel. The following guide can be utilized to determine mode of transport:

Triage Priority Mode of Transport

Red Immediate Ambulance/Helicopter

Yellow Delayed Ambulance

Green Walking Wounded Bus or other

Black Deceased Coroner

NOTE: The responsibility for the determination of injuries and potential

injuries for any person involved in the accident rests with the highest

appropriately trained on-scene EMS personnel.

D. If it has been determined by emergency response authorities at the scene that the accident is minor in nature (little or no damage to school bus, estimated

forces involved suggest no mechanism for injury, no complaints, or signs of

injury), every effort will be made to avoid unnecessary transport of the

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children to area hospitals. In that event, the school representative at the

scene will have the option having custody and control of the children (under

18 years of age), to sign a release form declining hospital transport. The form

utilized will list the names of all children that have been evaluated by EMS

personnel, have been found to lack mechanism of injury, signs of injury, AND

have no complaints of injury. The School will provide, for inclusion with this

procedure, a list of individuals that have been granted the authority to act as

the School’s designee at the accident scene. No bus drivers are to be

included on the list. In the event that a list has not been provided, the Incident

Commander may verify the authority of any representative by contacting the

appropriate school/district office. Anyone claiming to be the School designee

but whose name is not included on the list, or whose authority cannot be

verified, will not be permitted to sign the refusal. Any child not listed on the

release form will be transported to a hospital for further evaluation.

E. In the event that the School representative signs the release form for all passengers on the bus at the time of the accident, a driver and school bus not

involved in the accident will be dispatched to the scene to continue the

student transportation.

F. In the event that the School representative is, for any reason, unable to sign the release form or if there is greater potential for mechanism of injury, all

passengers will be transported to the closest appropriate hospital(s) for

further evaluation. Anyone not requiring an ambulance will be transported in

the following manner:

A driver and school bus, which was not involved in the accident, will be

dispatched to the scene on the request of the Incident Commander and

School.

EMS personnel, with at least one or more EMTs, will be placed on the bus

with the passengers and an ambulance will follow the bus to the hospital.

In the event that a passenger’s condition suddenly deteriorates, the bus

will be stopped, the passenger will receive emergency care and will be

placed in the ambulance for further care and transport to the hospital. The

bus will then continue to the hospital with the remainder of the

passengers.

Additional ambulance(s) may be assigned to the bus based on need and

available resources.

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CHEMICAL OR HAZARDOUS MATERIALS SPILL

I. PURPOSE

Hazardous chemicals are used for a variety of purposes and are regularly transported

through many areas in and around a school. Chemical accidents may originate inside or

outside the building. Examples include: toxic leaks or spills caused by tank, truck or railroad

accident; water treatment/waste treatment plants; and industry or laboratory spills. The

purpose of this annex is to ensure that there are procedures in place to protect

staff/students and school property in case of a chemical or hazardous materials spill.

II. SPECIFIC SCHOOL INFORMATION

Currently, [list chemical used on the premises] are all used and stored on school grounds as

follows: [provide locations and specific information as relevant]. The school’s maintenance

team, custodian or designated staff inspects stored chemicals twice a month. The school

siren acts as a warning system to notify staff/faculty and students of a hazardous condition.

Decontamination equipment and personal protective equipment are located in a storage

unit next to [insert location of the equipment].

[School name] is aware of the following conditions in the surrounding community that could

subject the school to a chemical or hazardous materials spill [list the conditions from the

hazards assessment in the basic plan].

The School Incident Commander/Principal will determine if and when the following

operational functions or procedures may be activated in the event of an external chemical or

hazardous spill:

Continuity of Operations (COOP).

Evacuation.

Family Reunification.

Medical Emergency.

Mental Health and Healing.

Reverse Evacuation.

Shelter-in-Place.

Or, if there is an internal chemical spill, whether the following procedures may be activated:

Evacuation.

Family Reunification.

Medical Emergency.

Mental Health and Healing.

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II. RESPONSIBILITIES

A. Procedures for an External Chemical or Hazardous Spill

The Principal will determine the need to activate the School EOP and designate a School

Incident Commander until a qualified HazMat or other emergency Incident Commander

arrives at the scene with jurisdiction over the incident. Once an emergency Incident

Commander arrives, it is critical to follow the instructions of, and cooperate with, that

Incident Commander.

If the chemical spill is external, the following steps will be taken by the school.

1. School Incident Commander/Principal

Call 911 and notify local law enforcement and emergency responders.

Determine what procedures should be activated, such as a REVERSE

EVACUATION and SHELTER–IN–PLACE.

Notify maintenance/building, custodial, and grounds staff to shut off

mechanical ventilating systems, if appropriate.

Take appropriate action to safeguard school property.

Notify appropriate school personnel (Superintendent/Policy Group) of the

status and actions taken and keep them updated of any significant changes.

Activate internal and external communications plan.

Monitor radio, television, Internet, and/or other means of information and

report any developments to the Incident Commander.

If it is determined that conditions warrant an EVACUATION, issue instructions

for relocating to a safer location by means of walking, buses and cars.

Notify relocation centers and determine an alternate relocation center if

necessary.

