School Emergency Response Plan



School Emergency Response PlanTable of Contents Introduction and Promulgation4-7Requirements 5Purpose 6Scope 6Objectives 6Responsibility 6Situation and Assumption7Emergency Management Resolution8-9Statement Letter10-11SECTION 1Legal Requirements 12-25SECTION 2National Incident Management System26-34SECTION 3School Emergency Team 35-53SECTION 4Emergency Management 54-58Buddy System List 56Emergency Signals 57Signal Cards 58SECTION 5Emergency Maps 59-67SECTION 6Evacuation Procedures 68-83SECTION 7Emergency Response Supplies 84-94Food and Water Management 92SECTION 8Emergency Contact Information and Communication 95-105SECTION 9Incident Response Procedures 106-193Airborne Contaminants 107-108Animal Disturbance 109-110Armed Intruder/Shots Fired 111-112Assaults 113Biochemical or Chemical Release 114-120Bomb Threats/Device Found 121-123Burglary/Robbery 124Bus Accidents 125-126Child Abuse Reporting 127-130Child Does Not Arrive Home (within a reasonable time) 131Civil Disturbance 132-134Critical Condition/Hospital Treatment 135Death of a Student/Staff Member 136-137Detecting Suspicious Packages/Letters 138-139Disruptive Student 140-141Earthquake 142-150Explosion 151-153Fallen Aircraft 154Fire 155-161Food and Water Contamination 162Forced Entry/Theft of School Property 163Hazardous Material Spill 164-165Heat Emergencies 166-168Hostage Situation 169-170Kidnapping or Missing Student 171-172Medical Emergency 173Motor Vehicle Crash 174Police Activity in the Neighborhood 175Severe Weather 176-179Sex Offense 180Spilled Bodily Fluids 181-182Student with a Gun 183-184Suicide/Threat/Attempt 185-186Terrorist Act 187Threat of Violence 188Trespasser in Building 189Utility Loss or Failure 190Volcanic Ash Fallout 191Weapons on School Property 192-193SECTION 10Crisis Emergency Team Guidelines 194SECTION 11Plan Maintenance, Training, and 195-199Vital Record Retention SECTION 12Emergency Drills 200-209SECTION 13National Terrorism Advisory System 210-212SECTION 14Terms, Acronyms and Resources213-219Appendix ASample Parent Letters220-234Appendix BFour Phases of a Crisis235-243Appendix CReunification Procedures244-263Appendix DInfectious Diseases and Pandemics264-25407408School Emergency Response PlanIntroductionThe purpose of the School Emergency Response Plan is to provide a concise reference for staff when facing a crisis or an emergency. Accident and crisis prevention are particularly important whenever children are involved, but even the most thorough and imaginative forethought cannot prevent all emergencies. It is our responsibility to be prepared with management plans for foreseeable emergencies and for all staff members to be apprised of their roles in these plans.PromulgationThe School Emergency Response Plan addresses Portland Public Schools’ responsibilities in emergencies associated with natural disaster, human-caused emergencies, and technological incidents. It provides a framework for coordination of response and recovery efforts within the district in coordination and with the city of Portland, Multnomah County, and the state of Oregon. The Plan establishes an emergency organization to direct and control operations at the school site during a period of emergency by assigning responsibilities to specific personnel. The School Emergency Response Plan:Conforms to the National Incident Management System (NIMS) and effectively restructures emergency response at all levels in compliance with the Incident Command System (ICS).Establishes response policies and procedures, providing PPS school sites clear guidance for planning purposes.Describes and details procedural steps necessary to protect lives and property.Outlines coordination requirements. Provides a basis for unified training and response exercises to ensure compliance.RequirementsThe Plan meets the requirements of the state of Oregon, Multnomah County, and the city of Portland policies on Emergency Response and Planning and the National Incident Management System (NIMS), as well as defines the primary and support roles of the individual schools in after-incident damage assessment and reporting requirements.PurposeThe purpose of the School Emergency Response Plan is to protect the safety and welfare of PPS students, employees, visitors, and volunteers, and to ensure the preservation of public property.ScopeThe scope encompasses all PPS school sites and district facilities. It addresses a broad range of major emergencies. Such events include crimes committed on campus, hazardous materials emergencies, weather emergencies, and fire. Also included are procedures for emergencies that may or may not require the full or partial activation of the School Emergency Team (SET).The objectives of the plan are to:Protect the safety and welfare of students, employees, visitors, and volunteers.Provide for a safe and coordinated response to emergencies.Protect the school's facilities and properties.Enable the school to restore normal conditions with minimal confusion in the shortest time possible.Provide for interface and coordination among the schools, the District, city, and/or county Emergency Operation Center (EOC).Schools are required by federal statute to be available for shelters following a disaster. The American Red Cross (ARC) has access to schools in damaged areas to set up their mass care facilities and local governments have a right to use schools for the same purposes. This requires close cooperation between school officials and ARC or local government representatives, and should be planned and arranged for in advance.ResponsibilitySchool administrators have the responsibility to ensure the safety of their students and staff in an emergency. Law requires developing emergency plans and training staff in all-hazards emergency response procedures. The principles of NIMS and ICS are incorporated into this plan, and school personnel must be trained on how the system works. All PPS school sites must conduct drills and exercises in order to practice using the system. Periodic training will be available to help orient new employees and provide refresher training to current employees on an annual basis.Situation and AssumptionsSituationThe school sits on (insert acreage) at (insert address). The site consists of (insert # of buildings) buildings. There is an Average Daily Attendance of (insert ADA) and (insert # of staff members) staff members. (address scheduled daily differences in population).The principal has the primary responsibility for developing and implementing the School Emergency Response Plan. The principal has the responsibility of executing the policies developed by the Board.Site personnel and/or local fire and law enforcement agencies handle most emergencies on site.AssumptionsDuring an emergency, centralized direction and control (i.e., activation of the Command Post) is the most effective approach to management of emergency operations.In case of an emergency that is beyond the capabilities of the site to handle, site personnel will coordinate with local emergency response agencies. This may include having a member or members act as a liaison with responding agencies. -12700-2540Emergency Management ResolutionSample Emergency Management ResolutionPortland Public SchoolsPortland, OregonRESOLUTION # xxxxxxxWHEREAS,The Portland Public Schools has implemented a School Emergency Response Plan for all school sites and facilities. The objectives of the plan are to: 1) protect the safety and welfare of students, employees, and staff, 2) provide a safe and coordinated response to emergencies, 3) protect the district’s facilities and property, and 4) enable the School to restore normal conditions with minimal confusion in the shortest time possible.WHEREAS,In an effort to fully implement the School Emergency Response Plan, the Portland Public Schools supports planning, training, and exercising the plan at the school site level.WHEREAS, The Portland Public Schools participates with all responding agencies within the State of Oregon and in the National Incident Management System (NIMS).NOW, THEREFORE, BE IT RESOLVED, that the Board of Portland Public Schools does hereby support the School Emergency Response Plan.READ AND ADOPTED THIS _______ DAY OF _____________ BY THE GOVERNING BOARD OF THE PORTLAND PUBLIC SCHOOLS.____________________________________________________________DateSignature06350Statement LetterStatement LetterRemove this page and insert the statement letter signed by the Principal.Insert a dated letter from the principal supporting the emergency plan. The plan is reviewed annually, and thus the letter is kept up to date.76207620Section 1Legal Requirements Legal Requirements: Authorities and ReferencesThe following are brief summaries of emergency crisis related Education Codes and Government Codes you should be familiar with. Review the entire citation for specific requirements. PPS board policies and administrative directives are printed in their entirety.Oregon law(ORS. 336.071)Emergency Drills and InstructionAll schools are required to instruct and drill students on emergency procedures so that the students may respond to an emergency without confusion or panic. The emergency procedures shall include drills and instruction on fires and earthquakes. In addition, schools that are in a coastal zone shall include tsunami drills and instruction as part of the earthquake drills and instruction.(a)Drills and instruction on fire emergencies shall include routes and methodsof exiting the school building.Drills and instruction on earthquake emergencies shall include methods of “duck, cover, and hold on” during the earthquake. Drills and instruction on tsunami emergencies shall include immediate evacuation after an earthquake when appropriate or after a tsunami warning to protect students against inundation by tsunamis.At least 30 minutes in each school month shall be used to instruct students on fire, earthquake, and where appropriate, tsunami dangers and drills. At least two drills on earthquakes shall be conducted each school year. In schools in a coastal zone, at least three drills on earthquakes and tsunamis shall be conducted each year.All schools shall maintain all exit doors so that the doors can be opened from the inside without a key during school hours.Units of local government and state agencies associated with emergency procedures training and planning shall assist schools in the instruction and drilling of students in emergency procedures.Oregon law(ORS. 479.140)School Fire PreventionThe State Fire Marshal and deputies and assistants shall require teachers of public and private schools and educational institutions to have one fire drill each month and to keep all doors and exits unlocked during school hours.All painting or finish applied to interior combustible surfaces, except floors and trim, of public and private school buildings and educational institutions shall be of a fire-retardant material meeting flame spread regulations for interior finish established by the State Fire Marshal pursuant to ORS 476.030.No Child Left Behind Act of 2001This federal law is designed to improve student achievement, facilitate accountability and ensure a safe and orderly school by implementing programs that protect students and teachers. Under No Child Left Behind, states must report school safety statistics to the public on a school-by-school basis and districts must use federal school-safety funding to establish a plan for keeping schools safe and drug-free. Having a crisis management plan for responding to violent or traumatic incidents on school grounds is a requirement.Board Policies3.40.010-PEmergency Plans and Procedures A fundamental and high priority obligation of all principals is establishment of procedures and programs that ensure the safety of all personnel in their schools. Therefore, continual and planned programs of education, which apprise students and staff members of safety hazards and of good safety practices, shall be conducted not less than 30 minutes each month. Moreover, special plans and procedures required in case of school wide emergencies or other hazardous conditions such as fire, bomb threats or explosions, of violence and natural disasters including storms, or earthquakes, etc. shall be developed in detail. Such plans shall be prepared in consultation with city and county agencies according to the guidelines and requirements established by the superintendent of schools as required by state law and shall be implemented through educational programs and preparedness drills conducted at regular intervals each year. Emergency plans and procedures shall be made available in every school office and other strategic locations throughout the district.Board Policies3.40.014-P Weapons, Explosives and Fire BombsNo person except a Peace Officer shall have or enable another to have a weapon [or replica of a weapon] on district property. "Weapon" for purposes of this policy, and as defined by state and federal law, includes:"Dangerous weapon" - any weapon, device, instrument, material or substance, which under the circumstances in which it is used, attempted to be used or threatened to be used is readily capable of causing death or serious physical injury;"Deadly weapon" - any instrument, article or substance specifically designed for and presently capable of causing death or serious physical injury;"Firearm" - any weapon which will or is designed to or may readily be converted to expel a projectile by the action of an explosive, frame or receiver of any such weapon, any firearm muffler or silencer or any other destructive device as defined by federal law."Destructive device" - any device with an explosive, incendiary or poison gas component or any combination of parts either designed or intended for use in converting any device into any destructive device or from which a destructive device may be readily assembled. A destructive device does not include any device, which is designed primarily or redesigned primarily for use as a signaling, pyrotechnic, line throwing, safety or similar device.No person except a Peace Officer shall have or enable another to have an explosive or fire bomb on district property. "Explosive" includes a device, which by heat, impact, friction or detonation will explode with such force as to injure a person or damage property. "Fire bomb" means a breakable vessel containing a substance with a flash point below 151 degrees Fahrenheit that includes a device for its intentional ignition.No student shall bring, possess, conceal or use a weapon on or at activities under the jurisdiction of the district or interscholastic activities administered by a voluntary organization approved by the State Board of Education.The superintendent or designee may, as provided by law, authorize other persons to possess weapons for courses, programs and activities approved by the district and conducted on district property.3.40.030-PSchool DemonstrationsThe Board of school district No. 1 has as a paramount concern the safety and well being of the students, staff and other personnel in the schools. The Board further has responsibility for maintaining uninterrupted educational programs for all of its students. Students have a right to an education and the Board intends to protect that right in the event of a demonstration or other disorder disruptive to the school environment. The Board also is concerned for the protection of school property and facilities in such an event. Therefore, the Board of Education of school district No. 1 will take all legal steps necessary to achieve these ends through the emergency procedures developed by the superintendent and implemented by building principals. The emergency procedures ensure that school staff respond effectively to all contingencies and that they are prepared to cope with such disruptions and coordinate plans, as appropriate, with civil authorities. Further, the Board asks that each student, each teacher, each administrator, and each parent assume personal responsibility to encourage the kind of sober civil relationships that are essential to an orderly society and an educational environment conducive to learning. Operating Principles for Controlling School Disturbances Demonstrations.Accountability. Disorder and disruption of the school process for any reason will not be tolerated, and persons attempting such actions shall be held accountable.Law Enforcement. In order to ensure safe and orderly school operations, the district fully intends to enforce all laws and to seek prosecution of those who violate them. Students involved in school disruptions, vandalism, violence or other illegal acts will be subject to suspension or expulsion from Portland schools.Personnel Responsibility. In both preventing and resolving student unrest and demonstrations, all district personnel must plan on playing important and responsible roles.Teamwork is essential at all levels in handling student disorders. Only through teamwork on the part of the school building employees, central administrators, and the Board can disruptive actions be counteracted and the rights of all protected.Any school employee who promotes violation of Board policy, regulation, or school rule, or who promotes student unrest or disruptive behavior will be regarded as insubordinate, as having violated basic professional obligations, and will be subject to suspension from and/or termination of employment.Legal References: ORS 332.072; ORS 332.107History: Adpt 6/71; Amd 9/83; Amd 9/9/02; BA 2419District Administrative Directives3.40.040-AD Bomb Threat - Procedures(1) Notification and Investigation. Upon receipt of a bomb threat at any of the district's schools, the principal or his/her representative will initiate the following procedures:Notify the custodian to institute an immediate search of the building for suspicious objects paying particular attention to garbage cans, trash receptacles, unlocked storage rooms, telephone booths, etc.;Notify the School Police and the appropriate office(s) of the superintendent. If the school Police cannot be contacted immediately, follow procedure in step 1.c.;The School Police, upon receiving information of a bomb threat that is not an obvious hoax, will notify the Portland Police who in turn will notify the FBI or any other authorities, if warranted.(2) Emergency Action Upon Discovery. If the custodial staff should locate a suspicious object, package, carton, etc.:The object should not be touched or moved;The school administrator in charge of the building shall be notified immediately;The area shall be evacuated and isolated;The school Police shall be notified;The Portland Police shall take charge of removal of the suspicious object. Policy Implemented:History: Adpt. 6/71; Amd. 7/77; Amd. 5/84; Amd. 9/01/023.40.050-AD Storm or Other Emergency Considerations – Preparations and ProceduresOccasionally, a severe storm or other condition develops during the school day requiring district staff to implement emergency procedures for ensuring student safety at school or arranging transportation to their homes.(1) Emergency Preparations.Schools should maintain in good working order in their main office portable radio receivers, which operate without electricity so that they may are informed of emergency measures and civil defense directions. Building principals may be provided [cell phones by the district] [reimbursement for personal cell phones used for district business in keeping with Government Standards and Practices Commission guidance for such usage] so that they may maintain communications and stay informed about emergency measures and civil defense directions.Students and parents should be urged by teachers and principals to:Arrange for students' entrance into their homes in the event of parent absence;Determine the safest and most direct route from school to home;Listen to media reports for information regarding school closure rather than call the school so that school phone lines can be kept open for emergency calls.(2) Emergency Procedures.If storms or other emergencies strike with little warning, students shall be kept in their respective buildings.In the event severe storms threaten, but give sufficient time for students to go home, or other emergencies are anticipated, students shall be dismissed from school on the order of the offices of the superintendent and shall proceed home immediately.All staff members shall remain in school on active duty until the students have left the building and they are dismissed by the principal.Policy Implemented:History: Adpt. 6/71; Amd. 5/84; Amd. 9/01/023.40.060-AD Fire PreventionCandles Lighted candles are not to be used within school buildings for programs either by school employees or outside groups unless their use is in accordance with Fire Department regulations (permits must first be obtained from the Fire Department). Combustible MaterialsOil base paints or painting supplies in excess of five quart paint cans must be stored in metal lockers in approved locations.Oil painting must be done in well-ventilated locations or in approved paint rooms.Paint brushes containing oil base paints must be cleaned under approved safety precautions. In grade six and below, this activity shall be supervised directly by the teacher.Access to acids by students is to be restricted, except for scientific experiments under the supervision of qualified instructors and with normal safety precautions.If acids or other potentially dangerous chemicals are spilled the appropriately trained staff shall immediately neutralize and dilute the substance and immediately call a custodian who will take steps to completely neutralize the chemicals’ effects.Decorations on exiting hall walls may not be placed in such quantity as to provide "fire overload." "Fire overload" means more than 10 percent of the total wall area is covered with decorations. Such limit may be exceeded only if excess materials are flame retarded. All items hung from exiting hallway ceilings must be flame retarded.Bonfires. Bonfires for school rallies or any other purpose are prohibited.Smoking. The use of tobacco products is prohibited by all parties in district buildings, or on district grounds at all times. See also: Administrative Regulations 3.30.021, Tobacco Usage, 4.30.011, Standards of Conduct — Implementation, 4.30.022, Other Disciplinary Measures and 4.40.055, Activities and Meetings.Christmas Trees.Only fresh green native trees may be placed in school buildings.The butt of the tree should be re-cut on an angle one inch above the original cut just prior to setting the tree in a stand.Trees must be placed with the base in water and that water level kept above the cut the entire time the tree is indoors.The tree must be properly supported and must be located away from heat sources, exit ways, and not in hallways in a manner that will impede normal traffic flow.If tree lights must be used, off-the-tree floodlighting, located no closer than three feet from the tree, is permitted. All such lights shall be U.L. approved.All trees shall be removed from the building before personnel leave for winter vacation.Firearms, Flames, Sparks in Production. It is unlawful for any person to discharge any firearms or to use or operate any lighted lamp, candle or torch, or any spark or flame-producing device as a part of any act, show entertainment or performance in any school, church, theater or other place of public gathering, or before any gathering of people either indoors or outdoors. [Certain exceptions may be made by obtaining a fire permit in writing from the office of the fire marshal and only then permitted on school property with the express permission of the office of the superintendent.]Policy Implemented:History: Adpt. 6/71; Amd. 4/73; Amd. 5/73; Amd. 10/9/91; Amd. 1/15/96; Amd. 9/01/023.40.070-ADFire DrillsGeneral.Maps should be drawn of the school floor plan to indicate the primary exit and all alternate exits for each room. Teachers shall study these maps with their students early in the year so that everyone knows the route he/she would take to leave the building from any room where he/she might be.Every fire drill is an exercise in school safety and management for principals, teachers and students. The chief purpose of every drill is complete control of the class by the teacher who leads it from the building. Great stress shall be laid upon the execution of each drill in a brisk, quiet, and orderly manner. Talking and running should be prohibited.In the matter of schools, which occupy only one floor and have outside exits from the classrooms, the outside exits for fire drills should be used when considered feasible.The Fire Chief or Fire Marshal may request the principal to call a fire drill at any time in order to ascertain the efficiency of such drill.The building principal or designee should notify the school police and/or the fire department, as appropriate, of a planned drill. In the event of a false alarm, the building principal or designee should notify school police upon the alarm and immediately thereafter following a sweep of the building to report all clear status or need for additional school police or fire department response.Frequency. In public and parochial grade schools, or schools of like occupancies, fire drills shall be held not less than once each month for the school year.Signals. The fire drill signal shall be a predetermined sound of an electrical warning device capable of being heard throughout each story of the building and shall be distinctive from all other sounding devices. Recall from fire drill shall be by hand or voice signal only. Teachers shall have a prearranged place to line up their students at a safe distance from the building; generally, an area that will secure the safety of the students and not interfere with fire department operations. Every effort should be made to avoid blocking hydrants, driveways, or access ways.History: Adpt. 6/71; Amd. 9/01/023.40.071-ADFire and Earthquake Drill ReportsIt shall be the duty of the principal or other person in charge of a school to make a written report documenting fire and earthquake drills held during the year and, in the case of fire drills, the time required for vacating the building. The report is to be made on forms, which shall be provided by the Fire Marshal for that purpose and made available for Fire Marshal inspection upon request.Policy Implemented:History: Adpt. 6/71; Amd. 9/01/023.40.080-ADFire ProceduresIn the event of fire, the building should be immediately vacated. It shall be the duty of the principal or other person responsible under established fire drill and emergency procedures to notify 911/School Police immediately.Policy Implemented:History: Adpt. 6/71; Amd. 9/01/023.40.031-ADWhen Demonstrations Are ImminentProvide Information.Students and parents should be informed as a part of the school's program of instructions on safety and emergency procedures of rules governing school operations during demonstrations or other such disorders disruptive to the school environment. (The principal may authorize demonstrations, which are orderly and not disruptive because of the time and place and are not inimical to school order, discipline, or the achievement of district or school goals.)Counsel with probable leaders, individually, ahead of time, advising them of rules and consequences.Issue advisory and information bulletins to all students.Hold an assembly when exceptional circumstances warrant.Report rumors, threats, or reports of imminent demonstrations or other such disorders disruptive to the school environment to the designated supervisor, Portland School Police and Director of Public Information.Other Possible Preventive Measures.Stagger release patterns of students at the end of the day.Turn on the lawn sprinklers at dismissal time.Employ student leadership judiciously in efforts to calm or control student demonstrations or other such disorders.Prevent Trespass. Make sure all staff members are informed of the following regulations and procedures regarding visitors and trespassers:Visitors (parents and others) must report to the main office for a visitor's permit, and only those authorized are to remain. Permits are to be dated, time indicated and room or staff member to be visited is to be shown;Detected non-students entering the building should be escorted to the main office if they have legitimate business to conduct. Others should be courteously asked to leave the building or grounds. Those not authorized to stay and who do not leave when requested should be informed that failure to comply might result in their arrest. Notify School Police as necessary.Emergency Procedural Measures.The Executive Deputy Superintendent shall establish a special assistance corps for use in emergency situations on the call of the building principal.The school principal shall instruct teachers for emergency duties and establish plans for the supervision of their respective classrooms in the event of demonstrations or other such disorders disruptive to the school environment.The school principal should assign a photographer the task of photographing demonstrators or others involved in such disorders for purposes of later identification.Each principal may develop a plan for judicious use of parental help in the building.Principals have discretion to meet, as deemed necessary, with school Police and with the police precinct captain(s) in the area in which their schools are located to work out plans for possible police involvement.Policy Implemented: 3.40.030-PHistory: Adpt. 6/71; Amd. 5/84; Amd. 9/01/023.40.032-ADWhen Demonstrations OccurResponsibility. The building principal is the administrator responsible for coordinating and directing personnel in controlling demonstrations. In instances involving basic policy decisions, the principal shall confer with his/her supervisor. When such disruptions occur, the principal shall, on a facts available basis, determine the kind of assistance needed and the specific procedures to be followed.In the event of threatening violence, which poses a threat to the safety of the building or the students, police and fire departments must be called in immediately.When the school police are called, they should be advised by the building principal as to the number of policemen needed and whether they are to appear on the campus.Short of emergencies demonstrations or disorders of an extreme nature, police should operate in all circumstances under the principal's direction when on school grounds. Operations protocols shall be planned with the Chief of School Police and the precinct munications During Demonstrations. Information about the demonstration or disorder should be given immediately to the offices of the appropriate Director of Student Achievement, Portland school Police and the Communications Department.Notify the appropriate Director of Student Achievement as to whether special assistance from other schools is needed.The school and/or the Director of Student Achievement shall notify the superintendent and/or an assistant superintendent.Advise employees in the building by the most immediate means (perhaps pre-assigned signal) reasonably available that an emergency plan is underway.Implementation of Action Measures.Stations. The teachers who have been designated for special demonstration or disorder duty will proceed immediately to their assigned stations.Lock Down. Implement respective building lock-down procedures based on the bustible Materials. Combustible materials should be immediately removed from garbage cans.Notify Parents. Notify parents of students leading the demonstration or disorder to come to school at once.Rumor Control. The local school office should provide accurate information to allay rumors.Limit Entry. Prevent entry to the area by other students if possible.Students in Classrooms. All teachers should keep students in classrooms and proceed with the usual lesson plans and activities. (This may have a calming effect on the students.) Students may be dismissed only in cases of dire emergency.Signals. Bells and fire alarms are to be shut off at once, and no passage of students is to be permitted until further notice by public address system or other means. (The fire alarm system must be restored to operation as quickly as possible.)Calming Conversations. Selected teachers who have exceptionally good rapport with students should be asked to engage small groups in calm conversation to reduce tension.Warnings. Demonstrators should be advised that their activity is unauthorized, and they should be told by the principal by virtue of his/her position, authority and appropriate statutes to desist and disperse immediately. (This self-identification and source of authority is required in case of later prosecutions.)Warnings - Time Limit. Students should be given a five-minute warning to cease and desist in the demonstration and notified that failure to comply will result in immediate suspension from school. If they persist and are told that they are suspended and to leave the building immediately, they should be informed that they are subject to immediate arrest for trespass if they fail to leave the school campus when requested.Identify Leaders. For the purposes of later disciplinary action, leaders, especially, should be identified. They should be told that if they persist in inciting disruption, they will be suspended and are subject to expulsion from school.Arrange Student Exit. According to a previously established plan, members of the teaching staff should arrange for the exit of those persons wanting to leave the demonstration or disorder and should escort them either off the campus or to their proper places in the building.Warn Trespassers. Non-students on the school campus should be advised that they are violating the laws of trespass, and that they are subject to immediate arrest if they do not leave the school campus when requested. Parents permitted to stay shall be located in a single room and kept informed.Negotiation. Principals should avoid negotiation on any demands in order to end a demonstration or other disorder. Students should be advised of a time and place where discussions (not negotiations) may occur regarding grievances. Discussions can in no way be conditioned as a price for disbanding the demonstration or disorder.Arson Cases.(a) In instances of arson, the following guidelines are recommended:Follow the usual emergency procedures for fire; in addition, special steps may be appropriate to prevent panic;Call 911/School Police Conduct an intensive investigation to apprehend the arsonist;Turn over all information gathered to the Portland Police Bureau and obtain their further assistance, if necessary.(b) Prevention of further arson may be aided by:Using metal trash cans where appropriate;Having custodial staff remove trash as often as possible;Having custodial staff reduce or remove the supply of paper towels in cases of recurrent arson in restrooms;Having staff members walk through the restrooms intermittently;Not placing trashcans in isolated places.Assault. In instances of assault resulting from disruptions, the following procedures should be followed as soon as reasonably possible under the circumstances:Give aid and protection to the victim;Notify parents of the victim;Arrange for transportation;Secure witnesses who will give details regarding the incident (written);Attempt to identify the assailants;If victim or parent wishes to sign complaint, call Portland Police Bureau;Obtain written statement from the victim.Property Damage.A student who damages school property may be suspended or expelled from school.On complaint of the principal, the parents of a student who damages school property are liable for the cost of repairs or replacement.Procedures recommended in instances of property damage are as follows:Obtain witness statements;Ask Facilities and Assets Management Department to assess damages;Notify the parents of the cost of damages and request payment.Working with the Press.The Director of Communications is assigned the primary responsibility of working directly with representatives of all media. A spokesperson for the Portland Police Bureau may also be assigned such responsibilities in the event of criminal activity.In an effort to coordinate the activities of the press, a media center equipped with telephones, if possible, may be established by the Director of Communications in the building in which a demonstration or other such disorder is in progress. The Director of Communication, in consultation with the building principal, will determine if the presence of such a center would be further disruptive.Identification cards will be provided for members of the press admitted to the building during such instances.Statements and information to media representatives shall be released only through the Director of Communications. The communications director shall arrange for briefings for the media representatives from time to time, and the building principal and other administrators should make themselves available for this purpose.The Director of Communications as deemed appropriate by the superintendent, shall notify local public officials of the disruption.The Director of Communications may supply information about the disruption to other district schools as deemed appropriate.Policy Implemented: 3.40.030-PHistory: Adpt. 6/71; Amd. 3/80; Amd. 5/80; Amd. 5/84; Amd. 9/01/02-15240-7620Section 2National Incident Management System (NIMS) NIMS Purpose and ScopeThe National Incident Management System (NIMS) was issued by the Department of Homeland Security on March 1, 2004, to provide a comprehensive and consistent national approach to all-hazard management at jurisdictional levels and across functional disciplines. The NIMS will enable responders at all levels to work together more effectively to manage domestic incidents no matter what the cause, size or complexity.NIMS is the overall system in which many agencies, levels of government, and information systems fit. The parts of NIMS are:Incident Command SystemMulti-agency or inter-agency coordinationState Master Mutual Aid Agreement and SystemsOperational AreasOperational Areas Satellite Information System (OASIS)School districts have mutual aide agreements for shelter, counseling, and other items and must participate in inter-agency coordination. It is important to understand this and be prepared to participate.Public schools have mutual aide agreements for shelter, counseling, and other items and must participate in inter-agency coordination. It is important to understand this and be prepared to anizational LevelsInformation regarding a disaster and the school site conditions are reported from the site level up to state and federal levels and become part of the larger information picture. Thorough documentation and accuracy are very important. Order of Coordination:Field Level (School Site)Involves:Using the Incident Command SystemTactical on-scene responseEstablishing and maintaining Command Center (school site) and Field Command Post (fire, police, etc.)Requesting support from the Local Government EOC (fire, police, EMS, public works, etc.)Local Government Level (School District, Multnomah County Educational Service District, and City(s))Involves:City(s), Multnomah County Educational Service District, and School DistrictEstablishing and maintaining Emergency Operations Center (EOC) and District Command Center Implementing Local Emergency PlansRequesting support from the Operational AreaOperational Area Level (County/Counties representing School Districts, City(s)) Involves:The County, Counties and City(s)Coordinating information and resources among all local governmentsBrokering resources within the Operational AreaFunctioning as intermediate level between local government and the StateState Level Will:Coordinate support between Operational Area Levels as requiredAct as the initial point of communication and coordination between Oregon and the Federal Response SystemNIMS and SchoolsThe National Incident Management System is based on a number of concepts, three of which are pertinent to schools: A management tool called the Incident Command System (ICS); Mutual aid systems, in which similar organizations assist each other in emergencies; and Multiple agency coordination, under which diverse organizations work together and communicate with each other.Incident Command System (ICS)ICS was developed by fire departments to give them a common language when requesting personnel and equipment from other districts, and common tactics when responding to emergencies. The system is designed to minimize the problem common to many emergency response efforts – duplication of efforts – by giving each person a structured role in the organization and each organization its piece of the larger response.The Incident Command System is the combination of facilities, equipment, personnel, procedures, and communication operating within a common organizational structure, designed to aid in domestic incident management activities. It is used for a broad spectrum of emergencies, from small to complex incidents, both natural and manmade, to include acts of catastrophic terrorism. ICS is used by all levels of government -Federal, State, tribal, and local - as well as by many private sector and non-governmental organizations. The five ICS functions are required at all NIMS levels. They are: command, planning, operations, logistics, and finance/administration. These are the tasks involved in any emergency response anywhere. They may be performed by a few people or many, depending on the size of the emergency and the human resources at hand. Command (The “leaders”)Command is responsible for the overall policy, direction, and coordination of the emergency response effort in school Command Post. Command staff is also responsible for interacting with each other and other Emergency Operations Centers (EOC) to ensure the effective function of the EOC organization. Example: police, fire, public works. Operations (The “doers”)Operations is responsible for coordinating all operations in support of the emergency response and for implementing action plans. Operations include response teams that work toward reduction of the immediate hazard, mitigating damage, and establishing control and restoration of normal operations.Planning (The “thinkers”)Planning is responsible for collecting, evaluating, and disseminating information; maintaining documentation; and evaluating incoming information to determine the potential situation in the not-too-distant future. This team also develops school site action plans for implementation by the Operations team.Logistics (The “getters”)Logistics is responsible for providing all types of support for the emergency response operation (facilities, services, personnel, equipment, transportation, and materials). Finance/Administration (The “payers”)Finance and administration is responsible for financial activities, such as establishing contracts with vendors, keeping pay records, and accounting for expenditures. This team is also responsible for all other administrative requirements and acts as the clearinghouse for documentation during the recovery phase.Major ConceptsEvery emergency, no matter how large or small, requires that certain tasks called management, planning, operations, logistics, and finance/administration be performed.The system can be expanded or contracted, depending on the situation and the immediate needs. One person can do more than one function.Every incident needs a person in charge, called the Incident Commander, at the site level.No one person should be in charge of more than seven people (the optimum number is five). Note: this does not apply to Student Supervision.ICS responsibilities of the School SiteThe following chart outlines the responsibilities within each of the five ICS functions of the School Site:FunctionSchool Site Command PostCOMMANDOverall responsibility for all incident activity on siteOPERATIONSDirects the tactical response of all incident operations on sitePLANNINGCollects, processes, and documents information at that site for use on the incidentLOGISTICSProvides services, personnel, and equipment in support of the incidents on siteFINANCE /ADMINISTRATIONProvides financial accounting and cost control at incident site2)Mutual aid systemsVoluntary and reciprocal agreements which provide services, resources, and facilities when existing resources prove to be inadequate.Multiple Agency Coordination (MAC)Agencies working together at any NIMS level to facilitate decisions.-6985-5715Section 3School Emergency TeamThe School Emergency Team (SET)Selecting the Members of the School Emergency Team The principal and his/her leadership team are responsible for assembling the School Emergency Team (SET). Who Should Be On The Team?Staff members who are good SET candidates are recognized within the school, respond well to a crisis, are calm, accepted by staff and students as impartial and fair, good listeners and communicators, skilled negotiators, and adept at crowd control. One of the SET members should be a bilingual staff person. Also, include members who do not have supervisory duties or whose groups can be canceled in an emergency is important, such as:Office ManagerSpecial Education CoordinatorTechnology Support ManagerSchool Resource OfficersSpeech TherapistOccupational Therapist/Physical TherapistOutreach ConsultantProgram FacilitatorsReading CoachesSchool SecretaryCounselors/Social WorkersCustodians/Security PersonnelSchool NursePsychologistThe names and locations of any staff members trained in CPR and first aid must be laminated and posted in a prominent place in each classroom and in the school office. How Many People Should Be On The School Emergency Team?The number of members on the team should be in relationship to the number of students in the school. If any of the members of the team are classroom teachers, substitutes will need to be chosen and their names should be listed as alternate SETs. NOTE: The NIMS/ICS structure (School Emergency Team) may expand or contract depending on the scope of the emergency and number of staff available. Staff members may be assigned multiple roles in an emergency.The Roles of the Members of the School Emergency TeamCOMMAND TEAMIncident Commander (IC): Job Description: Responsible for emergency operations to ensure safety of students, staff, and others who are on campus.Responsibilities:Assess emergency or threat and impact to students, staff, school property, and surrounding community.Activate emergency plan and Incident Command System.Establish a Command Post.Develop and communicate the Incident Action Plan (IAP).Provide School District Site Specific Status Report Form. Authorize any release of public information.Begin student release procedures (when it is safe to do so).Make provisions for mental health counseling.Make provisions for language translations.Release teachers and staff as appropriate.Declare end of emergency – initiate recovery when appropriate.Remain in charge of your campus until released by fire or law enforcement incident commander. Note: Incident Commander for Police or Fire will take control of emergency once they have arrived at the site. IC (school site) will remain in charge of school procedures (accountability of students, etc.), but will work with First Responders and provide any necessary assistance. Once Police/Fire Incident Commander is on site, all decisions regarding evacuations, relocations, and declaring an ‘All Clear’ will be made with the express approval and coordination of First Responders.Remains in the Command Post and manages the crisis.Safety Officer: Job Description: Responsible for monitoring the safety and conditions for students and staff.Responsibilities:Participate in planning sessions, concentrating on issues of safety for both those caught up in the incident and those responding to it.Monitor operational activities to assess potential danger and unsafe conditions.Correct unsafe acts or conditions through regular lines of authority when possible.Monitor stress levels of personnel involved in the response.Safety Considerations:Are people performing out of role or responsibility?Is there enough manpower available to perform the prescribed tasks?Are the prescribed tasks being performed properly (such as proper lifting techniques)?Is appropriate personnel protection equipment (PPE) being used?Public Information Officer (PIO): Job Description: Conduit for information flow between the school and community; including the media. Responsibilities:Work closely with the IC (if not performing both roles) and first responders in providing information to the media and community.Establish a media information center.Provide press briefings and news releases as appropriate.Obtain copies of all media releases and post them in the Command Post for review.Prepare information summary on media coverage for SET personnel.Arrange for meetings between news media and incident personnel as directed by the IC.Coordinate press conferences.Prepare information for distribution to parents and students.Coordinate with the City/County PIO, if appropriate.Maintain a log of all activities.LiaisonJob Description: Liaison between the school site, unified command, EOCs, and all other agencies. Position may be performed by the PIO and/or IC.Responsibilities:Identify representatives from and maintain contact with each responding agency, including communication links and locations of assisting personnel.Handle requests from Command Post for inter-organizational contacts.Monitor operations to identify current/potential inter-organizational problems.Provide information to appropriate governmental agencies.Maintain an activity log.OPERATIONS TEAMOperations Section Chief:Job Description: Manages and directs emergency response activities on campus (Note: the IC may also perform this job).Responsibilities:Coordinate staff buddy assignments.Coordinate student messengers.Coordinate Search & Rescue.Coordinate campus check and security.Coordinate School Emergency Team response.Coordinate medical aid.Coordinate student care.Coordinate student release.Coordinate mental health counseling.Make sure teams have enough supplies.Reassign staff as needed.Schedule breaks and back-ups for staff.OPERATIONS TEAM (Continued)Site Coordinator: Job Description: Manages emergency at the crime scene/incident.Responsibilities:Respond to the scene of emergency.Control access to the affected area.If necessary, preserve crime scene until police arrive and assume control.Keep IC updated on status of emergency.Assist medical team, if necessary.Assist First Responders at the scene.First-Aid Coordinator: Job Description: Provide emergency first aid until medical assistance arrives.Responsibilities:Provide emergency first aid.Keep site coordinator updated on status of victim(s).Update First Responders upon arrival at the scene.Keep log of status of the victim(s) and all aid administered.Note:In the event of multiple injuries the First Aid Coordinator will manage the First Aid Team. Members of the First Aid Team may be any adults who have received First Aid/CPR training.Responsibilities for First Aid Team (to be managed by First Aid Coordinator):Assist the First Aid Coordinator with administering first aid and with his/her other duties and responsibilities.At the direction of the First Aid Coordinator, organize an Emergency First Aid Station.Obtain first aid supplies and bring them to the Emergency First Aid Station. First Aid supplies will be maintained in a visible area and will be known to all SET members. Coordinate efforts with the SET and First Responders.Provide the IC with periodic updates as to the status of those who are and were treated at the Emergency First Aid Station.Keep accurate records of the medical attention required by each person and complete an Emergency Medical Release Form for each individual treated.If an individual requires hospitalization, the first aid team will contact the paramedics for transportation to a plete the Emergency Medical Release Form for all individuals who received medical treatment and are returning to the assembly area.If necessary, set up a Casualty Collection Point and Morgue.Police/Fire/Medical Coordinator: Job Description: Assist emergency personnel and direct them to the scene.Responsibilities:Meet emergency personnel and take them to the scene – utilizing the most efficient route.Follow emergency personnel instructions (i.e., locking or unlocking doors, turning off water, electricity, etc.).Keep IC updated on status of police/fire/medical personnel.Once released by emergency personnel, return to the Command Post and assist with emergency as directed by the IC.Helpful Hint: Meet first responders with site map and master keys.Search & Rescue Team Coordinator: Job Description: Manage the search and accountability efforts.Note: members of the Search Team will be comprised of any adults who do not have supervisory responsibilities at the time the emergency is declared. If additional adults are needed, consider combining classrooms to release additional staff members to assist in the search activities.Responsibilities:Assemble adults who do not have supervisory duties into Search Teams based on available manpower; minimum two persons. Attempt to place one experienced person on each team.Perform visual check of outfitted team(s) leaving Command Post; include radio check. Advise teams of known injuries.Coordinate the efforts of all Search Teams to ensure all areas of the school campus have been searched and are secure.Helpful Hint: Color code the school site map into search areas and distribute maps to Search Team. This will help to