Operations

School

Plan

 

 

 

 

 

 

 

 

 

 

 

 

 

 

7621 Beverly Lane,

Everett, WA 98203





 

 

 

Revised: 7/31/19

 



 TABLE OF CONTENTS

 

School Plan

 

I.	INTRODUCTION  1
A.	Purpose of the Plan
B.	Scope of the Plan
C.	Situation Overview
D.	Planning Assumptions and Limitations

 

FUNCTIONAL AND THREAT/HAZARD-SPECIFIC ANNEXES
Master Schedule Annex	5
Special Needs Students & Staff Annex	6
Building Map Annex	7
Emergency Equipment Annex	8

·	Emergency equipment list
·	Classroom safety backpack
Evacuation Annex	9

·	Fire and fire drills
Lockdown Annex	14
Shelter in Place Annex	16
Accounting for All Persons Annex	19
Earthquake Annex	20
Severe Weather Annex	21

·	Abbreviated schedule/early closure
·	Release of students
Natural Disaster Annex	23
Bomb Threat Annex	24
Chemical Spill/Gas Leak Annex	28
Public Health, Medical, and Mental Health Annex	29
Controlled Student Release Annex	30
Communications and Warning Annex	31

·	School phone tree
·	Procedure for reporting emergencies
·	Blackboard Connect instructions

     

District Reunification

 

II.	INTRODUCTION AND PURPOSE  36

 

FUNCTIONAL AND THREAT/HAZARD-SPECIFIC ANNEXES
Reunification Annex	37

 

Incident Command

 

III.	CONCEPT OF OPERATIONS  46
A.	National Incident Management System
B.	Implementation of the Incident Command System
C.	Initial Response
D.	Notification Procedures
E.	Training and Exercising the Plan
F.	Emergencies Occurring During the Summer or Other Breaks

 

IV.	ORGANIZATION AND ASSIGNMENT OF RESPONSIBILITIES  49

 

V.	DIRECTION, CONTROL, AND COORDINATION  50
A.	School Incident Command System
B.	Coordination with Policy/Coordinating Group
C.	District Emergency Operations Plan
D.	Source and Use of Resources

 

VI.	ADMINISTRATION, FINANCE, AND LOGISTICS  51
A.	Agreements and Contracts
B.	Reports
C.	Records
D.	Preservation of Records
E.	Consumer Protection
F.	Post-Incident and Exercise Review

 

VII.	PLAN DEVELOPMENT, MAINTENANCE AND DISTRIBUTION  53
A.	Approval and Dissemination of the Plan
B.	Plan Review and Updates

 

VIII.	AUTHORITIES AND REFERENCES  54

 

FUNCTIONAL AND THREAT/HAZARD-SPECIFIC ANNEXES
Incident Command System Annex	55

·	Organizational chart
·	ICS job responsibilities
Continuity of Operations (COOP) Annex	76

·	School emergency food usage plan
Recovery Annex	80
Security Annex	81

   

The purpose of the Emergency Operations Plan (EOP) is to identify and respond to incidents by outlining the responsibilities and duties of the school and its staff. Developing, maintaining, and exercising the plan empowers staff in an incident to act quickly and knowledgably. In addition, the plan educates staff, students, and other key stakeholders on their roles and responsibilities before, during, and after an incident. This plan provides parents and other members of the community with assurances that the school has established guidelines and procedures to respond to incidents/hazards in an effective way.

The developed guidelines and procedures for dealing with existing and potential student and school incidents are defined in the plan below. The basic plan and the functional and threat/hazard-specific annexes outline an organized, systematic method to mitigate, prevent, prepare for, respond to, and recover from incidents. Staff have been trained to assess the seriousness of incidents and respond according to these established procedures and guidelines.

B.   Scope of the Plan

This EOP outlines the expectations of staff; roles and responsibilities; direction and control systems; internal and external communications plans; training and sustainability plans; authority and references as defined by local, State, and Federal government mandates; common and specialized procedures; and specific hazard vulnerabilities and responses/recovery.

1.   Definitions  

Incident : An incident is an occurrence–natural, technological, or human-caused–that requires a response to protect life or property. The principal or designee shall have the authority to determine when an incident has occurred and to implement the procedures within this EOP.

Hazards : Hazards shall include situations involving threats of harm to students, staff, and/or facilities. Hazards include but are not limited to natural, technological, and human-caused incidents. Hazards may require an interagency response involving law enforcement and/or emergency services agencies depending on the size and scope of the incident.

C.   Situation Overview

1.   School Population

a.   General Population

Evergreen Middle School’s current enrollment is approximately 1060 students located in 1 building on campus. These students are supported by a committed staff consisting of:

·   54 Teachers and specialists

·   3 Administrators

·   6 Office/support staff

·   27 Paraeducators

·   3 Cafeteria staff

·   4 Maintenance and custodial staff

A master schedule of where classes, grade levels, and staff are located during the day is provided to each classroom and is available in the main office. Refer to the Master Schedule Annex as a reference.

b.   Special Needs Population

Evergreen Middle School is committed to the safe evacuation and transport of students and staff with special needs. The special needs population includes students/staff with:

·   Limited English proficiency,

·   Blindness or visual disabilities,

·   Cognitive or emotional disabilities,

·   Deafness or hearing loss,

·   Mobility/ physical disabilities (permanent and temporary), and

·   Medically fragile health (including asthma and severe allergies).

