VAUGHN SCHOOLS

CAMPUS SAFETY
PROCEDURES
School Safety, Security, and Management
IMPLEMENTATION DATE: August 8, 2017 (Revised 6/19/2018)

TABLE OF CONTENTS
1. INTRODUCTION Section 1

Preface 1
 Program Objectives 1-2
Prevention-What Can You/We Do 2
Prevention-Essential Elements 3
Prevention-What to Look for in Students 4-5
Building Security—General Preventative Guidelines 5-6
Classroom Rules—Instructional Staff 6

DETECTION AND RISK ASSESSMENT Section 2

Preface 1
Benefits 1
School Safety and Security Assessment 1-2
Detection and Communication 3-7
District Safety Committee 7

2. EMERGENCY RESPONSE PROCEDURES Section 3

Preface and Key Elements 1

Section III-A: Roles and Responsibilities 2-12
Section III-B: Prevention and Preparedness 13-14
Section III-C: Evacuations 15-21

Section III-D: Emergency Procedures 22-74

Emergency Response Team Checklist 22

Abandoned/Lost Child 23
Animal/Snake Bite/Poisonous Insects 24
Assault-No Weapons/Fighting on Campus 25
Assault—Weapons 26-28
Assault-Sexual 29
Bees 30
Bomb Threat 31-34
Bus/School Vehicle Accident 35
Campus Disorder/Civil Disturbance/Walk Outs 36-37
Criminal Allegations 38
Death – At School 39-41
Death—Outside of School-Serious Accident 42-43
Death—Suicide 44-45
Drive-By Shooting 46
Earthquake 47
Explosion or Threat of Explosion 48
Fallen Aircraft 49
Fire 50-51
Flood 52

Section III-D: Emergency Procedures continued

Hazardous Materials/Chemical Accident 53-55

Hostage 56
Intruder (Armed/Unarmed) 57-58
Medical Emergency Serious/Multi Injury Accident 59-60
Medical Emergency Blood-Borne Pathogens 61
Missing Person 62-63

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 Pandemics 64-65
Severe Weather Conditions 66-67
Sniper 68
Suspicious Package 69-70
Terrorists 71-72
Use of Facilities by Outside Agency 73
Utility Outage 74

3. RECOVERY AND EVALUATION Section 4

Preface 1
Post Emergency Event Review 2-4
References 5

APPENDICES

4. Appendix A Emergency Contact Information/Phone Tree

Section I:
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 Introduction

School Safety, Security, and Management

I. INTRODUCTION
PREFACE
Issues of school safety are no longer limited to the traditional fire drills, earthquake drills, or other similar
natural disaster drills. The impact of societal dysfunction has created a need for additional safety and
security procedures that are associated more closely with tactics designed to deal with global terrorism. The
previous statement may sound a little extreme, but in light of recent events nationally, there is cause to
examine and heighten school security where needed.

Regardless of the causes, the fact remains that administrators, school boards, teachers, parents and students
are going to be faced with increasingly complex ethical issues and problems related to school safety and
security. The reality is one that if you wait for the problems to present themselves at school house doors,
school districts and communities become reactive as opposed to proactive. In response, the focus of this
document is to summarize implications, guidelines, and specific procedures for staff and students throughout
the district.

Program Objectives
School safety, security, and management combined with emergency/crisis preparedness establish accepted
procedures and guidelines designed to protect personnel, property (physical and intellectual) and intangible
assets, such as a school’s reputation, from damage or destruction and to help the school recover quickly
when an emergency/crisis does occur. The Vaughn Schools endeavor through the Safety and Loss Control

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program, policy development, staff training, and other proactive measures to develop and maintain an
effective management plan for the safety, security, and management of the District. Program objectives are
realized through four phases: Prevention, Detection, Response, and Recovery (U.S. Department of the
Interior, Safe Schools Planning: A Guide for Educators, 2009).

Prevention
Some emergencies can be prevented. Ensuring that electrical wiring is not frayed and that coffee pots are
unplugged at night can prevent a fire. Counseling a depressed student can prevent a suicide. Identifying a
threatening child early on can prevent violence.

Detection
Many types of emergencies can be detected through early warning signs. A local tornado warning system or
a flash flood advisory program can signal impending hazardous weather. A panic alarm can alert a senior
official about an emergency situation with a student.

Response
Whether Pandemic Flu has affected the school, a fist fight has developed, or an unauthorized and
threatening person has entered the school, some actions can be taken immediately to minimize the damage.

Recovery
A school can recover more completely when it has planned for a disaster in advance. Ensuring electronic files
are backed up daily and that backups are kept off site can ensure a seamless restoration of computer files
after a catastrophe. Creating a communications plan can return the school to normal operations quickly.
Having a succession plan that determines who takes a leadership role when the primary administrator is
unavailable can reduce confusion during traumatic times. Depending on the disaster, recovery measures can
also include taking photographs of a disaster scene for insurance purposes, calling in professionals to deal
with the aftermath, or providing counseling to students, employees, and contractors traumatized by a
disaster.

Some security planners consider mitigation of the damaging effects of an emergency to be a fifth phase.
While an essential part of security planning, mitigation is actually a component of other phases. It is
accomplished through early detection, a quick and effective response, and an efficient plan for recovering
from the emergency.

A. Prevention--What can you/we do

In an examination of measures viewed as effective, the following measures are those perceived as most
effective as reported by school board members in a national survey conducted by The American School Board
and Virginia Tech (1995).

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 o The top five effective measures taken by school boards include: implementation of a
clear, concise code of behavior conduct; consistent support of administrators; consistent
enforcement of board policy concerning student behavior; improved incident reporting;
and, improved reporting and tracking of all incidents.
o The top five education programs viewed as effective include: preschool and elementary
intervention programs; increased extracurricular programs; increased counseling and
intervention services; peer mediation programs; and, alternative education programs.
o The top five in-service programs for controlling the level of school violence include:
drug awareness training; classroom management for teachers; dealing with disruptive
students—how to; understanding learning styles; and, understanding child abuse issues.
o Specific measures taken by school boards: range from the traditional measures
(handbooks and polices) to specific measure that include locker searches, use of metal
detectors, security personnel, increased police involvement, and phone and alarms in
classrooms. All of the aforementioned measures were viewed as effective even if used
on a limited basis.

B. Prevention--Essential Elements Found in Schools That Are Considered Safe

The answer to this question is based on the uniqueness of each school district and corresponding needs and
problems. Monhardt, Tillotson, and Veronesi (1994) have identified eight guidelines for administrators,
teacher, and communities.

1. High Expectations: standards that lend themselves to all areas of the school community—academics,
classroom behavior, interactions with students and staff, facility use and treatments, et cetera.

2. Rules: a student handbook that clearly defines expectations for behavior backed by administrators who
respond to violations swiftly and fairly—no exceptions.

3. Parental involvement: a belief that parents are an integral part of school safety. This is accomplished
through strong parent organizations where parents are responsible for not only what happens at school
but at home, too.

4. The Teacher’s Role: Teachers have clear directions in terms of their responsibility with school safety (i.e.,
being in the halls during passing periods) and a realization that teachers must know and care about each
student.

5. The Administrator’s Role: developed leadership that is visible and built upon an established rapport with
the entire school community. Leadership in the day-to-day elements (discipline, school decisions) is
handled in an efficient and timely manner.

6. Staying One Step Ahead: keeping abreast of issues at all levels—local, state, and national. Complacency
is unacceptable in contrast to proactive measures.

7. School Activities: provide positive learning experiences for students and the school should offer a variety
of activities and programs—the more the better.

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8. Community Influences: staying current with community influences/dynamics allows for issue
identification. Schools should be viewed, as a subset of the community and the norms within a
community, positive or negative, will impact the school.

In review, one can begin to grasp an idea as to the complexity and importance of school safety and security.
Primary to our approach to school safety and security is the understanding that measures taken must be
proactive versus reactive. Further, measures need to be based on what works.

"Without safe schools, it is difficult, if not impossible for learning to take place...

Ronald D. Stephens, Ed.D.

Executive Director
National School Safety Center

C. A GUIDE TO SAFE SCHOOLS-“What to Look for” in STUDENTS

I. Early Warning Signs: None of the signs listed below is sufficient for predicting aggression and
violence and are presented as a means for identifying and referring students who may need help.
▪ Social withdrawal—Gradual or complete withdrawal from social contacts can be an important indicator
of a troubled student. Withdrawal stems from feelings of depression, rejection, persecution,
unworthiness, and lack of confidence.
▪ Excessive feelings of isolation and being alone—Research has shown that the majority of students who
are isolated and appear to be friendless are not violent. However, there are exceptions.
▪ Excessive feelings of rejection—In the process of growing up, many young people experience
emotionally painful rejection. Their response to this may include seeking out aggressive friends who in
turn reinforce their already violent tendencies. Response varies according to the many background
factors of the student.
▪ Being a victim of violence—Victims/children of abuse (physical or sexual) are at risk of becoming violent
toward themselves or others.
▪ Feeling of being picked on and persecuted—Youth who feel constantly picked on, teased, bullied,
singled out, et cetera, may initially withdraw socially from school. If not addressed, some children will
lean towards aggression/violence.
▪ Low school interest and poor academic performance—Low performance can result from many factors
and it is more a matter of identifying the causes for drastic changes in performance.
▪ Expression of violence in writings and drawings—Youth often express themselves in this manner.
However, overrepresentation of violence that is directed at specific individuals consistently over time,
may signal emotional problems and a potential for violence.
▪ Uncontrolled anger—Anger is natural, however, anger that is expressed frequently and intensely in
response to minor irritants may signal potential violent behavior towards self or others.
▪ Patterns of impulsive and chronic hitting, intimidating, and bullying behaviors—Students often engage
in behavior of this nature. If left unattended, it may escalate into more serious behaviors.

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▪ History of discipline problems—Chronic behavioral problems suggest that underlying emotional needs
are not being met. Unmet needs may be manifested in acting out and aggressive behaviors.
▪ Past history of violent and aggressive behavior—Unless provided with counseling, youth with a history
are likely to repeat behaviors. Aggressive and violent acts may be directed towards others, animals, and
self. Students with a history should be monitored.
▪ Intolerance for differences and prejudicial attitudes—Students who harbor intense prejudice towards
others based on racial, ethnic, religious, language, gender, sexual orientation, ability, or physical
appearance—when coupled with other factors—may lead to assaults toward others.

▪ Drug use and alcohol use—Apart from being unhealthy, use reduces self-control and exposes students to
violence, either as perpetrators or as victims.
▪ Affiliation with gangs—Gangs that support anti-social values and behaviors may cause fear/stress among
students or may influence other students to copy or emulate their behavior. In either case, zero
tolerance for gang related behavior should be the practice for schools.
▪ Inappropriate access to, possession of, and use of firearms—This is not one the school can monitor and
is a matter for parents. Parents control access to firearms.
▪ Serious threats of violence—Idle threats are a common response to frustration. Alternatively, one of the
most reliable indicators that a youth is likely to commit a dangerous act toward self is a detailed and
specific threat to use violence. All threats should be taken seriously.

Imminent Warning Signs

Unlike early warning signs, imminent warning signs indicate that a student is very close to behaving in a way
that may be dangerous to self or others. An immediate response is required. Imminent signs may include:

✓ Serious physical fighting with peers or family members

✓ Severe destruction of property
✓ Severe rage for seemingly minor reasons
✓ Detailed threats of lethal violence
✓ Possession and/or use of firearms or other weapons
✓ Other self-injurious behaviors or threats of suicide

In all cases, the office and parents need to be notified for possible referral/intervention.
(Reference: Early Warning/Timely Response—A Guide to Safe Schools)

D. BUILDING SECURITY—GENERAL PREVENTATIVE GUIDELINES (SAFE97AP.WPS)

1. Direct supervision is required during all school activities.

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 2. Classroom doors should be kept locked during non-use hours to keep intruders out. Locked doors
should be able to be opened from the inside.

3. Classroom door locks should be locked at all times. The door can remain open, but keep the
mechanism locked for quick response to security requests to lock down.

4. No visitor shall be allowed beyond the superintendent’s and/or main office unless authorized to do
so by proper authority. All visitors must possess the “visitors” pass while in the building.

5. Horseplay and fighting is strictly prohibited and persons found fighting shall be subject to discharge
or expulsion.

6. Possession of any weapon or the use of any ordinary implement as a weapon shall result in discharge
or expulsion in addition to any criminal penalties.

7. Records for all fighting, vandalism and other school-related crime shall be kept. School officials and
law enforcement agencies should work together.

8. Each school building shall develop an “intruder on premises” emergency plan and hold emergency
drills to practice them (lock down, evacuation, et cetera). Emergency procedures shall be provided
to other departments, which could be impacted (maintenance, transportation, food service, et
cetera).

E. CLASSROOM RULES-INSTRUCTIONAL STAFF:

SAFETY RULES AND SELF INSPECTION GUIDELINES

1. Never leave students unsupervised. Do not have unsupervised students conduct any activity that is
potentially dangerous. Exercise professional judgment when determining risk factors for class activities.

2. Know the location of fire extinguishers, first aid supplies, exits and emergency phone numbers. Know
emergency procedures for the building (lock-down, evacuation, communication with the office, and
others as determined by your supervisor).

3. Check to see that all equipment/appliances are “off” before plugging them in. Unplug equipment after
using it and pick up extension cords if used. Extension cords may be used temporarily. Fire codes do not
allow extension cords to be used for an extended period of time.

4. Learn how to operate all equipment before actual use.

5. Read and observe all warning signs and labels.

6. Do not use chairs, desks, etc. in place of a ladder. Use a step stool or a ladder designed for the job.

7. Practice good housekeeping. Materials should be stored in areas specifically set aside for the purpose of
storage. Materials should be neatly stacked or stable so that it will not tip.

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8. Maintain control of your class at all times.

9. Follow district policy as outlined in faculty and student handbooks as related to general safety and
procedures.

Section II:

Detection and Risk

Assessment

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 II. DETECTION AND RISK ASSESSMENT
PREFACE
As noted in Section I, while it is our hope that every student and staff member never has to contend with a
life-threatening emergency, this is the process to identify, control, and minimize the impact of uncertain
events. In order to ensure the safety and success of school operations, the Safety Committee and
Superintendent must conduct ongoing risk assessments. The Safety Committee conducts a review of
facilities on an annual basis for the purpose of personnel and facility safety and security. The District
Technology Committee examines informational security and safety (i.e., electronic data). All Staff and
Students can assist with daily risk assessment – a process to identify, control, and minimize the impact of
uncertain events (i.e., reporting of facility problems, student issues, or other areas of potential concern).

Benefits
The primary benefit is one of maximizing the safety and security for students, district personnel and visitors
to any campus in the district. The reporting of safety and security issues serves to prevent accidents,
unnecessary emergencies, or crisis situations through early detection and response. Finally, it identifies
problem areas, providing district personnel with the opportunity to consider and implement measures that
may require few or no resources.

School Safety and Security Assessment

District assessment is essentially a comprehensive audit of multiple areas for the purpose of identifying
emerging or potential safety and security concerns. Key assessment factors include identification of:

● District Assets that require protection: student and personnel information, facilities, technology-
computers, text book and other classroom materials, vehicles, and other tangible and non-tangible
assets.

● School Safety Plans: procedures for managing the District’s response to emergencies, disasters, and
other potential hazards.

● District Policies: the analysis of safety policies, discipline policies, personnel policies (recruitment,
hiring, background checks), and related procedures and practices.

● Threat Identification: examination of past incidents including accident reports, building level
discipline summary reports, the presence of drugs and alcohol, weapons, bullying, racial and gender
harassment, and other internal and external threats.