ensure all areas for which individual Search Teams are responsible are covered (i.e., bathrooms, storage areas, closets, etc.)Assemble the emergency attendance forms and begin reconciliation of student and staff accountability. During the reconciliation phase of the student lists, he/she will ensure the Early Release Log and Visitor Log are included in the process.Responsibilities for Search Team in the event of a fire:Until the police and Fire Departments have arrived, the search team will direct the firefighting efforts, if it is safe to do so.Responsibilities for Search Team in the event of an earthquake or other emergency requiring evacuation:Conduct a pre-established search pattern of the school buildings and property. Do not enter severely damaged buildings. If you are in doubt about personal safety, DO NOT ENTER!Generally, the team will begin at the center of the building destruction, search the immediate area, and then move clockwise to the next building. If the search team coordinator determines that a secondary location requires immediate relocation, the team will move to the location and then proceed clearing buildings, using the North search procedures (described in this section), until all buildings have been cleared or until the arrival of the Police and Fire Departments.Procedures for Searching a Room:Tape will be placed on the door as the team enters the room to indicate that the room is in the process of being searched.The team will search the room, moving clockwise.When the room has been searched and cleared, the team will place a second piece of tape so that a large ”X” will indicate that the room has been cleared by the team.When an injured victim is located, transmit the location, number, and condition of the injured to the Command Post. Do not use the names of students or staff. Follow directions from the Command Post.Record the exact location of damage and triage tally (I=immediate, D=delayed, DEAD=dead) on the map and report the information on to the Command Post.Bring the emergency supplies to the evacuation site.Once the Police and Fire Departments have arrived, the search team coordinator will report his or her findings and assist first responders as needed.Keep the IC updated on the status of the team’s effort and assist with the emergency as directed.OPERATIONS TEAM (Continued)Site Security Coordinator: Job Description: Secure the school campus and all buildings.Responsibilities:Lock gates and all external doors.Locate/control/extinguish small fires as necessary.Check gas meter and, if gas is leaking, shut down gas supply.Shut down electricity only if building has clear structural damage or advised to do so by IC.Post yellow caution tape around damaged or hazardous areas.Verify that the campus is ‘locked down’ and report to IC.Keep IC updated of all activities and precautions taken.Ensure that the entire campus has been checked for safety hazards and damage.No damage should be repaired prior to full documentation, such as photographs and video evidence, unless the repairs are essential to immediate life-safety.Route fire, rescue, police, etc. as appropriate.Parent Information Coordinator: Job Description: Liaison with the parents on site.Responsibilities:Meet with the parents and arrange for their needs (i.e., if approved by First Responders, bring them into a classroom or portable).Inform parents of the situation and if their child is or isn’t involved in the emergency.Keep IC updated on the status of parents.After the ‘All Clear’ has been given, assist those parents who wish to take their children home.OPERATIONS TEAM (Continued)Student Supervision Team: Job Description: Remains with and supervises students.Responsibilities:Remains with and supervises students after the evacuation. Ideally each classroom teacher is supervising his/her class, but teachers who are needed on other teams will combine their classroom with another anize and supervise student activities.Note: As other team members are no longer needed for other assignments, they will join the Student Supervision Team. Supervision Team members will be released for breaks and will be released from service at the school site when deemed appropriate by the IC. All personnel not assigned to a team will be assigned to the Student Supervision team.Student Release Team Coordinator: Job Description: Release students to authorized adults.Responsibilities:At the direction of the IC, release students to authorized adults.Maintain a log of all students who have been released and who they were released to.Set up a parent contact area (check in gate) with student emergency cards and appropriate paper work (sign out register, student call slips).Procedures for releasing studentsParent or guardian reports to the Student Release Station identifying the student(s) he/she desires to pick up.Check the emergency cards to verify the adult is authorized and the student(s) may be released to that person.Bring student to release gate (use runners).Instruct the parent to sign the register, verifying that the student(s) has/have been removed from campus.Document the whereabouts of any student transported from the site by any agency to a hospital, shelter or Collection Point.Any student having a triage tag should have one of the serial numbered corners taken off and attached to release team documentation.OPERATIONS TEAM (Continued)Procedures for teachers when releasing studentsComplete Emergency Release Form.Identify parent (or other authorized adult) and have form signed. If a positive identification cannot be made, teacher needs to refer to child’s emergency card for authorized adult release. (if adult cannot be verified, put a large ‘?” on the Emergency Release Form, so student release team can verify adult).Release student to release gate (or runner) and remove name from class list.Procedures for Adults when picking up student(s)Proceed to check in gate at the evacuation site.Fill out and sign release form/register as soon as teacher/adult in charge is available.Upon receiving copy of release form, parent or authorized adult will meet child at release gate to verify ID and be released.Note: It is important to create a secure area for student release. If the school grounds do not afford physical barriers use staff members until police can secure the area. Also consider using yellow caution tape and/or orange cones.PLANNING TEAMPlanning Section Chief:Job Description: Keep current on situation at all times. Analyze information, prepare necessary reports, and manage status reports. (Note: the IC may also perform this job).Responsibilities:Collect all information pertinent to incident (internal and external).Analyze information for potential impacts or changes.Prepare and update status reports.LOGISTICS TEAMLogistics Section Chief:Job Description: Secure supplies, personnel, and equipment; arrange for transportation and lodging of resources. (Note: the IC may also perform this job with assistance from members of the Search Team and/or Police/Fire/Medical Coordinator).Responsibilities:Open disaster container.Distribute supplies, kits, etc.Set-up various staging areas(s) for sanitation, feeding, etc.Sign-in volunteers and assign to various sections needing assistance.Determine whether additional equipment, supplies or personnel are needed. Provide this information to the Liaison.Make arrangements for transport of supplies and lodging of personnel.FINANCE and ADMINISTRATIVE TEAMFinance and Administrative Section Chief:Job Description: Track all costs and staff time redirected to emergency. (Note: the IC may also perform this job). Responsibilities:Document all supplies redirected to emergency.Document all personnel time redirected to emergency (number of hours with description of activities performed).Check with Section Chiefs to determine whether additional supplies, etc. will need to be purchased.Purchase needed items upon approval of IC.Document all activities.FINANCE and ADMINISTRATIVE TEAM (Continued)School Secretary, Scribe, and other Office Staff:Job Description: Assist IC in managing crisis, making necessary notifications and recording all events.Responsibilities:Upon the direction of the IC, place a telephone call to 911 and advise the dispatcher of the nature of the emergency.Keep 911 dispatcher informed of any changing conditions until police/fire or medical assistance arrives at the school.Note: The individual on the phone with 911 will stay on the phone until released by 911 (usually when First Responders have arrived at the scene). This individual will not be able to assist with any other tasks until released by 911. Therefore, it is important to ensure that at least 2 additional adults are in the Command Post to assist the IC.Shut off school bell system.Make other required telephone calls (i.e., to school district).Maintain a Chronological Event Log. The following information will be recorded in the Log:Time IC was advised of the emergencyTime Lock-Down (or other emergency signal) was declaredTime all outgoing calls were made and to whom, their phone numbers, and the information that was furnishedTime all incoming calls were received, from whom, and nature of the callTime School Emergency Team arrived at the Command PostAdvise the IC of any new informationNote: It is important for each member of the SET to have a way of identifying themselves as members of the team. In an emergency, responding police or other emergency personnel will need to be able to ascertain who is authorized to be roaming the building. School Emergency Team Master List Position Office TelRadioRoom #Command SectionIncident Commander1.2.3.Public Information Officer (PIO)1.2.Safety Officer1.2.Liaison1.2.Operations SectionOperations Section Chief1.2.Site Coordinator1.2.3.First Aid Coordinator1.2.3.Police/Fire/Medical Coordinator1.2.3.Site Security Coordinator1.2.3.Search & Rescue Team Coordinator1.2.3.Parent Information Coordinator1.2.3.Student Release Team Coordinator1.2.3.Student Supervision Team Coordinator1.2.3.Planning SectionPlanning Section Chief1.2.Site Coordinator1.2.Logistics SectionLogistics Section Chief1.2.3.Logistics Team Coordinator1.2.Administration & Finance SectionFinance and Administrative Section Chief 1.2.3.Secretary1.2.Scribe/Recorder1.2.Additional InformationMedication Trained Staff Staff Trained in First Aid/CPRStaff Trained in Physical RestraintIndividuals who need assistance during a crisis (physical or mental disability)Note: any member of the SET who is a classroom teacher or has supervisory responsibilities must have a pre-designated substitute to provide class coverage should the team be activated. Use an asterisk (*) to indicate the designated substitutes and include their phone numbers.Positions of SET members in a Lock Down - Team ResponseScenario: Crime committed on campus – location is Room 200241522Legend for Previous Map Illustrating Team Member Positions in a Lock Down - Team ResponseIC (Incident Commander)Remains in command centerManages emergencyDeploys team membersLiaison with district first respondersSite CoordinatorGoes to crime sceneUpdates IC with statusRestricts access to crime sceneFirst Aid CoordinatorGoes to crime sceneRenders medical assistanceFront Office StaffCall 911Call District (PPS School Security 503.916.3000)Keep event logAssist ICSearch & Rescue Team CoordinatorRemains in command centerDeploys search teamsReconciles accountability of staff and studentsPolice/Fire/Medical CoordinatorSecures perimeter (additional adults may assist in this)Greets police officer in front of building and brings him/her directly to crime sceneParent Information CoordinatorWaits outside of perimeterLiaison with parentsMedia CoordinatorWaits outside of perimeterLiaison with media until district PIO arrivesSearch TeamCollects emergency attendance formsEnsures all students and adults are in classroomNote: See school emergency response plan for complete list of roles and responsibilities.School Emergency Team positions for evacuations: If the school evacuates to an assembly area on school campus, ensure that the following areas are pre-identified on an emergency map:Assembly Area for StudentsCommand CenterFirst Aid Station (including triage, treatment, and a morgue)Student Release TeamCheck In GateReunion GateStaging areas for team members (search team, runners, etc.)If the school evacuates to the off-site evacuation site (another school or facility), ensure that the receiving school or facility is provided with the following information:Anticipated time of arrivalNumber of students and staff members evacuatingReport on injuries, if anyAny special needs (medication, food, etc.)-17780-12065Section 4Emergency ManagementBuddy SystemTeachers and staff occupying rooms listed together will check to make sure the other teachers and staff are not injured before the rooms are evacuated. In the event a teacher is injured, the students will be evacuated by a “buddy” teacher, or if a “buddy” teacher needs to remain to administer first aid, the teacher in the adjoining room will evacuate the students. Assign teachers in adjacent or nearby rooms as buddies.Review evacuation routes and procedures with entire staff.During an emergency, teachers should conduct a classroom status check and buddy teachers should check with each other to determine each other's health status, the need to assist with injuries, the need to stay with injured students, etc. If possible, injured students should not be left alone.Remember: the teacher’s responsibility is to all students, but in situations that threaten the lives of all, teachers should do the greatest good for the greatest number.If necessary, one buddy teacher should evacuate both classrooms. In these cases, the students should exit without the teacher leading them. The teacher should stay back to check the classroom and close the door (but not lock it). If both buddy teachers are available for evacuation, one should lead and one should bring up the rear.If the emergency situation does not involve evacuation, it may be necessary to move all students from one buddy classroom into the other. One teacher is then available for serving on the School Emergency Team.Ensure that substitute teachers are familiar with emergency procedures and who their buddies are.Buddy ListRemove this page and insert your Buddy List.Emergency SignalsPortland Public Schools will use the following signals in responding to an emergencySignalDescriptionMethod of CommunicationLock Down – TEAM RESPONSECrisis that activates the School Emergency TeamVerbal Command (radio, PA, phone)Lock Down Does NOT activate the School Emergency Team (threat is too dangerous). Is used in one of the following scenarios:Shots being firedGunman in the buildingHostage situationVerbal Command (radio, PA, phone)FireFireVerbal Command or Fire Alarm System Reverse EvacuationThreats requiring the students and staff members who are outside to move inside the school building, such as severe weather and gas leak/explosion in the community Verbal CommandControlled EvacuationThreats requiring the school to evacuate one classroom at a time. This is not a school-wide signal. It’s a type of evacuation. All communication is face to face and one-on-one. Is used for extreme events, such as device found and hostage situation.Verbal Command (one-on-one, face-to-face). No electronic devices can be used.Duck, Cover & Hold OnThreat requiring the protection of the body (i.e.: earthquake)Verbal Command or movement of the earthShelter-in-PlaceThreat requiring the school and community remain indoors. Similar to lock down, but instead of keeping individuals out of the school; they would be invited into the school.External threats such as airborne contaminant or wild fireVerbal CommandAll ClearSignals that the crisis/emergency has endedVerbal CommandSignal CardsSignal Cards for the Evacuation SiteAt the evacuation site, each classroom teacher/adult with students will hold up either the red or green side of their signal card. The green side indicates that all students are present and accounted for. The red sign indicates missing students or need assistance. Use an 8/5 x 11 piece of paper for the signal cards. Include your classroom number on each side of the card and laminate.27432027305289179021590Missing StudentsAll Accounted FororNeed Assistance7620-22860Section 5Emergency MapsEmergency MapsMaps of the interior of all buildings, exterior of school grounds, and aerial photos are essential to develop an emergency evacuation plan. In addition to copies of unaltered maps of the facilities, maps indicating the entrances and exits (including perimeter fencing), fire extinguishers, fire alarm pull boxes, telephones, telephone network hubs, tool storage, camera locations, fire suppression system in kitchen, evacuation routes (primary and secondary), utility shut-offs, access roads, Command Post locations, and emergency supply storage locations shall be developed and kept with the emergency vital records to be deployed with the Incident Commander in the event of an emergency.In addition to maps covering the entire facility, evacuation maps shall be placed in each classroom. These maps will include the primary and secondary evacuation routes, and interior safe area, and placed near the door at eye level of the students.School Floor PlanSchool floor plans should be attached to this school emergency response plan. You may need to use several different floor plans to complete and identify all of the necessary components of the school emergency response plan. In creating the emergency maps for your school site, you are required to utilize the Emergency Map Icons that are uniform throughout PPS. The Emergency Map Icons are included in the CD containing all supplemental materials to this plan. Evacuation Sites and RoutesThis floor plan should include the following:Entrances (including perimeter fencing). Be sure to number all entrances and gates.Master evacuation routesCommand PostsFire extinguishers Fire alarm pull boxesShut-off valves (electric, natural gas, water, etc.)Telephones (if every room has a telephone – include telephone extensions in the plan)Telephone and Network hubsTool storageCamera locationsFire suppression system in kitchenDead communication areasFirst Aid, AED, and Emergency Supplies Identify the Emergency Operations at your evacuation site. This map should include the following:Command PostFirst Aid StationTriageCasualty Collection Point/MorgueEmergency suppliesStudent release point (check-in gate and release gate, where appropriate)Assembly areaAerial MapsThese maps will identify additional threats and resources surrounding your facility.Insert the location and contact information for each of the following areas:Command Post or Emergency Control AreaLocation/Contact InformationPrimary Command PostSecondary Command PostPrimary Evacuation SiteSecondary Evacuation SiteOff-Site Command PostMedia Staging Area (outside school)Parent Staging Area (outside school)Media Staging Area (inside school)Parent Staging Area (inside school)Interior Safe Area *Other:* List alternate site for each classroom inside the school. Include diagram of floor plan.Primary Command PostThe primary Command Post is always the main office. The secondary Command Post will only be used if the primary Command Post is taken out (hostage situation, explosion, etc.).Secondary Command PostThe secondary Command Post must meet the following criteria:Access to the secondary Command Post without passing the primary Command PostAbility to house 8-10 adultsCommunication system (telephone, fax line, etc.). Ideally the room will have access to the P.A. system.An Emergency Response Kit should be kept in both Command Posts, as well as emergency contact information for both students and staff.Primary Evacuation SiteEvacuation site located on school property – ball fields and playgrounds are excellent examples. Choose an area that is farthest away from the building and can house your school’s population. Avoid sites that pass through or are in parking lots (emergency vehicles will need access to these areas). The evacuation route for each classroom must be posted in the classroom.Secondary Evacuation SiteA secondary evacuation site must be identified in the event the evacuation must take students and staff further away from the building than the primary evacuation site or in the event of inclement weather during an evacuation. Consider another school, public building or church. Arrangements must be made with the administrators of that building as part of the planning process. A safe passage route must be mapped out and included in this plan. Include a copy of the site map for the secondary evacuation site in this plan.Off-Site Command PostIndicate the area where the Command Post will be set up during an emergency that requires an evacuation. Notate the Command Post in both your primary and secondary evacuation sites.Media and Parent Staging AreaOutside of SchoolIdentify an area where parents and media can congregate during an emergency. Portable classrooms and other buildings that are not connected to the affected area are excellent examples.Inside of SchoolIdentify an area within the school where parents and media can congregate during an emergency. This area must be away from the affected area within the school. Parents and Media will only be allowed into the building with police approval.Note: Staging areas for parents and media should be separate. Ensure the parent/media coordinator remains in this location.Interior Safe LocationEach classroom should have a designated safe location inside the school in the event that the classroom must be evacuated to a safer area. This location would be used in the event of an exterior hazard in the school area. Avoid areas with a great deal of glass or ceiling span (gymnasiums or lunchrooms) during a tornado or severe weather. Site Maps, Aerial Map and School Floor PlansRemove this page and insert your Site Map, Aerial Map and School Floor Plans.Utility InformationEmergency Utility Disconnect InformationElectricity:Location of main breaker panel into facility:Locations of secondary/specific breaker panels:Natural Gas:Location of main gas shut-off valve into facility:Locations of secondary/specific shut-off valves:Water: (NEVER close water valves during a fire)Location of main water shut-off valve into facility:Locations of secondary/specific shut-off valves:Steam:Location of main steam pipe shut-off valve into facility:HVAC System:Location of ventilation fans switches (if not at breaker panels):Utility Vendor InformationUtility TypeVendor NameContact PersonEstimated Response Time24-hour Dispatch #ElectricityPortland General ElectricDwayne Cain503.969.39251 hour or less503.464.8000ElectricityPacific Corp.Alan Meyer503.913.93641 hour or less877.508.5088Natural GasNorthwest NaturalTom Simpson503.721.2458800.882.3377WaterPortland Water Bureau503.823.4874Information Technology/NetworkingPPS ITIT Service Desk: 503.916.3375Physical response time: 1 hourIT On Call: 503.916.3999TelephonePPS ITIT Service Desk: 503.916.3375Physical response time: 1 hourIT On Call: 503.916.3999-15240-12065Section 6Evacuation ProceduresEvacuationsEvacuations will be conducted as follows:General evacuationA general evacuation is executed upon hearing the fire alarm or with a verbal command. Standardized evacuation procedures are followed.Fire: Evacuate at least 50 feet from the building.Bomb Threat: Evacuate at least 300 feet from the building.Multi-hazards: Evacuate at least 300 feet from the building.Controlled evacuationA controlled evacuation will be executed by the IC or police/fire authorities. A controlled evacuation is typically conducted classroom by classroom, and staff and students are directed to evacuate away from the threat. Areas/classrooms closest to the threat are evacuated first.General procedures:Remain calm.Ensure that an evacuation map is posted in every room. This map should include the evacuation route and site, as well as all fire extinguishers and pull stations. This map should be posted on or near the evacuation door and should be at the students’ eye level.Evacuation procedures for IC:Responsible for organizing the School Emergency Team during an evacuation.Coordinates and manages the overall evacuation of personnel from the building. Members of the School Emergency Team or IC designees will report to the evacuation site before any students arrive. Team members will look for any suspicious objects or behavior (i.e. abandoned cars or objects in evacuation site) and report findings to IC. In the event of a suspicious object, a team member will redirect teachers and students to alternate evacuation site.Relays evacuation information to first responders.Evacuation procedures for Teachers:Evacuate the area immediately. Take your emergency backpack and ID card. All staff and students are to report to the evacuation site and display the appropriate ‘alert card’ (Green Card = all students accounted for, Red Card = missing students and/or need assistance) from the backpack. The office staff must take the emergency cards, radios, and keys. All staff and students must be accounted for.Teachers should check their buddy classroom to ensure everyone has evacuated and assist or evacuate the class yourself if necessary.Evacuation responsibilities and procedures for Teachers:The teacher will review with all students the fire, earthquake, Lock Down - Team Response – Team Response, Lock Down drill procedures during the first week of attendance at the school.The teacher will review with all students the procedures and exit routes at least once each month.Immediately following an emergency drill, the teacher will help students to evaluate their conduct during a drill.The teacher will give the Duck, Cover, and Hold On command during an earthquake, a surprise attack or when deemed necessaryThe teacher is responsible to see that all students are safely evacuatedThe student records (roster, cum files, emergency contact information), the classroom waters, and sanitation materials (i.e.: bucket, kitty litter, toilet paper) will remain in the classroom. If such items are needed the Search Team or IC designee will retrieve the items. Accordingly, these items should be maintained in a visible area to assist with their collection during an emergency. If there is a blocked exit, the teacher will know the alternate route and guide or instruct the students to proceed with a secondary evacuation route.The teacher will supervise his/her students and will remain with the students. Those teachers who are members of the SET and whose presence are required elsewhere will turn over their students to a teacher on the Student Supervision Team for supervision before reporting to duty at their SET location.Procedures for moving to the evacuation area:Students are to line up silently and in single file. No talking, running or pushing is allowed.The teacher will take the emergency pack.The teacher will take the current class roster and any additional vital information. The teacher will take the room keys.The teacher will turn off the lights.The teacher will leave the door opened and unlocked, or in the case of a fire or other appropriate emergency, will close the door.The teacher will check the evacuation route to make sure it is safe before evacuation begins. This may be a quick visual check in a fire and a more thorough check if the building has structural damage. The teacher will direct the students to move to the evacuation site in accordance with the route or other safe route as determined by the teacher. DO NOT WALK UNDER COVERED WALKWAYS UNLESS IT IS NECESSARY.The teacher will be the last to leave the room, making sure all students have exited.The teacher will check to make sure that other teachers and staff are not injured before evacuating the building in accordance with the Buddy System Check Assignments.If there is an injured, immovable student, the teacher will leave the immovable student, lead the remaining students to the evacuation area and immediately notify the Command Post of the location and condition of the immovable student in the classroom.If there is an injured, immovable teacher, the students will evacuate with a Buddy Teacher. The Buddy Teacher will immediately notify the Command Post of the location and condition of the immovable teacher.Upon arrival at the evacuation site:All specials (library, art, P.E., etc.) teachers will return students to their homeroom teacher.The teacher will direct students to form a line and sit down.The students are to remain silent and attentive.The teacher will take roll call of the students, using the Emergency Attendance Form, to ensure every member of the class is present or accounted for.The teacher will report the results of the Emergency Attendance Form by posting either the Green (all accounted for) or Red (missing students or need assistance) card. The Emergency Attendance Forms will be collected by members of the Search Team.The teacher will render first aid if necessary or if the school nurse or First Aid Team is not available. Students on the playground should proceed to their previously designated area and assume regular emergency procedure discipline.During a fire drill, the teacher will remain with the class.The teacher will assist others as directed by the IC.An All Clear signal will be given to return to your classrooms.At the conclusion of the emergency, the teacher will walk the students back to the classroom in an orderly and silent manner.Evacuation of Disabled StudentsGeneral ProceduresAn individual plan should be formulated for each disabled student or staff member in your school who requires assistance during an evacuation due to physical, cognitive or emotional/behavioral needs. This plan should be reviewed with all staff directly involved with the student, including (but not limited to) the school nurse, classroom and special education teachers, and all adults assigned to aid disabled students in an emergency requiring evacuation.Options include:Overriding discontinuance of elevator (physical disability).Carrying student (physical disability).Adult and student waiting for fire department in prearranged area (physical disability). Staff person assigned to specific student(s) to assist student during an evacuation.Identify Disabled Individuals Needing Evacuation Assistance and Post Evacuation PlanIdentify any student or staff member who may need evacuation assistance (e.g., individuals who are in wheel chairs or unable to use stairs). Develop a specific plan for their evacuation. It is recommended that each student’s classroom teacher be designated to assist the student in getting to the Evacuation Staging Area. The designated teacher may need to transfer his/her class to another teacher to remain with the disabled student until they are evacuated. The Site Administrator must:Identify students or staff needing evacuation assistance.Develop an evacuation plan for each student or staff member.Post a list of these individuals and their evacuation plan on the Fire Panel.Put list of disabled individuals in the secretary’s copy of the student emergency contact information roster. See sample rm the classroom teacher of each student or staff member of the evacuation rm students and parents of the evacuation plan.Evacuation of Wheelchair-Confined IndividualsTo accomplish a safe evacuation from the second floor of a building, the following procedures should be followed:Designated staff members should be assigned to assist wheelchair users down the stairs. The number of staff members required would depend upon the number of people needing assistance. Three staff members per wheelchair would be the minimum number needed (two staff members to transport the person and one to bring the wheelchair or to assist in other ways).A designated area by the stairs (out of the evacuation path) should be assigned where wheelchair users can gather. This will aid in their accountability and speed up their evacuation. Because a hazard is created when evacuating wheelchair-confined students down stairs, unless necessary, they should not be transported.It if is determined an actual fire hazard exists and evacuation must be made using stairs, the wheelchair-confined should be the last to be transported down the stairs. Because their movement will be slow, their evacuation may hinder the evacuation of others if on the stairs at the same time. In addition, the rushing of others may knock down physically challenged individuals and their transporters.If wheelchair-confined individuals must be transported down stairs, the evacuation should be accomplished by staff properly trained in the following methods:Chair carryFore-and-aft carryTwo-handed and four-handed seatsEvacuation chair: This chair is designed to ride on the ends of stair treads so one person can easily guide it down the stairs. The evacuation chair is lightweight, folds flat, and can be unobtrusively stored.PPS Emergency Evacuation Guidelines For Individuals with DisabilitiesThese guidelines apply to anyone who has a condition, disability or behavior that limits his or her independence or judgment to evacuate a building during an emergency or drill without the assistance of equipment and/or another person(s).Each school should have an emergency evacuation plan for individuals with disabilities that incorporates these guidelines. That plan shall be communicated to staff, students, and parents at the beginning of each school year and throughout the year when appropriate, (e.g., a new person with a disability joins the school).Refer to the district guidelines on emergency evacuation for persons who are in wheelchairs, deaf or hard of hearing, visually impaired, and significantly impaired (Attachments A, B, C, D).Refer to the district guidelines for students with IEPs that address special needs for emergency evacuation and earthquake response (Attachment E).Administrators at each school and district building should identify a licensed staff person who will supervise the emergency evacuation procedures for individuals with disabilities, including identifying a staff person to coordinate each student’s evacuation plan (identifying adult/student assistants, training, etc.).Administrators of each school and district building should designate a key person to keep current and maintain a record of any individuals with disabilities in the school or district building. This record shall include the names, disabilities, locations, time schedules, and persons responsible for assisting them during an emergency, and the location of any special equipment needed for the evacuation.The designated supervisory person will take the record of individuals with disabilities as they evacuate the building and verify that all individuals with disabilities have evacuated the building.The administrator of the school or building will assign a person and one or more back-up persons to each individual with a disability. That person will provide appropriate assistance at the time of an emergency evacuation or drill.It is prudent to develop a system using staff to supervise able-bodied students who are capable of helping individuals with disabilities evacuate the school building. Students selected for such a role must be carefully selected and trained.Every person assigned to assist in emergency evacuations will be trained to use necessary and safe procedures at the beginning of each school year and as needed throughout the year. The location of any special equipment needed to evacuate individuals with disabilities shall be included in the school and district building plan.Individuals with disabilities and those trained to assist them will of the same opportunities to practice evacuation drills as persons without disabilities.Emergency planning for individuals with disabilities must be reviewed periodically so that new persons know what to do during an emergency.Attachment AGuidelines for Emergency Evacuation of Students Using Wheelchairs on StairsSchool staff may consult the physical therapist assigned to the building to assist in developing appropriate procedures.Review type of wheelchair used by student (i.e., manual wheelchair vs. powered wheelchair).Review severity of disability and weight of the students (e.g., does the student have use of trunk and/or upper extremities).Review abilities of those assisting the student in relationship to the student in wheelchair (e.g., strength, fitness level, size).Methods of EvacuationIdentified staff and/or students can be trained to bump the student in a manual wheelchair down/up the stairs by tipping the wheelchair onto the back wheels and lowering the chair down/up each stair using two assistants, one at the back and one at the front.Identified staff and/or students can be trained to carry the student down/up the stairs while in a manual wheelchair. This will require two persons, one on each side of the wheelchair.Identified staff and/or students can be trained to carry the student down/up the stairs while another person bumps the empty manual wheelchair down/up the stairs. If the student is carried and the wheelchair is not bumped down/up the stairs, the student should be placed on the ground until a chair can be located. This procedure may also be appropriate for a student in a power wheelchair.Identified staff and/or students can be trained on the use of an Evac-U-Trac. This is a portable evacuation device designed so that an average size person can safely move another person of any size down stairs. The student is transferred to the Evac-U-Trac and moved down the stairs. This procedure is typically used when a student is in a power wheelchair.Use of Student VolunteersThe designated supervisory person and the student in the wheelchair jointly can choose responsible and physically capable volunteer students with good attendance to assist with evacuation. Students who volunteer must have a signed release from their parents giving permission for their child to help in an emergency. School staff or the physical therapist assigned to the school must train volunteer students in back care and lifting, followed by an observation during an evacuation drill.Attachment BGuidelines for Emergency Evacuation of Individuals Who Are Deaf or Hard of HearingIn buildings that regularly employ an individual who is deaf or hard of hearing and in buildings that house deaf/hard of hearing classrooms, strobe lights are installed in targeted rooms (rooms that regularly house individuals who are deaf/hard of hearing, such as restrooms, libraries, hallways, staff lounges, etc.). The strobe lights are connected to the building’s emergency alarm system and are activated when an alarm is triggered.In buildings that do not regularly house individuals who are deaf/hard of hearing the following procedures will be used:When an individual who is deaf/hard of hearing enters a district building and checks in at the main office, he/she should be asked to sign in and to give his/her location and schedule. A written explanation of the emergency/ evacuation system and its rationale should be given to each individual who is deaf/hard of hearing when he/she signs in at the office. It should read:WE DO NOT HAVE EMERGENCY STROBE LIGHTS IN THIS BUILDING. FOR YOUR SAFETY IN EMERGENCIES (FIRES, EARTHQUAKES, ETC.) PLEASE SIGN IN. WE NEED TO KNOW WHERE YOU ARE IN THE BUILDING AND YOUR SCHEDULE. WE WILL ASSIGN A PERSON TO ALERT YOU IN CASE OF AN EMERGENCY. THANK YOU FOR YOUR COOPERATION.The designated person in the building who keeps and maintains records of any individuals with disabilities should assign a “buddy” to the individual who is deaf/hard of hearing. A buddy should be a person in close physical proximity (either in the same room or next door). The buddy should be given Emergency Evacuation Cards to show the individual who is deaf/hard of hearing in case of an emergency. There should be two cards:CARD 1: EMERGENCY — GET OUT OF BUILDINGCARD 2: EMERGENCY — GET UNDER DESK/TABLEAttachment CGuidelines for Emergency Evacuation of Individuals with Visual ImpairmentsProcedures for StudentsAll students who meet the Individuals with Disabilities Education Act criteria under Vision Impairment will require assistance when evacuating a school building. The school or building administrator shall designate staff to act as sighted guides in escorting the student who is visually impaired out of the building. The sighted guide will need to remain with the student and when it is deemed safe, escort the student back inside the school to a familiar location.The administrator and the student with the visual impairment jointly can choose volunteer students with good attendance who are considered responsible to act as sighted guides. In this case, the supervisor shall obtain a signed release from the volunteer student’s parents indicating that they give permission for their child to help in an emergency.Procedures for AdultsRegular school staff with visual impairments should be asked what, if any, type of assistance they will need in case of evacuation. The staff person should be able to indicate what type of assistance is required (e.g., someone to walk next to him or her as a sighted guide).All other adults with visual impairments should be asked, upon checking in at the school office, if they will need assistance in evacuating the building in case of an emergency. The only special training that might be required would be how to act as a sighted guide.Attachment DGuidelines for Emergency Evacuation of Students with Significant DisabilitiesThe school team will determine whether Procedure I or Procedure II as described below should be followed for each student with significant disabilities. Procedure I is appropriate for those students who are able to understand an explanation of the purpose and procedures of a fire drill or other emergency evacuation. Procedure II should be followed for all other students.Procedure IAt the beginning of each year, the teacher should talk to the student with significant disabilities about fire drills and explain their purpose. Even if the student is verbal, visual information to assist the student in communicating should be prepared so that the student can take it out of the building during a drill or evacuation. The administrator shall designate a staff member or responsible volunteer student with good attendance to escort the student out of the building to a specified safe place (e.g., a particular parking lot or street corner). The student should have the opportunity to practice the fire drill procedure multiple times within the first few weeks of school.Procedure IIEstablishing a routine is the key to this procedure. The administrator shall designate a staff member or responsible volunteer student with good attendance to escort the student out of the building to a specified safe place. It will be helpful if the designated escort explains, step by step, what the student is to do. Accordingly, it will be important for the designated person to be familiar with the student’s communication system. The student will need to practice these procedures regularly at the beginning of the school year until a routine is established, and then periodically throughout the school year.If the Student Becomes CombativeA combative student is one who will not leave the building or refuses to return to the building. A student might become combative because of the noise and confusion that naturally accompanies fire drills. At the beginning of each school year, time should be spent desensitizing the student to the sound of the bell and practicing walking in crowded hallways. If a student becomes combative during a drill, the designated escort should use the visual communication system to let the student know he or she will need to leave the building. The student should then be cued to take a couple of breaths to relax. The designated person should escort the student out of the building to the specified safe place.If all procedures are unsuccessful, a designated team skilled in using safe restraining techniques can carry the student out of the building to the specified safe place. At the safe place, the designated escort can try calming the student by using the visual communication system and relaxation techniques. Once the student is calm and the drill is over, the student can be escorted back into the school.Attachment EEvacuation Guidelines for Students with IEPSSince some students have conditions, disabilities or behaviors which limit judgment or independence, evacuation for fire and earthquake presents special problems. For individuals who need special procedures, the student’s primary teacher must develop an evacuation plan. The physical therapist, autism specialist, vision specialist, hearing specialist, nurse or other team member assigned to the student can assist building staff in developing special procedures. Safety of adults and students should be considered in any plan.Earthquake Response Procedures for Students with Special NeedsSince some students have conditions, disabilities, or behaviors that limit judgment or independence, earthquake response presents special problems. In these cases the teacher may include this information in the evacuation plan. The person(s) designated to help the student with a disability will:Help the student get under a desk or table.Help the student move away from objects that may fall.Cover or protect student’s head as much as possible.Help the student remain where he or she is until the earthquake has ceased.Help the student evacuate the building after an earthquake.If outdoors, help the student to remain in a safe place by moving away from buildings, streetlights, utility wires, and large trees.Sample Plan for Emergency Evacuation of Individuals with Disabilities_______________________________________________________________Individual with Disability:Date:_______________________________________________________________School:Supervisory Person:Location of Special EquipmentEquipmentLocationNames of persons and their replacements who are designated to aid persons with disabilities:Designated PersonsDesignated ReplacementsEvacuation Plan:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Training Plan (include trainer(s), context, schedule):___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Evacuation Routes for Disabled Students and StaffRemove this page and insert your Site Map with Evacuation Routes for Disabled Students and Staff.Remove this page and insert a site map showing the primary and backup evacuation routes from all offices in all buildings leading to the primary and secondary assembly areas. Mark the location of students and staff members with mobility impairments and note plans to get those people out of the buildings safety.Confidential List of Staff and Students Who May Need Assistance in an EmergencyNOTE: This information may be kept in a locked, secure area and not in the plan. If that is the case, remove this page and reference location of information. Ensure this information is retrieved every time the school evacuates.NameDisabilityStaff member assignedAlternate staff memberAssistance RequiredEvacuation ResourcesRemove this page and insert a list of evacuation resources. Resources could include private bus companies, school district transportation, etc. Attach MOUs when appropriate.