Disseminate information about the incident and follow-up actions such as

where students/school has relocated and institute FAMILIY REUNIFICATION

procedures, if needed.

Do not allow staff and students to return to the building until proper

authorities have determined that it is safe to do so and given the “All Clear”

signal after the threat has passed.

Determine whether school will be closed or remain open.

Implement additional procedures as instructed by the School and/or

emergency Incident Commander.

Document all actions taken.

2. Teachers and Staff

Move students away from immediate vicinity of danger.

Implement REVERSE EVACUATION if students are outside; observe wind

direction by observing flags or leaves and move students appropriately.

Execute SHELTER-IN-PLACE when instructed by the Incident Commander.

Remain with students throughout the incident.

Report any missing or injured students to the Incident Commander.

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Remain in safe area until the “All Clear” signal has been issued.

In the event of building damage, evacuate students to safer areas of the

building or from the building. If evacuation does occur, do not re-enter the

building until an “All Clear” signal is issued.

Document all actions taken.

B. Procedures for an Internal Chemical or Hazardous Spill

The Principal will determine the need to activate the School EOP and designate a School

Incident Commander until a qualified HazMat or other emergency Incident Commander

arrives at the scene with jurisdiction over the incident. Once an emergency Incident

Commander arrives, it is critical to follow the instructions of, and cooperate with, that

Incident Commander.

If the chemical spill is internal, the following steps will be taken by the school.

1. Person Discovering the Spill

Alert others in immediate area and leave the area.

Close windows and doors and restrict access to affected area.

Notify Principal/teacher/safety officer or call 911, if appropriate.

Do not attempt to clean the spill.

Seek first-aid if contact with spill occurs.

2. Incident Commander Actions

Notify the local fire department and local/state departments 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.

Determine what procedures should be activated, such as EVACUATION.

Notify local law enforcement of intent to evacuate.

Avoid exposure to the chemicals or hazardous fumes or materials in any

EVACUATION.

Notify maintenance/building/custodial and grounds staff to shut off

mechanical ventilating systems, as appropriate.

Notify the Principal, Superintendent/Policy Group of the status and actions

taken, and keep them updated of any significant changes.

Activate internal and external communications plan.

Issue instruction if students will be evacuated to a safer location by means of

walking, buses and cars.

Do not allow staff and students to return to the building until proper

authorities have determined that it is safe to do so and given the “All Clear”

signal the threat has passed.

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Address clean up needs and actions with appropriate fire, safety and/or

emergency services personnel.

Determine whether school will be closed or remain open.

Document all actions taken.

3. Teachers and Staff

Move staff and students away from the immediate danger zone and keep

staff and students from entering or congregating in danger zone.

Report location and type (if known) of the hazardous material to Incident

Commander.

Execute EVACUATION and relocation procedures when instructed by the

Incident Commander unless there is a natural or propane gas leak or odor. If

a natural or propane gas leak or odor is detected, evacuate immediately and

notify the Principal/Incident Commander.

Take class roster, first-aid kit and any other supplies or resources relevant to

the incident.

Check that all students have left the building. Students are not to be left

unattended at any time during EVACUATION.

Upon arrival at evacuation site take attendance. Notify Incident Commander

or designee of any missing or injured students.

Remain with students throughout the incident.

Do not return to the building until emergency response personnel have

determined it is safe and issued an “All Clear” signal.

Document all actions taken.

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EXPLOSION

I. PURPOSE

An explosion can be the result of boiler explosion, gas leak, chemical or hazardous spill or

some other man-made (bomb) or natural hazard. An explosion may require the activation of

a several procedures, including:

Continuity of Operations (COOP).

Evacuation.

Family Reunification.

Medical Emergency.

Mental Health and Healing.

Any staff, student or visitor discovering an explosion will activate the fire alarm, report the

explosion to the Principal, and call 911 for emergency services if injuries are apparent. Once

an emergency Incident Commander arrives (police and/or fire), it is critical to follow the

instructions of, and cooperate with, the Incident Commander who has jurisdiction at the

scene.

No one may re-enter building(s) until it is declared safe by the fire department.

II. RESPONSIBILITIES

A. Incident Commander/Principal

Call 911 [insert the actual sequence to dial 9-1-1 from your phone system] to

confirm the alarm, identify the school name and location, provide exact

location of the explosion, if any staff or students are injured and inform

emergency services (police and fire) the building is being evacuated and

identify the location of the school command post.

Activate an EVACUATION.

Ensure that staff, students and visitors immediately evacuate the building

using prescribed routes or alternate routes due to building debris to the

assembly areas. Assembly areas may need to be relocated because of the

building collapse or unsafe areas from the explosion or continued explosions.

Notify the district office and institute communications plan.

Designate staff to take the visitor log, student sign-out sheet and the critical

incident response documents, information, items, supplies to the designated

school command post.

Designate staff to obtain student roll from teachers and identify any missing

students.

If safe and appropriate to do so, direct designated staff to shut off utilities.

Notify and provide regular updates to staff and students of the status of the

emergency.

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Upon consultation with Superintendent, fire department and law enforcement

officials, and if necessary due to unsafe conditions direct an off-site

evacuation to a designated primary relocation center.