The school’s current enrollment of students with special needs is approximately 140; however, this number will fluctuate. Students and/or staff may require additional assistance if they are temporarily on crutches, wearing casts, etc.

The list of students and staff names with special needs along with their schedules can be found in the Special Needs Students and Staff Annex . Staff members that have been trained and assigned to assist the special needs population during drills exercises, and incidents are listed.

2.   Building Information

Evergreen Middle School is located on a 10-acre lot and includes 1 building and four additional portables that house 6 classrooms. Most classes take place in the main building campus.

A map of the buildings annotated with evacuations, shelter locations, fire alarm pull stations, fire hydrants, fire extinguishers first aid kits, hazardous materials storage, and utility shutoffs is included in the Building Map Annex . All staff members are required to know these locations as well as how to operate the utility shutoffs.

3.   Hazard Analysis Summary

Evergreen Middle School is exposed to many hazards, all of which have the potential for disrupting the school community, causing casualties, and damaging or destroying public or private property. Hazards include:

Site hazard – located near large industrial area for plane manufacturing.

Regional hazards – Earthquakes and Tsunami

 



 

4.   Preparedness, Prevention, and Mitigation Overview

Preparedness is achieved and maintained through a continuous cycle of planning, organizing, training, equipping, exercising, evaluating, and taking corrective action. Ongoing preparedness efforts require coordination among all those involved in emergency management and incident response activities. The school fosters preparedness at all levels including students, parents, teachers, and staff. Examples of preparedness actions include maintaining this plan, conducting training, planning and implementing drills and exercises, etc.

Prevention includes actions to avoid an incident or to intervene to stop an incident from occurring. The school is committed to taking proactive prevention measures whenever possible to protect the safety and security of students and staff. Our policies include zero tolerance for bullying and other actions that undermine the safe haven of our school. Recent upgrades to security systems offer greater protection of our students. In addition, the school requires all adults to display identification badges.

Mitigation includes activities to reduce the loss of life and property from natural and/or human-caused disasters by avoiding or lessening the impact of a disaster and providing value to the public by creating safer communities. The school has taken action to reduce or eliminate the adverse effects of natural, technological, and human-caused hazards on people and property.

For example, of the many hazards that can endanger a school facility and its service to the community, the most prevalent is fire. The school was built in accordance with State building codes, in the form of approved materials, fire-resistant assemblies, exiting requirements, the width and design of stairs, the dimensions of corridors, fire suppression systems, and many other standards.

D.   Planning Assumptions and Limitations

1.   Planning Assumptions

Stating the planning assumptions allows the school to deviate from the plan if certain assumptions prove not to be true during operations. The EOP assumes:

·   The school community will continue to be exposed and subject to hazards and incidents as described above, as well as lesser hazards and others that may develop in the future.

·   A major disaster could occur at any time, and at any place. In many cases, dissemination of warning to the public and implementation of increased readiness measures may be possible; however, some emergencies occur with little or no warning.

·   A single site incident (e.g., fire, gas main breakage) could occur at any time without warning and the employees of the school affected cannot, and should not, wait for direction from local response agencies. Action is required immediately to save lives and protect school property.

·   Following a major or catastrophic incident, the school may have to rely on its own resources to be self-sustaining for up to 72 hours (See the School Emergency Food Usage Plan in the Continuity of Operations (COOP) Annex ).

·   There may be a number of injuries of varying degrees of seriousness to staff and/or students. Rapid and appropriate response will reduce the number and severity of injuries.

·   Outside assistance from local fire, law enforcement, and emergency managers will be available in most serious incidents. Because it takes time to request and dispatch external assistance, it is essential for the school to be prepared to carry out the initial incident response until responders arrive at the incident scene.

·   Proper prevention and mitigation actions, such as creating a positive school environment and conducting fire inspections, will prevent or reduce incident-related losses.

·   Maintaining the EOP and providing frequent opportunities for stakeholders (staff, students, parents, first responders, etc.) to exercise the plan can improve the school’s readiness to respond to incidents.

·   A spirit of volunteerism among school employees, students, and families will result in their providing assistance and support to incident management efforts.

2.   Limitations

It is the policy of Everett Public Schools that no guarantee is implied by this plan of a perfect incident management system. As personnel and resources may be overwhelmed, each school can only endeavor to make every reasonable effort to manage the situation, with the resources and information available at the time.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Master Schedule Annex

EVERGREEN MIDDLE SCHOOL

 

A)   BIG PANEL IN BACK OF RM.

SHUT OFF BREAKERS LABELED AHU-1, AHU-2, AHU-3, AHU-4

 

B)   PANEL 4MA

SHUT OFF BREAKERS 2, 4, 6, 7, 9, 19, 20, 23, FAN TERMINAL UNITS

 

C)   PANEL 2D1A

SHUT OFF BREAKERS 2, 4, 7, 9, EXHAUST FANS

 

2)   RM. 163 MECHANICAL RM. // BOILERROOM

 

A)   MAIN WATER SUPPLY IS LOCATED ON THE EAST WALL AND IS LABELED MAIN BLD. WATER SUPPLY

 

B)   MAIN FIRE SPRINKLER SHUT OFF (ONLY SHUT OFF IF YOU ARE SURE IT IS A FALSE ALARM) THERE ARE 2 VALVES

 

