PART 1 EMERGENCY ACTION
The emergency Response Plan is written to specifically address courses of action for the following emergencies:
A. Man-Made Emergencies
1. Accidental
a. Fire
b. Explosion
c. Building Collapse
d. Failing Aircraft
e. Contamination/Radiation Leakage
2. Intentional
a. Bomb Threats
b. Arson
c. School Disturbances
B. Natural Emergencies
1. Earthquakes
2. Snowstorms/Blizzards
3. Flood
4. Electrical Storm/Windstorms
C. Crisis Intervention
1. Sudden Death, Suicide
In many instances, trained community and district personnel will be available to assist with emergencies; however, in some situations, the threat and degree of danger in disasters require that action be taken before outside help arrives. Such action would be absolutely necessary if all communication networks are rendered inoperable. In planning for and carrying out an emergency response plan, the safety of students and staff in all situations is the primary consideration.
If a plan is to work effectively, it is necessary that everyone knows what his or her responsibility is during and disaster. It is also crucial that a common set of procedures be used by everyone at the disaster sight and that whenever possible, all commands come from a single source. The school superintendent is authorized and directed to implement emergency plans as prescribed by the district and to take such action as may be necessary to save lives and mitigate the effects of injury or death.
1. This directive is given by the superintendent or his designee.
2. Action LOCKDOWN dictates: Bring students into the classroom or hold in classroom pending further instructions. SEE ATTACHED GUIDELINES
3. Action LOCKDOWN is appropriate for: All emergencies proceeded by warning.
1. This warning signal at the school will be the warning bell followed by instructions.
2. Action EVACUATE dictates: Orderly movement of students and staff from inside the school building to an outside area of safety (playground).
3. Action EVACUATE is considered appropriate for, but not limited to, the following emergencies: fire, bomb threat, threat of explosion, post earthquake, other occurrences which might make the building unsafe.
1. The warning for this type of emergency is the beginning of the emergency itself.
a. Earthquake
b. Explosion
c. Windstorm/Tornado
2. Action DROP, COVER, & HOLD dictates: A command by each staff person to DROP, COVER, & HOLD.
3. Action: If time permits staff should direct students to first floor and DROP, COVER, & HOLD near the south wall. If time does not permit students and staff should immediately take position under desks or furniture with backs to the windows. DROP, COVER, & HOLD position means drop to knees, clasp both hands behind neck, bury face in arms, small as possible, close eyes and cover ears with forearms. When under desk or table, grasp legs, and hold on tight.
4. If outside the school building, move away from building and take DROP, COVER, & HOLD position.
5. For Earthquakes: Teacher should be the first one to leave the room (deciding the safest route to the playground). In case of injuries: if ambulatory – remove, if not able to move – cover person and choose someone to stay with him/her.
6. Post Help/Clear sign for Search & Rescue before leaving your area.
D. “STAY HOME” ANNOUNCEMENT
Radio and television broadcasts will relay information to students and parents when to stay home. In other cases, the staff phone tree will be implemented.
§ Stop what you are doing.
§ Immediately evacuate your room using the route outlined on your evacuation map.
§ Take emergency bucket & roll book with you.
§ Line up according to classroom assignments and take attendance.
Before:
§ Maintain current class lists. Keep them in a safe, easily accessible place.
§ Keep the classroom emergency bucket in a safe, accessible place, near an exit.
§ Participate fully in school drills, encouraging students as well.
§ If the teacher or aide has an emergency response team assignment, make sure there is a backup to take control of the classroom & students.
§ Provide instruction to students on natural emergencies/accidents, & preparedness.
During:
§ If time permits staff should direct students to first floor and DROP, COVER, & HOLD near the south wall. If time does not permit students and staff should immediately take position under desks or furniture with backs to the windows. If outside move away from buildings. Teachers should demonstrate leadership by firmly giving directions & encouragement (i.e. “hold on”, “stay under your desk,” etc) over the noise of natural emergency or accident (i.e., most earthquakes last from 4 to 30 seconds – a very large earthquake might last 60 seconds).
After:
§ If an evacuation is ordered, take students out of building and proceed to the playground.