If relocation occurs, activate FAMILY REUNIFICATION.

If relocation is not necessary, provide information on plan to return to the

building and resumption of normal operations.

Do not allow staff and students to return to the building until proper

authorities have determined that it is safe to do so and given the “All Clear”

signal after the threat has passed.

B. Teachers

Take the class roster and first-aid kit and any other supplies or resources

relevant to the incident and lead students as quickly and quietly as possible

out of the building to the designated assembly area(s).

Use alternate escape routes if the regular route is blocked or there is a safety

hazard.

Assist or designate others to assist students with functional needs.

Close the classroom door and turn out the lights upon exiting and confirm all

students and personnel are out of the classroom.

Take attendance at the assembly area. Report any missing students or staff

members and/or any injuries to the Principal and/or emergency Incident

Commander at the scene.

Keep class together and wait for further instructions.

Remain in safe area until the “All Clear” signal has been issued.

Be prepared to move students if an off-site relocation is ordered.

Be prepared to move the students if the situation warrants it.

No one may re-enter building(s) until it is declared safe by the fire department.

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FIRE

I. PURPOSE

[School name] has a policy and procedures governing fire drills and conducts fire drills as

required by law. All staff are trained on how to respond in the event of a fire.

Any staff discovering fire or smoke will activate the fire alarm, and report the

fire to the Principal, or call 911 if conditions require and/or injured are in

need of medical assistance.

Staff, students and visitors will immediately evacuate the building using

prescribed routes or alternate routes to the assembly areas.

No one may re-enter building(s) until it is declared safe by the fire department.

Once an emergency Incident Commander arrives (fire department), it is critical to follow the

instructions of, and cooperate with, the Incident Commander who has jurisdiction at the

scene.

II. RESPONSIBILITIES

A. Incident Commander/Principal

Call or direct staff to call 911 [insert the actual sequence to dial 9-1-1 from

your phone system] to confirm the alarm is active, identify the school name

and location, provide exact location of the fire or smoke, if any staff or

students are injured, state the building is being evacuated and identify the

location of the school command post.

Activate an EVACUATION.

Ensure that staff, students and visitors immediately evacuate the building

using prescribed routes or alternate routes due to building debris to the

assembly areas. Assembly areas may need to be relocated because of the

building collapse or unsafe areas from the fire.

Notify the district office and institute communications plan.

Direct office staff to take the visitor log, student sign-out sheet and the critical

incident response documents, floor plans, information, items, supplies to the

designated school command post.

Designate staff to obtain student roll from teachers and identify any missing

students.

Upon consultation with Superintendent, fire department and law enforcement

officials, and if necessary due to unsafe conditions, direct an off-site

evacuation to a designated primary relocation center.

If relocation occurs, activate FAMILY REUNIFICATION.

If relocation is not necessary, provide information on plan to return to the

building and resumption of normal operations.

Do not allow staff and students to return to the building until the fire

department or emergency Incident Commander with jurisdiction over the

scene has determined that it is safe to do so and given the “All Clear”.

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Notify staff of the status of the emergency, if they can return to the building

and when normal operations can resume.

B. Teachers

Take the class roster and first-aid kit and any other supplies or resources

relevant to the incident and lead students as quickly and quietly as possible

out of the building to the designated assembly area(s).

Use alternate escape routes if the regular route is blocked or there is a safety

hazard.

Assist or designate others to assist students with functional needs.

Close the classroom door and turn out the lights upon exiting and confirm all

students and personnel are out of the classroom.

Take attendance at the assembly area. Report any missing students or staff

members and/or any injuries to the Principal and/or emergency Incident

Commander at the scene.

Keep class together and wait for further instructions.

Remain in safe area until the “All Clear” signal has been issued.

No one may re-enter building(s) until it is declared safe by the fire department.

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FLOOD

I. PURPOSE

The purpose of this annex is to ensure that there are procedures in place to protect

staff/students and school property in case of a flood.

The [County] Emergency Management Agency, the National Weather Service, and other

Federal cooperative agencies have an extensive river and weather monitoring system and

provide flood watch and warning information to the school community via radio, television,

Internet, and telephone. In the event of a flood, the Principal/ School Incident Commander

will activate the School EOP.

The school siren acts as a warning system to notify staff/faculty and students in case of

imminent or confirmed flooding, including that due to dam failure. If there is a loss of

power, a compressed air horn or megaphone and two-way radios will serve as backup

alerting/communication devices.

Operational functions or procedures that may be activated in the event of a flood include the

following:

Continuity of Operations (COOP).

Evacuation.

Family Reunification.

Mental Health and Healing.

Medical Emergency.

Reverse Evacuation.

Shelter-in-Place (if safe to do so and evacuation without external assistance is

not possible).

II. RESPONSIBILITIES

A. Principal/School Incident Commander.

Review circumstance and conditions and determine appropriate procedures

to be activated.

Determine if EVACUATION is required and can be safely done.

Call or instruct staff to call 911 [insert the actual sequence to dial 9-1-1 from

your phone system] to notify local law enforcement, fire and emergency

services of intent to evacuate, the location of the relocation site, the route and

means to be taken to that site.

Delegate a search team to ensure that all students have been located and/or

evacuated.