-7620-7620Section 7Emergency Response SuppliesEmergency Response Supplies Remove this page and insert an annual inventory of emergency supplies. The inventory should include the location of all supplies. Emergency Response SuppliesEmergency Response KitThis kit should be kept in the Primary and Secondary Command Posts in a location that is known to the members of the School Emergency Team. Contents of the kit should be kept in a heavy duty backpack or other container that holds all of the contents.NOTE: All PPS schools were provided with a Crisis in a Box, which contains all of the necessary paperwork needed in a crisis. This box is to be taken to the evacuation site every time the school evacuates.The Emergency Response Kits Should Contain:QuantityContentsQuantityContents1Copy of the school emergency response plan and Crisis in a Box.1Instant Ice Pack1Updated class lists and emergency contact information1CPR Mouth barrier (kit)12Antiseptic Towelettes2Tongue Depressors (individually wrapped)1 pairLeather Pal Gloves2Sanitary Pads2 pairLatex Gloves25x9 ABD Pad1 roll1 ?” Masking Tape22-inch sterile roller bandages1Flashlight w/ Batteries 23-inch sterile roller bandages1Rope (100’)Assorted sizes of safety pins1Safety Goggles2Antiseptic A&E cream1Dust Mask1Tweezers1First Aid Guide1Whistle1EMT Scissors 7 ?”6Safety vest2 4x4 Gauze Dressing 2/s2Infectious waste bags & ties or large zip lock baggies1Light stick (12 hr)1FM Radio w/ Batteries1 roll2” Duct tape1 rollCaution tape1 roll? x 10 yard Adhesive Tape1Pliers1Gauze forceps, Plastic1 packetStick on name tags10Band Aids1Blank notebook1Emergency Blanket (Mylar)1Disposable camera with flash2Triangular Bandages1Bull horn5Cotton Q Tips1Emergency Items for Classroomsa). Emergency Envelopes/Clipboards should contain:QuantityContentsQuantityContents40Medical emergency release forms40Emergency student release forms1 packLabels that can be used as name tags1School emergency response plan2Pens2 Pencils1Pad of paper1 Clipboard1Laminated Cards:Red Card = Students missing and/or need assistanceGreen Card = All students present1 Class roster with emergency contact numbers. Update Monthly.b). Emergency Containers for classrooms should contain:QuantityContentsQuantityContents1Container/Bucket1EMT Scissors 7 ?”1 pairLeather Pal Gloves24x4 Gauze Dressing 2/s2 pairLatex Gloves1 roll2” Duct tape1 roll1 ?” Masking Tape1Light stick (12 hr)1Flashlights w/ Batteries (D)1Rope (100’)1Safety Goggles1Dust Mask1Set of crayons1? x 5 yard Adhesive tape1Gauze forceps, plastic10Band Aids1Emergency Blanket (Mylar)2Triangular Bandages5Cotton Q Tips12Antiseptic Towelettes1First Aid Guide1Instant ice pack1CPR Mouth barrier (kit)2Tongue depressors (individually wrapped)2Sanitary pads25x9 ABD Pad22” sterile roller bandages23” sterile roller bandagesAssorted sizes of safety pins2Antiseptic A&E cream1Tweezers1Whistle1Safety Vest2Infectious waste bags & ties or large zip lock baggiesc). Classroom Lock Down Buckets should contain:QuantityContentsQuantityContents1Bucket1 pkgKitty Litter1 rollToilet Paper2Trash Bags1 caseWater4 dozGranola bars3. Emergency Supplies for barrels or containersItemQuantityDescription/UsageAir Horn1Signaling “all clear,” getting attention, may give to S&RAx1Band-Aids25Bandaging smaller wounds, placeboBarrel Container with wheels1Barrier Tape1 rollBlankets (emergency)3Warmth, privacyBlankets (solar)5Bolt cutter1Bottled Iodine1Cleansing wounds, antisepticBucket (vinyl)1Can Opener (two-way)1Candles10Chisel1Clamps12HoldingClorox Bottle1Sterilization in waterCrow Bar2S&R equipment, open doors and/or windows, remove debris from area around injured personDrinking Cups1 boxDispersing liquids, covering injured eyeDrinking Straws1 boxDust Mask12Duct Tape1 rollEye Wash1 bottleFace Mask12SterilizationFirst Aid Book1Reference sourceFlashlight4Flashlight Bulb4ReplacementGauze Packs1Bandaging wounds, attaching splints, holding in placeGrease Marker4Hacksaw13. Emergency Supplies for barrels or containers (continued)ItemQuantityDescription/UsageGloves12Halogen Lantern1S&R, general night lighting/back upHammer1Hard Hat4Protection for S&R team membersHydraulic Jack (6-ton)1Light stick812-hourMatches (weather proof)1 boxSterilize, light candlesPaintbrush1Removing glass fragments from skin surfacePlastic Trash Bags1 boxPlace in toilet bowls, then remove and bury; general trash containment; “coats” for smaller children; place on ground as tarpPlier Set1Rope2Closing off pedestrian entrances to campus, cordon off specific areas, S&R, bracingSafety Goggles4Eye ProtectionSafety Pins1 boxUse with splintsSafety Vest4Sanitary Napkins1 boxBandaging wounds, compresses for direct pressure of smaller wounds, hygieneSaw (30”)1Scissors2Cutting tape and gauze, cutting clothes away from injured areasScrewdriver Set1Sewing Kit1Mending, TriageShovel1S&R equipment, digging latrines, burying garbage and sanitary refuge areaSling Cloth2Holding in placeSplints6Splinting broken bonesTable Cloth2Privacy, concealmentTarp1Toilet Paper1 caseHygiene3. Emergency Supplies for barrels or containers (continued)ItemQuantityDescription/UsageToilet Seat2LatrineTongue Depressors1 box (individually wrapped)Finger splints, tourniquet stickTool bag1Tool set1Trash Can1Transportation of itemsTweezer1Removing glass, metal or wood splinters from skinUtility Knife1Water3-day supplyWhistle4Wrench (pip)1 Wrench (adjustable)14. First Aid Team SuppliesEmergency First Aid Supplies are located: __________________________QuantityContentsQuantityContents100Adhesive Bandage 3/4x3”4Telfa pads 3x4220Adhesive Bandage sensitive 3/4x3s20Alcohol pads5Knuckle bandage75Antiseptic Towels5Band Aids large 2x334” Gauze roll64x4 Gauze Pads 2/s33” Elastic roll102x2 Gauze Pads 2/s3Surgical tape42” Gauze roll8First Aid Ointment 1/3233” Gauze roll45x9 Combine pad3Toothette100 pairLatex Gloves6Pk Face Tissue5Ammonia inhalant1Plastic Forceps6Safety pins1Plastic Splinter Tweezers4Infectious waste bag1EMT scissors6Eye pads6Eye wash218” Arm splints4Cotton tip applicators 6”5Protector, Gauze pad & roll6Cotton tip applicators 3”10Tongue Depressor3Ice Pack3 CPR mask kit413” Arm splints2Emergency blankets1Carton cutter1Flashlight w/Batteries (D)7Antiseptic A&E Cream1Safety Vest1First Aid instructions1Dust Mask2Triangular Bandage1Isolation kit4Sanitary pads1Case1Wheelchair1Stretcher1Portable ice chest1Hand sanitizer1 barSoap1Red Bag (body fluids)100Student Release Forms100Employee Injury/Illness Forms100Medical Release Forms100Triage Tags1Confidential list of student health problems, with extra copies for use as needed by First Aid Team1Student medications and documentation logFood and Water ManagementMeals will be prepared in a disaster situation from the food service inventory for food on premises: items such as cheese, peanut butter, canned fruits and vegetables, and any frozen products, if cooking is possible.It is suggested that two gallons of distilled water be placed in each classroom along with paper cups. This would allow two cups of water per student in a 12-hour period. Four gallons more per classroom should be centrally stored for two more days drinking and cooking necessity.Suggested Items:Water purifier (1 case) tabletsCharcoal – 200 poundsMatches – 1 small casePaper plates – approximately 3000 per day for estimated 1000 studentsNapkins – approximately 3000 per day for estimated 1000 studentsCrackers – 12 cases (500 each)Water ManagementProvide an adequate supply of drinking water.Control and, if necessary, limit use of water for other purposes.Maintain purity of available water.Locate alternate water source.Water for drinking is your first priority.Because of the danger of dehydration, priority must be given to using available water for drinking purposes. If the water supply is limited, it should not be used for personal hygiene, sanitation, or firefighting.So far as undrinkable water is concerned, priority should be given to using it for fire-fighting, sanitation (e.g., flushing toilets), washing, bathing, and heating food containers, in that order.Human Water RequirementsEach person or animal needs about 1 gallon of water per day to maintain body functions. Pregnant women, persons doing physical work, diabetics, the very young or very old, and ill persons all require more water and should be encouraged to drink it.Dehydration Is Easy and Quick In the Young and OldPhysical damage to the body becomes irreversible after a certain amount of time without water; increasing water intake after this will not help people recover. Symptoms of water deprivation range from the mild – impatience, emotional instability, fatigue, and apathy through headache, labored breathing, and increasing weakness – to the extreme symptoms of mental confusion and hallucination. Death can follow.Inadequate Ventilation Will Raise Water RequirementsWater requirements are another reason to be concerned with air temperature in your facility. The warmer the temperature, the more people must perspire (and thus lose water) to reduce body heat. If your facility’s temperature rises to about 82 degrees F, the water needed by each person increases above normal body requirements.Diet and Exercise Affect Water RequirementsSalty or other thirst-provoking foods raise water requirements. Foods high in protein and fat greatly increase the amount of drinking water required to eliminate waste from the body. Vigorous physical exercise increases water requirements.Controlling Water UseThe IC will have to determine which outlets to cut off or place under guard (in cooperation with SET members) so as to prevent or limit non-priority water use. It may be necessary to have team members monitor use of water that is not safe for drinking so that such use is properly restricted.How to Purify Contaminated WaterThe three most probable impurities of water which are not from the regular supply system are: bacteria, foreign bodies, and toxins, such as antirust chemicals.How to Purify Against BacteriaUse water purification tablets, several drops of chlorine household bleach, or tincture of iodine added to each quart of water; or boil water for at least one minute.How to Purify Against Foreign BodiesFilter water through filter paper, gauze, Fiberglass, or finely woven fabric; or allow water to stand until sediment settles and then pour off “clean” water.How to Improve the Taste of Stored WaterDrinkable water that has been stored in a closed system or closed container for any length of time may taste bad and appear undrinkable to many people. Exposing it to fresh air will improve its taste; carefully pour it from one container into another several times.Food and Meal ManagementThe following are the four traditional food groups:Milk Group: evaporated, condensed, or dried milk. Processed cheese products if consumed immediately or refrigerated.Meat Group: canned meats, poultry, fish and meat alternatives; canned meat with vegetables, rice, noodles, macaroni, or beans; condensed soups containing meat, poultry, fish, or legumes.Fruit and Vegetable Group: canned fruits, vegetables, juices, and dried fruits.Cereal and Bread Group: ready-to-eat packaged cereals, crackers, cookies, canned breads and macaroni, spaghetti, noodles, and rice.Food service personnel should be able to provide information regarding menu planning, food preparation, and serving procedures. In addition, information from the Red Cross, civil defense, scouting organizations, and experienced military food service personnel is available pertaining to food service operational activities in an emergency situation.Schedule Meals on a Regular Basis.Serve meals on a regular basis, even if your food supply is limited. If your building has a feeding capacity, serve food five or six times throughout the day, either:In the form of three larger servings at hours corresponding to normal mealtimes, with two or three smaller amounts between meals as refreshing, relaxing “coffee breaks,” or Five or six equal servings.Serving smaller portions of food more often breaks the monotonous routine, raises morale by providing relaxing “coffee breaks” throughout the day, and reduces feelings of hunger if food supplies become limited. In larger facilities, you may need to feed the population in shifts. What to Serve.If food is available, or if arrangements can be made for delivery, try to serve a beverage and simple snack to your incoming disaster service group as soon as the building is filled and order has been established (the beverage can be coffee, cocoa, milk, or soft drinks; the simple snack can be cookies, crackers, light sandwiches, hard candies, or other easy-to-serve items). If the food service personnel are not set up to serve hot meals in an extended feeding operation, use packaged, canned, and fresh foods that can be served without cooking, such as canned stews, hash, meats, beans, soups, vegetables, fruits, cereals, cheese, bread, crackers, other cold foods, and sandwiches.-22860-15240Section 8Emergency Contact Information and CommunicationsCommunication ToolsPublic Address System (VOIP)□ Yes□ NoIf yes, list any ‘dead’ communication areas: _____________________________________________________________________________________________________________________________________________________________________________________________________________________List procedures for contacting all ‘dead’ communication areas:_____________________________________________________________________________________________________________________________________________________________________________________________________________________RadiosFrequency:______________________________________________________________Quantity: _______________________________________________________________Distribution: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Automatic Phone Tree?□ Yes□ NoIf not, attach the manual phone tree for contacting parents and guardians.Rapid Broadcast System?□ Yes□ NoTwitter?□ Yes□ NoOther communication Tools:Cell Phones□ Yes□ No Nextel two-way calling□ Yes□ No Bull horn□ Yes□ No Other: _______________□ Yes□ No Other: _______________□ Yes□ No Other: _______________□ Yes□ No Emergency Telephone NumbersEMERGENCIES – 911*Emergency Principal:School:PhoneDep. Sup.:Phone:Cell/Pgr:School Nurse:Phone:Other:Phone:The principal must provide the school secretary with phone numbers where he/she may be reached in case of emergency during school hours.*The “Emergency Principal” is a principal in a nearby school who has agreed in advance to assist in an emergency.MEDIA RESPONSEThe principal or designee needs to evaluate the emergency situation and inform Communications Department (503.916.3304) prior to responding to the media. Any media response should be coordinated with Community Involvement and Public Affairs.SuperintendentCarole Smith503 916-3201csmith1@Chief Operating OfficerC. J. Sylvester503 916-3290csylvester@Community Involvement & Public AffairsPublic Information Officer (PIO)Robb Cowie503 916-3481rcowie@Matt Shelby503 916-3027503 201-6469 BBmshelby@Deputy DirectorToni Hunter503.916.3497thunter@Health & SafetyPatrick Wolfe503 916-3409pwolfe@Herb Wagner(Hazardous materials)503 916-2000Ext. 74277hwagner@Custodial & Maintenance ServicesTom Adams503 916-3197tadams@Risk ManagementBenson Meyers503 916-3204bmeyers@Rachel Cunningham503 916-3705rcunning@Integrated Student SupportJoanne Mabbot503 916-3446jmabbot@PPS Security ServicesDennis Tune503 916-3000dtune@Portland Policenon-emergency503 823-3333Regional Administrators:1. Larry Dashiell 503.916.3213 Ldashiell@2. Antonio Lopes 503.916.3440 Alopez@3. Karl Logan 503.916.3714 Klogan@4. Harriet Adair503.917.4973 Hadair@5. Sascha Perrins 503.916.6542 Sperrins@ Police DepartmentsPortland Police Department503.823.3333PPS Security Services503.916.3000Graffiti Hotline503.823.4824Sergeant George Weatheroy, Youth Services, PPD503.793.8399When calling in a major emergency to the police department, state the following:Dispatcher will ask: “Do you have an emergency?” (when phone is answered). Tell the dispatcher “Yes.” I am calling from (Name of School/Site) Note: Address and phone number will come up on the computer screen if it is a 911 call. Just give the name of the school.My name is: (state your name)I am: (state your position)I am reporting: (Describe the emergency – be specific) Be prepared to give the following:What’s happening?Suspect, locations, Room #, and brief description of where it is, i.e.: north, south, east, west portion of the campus or building)Suspect descriptions: i.e., hair, clothing, ethnicity, height, weightWeapons and typeInjuriesIf you are not at risk, then stay on the line until police have arrived at your location.If there are any questions, the Dispatcher will ask as needed. Be prepared to provide updated information on the status of the event and/or injuries.NON-EMERGENCIES – 503.823.3333Department of Mental Health (Access Help Line) 503.988.4888Department of Public Works (Water Emergencies)503.823.4874American Red Cross…800-REDCROS(733-2767)Telephone CompanyIT Tele-Comm Team 503.916.3375, option 1Electrical Company (Customer service)503.228.6322 (Power outages)503.464.7777Poison Control Center800.222.1222Gas Company (Northwest Natural Gas) (Customer service)800.422.4012 (Natural Gas Emergency Number)800.882.3377Multnomah County Health Department503.988.4585West Nile Virus Call Center (DOH)503.988.NILE (6453)Animal Shelter and Animal Issues (Multnomah County)503.988.7387Fire Department911Department of Human Services (DHS) Multnomah County503.731.3100Child Abuse Hotline503.731.3100Hospital(s)Emmanuel503.413.2200Good Samaritan503.413.7711St. Vincent503.216.1234Portland Adventist503.257.2500Emergency Telephone Numbers (continued)Radio Stations Emergency Broadcasts can be received via the Emergency Alert System (ES). 1190 KEX – 1190 am503.225.1190KXL – 503.243.7597KINK – 101.9 503.517.6000KUPL – 98.7503.517.6200Other FrequenciesNOAA Weather – 24 hours 503.261.9246Other Important Numbers_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Emergency Contact InformationRemove this page and insert emergency contact information for staff and students.Remove this page and insert emergency contact information for staff and students. Update this information on a monthly basis.Crisis Communication Guidelines Communication at the School SiteA crisis that takes place at a school impacts the entire community and is likely to draw media attention. Ineffective handling of a crisis can endanger the welfare of all involved and negatively impact the school’s public image with parents, teachers, school boards, and communities. Each School Emergency Team must be prepared to deal with the media on site and create press statements for release to the public. Who Should Communicate? A member of the School Emergency Team will be appointed as the Public Information Officer (PIO) until the school district PIO arrives on site. The PIO will assist the IC in the preparation of a news statement for release to the public. On site the PIO will meet with the press and arrange for their needs. If possible, there should be a pre-designated area where the media can work and/or hold news conferences. The PIO will also be responsible for recording duties, noting when notification of the School Emergency Team took place, and what other parties were notified. They will maintain a log of the sequence of events as they unfold. The PIO will ensure that the person who is answering the phones at the school has a prepared statement to read as well as a prepared notice for staff and parents.See roles and responsibilities for Public Information Officer (Section 3).What Should Be Communicated?Once verification of the crisis has taken place, a formal statement including minimal details, can be prepared for release to the entire school, indicating that more information will be forthcoming. The PIO, IC, and the entire School Emergency Team should review this statement before it is released. Avoid using inflammatory words and phrases. A copy of this statement must be provided to staff members handling phone inquiries. General Guidelines for Dealing with the MediaConvey the message that immediate and appropriate actions are being taken to investigate and address the situation. Information should be as up to date and complete as possible, focusing on the school’s response to the situation and any changes in the school schedule for the following day. The primary concern is for the safety and welfare of the students and staff. The police or local authorities should address questions about the specifics of any crime.Do not release the names of any students.Do not be defensive or argumentative.Do not confirm or deny statements from the media.Do not give more information than is necessary.Do not delay in responding to the media.When Should Communication Happen?Communication with outside sources should occur once verification of the crisis has taken place and the School Emergency Team has been assembled and briefed. Communications Equipment & Protocol for the schoolIn the event of a crisis, all communications gear must be gathered and then redistributed to teams and/or personnel who will need to use it during an emergency.Phone or radio communication, especially during the initial hours of a disaster, must be kept to essential message traffic only. During a wide-area emergency expect the land lines to be inoperable or overloaded. Cellular phone sites will probably be down or overloaded. It is probable that our own radios will be subject to heavy message traffic, jamming, and inaccurate or false messages.Allowable message traffic will be at the discretion of the IC. Message traffic type and priority shall be as follows:Type 1:Emergency medical or life or death situationsType 2:Request for emergency services (not a life threatening situation)Type 3:General medical or transportation needsType 4:General message trafficCommunication mode priorities:Land linesCellular PhonesAmateur radio (if available)While using any communication device, following these guidelines will make emergency communication more effective:Do not use any mode of communication unnecessarily.Keep messages short and to the point.Speak slowly and clearly. Keep your voice even – never yell.Remain calm.Do not use ‘CB’ type jargon.Before using a radio during a time of heavy traffic, say “is this frequency in use?” before transmitting a full message. If the frequency is in use, you will be told to “stand by.” If the frequency is not being used, you will be told “go ahead” with your traffic. Never transmit with a radio that has a broken or damaged antenna, you will destroy the radio.When using any communications device, your speech can often become difficult to understand. Instead of continuously repeating something, the proper procedures are to spell it phonetically. Vital information should always be repeated phonetically. Emergency Alert System (EAS)Equipment at several area radio stations as part of its management of the Emergency Alert System, the partnership with local media in which emergency messages are broadcast over local media munications with Parents The Principal or designee will make available to parents and discuss with the Site Council the School Emergency Response Plan.As part of the emergency preparedness efforts, the Principal will send home an annual letter to parents providing the telephone numbers of the police department, and other emergency contact information, radio stations where emergency information may be available, and procedures for signing up to receive text and/or email alerts via Twitter.If students are removed to an evacuation site or to the hospital, notify the parents as soon as possible via the Student Release Team.If students are removed from the school site, signs will be posted outside the school by the School Emergency Team giving a phone number to call for information.The IC will direct the communications between the Student Release Team and First Aid Team when it is appropriate to begin parent notification of the evacuation of students. Police CommunicationsProper Communication with School Resource Officer (SRO)Do not directly contact your SRO or the School Police Division to report criminal activity. All calls should be placed to 911 or the Police Non-Emergency number, 503.823.3333. If available, your SRO will most likely be the officer dispatched. In addition, other police officers may be dispatched dependent on the severity of the crime.AS A REMINDER, PLEASE REFER TO THESE GUIDELINES In general, the following activities should be reported to 911, IMMEDIATELY:All “in-progress” crimesAll “in-progress” suspicious activities or personsAll “crimes against persons” or crimes of violence (Assault, Robbery, etc.)All property crimes (vandalism, burglary, theft, etc.) where the suspect is/may still be in the areaAll “imminent threats” towards personsAll reported crimes (assault, sexual assault, abuse, etc.) It is law enforcement’s responsibility to determine if a crime has been committed, not school personnel. School personnel are responsible for contacting law enforcement when a crime is reported to them.In general, the following activities should be reported to the Police Non-Emergency Number 503.823.3333:All “cold property crimes” where the suspect is not in the areaExamples would be property, crimes that you discover in the morning that had occurred overnight, or a staff member discovers vandalism to his or her car at the end of the day.All suspected abuse of persons under 18 years of age MUST be reported to the state child abuse hotline 503.731.3100, IMMEDIATELY.REPORT ALL INCIDENTS TO:Police BureauIf in-progress911Or Non-Emergency503.823.3333Complete Incident Notification FormCall/Fax Information toPPS Security Services503.916.3000Fax503.916.3016Appropriate Regional Administrator-7620-1905Section 9Incident Response ProceduresAirborne ContaminantsBackgroundThe U.S. EPA’s National Homeland Security Research Center (NHSRC) has conducted a comprehensive study that confirms the potential effectiveness of the U.S. Department of Homeland Security guidelines for safe havens to protect against a hazardous airborne release in the event of a terrorist attack or accident.They include:Locking doors, closing windows, and shutting air ventsTurning off fans, air conditioning, and forced air heating systemsGoing into an interior room with the fewest windowsSealing all windows, doors, and air vents with plastic sheeting and duct tapeSheltering in place can be 500 times safer than staying outside under the following conditions:You enter the shelter before the arrival of the contaminantYou exit the shelter as soon as the contaminant passes overThe contaminant passes over quicklyIt is recommended to allow at least ten square feet of floor space for each occupant in the sealed room. Occupants should maintain a low level of activity so breathing rates remain low. If the room is very well sealed following the DHS guidance, you can safely stay inside for approximately three hours. Persons with existing respiratory problems may have a shorter time.Weather conditions or geography may affect how an airborne contaminant moves, and this may affect your decisions (1) whether to shelter-in-place or evacuate, (2) when to enter the shelter, and (3) when to exit the shelter.General ProceduresNotify Main Office/AdministrationTurn off all fans, close the windows and doors, shut down the building’s air handling system.IC Responsibilities Immediately direct staff to remove students to shelter-in-place. Utilize classrooms, offices, and other rooms within the school with the fewest number of windows (if possible).Instruct staff to lock all doors, close windows and air vents.Direct School Emergency Team members (search & rescue, police/fire/medical coordinator) to turn off fans, air conditioning, and forced heating systems.Take emergency supplies kits unless you have reason to believe they have been contaminated.2717800489585Instruct all staff members to seal all windows, doors, and air vents with plastic sheeting and duct tape. Consider measuring and cutting the sheeting in advance to save time. Be prepared to improvise and use what you have on hand to seal gaps so that you create a barrier between yourself and any contamination.Local authorities may not immediately be able to provide information on what is happening and what you should do. However, you should watch TV, listen to the radio or check the Internet often for official news and instructions as they become available.Call 911.Contact PPS Security Services (503.916.3000)Animal DisturbanceThis procedure should be implemented when the presence of a dog, coyote, mountain lion or any other wild animal threatens the safety of students and staff.General ProceduresNotify office and administration.Keep students away from the animal (return to classroom, secure all entrances to classroom, etc.).IC ResponsibilitiesCall 911 and/or Animal Control.Attempt to isolate the animal from students, if it is safe to do so. If the animal is outside students will be kept inside. If the animal is inside, students will remain outside in an area away from the animal. RabiesRabies is a serious disease that is caused by a virus. Each year, it kills more than 50,000 people and millions of animals around the world. Rabies is a big problem in Asia, Africa, and Central and South America. In the United States, rabies has been reported in every state except Hawaii. Any mammal can get rabies. Raccoons, skunks, foxes, bats, dogs, and cats can get rabies. Cattle and humans can also get rabies. An animal gets rabies from saliva, usually from a bite of an animal that has the disease. You cannot get rabies from blood.Rabies in AnimalsAnimals with rabies may act differently than healthy animals. Wild animals may move slowly or act tame. Also, some wild animals, like foxes, raccoons, and skunks, that normally avoid porcupines, may receive a face full of quills if they become rabid and try to bite these prickly rodents. A pet that is usually friendly may snap at you and try to bite.There are two common types of rabies. The first type is called “furious” rabies. Animals with this type are hostile, may bite at objects, and have an increase in saliva. In the movies and books, rabid animals foam at the mouth. In real life, rabid animals look like they have foam in their mouth because they have more saliva.The second and more common form is known as paralytic or “dumb” rabies. An animal with “dumb” rabies is timid and shy. If often rejects food and has paralysis of the lower jaw and muscles.Signs of rabies include:Changes in an animal’s behaviorGeneral sicknessProblems swallowingAn increase in drool or salivaWild animals that appear abnormally tame or sickAnimals that may bite at everything if excitedDifficulty in moving or paralysisDeathAnimals in the early stage of rabies may not have any signs, although they can still infect you if they bite you. The incubation period is the time from the animal bite to when signs appear. In rabies, it is usually one to three months. But it can last as long as several years. Once the virus reaches the brain or spinal cord signs of the disease appear.Rabies in HumansIn humans, signs and symptoms usually occur 30-90 days after the bite. Once people develop symptoms they almost always die. This is why it is very important for children to tell an adult and go to the doctor right away if they have been bitten by an animal that might be rabid.Early symptoms of rabies include fever, headache, sore throat, and feeling tired. As the virus gets to the brain, the person may act nervous, confused, and upset.Other symptoms of rabies in humans include:Pain or tingling at the site of the biteHallucinations Hydrophobia (“fear of water” due to spasms in the throat)ParalysisAs the disease advances, the person enters into a coma and dies.Armed Intruder/Hostage Situation/Shots FiredGeneral ProceduresAssess the situation and remain calm.Move away from the threat.Notify the Incident Commander (IC) of the situation.Call 911.Provide:School Site name and locationSuspect description, direction of travelNumber of shots firedLocation on campusHostage situation: victims, etc.Obey the Police.Everyone may be treated as a suspect.Obtain accurate information:Where in the building is the event occurring?How many are involved (both perpetrators and hostages)?What demands, if any, have been made?Render appropriate assistance.IC ResponsibilitiesDirect 911 to be called.Declare a Lock Down.Isolate the area.If possible, begin a controlled evacuation – move all non-essential adults and students away from the affected area. Begin with areas closest to the affected area.Direct that all appropriate notifications be made.Await the arrival of the police and provide needed assistance.Secure main office area and entrance to the school (if safe to do so).If the decision is made to evacuate the unaffected portion of the school, accountability for all evacuated students and staff becomes a critical issue.Remember that the job of resolving the incident belongs to the police. The IC’s job is to facilitate their efforts.Teacher/Staff ResponsibilitiesIf directly involved, follow the instructions of the intruder.Attempt to summon help if it can be accomplished without placing yourself or others in further danger.Await the arrival of the police.Remember, time is on your side. Don’t threaten or attempt to intimidate or disarm the intruder.If students are involved as victims, attempt to keep them calm and minimize their involvement with the intruder.If not directly involved, follow instructions quickly and without comment.When notified of the Lock Down, follow established procedures.Lock DoorsDoor is not to be opened for anyone. All doors will remain locked until the “all clear” signal or until law enforcement or school officials gain access to classrooms and other areas using master keys.Direct students to take cover in the safest place possible. To the extent possible, spread out the population and avoid creating one large target.Move students away from windows and doors to create a physical and visual barrier.Cover windows by closing the blinds, or by placing fabric or paper over the window.Be able to account for all students under your control.Be prepared to evacuate if directed to do so by Police or IC. Follow evacuation procedures – be prepared for a controlled evacuation.Assault General ProceduresEnsure the safety of students and staff first.Notify office and administration.Call police if necessary.Notify First Aid Coordinator and provide medical assistance when necessary.Seal off area where assault took place.Defuse situation, if possible.IC notifies police if weapon was used, victim has physical injury causing substantial pain or impairment of physical condition or assault involved sexual contact.IC notifies parents of students involved in assault.Document all activities. Ask victim(s)/witness(es) for their account of incident.Assess counseling needs of victim(s) and/or witness (es).Assault on Staff Member by StudentGeneral ProceduresProvide medical attention for staff member.Notify office and administration.Determine if the victim wishes to make a police report of the incident. If a weapon was involved or the injury required more than minor first aid, the police must be plete intentional assault (where the student has attacked the staff member with intent to cause physical injury) or reckless assault (where the student has inadvertently struck a faculty member without personal regard) forms as appropriate.Take statements and interview witnesses to consider depositions if the situation rm the student’s parents or guardian.Assess the need for disciplinary action.Prepare for media coverage.Biochemical or Chemical ReleaseA biological or chemical release is an incident involving the discharge of a biological or chemical substance in a solid, liquid or gaseous state. Such incidents may also include the release of radioactive materials. Common chemical threats within or adjacent to schools include the discharge of acid in a school laboratory, an overturned truck of hazardous materials in proximity of the school, or an explosion at a nearby oil refinery or other chemical plant.The following indicators may suggest the release of a biological or chemical substance:Multiple victims suffering from:Watery eyesTwitchingChoking or loss of coordinationTrouble breathingOther indicators may include the presence of distressed animals or dead birds.This procedure deals with three possible scenarios involving the release of biochemical substances:Scenario 1: Substance released inside a room or a buildingScenario 2: Substance released outdoors and localizedScenario 3: Substance released in the surrounding communityIt is necessary to first determine which scenario applies and then implement the appropriate response procedures listed below:Scenario 1: Substance Released Inside a Room or BuildingGeneral ProceduresEvacuate the building.Notify Main Office/Administration.Turn off all fans in the area of the release; close the windows and doors; shut down the building’s air handling system.IC ResponsibilitiesSignal for the building to be evacuated. Evacuation site should be 300 feet from all structures.Call 911.Contact PPS Security Services (503.916.3000).Direct School Emergency Team members (search & rescue team) to isolate and restrict access to potentially contaminated areas.Direct School Emergency Team members (search & rescue team) to turn off local fans in the area of the release, close the windows and doors, and shut down the building’s air handling system.Ensure people who have come in direct contact with the hazardous substances are washed and cleaned. See First Aid Team plete the Biological and Chemical Release Response Checklist.The School, or affected areas, will not reopen until the County HazMat or appropriate agency provides clearance to do so.Teacher/Staff ResponsibilitiesEvacuate classroom in a calm and orderly fashion. Follow general evacuation procedures.At the evacuation site, prepare a list of all individuals in the affected room or contaminated area; specify those who may have had actual contact with the substance. Provide this information to the IC.First Aid TeamDirect or assist individuals who have come into direct contact with hazardous substances to wash with soap and water. Do not use bleach or other disinfectants on potentially exposed skin.Remove and contain all contaminated clothes.Segregate individuals that have been contaminated “topically” by a liquid from unaffected individuals (isolation does not apply to widespread airborne releases).Provide additional medical attention as needed.Scenario 2: Substance Released Outdoors and LocalizedGeneral ProceduresNotify Main Office/Administration.Turn off all fans in the area of the release; close the windows and doors; shut down the building’s air handling system.IC ResponsibilitiesImmediately direct staff to remove students from the affected areas to an area upwind from the release. Evacuation site should be at least 300 feet from the affected area. If necessary, evacuate the building.Call 911.Contact PPS Security Services (503.916.3000).Direct School Emergency Team members (search & rescue team) to establish a safe perimeter around the affected area and ensure personnel do not reenter the area.Direct School Emergency Team members (search & rescue team) to turn off local fans in the area of the release, close the windows and doors, and shut down the building’s air handling system.Ensure people who have come in direct contact with the hazardous substances are washed and cleaned. See First Aid Team responsibilities.The School, or affected areas, will not reopen until the County HazMat or appropriate agency provides clearance to do so.Teacher/Staff ResponsibilitiesEvacuate students away from the affected area, as directed by the IC.At the evacuation site, prepare a list of all individuals in the affected room or contaminated area; specify those who may have had actual contact with the substance. Provide this information to the IC.First Aid TeamDirect or assist individuals who have come into direct contact with hazardous substances to wash with soap and water. Do not use bleach or other disinfectants on potentially exposed skin.Remove and contain all contaminated clothes.Segregate individuals that have been contaminated “topically” by a liquid from unaffected individuals (isolation does not apply to widespread airborne releases).Provide additional medical attention as needed.Scenario 3: Substance Released in Surrounding CommunityIC ResponsibilitiesOnce local authorities determine a potentially toxic substance has been released to the atmosphere, initiate a Shelter-in-Place. Direct all students and staff who are outside when the Shelter-in-Place is declared to return to their classrooms or other designated space.Call 911 and advise them of the school’s response to the event.Contact PPS Security Services (503.916.3000).Direct staff to turn off local fans, close and lock doors and windows. Consider directing staff to seal gaps under doors and windows with wet towels or duct tape. If gaps are sealed; monitor the air space in each classroom.Direct School Emergency Team (search & rescue team) to seal vents with aluminum foil or plastic wrap and turn off sources of ignition, such as pilot lights, and shut down all buildings’ air handling systems.Turn on a radio or television station to monitor information concerning the incident.Do not declare an All Clear until the County HazMat or appropriate agency provides clearance to do so.Teacher/Staff ResponsibilitiesWhen directed to do so, turn off local fans, close and lock doors and windows, seal gaps under doors and windows with wet towels or duct tape. If gaps are sealed; monitor the air space.Report any medical conditions or other concerns to the IC.Background Information on BioterrorismBioterrorism (BT) is the use of biologic agents such as bacteria, viruses, parasites or biological toxins to intentionally produce disease or intoxication in a susceptible population to meet terrorist aims. Chemical terrorism (CT) employs certain classes of chemical compounds as weapons of mass destruction.An act of biological (BT) or chemical terrorism (CT) might range from dissemination of aerosolized anthrax spores to food product contamination. Predicting when and how such an attack might occur is not possible. Although paramedics, ER physicians, primary health care providers, and the local health department will probably be the first to observe and report unusual illnesses or injuries, school physicians and nurses may occasionally encounter such cases in a school setting.Early detection of and response to biological or chemical terrorism are crucial and preparedness for terrorist-caused outbreaks and injuries is an essential component of the U.S. public health surveillance and response system. Terrorists might use combination of agents. CDC has developed a list of critical BT and CT agents.Environment Where Exposure May Have OccurredLaw enforcement and public health officials work together to investigate the environment including envelopes and packages suspected of containing anthrax or other biological agents. Powder and other specimens collected from these sources usually are analyzed through the Public Health Laboratory Network. As a part of the investigation, environmental sample (where the exposure may have occurred) may be necessary. Testing of the environment is useful for detecting trace amounts of anthrax spores. Specimens obtained may include samples of air and/or swabs of material on various surfaces. The law enforcement and public health agencies will arrange for processing these samples.Clean-Up of Contaminated AreasThe U.S. Environmental Protection Agency with help from other federal agencies and departments, including the Centers for Disease Control and Prevention (CDC) is responsible for environmental and clean-up issues. Federal agencies, in conjunction with local and state agencies, will determine the best approach to the cleanup.Biological AgentsBT agents are more likely to be covert because of the delay between exposure and onset of illness, known as the incubation period. Thus they present different challenges as there is no immediate impact: persons are unknowingly exposed and an outbreak is suspected only upon recognition of unusual disease clusters or symptoms. BT may also occur as announced events in which persons are warned that an exposure has occurred. BT agents include bacteria, viruses, and toxins, among others. Anthrax, small pox, and botulinum toxin are some of the examples of BT agents. The following are some examples of the indicators of a BT attack:Large numbers of ill persons with similar diseases or syndromesUnexplained disease, syndrome or deathUnusual illness in a populationSingle case of disease caused by an uncommon agentMultiple unexplained diseases in the same patientDiseases transmitted through aerosol, food or water suggestive of sabotageDetection of BT-related OutbreaksBT may occur as covert events, in which persons are unknowingly exposed and an outbreak is suspected only upon recognition of unusual disease clusters or symptoms. BT may also occur as announced events, in which persons are warned that an exposure has occurred. The possibility of a BT event should be ruled out with the assistance of the FBI and state and local health officials.Rapid response to a BT-related outbreak requires prompt identification of its onset. The most critical step in response is early recognition that something unusual is occurring. Response to a BT event will require a concerted effort of physicians, the health department, health care facilities, laboratories, and others to identify BT agent used, treat affected individuals, prevent additional transmissions, and bring the situation under control. Primary care providers and emergency room physicians will likely be the first medical responders.Chemical AgentsChemical agents, like other substances, may exist as solids, liquids or gases, depending on temperature and pressure. CT effects are likely to be overt, immediate and obvious because CT agents are absorbed through inhalation or by absorption through the skin or mucous membranes. Such attacks elicit immediate response from police, fire, and EMS personnel. CT agents can also be delivered covertly through contaminated food or water. Chemical agents that might be used by terrorists range from warfare agents to toxic chemicals commonly used in industry. There are at least six types of chemical agents described which include a nerve agent and cyanide, among others. Biological effects such as eye or skin injury and injury to lungs and other systemic effects can occur following exposure to chemical agents dispersed as solids, liquids or vapor. Evacuation and triage are integral to the response along with decontamination and medical management.CDC does not recommend hoarding antibiotics or buying a facemask. In the event of a biological or chemical emergency, the state and local public health departments will inform the public about the action(s) they should take.Radiation AccidentRadioactive materials are among many kinds of hazardous substances emergency responders might have to deal with in a transportation accident. Radiation is energy that comes from a source and travels through some material or space. Light, heat, etc. are types of radiation. Unstable atoms produce ionizing radiation. Unstable atoms are said to be radioactive.Regardless of how a radiation accident happens, three types of radiation-induced injury can occur:External radiation: when all or part of the body is exposed to penetrating radiation from an external sourceRadiation contamination occurs where material containing radioactive material is deposited on skin, clothing or other places where it is undesirable. Contamination means that radioactive materials in the form of gases, liquids or solids are released into the environment and contaminate people externally on skin, internally in lungs, gut or wound, or bothRadiation injury is the incorporation of radiation material, which refers to the uptake of radioactive materials by body cells, tissues, and organsThese injuries can occur along with illness or physical injury, and in such instances serious medical problems have a priority over concerns about radiation. Law enforcement and public health and safety agencies are involved in responding to these emergencies.Bomb ThreatsGeneral ProceduresEvacuation route should be posted in every classroom.Use Bomb Threat Checklist to record information about telephone bomb threats. Listen to the message without interrupting the caller. Write down the message, noting time of call, unusual background noises, and estimated age of caller, and try to keep the caller talking. Attempt to ascertain from the caller the type of bomb, where placed, time of detonation, and reason school has been targeted.After caller has concluded his or her threat, hang up and immediately lift the receiver and press *69 (call trace).If school has caller ID, note the number from which call was made.Notify Main Office/Building Administration.If threat is written, place it in an envelope or plastic bag.Prepare media statement and flyer to inform parents.IC ResponsibilitiesEvaluate the bomb threat and determine if building evacuation is necessary.If threat is deemed valid:Call 911 – advise building is being evacuated via a controlled evacuation because of a bomb threat.Activate SET.Turn off anything that may generate a radio frequency:School bell system.PA system/VOIP.All two-way radios.Cellular phonesNOTE: Do not utilize the fire alarm system to evacuate the building.Dispatch SET to notify each classroom of the need to evacuate the school. While completing this task, conduct a limited search of common areas of the school.In consultation with police/fire officials, determine when it is safe to reenter the school.Teacher/Staff ResponsibilitiesUpon receipt of notification to evacuate the school, conduct a limited search of classrooms to determine if any strange or unknown objects are in the room.Proceed to pre-designated evacuation point with class roll book.Maintain control of students and advise SET of any missing children.Do not reenter the building until directed to do so by a SET member or someone in authority.Device FoundUpon discovery of a suspicious device, immediately send word to the IC. If the device is found in a classroom with students, immediately, but in an orderly manner, evacuate the classroom. UNDER NO CONDITION ATTEMPT TO TOUCH OR MOVE THE DEVICE.IC ResponsibilitiesUpon notification of a device found:Call 911 – inform building is being evacuated via a controlled evacuation because a suspected bomb has been discovered. If possible, give a description of the device.Activate the SET.Turn off the school bell system.Turn off all two-way radios.Do not use the fire alarm system to evacuate the building.Dispatch SET to begin the evacuation process. The order of evacuation should be:Classroom in which the device is located.Classrooms on either side of, across the hall from, that back up to, or are directly above or below the classroom containing the device. Continue increasing the size of the evacuation until all students and staff are at a safe distance.The evacuation must be conducted in an orderly and controlled manner so as not to create an unstable environment which may exacerbate the situation.In consultation with police/fire/bomb disposal officials, determine when it is safe to reenter the building.Teacher/Staff ResponsibilitiesUpon receipt of notification to evacuate the classroom, proceed to pre-designated evacuation location with class roll book.Maintain control of students and advise SET of any missing or unaccounted for students.Do not enter the school until directed to do so by a SET or police/fire authority.Letter/Package Bomb or Mailed Hazardous SubstanceMail handlers should be trained on what could be suspicious. A suspicious letter/ package could contain any of the following:Foreign mailExcessive postageHandwritten messagesOily stains/discoloration/odorSpecial deliveryPoorly typed addressesRestrictive markingsLopsided or uneven envelopeIncorrect titlesProtruding wires or tinfoilNo return addressExcessive weightExcessive securing material (i.e.: tape)Misspelling of common wordsOdd noisesPowder leakingIf any of the items listed above are identified on a package, do not open the package. Secure the area around the item and contact the principal.Persons who touch the letter should wash their hands if powder or liquid is leaking.The person who identified the suspicious package should not ‘broadcast’ the matter and cause panic, but contact the principal giving as much detail about the situation as possible.NOTE: Expect the police department to examine rooms and to ask staff members if they have seen any objects that are out of place or are in places where they do not normally belong. Please remember that regular staff members are most familiar with the campus and its belongings. Anticipate being called upon by the police department for additional information and assistance. Remember, one of your roles is to preserve a potential crime scene.Burglary/RobberyBurglary/forced entryBurglary is defined as an unauthorized entry by force into a school district building for the purpose of committing a crime.General ProceduresWhen appropriate, preserve the scene until the police have observed it.When possible, take photographs of the affected/damaged area. Once the police have completed their inspection of the scene, move quickly to clean up, remove or repair damage from burglary/forced entry.If, after thorough investigation, the perpetrator is identified as a student, initiate appropriate disciplinary action and inform the student’s parents or guardians of the incident.Property loss/damage claims of employees must be reported to the Risk Management Office and supervisor.Robbery/coercionThese crimes involve obtaining money or property by violence or threat of violence, or forcing someone to do something against his/her will by force or threat of force. It is also a crime to interfere with the discharge of the official duties of school district personnel by force or violence or by intimidation with the threat of force or violence.General ProceduresHave the victims and/or witnesses await the arrival of the Portland Police.Notify the parents if the victim is a student, and ask the parents if they would like to be present for the interview. Police may not wait to conduct an interview and legally are not required to wait for a parent or guardian.If, after thorough investigation, the perpetrator is identified as a student, take appropriate disciplinary action and notify his/her parents or guardian of the incident.Send a copy of the Portland Public Schools Incident Report to the appropriate Regional Administrator.Documentation:Complete Incident Notification FormIf appropriate, complete Discipline ReferralBus AccidentsGeneral ProceduresUpon learning of an accident, obtain the bus number, location, and time of accident, number of injuries sustained, whether police/fire/ambulance are on the scene or are required, and the location of all injured parties from the person notifying the administration or other school employee.Notify the IC.IC ResponsibilitiesDispatch SET to the accident scene with an Emergency Response Kit and student information cards. The district may also send a team to the scene. If this is a group on a field trip, the student roster will advise you of which students, parents, and staff is on the bus. If this is a home-to-school bus, you will need to print an entire student roster report.If there are injuries of students, determine if siblings of bus-riding students are still at school. Assemble these students and advise them of the accident and make them available for parent pick up.When informed by SET on scene of current status, direct appropriate notifications to be made.If appropriate, respond to the hospital.Responsibilities of Staff Person Riding on BusFollow the Bus Driver’s instructions and, if appropriate call 911.If danger of fire or if vehicle is in a precarious position, evacuate the bus and direct students to a safe location.Have older students assist younger students.Notify the school of the accident and the extent of the injuries.Keep children under control. Have adults in area assist with tasks.If students are transported to hospitals, determine which student(s) are going to which hospitals.Responsibilities of SET Responding to the SceneAssess the current situation and advise the IC.Assist in the movement and/or control of non-injured students.If parents arrive on the scene, students are not to be removed from the scene until released by the Police. NOTE: parents should be directed to either wait at home or report to the school site - not the accident scene. Designated SET respond to the hospital(s) and provide support to injured students and their parents. Keep the IC updated on all medical conditions of students and staff.Designated SET member handles media inquiries at the accident scene. The hospital spokesperson will handle any inquiries regarding treatment of injured students.Provide parent contact information to hospital if needed. Call parents from school in the case of uninjured students.Returning uninjured students should be examined by the school nurse, school counselor or social worker, provided with breakfast or snack as appropriate, and be given the option of returning home for the day.Secure copy of police report.Prepare for possible media focus.Create informational flyer to inform parents of accident.Child Abuse Reporting Emergency ProceduresTeacher/Supervising Adult and AdministrationIf reasonable cause exists to believe abuse has occurred, report immediately to the Child Abuse Hotline, 503.731.3100, or local law enforcement. WHEN IN DOUBT, REPORT.Do not inform parent/guardian of the report. It is the Department of Child and Family Services’ or law enforcement’s responsibility to investigate and inform rm appropriate adults working in the schools (secretary, etc.), in the event that parents or guardians arrive at the school.If the Department of Human Services (DHS) arrives at the school, provide a private room for them to conduct an interview. Employees of the school should not ‘interview’ the child. Any questions asked should be open ended. Avoid leading questions.Additional InformationAll school district employees are mandated reporters of child abuse or suspected child abuse. Child abuse includes:Physical Abuse, with or without injuriesSexual AbuseSexual ExploitationNeglectEmotional AbuseThreat of HarmIf a school district employee reasonably suspects, observes signs or becomes aware of any of the above, they shall immediately report their observations to the Child Abuse Hotline, 503.731.3100, and the principal or the principal’s designee.Best practices would have the employee and principal or administrator reporting together, completing a child abuse reporting form as the report is made. Employees who choose to make the report independently must notify the principal/administrator and/or principal/administrator designee immediately, to ensure the school office is ready to receive case workers and/or law enforcement officials. In the rare case of principal/administrator or their designee making a report for an employee, he/she will notify the employee that the report was made and document that information in writing. The employee should check back if he/she does not hear from the principal/administrator or designee in a timely manner. However, if the employee does not hear back from the principal/administrator or principal/administrator’s designee by the end of the school day, the employee shall make the report directly to the Child Abuse and Neglect Hotline. In all cases, a reporting form must be completed and filed with the principal or administrator’s office immediately.Under no circumstances, should any school employee contact the parents or a child about whom a report has been made. The Portland Police Bureau or the Department of Human Services is responsible for contacting the parents.Training: School district