School Crisis Plan

  

Description

Create a memo to the school principal according to this crisis plan checklist. Each component must have 2 issues, analysis of crisis plan issue, results after speaking to principal about issue, and recommendations for correcting that issue.
I.  Fact Gathering
?  Notify building principal
    •  Attempt to clarify facts surrounding the crisis
    •  Determine immediate need to vacate or lockdown
?  Contact police and/or fire department
?  Contact school district administration
?  Contact parents/guardians (of individuals involved/affected; if known)
    •  Obtain consent for release of information
?  Principal consults with assistant principal, dean and/or school psychologist
    •  Determine the need for assembling the Crisis Response Team
II.  The Call to Action
?  Assemble the Crisis Response Team
?  Share facts with team members and assess the impact of the crisis
    •  When did the event occur (e.g., during a lunch period, over the summer)?
    •  Where did the event occur (e.g., on school grounds)?
    •  How did it happen (e.g., accidental, intentional, expected)?
    •  How many students and staff are affected by the event?
    •  Which students and staff are affected?
    •  How are the students and staff affected?
    •  How are the faculty responding?
    •  Should classes be suspended temporarily or assignments  altered?
    •  Should students be released from school?
    •  How are students indirectly being affected (e.g., siblings/friends at other buildings in the district, etc.)?
    •  Determine if additional support services are needed  (e.g., psychologists/social workers/counselors from other buildings)
    •  Weigh appropriateness of “unknown” professionals
    •  Provide identification badges for “outside” professionals
    •  Update school district administration
III.  Notification Procedures
?  Consider:
    •  Announcement to students and faculty
    •  Announcement should be concise, not give too many details that could be misinterpreted
    •  A student assembly
    •  Location of support personnel (e.g., library)
    •  Need for students to sign out of class and in with support personnel
    •  Mailbox memorandum to faculty and staff
    •  Emergency faculty meeting (first thing in the morning)
    •  Notification of students in classrooms by Crisis Response Team
IV.  Crisis Response Team in Motion
?  Administrators and security circulate through the building.
    •  “Pockets” of grieving students should be directed to location of support personnel
    •  Consider email/letter to be sent to students’ homes — facts, summary, reactions, guidelines,contact numbers.
    •  All staff can utilize the Acute Traumatic Stress Management model.
    •  “Connect, Ground, Support, Normalize and Prepare”
    •  Team members should visit selected classrooms to provide opportunity for discussion.
    •  Teachers should allow opportunity for students to articulate their thoughts and feelings.
?  Counseling with individuals and small groups by psychologists, social workers and/or guidance counselors.
    •  Attempt to cultivate a “helping relationship” characterized by empathy, warmth and genuineness.
    •  Encourage people to express their feelings.
    •  Be careful not to lecture.  
    •  Avoid cliches such as, “Be strong…” and “You’re doing so well…”Such cliches may only serve to reinforce an individual’s feelings of aloneness.
    •  Attempt to “normalize” grief reactions.
    •  Remember that cultural differences exist in the overt expression of emotions.
    •  Maintaining confidentiality, when possible, is crucial.
    •  Provide snacks (e.g., juice, cookies, etc.) to students and support staff.
    •  It is important to remember that we have support while helping others during this difficult time.
    •  Identify high risk individuals.
    •  Contact parents/guardians of high risk students.
    •  Provide referrals for outside support (if indicated).
    •  Provide hot-line numbers to parents/guardians for after school hours (if necessary).
    •  Carefully document events.
    •  Consider open forum for parents (after school hours).
    •  Schedule follow-up by support personnel for high risk   individuals.
    •  Schedule faculty meeting.
    •  Remain sensitive to how team members are being perceived..
V.  Addressing the Media
?  Develop a response—consider confidentiality, family wishes, liability of erroneous information.
?  Designate a spokesperson—“No one else talks.”
    •  Designate an alternate spokesperson.
VI.  Debriefing
    •  Review the events of the day.
    •  Revise the intervention strategies (e.g., plan for upcoming days).
    •  Monitor reactions of crisis team members. Be aware of “compassion fatigue.”
VII.  Funeral
?  Consider the wishes of the students’ family.
?  Consider the wishes of the victim(s) family regarding attendance.
?  Consider the age of the attendants.
?  Consider the number of staff attending.
    •  Have support personnel available there.
VIII.  Memorialization
?  Consider appropriateness.
?  Consider a method:
    •  a moment of silence
    •  a plaque
    •  planting a tree
    •  a dedication
    •  flying the school flag at half-mast
    •  Do not glorify self-destructive or violent behavior.  
https://drive.google.com/file/d/1kglUAo_9rX81XdP_Mq_faWCz8qLJAQUe/viewSchool Crisis, Emergency Management
and Medical Emergency
Response Plan
[School Division]
Or
[School]
[Date]
Confidentiality – The [school division/school] School Crisis, Emergency Management and Medical Emergency Response
Plan is intended for official use only by [school/school division] faculty & staff, county and state public safety and public
health officials. Use of this plan for any purpose beyond its intended use is not authorized and could compromise the health
and welfare of students, faculty and staff. Please report inappropriate use of this plan or any of its components as soon as
possible to the school principal or the school division Emergency Manager.
Thank you for placing the safety of the [school/school division] community first.
2016
2016 School Crisis, Emergency Management and Medical Response Plan
Crisis Management Team Signature Page
This plan was developed through a collaborative process involving the following members of
the [school division/school] crisis management team:
Name
Title, Organization
Name
Title, Organization
Name
Title, Organization
Name
Title, Organization
Name
Title, Organization
Name
Title, Organization
Name
Title, Organization
Name
Title, Organization
Name
Title, Organization
Name
Title, Organization
Name
Title, Organization
Name
Title, Organization
Name
Title, Organization
Name
Title, Organization
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2016 School Crisis, Emergency Management and Medical Response Plan
Record of Plan Approval
1. References:
§ 22.1-279.8., Code of Virginia
[School division] policy/regulation ________
[School division] School Crisis, Emergency Management and Medical Emergency Response Plan.
2. The [school division/school] School Crisis, Emergency Management and Medical Emergency
Response Plan is consistent with applicable Virginia laws and regulations.
3. The [school division/school] School Crisis, Emergency Management and Medical Emergency
Response was reviewed and approved by the School Board on [date].
4. The [superintendent/principal] is authorized to approve minor changes to this plan without School
Board approval. Such changes may include those that improve plan readability, those that correct
information errors or changes in personnel or their contact information, etc. Changes will be
documented in the Record of Changes sheet. Changes will be distributed, as needed, by the principal
as an update to the current plan (Update #1, Update #2, etc.) to all parties on the controlled
distribution list. Plan holders are to be instructed to destroy outdated portions of the plan.
5. Any significant content changes are to be made as part of the annual plan review and updating.
Significant changes are defined as those that require coordination with external resources such as the
local fire or police department, require notification of parents/guardians, or that impact plan standard
operating procedures, or impact established school division policy. Schools are to complete updates
and proposed revisions and submit to the school division Emergency Manager by June 30th for School
Board review and approval prior to the beginning of the school year.
6. Once approved by the School Board, revised plans will be distributed (Revision #1, #2, etc.) to all
parties on the controlled distribution list and make any required notifications to parents/guardians.
For School Division Plan
Signed:
Date
[Name]
Superintendent
For School Plan
Signed:
Date
[Name]
Principal
Signed:
Date
[Name]
[School division] Emergency Manager
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2016 School Crisis, Emergency Management and Medical Response Plan
Record of Updates* to Plan
Date
Page(s)
Updates to Plan
Reason for Update
*Minor updates made by Emergency Manager/Principal will be incorporated, as necessary, into annual
revision.
Record of Revisions* to Plan
Page(s)
Revisions to Plan
Reason for Revision
Effective
Date
*Revisions are reviewed and approved by School Board annually.
Necessary updates and revisions to this plan will be made whenever:
 Experience with crises or from exercises or drills reveal deficiencies or shortfalls.
 Community conditions impact school change.
 Applicable legal and/or regulatory requirements related to crisis management change.
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2016 School Crisis, Emergency Management and Medical Response Plan
Record of Distribution
Three versions of the [school] School Crisis, Emergency Management and Medical Emergency Response
Plan are distributed.
Version Orange of the plan is intended for key leadership and those directly involved in the
planning and implementation of this plan.
Version Gold is intended for [school] faculty and staff, or those that provide important
supportive roles in the implementation of the plan.
Version Green is intended to inform parents and guardians of [school] students and selected
other appropriate recipients.
Versions Orange and Gold contain information considered sensitive and requiring safeguarding including
names and contact information of persons listed in this plan, key locations of people, assembly points,
equipment, supplies, and facility operating devices. Persons holding copies of Versions Orange and Gold
are expected to safeguard their copies of the plan and destroy obsolete plans.
Recipient Name, Title,
Organization
Method of Distribution
(print, electronic, both)
# Copies
Distributed by
(Name)
ORANGE VERSION (Comprehensive Plan – Controlled Version)
Superintendent’s Office
Division Office, Emergency Manager
Principal
Division/School CMT members
Local Fire Department/EMS
Local Police Department/Sheriff’s Office
Local Emergency Manager
Local Public Health Director/Coordinator
Mental Health Director/Emergency MH
Services Coordinator
GOLD VERSION – Abbreviated Plan
School Faculty/Staff
Principal, Relocation School
GREEN VERSION – Plan Overview for Public Access
Parents/Guardians of students
President, Council of PTAs
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2016 School Crisis, Emergency Management and Medical Response Plan
I.
