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Table of Contents
Section 1: Introduction 6
Program Benefits 7
Program Authority 7
Program Objectives 10
Prevention 10
Detection 10
Response 10
Recovery 10
Document Organization 12
Section 2: The Safe Schools Planning Process
13
Program Organization 14
Establish a Safe Schools Committee 14
Purpose 14
Membership 14
Communication Protocols 15
Subcommittees 15
Identify Existing Information 15
Security Documents 15
Regulations and Requirements 16
Security Measures 16
Resources 17
Risk Assessment 18
Benefits 18
Methodology 18
Identify Assets 19
Identify Threats 19
Identify Vulnerabilities 21
Program Design 22
Operational Security 22
Technical Security 25
Physical Security 25
Information Technology Security 26
Program Implementation 27
Create a Project Plan 27
Communicate the Plan 27
Implement the Plan 28
Test the Plan 28
Sample Safe Schools Action Plan 29
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Section 3: The Emergency Planning Process 31
General Preparedness 32
Update Contact Information 32
Stock First Aid Kits 32
Distribute Emergency Kits 32
Ensure Appropriate Signage 34
Classroom Doors Lock 34
Install Emergency Lighting 34
Mark Shut-Off Valves 34
Update Emergency Equipment 34
Create a Master Key Policy 35
Train Staff 35
Identify External Resources 35
Conduct an Inventory 36
Emergency Management Plan 37
Assign Roles and Responsibilities 37
Create a Communications Plan 40
Establish a Chain of Command 41
Create an Evacuation Plan 41
Create Incident Protocols 45
Continuity of Operations Plan 46
Overview 46
Objectives 46
Authorities 47
Components 48
Section 4: Emergency Operations –
A Template for Schools
54
Instructions 55
Introduction 59
Authority 59
Document Organization 60
Types of Emergencies 60
Roles and Responsibilities 61
School Administration 61
Safe Schools Committee 62
Emergency Management Team 63
Prevention and Preparedness 67
Detection and Communications 68
Detecting Internal Threats 68
Detecting External Threats 69
School Command Communications 69
Emergency Responders 72
BIE Chain of Command 73
Parents and the School Community 74
Media 74
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Evacuations 76
Evacuation Signal 76
Evacuation Roles in an Emergency 77
Evacuation Posts 78
Evacuation Routes 80
Reverse Evacuations 81
Lock Down 81
Shelter-In-Place 82
Incident-Specific Protocols 83
Fire and Explosions 83
Bomb Threats 86
Medical Emergencies 87
Accidents 87
Animal Attack 88
Chemical or Hazardous Materials Spills 89
Death of Student or Staff Member 89
Food Contamination 90
Pandemics 90
Suicide 93
Other Medical Emergencies 94
Substance Abuse 95
Suspected Alcohol or Drug Use 95
Incoherent or Non-Responsive Behavior 95
Alcohol or Drugs on School Property 96
Violence 97
School Violence 97
Warning Signs 97
Suspicious or Illegal Behaviors 98
Fights Without Weapons 98
Suspected Weapons Possession 99
Confirmed Weapon Threats 101
Sexual Assault 102
Riots, Protests, or Civil Disturbances 102
External Violence 103
Child Abuse 103
Child Abduction 103
Hostage Situations 103
Missing Child 104
Security Breach 104
Terrorism 105
Suspicious Packages 107
Utility Emergencies 109
Weather and Natural Distasters 110
Earthquakes 110
Hurricanes and Flash Floods 110
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Snow Storms 111
Tornadoes 111
Section 5: Emergency Management
– A Quick Reference Guide
113
Instructions 114
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Program Benefits
This guide explains how a Safe Schools and Safe Colleges program is created, with a
focus on emergency preparedness and continuity of operations planning. It also
provides templates that schools, dormitories, and colleges can tailor to their individual
needs.
Maintaining a strong Safe Schools program has many benefits. It helps keep children,
employees, visitors, and school property safe and secure from a variety of hazards. It
increases employee morale and improves an educational institution’s reputation with
parents by demonstrating a deep concern for safety. It reduces exposure to civil
liability when an incident does occur. It also enhances an organization’s ability to
respond to and recover from an emergency.
Program Authority
Federally funded schools must abide by various federal directives, orders, and
regulations that require emergency planning, a mandate amplified after the terrorist
attacks of 9-11 and Hurricane Katrina. Many of these directives are detailed in the
Federal Continuity Directive 1 (FCD 1) and (FCD 2),
Federal Executive Branch
National Continuity Program and Requirements,
February 2008, which serve as the
overarching authorities for this guide. A key mandate is the implementation of the
National Incident Management System (NIMS) required by Homeland Security
Presidential Directive 5,
Management of Domestic Incidents.
It provides a unified
approach to managing emergency incidents. Other federal authorities include:
o Homeland Security Presidential Directive (HSPD) 8,
National Preparedness
o Homeland Security Presidential Directive 20
o National Security Presidential Directive 51
o Executive Order 13347,
Individuals with Disabilities in Emergency
Preparedness
o 41 CFR 101-20,
Management of Buildings and Grounds
o 444 U.S. Department of Interior Manual 1,
Physical Protection and Building
Security
o 375 U.S. DOI Manual 19,
Information Technology Security
o No Child Left Behind, Public Law 107-110
o Title IV,
21
st
Century Schools Safe and Drug-Free Schools Act
o HSPD 3,
Homeland Security Advisory System
o HSPD 5,
Management of Domestic Incidents
o HSPD 7,
Critical Infrastructure Identification, Prioritization, and Protection
o HSPD 12,
Common Identification Standard for Federal Employees and
Contractors
o HSPD-20 National Continuity Policy, Annex A.
o 112 DM 17,
Office of Law Enforcement, Security, and Emergency
Management
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o 212 DM 17,
Director, Office of Law Enforcement, Security, and Emergency
Management
o 375 DM 19,
IT Security Program
o 377 DM 1,
Telecommunications Management
o 377 DM 2,
Telecommunications Handbooks
o 380 DM 6,
Vital Records Program
o 382 DM 2,
Mail Management
o 383 DM 1-15,
DOI Privacy Act policies
o 386 DM 3,
Web Standards and Guidelines
o 441 DM 1-5,
Personnel Security Suitability
o 444 DM 1,
Physical Protection and Building Security
o 444 DM 2,
National Critical Infrastructure and Key Resource Security
o 446 DM 1-21,
Law Enforcement Policy and Responsibilities
o 485 DM 1-28,
Safety and Occupational Health Program
o 900 DM 1,
Civil Defense Emergency – Functions and Responsibilities
o 900 DM 2,
Continuity of Operations (COOP) Program
o 900 DM 3,
National Security Emergency Preparedness (NSEP)
o 900 DM 4,
Coordination of Emergency Incidents
o 900 DM 5,
National Response Plan (NRP) Coordination
o 905 DM 1, Disaster Assistance- Policy, Functions, and Responsibilities
o FIPS PUB 140-1,
Federal Information Processing Standards
o FIPS PUB 140-2,
Security Requirements
o FIPS PUB 199,
Standards for Security Categorization of Fed Info & IT
Systems
o FIPS PUB 200,
Minimum Security Requirements for Fed Info & IT Systems
o FIPS PUB 201-1-v5,
Personal Identity Verification of Federal Employees
and Contractors
o NIST SP 800-16,
IT Security Training Requirements
o NIST SP 800-21-1,
Guideline for Implementing Cryptography in the
Federal Government
o NIST SP 800-27,
Engineering Principles for IT Security
o NIST SP 800-37,
Guide for the Security Certification and Accreditation of
Federal Information Systems
o NIST SP 800-46,
Security for Telecommuting and Broadband
Communications
o NIST SP 800-50,
Building an Information Technology Security Awareness
and Training Program
o NIST SP 800-53,
Recommended Security Controls for Federal Information
Systems
o NIST SP 800-53A,
Guide for Assessing the Security Controls in Federal
Information Systems
o NIST SP 800-61,
Computer Security Incident Handling Guide
o NIST SP 800-68,
Guidance for Securing Microsoft Windows XP Systems for
IT Professionals
o NIST SP 800-73-1,
Interfaces for Personal ID Verification
o NIST SP 800-76,
Biometric Data Specification for Personal ID Verification
o NIST SP 800-79,
Guidelines for the Certification and Accreditation of PIV
Card Issuing Organizations
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o NIST SP 800-85A,
PIV Card Application and Middleware Interface Test
Guidelines (SP 800-73 compliance)
o NIST SP 800-85B,
PIV Data Model Test Guidelines
o NIST SP 800-87,
Codes for the Identification of Federal and Federally
Assisted Organizations
o
OIEP IT Security Policy
o
OIEP Master Technology Plan 2004 – 2009
o
Code Adam Act of 2003
o
Homeland Security Act of 2002
o 29 CFR 1910.165,
Employee Alarm Systems
o 29 CFR 1926.35,
Employee Emergency Action Plans
o 41 CFR 101-20,
Management of Buildings and Grounds
o PL 93-288, as amended by PL 100-707,
Robert T. Stafford Disaster Relief
and Emergency Assistance Act
o Federal Educational Privacy Rights Act (FERPA)
o
National Strategy for Pandemic Influenza
o
National Strategy for Pandemic Influenza Implementation Plan
o FEMA FPC-65,
Continuity Of Operations Plan
o
FEMA COOP Pandemic Influenza Guidance
o OSHA Standard 1910.37,
Means of Egress
o OSHA Standard 1910.38,
Emergency Action Plans
o OSHA Standard 1910.120,
Hazardous Materials
o OSHA Standard 1910.155-1910.165,
Fire Protection
o
NFPA Life Safety Code 101-1970
o 29 CFR 1910 Subpart E,
Exit Routes, Emergency Action Plans, and Fire
Prevention Plans
Schools should determine what tribal, state, and local authorities apply in their
locations.
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Program Objectives
Safe Schools planning and emergency preparedness are designed to protect people,
physical property, intellectual property, and intangible assets, such as a school’s
reputation, from damage or destruction and to help the school recover quickly when
an emergency does occur. FCD-1 advises all organizations to develop a continuity
program management plan as they implement their respective continuity programs.
It does this through what are generally considered four phases: Prevention,
Detection, Response, and Recovery.
1
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 metal detector can indicate that a
weapon has been brought into the building. 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 or college 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
1
Some experts consider preparedness, or as FCD-1 states, ”readiness,” as one of the phases. The terms
“preparedness” or “readiness,” are interchangeable however, and can also be used to describe the
overall planning process and are critical components of all phases.
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Document Organization
Section 1 provides the Introduction to this document. Section 2 explains the process
of creating or enhancing a Safe Schools plan. (For purposes of this document,
“
Safe
Schools”
applies to elementary and high schools, dormitories, and colleges.) It
describes four types of security measures, including:
Operational Security, which addresses the “human” side of security and entails
managing students, staff, volunteers, and visitors. Operational security measures
(sometimes called “administrative security” measures) include the school’s
security policies, practices, procedures, and training.
Physical Security, which addresses the design elements of a building and its
surroundings that affect security issues. Examples include the building layout and
materials, windows and window seals, doors, parking lots, fencing, gates, and
doors.
Technical Security, which addresses the systems of access controls,
surveillance cameras, burglary alarms, metal detectors, panic alarms, and other
security equipment used to secure a building and its surroundings.
Information Technology Security, which addresses the computer system, the
network and the controls that protect it against unauthorized intrusions such as
viruses and hacking.
Section 3 focuses on a key component of the Safe Schools Plan - Emergency
Preparedness - and explains the process of creating an Emergency Management Plan
followed by a Continuity of Operations Plan (COOP) or Continuity of Government
(COG) program. While the Emergency Management Plan addresses the emergency
while it is occurring, the COOP plan focuses on efforts to recover from the
emergency. In order to ensure that agencies can continue operating after a major
emergency, the federal government has directed all agencies to identify their Mission
Essential Functions (MEFs) and Primary Mission Essential Functions (PMEFs) that
support the National Essential Functions (NEFs) and to identify services that must be
continued during an emergency. This directive, FCD-2, applies to all federal agencies,
regardless of size or location. Details of the school’s role in this process are contained
in Section 3. This section is written for the school principal, college administrator, or
Safe Schools committee.
Drawing on material from the previous section, Sections 4 and 5 are templates that
schools and colleges can use to create their own emergency management plans.
Their ultimate audience is intended to be school or college staff and volunteers.
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Program Organization
This section describes the process for planning a Safe Schools program.
Establish a Safe Schools
Committee
The Safe Schools planning process begins by establishing a Safe Schools
Committee. Creating a committee falls within the directives of FCD-1 and
FCD-2, which are designed to ensure schools can continue their most
important functions during major emergencies.
Purpose
The Safe Schools Committee fulfills the following purposes:
o It gives a specific group of people the responsibility for developing
and updating the Safe Schools plan and for ensuring it is
implemented in an organized manner. It also shares the tasks
required to assemble the plan among multiple individuals.
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, asymmetric threat environments,
such as the growing power of a new gang or a recent designer
drug.
o It demonstrates to students, staff, and parents the
administration’s commitment to ensuring a safe school and its
diligence in addressing Safe Schools issues.
o It provides an ongoing tool to assess existing security measures
and to recommend new measures.
Membership
The committee should be chaired by a member of the senior
management team, both to ensure that safety and security issues attract
sufficient attention from senior management and to elevate the profile of
the committee within the school community. The leader should take
responsibility for organizing the process, for assigning roles and
responsibilities, and for ensuring that assigned tasks are completed.
Members of the Safe Schools Committee may include other
administrators, teachers, the building engineer or head custodian,
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members of volunteer or paid security forces, a representative of tribal
security, a representative of local law enforcement, parents, students,
and others. Committee membership should also include members of the
facility's COOP Executive Management Team and Emergency
Administrative Support Team as well as a Continuity Coordinator
responsible for recovery efforts.
Communication Protocols
The committee should establish internal communication protocols by
identifying regular meeting times and places and by creating a Contact
List with work phone numbers, home phone numbers, cell phone
numbers, fax numbers, addresses, and e-mail addresses of all committee
members.
Subcommittees
To permit multiple efforts to continue simultaneously, the Committee may
designate subcommittees such as the Emergency Planning
Subcommittee; the Communications, Training, and Resources
Subcommittee; the Continuity of Operations Subcommittee, and the
Security Measures Subcommittee.
Identify Existing Information
Security Documents
An effective process does not duplicate previous Safe Schools planning
efforts, but builds on them. For this reason, the Safe Schools Committee
should determine what crisis or security plans already exist in the school,
the agency, and the community. It should gather all security-related
documents such as plans, procedures, directives, memoranda of
understanding with tribes or emergency responders, floor plans, data on
past incidents, employee manuals, risk management plans, mutual aid
agreements, safety assessments, insurance carrier information, and other
relevant information. In addition, FCD-1 requires Federal Agencies to have
direct access and be able to use school records and systems to perform
essential functions under COOP.
Regulations and Requirements
The committee should identify applicable state and local regulations such
as continuity of operations plans, occupational safety and health
regulations, fire codes, seismic safety codes, transportation regulations,
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and other applicable requirements. Collectively, these are called
authorities.
Security Measures
The committee should designate a team member, such as a member of
the custodial staff or security force, to identify existing security measures.
Types of security measures include, but are not limited to, the following:
o Access control readers
o Annunciator panels to pinpoint fires
o Burglar alarms
o Carbon monoxide and radon detectors
o Door buzzers
o Emergency lighting
o Fences and/or gates
o Fire extinguishers
o Fire doors
o Fire pull alarms
o Floor plans posted in appropriate locations
o Intercom systems
o Metal detectors
o Locks
o Panic alarms
o Smoke alarms
o Strobe lights by exits in case of power outage
o Surveillance cameras
o Window bars
o Window locks
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Resources
The committee should also identify security employees, contractors,
volunteers, and other resources, including funding, that can facilitate a safe
school environment.
COMMUNICATIONS TIP: The Government Emergency Telecommunications
System (GETS) is a telecommunications service that supports the National
Communications System. The system allows authorized users to receive
priority when placing telephone calls. All individuals assigned to the EMT are
authorized to use this system to place calls during emergency situations. All
authorized users should obtain GETS cards through their educational line
officer or Washington COOP Coordinator. For more information, see
http://gets.ncs.gov/program_info.html
.
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RISK ASSESSMENT:
The Strategic Planning Process
of the Security Industry
Risk Assessment
In essence, this is the process to identify, control, and minimize the impact
of uncertain events. In order to ensure the safety and success of
continuity operations under FCD-1, an effective security strategy must
address personnel, physical and informational security. The Safe Schools
Committee, or security consultants, should then conduct a
risk
assessment
, the security industry’s means of strategic planning. Like
other strategic planning processes, it seeks to answer three key questions:
Where are we? Where do we want to be? How do we get there?
Through a
risk assessment – a process to identify, control, and minimize the impact of
uncertain events - an organization identifies its security needs and
develops practical solutions to address them.
Benefits
Even when funding is limited, undertaking a risk assessment is
important.
2
First, it provides a means for prioritizing the
implementation of security measures based on available funding.
Second, it produces information vital for presenting a funding
request to private or
public entities. Many
grant applications
require applicants to
present a risk
assessment. Finally, it
identifies problem
areas, providing the committee the opportunity to consider security
measures that may require few or no resources. For example, if the
school can not afford a surveillance camera at a vulnerable
lunchroom door, it may choose instead to station a parent
volunteer there during peak hours. If, however, the door was never
identified as a problematic location, the security weakness would go
unaddressed.