C)   BOILERS SHUT OFF / ON THE FRONT OF EACH BOILER IS A TOGGLE SWITCH, SWITCH EACH OFF

3)   MAIN GAS SHUT OFF

 

LOCATED OUT BY DUMPSTER IN FENCED AREA (CAT 15 KEY)

IT IS PAINTED ORANGE/RED AND IS LABELED MAIN GAS SHUT OFF

THERE IS A WRENCH ABOVE IT

 

(ONLY SHUT OFF IF YOU ARE SURE THERE IS A LEAK. YOU WILL SMELL A STRONG GAS SMELL)

 

1.   Evacuate to the designated area (site emergency map) bringing a bullhorn and a two-way radio for communication.

2.   Obtain an accurate head count of all staff and students.

3.   Identify missing individuals and their likely location.

4.   Contact the regional deputy/assistant superintendent.

5.   Provide details to the fire or police department when they arrive on the scene.

6.   Coordinate with the fire or police department until the emergency is over.

7.   Ensure students are returned to their classrooms or dismissed according to established student release procedures, as the regional deputy/assistant superintendent deems necessary.

1.   Check for students in the restrooms, gym, commons and nurse’s station in administrative areas.

2.   Evacuate with two-way radios to the safe dispersal area.

3.   Act as runners between the site administrator and teachers, to communicate information on missing individuals and emergency information.

1.   Secure their work areas from immediate hazards (i.e., powering down, closing valves, etc.).

2.   Evacuate to the dispersal area.

3.   Provide assistance as assigned by the principal or his/her designee.

1.   Check to see if the primary evacuation route is safe and clear. If primary route is not accessible, use the secondary route.

2.   Collect all students and Teacher Response supplies expeditiously from the classroom and area restrooms and evacuate in an orderly fashion to the safe dispersal area.

3.   Upon arrival at the assembly point, line up the students and perform a roll call.

4.   Convey the results of the roll call and report the names and likely locations of any missing individuals to the designated runner.

5.   Supervise students during the emergency evacuation procedure.

6.   Wait for the signal to return to the classroom, or further instructions for campus dismissal.

7.   Non-special-needs teachers shall aid in the evacuation of visitors and students who are temporarily mobility-impaired (i.e., on crutches, etc.).

1.   Check to see if the primary evacuation route is safe and clear. If primary route is not accessible, use the secondary route.

2.   Collect all students expeditiously from the classroom and restrooms.

3.   Assign evacuation assistant duties to para educators and other trained staff members for the students under their supervision. The special-needs teacher shall ensure that two adults shall be assigned to each mobility-impaired student.

4.   Evacuate in an orderly fashion to the safe dispersal area.

5.   Upon arrival at the assembly pint, line up the students and perform a roll call.

6.   Convey the results of the roll call and report the names and likely locations of any missing individuals to the designated runner.

7.   Supervise students during the emergency evacuation procedure.

8.   Wait for the signal to return to the classroom, or further instructions for campus dismissal.

1.   Provide assistance as instructed by the primary and secondary special needs teachers.

2.   When assigned to the first floor, wheel special-needs students in wheelchairs to the evacuation area.

3.   When assigned to the second floor, assist in carrying students in wheelchairs down the stairs to the dispersal area. If needed, two adult assistants may be assigned for one wheelchair-bound student.

4.   Provide assistance to non-mobility impaired special-needs students by being a “buddy.” This activity requires holding the hand of the individual and guiding them down the stairs. These students are not mobility impaired and only need a firm hand to lead them.

1.   Follow instructions of teachers and support staff during emergencies.

2.   When willing and physically able, be assigned to assist special-needs students during evacuation. Duties may include:

a.   Act as a “buddy” to assist non-mobility impaired students to safe dispersal area.

b.   Assist temporarily mobility impaired students on crutches as described in the following section.

Visitors needing help and students who are temporarily mobility-impaired (i.e., on crutches, etc.) shall be assisted by trained staff during an emergency. Teachers, office, library, and custodial staff shall be trained to assist in the evacuation of these individuals.

 



 

·   Give the fire alarm signal (one long continuous signal).

·   Call and report the fire (911).

·   Sound the alarm.

·   Call and identify self to fire department officials, directing them to the location of the fire and give them any necessary special information.

·   Make a building search.

·   Ensure that students and teachers perform all activities assigned to them during fire drills.

·   Instruction must be given to all students on the FIRST DAY of school each year.

·   A fire drill should be held within the first ten days of school and as frequently as may be necessary to assure rapid and orderly evacuation.

·   It is particularly important that kindergarten children, representing the one large group of children new to the schools, be given instructions in fire drill procedures for the building.

The sound of a fire alarm for the purpose of a drill is an authority possessed solely by the principal, or someone authorized by him/her.

 

Purpose of Fire Drills

Fire drills are held to familiarize the occupants of a building with the signals, evacuation routine, and exits so that in case of emergency there shall be no hesitation or confusion in leaving the building.

 

These drills are for the safety of all persons involved, and each person must realize that the success of the drill is dependent upon his/her actions and cooperation. Therefore:

·   All persons in the building must take part in the fire drill.

·   Every fire alarm should be considered as a warning of an actual fire.

·   Fire drills shall be held as often as necessary to assure rapid and orderly evacuation of the school building. During severe weather, fire drills may be postponed. A record of all fire drills shall be kept on the premises subject to inspection by the fire chief. All drills will be recorded in a timely manner in the Rapid Responder system.