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 ● Threatened Emergencies: As identified by the U.S. Department of the Interior (2009), certain man-
made and natural emergencies need to be considered in threat assessment and are as follows:

MAN-MADE EMERGENCIES
Accidents NATURAL EMERGENCIES
Athletic Accidents
Animal Attacks
Building Accidents
Blizzards
Chemical Spills
Extreme Temperatures
Transportation Accidents
Earthquakes
Trips and Falls
Floods
Bomb Threats
Forest Fires
Cyber Crime
Hurricanes
Fires
Landslides
Fraud
Pandemics
Medical Emergencies
Tornadoes
Riots
School Violence The Top Ten (10)
Bullying
1. Active Shooter
Assaults and Batteries
2. Transportation Incident/Accident
Gangs
3. Bomb Threat
Homicides
4. Death or Suicide
Hostage Situations
5. Medical Emergency
Shootings
6. Violence in the Workplace
Weapons
7. Fire/Explosion
Substance Abuse
8. Severe Weather
Sexual Predators
9. Hazardous Chemicals/Substances
Suicide
10. Missing Person-Abduction/Kidnapping
Terrorism
Utility Failures

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DETECTION AND COMMUNICATION

Detection and Communication is critical to responding to any event and may vary due available
school equipment, school layout, student and staff numbers, and other factors. This portion of the
plan provides a framework addressing daily school safety, security and management of threats.

Detecting Internal Threats

The most likely means through which school emergencies will come to the attention of the
administration and emergency responders are notifications by alert staff members. Staff members
are required to report any actual or potential emergency incidents. These include, but are not limited
to, potential and actual:

o Child abuse incidents

o Electrical emergencies, including outages or exposed wiring
o Demonstrations or disturbances
o Fire, explosions, smoke or burning odors
o Fights
o Fumes
o Hostage situations
o Medical emergencies, including possible outbreaks of Pandemic Flu
o A suspicious package that is leaking fluid, has protruding wires, is poorly wrapped,
has excessive postage, or seems suspicious in anyway
o Substance abuse or alcohol abuse by students or staff
o Suspicious persons
o Theft, vandalism, or other crimes in progress
o Threats of bombs exploding, violence, suicide, and other incidents
o Water leaks
o Weapons on campus

In crises requiring an immediate emergency response, staff members should call 911, and then
immediately notify the school administration. Notifications should be made to Jan Cahill,
Superintendent, or in his absence Liz Thibert, Business Manager, followed by Phyllis Kummer,
Administrative Assistant. Staff members should make the notifications without delay. It is better to
report an incident that does not materialize into anything serious than to fail to report what becomes
a full-blown emergency.

If time permits, however, notifications to 911 should be made by the Superintendent or by the
designated Alternate.

If case of fire, the staff member who first detects the fire should pull the alarm. After an incident,
staff members may be required to complete a detailed incident report listing the time the incident
began and ended, the date, who was involved, whether weapons were used, what occurred, who
witnessed it, how the incident ended, and other information. If an unknown assailant is involved,
witnesses may be asked also to describe him or her.

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Detecting External Threats

The Superintendent or Head Teacher will monitor news and weather radios or the Internet for
impending hazardous weather or dangerous situations such as landslides, floods, or elevated
terrorist alerts. In regional or national situations, news may be communicated also through
Educational Line Officers or through local emergency responders.

School Command Communications

As a general rule, the Superintendent will coordinate and be responsible for all district-wide
communications during any site-based or district-wide event. In his or her absence, the Head
Teacher will be responsible for communications.

o All school occupants during an all-school alert

o Emergency responders and state and local agencies
o Parents, particularly in the case of injury or death of a student
o The community
o The media

All School Occupants

If the situation warrants it, the Superintendent must activate certain alerts that apply to the entire
school. When the Superintendent is not available, these decisions will be made by Head Teacher,
who will act as in the Superintendent’s place. If neither is available, the chain of command includes
alternates with Phyllis Kummer or Thad Wollan. If time permits, these decisions will be made in
conjunction with emergency responders and members of the security and facilities staffs.

Types of all-school alerts include:

Fire Drills
A fire drill is not an emergency situation per se, but it is an exercise to familiarize occupants with
evacuation procedures. Fire drills will be conducted in accordance with local fire codes, but no less
than once per term.

Emergency Signal: [Fire Alarm Activation]

Evacuations

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Some emergencies require that the building be evacuated as quickly as possible. As soon as the fire
alarm is activated, occupants must leave the building by the nearest exit and follow instructions.
Members of the Building Emergency Management Team and teachers have special duties during an
evacuation.

Emergency Signal:

Reverse Evacuations
Shelter-in-Place; Lockdowns
Not every emergency in or near the building leads to an order to evacuate. Some emergencies, such
as tornadoes, civil disturbances, or individuals with guns in the school may cause the Superintendent
to ask everyone to remain in the building until the situation improves. Reverse Evacuations include
lockdowns, used in the case of an individual with a weapon, and shelter-in-place, typically used
during hazardous weather. These are described below.

Emergency Signal for Lockdowns: [Level 3 Lockdown—Imminent Danger]

LEVEL 3 – LOCKDOWN: LEVEL 3 notifies the school of an immediate lockdown due to imminent
danger—the threat is inside the school. Under a Level 3 lockdown, the superintendent or an
alternate locks the main office door, keeps staff in secured areas inside, coordinates with police, and
instructs staff and students to follow the lockdown procedures.

A Level 3 script is as follows:

“Level 3 Lockdown.” This is the superintendent/alternate designee (or any staff member)
speaking. This is not a drill. We are under a Level 3 lockdown. Please secure ALL students and stay in
your classrooms. If you are in the playground, hallways or parking lot, please move calmly and quickly
to a safe room.  Staff will assist you.  Remain there until notified to do otherwise.  (Pause here to
make sure everyone is settled and listening.) Lock the door. We will provide continuous updating for
as long as the threat exists and as possible.”

Emergency Signal for Lockdowns: [Level 2 Lockdown—Threat Presents a

Danger]

LEVEL 2 – LOCKDOWN: LEVEL 2 notifies the school of an immediate lockdown due to a threat inside
the school (i.e., an angry person but one who may not possess any weapon). Under a Level 2
lockdown, the school commander (the superintendent or an alternate) locks the main office door,
keeps staff in secured areas inside, coordinates with police, and instructs staff and students to follow
the lockdown procedures.

A Level 2 script is as follows:

“Level 2 Lockdown.” This is the superintendent/alternate designee (or any staff member)
speaking. This is not a drill. We are under a Level 2 lockdown. Please secure ALL students and stay in
your classrooms. If you are in the playground, hallways or parking lot, please move calmly and quickly
to a safe room. Staff will assist you.  Remain there until notified to do otherwise.  (Pause here to

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 make sure everyone is settled and listening.) Lock the door. We will provide continuous updating for
as long as the threat exists and as possible.”

Emergency Signal for Shelter-in Place: [Level 1 Lockdown—Potential Threat]

LEVEL 1 LOCKDOWN OR SHELTER-IN-PLACE: LEVEL 1 notifies the school of a shelter-in-place order.

Movement within the building may be permitted under some circumstances, but building
containment will be maintained. Staff may be directed to guard all outside exits to permit internal
movement of students. If there are no large group containment issues, it is advisable to give
assurances, but keep students in classrooms. Bathroom needs can be attended to, under supervision.

A Level 1 script is as follows:

“This is the superintendent/alternate speaking. We are under a Level 1 alert. We are activating
shelter-in-place procedures. Please remain in the building. If you are in the playground, hallway or
parking lot, please move into the building.”

[Give a complete update here. Continue giving updates at a rate of every 5-10 minutes. Provide
further shelter-in-place instructions.]

Dismissal
Some weather or emergency situations, including a terrorist incident, may cause management to
dismiss students/employees during business hours, telling them that they may leave or stay at their
own discretion.

Signal or Means of Communication: [Announcement by Superintendent to

Staff]

Closure
Sometimes, especially when winter storms occur, the building may be closed even before the
workday begins. Outbreaks of Pandemic Flu may also require the school to close down operations.

RETURN TO CLASS:
When the danger has been resolved and removed from the vicinity, the school will proceed as
scheduled following an “ALL CLEAR MESSAGE” from the Superintendent or designee. If it is the end
of the day, an announcement about transportation arrangements will be warranted.

Emergency Responders

After 911 is called, the Superintendent or alternate – is responsible for communicating with the
hierarchy of the emergency response team.

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 DISTRICT SAFETY COMMITTEE
The District’s Safety Committee, in conjunction with Administration, oversees the safety, security, and
management planning effort leading to a safe campus. It fulfills the following purposes:
o It gives a specific group of people the responsibility for developing and updating the security plan
and for ensuring it is implemented in an organized manner.
o It facilitates and formalizes communication among stakeholders who share a role in safe schools
issues and provides a means to solicit diverse viewpoints.
o It serves as a vehicle to field complaints, compliments, and suggestions about security and to
collect and analyze intelligence about emerging security threats such as the growing power of a
new gang or a recent designer drug.
o It demonstrates to students, staff, and parents the administration and board’s commitment to
ensuring a safe school and its diligence in addressing security issues.
o It provides an ongoing tool to assess existing security measures and to recommend new
measures.

Members of the District Safety Committee are as follows:

TITLE NAME OFFICE PHONE HOME PHONE/CELL EMAIL ADDRESS

Superintendent Jan Cahill 965-2231 899-1988 [email protected]

Head Custodian Brandon Thibert 965-2231 564-5723 [email protected]

Head Teacher Thad Wollan 965-2231 750-1159 [email protected]

Teaching Staff Chrissy Faechner 965-2231  [email protected]

Admin. Asst. Phyllis Kummer 965-2231 964-1014 [email protected]

Teaching Staff Lis Schmidt 965-2231 868-5867 [email protected]

Teaching Staff Dusti Patterson 965-2231 [email protected]

THE FOLLOWING SECTION IS DEVOTED TO EMERGENCY RESPONSE

PROCEDURES. ALL STAFF ARE RESPONSIBLE FOR KNOWING THE
PROCEDURES.

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 Section III:

Emergency Response
Procedures

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 III. EMERGENCY RESPONSE PROCEDURES
PREFACE
As noted in Section I, issues of school safety are no longer limited to the traditional fire drills,
earthquake drills, or other similar natural disaster drills. Section III provides staff with operational
procedures and protocols for an array of man-made and natural emergencies. The primary goal is to
protect students, staff and guests from harm while in attendance at any of our campuses.

Please take time to read and familiarize yourself with these procedures. Emergency situations
generally occur without advance warning and your knowledge, understanding, and ability to
implement the following procedures if needed ensures an effective response that may prevent
serious injury or death.

Key Elements in this Section:

➢ Section III-A: Roles and Responsibilities Defined

➢ Section III-B: Prevention and Preparedness

➢ Section III-C: Evacuations

➢ Section III-D: Emergency Procedures (Alphabetized)

Evacuations
Evacuations are deemed building or district-wide alerts. Evacuation procedures consist of:

➢ Drills: not an emergency situation but require staff and students to become familiar with
FIRE DRILLS, REVERSE EVACUATION DRILLS (shelter-in-place, lockdowns), and OR ALTERNATE
SITE EVACUATION DRILLS.

➢ Non-Drills: emergency situations requiring staff to implement one of the above procedures.
Procedures are presented in greater detail in Section III-C.

Foundations for a Climate of School Safety and Security—Staff and Students:

o Foster a Culture of Respect,
o Create Connections Between Adults and Students,
o Break the “Code of Silence,”
o Engage in Prevention and Interventions, and
o Understand What to do in a Time of Emergency or Crisis.

(United States Secret Service and United States Department of Education, 2002)

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Section III-A: Roles and Responsibilities Defined
Understanding who will plan the emergency effort and who will lead school operations during an
emergency is critical. Assigning roles and responsibilities ensures that required tasks are
accomplished, reduces the chaos of the emergency scene, and eliminates duplication of effort. This
section identifies the roles and responsibilities of staff members before, during, and after an
emergency.

School Administration

The Superintendent is responsible for providing leadership on security issues, approving security and
emergency management procedures, updating contact information, receiving and acting on
notifications of incidents, bringing in external resources, establishing discipline procedures, following
through with consequences in a fair and consistent manner, reporting serious incidents to parents or
appointing a designee to do so, and other critical tasks.

Emergency Response Teams (ERT)

The Emergency Response Teams are activated during a school-wide or building-level incident. This
section describes the roles and responsibilities of the Emergency Response Team during and after
emergencies. Roles and responsibilities specific to evacuations or lockouts are described in Section
III-C, entitled Evacuations.

School Commander
The School Commander, typically the Superintendent, remains in the building and manages the crisis.
He or she coordinates the emergency response effort, gives the order to evacuate or lock down the
school, coordinates with police, fire and medical teams, maintains contact with headquarters, and
ensures immediate notifications to law enforcement and other emergency services as necessary.
After the emergency is concluded, the School Commander will review the event with the EMT to
resolve any personnel (students/staff) issues related to an emergency that disrupts school
operations.

School First Aid Responders

School First Aid Responders provide emergency First Aid until medical assistance arrives. They are
trained in First Aid and cardio-pulmonary resuscitation. Every staff member should memorize the
names of the First Aid Responders in their building and know where they are normally stationed in
the school.

Site Coordinator

The Site Coordinator directs emergency responders such as police, fire, and paramedics to the site
emergency and controls access to the affected areas. If necessary, he or she preserves the crime
scene until police arrive and assume control. The Site Coordinator also directs media, parents, and

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central office personnel to the appropriate locations and cordons off areas as necessary. The Site
Coordinator must know the emergency site map thoroughly and know where to locate the necessary
supplies to cordon off areas during a school-wide incident.

Parent Coordinator

The Parent Coordinator assists parents who come to the school and keeps parents briefed on the
situation. (Severe injuries or the death of a child should be reported to parents by the
superintendent, unless extreme circumstances do not permit it.) A separate waiting area for parents
of involved children has been designated. It is important that the Parent Coordinator stay calm and
reassuring during emergencies and communicate only what is known about the situation, not
speculation.

Crisis Team Leader

The Crisis Team Leader coordinates crisis intervention and counseling services.

Recorder

The Recorder documents the time and events of a crisis, beginning with when the event started and
when changes in the situation occurred. The Recorder also collects the names of missing children
from teachers and assists in reporting them to emergency responders, the administration, and the
Parent Coordinator. The Recorder records the names of responding emergency units and the
support staff, collecting business cards, if available. If the school has surveillance equipment, the
Recorder or another individual assigned by the Superintendent, ensures after each emergency
incident that images of the incident are preserved digitally or on tape.

Transportation Coordinator

The Transportation Coordinator arranges for any special transportation needs arising from the
incident.

Media Coordinator

The Media Coordinator arranges for a media staging area away from the incident area, keeps media
away from parents and students, and, if time permits, collects business cards from members of the
media. The Media Coordinator should not give interviews to the media.

Teachers

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 Teachers maintain supervision of their classes and take attendance every time the class moves to a
new location. Attendance books must accompany a teacher whenever the classroom is evacuated.
Teachers should compile a list of missing students any time roll call is taken and note possible
locations of these students. The administration and emergency responders should be immediately
notified of missing children. Teachers should take their classroom emergency kits with them, if they
are available.

Assistants for Individuals with Physical Disabilities

Staff members are assigned to assist each student and colleague with physical disabilities in the
event of an evacuation, as described in the evacuation plan. Assistants for children and staff with
disabilities must be knowledgeable about each individual’s special needs, particularly in respect to
special equipment and medications. Alternative staff members are designated in case an assigned
staff member is absent during an emergency.

DISTRICT EMERGENCY RESPONSE TEAM

The District’s Emergency Response Team convenes during a District-Wide Incident.

TITLE NAME OFFICE PHONE HOME PHONE/CELL EMAIL ADDRESS

Superintenden
Jan Cahill 965-2231 899-1988 [email protected]
t

Head
Brandon Thibert 965-2231 564-5723 [email protected]
Custodian

Head Teacher Thad Wollan 965-2231 750-1159 [email protected]

Teaching Staff Chrissy Faechner 965-2231  [email protected]

Admin
Phyllis Kummer 965-2231 964-1014 [email protected]
Assistant

Teaching Staff Lis Schmidt 965-2231 868-5867 [email protected]

Teaching Staff Dusti Patterson 965-2231 [email protected]

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 EMERGENCY RESPONSE TEAM

HOME,
ROOM OFFICE
ROLE CELLULAR AND
RESPONSIBILITY   NAME NUMBE PHONE
PAGER
R NUMBER
NUMBER

Manages the crisis and

coordinates response with PRIM
Jan Cahill Office 965-2231 899-1988
police, fire, and medical ARY
SCHOOL teams. Gives the order to
COMMANDER evacuate or lock down the
school. Maintains contact with ALTER
headquarters. Ensures Phyllis Kummer Office 965-2231 964-1014
NATE
necessary notifications to the
Chain of Command.