Methodology
A risk assessment can be a one-day project based on a checklist of
questions or an in-depth analysis that employs sophisticated
software to predict the likelihood of specific types of incidents
occurring in or near a school. To determine security vulnerabilities
2
A risk assessment is required for all facilities owned or leased by the BIE.
See 444 DM 1 and 444 DM 2 for further details on this requirement.
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and solutions, the security team may conduct focus group
discussions, interview stakeholders, and conduct a confidential staff
survey, which often produces the most revealing information about
the state of security and solutions to security weaknesses. Even in
small organizations, individuals with the most direct contact with
students often have the most relevant information about security.
Identify Assets
The risk assessment begins by identifying the organization’s assets that
require protection. In schools, the most important assets are obvious:
students, staff, and visitors. Other assets include:
o Student, purchase order, payroll, and staff information, which may
include personally identifiable information such as names, Social
Security numbers, and dates of birth. Records may be in paper or
electronic form.
o Electronic equipment such as computers, science equipment, and
video cameras.
o Sports equipment.
o Classroom materials such as books, lesson plans, and curricula.
o Other physical property.
o Intellectual property such as the school’s processes, procedures,
and handbooks.
o Personal property of employees and students.
o The school’s reputation.
Identify
Threats
The next step is to identify what kinds of emergencies could threaten those
assets. In a
threat assessment
, as it is called, the security team
examines statistics and other information about past incidents, ranging
from assaults and false fire alarms to chemical fires. The team also
determines whether the school building lies in a region prone to flash
floods, wild fires, tornadoes, blizzards, hurricanes, earthquakes, landslides,
or other natural and man-made hazards. The team then identifies external
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threats such as whether a school is near a major transportation route over
which hazardous materials are transported and whether it is near a military
installation or a nuclear power plant that could be the subject of terrorism
threats. Another type of threat might be a pandemic caused by the H1N1
(Swine) Flu. Threatened emergencies – also called hazards or incidents –
are typically divided into man-made and natural. Examples are as follows:
MAN-MADE EMERGENCIES
Accidents
Athletic Accidents
Building Accidents
Chemical Spills
Transportation Accidents
Trips and Falls
Bomb Threats
Cyber Crime
Fires
Fraud
Medical Emergencies
Riots
School Violence
Bullying
Assaults and Batteries
Gangs
Homicides
Hostage Situations
Shootings
Weapons
Substance Abuse
Sexual Predators
Suicide
Terrorism
Utility Failures
NATURAL EMERGENCIES
Animal Attacks
Blizzards
Extreme Temperatures
Earthquakes
Floods
Forest Fires
Hurricanes
Landslides
Pandemics
Tornadoes
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Identify
Vulnerabilities
Once the Safe Schools planning team identifies the greatest threats to a
school, it then identifies how the organization may be vulnerable to those
threats through a
vulnerability analysis.
This is essentially the process
of identifying weaknesses in the security program or problem areas. For
example, if a student bringing a weapon to school poses a significant
threat, then the security team must identify how the facility is vulnerable to
a weapon entering the campus or school building.
The difference between a security threat, a security vulnerability, and a
security measure can be illustrated as follows:
Threat: A student might bring a weapon into the school.
Vulnerability: The lunchroom door has no mechanism to screen
students for weapons and is unlocked and unmonitored most of the
day.
Security Measure: The lunchroom is equipped with a guard, a
parent volunteer, an outside lock, a surveillance camera, or a metal
detector to address the risk.
In a comprehensive risk assessment, security planners also assign values
to each key asset that has been defined, quantify or qualify the
vulnerability to each key asset, quantify or qualify the threats to each key
asset, and then quantify the impact, or loss, if each asset were damaged
or destroyed.
For more information about designing a risk-assessment methodology,
refer to the United States Department of the interior
Departmental Manual
(DM), and specifically 444 DM 1, 444 DM 2, and 900 DM 2.
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Program Design
Once the risk assessment is completed, the team then proposes new or enhanced
security measures, beginning with the areas that pose the greatest risks to the
school, its staff, and its students. The measures are tailored to the threats and
vulnerabilities identified during the risk assessment. In the program design phase,
the committee decides when, where, and how to invest in its assets and resources to
eliminate or mitigate risks.
Operational Security
Operational security is often cited as the most challenging and important
aspect of Safe Schools planning because it entails managing unpredictable
human behavior. It involves the management of students, staff, volunteers,
and visitors. Key components of operational security are strong procedures
and an emergency management plan that is tested regularly.
Procedures
Standard operating procedures are critical to building a strong management
infrastructure and for managing risk within an organization. Policies and
procedures communicate the philosophy and expectations of management in
a consistent and comprehensive manner. They provide training tools and
systemize a school’s practices. By showing that the school has exercised due
care, they lessen its liability should an incident – ranging from a fire to sexual
harassment – occur. They also provide evidence of due process in the event
of employee misconduct and, therefore, reduce the risk of wrongful
termination lawsuits.
Emergency Management Plan
Planning before an emergency enhances the chances of a rapid, efficient
response and recovery that saves lives and reduces injuries and property
damage. Section 3 outlines for school administrators the process of creating
a plan and Section 4 provides an emergency plan template that
administrators can tailor to their schools’ needs and present to their staffs.
Section 5 provides a shorter version of Section 4 that can be easily accessed
during an emergency.
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Examples
Examples of operational security measures include the facility’s:
• Continuity of Operations Plan to ensure operations resume
quickly after an emergency
• Emergency Management Plan
o Roles and responsibilities in an emergency
o Communication protocols
o Procedures for evacuating or locking down the school
o Procedures for using the school as a shelter-in-place
o Drills for evacuations and lockdowns
o Protocols for specific types of incidents, such as:
Fire and Explosions
Bomb Threats
Burglaries and Thefts
Fire Response and Reporting
Medical Emergencies
School Violence
External Violence
Utility Emergencies
Weather Emergencies
• Employee and Student Codes of Conduct
• Employee Handbook
• Hall Sweeps
• Insurance
o Employee Crime
o Premise Liability
o Property Damage
• Paper or Electronic Forms to:
o Update student and staff emergency contact
information
o Log in visitors
o Provide hall passes
o Record equipment inventories
o Report incidents through the Native American Student
Information System (NASIS)
o Report lost or stolen equipment
o Report student suspensions
o Report student detentions
o Request a parent conference
o Reinstate a pupil after a suspension or expulsion
o Report misconduct
o Report suspected or actual sexual abuse
o Refer a student for discipline
o Release a student to a parent or caretaker
• Parent Handbook
• Security Audits
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• Security Plans
• Security Policies such as those addressing Search and Seizure
rules as they apply to students, lockers, desks, and computers.
• Security Procedures addressing issues such as:
o Building entry and exit
o Cell phone and pagers used by students
o Closed campus
o Confidential information such as personally identifiable
information and medical information of students and
staff
o Dress codes
o Equipment use and record keeping
o Fraud prevention tools such as strong internal controls
o Gang affiliation
o Graffiti
o Incident reporting
o Information technology
o Interaction with law enforcement and courts
o Intellectual property protection
o Internet usage
o Key distribution and control
o Lost or stolen equipment
o Medicating students
o Parent notification after an incident has occurred
o Property damage
o Screening of school staff and volunteers
o Staff discipline
o Student identification tools such as badges
o Student release
o Student discipline and expulsion
o Transportation
o Truancy
o Vandalism
o Vehicle use
o
Zero Tolerance
Training
All school employees should undergo training on all components of the Safe
Schools Plan. The school should have fire, tornado, and shelter-in- place drills
and, at least once a year, a drill to evacuate to an off-site location. Other
important types of training include training on infection control and blood-
borne pathogens, First Aid and Cardio-Pulmonary Resuscitation (CPR),
electrical safety, hazardous materials, communications, and safety protocols
for lifting heavy objects.
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Technical
Security
Technical Security addresses security equipment used to secure a building and its
surroundings.
Examples of technical security measures include:
• Automated visitor or student entry systems
• Access controls
• Burglary alarms
• Fire extinguishers and suppression systems
• Fire pull alarms
• Keys
• Identification or badge systems
o Students
o Faculty
o Visitors
o Vendors
• Intercoms
• Metal detectors
• Panic alarms
• Radon or gas detectors
• Radios
• Safes
• Smoke detectors
• Sprinklers
• Surveillance cameras
Physical
Security
Physical Security addresses the design elements of a building and its surroundings
that affect security issues.
Examples of physical security elements include:
• The building layout and materials
• Doors, including fire doors
• Emergency lighting
• Fencing
• Gates
• Locks on doors and windows
• Signage including exit signs that remain lit in case of power
outages
• Utility shut-off valves
• Windows and window seals
• Window bars
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Areas that require special analyses to determine security vulnerabilities include the
building’s entry and exit, the perimeter of the school grounds, playgrounds, parking
lots, sports fields, cafeterias, and secluded areas such as balconies, basements,
stairwells, restrooms, or areas behind buildings hidden from public view.
A key concept in physical security design is the creation of a series of obstacles
between the facility’s perimeter and the building interior to stop intruders. Obstacles
that slow or deter an intruder include fences and gates, locked doors, and doors
guarded by security personnel. In the age of terrorism and threatened attacks by
vehicles, another tool is the
bollard,
a squat, thick post made of concrete, metal or
other material that prevents a vehicle from ramming into a building.
Information
Technology
Security
Information technology security addresses the computer system, network, and
controls that protect it against unauthorized intrusions such as viruses and hacking.
Examples of information technology security measures include:
Anti-Virus Software
Firewalls
Network Segmentation Policies
Procedures relating to password protection, traveling with laptops,
the security of the server room, encryption, unauthorized
download of software from the Internet, and other protections
Secured Server Rooms
User-Authentication Systems
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Program Implementation
After the necessary and desired measures are identified by the Safe Schools
Committee, management should then consider what funding is available and select
the measures to be implemented.
Create a Project Plan
To implement the Safe Schools program, a project plan should be created
that identifies who is responsible for carrying out what part of the plan,
what resources they need to do so, and what their deadlines are. Multiple
stakeholders should review the plan to provide an opportunity to identify
areas that could be strengthened and to solicit creative solutions. A
sample of a preliminary project plan is available on Page 28.
Communicate the Plan
Once finalized, the plan should be communicated in its entirety to
personnel who have a need to know its contents or will have a central
role in implementing the plan, such as senior staff and emergency
responders. Elements of the plan should also be communicated to other
staff members, parents, students, tribal leaders, and other stakeholders,
but only to the extent necessary to ensure that they know what they
should do in the event of an emergency (such as where parents should
meet their children in the event of a prolonged evacuation). Sensitive
elements of the complete plan should not be made public because of
confidential security information that, if it falls into the wrong hands, can
be used to thwart security plans and measures.
Means of communicating the elements of the plan may include:
o A bound booklet distributed to the school community
o A newsletter announcement
o The school’s web site
o Staff meetings
o Training sessions
o Meetings with emergency responders
o Meetings with tribal leader
o Email
o Other means, as appropriate
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Implement the Plan
After implementation begins, the Safe Schools Committee should make
project monitoring and implementation a regular item on its meeting
agenda.
Test the Plan
The plan should be tested regularly through drills for emergencies such
as fires, tornadoes, and armed intruders, through security audits, and
through table-top exercises. Drills should include evacuations to off-site
locations.
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SAMPLE SAFE SCHOOLS ACTION PLAN
ACTION RESPONSIBLE PARTY DEADLINE
Appoint Safe Schools Committee
Principal
Organize Safe Schools Committee
Select Chairman Principal/Committee
Determine Committee Protocols Safe Schools Committee
Create Subcommittees: Safe Schools Committee
Emergency Planning (EP)
Communications, Training, and
Resources (CTR)
Continuity of Operations (COOP)
Appoint Continuity Coordinator (COOP)
Security Measures (SM)
Organize Safe Schools Project CTR Subcommittee
Identify Existing Mandates
Identify Existing School Resources
Identify Existing Security Measures
Identify Stakeholders
Conduct Risk Assessment
SM/CTR Subcommittees or
Consultant
Design a Safe Schools Security Program SM/Measures Subcommittee
Identify New Security Measures
Create Budget
Identify Parties Responsible for Implementation
Identify Deadlines
Create the Emergency Plan
Create the Emergency Management Team EP Subcommittee (PRIORITY)
Create a Communications Plan EP Subcommittee (PRIORITY)
Establish a Chain of Command Principal/Line Officer (PRIORITY)
Create an Evacuation Plan EP Subcommittee (PRIORITY)
Update Student/Employee Contact Information CTR Subcommittee (PRIORITY)
Identify Contents of Emergency/First Aid Kits EP Subcommittee (PRIORITY)
Order and Distribute Kits Procurement Personnel
Identify and arrange for purchases of EP/SM Subcommittees
additional signage, locks, emergency
lighting, communications equipment, etc.
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ACTION RESPONSIBLE PARTY DEADLINE
Create Continuity of Operations Plan
Identify Essential Activities and Functions COOP Subcommittee
Identify Information Technology Systems COOP Subcommittee
Identify Vital Records CTR Subcommittee
Create an Order of Succession Plan Principal
Plan for Human Resources and Business
Management Services COOP Subcommittee
Prepare Personal Contingency Plans COOP Subcommittee
Notify and Account For Employees COOP/EP Subcommittees
Create a Reconstitution of
Operations Strategy COOP Subcommittee
Train Employees on the COOP Plan CTR Subcommittee
Conduct an Inventory CTR Subcommittee
Communicate the Plans
CTR Subcommittee
Distribute Plans
Design Training and Communications Program
Provide Training to Staff and Students
Conduct Drills: Fire, Tornado, Shelter in Place
And Relocation to an Off-Site Shelter
Communicate Plans on School Web Site
Communicate Plans in School Newsletter
Implement Other Means of Communication
Test the Plans
Entire School
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General Preparedness
An important element of a security program is an emergency preparedness plan.
Planning before an emergency happens increases the chances of a rapid,
efficient response and recovery that saves lives and reduces injuries and
property damage. This section describes how to develop an emergency
preparedness plan.
Whether crisis communications protocols or evacuation plans, some
preparedness initiatives apply to multiple types of emergency incidents. These
are discussed below.
Update Contact Information
Regularly update Student Emergency Data Forms and information
describing the special medical needs of students and staff. Lists of
employees and students should periodically be provided to key staff
members and copies should be kept in a secured location offsite.
Stock First Aid Kits
Stock complete First Aid kits in select locations throughout the school. All
employees, contractors, and volunteers should know the location of the
First Aid kit in his or her section.
Distribute Emergency Kits
The school Principal’s office - and every classroom in the school - should
have an emergency kit. Depending on their intended use, the size of the
school, and the layout of the school building, the kits may include:
• Armbands to designate emergency workers
• An ax, to break down locked doors in case of a fire
• Barricade tape to cordon off restricted areas such as crime
scenes
• A bullhorn
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• Cellular phones (Important: cellular phones and handheld
radios should never be used within 100 feet of a real or
suspected bomb.)
• Disposable cameras
• Documents listing:
o Classes by homeroom and class period with updated
student rosters
o Students and/or staff with disabilities by class period
and location
o Emergency contact information for students
o Emergency management team members
o Emergency assignments for each classroom’s teacher,
if applicable
o Evacuation plans
o Floor plans
o Incident-specific protocols
o Staff members and contact information, including
emergency contacts
o Student sign-out log
• Face masks
• First Aid supplies
• Flashlights
• Fluorescent tape to mark gas shut-off valves
• Marking pens
• Notebooks
• Radios/Walkie Talkies, including battery-operated radios
• Rubber gloves
• Signs to mark staging and other areas contained in the
evacuation plan
• Stick-on name tags
• Traffic cones and barricades
• Whistles
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Particularly in remote areas, schools should keep sufficient quantities of
emergency supplies such as food and water to sustain students and staff for
three-to-seven days.
In stocking communications equipment, please note that all communications
devices in BIE owned/leased facilities must comply with APCO-25 (Standards
for Public Safety Digital Radio) and meet the requirements for interoperable
communications per FPC-65.
Ensure Appropriate Signage
Ensure that room numbers are prominently displayed and marked on floor
plans. Otherwise, emergency responders may lose critical moments
attempting to find a room. Ensure that exit signs and passageways are also
clearly marked.
Ensure Classroom Doors Lock
To protect students in case of a shooter in the school, ensure that classroom
doors can be locked from the inside. A master key should be kept at all times
in the hands of the Principal, the head of maintenance, and other designees.
Install Emergency Lighting
Ensure that emergency lighting is installed along exit routes. Ensure that exit
signs will stay illuminated if the power goes out.
Mark Shut-off Valves
Mark gas, water, and other utility shut-off valves with fluorescent tape so
they can be easily identified in an emergency.
Update Emergency Equipment
Update communications equipment and be sure that key staff members
understand how to use it. It is critical to obtain a weather radio that can
receive warnings from the National Weather Service. The main office phone
should have a voice mail system that can be programmed remotely to
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provide messages to callers even if staff members cannot enter the building.
Have at least one standard, old-fashioned telephone that does not require
electricity. Update fire extinguishers, detectors, and other fire equipment
yearly. Purchase bullhorns, which can be used for communications during an
electrical outage. Equip the school with a television that has cable or satellite
access to receive weather news. Locate a transistor radio in the Principal’s
office and, if possible, the public address system in the Principal’s office for
use in a lockdown situation.