Activate internal and external communications plan.

Designate staff to monitor radio, Internet, and media for flood information and

report any developments.

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Update staff, administration, and emergency responders of any significant

changes in operations or conditions.

Issue transportation instruction if students will be evacuated to a safer

location by means of buses and cars.

Notify the Superintendent/Policy Group of the status and action taken.

Notify relocation centers and determine an alternate relocation center, if

needed, if primary centers would also be flooded.

Activate FAMILY REUNIFCIATON procedures.

Implement additional procedures as instructed by the emergency Incident

Commander with jurisdiction over the scene.

Designate staff to take appropriate action to safeguard school property.

Determine if school will be closed or remain open.

Do not allow staff and students to return to the building until proper

authorities have determined that it is safe to do so.

Document all actions taken.

B. Teachers and Staff

Execute evacuation procedures when instructed by the Principal or Incident

Commander.

Take the class roster and first-aid kit and any other supplies or resources

relevant to the incident.

Take attendance before leaving the classroom.

Lead students as quickly and quietly as possible out of the building to the

designated assembly area(s).

Use alternate escape routes if the regular route is blocked or there is a safety

hazard.

Assist or designate others to assist students with functional needs.

Remain with students throughout the evacuation process.

Upon arrival at the assembly site, take attendance. Report any missing or

injured students to the Incident Commander.

Do not return to the school building until it has been inspected and

determined safe by proper authorities.

Document all actions taken.

C. Bus Drivers

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.

If caught in an unavoidable situation, seek higher ground immediately. If the

bus stalls and water is rising abandon the bus and seek higher ground before

the situation worsens.

Use two-way radios to communicate with the Principal/ School Incident and/or

emergency Incident Commander.

Document all actions taken.

[School name] Emergency Operations Plan Hazard- and Threat-Specific Annexes

76

INTRUDER/HOSTAGE

I. PURPOSE

The purpose of this annex is to ensure that there are procedures in place to protect

staff/students and school property in the event an unknown person (intruder) is found on

school grounds or in the school building and in the event of a hostage situation. It is critical

that all staff know how to handle coming into contact with an unknown person who may be

an intruder with violent intent on school property, and what to do in a hostage situation.

If the incident involving an intruder or hostage situation results in law enforcement being

contacted and activated, it is critical to follow the instructions of, and cooperate with, the

law enforcement official who will be the Incident Commander with jurisdiction at the scene.

II. RESPONSIBILITIES

A. All Staff Should Be Trained to Take Action When an Unauthorized Person Enters School Property.

If time permits, notify the Principal/ School Incident Commander/ School

Resource Officer (SRO) and follow their instruction.

If staff member approaches unknown person/intruder, ask another staff

person to accompany and assist.

Politely greet person/intruder and identify yourself.

Ask person/intruder the purpose of his/her visit.

Inform person /intruder that all visitors must register at the main office; direct

and accompany him/her to the office.

If person/intruder’s purpose is not legitimate, ask him/her to leave.

Accompany intruder to exit.

If unknown person/intruder refuses to leave:

Do not antagonize the person/intruder and explain consequences of staying

on school property.

Walk away from person/intruder if he/she indicates a potential for violence.

Be aware of intruder’s actions at this time (where he/she is located in school,

whether he/she is carrying a weapon or package).

Maintain visual contact with intruder from a safe distance.

Notify SRO, and School Incident Commander/Principal or call 911 and alert

law enforcement. Give law enforcement full description of intruder. (Keep

intruder unaware of call for help if possible).

School Incident Commander/Principal notifies Superintendent and may issue

LOCKDOWN or other appropriate procedures, depending on conditions,

and/or as instructed by law enforcement.

B. A Hostage Situation Involves One or More Persons Being Held Against Their Will by One or More Individuals. The Goal Is To Ensure Safety of Students,

[School name] Emergency Operations Plan Hazard- and Threat-Specific Annexes

77

Staff and Others at the School and Prevent the Hostage(s) Being Moved Away

From the School. All Staff Should be Aware of What to do in the Event of a

Hostage Situation.

If hostage taker is unaware of your presence, do not intervene.

Notify the Principal/School Incident Commander, School Resource Officer, or

call 911 if unable to reach school authorities.

If school personnel or students are taken hostage:

Follow instructions of hostage taker.

Try not to panic. Calm students if they are present.

Treat the hostage taker as normally as possible.

Be respectful to hostage taker.

Ask permission to speak and do not argue or make suggestions.

C. Principal/School Incident Commander

Call 9-1-1 immediately [insert the actual sequence to call 9-1-1 from your

phone system]. Give dispatcher details of situation; description and number

of intruders, exact location in the building and that the school is in

LOCKDOWN or taking other action if appropriate (such as EVACUATION if

hostage taker has a bomb). Ask for assistance from hostage negotiation

team.

Announce LOCKDOWN or other procedure if conditions warrant.

Ensure staff outside are notified of the situation and to move students away

from the building to the outside assembly areas.

Isolate the area and try to determine if weapons are involved, if possible.

Redirect any buses en-route to the school to an alternate location.

Notify Superintendent and activate communications plan.

Give control of scene to police and hostage negotiation team.