employees can access training on the identification, prevention, and reporting of child abuse through an internet-based training within the PPS Learning Campus, . All district employees must train yearly.How to Recognize Child Abuse and Neglect "Child abuse and neglect is the intentional, physical or mental injury, sexual abuse, negligent treatment, or maltreatment of any child under the age of eighteen by a person who is responsible for the child's welfare under circumstances which indicate the child's health or welfare is harmed or threatened." There are many indicators of child abuse. Learn how to recognize the warning signs of: HYPERLINK "" \l "pa" \t "_parent" Physical Abuse Emotional Abuse Sexual Abuse Neglect Domestic ViolenceChild Abuse and Neglect IndicatorsPhysical Abuse is indicated when non-accidental injuries occur, including:BurnsBruisesWeltsSevere beatingsFracturesUnexplained or repeated physical injuriesEmotional Abuse occurs when a parent or caretaker allows or creates a negative emotional atmosphere for the child with these conditions:Demeaning remarksPerceived or actual threats of harmUnrealistic parental expectationsIllegal behaviors taught to a childSexual Abuse happens when a child is exploited for the sexual gratification of an adult or older child. Indicators include: Involvement of a child in sexual activity Knowledge of sexual behavior inappropriate for the child's age Contact for sexual purposes such as fondling Involvement or exposure to prostitution and/or pornographyNeglect occurs when a parent or caretaker allows the child to experience avoidable suffering or fails to provide basic essentials for physical, social, and emotional development. Indicators of neglect include:Lack of basic food and clothingLack of medical treatment or medication for a serious illnessInappropriate child hygieneLack of appropriate supervisionLack of education as required by lawResiding in an inappropriate/dangerous living environmentDomestic Violence-Related Child Abuse occurs when a child: Is injured during a physical altercation between adults Witnesses domestic violence between adults Experiences perceived or actual threats of harm Experiences disruption in his/her living situation How to Respond to an Abused Child If you suspect a child has been abused or neglected, use the following guidelines to respond.Remain calm. A child may retract information or stop talking if he/she senses strong reaction. Believe the child. Children rarely make up stories about abuse. Listen without passing judgment. Most children know their abusers and often have conflicted feelings. Tell the child you are glad that he/she told someone. Assure the child that abuse is not his/her fault. Do what you can to make certain that the child is safe from further abuse. Do not investigate a case yourself. Call the police or Child Abuse Hotline - 503.731.3100. Child Does Not Arrive Home (within a reasonable time)General ProceduresIf the school learns that a child has not arrived home from school in a reasonable amount of time, contact the child’s last classroom teacher of the day to find out the child’s normal end-of-day habits (i.e. walker / bus rider or gets ride from parent).Contact Transportation for assistance. They will need the following information when called: child’s name, date of birth, address, home phone number, description of the student (hair color, height, ethnicity, what was the student wearing when last seen). If the parent is at the school, send them home to wait and check their neighborhood. Notify the police and request that they commence an investigation into the situation if the child has been missing for an extended period of time.Contact the appropriate Regional Administrator and Security. Security will inform Community Involvement and Public anize the child’s teachers, friends, and companions for interview with the police. Attempt to locate the last person to see the child.Send a school representative (preferably the student support manager/school counselor) to the child’s family home to comfort his or her parents and relatives.Work cooperatively with the authorities to assist in locating the child.Prepare a media pose a flyer informing parents.Civil Disturbance, Demonstrations, and School DisturbancesCivil disturbances such as a public or a student demonstration on school grounds having the potential to injure staff or students, damage property or disrupt instruction are grounds to put the following procedures in action. General ProceduresContact office and administrators when a civil disturbance is observed.Call 911 if warranted.Assess the danger of the disturbance and issue a Lock Down or Lock Down - Team Response if necessary.Prepare a flyer to inform parents of the incident.Notify Security and PPS Community Involvement and Public Affairs (503.916.3304).ANNOUNCEMENTI am _______________________ (name and title). You are on school grounds without permission. You are directed to leave the premises now. As trespassers, you are subject to possible arrest if you do not leave. Optional Language:If you do not leave, we will ask law enforcement authorities to take appropriate action. ORLaw enforcement has already been notified.Active MeasuresIn spite of one’s best efforts at prevention, disturbances may still occur. The following measures are recommended to lessen the school’s exposure to personal injury and property damage:Try to isolate the participants (if they are students). If a small group is protesting on the campus, invite them into the nearest classroom and listen to their complaints. If the group is large, it may be desirable to have them designate leaders to meet with you. Do not invite non-students onto the grounds.If invaded by a group of non-students who appear threatening, listen to their complaints and politely tell them to leave the building. If they do not leave upon request, call the police.Active Measures (continued)In cases where there are threats of violence or property damage, remove the students from the area or room, counsel with them, and record their names for later use. If the group threatening violence or property damage is composed of non-students, ask them to leave the area. If they refuse to leave, call the police.It is reasonable to expect that the news media will become interested in any disturbances or demonstrations occurring on school property. It is desirable to work with the media in every possible manner. Matters pertaining to individual students should be discussed with the student and his/her parent or guardian - not with other parties. This does not preclude getting evidence or testimony from other students who may have witnessed the act(s) in question. Parent/guardians may become greatly concerned about events at the school. To reassure them or to clarify the situation, it may be necessary to call a special meeting. Consult with the appropriate Regional Administrator and the Risk Manager.Preventative MeasuresBe aware of the morale of the student body.Principals should establish an open door policy so students will feel free to voice their problems to the school administration with the assurance that they will be heard.Have a close working relationship with the student council.Maintain an awareness of any tense community situations that could ‘spill over’ into the school and set the stage for a school disturbance.Have the following sign posted on all exterior doors:“VISITORS, PLEASE REPORT TO THE OFFICE.”Pickets and boycottsPeaceful picketing is a lawful activity provided it is limited to the public sidewalks around the building.Pickets should be kept under discreet surveillance. In non-student pickets attempt to enter school property, politely ask them to leave. If they refuse, call the police.Demonstrations and disturbances may range from minor incidents that can be easily handled by building staff to potentially dangerous or volatile situations, such as large-scale fights, pickets, sit-ins, racial conflicts, and riots. With these incidents of potential violence, school administrators should calmly use their judgment and discretion in determining the appropriate course of action.DemonstrationsRequire students who engage in disruptive demonstrations to desist and disperse immediately. Failure to comply with the directive to disperse will result in immediate suspension from school.If those who interfere with the school process are suspended and still persist, they will be subject to immediate arrest for trespass.Under no circumstances are school administrators authorized to “negotiate” on any demands in order to end a demonstration.School DisturbancesAttempt to stop any disturbances within your power or authority Do not use force unless necessary to protect yourself or others from harm or serious injury.Notify Portland Police Bureau 911.Notify PPS Communications (503.916.3304).Return students to the building under staff supervision as soon as possible.Impose appropriate student discipline procedures.Documentation:Complete Incident Notification FormIf appropriate, complete Discipline ReferralCritical Condition/Hospital TreatmentGeneral ProceduresIf a child is in need of immediate hospital treatment at your school, notify the office as to the person’s location and condition but stay with the victim.Call 911.Secure medical help available in the school (school nurse/health aide and CPR providers).Evacuate any students who may be present and secure adult support.When help for the victim is secured, the teacher helping the victim should rejoin her or his class.Notify PPS Security Services (503.916.3000).The person accompanying the child to the hospital should take the medical emergency form kept in the office.Review the student’s health file kept in the nurse’s office for pertinent information such as drug allergies, last tetanus shot, and medications taken. Relay this information to the hospital.Notify the victim’s family.Consider composing a flyer to inform parents of the incident.Arrange for counseling sessions with witnesses as necessary.Death of a Student/Staff MemberGeneral ProceduresIf not occurring on school property:Upon notification of death, arrange for an emergency staff meeting where procedures will be reviewed and current information be provided.Arrange for counseling services for students and staff. Call Student Services at 503.916.5460 for assistance and to access the services of the district’s Crisis Response Team.Prepare a notice to be sent home to parents with particulars regarding any arrangements that may have been decided by the family of the deceased.If occurring during the school day, on school property, follow the Lock Down/Lock Down - Team Response procedures and treat the event as a criminal act.IC ResponsibilitiesCall a meeting of SET to formulate the school’s response to the notice.Activate the telephone tree to school staff if notification is received after school hours or during non-school days.Contact family/friends of the deceased to offer support and obtain information regarding arrangements.Arrange for appropriate counseling services.Update information to staff and parents as it becomes available.If the student or staff member had personal property in school, secure the property, including locker contents, until authorized to release same to family or relative.Teacher/Staff ResponsibilitiesKeep informed of plans and procedures that may be implemented in response to the death.Be observant of students’ and fellow staff members’ reaction to news. If required, refer the person(s) to counseling.Do not deny your own emotional response to this situation and seek appropriate help.Assist in bringing closure to the event.To notify a family about the death of their child:Do not notify the family by telephone. Telephone notification is not acceptable because it adds to a sense of disbelief or denial and it offers no opportunity for those giving notification to assess what services the family may need.Two emergency personnel or two trained staff members should notify the family in person as soon as possible.Have translation services ready and available to help when notifying non-English speaking families.Treat the family with respect and be prepared to respond to varied reactions to the news.Those who give notification should leave a number where they can be reached.To notify students about a death:If at all possible, hold a staff meeting first thing in the day, prior to school starting, in order to disseminate the facts to all staff at the same time.Either the homeroom/first period teacher or the staff closest to the students should deliver the information at the beginning of school to stave off rumors. Provide a script for parents with factual information.Notify those students directly affected by the crisis. Do not underestimate who these students may be – friends, rivals and/or acquaintances. Provide additional counseling support.Tell the students the facts: give them correct information about the incident.Call Student Services at 503.916.5460 for assistance and to access the services of the district’s Emergency Counseling Support Team.Call the Communications Department, 503.916.3304.Detecting Suspicious Packages/Letters*Remember* the item does not have to be delivered by a carrier. Most bombers set up and deliver the bomb themselves.If delivered by carrier, inspect for lumps, bulges, or protrusions, without applying pressure.If delivered by carrier, balance check if lopsided or heavy sided.Handwritten addresses or labels from companies are improper. Check to see if the company exists and if they sent a package or a letter.Packages wrapped in string are automatically suspicious, as modern packaging materials have eliminated the need for twine or string.Excess postage on small packages or letters indicates that the object was not weighed by the Post Office.Packages or letters with no postage or non-canceled postage.Any unexpected or unidentifiable letters or packages with foreign writing, addresses, or postage are suspect.Also watch for:Handwritten notes, such as: “To be opened in the privacy of…”, “confidential”, “your luck day is here”, and “prize enclosed”.Improper spelling of common names, places or titles.Generic or incorrect titles.Leaks, stains, protruding wires, string, tape, etc.Hand delivered or “dropped off for a friend” packages or letters.No return address or nonsensical return address.Any letters or packages arriving before or after a phone call from an unknown person asking if the item was received.If you have a suspicious letter or package:Call 911Notify the ICFollow procedures for Bomb Threats/Device Found WARNINGSuspect Letter and Package IndicatorsIf you suspect the mail of package contains a bomb (explosive), or radiological, biological, or chemical threat:Isolate area immediately.Call 911.Wash your hands with soap and water.For more information on bomb security or bomb threats, contact your local ATF office.Disruptive StudentGeneral ProceduresAt the beginning of each school year, every teacher is to develop a “Clear the Room” procedure. This procedure includes step-by-step instructions of what to do should a student begin to throw things or attack other students or staff.“Clear the Room” procedures should state to which teacher the students should report.The receiving teacher will notify the office immediately.The teacher must stay with the disruptive student until assistance arrives.Students will not return to their classroom until notified by the sending teacher.IC ResponsibilitiesRespond to the classroom as soon as possible.Assist the teacher with the student.Involve other staff as necessary.Call 911 if situation does not abate.Notify the School Counselor/Psychologist or outside agency.Review each plan and require that the plan be practiced so that students will know what to do.Contact the student’s parents or guardians.Contact the appropriate Regional Administrator and complete an Incident Report.Teacher/Staff ResponsibilitiesIn concert with receiving teachers, develop the “Clear the Room” plan.Develop an alternative plan for when receiving teacher is not in the room.Instruct students as to their roles if plan is implemented.Stay with the out-of-control student.Clear the Room ProceduresRemove this page and insert clear the room procedures.EarthquakeMajor Earthquake Threat SummaryEarthquakes are sudden releases of strain energy stored in the earth's bedrock. The great majority of earthquakes are not dangerous to life or property either because they occur in sparsely populated areas or because they are small earthquakes that release relatively small amounts of energy. However, where urban areas are located in regions of high seismicity, damaging earthquakes are expectable, if not predictable, events. The major effects of earthquakes are ground shaking and ground failure. Severe earthquakes are characteristically accompanied by surface faulting. Flooding may be triggered by dam or levee failure resulting from an earthquake, or by seismically induced settlement or subsidence. All of these geologic effects are capable of causing property damage and, more importantly, risks to life and safety of persons.A fault is a fracture in the earth's crust along which rocks on opposite sides have moved relative to each other. Active faults have high probability of future movement. Fault displacement involves forces so great that the only means of limiting damage to man-made structures is to avoid the traces of active faults. Any movement beneath a structure, even on the order of an inch or two, could have catastrophic effects on the structure and its service lines.The overall energy release of an earthquake is its most important characteristic. Other important attributes include an earthquake's duration, its related number of significant stress cycles, and its accelerations.Earthquakes in OregonSay “earthquake” and many Americans immediately think of California. But the Northwest is one of the most seismically active regions in the world and has a history of strong quakes. Nearly 17,000 earthquakes of magnitude 1.0 to 6.0 have been recorded in Oregon and Washington since 1970. About 15-20 quakes a year are felt in the Northwest. Earthquakes are usually felt if they are at least magnitude 3 to 4. Click to read about some of the significant earthquakes that have occurred in Oregon and Washington. Non-Structural vs. Structural RisksEarthquake risks are divided into two categories: non-structural and structural. Non-Structural risks relate to the danger of falling objects or other risks not connected to the building’s seismic safety. Many earthquake injuries are caused by objects falling such as poorly secured bookcases falling in classrooms or parapets falling off the top of buildings. Structural risks relate to the safety of the buildings themselves. How likely is a building to collapse or suffer serious damage during an earthquake? When was a building constructed? What type of soil is the building situated on? What types of seismic upgrades have been made to the buildings? See below for information on the Statewide Seismic Needs Assessment and more information on structural risks. Actual EarthquakeTremors and shaking of the earth are the signals of an earthquake. The initial shock is likely to be not more than ninety seconds duration. Emergency action to be taken when children are inside the building is:When inside a building, stay inside. Do not run outside because you may be hit by falling debris. Drop to the floor on your knees and make the body as small as possible. Cover yourself under a desk, table or bench, in a hall, or stand against an inside wall. You should be facing away from: windows; doors; glass; skylights; brick or rock faced walls; large moveable objects, such as book cases; or outside doors and walls. With one arm, hold on to a desk leg so that it will protect your head and neck and so that it will not move away from covering you. Rest your head on one arm and place your other arm over the base of the head and neck. When it is safe, proceed to the assembly areas in the same manner as for Evacuation Procedures.When outdoors, stay outside. Do not run inside because you may be hit by falling debris. Move away from buildings and overhead structures. Drop to the ground on your knees and make the body as small as possible. Face position away from: buildings, power poles and lines, trees or other overhead hazards, roads and streets, as cars may go out of control. Cover as much skin surface as possible, close your eyes, and cover your ears. If you have a book or other similar object, place it over the base of your head and neck to protect you from flying debris. When it is safe, proceed to the assembly areas in the same manner as for Evacuation Procedures.Walking to or from school facilities: Students walking to or from school when an earthquake occurs should stay away from all buildings, trees, exposed wires, and other hazards that may fall. The safest place is in the open. Students should assume “duck, cover, and hold on” position until the quake is over. After the earthquake, if on the way to school facilities, continue to school. If on the way home, continue home or return to school.After an EarthquakeThe ABCs of Post-Earthquake Evacuation – A Checklist for School Administrators and Faculty:Evacuation should NEVER be automatic.There may be more danger outside your building or facility than there is inside.There may be no safe assembly area outside. There may be no clear routes to get outside, and alternate routes may need to be created.The lighting inside your building or room will probably be out – it will be dark.Before any decision is made to vacate all or part of a school, someone must find out if there is:a safe route out, anda safe place to assemble the students outsideBEFORE an earthquake, survey your school with evacuation in mind. Look for potential post-earthquake hazards INSIDE the building:Suspended ceilingsPendant light fixturesLarge windows – either exterior or interior – not protected against shatteringTall bookcases or cabinets that may topple because they are not bolted to the wallClassroom equipment such as computers, TVs, VCRs, stereos, and slide projectorsStairwellsScience labs, especially chemistryStorage areas for cleaning, painting or other hazardous materialsShop areasPlaces where the main gas supply or electric current enters the buildingDesignate evacuation routes that avoid as many of those areas as possible.In addition, decide on alternate routes to your main routes.Consider students with disabilities as you think about your evacuation routes.Look for potential post-earthquake hazards OUTSIDE the building:Power linesTreesAreas near buildings that may have debris fall on them – parapets, roof tiles, chimneys, glassRoutes past concrete block wallsCovered walkwaysPlaces under which large gas mains runAreas near chain link fences (can be electric shock hazard when live wires touch)Hazardous materials storage areasDesignate open areas outside that are without overhead hazards and removed from potential dangers spots: choose one off-campus spot such as a park for back-up.Assembly areas should not be so remote from the faculty that students and staff won’t have easy access to bathrooms, phones, and the student release point.Everyone should be informed about the plans:Once routes and assembly areas have been chosen, make floor plans and maps; give them to everyone.Tell all personnel and students about the plans made and the routes chosen.Make it clear that a post-earthquake evacuation route differs from a fire evacuation route, and that alternate routes may need to be used.Hold drills and exercises two or three times a year; practice alternate routes.Include all students and staff with disabilities in the drills and exercises.AFTER the earthquake, gather information and make decisions.ICAssess the situation – inside and outsideDecide if an evacuation is necessaryChoose the route(s) and the assembly placeCommunicate directions to SET and all staff members.TeachersDo NOT automatically rush your class out into the corridor or out an exterior door.Wait to hear from an administrator or the designated SET member about what to do.In circumstances in which a lot of time passes and you do not hear anything, you will have to make decisions yourself:If you are in a dangerous classroom – the ceiling has collapsed, wires are crackling, broken glass or chemicals are all over the floor, you smell gas or smoke – you will want to leave, BUT you must do some reconnaissance before you move to safety.Get your buddy teacher to cover the students while you find the best way to get out and the safest place to go. You may not need to go outside, but merely move from one inside room to another.Account for all your students before you leave the classroom.If your classroom is dangerous, you may want to take injured students with you, or move them a short way to a safe room. If you must leave an injured student, post a large, visible sign indicating the student is in there.The lights will probably be out – ALWAYS have a flashlight that works.Be alert, as you lead students down stairwells or corridors, to anything (dangling lights, ceiling struts, broken glass, slippery floors) that could hurt them or you.In an aftershock, everyone should duck and cover until the shaking stops.Once you get to your new safe place, communicate your location to the IC by sending a runner, using a walkie-talkie, or returning to your classroom to post a note.The first 72 hours after an earthquake are critical. Electricity, gas, water, and telephones may not be working. In addition, public safety services such as police and fire departments will be busy handling serious crises. You should be prepared to be self-sufficient – able to live without running water, electricity and/or gas, and telephones – for at least three days following a quake. To do so, keep on hand the following:FoodWater: Enough so each person has a gallon a day for 72 hours, preferably one week. Store in airtight containers and replace it every six months. Store disinfectants such as iodine tablets or chlorine bleach, eight drops per gallon, to purify water if necessary.First aid kitFire extinguisherFlashlights with extra batteries. DO NOT USE matches or candles after an earthquake unless you are certain there are no gas leaks.Hand held radios with extra batteriesExtra blankets, clothing, shoes, and moneyAlternate cooking sourcesMedicationsTools (turning off main shut-off valves)Roles and ResponsibilitiesIncident Commander (IC)Will coordinate all personnel and operations, as well as serve as a liaison between all off campus organizations such as: Red Cross, Fire, Police, Utility companies, media, and other emergency agencies.The IC will:Direct team operationsWork with emergency respondersCoordinate and authorize communication modesAssign tasks as necessaryMake media releases as appropriateTeacher responsibilities during an earthquake:At first sign of shaking, adults should give the Duck, Cover, and Hold On command.If students and staff are indoors, all should:Get under a desk or table. Stay away from computers, televisions, stacks of books, file cabinets, and other heavy objects.Get as far away from window(s) as possible.Drop to knees with back to the window(s) and knees together.Clasp one hand firmly behind head, covering neck.Wrap other arm around a table or chair leg.Bury your face in yours arms, protecting head.Close eyes tightly. Stay until earthquake is over.Evacuate to staging area only upon hearing evacuation signal.Reassure students.If students and staff are outdoors, staff should:Direct students away from buildings, trees, poles and wires.Call Drop, Cover, and Hold On command – students and staff should cover as much skin surface as possible; close eyes and cover ears. Teacher responsibilities during the evacuation:The teacher may render immediate first aid if necessary.Students with major injuries and are unable to move are to remain in the classroom. (Search & rescue team members or first responders will remove injured students/staff.)Students with minor injuries are to be moved out of the classroom with the class.Teachers check primary evacuation route for blockage and dangers such as fallen trees or electrical wires.If primary route is blocked, check alternate route. Do not walk under covered walkways unless absolutely necessary.If both routes are blocked do not risk injury to yourself or students. Wait for help to arrive!When evacuating classroom, take your emergency backpack and folder with you.Door is to be left open during an earthquake disaster.Always DUCK, COVER, and HOLD ON when an earthquake occurs. Assess the situation and remain calm. When alerted to evacuate, or have made a decision to evacuate, look for the safest route, take your emergency backpack and ID card, and escort your children to the assembly area. Check the adjacent classroom(s) and assist if necessary or evacuate the class(es). Wedge the door open if possible. Take the attendance with the Emergency Attendance Form to the evacuation site and display appropriate ‘alert card’ (Green Card = all students accounted for, Red Card = missing students and/or need assistance) from the emergency back pack.Anyone who is ‘injured but mobile’ should be escorted to the assembly area.Anyone who is ‘severely injured and not mobile’ should be left for the search and rescue team or first responders.Leave all ‘dead’ where they are.All classified and support staff are to escort their students to the assembly area and return to their teacher. They will then await instruction from the IC. Office personnel are to take emergency cards, radios, and key sets with them and report to the Incident Commander for instructions.Search Team CoordinatorWill leave the assembly area to begin operations after being directed to do so by the IC. Search & Rescue will:Retrieve emergency supplies and bring to the assembly area. The team should shut off the gas, water, and electrical mains. These should be marked with barrier tape or signs to indicate they are shut off.S&R will return to the assembly area to be assigned further duties by the IC. These may include setting up a waste facility, building shelter, assisting another team, or providing site security.First Aid TeamWill move to their designated area, unpack supplies as they become available, and set up triage, treatment stations, and a morgue if necessary.The First Aid Team will assess the extent and incidence of injuries and tag them accordingly. All persons sent to triage are to be tagged. The triage categories are as follows:MINOR:Move to Walking WoundedDELAYED:May be able to take direction to help one another.IMMEDIATE:Tag victim, note time and type of injury.DECEASED:Should be removed as far away as possibleTreat injuries to the extent rm outside emergency personnel via the IC as to the status of the injured.Attend to morgue concerns if necessary:Identify the body.Probable cause of death.Cover the body.Leave the body undisturbed awaiting coroner.Keep the IC apprised of your status.Student Supervision TeamWill assemble and begin operations when directed to by the IC. They will manage students in the assembly area and check students out as they are requested by the Student Release Team. See Section 3 for details.Student Release TeamWill set up a parent contact area with student emergency cards and appropriate paper work (sign out register, student call slips) at the designation of the IC. Student Release will coordinate and document the release of student to parents or authorized guardians. See Section 3 for details.Explosion or Risk of ExplosionThis section addresses four possible scenarios involving an explosion or risk of explosion: Scenario 1:Explosion on school propertyScenario 2:Risk of explosion on school propertyScenario 3:Explosion or risk of explosion in a surrounding areaScenario 4:Nuclear blast or explosion involving radioactive materials(a nuclear blast is characterized by a sequence of intense light and heat, air pressure wave, expanding fireball, and subsequent radioactive fallout)It is important to first determine which scenario applies and then implement the appropriate response procedures. Scenario 1: Explosion on School PropertyGeneral ProceduresCall 911.Initiate “Duck, Cover, and Hold On” procedures.Consider the possibility of another imminent explosion and take appropriate action.After the explosion, the IC will initiate the appropriate response signal which may include a Lock Down or Evacuation. Evacuation may be warranted in some buildings and other buildings may be used as shelter.In the event of an evacuation, sound the fire alarm (or use the VOIP system). Everyone in the school should leave the building in a calm, orderly manner with classes led by teachers.Any students separated from their classes should be incorporated into any adult-led group.Follow the evacuation routes established in the fire drill plan. Create a safety zone – at least 300 feet from the building.Staff without classes should monitor crosswalks or other posts to locate children that may have been separated from adult supervisors.Teachers should have class rosters so that each student can be accounted for once the evacuation is completed. Names of any students unaccounted for or students that have joined groups other than their own classes in the evacuation process should immediately be given to the IC.The IC should formulate a list of students that could still be in danger with the assistance of other administrators or staff.Limit the use of electronic and motorized devices – no open flames.Attempt to suppress fires with extinguishers, if you can do so without putting yourself in harm’s way. Note: Ensure the use of proper type of extinguishers, i.e. Class A, B or C for ordinary combustibles; Class B or C for fires involving flammable liquids; or Class C only for fires involving electrical equipment.Contact the utility company regarding any damage to water lines, sewers, power lines or other utilities.Any areas affected by the explosion will not be reopened until the City/County HazMat or appropriate agency provides clearance and authorization.Use the red/green signal cards at the evacuation site.Scenario 2: Risk of Explosion on School PropertyGeneral ProceduresCall 911.Determine the appropriate response signal: Lock Down - Team Response or Evacuation. If an evacuation is warranted, follow standard evacuation procedures in Section 6.Notify PPS Security Services (503.916.3000).If an explosion occurs follow the procedures outlined in this section.Scenario 3: Explosion or Risk of Explosion in Surrounding AreaGeneral ProceduresThe IC will initiate a Lock Down - Team Response.Call 911. Do not declare an All Clear until the appropriate authorities have given authorization to do so.Scenario 4: Nuclear Blast or Explosion Involving Radioactive MaterialsGeneral ProceduresThe IC will initiate a Lock Down - Team Response.Call 911. Notify PPS Security Services (503.916.3000).Staff members should attempt to establish an adequate barrier or shielding (e.g. concrete walls, metal doors) between themselves and the source of the blast or explosion. Move students away from exterior windows.After the initial blast, remove students from rooms with broken windows, extinguish fires, provide first aid, and relocate students from upper floors if possible.Turn off the school’s main gas supply, local fans in the area, lock doors and windows, shut down all buildings’ air handling systems, seal gaps under doors and windows with wet towels or duct tape, seal vents with aluminum foil or plastic wrap, and turn off sources of ignition, such as pilot lights.Monitor radio or television announcements and initiate further action as appropriate.Do not declare an All Clear until the City/County HazMat or appropriate agency provides clearance.Fallen AircraftAn airplane crash on or near a school site could pose a number of hazards, including: damage/injuries from the impact, flying debris, hazardous materials spills, fires, explosions, structure collapse, mass casualties, and psychological distress. If a crash results in a fuel or chemical spill on school property, refer to: Biological or Chemical Release.After a crash event, the IC will direct the staff and students to do one of the following:Remain indoors and await instructions.Evacuate the facilities and gather in the assembly area, or other designated spot.Evacuate the site to a designated area.When an order to evacuate has been issued, take your ID card, emergency backpack, and escort your students to the designated area. Check your buddy teacher on the way out and assist or evacuate the class if necessary. Office staff must take the radios, keys, emergency cards, and staff rosters to the assembly area.Report to the assembly area, take roll, display the appropriate alert card (red card signals missing students and/or need medical assistance, green card signals all students are accounted for) from the emergency backpack, and await further instruction. All staff and students must be accounted for.Emergency teams will form up and begin operations at the direction of the IC.All staff will remain on duty until notified by the IC.If the facility is hitThe IC will direct the following:Call 911 and provide exact location and nature of the emergency.Direct SET members (Search and Rescue Teams) to secure the crash area to prevent unauthorized access. Direct SET members to organize fire suppression activities until the Fire Department arrives.Determine the safest place for students and staff. This may include a complete or partial evacuation (on or off campus). Evacuate to a site uphill and upwind if possible. The assembly team and student release team will be activated.Direct the First Aid team to identify, triage, and provide medical assistance to injured students and/or staff members.If any students or staff are injured or trapped, assign a Search and Rescue Team to work until Police or Fire personnel arrive.Custodian (Police/Fire/Medical Coordinator) should turn off power supplies, electricity, and gas lines in affected building(s).If possible, tape off area around entire wreckage to protect investigation. Have staff stand guard if safe to do so.FireFires may occur at any time in almost any structure and usually are totally unexpected. The longer a fire is undetected the more severe and dangerous it can become. A definite plan of action is needed for each occupied area to ensure that the maximum effort is made to protect the occupants and the buildings involved.The Principal of each school shall develop a route of egress and an alternate route to be used in case of fire. These route signs shall be posted in each occupied area in a conspicuous place, preferably near the door to be used during the evacuation (place at student’s eye level). Clearly identify the primary escape route.Fire extinguishers should be used only after notifying the Fire Department and only if feasible. Fire extinguishers are intended for small fires only. In addition, the user should make sure the fire extinguisher is of the proper type for the fire before using it.General Fire SafetyEnsure that all exits are clearly marked and free of clutter (this includes classroom exits). Ensure the location of all fire extinguishers and pull stations are indicated on the evacuation map posted in every classroom and office.Passage and Aisle WidthsA minimum of 36-inch free and clear passage width shall be maintained in all doorways and aisles within each classroom and office. Equipment, furniture, or materials which reduce these passageways to less than 36 inches must be relocated.Turning off the Fire Alarm SystemOnly Facilities Operations personnel can turn off or silence a Fire Alarm System. Facilities Operations personnel will inform the principal and follow existing procedures for ensuring building safety. ProceduresAny person discovering a fire will activate the fire alarm, call 911, evacuate the area, close doors and windows to confine the fire, or extinguish it if possible. Take your Emergency Backpack and ID card when evacuating.Evacuate the room or building following the exit plan posted in each classroom and office. Hold handrails. If no broken glass, remove high heels to avoid tripping.Evacuate all students and staff away from threatened building at least 50 feet (approximately ten body lengths) during the fire unless directed by IC to go elsewhere. Maintain control of students and take roll.Close doors behind you as you exit. Do not use elevators. Do not lock doors.Check with your buddy teacher during an evacuation to ensure everyone is evacuating and assist or evacuate the class yourself if necessary. All staff are to report to the assembly area and display the appropriate ‘alert card’ (Green Card = all students accounted for, Red Card = missing students and/or need additional assistance) in the emergency back pack.If smoke is in the immediate vicinity, instruct students to “stay low and exit,” crawling to avoid breathing fumes. Cover mouth and nose with a wet cloth.If no escape is possible, close as many doors as possible between you and the fire. Stuff cracks and openings with wet cloth and avoid fanning flames. Lay on floor to avoid smoke. Wait for help.If anyone is injured or trapped, do not stay with the injured or trapped. Notify the IC who will send a Search and Rescue team while waiting for Police and Fire personnel.The IC is to be notified immediately.Notify PPS Security Services (503.916.3000).Members of the Search and Rescue Team or IC designees will report to the evacuation site before any students arrive. Team members will look for any suspicious objects or behavior (i.e. abandoned cars or objects in evacuation site) and report findings to IC. In the event of a suspicious object, team member will redirect teachers and students to alternate evacuation site.The IC will form a Command Post at the evacuation site.Direct that the necessary agency contacts be madeTeachers will immediately take roll and report any missing students to the Search Team Coordinator by using the card system. If problems exist, hold up appropriate colored card:Red CardMissing Students/Need AssistanceGreen CardAll Students PresentThe Search and Rescue Team Coordinator will manage the reconciliation of all students and staff. The Search and Rescue Team Coordinator is responsible for bringing the Visitor’s Log (print the daily log from the computer, when applicable) and Early Dismissal Log (and any additional entry logs) to the evacuation site and reconciling attendance with these documents.First aid is rendered as necessary.Use fire extinguisher if appropriate. While attempting to extinguish the fire, the user should keep a free exit path to his/her back to prevent being trapped by the fire. If one extinguisher does not put out the fire, do not go searching for additional extinguishers. Close off the area as best as possible and exit the building immediately.Keep access roads open for emergency vehicles.IC, in consultation with first responders, will determine if students and staff should be moved to another area and/or begin the early release procedures.IC will direct a team member to turn off utilities if safe to do so.Students and staff will not return to the school building until fire department officials declare the area safe.Additional School Emergency Team Responsibilities in a Fire, all other responsibilities to be carried out by the School Emergency TeamTEAM MEMBERDUTYNAME/FloorCONTACT INFORMATIONRESPONSIBILITYFloor Warden(one for every floor)Implement, in an orderly fashion, the appropriate evacuation route upon notification from the building fire alarm system.Act as ‘supervisor’ of the area under their direct control.Receive and dispatch information and instructions and oversee evacuation of occupants from their area.Ensure every disabled person has staff assigned to him or her who stays with them.Report the location of these persons to the Fire Department upon their arrivalAssistant Floor Warden (one for every floor)Responsible to the Floor Warden to see all students and staff leave their area(s) and evacuate through the appropriate exit.Listen for any new information and if questions arise, get direction from Floor WardenTake no action without checking with the Floor Warden, except in extreme circumstances.Fire Near School: IC will determine whether the students and staff should leave the premises or any further action should be implemented.Burning Clothes: If a student’s or staff member’s clothing catches fire, don’t allow them to run! Remove jewelry and clothing that is smoldering or which is non-adherent to the victim. Smother the fire with a blanket, coat, rug, curtain, or other heavy fabric material. If wrapping material is not available, drop the victim to the ground and attempt to smother the fire by rolling the victim to the ground. After the fire is out treat the victim for shock (lying down, feet raised, neck supported) and cover the burned area with soaking wet cloth, sheet or blanket.Victim Sustains Burns:Cool burns with cool water. Cover large burns with a dry, sterile bandage. If blistering has occurred, attempt to leave the blisters unbroken. Avoid leaving wet bandages over large burns due to the possibility of hypothermia. Monitor/treat signs and symptoms of shock.When appropriate and directed by the IC, SET member may:Turn off the gas and electricity service.Direct emergency vehicles to the scene.Make sure fire lanes are clear and gates are open.IMPORTANT: ALL SEARCH AND RESCUE, FIRE FIGHTING OR ANY OTHER ACTIVITIES WILL CEASE IF TOXIC OR HAZARDOUS MATERIALS ARE INVOLVED. ALL PERSONNEL ARE TO EVACUATE IMMEDIATELY.First Aid TeamWill move to their designated area, unpack supplies as they become available, set up triage, treatment stations, and a morgue if necessary.The First Aid Team will follow their pre-assigned responsibilities as outlined in Section 4.The First Aid Team will assess the extent and incidence of injuries and tag them accordingly. All persons sent to triage are to be tagged. The triage categories are as follows:MINOR:Move to walking woundedDELAYED:May be able to take direction to help one anotherIMMEDIATE:Tag victim, note time and type of injuryDECEASED:Should be removed as far away as possibleTreat injuries to the extent possible. Inform outside emergency personnel via the IC as to the status of the injured.Student Supervision TeamWill form up and begin operations when directed to by the IC. They will manage students in the assembly area and check students out as they are requested by the Student Release Team.The Student Supervision Team will follow their pre-assigned responsibilities as outlined in Section 3.Student Release TeamWill set up a parent contact area with student emergency cards and appropriate paper work (sign out register, student call slips) at the designation of the IC. Student Release will coordinate and document the release of student to parents or authorized guardians.The Student Release Team will follow their pre-assigned responsibilities as outlined in Section 3.Teachers follow standard evacuation procedures. Fire Drills Oregon Law (ORS. 336.071) requires school to spend at least 30 minutes in each school month instructing students on fire, earthquake, and where appropriate, tsunami dangers and drills. In additional to the monthly fire drill, schools must conduct at least two drills on earthquakes each year On occasion, the building should be evacuated under the pretense that smoke and gases have filled the hallways. Faculty and students should practice getting their faces as near the floor as possible (by bending over or by crawling on their hands and knees) and proceed to the nearest exit.Each school must establish a fire or emergency evacuation plan and hold regular drills to make this plan effective. Drills must be documented and reports submitted to the Fire Marshal. The fire drill report must include: person conducting drill; date and time of drill; notification method used; staff members on duty and participating; number of occupants evacuated; special conditions simulated; problems encountered; corrective actions to be taken; weather conditions when occupants were evacuated; and time required to accomplish complete evacuation and accountability.Falsely reporting a nonexistent fire or bomb (false alarm) is a crime. False alarms must be reported to the Police Bureau using the 911 emergency number. Any damage to the building should be reported to Risk Management.