Create a Master Key Policy
Ensure that more than one authorized individual has a copy of the door and
cabinet keys. In an emergency, it may be necessary to access locked rooms
or doors very quickly. The same principle applies to doors for which ingress
and egress are controlled through access controls.
Train Staff
All staff should be trained in emergency, business continuity, and security
procedures. Selected staff members should be trained in First Aid techniques
such as Cardio-Pulmonary Resuscitation (CPR) and treatment of various types
of burns and injuries. Classes are available through the American Red Cross
and elsewhere. Videos on basic Self-Defense and First Aid techniques are
valuable resources for your staff.
Training on COOP, NIMS, & the NRP can be completed on-line at
http://training.fema.gov/EMIWeb/IS/crslist.asp
. Training for Security Guards
is available at the Federal Law Enforcement Training Center
(http://www.fletc.gov/
).
Identify External Resources
Make a list of local emergency medical services, hospitals, community service
organizations, local health departments, utility companies, suppliers of
emergency equipment, insurance carriers, the state organization that
responds to hazardous materials accidents, the local emergency management
office, and other emergency response resources. Build consortiums with
community emergency responders and agencies to pool resources and talent.
Identify and train potential volunteers who could come to the school in an
emergency. Contact the local Federal Executive Board (FEB) for addition
information and to build partnerships with other federal agencies.
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Conduct an Inventory
For insurance purposes and to ensure proper accountability, each school
should keep an updated inventory of equipment and other valuables that
could be claimed for reimbursement through insurance after an emergency.
Photographs are extremely helpful in these cases, and should be kept off
site.
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Emergency Management Plan
Establishing an Emergency Management Plan requires deciding in advance who will
assume what role, what authority each participant in the crisis response will have,
where they will go, and how they will communicate.
Assign Roles and
Responsibilities
Decide in advance who will lead certain aspects of the emergency
operations and who will assume other roles and responsibilities. Under
FCD-1, schools must create an Order of Succession Plan with a clear line
of succession in case the existing leadership is unavailable or otherwise
unable to carry out its tasks. Delegated authorities must have legal
authority to carry out
their duties. Assigning
roles in advance
reduces the chaos of
the emergency scene,
ensures required tasks
are accomplished, and
eliminates duplication of
effort. Individuals identified for leadership in a crisis should be cool-
headed, able to perform in a crisis situation, recognized by students and
staff, strong communicators, and able to handle crowd control. Teachers
chosen for these roles must be replaced in their classrooms during an
emergency to ensure students are fully supervised.
This section describes
general
roles and responsibilities required of the
Emergency Management Team during and after emergencies. Roles and
responsibilities specific to evacuations or lockouts are described in the
section entitled the
Evacuation Plan
. In both cases, roles and
responsibilities should be contained in a written Emergency Management
Plan that is distributed to staff.
School Commander
The School Commander, typically the Principal or Administrator-in-
Charge, remains in the Command Center 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
necessary notifications to the BIE Chain of Command, the DOI Watch
Office, and the FEMA Operations Center.
SAMPLE PLANNING QUESTIONS
Which gate will emergency responders
use? Where and to whom will they
report? How will they be identified?
What school personnel will be in charge
of response activities?
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School First Aid Responders
School First Responders provide emergency First Aid until medical
assistance arrives. These individuals, typically the school nurse, office
staff or physical education teachers, should be trained in First Aid and
Cardio-Pulmonary Resuscitation and known throughout the school as
the First Responders before an event happens. Training staff in First
Aid is particularly critical in remote areas.
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 may also direct
media, parents, and central office personnel to the appropriate
locations and cordon off areas, as necessary. The Site Coordinator
must know the emergency site map thoroughly and carry it with him
or her.
Parent Coordinator
The Parent Coordinator assists parents who come to the school and
keeps parents briefed on the situation. (In extreme cases in which a
child has died, the principal should personally notify parents.) A
separate waiting area for parents of involved children should be
designated.
Crisis Team Leader
The Crisis Team Leader coordinates crisis intervention and counseling
services to help students and staff cope with the trauma.
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 records the names of responding units and
the support staff, collecting business cards, if available. After the
evacuation, the Recorder should visit each teacher and determine if
any teachers need assistance in notifying the School Commander,
emergency responders, and the Parent Coordinator of children who
are missing. If the school has surveillance equipment, the Recorder,
or another individual assigned by the Principal, ensures after each
incident that images of the incident are preserved digitally or on tape.
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Transportation Coordinator
If necessary, 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
collects business cards from members of the media. As necessary, the
Media Coordinator informs the agency’s Public Affairs Office of what
media is present. Typically, the Media Coordinator does not give
interviews to the media.
Teachers/Instructors/Professors
Teachers, instructors, and professors supervise their classes and take
attendance every time their classes move to a new location.
Attendance books must accompany a teacher whenever the
classroom is evacuated. A list of missing students should be made any
time roll call is taken and the possible locations of students should be
noted. Teachers should notify the Principal or designated personnel
immediately if any students are missing. Because teachers must stay
with their class, arrangements should be made in advance to
determine how this communication will be made. The Recorder can
assist in this process.
Assistants for Individuals with Disabilities
In the event of an evacuation, pre-designated staff should be
assigned to assist individuals with physical disabilities, as described in
the evacuation plan. Staff must be knowledgeable about each
student’s special needs, particularly with respect to special equipment
and medications. Alternative staff members should be predesignated
in case an assigned staff member is absent during an emergency.
NIMS COMPLIANCE
In 2003, President Bush issued
Homeland Security Presidential Directive 5
, which
required the implementation of a National Incident Management System (NIMS). A
comprehensive national approach to managing a wide variety of emergency
incidents, NIMS is designed to improve coordination among public and private
entities during emergency incidents. Key components address establishing an
incident command structure, managing communications, and managing information
and resources. More information is available at:
http://www.fema.gov/emergency/nims/index.shtm
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Create a Communications Plan
Once roles and responsibilities are defined, the Safe Schools Committee must
consider what information needs to be transmitted, to whom it should be
transmitted, the means by which it will be transmitted, when it should first be
transmitted, and how often it should be communicated after the initial
transmission of information. This process is best done through a strategic
planning process. Using a white board or computer and projector, committee
members should begin by brainstorming about what information needs to be
communicated. They then should identify stakeholders, such as BIE
headquarters, both regionally and in Washington, D.C.; line officers; clerical
staff; custodial staff; law enforcement; management; parents; students;
teachers, and tribal authorities. From there, the committee can determine the
means of communication and resolve other issues.
Examples of
information that should
be communicated
include lockdown
orders, shelter-in-place
instructions, emergency
incidents such as a fight
that has broken out in
the building or a
weapon that has been
found on school
grounds, or the location
of an injured child or
staff. For every role and
responsibility and for
every situation, information will need to be communicated.
For example, teachers need to know when to evacuate their classrooms. Who
will make that decision? If it is the Principal, how will he or she receive the
information necessary to make that decision? Who will he or she consult? If
the Principal is not in the building, who will decide to evacuate? How will the
decision to evacuate be communicated? Through an intercom? Walkie Talkies
to a lead teacher in each area? A fire alarm? As another example, parents
need to know when to come to school in the event of an emergency and
when to wait at home. How will they know? Through a phone tree? Through
a radio? Through word of mouth using emergency contact information
provided on their emergency contact cards? In cases of Pandemic flu, how
will flu protocols be communicated to parents, teachers, and children?
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What Information
should be transmitted?
Who
should receive it?
How
should it be transmitted?
When
should it be transmitted?
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Establish a Chain of Command
As part of the school communications plan, a chain of command must be
established. The Safe Schools Committee must determine who will be
responsible for what decisions and when their decision-making authority will
be superseded by a new level of authority. For example, while the School
Commander or Administrator-in-Charge may make evacuation or emergency
response decisions before emergency responders arrive, a police or fire
lieutenant may assume control upon arrival. In compliance with the
Continuity of Operations plan, it is critical that procedures addressing order of
succession and delegation of authority be prepared in advance.
Create an Evacuation Plan
Under some circumstances, such as a fire, a credible bomb threat, a chemical
spill, or a flood within the building, the School Commander or emergency
responders may decide to evacuate the facility.
Before a school building is evacuated, the Safe Schools Committee or
management team must decide in advance where the staff, visitors, and
students will go, the route they will take to get there, and who will guide
them. This process is best conducted under the guidance of local emergency
responders. This section discusses how to build the evacuation plan.
Identify Evacuation Destinations
Safe Schools planners should consider what needs the school may
have for locating equipment, evacuees, parents, media, responders,
and others in an emergency. In mapping out the destinations for
evacuees, Safe Schools planners should consider the need for:
o A Command Post, also called an Incident Command
Post, from which the School Commander oversees all
operations.
o Routes and a staging area for emergency response
equipment, such as fire trucks and ambulances. Routes
should be designated in advance under the direction of
local emergency responders.
o An alternative off-site location, including one or more
indoor emergency shelters, and locations for buses to
transport the students, if applicable.
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o Assembly points where students, employees, and
others can gather to ensure that everybody is present
and to determine whether medical care is needed.
o Areas for students, grouped by classrooms, with a
location for parents to reunite with their children.
These should be far from the routes over which
emergency responder equipment will travel. The
special needs of children with disabilities should be
addressed. For example, some children may require
evacuation chairs or wheel chairs.
o Alternate sites for students residing in BIE-operated
educational facilities with dormitories, including
housing and dining facilities for up to 30 days.
o An area for the injured. When medical teams arrive,
they may need to triage the victims, or sort them
according to their injuries, in order to determine who
should receive treatment first.
o An area for the deceased, in the worst-case scenario.
This area should be secluded from the sight of the
parents, the students, and the media.
Note: To ensure
criminal evidence remains undisturbed, bodies should
be moved only by emergency responders and under
the authority of law enforcement personnel.
o A location for the media, which should be far from the
parents and the injured.
Create Floor Plans
Determining evacuation routes begins by developing floor plans.
(Some schools perform this task through a student mathematics
project.) The plans should contain the following:
o Classrooms
o Other rooms such as offices, bathrooms, and storage
o Designated escape routes
o Doorways for unlocked doors
o Elevators, which should not be used during
evacuations
o Fire alarms and enunciators
o Fire extinguishers
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o Other security equipment
o Hallways
o Hazardous materials
o Stairwells
o Utility mains and shutoffs
o Other relevant information
Create an Area Map
The area map should contain the location of each building, its
grounds, and routes into the school as well as prominent terrain
features like rivers or bridges. It should also note fire hydrants. A
satellite view of the school grounds may be available through the
Google mapping feature, available at http://local.google.com/
Map Evacuation Routes
Beginning with children with disabilities, security planners should
break down prospective evacuees into groups and estimate the
number in each group. They should identify the most efficient route
out of the building for each group and mark their destinations on the
area map. Later, when routes are tested, adjustments can be made.
Map
Safe Passage Routes
Security planners should map out safe passage routes to the
alternative evacuation locations. Elevators should not be used during
an evacuation.
Test the Evacuation Plan
The school or dormitory should test the evacuation plan and finalize
the routes.
Post the Evacuation Routes
Evacuation plans should be posted in each classroom, hallway, and
office in the school or dormitory.
Designate Evacuation Roles
The evacuation process requires that school and dormitory personnel
are assigned specific roles and responsibilities in advance. Once a
decision is made to evacuate a building, staff members must assume
their pre-assigned evacuation roles without hesitation. Recommended
roles and responsibilities are as follows:
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All Personnel. All personnel and volunteers are responsible
for immediately reporting any emergencies to the school
Principal and, if the Principal or Assistant Principal is not
immediately available, to emergency responders.
Principal. Generally it is the school Principal or, in his or her
absence, the Assistant Principal who makes the decision to
evacuate and contacts emergency responders.
Section Leaders. A Section Leader, also called a Floor
Leader, supervises the orderly evacuation of all students and
staff through the designated exits and remains with the group
throughout the evacuation period. This individual should be
equipped in advance with a bullhorn and other safety gear
from an emergency kit. If this individual is a teacher, another
staff member must be assigned to the Section Leader’s
classroom in his or her absence. Students should be informed
in advance who the alternate for their classroom will be.
Teachers. Teachers without special duties should quickly lead
their students in an orderly fashion to their pre-designated
posts, taking their class lists, a pen or pencil, and other
components of the emergency kit with them.
Searchers. Once teachers have evacuated their classrooms,
searchers are responsible for finding and evacuating all
personnel from remote areas such as storerooms, file rooms,
coffee areas, and rest rooms. They should close all doors after
they have searched an area.
Stairwell Monitors. Before an evacuation, stairwell monitors
should inspect their assigned stairwells for possible heat and
smoke conditions. They are responsible for assisting in the
orderly evacuations out of their assigned exits and instructing
students to form single file lines into the stairwell and exit
along the right side of the stairwell.
Assistants to Individuals with Physical Disabilities.
Assistants to Individuals with Physical Disabilities are
responsible for making sure all students and staff with physical
disabilities are evacuated and for monitoring them until they
are safely discharged to their families or guardians. Assistants
to Individuals with Disabilities must maintain up-do-date lists
of physically challenged students in their assigned sections,
along with a list of any special medical needs.
In some emergencies, it may be appropriate for school occupants to remain
in the building until the situation improves, warranting
reverse evacuations,
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which include lockdowns and shelters in place.
In the case of a student or
intruder with a gun or a civil disturbance, a lockdown may be warranted. In
other situations, such as a tornado or other hazardous weather, a shelter-in-
place order may be given. Shelter-in-place procedures are less restrictive
than lockdown procedures and, depending on the severity of the emergency,
typically permit more movement within the building. Reverse evacuation
procedures are contained in Section 4 of this document.
Create Incident Protocols
While general emergency response protocols apply to most emergencies,
some protocols apply only to certain types of emergencies. For example,
protocols to address a child with alcohol poisoning are different than
protocols required to respond to a fire. The school should create incident-
specific protocols, a sample of which are contained in the attached Safe
Schools template.
A
CTION
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Continuity of Operations Plan
Overview
Some types of emergencies are so severe that they shut down school operations.
In such a crisis, a school may find itself with limited or no access to its building,
its personnel, its computer system, or other resources that are normally
available. Emergencies that can halt operations include structural fires, terrorist
attacks, student sit-ins, electrical outages after a hurricane or blizzard, severe
flooding, a cyber attack, and other asymmetric disasters.
To ensure that it can resume operations after a major disaster occurs, each
school is required to have a Continuity of Operations Plan (COOP) or Continuity
of Government (COG) program that is developed with emergency responders
and other stakeholders identified in FCD-2. While an Emergency Management
Plan focuses on
preventing, preparing for,
and
responding to
emergencies, a
Continuity of Operations Plan focuses on
recovering
from emergencies in
conjunction with Federal, State, Local, Territorial, and Tribal Governments, and
the private sectors’ critical infrastructure, owners and operators, in accordance
with FDC-2. The ultimate purpose of the COOP is to restore the complete range
of activities and functions normally performed by the school. In the private
sector, a Continuity of Operations Plan is often called a Business Continuity Plan.
Objectives
Objectives developed by the BIE for the COOP plan are to:
o Protect the safety and well-being of building occupants.
o Ensure continued leadership.
o Provide for an orderly means of addressing problems and restoring normal
operations as quickly and safely as possible.
o Provide at least a minimum level of services, especially those services
required at times of local or regional emergencies.
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Authorities
Federal agencies are mandated to undertake continuity planning. Some sources of
these mandates, or authorities, are as follows:
o Federal Continuity Directive 1 (FCD 1) and Federal Continuity Directive 2 (FCD
2), Federal Executive Branch National Continuity Program and Requirements,
February 2008.
o NCC, National Continuity Coordinator, Federal Continuity Directive-1, February
2008.
o Presidential Decision Directive 67,
Ensuring Constitutional Government and
Continuity of Government Operations
,
October 21, 1998.
o NCC, National Continuity Coordinator, Federal Continuity Directive-1, February
2008.
o Homeland Security Presidential Directive 3, March 11, 2002.
o Executive Order 12148,
Federal Emergency Management
, July 20, 1979.
o Executive Order 13244,
Providing an Order of Succession Within the
Department of the Interior (DOI),
December 18, 2001.
o 36 CFR 1236,
Vital Records During an Emergency.
o Executive Order (EO) 12656,
Assignment of National Security and Emergency
Preparedness Responsibilities.
o 41 CFR 101-20,
Occupant Emergency Plan.
o Federal Preparedness Circular (FPC) 65,
Federal Executive Branch Continuity of
Operations (COOP),
June 15, 2004.
o 302 DM 1,
Designation of Successors for Supervisors
, January 18, 2001.
o Memorandum to Bureau Directors, Solicitor, and Inspector General from
Assistant Secretary, Policy, Management and Budget,
Preparing for
Emergencies - Continuity of Operations Policy and Planning,
December 5,
1997.
o MRPS Policy Bulletin 98-001, Continuity of Operations Planning - Guidance and
Schedules, U.S. Department of the Interior, March 27, 1998.
o 900 DM 2,
Continuity of Operations (COOP) Program.
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Further authorities are contained in the COOP plan itself, entitled Continuity of
Operations Plan for Indian Affairs, Regional Office, dated July 2004. Point of
Contact or for additional assistance with information at the Federal level, contained
within FCD-1 contact ASSISTANT ADMINISTRATOR FEMA, National Continuity
Programs Directorate @ (202) 646-4145 or email @ Fema-
[email protected]. Agencies that need to submit classified material
under FCD-2 should contact FEMA Document Control @ (202) 646-4629.