TABLE OF CONTENTS
Introduction …………………………………………………………………………………………………………………………. 1
A. Purpose and Goal…………………………………………………………………………………………………………………. 1
B. Authority for Plan ………………………………………………………………………………………………………………… 1
C. Scope………………………………………………………………………………………………………………………………….. 2
D. Concept of Operations ………………………………………………………………………………………………………….. 4
E. Crisis Management Team (CMT) ……………………………………………………………………………………………. 5
F. Planning for Children with Special Needs and Disabilities …………………………………………………………. 9
G. Plan Maintenance ………………………………………………………………………………………………………………… 9
II. Prevention and Mitigation ……………………………………………………………………………………………10
A. Overview of Prevention and Mitigation ………………………………………………………………………………… 10
B. Hazard Analysis and Risk Assessment……………………………………………………………………………………. 10
C. Planning for Medical Emergencies ……………………………………………………………………………………….. 12
III. Preparedness ……………………………………………………………………………………………………………………… 13
A. Overview of Preparedness …………………………………………………………………………………………………… 13
B. Incident Command System ………………………………………………………………………………………………….. 13
C. Emergency supplies and equipment……………………………………………………………………………………… 17
D. Off-site Evacuation Areas and Routes …………………………………………………………………………………… 18
E. Staging Areas …………………………………………………………………………………………………………………….. 18
F. Training for Preparedness……………………………………………………………………………………………………. 19
IV. Response ……………………………………………………………………………………………………………………………. 22
A. Overview of Response ………………………………………………………………………………………………………… 22
B. General Response Procedures ……………………………………………………………………………………………… 22
C. Hazard/Incident/Medical Emergency Response …………………………………………………………………….. 23
D. Communications ………………………………………………………………………………………………………………… 23
E. Family Reunification, Information, and Assistance …………………………………………………………………. 25
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2016 School Crisis, Emergency Management and Medical Response Plan
V. Recovery…………………………………………………………………………………………………………………………….. 27
A. Overview of Recovery …………………………………………………………………………………………………………. 27
B. Physical/Structural Recovery ……………………………………………………………………………………………….. 27
C. Business Continuity…………………………………………………………………………………………………………….. 27
D. Restoration of Academic Learning………………………………………………………………………………………… 27
E. Psychological/Emotional Recovery ……………………………………………………………………………………….. 28
VI. Incident/Emergency Response Protocols ………………………………………………………………………………. 29
A. Overview of Responses ……………………………………………………………………………………………………….. 29
B. General Response ………………………………………………………………………………………………………………. 29
Evacuation and Off-site Evacuation Procedures ……………………………………………………………………… 29
Lockdown Procedures …………………………………………………………………………………………………………. 32
Shelter-in-Place Procedures …………………………………………………………………………………………………. 34
C. Threat- or Hazard-Specific Responses …………………………………………………………………………………… 35
Bomb Threats …………………………………………………………………………………………………………………….. 35
Bus/Vehicle Crash ………………………………………………………………………………………………………………. 40
Demonstration …………………………………………………………………………………………………………………… 40
Intruder/Trespasser ……………………………………………………………………………………………………………. 41
Missing or Abducted/Kidnapped Student(s)…………………………………………………………………………… 42
Missing Student with Cognitive Disabilities or Autism …………………………………………………………….. 44
Sexual Assault ……………………………………………………………………………………………………………………. 45
Shooter……………………………………………………………………………………………………………………………… 46
Weapon …………………………………………………………………………………………………………………………….. 48
D. Natural Disasters/Weather-related Emergencies …………………………………………………………………… 49
Earthquake ………………………………………………………………………………………………………………………… 49
Flood/Dam Failure ……………………………………………………………………………………………………………… 51
Lightning……………………………………………………………………………………………………………………………. 53
Severe Weather/Tornado ……………………………………………………………………………………………………. 54
E. Environmental Hazards ……………………………………………………………………………………………………….. 58
Fire/Explosion ……………………………………………………………………………………………………………………. 58
Hazardous Materials Spill…………………………………………………………………………………………………….. 60
Utility Failure ……………………………………………………………………………………………………………………… 62
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2016 School Crisis, Emergency Management and Medical Response Plan
Terrorism…………………………………………………………………………………………………………………………… 62
F. Critical Incidents ………………………………………………………………………………………………………………… 64
Death or Serious Injury ……………………………………………………………………………………………………….. 64
Perceived Crisis ………………………………………………………………………………………………………………….. 65
Suicide/Attempted Suicide ………………………………………………………………………………………………….. 65
G. Medical Emergencies ………………………………………………………………………………………………………….. 67
When to Call 911 ………………………………………………………………………………………………………………… 67
General Emergency Procedures for Injury or Illness ……………………………………………………………….. 68
Cardiopulmonary Resuscitation and Automatic Electronic Defibrillator Programs ……………………… 69
Allergic Reaction ………………………………………………………………………………………………………………… 71
Asthma ……………………………………………………………………………………………………………………………… 72
Diabetes ……………………………………………………………………………………………………………………………. 73
Heat Stroke/Heat Exhaustion ………………………………………………………………………………………………. 74
Poisoning/Overdose……………………………………………………………………………………………………………. 75
Seizure ………………………………………………………………………………………………………………………………. 76
Stabbing and Gunshot Injuries ……………………………………………………………………………………………… 77
Information for Parents Regarding Crisis Events ………………………………………………………………………… 78
Appendix A. Contact/Notification Lists ……………………………………………………………………………………… 79
Appendix B. Tools for Prevention and Mitigation……………………………………………………………………….. 81
Appendix C. Tools for Preparation ……………………………………………………………………………………………. 85
Appendix D. Tools for Response ………………………………………………………………………………………………. 88
Appendix E. Tools for Recovery ……………………………………………………………………………………………….. 94
Appendix F. Communications Tools………………………………………………………………………………………… 102
Appendix G. Logistical Tools (maps, photos, and diagrams) ………………………………………………………. 106
Acronyms ……………………………………………………………………………………………………………………………. 109
Glossary ………………………………………………………………………………………………………………………………. 110
This document includes references and summaries of the Code of Virginia and the Virginia Administrative Code
related to school safety. The information provided is not offered, nor should it be construed as legal advice or a
legal interpretation of statutes and regulations. Local school districts are encouraged to consult with legal counsel
for legal advice.
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2016 School Crisis, Emergency Management and Medical Response Plan
I.
INTRODUCTION
A. Purpose and Goal
The purpose of the [school division/school] School Crisis, Emergency Management, and Medical
Emergency Response Plan is to establish a framework for emergency preparedness and response by
specifying actions to be taken:
 Before an emergency to prevent, protect from, and mitigate the impact on life or property;
 During an emergency to respond to the emergency and minimize its impact on life or property;
and
 After an emergency to recover from its impact on life or property.
The goal of the Plan is to ensure the safety of all members of the [school division/school] community
through a rapid, coordinated, and effective response to and recovery from emergencies and disasters.
B. Authority for Plan
Virginia law requires that every school develop a written “school crisis, emergency management, and
medical emergency response plan.” Specifically, § 22.1-279.8., Code of Virginia, sets forth the
following:
Definition of Plan
“School crisis, emergency management, and medical emergency response plan” means the
essential procedures, operations, and assignments required to prevent, manage, and respond
to a critical event or emergency, including natural disasters involving fire, flood, tornadoes,
or other severe weather; loss or disruption of power, water, communications or shelter; bus
or other accidents; medical emergencies, including cardiac arrest and other life-threatening
medical emergencies; student or staff member deaths; explosions; bomb threats; gun, knife
or other weapons threats; spills or exposures to hazardous substances; the presence of
unauthorized persons or trespassers; the loss, disappearance or kidnapping of a student;
hostage situations; violence on school property or at school activities; incidents involving
acts of terrorism; and other incidents posing a serious threat of harm to students, personnel,
or facilities. (§ 22.1-279.8.A, Code of Virginia)
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2016 School Crisis, Emergency Management and Medical Response Plan
School Board Responsibilities
“Each school board shall ensure that every school that it supervises shall develop a written school crisis,
emergency management, and medical emergency response plan, consistent with the definition provided
in this section, and shall provide copies of such plans to the chief law-enforcement officer, the fire
chief, the chief emergency medical services official, and the emergency management official of the
locality. Each school division shall designate an emergency manager.” (§ 22.1-279.8.D, Code of
Virginia)
“The local school board shall annually review the written school crisis, emergency management, and
medical emergency response plans. The local school board shall have the authority to withhold or limit
the review of any security plans and specific vulnerability assessment components as provided in
subdivision 7 of § 2.2-3705.2.” (§ 22.1-279.8.D, Code of Virginia)
School Superintendent Responsibilities
“The local school division superintendent shall certify this review in writing to the Virginia Center on
School Safety no later than August 31 of each year.” (§ 22.1-279.8.D, Code of Virginia)
Other Related Laws and Regulations
Virginia laws require schools to conduct fire drills, tornado drills, and lock-down drills (§ 22.1-137,
§ 22.1-137.1., § 22.1-137.2.) and to report certain violations of law and of student codes of conduct.
(§ 22.1-279.3:1.).
Virginia Board of Education Regulations address the safety of school facilities, specifying multiple
health and safety practices (8VAC20-131-260.).
The [school division/school] School Crisis, Emergency Management, and Medical Emergency Plan was
developed in accordance with Code of Virginia § 22.1-279.8. The Plan also conforms with requirements
for fire drills, tornado drills, and lock-down drills and proper reporting of violations of law and the
student code of conduct.
C. Scope
This Plan focuses narrowly on specifying actions in preparing for, responding to, and recovering from
school crises and emergencies. The Plan complements and is best understood in conjunction with other
school division plans and procedures related to school safety, school security, threat assessment, suicide
prevention/intervention, bus safety, and general procedures for medical treatment of students. The Plan
does not duplicate information contained within the other plans and procedures, but cross-references
them.
