Roy School EMERGENCY MANAGEMENT MANUAL

APRIL 2014

EMERGENCY MANAGEMENT PLAN ROY SCHOOL Spring 2014

NIMS/ICS STATEMENT AND DISTRIBUTION LIST This Roy School Emergency Management Plan describes the duties and responsibilities of designated administrators, educators, staff, and students in the event of an emergency. The plan directs individual administrators, educators, and staff to provide guidance, assistance and relief as necessary to mitigate, prepare for, respond to, and recover from the effects of emergency situations that might or have occurred in a school within Roy School. The plan is written with explicit interest in the welfare and safety of the faculty, staff, students and visitors. It provides the opportunity to be better prepared for and to quickly recover from emergency situations, thereby saving lives, resources and school district assets. NIMS/ICS Statement: In accordance with the Homeland Security Presidential Directive (HSPD) 5, all school district personnel having responsibilities delineated in this Emergency Management Plan will use the National Incident Management System (NIMS) to collaborate with responding emergency response agencies. NIMS allows and insures proper coordination between local, state, and federal organizations in emergency response. Furthermore, the Incident Command System (ICS) will be utilized in all on-scene management of emergency events. Distribution List This document has been distributed to the following agencies and individuals: School or Agency Roy School Roy Volunteer Fire Dept.

Date of Distribution

Responsible Person Superintendent

AUTHORITIES Disaster Drills, Eight per Year

20-1-401, 402 Montana Code Annotated (MCA)

Definition of Schools

20-6-501 MCA

Disaster and Emergency Services

10-3-Parts 1-13 MCA

Communicable Disease Control Reporting Requirements

37-114 MCA

Montana Safe Schools Center, Division of Educational Research and Service, 26 McGill Hall, University of Montana, Missoula, MT 59801. (406) 243-5367. http://www.iersum.org/ REMS Grant Trainings, Readiness and Emergency Management for Schools Technical Assistance Center, U.S. Department of Education, Office of Safe and Drug-Free Schools, U.S. Department of Education, Washington, D.C. 20202. http://rems.ed.gov Emergency Preparedness Planning Guide for Utah Schools—2007. Utah State Office of Education, State Superintendent of Public Instruction, Utah School Safety Committee, 250 East 500 South, P.O. Box 144200, Salt Lake City, Utah 841144200 Emergency Management Resource Guide—2008, Kentucky Center for School Safety, Kentucky. Eastern Kentucky University, 105 Stratton Building, 521 Lancaster Avenue, Richmond, Kentucky 40475. Toll Free (877) 805-4277. www.kysafeschools.org

POLICY STATEMENT Roy School is dedicated to providing for the protection of its students, as well as to the protection of its property. We are responsible for the life, health and property of students and staff, especially during times of emergency. 1. PURPOSE: A. To provide for the protection of persons and property in the event of a natural, technological, or human imposed emergency or disaster. B. To establish procedures for alerting administrators and staff C. To define the roles and responsibilities of the Roy School administrator and staff. D. To assure the coordination and cooperation with city-county government and emergency services. 2. SITUATION AND ASSUMPTIONS: • The Roy School District-#74 is headquartered at 500 Davis St. Roy, MT 59471, and has a normal student population of around 45 and 20 faculty and staff. The district has 3 primary school buildings. •

Primary assistance during emergencies will be dispatched through the Fergus County 9-1-1 and will be coordinated by the Fergus County Emergency Management Agency.