·   In schools, fire drills include complete evacuation of all persons from the building.

The fire warning signal shall be one long continuous signal, whether by bell, siren or air horn.

 

An emergency warning signal, either by whistle, air horn or hand siren, should be planned for, and occasionally used, thereby anticipating possible power failure.

 

Principal/Administrator Responsibilities

·   Be in complete charge of all matters pertaining to organizing and conducting fire drills in the building and shall be responsible for the efficiency of the drill and all corrective actions or punishments taken for violation of the rules and regulations.

·   Be thoroughly familiar with the fire alarm system, all firefighting equipment, all means of egress, and any special features of the building that might prove dangerous to human life (storerooms, lunchrooms, attic spaces, ventilators, etc.), or where fire may spread quickly.

·   Be responsible for notifying custodians, engineers, and lunchroom staff that in case of an actual fire, the ventilating systems, the oil burners, gas meters, ovens, etc. are to be shut off.

·   Appoint all subordinate officers (see below) and instruct them in the general plan of the drills and details of their specific duties, such as instruction regarding:

·   How to send an alarm to the fire department (including how the fire alarm system operates ~ both electrical and emergency).

·   How to use all in-school firefighting equipment.

·   The importance of quick action to send in a fire alarm signal, and to vacate the building ~ even if in-school firefighting equipment is in use.

·   Appoint subordinate officers:

·   Searchers ~ These are teachers assigned to inspect sections of the buildings to make sure that everyone is out. Closets, lavatories, teachers’ rooms and all other places frequented by students or teachers must be checked. Searchers shall rejoin their classes as soon as the inspection is completed.

·   Traffic Guards ~ These are students appointed by the Incident Commander to open doors, assist in traffic control and maintain order.

·   Safety Coordinator ~ In case of actual fire, during the absence of the Incident Commander, it must be clearly understood by the entire staff which person shall be in charge.

·   Be in charge of their respective classes.

·   Issue all commands relative to participation in the fire drills except as delegated by them to aides.

·   Unless assigned as searchers, lead their classes to the designated outside stations.

·   Immediately report to the Emergency Operations Center or fire drill aides, if any student is unaccounted for after a visual check of students.

·   Teachers shall lead students to the designated exit.

·   Students shall walk briskly (no running), with arm’s length spacing, and without talking, laughing or breaking from the ranks. (No student may leave the line.)

·   Students not in the classroom shall join the line of the first group of students met. (The student must not return to the classroom.)

·   Teachers shall check roll when assigned area is reached.

·   Teachers shall not leave the students gathered at a designated area unless someone is placed in charge.

·   Teachers shall notify the Incident Commander if any student is missing.

·   The principal shall initiate a search for any missing students.

·   The Incident Commander shall give the all clear signal (a short steady signal).

·   Teachers shall lead the students back into the classroom.

·   Teachers shall check the roll.

·   Students shall not loiter in the halls.

·   Teachers shall notify the Incident Commander if any student is missing.

·   The Incident Commander shall initiate a search for any missing students.

·   Notify the fire department of the incident.

·   Notify school officials of the incident.

Occasionally, fire department representatives may come to schools and request an immediate fire drill. In general, this is their method of checking upon the quality of the drill program. Incident Commanders are expected to cooperate fully, even to the extent of calling a drill at an inconvenient time.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lockdown Annex

1.   Call the designated executive director.

2.   Coordinate the securing of all doors and school access points.

3.   Obtain an accurate head count of all staff and students.

4.   Identify missing individuals and their likely locations.

5.   Provide details to the police when they arrive on the scene.

6.   Coordinate with Law Enforcement until the emergency is over.

1.   Follow procedures as outlined in site emergency plan.

1.   Secure their work area from immediate hazards.

2.   If inside during a lockdown, close and lock doors, and close blinds.

3.   If working outside during a full lockdown, leave site immediately. Notify department supervisor for additional directions.

4.   If working outside during a modified lockdown, go inside and close and lock doors, and close blinds. Report presence to ICP. (Leaving during a police search in the vicinity of the school may throw off tracking dogs and district police resources.

1.   Round up all students directly outside classroom.

2.   Lock door, close outside blinds. Interior blinds must also be closed.

3.   Teachers shall maintain a calm atmosphere in the classroom, keeping alert to emotional needs of students.

a.   Full lockdown students shall be instructed to get under desks and away from windows.

b.   Modified lockdown students may function in classrooms but may not leave the building under any circumstances.

 

A FULL LOCKDOWN IS ALWAYS ASSUMED UNLESS OTHERWISE NOTIFIED BY LAW ENFORCEMENT OR INCIDENT COMMANDER.

 

Convey the results of the roll call and report the name and likely location of any missing individuals to the office if asked.

 

4.   Wait for the all-clear announcement to end lockdown.

1.   Provide assistance as instructed by the Site IC.

2.   When assigned, collect information on head counts and likely locations of missing students.

1.   Refrain from using remote controls, telephones, or radios during lockdown unless assigned by the Site IC or designee.

2.   Go immediately to a Class I Lockdown (get under desks, lie on the floor and get away from windows and doors) if gunshots are heard.

3.   CAUTION : If the fire alarm is activated during a lockdown, staff and students shall not evacuate unless evidence of fire (i.e., smoke, flames) is seen or smelled. (This may be a ploy to get students out in the open and make them vulnerable to assault.)