Numerous prevention and mitigation measures being implemented by the school division/school are set
forth in the following related Plans and Procedures (these plans may or may not exist in each school
division/school – the DCJS Virginia Center for School and Campus Safety can assist in developing
these plans for educational jurisdictions).
[School division/school] Safety Plan – contains information on safe practices on and off school
property; transportation/bus safety; required safety training for students and staff. It was developed in
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2016 School Crisis, Emergency Management and Medical Response Plan
collaboration with public safety and public health officials and risk management consultants. The Plan
is available upon request from the Superintendent’s Office.
[School division/school] Security Plan – contains information on building access, visitor control, and
ID badges. It was developed in collaboration with public safety officials and risk management
consultants and is available upon request from the Superintendent’s Office.
[School division] Violence Prevention Program – contains information on violence education,
prevention activities, and intervention services provided by the school division or community-based
resources. Programs are provided in collaboration with community mental health organizations and
additional information is available from the [school division] Office of Student Services.
[School division] Suicide Prevention/Intervention Guidelines
[School division] Threat Assessment Procedures
This Plan is organized around the four phases of emergency management: 1) Prevention/Mitigation; 2)
Preparedness; 3) Response; and 4) Recovery. For purposes of this Plan, school crises are organized into
two categories:
1. “Critical incidents” are events that require an immediate response by public safety agencies and
are managed by school administrators only until public safety officials arrive. They typically
involve activation of a school Crisis Management Team. Critical incidents include, but are not
limited to, natural and technological disasters and security emergencies that adversely affect the
normal operation of the school. Examples include tornadoes, severe thunderstorms/weather
incidents, terrorist attacks, fire, hazardous material spills, school shootings, situations involving
hostage and/or kidnapping, threats involving weapons, explosions, criminal activity or the threat
of criminal activity, and fugitives/suspects being pursued near a school by law enforcement. A
critical incident could also include injury or death of a student, teacher, or school personnel,
whether on or off campus.
2. “Medical emergencies” are those possibly life-threatening situations arising from health
conditions as well as unintentional and intentional injuries. Examples include cardiac arrest,
serious illness or condition, drug overdoses, seizures, playground accidents and serious athletic
injuries, and acts of violence (assaults) that require emergency medical treatment. School
administrators, school nurses, and local emergency medical personnel typically have primary
responsibilities in responding to medical emergencies. Drug overdoses and acts of violence will
also require law enforcement involvement.
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2016 School Crisis, Emergency Management and Medical Response Plan
Type of
Crisis
Critical
incidents
Medical
emergencies
Framework for School Crisis Management
Description
Examples
Events that require an
immediate response.
Situations arising from health
conditions as well as
unintentional and intentional
injuries.
Threats involving weapons,
fire, natural disasters, student
or staff death, accident.
Serious illness or medical
conditions; drug overdoses;
serious injuries.
Who Typically
Manages
Public safety
agencies or school
administrators.
School nurse and
local EMT.
It is recognized that a critical incident or medical emergency can vary in scope and intensity. Situations
can range from a non-emergency school crisis involving a single student to a life threatening situation
affecting the entire school division. Incidents and emergencies can occur before, during or after school
hours; on or off school property.
D. Concept of Operations
The [school division/school] Plan has been developed in collaboration with and is coordinated with all
appropriate public health and safety agencies within [jurisdiction] and with state and federal emergency
operations plans. The planning process has been informed by appropriate hazard analyses and risk
assessments and addresses actions taken before an emergency to prevent, protect from, and mitigate the
impact on life or property, actions to be taken during an emergency to respond to the emergency and
minimize its impact on life or property, and actions taken after an emergency to recover from its impact
on life or property.
Collaboration with public health and safety agencies continues for the purpose of further developing
and implementing strategies to mitigate, prevent, prepare for, and in the event of an incident, respond
to, and effectively recover and restore the safety and security to the school community. [School
division/school] maintains agreements with the following agencies to assist in planning, training,
emergency response and recovery:
[Jurisdiction] Fire and Rescue Department
[Jurisdiction] Sheriff’s Office/Police Department
[Jurisdiction] Health Department
[Jurisdiction] Community Services Board
[List additional agencies]
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2016 School Crisis, Emergency Management and Medical Response Plan
E. Crisis Management Team (CMT)
For School Division Plan
A primary mission of the school division Leadership Crisis Management Team (LCMT) is to support
the school-level CMT/ICS in effectively responding to crises. At the school division level, when there
is a communitywide, multi-school disaster or crisis event, the school division LCMT will work in
tandem with public safety and public health officials to ensure a coordinated and effective response.
Areas of responsibility for the [school division] leadership crisis management team (LCMT) are shown
below:
The designated Emergency Manager, in collaboration with the Superintendent and other senior
administrators, shall have responsibility to:
 Direct all operations of the school division in the management of the emergency, except where
others have authority that supersedes the designated emergency manager (i.e. a public safety
official acting in an official capacity).
 Gather information from all aspects of the emergency for use in making appropriate decisions
about the management of the emergency.
 Assess the immediate situation and assign tasks based on the overall needs for managing the
emergency.
 Stay in contact with the leaders of the emergency service agencies and the law enforcement
agencies working the emergency.
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2016 School Crisis, Emergency Management and Medical Response Plan










Authorize the release of information to the public.
Keep the School Board and other local officials informed of the status of the emergency.
Receive state and local officials who come to help or gather information.
Report immediately to the local hospital if students or adults are being sent to that hospital for
treatment. If more than one hospital is admitting students or adults, coordinate the communication
among those hospitals and the school division. Assign and direct other division staff to assist at
those hospitals.
Coordinate communication between the hospital and the division office.
Meet and talk with the parents of students and spouses of adults who have been admitted to the
hospital.
Establish and maintain lines of communication between the division and the emergency site; for
off-campus emergency, lines of communication must be established for the involved school, as
well. Such lines of communication may also include couriers.
Communicate with other schools in the division during the emergency period.
Assign resources (persons and materials) to various sites for specific needs. This may include the
assignment of school personnel from other school or community sites such as community
emergency shelters.
Authorize immediate purchase of outside services and materials needed for the management of
emergency situations.
The Student Services administrator shall:
 Implement plan for crisis; authorize and coordinate back-up student support personnel from other
schools to assist, as needed, at crisis site(s).
 Maintain active file of helping agencies within the community including the names of contact
person(s).
 Create letters to notify parents of continuing care that is available to students; available care will
include local and state agencies, as well as school-based care.
 Develop information sheet for parents, teachers, and others; information will include topics such
as the impact of crises on students, signs of stress, and guidelines for dealing effectively with
crisis-related stress.
 Assist with planning and conducting parent/community meetings for information dissemination
and recovery activities.
 Maintain follow-up activities such as referrals for help outside the school services setting.
 Confer with full staff and faculty; assist in coordination of briefings for staff and faculty.
 Make recommendations regarding the restarting of school and schedule of activities for the day
after the crisis.
The Director of Community Relations shall:
 Collect and disseminate information to the media. Be aware of deadlines, the need for
information accuracy, and other issues related to the media and the performance of their jobs.
 Plan and coordinate press interviews to help the news media meet deadlines.
 Create and disseminate press releases.
 Respond to rumors through the dissemination of accurate information. Organize a network of key
people within the community through which accurate information can be disseminated.
 Be aware of the requirements of the Freedom of Information Act and provide all appropriate
information based on those requirements.
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2016 School Crisis, Emergency Management and Medical Response Plan





Plan and coordinate the use of the division’s cable television channel for live and taped
presentations. Press conferences can go out live; updates for the public can be taped and aired as
needed.
Coordinate information to be shared with school and division personnel during and after the
crisis.
Act as a liaison between the media and division personnel whose attention must be focused on the
immediate problems of managing the crisis without constant interruption.
Arrange interviews for the media with key school and division staff who are involved in the
emergency or who act as spokespersons for the division.
Establish and maintain a clearinghouse for calls and requests from schools, the community,
parents, and the media and refer those to the appropriate person or place.
The Director of Facilities shall:
 Coordinate with transportation coordinator as needed.
 Serve as a liaison between the emergency school site and the emergency support teams that may
be needed.
 Coordinate and direct communication between the emergency site and county and state agencies.
 Obtain and direct the placement of generators when power must be restored for a temporary
period.
 Coordinate and direct the acquisition of water when there is a disruption of water and sewer
services.
 Coordinate and direct contact with emergency medical services, local police and sheriffs’
departments, fire departments, and the state police.
 Coordinate and direct search-and-rescue operations when needed.
 Arrange for the delivery of outside services and materials needed for the management of the
emergency.
 Plan and initiate arrangements for food for building personnel.
The Director of Transportation shall:
 Establish and maintain school division protocols for transportation-related emergencies.
 Provide division-wide transportation for bus drivers.
 Establish and maintain plans for the emergency transport of students and school plans (a chemical
spill for example).
 Coordinate transportation plans with State Police and other law enforcement personnel, as
appropriate.
The Coordinator of Technology/Information Services shall:
 Coordinate use of technology.
 Assist in establishment/maintenance of emergency communications network. Assist in obtaining
needed student and staff information from the computer files.
 Prepare and maintain an emergency kit that contains floor plans, telephone line locations,
computer locations, and other communications equipment.
 Establish and maintain computer communication with the central office and with other agencies
capable of such communication.
 Establish and maintain, as needed, a stand-alone computer with student and staff database for use
at the emergency site.
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
As needed, report various sites involved in the communication system if there are problems in
that system.