§ Use room signs “HELP/CLEAR” to assist search & rescue in locating the injured.
§ Report missing students.
§ Calm frightened students.
MAINTENANCE STAFF PROCEDURES
Fire Alarm
§ Report to the Main Office; locate where the alarm was triggered.
§ Go to the area in question to evaluate destruction/intensity of blaze.
§ If fire is burning out of control, wait for fire department assistance before entering area.
§ If it is a false alarm, report it to the Main Office for “all clear” signal. The “all clear” signal will be a verbal out the door or window.
Natural Emergencies/Accidents
Before:
§ Assist the superintendent or designee in the identification of non-structural hazards.
§ With direction from the superintendent or designee, assist in the reduction of non-structural hazards.
§ Maintain inventory of food supplies.
§ Become familiar with procedures & locations for turning off utilities.
During:
§ Drop, cover, & hold at first sight of natural emergency or accident requiring such (i.e. earthquake, windstorm, aircraft failing, etc). Hold onto furniture if furniture moves. If outside, move away from buildings.
After:
§ Check utilities and do whatever is necessary to minimize further danger. Determine which utilities still work and which do not. Report findings to COMMAND POST.
§ Make a note of structural & non-structural damage when checking utilities. Report any identified damage to the COMMAND POST.
EMERGENCY RESPONSE PLAN
PART II CRISIS INTERVENTION PLAN
SUDDEN STUDENT OR STAFF DEATH:
Sudden deaths of either students or staff are an unfortunate reality of any school community. Whether the loss of life is intentional (suicide or murder) or unintentional (drowning, auto accident, etc.) the grief and sadness always affects the remaining family and friends within the school.
The remaining friends and family members will bring their grief to the school in whatever way they were connected to the school. Students will grieve the loss of another student or the loss of a staff member. Staff members will grieve the loss of a student or a colleague. Brothers & sisters of a lost student will bring a special grief to their school lives. Parents, as well, are affected by their child’s grief over the loss of a friend or teacher. Sudden death can also become a focus of media attention that can magnify the grieving process both inside and outside of school. Whatever the connection, and whatever the cause of death, the greater school community is affected and must respond to the aftereffects of sudden death.
Every staff member has a responsibility to be sensitive to the grief that students and staff may be feeling. The information that follows is provided to help staff respond to the effects of sudden death:
§ “Key Points” give general thought about how to handle sudden death.
§ “General Guidelines” will help classroom teachers with sudden deaths, especially suicide.
§ “Suicidal Crisis” provides immediate intervention steps.
§ “Dealing with Death,” explains stages of grief.
Please remember our goals are to be sensitive to the grief others feel and to give support and comfort to our students and staff.
1. The main goal is to assist the affected student(s) or staff, and be understanding of their feelings.
2. The superintendent or his/her designee is the only spokesperson when dealing with the press or outside people. In order to protect confidentiality and minimize alarm, do not discuss the situation with the press (radio, television, or newspaper reporters) nor allow the press to speak to the students. If a member of the press is seen unescorted contact local law enforcement immediately and contact the office. If you are approached, please escort the media person to the office to speak to the superintendent.
3. Affected students should never be left alone. When an affected student needs to leave the classroom, teachers need to remember to send a buddy along with the student.
4. Accurate information should be continuously made available to everyone. Any reliable information should be shared with the superintendent for dispersal. Please remember that speculation causes rumors.
5. Empathetic listening can be our greatest resource at this time.
6. It is appropriate to let students know that this emergency affects you.
7. Remain alert for signs of students who are having serious difficulty coping. Report this information to a counselor or the superintendent.
8. Parent/guardian should encourage upset students to come to school rather than stay at home alone. Parent/guardian should inform the superintendent regarding the upset student.
1. Student emotions will run in waves. The emotions are likely to be more highlighted in classes where the student or staff was a member.
2. The second day emotions may calm down, but are likely to erupt again, especially if coinciding with a funeral or memorial service.
3. Plan on many absences for the funeral/memorial service. Do not be too concerned if some student appears to be “taking advantage” of the situation. Their behavior shows that they are hurting too, just in a different way.