Directs police, fire, and PRIM

Thad Woolan Office 965-2231
paramedics to the site of the ARY
emergency. Controls access to
SITE affected areas. Preserves the
COORDINATOR crime scene until police arrive.
Directs media, parents, and ALTER
others to the appropriate Chrissy Faechner Office 965-2231
NATE
locations. Cordons off areas,
as necessary.

Assists parents who come to

the school and keeps parents PRIM
Phyllis Kummer Office 965-2231 964-1014
briefed on the situation. ARY
PARENT (Severe injuries or the death
COORDINATOR of a child should be reported
to parents by the
superintendent, unless ALTER
Lis Schmidt Office 965-2231 868-5867
extreme circumstances do not NATE
permit it.)

Note to Teachers: Every member of the Emergency Response Team who is a classroom teacher must have a pre-designated alternate
staff member to cover his or her class should the team be activated. Teachers should ensure they have informed their students who
the alternates will be. During drills, alternates should manage the classrooms of ERT members.

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Section III-B: Prevention and Preparedness Protocols
Many incidents can be prevented when staff members:

o Communicate to students that they are highly valued;

o Communicate high expectations and enforce rules consistently and fairly;

o Encourage and permit, within appropriate venues, open discussion about problems,
threats, security vulnerabilities, and potential solutions;

o Encourage proper communication and training about the causes and the warning signs of
different types of hazards;

o Are motivated and skilled in taking action when warning signs emerge;

o Intervene when they see evidence of trouble, such as bullying, threats, child abuse,
alcoholism, drug abuse, or suicidal tendencies, and

o Reinforce to students that they should report to adults the same signs of trouble and
they could save lives by doing so.

Preparation mitigates the harmful effects of emergencies. School staff should:

o Study these procedures and know in advance how to respond to an emergency.

o Learn evacuation routes and destinations. Know the locations of phones, fire alarms, fire
extinguishers, fire hoses, panic alarms, First Aid kits, defibrillators, and emergency exits
in advance.

o Plan how you would call for help if you had an emergency in your area of the school and
who you would send for assistance. Design mutual assistance protocols with nearby
colleagues in advance.

o Keep your cell phone charged and with you. Keep a spare battery and power cord on
hand for emergencies.

O Know the location of emergency kits and take them with you during evacuations.

o Consider learning basic First Aid and Non-Violent Crisis Intervention/Self Defense
techniques. Memorize names of staff members who are trained in First Aid.

Other means to prevent and prepare for emergencies are contained in the Incident-Emergency
Response Protocols in Section III-D.

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CRISIS RESPONSE PROTOCOL
When a staff member discovers a crisis situation, that person will follow these quick steps:
● Always respond to the emergency first! If first aid is needed, contact the Superintendent.
● If the emergency requires students and staff to go into lockdown, the staff member will initiate
the lockdown by utilizing the phone system/intercom system. Every staff members’ professional
judgment will be trusted when making a call to implement lockdown procedures.
● Staff members should notify either the Superintendent or Head Teacher if they are aware of any
crisis involving students or staff.
● This staff member will return to duties or stand in support of the crisis team as requested.
● The designated School Commander will then assign Emergency Response Team members to
confirm that all necessary emergency services are in route or in progress.
● The Emergency Response Team will continue to gather all pertinent information about the crisis,
and the School Commander will continually evaluate changes in the crisis situation, delegating
response duties to other support staff as needed.
● The Emergency Response Team may organize calls to parents of students known to be involved,
but only if that step is appropriate and timely and coordinated through the Superintendent’s
office as needed. Any information passed on must be verified.

Special Notes:
1. Fire Evacuation Plan and Routes

2. Alternate Site Evacuation Plan

3. Current Classroom Roster (Each person responsible for the supervision of students must keep a

current roster in their manual).

Section III-C: Evacuations

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In certain types of emergencies, the school must be evacuated. Typically the Superintendent, will
make this decision.

Procedures are as follows:

o Read and understand the emergency and security procedures. Know your duties in case
of an evacuation or lockdown. Study the evacuation map and know where your
classroom, dormitory floor, or section will go.
o If you are a member of the Emergency Response Team, understand your roles and
responsibilities and act accordingly.
o If you activate the fire alarm, notify the Superintendent of the exact nature and location
of the emergency.
o If you are a teacher, take your class list with you and immediately take attendance.
Ensure your classroom is completely empty before leaving. Turn off the light and close
the door.
o If time permits, take personal possessions such as keys, wallets or your purse with you.
o If time permits, secure all sensitive or classified documents. Do not jeopardize the safety
of yourself or your students, however, in situations such as fires that pose imminent
danger.
o Report to the assigned assembly areas indicated below. Take attendance every time your
class moves to a new location. Report missing children immediately.
o Follow the instructions of emergency evacuation personnel. This is especially important
when you are outside the building.
o Stay out of the way of emergency vehicles.

EVACUATION SIGNALS:

➢ FIRE DRILL—ALARM

➢ NON-FIRE—ALARM ACCOMPANIED BY AN ANNOUNCEMENT FROM THE

SUPERINTENDENT/ALTERNATE

➢ EARLY DISMISSAL—ANNOUNCEMENT FROM SUPERINTENDENT/ALTERNATE

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REVERSE EVACUATIONS
A reverse evacuation is an order to persons outside of a building to go into a building for shelter.
Situations that may require the use of a reverse evacuation may include sudden severe weather,
such as a hail storm or tornado, a hazardous materials release, or an armed assailant on campus who
has not yet entered the building. A school lockdown indicates that students and staff may be in
jeopardy from an intruder, armed individual, or for other reasons in or near the school. A lockdown
serves many functions during an emergency situation:

o The majority of students and teachers will be taken away from the threat;
o The dangerous situation can be isolated from much of the school;
o Accounting for students can accurately take place in each classroom; and
o Depending on the situation, an organized evacuation can take place away from the
dangerous area.

LOCK-DOWN PROCEDURES

LOCK-DOWN SIGNAL: “CODE RED, CODE RED”

CODE RED – LOCKDOWN: Code Red notifies the school of an immediate lockdown. Under a Code
Red, the Superintendent (or an alternate) through the public address system notifies staff, locks the
main office door, keeps staff in secured areas inside, coordinates with police, and instructs staff and
students to follow the lockdown procedures.

A code red script is as follows:

“Code Red. Code Red.” This is the superintendent/alternate designee speaking. This IS (IS NOT) a
drill. We are under a Code Red lockdown. Please stay in your classrooms. If you are in the
playground, hallways or parking lot, please move calmly and quickly to a safe room. Staff will assist
you. Remain there until notified to do otherwise. (Pause here to make sure everyone is settled and
listening.) Lock the door. We will provide continuous updating for as long as the threat exists.”

Lockdown protocols are as follows:

o During a lockdown, teachers should immediately lock their classroom doors. Use sound
judgment in determining whether any individuals knocking on the door are armed and
dangerous or simply stragglers attempting to find shelter. As a rule of thumb, never
open the door until you receive an “ ALL CLEAR MESSAGE” from the Superintendent or
Head Teacher.
o If you are in an open area such as a gymnasium or lunchroom, usher students to the
nearest room that can be locked.
o Once inside the locked room with the students, instruct them to remain silent and to stay
away from doors and windows, to protect against flying glass.

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 Lock-Down-continued:
o Create a series of barriers by turning desks and tables on their sides and putting them
between the door and occupants in the room.
o Turn off the lights.
o Place the “GREEN” Signal Card in your classroom window indicating that occupants in
the room are safe and all accounted for. If you have an emergency situation (i.e., an
injured student, the intruder is trying to breach the room) place the “RED” Signal Card
in your classroom window.
o Once barriers are in place, instruct students to lie on the floor in the prone position as far
away from the door as possible
o Ensure children remain absolutely quiet and wait for an “ALL CLEAR ANNOUNCEMENT.”
o If a cell phone is available and you feel it is appropriate to do so, call 911 and speak in
low tones. Wait for instructions on how to communicate with law enforcement about
the event as it unfolds. Because cellular telephone equipment may be overwhelmed or
damaged during an emergency, limit phone calls to emergency response issues. BE SURE
TO PLACE YOUR CELLPHONE ON VIBRATION.
o In some cases, such as when an armed individual is actively shooting in the hallway,
children may be able to exit through a window. Consider this as a possible strategy if the
assailant is inside the building, if the windows are far from the nearest exit that the
assailant may take, if the windows are large enough to pass children through them, and if
others are available to protect the children once they are outside.
o Unassigned teachers should ensure that students in hallways are placed in classrooms
immediately. Staff members should check restrooms and other areas where students
may be found.
o Pass an attendance roster around the room and then prepare a list of missing students
and extra students in the room. Ensure that you take this list with you when you are
directed to leave the classroom.

Shelter-in-Place
Emergency Signal for Shelter-in Place: “Code Yellow, Code Yellow”

CODE YELLOW – SHELTER-IN-PLACE: Code Yellow notifies the school of a shelter-in-place order.
Movement within the building may be permitted under some circumstances, but building
containment will be maintained. Staff may be directed to guard all outside exits to permit internal

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movement of students. If there are no large group containment issues, it is advisable to give
assurances, but keep students in classrooms. Bathroom needs can be attended to, under supervision.

Shelter-in-Place-continued

A code yellow script is as follows:

“This is the superintendent speaking. We are under a code yellow alert. We are activating shelter-in-
place procedures. Please remain in the building. If you are in the playground, hallways or parking lot,
please move into the building. Staff, if a medical emergency arises, please call the main office to
report it.  Here is what we know at this time:”

[Give a complete update here. Continue giving updates at a rate of every 5-10 minutes. Provide
further shelter-in-place instructions.]

Lockdown protocols are as follows:

o During a shelter-in-place emergency, the school will be closed. Bring students, faculty, and staff
indoors. If there are visitors in the building, provide for their safety by asking them to stay inside
the building.
o Close all windows and exterior doors.
o If there is danger of hazardous weather such as strong winds, close window shades, blinds, and
curtains to prevent injury from flying glass.
o Select interior room(s) with the fewest windows or vents. The room(s) should have adequate
space for everyone to be able to sit in. Avoid overcrowding by selecting several rooms if
necessary. Classrooms may be used if there are no windows or the windows are sealed and can
not be opened. Large storage closets, utility rooms, meeting rooms, and even a gymnasium
without exterior windows will also work well.
o It is ideal to have a hard-wired telephone in the room(s) you select. Call emergency contacts and
have the phone available if you need to report a life-threatening condition. Cellular telephone
equipment may be overwhelmed or damaged during an emergency.

Lockdown protocols are as follows:

o Bring everyone into the room. Close the door.
o If the emergency is a hazardous material spill, use duct tape and plastic sheeting at least 4-6
millimeters thick (i.e., heavier than food wrap) to seal all cracks around the door(s), windows
and any vents into the room.
o Write down the names of everyone in the room, and call [DESIGNATED EMERGENCY CONTACT]
to report who is in the room with you.
o Listen for an official announcement from school officials via the public address system, and stay
where you are until you are told all is safe or you are told to evacuate. Local officials may call for
evacuation in specific areas that are at greatest risk in your community.

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Source: Shelter-in-place guidelines were provided by the American Red Cross.

Listen for an official announcement from school officials via the public address system, and stay
where you are until you are told all is safe or you are told to evacuate. Local officials may call for
evacuations in specific areas at greatest risk in your community.

Dismissals
Some weather or emergency situations, including a terrorist incident, may cause management to
dismiss students/employees during business hours, telling them that they may leave or stay at their
own discretion.

Signal or Means of Communication: [Announcement by Superintendent to

Staff]

Closures
Sometimes, especially when winter storms occur, the building may be closed even before the
workday begins. Outbreaks of Pandemic Flu may also require the school to close down operations.

RETURN TO CLASS:
When the danger has been resolved and removed from the vicinity, the school will proceed as
scheduled following an “ALL CLEAR MESSAGE” from the Superintendent. If it is the end of the day, an
announcement regarding all transportation arrangements will be provided by the superintendent or
alternate.

Alternate Site Emergency Shelter Evacuation

This is where school occupants will be relocated if an emergency incident prevents them from staying
on the campus. Offsite locations are as follows:

Move students as far as possible from the building while remaining in you designated area. The
Superintendent or alternate will account for all students with classroom instructors.

DURING ALL INCIDENTS, KEEP YOUR STUDENTS TOGETHER!

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 HOLD HARMLESS AGREEMENT—ALTERNATE SITE AGREEMENT

In consideration of the use of ________________________________________________ for a

temporary shelter for students during a School District determined emergency, Vaughn Schools
agrees to defend and hold harmless,

__________________________________________, for any injuries or property damage

arising out of such use. The coverage is to be in effect while students are being housed at

this alternate location.

District employees, while on the alternate premises, will supervise the students, and the

property owner/manager will be notified by District employees before any students

are brought there.

__________________________________________
Property Owner/Manager

School District Contact Information:

Phone: 965-2231

Jan Cahill, Superintendent

Contact Person/Position

Liz Thibert, Business Manager

Alternate Contact Person/Position

___________________________________________
Date of Agreement

Copies to: Property Owner/Manager

Superintendent of Schools

Section III-D: EMERGENCY RESPONSE PROCEDURES

The following protocols are relevant to specific types of emergencies. General principles described in
previous sections also apply.

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 EMERGENCY RESPONSE TEAM CHECKLIST
This Emergency Response Team Planning Checklist may be used with suicide, homicide, or other
crisis or accidents which might occur at school or on their grounds. The School Commander on
hearing of the crisis will call an emergency meeting to assess the crisis and assign team members to
specific tasks. A code word will be used to signal top priority:

Signal or Means of Communication: ”Code Blue, Code Blue” [Announcement by

the superintendent or alternate notifying the ERT to report to a designated point.

1. Determine the emergency assistance needed (medical, fire, police, other).

2. When time permits, assign facility members to assume positions at all exits and in each area of
the school. Seal off area where crisis has taken place.

3. Decide what additional resources are needed and who will request these resources.

4. Decide when, where, and the format for notifying the staff of the crisis (memo, PA system,
and/or faculty meeting).

5. Decide who might need special support and assign members of the crisis management team to
assist.

6. Notify the superintendent to activate school ERT and to establish additional emergency
coordination.

7. Assign a member of the crisis team to assist the faculty to deal with their own feelings as well as
planning for how they will deal with the student body.

8. Assign the school counselor to call the person's family to offer assistance and solicit permission
from family to make a general announcement to the student body.

9. Assign a counselor to assist the student's siblings, best friends, and parents. Notify these people
individually before any general announcement is made.

10. Compile a list of high-risk students and have members of the crisis team take in these students
for preventative counseling.

11. Assign members of the crisis team to several areas of the school for small group meetings for
the grieving process for the first day.

12. Conduct a debriefing and evaluation of the crisis, and how it was handled. Revise the plan to
improve the system once the evaluation process has been completed.

ABANDONED/LOST CHILD

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If a child is missing, school staff should immediately notify the administration, who will notify 911 and
the child’s parents if the child is not located promptly. Staff should verify that the child is missing by
searching the building and grounds and questioning the children’s friends and teachers to determine
when the child was last seen and where the child may have gone.