The office of Finance and Human Resources and Instruction should:
 Ensure that personnel in schools have adequate materials and resources to address crises.
 Play important roles in after action report production, particularly relative to personnel placement
and needs.
 Be available to assist other offices as needed during crisis response.
 Review continuity of salary and benefits when incidents, or the after effects of incidents, may
impact payments.
The office of Instruction should:
 Conduct a debrief with teachers and faculty post-crisis to identify deficits and obstacles, then
communicate summary information to crisis managers.
 Be available to assist other offices as needed during crisis response.
Articulation of Responsibilities
To prevent role confusion, clearly identify responsibilities, and differentiate task assignment, all
expectations and responsibilities should be in writing as part of the emergency operation plan. Each
office and designee should have a written copy of their responsibilities.
Schools as Disaster Shelters
During a large-scale disaster, there is some likelihood that schools may be used as community shelters.
When such circumstances arise:





The school principal will coordinate use of the school resources.
The school nurse will coordinate with outside medical agencies for their provision of medical
oversight of shelter clients with chronic conditions.
The food service coordinator will coordinate with the Shelter Manager for an orientation on food
service supplies, equipment, and operations.
The head custodian will coordinate for use of portions of the school as a pet shelter.
Other assignments and coordinating instructions are contained in a Memorandum of
Understanding with [local Red Cross or Emergency Management].
For School Plan
The [school] crisis management team is led by the principal who shall designate an alternate to act in
the principal’s absence. Members of the CMT include teachers, guidance counselors, the school nurse,
school psychologist and/or school social worker, school secretary, custodian/building engineer, and
School Resource Officer.
Responsibilities of the school CMT include:
 Developing site-specific protocols for responding to specific types of crises.
 Assuming assigned responsibilities within a school incident command system.
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




Assuming leadership roles in orienting staff to procedures and training to fulfill designated roles,
including conducting tabletop simulations and practice drills.
Providing information to students, staff, and community on crisis management referral
procedures.
Providing assigned leadership roles in recovery activities following a crisis or disaster.
Conducting debriefing at the conclusion of each crisis episode to critique the effectiveness of the
building’s Crisis Management Plan.
Conducting periodic reviews and updating of the school Crisis Management Plan and conducting
related updated staff training.
A roster of school CMT members with current contact information is maintained on an ongoing basis.
The Roster of CMT Members is a part of Appendix A. Contact/Notification Lists.
Additional CMT roles and responsibilities are listed under Incident Command System (ICS). See
section III. Preparedness. Each school CMT should periodically coordinate with the school division
team (as appropriate).
F. Planning for Children with Special Needs and Disabilities
[School division] is committed to meeting the needs of all students in the event of an emergency,
including those with special needs and disabilities. School CMTs take into consideration the needs of
these students throughout the four phases of crisis management by consulting with disability specialists
to identify students’ needs; build on appropriate accommodations, modifications, and services; teach
students crisis response strategies; and ensure that adults, including first responders, are trained to
follow established protocols. Specific accommodations and services are included in Appendix D. Tools
for Response.
G. Plan Maintenance
Development of a crisis management plan is not a one-time task. Changes ⎯ in personnel, policies,
resources, and conditions ⎯ occur and require plans to be updated and refined. All school crisis plans
are formally reviewed and updated, as needed, on an annual basis.
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II.
PREVENTION AND MITIGATION
A. Overview of Prevention and Mitigation
The prevention-mitigation phase is designed to assess and address the safety, security and integrity of
school buildings, learning environments and students and staff.
“Prevention” is any step that schools can take to decrease the likelihood that an incident will occur.
Examples of prevention activities include:
 Conducting comprehensive, strength-based vulnerability assessments – of school buildings and
grounds, school cultures and climates, staff skills, and community resources – to help crisis
response teams identify, analyze and profile hazards and develop appropriate policies and
procedures;
 Establishing communication procedures for staff, parents, students and the media; and
 Enforcing policies related to food preparation, mail handling, building access and student
accountability.
“Mitigation” is any sustained activity that schools take to reduce the loss of life and damage related to
events that cannot be prevented. These activities may occur before, during, or after an incident.
Examples of mitigation activities include:
 Fencing hazardous areas;
 Anchoring outdoor equipment that could become flying projectiles in high winds; and
 Bolting bookshelves to walls and securing loose wires.
Numerous prevention and mitigation measures being implemented by the school division/school are set
forth in other Plans and Procedures related to school safety, school security, threat assessment, suicide
prevention/intervention, bus safety, and general procedures for medical treatment of students. The most
relevant are listed in section I. C. Scope.
B. Hazard Analysis and Risk Assessment
Hazards are conditions or situations that have the potential for causing harm to people, property, or the
environment. The [school division/school] CMT has conducted a hazard vulnerability and risk
assessment to determine the strengths and weaknesses of their individual building and grounds; the
school’s social, emotional, and cultural climate; community and staff resources; and the unique
concerns of individuals with disabilities and special needs.
Hazards can be classified into three categories: natural, technological, and school specific-hazards.
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Natural Hazards
Data from the [locality/regional] Natural Hazard Mitigation Plan identified the following primary
natural hazards as having greatest impact on the school community:
[Examples are tornadoes, severe thunderstorms, hurricanes, floods. Insert findings from most
recent regional/local Natural Hazard Mitigation Plan obtained from the local Emergency
Management Services Director. See Plans on Virginia Department of Emergency Management
website: www.vaemergency.gov]
Emergency response procedures in the event of these natural hazards are contained in section
VI. Incident/Emergency Response.
Technological Hazards
The primary technological hazards that pose the greatest risk for [school division/school] are:
[Insert primary technological hazards found to pose the greatest risk for school division/school.
Examples might include fire/explosion (electrical/natural gas), hazardous materials incidents (gas
leaks, chemical spills), and critical infrastructure disruption/failure (electrical outage, water or
sewer failure, communications disruption)]
Emergency response procedures for identified technological hazards are contained in section VI.
Incident/Emergency Response.
School-Specific Hazards
School-specific hazards have been identified from reviews of school division/school Discipline, Crime,
and Violence data, annual safety audits, applicable school climate surveys, and crime incident data for
the surrounding community/neighborhoods. Key findings from these reviews include:
Type of Data Reviewed
Disciplinary, crime & violence
data
Summary of Key Findings/Action Planned/Taken
[Insert findings]
Building safety/security
inspection
School climate surveys
Community conditions/ crime
data
Division/school experience with
critical incidents
Effectiveness of safety-related
policies and practices
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Through risk analysis the [school division/school] CMT identified the following hazards to be of
highest priority:
[List priority hazards and threats]
All hazards and threats are addressed in this Plan and emergency response procedures for all identified
school-specific hazards are contained in section VI. Incident/Emergency Response.
C. Planning for Medical Emergencies
A School Medical Emergency Response Plan (MERP) has been developed for each school in [school
division]. Plans are tailored to the schools’ unique needs and resources and developed as part of the
school division’s crisis plan. Planning has involved assessing needs, equipping schools, establishing
protocols, staff training, and plans for documenting and evaluating response.
Students with Special Needs
Children and adolescents with special health care needs including those with chronic physical,
developmental, behavioral, or emotional conditions or at risk for developing those conditions typically
require an Individualized Education Program (IEP), an Individual Health Care Plan (IHCP), and/or an
Emergency Care Plan (ECP) to meet their health needs. ECPs are prepared for students with health
conditions, physical disabilities or communication challenges who have been identified as requiring
special assistance during emergencies.
Automatic Electronic Defibrillators
All schools have been equipped with automatic electronic defibrillators (AEDs) and multiple staff in
each school trained to respond to a life-threatening emergency, including operation of AEDs.
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III.
PREPAREDNESS
A. Overview of Preparedness
Preparedness readies the school division/school to respond in a rapid, coordinated and effective manner
to an emergency.
Elements of preparation planning addressed here are:
 Establishing the Incident Command System;
 Preparing emergency supplies and equipment;
 Designating off-site evacuation areas and routes;
 Designating and preparing CMT/ICS Command Post;
 Designating and preparing staging areas for transportation, parent reunion/assistance, and media;
and
 Implementing functional training exercises and drills for faculty and staff with first responders.
B. Incident Command System
[School division] has adopted the National Incident Management System (NIMS) for planning and
responding to emergency situations and uses an Incident Command System (ICS) to address critical
incidents and/or crises when multiagency response is required. All schools are required to use NIMS
and ICS for incident management.
The organization and responsibilities of the [school division] LCMT are described in section I. E. Crisis
Management Team.
Public Safety and Non-school Personnel Roles
Roles and responsibilities of key public safety and non-school personnel within the ICS are:
Law Enforcement Commander – Integrates school and law enforcement training and response plans.
Works with the school CMT/ICS to carry out the response and secure the incident scene by keeping
parents and community members away from the school. Assumes role of Incident Commander once
school is evacuated and it is ascertained that a criminal act has occurred. Ensures clear passage of
emergency service vehicles.
Fire Chief – Integrates school fire and hazardous material response plans. Works with the school
CMT/ICS in responding to the emergency. Remains on standby at the perimeter of scene unless a fire or
hazardous material emergency develops, at which time the Fire Chief or designee becomes the Incident
Commander.
Emergency Medical Services Chief – During planning helps to identify school and community
members who have CPR and other emergency medical skills. Works with the School Nurse to
coordinate the delivery of medical treatment during an emergency.
Mental Health Services Coordinator – Works directly with the School Counselor and the principal to
coordinate appropriate interventions before a crisis, consultation during a crisis, and recovery efforts
after a crisis.
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Emergency Management Director – Provides technical advice to the CMT/ICS on planning, training
and exercising of an all-hazards emergency management plan. Establishes and operates the town
Emergency Operations Center; manages local resources needed in response to a school incident; and is
the conduit through which additional resources are requested.