4.   If students and staff are on the playground or on an athletic field during lockdown:

a.   If the intruder is on the playground or athletic field, staff and students shall be instructed to go to the cafeteria or gym.

b.   If the intruder is in the building, staff and students shall be directed to an alternative Parent/Student Reunion point.

5.   If students are on a bus, they should drop and lie flat on the bus floor.

“Shelter-in-place” is initiated to protect students and staff from chemical, radiological, or biological contaminants released into the environment. To “shelter-in-place” means to take immediate shelter where you are and isolate your inside environment from the outside environment.

PREPARATION

   Staff and students receive annual training in “shelter-in-place” procedures.    “Shelter-in-Place” drills occur at least once annually.    Inventory classroom emergency equipment.    Assess classrooms and offices to determine which spaces are appropriate for sheltering use.    Identify alternate locations for students and staff in portables and gymnasiums.    Prepare written/pictorial instructions for shutting down heating and ventilation systems.    Train appropriate staff to shut down heating and ventilation systems.    Develop emergency communication protocols (especially use of email) and notification to outlying areas.    Determine a protocol for limiting student/staff cell phone use.

RESPONSE

   Main office receives directive to “shelter-in-place”. May come from District office or emergency agency.    Administrator or designee closes the school, activates emergency plan, and assumes Incident Command role.    COMMUNICATE “SHELTER-IN-PLACE” STATUS : (notify remote buildings and outlying areas) “SHELTER IN PLACE. THIS IS NOT A DRILL” “STAFF AND STUDENTS PLEASE MOVE TO YOUR SHELTER AREAS.”    ASSIGN RESPONSIBILITIES TO OTHERS: (administrator remains in command center.)    LOCK all outside doors. Assign monitors.    NOTIFY area director.    SWEEP halls and non-classroom areas of students; move to nearest shelter room.    T URN OFF heating and ventilation systems, seal make-up air systems.    MONITOR RADIO AND MAIN PHONE LINE.    REPORT progress to district office.    ASSESS NEEDS AND PROVIDE CARE:    Contact each room to determine needs for first aid or other care.    WAIT FOR INSTRUCTIONS OR INFORMATION:    If instructed by officials, seal rooms as directed.    Update staff and students as information is received.    Work with the district Public Information Officer on a Connect-ED call to parents.    GIVE “ALL CLEAR” SIGNAL when safety of the environment has been assured.    Direct staff and students to exit the building.    Once building is clear, direct maintenance staff to re-start HVAC systems.

RECOVERY

   RESUME NORMAL OPERATIONS as soon as possible.    Assess the need for aftercare, counseling, or Critical Incident Stress Debriefing.    COMMUNICATE STATUS :    Notify district office of any problems.    Email staff an overview of the situation to minimize misinformation.    Work with the district Public Information Officer to prepare a brief written communication to parents explaining the situation.    Debrief and evaluate with key staff, including First Responders.    DOCUMENT and REPORT:    Prepare a report that documents events, response, and results of the “shelter-in-place” directive. Revise response procedures as necessary.    Enter action in Rapid Responder.

“Shelter-in-place” is initiated to protect students and staff from chemical, radiological, or biological contaminants released into the environment. To “shelter-in-place” means to take immediate shelter where you are and isolate your inside environment from the outside environment.

PREPARATION

   Review “shelter-in-place” procedures at least annually with your students; post sheltering guidelines.    Explain to students the reasons for “shelter-in-place”—answer questions and re-assure students    Inventory classroom emergency equipment; advise administration of needed equipment or supplies.

RESPONSE

  BECOME FAMILIAR WITH CAMPUS LOCATIONS.   IDENTIFY SHELTER SPACES.   RESPOND TO ALERT: “SHELTER IN PLACE. THIS IS NOT A DRILL.”   MOVE to your assigned shelter location with your students.   SWEEP any students in the hallway into your shelter room.   LOCK all exterior doors (lock exterior doors near your room.)   CLOSE windows.   TURN OFF any classroom heating or ventilation; cover air vents with plastic   Instruct students to stay calm. Share developmentally appropriate information.   Do not use the telephone system to request information (follow protocols for email.)   ASSESS SITUATION:   Inventory any injuries or other problems (panic, medical emergencies.)   Communicate problems to main office.   Take a complete written roll of all students in your classroom.   CARE FOR THE STUDENTS IN YOUR SUPERVISION:   Provide first aid if needed. Calm and re-assure upset students.   Use supplies in your emergency kit as needed or necessary.   Occupy students with activities, music, reading, etc. to reduce anxiety.   WAIT FOR INSTRUCTIONS:   Monitor email for updates from administration.   WAIT FOR “ALL CLEAR” SIGNAL or communications from command post or responders. Follow any instructions on exiting or ventilating the building.

RECOVERY

  Assess the need for aftercare or counseling by students in your care.   Contact front office with names/numbers of students who may need counseling or aftercare.   RESUME NORMAL OPERATIONS as soon as possible.   Communicate only confirmed information to students (expect an e-mail from administrators.)   Participate in debriefing sessions. Provide feedback to administration to improve planning/response cycle.   Inventory and re-stock emergency supplies as needed.

“Shelter-in-place” is initiated to protect students and staff from chemical, radiological, or biological contaminants released into the environment. To “shelter-in-place” means to take immediate shelter where you are and isolate your inside environment from the outside environment.