IMMEDIATE ACTION:

Communication
● Contact family by telephone if possible
● Contact emergency telephone references
● Contact Superintendent
● Contact Bus Driver if student is a rider.
● If contact cannot be made with the parent/emergency contact, call the police department for
an officer to respond (911)

FOLLOW UP:

● Make written documentation in student file regarding circumstances surrounding the incident
● If situation reoccurs, a call should be made to Child Protective Services (CPS) to notify them in
case they have an on-going investigation with the family

CONFIDENTIAL INFORMATION:

According to federal statute—“An educational agency or institution may disclose personally

identifiable information from an education record to appropriate parties in connection with an
emergency if knowledge of the information is necessary to protect health and safety of the student
or other individuals.”

Law Enforcement and Medical Personnel:

If a law enforcement officer or medical personnel needs information to protect the health and safety
of a student, the school must provide whatever information is needed.

Media:

The media should generally be referred to the Superintendent. Generally, the only information that
should be provided to the media is confirmation of the student's attendance in the district. However,
in the case of an abandoned child, providing information to the media that may aid in the protection
of the child is permissible.

ANIMAL/SNAKE BITES/POISONOUS INSECTS

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PRE-EMERGENCY PROCEDURES:

● Maintain and keep a list of local emergency agencies and their telephone numbers

Rocky Mountain Poison & Drug Center Phone: 1-800-222-1222

777 Bannock Street Website: www.rmpdc.org/
Denver, CO 80204-4028
Cascade County Sheriff’s Department Phone: 911

● Have first aid supplies available in convenient locations

Communication:

● Call 911
● Determine need to contact Poison Control at 1-800-525-5042
● Notify Superintendent
● Notify victim’s parents

IMMEDIATE ACTION:

Staff should:
o Call 911 if a student has been injured by an animal.
o Calm victim and render first aid—move individual to a safer location if necessary.
o Identify type of incident (i.e. animal, snake, insect), number of victims, and extent of injuries.
o Attempt to maintain visual contact of animal if possible until emergency personnel arrive.
o If the animal is outside the school building, request the administration to issue a Shelter-in-
Place alert, but otherwise continue operations as normal.
o Use a bullhorn or throw objects such as rocks at the animal to frighten it.
o If the animal enters a classroom, evacuate the classroom and move to another part of the
building and close the door. Attempt to isolate the animal in a classroom. The
Superintendent or designee will contact the local animal control agency.
o Ask the Superintendent to contact the parent or guardian of any student physically harmed
or emotionally distraught.
FOLLOW UP:

● File student accident report

● Complete incident report and forward to Superintendent

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 ASSAULT-WITHOUT A WEAPON
IMMEDIATE ACTION:
Note: More teachers and officers are injured while trying to break up fights than during any other
crisis. If weapons are involved, initiate lockdown and call 911 immediately. Incidents of violence vary
in nature and, therefore, responses should be tailored to each situation based on common sense and
experience.
● Notify office (via PA or telephone) of location and number of students involved as well as to the
fact that you are responding to it.
● Walk, do not run, to the fight
● Do NOT try to break up a fight by physical means or disarm a student by yourself-Call for help
● Obtain additional help

ANALYZE THE ALTERCATION:

● Is the fight staged?

● Are weapons involved?
● Is the fight winding down?
● Who was the aggressor?

CONTROLLING THE ALTERCATION:

● If a fight erupts, send for help in the most expeditious manner possible.
● Loudly command the students who are fighting to stop immediately and inform them of the
consequences of failing to do so. Tell the students that police have been or are being called and
that they will be arrested if they do not stop.
● If appropriate, send a trusted student to the next classroom to request a colleague to come to
the location. Instruct the messenger to relay the information quietly, so other students do not
leave their classrooms to watch or join the fight.
● If you are a teacher called to such an emergency, instruct your students to stay in the classroom.
Note the consequences if they do not. Order spectators to return to their classrooms or to
evacuate.
● If colleagues are nearby, instruct the most physically able adults to help you separate those
involved. Ask another colleague to keep other students away from the fight to prevent it from
escalating.
● Separate those involved. Do not use excessive force such as punching, choking, or hog-ties and
do not ask students to intervene.
● Under no circumstances should any staff member idly stand by while a fight occurs. Every able-
bodied staff member has a responsibility to get help, intervene, or keep students away from the
scene.
● Call 911 and employ medical assistance protocols, as necessary.

FOLLOW UP:

Make an incident report describing how and when the fight started, who was involved, how it was
disbanded, who witnessed the incident, and other factual information. Staff present should ask
witnesses and the participants themselves how the fight started. All reports must be filed with the
superintendent.

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 ASSAULT-WEAPON
IMMEDIATE ACTION:

Note: More teachers and officers are injured while trying to break up fights than during any other
crisis. If a weapon is involved initiate lockdown and call 911 immediately. Incidents of violence vary
in nature and, therefore, responses should be tailored to each situation based on common sense and
experience.
● Notify office (via PA or telephone) of location and number of students involved as well as to the
fact that you are responding to it.
● Walk, do not run, to the fight
● Do NOT try to break up a fight by physical means or disarm a student by yourself-Call for help
● Obtain additional help

Suspected Weapons Possession

Incidents of suspected weapons may require a search of a student, an action that can create liability
issues if not conducted appropriately. Only the Superintendent or Superintendent’s designee, or
police are authorized to search a student on school premises, based on a reasonable belief that the
student possesses a weapon.

The search may be no more intrusive than is necessary to secure safety. Any search of a student must
be made in the presence of another employee of the school or facility. Staff conducting the search
must be able to later say why they believed the student had a weapon. Examples include the child
had a bulge in his pocket the shape of a gun or the child told a classmate about the weapon or
showed it to a classmate. Searches may not be random. Under no circumstances should a child be
strip searched. All students should be cleared from the area during the search.

o If a student is suspected of carrying a weapon but is not threatening, notify the Superintendent
or Head Teacher or law enforcement immediately, preferably through a colleague or by a
remote means of communication, such as a Walkie Talkie or a phone. If a gun or other serious
weapon is involved, call police immediately.

o Every effort should be made to prevent the suspected student from becoming agitated. Do not
alert the student that you have suspicions until help arrives. Smile and talk to other students as
normal.

o Gently move other students away from the suspect and quietly notify nearby teachers to lock
their classroom doors or request a colleague to do so. This should be done without the
knowledge of the suspected student.

o Observe the student’s behavior to determine if he or she may be under the influence of alcohol
or illegal drugs, a situation that may escalate the level of threat to students and staff. Note
whether the student looks unusually angry or determined.

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o Once help arrives and depending on the circumstances, a member of law enforcement,
administration, or another staff member may, within reason and with caution, notify the
student that he is suspected of carrying a weapon.

o Throughout the incident, make every effort to de-escalate the situation by remaining calm, non-
threatening, and firm. The choice of words and intensity, however, can increase as necessary.

o Suspect student should be relocated. If this is not possible, all students should be cleared from
the area during the search.

o Security or other personnel authorized by the principal should ask the student to stand face
against the wall and raise his arms. Such a search is permitted only when there is reasonable
suspicion that the student may have a weapon. Searches that are not based on any legitimate
reason can create significant liability issues. When you give this instruction, focus on the
student’s hands and stand close enough to secure his arms and stop him from reaching for the
weapon if he attempts to draw it.

o Do not leave the student in restraints on the floor for excessive periods of time to avoid
“positional asphyxiation.”

o Do not use profanity, which may escalate the situation. Attempt to persuade the student to
cooperate by reassuring him that no one wants to harm him.

o The Superintendent or Superintendent’s designee are authorized to search student lockers or

other areas of the campus and, based on a reasonable suspicion, desks, bags/ backpacks, and
vehicles.

o Confiscated weapons must be turned over to law enforcement. Attempt to preserve

fingerprints on the weapon by leaving it in place until law enforcement arrives or, if it is at risk
of being disturbed, by placing it in a plastic bag. Weapons shall not be returned to the student
or a parent/guardian.

FOLLOW UP:

Make an incident report describing how and when the incident began, who was involved, who
possessed the weapon, what type of weapon was involved, how the incident was de-escalated, who
witnessed the incident, and other factual information. Describe what created the reasonable belief
that a weapon was involved, such as information supplied by another student, a suspicious bulge
under the student’s jacket, threatening behavior by the student when questioned, or other
indications.

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Confirmed Weapon Threats
No one set of protocols applies to every situation of weapon threat. A response that may be
appropriate in one situation may not be appropriate in another. Therefore, apply sound judgment to
determine what actions will de-escalate the situation.

IMMEDIATE ACTION:

o If you see a student or intruder actively threatening others with a gun but the student does not
see you, contact 911 and the front office immediately to instruct a lockdown, if possible.
Identify the student’s location.
o Attempt to clear the area and spread the word as quickly as possible throughout the building
that lockdown procedures must be followed.
o If approached directly by the individual, freeze in place in a non-confrontational manner. Do
not move unless instructed by the suspect to do so.
o Look the student or intruder directly in the eye. Attempt to de-escalate the situation by calmly
talking to the individual. This will allow you to gain time and calm the person.
o Try to find out why the student or intruder is threatening violence. Do not do anything to
further agitate the person.
o Once the situation is under control, the student will be arrested and disciplined according to
the. Attempt to preserve fingerprints on the weapon by leaving it in place until law
enforcement arrives or, if it is at risk of being disturbed, placing it in a plastic bag with a chain-
of-custody log to record each time the plastic evidence bag was moved or stored.
FOLLOW UP:

o Be prepared to complete a detailed incident report including the names of witnesses and
victims. If the individual was unknown to the school and fled, write down the person’s
description including his or her approximate height and weight, color of hair and clothing, age,
race, and any prominent features. Record his or her actions, statements, and locations where
the incident occurred.

o If the intruder was a student, preserve his/her confidentiality. Do not discuss the identity of
the student with the community. However, the Superintendent will provide basic information
about the incident to the community, when requested and if appropriate. This information
will include a statement identifying the type of weapon, how long the weapon was in the
school, the location of the weapon at the present time, and a description of the general
circumstances including the fact that the procedures outlined herein were followed.

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 ASSAULT-SEXUAL

Sexual Assault
If a student has been sexually assaulted, staff members are mandatory reporters and are required to
follow the normal notification and incident reporting procedures. In addition, the following
procedures are required:

IMMEDIATE ACTION:

o Demonstrate compassion. Do not express any judgments about the situation.

▪ Victims of sexual assault suffer from fear, shock, denial, grief, guilt, confusion,
hysteria or overly controlled (within 48 hours follow attack)
▪ Most important rule: Do not force a person to talk. They will talk when they are
ready.
▪ Therapeutic Stages: Stage one-Denial, Stage two-Catharsis, Stage three-Guilt,
Stage four-Loss of Control, Stage five-Anger and Rage, and Stage six-Integration
and Acceptance.

Source: (Tiffany Turner, Understanding Six Therapeutic Stages of Sexual Trauma)

o Encourage the victim to go to the hospital for medical evaluation and to preserve
evidence.

o Preserve student confidentiality. Do not discuss the identity of the student with anyone
other than the administration.

o Facilitate crisis intervention with the administration and counselors.

o Ensure the victim is accompanied at all times by a school employee until police arrive.

o Log all activities and statements made by the victim. Interviews should be conducted by
law enforcement, child protective services, or other experienced investigators.

FOLLOW UP:

Prepare an incident report describing what you know about the incident. All reports must be filed
with the superintendent and law enforcement.

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 BEES SWARMING

PRE-EMERGENCY PROCEDURES:

● Maintain and keep a list of local emergency agencies and their telephone numbers

Rocky Mountain Poison & Drug Center Phone: 1-800-222-1222

777 Bannock Street Website: www.rmpdc.org/
Denver, CO 80204-4028
Cascade County Sheriff’s Department Phone: 911

● Have first aid supplies on hand, along with supplies for closing off areas such as barricades and
yellow caution tape
● Look for bee problems around school grounds

IMMEDIATE ACTION- BEE ATTACK:

● Evacuate immediate area

● Seek enclosed shelter or, upon attack, run without flailing arms
● Treat injured. Remove stingers with edge of credit card or other sharp edge instrument. Do not
attempt to pull stinger out with a tweezers or fingers, as this may cause additional venom to be
injected.

IMMEDIATE ACTION – SWARM OR HIVE LOCATED:

● Evacuate immediate area

● Keep bystanders at least 300 feet away by posting yellow caution tape
● Post someone near area to keep bystanders away until the pests can be controlled

Communication

● Call 911
● Notify Superintendent or designee

FOLLOW UP:

● Have maintenance personnel clean up and remove dead bees

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 BOMB THREAT
Bomb threats are usually made by a telephone call and sometimes with a note. The majority of these
are pranks attempting to disrupt school function. However, all threats must be taken seriously, and
handled quickly and efficiently to ensure safety to the students and staff.

PRE-EMERGENCY PROCEDURES:
● School evacuation plan or lockdown (Section 3C pages, 15-19)
● Telephone bomb threat checklist (copy on page 34)

Note: Staff should keep bomb threat procedures at their desks and should maintain a blank
copy of the Telephone Bomb Threat Checklist, easily available at all locations with a phone

● All school personnel should maintain awareness of physical surrounding/conditions

PRELIMINARY ACTION: (PERSON RECEIVING THREATENING CALL)

● Upon receipt of a bomb threat, the person receiving the call should make every attempt to:

a. Prolong the conversation as much as possible. Delay the caller by stating, “I am sorry, I did
not understand you. Can you tell me again what you said?”
b. Identify background noises.
c. Note distinguishing voice characteristics.
d. Interrogate the caller:
o When will it go off?
o Where is the bomb? Where do we look?
o What does it look like?
o Why are you doing this, motivation, leading up to:
o Who are you? Where are you?
o Questions like: You don’t sound like the kind of person who would do this”, will
often keep the person talking, giving you a greater chance at identification.
e. Determine the caller’s knowledge of the facility.
f. Don’t hang up the phone.

Write down all information on the Bomb Threat Checklist Sheet!

● Notify the superintendent or next person in line of authority as soon as you are off the phone or
using available staff if present. The administrator/alternate will assess the validity of the threat,
and decide to evacuate the building or not.

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If bomb threat is received by written message:

● Handle message no more than is necessary

● Notify police
● Protect the original message by placing message inside a plastic bag or envelope so fingerprints
or other identifying marks are not destroyed

● Turn note over to police

IMMEDIATE ACTI0N:
1. Evacuation or Lock Down is the discretion of the School Commander and is based on
information received from the caller.

Communication:

o Call 911
o The superintendent
o Choose alternate site in consultation with the superintendent and law enforcements
officials if possible.
o Call bus driver

2. Students and staff will be released from the office by the fire drill, air horn, or by staff based
on information received. In all cases, Alternate Site Evacuation Procedures will be
implemented.

3. Students and teachers will move directly to the designated alternate sites. Teachers will
supervise at the designated Alternate Site until students are released from school
supervision. Prior to releasing students from the Alternate Site, students will be provided
with information as to when they will need to return to school (a two hour window is
recommended prior to any reentry following a full building search). The superintendent will
provide the needed information.

➢ NOTE: Superintendent will make decision to send students home

4. Once students are moved to an alternate site, the superintendent will limit all contact and
access to students and staff. At no time will parents, reporters, or other non-designated
officials be allowed to speak with students or staff, nor will they be granted access to any
alternative facility without consent from school district officials in charge.

5. During a Bomb Threat, use of Cell-Phones is not allowed—please make students aware of
this fact. Primarily, cell phone usage may send a signal resulting in detonation of a bomb if
one is actually present in the facility.

6. Prior to release, Faculty and Staff will be asked to conduct a quick search of their
classroom/work space. Do not touch or move any item that looks suspicious. Additionally,
key staff may be asked to work with law enforcement to conduct a building search--THIS IS

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 STRICTLY ON A VOLUNTARY BASIS. AS A MINIMUM, STAFF SHOULD BE AWARE OF THEIR
CLASSROOM SPACE AND ITEMS THAT ARE NOT FAMILIAR.

SEARCH PROCEDURES ARE ON THE FOLLOWING PAGE:

Search Techniques and Suspicious Objects

1. If possible, try to search using a two person team.

2. Stop, Look and Listen. Use this technique in the various parts of the room. Listen for
unfamiliar background noise. If you suspect a foreign sound, please report this
immediately. Long before we use this procedure, get to know the sounds in your work
space—the sounds emitted by the clock, the heat/air system, other sounds that transfer
through walls, and other environmental noise.