CERT (Community Emergency Response Team) – Coordinates CERT augmentation to the school
CMT/ICS and/or public safety committee during school emergencies. Reports to the Staff Assignments
Leader when activated.
The ICS is organized as shown below. Each member of the [school] CMT is assigned a role in the ICS.
A Roster of ICS Assignments is a part of Appendix A. Contact/Notification Lists.
NOTE: The principal or his/her designee is the Incident Commander (IC) for school emergencies until
public safety officials assume that role. Incident Commander and Incident Supervisor represent the
same position – ICS designations recommend use of Incident Commander.
The IC role officially passes to the fire chief during fire/HAZMAT incidents and to the law
enforcement commander following a criminal act, after the principal briefs the public safety official on
the situation. To affect a smooth transfer, [school] always involves local first responders in the school’s
emergency management plan development and training.
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Although a public safety official may have assumed the IC role, the principal maintains the leadership
role related to the school staff and students and the various functions that they have been assigned.
During emergencies where a single Incident Commander is not appropriate, the principal and public
safety officials form what is called a “Unified Command,” where the principal and public safety
officials share in the decision-making process.
ICS Roles, Duties and Responsibilities
Incident Commander
As the highest level executive in the school, he or she provides leadership for the development and
execution of the Crisis Plan. Verifies crisis and initiates activation of the CMT. Establishes a command
post. Makes decisions based on information/suggestions by CMT members. Relinquishes overall
incident leadership role to fire officials during a fire/hazardous materials incident and/or to the ranking
law enforcement officer following a criminal act. May assume leadership role within a “unified
command” structure with responding agencies. Provides notifications to applicable Leadership Team
member(s) or department(s).
Police/Fire Liaison
Provides information to local law enforcement and fire and rescue department personnel about what has
taken place and the plans the school has implemented to ensure the safety of the students. Maintains
contact with police/fire operations throughout the incident. During some incidents, the Incident
Commander can accomplish this liaison assignment; however, a large incident should have someone
whose sole responsibility is to act as a liaison.
Off-Site Evacuation
Organizes use of off-site location to include: selecting evacuation routes, planning the safe movement
of students to the location; assisting with student accounting once they are moved; planning for the
movement of special needs students and staff. Coordinates with Incident Commander, Transportation,
Student Accounting and Parent Reunion Organizer to manage the move and parent reunification
process.
Parent Reunion/Information/Assistance Organizer
Organizes, manages and coordinates the safe and orderly release of students to their parents/guardians
during a school emergency. Establishes pre-identified location where parents can wait to be reunited
with their children; answers procedural questions; calms anxious parents and provides information
concerning the emergency. Coordinates with Incident Commander and Information Media
representative concerning the notification of parents and release of information to parents. Also
coordinates with Police/Fire Liaison and Student Accounting, as necessary.
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2016 School Crisis, Emergency Management and Medical Response Plan
Counseling
Plans, organizes and provides crisis intervention and prevention counseling. Coordinates post-event
counseling program to help students, parents, faculty, and the community to recover from an incident.
Coordinates professional community services, when required.
Communications/Recorder
Confirms that 911 has been called. Documents events as they occur, including decisions and actions
taken with time annotations. Makes notifications, orders resources and provides informational updates
as directed by the Incident Commander. Assists Incident Commander with monitoring communication
devices.
Information/Media
Establishes the media staging area. Ensures media doesn’t gain access to student or faculty during the
incident. Controls rumors by providing school staff with information about the incident. Assists [school
division] public information office as directed.
Transportation/Go-Kit Liaison
Transportation/Go-Kit Liaison: Organizes, manages and coordinates off-site evacuation transportation
services, as well as early or late releases with the [school division] transportation representative. He or
she is responsible for maintaining, updating and removing the Go-Kit from the building and ensures
that the medical Go-Kit is removed from the school during an emergency. Coordinates with Off-site
Evacuation Organizer and Incident Commander.
Student Accounting
Ensures that all teachers have an accurate accounting of students. Coordinates efforts in accounting for
missing and extra students. Coordinates with Incident Commander and Parent Reunion Organizer as
necessary.
School Site Security
Assesses crisis and evaluates student and staff safety. Initiates protective security measures to separate
students and staff from threat, if necessary. Assists student and staff and maintains safety, order and
discipline. Prohibits media representative(s) contact with students. Coordinates with CMT members, as
needed.
Teachers and staff not assigned to a class when an emergency occurs
Report to the Staff Assignments Leader if not previously assigned an emergency role. These staff
members will prepare backpack letters and/or place or receive large volumes of calls to or from parents,
community partners, etc., about an incident. They will also augment the School CMT when
communicating messages to faculty, staff and students throughout the school when timeliness is of the
essence and electronic means are inoperable.
Teachers with students in class
Provide supervision of students in their care and remain with students during emergencies until directed
otherwise. Ensure safety of students; direct students according to response procedures; render first aid
when needed; manage student communication via cell phones per school policy; report missing/injured
or extra students to the Student Accounting Leader.
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C. Emergency supplies and equipment
For School Division Plan
All schools are equipped with emergency supplies and “go-kits.” Go-kits include emergency supplies
that can be easily accessed and transported in the event of an evacuation or other emergency. The
contents of school Classroom Go-Bags, Shelter-in-Place Kits, and all other emergency supplies and
equipment are listed in the School Supplies and Equipment List in Appendix C. Tools for Preparation.
The school division equips all buses with an Emergency Kit that includes a first aid kit, a fire
extinguisher; body fluid/biohazard containment & clean-up kit; plastic garbage bags (one per rider); cell
phone; refuel credit card; break-down kit (road flares, triangles, etc.); and small sledge hammer.
For School Plan
The [school] has prepared and will maintain the emergency supplies and equipment listed below. The
specific contents of school Classroom Go-Bags, Shelter-in-Place Kits, and all other emergency supplies
and equipment are listed in the School Supplies and Equipment List in Appendix C. Tools for
Preparation.
Classrooms – Each classroom is equipped with:
 Teachers Emergency Response Flip Chart which includes evacuation routes, emergency phone
numbers, and emergency action steps (see Appendix C. Tools for Preparation);
 Classroom Go-Bag to be taken by the teacher during an evacuation with his/her class;
 Shelter-in-Place Kit; and
 Cleaning supplies in the event of student accidents during lockdown or shelter-in-place
operations.
School Office – The school office will be equipped with:
 Administrator’s Mobile Tool Box, maintained in a secure area and taken by office administrator
during evacuation;
 Communications equipment, maintained in a secure area;
 Lifesaving items, maintained in common areas; and
 Utility Equipment, maintained in a secure area (1 set-school office; 1 set-custodian’s office).
School Clinic – The school nurse’s office is equipped with:
 Medical Emergency “Go-Kit” for use in school emergencies when buildings are evacuated or the
school health office is displaced. The school nurse monitors and resupplies the kit as needed.
Common Areas – Common areas are equipped with first aid kits (maintained by the school nurse) and
fire extinguishers (maintained by the chief custodian). Locations of these items are recorded on school
map in Appendix G. Logistical Tools.
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2016 School Crisis, Emergency Management and Medical Response Plan
D. Off-site Evacuation Areas and Routes
The 1st off-site alternate relocation site for [school] is [name and address of site]
The 2nd off-site alternate relocation site for [school] is [name and address of site]
Contact Person: Off-Site Evacuation Coordinator
Special Traffic or Security Concerns for this Area: Relocation sites will be heavily congested with
students, staff, and parents for two school bodies. Parent parking must be on the periphery of school
grounds or off school grounds completely to avoid overcrowding. Extreme caution must be taken when
traveling or walking in or around the relocation site.
E. Staging Areas
Separate staging areas have been established for key response functions including CMT/ICS command
post, transportation/bus, family reunion/information/assistance, and media.
1. CMT/ICS Command Post – Unless unavailable, the school’s main office will serve as
CMT/ICS Command Post. An alternate site is also identified in each school.
Alternate location #1 for [school] is
Alternate location #2 for [school] is
2. Transportation/Bus Staging Area
On-site Location(s): Regular bus loading/unloading area
Alternate On-site
Location(s):
Off-site: Emergency Bus Staging Areas at Relocation Sites:
[1st. relocation site]: [Specific location of bus staging area. Example: East side of gymnasium]
[2nd relocation site]: [Specific location of bus staging area]
Contact Person: Emergency Bus Staging Leader
Special Traffic or Security Concerns for this Area: Extreme caution must be exercised by
everyone at or near the emergency bus staging areas particularly because of the unfamiliarity of
using these areas.
 Always walk around buses.
 Do not pass between two buses that are parked end-to-end.
 At least one staff member without students will supervise loading and unloading of buses.
 Students will not load or unload buses unless instructed to do so by a staff member.
 Students will remain in the groups they are assigned to when loading and unloading.
 Teachers will maintain control of their assigned students at all times.
 All staff and students will maintain visual contact with the bus driver when in the bus
staging area and during loading and unloading procedures.
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3. Parent Reunification/Information/Family Assistance Center/Area
The Parent Reunification and Family Assistance Center will normally be co-located.
In the event of an evacuation to an off-site location (relocation site), a second information point
will be made available to parents who arrive at [school] looking for their children. Parents can
access the [school] building at [designate which entrance] for information about where students
were evacuated, whom to contact and how. If conditions don’t allow for access into or near the
building, a staff member will be on the main access road to the school handing out information
flyers to parents. Information will also be available on the school’s website.
Onsite: Primary location: [Insert location and which entrance, if helpful]
Alternate onsite location: [Insert location and direction from which to access, if helpful].