•

Fergus County is subject to the following emergencies: a. Natural Disasters: earthquakes, wildfires, winter storms, tornados, and severe thunderstorms. b. Technological Disasters: hazardous material incidents. c. Human Caused Emergencies or Disasters

3. CONCEPT OF OPERATIONS

A. General: • Direction and Control –The building administrator will exercise control over emergency actions in the building. A command post (CP) will be established from where the main functions of the Incident Command System (ICS) will be exercised. Following best practices in school emergency management as outlined by the U.S. Department of Education, FEMA and the National Incident Management System (NIMS), the school district superintendent or building administrator will merge into a unified command structure with emergency services when they arrive on site. • In the command post, the Incident Commander will gather information necessary to decide what emergency actions should be taken. The basic response actions are: 1. Evacuation 2. Lockdown 3. Shelter in Place • The decision of whether to remove the students, faculty, and staff from the danger area (evacuate) or to try to provide shelter within the building (lockdown or shelter in place) will be made by the Incident Commander. § In an emergency, school officials will continue only those functions necessary. All personnel and resources will be focused on providing for the safety and well-being of students and staff. B. Communication: The building administrator will then follow internal communication plans. For example, in the ICS structure, the Liaison Officer typically makes calls to their superintendent/or school board chair and relevant community stakeholders. C. Drills and Exercises will be conducted in order to: 1. Provide training for all faculty and staff, including substitutes and bus drivers, on emergency plans, procedures and duties. 2. Orient students on emergency procedures and responsibilities. 3. Develop skills needed for a real emergency. 4. The schedule of drills and exercises may be found in the Preparedness Section of this plan and will follow the requirements of the Montana Code Annotated (see appendices). D. Accountability of Students and Staff: 1. Follow school policies regarding release of students only to those known parents or guardians. 2. In case of an evacuation, classes will be escorted from the building to a pre-designated evacuation area. Attendance will be taken at the evacuation area, and promptly relayed to the Command Post. E. Special Needs Population: The school will identify staff and students with disabilities or other unique needs (ESL, etc.) and designate individuals to assist and support them during emergencies.

PERSONNEL RESPONSIBILITIES The following is an outline of roles and responsibilities for staff during an emergency. The Emergency Management Response Team has specifically assigned roles during an emergency and will access the District Support Team in accordance with our school plan.

Administrator The administrator shall serve as Incident Commander (in the vast majority of cases) and will be responsible for the overall direction of the emergency procedures at the school or support building site. Responsibilities include: 1.

Take steps deemed necessary to ensure the safety of students, staff, and other individuals in the implementation of Emergency Management Response Protocols.

2.

Determine whether to implement Universal Emergency Procedures (evacuation; reverse evacuation; shelter in place; severe weather/safe area; drop, cover and hold; lockdown).

3.

Activate the Emergency Management Response Team.

4.

Arrange for transfer of students, staff, and other individuals when safety is threatened by a disaster.

5.

Work with emergency service personnel (depending on the incident, community agencies such as police or fire department may have jurisdiction for investigations, rescue procedures, etc.).

6.

Maintain a line of communication with the community.

Teachers Teachers shall be responsible for the supervision of students and shall remain with students until directed otherwise. They shall: 1. Take steps deemed necessary to ensure the safety of students, staff, and other individuals in the implementation of Emergency Management Response Protocols. 2.

Direct students in their charge according to established Universal Emergency Procedures.

3. Render first aid if necessary. Selected school staff should be trained and certified in first aid and CPR. 4.

Teachers must have their roll book with them.

5.

Take roll when the class relocates in the designated assembly area.

6. Report missing students and staff to Student Accounting and Release (you may want to consider utilizing a colored card system to expedite this process). 7.

Assist as directed by the administrator.

Building Engineers (Custodians) 1.

Survey and report damage to principal/incident commander

2. Assist with implementing the Universal Emergency Procedures and Emergency Management Response Protocols as directed. 3. Control main shut-off valves for gas, water, and electricity and assure that no hazard results from broken or downed lines. 4.

Assist in the conservation, use, and disbursement of supplies and equipment.

5.

Assist as directed by the principal/incident commander.

School Secretary 1.

Answer phones and assist in receiving and providing consistent information to callers.

2.

Provide for the safety of essential school records and documents.

3.

Assist as directed by the principal/incident commander.