PREPARATION

   Review “shelter-in-place” procedures at least annually with all maintenance staff; post instructions in work areas.    Explain to employees the reasons for “shelter-in-place.”    Inventory emergency equipment, including plastic and tape to seal rooms, doors, and HVAC systems; prepare pre-cut plastic sheets or prepare other means to seal HVAC systems. Assess the ability to shut off and seal HVAC systems and other exposures to the outside environment. Advise administration of needed equipment, supplies or maintenance.    Assist in the assessment to determine which spaces are appropriate for sheltering use.

RESPONSE

   RESPOND TO LOCKDOWN ALERT: “ SHELTER IN PLACE. THIS IS NOT A DRILL .”    CLOSE AND LOCK all outside doors and windows.    SHUT DOWN all HVAC systems and SEAL air intakes and exhausts.    TURN OFF any classroom heating or ventilation; cover air vents with plastic.    SEAL all exterior building openings which allow air intrusion.    ASSIST teachers and administrators with sealing remainder of building.    ASSESS SITUATION:    Inventory any major air intrusions and report to Incident Command.    Communicate other problems to Incident Command.    Document your actions, including times HVAC was shut down.    CARE FOR THE STAFF or STUDENTS IN YOUR SUPERVISION:    Provide first aid if needed. Calm and re-assure upset staff or students.    Use supplies in your emergency kit as needed or necessary.    REASSESS SITUATION AND WAIT FOR INSTRUCTIONS:    Reassess building sealing efforts and report problems to Incident Command.    Reseal doors and windows with plastic and tape if instructed to do so.    Monitor radio or email for communications.    WAIT FOR “ALL CLEAR” SIGNAL or communications from command post or responders. Follow any instructions on exiting or ventilating the building.

RECOVERY

   Assess the need for aftercare or counseling by students in your care.    Contact front office with names/numbers of students who may need counseling or aftercare.    RESUME NORMAL OPERATIONS as soon as possible.    Communicate only confirmed information to students (expect an e-mail from administrators.)    DOCUMENT and REPORT:    Provide feedback to administration to improve planning/response cycle.    Participate in debriefing sessions.    Inventory and re-stock emergency supplies as needed.

·   During the evacuation of the Building the Sweepers will clear classrooms, offices, bathrooms and all other locations of individuals.

·   If they clear a section of the building they radio the commander that that section is cleared.

·   If they locate an individual or group, they will escort them out of the building and radio command with the individual’s identity.

·   Teachers should evacuate their current students.

·   Once at site their rally point, they release students to find their 1 ^st period teacher.

·   Establish a line of your 1 ^st Period Students

·   Using the COLOR CARD INDICATORS, teachers should communicate with teacher liaison

o   GREEN CARD- ALL STUDENTS ACCOUNTED

o   YELLOW CARD- MISSING STUDENT

o   RED CARD- MEDICAL NEEDED

·   If there is a missing student, the teacher liaison will connect with the teacher and relay information to the site command.

·   To re-enter the building, the site commander will give the all clear and teacher liaison’s will release teachers and students back into the building.

·   Students may be transported to the District Reunification Site to reconnect with families.

·   Site command may set up a reunification center in the Northwest parking lot. Students would remain with their 1 ^st period teacher at their rally point during this process.

Stay calm; your students are depending on you!

1.   If in a building:

a.   DROP, COVER AND HOLD. Face away from windows, and try to avoid glass and falling objects, move away from under suspended light fixtures. Get under desks, chairs or tables.

b.   After the earthquake stops, teachers shall make a quick assessment of the class and post on the doors, one of three communications cards kept in their “to go” box:

i.   Red ~ Urgent, injuries need immediate assistance.

ii.   Yellow ~ Minor injuries, need assistance.

iii.   Green ~ Everyone evacuated.

c.   If students or staff are injured, the teacher shall hand off his/her class to his/her “buddy teacher” for evacuation and stay behind to render assistance.

d.   The “buddy teacher” shall evacuate and request aid for those left behind.

e.   The building assessment team shall check the building and evaluate if continued evacuation is warranted, or if re-occupancy may occur and report back to the site IC.

2.   If outside on school grounds:

a.   The teacher, or other person in authority, shall instruct students to DROP. The safest place is in the open. Stay there until the earthquake is over. Move away from buildings, trees, and exposed wires.

b.   Remain in the open until a member of the building assessment team or runner advises that it is okay to enter the building.

i.   Students may be returned to classroom OR

ii.   Wait in the gymnasium.

3.   On school bus (regular routes, field trips, etc.)

a.   Students shall follow the directions of the bus driver. The bus driver is legally responsible for the welfare of student riders.

b.   Driver is to contact district transportation for instructions.

School administrative procedures:

1.  When appropriate signal evacuation of building by sounding alarm.

2.  Assess damage and determine if any part of the school can be used as a shelter.

3.  Activate school-based emergency ICS response teams.

 



 

Severe Weather Annex

·   Snohomish County Department of Emergency Preparedness will notify designated personnel at Everett Public Schools that severe weather conditions are imminent or forecasted.

·   When severe weather warnings are received:

·   The superintendent/designee will notify the principals/administrators of the danger and/or warning.

·   The principals/administrators will notify students and staff in the most direct and expedient manner.

·   Students and staff are to remain in the building and be kept away from windows. Interior hallways and lower floors are the safest in severe windstorms.