All schools should determine what state and local authorities apply to them.
Components
In designing continuity programs, the federal government considered two primary
disaster scenarios, including situations in which:
o The
primary facility
becomes inaccessible or lacks the critical
infrastructure required to conduct business.
o The
community
where the primary facility is located becomes inaccessible
for any reason for an unacceptable period of time.
Components of the BIE plan that focus on recovering from disaster include:
o Identifying Essential Activities and Functions.
o Identifying Information Technology Systems.
o Identifying Vital Records.
o Creating a Succession Plan.
o Providing Human Resources Services During an Emergency.
o Providing Business Management Services During an Emergency.
o Preparing Personal Contingency Plans.
o Notifying and Accounting for Employees.
o Creating a Reconstitution of Operations Strategy.
o Training Employees on the COOP Plan.
Components of COOP not addressed in this section because they are addressed
elsewhere in
Safe Schools Planning: A Guide for Educators
include:
o Conducting a Threat Assessment.
o Creating an Emergency Management Team.
o Creating an Emergency Operation Center/Command Center.
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o Creating a Communications Plan.
o Identifying an Off-Site Emergency Relocation Center.
o Identifying Emergency Equipment and Supplies.
o Creating a Chain Of Command/Delegation of Authority Plan.
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Identifying Mission Essential Activities and Functions (MEFs)
In developing a Continuity of Operations Plan, each school is required to identify
functions that are essential to operating the school. In many organizations, these
include finances, management support, operation of facilities, information
technology, and human resources, including coordinating emergency hiring and
issues relating to health insurance, medical leave, and death benefits. To be more
specific, the Safe Schools Committee must consider whether the school can operate
without electricity, heat in winter, the ability to process payroll, or access to budgets
and purchase orders through its computer system. If not, these should be identified
as essential functions or, in the more formal language of federal emergency
planning,
Mission Essential Activities and Functions
, also called
MEF’s.
FCD-2 recognizes that the entire spectrum of government functions might not be
performed or needed in the immediate aftermath of an emergency. In a crisis,
resources may be scarce. Allocating resources based upon sound planning helps to
ensure that the delivery of essential functions and services will remain uninterrupted.
Improperly identifying, or not identifying functions as “essential,” can impair the
effectiveness of the entire continuity program. If an agency fails to identify a
function as essential, the agency will not identify the resources and requirements to
support that essential function. If an agency identifies too many functions as
essential, the agency risks being unable to adequately address all of them. To assist
in the MEF identification process, the federal government provides multiple
worksheets that comprise the Potential MEF Submission Package Workbook.
Questions or comment related to department or agency submissions should be
submitted to FEMA’S National Continuity Programs Directorate, (202) 646-4629 or
e-mail at [email protected].
Identifying Information Technology Systems
Each school should develop and maintain an Information Technology plan that
addresses how information technology services will be provided after an emergency
situation occurs.
One key challenge is retrieving or reconstituting electronic school documents in the
event of physical damage to school computer equipment or a cyber attack that
corrupts files in school computers, rendering them inoperable. To minimize the
damage of such events, every school must back up its electronic files and keep
backups off-site in a secured location such as a lock box or by using an online
backup service. Failure to do so could result in catastrophic consequences that
damage school operations for years to come.
The second key challenge is providing a secondary means to access the Bureau of
Indian Education Intranet through a
redundant
system, a system that provides a
backup if the normal system fails.
A third challenge is preventing computer equipment from being damaged in the
event of a sudden power failure or power surge. To minimize the damage if such an
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event occurs, schools should ensure that computer equipment has backup battery
power.
Identifying Vital Records
Schools are required to identify and take steps to preserve vital records should an
emergency occur. Each school should make a list of its vital records. Key questions
include: Are your school’s vital records safeguarded? Will your continuity staff have
official access to your vital records? Will federal agencies have access to records and
systems to perform essential functions?
Vital records are defined as those that “are essential to the continued functioning or
reconstitution of an organization during and after an emergency. Vital records
include emergency plans and directive(s), orders of succession, delegations of
authority, staffing assignments, selected program records needed to continue the
most critical agency operations, as well as related policy or procedural records that
assist the BIE staff in conducting operations under emergency conditions and for
resuming normal operations after an emergency.” (36 CFR 1236.14,
Emergency
Operating Records
)
Vital records include Emergency Operation Records (EOR) required to support
emergency operations. Copies of these must be kept off-site so they can be
retrieved if a school building is destroyed or inaccessible during an emergency. At a
minimum, EORs include copies of the office’s Continuity of Operations Plan, the
occupant emergency plan, the information technology (IT) contingency plan, the
vital records plan, an
Employee Casualty Guide for Managers and Supervisors
, and
equipment property records. Vital records also include “records that require special
protection” such as personnel records and Equal Employment case records.
Vital records also include legal documents, financial records, property records
(including leases, blueprints, and records of renovations), records relating to major
equipment purchases, insurance records, and payroll records.
Creating a Succession Plan
Every organization should consider who will assume leadership positions if the
Principal and his or her upper-level management team are unavailable during the
crisis, for whatever reason. Succession planning ensures individuals are pre-
designated to assume key responsibilities in the absence of the current management
team. It ensures alternate individuals are legally authorized to act on behalf of the
primary responsible officials such as the Principal and the Assistant Principal in their
absence. Key questions include: Does your organization have accessible and
complete Orders of Succession and is it familiar to its successors?
Alternates should assume responsibility for their designated positions under
emergency conditions in the following circumstances:
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1. When the incumbent school administrator is available at the beginning of an
emergency operations situation, he or she may designate an alternate to act on
his or her behalf during absences of short duration. The incumbent will assume
responsibilities upon return. When the incumbent is not available at the
beginning of an emergency operations situation and is not expected to be
available, the first alternate will assume responsibility. The alternate continues
to act in the emergency role until the incumbent returns or until normal
operations resume, whichever comes first.
2. Each succeeding alternate assumes responsibility if neither the incumbent nor
preceding alternates is available. As with the first alternate, each alternate
continues to act in the emergency role until the incumbent or first alternate
returns, or until normal operations resumes, whichever comes first.
Providing Human Resources During an Emergency
A key part of the recovery process is emotional healing. Emergency situations that
result in the tragic loss of life and serious injuries often have a significant effect on
employees and their families. Survivors and their family members must deal with the
aftermath of these situations, in both their professional and personal lives.
Recognizing these requirements and the stresses that may be created, the COOPs
should outline plans to provide emotional support to students, staff members, and
their family members. The school communications plan should contain the names of
staff members or others responsible for meeting human resources and family issues.
Providing Business Management Services During an Emergency
Schools should plan for how they will provide business management services during
an emergency. These are activities that meet office-wide support needs and include,
but are not limited to, the following: rerouting mail and delivery services to alternate
locations, forwarding incoming telephone calls or re-establishing new telephone
service, initiating emergency purchases, and accounting for all expenditures related
to the emergency response. Basic office supplies and equipment must be available
at the alternate site. Schools should be prepared to make emergency purchases of
supplies and equipment and have procedures for doing so.
Preparing Personal Contingency Plans
Emergency Management Team members need to develop personal contingency
plans to ensure they have addressed personal and family situations that may impede
their ability to respond to emergencies if they are not addressed in advance. The
plans should include personal contacts to be made when the plan is activated,
transportation arrangements that might be needed or affected, specific equipment or
supplies to be transported, and other personal commitments that may conflict with
their duties as a team member during the emergency.
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Notifying and Accounting for Employees
Each school should have an Occupant Emergency Plan to account for employees,
students, and visitors. These plans document how schools account for employees,
students, and visitors and how they are notified about disasters and related
information. This is part of the communications plan described earlier in this guide.
Creating a Reconstitution of Operations Strategy
Each school should have a strategy to reconstitute operations after a disaster. In
general, a reconstitution strategy consists of coordinating the clean-up and recovery
of the primary facility and relocating the primary facility to alternative locations, if
necessary. If damage is extensive, schools may have to temporarily or permanently
relocate and their original facility may need to be replaced.
Training Employees on the COOP
The Bureau of Indian Education has designed a COOP test and exercise effort for its
regional offices that:
o Validates and tests the plans, policies, and procedures of its regional offices.
o Tests the alert and notification process using the COIN database and
communications tree. The
Continuity of Operations Information Network
(COIN)
is a controlled access database containing contact information for
managers and staff whose positions involve COOP responsibilities, alternate
sites for mission essential facilities, and partners and media organizations
that may be contacted after the COOP is activated.
o Ensures that Line Office personnel can successfully deploy to alternate
locations, respond to the immediate emergency, and reestablish emergency
functions until normal services are restored.
o Ensures that backup data, records, and systems are available to support
emergency functions during emergency conditions.
o Ensures that Indian Education personnel are prepared to meet changing
threat conditions, phase down COOP operations, and transition to normal
activities when appropriate.
Schools should train employees on their COOP plans and test them. FCD-1 suggests
using color-coded metrics in practice tests, as follows:
Green = Success
Yellow = Mixed Results
Red = Unsatisfactory
SEC
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Instructions
This document provides a template for Emergency Operations protocols
that can be tailored to your school’s needs. It is a framework upon which
you can build your school’s plan.
While the Safe Schools planning guide was designed to give school
principals and college administrators an understanding of the Safe Schools
planning process, this document consists of procedures that can be
provided directly to school staff members.
Material inserted inside brackets [SUCH AS THESE] contain instructions on
how to tailor the information and should be deleted in the final document
provided to your staff. Your school should complete this document with
the advice and support of local emergency responders.
The
Emergency Operations
document can be presented in different
formats. It can be double-sided and laminated for durability during a crisis.
It can be bound with different-colored and different-sized pages for each
section. Information can be rearranged, deleted, or expanded to meet the
most pressing needs and concerns of your school.
Once completed, every member of the staff should be trained on its
contents. In addition, the communication contacts should be updated
regularly.
SEPTEMBER 2009
PAGE 56 OF 127
[YOUR SCHOOL NAME HERE]
[YOUR SCHOOL SLOGAN]
EMERGENCY OPERATION
PROCEDURES
[INSERT DATE]
[YOUR SCHOOL LOGO]
[YOUR SCHOOL ADDRESS]
SEPTEMBER 2009
PAGE 57 OF 127
[YOUR SCHOOL LETTERHEAD]
[DATE]
Dear Team:
As we undertake the critical mission of educating children, nothing is more important
than maintaining a safe and secure school.
This manual sets forth the emergency management protocols of [SCHOOL NAME].
Our primary objective is to protect you, your fellow workers, children, school
volunteers, and visitors from physical harm while in and around the school. Our
secondary objective is to protect school property.
This manual provides instructions on how to prevent, prepare for, detect, respond to,
and recover from an array of emergencies, ranging from school violence, accidents,
and health emergencies to fires and natural disasters such as tornadoes and power
outages.
[INSERT ANY PROCEDURES OR ISSUSES YOU WOULD LIKE TO EMPHASIZE.]
Please take time to read and become familiar with these procedures. An emergency or
hazardous condition can occur at any time and without warning. Knowing these
procedures can ensure an effective response that prevents serious injuries and even
the loss of life.
If you have suggestions or questions, please contact members of the Safe Schools
Committee listed in this document
[OR INSERT SUGGESTED CONTACT].
Please remember that safety and security is everyone’s responsibility. By working
together, we can ensure a safer and more secure school environment.
Sincerely,
[PRINCIPAL NAME]
SEPTEMBER 2009
PAGE 58 OF 127
T
ABLE OF CONTENTS
Section 1: Introduction
Section 2: Roles and Responsibilities
Section 3: Prevention and Preparedness
Section 4: Detection and Communications
Section 5: Evacuations
Section 6: Incident-Specific Protocols
SEPTEMBER 2009
PAGE 59 OF 127
S
ECTION 1:
INTRODUCTION
While the vast majority of the nation’s students will complete their education
without ever being touched by a life-threatening hazard, recent tragedies such as
Hurricane Katrina, Pandemic Flu, and school shootings have created a new
understanding of the need for emergency preparedness.
These procedures are designed to enhance security for all students, staff,
volunteers, and visitors and to assist [schools/colleges/dormitories] in
preventing, detecting, responding to, and recovering from emergencies. Staff
members are required to follow them.
Authority
Federally funded schools must abide by various federal directives, orders, and
regulations that require emergency planning, a mandate amplified after the terrorist
attacks of 9-11 and Hurricane Katrina. Many of these directives are detailed in the
Federal Continuity Directive 1 (FCD 1),
Federal Executive Branch National Continuity
Program and Requirements,
February 2008, and Federal Continuity Directive 2
(FCD 2),
Federal Executive Branch Mission Essential Function and Primary Mission
Essential Function Identification and Submission Process
. A key mandate is the
implementation of the National Incident Management System (NIMS) required by
Homeland Security Presidential Directive 5,
Management of Domestic Incidents.
NIMS provides a unified approach to managing emergency incidents and
standardizes command and communication protocols. Other federal authorities
include:
o Homeland Security Presidential Directive 8,
National Preparedness
o Executive Order 13347,
Individuals with Disabilities in Emergency
Preparedness
o 41 U.S. Code of Federal Regulations 101-20,
Management of Buildings and
Grounds
o 444 U.S. Department of the Interior Manual 1,
Physical Protection and
Building Security
o 375 U.S. Department of the Interior Manual 19,
Information Technology
Security
[EACH SCHOOL IS RESPONSIBLE FOR DETERMINING WHAT TRIBAL, STATE, AND
LOCAL AUTHORITIES APPLY. SEE PAGE 6 OF THE SAFE SCHOOLS MANUAL FOR AN
EXPANDED LIST.]
SEPTEMBER 2009
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Document Organization
This document provides general protocols for emergencies, such as communication and
evacuation plans, and instructions on how to respond to specific types of emergencies. The
latter are called
incident-specific protocols.
Types of Emergencies
Emergencies are typically divided into man-made and natural. The following are examples.
MAN-MADE EMERGENCIES
Accidents
Athletic Accidents
Building Accidents
Chemical Spills
Transportation Accidents
Trips and fall
Bomb Threats
Cyber Crime
Fires, Accidental and Arson
Fraud
Medical Emergencies
Riots
School Violence
Bullying
Assaults and Batteries
Gangs
Homicides
Hostage Situations
Shootings
Weapons
Substance Abuse
Sexual Predators
Suicide
Terrorism
Utility Failures
NATURAL EMERGENCIES
Animal Attacks
Blizzards
Extreme Temperatures
Earthquakes
Floods
Forest Fires
Landslides
Pandemics
Hurricanes
Tornadoes
SEPTEMBER 2009
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S
ECTION 2:
ROLES AND RESPONSIBILITIES
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 administration is responsible for providing leadership on security issues, selecting the
Safe Schools Committee, approving security and emergency management procedures,
updating contact information, receiving and acting on notifications of incidents, reporting
incidents to the BIE Chain of Command, 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.
[THESE TASKS CAN BE SPELLED OUT IN GREATER DETAIL AND ASSIGNED TO
SPECIFIC INDIVIDUALS WITHIN THE ADMINISTRATION.]
School Administration Members are as follows:
SCHOOL ADMINISTRATION
[INSERT YOUR SCHOOL’S INFORMATION. TITLES MAY VARY]
TITLE NAME
OFFICE
PHONE
HOME
PHONE/CELL
EMAIL
ADDRESS
PRINCIPAL
ASSISTANT
PRINCIPAL
FACILITIES
MANAGER
SECURITY
MANAGER
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Safe Schools Committee
The Safe Schools [SAFE COLLEGE] Committee leads the Safe Schools planning effort. 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. It also
shares the tasks required to assemble the plan among multiple individuals.
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’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 Safe Schools Committee are as follows:
SAFE SCHOOLS COMMITTEE
[INSERT YOUR SCHOOL’S INFORMATION. TITLES MAY VARY]
TITLE NAME
OFFICE
PHONE
HOME
PHONE/CELL
EMAIL
ADDRESS
PRINCIPAL
ASSISTANT
PRINCIPAL
FACILITIES
MANAGER
SECURITY OFFICER
TEACHER
PARENT
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Emergency Management Team
The Emergency Management Team is activated during a school-wide incident. This section
describes the roles and responsibilities of the Emergency Management Team during and
after emergencies. [TITLES AND RESPONSIBILITIES MAY CHANGE ACCORDING TO
THE NEEDS AND PREFERENCES OF THE SCHOOL, DORMITORY, OR COLLEGE.]
Roles and responsibilities specific to evacuations or lockouts are described in Section 4,
entitled
Evacuations
. Note: Teachers serving on the Emergency Management Team must
be replaced in their classrooms during an emergency to ensure their students are fully
supervised. These teachers and their students should know in advance who will replace
them during this time.
S
chool Commander
The School Commander, typically the Principal, remains in the Command Center
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 the Bureau of Indian Education Chain of Command, beginning with
the Educational Line Officer. After the emergency is concluded, the School
Commander may act as, or appoint, a Continuity Coordinator, who works to resolve
employee 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 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 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 principal, 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.
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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 Principal, 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. As necessary, the Media Coordinator
informs the Public Affairs Office of the Bureau of Indian Education what media are
present. The Media Coordinator should not give interviews to the media.
Teachers
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.