3. First Room—Searching Sweep: The 1st searching height usually covers items in the
room up to hip height. Begin at one end of the room and begin a “wall sweep”--check all
items resting on the floor to hip height. This first sweep involves the most time as there are
more items to check through (i.e., wall cupboards, heaters, et cetera).

4. Second Room—Searching Sweep: The 2nd searching height is from your hip to about
chin level. This wall search includes pictures, built in book cases, et cetera.

5. Third Room—Searching Sweep: The 3rd searching height is from your chin to the ceiling.
This wall search includes light fixtures, TV-mounts, speaker systems, and possibly duct work.

6. Fourth Room—Searching Sweep: The 4th searching height is generally conducted if a

room has a false or suspended ceiling.

7. Once an area has been swept for foreign objects, please lock the room/area and tag a
note on the outside door indicating that the room has been searched and is declared clean.

8. If a SUSPICIOUS OBJECTED is located, report it immediately. Under no circumstance

should anyone move, jar, or touch a suspicious object or anything attached to it.

Source: “Bomb Threats and Physical Security Planning” - Department of the Treasury,
Bureau of Alcohol, Tobacco, and Firearms

FOLLOW UP:

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 ● If no bomb is found, return students to class
● Complete incident report and forward to the Superintendent
● If bomb explodes,
o Call 911
o Evacuate all buildings in case of secondary device—ALTERNATE SITES
o Secure the integrity of the scene
o Establish information center or command post
o Arrange for student transportation
o Determine casualties

BOMB THREAT CHECKLIST FORM

Don’t hang up the phone—use another phone to call police—CALL 911

Record the exact words used by the caller:____________________________________________________

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

ASK THE FOLLOWING:

Is it a time bomb?________________________________________________________________________
How will you set off the bomb?_____________________________________________________________
What time is it set for?____________________________________________________________________
Where is it?____________________________________________________________________________
What does it look like?____________________________________________________________________
Why are you doing this?___________________________________________________________________
Who are you?___________________________________________________________________________
Who do you want to hurt?_________________________________________________________________

VOICE CHECKLIST DESCRIPTION

_____Man Speech impediment_____________________________________________________

Accent________________________________________________________________
_____Woman Hesitancy_____________________________________________________________
Intoxicated____________________________________________________________
_____Child Other________________________________________________________________
Number which call was received___________________________________________
Age__________________________________________________________________
Is voice familiar?______________ Who did it sound like?_______________________

BACKGROUND NOISE CHECKLIST—check all that apply

_____Music _____Children/Voices _____Talking

_____Train _____Traffic _____Airplane
_____Machines _____Street _____Animal noises

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_____Other____________________________________________________________________________

Person receiving call: Immediately notify School Commander, authorities and give above information,
then notify person in charge and alert Superintendent.

Date_____________ Time of call_____________

Called received by_______________________________________________________________

BUS/SCHOOL VEHICLE ACCIDENT

PRE-EMERGENCY PROCEDURES:

● Standardized bus/vehicle accident procedures

● Written procedures provided to all drivers
● Vehicle accident report form to record information

IMMEDIATE ACTION – DRIVER:

● Stop immediately – Set brake and turn off engine. Do not move vehicle, unless immediate
danger exists.
● Radio or phone supervisor immediately – Give vehicle number, location and extent of injuries.
● Call 911
● Evaluate and render first aid to anyone injured – Do NOT move an injured person unless there is
imminent danger.
● Remain with the students and assure their safety until alternative transportation arrives.
● Speak only to law enforcement and school officials about the incident.
● Give name, license, and insurance information to police.
● Obtain names, addresses, phone numbers, and ages of all the passengers.
● Obtain names and insurance information of other drivers involved from the investigating police
officer.
● Continue transporting students when authorized to do so.
● Complete School Bus/Vehicle Accident Report form.
● Complete insurance reports for Transportation Department.
● Obtain Case Number from investigating police officer.

IMMEDIATE ACTION – TRANSPORTATION:

Safety:

▪ Call 911
▪ Report to scene to Superintendent

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Communication:

▪ Notify Superintendent with the names of students on the bus.

School personnel will notify parents.
▪ Notify Superintendent (965-2231 or 899-1988)

FOLLOW UP:

● Prepare district vehicle accident report

● Complete incident report and forward to the Superintendent

CAMPUS DISORDER/CIVIL DISTURBANCE

Civil Disturbances may occur within district or individual schools, or may be precipitated by outside
school forces. In riots, protests, or civil disturbances, the administration will attempt to de-escalate
the situation by offering a forum to discuss student complaints. During times of high tension,
however, protocols and normal incident procedures are as follows:

PRE-EMERGENCY PROCEDURES:

● Develop programs for the enhancement of students on grounds during lunch, PE, or after school
activities

IMMEDIATE ACTION:
Safety:

● Administrator will assess the situation, number of students, nature of disturbance, and
assistance needed. If outside assistance is needed:
a. Notify police and Superintendent
b. Instruct teachers to close and lock classroom doors (possible lockdown
procedures)
● The Superintendent will express the following statement to students: “You are hereby
notified that the school is closed and you must depart the premises. If you do not depart
within the next 15 minutes, you will be arrested.”
● Teachers should cancel their preparation periods and other duty-free periods to ensure
that more teachers make a visible presence in the hallways.
● After protesters have had a chance to disperse peacefully, police should warn remaining
participants that they will be arrested and charged with criminal trespass to land. If
participants refuse to leave, appropriate school staff will sign complaints and arrests will
be made by police on the scene.

Administrators:

● Brief Law Enforcement on:

a. Number of participants involved-School and Non-School
b. Identifiable participants/gangs and location of participants/gangs
c. Weapons involved
● Assist law enforcement as necessary

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 ● Make announcement to inform staff that classes will not be released
● Instruct classroom teachers to account for all students

Communication:
● Notify Superintendent

FOLLOW UP:
● Send letter to parents communicating what occurred and how safety was established
● Debrief faculty as appropriate
● Complete incident report and forward to Superintendent

WALK-OUT/SIT-INS

A “walk-out” is a type of demonstration which needs to be dealt with through dialogue. If a student
walk-out occurs and the students remain on the school grounds, the principal or his representative
should try to talk the students into returning to their classes. If the students do not return to class,
utilize the following information:

IMMEDIATE ACTION:

● Direct students to return to class

● The school doors should be locked
● Take roll to determine the names of the students who did not return to class
● If students turn violent, call 911, implement Lockdown procedures

Communication:

▪ Notify Superintendent

FOLLOW UP:

● Contact parents of students who did not return to class, and notify the parent a conference will
be necessary to reinstate the student in the school
● Complete incident report and forward to the Superintendent

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 CRIMINAL ALLEGATION AGAINST STUDENT
Criminal allegations against a student may include a variety of in-school and out-of-school events. In
responding to criminal allegations against a student/s, staff may be requested to supply information
about the student.

PRE-EMERGENCY PROCEDURES:

● Staff are provided written guidelines regarding release of information pertaining to students and
staff.
● The superintendent is designated as the contact person for all inquires regarding criminal
allegations against students.

IMMEDIATE ACTION:

● Determine legal authority of individual requesting to question a student on the school premises.
If legal authority does not exist, notify individual that permission to question the student on
campus is denied. If requesting individual persists, contact school attorney.
● Make reasonable efforts to notify parent or guardian of request to question a student on
campus.
● Record request date, identification verification, and parent contact information.
● Work with legal authorities to ensure questioning occurs with the least possible disruption to
the school environment.
● If the parent is not present during questioning of a student on campus, the superintendent or
designee must be present during the questioning.
● Complete the district school incident report form.

Communication:

▪ DO NOT release the name, address, or phone number of any student unless such information
is needed to protect the health and/or safety of the student or other individuals.
▪ If criminal allegations involve crimes against other students, contact the parents of those
students. Inform them of the allegations made and what actions have been taken thus far.
DO NOT provide specific details of the investigation, but refer any questions to the
investigating officer.

FOLLOW UP:

● Communication to staff members and to parents of students not directly involved in the
situation should be done on a need-to-know basis only and in consult with the Superintendent.
● Referral services if needed.

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 DEATH – AT SCHOOL
When traumatic events in a school, school district, or community occur there is an immediate need
for effective services to respond to the emotional pain that accompanies loss or distress. The death
of a student or faculty member is much like a death in the family. Suicide is especially significant due
to the intensity and variety of the feelings that accompany such a tragedy. The school system has
many similarities to the family system and like the family, has opportunities to provide a support
response.

PRE-EMERGENCY PROCEDURES:

● Establish and train Emergency Response Team

● Establish a school telephone/communication tree for teachers and staff

IMMEDIATE ACTION:
Safety:
o Call 911 (possible lockdown procedure)
o Keep students in classes, away from crisis area
o Remove students in immediate crisis area
o Activate Emergency Response Team
o Secure area until police arrive
o Make a mental note of the circumstances
1) Who observed the occurrence?
2) Who reported the occurrence?
3) What vehicle(s) was/were involved?
4) Approximate times of the incident should be noted, when emergency vehicles
arrived, and what was done for the victim.
5) Each person involved needs to write down his/her observations as soon as
possible and turn it in to the building office.

Communication:
o Verify information
o Notify Superintendent

FOLLOW UP:

Family:

o Contact family personally and offer support

o Establish a family support committee (e.g. to collect money, food donations, etc.)
o Obtain information regarding funeral visitation, home visits, and family wishes

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 o Stop any disciplinary, scholarship, testing or special placement notifications that may be
inadvertently sent to the family

School Plan of Action: Announcing the Loss

o Notify faculty of the death through a written message or faculty meeting

o Announce the death to the entire school via homeroom/classroom teachers. Provide facts to
reduce rumors. Extend homeroom/study hour if necessary.
o Arrange for selected class visits to speak to the students
o Students will be permitted to leave the school, with parental permission, after following
appropriate sign-out procedures.
o Follow-up with short faculty meeting to review facts of incident and role of faculty in assisting
with the loss. Allow faculty an opportunity to share their experiences and suggestions

Faculty Response:

o Identify students who were close friends or students who would like an opportunity to attend a
group or individual meeting
o Identify students obviously in distress and talk with them, or have another student help escort
them to a group or individual counseling activity
o Provide an opportunity for students to discuss the loss and what they have learned
o If students are restless, get them active and focused on a project for the family if appropriate
o Discuss funeral to prepare students who will be attending on what to expect

Counseling/Psychology Responsibilities

o Establish an area for counseling (individual or group)

o Reschedule day’s activities depending upon the needs of the school
o Request additional counselors from within the district if needed
o Identify individuals who can work with groups or individuals. Maintain a list of students
counseled. Make follow-up call to parents of students in distress and make recommendations
for the parent to provide support

Administrative Responsibilities:

o Keep staff updated on events and circumstances

o Identify faculty/staff who are in need of mental health support services
o Utilize counseling, psychology, district office, community counseling, employee assistance
programs
o Emphasize the need to provide hard facts in reducing rumors
o Be highly visible to show presence, support and control of the situation
o Provide hope and refocus perceptions toward the future
o Make arrangements for rescheduling cancelled activities

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 o Make arrangement for excused absences for students wishing to attend funeral

Responding to the Media and the Community:

o Identify a spokesman to remain in a specific area for easy access

o Develop a written statement or news release in cooperation with the Superintendent
o Set limits for media time/location. Provide handouts of planned school activities to handle the
crisis. Emphasize positive action being taken
o Divert phone calls of concern and questions to appropriate staff
o Provide a meeting for concerned parents and others to provide input or suggestions to help
students
o Provide a written summary of situation and plans to parents

Memorial Services:

o Provide an area for staff and students who do not wish to attend services
o Remove personal items of deceased from lockers, desks, etc. Rearrange seating in classroom
when appropriate

Note: A person undergoing a normal grief process will typically elicit need for immediate intervention. A
person undergoing abnormal grief process will need to be monitored.

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 DEATH OUTSIDE OF SCHOOL-SERIOUS ACCIDENT
PRE-EMERGENCY PROCEDURES:

● Establish and train crisis response teams

● Emergency Response Teams checklist
● Establish a school telephone/communication tree for teachers and staff

IMMEDIATE ACTION:

Communication:
o Verify information regarding accident or death
o Activate Emergency Response Team as appropriate
o Request additional district resources if needed (i.e. counselors, psychologists)
o Notify Superintendent
o Stop any disciplinary, scholarship, testing or special placement notifications that may be
inadvertently sent to the family

FOLLOW UP:

Family:
o Contact family personally and offer support
o Establish a family support committee (e.g. to collect money, food donations, etc.)
o Obtain information regarding funeral visitation, home visits and family wishes
o Stop any disciplinary, scholarship, testing or special placement notifications that may be
inadvertently sent to the family

School Plan of Action: Announcing the Loss

o Notify faculty of the death through a written message or faculty meeting

o Announce the death to the entire school via homeroom/classroom teachers. Provide facts to
reduce rumors. Extend homeroom/study hour if necessary.
o Arrange for selected class visits to speak to the students
o Follow-up with short faculty meeting to review facts of incident and role of faculty in assisting
with the loss. Allow faculty an opportunity to share their experiences and suggestions

Faculty Response:

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 o Identify students who were close friends or students who would like an opportunity to attend a
group or individual meeting
o Identify students obviously in distress and talk with them, or have another student help escort
them to a group or individual counseling activity
o Provide an opportunity for students to discuss the loss and what they have learned
o If students are restless, get them active and focused on a project for the family if appropriate
o Acknowledge emotions through discussion and involvement in constructive activities in the
classroom

o Discuss funeral to prepare students who will be attending on what to expect

Counseling/Psychology Responsibilities

o Establish an area for counseling (individual or group)

o Reschedule day’s activities depending upon the needs of the school
o Request additional counselors from within the district if needed
o Identify individuals who can work with groups or individuals. Maintain a list of students
counseled. Make follow-up call to parents of students in distress, and make recommendations
for the parent to provide support

Administrative Responsibilities:

o Keep staff updated on events and circumstances

o Identify faculty/staff who are in need of mental health support services
o Utilize counseling, psychology, district office, community counseling, employee assistance
programs
o Emphasize the need to provide hard facts in reducing rumors
o Be highly visible to show presence, support and control of the situation
o Provide hope and refocus perceptions toward the future
o Make arrangements for rescheduling cancelled activities
o Make arrangement for excused absences for students wishing to attend funeral

Responding to the Media and the Community:

o Identify a spokesman to remain in a specific area for easy access

o Develop a written statement or news release in cooperation with the district communication
office
o Set limits for media time/location. Provide handouts of planned school activities to handle the
crisis. Emphasize positive action being taken
o Divert phone calls of concern and questions to appropriate staff
o Provide a meeting for concerned parents and others to provide input or suggestions to help
students
o Provide a written summary of situation and plans to parents

Memorial Services:

o Provide an area for staff and student who do not wish to attend services

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 o Remove personal items of deceased from lockers, desks, etc. Rearrange seating in classroom
when appropriate

Note: A person undergoing a normal grief process will typically elicit need for immediate intervention. A
person undergoing abnormal grief process will need to be monitored.