Off-site:
[Name of off-site location #1]: [Location of Parent Reunification/Family Information/Assistance
Center]
[Name of off-site location #2]: [Location of Parent Reunification/Family Information/Assistance
Center]
Contact Person: Parent Reunion/Information/Assistance Organizer
Special Traffic or Security Concerns for this Area: Parents are asked to drive no more than 5 mph
in and around the school or one of the alternate off-site locations as traffic will be congested,
parking spaces will be limited and pedestrian traffic will be high. Alternate parking near [school]
is available on [location].
4. Media Staging Area
The media staging area for [school] will be located [Insert location with any helpful directions for
access].
Contact Person: Information and Media Representative
Special Traffic or Security Concerns for this Area: The Staff Assignments leader will assign staff
to direct media personnel and vehicles to that location until barrier tape is emplaced and local
police arrive to secure the area. Staff directing the media will defer all media questions to the
School Information/Media Representative who will then greet the media as soon as possible after
their arrival to provide an initial summary of events.
F. Training for Preparedness
[School division] recognizes that conducting critical incident drills and emergency exercises involving
the CMT, teachers, support staff, including food service, custodial, transportation, health workers and
students are essential for the successful implementation of crisis plans. These drills and exercises offer
opportunities for everyone to evaluate what works, what needs to be improved, and how well students
and staff respond and cooperate during the drills and emergencies. By participating in different types of
exercises, schools can identify the appropriate methods for preventing, preparing for, responding to, and
recovering from crises.
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2016 School Crisis, Emergency Management and Medical Response Plan
[School division] conducts and participates in five types of critical incident training and emergency
exercises:
1. Orientations are to familiarize the CMT and staff with roles, responsibilities, plans, procedures
and equipment operation. Orientation sessions are conducted at each school prior to the start of
the school year.
2. Drills test specific operation or function of crisis and emergency plans. The goal of a drill is to
practice aspects of the response plan and prepare CMT, staff and students for more extensive
exercises in the future. Schools conduct evacuation, shelter-in-place, lockdown and tornado drills
to demonstrate the steps to take in an emergency and to ensure roles and responsibilities are well
understood by all involved (i.e., students, teachers, staff and emergency personnel) are addressed.
These exercises may include local public safety agencies.
3. Tabletop exercises analyze an emergency event in an informal, stress-free environment. They
provide participants with an emergency scenario to analyze and increase their awareness of the
roles and responsibilities of individuals who need to respond, stabilize, mitigate, resolve and help
others recover from emergencies. They are designed to prompt a constructive discussion about
existing emergency response plans as participants identify, investigate and resolve issues.
4. Functional exercises test one or more functions of a school’s emergency response plan during an
interactive, time-pressured, simulated event. The exercise is facilitated by controllers and role
players, participants respond to simulated emergency events. Evaluators observe exercise play
and critique the exercise and the participants’ performance. Functional exercises can also be
conducted in a Department Operations Center.
5. Full-scale exercises evaluate the operational capability of emergency management systems in a
highly stressful environment that simulates actual conditions. Full-scale exercises test and
evaluate most functions of the emergency response-operational plan, including the mobilization
of emergency personnel, equipment and resources.
Members of the [school division/school] CMT are encouraged to participate in additional in-depth and
specialized training opportunities designed for their area of responsibility such as the critical incident
and emergency management Independent Study Programs online courses offered by FEMA.
All training and drills are conducted in accordance with requirements and best practice
recommendations from the Virginia Educator’s Guide for Planning and Conducting School Emergency
Drills, developed by the Virginia Center for School and Campus Safety and the Virginia Department of
Education.
In accordance with Virginia law, fire drills are held at least twice during the first 20 school days of each
school session and at least two additional fire drills for the remainder of the school session (§ 22.1 137). The State Fire Marshall at the Department of Housing and Community Development, however,
advises that the Virginia Statewide Fire Prevention Code has a more stringent requirement of an initial
fire drill within the first 10 days of the school session and one fire drill per month. A school that holds
an initial fire drill within the first 10 days of the school session, another fire drill within the first 20 days
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2016 School Crisis, Emergency Management and Medical Response Plan
of the school session, and one fire drill per month, will be in compliance with both the Virginia Code
and the Fire Prevention Code. Additionally, lock-down drills will be held at least twice during the first
20 school days of each school session and at least two additional lock-down drills during the remainder
of the school session (§ 22.1-137.2.); and tornado drills are held at least once every school year § 22.1137.1.).
In accordance with Virginia regulations (8VAC20- 70-110) emergency exit drills are held at least twice
a year during the first 30 instructional days of the first semester and again during the first instructional
days of the second. This allows schools to comply with Virginia law (§ 22.1-184) requiring schools
having public school buses to hold drills in leaving school buses under emergency circumstances at
least once during the first 90 calendar days of each school session.
Further, in accordance with best practice recommendations contained in the Virginia Educator’s Guide
for Planning and Conducting School Emergency Drills, schools conduct at least once per school year an
earthquake drill, a reverse evacuation, and a shelter-in-place drill.
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2016 School Crisis, Emergency Management and Medical Response Plan
IV.
RESPONSE
A. Overview of Response
When emergencies arise, schools must quickly implement the policies and procedures developed in the
prevention-mitigation and preparedness phases to effectively manage the crisis and protect the school
community. Throughout the response phase, efforts focus on de-escalating the emergency and taking
accelerated steps toward recovery. Examples of response activities include:
 Activating the CMT and establishing an incident command post;
 Deploying resources;
 Activating the communication, accountability, decision making, and primary response
procedures;
 Documenting all actions, decisions and events, e.g., what happened, what worked and what did
not work; and
 Accounting for all students, staff and resources during and immediately following the emergency.
B. General Response Procedures
During an emergency, there are five general or “universal” responses. Specific procedures are detailed
in section VI. Incident/Emergency Response.
Lockdown is used to describe enhanced security measures taken to protect against potentially violent
intruders that may be inside the building or on the school site. The response secures students and staff,
usually in classrooms, to prevent access or harm to the occupants of the lockdown locations. This may
also involve quickly moving students and staff from unsecured locations, i.e., cafeteria or gymnasium,
to secure locations. School staff will call 911 and advise public safety workers on scene if lockdown
procedures are enacted. A variation on Lockdown is “Secure the Building” in which school officials
prevent unauthorized entry if there is a threat in proximity to the school (such as a crime in progress).
Outside activities are cancelled; all exterior doors are secured while staff and students are free to move
about inside their building.
Shelter-in-place procedures are used to temporarily separate people from a hazardous outdoor
atmosphere, such as in a hazmat or WMD incident, i.e., chemical, biological, or radiological agent
releases; the building is placed in a secure status and measures are taken to shut down the intake of
outside air. No one is allowed to enter the school until public safety officials give the “all clear.” School
staff will call 911 and advise public safety workers on scene if shelter-in-place procedures are enacted.
Evacuation is used when locations outside of the school building are safer than inside the school. It
involves the controlled movement of students from the building to a pre-specified safe location, either
to an area on the school grounds or to an off-site location. An off-site evacuation requires authorization
from the Division Superintendent or designee to facilitate the coordination and mobilization of
resources required for such movement. A reverse evacuation is implemented when students are outside
and locations inside the school are deemed safer.
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2016 School Crisis, Emergency Management and Medical Response Plan
C. Hazard/Incident/Medical Emergency Response
In addition to general or “universal” responses, schools have in place procedures for responding to
specific hazards and conditions and medical emergencies. Specific procedures for these are detailed in
section VI. Incident/Emergency Response.
D. Communications
The delivery of timely and accurate information before, during and after an incident is a critical
component of crisis and emergency management. Ensuring that students, faculty and staff members,
parents, local response agencies, the media, and the community have information is the joint
responsibility of the school CMT and [school division public information officer].
The [school division/school] assessed school crisis communications needs, identified available
technology, and matched appropriate high- and low-technology applications as part of its
prevention/mitigation phase of crisis management planning. Further, during the preparedness phase of
planning basic communication products and templates were developed for use in the event of crises.
These are included in Appendix F. Communications Tools.
Modes of Communication Available
Multiple modes of communication are available to the [school division/school]; which modes will be
employed will vary in accordance with the circumstances and requirements of the crisis/emergency.
The modes of communication available to schools are:
 The telephone landline system and cellular telephone are to be used as primary means of
communication, unless they are compromised. Emergencies may pose limitations on
communication due to power outages, downed phone lines or an overwhelming number of
landline and/or cellular calls.
 The CMT and school staff will use two-way radios The [school division] has issued radios for
tactical communications on-site and with local public safety agencies.
 The [school division] systemwide e-mails and alert system can be used to communicate with
school-based and school division staff.
 The [school division] will employ its automated Electronic Notification System (ENS) to notify
parents/guardians when there is an emergency at the school.
 The [school division/school] Internet Web pages will be used to disseminate emergency
notifications and information.
 The school public address/intercom/fire alarm and bell systems and bullhorns are to be used as
the primary means of providing immediate notification and warning to students and staff on-site.
 Signs can be posted on-site to provide directions and information.
 Fax machines can be used to transmit and receive information, as required.
 Runners, who are staff or reliable students, can be used to shuttle messages on site.
 Backpack letters are carried home by students to provide parents with notice and information.
Internal Communications
The school public address/intercom/fire alarm and bell systems and bullhorns are to be used as the
primary means of providing immediate notification and warning to students and staff on-site.
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2016 School Crisis, Emergency Management and Medical Response Plan
When a crisis event occurs outside the school day, a simple telephone tree will be used for notifying
staff; e-mail may also be used to supplement the call. A very carefully crafted statement, specifying
what is and is not yet known, will be drafted before the telephone tree is activated. The crisis response
telephone tree will include all staff – including food service staff, bus drivers, custodians, and other
support staff.