·   In the event of damage and/or injuries, the site emergency plan will be activated, and personnel will assume emergency responsibilities as assigned/delegated.

·   Only the superintendent or his/her designee has the authority to alter the school or district office schedule. The superintendent’s designee(s) will act in his/her absence.

·   In the event of a major emergency that may threaten the operation of several or all schools in the district, the superintendent or his/her designee will determine whether normal district (site) operations should be halted or should continue.

·   Suspension of normal operations does not necessarily mean that the facility will be closed, but it may mean that normal school/office schedules are disrupted.

·   At the normal release time, the superintendent or his/her designee in consultation with site leaders, appropriate district departments and the County Office of Emergency Preparedness (if needed) will re-evaluate conditions and determine if students can be released and/or transported.

·   Schools will have plans for adequate student supervision when students cannot be released at the normal time.

·   Staff may be required to remain in emergencies when student supervision is necessary.

·   Non-school administrators will be expected to assist schools in student supervision during such conditions.

·   The Director of Communications or his/her designee will notify area broadcast media of the interruption of normal operations and student release procedures.

·   Once a major emergency has been identified and announced to the public, parents, guardians or other authorized persons may pick up students before normal release time. Only those persons specifically identified on student records will be allowed to take students from school. School staff will keep records of all students who leave and to whom they were released.

·   Decisions about after school activities will, when possible, be made by 1:00 p.m. on the day of the school delay or closure. The decision will be made by the Superintendent in consultation with the Executive Director of Facilities and Operations.

1.   Classroom Teachers comprise the Student Care Team and will stay with their students at all times following the established plan to evacuate building when instructed to do so. Absolute silence is required. Attendance will be taken and submitted.

2.   The Sweep Team will clear the building and report the condition of the facility to the Command Post.

3.   The Command Post will be established in the front of the main office. Any staff member who does not have an assignment will report to Michele Waddel at the command post.

4.   If students are unaccounted for, information will be gathered as to where they were last seen.

5.   Logistics Personnel will oversee the distribution of supplies as directed by Monica Haule. Mary Forsberg and Linda Sorgen and available staff will assist in handing out supplies.

6.   Rescue Team members ( Same as sweep team ) will retrieve their gear from the emergency locker and look for missing students.

7.   The Medical Team will retrieve their supplies from the Emergency Locker and establish a medical post in Northwest Parking Lot. Monica Haule will assign additional help as needed.

8.   If the decision is made NOT to reenter the building the students will remain on the fields with their 1 ^st period teacher until instructed to move by the incident commander. When directed by the Incident Commander the Student Release Team will gather supplies and establish a post in front of the tennis courts.

Our off-site evacuation and reunification site is Everett Memorial Stadium. The Student Release Team would work with the CRC Emergency Team and prepare to reunify students and parents.

9.   Staff Care Team – Victoria Stevenson, Kelly Goodmansen, Ali Dacones and Theresa Kemp will contact staff members to check their welfare.

10.   On the hour and the half hour each Team Leader will report in person or by radio to the Incident Command Post to update their situation. This information will be recorded by the Planning / Intelligence Chief .

11.   Available Staff Members -- Staff members not assigned to students and can be used to supplement the Medical Team, Student Release Team or to be a runner. The kitchen staff may also be available. Available staff should report to the command post for assignment by Michele Waddel, Monica Haule or Jacob Ellsworth.

Guidelines for managing bomb threat emergencies at Everett Public Schools.

1.   Provide initial training to all school administrators, secretaries, teachers and building staff on the proper use of your building’s bomb threat emergency procedures. Training should include threat assessment for school administrators and search technique for those personnel who will assist with the cursory search.

2.   Annually   provide refresher-training exercises for appropriate personnel.

3.   Keep the Call Taker’s Checklist readily available for each school building staff member or others who have responsibility for taking in-coming telephone calls.

4.   Keep your Bomb Threat Emergency Procedures readily available for each school administrator to use in case of a bomb threat emergency.

5.   Ensure your building's public-address system is operating properly and can be heard by all occupants.

6.   Establish alternate sites for shelter and evacuation. Pay particular attention to evacuation procedures for limited ability students.

Responsibilities

The most difficult decision to be made after receiving a bomb threat is whether to evacuate the school building. The school administrator/site manager is responsible for determining whether an evacuation is necessary. Evacuation is not necessarily the safest course of action in an emergency. If time and circumstances permit, the school administrator/site manager will consult with supervisors.

The decision to evacuate is made after assessing the credibility of the bomb threat. Using the attached THREAT ASSESSMENT CHECKLIST, the school administrator should carefully assess the credibility of the threat.

A valuable aid in the threat assessment process is to conduct a cursory search of the school campus and parking lot to look for items that are out of order or suspicious in some other regard. Using the attached CURSORY SEARCH GUIDELINES and predetermined assistance, the school administrator should supervise the search.

Should a suspicious object be discovered, and a decision made to evacuate, the attached EVACUATION GUIDELINES should be followed.

Upon arrival, law enforcement personnel will assist the school administrator with threat assessment and a cursory search. Designate someone to meet police upon their arrival.

Call Taker’s Actions

1.   If your school receives a bomb threat, the call taker should immediately refer to the attached CALL TAKER’S CHECKLIST and attempt to solicit as much information as possible from the caller.