Food Service/Cafeteria Workers 1. Use, prepare, and serve food and water on a rationed basis whenever the feeding of students and staff becomes necessary during an emergency. 2.

Assist as directed by the principal/incident commander.

1.

Supervise the care of students, if an emergency occurs while children are on the bus.

Bus Drivers

2. Transfer students to new location when directed by the dispatcher or authorized regulatory agency. 3.

Follow procedures as directed by your transportation policy for emergency situations.

4.

Assist as directed by the principal/incident commander.

Credit for this information goes to: Kentucky’s Center for School Safety, “Emergency Management Resource Guide”

TRAINING POLICY Under the direction of the administrator, an emergency management training program will be set up. This program will include training for all employees who work at the school site. The person responsible for training will organize the method to be used, place and time, and will provide the district office a list of names of those who have completed the training. In case personnel are absent at the time the training is given, a follow-up procedure will be established to insure the training is given, a follow-up procedure will be established to insure that all will be trained in emergency procedures. The training will accomplish the following general objectives:

1.

Personnel will be able to: • • • • •

• • • •

Respond to a fire drill and evacuate the school as quickly as possible and follow all other procedures as listed in the emergency plan on fire and evacuation. Recognize the difference between warning systems for different types of emergencies. Respond to an earthquake drill and follow all procedures as outlined in the “Emergency Response Plan” on earthquake. Know how to call for emergency help and know where the emergency phone numbers are listed. Recognize the procedures to follow if hazardous materials, wind and other types of severe weather, medical, flood, utility failure, bomb threat, civil disturbance, aircraft crash, hostage situation, or any other type of emergency should arise. Know where emergency and first aid equipment is found in the building and how to use such equipment. Know where the command center is and understand how the chain of command works. Know how and where to evacuate the school grounds. Know and understand the early dismissal plan.

Hazards Affecting Roy School Hazards Affecting Roy School (Bold = Most Significant as per Roy School Hazard Mitigation Plan)

Natural • • • • • • • • • • • •

Avalanche Drought/Water Shortage Earthquake Epidemic, Human Flooding Heat, Extreme Landslide Search/Rescue (lost persons, aircraft) Severe Thunderstorm, Wind, Hail, Tornado Volcanic Eruption Wildland and Rangeland Fire Winter Storm

Technological • • • • • • • •

Communication Failure Energy Emergency, Fuel/ Resource Shortage Fire, Explosion Fire, Structural Hazardous Materials, Fixed Facility Hazardous Materials, Transportation Power/Utility Failure Transportation Accident, Aircraft, Marine, Motor Vehicle, Railroad (mass casualty)

Human/Societal •

• • • • •

•

Civil Disturbance: Riot, Demonstration, Violent Protest, Illegal Assembly Hostage Situation Military Conflict Strike Terrorism, WMD: Biological, Chemical, Nuclear Terrorism: Bomb Blast, Economic, Incendiary, Sabotage, Prolonged/ Multiple Hostage Workplace violence

EXERCISE SCHEDULE SAMPLE 20-1-402 MCA: “There must be at least eight drills a year in a school. At least four of the drills must be fire exit drill. Drills must be held at different hours of the day or evening to avoid distinction between drills and actual disasters.” September

Staff - Crisis Manual Awareness Fire Extinguisher Awareness Fire Drill Evacuation Exercise am Fire Drill Evacuation Exercise pm Internal Threat Lockdown Exercise Tornado Drill

October Earthquake Drill November Hazardous Materials Spill, House in Place December Severe Weather Event January Internal Threat Lockdown Exercise February Earthquake Drill March Fire Drill – Evacuation Exercise April Fire Drill – Evacuation Exercise

Emergency Drill Reporting Form School:

Date:

Person Completing Form and Title: Time Alarm Sounded:

# Students:

Time Drill Concluded:

# Staff:

Time to Evacuate: (fire evacuation drills only)