DEATH - SUICIDE
(If suicide occurs on campus, see “Death on Campus”)

PRE-EMERGENCY PROCEDURES:
● Establish and train Emergency Response Team
● Follow ERT checklist
● Establish a school telephone/communication tree for teachers and staff
● Maintain a list of telephone numbers of referrals services

IMMEDIATE ACTION:
● Verify information regarding death
● Assist police in their investigation if needed

Communication:
o Activate Emergency Response Team
o Notify Superintendent

FOLLOW UP:

Family:
o Contact family personally and offer support
o Establish a family support committee (e.g. to collect money, food donations, etc.)
o Obtain information regarding funeral visitation, home visits and family wishes
o Stop and disciplinary, scholarship, testing or special placement notifications that may be
inadvertently sent to the family

School Plan of Action: Announcing the Loss

o Notify faculty of the death through a written message or faculty meeting

o Announce the death to the entire school via homeroom/classroom teachers. Provide facts to
reduce rumors. Extend homeroom/study hour if necessary
o Arrange for selected class visits to speak to the students
o Follow-up with short faculty meeting to review facts of incident and role of faculty in assisting
with the loss. Allow faculty an opportunity to share their experiences and suggestions

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Faculty Response:

o Identify students who were close friends or students who would like an opportunity to attend a
group or individual meeting
o Identify students obviously in distress and talk with them, or have another student help escort
them to a group or individual counseling activity
o Provide an opportunity for students to discuss the loss and what they have learned
o If students are restless, get them active and focused on a project for the family if appropriate
o Discuss funeral to prepare students who will be attending on what to expect

Counseling/Psychology Responsibilities

o Establish an area for counseling (individual or group)

o Reschedule day’s activities depending upon the needs of the school
o Request additional counselors from within the district if needed
o Identify individuals who can work with groups or individuals. Maintain a list of students
counseled. Make follow-up call to parents of students in distress and make recommendations
for the parent to provide support

Administrative Responsibilities:

o Keep staff updated on events and circumstances

o Identify faculty/staff who are in need of mental health support services
o Utilize counseling, psychology, district office, community counseling, employee assistance
programs
o Emphasize the need to provide hard facts in reducing rumors
o Be highly visible to show presence, support and control of the situation
o Provide hope and refocus perceptions toward the future
o Make arrangements for rescheduling cancelled activities
o Make arrangement for excused absences for students wishing to attend funeral

Responding to the Media and the Community:

o Identify a spokesman to remain in a specific area for easy access

o Develop a written statement or news release in cooperation with the district communication
office
o Set limits for media time/location. Provide handouts of planned school activities to handle the
crisis. Emphasize positive action being taken
o Divert phone calls of concern and questions to appropriate staff
o Provide a meeting for concerned parents and others to provide input or suggestions to help
students
o Provide a written summary of situation and plans to parents

Memorial Services:

o Provide an area for staff and student who do not wish to attend services

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 o Remove personal items of deceased from lockers, desks, etc. Rearrange seating in classroom
when appropriate
o Encourage students and staff to resume a normal schedule as soon as possible
o Do not put flags at half-mast
o No memorial page in yearbook for suicide victim
o Do not allow anyone to describe suicide as a heroic act

Note: A person undergoing a normal grief process will typically elicit need for immediate intervention. A
person undergoing abnormal grief process will need to be monitored.

DRIVE BY SHOOTING

PRE-EMERGENCY PROCEDURES:

● Lockdown or School evacuation plan (Section 3C, pages 15-19)

● School personnel should maintain awareness of physical surrounding/conditions
● Two-way communication with all classrooms
● Two-way communication with personnel monitoring outside areas
● Administration and security equipped with two-way communications with office

IMMEDIATE ACTION:

Safety:

o Administrator assesses validity

o Activate Emergency Response Team if Needed
o Initiate Lockdown or Evacuation procedures if needed (District-Wide)
o Secure immediate area – no access
o Administer first aid to anyone injured
o Brief and assist law enforcement as directed
o Establish command post (probably school office)
o Teacher will account for students under their control
o Dismiss students if appropriate

Communication

o Call 911
o Notify Superintendent

FOLLOW UP:

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● Emergency Response Team follows situation checklist
● Complete incident report and forward to Superintendent

EARTHQUAKE
IMMEDIATE ACTION:

Safety – Inside School Building

● Direct students/staff to drop, cover, hold, or move to an inside wall
● Lie flat, face down, and wait for shocks to subside
● Stand against the wall away from windows or get under desks or tables
● Move away from heavy ceiling fixtures and/or structures such as file cabinets
● Take roll count of students and report to the person in charge as soon as it is safe
● Do not attempt to evacuate building until authorized to do so or fire alarm is sounded
● Do not light fires or touch fallen wires
● Be alert for instructions from person in charge who must determine the safest route out
and a safe place for students to assemble outside
● Use extreme caution when evacuating the building, as there may be additional
aftershocks and/or the building may still be falling

Safety – On School Grounds

● Move away from buildings, trees and exposed wires
● The safest place in the open is down on the ground
● Do not run

Safety – General:
● Do not return to the building for any reason until it is declared safe
● Leave the area if you smell gas or fumes from other chemicals
● Post security a safe distance from all building entrances to see that no one reenters the
building
● Render first aid if necessary—do not move anyone that is seriously injured unless they
are in immediate danger of further injury
● Avoid touching electrical wires that may have fallen
● Do not light any fires

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Communication
● Notify utility companies of any utility line break, or suspected break
● If you smell gas after the earth has settled, instruct children to exit the building and
notify the maintenance staff and administration
● Notify Superintendent

FOLLOW UP:

● Superintendent or designee determines the advisability of closing the school. If necessary,

procure the advice of a competent authority about the safety of the building.

EXPLOSIONS OR THREAT OF EXPLOSION

PRE-EMERGENCY PROCEDURES:

● School Evacuation Plan or Lockdown Plan (Section 3C, pages 15-19)

● On-going inspection of potential explosive hazards should be conducted
● Inventory of all potentially explosive hazards

IMMEDIATE ACTION:

Safety:

● If explosion occurs within the building, evacuate building by sounding fire alarm
● If an odor of leaking gas exists, do not use the fire alarm, intercom, or any other
electrically operated devise that might case a spark and ignite an explosion
● Have pre-designated person(s) check restrooms, vacant classrooms, etc. to assure all
school personnel and students have left the building
● If explosion occurs outside the building, students and staff will remain in classrooms
away from windows and wait for further instructions or fire alarm signal
● Render first aid
● Take student roll

Communication

● Call 911
● Notify Superintendent

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FOLLOW UP:

● Students and staff will remain outside of building until emergency officials declare the area safe
and secure
● Emergency Response Team follows situation checklist
● Complete incident report and forward to Superintendent

FALLEN AIRCRAFT

IMMEDIATE ACTION:

Safety:

● School evacuation plan and Lock down procedure (pages 34-40)

● Move students and staff to a safe distance away, allowing for possible explosion
● Where necessary, teachers will take immediate action to ensure the safety of students without
waiting for directions from the principal or designee
● Render first aid

Communication:

o Call 911
o Notify Superintendent

FOLLOW UP:

● If aircraft fall on school buildings, appropriate authorities must inspect buildings before
resuming classes
● Notify Superintendent of any damages to the school
● Complete incident report and forward to Superintendent

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 FIRE

Prevention
Many fires can be prevented by adopting simple measures, as follows:

● Do not smoke or use candles in the building.

● Be alert for electrical cords that are frayed or located too close to papers or draperies.
Hazards should be reported to the Superintendent and/or custodian.
● Because of the high heat that they generate, halogen lights can become a fire hazard and
should be used with caution.
● Electronic equipment should be connected to surge protectors to prevent overloading of
circuits and fires in the sockets.
● Use open flames in science laboratories only with extreme caution. A staff member must
monitor the experiment at all times.
● Store flammable materials in appropriate containers. If you see improperly stored chemicals,
please contact the Superintendent or custodian.
● Limit the use of extension cords, which can lead to overloading the electrical system.
● Keep hallways and stairwells free of debris.

PRE-EMERGENCY PROCEDURES:

● School evacuation plan explained and posted in each classroom (page 60)
● Test to make sure alarm system is functioning properly
● Check to assure all fire extinguishers are fully charged and up-to-date
● Fire drills must be completed and evaluated regularly (Montana State Law requires that at least
eight disaster drills be conducted each school year.)

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IMMEDIATE ACTION:
Safety:
o In the event of fire, pull the nearest fire alarm and call 911, if phones are available.
o Report burning odors or smoke.
o Follow the evacuation procedures. Ensure all children in your care have been evacuated.
Relocate students at least 500 feet from the building and fire fighting equipment.
o Station building exit guards to prevent unauthorized entrance of students or other
personnel back into the building.
o Turn off the lights and close your classroom door/windows when you leave. If it is dark,
have a flashlight ready.
o Before opening any door during a fire, feel the door first at the bottom and then work
your hand up the door to see if it is hot. A hot door means there may be fire on the
other side. Try to get out another way.
o If trapped inside, seal the sides, bottom, and top of the door with wet towels or duct
tape to prevent smoke fumes from entering the room. Smoke inhalation and toxic fumes
kill more people in fires than flames.

Safety-continued:

o Stay low to the floor when escaping flames.

o A small fire extinguisher lasts for only a few seconds. Therefore, fire extinguishers should
be used only on small fires. To operate an extinguisher, pull the pin, stand six to eight
feet away, and direct the extinguisher toward the bottom of the fire, sweeping from side
to side. Pointing the extinguisher at the top of the fire may spread the fire.
o Never stand between the fire and an exit.
o Fire-rated doors are intended to contain fires. They should be kept closed in a fire.
o Maintenance staff should immediately shut off gas to the area, if possible.
o Once outside, stand in the pre-designated evacuation posts (or locate to Alternate Site),
at least 500 feet from the building and out of the pathway of fire trucks, police, and
paramedics.

Communication:

o Call 911. The fire department must be notified of the location of all fires, including those
put out by school personnel
o Have designee assist arriving emergency personnel with locations within the school

FOLLOW UP:

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● Students/staff will remain outside of the building until fire department officials
have declared the building safe and the all clear signal is sounded

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 ● Complete incident report and forward to the Superintendent
● Evaluate the fire procedures

FLOOD
PRE-EMERGENCY PROCEDURES:

● School evacuation plan/dismissal plan (Section 3C, pages 15-19)

● Keep a list of local emergency agencies within easy access, their phone numbers, and the names
of their public information officers
● Know which community officials have the authority to access school property in emergency
situations
● Maintain a plan for sharing school facilities with evacuees
● In cases of severe weather have access to television, radios, or call the National Weather Service
to obtain weather updates

IMMEDIATE ACTION:

Safety:

o Discuss the need for evacuation

o Provide care for students at school
o Have custodial staff do the following as directed, depending on the situation:
1) Shut down the boiler/water lines
2) Remove equipment from floors and move to a safe place
3) Close doors
4) Shut off water supply
5) Lock outside doors when the building is secure and empty

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 Communication

o If an emergency exists, call 911

o Notify Superintendent
o Notify bus driver
o In cases where dismissal is indicated, activate communication through the district office

FOLLOW UP

● Reschedule school calendar if needed

● Complete incident report and forward to Superintendent

HAZARDOUS MATERIALS/CHEMICAL ACCIDENTS

Chemical accidents of disaster magnitude would include tank or truck accidents, or railway car
accidents involving large or small quantities of toxic gases or harmful chemicals (also on campus
spills).

PRE-EMERGENCY PROCEDURES:
● Inventory all hazardous material on campus. A copy of this inventory must be on file in the front
office and at the district
● Material Safety Data Sheet (MSDS) manuals in areas where chemicals are used
● Read MSDS and label prior to using chemicals. This will provide specific information needed for
emergency procedures – i.e. evacuations, chemical containment, first aid procedures,
equipment needed for working with chemicals, storage, and disposal procedures

IMMEDIATE ACTION:
Safety:

o Take appropriate action in accordance with MSDS and label on handling and emergency
procedures

o Notify the Superintendent/Alternate and CALL 911

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 o Staff members who know what the material or chemical is should report that information to
the Superintendent, if it is not otherwise known.

o Custodian staff should shut down all heating, ventilation, and air conditioning systems to
prevent the dispersal of hazardous chemicals throughout the building (if needed).

o Unless the hazard is most intense inside the school, a shelter-in-place order will be given.

o If the chemical is outdoors, staff should close and secure all doors and windows.

o Depending on the severity of the incident, staff should use duct tape and plastic sheeting
from their emergency kits to seal all cracks around the door(s) and any vents into the room.

o If a staff member or student shows obvious symptoms of exposure to a contaminant, staff

members on hand should implement basic decontamination procedures. The affected
individuals should be separated and washed with soap and water. If possible, they should
shower and be given alternative clothing. The exposed clothing will be put in plastic bags.
Removing a contaminated person’s clothing effectively removes in excess of 80 percent of
contaminates from the person, reducing the chance that the person will suffer pain and
serious injury.

o Once the contamination/hazard has passed, public safety officials will evaluate the situation
and either give the school clearance to resume safe and normal operations, or request that

the school be evacuated for cleanup operations. In the case of an evacuation, students will be
safely transported by bus to another school in the District, a designated Alternate Site, or a
Site deemed safe by public safety officials.

Communication:
o Contact Superintendent immediately
o Contact bus driver if needed for possible off-site evacuation
o Call 911 if assistance is needed for injuries, containment, clean-up and disposal
o Contact:

Rocky Mountain Poison & Drug Center Phone: 1-800-222-1222

777 Bannock Street Website: www.rmpdc.org/
Denver, CO 80204-4028
Cascade County’s Sheriff’s Department Phone: 911

FOLLOW UP:
● Students and staff should not return to the building until the appropriate officials have declared
the area safe
● Take attendance if school was evacuated
● Contact custodian for final clean up
● Provide and estimate of damage
● Complete incident report and forward to Superintendent

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 All district employees will be familiar with the following Hazard Communication
Labeling and Marking systems on the following page. Familiarity with the
labeling systems will provide information important to the safety afforded each
student and employee in the district.

HAZARD COMMUNICATION PROGRAM (HCP)

NFPA Hazard Identification System
The National Fire Protection Association (NFPA) has developed a system for indicating the health, flammability and
reactivity hazards of materials. Each diamond color represents a different type of hazard. The numerical rating inside the
diamond indicates the level of hazard involved. This number indicates the severity of the hazard, with a 0 indicating no
hazard and 4 indicating the most severe hazard. A special precaution symbol may be used where necessary.

Fire Hazard Reactivity

Hazard
4-Very Flammable 4-May Detonate
3-Readily Ignitable 3-Shock and Heat
May Detonate
2-Ingnite with Heat 2-Violent Chemical
Change
1-Combustible 1-Unstable if Heated
0-Will Not Burn 0-Stable

Health Hazard Specific

Hazard
4-Deadly OXY-Oxidizer
3-Extreme Danger ACID-Acid
2-Hazardous ALK-Alkali
1-Slightly Hazardous COR-Corrosive
0-Normal Materials W – Use no Water

Hazardous Materials Information System (HMIS) Labels

The HMIS labeling system operates on the same principle as the NFPA diamond. Blue indicates health hazard, red
indicates flammability, yellow indicates instability, and special information (such as what personal protective equipment to
wear) will be provided in the white section. It also uses a numerical system from 0-4 to indicate the severity of the hazard.

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 Health Hazard
Instability
4-Deadly 4-
May Detonate
3-Extreme Danger 3-
Explosive
2-Dangerous 2-
Unstable
1-Slightly Hazard 1-
Normally Stable
0-No Hazard 0-
Stable

Flammability Specific
4-Very Flammable special notice-personal
3-Flammable protective equipment or
2-Ingnite with Heat special protection
1-Combustible information
0-Will Not Burn

Source: http://ehs.okstate.edu/modules/hazcom/Label

Uniform Laboratory Hazard Signage (UHLS)

BIOHAZARD SYMBOL

Uniform Laboratory Hazard Signage may consist of a variety of pictographic symbols to warn
employees, students, classroom guests, or emergency responders as to what precautions
should be observed when entering a classroom laboratory or other portion of the school facility.

HOSTAGE
PRE-EMERGENCY PROCEDURES:
● School evacuation plan and lock down procedure (Section 3C, pages 15-19)
● School personnel should remain alert and aware of their surroundings
● Two-way communication with all classrooms
● Administration and security equipped with two-way communication with front office

IMMEDIATE ACTION:
Safety:
o Superintendent or Head Teacher will assess the validity of the situation
o Secure immediate area – no access
o Make decision to evacuate or implement lock down procedures
o Attempt to obtain from witnesses:
1) Number of hostage takers
2) Number of hostages
3) Weapons
4) Any injuries
5) Possible identities
o Brief and assist law enforcement as directed

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 o Establish command post (probably front office)
o Teachers must account for all students under their control
o Dismiss students if it is deemed appropriate to do so by the authorities

When a student or employee has been taken hostage:

o Determine if the hostage taker is aware of your presence; if not, do not intervene.
o Call local law enforcement (Call 911 immediately). Give dispatcher details of situation.
o Evacuate as many individuals away from the hostage scene as possible. Notify the
Superintendent/Alternate, who will activate lock-down procedures.
o Give control of the scene to law enforcement and the hostage negotiation team.