Ensure detailed notes of events are taken.

D. Teachers and Staff

Teachers and staff will implement LOCKDOWN or other directed procedures

upon hearing the alert. If outside, move to designated assembly areas and

wait for further instructions.

Everyone should remain in their location until given the “All Clear” unless

otherwise instructed to take other action by a law enforcement officer.

III. OTHER PROCEDURES (that may be activated depending on conditions)

Active Shooter.

Evacuation.

Family Reunification.

Medical Emergency.

Mental Health and Healing.

[School name] Emergency Operations Plan Hazard- and Threat-Specific Annexes

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Shelter-in-Place.

[School name] Emergency Operations Plan Hazard- and Threat-Specific Annexes

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MEDICAL EMERGENCY

I. PURPOSE

The purpose of this annex is to ensure that there are procedures in place to assist staff and

students in the event of a medical emergency.

II. RESPONSIBILITIES

A. School Staff

Quickly assess the situation. Make sure the situation is safe for you to

approach (i.e., live electric wires, gas leak, building damage, etc.).

Immediately notify the School Incident Commander/Principal.

Assess the seriousness of the injury or illness.

Call or have someone call 9-1-1 immediately. Be prepared to provide the

school name and address, exact location (floor, room number); describe

illness or type of injury; and age of the victim(s).

Protect yourself against contact with body fluids (blood borne pathogens).

Administer appropriate first-aid according to your level of training until help

arrives.

Comfort and reassure the injured person. Do Not Move an injured person

unless the scene is unsafe.

If the injured person is not breathing or there is no pulse, ask someone to

retrieve the Automated External Defibrillator (AED) and begin Cardiopulmonary

Resuscitation (CPR) or Rescue Breathing until the AED is ready to use, or call

staff trained in the use of the AED to respond to the scene and apply the

device.

B. School Incident Commander/ Principal

Direct staff to call 9-1-1, if necessary, and provide appropriate information to

emergency responders.

Send school staff with first responder/first-aid/AED training to the scene if

this has not already occurred.

Assign a staff member to meet emergency medical service responders and

lead them to the injured person.

Assign a staff member to remain with the injured person if they are

transported to the hospital.

If injured person is a member of school personnel or a student, notify parent,

guardian, or other appropriate family member of the situation, include type of

injury or illness, medical care given and location where the injured person has

been transported.

Ensure student or staff medical information from administrative records is

sent to the hospital.

Notify the school counselor or crisis response team and provide a brief

description of the incident.

Advise faculty and staff of the situation, as appropriate.

[School name] Emergency Operations Plan Hazard- and Threat-Specific Annexes

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Develop and maintain written documentation of the incident.

Follow-up with appropriate persons and determine if other procedures should

be activated such as MENTAL HEALTH AND HEALING.

[School name] Emergency Operations Plan Hazard- and Threat-Specific Annexes

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SEVERE WEATHER

I. PURPOSE

The purpose of this annex is to have procedures in place when a Severe Weather Watch or

Warning has been issued in the area near the school.

II. RESPONSIBLITIES

A. School Incident Commander/ Principal

When a Severe Weather Watch has been issued.

Monitor NOAA Weather Stations (National Weather Service, Weather Channel,

or television).

Bring all persons inside building(s).

Be prepared to move students from mobile classrooms into the building.

Close windows and blinds.

Review severe weather drill procedures and location of safe areas. Severe

weather safe areas are under desks, in hallways and interior rooms away from

windows.

Avoid gymnasiums and cafeterias with wide free-span roofs and large areas of

glass windows.

Review “DROP COVER and HOLD” procedures with students.

Assign support staff to monitor all entrances and weather conditions.

When Severe Weather Warning has been issued in an area near school or severe

weather has been spotted near school.

Announce SHELTER-IN-PLACE alert signal.

Direct students and staff inside the building to immediately move to interior

safe areas, closing classroom doors after exiting.

Ensure that students are in “DROP, COVER and HOLD” positions until the

danger passes.

Direct students and staff outside to REVERSE EVACUATE into the building.

If outside, students and staff should move to the nearest interior safe area. If

time does not permit, have students get down in the nearest ravine or open

ditch or low spot away from trees or power poles.

Relocate students and staff from any mobile classrooms in to the building.

Remain in safe area until warning expires or until emergency personnel have

issued an “All-Clear”.

[School name] Emergency Operations Plan Hazard- and Threat-Specific Annexes

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TERRORISM ANNEX

I. Purpose

The purpose of this annex is to ensure that there are procedures in place to protect

staff/students and school property in the event of a terrorist threat. School administrators

will be notified of terrorist threats through either of the following means:

A National Terrorism Advisory System (NTAS) alert from US Department of

Homeland Security.

Directly by a law enforcement or homeland security official.

There are two terrorism threat levels in the United States: elevated and imminent. An

“imminent threat” warns of a credible, specific, and impending terrorist threat against the

United States. An “elevated threat” warns of a credible terrorist threat against the United

States.

Terrorism threat examples include: chemical, biological, nuclear, radiological, and

conventional weapon (explosives, small arms, etc.) attacks and hostage situations.