Type of Drill: o o o o o o o o o o

Fire / Evacuation Lockdown Modified Lockdown Shelter-in-Place Earthquake Forest Fire / Smoke Medical Emergency Bomb Threat Weather Emergency Evacuate to alternate site o Other: __________________ Participants: (check all that apply) o School Administrators o Teachers / Paraeducators o Custodial Staff o Students o Law Enforcement o Fire Department o Emergency Medical Services o Parents and /or Volunteers o Other ___________________

Type of School/ Building o o o o o o o o

Elementary Middle School High School Alternative School Transportation Warehouse Administration Pre-School

Notification & All Clear Method: o Bell or Buzzer o Enhanced Alert System o Intercom o Phone o Voice Notification o Siren o Reverse 911 or Shout Out o Other: ______________

Weather Conditions: o o o o o o o o

Clear Cloudy Raining Rain and wind Windy Snow / Sleet Hail Hot (Above 80 degrees) o Cold (10 to 40 Degrees) o Severe Cold (below +10 ) Situation at Start of Drill:

o o o o o o o o

Before School During Class Time Passing Time Recess Lunch Time Assembly After School Other: _______________ __________________ ___

System used for head count o Red Card /Green Card o Other -

Staff previously trained on emergency procedures this year? o Yes o No

Students previously trained on emergency procedures this year? o Yes o No

________________ ___

Emergency Drill Reporting Form (Cont’d) Problems Encountered: (Check all that apply)

o Congestion in hallways o Radio communication problems o Alarm not heard o Network / computer problems o Students unsure of what to o Noise impedes communications o Students not out of sight (lockdown drill) do / proper o Staff unsure of o Long time to evacuate building o Students not serious about drill responsibilities / response o Weather-related problems o Frightened students (lockdown drill) o Unable to lock doors o Improper or unavailable supplies o Windows not covered o Confusion o Windows left open o Doors or Exits blocked o Doors left open o Transportation o Students not accounted for / o Interagency miscommunications o Incident command problems attendance o Difficulties with evacuation o Other: ____________________________ of disabled students or staff ______________________________________ o Staff and Adults accounted _____________________________________ for o Staff not serious about drill o Unable to access school mapping system o Students unaccounted for (note # below) Extenuating Circumstances / Identified Factors / Special Conditions Simulated:

Mitigation / Plans for Improvement: (check all that apply and explain below) o Additional staff training o Additional student training o Address need for additional equipment o Improved emergency supplies

o Cooperative planning with responders o Revised emergency procedures o Improved communication o Other _____________________________

Explain correction needed and who is responsible for any corrective efforts here:

ACCOUNT FOR STUDENTS & STAFF DURING EVACUATION TEACHERS • • • • • •

•

Take class lists/rolls. Make special provisions to assist disabled students. Exit the building through assigned exit or nearest unblocked exit. Lead the class out of the building to predesignated area at least 300 feet from the building. Area must be free from hazards such as overhead power lines, gas lines, and motor vehicle traffic. Take roll and report any missing students (by name) to the administration or designee at a predesigned location away from building. Release students to authorized parents or adults using predetermined procedure. Escort remaining children to an alternate site as identified in the school’s plan, such as a church, city hall, another school, or school buses.

STUDENTS • • • •

Leave ALL personal items in classroom. Follow their teacher and exit in a quiet and orderly manner. Exit with supervisor or, if alone, exit through the nearest unblocked exit. Join class outside.

STAFF NOT ASSIGNED TO CLASSROOMS • •

Check restrooms, common areas and kitchen as predesignated by school principal. Keep children out of vehicle traffic areas and other hazardous areas.

ADMINISTRATION • •

•

Report any missing persons to emergency response personnel. If building is determined to be safe to reenter: • Determine WHEN it is safe to reenter • Notify teachers by megaphone, flag, hand signal, or runner. • DO NOT USE FIRE ALARM SIGNAL for reentry. IF BUILDING IS UNSAFE TO REENTER, EVACUATE THE SCHOOL SITE, USING PREDETERMINED PLAN.