If taken hostage:

o Follow instructions of the hostage taker.

o Avoid panicking. Calm students if they are present.
o Treat the hostage taker as normally as possible.
o Be respectful to the hostage taker.
o Do not speak without permission and do not argue or make suggestions.

Communication:
o Call 911
o Notify Superintendent
FOLLOW UP:
● Crisis Management Team checklist
● Complete incident report and forward to Superintendent

INTRUDER (ARMED/UNARMED)
SUSPICIOUS PERSON
PRE-EMERGENCY PROCEDURES:
● School lock down plan (Section 3C, pages 15-19)
● School personnel should remain alert and aware of their surroundings
● Two-way communication with all classrooms and student supervision areas outside

IMMEDIATE ACTION:
Safety:
● Notify Superintendent of possible locations and description of subject(s).

o Take another staff member with you to initiate contact with the intruder. Attempt to
assess whether the individual is armed/unarmed, in an agitated state, or under the
influence of drugs or alcohol. Bulges in the individual’s pockets may suggest that he or
she has a weapon.
o Armed--if it is determined the intruder is armed, exit the situation if possible and go into
Lock Down.

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 o Unarmed--If it is determined intruder is unarmed, ask another staff member to contact
the main office for you and advise them of who is with you, where you will be going, and
what you will be doing (Call 911 if needed and Lock Down).
o Make contact with the intruder with the Triangle Contact method if possible.
Make sure you have designated which staff member will be the contact person and
which one will be the back up person. Make sure to utilize your non-verbal
communication (i.e. – hand signals as follows):

1) 1 Finger – back up staff member may leave

2) 2 Fingers – back up staff member should stay with contact staff member
3) 3 Fingers – this indicates that both staff members should break off the contact
and the school should go into a campus intruder alert plan (lockdown). Call 911
immediately.

● On the basis of the information you receive from the intruder, determine intervention response.
● Attempt to direct the intruder to the main office and explain the related safety reasons as to why
it is important that you are keeping track of who is on your campus.
● If the intruder refuses to cooperate, do NOT escalate the situation. Break off contact and call the
police (911).
● If you are approached directly by an armed intruder or the intruder produces a weapon:
o Do not move unless instructed by the suspect to do so. Look the intruder or
student directly in the eye.
o Attempt to de-escalate the situation by calmly talking to the individual. This will
allow you to gain time and calm the person.
o Try to find out why the student or intruder is threatening violence.
o Do not do anything to further agitate the person.

o Assure them that use of a weapon is unnecessary, as you are leaving. Keep both
of your hands visible, palms facing the intruder, while slowly backing away. If the
intruder tells you to stop, do as instructed, but continue to assure them that
there is no need for the weapon.

● If intruder alert call comes to the office, do the following

o Call 911
o Monitor intruder’s location from a safe distance until law enforcement arrives
o Brief and assist law enforcement as directed

Communication:
● Call 911
● Notify Superintendent

FOLLOW UP:

● Be prepared to complete a detailed incident report. If the individual was unknown to the school and
fled, write down the person’s description, including his or her approximate height and weight, color of
hair and clothing, age, race, and any prominent features. Document the statements that were made,
using as many of the exact words as possible. Identify witnesses, victims, and any injuries.

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 ● If the intruder was a student, preserve his/her confidentiality. Do not discuss the identity of the student
with the community. However, the Superintendent will provide basic information about the incident to
the community, when requested and if appropriate. This information will include a statement
identifying the type of weapon, how long the weapon was in the school, the location of the weapon at
the present time, and a description of the general circumstances including the fact that the procedures
outlined herein were followed.

● Law enforcement will interview the victims and witnesses for their accounts of the incident. Isolate the
participants for interviews by law enforcement officials.

● Assess counseling needs of victim or witness.

● Implement post-crisis procedures.

● Emergency Response Team checklist

● Complete incident report and forward to Superintendent

MEDICAL EMERGENCY – SERIOUS ACCIDENT

MULTI-INJURY ACCIDENT
PRE-EMERGENCY PROCEDURES:
● Identify and establish an Emergency Response Team – those who are trained in CPR and first aid
(post the list in the staff room)
● Develop a school telephone communication tree
● Have first aid supplies available in convenient locations

IMMEDIATE ACTION:
Safety:
o Identify type of accident (i.e. – chemical, vehicle, fire, etc.), number of victims, and
extent of their injuries, if known
o Call 911
o Activate Emergency Response Team to begin first responder first aid
o Secure scene/area of incident
o Keep uninjured students away from incident location
o Do not move injured victims unless immediate danger exists
o Attempt to obtain names, address and phone numbers of the injured and turn this
information over to responding EMS personnel

Communication:
o Call 911
o Notify Superintendent
o Notify parents/family of injured

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FOLLOW UP:
● File student accident reports
● File staff accident reports
● For staff exposed to blood, follow district Hepatitis B Exposure control Plan
● Complete incident report and forward to Superintendent

Family:
o Contact family personally and offer support
o Establish a family support committee
o Obtain information regarding hospital visitation and home visits
o Stop any disciplinary, scholarships, testing or special placement notifications that may
inadvertently be sent to the family

School Plan of Action – Announcing the Accident:

o Notify faculty of the accident through a written message or faculty meeting
o Announce the accident to the entire school via homeroom/classroom teachers. Provide facts to
reduce rumors. Extend homeroom/study hour if necessary.

o Arrange for selected class visits to speak to the students

o Follow-up with short faculty meeting to review fact of incident and roll of staff in assisting with
the accident. Allow faculty an opportunity to share their experiences and suggestions.

Faculty Response:
o Identify students who were close friends or student who would like an opportunity to attend a
group or individual meeting
o Identify student obviously in distress and talk with them, or have another student help escort
them to a group or individual counseling activity
o Provide an opportunity for students to discuss the accident and what they have learned
o If students are restless, get them active and focused on a project for the family, if appropriate
o Acknowledge emotions through discussion and involvement in constructive activities in the
classroom

Counseling/Psychology Responsibilities:
o Establish an area for counseling (individual or group)
o Reschedule day’s activities depending upon the needs of the school
o Request additional counselors from within the district if needed
o Identify individuals who can work with groups or individuals. Maintain a list of students
counseled. Make follow-up call to parents of students in distress and make recommendations
for the parent to provide support

Administrative Responsibilities:
o Keep staff updated on events and circumstances
o Identify faculty/staff who are in need of mental health support services
o Utilize counseling, psychology, district office, community counseling, employee assistance
programs
o Emphasize the need to provide hard facts in reducing rumors
o Be highly visible to show presence, support and control of the situation

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 o Provide hope and refocus perceptions toward the future
o Make arrangements for rescheduling cancelled activities

Responding to the Media and the Community:

o Identify a spokesman to remain in a specific area for easy access
o Develop a written statement or news release in cooperation with the district communication
office
o Set limits for media time/location. Provide handouts of planned school activities to handle the
crisis. Emphasize positive action being taken
o Divert phone calls of concern and questions to appropriate staff
o Provide a meeting for concerned parents and others to provide input or suggestions to help
students
o Provide a written summary of situation and plans to parents

MEDICAL EMERGENCY

BLOOD-BORNE PATHOGEN/COMMUNICABLE DISEASE

All procedures or other job-related tasks which involve an inherent potential for mucus-membrane
or skin contact with blood, body fluids or tissues, or a potential for spills or splashes of them, are to
follow the established Universal Precautions at all times. Uses of appropriate protective measures
are required for all employees engaged in these tasks.

UNIVERSAL PRECAUTIONS:
1) Barrier protection. All employees must use a barrier protection to prevent exposure with blood
or other bodily fluids. Some forms of barrier protection would include:
a) Gloves
b) Masks and protective eyewear
c) Disposable smock and aprons
2) Wash hands if you come into contact with blood or other body fluids
3) Avoid accidental injuries. Precautions will be taken to prevent injuries caused by needles,
broken glass, razor blades or other sharp materials. These types of materials should be picked up
with tongs or swept into a dustpan and placed in a puncture-resistant container for disposal
4) Avoid direct mouth-to-mouth resuscitation. Use protective mask.
5) Decontaminate all surfaces and devices after use.

PRE-EMERGENCY PROCEDURES:
● Awareness of District Policy—Appendix B, Safety Policy-Blood borne Pathogens reporting
criteria regarding various communicable diseases
● Immunization tracking following State mandated requirements
● Establish communication tree

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 IMMEDIATE ACTION:
Safety:

o Follow District Safety Policy directives (each case will be different)

o Notify non-immunized/medically fragile student, parents, and staff
o Notify support services as needed
o If non-school hour, initiate communication tree if appropriate

Communication:
o Notify school Superintendent
o Send a letter of notification to parents and staff if appropriate

FOLLOW UP:
● Follow District Safety Policy directives
● Submit written report to Superintendent
● Follow-up letter of notification, if appropriate, by directive of Health Department

MISSING PERSON
PRE-EMERGENCY PROCEDURES:
● Review plan with faculty and staff

IMMEDIATE ACTION – MISSING CHILD:

● If the parent reports the child missing:
1) Have the parent call the police
2) Get an accurate description of the child, including what the child was last seen wearing
3) Attempt to find out who last saw the child and where
4) Contact close friends of the missing student to possibly obtain information on their whereabouts
5) Check building, athletic fields, and after school programs for the missing student
6) Designate school contact person to continue working with the parents/police if the child is not
located

● If the school notices the child missing:

1) Verify information regarding missing child
2) Who last observed the child?
3) Where is the child missing from?
4) Designate school official to work as liaison with the police
5) Have a family member file a police report if the child is not located

Communication:
o Give police and accurate description of student, including clothing and a photograph if available
o Contact parent
o If unable to locate parent, use numbers on student emergency card

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o Interview missing student’s friends for information as to the whereabouts, possibility of running away, or
not returning home afraid of punishment

IMMEDIATE ACTION – STAFF MEMBER

● Attempt phone contact
● Contact police to do a safety check at the person’s home
● Contact personnel office for listing of relatives/friends to contact
● Designate school official to be liaison with police in case person is not located

FOLLOW UP:
● Arrange selected class visits to speak as necessary to provide facts and reduce rumors
● Complete incident report and forward to Superintendent

CONFIDENTIALITY INFORMATION:
According to federal statutes:

“An education agency or institution may disclose personally identifiable information from an education
record to appropriate parties in connection with an emergency if knowledge of the information is necessary
to protect the health and safety of the student or other individuals.”

Law Enforcement and Medical Personnel:

If law enforcement or medical personnel need information to protect the health or safety of a student,
school personnel should provide whatever information is needed.

Media:

Generally, the only information which should be provided to the media is confirmation of the student’s
attendance in the district. The media should generally be referred to the District Office.
However, in the case of a missing child, providing information to the media that may aid in the discovery
and/or protection of the child is permissible.

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 Pandemics
Pandemics can cause extreme damage and disruption. Massive efforts have been undertaken to
prepare and respond to pandemics such as the H1N1 or Avian Flu. H1N1 (Swine Flu) is a new flu virus
of swine origin that was first detected in April of 2009 and spread throughout the United States and
internationally. Because it is a new virus, most people do not have immunity to it and nearly anyone
can get it. Any member of the school community who is confirmed to have H1N1 flu should not be
permitted to enter school grounds and should be encouraged to immediately seek medical attention.

In communities in which the virus has been confirmed, individuals suspected to have the virus should
not return to school until they have been tested and confirmed to be virus-free or otherwise released
by a medical doctor for re-entry into the general population. To reduce confusion, the school should
communicate its Pandemic policy to the school community when the virus first appears in the area.
In this way, parents and others will know what is expected of them. (This response will be
coordinated with the Cascade County Health Department).

In communities in which the H1N1 virus has appeared, schools should develop relationships with the
local health departments and implement systems to track and follow up on students who are absent
from school because of the flu. These systems provide important information on how widespread
H1N1 may be in the community.

All suspected and confirmed H1N1 flu cases must be immediately reported to
Cascade County Health Department.

Flu symptoms include acute respiratory illness, such as a fever greater than 100° F or 37.8° C, and a
cough or sore throat. Other possible symptoms are runny nose, lethargy, loss of appetite, and in
some cases nausea, vomiting, and diarrhea.

Flu spreads primarily through coughs and sneezes, but people can become sick if they touch a hard
surface containing the virus and then touch their eyes, mouth, or nose. The virus and other germs
can live for two hours or longer on hard surfaces such as tables, doorknobs, and desks. Therefore, it is
important that people wash their hands often with anti-bacterial hand sanitizer and keep their hands
away from their faces. Surfaces should be wiped frequently with disinfectant wipes.

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The Center for Disease Control and Prevention (CDC), U.S. Department of Health and Human
Services, has issued strategies called “social distancing” to slow the spread of the virus. In severe
pandemic situations, they include:

● Closing schools
● Canceling public gatherings
● Planning for liberal work leave policies
● Tele-working strategies
● Voluntary isolation of cases
● Voluntary quarantines

If students are dismissed from schools or colleges, schools should also cancel all school-related
gatherings and encourage parents and students to avoid gathering outside of school at malls, movies
theaters, public libraries, or friends’ houses in large groups.

In case of a pandemic, it is important to check with the Cascade County Health Department regularly
because its guidance to schools, such as when to close a facility and when to seek medical attention,
changes as the situation changes. Detailed instructions on how to react during a pandemic are
available through the following web sites:

http://www.pandemicflu.gov
http://www.bt.cdc.gov/
http://www.hhs.gov/pandemicflu/plan/sup3.html
http://www.ed.gov/admins/lead/safety/emergencyplan/pandemic/index.html

Schools should also review their state’s pandemic planning efforts, which can be found at:
http://www.pandemicflu.gov/plan/states/index.html

Standard health protocols to reduce the risk of many diseases and infection include:

o Prohibit any member of the school community (students, teachers, other staff members,
parents, volunteers, etc.) known to have contracted the disease from entering the school.
o Keep anti-bacterial/anti-microbial hand cleaner or alcohol-based disinfectant available at all
times and use it frequently. Hand-cleaner and tissues should be placed on teachers’ desks, at
the front desk, and in other prominent places throughout the school.
o Remind children to wash their hands frequently with soap and water, and model the correct
behavior. Remind children to cover coughs and sneezes with tissues, and model that
behavior. In the case of a Pandemic, parents or guardians of children who are coughing and
sneezing should be asked to remove their children from school and seek medical attention
for them.
o Report bathrooms that lack tissues, toilet paper, soap, or feminine hygiene products. The
maintenance staff is required to ensure that bathrooms have a continual and ample supply of
these products.
o In the case of a severe outbreak, provide masks to children.
o Keep sufficient emergency medications on hand, such as medicines for fever (aspirin and
ibuprofen), anti-diarrhea medication, and fluids with electrolytes.
o Remind students to stay away from wild animals, wild birds, and pigs or hogs.

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 o Report to the administration if you notice any unusual trends in children’s illnesses or
unusually high numbers of absences. These should be reported to the Superintendent and
Cascade County Health Department.