GENERAL GUIDELINES FOR CLASSROOM TEACHERS AND OTHERS
FOLLOWING A SUDDEN DEATH
1. With Students:
Use “Empty Chair” lesson plan.
Following agreed upon procedures, acknowledge what happened, keeping students accurately informed.
Use your own judgment about how much and what kind of sharing would be appropriate in your classroom setting, unless otherwise informed.
If sharing does not occur, make sure that a range of feelings is seen as being okay.
Encourage students to identify their support systems, both in and out of school and to use these resources.
Remain alert for signs of students who are having difficulty coping. Have someone accompany these students when out of the classroom.
Stress that if someone is worried about himself or herself or a friend, s/he should seek help from a trusted adult.
2. Self Care
Get in touch with your own feelings. Seek out or arrange for support for yourself as needed prior to meeting with your classes. Be prepared to share some of your own grief as a way to help others share their grief.
Arrange support for yourself.
“EMPTY CHAIR” LESSON PLAN FOR TEACHERS
Objective:
To help the students cope with the death of a classmate.
Method:
Through class and small group discussions, the student will be able to share
feelings and feel accepted.
Steps:
1. Give facts of the person’s death: who, what, where; the how is not necessary.
2. Be clear and specific on what is going to happen (i.e. memorial/funeral services) or state that these arrangements are still being made and information will be shared with them as soon as it is known.
3. Dispel all rumors. Provide facts and/or state you will share facts as soon as they are known.
4. Give referral information. Specifically what resources are available: i.e. individual and group counseling. List resources to contact on the board and where crisis intervention team and counselors are available with whom students and faculty can talk.
5. Open the opportunity for discussion of student’s feeling for classmate who was killed. Make sure a range of feelings is seen as being okay. Encourage students to accept and support each other’s grief as well as other feelings, such as anger or relief. A common tendency is to look for someone to blame. Help students avoid blaming themselves, friends, the person’s family, etc. Do not encourage speculation about why a person committed suicide.
6. Emphasize suicide as a choice the dead person made and no one else is responsible. It is important for students to be able to talk about guilt feelings if they have them. Some students may need your assistance and encouragement to get help if strong guilt feelings are present.
7. Discuss the grieving process. Everyone responds differently. There is not a time factor involved.
Kuber-Ross (1969) Kreis and Patti (1969)
1. denial 1. shock
2. anger 2. suffering
3. bargaining 3. recovering
4. depression
5. acceptance
8. Break into groups of four or five. Share feelings with each other. Write farewell words or comments to the dead person and/or family. Remember: When in a discussion about the process of death, afterlife, or what makes us moral, there are many religious/philosophical beliefs and values. Acknowledge these.
Dealing with Death
The death of someone we care about is difficult for anyone of any age with which to deal. The grief process follows a fairly common pattern. Knowing what to expect and that the feelings we experience are a normal part of the healing process can sometimes make it easier to handle.
Three stages of Grief
1. Shock/Denial (usually lasts up to three days)
Feelings – shock, numbness, denial/disbelief
Behaviors – crying, doing nothing, agitation
2. Anger and Sadness
Feelings of Anger – feeling Abandoned, anger at one who died, anger at others, God, circumstances,
guilt at feeling anger
Behaviors of Anger – anger at others, anger at self, hostility to others,
refusal to talk or be around others
** Even though you know it is unreasonable, you may feel it was somehow your fault – this is a common feeling.
Feelings of Sadness – beginning to realize how great your loss is, feeling overwhelmed by sadness, feeling
empty, feeling the presence of the person who died.
Behaviors of Sadness – loss of interest in ordinary activities, painful longing for the person,
preoccupation with the death, crying, difficulty eating and/or sleeping
3. Reconstructuring Your Life
(Start 3 to 6 months after death)
Feelings – Sad feelings occur less often and are less intense. Life feels more normal again, and person
feels stronger
Behaviors – Able to think about the past with pleasure, able to talk about the past with increased ease;
regaining of interest in ordinary activities
What can I do to make it easier on myself?