Faculty meetings before school resumes and after the first day following a crisis event will also be
employed at the discretion of the CMT to provide accurate, updated information, to correct any
misinformation that may be circulating, and to review applicable procedures and resources.
External Communications
All external communications will be reviewed by the Incident Commander, [school division] public
information officer, and superintendent. If the communication contains technical information, relevant
public safety or public health officials will be consulted to ensure accuracy and clarity of
communications.
First Responders
The primary method of alerting first responders to a critical incident/emergency is calling 9-1-1 via
landline or cell phone. Public safety officers (i.e., School Resource Officer) will be alerted via two-way
radio.
Parents
Basic information about the [school’s] crisis management plan will be provided to all parents via the
school handbook at the beginning of the school year and posted on the school website. Parents are
provided specific directions for contacting the school, procedures for release of students, and provisions
for family reunification/information/support. These communications are included in Appendix F.
Communications Tools.
In the event of an incident, communicating effectively with the parents/guardians of students directly
involved in or affected by the crisis event is top priority. These parents will be contacted by a member
of the CMT as soon as possible. If a large number of parents must be notified, a school “call team” will
be assembled from teachers/staff not assigned students. The call team is supervised by the ICS
information/media representative. In addition to placing calls to parents, the call team will field the
large volume of calls that are expected to come into the school.
The school website and broadcast messages via the parent and community e-mail network(s) will be
used to disseminate and update information about the incident and what parents can do to help.
Recovery activities such as counseling sessions, memorials, post-event question and answer meetings
and post-recovery open houses for parents, etc. may also be posted/communicated via these channels.
Backpack letters may also be used to relay important and helpful information. The decision to send
backpack letters will be made on a case-by-case basis by the CMT.
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2016 School Crisis, Emergency Management and Medical Response Plan
Media
The [school division/school] views the primary goal to be keeping the public informed about the crisis
while maintaining the privacy of students and ensuring as little interruption of the educational process
as possible.
During an emergency, the public information officer is responsible for providing the public and media
with incident-related information which must be approved by the ICS’ designated incident commander.
The public information officer will also assist division and building administrators in handling
interviews with news media and coordinate the flow of information.
A statement giving the basic facts clearly and concisely will be prepared and provided to media as soon
as possible.
Media personnel arriving on campus will be directed to the media staging area. They will not be
permitted to enter classrooms. Students will be guarded against intrusions.
E. Family Reunification, Information, and Assistance
Note: The [school division, appropriate office/administrator] will immediately contact the
Virginia Criminal Injury Compensation Fund at telephone 1-800-552-4007 or e-mail address:
cicfmail@vwc.state.va.us and the Virginia Department of Criminal Justice Services at telephone
(804) 840-4276 or www.dcjs.virginia.gov/content/report-campus-or-local-emergency pursuant to Code
of Virginia, §22.1-279.8, in instances when any school’s crisis response plan has been implemented and
students and staff are victims of crimes as defined by Code of Virginia §19.2-11.01.
An area for family reunification, information, and assistance has been designated at each school
and each alternate off-site location. These areas are where parents can assemble, be provided
with information and reunite with their child.
The Parent Reunification Organizer, associated staff and security/police will be present at the parent
reunion area. Information released to parents will be coordinated by the IC Information and Media
Representative; a record of students released to parents/authorized others will be coordinated with the
Student Accounting Coordinator.
Parent Reunification/Student Release Procedures
To ensure proper student accounting, students should only be released from a parent reunion area rather
than from evacuation locations.
 The Parent Reunion Organizer and assigned staff will staff a parent staging area consisting of a
minimum of one table for each grade level represented at the displaced school e.g., K-6 = 7 tables
 Additional tables may be set up per grade level with alphabetic subsets e.g., A-L; M-Z
 Grade levels and alphabetic subsets should be clearly marked on a sheet of paper and affixed to
the wall behind the table or to the table itself in such as manner so that it is visible to adults
standing in line
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2016 School Crisis, Emergency Management and Medical Response Plan

Emergency Cards will be distributed by grade to grade designated tables and alphabetic subsets,
if applicable
 When an adult makes an in-person request for the release of student(s) at the parent reunion area:
 Obtain the name of student(s)
 Request a picture ID to verify the identity of the adult
 Verify that he or she is authorized to pick-up the student
 Do not release students to people not listed on the student emergency care information form
 Document to whom the student has been released along with date and time and obtain signature
from adult
 Assign staff or reliable students to act as runner(s) or use portable school radios to relay requests
for students to respond from the student assembly area to the student release area
 Young students and special needs students may require adults to escort them from the assembly
area to the student release area and confirm the release of the student
 If a child is in the counseling or medical/first aid area, escort the parent to the area for
reunification
 Inform parents of the location and availability of crisis counseling/victim assistance services
 Students not picked up by parents or guardians will be released at the end of normal school day and
bus transportation from the parent reunion location to the students’ neighborhood will be arranged
by the Transportation liaison through the Transportation Route Supervisor
 Time permitting, all students will be provided a backpack letter for parents explaining the
circumstances of the emergency that prompted the use of Parent Reunification/Student Release
procedures. The backpack letter will be prepared by the Information and Media Representative.
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2016 School Crisis, Emergency Management and Medical Response Plan
V.
RECOVERY
A. Overview of Recovery
The Recovery phase is designed to assist students, staff, and their families in the healing process and to
restore educational operations in schools. Recovery is an ongoing process that includes not only the
mental, emotional and physical healing process of students, faculty and staff, but a school’s physical
(buildings and grounds), fiscal (daily business operations) and academic (a return to classroom
learning) recuperation. Strong partnerships with public safety and mental health communities are
essential for effective recovery efforts. The type and extent of activities will vary in relation to the size
and scope of the crisis. There are four components of recovery: 1) physical/structural; 2) business
continuity; 3) restoration of academic learning; and 4) psychological/emotional.
B. Physical/Structural Recovery


Physical/structural recovery begins with the assessment and evaluation of physical and structural
damage to buildings and infrastructure, availability of transportation, food services, and assessing
the functionality of educational capabilities and office equipment (e.g., computers, lab
equipment.)
Damage assessment teams from the [school division, appropriate department(s)] are responsible
for these assessments. Data from the assessment will facilitate decision making about repairs and
timelines to resume normal activities.
C. Business Continuity
Business recovery is the restoration of administrative and business functionality and services by
activating the continuity of operations plan (COOP). County or city managers, or other local
government entity, should have a COOP in place. The [school division] Leadership Team will decide
what components of the COOP to implement, whether to cancel or postpone classes or to use
alternative locations.
D. Restoration of Academic Learning
Restoring the academic learning environment may involve conducting classes in off-site locations,
implementing online learning or other continuity of learning activities as outlined in the [school
division] Pandemic Influenza Response Plan. The [school division] and the School Board will confer
with the Virginia Department of Education about changes to class schedules, academic calendars and
graduation requirements, if needed. The public information office will ensure that the media, faculty,
staff, students, and families have accurate and timely information concerning the progress of the
restoration and recovery phase.
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2016 School Crisis, Emergency Management and Medical Response Plan
E. Psychological/Emotional Recovery
Psychological/emotional recovery involves the assessment of the emotional needs of all students,
faculty, staff, and their families, and identifies those who need intervention by a school counselor,
social worker, school psychologist, or other mental health professional. Additional community mental
health resources are available from the local Community Services Board/Behavioral Health Authority,
the Virginia Department of Criminal Justice Services, and the Virginia Criminal Injury Compensation
Fund. Through this community collaboration, students, faculty, and staff will have the opportunity to
receive short- and long-term mental health services, or obtain referrals for long-term counseling. In
addition to providing mental health services for students, such services are to be made available to
school personnel who were involved in the recovery efforts or who experienced adverse effects from
the incident.
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2016 School Crisis, Emergency Management and Medical Response Plan
VI.
INCIDENT/EMERGENCY RESPONSE PROTOCOLS
A. Overview of Responses
This section contains protocols for specific types of crisis/emergency events.
First are general or “universal” responses that are employed in association with multiple types of
conditions. These include:
 Evacuation and Off-site Evacuation Procedures
 Lockdown Procedures
 Shelter-in-Place Procedures
Next are response protocols for specific threats and hazards; these are organized by type:
 Critical incidents are events that require an immediate response by public safety agencies and are
managed by school administrators only until public safety officials arrive. These include:
– security emergencies that adversely affect the operation of the school such as threats
involving weapons, assault, or shooting;
– natural disasters/weather-related emergencies such as earthquakes, tornadoes and severe
weather;
– environmental hazards such as utility failure or hazardous materials spill;
– student or staff serious injury or death;
– suicide or attempted suicide; and
– perceived crises such as tensions arising from rumors of potential violence between students.

Medical emergencies include possibly life-threatening situations arising from health conditions
as well as unintentional and intentional injuries.
B. General Response
Evacuation and Off-site Evacuation Procedures
Schools are to pre-identify three types of evacuation locations:
1. On-site evacuation location within the school (i.e., auditorium, gym, cafeteria, etc.)
2. On-site evacuation location outside of the building (i.e., playground, football stadium)
3. Off-site evacuation location with a partner school or other facility, as well as an alternate location
Schools are to specify evacuation routes according to the type of emergency:
 Bomb threats: If assessment of threat justifies evacuation, principal/CMT notifies teachers/staff
of evacuation route dictated by known or suspected location of a device.
 Fire: Follow primary routes unless blocked by smoke, fire or obstructions. Know the alternate
route. Fire evacuation routes are posted in each classroom.