-270510-294005Food or Water Contamination (suspected)This procedure should be followed if school personnel report suspected contamination of food or water. This procedure applies where there is evidence of tampering with food packaging, observation of suspicious individuals in proximity to food or water supplies, or if notified of possible food/water contamination by an outside agency. Indicators of contamination may include unusual odor, color, taste, or multiple incidents of unexplained nausea, vomiting, or other illnesses.General ProceduresThe IC will isolate the suspected contaminated food/water to prevent consumption and restrict access to that area.Call 911.Notify PPS Security Services (503.916.3000).The IC will direct that a list of all potentially affected students and staff be made and will provide the list to the responding authorities.The IC will direct the first aid team to provide immediate medical assistance when necessary.The IC will maintain a log of affected students and staff and their symptoms, the food/water suspected to be contaminated, the quantity and character of products consumed, and other pertinent information.The IC will not declare an All Clear until authorized to do so by the responding health department.The IC will notify the parents of the incident, as appropriate.Forced Entry/Theft of School PropertyGeneral ProceduresIf evidence of forced entry or theft is seen, notify the main office first.Call 911. Notify PPS Security Services (503.916.3000).If the crime is in progress, do not confront the perpetrator and avoid being noticed. Instead, attempt to collect a physical description and a license plate number of any vehicle the perpetrator may be using. Watch the direction in which the criminal flees.Secure the crime scene. Prevent others from entering, and do not disturb possible fingerprints, shoe, or tire impressions.Notify staff to increase security measures.Prepare a list of missing items with serial numbers, make, model, and estimated anize all witnesses for police interviews and be as helpful as possible to the authorities.Obtain a copy of the police report.Prepare a media statement and to ease the worries of parents, draft an informational flyer.Hazardous Material SpillHazardous substances include chemicals, asbestos, mercury (from thermometer), gasoline or oil, and burned-out/leaking ballast.General ProceduresContact the main office and administration about the spill.Call 911.Notify School Security (503.916.3000).Do not turn any electrical switches on or off. Do not use any electrical equipment, eliminate any open flames.Notify the custodial staff of the spill.Evacuate and close off the area of the spill. (follow standardized evacuation procedures ).Assess the need for medical attention for anyone exposed to the hazardous fluids and call the school nurse and/or responding officials to the location of the spill if necessary.Record the names and personal information of any persons exposed to the spill.Assess the need to inform parents about the spill and prepare a media statement if warranted. Temporary Stay at School StatusIf given instructions by the Incident Commander or First Responders that it is necessary to temporarily stay at school until the evacuation vehicles arrive, use the following guidelines:IC advises teachers and staff of the situation through the intercom and alerts them to listen for further instructions. Instruct teachers to close all windows, doors, and vents.Direct all students, teachers, and staff to come inside and/or stay in the buildings. Students must be kept quiet and still. In the event of a chemical accident, instruct students to keep their hands out of their mouths and eyes.Instruct team members to shut off all heating systems and fans.Instruct all teachers to place wet towels or wet clothing under the doors and around windows.Conduct an emergency attendance to account for all students, staff, and visitors. Instruct teachers and staff to evacuate once vehicles have arrived on campus.Hazardous Material Spill (continued)Evacuation ProceduresIf given instructions by the Incident Commander or First Responders that it is necessary to evacuate the school, use the following guidelines:Determine an evacuation site that is crosswind from the movement of the fumes and a safe distance from a hazard or chemical accident.Determine the method of evacuation. If students are to remain on campus, determine which evacuation assembly site is best. If students are to evacuate to another location, as in the event of a chemical accident, determine which location is appropriate and by which means the students, teachers, and staff will be evacuated – by school buses, other transportation, or by foot.If it is decided that the building should be evacuated:Sound the fire alarmNotify the following:(alerts police and fire departments)PPS Communications 503.916.3304911 teachers and staffThe location of the evacuation site will be posted by the Parent Coordinator outside the school for parent information.The IC will instruct that the evacuation site be notified of the impending evacuation and arrival of staff and students.An Emergency Attendance will be taken at the evacuation site. The Search Team Coordinator will report attendance status to IC.The IC will provide a report to the Regional Administrator, Health & Safety, and Security by phone or messenger as soon as possible after the evacuation. The report will include: (a) the location of the evacuation site, (b) the status of students and staff, and (c) the immediate needs of students, teachers, and staff.The Site Coordinator will give directions for loading students into buses or other evacuation vehicles or proceeding on foot to the determined evacuation site.Heat EmergenciesEven though we don't experience a lot of extreme summer weather in the Pacific Northwest, staying cool and making simple changes in your fluid intake, activities, and clothing during hot weather can help you remain safe and healthy.During Hot WeatherTo protect your health when temperatures rise, remember to keep cool and use common sense. The following tips are important:Drink plenty of fluids and avoid liquids that contain alcohol or large amounts of sugar and caffeine - these actually cause you to lose more body fluid.Wear appropriate clothing and sunscreen.Schedule outdoor activities carefully and pace yourself if you are working or exercising.Do not leave children or pets in cars.Hot Weather Health EmergenciesStrenuous activities on a hot day, spending too much time in the sun or staying too long in an overheated place can cause heat-related illnesses. Here is a list of heat related illnesses and what you can do to prevent them:Heat cramps are often the first sign you are overheated and may also be a symptom of heat exhaustion. Heat cramps are muscle pains or spasms, usually in the abdomen, arms or legs that may occur when the body is depleted of salt and moisture. If you or someone you are with experience heat cramps, you should:Stop what you are doing and find a cool place to restDrink clear juice or a sports drinkDon't return to your activity until a few hours have passed after the cramps subsideSeek medical attention if heat cramps don't subside after one hourHeat exhaustion is the body's response to a large loss of water and salt in your body. Warning signs include shallow and fast breathing, clammy skin, heavy sweating, paleness, muscle cramps, weakness, dizziness, nausea, vomiting, and/or fainting. If left untreated, heat exhaustion can lead to heat stroke. If you or someone near you is experiencing heat exhaustion:Drink cool beverages, such as water, juice, or sports drinksRest in a cool or air-conditioned spaceTake a cool shower or bathIf symptoms get worse or last longer than one hour you should seek medical assistance as soon as possible.Heat stroke occurs when the body's temperature rises rapidly and can't cool itself down. Warning signs can vary but may include:An extremely high body temperature (generally above 103 F)Red, hot, and dry skinNo sweatingRapid, strong pulseHeadacheDizzinessNauseaUnconsciousnessHeat stroke is a life-threatening emergency and you should seek medical assistance immediately. While waiting for emergency services to arrive you can:Get the victim to a cool, shady placeCool the victim rapidly using ice packs, cool water or a cool bath or shower (priority placements include armpits and the groin area)Check the body temperature regularly to see if it starts to go downDo not give the victim fluids to drinkWhere can you go to stay cool?Cooling centers are opened during extreme heat events during the summer months in Multnomah County and the Portland Metro area. Here are some places you can go to and other resources for finding cooling centers in Multnomah County and the Portland Metro area:Dial 2-1-1 on your phone or visit to find the nearest open cooling center.Visit your local air-conditioned community center, senior center, library or mall.Before Extreme Heat Hits:Keep it CoolClose all floor heat vents.Seal gaps around window units with foam or duct tape.Use a circulating or box fan to spread the cool air around.Use aluminum foil covered cardboard in windows to reflect heat back outside.Use weather-stripping on doors and windowsills.Keep storm windows up all year to help keep cool in.During Extreme HeatProtect Windows – hang shades, drapes, sheets or awnings on windows to reduce heat from entering building.Conserve Power – stay indoors as much as possible.Conserve WaterCheck plumbing for leaks.Ensure all toilets and showers are set to “low flow”, if possible. Don’t leave water running.Hostage Situation General Procedures (if held hostage)Stay calm.Don’t be a hero.Follow captor’s instructions.Cooperate, be friendly if possible; don’t argue with or antagonize captor or other rm captor of medical or other needs.Be prepared to wait; elapsed time is a good sign.Don’t try to escape; don’t try to resolve the situation by force.Be observant and remember everything you see and hear.Try to calm the captor and listen to complaints or demands.Keep the students calm and don’t allow them to agitate the captor.Ask permission of the captor in all matters.When rescue takes place, lie on the floor and await instructions from the rescuers.IC ResponsibilitiesDirect 911 to be called.Declare a Lock Down.Isolate the area.If possible, begin a controlled evacuation – move all non-essential adults and students away from the affected area. Begin with areas closest to the affected area.Direct that all appropriate notifications be made.Await the arrival of the police and provide needed assistance.Notify PPS Security Services (503.916.3000).Secure main office area and entrance to the school (if safe to do so).If the decision is made to evacuate the unaffected portion of the school, accountability for all evacuated students and staff becomes a critical issue.Remember that the job of resolving the incident belongs to the police. The IC’s job is to facilitate their efforts.Teacher/Staff ResponsibilitiesIf directly involved, follow the instructions of the intruder. Don’t argue or fight.Attempt to summon help if it can be accomplished without placing yourself or others in further danger.Await the arrival of the police.Remember, time is on your side. Don’t threaten or attempt to intimidate or disarm the intruder. Keep in mind the average hostage incident lasts approximately from six to eight hours and the average barricade incident lasts approximately three hours.If students are involved as victims, attempt to keep them calm and minimize their involvement with the intruder. When appropriate, contact parents or guardians. Police will want to interview all witnesses and victims. If not directly involved, follow instructions quickly and without comment.When notified of the Lock Down, follow established procedures.Lock DoorsDoor is not to be opened for anyone. All doors will remain locked until the “all clear” code or until law enforcement or school officials gain access to classrooms and other areas using master keys.Direct students to Duck, Cover, and Hold On in the safest place possible.Be able to account for all students under your control.Be prepared to evacuate if directed to do so by Police or IC. Follow evacuation procedures – be prepared for a controlled evacuation.Kidnapping or Missing StudentGeneral ProceduresUpon discovering that a child is missing or abducted, immediately inform school administration. Obtain a detailed description of abductor, including physical appearance, type and color of clothing, and make, model, color, and license number of any vehicle used in the abduction. Also obtain a detailed description of clothing worn, time, and location when the child was last seen. Treat custody dispute cases as possible kidnapping situations.Consider generating an informational flyer to parents about the dangers of abduction, especially if the incident took place en route to school.Consider increasing security at school.IC ResponsibilitiesAbductionCall 911 and advise of the abduction.Provide the 911 operator with a description of vehicle with license plate number, if known.Notify custodial parent.Notify PPS Security Services (503.916.3000).Provide support services as needed.If this abduction was witnessed by other students, notify their parents as the children will be upset.Brief SET meeting on the situation and arrange for counseling for the next day.Missing StudentConduct an immediate search of school and school grounds. The extent of the search will depend upon the age, emotional stability, and past history of the student.Call 911 and parents of missing student.Notify PPS Security Services (503.916.3000).Check student’s locker and desk for any indication of why incident occurred.Interview student’s friends for information.Contact student’s teacher(s).Teacher/Staff ResponsibilitiesAbductionIf abduction occurs while class is in session, attempt to persuade the abductor not to commit the act.If unsuccessful in persuading the adult not to carry out the abduction, do not place yourself or other children in harm’s way.Immediately notify the office and provide as many details as possible.Maintain control of remaining students.Missing StudentImmediately notify the office when advised that a student is missing.Assist IC with questioning of friends and fellow classmates as to why student is missing.Maintain control of remaining students.If a student is absent at the beginning of the school day, please consult the attendance handbook, located on the Admin Connection Web page under Attendance Resources.All employees should wear their district identification badges at all times while on district property or at district/school sponsored events.Medical Emergency, First Aid, MedicationsIn a major medical emergency: Call 911. Post someone (police/fire/medical coordinator) at the main entrance to guide emergency responders.Notify PPS Security Services (503.916.3000).Maintain airway, verify circulation, and administer CPR (if necessary). If there is an AED available, use it.Immobilize potential neck and/or back injuries in place. (Utilize school nurse until emergency help arrives). If patient is conscious, encourage him/her to stay still and not move.Do not attempt to move the victim unless an emergency situation exists, e.g., fire, explosion, etc.Control very heavy bleeding.Control shock.Check for medical tags.Secure severed body parts. Place in a bag to keep clean and dry, and then place on ice.Attempt to contact parent/guardian (or call emergency telephone number).Accompany to emergency room with victim’s medical information.In the event of a non-major injury or illness:Determine if major emergency through examination of the victim for above considerations.Check for medical tags.Render emergency care. Do not leave victim unattended.Arrange for transportation.Follow the established building safety procedures.Attempt to contact parent/guardian (or call emergency telephone number).For non-life threatening situations, which do not require immediate transport, the parents should be contacted and arrangements made for medical attention. If parents cannot be contacted and it is determined that medical attention is necessary, student should be transported by District personnel to health care providers, i.e., hospital emergency.If necessary, contact ESL for interpreter.Motor Vehicle CrashThis procedure addresses situations involving a motor vehicle crash on or immediately adjacent to school property. If a crash results in a fuel or chemical spill on school property, refer to: Biochemical or Chemical Release. General ProceduresBased on the location and extent of the crash, the IC will declare a Lock Down or Lock Down - Team Response or evacuation.If an evacuation is declared, students and staff will follow standard evacuation procedures. IC will determine safest location for evacuation site.Call 911.Notify PPS Security Services (503.916.3000).The IC will direct members of the School Emergency Team (search & rescue) and/or Site Security Team to secure the area surrounding the crash to prevent unauthorized access until the police arrive.The IC will direct the search & rescue team to perform fire suppression activities, if necessary, until the fire department arrives.The IC will direct the first aid team to check for injuries and provide appropriate first aid.Document any damage to school property.Police Activity in the NeighborhoodPolice activity in the neighborhood might be an incident or situation of criminal nature occurring in the vicinity of or on the school site which constitutes a clear and present danger to the welfare of the students and staff. Such occurrences might include police stake-outs, pursuit of suspected criminals, SWAT situations, gang disturbances, intruder or hostage situations, civil unrest, etc.General ProceduresStay calmMove away from the threat and notify the ICAccount for all students in your chargeICIssue a Lock Down - Team Response Notify 911Notify PPS Security Services (503.916.3000)Secure the buildingTake attendanceStudents and staff will remain indoors until the All Clear signal is givenBe prepared to keep students at school until police have cleared the areaIf a suspect is encountered (whether in possession of a weapon or not), move in a non-threatening manner and direct students (if applicable) away from the direct view or contact by suspect.If the assailant is in possession of a weapon, take immediate cover. If you have students with you, first direct the students to do the same.If the situation permits, make note of as many details as possible such as:VEHICLEPERSON- License plate number- Height- Type of vehicle- Weight- Color of vehicle- Color of hair- Damage to vehicle- Clothing (type and color)- Occupants (number and ethnicity)- Weapons (type)- Weapons (type and number)- EthnicityIn the event gunfire is heard, everyone should be instructed to lie flat on the ground, and the IC may change the Lock Down – Team Response to a Lock Down.Severe WeatherIn the event of a severe weather situation such as heavy rain, lightning, wind, or hail the IC will determine which action, if any, should be implemented. When necessary, the staff will take immediate action for the safety of the students without waiting for directions.General ProceduresProvide care for students at the site.Listen to weather updates and stay informed (nws.).Stay in contact with supervisor.Keep away from windows and doors.Evacuate the buildings and move to a safe location if necessary.Evacuate the site to another facility if necessary.Begin student release procedures at the direction of the IC.Upon official request, the site or portions thereof will be converted to a mass care shelter.Blizzard WarningBlizzard means considerable snow, winds of 35+ mph and a temperature of 20 degrees or lower. Blizzard warnings might be issued with temperatures of 25-30 degrees if wind speeds were 50-60 mph or more. The major dangers of blizzards are intense cold and the breakdown of transportation due to poor visibility, drifting snow and icy roads.Severe Blizzard WarningSevere blizzard means heavy snowfall, 45+ mph winds, and a temperature of 20 degrees and below.Flood/Mudslide/Flash FloodThe predicted extent of the flood and the amount of time available before it arrives will determine the course of action to be taken. The IC may initiate many of the emergency actions considered necessary. The greatest danger of flooding is from a flash flood.Freezing rain or freezing drizzleThe weather bureau uses the terms “freezing rain” or “freezing drizzle” to warn the public when a coating of ice is expected. Freezing rain or freezing drizzle are rain or drizzle occurring when surface temperatures are below freezing. The moisture falls in liquid form but freezes upon impact, resulting in a coating of ice or glaze on all exposed objects. The occurrence of freezing rain or drizzle is often called an “ice storm” or “silver thaw” when a substantial glaze layer accumulates. “Heavy,” used as a descriptive term, means damage is expected from falling trees, wires, etc.Heavy snow warningHeavy snow means four inches or more expected in 12 hours or six inches or more expected in 24 hours.Ice StormIce storms present special considerations that develop because of the loss of traction and excessive weight of the ice. In order to avoid injuries from falls, children should not be allowed on playgrounds while school is in session. Roofs should be checked to see that drains do not freeze up causing a weight build-up from rain or melting snow.LightningLightning storms are not common to this region. Should a lighting storm develop, all students and staff should be brought inside the school and remain there until the storm passes. While inside, staff and students should avoid contact with water pipes, drinking fountains, electrical switches, or electrical equipment until the storm has passed.Severe Winds/TornadoTornadoes are not common to this region. However, during 1980 a tornado was sighted near Boring and did touch ground creating minor damage. Several years ago, a tornado touched down east of Vancouver and demolished a school and other buildings. If high winds develop during normal hours of operation, the following emergency actions should be taken:If outside, proceed with caution to nearest building, if time permits. If time doesn’t permit, lie flat on ground, preferably in a ditch or culvert if nearby.Students and staff should be assembled inside buildings; avoid auditoriums, gymnasiums and other structures with large roof spans.Implement the Protective Position if necessary.Close windows and blinds.Move away from windows and remain near an inside wall on lower floors if possible.Relocate students from classrooms bearing full force winds.Wind-Chill FactorWind-chill factor means strong winds, accompanied by low temperatures, causing rapid cooling of exposed surfaces of the body. A strong wind, combined with a temperature slightly below freezing, can have the same effect as a colder temperature because of the wind chill factor.Anyone who is outdoors during low temperatures and strong winds becomes exhausted easily and is more subject to frostbite or even death.Important: Those persons in charge of outdoor activities for students or employees during periods of cold weather accompanied by wind should be particularly aware of the wind chill conditions. A 30-degree temperature and a wind at only 15 mph lowers the effective temperature to 11 degrees.Persons not properly dressed, in addition to being extremely uncomfortable, may experience symptoms of hypothermia. Such conditions may cause a sudden loss of body temperature which can affect body coordination and judgment.Wind StormWindstorms have occurred in Oregon during the past few years, with loss of life and extensive property damage. Usually, these storms happen with sufficient warning so that precautions can be taken.Three terms commonly associated with windstorms are:Wind Warning – indicating winds with a velocity of up to 35 mph.Gale Winds – indicating winds with velocities between 39 and 72 mph.Hurricanes – indicating winds with velocities over 72 mph.When weather conditions indicate the possibility of a severe windstorm, the school should immediately assign watchers to the communications gear to receive messages which will be broadcast over radio and television stations from the state warning system. Each school should maintain a battery-powered radio in good operating condition.If it has been determined that there is not sufficient time to send students home, they should be kept away from windows and, if possible, away from the windward force of the storm. Interior hallways and lower floors, preferably basements, are generally the safest areas in a severe windstorm. Gymnasiums and auditoriums are not considered to be safe.Windstorm emergency proceduresOn receiving alert, notify staff.Get all students inside.Close drapes.Evacuate rooms on the windward side of the building.Move cars away from trees.Secure loose material.Sex OffenseAll sex offenses, whether committed by or against a minor, are extremely serious and must be dealt with by school staff in an appropriate manner. The offenses may take the form of rape (consensual or not), indecent liberties, exposing, etc. When any of these or similar offenses occur or are suspected, the following procedures must be followed:Regardless of when or where a sex offense occurred, when a student or employee reports being the victim of a sexual assault or witnessing it, report the incident to the Portland Police Bureau 911 immediately.The school principal/supervisor will notify the student/victim’s parent or guardian, if appropriate, only after consulting with police.Give aid and privacy to the victim. Transport for medical assistance as necessary.If the victim or the alleged perpetrator is a staff member, in addition to contacting the Portland Police, notify PPS Security (503-916-3000). Security will inform the Regional Administrator and Community Involvement and Public Relations.If, after thorough investigation, the alleged perpetrator is identified as a student, initiate appropriate corrective action and notify the student’s parents or guardians of the incident.As necessary, contact ESL or Special Education for assistance.NOTE: All alleged sex offenses should be treated as a crime and reported to the authorities immediately. It is not the school’s responsibility to determine if a crime took place – leave that to the authorities. The school should not conduct internal investigations on alleged sexual offenses before determining if a call to the authorities is warranted.Spilled Bodily FluidsGeneral ProceduresContact the main office and locate a custodian for clean-up.Assess the need for medical help for the victim.Wear disposable gloves and avoid getting spilled body fluids in your eyes, mouth, or open sores when assisting the victim.After providing assistance to the victim, be sure to wash hands and arms with soap and water when gloves are removed.If any students have been exposed to the victim’s bodily fluids, send them to the school nurse for examination and care. Notify parent and request they bring clean clothes and make a medical follow up appointment.The custodial staff should take special care in cleaning the body fluid spill. Use a germicidal disinfectant and Facilities Operations procedures.Place contaminated fluids and clean-up materials in plastic bags, seal bags or tie and place in a plastic-lined garbage container specially labeled for biohazard precautions.Body Fluids Cleanup KitKits for cleaning up body fluids should be provided for each classroom, office, school bus, and other locations as requested. Use the disposable gloves and absorbent wipes to clean up the material, and then dispose of the wipes in the zip lock bag. Disinfectant is also provided to spray on the contaminated area. Wash your hands thoroughly when the area has been cleaned. In addition to the lightweight gloves provided in the kits, heavier disposable gloves are provided for first aid and reusable gloves are provided for custodians.Blood Borne Pathogen Cleanup KitKits are provided for the protection of all staff and students of our school. The following is a list of supplies and procedures for the use of our Blood borne Pathogen Cleanup Kits:Supply Items:Instruction sheet for body fluid spill cleanup1 quart Rubbermaid bowl and lid2 pairs latex rubber gloves2 large disposable towels1 ? gallon zip lock bag1 8 oz. package of Sani-sorb bits1 4 oz. Bottle of Virahol Disinfectant cleaner1 large bandageCleanup Procedures:Open Rubbermaid bowl and put on latex gloves.Open up package of Sani-sorb bits and sprinkle the drying material over contaminated area.Using the zip lock bag and using the disposable towels, pick up the dried material and put it in the zip lock bag.Open the 4 oz. bottle of disinfectant and pour over the contaminated spot. Allow up to ten (10) minutes for disinfectant to work on sanitizing the area; then blot up the residue with the other disposable cloth and put the fluids and cleanup materials into the zip lock bag.Dispose of zip lock bag in our large outside trash container, not in room wastebaskets.Replenish the kit.Leave work orders for custodial staff to shampoo area of contamination.Student with a GunGeneral ProceduresNOTE: IF THE STUDENT IS DISPLAYING A GUN IN A MENACING MANNER, TREAT THE INCIDENT AS A HOSTAGE/ARMED INTRUDER EVENT (Lock Down). IN ALL OTHER SITUATIONS:Notify the IC.Assess information.Keep calm until assistance arrives.Contact parents of the student(s) in possession of a weapon(or toy replica, including bb-guns, lighters in the form of a gun).Notify the Police (911).IC ResponsibilitiesCall 911. Call PPS Security Services (503.916.3000).Respond to the scene and make an assessment of the situation. If the use of the weapon is not being threatened, time is on the IC’s side.Attempt to isolate the student. If this cannot be accomplished under existing conditions (i.e. student is in a place surrounded by other students), keep student under surveillance until he or she can be safely isolated.Wait for police officer(s) to conduct search.Turn all weapons over to the police.Teacher/Staff ConsiderationsUpon being made aware of the presence of a gun in school, notify the IC.Under no conditions should a teacher or staff member attempt to confront or to disarm the student.As long as the gun is not being displayed and no one is being threatened, time is on the teacher’s side.If this event is occurring in a classroom, and time permits (at least ten minutes before classes change), send a message to the teacher next door.Meet the responding administrator at the door and advise him or her who the student is, where seated, and current behavior of the student.If there is less than ten minutes before classes change, wait until just before the bell is to ring and ask the student to remain in class to assist you with carrying something to the office.If #6 is not successful and the bell rings to change class, immediately tell the teacher next to your classroom of the situation and follow the student to their next class.Procedures for Dealing with Intelligence Regarding WeaponsStudent has a weapon, not on their person, such as in a locker or an empty classroom.Isolate the area.Remove all students and non-essential adults from the area to be searched.Post individuals at the perimeter of the area – ensure no one enters the area while the search is being conducted.Shut off bell system. Alert staff that the class schedule may be adjusted and to wait for further instructions.Identify two individuals to conduct the search: one to perform the search and the other as a witness. One of these individuals should be an administrator when possible.If a hand-held scanner is available, run the scanner over the student’s possessions.If the scanner is activated, carefully conduct a pat down search of the belongings.Safely secure all weapons and contraband found.Contact the Police and/or School Resource Officer and turn over ALL weapons.If a hand-held scanner is not available proceed with a pat-down search and follow steps b and c.Student has a weapon on their person (intelligence – weapon has not been confirmed).IC ResponsibilitiesCall 911.Attempt to isolate the student. If this cannot be accomplished under existing conditions (i.e. student is in a place surrounded by other students), keep student under surveillance until he or she can be safely isolated.Wait for police officer(s) to conduct search.Turn all weapons over to the police.Suicide or Suicide Threat or AttemptGeneral ProceduresAlways assume the victim is alive!Administer emergency first aid.Notify the IC.Stay with the victim until help arrives.Limit access to the immediate area until police arrive (treat as a crime scene).Prepare an informational flyer for parents of the students in the victim’s class.Notify the Crisis Response Team and/or mental health service provider.IC ResponsibilitiesActualAssess the situation.Direct that 911 be called.Declare a Lock Down - Team Response.Notify PPS Security Services (503.916.3000).Direct that appropriate notifications are made.Isolate all witnesses; if they are students, notify their parents.Direct that personal property of the victim is secured. This includes items in classroom and in locker.If victim has siblings in your school, bring them to a secure area until their parents arrive at the school.If victim has siblings in other area schools notify their administrators.Be prepared to deal with the media.Arrange for counselors for students and staff.Make contact with parents of deceased student.AttemptedAssess situation.Direct that appropriate notifications be made, including notifying the Regional Administrator.If required, call 911.Do not leave the student/staff members alone. Do not let the student/staff member leave school alone.Deal with siblings as set forth above.If Lock Down - Team Response was not called, hold an emergency staff meeting at close of school to brief staff.Arrange for additional counselors if needed.As necessary, contact ESL or Special Education for assistance.Teacher/Staff ResponsibilitiesActual/AttemptedImmediately notify the IC.Administer first aid/CPR (if knowledgeable).Secure the area until an administrator arrives on the scene.Do not leave the student/staff member alone. Do not let the student/staff member leave school alone.Once relieved, teacher responds to his or her classroom and maintains order.RumorsTreat all verbal and written threats as a serious matter.Immediately notify the IC about the information.Assist in the evaluation of the threat with other staff. Terrorist ActsDefinition: Terrorism is the unlawful use of force or violence against persons or property to intimidate or coerce a government, the civilian population, or any segment thereof, in furtherance of political or social objectives.Terrorism targets often include government and military facilities, infrastructures, businesses with symbolic value, religious institutions and public assemblies. Common terrorist attacks include, but are not limited to: bombs/explosives; malicious destruction of property; sabotage; arson; shootings; and the use or threatened use of chemical, biological or radiological agents.In the event that any of the aforementioned occurs, immediately follow specific emergency response. Example: bomb or suspicious device found – follow protocols for bombs and suspicious device.Warning, Intelligence or SuspicionIn the event there is a general warning of the possibility of a terrorist act occurring within the confines of the city of Portland and/or Multnomah County, in conjunction with Administrators, Police Departments and City and/or County Emergency Management Agency, heighten security policies throughout the school to include (but not limited to):Report suspicious personnel, vehicles or packages. Pay particular attention to school buses. Confirm the identity of all bus drivers. If you are unfamiliar with the driver – contact the bus company. Report all unscheduled buses on or near school property.Secure unused buildings or portions thereof.Ensure positive identification and accountability for visitors.Increase liaison with police – advise and update staff and students.Increase patrols (perimeter and interior).Control and limit access to the building.Cancel or suspend extra-curricular activities.Inspect all buses used to transport students.Threat of ViolenceThis procedure should be followed if site personnel receive a threat which may target an individual, a particular group or the entire school community. Such threats may be received by written note, e-mail communication, web posting or phone call. The School Administrator should ensure that all threats are properly assessed and addressed.General ProceduresThe School Administration will identify the type of threat and attempt to determine the individual(s) making the threat.The School Threat Assessment Team and/or Leadership Team will conduct the threat assessment utilizing the risk analysis form. A police officer should be included in the assessment.The assessment team will assess the warning signs, risk factors, stabilizing factors, and potential precipitating events to arrive at a categorical description of the risk for a particular point in time. There are five categories of risk as described by law enforcement:Category 1:High violence potential; qualifies for arrest or hospitalizationCategory 2:High violence potential; does not qualify for arrest or hospitalizationCategory 3:Insufficient evidence for violence potential; sufficient evidence for the repetitive/intentional infliction of emotional distress upon othersCategory 4:Insufficient evidence for violence potential; sufficient evidence for the unintentional infliction of emotional distress upon othersCategory 5:Insufficient evidence for violence potential; insufficient evidence for emotional distress upon othersIn categorizing the risk, the assessment team will attempt to answer two questions: (1) Is the individual moving on a path towards violent action? (2) Is there evidence to suggest movement from thought to action?The assessment team will assess the warning signs by evaluating the associated oral, written or electronic threatening communications.The assessment team will recommend appropriate action to the School Administrator.As soon as the physical safety of those involved has been ensured, attention will turn to meeting the emotional and psychological needs of students and staff. Crisis intervention may be necessary and appropriate.Trespasser in BuildingTrespassing is entering or remaining unlawfully in a school building or a restricted portion of school grounds. To prevent trespassing each school must post, in fully visible locations at all entrances, signs directing all visitors, including visiting students, to immediately report to the main office.General ProceduresIf the unauthorized visitor remains on the school property, notify the police or IC of the situation and implement Lock Down procedures, if necessary.If the trespasser refuses to register in the office and flees the scene, obtain an accurate description and inform the office.Should a staff member observe a trespasser on school property; treat them as if they are simply a visitor who has failed to register in the office and kindly invite them to do so. NOTE: If a staff member is uncomfortable approaching trespasser, notify the office immediately of their presence.Teachers should recall students in halls, lock doors, and remain with their classes at all times.When the trespasser has registered in the office, has fled or been escorted from the scene, make a P.A. announcement that the Lock Down situation has ended, by announcing an ‘all clear.’ Notify PPS Security Services (503.916.3000).Prepare for possible media coverage.Consider formulating an informational flyer for parents.Utility Loss or FailureThis procedure addresses situations involving a loss of water, power or other utility on school grounds. This procedure should also be used in the event of the discovery of a gas leak, an exposed electrical line or a break in sewer lines.General ProceduresCommunicate with school administration in the event of a power failure or loss of other utilities. The IC will contact Facilities Operations and Facilities Operations will inform all relevant parties.Call utility company and provide them with location and nature of the emergency.The IC will inform the custodial staff of the situation.Check elevators affected by the outage for stranded occupants. If there are stranded elevator passengers, a staff member should be assigned to stand outside on the nearest floor to facilitate communication with the person(s) inside.Locate flashlights with batteries to use until power comes back on. Do not use candles – this can cause a fire. Open blinds for natural light, when applicable.Turn off sensitive electric equipment such as computers, VCRs, and televisions.Turn off major electric appliances that were on when the power went off. This will help to prevent power surges when electricity is restored.The IC will direct the custodian to check the status of the fire alarm back-up system. The system should have a secondary back up power supply and should be operating. This is important, as the cause of the electrical failure may be the result of an electrical fire.Assess need for further assistance. The IC, in consultation with the Regional Administrator, will consider the need for evacuation or early dismissal of the school on the basis of the time it will take to restore power to windowless areas, heat or air conditioning, meal preparation facilities, and water services.As needed, school emergency supplies will be used to compensate for the loss of a utility.If the loss of utilities creates a risk of explosion, such as a gas leak, refer to: Explosion/Risk of Explosion.Address food storage and spoilage concerns. Contact nutritional staff to assess the extent of damage/spoilage.Ensure younger students are supervised and/or assigned a buddy when using restrooms or other movement throughout the school.Volcanic Ash FalloutVolcanic Ash Fallout affected our area with the 1980 eruption of Mt. St. Helen. The district has been placed on the list of organizations to be given early warning in the event of possible future ash fallout. The warning will come through the offices of Multnomah County ESD. This early warning provides the district with one or two hours lead time, depending on wind velocities and direction.If school is in session when a warning of possible ash fallout is received, every attempt will be made to get students home as soon as possible. School buses will travel with air vents and windows closed. Circulating air systems will not be used.Cooperating radio stations will carry actions announced by the district.If it is not possible or deemed feasible to transport students home because of immanent or actual ash fallout in progress, the superintendent will declare an emergency and hold all students at school. The emergency will remain in effect as long as the ash fallout continues and/or is declared ended by the superintendent. During the emergency all windows, doors, and air vents will remain closed. Students will remain inside until they can be safely transported home. Again, cooperating radio stations will carry news of district actions.Volcanic ash can be damaging; observe these precautions:Stay indoors. Keep all doors and windows closed.School employees who are required to go outside should wear a damp handkerchief, surgical mask, or an N-95 face mask over the nose and mouth.Personnel coming in from the outside should rinse their skin gently with clear water. Do not scrub volcanic ash into the skin.Persons wearing contact lenses should remove them if eye irritation occurs. Flush the eyes with clear running water.Identify students and staff members who may have respiratory problems. Provide medical assistance as needed.Weapons on School PropertyFirearms Found on School PropertyControl access to the area surrounding where a firearm is discovered on campus. Do not touch it – do not leave firearm unattended. Keep others away.Contact police and Security Services Department immediatelyConsider all firearms to be loaded! Never move or handle a firearm to ensure against an accidental discharge.If the firearm has to be moved (only in an emergency due to crowds, hostile people in the area), take it to a safer location.Pick it up carefully, without touching the trigger and keep the firearm pointed downwards in a safe direction.Do not bring the firearm into a school unless it is absolutely necessary.Remain with the firearm until the police arrive.For students with a firearm or intelligence that a student has a firearm, refer to page 110.Knives or Objects Used as WeaponsControl access to the area surrounding where a weapon is discovered on campus. Do not touch – do not leave a weapon unattended. Keep others away.Contact police non-emergency number (503-823-3232) and Security Services (503-916-3001) immediately. Security will contact Community Involvement and Public Relations. If law enforcement or Security Services gives clearance to take control of a weapon, for example a knife, remember that weapons often contain blood borne pathogens. Take appropriate precautions to avoid exposure.Search and SeizureSearch and seizure procedures and notification requirements are detailed in School Board policy 4.30.040-P. This policy provides additional guidance concerning checks of assigned student storage areas, searches pursuant to administrative procedures, and those emergency searches based upon exigent circumstances.Notification of Parents Regarding Weapons on CampusOregon Revised Statutes (see below) requires administrators to notify parents within 12 hours if their child’s name appears on a “hit list” and if the person who wrote the “hit list” is or may have been in possession of a weapon. Staff members must also be notified if their name appears on the “hit list.”339.327 Notification required if person possesses threatening list of when threats of violence or harm made; immunity.(1) A superintendent of a school district or a superintendent’s designee who has reasonable cause to believe that a person, while in a school, is or has been in possession of a list that threatens harm to other persons, shall notify:The parent or guardian of any student whose name appears on the list as a target of the harm; andAny teacher or school employee whose name appears on the list as a target of the harm.(2) A superintendent or superintendent’s designee who has reasonable cause to believe that a student, while in school, has made threats of violence or harm to another student shall notify the parent or guardian of the threatened student.(3) The superintendent or superintendent’s designee shall attempt to notify the persons specified in subsections (1) and (2) of this section by telephone or in person promptly but not later than 12 hours after discovering the list or learning of the threat. The superintendent or superintendent’s designee shall follow up the notice with a written notification sent within 24 hours after discovering the list or learning of the threat.(4) Any school district or person participating in good faith in making the notification required by this section is immune from any liability, civil or criminal, that might otherwise be incurred or imposed with respect to the making or content of the notification.(5) As used in this section, “school” has the meaning given that term in ORS 339.315 [1999 c.577 §13; 2005 c.209 §31].School administrators – refer to the District Resource Manual, Student Services, Section 22, Guidelines for Notifying Parents when Threats of Violence or Harm are Made. Examples of written notification are also provided.Remember also to call the police and Security Services and report any information on the incident.-16934-8467Section 10Crisis Emergency Team GuidelinesINTRODUCTION AND ACKNOWLEDGMENTSThe Student Services Department offers this Crisis Management Workbook as a tool for counselors and administrators to use during school crises and tragedies. The workbook is in response to feedback from administrators who said that the previous manuals were too large and dense to be of practical help during intense and fast-moving events. The majority of this guide amplifies the “Following the Guidelines for Responding to a Tragedy/Checklist,” which can be found on pages one through three of this packet.Administrators are advised to have an updated School Emergency Response Plan, identified School Emergency Teams, and annual reviews of plans with all staff. Further information about crisis management, responding to specific kinds of tragedies (e.g. murder, abduction, suicide), and understanding grief in children and adolescents is available by calling 503-916-5460 or on the Student Services website: HYPERLINK "" Student Services department is grateful for the work of Izetta Smith, who wrote the original workbook. We would also like to thank Cheri Lovre of the Crisis Management Institute in Salem, Oregon, who generously provided additional materials from her Crisis Resource Manual. Izetta’s full length manual, the “blue book,” and Cheri’s “red book” are excellent in-depth resources and available from the PPS Professional Library.Student ServicesPortland Public Schools503-916-5460Revised August 2011Portland Public Schools recognizes the diversity and worth of all individuals and groups and their roles in society. All individuals and groups shall be treated with fairness in all activities, programs and operations, without regard to age, color, creed, disability, marital status, national origin, race, religion, sex, or sexual orientation.Board of Education Policy 1.80.020-PThe Recovery PhaseTABLE OF CONTENTSGuidelines For Responding To A Tragedy/Checklist1Crisis Information Flow Chart4Summer Guidelines5Role Of The School Emergency Team6-12District Emergency Counseling Support Team13Appendix A14What To Do When A Reporter Calls15What To Do When The Media Calls16A Script To Help Teachers Announce A Death To Their Students17Teacher Guidelines on How to Lead a Discussion with Grieving Students18-19Things a Teacher Can Say or Do to Help a Grieving Student Returning To School20What to Say to Grieving Students21Sample Letter to Parents22Sample Letter to Parents (2)23Sample Letter to Parents – Follow-up Letter24Sample Letter to Parents and School When Death Is A Suicide25Sample Letter to Parents When a Violent Death Has Occurred26The Three Tasks Facing Children in Grief27Coping Strategies for Children Following Trauma28Ways to Take Care of Yourself at Times of Loss29Recommendations for Youth30GUIDELINES FOR RESPONDING TO A TRAGEDYCHECKLIST TO USE DURING A SCHOOL CRISIS#1: CONFIRMATION OF A CRISIS#2: PREPARATION FOR THE SCHOOL DAY#3: DISSEMINATION OF INFORMATION #4: DEBRIEFING AND FOLLOW-UPConfirming Incident Details: The person receiving the information about a school crisis contacts the school principalPrincipal confirms the information with law enforcement, PPS Communications or the impacted familyPrincipal contacts Regional AdministratorPrincipal informs PPS Communications of the facts of the incidentPrincipal contacts School Emergency Team liaisonPrincipal contacts District Emergency Counseling Support Team Coordinator for consultation and/or to mobilize the team Family Communication: Possible script for the family contact: “We have received distressing news. We are calling to find out how we can best help you and to decide what information we can give to the student body, parents and staff.”Families generally appreciate the concern and do not consider such a call intrusive. An effort should be made to honor the family’s wishes about the information delivered to the school community. It is important to discuss the advantages of sharing truthful and factual information with the family. A family member or a family friend needs to be identified as the ongoing family spokesperson. A request is made for information about the viewing, memorial, etc. (if and when it is available and appropriate).School Emergency Team Response:School Emergency Team members decide whether to call an all-staff meeting before school the next day. A phone tree is set up to tell staff about the time and location of the all-staff meeting.School Emergency Team members meet before the next day of school to:Share factsDefine initial actionsInform staff? who? when?Inform students? who? when?Plan the school day and create a script for teachersCall the District Emergency Counseling Support Team Coordinator for additional helpers (if needed)Call PPS Communications at 503-916-3304 to work with the press (if needed)Send a letter home to parents (if appropriate)Choose an ongoing contact person in the impacted familyDesignate team members to specific jobs during the dayShare reactions and feelingsStaff Notification:The staff is informed via a written notice or in a before-school staff meeting facilitated by the principal:Identify School Emergency Team membersShare the factsIdentify District Emergency Counseling Support Team members (if called upon)Share reactions and feelingsPass out a prepared script of information for staff to share with studentsGive plans for the day: e.g., tell students in first period, open the Safe Room for students to meet with counselorsGive out “Guidelines on How to Lead a Discussion with Grieving Students”Offer teachers assistance from the School Emergency Team or District Emergency Counseling Support TeamDiscuss how students may react and how to help at-risk students who may need additional assistanceRespond to questions, reactionsRefer all media contacts to PPS Communications at 503-916-3304Remind the staff of their own vulnerabilityProvide information about the Employee Assistance Program (EAP), available to all PPS staff (if needed) by calling 866-750-1327Student and Community Notification:Students are informed by school staff:Gather in small groups, not bigger than class-size, as soon as possible in the school day (first period, if possible)Sit in a circle, read the script, answer questions truthfullyListen, allow for reactions, speculation, feelings, silenceShare your own feelings if you wish and take ample timeInform students about the Safe Room (if one is available)Encourage students to share concerns about themselves or friends with counselorsOffer a time for a release: e.g., a brief recess on the playground, a time to draw, or time to write in a journal after the sharing timeReturn to normally scheduled activities but put aside curriculum when needed to enable students to express feelings and discuss eventsGive students letters to take to parentsParentsSend a letter home with studentsInvite a community meeting for education and support (if appropriate)Invite parents to utilize the Safe Room (if appropriate)Offer referrals to community providers (if needed)The MediaAll media contacts should go through PPS Communications Press should not come onto school groundsMiscellaneous School Partners (alert partners about the incident if it is appropriate and if it will impact their service provision)Multnomah County Crisis LineSchool Based Heath Center staffMental health providers SUN Community School staffSocial service agencies or culturally-specific service providers, etc.Staff Debriefing and Follow-Up Tasks:Staff debriefing meetingGather at the end of the first day or soon after to share feelings and reactionsShare new information about the crisis (if available)Identify and plan for at-risk studentsShare ideas that worked and suggest flexible classroom approachRemind staff about the Employee Assistance Program available to all PPS staffOngoing follow-upDetermine the need for ongoing Safe Room support, support groups or a parent nightEvaluate the effectiveness of the crisis responseDisseminate community resourcesInform students and staff of the date and time of a Memorial Service (if appropriate)Monitor staff and students for delayed reactionsCrisis Information Flow Chart4056997620SUMMER GUIDELINESGuidelines When Responding to a School Tragedy That Occurs During the SummerThere are years when you return to school after the summer to learn that someone in your school community (student, teacher, or other staff member) has died. In the great commotion of the first days of school, you may also be faced with how to commemorate the lives of these special friends.The District Emergency Counseling Support Team would like to offer some ideas to consider when there is a death or trauma over the summer that affects your school community. Our hope is to strengthen the lines of support that already exist among your staff and students, encouraging your school to be a truly interdependent community.Supporting the school community in case of a summer crisis:If news of a death reaches you before the start of the school year, call a meeting of your School Emergency Team or an ad-hoc crisis team consisting of yourself, the counselor, and a few other appropriate staff members. If news comes to you once school has begun, call the meeting as soon as possible.Share the information about the incident with your team. Decide who in the school community will be affected by this incident and how to disseminate the information. Remember, there are always more people than we think affected by a school crisis. Other schools may have family members affected by the crisis, for example.Develop a plan for how to support the emotional needs of those who are grieving. This plan may consist of any of the following activities either during the summer or at the beginning of the school year:Group sharing time in the classroomsA “Safe Room,” or designated sharing room in the building, staffed by counselors and/or District Emergency Counseling Support Team MembersStaff support meetingsParent support meetingsSchool commemoration or remembranceConsultations about at-risk studentsAccessing the Employee Assistance Program for staff supportCalling the District Emergency Counseling Support Team for further assistance with the plan Use the internal team that you have developed to keep you in touch with the needs of the larger school community and for your own support.ROLE OF THE SCHOOL EMERGENCY TEAMDETERMINING LEVEL OF CRISIS RESPONSE When does the School Emergency Team meet? The School Emergency Team should meet before the start of the next day of school after an event. This is to occur early enough to allow time to plan, and to meet with the staff prior to the start of that school day, if necessary. What constitutes a crisis? AN EVENT THAT AFFECTS THE WHOLE SCHOOL like the death of a student or a staff member, or a traumatic incident in or near the school. AN EVENT THAT AFFECTS A STAFF MEMBER like a death in a staff member’s family. Specific wishes of the staff member may be on file from a questionnaire such as needing child care, food, to be left alone, help getting substitutes, etc. AN EVENT THAT AFFECTS A STUDENT like a death in a student’s family. A personal discussion should