1. Identify your feelings
2. Express your feelings.
a. To an understanding adult
b. To yourself – if this is too painful – write them down on a piece of paper. You can destroy it afterwards.
Remember that you have suffered a great loss and strong feelings are normal at this time. The pain you are feeling is a part of a process and will slowly decrease. Healing takes time; be patient with you, be kind to yourself.
EMERGENCY RESPONSE PLAN
PART III EMERGENCY INFORMATION
Everyone will have some responsibilities based on his/her job while others will have additional emergency evacuation responsibilities. See checklist/description of suggested actions for each of these teams before, during, and after an emergency evacuation.
DEFINITIONS:
Playground
The school playground has been designated our all-purpose initial evacuation site. For long duration evacuations, students will be moved from the playground to All Saints Lutheran Church. Some emergencies may dictate other evacuation sites.
Buddy System
All staff members need to briefly verify with whom they can share student evacuation/accounting responsibilities. Most conveniently, this “buddy” will be someone next door. If one member must stay with victims, the other instructor supervises evacuation of students to the playground.
Emergency Bucket
White 5 gallon bucket or container assigned to locations where students are normally present. During an emergency, the contents are to be used to treat victims as well as assist in evacuation. The buckets need to accompany teacher/students to the playground.
Command Post
The Command Post for any emergency will be the Michigan State Police Post. It will serve as command, operations center, and staging area during any emergency event.
TEAMS/RESPONSIBILITIES FOR EMERGENCY EVACUATION
On-Scene Commander – Highest ranking law enforcement official with
primary jurisdiction (Officer who arrives first)
Responsibilities:
· Utilize Michigan State Police Incident Command Structure
· Coordinate, direct, and implement ALL emergency response activities
· Responsible for ALL decision-making in consultation with appropriate experts and professionals.
TEAMS/RESPONSIBILITES FOR EMERGENCY EVACUATION
EVENT MANAGER– Highest-ranking school official (excluding board members)
on-scene (superintendent or designee)
Responsibilities:
§ Be familiar with Emergency Response Plan and its implementation.
§ Activate appropriate plan for an event.
§ Direct and assign, reassign personnel as needed.
§ Approve all information before release by PIO-usually acts as PIO.
§ Report to school board on status of students and campus.
§ Begin student release when appropriate. (No student should be released until student accounting is complete. Never end students home before end of regular school day unless directed by appropriate authority or upon request of parent/guardian.)
§ Utilize back-up personnel; plan and take regular breaks, 5-10 minutes/hour.
§ Plan regular breaks for all staff & volunteers.
§ Remain in charge of campus.
Location:
§ COMMAND POST
Equipment:
§ Emergency Response Plan
§ Communication tools (cell phones, radios, etc.)
TEAMS/RESPONSIBILITIES FOR EMERGENCY EVACUATION
OPERATIONS TEAM LEADER–Senior staff member appointed by superintendent (usually principal) to coordinate all response functions.
Reports to: Event Manager
Responsibilities:
§ Coordinate ALL response functions of
Search & Rescue
First Aid
Damage Assessment
Student Care
Student Release
Location:
§ All areas of the School
Equipment:
§ Communication tools (cell phones, radios, etc.)
§ Identification
TEAMS/RESPONSIBILITIES FOR EMERGENCY EVACUATION
DAMAGE ASSESSMENT–Chief Custodian, or other individual designated by the superintendent.
Reports to: Operations Team Leader
Responsibilities:
§ Keeping evacuated areas clear of students/staff
§ Maintain order & security of evacuation site
§ Support and enforce emergency plans by EVENT MANAGER
§ Attempt to keep students and staff in evacuation area
§ Assess damaged campus structures for the potential of further structural collapse
§ Inform EVENT MANAGER of areas identified as safe
§ Not involved in Search & Rescue
Location:
§ Entire campus and evacuation site
Equipment:
§ Communication tools (cell phones, radios, etc.)
§ Hard hat, gloves, goggles, school blueprints, clipboard & pencil
§ Identification
TEAMS/RESPONSIBILITIES FOR EMERGENCY EVACUATION
SEARCH & RESCUE–High School & Junior High School Staff
Reports to: Operations Team Leader
Responsibilities:
§ To search for any missing or injured staff or students, in any area designated as safe.