Considerations for Special Needs Students/Staff

Evacuation and relocation procedures will need to address mental, physical, motor, developmental, and sensory limitations. For example, individuals who use wheelchairs or other auxiliary aids will not be able to traverse the front steps of a building without substantial assistance. The following issues should be addressed: § In some cases, individuals with disabilities may have limited mobility. In an evacuation there may not be enough time to move mobility impaired students and staff to traditional shelters It is important to identify alternative, accessible, safe shelter locations and to communicate these locations to emergency responders. § Individuals with hearing disabilities may not be able to communicate verbally, to read lips, or to hear fire alarms or other emergency signals. Consider providing basic sign language training to designated school staff. § Visual impairments might impede reading signs or traversing unfamiliar or altered terrain— consider whether debris might obstruct the evacuation of such staff and students and necessitate alternative shelter locations. § Debris may obstruct the evacuation of individuals with mobility impairments. Be sure to assign sufficient staff to assist these individuals during a crisis or consider identifying alternative shelter locations. § Are staff trained to assist students with developmental disabilities? These students may become upset if routine patterns of activity are disrupted. § Do any students or staff have special needs for medicines, power supplies, or medical devices that are not likely to be available in emergency shelters? Consider what alternative arrangements can be made to provide these necessities. This information was taken from “Practical Information on Crisis Planning: A Guide for Schools and Communities,” a January 2007 publication of the Office of Safe and Drug Free Schools, U.S. Department of Education.

PARENT NOTIFICATION OF EMERGENCIES Procedures for informing parents and guardians of school Emergency Preparedness Plans and revisions need to be exercised every September with the beginning of the new school year. •

• •

•

Schools shall have a method by which parents and the public can be notified of school emergency situations. (Arrangements with local radio and television stations to broadcast emergency bulletins should be established by the school district.) At the beginning of each school year, parents and staff shall receive a written summary of relevant sections of district and schools plans that apply to the school. The plan shall contain measures that shall ensure that, during an emergency, school children receive adequate educational services and supervision during school hours and that, under extraordinary circumstances when parents cannot be notified, the administration shall act according to the District Emergency Preparedness Plan. Schools may have at their disposal various tools for contacting parents. Examples: Reverse 911, Telephone trees, Email, Shout Out Systems, Radio and/or Television announcements, etc.

SHELTER IN PLACE

ANNOUNCEMENT ON PA: "This is Mr./Mrs. ____________ . This is an emergency SHELTER IN PLACE. This is NOT a drill. Teachers initiate SHELTER IN PLACE procedures. (Add specific instructions here: ex. Tape your classroom doors and windows. Or, please exit your classroom and head to the ___________________ inside the school building). This is NOT a drill." Announce to students to gather their immediate materials in the classroom.

1. 2. 3.

Immediately close any external door, accessible vents and all windows. Gather your emergency/student information packet, cell phone, keys, coat and hat, purse, wallet etc. Line up; Review route with students; Account for each student using the attached form while they exit the room. Exit in orderly manner; Close door behind you. At shelter in place site, re-assemble students; take roll, checking against list used when exiting. Locate Partner/Buddy Teacher. Compare class situations.

4. 5. 6. 7.

Report status to _________________________ using signs (example: red/green cards) or in person. Partner Teacher assumes command of both classes during this period. Communicate this change to students. Request help whenever needed. Track any medical issues.

8. 9. 10. 11.

Request students to not use their cell phones or text. Stay close to Partner Teacher/Class. Keep students and yourself occupied and safe. Keep noise to a minimum. Anticipate the needs of you and your students. Await instructions.

RED CARD / GREEN CARD Displaying or flashing a color coded card is a method to quickly transmit important useful information. If not already on the card, please write teacher name and room number. For use during Evacuation and Shelter-In-Place: •

Teacher displays the green card if attendance has been taken and all students and assigned staff are present and no immediate emergency is present with this group of students and staff members.