be arranged with the student and a teacher she/he trusts to discuss the information shared with the classroom and how it is to be shared. Refer to the “Things a Teacher Can Say or Do” Handout.DISSEMINATION OF INFORMATIONACCESSING DISTRICT RESOURCESWhich staff is information shared with? The School Emergency Team decides what information is to be shared with which staff members: The entire staff The staff involved with a particular student The staff involved with a particular staff member The School Emergency Team also decides how the information is to be shared: A handout in the staff box A phone tree An email messageA staff meeting Which students is information shared with?The School Emergency Team decides what information is to be shared and with which students: The entire student body A specific class The students involved with a particular student The students involved with a particular staff member The School Emergency Team also decides how the information is to be shared: A personal discussion with individuals An announcement in the first period class Assisting teachers with a script The School Emergency Team decides whether to write a script to help teachers in giving the information to the students. Refer to “A Script To Help Teachers Announce a Death to Their Classroom” Handout.Getting information to parents The School Emergency Team decides if a letter should go home to the parents that day, explaining what has happened and what the school has done to process the event with the children. A parent information night may be scheduled. Refer to the “Sample Letter to Parents” Handout.Family contact person A team member is designated to be the ongoing family contact person who keeps in touch with the family spokesperson. District Emergency Counseling Support Team The School Emergency Team decides whether to call in members of the District Emergency Counseling Support Team. The team provides support for student-related incidents that significantly impact more than an individual child or family. For smaller scale tragedies or those that impact individual students or families, Student Services staff is available to provide the administrator with consultation on appropriate community resources. Media contacts The School Emergency Team decides whether to ask personnel from PPS Communications to be onsite during the school day to address the media.PPS Communications will serve as the source of official information about the death or crisis. The press should be courteously and firmly discouraged from coming onto school grounds. PLANNING AND OVERSEEING THE SCHOOL DAYThe School Emergency Team makes a plan for the day. They designate, if necessary, a safe room for students and staff to go to if they need emotional support. They also identify which of their staff will stay in the safe room and establish a schedule for coverage. The School Emergency Team members share their own reactions and feelings with each other, taking time for mutual support.THREE-PART STRATEGY 1. The Staff Pre-Meeting 2. The School Day3. The Debriefing MeetingTHE STAFF PRE-MEETINGPlanning the staff pre-meetingInvite the staff who are impacted by the crisis, which may be the whole school. Part-time teachers, substitutes, bus drivers, cooks, custodians, and/or secretaries should also be considered. Announce the facts of the situation as known or as appropriate within the bounds of confidentiality. A handout should be prepared for the staff not in attendance and distributed by a School Emergency Team Member prior to the start of school. Share reactions and feelings with each other, taking time for mutual support. The School Emergency Team offers information on grief and answers questions and concerns from the staff. Give a plan for the day that is endorsed by the team. Designate a safe room for students and staff to go to if needed, where counselors and support people will be there to assist. Schedule a debriefing meeting for the end of the day or within the next few days. Preparing staff to tell the students Decide which students need to be told. Confirm what information they will be told. Decide who will tell the students. Outline procedures for how they will be told. Discuss how they may react and what to do. Explore how to tell an “at-risk” student. Activities to discourage Delivering important information at large assemblies and/or in public address announcements. These do not provide opportunities for supporting students on a more individual basis. Staff and student contact with the media while at school. Media contacts can be disruptive and sometimes insensitive. Direct all media to the PPS Communications Department representative. Removing belongings of the deceased. This is best done as a gradual process that can include family members and friends. Having concrete reminders remain in the classroom for a while can help the children and teachers remember the one who died and let go gradually. Staying rigid in regards to curriculum. Students may need flexibility or they may need structure. Decisions must be made on an individual basis.THE SCHOOL DAYSchool Emergency Team DutiesAssist teachers who have asked for help in processing the information about the crisis with students. Determine whether School Emergency Team members or District Emergency Counseling Support Team members may be called on to help lead classroom discussion. Staff a safe room for students and staff to go to if needed. Roam the halls, playground, lunchroom, and lockers – be visible and ready to assist where needed. Discuss at-risk students/staff and possible interventions. Write a letter to the parents if needed. Refer to “Sample Letter to Parents” handout.Decide if any athletic or other events should be canceled. Disseminate information from the family contact person regarding the viewing/funeral/memorial service if available. Mobilize peer help programs, Parent Teacher Association or other school support systems. Plan support groups for at-risk students if necessary. Plan for the debriefing meeting for the staff. First period Information can be provided to the students according to the script written by the School Emergency Team and shared with the staff. Refer to “A Script to Help Teachers Announce a Death to their Students” Handout.Efforts are made to accomplish telling the designated students in classroom size groups or smaller, and in informal, comfortable settings. Processing time may last 10 minutes to a whole period and beyond. This depends on the comfort level of the facilitator and the needs of the students. Teachers should refer to handout, “Teacher’s Guidelines on How to Lead a Discussion with Grieving Students.” Activities for the remainder of the school day After processing time, the students may need a break: (change semicolon to colon) a recess, playground time or an unstructured art time to help with the relaxation of their bodies and the expression of their feelings. The students may welcome structured curriculum. Structure is comforting, but be flexible if students are unable to concentrate. Intersperse time for drawing and journal writing in the curriculum during the day and in the weeks to come, so the processing of feelings can continue. Allow the student to decide what the subject matter is to be for these projects. Students may want to make something as a gift to the people most affected by the death. Letters, pictures and/or writings can be collected and developed into such a gift. A memory book or a memory box can be created. Make the students aware that there is a safe room with support people where they can go if they need to talk about the death at any point during the school day. Develop a system to keep track of their whereabouts. If appropriate, letters will be sent home with students describing the crisis and the way the school has responded. THE STAFF DEBRIEFING MEETINGIt is suggested that staff be required to attend a debriefing meeting, either at the end of the first day after the crisis or within a few days. The staff members affected may include more than the obvious ones. Remember, some staff may be in shock and may not be aware of their reactions. The importance of staff debriefing Support The most critical element in a successful crisis intervention is the flexibility of the school community. The staff must have an ability to turn to each other for support so they do not isolate and carry their burdens alone. A staff that is interdependent does not become rigid in the face of a crisis. Education A debriefing of the critical day by all those affected by the crisis is an excellent opportunity to share resources and ideas about how to proceed in the crisis. Staff may need to go over what happened with their students during the day in order to: Find out if they did a good job and get reassurance. Find out what other teachers have done to get new ideas for their classrooms. Express feelings of their own that have been touched by the students or the crisis. Discuss at-risk students. The staff debriefing: Plans for the following days Family Memorial: Ceremonies can aid in the healthy reconciliation of grief. Information regarding the viewing/funeral/memorial service is shared with the staff. Decisions regarding school closure and/or substitute coverage for attendance to the memorial are discussed. Staff is encouraged to educate and support students who want to attend ceremonies. Staff can play a role in the ceremonies either by memorializing the deceased or by working with students who want to participate. A designated School Emergency Team member can attend to provide support and identify at-risk students. Support Groups: The School Emergency Team can organize support groups for at-risk students. Teachers are alerted as to how to refer students to the groups. Classroom: Suggest that teachers introduce the crisis information with the students occasionally by an opening remark such as “I’m thinking about Sam right now and missing him at his desk. I wonder what you are thinking about him?” Be open for conversation or go on with instruction. Suggest that teachers plan a time for open-ended drawings and/or journal writing in the curriculum of the next days/weeks so feelings can be expressed by students privately. Teachers can look at these materials for assessment of at-risk students. The Parent Informational Evening is discussed (if appropriate)Community Resources for the students and families are discussed.Employee Assistance Program benefits for staff can be mentioned and encouraged. PROVIDING SUPPORT AND INTERVENTION IN THE AFTERMATH OF A CRISISThe aftermath of a crisis is an elusive thing. It may last for months even though it appears to be resolved. It is useful to assume that grieving is being felt by those affected by the crisis whether they behave as we would expect them to or not. Certain days may be more difficult than others: Birthdays of the deceased and of the grievers Holidays The anniversary of the death day, day of the week, day of the month, day of the year Dates that mark events significant to the deceased or family of deceased such as graduationACTIVITIES OF THE SCHOOL EMERGENCY TEAM: THREE WEEKS FOLLOWING THE INCIDENTACTIVITIES OF THE SCHOOL EMERGENCY TEAM: ONGOINGEstablish regular and ongoing meeting times of the School Emergency TeamCommunicate with the familyThe family contact person calls the family spokesperson. Families can be informed about the crisis plan response in the school and be invited to be involved. Information is gathered about the services for the deceased and staff assistance can be offered. Information about community resources is offered to the family (support groups, professional counselors, etc.). Ongoing support for surviving student family members can be discussed. Be available to parentsFor phone consultation For a Parent Informational Evening To provide information about community resources and professional services Watch for and discuss at-risk students and staffCounselors or designated School Emergency Team members can: Create ongoing support groups for students who come on a volunteer basis or are referred by staff or other students. Follow up with individuals after group sessions. Conduct assessment interviews of referred at-risk students, staff or parents. Consult with specialists in the community. Contact parent(s)/guardian(s) of at-risk students and refer to professional counselors and community resources. Use of volunteers Screen volunteers carefully. Some volunteers may be unrealistic about their own capacity to assist, or may come forward to work out problems of their own. Planning a school memorial School teams should decide which activities are appropriate on school grounds to memorialize the deceased. Special care should be taken to develop a school memorial model that would serve to memorialize all potential types of deaths consistently, including deaths by long-term illness, accident, trauma, suicide and homicide.Working with students/staff in a creative process for a ceremony often strengthens the students’/teachers’ ability to adjust to the loss. Issues in the classroom Encourage classroom flexibility. Help teachers find a balance between curriculum goals and time out to express feelings. Support for the staff The School Emergency Team should be available to the staff. Encourage your members and staff to: Eat regularly. Take breaks during the day. Make plans that allow for some fun or some ease. Come to organized debriefing sessions. Acknowledge each other frequently for the hard work done. Trust yourselves and your intuitions. Utilize Employee Assistance Program for further counseling.The School Emergency Team’s ongoing tasks School Emergency Team meetings may continue on an ongoing or occasional basis. Continue to be watchful of at-risk students/staff. The grief response can be delayed. Offer necessary services or referrals. A review of the effectiveness of the process used during the crisis should be made by the School Emergency Team with input from the staff.DISTRICT EMERGENCY COUNSELING SUPPORT TEAMTEAM PURPOSEThe District Emergency Counseling Support Team provides support for student-related incidents that significantly impact more than an individual child or family. For smaller scale tragedies or those that impact individual students or families, Student Services staff is available to provide the administrator with consultation on appropriate community resources. TEAM ACTIVITIESThe Team will provide back-up support in the event of a school tragedy. This may include: Assisting in the setup of safe rooms for studentsSupporting existing building resources in providing individual and/or group counseling for students Assisting teachers in facilitating classroom conversations with studentsAssisting principal in facilitating parent and community presentationsWHEN TO CALLIn the event of a crisis or tragedy, activate your building crisis plan. Consider calling any time the nature of the tragedy is so great that your school resources (counselor and other staff) may not be able to effectively respond to the need. Student Services staff is available for consultation and is responsible for coordinating the Emergency Counseling Support Team. Please call 503-347-1438, 24 hours a day, 7 days a week to reach Student Services personnel.COORDINATIONThe District Emergency Counseling Support Team Coordinator can:Serve as the general consultant to all schools and departments in the district for issues pertaining to tragedy, death, and grief,Coordinate the District Emergency Counseling Team's activities with the Principal and Regional Administrator,Provide direction and guidance to the principal onsite during crisis response and via phone or email as follow-up, Provide information about community resources for staff or parent meetings,Maintain a file of letters, memos, etc., developed to communicate information about the tragedy and share with Principals and Regional Administrators,Provide resource materials on grief and loss for students and staff.TEAM MEMBERSHIPThe team primarily consists of school counselors who have offered to leave their buildings in the event of a crisis. Team members are also drawn from Student Services, ESL, SPED, and other departments as appropriate. Ad-hoc team members may be added to the team in order to most appropriately respond to the school’s need. Call 503-347-1438, 24/7, to access the team coordinator. Appendix A What To Do When A Reporter Calls15What to Do When the Media Calls16A Script To Help Teachers Announce A Death To Their Students17Teacher Guidelines On How To Lead A Discussion with Grieving Students......……….....18Things a Teacher Can Say or Do to Help a Grieving Student Returning To School20What to Say to Grieving Students21Sample Letter to Parents22Sample Letter to Parents (2)23Sample Letter To Parents – Follow-Up Letter24Sample Letter to Parents and School When Death Is A Suicide25Sample Letter to Parents When a Violent Death Has Occurred26The Three Tasks Facing Children in Grief27Coping Strategies for Children Following Trauma28Ways to Take Care of Yourself at Times of Loss29Recommendations for Youth30Ask: What information is the reporter looking for?What is the deadline?Has he/she spoken to anyone else?YESNOHave you worked with Communications on the topic and are you a designated spokesperson?Call Communications main line at (503) 916-3304 or e-mail publicio@pps.k12.or.us to give a recap of the interview, questions asked and answers given.Respond to the reporter after reviewing, “Tips for a Successful Interview” in the Communications section of the District Resource Manual. Stick to your message and the facts. Do not editorialize or speculate.Take the callTell the reporter you will get right back to him/her. You should never feel obligated to give an immediate response.Call Communications main line at (503) 916-3304. Communications can give you background on the issue and/or reporter, assist you in developing a key message, or work to determine the best person to respond.Have you been designated as the appropriate person to respond to the request?NOYESCall the reporter back to inform him/her who will be responding to the request.What to Do When a Reporter CallsWhat to do when a reporter calls…What to Do When the Media CallsIn a crisis: Follow official emergency procedures: Call 911 Call PPS Communications main line at 503-916-3304 The most important action is to do your job and handle the crisis. If there are students involved, they are your first priority. Handling the media is not your primary responsibility, but you should make an effort to be cooperative—and not antagonistic—to media inquiries. If a reporter tries to interview you while you are dealing with students in a crisis situation, suggest politely that you cannot talk with him/her at that time because you need to help the students. “I can’t talk to you at this time because I need to help the students. I have a limited view of the incident and I need to talk to others about the situation. Someone will get back to you as soon as possible. May I get your name and telephone number?”Talk to your principal, supervisor or your Regional Administrator about the incident before making any public comments. Have the media contact the PPS Communications Office (503-916-3304). A representative from the Communications Department will get there as soon as possible. (That is how the police and fire departments deal with issues.) You are not obligated to speak to any reporter, even though you may be pressured to comment. Getting defensive or abusive, however, will reflect negatively on the issue. Do not reinforce the image of the “defensive public employee” denying the public’s “right to know.” Also, do not say “No comment.” That remark sends up a red flag to any good reporter. Instead say, “I cannot talk with you right now, but someone will get back to you as soon as possible.” Remember, reporters are only trying to do their job. Treat them with respect, help them do their job, but let them know that your job has top priority for you, especially when a crisis involves students. In a non-crisis situation: When you receive calls from the media requesting background information, remember that your response is an opportunity to “get the word out” about our excellent schools and programs. These inquiries are not “crisis” calls and you should not view them with suspicion. Media requests for information are the perfect opportunity for us to provide the best information possible, from the broadest perspective. Try responding by saying, “Thanks for calling. Could I please get back to you as soon as I can gather all the information you might need about the issue/situation/program/etc? What is your deadline? Would you mind if I have someone else also call you about this?”Use the time you have available to get as much information as possible. Give PPS Communications a call to advise them of the question, and to ask for assistance, if necessary. If you are not comfortable calling the reporter back, a PPS Communications staff member can make the call for you. In that case, however, you should make a courtesy call back to the reporter after PPS Communications has spoken to them. For any assistance with media – in both crisis and non-crisis situations – please call the PPS Communications Department at 503-916-3304 to assist you.A Script to Help Teachers Announce a Death to Their Students Dear Staff: This is a hard task - to tell your students about the death that has occurred. FIRST AND FOREMOST: If you do not feel that you want to be the one to tell your students, then don’t. The School Emergency Team will make someone available to you who can lead the discussion for you, or take over your class while you seek the support you need. Please take advantage of this resource! We care about your needs in this sad time and want you to feel our support. If you do want to lead the discussion, then here are the facts and some suggestions for procedures: “I have something very sad I want to share with you.” Write here the factual information (agreed upon by the School Emergency Team) e.g.; “Joe Smith, a student who attends our school, who was missing, is dead. Yesterday, the police found the little boy’s body and he had been murdered. The police are investigating the crime and will give us the information they can as they make progress in finding the killer.” Then offer some information about feelings:“When things like this happen, people have all kinds of reactions: shock, sadness, fear, anger, or no feeling at all. These reactions can come and go in an hour, a day, or for days to come. Some of us will want to be private about our feelings; some of us will want to talk to people.” Say a little about your feelings, for example: “I am feeling very sad about what’s happened and a little scared, too. I would like to spend some time together now to share with each other. Maybe we could help each other in expressing how we feel about (name of the one who died) and how she/he died.” Take some time for discussion. Refer to “Teacher’s Guidelines on How to Lead a Discussion with Grieving Students.” After your discussion, tell the students that there are counselors in the building if they need to talk further and arrange with them a procedure for going to see the counselor or to the safe room. After your discussion you may want to: Take time for recess, playground play or standing and stretching in the classroom. Do some drawing, art project or other projects – leave the subject matter up to the student. Do some journal writing – write down thoughts about whatever is on the child’s mind. Go back to curriculum. It may be useful to continue these activities at intervals during the day and to intersperse them throughout your curriculum in the coming days. If you need some support, please call the front office. Do not hesitate to ask. TEACHER GUIDELINES ON HOW TO LEAD A DISCUSSIONWITH GRIEVING STUDENTSFACILITATE A DISCUSSION AS SOON AS POSSIBLEHold the talking circle as soon as possible after a crisis to avoid times of confusion and misinformation.ASK FOR HELP (IF NEEDED)You must be comfortable enough with the issues being discussed in order to lead the discussion. If you are not comfortable, ask for help from a counselor/School Emergency Team member.FORM A CIRCLEForming a circle will include all members in a discussion. Move the desks, sit on a rug, etc.CREATE A STRUCTURED OR UNSTRUCTURED CONVERSATIONA talking circle can be structured so that each student has an opportunity to speak in turn around the circle or the leader can facilitate an open, unstructured discussion. Younger students and students facing greater trauma are relieved by the more structured format.OBSERVE THE "I PASS" RULEIn a structured talking circle, a child can choose not to share by saying "I pass.” This rule keeps the discussion safe for a student by honoring his/her own pace.USE A "TALKING STICK"In a structured talking circle, use a special object as your "talking stick" (a stuffed animal, a special rock, a wand). The one holding the object is the only one to speak.TELL THE TRUTHUse accurate information and appropriate words (i.e., died, murdered, suicide). If you don't know the answers to the student's questions, say so. Offer to find out answers and report back, if possible.SHARE YOUR OWN FEELINGSIt is good modeling and greatly cherished by students if their teachers share honestly about their own feelings (tears are OK). Do not look to your students as your source of support, but show your students that you rely appropriately on your adult peers for emotional support.SHARE FEELINGS AND MEMORIES IN THE GROUPOFFER TIME FOR REFLECTIONListen carefully when a student shares an experience and be willing to simply reflect their statements. This often gives the students a sense of what they are feeling and inspires them to proceed along their own direction at their own pace.AVOID ASKING TOO MANY QUESTIONSQuestions can often generate a conversation in a more unstructured discussion but too many questions can lead the conversation in the direction of the facilitator's wants and needs rather than the student’s wants and needs.AVOID INTERPRETATIONSIf a student is indirect or is using symbols in order to express him/herself, it is because direct communication is too painful. Communicate with a student through the information and the symbols that are offered.AVOID JUDGEMENTReferring to a student's sharing as either "good" or "bad" can encourage a student to seek adult approval while discouraging the student to trust his/her own way of expressing grief. You can say "thank you" for their sharing.META COMMUNICATE WITH OTHER STAFF IN THE CIRCLEMeta-communication is communication that takes place between the facilitators in a talking circle. This meta-level conversation is one that is meant to be "overheard" by the students and allows the facilitators a time of reflection with each other. Possible uses: highlighting important information shared, slowing down and processing a difficult interaction, giving emotional support to the process as a whole, or acknowledging our own feelings.ALLOW FOR SILENCE AND TEARSOften a little silence expresses the care that is needed and allows the one who is crying time to understand the meaning of the tears.ALLOW FOR "MORBID CURIOSITY"Curiosity about the explicit details of a death is healthy because students need to create a specific picture of what has happened before they can begin to feel what the death means to them. Encourage students in their exploration and answer their questions when you can.ALLOW FOR SPECULATIONWhen students do not have the information they need to make the explicit pictures of what has happened, they will make up the missing pieces in their minds. Honor their speculations as their attempts to understand.ALLOW FOR JOKING AND LAUGHTERSometimes students laugh when they are nervous and uncomfortable. We all do. Normalize this process for the students and find ways for the healthy release of laughter.ENCOURAGE OTHER SUPPORTAs the group sharing is coming to a close, discuss with the students other ways they may get the support they need as they continue to grieve, i.e., a safe room or other adults in the school building, adults at home, friends, or resources in the community.RECOGNIZE FEELINGS MAY CONTINUEAs the group sharing is coming to a close, inform students that they may continue to experience a wide range of feelings in the coming days/weeks/months. Feelings (anger, fear, numbness, happiness, guilt, regret, relief, etc.) are normal.ESTABLISH CLOSUREExpress your appreciation for what has been shared and have a moment of acknowledgement for what the group may be going through.Things a Teacher Can Say or Do to Help a Grieving Student Returning to School “I remember when I went back to school how terrified I was. My heart began to beat faster as I reached for the doorknob.” Visit with the student and family before the student returns to class. If possible talk to the student about what she/he may want the class to know about the death, who should tell them, and whether the student wants to be present. Offer, if the student chooses, to lead a sharing time when the student returns. Make a plan with the student so she/he may leave the room if she/he is feeling vulnerable. Find a safe place where the student can go during the school day, at recess, at lunch or during class if she/he wants some time alone. Find a safe person that the student can go to during the day if she/he is feeling vulnerable; i.e., counselor, principal, nurse. Encourage the student to answer friends’ questions only when she/he feels like it. If the student does not want to answer, suggest that the student say, “I’d rather not talk about that right now.” Offer to support the student in telling the class during a sharing time. Whether she/he wants people to bring up talking about the death or whether she/he would like to make school a time out from grief. Remember, there are nonverbal ways you can show you care. Offer the student a journal as a gift. Encourage the student to write about feelings, thoughts and/or memories in the journal during the school day when needed, especially during times the student is not able to concentrate on school work. Offer crayons and a blank drawing book to a younger child. Negotiate, on an ongoing basis, homework and classroom assignment expectations. Grief takes tremendous physical and emotional energy. The student may experience temporary cognitive changes, including short-term memory loss, reduced concentration and impaired sequential thinking. Offer yourself as a listener or friend to the student if you want to do so. Designate times when you are available, i.e.; lunch, recess, after school. Encourage a mini support group of the student’s friends and allow for special arrangements so that the group can spend time together during the school day. ? Izetta SmithWhat to Say to Grieving Students Both students and teachers can send a note before the student returns to school. “I’m sorry to hear that your mom died. I’m thinking about you and wanting to make your time at school the best it can be . . .” Being a good listener is the best you can offer. Allow what you say to be an opener for the student to talk if she/he wants to. If she/he doesn’t want to talk, then remain available. “I’m sorry that your mom died. I’m thinking about you.” “I’m available at lunch time (be specific) if you want to talk or shoot some baskets.” “When is your basketball game? Maybe I can stop by and watch you play.” “I’d like to do something with you on Saturday. We can either talk about your mom if you’d like, or we can go roller-skating at the mall—both are ok with me” (as appropriate). “I care about you.” “I want to help in any way I can.” (Offer specific ideas: help with homework . . .) “I am aware that today is your birthday/your mother’s birthday/Mothers’ Day/ the anniversary of the day your mother died. I’m thinking about you.” “I can’t know how you feel, but I want to.” Share your own losses briefly, and then listen: “I can’t know how you feel, but I did have my grandfather die . . . (share). What was it like for you?” “If you want to talk, I want to listen. If you don’t want to talk, I’ll hang out with you.” “If you don’t want to talk to other students, I’ll tell them about what happened to your mother.” “Do you want a hug?” “Do you have any pictures of your mom?” “Don’t forget to continue to joke and crack-up. Laughter is food to help us endure.” Teachers: Let’s talk about things we can do to make you feel more comfortable in class/school. Some ideas are included on the handout, “Things a Teacher Can Say or Do to Help a Grieving Student Returning to School.” For the most part, it is important to say something to a grieving friend or student, even if it feels awkward. The reaching out is what is important. ? Izetta SmithSample Letter to Parents Dear Parents:A very sad thing happened today that I want to share with you. (Share the information honestly, i.e. This morning one of our kindergarten students, (Name), was hit by a car outside of his home in Southwest Portland. According to his family, he ran out into the street and was seriously injured. He died at the hospital. We are all profoundly saddened by his death.)We have shared this information and had discussions with all of our students (in the classroom/school) so that they know what has happened. Counselors, teachers and other support personnel have been, and will continue to be, available to students, teachers and parents on an ongoing basis. Please call the school, (number), if you want assistance.As parents, you may want to talk to your children too. The death of a (student/teacher) may affect a child in a variety of ways depending on the age of a child, how well the child knew (the one who died) and the child's prior experience with grief.When reacting to a death, a child may:Appear not to be affectedAsk a lot of questionsBe agitated and angryTry extra hard to be goodBe thinking about it privatelyBe frightenedBe sad and withdrawnWe suggest you listen to your children. If they seem to need to talk, answer their questions simply, honestly and possibly over and over again.(optional) A Parent Informational Night is planned for (date, time, place). At that time, we can talk further about how to help children in grief.Our thoughts are with (family name).Sincerely,? Izetta SmithSample Letter to Parents (2)Dear Parents/Guardians,INSERT SCHOOL-SPECIFIC INFORMATIONToday at school, we shared this information with our staff, who in turn shared it with students. Counselors, teachers and district support personnel have been and will continue to be available to students, teachers and parents on an ongoing basis.When circumstances of this magnitude occur, people have all kinds of reactions: shock, sadness, fear, anger or no feelings at all. These reactions can come and go in an hour or a day or for days to come. All of these feelings are normal responses to the death of someone we know or who was a part of our school community. It is helpful for students to be able to talk about how they feel and are impacted by this event. The death of a student may affect a young person in a variety of ways, depending on their age, how well the student knew the individual who died, and the student’s prior experience with grief, death, and loss. When reacting to a death a student may:Appear not to be affectedAsk a lot of questionsBe agitated and angryTry extra hard to be goodBe thinking about it privatelyBe frightenedBe sad and withdrawnWe suggest that you encourage your student to talk about the events of the day. If they seem to need information, answer their questions simply and honestly. We encourage you to call the school at 503-916- _______ should you need any assistance.Sincerely,Sample Letter to Parents: Follow-up LetterDear Parents:Our school has been profoundly affected by the death of (name of student/teacher). We would like to offer you, at this time, some additional material that might help you respond to your children at home as they are struggling to understand and recover from this loss in their lives.Enclosed are some handouts and a list of books that you can read yourself, read with your children or get for them to read.Please call the school counselor (name and phone number), for further assistance. We will be most interested to talk with you regarding any questions or concerns.We recognize that this is a difficult time for our school families. We want to be available to support you.Sincerely,Sample Letter to Parents and SchoolWhen Death is a Suicide To the School Community:A very sad thing happened today that I want to share with you. (Give accurate information, using the word 'suicide' for cause of death, i.e., Josephine Smith, our librarian, died by suicide from poisoning herself, on March 2nd).Any person's death is tragic; however, when that person's death is a suicide, it is a different and greater tragedy. There can be many factors which would lead an individual to this course of action. We can never know exactly why she killed herself.We do know that we often ask ourselves if there was something we could have done or said. It appears that many individuals did care about her and reached out to her in their own way. Depression is a curious and confusing state. Sometimes we can break through its shell and at other times no one can.We will all miss (name) – family, friends, students, and teachers. If nothing else, I hope we all realize that we must reach out to one another, to be friends, to listen, to help each other to understand that each one of us is important. As difficult as times may get, our lives have value and meaning. If any of us have thoughts of wanting to kill ourselves, tell someone. If we can do this, we can get help. There are people who know how to help and who care.Counselors, teachers and other support personnel have been, and will continue to be, available for students, teachers and parents on an ongoing basis. Please contact the counselor, (name), or call the school office, (number), for assistance.A Community Support Night is planned for (date, time and place) for staff and parents.At that time, we can talk further about how to help ourselves and our children with grief and suicide prevention.Our thoughts are with (family name) and with each of you.Sincerely,Sample Letter to Parents When a Violent Death Has Occurred Dear Parents:A very sad thing happened today that I want to share with you. (Give accurate information about the murder, using the word "murder", e.g.; a neighborhood child who is the brother of a student here at school was murdered earlier this week. We are all profoundly saddened by his death).We have shared this information and had discussions with all of our students so that they know what has happened. Counselors, staff and other support personnel have been, and will continue to be, available for students, staff and parents on an ongoing basis. Please call the school (number) if you would like to talk to someone.You may want to talk to your child as well. The violent death of a student/staff member may cause a variety of reactions in your child. Most children will experience being afraid for their own lives and for the lives of those they love.We will be planning follow-up activities to help cope with children's fears, with lessons on safety and security. You may want to talk to your children about safety at home and on the way to and from school.WE NEED YOUR HELP!! PLEASE send your child who walks to school at the appropriate time only. School begins at 8:40! Please do not send your child early to play on the playground. We would recommend children walk with other friends to and from school. Children must go home directly after dismissal. Let's work together to provide the safest and most secure environment for our children.There are news reporters around the school. You need not respond to reporter's questions if you are approached. Naturally, we will not allow reporters to interview your child at school.The death of a young person is tragic. However, a violent death is a different and greater tragedy. It is a sad thing to have to teach our children about the violence in our world and that sometimes we do not have the power to prevent it. This is a loss for us all. We can offer our children our love and our intention to make a safe and kinder world. This is something we can do together. Please, let us know if there is any way we can support you during this difficult time.Sincerely,47625641985Coping Strategies for Children Following Trauma(For Families in the Aftermath of Trauma)Rebuild and reaffirm attachments and relationships. Love and care in the family is a primary need. It is important to spend extra time with children to let them know that someone will take care of them and, if parents are survivors, that their parents have reassumed their former role as protector and nurturer. Physical closeness is needed. It is important to talk to children about the tragedy — to address the irrationality and suddenness of disaster. Children need to be allowed to ventilate their feelings, as do adults, and they have a similar need to have those feelings validated. Reenactments and play about the catastrophe should be encouraged. It may be useful to provide them with special time to paint, draw, or write about the event. Adults or older children may help pre-school children reenact the event since pre-school children may not be able to imagine alternative “endings” to the disaster and hence may feel particularly helpless. Parents should be prepared to tolerate regressive behaviors and accept the manifestation of aggression and anger, especially in the early phases after the tragedy. Parents should be prepared for children to talk sporadically about the event – spending small segments of time concentrating on particular aspects of the tragedy. Children want as much factual information as possible and should be allowed to discuss their own theories about what happened in order for them to begin to master the trauma or to reassert control over their environment. Since children are often reluctant to initiate conversations about trauma, it may be helpful to ask them what they think other children felt or thought about the event. Reaffirming the future and talking in hopeful terms about future events can help a child rebuild trust and faith in her own future and the world. Often parental despair interferes with a child’s ability to recover. Student questions of death should be addressed concretely. The child is not to blame for others’ deaths. The death is not a rejection of the child. Death is permanent and sad. The grieving process should be acknowledged and shared. This information is from the National Organization for Victim Assistance Washington, D.C., October 1987. Ways to Take Care of Yourself at Times of Loss Talk to family or friends about how you are feeling/doing. Write your thoughts and feelings in a journal. Write poetry. Write letters of appreciations about anything in life. Draw pictures. Get into art. Play a game or sport. Get lots of exercise. Listen to soothing music or listen to loud music and dance! Snack on healthy foods. Take vitamins. Go for a walk. Care for your pets and houseplants. Take a favorite stuffed animal to bed with you. Read a favorite story or ask someone in your family to read a story to you. Let yourself cry. Ask for a hug. Ask for another hug. Get lots of sleep. Spend time in prayer or meditation. Talk to a counselor. Treat yourself to a massage. Light a candle. Watch your favorite movie. Sing loud. Laugh. Recommendations for Youth (Use this as a guideline – school staff may amend and add to it as needed) We thought this might be a good time for all of us to think about how to get through the next day or two. Here are a few suggestions on how we can support each other. Put a little extra energy into friendships. Call each other more often for the next few days. If you had a good talk with someone today and don’t know his or her phone number, get it before you leave school. Eat decent food and try to get plenty of sleep. Let your family know what today has been like. Tell them what you need from them. Let them know how they can support you. Look for ways to support each other: Check in with each other or spend more time together. Do some fun things, too. Take breaks from the grief. Let the school counselor or another adult know if there is someone you’re concerned about. Talk to a trusted adult if you’re having a tough time – especially if you’re having nightmares, fears or thoughts that you just can’t get to go away. There is a crisis hotline in Multnomah County available to anyone who wants to talk about anything, 24 hours a day. The number is 503-988-4888.For those of you who go to the funeral:It will be a (church/graveside/whatever) service. Dress for the weather. (Where will it be held? Will there be a viewing? Other information regarding this.) If you want to take flowers or cards, it is fine to do so. Even though it may feel awkward, when you are there, it is helpful to go ahead and talk to the family. Saying that you feel bad about this, that you are sad, that you wish there were something you could do to make it better, any honest expression of how you are feeling is a fine thing to say. It is also fine to tell the family what one thing you admired or liked most about the person you’ve lost. Share your favorite memory with them. If you know other family members, it is better to talk to them than avoid them. We don’t want them to feel further isolated. It is OK that you may feel awkward. If you are going to attend the service tomorrow, remember your permission slip. Remember that you are to check in to your first period class/attendance office and be excused from there. All students are expected to return to school after the service. If students feel the need to talk to someone tomorrow, supportive adults will be available. 15240-1905Section 11Plan Maintenance, Training, and Vital Record RetentionSchool Emergency Response Plan MaintenancePortland Public Schools’ emergency response plan is designed for efficient updates and additions. The responsibility of maintaining the document is assigned to the Principal.The Principal will conduct a thorough review of the plan annually:Updates shall be distributed every year as needed or when there are significant changes.This Plan is a management tool. The Sections of the Plan can be easily updated with minor modifications when there are changes to the school organization, systems, and/or new functional positions are added. It does not need updating every time site procedures change.Individuals with emergency assignments are to review their procedures and related information after activation, either simulated in drills or as an actual response. Individual Checklists are revised as needed. Additionally, individual users are encouraged to add supplemental materials to their Sections for a complete “response ready” Plan.The Checklists are designed to be used as worksheets. New and revised Checklists can be reprinted after activation. If additional pages are added and the school does not wish to renumber the entire Section, new pages can include the letters A, B, C, etc., respectively after the last page of the Checklists and inserted into an existing document.It is not necessary to reprint the entire document each time it is updated. The footer date should always be kept current and can include the word “Revised” to indicate the update.Training ProgramThis Plan is consistent with the National Incident Management System (NIMS) guidelines. The guidelines provide standardized training modules with competency requirements for each level of activation and responsibility. At a minimum, the following training program is recommended:OrientationAll Portland Public Schools employees will attend a Plan review and orientation training either as a facilitated class or as computer-based training through the District's website.TrainingThe Principal and staff with emergency assignments in the Command Post should attend periodic special management training sessions and/or table-top training in order to become familiar with the applied theory of the Incident Command System and functional management coordination. School Site RequirementsEmergency Response TrainingAll PPS schools will conduct an annual training on emergency preparedness for all adults working at the school site, including before and after school programs.“What If?” ScenariosAll PPS schools will incorporate two “What If?” scenario discussions annually. “What If” scenarios can be found in the supplemental CD for the School Emergency Response Plan.Table Top ExerciseAll PPS schools will conduct one table top exercise annually. Table top exercises can be found in the supplemental CD for the School Emergency Response Plan.National Incident Management System (NIMS) TrainingAll members of the School Emergency Team must complete the following NIMS courses:IS-100 an Introduction to ICSIS-700 NIMS, An IntroductionIS-800.B, National Response Framework, An IntroductionIC-200 ICS for Single Resources and Initial Action IncidentsCopies of successful course completions should be maintained in the school office. Emergency DrillsAll PPS schools will conduct two emergency Lock Down/Lock Down - Team Response drills annually. Sample scenarios and evaluation sheets can be found in the Supplemental CD for the School emergency response plan.Fire drills will be conducted ten times during each school year.Earthquake / “Duck, Cover, and Hold On” drills will be conducted two times during each school year.Vital Record Retention Portland Public Schools’ Information Technology Department is responsible for protecting vital records, maintenance of the back-up system, and archiving schedules. RECORD OF CHANGESChange NumberDate of ChangeDate EnteredChange Made (signature)Initial ReleaseJune 2012Annual Site Plan Review (Utilize a new form for each annual review. Obtain Annual Site Plan Review forms from the CD: Supplemental Materials for the Emergency Plan. Keep a record of each review in this binder).Each school site emergency response plan must be reviewed at least once each year. It is recommended that this review be conducted prior to the start of each school year. Additionally, the plan must be reviewed anytime weaknesses in the plan are identified during a drill, exercise or an actual emergency event. Schools should include their local emergency response, emergency management and public health agencies in the review process.□Review ICS assignments and responsibilities (School Emergency Team). Update as needed.□Ensure NIMS compliance for all personnel assigned responsibilities in the ICS structure.□Review on and off site assignments and staging areas. Make contact with any identified off site locations to ensure permission to use those locations is still in effect.□Review existing emergency procedures. Are the procedures adequate to address identified hazards/threats? Have new hazards/threats developed that you must plan for?Notes:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Date of Review:Reviewer:Reviewer:Reviewer:Reviewer:0-7620Section 12Emergency DrillsPortland Fire & RescueFire Marshal’s Office1300 SE Gideon St.Portland, OR 97202-2419Phone: 503-823-37002232660-2273305311140-227330Portland SchoolsFIRE DRILL REPORTNumber Pupils_________Number Rooms_________Number Exits_________Number Stories_________SCHOOL ______________________________________________________ADDRESS _____________________________________________________CITY __________________________ STATE._________ ZIP ____________PRINCIPAL ____________________ PHONE # ________________________REPORT FOR SCHOOL YEAR ENDING DATE / TIMEDuration of DrillFireLocation of FireAssembly or AuditoriumCafeteriaDuring Class ChangeEarthquakeLock DownminsecminsecminsecminsecminsecminsecminsecminsecminsecminsecminsecminsecminsecminsecminsecNOTE: On the reverse side of this form are Fire Drill Requirements as stated under Sections 405 and 408 of the Portland Fire Code, as well as suggestions from our Fire Prevention Division for the most effective way to conduct your drills.581406010795511302010795I HAVE READ AND UNDERSTAND THE INFORMATION ON THE REVERSE SIDE.YESNOSIGNED: PRINCIPAL DATEPF&R 300.81 Rev. 01/26/10 – eb2007 Portland Fire Code General. When required by Section 404.2, fire drills shall be conducted in accordance with Section 405 and 408. Emergency evacuation drills shall be conducted in a manner that provides for execution of procedures set forth in the Fire Safety and Evacuation Plan. In addition, drills shall include a review of the emergency plan and execution of assigned employee duties (e.g. sweep of unsupervised areas.) Earthquake and “Lock Down” drills shall be included in the plan and practiced. Earthquake and “Lock Down” drills shall not be substituted for the required monthly fire drills.The orderly evacuation of the building shall receive priority over the speed of evacuation.Emergency Evacuation DrillsEmergency evacuation drills in public and private preschools, grade, middle and high schools or like occupancies shall be conducted in accordance with ORS 336.071, 479.140 and the following:Section 405Frequencies. Fire drills shall be conducted at least once each month during school sessions.Drill Times and Conditions. Fire drills shall be conducted at varying times and under varying conditions to simulate conditions that could occur during a fire or other emergency. For this reason, pre-notification to staff members of planned fire drills is not recommended.Records. Records of fire drills shall be maintained on the premises for review by the Fire Marshal. Records shall include the date and time of each drill, the person conducting the drill, time required to evacuate the building and other information relative to the drill. For each fire drill, the simulated location of the fire shall be documented. A designated staff member or flashing light can be used for drill purposes.Initiation. When a fire alarm system is provided, fire drills shall be initiated by activation of the fire alarm system.Extent of Evacuation. Fire drills shall include the complete evacuation of all persons from the building or portion thereof used for educational purposes.EXCEPTION: The staff member responsible for handling emergency communications.Accountability. As building occupants arrive at the assembly point, efforts shall be made to determine if all occupants have been successfully evacuated or have been accounted for.Section 408First emergency evacuation drill. The first emergency evacuation drill of each year shall be conducted within 10 days of the beginning of classes.Time of day. Emergency evacuation drills shall be conducted at different hours of the day, during the changing of classes, when the school is at assembly, during the recess or gymnastics periods, or during other times to avoid distinction between drills and actual fires. A minimum of 2 fire drills per year will be conducted outside the normal class schedule (e.g. lunch, during class change, or immediately following an assembly).Assembly points. Outdoor assembly areas shall be designated and shall be located a safe distance from the building being evacuated so as to avoid interference with fire department operations. The assembly areas shall be arranged to keep classes separate to provide accountability of all individuals.