SEPTEMBER 2009
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Members of the Emergency Management Team are as follows:
EMERGENCY MANAGEMENT TEAM
[INSERT INFORMATION FOR YOUR SCHOOL. ADD NAMES AND TITLES, AS NECESSARY]
ROLE
RESPONSIBILITY NAME
ROOM NUMBER
OFFICE
PHONE
NUMBER
HOME,
CELLULAR
AND
PAGER
NUMBER
SCHOOL
COMMANDER
Manages the crisis and coordinates
response with police, fire and
medical teams. Remains in
Command Center. Gives the order
to evacuate or lock down the
school. Maintains contact with
headquarters. Ensures necessary
notifications to the BIE Chain of
Command.
PRIMARY
ALTERNATE
SITE
COORDINATOR
Directs police, fire, and paramedics
to the site of the emergency.
Controls access to affected areas.
Preserves the crime scene until
police arrive. Directs media,
parents, and others to the
appropriate locations. Cordons off
areas, as necessary.
PRIMARY
ALTERNATE
MEDICAL
COORDINATOR
Provides emergency First Aid until
medical assistance arrives.
Coordinates school First
Responders who are trained in First
Aid, typically the school nurse,
office staff or physical education
teachers.
PRIMARY
ALTERNATE
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 principal,
unless extreme circumstances do
not permit it.)
PRIMARY
ALTERNATE
CRISIS TEAM
LEADER
Coordinates crisis intervention and
counseling services.
PRIMARY
ALTERNATE
SEPTEMBER 2009
PAGE 66 OF 127
RECORDER
Documents the time and events of
a crisis, beginning with when it
started and when the situation
changed.
Collects the names of
missing children from teachers and
reports them to emergency
responders, the administration, and
the Parent Coordinator. Records
names of responding units and
collects business cards, if available.
PRIMARY
ALTERNATE
TRANSPORT-
ATION
COORDINATOR
Arranges for special transportation,
if needed, and manages the
transportation process.
PRIMARY
ALTERNATE
MEDIA
COORDINATOR
Keeps media away from parents
and students Collects business
cards from the media. Reports
names of media to headquarters.
Does not give interviews.
PRIMARY
ALTERNATE
SCHOOL
FIRST AID
RESPONDERS
School First Responders provide
emergency First Aid until medical
assistance arrives. These
individuals are trained in First Aid.
Note to Teachers: Every member of the Emergency Management 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 EMT members.
SEPTEMBER 2009
PAGE 67 OF 127
SECTION 3:
PREVENTION AND PREPAREDNESS
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.
[THE SCHOOL OR COLLEGE IS STRONGLY ENCOURAGED TO
PROVIDE EMERGENCY KITS, AS DESCRIBED IN THE SAFE SCHOOLS
PLANNING PROCESS GUIDE.]
o Consider learning basic First Aid and Self Defense techniques. Many videos and
classes are available.
[NOTE ANY TRAINING VIDEOS AVAILABLE IN THE
SCHOOL.]
Memorize names of staff members who are trained in First Aid.
Other means to prevent and prepare for emergencies are contained in the Incident-Specific
Protocols, which discuss specific types of emergency incidents.
SEPTEMBER 2009
PAGE 68 OF 127
SECTION 4:
DETECTION AND COMMUNICATION
[THIS SECTION PROVIDES A FRAMEWORK FOR COMMUNICATION PROTOCOLS AND
FALLS WITHIN THE GUIDELINES OF FCD-1 PER ANNEX H-CONTINUITY
COMMUNICATIONS H-1. EACH SCHOOL’S COMMUNICATION PLAN WILL VARY,
DEPENDING ON AVAILABLE EQUIPMENT, SCHOOL LAYOUT, NUMBER OF STUDENTS AND
TEACHERS, AND OTHER FACTORS, BUT COMMUNICATION SYSTEMS SHOULD BE
REDUNDANT IN EVERY SCHOOL IN CASE THE PRIMARY MEANS OF COMMUNICATIONS
FAILS. THIS PORTION OF THE PLAN SHOULD BE DEVELOPED THROUGH A STRATEGIC
PLANNING PROCESS DESCRIBED IN
SAFE SCHOOLS PLANNING: A GUIDE FOR
EDUCATORS.
EXAMPLES OF MEANS OF COMMUNICATIONS INCLUDE FIRE ALARMS,
ELECTRONIC MAIL, A PUBLIC ADDRESS OR INTERCOM SYSTEM, A PRE-RECORDED
MESSAGE ON A DESIGNATED PHONE LINE, THE SCHOOL WEB SITE, WALKIE TALKIES,
AND MEGAPHONES. INFORMATION MAY ALSO BE COMMUNICATED THROUGH
‘RUNNERS’ OR ANNOUNCEMENTS MADE THROUGH TELEVISION OR RADIO OR OTHER
MEDIA OUTLETS. IF APPLICABLE, WALKIE-TALKIE FREQUENCIES SHOULD BE NOTED.]
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 of 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
SEPTEMBER 2009
PAGE 69 OF 127
In crises requiring an immediate emergency response, staff members should call
911, and then immediately notify the school administration. Notifications should be
made to the Principal or, in
[HIS OR HER] absence, Assistant Principal [NAME OF
FIRST ALTERNATE SCHOOL COMMANDER]
, followed by [NAME OF SECOND
ALTERNATE SCHOOL COMMANDER]
. 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 Principal or
Assistant Principal (the School Commander).
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. Incidents must be reported in the Native
American Student Information System.
Detecting External Threats
The Principal or
[DESIGNEE] 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, through Tribal Authorities,
or through local emergency responders.
School Command Communications
As School Commander, the Principal or
[HER/HIS] alternate has the responsibility to
communicate to several different audiences including:
o All school occupants during an all-school alert
o Emergency responders and state and local agencies
o The BIE Chain of Command
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 School Commander must activate certain alerts that
apply to the entire school. When
[PRINCIPAL’S NAME] is not available, these
decisions will be made by
[INSERT FIRST ALTERNATE], who will act as the School
Commander in the Principal’s place. If neither is available, the chain of command
includes School Commander alternates
[INSERT NAMES OF ALTERNATES]. If time
SEPTEMBER 2009
PAGE 70 OF 127
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:
[FILL IN MEANS OF COMMUNICATION]
Evacuations
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 Emergency Management
Team and teachers have special duties during an evacuation.
[PRINCIPALS
MAY WISH TO CONSIDER HOW TO ADDRESS FALSE FIRE ALARMS.]
Emergency Signal:
[FILL IN MEANS OF COMMUNICATION]
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 School Commander 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:
[FILL IN MEANS OF COMMUNICATION]
Emergency Signal for Shelter-in Place: [FILL IN MEANS OF COMMUNICATION]
Dismissal
Some weather or emergency situations, including a terrorist incident, may cause
management to dismiss employees during business hours, telling them that they
may leave or stay at their own discretion.
Signal or Means of Communication:
[FILL IN MEANS OF COMMUNICATION]
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.
Signal or Means of Communication:
[FILL IN MEANS OF COMMUNICATION]
SEPTEMBER 2009
PAGE 71 OF 127
NOTE TO PRINCIPAL: SOME SCHOOLS PREFER TO ADOPT AN EMERGENCY
CODE OR BELL SIGNAL SYSTEM. OTHERS PREFER TO EXPLAIN THE
SITUATION OVER THE SCHOOL INTERCOM IN CLEAR LANGUAGE.
EXAMPLES ARE AS FOLLOWS:
CODE RED – LOCKDOWN
Code Red notifies the school of an immediate lockdown. Under a Code Red,
the school commander (the principal 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 sample code red script is as follows:
“Code Red. Code Red. This is the principal speaking. This is not a drill.
We are under a Code Red lockdown. Please stay in your classrooms. if
you are in the courtyard, hallways or parking lots, 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.”
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 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 sample code yellow script is as follows:
“This is the principal 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 courtyard, hallways or parking lots, please move into the
building. The reason for this action is [insert reason]. Local TV stations
have been notified and will place a public service bulletin on each local
channel instructing your parents on how to get information. 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.]
SEPTEMBER 2009
PAGE 72 OF 127
RETURN TO CLASS:
When the danger has been resolved and removed from the vicinity, the
school will proceed as scheduled. If it is the end of the day, an
announcement about transportation arrangements will be warranted.
Emergency Responders
After 911 is called, the School Commander – the Principal or
[DESIGNEE] – is
responsible for communicating with the hierarchy of the emergency response team.
EMERGENCY RESPONDERS [INSERT INFORMATION APPROPRIATE FOR YOUR LOCATION]
TITLE NAME
TITLE PHONE
EMERGENCIES
911 911 911
TRIBAL POLICE, NON-
EMERGENCY
FIRE DEPARTMENT
SHERIFF
BIE SECURITY
FEDERAL BUREAU OF
INVESTIGATION
BUREAU OF
ALCOHOL, TOBACCO
AND FIREARMS (Bomb
Threats)
STATE EMERGENCY
MANAGEMENT
AGENCY
HAZ-MAT (Hazardous
Material Spills)
FEDERAL
EMERGENCY
MANAGEMENT
AGENCY
CENTER FOR DISEASE
CONTROL
NATIONAL RESPONSE
CENTER
800-424-8802
SEPTEMBER 2009
PAGE 73 OF 127
BIE Chain of Command
The School Commander – the Principal or [DESIGNEE] - is required to report to the
BIE Chain of Command, beginning with the Educational Line Officer, incidents in
which:
o an occupant of the school is seriously injured and/or hospitalized;
o a school occupant is killed;
o a staff member is arrested for any cause or implicated in an injury
or death on site or off site;
o school operations are interrupted;
o media attention has been called to the incident;
o there is a significant potential for injury or death;
o there is a potential for school operations to be interrupted, or
o a criminal investigation is underway.
This list is not all-inclusive and sound judgment should be used to
determine what is appropriate for reporting.
BIE CHAIN OF COMMAND
[CHECK WITH YOUR LINE OFFICER TO DETERMINE WHAT NOTIFICATIONS SHOULD BE MADE
TO THE BIE CHAIN OF COMMAND DURING AN EMERGENCY.]
OFFICE NAME TITLE
OFFICE
PHONE
HOME
PHONE
CELL
PHONE /
PAGER
EDUCATIONAL LINE
OFFICE
LINE OFFICE
ADDITIONAL NAMES
SECURITY OFFICE
BIE LAW
ENFORCEMENT
BIE CENTRAL OFFICE
PUBLIC AFFAIRS
OFFICE
FACILITIES
MANAGEMENT/SAFETY
MANAGER
BIE OPERATIONS
DEPUTY DIRECTOR
SEPTEMBER 2009
PAGE 74 OF 127
Parents and the School Community
The School Commander and the administrative staff will communicate to parents
and the school community through:
School Phone Number: [THIS NUMBER SHOULD BE
PROGRAMMED WITH INSTRUCTIONS TO STAFF AND PARENTS. A
COPY OF PHONE PROGRAMMING INSTRUCTIONS SHOULD BE
KEPT OFF SITE.]
Radio Stations:
Television Stations:
Tribal Office:
Web Site:
Phone Trees: [ATTACH THE PHONE TREE LIST. INSTRUCT
INDIVIDUALS TO CALL THE NAME AFTER THEIR NAME ON THE
LIST, BUT IF THEY ARE UNABLE TO REACH THAT PERSON, LEAVE A
MESSAGE, AND CALL THE NAME AFTER THAT. INDIVIDUALS NOT
REACHED SHOULD BE REPORTED TO THE SCHOOL.]
In communicating to parents and the school community, staff should not:
o Relay speculation to students or parents. Communicate only what you do
know. Be factual and unemotional. Apply common sense and calm to
each situation.
o Release the names of the injured or those involved in the incident to
anyone outside the BIE Chain of Command, unless you are authorized to
do so.
o Talk to the media unless you are authorized to do so.
Media
Depending on the circumstances, the School Commander may manage media
communications after consulting with the Educational Line Officer and the Public
Affairs Office for the Bureau of Indian Education.
Protocols are as follows:
Gather the Facts
With the help of the Recorder and the Parent Coordinator and involved staff
members, the School Commander will gather facts about the situation. No
speculative information should be communicated and the designated spokesperson
SEPTEMBER 2009
PAGE 75 OF 127
should be aware that the media often has to rely on “sound bites” to communicate
stories. Avoid heavily loaded short phrases that can be taken out of context.
Prepare a Statement and Background Information
A statement and background information about the school will be prepared. It is
helpful to have the background information prepared in advance during the
emergency planning stage.
[INCLUDE AWARDS AND ACCOMPLISHMENTS IN THE
SCHOOL FACT SHEET. WHEN LITTLE INFORMATION IS AVAILABLE DURING A
CRISIS, MEMBERS OF THE MEDIA MAY STRUGGLE TO FILL TIME BETWEEN NEWS
RELEASES, AND SCHOOL BACKGROUND INFORMATION IS HELPFUL.]
Keep Track of Media Calls and Requests
The spokesperson should keep a list of all the reporters to whom he/she talks. This
will enable the Public Affairs Office to look for news clippings and to later evaluate
how the crisis was handled.
Respond to the Media Quickly and Fairly
The media provides a way for the school to get its message to the public. The
media will also shape public opinion about how the school is responding to the
crisis. Therefore, it is important to cooperate with the media, to be sensitive to
media deadlines, and to provide all reporters with the same information so one
reporter does not become disgruntled about being left out and provide unduly
negative news coverage as a result.
SEPTEMBER 2009
PAGE 76 OF 127
SECTION 5:
EVACUATIONS
In certain types of emergencies, the school must be evacuated. The School Commander,
typically the Principal, 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 Management Team, understand your
roles and responsibilities and act accordingly.
o If you activate the fire alarm, notify the Administration 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. Take the emergency kit as well.
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 Close doors behind you but leave them unlocked. A routine check of the floors
will be done to ensure that they are empty.
o Report to the assigned assembly areas indicated below. Take attendance every
time your class moves to a new location. Report missing children immediately.
[
INCLUDE AN EXPLANATION OF THIS PROCESS.]
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.
o Do not use the elevator.
E
VACUATION SIGNAL: _________________________
[IDENTIFY THE MEANS BY WHICH SCHOOL OCCUPANTS WILL BE NOTIFIED TO
EVACUATE]
SEPTEMBER 2009
PAGE 77 OF 127
EVACUATION ROLES IN AN EMERGENCY
[INSERT INFORMATION FOR YOUR SCHOOL. ADD OR CHANGE NAMES AND TITLES, AS DESIRED]
RESPONSIBILITY NAME
ROOM
NUMBER
ASSIGN-
MENT
ALL
PERSONNEL
Once an evacuation order is given, all occupants,
with the exception of searchers, must
immediately evacuate the building in a calm and
efficient manner. Teachers without special duties
must quickly lead their students in an orderly
fashion to their pre-designated posts, taking with
them their class lists, a pen or pencil, and other
components of the emergency kit.
SECTION
LEADERS
Section Leaders, also called Floor Leaders, must
supervise the orderly evacuation of students and
staff through the designated exits and remain
with their groups throughout the evacuation
period. Each Section Leader should be equipped
with a bullhorn and other safety gear from their
emergency kits. All Section Leaders who are
teachers must have another teacher assigned to
their classrooms in their absence.
[List
assigned
section for
each
section
leader]
SEARCHERS
Once teachers have evacuated their classrooms,
Searchers, also called Wardens, are responsible
for finding and evacuating all personnel from
remote areas such as storerooms, file rooms,
coffee areas, basements, gymnasiums, and rest
rooms. They should close all doors – but not lock
them – after they have searched an area.
[List
assigned
section for
each
searcher]
STAIRWELL
MONITORS
Before an evacuation, each Stairwell Monitor
must inspect his or her assigned stairwell for
possible heat and smoke conditions. Stairwell
Monitors are responsible for assisting in orderly
evacuations out of their assigned exits and
instructing students to form single file lines into
the stairwell and to exit along the right side of the
stairwell. [Stairwell monitors are necessary in
buildings with more than one story.]
[List
assigned
stairwell for
each
monitor]
ASSISTANTS
FOR
INDIVIDUALS
WITH PHYSICAL
DISABILITIES
Assistants for Individuals with Physical
Disabilities are responsible for making sure all
students and personnel with disabilities are
evacuated and for monitoring them until they are
safely discharged to their families or guardians.
They must maintain up-do-date lists of physically
challenged students in their assigned sections
and a list of any special medical needs.
[List
assigned
student or
staff
member
for each
aide.]
SEPTEMBER 2009
PAGE 78 OF 127
Evacuation Posts
[DESCRIBE WHERE EACH OF THE FOLLOWING WILL BE LOCATED DURING AN EMERGENCY.
INCLUDE A MAP OF THE SCHOOL CAMPUS AND IDENTIFY THE LOCATIONS ON IT. ENSURE
THAT NO EVACUATION POSTS ARE LOCATED IN THE PATH OF EMERGENCY RESPONSE
EQUIPMENT ARRIVING AT OR LEAVING THE SCENE.]
Off-Site Emergency Shelter
This is where school occupants will be relocated if an emergency incident prevents them from
staying on the campus.
[DESCRIBE THE LOCATION OF THE OFF-SITE EMERGENCY SHELTER. INCLUDE THE NAME OF
THE LOCATION, ADDRESS, AND PHONE NUMBER. INSERT A MAP. DESCRIBE THE MEANS BY
WHICH OCCUPANTS WILL GET TO THE SHELTER. ENSURE A MEMORANDUM OF AGREEMENT
IS IN PLACE WITH THE OWNERS/MANAGERS OF THE OFF-SITE SHELTER.]