Location:
§ COMMAND POST
Equipment:
§ Multi-casualty First Aid kit
§ Communication tools (cell phones, radios, etc.)
§ Hard hat, tool kit, gloves, goggles, school blueprints, clipboard & pencil
§ Identification
TEAMS/RESPONSIBILITIES FOR EMERGENCY EVACUATION
MEDICAL OFFICER/FIRST AID TEAM–Any, and all, staff members who possess certification in either basic first aid/CPR, first responder, EMT, advanced EMT or Paramedic.
Reports to: Operations Team Leader
Responsibilities:
§ Organize and set-up first aid treatment at evacuation site.
§ Consider separation of treatment area from student release area.
§ Accessibility for search & rescue teams.
§ Safe distance from buildings.
§ Establish type of treatment needed: Immediate/delayed.
§ Establish scope of disaster with EVENT MANAGER
§ Determine probability of outside emergency vehicle transport & support
§ Keep and file records/reports for reference.
§ Designate morgue area.
Location:
§ First-aid treatment area at the evacuation site.
Equipment:
§ Medical Officer pack, first-aid supplies, and office supplies for documentation.
§ Identification
TEAMS/RESPONSIBILITIES FOR EMERGENCY EVACUATION
STUDENT CARE–All Elementary school staff members
Reports to: Operations Team Leader
Responsibilities:
§ Supervise & assist students at the evacuation site.
§ Maintain order and adherence to site emergency plan.
§ Be alert to students and staff for any physical or mental injuries. Immediately notify First Aid Team members.
§ Try to remain calm with a reassuring attitude.
§ Alert EVENT MANAGER immediately if you need assistance.
Location:
§ Evacuation site.
Equipment:
§ Identification
§ Office supplies
TEAMS/RESPONSIBILITIES FOR EMERGENCY EVACUATION
STUDENT RELEASE–All Elementary school staff members (including ALL
teacher’s aides)
Reports to: Operations Team Leader
Responsibilities:
§ Setup parent student release area.
§ Maintain order and security of release area.
§ Support and enforce emergency plans by EVENT MANAGER.
§ Release students only to persons on emergency release from.
Location:
§ Student release area.
Equipment:
§ Identification
§ Class rosters & emergency release forms
§ Office supplies as needed
TEAMS/RESPONSIBILITES FOR EMERGENCY EVACUATION
RUNNERS–Trusted/responsible High School students over the age of 18 years.
Reports to: Operations Team Leader
Responsibilities:
§ Transport information, written or oral as needed on campus and at the evacuation site.
Location:
§ COMMAND POST
Equipment:
§ Identification
§ Clipboard & pencil
insert phone tree
insert Appendix B
Appendix C
Goal/Purpose of Lockdown: The purpose of lockdown is to minimize accessibility to the school or rooms in the school, thus reducing the risk to staff or patrons of some sort of victimization.
Decision to Lockdown: Lockdowns should be implemented when requested by law enforcement, the fire department, building administration, or any staff member with confirmed information. Remember, administration should not have the final say when to lock down. If staff is able to communicate to the office information about an incident that requires a lockdown, time should not be spent trying to get “official” approval to start the lockdown if the incident is of a serious nature. Staff should be allowed to start a lockdown in those situations.
Incidents Requiring a Lockdown: Persons armed with firearms on school property, gun-shots directed at or near school and grounds, police incidents involving dangerous person(s) adjacent to or within a short distance of the school, intruders, hazardous chemical spills, gas leaks, electrical conditions, or disasters close to the school or school grounds. Again, these are not absolute. If in doubt, lockdown.
1. Intercom Announcement – “May I have your attention please, we have an emergency, commence a lockdown.” ANTICIPATE TWO HOURS WITHOUT COMMUNICATION. DO NOT USE PHONES OR INTERCOM UNLESS YOUR ROOM IS CALLED OR THERE IS A LIFE THREATENING EMERGENCY IN YOUR ROOM. KEEP ALL LINES OF COMMUNICATION CLEAR OF NON-EMERGENCY TALK!