***A copy of this Fire Drill Report shall be kept on site (e.g. red binder) for reference. Fire Drill Reports from the previous three years shall be available for review.***PF&R 300.81 Rev. 01/26/10 - ebEMERGENCY DRILL RECORD (Summary)School_____________________________________________Type of DrillDate HeldTimeScore*Procedural ChangesCommentsRecorded byStartEnd*Use emergency drill sheets to calculate a numerical score. NOTE: Update drill log as appropriate. Keep all drill logs in this plan, and place the most recent logs on top. Additional forms can be found in the supplemental CD.EMERGENCY DRILL RECORDSchool: _______________________________________________________________________Fire Code specifies that the fire alarm signal to be sounded at least once every month. The principal shall also hold fire drills at least once a month at the elementary level and four times a year for grades 7 through 12. At least 30 minutes in each school month shall be used to instruct children in grades one through eight on fire dangers and drills. It further states, “all exit doors shall be maintained so that they can be opened from the inside without a key during school hours.”On occasion, the building should be evacuated under the pretense that smoke and gases have filled the hallways. Faculty and students should practice getting their faces as near the floor as possible (by bending over or by crawling on their hands and knees) and proceed to the nearest exit.Each school must establish a fire or emergency evacuation plan and hold regular drills once a month to make this plan effective. Drills must be documented and reports submitted to the Fire Marshall. The fire drill report must include: person conducting drill; date and time of drill; notification method used; staff members on duty and participating; number of occupants evacuated; special conditions simulated; problems encountered; corrective actions to be taken; weather conditions when occupants were evacuated; and tie required to accomplish complete evacuation and accountability.Type of DrillDate HeldTimeScore*Procedural ChangesCommentsRecorded byStartEndIndividual(s) conducting drill:Notification method used:Staff members participating in drill:Number of individuals evacuated:Special conditions simulated:Weather conditions when occupants were evacuated:NOTE: Attach the evaluation checklist and written report for each drill conducted.Type of DrillDate HeldTimeScore*Procedural ChangesCommentsRecorded byStartEndIndividual(s) conducting drill:Notification method used:Staff members participating in drill:Number of individuals evacuated:Special conditions simulated:Weather conditions when occupants were evacuated:NOTE: Attach the evaluation checklist and written report for each drill conducted.Type of DrillDate HeldTimeScore*Procedural ChangesCommentsRecorded byStartEndIndividual(s) conducting drill:Notification method used:Staff members participating in drill:Number of individuals evacuated:Special conditions simulated:Weather conditions when occupants were evacuated:NOTE: Attach the evaluation checklist and written report for each drill conducted.Type of DrillDate HeldTimeScore*Procedural ChangesCommentsRecorded byStartEndIndividual(s) conducting drill:Notification method used:Staff members participating in drill:Number of individuals evacuated:Special conditions simulated:Weather conditions when occupants were evacuated:NOTE: Attach the evaluation checklist and written report for each drill conducted.Type of DrillDate HeldTimeScore*Procedural ChangesCommentsRecorded byStartEndIndividual(s) conducting drill:Notification method used:Staff members participating in drill:Number of individuals evacuated:Special conditions simulated:Weather conditions when occupants were evacuated:NOTE: Attach the evaluation checklist and written report for each drill conducted.Type of DrillDate HeldTimeScore*Procedural ChangesCommentsRecorded byStartEndIndividual(s) conducting drill:Notification method used:Staff members participating in drill:Number of individuals evacuated:Special conditions simulated:Weather conditions when occupants were evacuated:NOTE: Attach the evaluation checklist and written report for each drill conducted.Type of DrillDate HeldTimeScore*Procedural ChangesCommentsRecorded byStartEndIndividual(s) conducting drill:Notification method used:Staff members participating in drill:Number of individuals evacuated:Special conditions simulated:Weather conditions when occupants were evacuated:NOTE: Attach the evaluation checklist and written report for each drill conducted.Type of DrillDate HeldTimeScore*Procedural ChangesCommentsRecorded byStartEndIndividual(s) conducting drill:Notification method used:Staff members participating in drill:Number of individuals evacuated:Special conditions simulated:Weather conditions when occupants were evacuated:NOTE: Attach the evaluation checklist and written report for each drill conducted.Type of DrillDate HeldTimeScore*Procedural ChangesCommentsRecorded byStartEndIndividual(s) conducting drill:Notification method used:Staff members participating in drill:Number of individuals evacuated:Special conditions simulated:Weather conditions when occupants were evacuated:NOTE: Attach the evaluation checklist and written report for each drill conducted.Type of DrillDate HeldTimeScore*Procedural ChangesCommentsRecorded byStartEndIndividual(s) conducting drill:Notification method used:Staff members participating in drill:Number of individuals evacuated:Special conditions simulated:Weather conditions when occupants were evacuated:NOTE: Attach the evaluation checklist and written report for each drill conducted.Type of DrillDate HeldTimeScore*Procedural ChangesCommentsRecorded byStartEndIndividual(s) conducting drill:Notification method used:Staff members participating in drill:Number of individuals evacuated:Special conditions simulated:Weather conditions when occupants were evacuated:NOTE: Attach the evaluation checklist and written report for each drill conducted.-15240-7620Section 13National Terrorism Advisory SystemNational Terrorism Advisory SystemThe National Terrorism Advisory System, or NTAS, replaces the color-coded Homeland Security Advisory System (HSAS). This new system will more effectively communicate information about terrorist threats by providing timely, detailed information to the public, government agencies, first responders, airports and other transportation hubs, and the private sector.It recognizes that Americans all share responsibility for the nation’s security and should always be aware of the heightened risk of terrorist attack in the United States and what they should do.NTAS AlertsImminent Threat AlertWarns of a credible, specific, and impending terrorist threat against the United States.Elevated Threat AlertWarns of a credible terrorist threat against the United States.After reviewing the available information, the Secretary of Homeland Security will decide, in coordination with other Federal entities, whether an NTAS Alert should be issued.NTAS Alerts will only be issued when credible information is available.These alerts will include a clear statement that there is an imminent threat or elevated threat. Using available information, the alerts will provide a concise summary of the potential threat, information about actions being taken to ensure public safety, and recommended steps that individuals, communities, businesses and governments can take to help prevent, mitigate or respond to the threat.The NTAS Alerts will be based on the nature of the threat: in some cases, alerts will be sent directly to law enforcement or affected areas of the private sector, while in others, alerts will be issued more broadly to the American people through both official and media channels.Sunset ProvisionAn individual threat alert is issued for a specific time period and then automatically expires. It may be extended if new information becomes available or the threat evolves.NTAS Alerts contain a sunset provision indicating a specific date when the alert expires - there will not be a constant NTAS Alert or blanket warning that there is an overarching threat. If threat information changes for an alert, the Secretary of Homeland Security may announce an updated NTAS Alert. All changes, including the announcement that cancels an NTAS Alert, will be distributed the same way as the original alert.The NTAS Alert – How can you help?Terrorism InformationTerrorism information and intelligence is based on the collection, analysis and reporting of a range of sources and methods. While intelligence may indicate that a threat is credible, specific details may still not be known. As such, Americans should continue to stay informed and vigilant throughout the duration of an NTAS Alert.Each alert provides information to the public about the threat, including, if available, the geographic region, mode of transportation, or critical infrastructure potentially affected by the threat; protective actions being taken by authorities; and steps that individuals and communities can take to protect themselves and their families, and help prevent, mitigate or respond to the threat.Citizens should report suspicious activity to their local law enforcement authorities. The “If You See Something, Say Something?” campaign across the United States encourages all citizens to be vigilant for indicators of potential terrorist activity, and to follow NTAS Alerts for information about threats in specific places or for individuals exhibiting certain types of suspicious activity.Visit ifyouseesomethingsaysomething to learn more about the campaign.Alert AnnouncementsNTAS Alerts will be issued through state, local and tribal partners, the news media and directly to the public via the following channels:Via the official DHS NTAS webpage – email signup at – social media Facebook – – data feeds, web widgets and graphics public can also expect to see alerts in places, both public and private, such as transit hubs, airports and government buildings.If You See Something Say Something? used with permission of the NY Metropolitan Transportation Authority.3175-3810Section 14Terms, Acronyms and ResourcesTerms All Clear: Verbal Command that signals the end of evacuation when conditions are acceptable for reentry into buildings or that the crisis has ended.Assembly Areas: Designated meeting areas for students, employees, and visitors during emergency evacuation of all school buildings. Drop Cover, and Hold On: Shelter position under tables or desks or other protected places away from overhead fixtures, windows, high cabinets, and bookcases for immediate individual protection during an emergency.Emergency Evacuation Plan: Official procedures for evacuation of all affected students, employees, and visitors to the school buildings upon order of the Principal and/or upon building alarm system activation in the event of an emergency.Fire Alarm: Intermittent audio alarm that signals evacuation of buildings.Mitigation Phase: Phase of emergency management for site-specific action to minimize hazards and reduce the potential for injury or damage in an emergency.Preparation (Preparedness) Phase: Phase of emergency management for employee in-service training in emergency responsibilities, such as prevention of injuries and property damage, first-aid and other response and rescue operations, and for acquisition of adequate supplies and equipment required to respond to an emergency.Recovery Phase: Phase of emergency management for the initiation of short-range and long-range recovery plans at each affected site to return to normal operations following an emergency.Response Phase: Phase of emergency management in which all employees take appropriate steps in an emergency situation to put the emergency plan into action.School Emergency Team: Employee group assigned to perform a specific emergency function, such as Communications, Medical, Safety and Security or Search and Rescue.School emergency response plan: Plan to protect the safety and welfare of students, employees, and visitors in the offices, schools, and programs operated by the school, and to assure the continued operation of the essential services of the school during a period of emergency.Site Coordinator: One person per building who functions as liaison between the command site and work site during an emergency.AcronymsATF:Bureau of Alcohol, Tobacco, Firearms and ExplosivesARC:American Red CrossBT:BioterrorismCDC:Centers for Disease ControlCP:Command PostCT:Chemical TerrorismDMH:Department of Mental Health DOH:Department of HealthDSR:Damage Survey ReportEMA:Emergency Management Agency EOC:Emergency Operations CenterFEMA:Federal Emergency Management AgencyIC:Incident CommanderICP:Incident Command PostICS:Incident Command SystemMACS:Multi-Agency Coordination SystemNIMS:National Incident Management SystemOES:Office of Emergency Services PIO:Public Information OfficerSEMS:Standardized Emergency Management SystemSERP:School Emergency Response PlanSET:School Emergency TeamSOP:Standard Operating ProcedureSPO:School Police OfficerSVA:Security and Vulnerability AssessmentResourcesAmerican Academy of Pediatrics, Disaster Preparedness to meet Children’s Needs – Red Cross, Masters of Disaster – Red Cross, Disaster Services, Educator’s Information (Provides additional materials for teachers, educators, and presenters to help children and families learn how to stay safe and prevent or reduce the effects of disasters or other emergencies. Safety Health Environment Management Association (CSHEMA) Center for Bioterrorism and All-Hazards Preparedness (CBAP) for Disease Control and Prevention School Safety: Guides & Reports – Emergency Preparedness Page of Homeland Security – School Safety Bureau of Investigation, The School Shooter: A Threat Assessment Perspective publications/school/school2.pdfFederal Emergency Management Agency (FEMA), Emergency Planning Resources for Parents and Teachers – Emergency Management Agency (FEMA), An in-depth guide to Citizen Preparedness –areyouready/Federal Emergency Management Agency (FEMA), Emergency Management Institute School – Emergency Management Agency (FEMA), Introduction to Incident Command System for Schools – Emergency Management Agency (FEMA), Multi-hazard Emergency Planning for Schools (Independent Study) - Emergency Management Agency (FEMA), Federal Partnership for Interoperable Communications (FPIC) Association of School Psychologist, Crisis and Safety Resources – Association of School Resource Officers (NASRO) Center for School Crisis and Bereavement Clearinghouse for Educational Facilities, Disaster Preparedness and Response for Schools – Coalition for Food-Safe Schools Learning Center for Child and Adolescent Trauma Oceanic and Atmospheric Administration, Weather Education, General Information and “Cool” Sites for everyone (sections relatable to youngsters) – Oceanic and Atmospheric Administration, National Weather Service, National Weather Radio – Oceanic and Atmospheric Administration, National Weather Service, Office of Climate, Water, and Weather Services, “Playtime for Kids”, Weather Awareness Education – Organization on Disability (Preparedness for Children with Disabilities) – Resource Center on Advancing Emergency Preparedness for Culturally Diverse Communities School Safety Centerschoolsafety.usNational School Transportation Association Voluntary Organizations Active in Disaster Hazards Center, University of Colorado at Boulder of Cybersecurity and Communications (DHS) Emergency ManagementPortland Bureau of Emergency Management and Emergency Management for Schools (REMS) Technical Assistance Center, General and training information provided, education materials and resources, how to prepare for and mitigate a crisis, planning for students with disabilities, mental health services for children following trauma, recovery resources, and resources for higher education – Nose Response serves people by bringing smiles to those who have been impacted by catastrophe – Street and Preparedness, Sesame Workshop Develops Family-friendly Resources on Emergency Preparedness – States Department of Education, Emergency Planning Guidance – States Department of Justice – Bureau of Justice Assistance, School Safety Guide and Resources – States Department of Justice, Indicators of School Crime and Safety – States Secret Service, Final Report and Findings of the Safe School Initiative – States Department of Homeland Security: Transportation Security Administration (TSA), School Transportation Security Awareness (STSA) – ASample Parent LettersDear Parents:Should an emergency or disaster situation ever arise in our area while school is in session, I want you to know that [name of school] has made preparations to keep students, families and staff safe. Our school has a detailed plan to respond to a variety of emergency situations and throughout the school year, students and staff will be practicing evacuation and other emergency response procedures. We also need your help to help keep students and staff safe during an emergency. During an emergency situation, please do not call the school. Telephone lines may be needed for emergency communication. Information will be available in four ways:TV and radio stations – PPS sends emergency info to local TV and radio stations for broadcast.Automated phone calls – The district uses its Rapid Broadcast System to call student homes, that is, the telephone number in Section 9 on the registration form. You can change the designated number at any time by notifying your school secretary.Online posting – Emergency information will be posted online at .Text and email alerts (via Twitter) – New this year, the district has set up a Twitter feed to relay closure, delay, and emergency information at no cost. You may sign up to receive the free alerts at . Simply search PPS Alerts and click “follow.” If you don’t already have one, you will need to set up a Twitter account. In the event of a serious emergency, students may be kept at school until they are picked up by an identified, responsible adult who is listed on the school emergency card you fill out at the beginning of every school year. Please be sure to consider the following criteria when you authorize another person to pick up your child:He/she is 18 years of age or older.He/she is usually home during the day.He/she could walk to school if necessary.He/she is known to your child.He/she is both aware and able to assume this responsibility.With your help we can prepare our students, families and staff to respond appropriately to a variety of emergency situations – keeping everybody safe. For more information about our school’s emergency response plan, or if you have questions or concerns, please call the school office at 503-916-xxxx. Sincerely, Principal Sample Parent Letter – Emergency DrillsDear Parent or Guardian:(Insert school name) will be participating in an earthquake (or other type of emergency) drill on ______________ at ______________.The students and staff will implement the school emergency response plan during the drill. The goals of the drill are to identify our ability to save lives, reduce injuries, and protect property. You are encouraged to participate in this drill. On this day your child will be dismissed at the regular dismissal time.Before the drill, please talk with your family about your own home preparedness plan. Several resources are available to help you prepare at home. The American Red Cross has outstanding materials, and your own telephone directory has valuable emergency information as well. Both resources cover CPR and home preparedness.Should you have any questions regarding this drill, please contact me directly at ____________. We appreciate your concern and will be pleased to answer your questions and address your concerns.Sincerely,PrincipalSchool Telephone NumberSample Disaster Volunteer Program NoticeIn the event of a major emergency occurring during the normal school day, your local elementary, middle, or high school will need the assistance of its neighbors. Supplies will be needed to provide for the children, and volunteers will be needed to assist with clean up and the care and shelter of the children until they are picked up by a designated family member or friend.If you wish to be a volunteer at your local school campus after an emergency, you must register with the school.After you have registered, you will receive a photo ID. Your skills inventory will be sent to the local school. That school will welcome you on campus after a disaster and have a task ready for you to complete. You may also be asked to participate in emergency drills.Back-To-School Safety RemindersWith the new school year beginning it is important for students and the public to remember they need to exercise additional caution on or around school campuses. To ensure maximum safety of all students we suggest students and parents abide by the following guidelines set by the National Safe Kids Campaign.Walking to SchoolHere are some tips to ensure students walk to school safely:Never let a child under age 10 cross the street alone.Choose the safest route between home and school and practice walking it with children until they can demonstrate traffic safety awareness.Make sure children use the same route every day and teach them to avoid shortcuts.Teach children to recognize and obey traffic signals and pavement markings. A flashing “walk” signal at a cross walk does not mean it is safe to cross. Children should know they must still look both ways for traffic before proceeding.Teach children to cross streets only in crosswalks and to walk – not run – across intersections.Emphasize to children that they should never enter streets between parked cars or from behind shrubbery. Such darting between objects results in the majority of child pedestrian deaths.Remind children not to speak to strangers (someone they don’t know). If a stranger approaches a student, they should tell their parents or a teacher.Riding the BusMany students take the bus each day. Although bus travel is one of the safest ways to travel to and from school, injuries can still occur, and most of them take place when children are getting on or off the bus. Some safety tips for riding the bus are:Have children arrive at the bus stop at least five minutes before the scheduled arrival of the bus. Children should stay out of the street while waiting and not horseplay.Urge children to remain seated on the bus at all times and not shout or distract the driver. Children must keep their head and arms inside the bus at all times.Make sure children know to wait for the bus to come to a complete stop before getting on or off. Children should be made aware that the driver has a “blind spot” – the area from the front of the bus to about 10 feet behind the bus – and they should not walk in this area after getting off.Riding BicyclesBicycle riding is a favorite mode of transportation for children, but it can often be dangerous. To make sure children are safe when riding bicycles to school, parents should:Make sure children wear their bicycle helmets at all times while on their bicycle. Studies say helmets can reduce the risk of head injury by as much as 85 percent.Teach children to obey the rules of the road. They should know that the same rules that apply to other vehicles apply to them also. Bicycle riders should be on the right-hand side of the road and should travel in the same direction as other traffic. They should also know and use appropriate hand signals.Choose the safest route between home and school and practice it with children until they can demonstrate traffic safety awareness.DrivingTo help ensure a safe drive to school:Always use child safety seats and/or safety belts correctly when driving or riding in a car.Drop children off as close to school as possible so they do not have to cross streets. Make sure children enter and leave the car on its curb side.Use the school’s designated student drop-off and pick-up zone.It is important for parents to remember to always set a good example for children, whether walking, riding or driving.Death NotificationThe difficult task of delivering death notifications is the responsibility of the law enforcement personnel. They have the training and resources necessary in carrying out such a notification. In the event a victim survivor comes into contact with school personnel prior to law enforcement providing notification, escort the family to a private, comfortable setting until law enforcement personnel arrive, but defer giving out information.Sample StatementInitial AnnouncementDate:To: Student and StaffFrom:PrincipalSubject: (Student/Staff Member Death or Serious Injury)We have just learned of a tragedy involving a member(s) of our school. I regret to announce that ____________________ has died/been in a serious accident. As soon as we have more details, we will pass the information on to you.I will be contacting the family to offer our support. You will be informed as to what the family may need/have planned and how/what you might do to comfort them.This is a very difficult time for all of us so it is important that everyone stays in their classes and adheres to their regular schedules.Our Crisis Assistance Team is on campus to help students, staff and parents who may need support in dealing with this situation. Your teachers will advise you of the location and times available for this support. Our counseling is located in Room _______ beginning ___(time) through ______(time).Remember we will give you additional information as soon as it is available.Sample Faculty MemoDate:To: Faculty and StaffFrom:PrincipalSubject: Accident on CampusWe have had a tragic accidental death of a student in one of our third grade classrooms this morning. You may have heard the commotion and seen emergency personnel enter the building.The children may be anxious and upset. Please advise them there has been an accident and the police and fireman are here to help. Encourage them to express their fears and scary feelings. The sirens and ambulance may remind them of accidents in their neighborhood or home. Reassure them that there is no danger to them – they are safe.Please do not permit students to enter the north hallway. Exit the building and re-enter the west entrance to reach the cafeteria or gym. If your classroom is located in the north wing, remain in class until you are notified further.We will give you additional information as soon as it is available.Sample Faculty MemoDate:To: Faculty and StaffFrom:PrincipalSubject: Death of a Staff MemberYou may be aware that one of our teacher’s ___________________ died last night at 10:30 p.m. He/She collapsed at his/her home. The paramedics were called and he/she was transported to ___________ hospital. He/she was unconscious and did not recover. The doctors assume it was a heart attack but the final ‘cause of death’ ruling is pending.This is such a sad situation. It is difficult to lose a friend, colleague, and teacher who has been at _____________ school for over ________ years. Thank you for being supportive and caring with each other at this difficult time.Please advise your students so they will hear the sad news from you and hopefully prevent the spread of rumors.The Crisis Assistance Team is available to all adults in the _____________ and for students in the ______________. Please send students needing assistance to the ___________________ with a pass.If you would like a Crisis Assistance Team member to discuss the situation with your class, call the office and help will be there immediately. If any faculty or staff member needs assistance during class time, arrangements will be made to cover your class in your rmation concerning services is pending and will be provided to you as soon as it is made available.Sample Faculty MemoDate:To: Faculty and StaffFrom:PrincipalSubject: Student DeathOn Tuesday, May 7, one of our students, ___________________ was killed at an intersection near school. Apparently a car drove through a stop sign and hit _______________ in the crosswalk. He/she was taken to _________________ hospital where he/she later died. The driver did not originally stop, but later returned to the scene and turned himself into the police.Since the accident occurred near the school, a number of students witnessed the tragic event. The Crisis Assistance Team will be on campus to provide support and counseling for all students affected. Crisis team members will meet with students, in the library, to assess their needs.Since a large number of students may be upset by this, enclosed are some special passes to be used to send students to the rmation regarding funeral arrangements will be provided as soon as it is made available.DateDear Parents:It is with deep sorrow that I report to you that one of our first grade students was struck and killed by a vehicle while walking to school this morning. I know you join me in extending our prayers and sympathy to the family.A team of counselors has been made available today and will be available throughout the week to provide comfort and support to students, parents, and staff. If you would like your child to speak with a counselor regarding this tragedy, please feel free to contact the school office to let us know.We have no further information available at this time; however, we will keep you informed as information becomes available regarding services and donations to the family.Sincerely,PrincipalDateDear Parents:It is with deep sorrow that I report to you that one of our 3rd grade students, ______________, died from a sudden illness. I know that you join me in extending our prayers and sympathy to the family.A team of counselors has been made available today and will be available throughout the week to provide comfort and support to students, parents, and staff. If you would like your child to speak with a counselor regarding this tragedy, please feel free to contact the school office to let us know.We have no further information available at this time; however, we will keep you informed as information becomes available regarding services and donations to the family.Sincerely,PrincipalSample Internet Safety LetterDear Parents and Guardians:The (insert school name) prides itself on providing a safe learning environment for its students. An emerging national concern is the inappropriate use of the Internet by students. This problem has the potential to be harmful, and we ask your support in assisting us with this challenge.Across the nation, schools have seen an increase in negative student behavior as a result of messages written from home computers and posted to popular “chat rooms” or “message exchange” Web sites. Such sites as contain instant messaging components that allow students to chat with other students and to post statements that ordinarily would not be said in a face-to-face conversation.The popularity of these Web sites seems to be growing. Facebook, for example, is said to have over 57 million members and has become one of the most popular “message exchange” sites among students nationwide.Unfortunately, some of these Web sites are being used by child predators, “cyber bullies,” and con artists. To our knowledge, there are no adults officially responsible for monitoring the content on such Web sites, and some students use the sites to participate in online bullying or to threaten harm to other students. The so-called “cyber bullies,” mostly children between the ages of 9 and 14, use the anonymity of the Web to hurt others without witnessing the consequences. Students who are bullied online sometimes do not report these occurrences for fear that they will be barred from using the Internet.Outside of our schools, there have been instances of adults posing as youths and gaining access to student chat rooms. In some cases, these contacts have led to tragedy. Some unsuspecting students post enough personal information that predators are able to locate students’ home or school addresses, thereby becoming easy targets for predators.The (insert school name) has blocked the use of and similar Web sites from our school computers. We will continue to block objectionable material as we deem appropriate.Parents should be aware of what their children are writing on the Internet and what others are posting in reply. If you choose to do so, you may investigate this site by personally going to (outside source). The service is free, and users may register using an e-mail address. Once you have registered, you can search by name and e-mail address to see if your child is registered. You can narrow the search results by entering the name of your city. You will be able to view the kinds of personal information, messages, diaries, and photographs that students post to this Web site.Helpful Tips and ResourcesWe encourage you to talk with your son or daughter about the potential of the Internet. Ask if they have an account with or similar Web sites. If your child is using such a site with your permission, you may want to review his or her profile to ensure that no personal and identifiable information has been posted.We also encourage you to establish rules and guidelines to ensure the safety of your child while on the Internet. Some Web sites offer parental or family guidance for Internet safety; for example: , located at , and Web Wise Kids, located online at , by telephone at 866-web-wise, or by e-mail at webwisekids2@.The (insert school name) will continue to provide Internet security within our school. It is important that parents also monitor Internet use at home.Thank you for your support and cooperation in keeping our students safe. If you have questions or would like more information, please feel free to contact _________________.Sincerely,Principal-76200Appendix BFour Phases of Emergency Response/Crisis ManagementGeneral Information Regarding EmergenciesSome emergencies will be preceded by a build-up or warning period, providing sufficient time to warn the population and implement mitigation measures designated to reduce loss of life and property damage. Other emergencies occur with little or no advance warning, thus requiring immediate activation of the emergency preparedness plan and commitment of resources. All employees must be prepared to respond promptly and effectively to any foreseeable emergency, including the provision and use of mutual aid.Emergency management activities during peacetime and national security emergencies are often associated with the phases indicated below. However, not every disaster necessarily includes all indicated phases. Mitigation PhaseMitigation is perhaps the most important phase of emergency management. However, it is often the least used and generally the most cost effective. Mitigation is often thought of as taking actions to strengthen facilities, abatement of nearby hazards, education of parents, students and teachers, and reducing the potential damage either to structures or their contents. While it is not possible to totally eliminate either the destructive force of a potential disaster or its effects, doing what can be done to minimize the effects may create a safer environment that will result in lower response costs and fewer casualties.Preparedness PhaseThe preparedness phase involves activities taken in advance of an emergency. These activities develop operational capabilities and responses to a disaster. Those identified in this plan as having either a primary or support mission relative to response and recovery review Standard Operating Procedures (SOPs) or checklists detailing personnel assignments, policies, notification procedures, and resource lists. Personnel are acquainted with these SOPs and checklists and periodically are trained in activation and execution.Response PhasePre-Impact: Recognition of the approach of a potential disaster where actions are taken to save lives and protect property. Warning systems may be activated, resources may be mobilized, EOCs may be activated, and evacuation may begin. Immediate Impact: Emphasis is placed on saving lives, controlling the situation, and minimizing the effects of the disaster. Command Posts and EOCs may be activated and emergency instructions may be issued.Sustained: As the emergency continues, assistance is provided to victims of the disaster and efforts are made to reduce secondary damage. Response support facilities may be established. The resource requirements continually change to meet the needs of the incident.Recovery PhaseRecovery is taking all actions necessary to restore the area to pre-event conditions or better, if possible. Therefore, mitigation for future hazards plays an important part in the recovery phase for many emergencies. There is no clear time separation between response and recovery. In fact, planning for recovery should be a part of the response phase.Four phases of Emergency Management and Crisis ResponsePhase One: Prevention/MitigationObjective: Lessening the probability of a crisisEstablishing a safe learning environment for all students and staff.Staff development and training for all members of school community including parents, volunteers, and neighbors.Collaboration with community agencies, health and social services agencies, neighbors, law enforcement, faith organizations, chamber of commerce, and political entities.Youth Development Programs that serve as resources to the school, students, parents, and community.Evidence-based model programs.School safety assessments by an outside agency – School Safety Plan.Policies and Procedures.Accessibility.Phase Two: PreparingGive police an updated blueprint of the school for their files – update annually.Develop a school Emergency Response Kit.Adopt district School emergency response plan and update site specific information.Develop School Emergency Team.Adopt district procedures related to emergency response.Assign roles and responsibilities to staff members.Practice emergency response drills.Develop communication system proximal (on campus) and distal (off campus).Translators/Bilingual resources – parent’s unification center.List of Community Support Services/Resources.Be prepared to deal with a variety of crises (i.e.: natural disasters, riot, see EOP for complete list).Legal issues/confidentiality.Phase Three: ResponseFollow procedures outlined in the School emergency response plan.Phase Four: RecoveryBe aware of legal issues.Return to school.Conduct an impact assessment.Implement the recovery plan (based on the assessment).Provide on-going debriefing for students, staff, and parents.Provide for physical needs.Coordinate mental health services for students, staff, and parents.Assess psychological needs (on-going)Provide safe roomsProvide on-going support and debriefing as neededProvide classroom activities for teacherCommunicate with parentsBe aware of connection between trauma and suicidal thoughts and actionsDecide how to handle funerals and memorials.Be sure to acknowledge and thank those who assisted.Know and connect with resources.Prepare for later reactions.School Administrator’s Emergency Planning ChecklistPreparedness□Has your school fully implemented the School emergency response plan?□Are you, your teachers, and your staff aware of everyone’s roles and responsibilities under the plan?□Does your plan incorporate the principles of NIMS?□Is your staff trained to perform the responsibilities under NIMS and the School Emergency Team?□Have you had drills and exercises that involve the performance of NIMS and SET responsibilities?□Have you conducted an inventory of the kinds of skills or needs of your staff? Have you conducted training in first aid, damage assessment, search and rescue, and fire suppression?□Does your staff know the location of the main gas, electricity, and water shut-off valves? How many staff have been trained to check for damage and turn them off if the need arises?□Have you made a list and a map of the location and availability of First Aid and other emergency supplies?□Does your school have sufficient supplies (water, food, blankets) to handle emergency periods that may last up to 24 hours?□Is everyone aware of primary evacuation routes and alternative routes? Do you drill using all evacuation possibilities?MitigationWhat have you done to reduce your potential losses? Which of the nonstructural hazard mitigation measures below have been completed at your school?□Has the School emergency response plan and the performance expectation been communicated to all employees?□Is everyone educated to how NIMS works? Do they understand the basic principles?□Is everyone trained in how to perform the (one or two) functions they will most likely be assigned to?The five functions of NIMS provide for the performance of many tasks. Below are some specific tasks that must be attended to:□Do you know how to survey for damage and report your damage to the appropriate agencies?□Does the school have an arrangement with structural engineers who will report to the school immediately after a disaster to determine the damage?□How will you determine whether total or partial evacuation is necessary?□Have you identified an evacuation site? Is there an alternate location if you cannot use your initial site? How will students go to the alternate site?□Do you know whether or not your school has been designated as a potential mass care shelter?□If some students are seriously injured, do you know what you will do with them?□Has your school established check-out procedures to be taken before a student is released to an adult?□Have you developed emergency sanitation procedures?□Have you identified personnel who can translate information to non-English speaking parents?NIMS also provides for certain facilities and equipment:□Has a primary and secondary Command Post or other central planning area been identified?□Has the Command Post been equipped with maps of the campus, facilities and hazards in the area, an enrollment sheet for the current year, First Aid supplies, and other tools necessary to manage the emergency response activities after a disaster?□Does your school have a back-up communications system such as a 800 megahertz or CB radio, a ham operation, or two-way radio to communicate with Emergency Operations Center? Are a number of people trained to use this equipment?□Does your school have an internal communication system such as walkie-talkies, megaphones or intercom?Recovery□Identify record keeping requirements and sources of financial aid for disaster relief?□Establish absentee policies for teachers/students after a disaster?□Establish an agreement with mental health organizations to provide counseling to students and their families after the disaster?□Establish alternative teaching methods for students unable to return immediately to classes: correspondence classes, tele-teaching, group tutoring, etc.?□Develop a plan for conducting classes if some of your facilities are damaged including half-day sessions, alternative sites, and/or portable classrooms?□Become familiar now with the procedures involved, and forms used, in claiming disaster assistance from the state and federal governments. Work with your local emergency service professionals to polish your cost-recovery abilities?Preventing the CrisisKey PointsEstablish a safe learning environmentBe knowledgeable of the characteristics of students and staffImprove AccessibilityFoster ResiliencyProvide Youth Development ProgramsProvide Evidence-based Prevention ProgramsProvide individualized intervention strategiesProvide prevention and intervention training and/or staff development in diverse youth issuesCollaborate with community agencies, health and social service agencies, law enforcement, volunteers, parents, faith-community, and neighborsDevelop School Policies and Procedures which involve youth in decision-making and which are clear and consistently enforcedSeek periodic school safety assessment from an outside agency76207620Appendix CReunification Procedures APPENDIX CStudent/Parent ReunificationI. AUTHORITYSee School emergency response plan, section Introduction, and Promulgation.II. PURPOSEThe purpose of this appendix is to provide for the orderly and coordinated reunification of students and families of the Portland Public Schools if an emergency occurs that warrants evacuating and/or closing a district or school site early.III. SITUATION & ASSUMPTIONSSituation There are a wide variety of emergency situations that might require student/parent reunification. Student/parent reunification may be needed if the school or district facility is evacuated or closed as a result of a hazardous materials transportation accident, major fire, natural gas leak, localized flash flooding, school violence, bomb threat, or terrorist attack. Assumptions Some parents will refuse to cooperate with the student/parent reunification process. Parents may be emotional when arriving at the school.While some emergency situations are slow to develop, others occur without warning. Hence, there may or may not be time for deliberate student/parent reunification. In the case of short notice, there may be little time to obtain personnel and equipment from external sources to support reunification operations.Persons other than those on the student’s emergency release form will try to pick up students during an emergency.IV. CONCEPT OF OPERATIONSGeneral Student/parent reunification provides for the safe and orderly reunion of students and families in the event of an emergency evacuation or school closing. In planning for Student/parent reunification, the characteristics and magnitude of the hazard, intensity, speed of onset, and anticipated duration are all significant factors. These will determine how many people will be reunited, the need for reception facilities, and the extent of traffic control and security required. All PPS schools and facilities must be prepared to conduct small-scale and large-scale reunifications at all times of the day. Portland Public Schools will use a double-gate system. Student/Parent Reunification Team members will be located in two areas. The first area, the “assembly area,” will be where students wait for their parents. The second area will include both the “check in gate” and the “student release gate” where adult caregivers will report and wait for their students to join them. These will be two separate areas, but they will be close to one another. Red Cross assistance, if available, will be used to increase staffing, to improve the communications capabilities and the conditions at both areas, and to make available refreshments at both areas. Assembly Area Operations - Designated classroom teachers will remain with their assigned students in the assembly area. Each will have the list of the students assigned to their supervision, including the exact name of their parents/guardians. Anyone who was absent at the start of the school day or who departed prior to the incident will be noted. Check In Gate Operations - When a parent/guardian arrives at the check in gate, s/he will be asked for the name of the student(s) being picked up. The parent/guardian will then be required to identification (driver’s license or other government issued photo identification). When the staff member confirms the parent/guardian’s identity and authority to pick up the student, the staff member will use a runner or a radio/cellular telephone to notify the staging area that the designated student(s) are to be escorted to the release point. When the student(s) reports to the release point, the staff member will have the parent/guardian sign for the student(s) on a Student Release Form. The student(s) are then released to the adult caregiver. If the parent/guardian must be notified that their child(ren) have been injured or for some other reason are not available for release, the staff member at the release gate will not indicate the status of the child, but will ask the parent to report to a nearby room (the “notification room”) for further processing. The notification room(s) will be manned by members of the Crisis Response team. Notification Room Operations - Crisis Response Team members will be responsible for notifying parents that their child is not available for pick-up for any of the following reasons: injured, dead, arrested, witness, etc. The staff member will:Provide available information regarding the child(ren) in a sensitive way.Assure the parent/guardian that everything possible is being done to safeguard their child or their child’s rm the parent/guardian where they are to await further information about how they will be reunited with their child(ren) or the remains of their child(ren).Assist the parent/guardian with their trauma.Make available to the parent/guardian means for communicating with other family members and supporters.Shelter the parent/guardian from media representatives.At the end of the day, teachers or designated team members will call all those parents/guardians who have not yet picked up their child(ren). Student/Parent Reunification DecisionsThe Incident Commander shall assess the need for evacuation, or school closures that may require activating the student/parent reunification process. Student/Parent Reunification planning should resolve the following questions:How will parents and guardians be advised of what to do?What do evacuees need to take with them?What travel routes should be used by parents and guardians?What transportation support is needed?What traffic control is needed?Does the anticipated duration of the evacuation make it necessary to activate shelter and mass care facilities?How will reunion areas be secured?Reunifications that must be conducted because of incidents that occur without warning may have to be planned quickly and carried out with only those resources that can be mobilized rapidly.Traffic ControlTraffic will be controlled by local law enforcement agencies.If possible, two-way traffic will be maintained on all routes to allow continued access for emergency vehicles. Where time permits, traffic control devices such as signs and barricades will be provided by the local government or first responder agencies, upon request. Law enforcement will request wrecker services needed to clear disabled vehicles from traffic routes. Warning & Public InformationThe Incident Commander will normally arrange for dissemination of information on the reunification process.Advance Notice of Possible Early School Closure For slowly developing emergency situations, advance warning should be given to parents as soon as it is clear that early school closure may be required. Such advance notice is normally disseminated through the media. Reunification NotificationReunification notification should be disseminated through all available warning systems. Emergency Public Information Warning messages disseminated through warning systems alert the public to a threat and provide basic instructions. They are necessarily short and to the point. The public will often require amplifying information on what to do during the reunification process. The Public Information Officer (PIO) will ensure that such information is provided to the media on a timely basis for further dissemination to the public. Provisions must be made to disseminate information to individuals with special needs, including the blind and hearing impaired. Amplifying instructions for reunification may include information on the location of holding area and specific traffic routes.When the incident that generated the need for reunification is resolved, parents and guardians must be advised when schools will reopen.Access Control & SecurityDuring reunification, the security of the assembly area is extremely important. Staff and students must be removed from all danger. Student Release Team, Site Security Coordinator, Search and Rescue Teams, School Police, and local law enforcement should establish access control points to limit entry into assembly areas.Actions by Phases of Emergency Management MitigationWhere possible, undertake mitigation for known hazards that have in the past led to situations requiring