Off-Site Command Post
Also called an Incident Command Post, this is the off-site location from which the School
Commander oversees all operations.
[DESCRIBE A SECOND LOCATION IN CASE THE ENTIRE SCHOOL CAMPUS NEEDS TO BE
EVACUATED.]
On-Site
Command Post
Also called an Incident Command Post, this is the on-site location from which the School
Commander oversees all operations.
[DESCRIBE THE LOCATION OF THE COMMAND POST ON
THE SCHOOL CAMPUS.]
Staging Area for Emergency Response Equipment
Emergency equipment such as fire trucks and ambulances will be stationed here while not
actively responding to the emergency.
[DESCRIBE THE LOCATION OF THE STAGING AREA
FOR EMERGENCY RESPONSE EQUIPMENT.]
Area for the Injured
Injured victims are situated here.
[DESCRIBE THE LOCATION OF THE AREAS DESIGNED FOR INJURED VICTIMS. WHEN
MEDICAL TEAMS ARRIVE, THEY MAY NEED TO TRIAGE THE VICTIMS, OR SORT THEM
ACCORDING TO THEIR INJURIES, IN ORDER TO DETERMINE WHO SHOULD RECEIVE
TREATMENT FIRST.]
SEPTEMBER 2009
PAGE 79 OF 127
Area for the Deceased
In a worst-case scenario, deceased victims are placed in this location. To preserve evidence,
only emergency responders, under the auspices of police, should move deceased victims.
[DESCRIBE THE LOCATION. THIS AREA SHOULD BE SECLUDED FROM THE SIGHT OF
PARENTS, STUDENTS AND THE MEDIA, POSSIBLY BEHIND A SECONDARY BUILDING. ALL
AREAS SHOULD BE CORDONED OFF.]
Area for the Media
This area is cordoned off for the media.
[DESCRIBE THE LOCATION. THIS AREA SHOULD BE SECLUDED FROM THE SIGHT OF
PARENTS AND STUDENTS.]
Class Room #
[DESCRIBE THE LOCATION TO WHICH EACH CLASSROOM WILL EVACUATE SUCH AS
“NORTHWEST SIDE OF THE BUILDING,” “SOUTHWEST SIDE OF THE BUILDING,” ETC. ADD
CLASSROOMS AS NECESSARY. ALL EVACUATION DESTINATIONS SHOULD BE IDENTIFIED
ON A CAMPUS MAP TO BE INSERTED INTO THIS DOCUMENT. SCHOOLS WITH
DORMITORIES MUST INCLUDE DORMITORY FLOORS.]
Class Room #
Class Room #
Class Room #
Class Room #
Class Room #
Class Room #
Class Room #
SEPTEMBER 2009
PAGE 80 OF 127
Evacuation Routes
[INSERT A MAP OF EACH FLOOR OR SECTION OF YOUR SCHOOL AND DORMITORY
HALL, IF APPLICABLE. DESIGNATE HOW EACH CLASSROOM AND DORMITORY
SHOULD EVACUATE. A MAP SHOULD BE POSTED IN EACH CLASSROOM, OFFICE, AND
HALLWAY. SOME SCHOOLS GIVE THE ASSIGNMENT OF DEVELOPING FLOOR PLANS
TO A STUDENT MATH CLASS. INEXPENSIVE FLOOR PLAN SOFTWARE IS AVAILABLE
ON THE INTERNET.]
[THE MAPS OR FLOOR PLANS SHOULD INCLUDE THE FOLLOWING:
O CLASSROOMS
O OTHER ROOMS
O DORMITORY ROOMS
O DOORWAYS FOR UNLOCKED DOORS
O HALLWAYS
O STAIRWELLS
O UTILITY MAINS AND SHUTOFFS
O FIRE ALARMS AND ENUNCIATORS
O FIRE EXTINGUISHERS
O OTHER SECURITY EQUIPMENT
O HAZARDOUS MATERIALS
O DESIGNATED ESCAPE ROUTES
O ELEVATORS, WHICH SHOULD NOT BE USED DURING EVACUATIONS
O OTHER RELEVANT INFORMATION.]
SEPTEMBER 2009
PAGE 81 OF 127
SECTION 6:
REVERSE EVACUATIONS
A reverse evacuation is an order to occupants to remain in the building until a situation
improves. Two types of reverse evacuations are
lock-downs
, used when an armed and
threatening person is in the building, and
shelter-in-place
, used during weather emergencies,
hazardous material spills outside of the school, biological threats, civil disturbances, or other
types of emergencies requiring occupants to stay inside.
Lock-Down
A school lockdown indicates that students and staff may be in jeopardy from an armed
individual in 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 report
missing students immediately; and
o Depending on the situation, an organized evacuation can take place away from
the dangerous area.
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.
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.
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, close window blinds, shade, curtains or cover.
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.
SEPTEMBER 2009
PAGE 82 OF 127
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
The purpose of shelter-in-place is to shield school occupants from external threats such
as severe weather, a dangerous chemical, or some other outside emergency situation
during the school day. During a shelter-in-place situation, it is critical that school
personnel evacuate trailers or portable school buildings, and that occupants seek shelter
inside a permanent structure.
The following are shelter-in-place protocols:
o Close all windows and exterior doors. Bring everyone into the room. Shut the
door. Write down the names of everyone in the room, and call
[YOUR
SCHOOL’S DESIGNATED EMERGENCY CONTACT]
to report who is with you.
o Select interior room(s) above the ground floor, 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. Large storage closets, utility rooms,
meeting rooms, and even a gymnasium without exterior windows will also work
well.
o If there is danger of hazardous weather such as strong winds, close the window
shades, blinds, and curtains to prevent injury from flying glass.
o Maintenance staff may be required to turn off fans, heating, gas, and air
conditioning systems.
o If there is a hard-wired telephone in the room you select, have the phone
available if you need to report a life-threatening condition. Because cellular
telephone equipment may be overwhelmed or damaged during an emergency,
limit phone calls on school phone lines to emergency response issues.
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 evacuations in specific areas at greatest
risk in your community.
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SECTION 7:
INCIDENT-SPECIFIC PROTOCOLS
The following protocols are relevant to specific types of emergencies. General
principles described in previous sections also apply.
Fire and Explosions
Fires
Prevention
Many fires can be prevented by adopting simple measures, as follows:
o Do not smoke or use candles in the building.
o Be alert for electrical cords that are frayed or located too close to papers or
draperies. Hazards should be reported to
[NAME].
o Because of the high heat that they generate, halogen lights can become a
fire hazard and should be used with caution.
o Electronic equipment should be connected to surge protectors to prevent
overloading of circuits and fires in the sockets.
o Do not bring to or use coffee pots at work outside of
[DESIGNATED AREA].
Ensure that electrical appliances, outside of radios, are unplugged at night.
o Use open flames in science laboratories only with extreme caution. A staff
member must monitor the experiment at all times.
o Store flammable materials in appropriate containers. If you see improperly
stored chemicals, please contact
[NAME].
o Limit the use of extension cords, which can lead to overloading the electrical
system.
o Keep hallways and stairwells free of debris.
Preparation
To mitigate the damaging effects should a fire occur:
o Become familiar with the school’s fire safety features and learn the locations
of:
o Fire alarms
o Every exit (including those designated exclusively as exits in the event
of a fire)
o Fire extinguishers
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o Create an emergency kit and include duct tape. [THE SCHOOL IS
ENCOURAGED TO SUPPLY TEACHERS WITH EMERGENCY KITS.]
o Become familiar with how to operate each of the three types of fire
extinguishers and be able to determine which is most appropriate for your
situation. Use of an inappropriate fire extinguisher may injure the user and
can actually intensify the fire.
[REMOVE THIS PARAGRAPH IF THERE IS
ONLY ONE TYPE OF EXTINGUISHER IN THE BUILDING.]
o Because of their limited capacity, extinguishers should be used only on small
fires. Fire extinguishers should be inspected and filled or replaced yearly.
Response
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. Turn off the lights and close your classroom door when you leave.
If it is dark, have your 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.
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 Do not use elevators.
o Maintenance staff should immediately shut off gas to the area, if possible.
o Once outside, stand in the pre-designated evacuation posts, at least 100 feet
from the building and out of the pathway of fire trucks, police, and
paramedics.
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Explosions
o If an explosion occurs, instruct students to stay away from windows, mirrors,
overhead fixtures, filing cabinets, bookcases, and electrical equipment.
o Depending on the circumstance, be prepared for possible further explosions.
o Watch for falling objects.
o When it appears safe, exit the building and follow the fire alarm and
evacuation procedures.
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Bomb Threats
If you receive a bomb threat, attempt to get as much information as possible and
engage the caller in conversation. If the phone has Caller ID, note the telephone
number listed on the display.
Calmly ask the caller to repeat what he or she said. Be prepared to characterize the
caller’s voice and any background noises. Write down as many words of the
conversation as possible. Ask such questions as:
o Where is it?
o What kind of bomb is it?
o When is it going to explode?
o What does it look like?
o What is the detonation device?
o Did you place the bomb?
o Why?
o Who is it that you don’t like?
o Why?
o After the caller hangs up, immediately dial *57 to trace the call and contact a
supervisor. Police should immediately be called to determine whether it is
appropriate to evacuate the building.
Attempt to characterize the caller’s voice and to identify background noise. After the call,
write down as many of the caller’s words as you can remember. Record the sex of the
caller, the possible age of the caller, any identifiable accent, the length of the call, and
the exact time of the call. Recall whether you heard background sounds, such as street
noises, children, voices, a Public Address system, music, factory machinery, static, and
other sounds.
Clerical staff should keep bomb threat procedures at their desks and should maintain a
blank copy of GSA Form 3415, Telephone Bomb Threat Checklist, easily available at all
locations with a phone.
If you find a suspicious object, do not touch it. Move people away from the object. Do
not use portable radio equipment or cell phones within 100 feet of the suspected device
because their use could cause the bomb to detonate. Call 911 and follow police
instructions precisely. Contact the administrator and ensure that the area remains
evacuated. Be prepared to describe the exact location of the object for the bomb and/or
arson squad.
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Medical Emergencies
In preparing for a medical emergency, all students and staff must fill out an Emergency
Information Card listing emergency contact and special medical needs. This should be
updated at least once a year.
The school nurse should review these cards in the beginning of each year to identify
students who may be prone to medical conditions including, but not limited to, seizures,
asthma attacks, diabetic comas, or severe allergic reactions. This information must be
secured in accordance with the Family Educational Rights and Privacy Act, described at
http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html
Staff members should know where the nearest First Aid kit is and what staff members
have been trained in First Aid.
Accidents
Protocols for major accidents, including building and vehicle accidents, are as follows:
o Assess the severity of the incident. Immediate assistance should be sought for
individuals who are bleeding severely, who have broken limbs, who are
incoherent, who are unable to answer simple questions, or who exhibit other
signs of a serious medical situation.
o Assess whether colleagues are available to assist you. If so, one staff member
should stay with the injured victim and the other should seek assistance.
o Call 911. Tell emergency personnel who you are and where you work, including
building and room location. Do not hang up until directed to do so.
o Instruct other colleagues or responsible students to quickly:
Contact school staff members who are trained in First Aid. These
individuals are:
[INSERT NAMES OF INDIVIDUALS IN THE SCHOOL
WHO HAVE BEEN TRAINED IN FIRST AID AND THEIR ROOM NUMBER]
Notify Principal
[NAME] or Assistant Principal [NAME] of the incident.
[INSERT NAMES OF PRINCIPAL AND FIRST, SECOND, AND THIRD
DESIGNEE WHEN PRINCIPAL IS UNAVAILABLE.]
Retrieve the nearest First Aid kit. First Aid kits are available at the
following locations:
[INSERT LOCATION OF FIRST AID KIT]
Ensure someone stands outdoors to direct paramedics to the injured.
o Administer basic First Aid, as needed, until experienced personnel arrive.
o Do not move the victim unless he or she is in immediate danger from a building
collapse or another imminent threat.
o Reassure the victim and bystanders that help is on the way.
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O
After the situation is stabilized and the victim is receiving care, arrange for
parental notification through the principal or, in the case of a staff member, the
emergency contact. This should be done as quickly as possible under the
circumstances. In notifying parents, the principal or his or her alternate should
remain calm and be knowledgeable about where the student has been
transported.
[INSERT PARENTAL NOTIFICATION PROCEDURES.]
o Complete a detailed incident report. In the case of vehicle accidents, fill out an
accident report and provide it to police.
o Principal
[INSERT NAME] is responsible for notifying the BIE Chain of Command
as quickly as possible after the incident occurs. Involved staff members should
be available to describe the incident in detail.
Protocols for major accidents, including building and vehicle accidents, are as follows:
O If the injuries are minor, take the injured student to the main office [OR
NURSE’S STATION].
O
Apply minor First Aid or request that the school nurse [IF YOUR SCHOOL HAS A
SCHOOL NURSE]
or staff trained in First Aid be called in, if necessary. [INSERT
YOUR SCHOOL’S FIRST AID PROCEDURES.]
o Review the student’s medical conditions card to determine if there are any
special instructions. This information is kept by
[INSERT NAME OF STAFF
MEMBER WHO KEEPS STUDENTS’ MEDICAL CONDITIONS AND EMERGENCY
NOTIFICATION INFORMATION.]
O Arrange for parental notification through the main office. Except under extreme
circumstances, do not administer any medications without parental authorization.
Ask the student if he or she is allergic to any medications. [INSERT YOUR
SCHOOL’S PARENTAL NOTIFICATION PROCEDURES]
o Complete a detailed incident report. Enter information in the NASIS.
Animal Attack
Staff should:
o Call 911 if a student has been injured by an animal.
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 Principal or [HIS/HER] designee will contact the local animal
control agency.
o Ask the Administration to contact the parent or guardian of any student
physically harmed or emotionally distraught.
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Chemical or Hazardous Materials Spills
Protocols for chemical or hazardous materials spills are as follows:
o Maintenance staff should shut down all heating, ventilation, and air conditioning
systems to prevent the dispersal of hazardous chemicals throughout the building.
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 Once notified, the Principal will notify 911, the BIE Chain of Command, and the
state hazardous materials team, which will provide further instructions.
o Staff members who know what the material or chemical is should report that
information to the Principal, if it is not otherwise known.
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
[INSERT THE
OFF-SITE SHELTER OR A DESIGNATED PARENT-STUDENT REUNIFICATION
CENTER.].
Death of Student or Staff Member
The death of a student, employee, or contractor is a traumatic event. While normal
communication protocols should be followed, additional steps will be required to address
the trauma of the event.
o If the death occurred in the school, the Principal must ensure that the family of
the deceased is notified of the death before family members hear of it through
word of mouth. This should be done in person.
o Students will be permitted to leave the school, with parental permission, after
following appropriate sign-out procedures.
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o Nurses and counselors at schools where the siblings may be enrolled should also
be informed. Meetings should be held with the staff and the students to explain
the event and quell rumors. A fact sheet should be prepared.
o A statement about the event should be read to each classroom.
o Counselors should make home visits to the family members, if they agree, and
with the families of friends close to the victim.
o School staff also should have access to counseling and be encouraged to meet to
discuss the event.
o The school should be prepared for media inquiries and questions from the
community. The Principal may hold meetings with the community and parents to
address the situation.
o In the event of a death of an employee at a work location (either on or off
campus), the Principal should contact both OSHA (1-800-321- 6742) and the BIE
Division of Safety & Risk Management.
Food Contamination
Protocols for food contamination are as follows:
o If a clear pattern of illness occurs that indicates food poisoning, staff members
should immediately notify the Principal who will, in turn, call 911.
o The Principal and staff should interview the persons reporting the illness. If more
than one student is ill, each should be interviewed separately and any common
elements in their stories should be considered. Questions include:
What symptoms do you have?
When did you start feeling ill?
What did you eat and drink today? Where did you obtain the food?
o If there is a possible source of illness within the school, all food services should
be stopped immediately. The
[APPROPRIATE PUBLIC HEALTH AGENCY] should
be notified immediately. The food service area should be cleared of all people
and secured. All food handlers must remain on site to await the arrival of health
personnel. All food possibly containing a food-born illness must be isolated in a
refrigerated area.
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
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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.
In communities in which the H1N1 virus has appeared, schools should develop
relationships with the Indian Health Service or other 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.
3
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.
4
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.
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.
5
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
3
http://www.ed.gov/admins/lead/safety/emergencyplan/pandemic/guidance/flu-faqs.pdf
4
http://www.pandemicflu.gov/plan/individual/panfacts.html
5
http://www.pandemicflu.gov/plan/community/mitigation.html
All suspected and confirmed H1N1 flu cases must be
immediately reported to BIE at 505-554-8073.
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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 the Bureau of Indian Education web site
(http://enan.bia.edu/home.aspx
) and the CDC web site (http://www.cdc.gov) 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.
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
BIE at 505-554-8073 as well.
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Protocols for sick students at school are as follows:
o Take temperature of sick student.
o Isolate students when they have a temperature higher than 1000 or 37.80 C.
o Call parents to send student home or send to hospital if student is in care of
Residential. Release to parents or guardian only.
o All information on students is confidential.
o Call the hospital for advisement for unusually high numbers of sick students.