2. All staff in control of students at the time of lockdown becomes responsible for those students at that time. Students without staff must be directed to the nearest classroom.
3. All staff shall immediately secure their rooms (tasks listed below) and must also address any pre-planned areas of responsibility. Room duties may be delegated to occupants.
a. Close window, blinds, and cover door glass.
b. Turn off lights.
c. Lock doors in area of assigned responsibility beyond your room/work area.
d. Confirm that your partner has performed his/her duties. Assist if possible. Take control of any wandering students.
e. Check bathrooms.
f. Re-enter your work area and lock yourself in; making sure exterior door handle is in a locked position.
g. Ask for silence.
h. Direct students to line up against the longest portion of the door wall. Record names/emergency numbers for those present and also list those now missing.
i. Have students sit so they are below window height.
j. Make a list of communication sources available to you at this time without using them. Are there cell phones? (Record numbers for future use) Portable radios? Transistor radios? (Monitor AM news and use ear-plugs if possible) Place all pagers on vibrate mode. Is a whistle available?
k. Await updated info. Note take/record info which maybe of value when incident is over. Keep a chronological record of sights, sounds, observations, people and their actions.
l. Once your area is secure, do not let anyone in your room without confirming his/her identity.
m. When the condition causing the lockdown had been eliminated, an “all clear – lockdown is over” announcement will come over the intercom.
These tasks are not listed in order of importance. They all need to be completed. When completing your site-specific plan, you may want to consider having a checklist to help make sure that all the tasks are completed. Less restrictive conditions may be used based upon facts known to the superintendent.
Some incidents will require the use of Crisis Management personnel. These people should not be brought onto the campus until the incident is secure and the all-clear announcement has been given. Following a lockdown, a debriefing should be conducted. More than one will probably be necessary and it should include staff, students, and parents. The debriefing for most of the involved parties should not be detail oriented. It would be all right to talk about the reason for the lockdown. For example, “there was a man with a handgun.” It would be too much to go into great detail about the person or the type of gun used.
This guide suggests that when a lockdown order is given, it be given in “Plain English.” Do not use codes! You cannot be sure that everyone on campus will know, or remember, the code. “You cannot control the response unless you can control the listeners.”
The one time a code could probably be used is when an obviously upset/irate person comes on campus asking for the superintendent or some other staff member, the person notifying the superintendent, or other staff member, over the phone should inform then that “Mr. Smith” is also on the way to the office. This will clue those individuals to immediately begin lockdown procedures through an alternate means if deemed necessary. Also, they then can ask the caller specific “yes” or “no” questions to ascertain this and other information. Some examples would be questions about whether or not the person is armed, do the police need to be called, is a lockdown needed, etc…
Another consideration is how does the staff member who is outside communicate with the main office. Ideally, each staff member who is outside should have some sort of communication device that is monitored by the main office. If s/he sees a problem, communication is direct and quick – otherwise send a runner.
If at all possible, 911 should be called first prior to notifying the main office.
After initial lockdown announcement, another should follow as soon as possible (if deemed safe and appropriate by the superintendent) describing the reason for the lockdown and it should also include a suspect description. This will help the staff know what to look for as they are locking down. It will also probably encourage the suspect to leave. Do not worry about up-setting him/her. The chances are very good that s/he is already quite upset.
Find out from law enforcement how long their response time will be, both in good an bad case scenarios. This will give you an idea about how long you are on your own and it will also indicate to the designated staff member how long they have before they have to be in position to meet responding officer(s).
One other important consideration is to have a pre-designated off campus site for parents to meet when there is an emergency that requires a campus lockdown. This site should be at least 4 blocks away from the campus and have plenty of parking sites. Two staff members should be designated to respond to this site immediately after the conclusion of the lockdown to instruct parents on how the students will be released from school.
And finally, PRACTICE your lockdown plan. “It is better to have a plan and not use it than to need a plan and not have it.”
GUILDELINES FOR DEALING WITH THE SCHOOL POPULATION
AFTER A TRAUMATIC EVENT