reunification. Seek improvement to preplanned holding areas if needed.Enhance warning systems to increase warning times and reduce the need for hasty evacuations.PreparednessTo the extent possible, identify staff, students or parents with special needs who would require assistance during the reunification process and maintain contact information for those individuals.Identify primary and alternate reunification areas, taking into account capacities of holding area. Review the disaster preparedness plans of special facilities and advise facility operators of any changes that may be needed to make them more workable.Include reunification in the scenario of periodic emergency drills and exercises. Conduct public information programs to increase staff, student, and parent awareness of possible reasons for reunification and preplanned reunification procedures. ResponseSee the General Reunification Checklist.RecoveryInitiate return of staff and students when it is safe.Coordinate temporary supervision for those whose parents or guardians cannot be contacted.Provide traffic control for return. Carry out appropriate public information activities.V. ORGANIZATION & ASSIGNMENT OF RESPONSIBILITIESOrganization The normal emergency organization, described in Section 3 of the PPS School emergency response plan, will plan and carry out student/parent reunification. Incident Command System (ICS) – Emergency Operating Center (EOC) InterfaceAs noted previously, the Incident Commander will normally determine the need for, organize, and activate the student/parent reunification team. The Incident Commander will normally manage reunification operations at the scene.Assignment of Responsibilities The Superintendent/Public Information Officer/Designee will:Approve release of warnings, instructions, and other emergency public information relating to reunification.Direct the opening of shelter and mass care facilities, if needed. The Incident Commander will:Identify risk areas in the vicinity in the incident site and determine protective actions for people in those risk areas.If evacuation of risk areas and special facilities is required, the IC will plan, organize, and conduct the evacuation with the resources assigned.Activate the Student Release Team to coordinate the reunification process.Student Release Team will:Develop materials for this annex.Staff the check in gate and release gate areas.Coordinate staffing for the Notification Room.Follow all policies and procedures for reunification.Supervise the reunification site. Supervise releasing of students to their parents/municate with Operations regarding number of students remaining in assembly area.Coordinate with law enforcement/school district regarding transport of students whose parents or guardians are unable to pick up their child.Make arrangements for shelter of students whose parents or guardians are unavailable to pick up their child.The Student Release Team Leader will:Direct team activities.Interact with the Incident Commander to identify problems and report status.Refer all outside requests for information to the Public Information Officer.The Student Release Team Members will:Greet parents, guardians or designees. Greet and direct parents, guardians or designees to the notification room as appropriate.Providing reassurance to parents, guardians or designees. Maintain order. Issue a tag or other identifications only to an authorized person. Dispatch runners to bring students to the release gate.Student Supervision Team Coordinator/Assembly Area will:Report missing persons to the Incident Commander. Direct team activities. Interact with the Incident Command to identify problems and report status.Collect the Injured and Missing Persons Report from the Team Members and make them readily available to the Incident Commander.Assembly Area Team Members will:Maintain order.Obtain reports of missing students.Interact with the Student Supervision Team Coordinator.Verify release information when a student is requested.Assist the reunion gate team.Local law enforcement and/or Site Security Coordinator and Search and Rescue Teams will:Assist in reunification by providing traffic control.Limit access to all areas of the school, including the reunification area. Coordinate law enforcement activities with other emergency services. Assist in warning the staff, students, and families.Provide information to the PIO for news releases to the public on the reunification process.The Fire Service will:Be responsible for fire protection in the reunification area. Assist in warning the staff, students, and family. Assist in evacuating the disabled and other special needs groups to the reunification area. The Public Information Officer (PIO) will:Disseminate emergency information from the Superintendent/Principal/designee advising the public of reunification actions to be taken. Coordinate with area news media for news releases. The local government or first responder agencies will:Provide traffic control devices upon request. Assist in keeping traffic routes to school open. Provide barricades and barriers to restrict entry to school areas and other areas where entry must be controlled. The Director of Transportation will: Coordinate transportation for students whose parents or guardians are without vehicles or who need assistance in reuniting with their children, determining and establishing pickup points if necessary.Provide information to the PIO on pickup points or special pickup routes for those who require transportation so that this information may be provided to the public.Arrange for use of suitable host facilities (other PPS school sites). Request emergency assistance from local government if assistance cannot be obtained from other sources. Ensure assigned personnel are trained and knowledgeable of reunification procedures. Disseminate public information to advise relatives and the general public of the status of their facilities and the students.VI. DIRECTION AND CONTROLGeneral The Superintendent has the general responsibility for recommending evacuation or school closure when that is the most suitable means of protecting the staff and students from a hazard. Evacuation Area Definition The hazard situation which gave rise to the need for reunification should be continually monitored in case changing circumstances, such as an increase in rainfall or wind shift, change the potential impact area and, thus, the area that is being used for reunification.Continuity of GovernmentThe lines of succession for the Superintendent/Principal are outlined in the District Emergency Operations Plan.Lines of succession for each department and agency head shall be according to the standard operating procedures established by each department. VII. ADMINISTRATION AND SUPPORTReportingStudent/parent reunification efforts should be reported to the command function and disseminated during major emergency operations. The Situation Report format is provided in EOP Forms and Resources CD.RecordsActivity Logs The Incident Commander shall maintain accurate logs recording reunification decisions, significant reunification activities, and the commitment of resources to support reunification operations.Documentation of Costs Expenses incurred in carrying out reunification for certain hazards, such as radiological accidents or hazardous materials incidents, may be recoverable from the responsible party. Hence, all departments and agencies will maintain records of personnel and equipment used and supplies consumed during the reunification process. Post Incident ReviewFor reunifications, the Superintendent/Principal shall organize and conduct a review of emergency operations by those tasked in this appendix. The purpose of this review is to identify needed improvements in this plan, procedures, facilities, and equipment. ExercisesLocal drills, tabletop exercises, functional exercises, and full-scale exercises shall periodically include a reunification scenario based on the hazards faced by Portland Public Schools. VIII. APPENDIX DEVELOPMENT AND MAINTENANCEThe Student Release Team is responsible for developing and maintaining this appendix. Recommended changes to this appendix should be forwarded as needs become apparent.This appendix will be revised annually or on an as-needed basis.Departments and agencies assigned responsibilities in this appendix are responsible for developing and maintaining SOPs covering those responsibilities.IX. REFERENCESFEMA, Guide for All-Hazard Emergency Operations Planning (SLG-101).X. APPENDICESAppendix 1 Example and Explanation of Double Gate SystemAppendix 2 Directions for Parent/Student Reunion Drill Appendix 3 Reunion Sites Appendix 4 Reunification ChecklistAPPENDIX 1 Double Gate SystemAdult Check-In Gate2+ Team MembersRunnerSecurity TeamStudent Release Gate2+ Team Membersers2+ Team MembersersRunnerAssembly AreaThe double-gated system to be used when laying out the Student/Parent Reunification Site as depicted above. The parents or guardians picking up a student will report to the “Adult Check-In gate” at the upper right. Signs will be posted by the Student/Family Reunification Team and Security Team Members will be stationed to assist parents or guardians in finding the adult check-in gate. The arriving parents or guardians will be greeted by two or more members of the Student/Family Reunification Team who are working the Check-In gate. The Team Members will provide the parents or guardians a copy of the “Student Release Form” in Appendix 2, asking the parents or guardians to complete the first section. A Team Member will then confirm the identity of the parents or guardians using a government issued picture identification (driver’s license, military ID, passport, etc.) and confirm that the parents or guardians are listed on the emergency data card for the student as being authorized to pick up the student. A Team Member will then complete the second section of the Student Release Form and hand it to a Runner to be carried to the Student Assembly Area. The parents or guardians will be asked to step around to the “Student Release Gate” and wait for the Runner to return. (NOTE: The Adult Check-In Gate and the Student Release Gate may be consolidated if there are too few Student/Family Reunification Team Members to run both locations.)The Runner will deliver the Student Release Form to the two or more members of the Student/Family Reunification Team who are working at the entrance to the Student Assembly Area. The Team Members will give the requested student report to them if the requested student is present in the assembly area. A Team Member will then record on a roster that the student has been released from the assembly area, check off the “Sent with Runner” entry in the third section of the Student Release Form, and send the student with a Runner to the Student Release Gate. If, however, the student was never at school that day (absent), is being attended to at the First Aid station, has been taken to the hospital, is not available for pickup due to some other situation or is missing, the Team Member will make the appropriate entry in third section of the Student Release Form and enter comments to clarify the status. The Runner will deliver the Student Release Form to the Student Release Gate.When the Runner delivers the Student Release Form and the student (if available) to the two or more Student/Family Reunification Team Members at the Student Release Gate, the Team Members will call for the parents or guardians picking up the student. The parent’s or guardian’s identification will again be confirmed. The parents or guardians will then sign for the student and depart the area with the student. If, however, the parents or guardians must be notified that the student is not available for pickup, a Student/Family Reunification Team Member will escort the adult to the Notification Room, where the notification will be made privately based on the information provided in the third section of the Student Release Form. The Team members in the Notification Room will be responsible for helping the adult and finding answers to the resulting questions.APPENDIX 2 Directions for Student / Parent Reunification DrillWhat you need to do the drill:Identification tags / personnel: Three to seven Runners with green tags (staff, volunteers or students)Four security /counselors wearing red tags (staff or adult volunteers). One should be at each post to help calm and explain the process and prevent parents from running on to the field to pick up students without following the process; one at Check In and one at Release; and one at First Aid.Three check-in gate personnel wearing yellow tags (staff only)Two or three release gate personnel wearing blue tags (adults or older student volunteers) Two student holding & attendance station personnel wearing orange tags (staff or adult volunteers)One First Aid volunteerFour parents - two with last names beginning with the letter “B,” one with a last name beginning with the letter “J,” and one with a last name beginning with the letter “S.”Three students (if there are not enough people to participate, use teddy bears) each will have last names beginning with “B,” “J,” and “S.”One Teacher Documentation and materials:Emergency Information forms completed for each of the students Student Release / Runner forms at Check In GateOrange Binders “Confidential Student Emergency Information” at Check In GateSigns identifying the Check In, Release, Assembly Area, etc.Pens and/or pencils / tape / paperLocations:Locations pre-identified for parent reunion (small signs – not too visible so as to avoid confusion)Prior to the drill:?Train staff and student runners in the reunion procedures. ?Determine the date and time the drill will begin.?Decide location for parent request / check-in. ?Post visible signs. ?Place students with ID Tags in various locations – assembly area and first aid. ?Distribute Parent ID tags to volunteers and ask them to wait at the check-in area. ?Keep Emergency forms alphabetized in orange CONFIDENTIAL Emergency Information binders. Now you are ready to start the drillParents begin arriving at request / check-in?Parent completes Check In Form box 1 at Check In Gate or at location in front of Check In Gate.?Only staff members can check Emergency Information forms (kept alphabetically in orange books– confidential information); staff to verify Photo ID and sign off in box 2.?Parent goes to Student Release Area to wait (may be escorted by runner if necessary). ?Runners take form with them and then gets student from Assembly Area.?Assembly Area Staff complete box 3 and return form to runner informing runner of the student location. ?Runner takes the form, gets the student, and goes to Release Gate personnel. If a student is in first aid, attendance /assembly area staff will mark the first aid box on the form; the runner will then go to First Aid. First Aid Security/Counselor Staff will either direct runner to bring the parent back to First Aid or, if the student is okay, to leave or release the student at that point to go with the runner to the Release Gate. If the student is missing, seriously injured or dead, the parents or guardian will be led to the Notification Room for further information.?Release Gate personnel checks box 4, verifies it is the same person as box 1, verifies photo ID if available or student / adult verification of identity if ID not available; Release Gate personnel signs off on box 4.?Parent or person picking up student signs in box 5, writes destination/phone, time and date.?Runner takes the form back to Check In Gate staff to file behind Student Emergency Form in case someone comes there looking for the same student at a later time.?Runner is now ready for next form.APPENDIX 3Student/Parent Reunification SitesIndoor Reunification site #1Check In Gate Location:?Release Gate Location:?Assembly Area Location:?Notification Room Location:?Indoor Reunification site #2Check In Gate Location:?Release Gate Location:?Assembly Area Location:?Notification Room Location:?Outdoor Reunification site #1Check In Gate Location:?Release Gate Location:?Assembly Area Location:?Notification Room Location:?Outdoor Reunification site #2Check In Gate Location:?Release Gate Location:?Assembly Area Location:?Notification Room Location:?Appendix 4Student/Parent Reunification ChecklistStudent Release Team members:Team Leader(s)________________________________________________ ________________________________________________Team Members________________________________________________________________________________________________________________________________________________B.Reunion Box______1.Copy Student Emergency Release Form______2.Authorization to Release Student in Emergency forms______3.Student Accounting______4.Runner Form______5.Signage (Check In Gate, Release Gate)______6.Class Rosters-84680Appendix DInfectious Disease and Pandemic PlanPORTLAND PUBLIC SCHOOL DISTRICTPANDEMIC INFLUENZA MANAGEMENT PLANINTENTIONALLY LEFT BLANKTable of Contents3Introduction4A. The Influenza Pandemic of 1918-19195Emergency Management Goals5Planning Assumptions6Authorities7Phases of Pandemic (Table 1)8CDC Pandemic Severity Index (Table 2, Table 3)9Concept of Operations (Table 4)10A. Overview10B. Communication11Inter Pandemic (Phases 1-2), Pandemic Alert (Phase 3)13A. Mitigation Strategies13B. Surveillance13C. Communication14Pandemic Alert Period (Phases 4-5) 14A. Mitigation Strategies14B. Surveillance15C. Communication15Pandemic Period (Phase 6) 16A. Social Distancing Strategies16B. Moderate Pandemic Scenario16C. Severe Pandemic Scenario17Mass Vaccination18Maintaining Essential Services19Recovery 19Annex Development and Maintenance20School Posters, Fliers20Template 21Parent, Family Resources21Teacher Resources22Glossary22Additional Resource Links23References23INTRODUCTIONSeasonal influenza epidemics occur yearly as influenza subtypes circulate worldwide. These epidemics are responsible for an average of 36,000 deaths and approximately 200,000 hospitalizations annually in the United States. Seasonal influenza epidemics are caused by a few known virus strains that circulate around the world. Over time, people develop immunities to these strains, and vaccines are developed to protect people from serious illness. Primarily, individuals with weaker immune responses (the very young, old and chronically ill) are impacted the most by seasonal influenza. Influenza pandemics are distinct from seasonal influenza epidemics and represent one of the greatest potential threats to the public’s health. Pandemic influenza refers to a worldwide epidemic caused by a new, dramatically different strain of influenza virus. A pandemic virus strain can spread rapidly from person to person and, if severe, cause high levels of disease and death around the world. Pandemic viruses develop in two primary ways. New pandemic influenza viruses can arise when influenza viruses that have been circulating in other species acquire the ability to infect and cause disease in humans, and then spread rapidly from person to person. Second, all influenza viruses experience frequent, slight changes to their genetic structure over time. Occasionally, however, influenza viruses undergo a major change in genetic composition. The creation of a novel virus means that most, if not all, people in the world will have never been exposed to the new strain and have no immunity to the disease. It also means that new vaccines must be developed and, therefore, are not likely to be available for months, during which time many people could become infected and seriously ill.Pandemics appear to occur on a semi-regular basis. The greatest pandemic of the 20th century, the 1918–1919 “Spanish flu” caused an estimated 40–50 million deaths worldwide. There have been two other pandemics in the 20th century: the “Asian flu” of 1957, and the “Hong Kong flu” of 1968, which were much less devastating. According to the Centers for Disease Control and Prevention, a modern pandemic could result in 2 million to 7.4 million deaths worldwide; however, the impact of a flu pandemic would extend far beyond mortality rates. Schools tend to be affected by outbreaks more than other settings because their occupants – primarily children- easily transmit illnesses to one another as a result of their close proximity and their inefficiency at containing the droplets produced by their coughs and sneezes. Lengthy and widespread absenteeism should be planned for because of the high susceptibility of student/staff exposure to a mutated virus and the possibility that an outbreak will be longer and more severe due to lack of immunity and vaccine. In a worse-case scenario, the pandemic could force schools to close. A. The influenza pandemic of 1918–1919 (Spanish Flu)Because of the devastating effects of an influenza pandemic, it is crucial to take precautions against spreading disease. The influenza pandemic of 1918–1919 is an example of why it is so important to be prepared for a pandemic.While there were isolated reports of severe cases of flu beginning in March 1918, the federal Public Health Service did not officially name the flu a reportable disease until September 27, 1918, at which point the pandemic was so widespread that most states could not keep accurate records. As a result, epidemiologists were unable to accurately monitor the spread and effects of the pounding the problem was a shortage of doctors, nurses and hospital beds due to World War I. Many medical personnel got ill or died on the way to destinations that required their assistance. Many of those who did arrive safely found that they were not prepared to face the severity of the situation. Public services were overwhelmed by the disaster. Because of personal illness and the need to stay at home to care for loved ones, high absentee rates caused a collapse in mail, telephone and garbage services. Even employees of the federal Public Health Service failed to appear at work, so the service was unable to meet demands for information. The general public also suffered from a lack of knowledge about how the disease was spread. Because it was not known at the time that influenza was caused by a virus, public officials advocated wearing gauze masks; however, gauze masks provide no real protection against viruses. States outlawed spitting in public, individuals experimented with home remedies, and advertisements touted magic cures for influenza. None of these strategies were effective in preventing the spread of the disease. Unlike the seasonal influenza, pandemic influenzas affect mostly the young and, otherwise healthy adults. By the summer of 1919, nearly 675,000 Americans were dead, and the pandemic caused tens of millions of deaths worldwide.SUMMARY OF EMERGENCY MANAGEMENT GOALSThe Multnomah County Department of Health and Human Services (MCDOH), the Portland Office of Emergency Management (POEM), and the Portland Public School District (PPS) will utilize their pandemic influenza plan for their agencies to achieve the following goals:Limit the number of illnesses and deathsPreserve continuity of essential school functions Minimize educational and social disruptionThe plan will be coordinated with other MCHOH, POEM, and PPS Emergency Management plans and activities, and will be coordinated with the plans of our community, state and federal partners.PLANNING ASSUMPTIONSA pandemic is a public health emergency with political, social and economic dimensions; it will likely affect everyone in Oregon in some manner.The entire population will be at risk of illness from the new subtype of influenza.The clinical attack rate is estimated to be 35%, ranging from 20% among working adults to 40% among school-aged children. Of those who become ill, at least 50% will seek medical care.The case-fatality rate could range from that of seasonal influenza (~0.1%) to CDC Severity Level 5 (case fatality ratio >2.0%).Even if virulence is similar to seasonal influenza, the number of hospitalizations and deaths will be greater than with seasonal influenza because of susceptibility of the population.Children and young adults and those with compromised immune systems are likely to be at higher risk.The incubation period will be 1–7 days (most likely 1–4). People who become ill may shed virus for up to one day prior and 7 days after onset of symptoms; children may shed for longer periods. Individual outbreak “waves” will last up to twelve weeks, separated by weeks to months over a period of up to 18 months.Outbreaks will occur throughout the US, limiting the potential for mutual aid.Vaccination is the most important and best proven strategy to mitigate the consequences of influenza. As many as 160 million doses of vaccine for the pandemic H1N1 virus may be available during October–December 2009; two doses, given at least 21 days apart, will be required for protection. Antiviral medications will not be available for widespread prophylaxis; depending upon the severity of the pandemic, they may be used for limited post-exposure prophylaxis for those at high risk for complications and, rarely for pre- or post-exposure prophylaxis in other settings. Non-pharmaceutical measures (e.g., social distancing and respiratory hygiene) may slow the spread of influenza.Closure of schools is costly and disruptive; it may be employed in Oregon as school districts deem appropriate, but will not be recommended on a large scale by public health officials unless the influenza proves to be unusually severe. Data regarding numbers of persons with severe illness will be needed to guide public health decision making.Worker absenteeism could reach 40%. Planning for continuity of operations will help school districts, governmental and private businesses to maintain essential services and critical infrastructure during a pandemic.Coordinated public communications will promote effective use of mitigation strategies (e.g., vaccine, antiviral and non-pharmaceutical interventions) among members of the public. AUTHORITIESIn Multnomah County, various public officials have overlapping authorities in regards to protecting public health and safety. The Governor, the State Secretary of Health, City of Portland officials and the Local Health Officer (LHO) each can implement authorities within the scope of their jurisdiction aimed at protecting public health, including increasing social distancing by closing public or private facilities. During a pandemic, the presence of overlapping authorities will necessitate close communication and coordination between elected leaders, the EOC, the Local Health Officer and schools to ensure decisions and response actions are clear and consistent. The Director of Public Health, the Local Health Officer for Multnomah County may direct the isolation and quarantine of individuals or groups. The local law enforcement officials, the Portland Police Bureau, have the authority to enforce the orders issued by MCDOH or Superior Court Judges within their jurisdiction.PHASES OF A PANDEMIC The World Health Organization (WHO), the medical arm of the United Nations, has developed a global influenza preparedness plan that includes a classification system for guiding planning and response activities for an influenza pandemic. This classification system is comprised of six phases. The CDC (Centers for Disease and Control) also has a numbered system of stages of pandemic progression. The WHO phases and the CDC stages are compared in Table 1. Each phase or stage is defined by the efficiency with which a new influenza virus can be transmitted from an animal host to humans and human-to-human transfer. The Director General of WHO formally declares the current global pandemic phase and then adjusts the level to correspond with pandemic conditions around the world. For each phase, the global influenza preparedness plan identifies response measures WHO will take, and recommends actions that countries should implement.Table 1: WHO pandemic phases and CDC pandemic stagesPERIODWHO PHASECDC STAGEInter-Pandemic1Low risk of human cases- No new influenza virus subtypes detected in humans. It may be present in animals. If present in animals, the risk of human infection or disease is considered low.0New domestic animal outbreak in an at-risk country2Higher risk of human cases- No new influenza virus subtypes detected in humans. However, a circulating animal influenza virus subtype poses substantial risk of human disease.Pandemic Alert3No or very limited human cases- Human infection(s) are occurring with a new subtype, but no human-to-human spread, or at most rare instance of spread to a close contact.0New domestic animal outbreak in an at-risk country1Suspected human outbreak overseas4Evidence of increased human to human transmission- Small cluster(s) of human infection with limited human-to-human transmission but spread is highly localized suggesting that the virus is not well adapted to humans.2Confirmed human outbreak overseas5Evidence of significant human to human transmission- Large cluster(s) of human infection but human-to-human spread is localized, suggesting that the virus is becoming increasingly better adapted to humans, but may not yet be fully transmissible (substantial pandemic risk)Pandemic6Efficient and sustained human to human transmission- Pandemic is declared. Increase and sustained transmission in the general population.3Widespread human outbreaks in multiple overseas locations4First human case in North America5Spread throughout United StatesCDC PANDEMIC SEVERITY INDEXThe CDC also has developed a numerical scale to define the severity of a pandemic (Table 2). This scale reflects the wide range of severity seen in previous pandemics. Table 2: CDC Pandemic Severity IndexTo simplify, Oregon is using only two levels of severity: moderate and severe. A moderate pandemic is distinguished from a severe pandemic by its lower (less than 1 percent) case fatality rate. This corresponds to levels 1-3 on the CDC scale. At this level of severity it is not anticipated that there will be statewide implementation of disruptive mitigation measures such as school closure. A severe pandemic is one with a greater than 1 percent case fatality rate; in other words, any individual who has contracted influenza has a greater than 1 in 100 chance of death. This corresponds to levels 4-5 on the CDC scale. A severe pandemic is expected to be highly disruptive to society because communities will take extra steps, such as closing schools and raising personal protection standards, to prevent the spread of disease (Table 3).This plan is based on a moderate pandemic scenarioTable 3: Health Impacts of moderate and severe influenza pandemics on Washington CountyCharacteristicModerate PandemicSevere PandemicIllness157,833157,833Outpatient78,917 78,917Hospitalized1,517 17,362Intensive Care226 2,604Ventilator Use114 1,301Death367 3,332CONCEPT OF OPERATIONSThis plan is an appendix to the Portland Public School District Emergency Operations Plan (EOP). This appendix describes additional and/or different emergency management structures and processes that Portland Public School District will implement for a pandemic influenza response. A. OVERVIEWThe MCDOH (Multnomah County Department of Health and Human Services) will be the lead agency in coordinating the county’s pandemic preparedness, mitigation, response, and recovery activities. This pandemic response plan will comply with National Incident Management System (NIMS) provisions. Multnomah County DHHS has primary responsibility for activating the pandemic influenza response at the level appropriate to the specific phase and severity of the pandemic. Within the Multnomah County DHHS, the structure of the response organization will include the DHHS Administrator, the Public Health Officer, and various local public health program staff. The Portland Public School District will activate its pandemic flu plan at the level set by the MCDOH.Throughout a pandemic, the District’s Medical Advisor(s) will communicate and take direction from the MCDOH regarding public health response activities, surveillance, social distancing and other possible mitigation measures. The Portland Public School District will establish an Incident Command System (ICS) that is consistent with the National Response Framework (NRF) and National Incident Management System (NIMS). Because a pandemic will be worldwide in scope, cross-jurisdictional coordination using processes and systems described in the NIMS will be critical to an effective response (Table 4).The Portland Public School District will assume the following responsibilities:Develop capabilities to implement non-medical measures to decrease the spread of disease throughout the school community as guided by the epidemiology of the pandemic and the Multnomah County Health Officer.Develop and implement pandemic preparedness activities and a business continuity plan aimed at maintaining the provision of educational services and limiting the spread of disease throughout the duration of a municate with and educate the school community about approved public health practices and what each person can do to prepare or respond to minimize health risks.In consultation with the Oregon Public Health Division (OPHD) the MCDOH will create and finalize recommendations regarding mass vaccination plans. The vaccination plans will be based on priority group recommendation from CDC, vaccination supply and severity of pandemic influenza. The Portland Public School District will coordinate with MCDOH to implement plan.Develop and implement educational support plans for students who are isolated or quarantined. Coordinate these plans with social support plans developed by the MCDOH and OCEM.Develop or review a recovery plan that provides for education support and emotional support of staff and students. B. COMMUNICATIONCommunication within the district as well as with the school community and partner agencies will be one of the most critical strategies for containing the spread of the influenza virus and for managing the utilization of health care services. The communication goals throughout all phases of an influenza pandemic are:Provide accurate, consistent and comprehensive information about pandemic influenza including district preparedness and response activities, updates on current conditions, local, state and federal efforts.Instill and maintain public confidence in the district and the county’s public health care systems and their ability to respond to and manage an influenza pandemic.Ensure an efficient mechanism for managing information between the Portland Public School District and MCDOH, the county EOC, and first responders.Provide accurate, rapid and complete information in order to minimize panic, facilitate compliance and maintain order. Address rumors, inaccuracies, and misinterpretations as quickly as possible and prevent the stigmatization of affected groups.Resources Information Services DemobilizationRecovery Claims/Compensation Support Branch Service Branch Technical Specialist Planning Chief Logistics Chief PPS PANDEMIC INFLUENZA ICS CHART (TABLE 4) Finance ChiefPolicy GroupIncident Commander Operations Chief Command StaffPIO: Medical Advisor: Safety: Liaison: Print Shop Facilities Cost Special Programs ESL/Migrant Nutrition Services Transportation Nurses TimekeepingProcurement Inter-Pandemic Period (Phases 1-2) and Phase 3 of the Pandemic Alert PeriodA. MITIGATION STRATEGIESMitigation activities are often taken in advance of an influenza pandemic to prevent or temper its impact. Develop, exercise, evaluate and revise the Pandemic Influenza Management Plan.Identify essential staff that can maintain health and safety. Cross-train as needed.Develop strategic partnerships with local community health care agencies and first responders.Educate staff, students, parents/guardians about influenza pandemic and recommended preparedness measures.Educate and encourage good hand washing, proper respiratory etiquette, and flu vaccination.Distribute educational handouts and posters to schools.Stockpile necessary equipment and supplies to be used during each phase of the pandemic.Review cleaning techniques as directed by CDC and MCDOH.Develop plan for transporting ill students. Identify low income students on free and reduced lunch programs.Formulate plans for alternative dining services (classrooms instead of lunchrooms, covered /packaged food).Mobilize Flight Team to address emotional impact of pandemic flu as needed.B. SURVEIILANCEPortland Public School District will follow the MCDOH Communicable Disease Guidelines for exclusion.Ten percent or greater absenteeism in a classroom or school will be reported to nursing services. Develop symptom tracking form in partnership with MCDOH.MCDOH will create attendance line script regarding illness reporting.C. COMMUNICATIONPortland Public School District will educate district employees, students and parents about influenza pandemics and steps they should take to plan for pandemic outbreaks.The district will identify hard to reach families and ensure communications in the home language.The district will coordinate with MCDOH to develop common health messages and education materials in multiple languages as well as ensure that bilingual staff can serve as information conduits to vulnerable school families and build sustainable preparedness capabilities.Develop template pandemic information letters for parents/guardians.Identify procedures for communicating with the media during normal and emergency conditions.Nurses will communicate individually with the epidemiology branch of MCDOH for health concerns related to their assigned schools. Nurses will communicate with appropriate administration on an individual basis regarding communicable disease issues.Pandemic Alert Period (phases 4-5)In cooperation with MCDOH and OCEM, consider implementing emergency management system, using ICS.A. MITIGATION STRATEGIESIntensify education with staff, students and parents about pandemic influenza, current conditions and steps that can be taken to reduce risk of exposure.Intensify hand washing and respiratory etiquette campaigns.Educate staff, parents on steps to take if they or a family member becomes ill. Emphasize importance of early treatment for high-risk students and staff. Routine cleaning of all common surfaces with approved cleaning products.Instruct staff, students and parents that persons with influenza-like illness should remain home for at least 24 hours after they are fever free without the use of fever-reducing medications.Update parent/emergency contact information in case student becomes ill at school and needs to be sent home.Distribute or restock personal protective equipment (PPE) to schools such as masks, gloves as well as hand sanitizer and tissue.Distribute infection control signs for school entrances as needed.Provide essential staff with respiratory protection training.Mobilize Flight Team to address emotional impact of pandemic flu (if not already mobilized).B. SURVEIILANCEContinue to follow MCDOH Communicable Disease Guidelines for exclusion.Initiate use of symptom tracking form. Review case definition with health room staff at direction of MCDOH.Initiate symptom reporting attendance line script if not already done.Consider implementing intensified disease surveillance measures at direction of MCDOH (may include detailed case investigations, daily reporting to MCDOH).Immediate contact with MCDOH if it suspected that a staff member or student may have current novel influenza.C. COMMUNICATIONIntensify education efforts about influenza pandemics and steps to reduce exposure to infection. Information may be disseminated via web site postings, parent letters, and school newsletter, list serve, and phone municate steps district is taking to prevent spread of municate to staff and parents information on the extent of infection and potential changes that may take place.The MCDOH Public Information Officer (PIO) will evaluate the need to establish a Joint Information Center (JIC) in conjunction with county incident command. A JIC will be activated when the county PIO and the MCDOH PIO deem necessary based on specific characteristics of the pandemic. If school closures are considered, the Portland School District PIO will work with the JIC.If the district has initiated its incident command structure (ICS), a point of contact with MCDOH will be established. Medical advisor(s) will become point of contact between nursing services and MCDOH. Medical Advisor(s) will streamline information from nursing service, MCDOH directly to Incident Commander.The District PIO and medical advisor(s) will evaluate the need to establish a school information call center to respond to public inquiries. The District PIO will disseminate web alerts per JIC guidelines and as necessary. As the pandemic expands, the PPS PIO will provide daily updates on the pandemic and will organize regular media briefings. Pandemic Period (phases 6)A. SOCIAL DISTANCING STRATEGIESSocial distancing strategies are non-medical measures intended to reduce the spread of disease from person-to-person by discouraging or preventing people from coming in close contact with each other. Potential social distancing strategies depending on the severity of a pandemic influenza may include:Rotating teachers between classrooms while keeping the same group of students in one classroom.Canceling classes that bring students together from multiple classrooms.Holding classes outdoors.Postponing class trips.Discouraging use of school buses and public transit.Dividing classes into smaller groups.Cancelling extracurricular activities.Moving desks farther apart.Moving classes to larger spaces to allow more space between students.B. MODERATE PANDEMICEducate staff, parents and students on pandemic exclusion criteria.Those with flu-like illness should stay home for at least 24 hours after fever (100 ° F or greater) is gone without use of fever-reducing medicines.Develop and initiate plan to have classroom teachers do daily illness checks each morning with students. Ill students should be sent to health room for evaluation. Continue enhanced symptom tracking through attendance line and health rooms. Review case definition of pandemic flu with health room staff as defined by MCDOH.Continue emphasizing the importance of hand hygiene and respiratory etiquette.Educate staff and parents on early treatment of high-risk persons. People at high risk include those who are pregnant, have asthma, diabetes, compromised immune systems or have neuromuscular diseases.Develop and implement isolation plan (sick room) in order to separate ill students and staff who present with flu-like illness until they can be sent home.Room should not be one commonly used for other purposes or one through which others regularly pass. The room does not need to have a separate air supply (HVAC) but it should be well ventilated and allow for at least six feet of distance between ill students/staff.A limited number of staff should be designated to care for ill persons until they can be sent home. Those caring for ill persons should not be at increased risk of influenza complications and should use PPE as necessary.Routine cleaning of all areas and items that are more likely to have frequent hand contact (keyboards, desks, door knobs, water fountains). Normal cleaning products may be used. Initiate bus cleaning protocols.The District will participate in conference calls with neighboring school districts, the Local Health Officer and MCDOH for current updates on the spread of outbreak in the community, changes in severity of influenza, changes in current recommendations. Symptom tracking and attendance trends will be reported daily to nursing services and incident command. Medical Advisor(s) will deliver daily reports to MCDOH.Daily briefings as influenza cases increase in district.District Team will provide support to all staff and students in dealing with the emotional impact of a pandemic.Selective school dismissal may be considered under specific circumstances such as majority of school population is out ill, schools with medically fragile populations). The Portland Public School District will coordinate any school closure with MCDOH and the Local Health Officer.C. SEVERE PANDEMICAdditional measures may be recommended by MCDOH if the CDC assesses that the pandemic influenza is causing more serious disease. Initiate active screening and exclusion of staff and students before entering school building in morning. Throughout day, staff should stay vigilant in identifying students or staff who appears ill.High-risk students and staff may be advised to stay home in consultation with their physician and MCDOH. Students with ill household members may be advised to remain home for five days from the day the first household member got sick. Consider social distancing measures.Extend the time sick persons should remain home. Those with flu-like illness will be instructed to stay home for at least 7 days, even if they have no more symptoms. If still symptomatic after 7 days they should stay home until 24 hours after symptoms resolve.Possible school closuresThe district will work closely with MCDOH and Local Health Officer to balance risks of influenza in their community with the impacts that school dismissal will cause. Length of closure will vary depending on severity of influenza and extent of illness.If schools dismiss students, school should remain open so that staff can continue to provide instruction through other means.MASS VACCINATIONThe Centers for Disease Control and Prevention’s Advisory Committee on Immunization Practices (ACIP) is currently recommending that vaccination efforts focus on five key populations.? Vaccination efforts are designed to help reduce the impact and spread of novel H1N1. The key populations include those who are at higher risk of disease or complications, those who are likely to come in contact with novel H1N1, and those who could infect young infants. When vaccine is first available, the committee recommended that programs and providers try to vaccinate: pregnant women,people who live with or care for children younger than 6 months of age, health care and emergency services personnel, persons between the ages of 6 months through 24 years of age, andPeople from ages 25 through 64 years who are at higher risk for novel H1N1 because of chronic health disorders or compromised immune systems.MCDOH is finalizing mass vaccination plans addressing the possibility that school age children may need to be vaccinated. The Portland Public School District will work with MCDOH and other partner agencies to implement vaccination of students as recommended.MAINTAINING ESSENTIAL SERVICESOne of the critical needs during a pandemic flu will be to maintain essential district functions and maintain adequate staffing levels. The Incident Commander, in conjunction with MCDOH will determine the appropriate time to implement the continuity of operations plans and protocols.Emergency Operations Plan (EOP) will be updated and maintained. The plan includes a continuity of operations and business recovery plans detailing:Line of successionIdentification of mission essential services and priorities.Continuity of operations and business recovery plans includingBusiness impact analysis.Critical daily functions that need to be provided even during an event, although at a reduced level.Standard operating procedures for critical functions and processes including clearly documented protocols for adjusting staffing to maintain essential functions.Human resource policies includingPolicies for personal illness or car of family.Policies for flexible work hours and working from home.Procedures for the reassignment of employees to support mission essential services.RECOVERYRecovery from an influenza pandemic will begin when school officials determine that normal supplies, resources and response systems can manage ongoing school activities without continued assistance from pandemic response systems.Recovery plans will depend on the severity and duration of the pandemic but will include business recovery plans to mitigate educational and financial losses, as well as emotional recovery plans as outlined in the EOP.PPS, in coordination with OCEM will assess the economic and educational impact of the pandemic.In consultation with MCDOH, specific actions will be taken to return schools and district offices to pre-event status including environmental sanitation.The District Safety Team will conduct an after action evaluation of the pandemic response. The evaluation will include recommendations for amendments to the Emergency Operations Plan including the Pandemic Influenza Management Annex. Provide educational materials to families and staff on topics such as recovery from pan flu, common symptoms of loss and grief, coping with stress.Send communications to parents on school recovery progress.Identify students and staff who may require long-term physical/mental health may need support. Coordinate with MCDOH to identify school and community resources and partners to provide these services. Utilize Employee Assistance Programs for assistance with coping with loss and stress.ANNEX DEVELOPMENT AND MAINTENANCE This plan will be reviewed at least annually. The plan will also be reviewed following use in actual incidents or emergency exercises, and will be updated to reflect regional or state organizational changes and revisions in federal or state planning guidance.SCHOOL POSTERS, FLIERSCDC - An Ounce of Prevention: Keeps the Germs AwayGerm Stopper boy-English Stopper boy-Spanish Stopper girl-English Stopper girl-Spanish your cough-English your cough-Spanish your cough large poster-English your cough large poster-Spanish LETTERSPrepare for Possible School Closure- Parent Letter???05/01/2009?(52 KB)This template is intended for use by a school district who needs to alert parents to a possible school closure due to H1N1 flu. Prepare for Possible School Closure- Press Release???05/01/2009?(53 KB)This template news release is intended for use by a school district who needs to alert the media to a possible school closure due to H1N1 flu. Information for Parents About H1N1 Flu Template???04/30/2009?(35 KB)This template is for notifying students, families and staff about H1N1 flu, including the symptoms of H1N1 flu, prevention tips, and where to go for further rmation for Parents About School Closure Template???04/30/2009?(36.50 KB)This template is intended to be used when notifying parents that students are dismissed from school until further notice. Work with your local county health officials to finalize your letter to parents.PARENT AND FAMILY RESOURCESThe Oregon Public Health Department has requested that you send these H1N1 flu fact sheets home with your students. These are basic communications that include information on proper preventative measures and local health department contact information. H1N1 Flu Fact Sheet 4-26-09???04/29/2009?(210.48 KB) H1N1 Flu Fact Sheet 4.26.09- Spanish Version???04/29/2009?(124.12 KB)Pandemic Flu Planning Checklist for Individuals and Families (PDF - 667.69 KB) (Amharic)?(Arabic)?(Chinese)(Farsi)Oromo?(Russian)SomaliEspa?ol?(Spanish)(Vietnamese)Differences Between Pandemic and Seasonal FluEmergency Supplies ChecklistFamily Emergency Contact FormFamily Emergency Health InformationHealthy HabitsHow to Take Care of Someone With the FluMental Health During and After a PandemicTEACHER RESOURCES“Glo Germ” – tool to demonstrate hand washing, surface cleaning, hygiene, and containment techniques. Don’t Get Sidelined By the Flu: From NASN. Intended for middle and high school.’s A SNAP: From School Network for Absenteeism Prevention.?Intended for elementary and middle school. Many resources, facts, and links. Partnered with Centers for Disease Control and Prevention, U.S. Department of Health and Human Services, and the Soap and Detergent Association. the Hand: From Henry the Hand Foundation. Intended for elementary. Information, classroom activities, downloadable songs and video. Some activity sheets and posters in international languages. Club: From NSF International. Intended for elementary. Webisodes, downloadable materials, and classroom activities. CDCCenters for Disease Control and PreventionDHSDepartment of Human Services DHHSDepartment of Health and Human ServicesEOCMultnomah County’s Emergency Operations CenterEOP Emergency Operations PlanICSIncident Command SystemLHDLocal Health DepartmentNIMSNational Incident Management SystemOEMOregon State Office of Emergency ManagementOPHDOregon State Public Health DivisionMCDOHMultnomah County Department of Health and Human ServicesWHOWorld Health OrganizationADDITIONAL RESOURCE LINKSUS government pandemic flu website: and flu.World Health Organization (WHO) pandemic flu website: who.int/csr/disease/influenza/pandemic/en/US Department of Health and Human Services pandemic preparedness plan:pandemicflu/plan/Center for Infectious Disease Research and Policy (CIDRAP) at University of Minnesota:cidrap.umn.edu/cidrap/content/influenza/panflu/index.htmlREFERENCESThe Department of Health and Human Services (HHS) and the Centers for Disease Control and Prevention (CDC), School District (K-12), Pandemic Influenza Planning Checklist.U.S. Department of Health and Human Services, Center for Disease Control, Interim Pre-pandemic Planning Guidance: Community Strategy for Pandemic Influenza Mitigation in the United States. Appendix 6.Seattle Public Schools Emergency Management Plan, April 2006.The Oregon Department of Health and Human Services (ODHHS) Pandemic Influenza Emergency Management Plan, December 2008. ................
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