Suicide
When a student or staff member attempts to commit suicide:
o Call local Law Enforcement (call 911) and emergency medical personnel
immediately.
o Notify the Senior School Official and psychologist/counselor immediately. (Note:
The Senior School Official will notify the parent or guardian and schedule
meetings with the parents and school psychologist or counselor to determine
course of action.)
o Have an adult employee escort the at-risk person to a safe environment with
access to a phone, away from other students
o Stay with the person until the counselor/suicide intervention arrives. DO NOT
leave the suicidal person alone.
o Request the suicidal person to sign a “no suicide contract.”
In the event of suicidal death or serious injury:
o Notify the local Law Enforcement agency (call 911) and emergency medical
personnel.
o Notify the Senior School Official immediately.
o Notify CPR/First Aid certified persons in the school building.
o Isolate the deceased student/employee, if possible. Never touch or move the
deceased. Clear the area.
o Activate the school Emergency Management Team. (Note: The Senior School
Official will immediately notify the parent or guardian. Notification should be
made in person.)
o Direct witness(es) to school psychologist/counselor.
o Notify the parents of students sent to psychologist/counselor.
In the aftermath of the crisis, the Senior School Official will meet with the school’s
counseling staff to determine the level of intervention for staff and students. Post-crisis
response may include:
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o Designating rooms as private counseling areas.
o Escorting affected students, siblings, and close friends to counselors.
o Permitting affected students to leave the school, but only with parental
permission.
o Following up with students and employees who have received counseling.
o Designating school employee(s) to attend the funeral.
Other Medical Emergencies
It is important to report to the [SCHOOL NURSE OR PRINCIPAL] immediately if a
student or staff member exhibits signs of severe illness such as alcohol poisoning, a
drug overdose, a stroke, a heart attack, seizures, a diabetic coma, heat exhaustion,
frostbite, or other illnesses. Medical treatment should be sought immediately.
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Substance Abuse
Suspected Alcohol or Drug Use
If a student is suspected of alcohol or drug use, approach the student and engage in
conversation. Attempt to identify specific physical symptoms or signs such as:
o Glassy eyes
o Pale skin color
o Uneven physical movement
o Slurred speech
o Chemical or smoke smells
If symptoms exist, immediately remove the student from the classroom and accompany
him or her to the nurse’s office.
Ask probing questions to determine substance and quantity ingested. Note: A
breathalyzer is only an indicator. If improperly administered or not administered at the
proper intervals, it will not be an accurate indicator of alcohol blood level.
Incoherent or Non-Responsive Behavior
When a student or other school occupant is suspected of using drugs, alcohol, or
inhalants, school personnel should immediately assess if emergency care is needed and
call 911 if the situation calls for it. An immediate medical emergency response is
mandated when the student:
o Is intoxicated;
o Is not breathing;
o Is unconscious;
o Is profusely bleeding;
o Is vomiting;
o Is out of control and shows uncontrollable rage;
o Has secretions from the mouth;
o Has blurred vision;
o Is unable to walk normally, or
o Exhibits signs of sexual assault.
Notify law enforcement and emergency medical personnel.
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If a student is incoherent or non-responsive:
o Immediately call emergency medical personnel.
o Notify the Senior School Official so that he or she may notify the student’s parent
or guardian.
o Turn the victim on his or her side. Under no circumstance should the student lie
on his or her back.
o Attempt to wake the student by pinching him or her. The more non-responsive
the student is, the greater the danger of death by alcohol poisoning.
o Monitor the student’s breathing. Indications of trouble breathing include
irregular, shallow or slow breathing.
o Monitor the student until help arrives. DO NOT leave the student unattended.
o Designate a school employee to accompany the student to the hospital and
remain with the student until the parent or guardian arrives.
o Complete the Student Substance Abuse Screening Form and Student Referral
Checklist form for substance abuse counseling.
Alcohol or Drugs on School Property
If alcohol or drugs are found on school property:
o Refrain from handling the contraband or disturbing the area in which it was
found, unless the area cannot be secured. If it cannot, remove the contraband
to a safe and secure place.
o Notify the Senior School Official immediately; the Senior School Official will notify
Law Enforcement by calling 911.
o Acquire all available related information from students and employees.
o Document the situation for probable cause, search and seizure.
o Complete the incident report if Law Enforcement is unavailable to investigate at
the time.
o Leave the substances untouched unless they are at risk of being disturbed. If
they are at risk of being disturbed, contain them in a plastic bag accompanied by
a chain-of-command log to document who handled the plastic bag, where it was
located, and when it was moved. Care should be taken not to handle the
evidence itself. Provide all documentation to Law Enforcement.
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Violence
SCHOOL VIOLENCE
[NOTE TO PRINCIPAL: IT IS RECOMMENDED THAT THE SCHOOL ADOPT VIOLENCE
PREVENTION INITIATIVES RANGING FROM EXTRACURRICULAR ACTIVITIES AND
SPORTS PROGRAMS TO A ZERO TOLERANCE POLICY FOR WEAPONS AND DRUGS. THE
SCHOOL SHOULD FREQUENTLY REMIND STUDENTS OF THE CONSEQUENCES OF
BREAKING SCHOOL RULES. INTERVENTIONS SHOULD BE DESIGNED FOR TROUBLED
CHILDREN. THE SCHOOL SHOULD DISTRIBUTE ITS STUDENT CODE OF CONDUCT OR
UNIFORM DISCIPLINE CODE TO ALL STUDENTS AND PARENTS, TAKING INTO
CONSIDERATION REQUIREMENTS FOR SPECIAL EDUCATION CHILDREN. IN THE
BEGINNING OF EACH YEAR AND THROUGHOUT THE YEAR, IT IS RECOMMENDED
THAT THE SCHOOL PUBLISH THE FOLLOWING ANNOUNCEMENT AND REPEAT IT
OVER THE SCHOOL INTERCOM:
“It is unlawful for students to possess or use any weapon on school
property. Students who have or use a weapon on school property will
be suspended from school, and the police will be notified of the
incident. A weapon is any object designed to harm another physically
or an object which is used in a way that can physically harm another.
This school is committed to providing each of you with a safe
environment, and we will do all we can to carry out that responsibility
including, if necessary, conducting searches of student lockers.”]
Warning Signs
Staff members are required to report to the administration students who:
o Express a fascination with weapons, violence, Satanic cults, violent gangs, or
extreme political or terrorist movements that use violence, torture or genocide.
o Exhibit signs of self-destruction, suicide, substance abuse, child abuse or neglect.
In cases of suicidal tendencies, a suicide watch is warranted.
o Express an intent to obtain weapons.
o Display extreme anger that frequently erupts into pushing, shoving, striking,
fighting, and bullying.
o Display a fascination with, or knowledge of, bombs or explosive devices.
o Possess bombs or explosive devices.
o Destroy property and engage in other extreme and unusual behaviors that
suggest potential violence.
The administration is responsible for verifying the information and acting on it through a
series of action steps including interventions, parent conferences, progressive discipline
and, in some circumstances, arrests and removing the child to an alternative school for
troubled youth. Some unusual behaviors are communicated through teen web sites.
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Staff is also encouraged to learn what web sites are popular within the student
population.
Suspicious or Illegal Behaviors
The following protocols should be followed in response to suspicious activities:
o Immediately report any suspicious activities or criminal acts that occur in or on
the property to
[NAME].
o The administration will notify the local law enforcement agency, the BIE Security
Officer, and others, as applicable.
o Treat all threats seriously, no matter how minor, and immediately report the
threat or conduct to
[NAME].
o Respond immediately to a person in an agitated state. Indicators to be aware of
include perspiration, a red face, and shaking hands. These are often the first
warning signs of a person who could become threatening or violent.
o Be attentive to, and inquisitive about, strangers. Ask wandering or "lost" visitors
roaming the corridors who they are and who they are visiting. Escort them to
their destination or contact a Security Officer for assistance.
o Stop students in the hallways during class periods to ensure they have a pass.
Fights Without Weapons
Incidents of violence vary in nature and, therefore, responses should be tailored to each
situation based on common sense and experience.
O If a fight erupts, send for help in the most expeditious manner possible. This
might be through a colleague, a trusted student, a Walkie Talkie, a phone, a
buzzer, or a panic alarm.
[INSERT MEANS OF COMMUNICATION APPROPRIATE
TO YOUR SCHOOL.]
o Loudly command the students who are fighting to stop immediately and inform
them of the consequences of failing to do so.
[INSERT CONSEQUENCES
APPROPRIATE TO YOUR SCHOOL.]
For example, tell the students that police
have been or are being called and that they will be arrested.
o 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.
o 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.
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o 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.
o Separate those involved. Do not use excessive force such as punching, choking,
or hog-ties and do not ask students to intervene.
o 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. Failure to assist is cause for
discipline or termination.
o Call 911 and employ medical assistance protocols, as necessary.
o 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. The Security Officer or another designated individual should ask
witnesses and the participants themselves how the fight started. All reports must
be entered into the Native American Student Information System (NASIS).
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 a Principal, Assistant
Principal, school security guard, Principal’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
PRINCIPAL OR SCHOOL SECURITY]
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.
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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.
O Once help arrives and depending on the circumstances, a member of law
enforcement, security, or administration or another staff member may, within
reason and with caution, notify the student that he is suspected of carrying a
weapon.
[DETERMINE WHO IS AUTHORIZED TO DO THIS WITHIN YOUR
BUILDING.]
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 Principal, Assistant Principal, school security guard, or Principal’s designee
are authorized to search student lockers or other areas of the campus and,
based on a reasonable suspicion, dorm rooms, 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.
o 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, a metal detector alert, threatening behavior by the
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student when questioned, or other indications. All reports must be entered
into the Native American Student Information System (NASIS).
o Principal
[INSERT NAME] or [INSERT DESIGNEE] will make the required
notifications to the parent and the BIE Chain of Command.
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 deescalate the situation.
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 deescalate 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 [DISCIPLINE CODE]. 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.
After the incident:
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 All reports must be entered into the Native American Student
Information System (NASIS). The appropriate BIE Incident Report or
Critical Incident or Death Reporting form should be completed and
sent to the appropriate authorities.
o
If the intruder was a student, preserve his/her confidentiality. Do not discuss the
identity of the student with the community. However, the Principal 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
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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.
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:
o Demonstrate compassion. Do not express any judgments about the situation.
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.
[DESCRIBE
AVAILABLE COUNSELING OR CRISIS INTERVENTION PROGRAMS.]
o Ensure the victim is accompanied at all times by a school nurse, counselor,
psychologist, or other 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.
o Complete and send a SCAN (Suspected Child Abuse/Neglect) report to the
SCAN office, phone 505-563-5290
6
. See the BIE web site for more
information.
http://www.oiephr.bia.edu/Adobe/Security%20Documents/SCAN%20Protocol/App%20L%20S
CAN%20Awareness%20Briefing%20Sheet.pdf
Riots, Protests, or Civil Disturbances
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:
o Teachers should cancel their preparation periods and other duty-free periods
to ensure that more teachers make a visible presence in the hallways.
o The Principal 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.”
o After protesters have had a chance to disperse peacefully, police should warn
remaining participants that they will be arrested and charged with criminal
6
This number may change in the future. Check and update on a regular basis.
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trespass to land. If participants refuse to leave, appropriate school staff will
sign complaints and arrests will be made by police on the scene.
EXTERNAL VIOLENCE
Child Abuse
Every staff member who has a reasonable suspicion that a child is abused or neglected
will report the matter immediately to
[INSERT PROTOCOLS FOR CONTACTING SOCIAL
SERVICE AGENCIES IN YOUR AREA.]
and, if appropriate, to the school social worker
and administration. Privacy laws apply, however, and no unauthorized individual should
be notified. No school staff member should release a student to the custody of a parent
or guardian if he or she believes that sending the child home will put him or her in
immediate danger of abuse or neglect. The decision to send a child home should be that
of law enforcement or the social service agency
[INSERT NAME OF AGENCY].
Child Abduction
If child abduction has been witnessed by a member of the staff or students, the
Principal or staff members will call 911 immediately. The Principal or
[HIS/HER]
designee will gather facts about the abduction, obtaining a description of the abductor,
his or her vehicle, the circumstances of the abduction, and any statements made during
the incident. Parents must be notified immediately.
Hostage Situations
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 Senior School Official, who will activate lock-down procedures. If there is not
sufficient time to notify the Senior School Official, spread word throughout the
building that lockdown procedures must be followed.
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.
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Missing Child
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.
Security Breach
If an intruder – a person who gains or attempts to gain unauthorized access to school
property – enters the building:
o Immediately notify the Senior School Official, who will contact police, if
appropriate.
o Attempt to assess whether the individual is armed, 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.
If it appears the individual inadvertently violated school procedures by failing to sign in,
ask another staff person to accompany you before approaching the visitor. Politely greet
the visitor and identify yourself. Inform the individual that all visitors must register at the
school’s main office and ask the purpose of his or her visit.
o If the intruder’s purpose is not legitimate, ask him or her to leave. Accompany
the intruder to the exit.
If the intruder appears dangerous or threatening or if he refuses to leave, attempt to
clear the area, notify the Senior School Official, and spread word as quickly as possible
throughout the building that lockdown procedures must be followed.
If you are approached directly by an armed intruder or student and you are unable to
flee, freeze in place:
o Do not move unless instructed by the suspect to do so. Look the intruder or
student directly in the eye.
o Attempt to deescalate 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.
If the individual is not armed, however, and you feel it is appropriate for the situation,
warn the intruder that you will call law enforcement.
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Once the situation is under control, the individual will be arrested. 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, place it in a plastic bag with a chain-of-custody log to record
each time the plastic evidence bag was moved or stored.
Notify school security or local law enforcement agency (call 911). Give law enforcement
a full description of the intruder, his or her location, statements made, and identity, if
known. Identify witnesses and victims.
Post-Emergency Response:
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.
If the intruder was a student, preserve his/her confidentiality. Do not
discuss the identity of the student with the community. However, the
Senior School Official 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.
The appropriate BIE Incident Report or Critical Incident or Death
Reporting form should be completed and sent to the appropriate
authorities.
Terrorism
Although the prospect of terrorism affecting [SCHOOL NAME] 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 as follows:
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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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Suspicious Packages
Classroom, hallway and offices need to be clear of boxes that would be mistaken for
suspicious packages. 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
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 Principal, 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 Principal 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.
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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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Utility Emergencies
Protocols for utility emergencies are as follows:
o If you smell gas or hear a blowing or hissing noise coming from a utility line or
vent, open a window and quickly notify the maintenance staff and
administration, before evacuating the building with your students.
o The maintenance staff or trained personnel should turn off the main gas valve,
which should be marked in advance with fluorescent tape and an identifier. Once
gas has been turned off, it should be turned on again by a professional.
o If you see sparks or broken or frayed wires, or if you smell hot insulation, the
maintenance staff should be notified to turn off the electricity at the main fuse
box or circuit breaker, which should be marked in advance with fluorescent tape
and an identifier.
o Do not step in water in which downed lines or sparks are visible.
o Never touch live wires.
o Do not attempt to rescue a person who is experiencing electrical shock until the
power is off.
o If you suspect sewage lines are damaged, avoid using the toilets.
o Leave lights in the state they were in when the incident occurred. Leave unlit
lights off.
O In the event of a power outage, emergency generators will illuminate the school
for
[FILL IN] hours. Exit signs will be lit. Flashlights are available in the
emergency kits. Further instructions will be given through megaphones.
[DESCRIBE PROTOCOLS RELEVANT TO YOUR SCHOOL.]
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Weather and Natural Disaster
[NOTE: MANY SCHOOLS LIE IN LOCATIONS THAT ARE AFFECTED BY A WIDE RANGE
OF WEATHER EMERGENCIES. WEATHER EMERGENCIES THAT MAY THREATEN YOUR
SCHOOL SHOULD BE DESCRIBED HERE WITH THE APPROPRIATE PROTOCOLS.
RESOURCES SUCH AS THE NATIONAL WEATHER SERVICE PROVIDE MORE DETAILED
INFORMATION RELEVANT TO YOUR WEATHER THREATS.]
Protocols for weather emergencies are as follows:
Earthquakes
o Ensure that shelves in the classrooms are fastened securely to the walls. Place
large or heavy objects on lower shelves. Keep students away from the shelves.
o If an earthquake begins, instruct the children to take cover under a piece of
heavy furniture or against an inside wall and hold on.
o School occupants should stay inside. Trying to leave the building is extremely
dangerous.
o If outdoors, move into the open, away from buildings, street lights, and utility
wires. Once in the open, stay there until the shaking stops.
o Be prepared for aftershocks. Although smaller than the main shock, aftershocks
cause additional damage and may bring weakened structures down.
o Help injured or trapped persons. Administer First Aid when appropriate. Do not
move seriously injured persons unless they are in immediate danger of further
injury. Call for help.
o Open closet and cupboard doors cautiously.
o Listen to a battery-operated radio or television for the latest emergency
information.
o Once secure, stay out of damaged buildings.
o Leave the area if you smell gas or fumes from other chemicals.
o If you smell gas after the earth has settled, instruct children to exit the building
and notify the maintenance staff and administration.
Hurricanes and Flash Floods
o If sufficient warning is given, the entire school community is encouraged to
evacuate the area.
o If insufficient warning is given, school occupants should stay at the school if
flash floods threaten transportation routes, but not the school itself. Shelter-
in-place protocols will be activated.
o Under no circumstance should any one attempt to drive through flash floods.
The road may give way or the flooding may be far deeper than it appears,
causing the vehicle to sink, float, or get stuck.
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o Contact Emergency Responders.