Schools should expect a heavy law enforcement involvement at the local, state and federal

levels following a terrorist attack due to the incident’s criminal nature. Schools should also

expect that extensive media coverage, strong public fear and international implications and

consequences to continue for a prolonged period.

Schools will pre-determine designated officials who will coordinate with appropriate public

safety/homeland security officials in the event of a terrorist threat.

In the event of an Imminent Threat, the Federal Bureau of Investigations (FBI), Local Police

Department, Local Fire Department, and the Local County Sheriff’s Office will confer on the

situation. Designated school officials will work with the Local Police Department and/or

Sheriff’s Office and agree to open or close schools.

II. RESPONSIBILITIES

A. School Officials

When an there is an imminent threat against a school or its immediate area, the

following actions should be taken:

The Superintendent will start the phone tree to contact district staff. If school

is in session, immediately notify building administrators and designated

school officials.

If an alert is issued before or after school hours, normal school operations will

cease, and will remain closed until advised by the designated school officials

[School name] Emergency Operations Plan Hazard- and Threat-Specific Annexes

83

to reopen. All school activities and events scheduled will be cancelled until

further notice.

If Alert is issued during school hours, school buildings will be secured and

remain open until regular dismissal time, unless otherwise advised by the

designated school officials. Students will be sent home by normal

transportation means or released to parents pursuant to district policy. All

after-school activities will be cancelled, unless otherwise advised by the

designated school officials.

The designated school officials will coordinate with appropriate public safety

officials to determine what level of LOCKDOWN or other procedures are

appropriate for the situation. FAMILY REUNIFICATION procedures will be

followed in order to coordinate the release of students.

In the event of an actual terrorist attack schools should follow appropriate procedures for

HOSTAGE SITUATIONS, conventional weapons incidents (e.g. EXPLOSIONS, ACTIVE

SHOOTING, BOMB THREAT, etc.), and CHEMICAL/ HAZARDOUS SPILLS (biological incidents,

chemical incidents, and radiological/nuclear incidents).

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ATTACHMENT A

Model School Floor Plans

Provided by the Ohio Facilities Construction Commission

The Ohio Facilities Construction Commission, under guidance from the Ohio Attorney

General’s School Safety Taskforce, has prepared the Model School Floor Plans to help guide

schools in developing and submitting floor plans that best meet the needs of emergency

responders during an incident. You should print the materials in Attachment A on legal sized

paper (8.5 x 14) for better viewing.

Page 1: Page one of the Model School Floor Plans represents the best example of

what a finished school floor plan should look like when it is submitted to the Ohio Attorney

General’s Office, for inclusion in OHLEG. The floor plan meets all of the specifications set

forth in the Floor Plan Checklist, provided in the Emergency Operations Plan developed by

the Ohio Attorney General’s School Safety Taskforce.

Page 2: Page two is an example of a blank floor plan, which should be readily

obtainable by the school district. This blank floor plan can be customized to meet the

requested specifications using the symbols and/or stickers provided on pages four – six of

this Attachment A.

Page 3: Page three is also a blank floor plan, but is showing shaded corridors.

Corridors on some floor plans may be shaded in CAD drawings provided by the school

district’s architecture firm.

Page 4: Page four provides the Legend Key recommended for use in developing

school floor plans. These legends can be printed on clear label sheets, cut to size and be

affixed to the blank floor plans referenced on pages two and three.

Page 5: Page five provides the symbols used to mark the school floor plans, as

specified in the Legend Key. These symbols can be printed on clear label sheets, cut to size

and be affixed to the blank floor plans to mark the key areas of the floor plans.

Page 6: Page six provides room numbers that can be used to mark the rooms shown

in the floor plans. These symbols can be printed on clear label sheets, cut to size and be

affixed to the blank floor plans to mark the rooms located on the floor plans.

NOTE: School officials are encouraged to review their School Floor Plans against the Floor

Plan Checklist provided in the Emergency Operations Plan. The completed checklist should

be submitted to the Ohio Attorney General’s Office along with the documents, for review and

inclusion in OHLEG. Floor plans submitted to the Ohio Attorney General’s Office by hard

copy must be printed on paper smaller than 11 X 17.

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ATTACHMENT B

School Emergency Operations Plan (EOP) Development & Review Checklist

School: ______________________________________________________

Date of Review: ___________ Reviewer: _______________________________

Base Plan

Provides an overview of the School’s emergency program and the ability to prepare for, respond to, and recover from

disasters/emergencies.

A. Introductory Material

Standard Minimum Planning Elements Plan

Location:

Section &

Page

Comments

Emergency First Responder Information

School floor plans

Signatory page

Table of Contents - outlines the plan’s format, major sections/key

elements, chapters, and charts/attachments/ diagrams.

Plan Development and Review Checklist – reflects current plan content

and location information.

B. Purpose, Situation Overview, and Assumptions – Explains the plan’s intent, who it involves, and why it was developed.

Standard Minimum Planning Elements Plan

Location:

Section &

Page

Comments

Purpose - describes the purpose for developing and maintaining the EOP.

Scope - explains that the plan provides guidelines and procedures for

dealing with incidents through a basic plan and functional and hazard-

specific annexes.