SEVERE WEATHER CONDITIONS

NON-SCHOOL HOURS
PRE-EMERGENCY PROCEDURES:
● Keep a list of local emergency agencies with easy access and their phone numbers
● Establish contacts at local emergency agencies
● Maintain a plan for sharing school facilities with evacuees
● Know which community officials have the authority to access school property in emergency
situations
● Staff and students are advised to watch or listen to local media for information on school
closures and severe weather

IMMEDIATE ACTION:
Safety:
o The Superintendent or designee monitors and determines the safety of roads and
bridges within the district
o The Superintendent will monitor and determine the safety of school building and
grounds that may be affected by severe weather conditions

Communication:
o If school is to be closed, notify local media of decision to close school or schools

FOLLOW UP:
● Reschedule school calendar if needed

SEVERE WEATHER CONDITIONS

SCHOOL IN SESSION
PRE-EMERGENCY PROCEDURES:
● Keep a list of local emergency agencies with easy access
● Establish contacts at local emergency agencies
● Maintain an up-to-date school evacuation/dismissal plan (Section 3C, pages 15-19)
● Maintain a plan for sharing school facilities with evacuees
● Know which community officials have the authority to access school property in emergency
situations
● Be aware of evacuation routes leading away from the facility

IMMEDIATE ACTION:
Safety:
o Restrict outdoor activities if severe weather conditions are threatening the area
o Dismiss school only after obtaining Superintendent approval

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 o If necessary, activate school evacuation plan

Communication:
o Notify Superintendent
o Notify local media in the event school will be closed

FOLLOW UP:
● Complete incident report and forward to Superintendent
● Reschedule school calendar if needed

Snow Storms
o If severe weather is predicted, make a determination about whether to cancel classes. Ensure
the school is amply stocked with emergency supplies. Note: The Superintendent or Head Teacher
will order a shelter-in-place if an unexpected snowstorm prevents safe dismissal of classes. He or
she will notify local emergency authorities that the school is in a shelter-in-place situation and
will ensure that parents and guardians are contacted and advised of the shelter-in-place.
o Monitor the Emergency Alert Stations or NOAA Weather Stations (National Weather Service,
Weather Channel).
o Ensure that all teachers or instructors, employees, contractors, and volunteers stay out of large
rooms susceptible to roof collapse from snow buildup during a shelter-in-place.
o Prepare for an electrical power outage.
o Accurately account for all students. Teachers and instructors must take roll.
Post-Emergency Response:

Note: The Transportation manager will devise a transportation plan to safely transport students
home after the storm has passed.
Note: A structural examination will be conducted of the school building(s) after a heavy snow buildup
on roof tops.
Tornadoes
During a tornado, the Superintendent will activate a shelter-in-place alert. In high winds, the greatest
threats are from roof failure, breaking glass, and flying debris. According to the National Weather
Service, the most dangerous locations are generally large rooms with large expansive roofs such as
cafeterias, gymnasiums, and auditoriums. The collapse of the room’s outer load-bearing wall can lead
to the failure of the entire roof. During this time, school staff should:

o Move children into interior rooms or interior windowless hallways. All doors should be
closed if possible.
o Keep children away from windows, glass doors, skylights, and mirrors.
o Keep windows closed.
o To keep students calm and as appropriate to the situation, keep students engaged in
discussion not related to the weather.

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[NOTE: THE SCHOOL SHOULD CONDUCT TORNADO DRILLS AT LEAST ONCE A YEAR IN SPRING AND IT SHOULD
OBTAIN A WEATHER RADIO THAT CAN RECEIVE WARNINGS FROM THE NATIONAL WEATHER SERVICE.
WEATHER INFORMATION IS ALSO AVAILABLE THROUGH TELEVISION OR THE INTERNET AT
HTTP://WWW.WEATHER.GOV/NWR/ ]

SNIPER

PRE-EMERGENCY PROCEDURES:

● School evacuation plan and Lockdown plan (Section 3C, pages 15-19)
● School personnel should remain alert and aware of their surroundings
● Two-way communication with all classrooms
● Administration equipped with two-way communication with office staff
● Copy of building’s blue prints or other school diagrams

IMMEDIATE ACTION:

Safety:

o Superintendent assesses validity

o Determine possible location of sniper
o Secure immediate threat area- no access
o Consider line of fire and physical barriers
o Make decision to evacuate/not evacuate (lock-down)
o If decision is made to evacuate, lock all classroom and office doors
o Brief and assist law enforcement as directed
o Establish command post (school office)
o Teachers account for students under their control
o Dismiss students if appropriate

Communication:

o Call 911
o Notify Superintendent

FOLLOW UP:

● Emergency Management Team follows checklist

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 Suspicious Packages
PRE-EMERGENCY PROCEDURES:

Some indicators of suspicious packages are as follows:

o Mailed from a foreign country

o Excessive postage
o Rigid or bulky
o Restrictive markings
o No return address
o Strange odor
o Lopsided or protruding item
o Oily stains, discolorations, or crystallization on wrapping

IMMEDIATE ACTION:

Safety:

If a determination has been made that the package is suspicious:

o Do not open, shake, or empty the contents.
o Report the incident to the Superintendent, who may call 911. The dispatcher should be
told what you have discovered and what steps you have already taken.
o Keep others away from the package or letter. The Superintendent or designee will keep
the package secure.
o Wash your hands with soap and warm water for one full minute or more. Wash your
face and then blow your nose. Everyone who handled the mail should do the same.
o Be prepared to meet with law enforcement or emergency personnel.
o List all people who were in the room or area when the suspicious letter or package was
recognized. Give this list to police for follow-up investigation and advice. Make a note of
who delivered the package to the school.

If the letter or package is leaking powder, use the following precautions:

o Do not try to clean up the powder. Cover the spilled contents immediately with a plastic
bag, using the bag like a sheet of plastic. Do not remove this cover.
o Leave the room, close the door or section off the area, and stand by to prevent others
from entering.
o Remain by the sealed area to meet with law enforcement or emergency personnel.
Follow their advice concerning personal clean up.

Communication:

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 o Call 911

FOLLOW UP:
● Emergency Management Team follows checklist
● Complete incident report and forward to Superintendent

The U.S. Post Office has developed the following poster describing the warning signs of potentially
contaminated mail. It is available at: www.usps.com/cpim/ftp/posters/pos84.pdf

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 TERRORIST
Although the prospect of terrorism affecting VAUGHN SCHOOLS is remote, staff members should be
familiar with some basic information, as follows:

o Foreign and domestic terrorists target recruitment efforts at young, disaffected people who
are easily influenced by political causes. Signs of this influence should be reported.
o Military installations and nuclear plants are considered potential targets of terrorists.
o The U.S. Department of Homeland Security has issued an alert system to communicate
information about terrorism. It is on the following page.

PRE-EMERGENCY PROCEDURES:
● School evacuation plan and lock down procedure (pages 34-40)
● School personnel should remain alert and aware of their surroundings
● Two-way communication with all classrooms
● Administration and security equipped with two-way communication with office staff

IMMEDIATE ACTION:
Safety:
o Superintendent will assess validity
o Secure immediate area – no access
o Make decision to evacuate or not to evacuate
o Attempt to obtain from witnesses
o Number of terrorist
o Number of hostages
o Weapons
o Any injuries
o Possible identity
o Brief and assist law enforcement as directed
o Establish command post (probably front office)
o Teachers must account for all students under their control
o Dismiss students if appropriate

Communication:
o Call 911

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 o Do not give out information you are not 100% sure of

FOLLOW UP:
● Crisis Management Team checklist
● Complete incident report and forward to Superintendent

Alert levels on Following Page

Homeland Security Alert Levels

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Depending on the type of attack, standard school-wide emergency protocols will be followed in the event of
a terrorist attack.

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 USE OF FACILITIES BY OUTSIDE AGENCY

These procedures are for emergency purposes only and are not to be confused with a facility request
contract to use school properties.

PRE-EMERGENCY PROCEDURES

● Be aware of those agencies that have access to school property in emergency situations
● Maintain a list of agency contact people and phone numbers
● Designate an on-site person with a master key to be on-call during emergency situations which
happen during the work week
● Be aware of how to reach the on-call emergency staff person during emergency situations that occur
after school hours
● Give outside agencies the name of the school contact person and phone numbers
● Maintain a plan for sharing school facilities with evacuees, including designation of approved spaces

IMMEDIATE ACTION:

● Respond to a call for assistance from outside agency needing to use district facilities
● Meet officials at facility to unlock doors and handle and obtain other necessary items
● Maintain close contact with officials to determine the on-going need for use of facilities

Communication:

o Notify Superintendent

FOLLOW UP:

● Complete incident report and forward to Superintendent

● Network with appropriate officials and agencies to evaluate emergency procedures
● Make any modifications if needed

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 UTILITY OUTAGE

PRE-EMERGENCY PROCEDURES:

● Maintain an up-to-date school evacuation plan

● Maintain numbers of local utility companies

IMMEDIATE ACTION:

Safety:

● Superintendent and/or designee will assess the outage for safety risk
● Gas Line Odor/Break
o Call 911
o Move to school evacuation plan if necessary
● Water Outage
o Call Superintendent
o Call Custodian
o Custodian will provide an estimate and approximate repair time
o Make decision to dismiss class for the day
● Electrical Outage
o Contact Custodian
o Contact local power company to attempt to determine length and severity of the
outage
o Determine if there is a need to dismiss classes for the day
(Superintendent will make the decision)

Communication

● Contact Utility company

● Notify Superintendent
● Notify bus driver (if appropriate)

FOLLOW UP:

● Network with appropriate staff to evaluate emergency procedures

● Complete incident report and forward to Superintendent

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 Section IV:

Recovery and
Evaluation

IV. Recovery and Evaluation

PREFACE
The purpose of the Vaughn Schools’ Safety Procedures manual is to protect students and employees in
the event of an unexpected emergency or crisis. The issues surrounding school safety are many and it is

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not possible to plan for every possible event or to develop a procedure or contingency for these same
events. It is possible to work to refine, expand, and improve upon existing procedures following an
event.

Following each major event of significant impact to the District, the Emergency Response Team, the
Safety Committee, and other selected staff will be asked to engage in a discussion and review of the
event. Review and Discussion will focus on:

✓ Prevention—was the emergency situation preventable?

✓ Detection—was there early warning signs?

✓ Response—did procedures and actions minimize the event and result in

the best possible outcome?

✓ Recovery and Evaluation—was post-event intervention and follow up

complete?
A school can recover more completely when it has planned for a disaster in advance and when it
engages in an objective review of procedures and actions following an event. The following tool serves
to guide this review.

Vaughn Schools Post Emergency Event Review

Event Description:______________________________________Date/Time:_______________________

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School Commander/Alternate in Charge:____________________________________________________

Student Injuries: ____# of Students Injury Types:_______________________________________

Staff Injuries: ____# of Staff Injury Types:_______________________________________

I. Pre-Planning: (any item ✓ NO requires additional discussion)

Yes No Category

Were there existing preventative protocols in place and were they followed (i.e.,
fire prevention protocols)?

Were there existing emergency response procedures/plans in place for the

incident?

Were staff trained in the emergency procedures and plans?

Were Emergency Response Teams adequately trained for their roles?

Were needed supplies (first aid, fire extinguishers) available?

Were resource sheets up-to-date?

Were communication mediums accessible and sufficient for dealing with event.

Recommendations:

Recommendations:

II. Immediate Action Response: (any item ✓ NO requires additional discussion)

Yes No Category

Was the School Commanders notified in a timely manner?

Were emergency teams and community responders notified in a timely manner?

Responders Notified:

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 ____District ER ____Law Enforcement
____Fire Department ____Health Center ____Other:__________
Were there any coordination problems with responders notified?
Communications? Key Access? Technology?

Were staff and students notified in a timely manner with accurate information?

Were staff and students kept informed during the event (if allowable)?

Were parent communications timely (i.e., early dismissal)?

Did ERTs have adequate two-way communication abilities during the event?

What Evacuation Procedure was used:

____Evacuation (Fire) _____Reverse-Shelter-In-Place

____Reverse-Lock Down _____Alternate Site
Was the Evacuation Procedure used effective? Staff and students knew what to
do?

If Shelter-in-Place/Lock Down, were buildings secured quickly?

If alternate sites were used, were facilities adequate (i.e., occupancy, handicap
accessible)?

Were the mobility/transportation issues for staff, special needs students or

others dealt with in a timely manner?

If bus transportation was needed, was transportation access readily available

(i.e., school van or multiple busses) and did bus transportation respond quickly?

Recommendations:

Recommendations:

III. Recovery Needs/Planning

Yes No Category

Is there need for additional follow up with Student? Staff? Families?

Is there need for additional follow up with Responders? Law Enforcement?

Sidney Health Center? ERTs?

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 Is there need for additional follow up with Media? Public Relations?

Was the facility damaged?

____Structural

____Mechanical

____Electrical

____Communications

Is the area damaged useable? (plan for relocation)

Are there any hazardous materials that will require cleanup, abatement, and
certification prior to restoration work or occupancy.

Was the insurance company contacted? (Were pictures taken documenting

loss)?

Is there a need to develop inventory of materials lost for

reimbursement/insurance purposes?

Are there any potential legal issues for individuals? The District?

Recommendations:

Recommendations:

The aforementioned list is not intended to be comprehensive in nature. It serves as a tool for initial
assessment leading to recovery. The review team will make specific recommendations about the event
and formalize a plan of recovery for the Trustees if needed.

REFERENCES

American Red Cross (2010). How Do I Shelter in Place. Retrieved June 8, 2010, from
http://www.redcross.org/preparedness/cdc_english/sip-5.asp

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National School Safety Center. (2010). School Safety Assessment brochure. Retrieved June 5, 2010,
from http://www.schoolsafety.us/pubfiles/school_safety_site_assessments.pdf

Turner, T. (2010). Understanding Six Therapeutic Stages of Sexual Assault. Retrieved June 9, 2010,
from http://www.mainlinehealth.org/oth/Page.asp?PageID=OTH000462

United States Department of Education. (1998). Early Warning/Timely Response: A Guide to Safe
Schools. Retrieved June 5, 2010 form http://cecp.air.org/guide/guide.pdf

United States Department of the Interior BIE. (2009). Safe Schools Planning: A Guide for Educators.
Guide produced under the direction of the Division of Performance and Accountability of the
Bureau of Indian Education of the U.S. Department of the Interior.

United States Secret Service and United States Department of Education. (2002). Threat Assessment
in Schools: A Guide to Managing Threatening Situations and to Creating Safe School
Climates. Retrieved June 5, 2010, from http://www.secretservice.gov/ntac/ssi_guide.pdf

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 APPENDIX A
Emergency Contact Information

And

Phone Trees

EMERGENCY PHONE NUMBERS

Company Descriptor Daytime # 24-Hour line

Cascade County 454-6900

Disaster & Emergency Service 911
FIRE DEPARTMENT EMERGENCY 911 911
SHERIFF’S DEPARTMENT EMERGENCY 911 911
DEPT. FAMILY SERVICES COUNTY 268-3770 1-866-820-5437
MENTAL HEALTH CTR COUNTY 761-2100 1-888-718-2100

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CASCADE CO. HEALTH DEPT. COUNTY 454-6950 911
NORTHWESTERN ENERGY EMERGENCY 1-888-467-2669 1-888-467-2669

MEDIA PHONE and FAX NUMBERS

STATION CALL# PHONE FAX EMAIL
KMON AM 560 AM 453-1554 761-5511 www.kmonam.com
KQDI FM 106FM 761-1565 727-7218 www.newstalk1450.com
KRTV CH. 3 791-5400 791-5411 www.krtv.com
KFBB CH. 5 453-4377 727-9703 www.kfbb.com
KLFM 92.9FM 761-7600 761-5511 www.92coolradio.com
KBGF CH. 50 457-1212 442-5106 www.ktvh.com

VAUGHN SCHOOL
MANAGEMENT PHONE NUMBERS
SCHOOL TITLE LAST NAME FIRST NAME HOME # CELL #/Wk
SCHOOL SUPERINTENDENT Cahill Jan 899-1988 899-1988
SCHOOL HEAD TEACHER Wollan Thad 750-1159 750-1159
SCHOOL DISTRICT CLERK Thibert Liz
BOARD CHAIR Smerker Melissa 964-0769 964-0769
BOARD VICE-CHAIR Rushton Roxie 403-2121 403-2121
BOARD TRUSTEE Lattin Kimberly
BOARD TRUSTEE
BOARD TRUSTEE

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