•

Teacher displays the red card if a student, with or without a pass, or assigned staff member is now missing and/or medical assistance is needed.

•

Teachers displaying red cards will be asked to identify missing students and/or assigned adults.

EVACUATION

ANNOUNCEMENT ON PA: "This is Mr./ Mrs. ____________ . This is an emergency EVACUATION. This is NOT a drill. (Add specific instructions here: ex. Do not go to the north side of the building. Please exit to the ___________ Evacuation Site, or wait on the school grounds assembly areas until it is safe to relocate to our alternative off school site). Teachers initiate EVACUATION procedures now. This is NOT a drill."

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Announce to students to gather their immediate materials that are in the classroom. Gather Emergency/student information packet, cell phone, keys, coat, hat, purse, and wallet etc. Line up; Review route with students; Account for each student using the attached form while they exit the room. Exit in orderly manner. Close the door behind you. At evacuation site, re-assemble students; take roll, checking against list used when exiting. Locate Partner/Buddy Teacher. Compare class situations. Report status to _________________________ using signs (example: red/green cards) or in person. Partner Teacher assumes command of both classes during this period. Communicate this change to students. Request help whenever needed. Track any medical issues. Request students to not use their cell phones or text. Stay close to Partner Teacher/Class. Keep students and yourself both occupied and safe. Anticipate. Await further instructions. Follow parent-student reunification procedure if process is formally initiated by Principal.

LOCKDOWN ANNOUNCEMENT ON PA: "This is Mr./ Mrs. ____________ . This is an emergency LOCK DOWN. This is NOT a drill. Teachers initiate LOCKDOWN procedures. Secure your classrooms check email/phone/PA for further instructions. This is NOT a drill."

1. 2. 3. 4. 5. 6. 7.

Lock your classrooms and secure your work areas. If there is a student immediately outside of your room when you are locking the door, bring them inside. If your room is near a bathroom and it is safe to do so, quickly check this area as well and bring those students into your room. Keep students away from windows and doors, pull blinds, keep lights off. Check roll, account for all students, and add the names of any student that was brought into your classroom. Report the status of your class via cell or email to the office. Request students to not use their cell phones or text. Keep them occupied if possible. Check email and phone for updates. If your class has a change of status, report it. DO NOT open the door until the "all clear" is given.

EARTHQUAKE PROCEDURES IF INSIDE:

1. 2.

3. 4. 5. 6.

IF OUTSIDE: 1. 2. 3. 4. 5.

6. 7. 8. 9. 10. 11. 12.

Remember the rolling motion of the earth is frightening but not necessarily dangerous. To protect from falling objects, take cover in this manner. a. Do this: DROP, COVER, HOLD ON! b. Get beneath a desk table or bench; If possible, cover head with coat or other clothing to minimize injury. c. Stay away from outside walls, windows, or other expanses of glass. d. If in a room with no cover, get against an inside wall or inside a doorway and crouch. Leave doors open to minimize jamming if the building shifts. Do not attempt to run through building. Falling objects are found near outside doors and walls. Stay covered until given the "All Clear" or until an EVACUATION order is received. If evacuating, Line up; Review route with students; Account for each student using the attached form while they exit the room. Exit in orderly manner; Keep door unlocked, open and lights on.

Move away from building and away from overhead electrical wires. Lie flat, face down, and wait for shocks to subside. At evacuation site, re-assemble students; Take roll. Locate Partner/Buddy Teacher. Compare class situations. Report status to _________________________ using signs or in person. Partner Teacher assumes command of both classes during this period. Communicate this change to students. Request help whenever needed. Track any medical issues. Request students do not use their cell phones or text. Stay close to Partner Teacher/Class. Keep students and yourself occupied and safe. Keep noise to a minimum. Anticipate the needs of you and your students. Await instructions. Do not enter building until authorized to do so. Do not light fires or touch fallen wires. Await instruction from the Incident Commander, Principal or Assistant Principal