92

Coordination with Emergency First Responders – Describes coordination

and cooperation with first responders and outside agencies to develop the

plan and any mutual aid agreements.

Situation Overview - describes where school population information is kept

and provides relevant building information

Hazard Analysis Summary - Identifies and describes the hazards (natural,

technological, public health, and man-made) that pose a unique risk to the

school and that would create a need to activate this plan.

Planning Assumptions - identifies what the planning team assumes to be

facts for planning purposes in order to make it possible to execute the

EOP.

C. Concept of Operations - Explains the decision maker’s or leader’s intent with regard to an operation, and how the school

accomplishes a mission or set of objectives in order to reach a desired end-state.

Standard Minimum Planning Elements Plan

Location:

Section &

Page

Comments

Describes who has the authority to activate the plan.

Describes the responsibilities of school officials until an emergency

responders arrive

D. Organization and Assignment of Responsibilities - Overview of the key functions that school staff and local agencies will

accomplish to support the school during an emergency.

Standard Minimum Planning Elements Plan

Location:

Section &

Page

Comments

Outlines the responsibilities assigned to each individual or organization

that has an emergency response and/or recovery assignment of

responsibility in the plan. Include school Principal or building

administrator, teachers, instructional assistants, counselors, school nurse,

custodian/maintenance staff, administrative/office staff, food service

93

staff, bus drivers, students, parents and guardians, and other staff as

applicable.

E. Direction, Control, and Coordination - describes the framework for all direction, control, and coordination activities.

Standard Minimum Planning Elements Plan

Location:

Section &

Page

Comments

Describes the school’s coordination systems and processes used during

an emergency.

Assigns staff to serve within the School Incident Command System based

on their expertise and training and the needs of the incident.

Identifies and describes mutual aid agreements that are in place.

Identifies and briefly summarizes who is covered by the agreement, for

what goods or services, and what limitations apply if any.

(Notes: The actual agreements should not be included in the plan. Mutual

aid may be addressed separately in each section of the EOP if it helps to

better explain how a mutual aid agreement directly supports a specific

function.)

F. Communications - the system for providing reliable and effective communications among responders and the school during

an emergency.

Standard Minimum Planning Elements Plan

Location:

Section &

Page

Comments

Describes the framework for communicating internally and externally.

Providing communications support and how the jurisdiction’s

communications network integrates with the regional or national disaster

communications network.

Internal communications should include:

a. Communicating with staff and faculty members

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b. Communicating with the school district office

External communications should include:

a. Communicating with parents

b. Communicating with first responders c. Communicating with media

Describes the school’s framework for addressing rumors.

Describes the school’s framework for addressing communicating the

recovery process.

Describes the school’s communications tools.

G. Recovery After an Incident - describes the procedures for restoration of the school’s educational programs after an incident

Standard Minimum Planning Elements Plan

Location:

Section &

Page

Comments

Describes the process for evaluating recovery needs and preparing to

provide for post-incident educational and recovery needs.

H. Administration, Finance, and Logistics - describes administrative, finance, and logistic actions during an emergency.

Standard Minimum Planning Elements Plan

Location:

Section &

Page

Comments

Administration - describes the administrative actions used during an

emergency operation, including requests for assistance from outside

agencies

Describes the following record keeping activities

 Administrative controls

 Activity logs

 Incident costs

 Preservation of records

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I. Plan Development and Maintenance - describes the process used to regularly review and update the EOP.

Standard Minimum Planning Elements Plan

Location:

Section &

Page

Comments

Describes the process used to develop the plan including the role of

support agencies in the process.

Describes the process used to disseminate the plan including record of

changes and record of distribution.

Describes the process for plan review and revision.

Describes the process for training and exercising the plan.

Functional and Hazard Specific Annexes

Annexes that contain detailed descriptions of the methods the school follows for critical operational functions or specific hazards

during emergency operations. These functional and hazard-specific annexes are optional but should be included if a specific

function or functions require special planning consideration. Any hazards identified during the hazard analysis should be

addressed in a hazard-specific annex. Functional and hazard-specific annexes should be organized in the same manner as the

base EOP.

A. ________________ (insert function or hazard name) (repeat as necessary to include all annexes)

Purpose & Responsibilities – Explains the annex intent and the responsibilities of school staff.

Standard Minimum Planning Elements Plan

Location:

Section &

Page

Comments

i. Purpose - describes the purpose for developing and maintaining the Annex.

ii. Responsibilities/Procedures - describes responsibilities of the school incident commander/principal, key planning teams/leaders, teachers,

and other staff.

CDEV 110 J. Jefferis

School or Home Emergency Preparedness Plan

(50 points)

School disaster planners point out that survival in a major earthquake will depend on how well-prepared

individuals and programs are to care for themselves during the first 72 hours following an earthquake. Fires,

bomb threats, and lock downs are other potential emergencies that we need to secure plans for. Advance

planning will help you make sound decisions in a crisis.

Your assignment is to set up an emergency plan for your home or a school. If you choose a school, you

may draw information for this assignment from the school’s emergency plan as a guideline, but you must create

your own plan. You are welcome to use various sources (Internet, Red Cross, FEMA, etc.), but you must create

your own version of an emergency plan for your home or school. Simply copying from other handouts, the

Internet, or existing plans at your school or care setting will not be accepted. (Do not just copy and paste their

information!) You must prepare your own plans, drawings, and information sheets. If you use other sources, be

sure to cite and reference them. Possible sources might include smartdraw.com (for diagram) and ready.gov.