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
Senior School Official 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 (see EAS section) 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 Require carbon monoxide detectors to be regularly checked to ensure they are
fully operational.
o Prepare the emergency kits, student rosters, and absentee lists for immediate
use.
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 build up on roof tops.
Tornadoes
During a tornado, the Principal 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 to the lowest level in the school and 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/
A TRANSISTOR RADIO SHOULD BE LOCATED IN
THE PRINCIPAL’S OFFICE.]
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Instructions
The following document provides a quick reference
guide to instruct school staff on how to respond during
emergencies. It is a template that should be tailored to
your school’s needs and updated regularly. Material
inserted inside brackets [such as these] contains
instructions on how to tailor the information to your
school.
This document can be presented in different formats. It
can be double-sided and laminated for durability during
a crisis. Information can be rearranged, deleted, or
expanded to meet the most pressing needs and
concerns of your school.
Every member of the staff should be trained on the
Emergency Management plan and undergo training
through fire, tornado, and shelter-in-place drills.
[YOUR SCHOOL NAME HERE]
EMERGENCY RESPONSE
QUICK REFERENCE GUIDE
CRISIS COMMUNICATIONS
EMERGENCY SIGNALS
EVACUATION: _____________________________________
[EXPLAIN HOW SCHOOL OCCUPANTS WILL BE NOTIFIED TO EVACUATE]
LOCKDOWN: ______________________________________
[EXPLAIN HOW OCCUPANTS WILL BE NOTIFIED OF A LOCK DOWN. CODES AND SIGNALS CAN BE
CONFUSING
. PROVIDING CLEAR INSTRUCTIONS OVER AN INTERCOM MAY SAVE LIVES.]
TORNADO WARNING: ____________________________________
[IDENTIFY THE MEANS BY WHICH SCHOOL OCCUPANTS WILL BE NOTIFIED OF AN IMPENDING TORNADO]
OTHER: ____________________________________________
[IDENTIFY MEANS FOR OTHER TYPES OF INCIDENTS OR DRILLS]
PARENTAL AND STAFF NOTIFICATIONS
[IDENTIFY HOW CANCELLATION OF CLASSES OR OTHER NEWS WILL BE COMMUNICATED]
SCHOOL PHONE NUMBER: [THIS NUMBER SHOULD BE PROGRAMMED WITH INSTRUCTIONS TO
STAFF AND PARENTS
. A COPY OF PHONE PROGRAMMING INSTRUCTIONS SHOULD BE KEPT OFF SITE.]
RADIO STATIONS:
TELEVISION STATIONS:
TRIBAL OFFICE:
WEB SITE:
PHONE TREES: [ATTACH THE PHONE TREE LIST. INSTRUCT INDIVIDUALS TO CALL THE NAME AFTER
THEIRS ON THE LIST
, BUT IF THEY ARE UNABLE TO REACH THAT PERSON, CALL THE NAME AFTER THAT.]
WALKIE TALKIE RADIO FREQUENCY:
KEY PERSONNEL [INSERT YOUR SCHOOL’S INFORMATION. TITLES MAY VARY]
TITLE NAME
OFFICE
PHONE
HOME
PHONE
CELL
PHONE /
PAGER
PRINCIPAL
ASSISTANT
PRINCIPAL
FACILITIES
MANAGER
SECURITY OFFICER
EMERGENCY RESPONDERS [INSERT INFORMATION APPROPRIATE FOR YOUR LOCATION.]
TITLE NAME
TITLE PHONE
EMERGENCIES
911 911 911
TRIBAL POLICE, NON-
EMERGENCY
FIRE DEPARTMENT
BIE SECURITY
SHERIFF
FEDERAL BUREAU OF
INVESTIGATION
BUREAU OF
ALCOHOL, TOBACCO
AND FIREARMS (Bomb
Threats)
STATE EMERGENCY
MANAGEMENT
AGENCY
HAZ-MAT (Hazardous
Materials Spills)
FEDERAL
EMERGENCY
MANAGEMENT
AGENCY
BIE CHAIN OF COMMAND
[CHECK WITH YOUR LINE OFFICER TO DETERMINE WHAT NOTIFICATIONS SHOULD BE MADE TO THE BIE
CHAIN OF COMMAND DURING AN EMERGENCY.]
OFFICE NAME TITLE
OFFICE
PHONE
HOME
PHONE
CELL
PHONE /
PAGER
EDUCATIONAL LINE
OFFICE
ADDITIONAL LINE
OFFICE CONTACTS
SECURITY OFFICE
BIE LAW
ENFORCEMENT
BIE CENTRAL OFFICE
COMMUNICATIONS
FACILITIES
MANAGEMENT
OPERATIONS AND
MANAGEMENT
EMERGENCY MANAGEMENT TEAM
[INSERT INFORMATION FOR YOUR SCHOOL. ADD NAMES AND TITLES, AS NECESSARY]
ROLE RESPONSIBILITY NAME
ROOM
NUMBER
OFFICE
PHONE
NUMBER
HOME,
CELLULAR
AND
PAGER
NUMBER
SCHOOL
COMMANDER
Manages the crisis and coordinates
response with police, fire and
medical teams. Remains in
Command Center. Gives the order
to evacuate or lock down the
school. Maintains contact with
headquarters. Ensures necessary
notifications to the BIE Chain of
Command.
PRIMARY
ALTERNATE
SITE
COORDINATOR
Directs police, fire, and paramedics
to the site of the emergency.
Controls access to affected areas.
Preserves the crime scene until
police arrive. Directs media,
parents, and others to the
appropriate locations. Cordons off
areas, as necessary.
PRIMARY
ALTERNATE
MEDICAL
COORDINATOR
Provides emergency First Aid until
medical assistance arrives.
Coordinates school first responders
who are trained in First Aid,
typically the school nurse, office
staff or physical education
teachers.
PRIMARY
ALTERNATE
PARENT
COORDINATOR
Assists parents who come to the
school, keeps parents briefed on
the situation, and advises parents if
their child is, or is not, involved in
the emergency, when such
information becomes available.
PRIMARY
ALTERNATE
CRISIS TEAM
LEADER
Coordinates crisis intervention and
counseling services.
PRIMARY
ALTERNATE
RECORDER
Documents the time and events of
a crisis, beginning with when it
began and when the situation
changed. Records names of
responding units and collects
business cards, if available. Assists
in collecting information from
teachers on missing children.
PRIMARY
ALTERNATE
TRANSPORT-
ATION
COORDINATOR
Arranges for special transportation,
if needed, and manages the
transportation process.
PRIMARY
ALTERNATE
MEDIA
COORDINATOR
Keeps media away from parents
and students Collects business
cards from the media. Reports
names of media to headquarters.
Does not give interviews.
PRIMARY
ALTERNATE
SCHOOL
FIRST AID
RESPONDERS
School First Responders provide
emergency First Aid until medical
assistance arrives. These
individuals are trained in First Aid.
Note to Teachers: Every member of the Emergency Management 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.
EVACUATION PLAN
EVACUATION SIGNAL: ____________________________
[IDENTIFY THE MEANS BY WHICH SCHOOL OCCUPANTS WILL BE NOTIFIED TO EVACUATE]
EVACUATION ROLES IN AN EMERGENCY
[INSERT INFORMATION FOR YOUR SCHOOL. ADD NAMES AND TITLES, AS NECESSARY]
RESPONSIBILITY NAME
ROOM
NUMBER
ASSIGN-
MENT
ALL
PERSONNEL
Once an evacuation order is given, all occupants, with the
exception of searchers, must immediately evacuate the
building in a calm and efficient manner. Teachers without
special duties must quickly lead their students in an orderly
fashion to their pre-designated posts, taking with them their
class lists, a pen or pencil, and other components of the
emergency kit.
SECTION
LEADERS
Section Leaders, also called Floor Leaders, must supervise
the orderly evacuation of students and staff through the
designated exits and remain with their groups throughout the
evacuation period. Each Section Leader should be equipped
with a bullhorn and other safety gear from their emergency
kits. All Section Leaders who are teachers must have another
teacher assigned to their classrooms in their absence.
[List assigned
section for each
section leader]
SEARCHERS
Once teachers have evacuated their classrooms, Searchers,
also called Wardens, are responsible for finding and
evacuating all personnel from remote areas such as
storerooms, file rooms, coffee areas, basements,
gymnasiums, and rest rooms. They should close all doors –
but not lock them – after they have searched each area.
[List assigned
section for each
searcher]
STAIRWELL
MONITORS
Before an evacuation, each Stairwell Monitor should inspect
his or her assigned stairwell for possible heat and smoke
conditions. Stairwell Monitors are responsible for assisting in
the orderly evacuation of personnel out of their assigned exits
and instructing students to form single file lines into the
stairwell and to exit along the right side of the stairwell.
[Stairwell Monitors are necessary in buildings with more than
one story.]
[List assigned
stairwell for each
monitor]
ASSISTANTS
FOR
INDIVIDUALS
WITH
DISABILITIES
Assistants for Individuals with Physical Disabilities are
responsible for making sure all students and personnel with
disabilities are evacuated and for monitoring them until they
are safely discharged to their families or guardians. They
must maintain up-do-date lists of physically challenged
students in their assigned sections and a list of any special
medical needs.
[List assigned
student or staff
member for each
aide. Add as
necessary]
EVACUATION POSTS
[DESCRIBE WHERE EACH OF THE FOLLOWING WILL BE LOCATED DURING AN EMERGENCY.
INCLUDE A MAP OF THE SCHOOL CAMPUS AND IDENTIFY THE LOCATIONS ON IT. ENSURE THAT NO
POSTS ARE LOCATED IN THE PATH OF EMERGENCY RESPONSE EQUIPMENT ARRIVING AND
LEAVING THE SCENE
. FLOOR PLAN SOFTWARE IS AVAILABLE ON THE INTERNET.]
OFF-SITE EMERGENCY SHELTER
This is where school occupants will be relocated if an emergency incident prevents them from
staying on the campus.
[DESCRIBE THE LOCATION OF THE OFF-SITE EMERGENCY SHELTER. INCLUDE THE NAME OF THE
LOCATION
, ADDRESS, AND PHONE NUMBER. INSERT A MAP. DESCRIBE THE MEANS BY WHICH
OCCUPANTS WILL GET TO THE SHELTER
.]
O
N-CAMPUS EVACUATION POSTS
CLASS ROOM #
[DESCRIBE THE LOCATION TO WHICH EACH CLASSROOM WILL EVACUATE I.E. NORTHWEST
SIDE OF THE BUILDING
. ADD CLASSROOMS AS NECESSARY. ALL EVACUATION
DESTINATIONS SHOULD BE IDENTIFIED ON A CAMPUS MAP TO BE INSERTED INTO THIS
DOCUMENT
. SCHOOLS WITH DORMITORIES SHOULD INCLUDE DORMITORY HALLS.]
CLASS ROOM #
C
LASS ROOM #
C
LASS ROOM #
C
LASS ROOM #
C
LASS ROOM #
C
LASS ROOM #
C
LASS ROOM #
C
LASS ROOM #
O
N-SITE COMMAND POST
Also called an Incident Command Post, this is the on-site location from which the scene
commander oversees all operations.
[DESCRIBE LOCATION]
OFF-SITE COMMAND POST
Also called an Incident Command Post, this is the off-site location from which the scene
commander oversees all operations.
[DESCRIBE LOCATION]
S
TAGING AREA FOR EMERGENCY RESPONSE EQUIPMENT
Emergency equipment such as fire trucks and ambulances will be stationed here while not actively
responding to the emergency.
[DESCRIBE THE LOCATION]
AREA FOR THE INJURED
Injured victims are situated here.
[DESCRIBE THE LOCATION OF THE AREAS DESIGNED FOR INJURED VICTIMS. WHEN MEDICAL
TEAMS ARRIVE
, THEY MAY NEED TO TRIAGE THE VICTIMS, OR SORT THEM ACCORDING TO THEIR
INJURIES
, IN ORDER TO DETERMINE WHO SHOULD RECEIVE TREATMENT FIRST.]
AREA FOR THE DECEASED
In a worst-case scenario, deceased victims will be placed in this location. Any deceased victims
should only be moved by authorized personnel, such as Law Enforcement, Emergency Medical
Services, or the Medical Examiners Office.
[DESCRIBE THE LOCATION. THIS AREA SHOULD BE SECLUDED FROM THE SIGHT OF PARENTS,
STUDENTS AND THE MEDIA
, POSSIBLY BEHIND A SECONDARY BUILDING. ALL AREAS SHOULD BE
CORDONED OFF
.]
AREA FOR THE MEDIA
This area is cordoned off for the media.
[DESCRIBE THE LOCATION. THIS AREA SHOULD BE SECLUDED FROM THE SIGHT OF PARENTS AND
STUDENTS
.]
EVACUATION ROUTES
[INSERT A MAP OF EACH FLOOR OR SECTION OF YOUR SCHOOL. DESIGNATE HOW EACH
CLASSROOM SHOULD EVACUATE
. A MAP SHOULD BE POSTED IN EACH HALLWAY. SOME SCHOOLS
GIVE THE ASSIGNMENT OF DEVELOPING FLOOR PLANS TO A STUDENT MATH CLASS
.]
[THE MAPS OR FLOOR PLANS SHOULD INCLUDE THE FOLLOWING:
o CLASSROOMS
o OTHER ROOMS
o DORMITORY ROOMS
o DOORWAYS FOR UNLOCKED DOORS
o HALLWAYS
o STAIRWELLS
o UTILITY MAINS AND SHUTOFFS
o FIRE ALARMS AND ENUNCIATORS
o FIRE EXTINGUISHERS
o OTHER SECURITY EQUIPMENT
o HAZARDOUS MATERIALS
o DESIGNATED ESCAPE ROUTES
o ELEVATORS, WHICH SHOULD NOT BE USED DURING
EVACUATIONS
o O
THER RELEVANT INFORMATION]
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.
LOCK-DOWN PROCEDURES
LOCK-DOWN SIGNAL: ______________________________
[EXPLAIN HOW OCCUPANTS WILL BE NOTIFIED OF A LOCKDOWN. USING ONLY CODES AND
SIGNALS CAN BE CONFUSING
. PROVIDING CLEAR INSTRUCTIONS OVER AN INTERCOM MAY SAVE
LIVES
. EXAMPLES OF MEANS: MEGAPHONES, PUBLIC ADDRESS SYSTEM]
o During a lockdown immediately lock your classroom door. The lockdown indicates students
and staff may be in jeopardy from an armed individual in the school.
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 the doors and from the windows, to protect against flying glass.
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 light.
o Once the barriers are in place, instruct students to stay low to the ground behind the
barriers and as far away from the door as possible.
o Ensure children remain absolutely quiet and wait for an all-clear signal.
o If a cell phone is available, call 911 and speak in low tones. Wait for instructions on how to
communicate with law enforcement about the event as it unfolds.
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
law enforcement or others are available to protect the children once they are outside.
SHELTER-IN-PLACE PROCEDURES
SHELTER-IN-PLACE SIGNAL: _______________________
[EXPLAIN HOW OCCUPANTS WILL BE NOTIFIED OF A LOCKDOWN. USING ONLY CODES AND
SIGNALS CAN BE CONFUSING
. PROVIDING CLEAR INSTRUCTIONS OVER AN INTERCOM MAY
SAVE LIVES
.]
o During a shelter-in-place emergency,
7
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 Maintenance staff should turn off fans, heating, gas, and air conditioning systems.
o Select interior room(s) above the ground floor, 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.
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.
GENERAL INSTRUCTIONS
Before an Incident
7
Shelter-in-place guidelines were provided by the American Red Cross.
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 or section will go.
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 Know the locations of phones, fire alarms, fire extinguishers, fire hoses, panic
alarms, First Aid kits, defibrillators, and emergency exits in advance.
o If you have a cell phone, keep it charged and with you. Purchase a spare battery
and power cord for emergencies. Keep your emergency kit in your classroom.
O Learn First Aid and Self Defense techniques. Many classes and videos are available.
Memorize names of staff members who are trained in First Aid. [NOTE ANY
TRAINING VIDEOS AVAILABLE.]
During and After an Incident
o Call 911 as soon as it is evident that emergency response is needed. Notify
[INSERT PRINCIPAL’S NAME]. Do not hesitate. Better to report an incident
unnecessarily than to fail to report what becomes a full-blown emergency.
o Do not relay speculation to students or parents. Communicate only what you do
know. Be factual and unemotional. Apply common sense and calm to each situation.
o Complete a detailed incident report. Be available to assist in relaying the incident to
the BIE Chain of Command.
o Do not release the names of the injured or those involved in the incident to anyone
outside the BIE Chain of Command and do not talk to the media unless you are
authorized to do so.
This guide was produced by the Vander Weele Group
LLC
under the
direction of the Division of Performance and Accountability of the
Bureau of Indian Education of the U.S. Department of the Interior.
Its Principal Author was Maribeth Vander Weele, President.
To make recommendations for additional material or changes, contact
Charlotte Twocrow at 773-929-3030 or at:
Contributions were made also by:
Matt Harriman, Security and Safety Manager for the Southwestern Indian
Polytechnic Institute (SIPI);
Eric North, School Safety Specialist, ADD West;
and by
Walter Lamar, President of Lamar Associates,
a Washington, D.C. consulting firm.
This guide was produced under Contract No. CMK0E060001 and updated
under Contract No. CABQ9090013.
Electronic copies are/will be available on the web site
of the Bureau of Indian Education at:
http://enan.bia.edu/home.aspx