 Hazardous Materials Spill Inside the Building: Total avoidance of hazardous materials is
necessary as chemical and natural gas vapors can overcome people within a short period of time.
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2016 School Crisis, Emergency Management and Medical Response Plan
When implementing EVACUATION procedures:
Principal/Crisis Management Team (CMT)
 Public safety (911) shall be notified immediately when an evacuation of a school occurs
 Determine evacuation routes based on location of the incident and types of emergency
 Communicate the need to evacuate the building or a specific area of the building (utilizing on-site
evacuation location inside the building) to the building occupants by activating the fire alarm or
plain language via public address system or bullhorn
– Communicate changes in evacuation routes based on location and types of emergency
 Notify appropriate school division staff that an evacuation of the school has occurred
 The Emergency Evacuation Kit (Go-Kit) and the Emergency Medical Bag should be moved outside
with the evacuees
 Monitor the situation and provide updates and additional instructions as needed
 During inclement weather, consider requesting buses for sheltering students
 Communicate when it is safe to re-enter the building or reoccupy a section of the school that was
evacuated i.e., bell system, radio transmission, public address system or bullhorn
Teachers/Staff
 Exit the building using the designated emergency exit routes or as directed by the principal/CMT.
Emergency exit routes are diagramed on the school floor plan drawing posted near the light switch
inside each room
– Use a secondary route if the primary route is blocked or hazardous
 Exit routes and the location of the on-site inside the building evacuation location will be selected
and communicated by the principal/CMT at the time of the emergency and the evacuation
 Assist those needing special assistance
 During fire events, assist those needing special assistance to the FESA (Fire Evacuation Staging
Area) rooms in multiple story buildings and await the arrival of emergency response personnel, as
assigned
 Classroom teachers should wear the orange colored vest located in the back pocket of the red
classroom flip chart entitled Crisis Management and Security Plan: Classroom Guide for Teachers
 Do not lock classroom doors when leaving
 Do not stop for student or staff belongings
 Take class roster with you
 Go to designated evacuation assembly area (minimum of 50 feet from building required in fire
evacuation and 300 feet from building for bomb threat, chemical spill inside building or other
directed evacuations)
 When outside the building or on-site inside the building evacuation location:
– Check for injuries
– Account for all students
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2016 School Crisis, Emergency Management and Medical Response Plan
–
Immediately report any missing, extra or injured students to the Student Accounting
Coordinator
Continue to maintain control of students
Wait for additional instructions
When implementing OFF-SITE EVACUATION procedures:
Principal/Crisis Management Team (CMT)
 Public safety (911) should be notified immediately when an evacuation of a school occurs
 On-site evacuation procedures should be executed prior to initiating an off-site evacuation
– Designated staff assigned radios and/or cell phones should wear their lime green vest
– The Emergency Evacuation Kit (Go-Kit) and the Emergency Medical Bag shall be moved
outside the building with the evacuees
 Determine if circumstances require students and staff to be evacuated to an off-site location
 Prior to initiation of an off-site evacuation, the principal, program manager or designee, shall
consult with and obtain authorization from the Division Superintendent, the Deputy Superintendent,
the Chief Operating Officer, or their designee
 Notify teachers and staff of the plan to evacuate to an off-site location
 Notify the receiving site prior to initiation of the off-site movement
 Notify the Department of Communications and Community Outreach, the Office of Safety and
Security, and the Office of Transportation (if buses are required)
 Announce evacuation
– Specify any changes in off-site evacuation routes based on location and types of emergency
 Implement student release procedures at the off-site location, if applicable
– Document the release of any students to an authorized family member or legal guardian
Teachers/Staff
 Implement teachers/staff EVACUATION procedures for on-site evacuation location outside of the
building (listed above)
 Follow direction of principal/CMT concerning movement to off-site location
 Remain with your class while enroute to the off-site location
 Take attendance upon arriving at the off-site location
– Check for injuries
– Immediately report any missing, extra or injured students to Student Accounting Coordinator
– Continue to maintain control of students
 Wait for additional instructions
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2016 School Crisis, Emergency Management and Medical Response Plan
Evacuation locations at [school]:
1. On-site evacuation location within the school: [Specify here]
2. On-site evacuation location outside of the building: [Specify here]
3. Off-site evacuation location with a partner school or other facility, as well as an alternate
location: [Specify here] / [Specify alternate here]
Schools are to specify evacuation routes according to the type of emergency:
 Bomb threats: If assessment of threat justifies evacuation, principal/CMT notifies teachers/staff of
evacuation route dictated by known or suspected location of a device
 Fire: Follow primary routes unless blocked by smoke, fire or obstructions. Know the alternate
route. Fire evacuation routes are posted in each classroom.
 Hazardous Materials Spill Inside the Building: Total avoidance of hazardous materials is necessary
as chemical and natural gas vapors can overcome people within a short period of time.
Lockdown Procedures
Lockdown is used when there is an immediate threat of violence in, or immediately around, the school:
 All persons should immediately seek shelter in a secure location in the school.
 Staff and students should be behind closed locked doors and not be visible from windows or
doors.
 Follow division predetermined policy about closing blinds and turning off lights.
 Call 911 and remain locked down in place until police arrive and declare the scene all clear.
 Caution is advised in attempting to lock doors because of potential risk to the persons locking
doors and the possibility of locking out responding police.
Special lockdown considerations include:
 Class transition times.
 Lunch periods.
 Outdoor activities (physical education classes, etc.).
 Messages to students and staff (plain language vs. codes, use of placards).
 Blinds open/blinds closed, lights on/lights off.
 Messages to parents.
When implementing LOCKDOWN procedures:
Principal/Crisis Management Team (CMT)
 Communicate the need to lockdown the building via the public address system.
– If you know the whereabouts of the violent intruder, e.g., outside the library or on the second
floor, etc., include this information in the lockdown announcement or any subsequent
announcements; that way students and staff can gauge whether they have an opportunity to
evacuate versus lockdown. If individuals and classes are able to evacuate, they should move
to the Student Off-site Evacuation Location, if accessible. If not they should choose a
location far enough away to ensure safety.
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2016 School Crisis, Emergency Management and Medical Response Plan
–
If known, relay the type of weapon the intruder is in possession of: firearm, knife, etc.
 Notify the police (911) of the emergency and the need for immediate assistance.
 Direct all students and visitors to the nearest classroom or secured space occupied by staff
members(s).
 DO NOT attempt to lock exterior hallway doors which are unlocked.
 No one enters the school, except public safety personnel.
 Advise students and staff to disregard the fire alarm and bells.
Lockdown Announcement – Class in Session (no lunches in progress)
Attention teachers, this is a lockdown. At this time secure your students in your classrooms
and take roll, students report directly to the nearest room with a staff member. Disregard any
fire alarms.
Lockdown Announcement – Class Change in Progress
Attention teachers, this is a lockdown. At this time secure students in your classrooms and
take roll, students report directly to the nearest room with a staff member. Disregard any fire
alarms.
Lockdown Announcement – During Lunch Periods
Attention teachers, this is a lockdown. At this time secure your students in your classrooms
and take roll. Students in the cafeteria are to remain in the cafeteria and staff will secure the
doors. Students outside of their classroom or the cafeteria report directly to the nearest room
with a staff member. Disregard any fire alarms.
 When the threat has been mitigated, students and teachers/staff will be evacuated by law
enforcement personnel.
Teachers/Staff
The following guidelines can be used by teachers and staff to determine if evacuation is a
viable option versus lockdown:
 If you know the whereabouts of the violent intruder and you feel that you and the students in your
charge can safely evacuate the building and move to the student off-site evacuation location, if
accessible, then do so. If not accessible, choose a location far enough away to ensure safety.
– Factors to consider in making the decision to evacuate versus lockdown:
– Mobility-are the students and staff able to move quickly or is their mobility limited due to age
and/or special needs issues?
– Distance and/or concealment-is there sufficient distance between you and the intruder to
allow enough time to move your class and reach safety and/or sufficient concealment along
your evacuation route to move undetected?
– Type of weapon the intruder has in his or her possession-knife versus a firearm may affect
your decision to lockdown or evacuate.
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2016 School Crisis, Emergency Management and Medical Response Plan
Implement Lockdown procedures:
 Clear all students, staff and visitors from hallways into classrooms.
 Assist those with special needs accommodations.
 Close and lock all windows and doors; window blinds closed, door windows obscured with paper.
 Block door with furniture, if appropriate.
 Turn lights off.
 Prepare a plan of action if the intruder gains entry, e.g., all out assault on the intruder.
 DO NOT OPEN THE DOOR until evacuated by law enforcement personnel.
 If a fire alarm has been activated, do not evacuate UNLESS fire or smoke is visible.
 Direct students to an area of the room, unobservable from outside and potential lines of fire.
 Stay away from all doors and windows.
 BE QUIET! Turn off the ringer on all cell phones.
 Classes outside the building SHOULD NOT enter the building.
 Move outside classes to primary off-site evacuation location or far enough away to ensure safety.
 Persons in trailers remain inside locked trailers.
 Students and staff members will disregard fire alarms and bells.
 If you have evacuated the building, call 911 to report your location and situation. Also notify the
Office of Safety and Security.
Shelter-in-Place Procedures
Shelter-in-place is used when students and staff must remain indoors during a period of time for events
such as chemical, biological, and radiological incidents or terrorist attack:
 Close all windows and turn off all heating and air conditioning systems to keep dangerous air out
of school.
 Create a schedule for learning, recreational activities, eating, and sleeping.
 Ensure that the necessary supplies are available for students and staff throughout the shelter-inplace period.
When implementing SHELTER-IN-PLACE procedures:
Principal/Crisis Management Team (CMT)
 Public safety…
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