Included in the typed portion of the assignment should be the following:

A. Introductory paragraph which includes the purpose of the assignment as well as the location (city) of the school or your home. Include the date you inspected your home. (Walk around your home and assess it -

look for the "as is" situation and note possible improvements.) If you used a school, explain why you

chose the particular school. If it is a fiction site, state that your paper is for any general school site. State

which type of emergency you have chosen to focus on (fire, earthquake, etc.).

B. A written plan for what to do when shaking/emergency occurs. State your plan of action. What will you need to do (to be safe) when the emergency is happening? Include an evacuation plan as well as a map

or diagram of the site with identified escape routes.

C. Identify specific meeting areas, and how you will get the children (or all family members) there. Be sure to include both an on-site and alternative off-site location to meet if school/home needs to be evacuated.

Include a plan for return of/to reunite child to parent or families. The on-site meeting spot should be

outdoors and close to the building/home (not indoors). Be specific. “We will meet at the tree by the

mailbox in front of the building/home.” This is better than saying “We will meet in front of the

school/home” which is not specific. The off-site location should be at least ½ block away from the

school/home (ie: Grocery store parking lot down the same street).

D. Include contents and location of (an “ideal”) first aid kit(s). Be specific about the location. E. List other emergency supplies (other than first aide items) needed for survival. The contents of this

emergency kit will include things such as food, water, etc. for staff/adults and children. State the

contents and exact location where they will be stored.

F. Include how often drills are or ideally should be performed (ie; once a week, month, etc.) G. Describe personal reactions to the assignment or the school visited and make recommendations for

improvements to the existing hazards or plans in the home, school, etc. This section is worth quite a few

points, so be thorough. Try to write at least a ½ page (double spaced) reflection.

The total page count should be between 2-4 pages, plus a title page. Answer the points as listed above in a

concise, yet informative and professional manner to achieve the correct page requirement.

Be sure to use the ABCEFG type format and attach a title page to secure full points.

CDEV 110 J. Jefferis

VISUAL INSTRUCTIONS

Note: Be sure to include an evacuation

map or diagram of the site with

identified escape routes. To create your

diagram you might consider using

sources such as smartdraw.com. You

may also draw it by hand and

scan/upload the diagram along with your

assignment (onto Canvas).

(Sample Cover Page)

Emergency Plan

Your name El Camino College

Child Development 110 Instructor Name

Due Date

B. When an earthquake is first detected, we will ………………………… ……………………………………………… ……………………………………………… ……………………………………………… ……………………………………………… Our evacuation plan is to……. ……………………………………………… ……………………………………………… …………………………………………… C. D. E. F.

2 A. Introductory paragraph

The purpose of this assignment….. The name of the school I visited was Elm Street Preschool located at 123 Elm Street, in Los Angeles, CA.

(OR) I inspected my home on September 28, 2020.

I decided to focus on what to do in case of an earthquake.

Critique & Conclusion 4

(Minimum of 1/.2 page, double-spaced)

G. This assignment ………………… ……………………………………..…… ………………………………………… ………………………………………… ………………………………………… ………………………………………… ………………………………………… ………………………….

References 5

6

.

This last page would be a drawing or diagram describing the evacuation plan.

CDEV 110 J. Jefferis

School or Home Emergency Preparedness Plan Grading Rubric

(50 points total)

I. Structure (17 points)

A. Style, clarity, etc. _____/ 10 points 1. Well organized 2. Writes tightly reasoned, thoughtful developed commentary 3. Maintains a consistent focus 4. Meets minimum page requirement (2-4 pages) 5. Uses correct font (12 point Times New Roman), margins, and is double spaced 6. Uses A,B,C, etc. format

B. Evidence of editing _____/ 5 points 1. Uses correct punctuation 2. Spells all words correctly 3. Demonstrates control of (correct) grammar

C. Includes cover page and references (as needed) _____/ 2 points

II. Substance (33 points)

A. Introductory paragraph 1. Introduces assignment (1 point) 2. Identifies the school site (name, address, etc.) ______/ 5 points

or city in which the home is located. (2 points)

3. Identifies the date the home was “inspected”

or why the particular school was chosen (1 point)

4. Identifies type of emergency (earthquake, fire, lockdown, or bomb threat)

B. Describes plan for what to do when the emergency begins as well as includes ______/ 7 points an evacuation plan for chosen emergency (written and diagram.)

C. Includes plan to reunite children with their parent/s or families on and off site. ______/ 5 points

D. Identifies contents and location of the first aid kit(s). ______/ 4 points

E. Identifies contents of emergency supply/kits and where they will be stored. ______ / 4 points

F. Includes how often drills are performed. ______/ 1 point

G. Personal reflection or conclusion 1. Clearly described personal reactions to the assignment or the school ______/ 7 points visited

2. Includes suggested improvements to the plan 3. Minimum of ½ page reflection.

TOTAL: _______ / 50 points