2.   The call taker should notify the school administrator and 9-1-1. Law enforcement will be dispatched to investigate the threat.

3.   The call taker should immediately take steps to trace the call.



 

 

On the Display: Caller’s Number (unless blocked)_____________________________

 

(Time: _____________ Day: _________________ Date: ______________)

 

Call Taker’s Extension Number:____________ Name:  

 

(Note: complete information will appear when you hang up.)

 

2.   THE THREAT Exact wording of the “threat”:               Sex of caller _____ Age _____ Race ___

QUESTIONS TO ASK a.   When is bomb going to explode? b.   Where is the bomb right now? c.   What does the bomb look like? d.   What kind of bomb is it? e.   What will cause the bomb to explode? f.   Did you place the bomb? Yes/No g.   What is your name?   Address   Phone Number

 

4.   THREAT LANGUAGE:

 

5.   TRACKING THE CALL (After sharing above information with the school administrator)

·   Advise them that you have just received a phone bomb threat.

·   Request assistance to trace (provide information in #1)

Bomb Threat Annex

 

Cursory search and evacuation are unlikely.

·   Threat is vague and indirect.

·   Information contained is inconsistent, implausible or lacks detail.

·   Threat lacks realism.

·   Content of the threat suggests person is unlikely to carry it out.

 

 

MEDIUM LEVEL THREAT

Cursory search should be considered, base evacuation decision on search results.

·   Threat is more direct and concrete than a low-level threat.

·   Wording in the threat suggests that the caller has given some thought as to how the act will be carried out.

·   There may be a general indication of the possible place and time (though this still is short of a detailed plan).

·   There is no strong indication that the caller has taken preparatory steps, although there may be some veiled reference or ambiguous or inconclusive evidence pointing to that possibility.

·   There may be a specific statement seeking to convey that the threat is not empty: “I’m serious” or “I really mean this!”

Cursory search and evacuation should be seriously considered.

·   Threat is direct, specific and plausible.

·   Threat suggests concrete steps have been taken toward carrying it out, (i.e.: statements indicating the caller has acquired or practiced with a weapon or has had a victim under surveillance).

·   Call from a third party reporting the incident.

·   A suspicious item or device has been discovered on school grounds.

·   Garbage cans and dumpsters.

·   Exterior areas that are concealed from view (i.e., under trees and shrubs, inside planters and flower boxes, etc.)

·   Unlocked storage or maintenance areas and sheds.

·   In and under unauthorized vehicles parked near school buildings.

Should a suspicious object be found during the cursory search, do not touch or move it. Law enforcement personnel should be advised immediately, and the location of the object specifically reported. The area surrounding the object should be immediately isolated and secured. Deciding where and how to evacuate will be predicated on the location of the suspicious object. It may be necessary to deviate from pre-planned evacuation sites and use a secondary evacuation site. An evacuation should rapidly remove persons from the potentially harmful effects should the object explode without placing them in danger from other hazards (i.e., power lines, busy streets, secondary explosive devices, etc.). In addition, see the EVACUATION CHECKLIST.

 

 



 

Chemical Spill/Gas Leak Annex

Staff Procedures

1.   Avoid direct contact with chemical and evaluate level of hazardous exposure.

2.   If chemical has contacted skin or eyes, flush for at least 15 minutes.

3.   Contact main office.

4.   Keep students and staff away from area.

Custodial Procedures

1.   If chemical hazards have been identified through the label proceed with clean- up.

2.   Only attempt clean- up if proper protective equipment is available.

School Administrative Procedures

1.   If spill is too large for staff to handle, call 911 for Hazardous Materials Spill Team.

2.   If students or staff are injured send health room documentation with victim to the hospital.

3.   If chemical spill is severe, initiate building evacuation.

4.   Contact District Office and file report.

 

Gas Leak

Staff Procedures

1.   Use fire drill evacuation procedures; pull fire alarm in area away from the gas leak.

2.   If gas shut- off is located in the room, turn it off.

3.   Do not operate any electrical switches.

School Administrative Procedures

1.   Contact Custodian.

2.   Notify building staff of evacuation via the PA system.

3.   Call 911 for emergency personnel, notify the Gas Company.

Custodial Procedures

1.   Do not operate any electrical switches.

2.   Ventilate area via opening windows/ doors.

3.   Shut off main gas lines.

4.   Assist Gas Company in location of leak.

 

Public Health, Medical, and Mental Health Annex

Staff Medical Support during Emergency

·   All staff may need to administer basic first aid for students. Materials are found in classroom emergency backpacks.

·   Staff members trained in First Aid and CPR will be asked to support staff and students with these skills during an emergency.

o   Primarily Health Room Assistant

o   School Nurse

o   Physical Education Teachers

o   Athletics Coaches

·   Medical equipment and First Aid supplies are located in the:

o   Health Room

o   Emergency Locker

o   Track Shed

o   Athletic Training Room

o   Athletic Directors Office (Ellsworth’s Office 147)

Staff Mental Health Support during Emergency

·   School counselors and the school psychologist will provide mental health support to students and staff during an emergency.

Staff Public Health Support during Emergency

·   The School Nurse and HRA will be responsible for promptly sharing and reporting information about outbreaks or epidemics or other unusual medical situations to the local health department.

Staff Support for Students who pose a Threat

·   A safety plan will be generated by the Threat Assessment Team

·   Possibly viable threats will be reported to law enforcement by a school administrator.