Clark County School District 2013-14 School-Based Crisis Response Plan

School Name: Performance Zone: Site Administrator:

Morris Behavior Jr/Sr High School and Global Community High School

ESD
Gerald Bustamante

Revised June 2013

Purpose, Scope, Limitations and Promulgation The Clark County School District's Crisis Response Plan
The purpose of the Clark county School District Crisis Response Plan is to identify and outline the responsibilities and duties of the schools and its employees to crisis incidents. The developed guidelines and procedures for dealing with existing and potential crisis and emergency situations are defined below. The basic plan, the Overarching Procedures (functional annexes) and the Specific Procedures (specific annexes) are outlined in an organized, systematic method to mitigate, prevent, prepare, respond to and recover from these events. Developing, maintaining, and exercising the Plan empowers employees to act quickly and knowledgably in an incident and increases the Clark County School Districts legal protection. Schools without established management procedures have been found liable for their absence. While no set policies rule out the potential for legal problems, establishing procedures on the best professional practices provides a margin of protection against liability. There is no guarantee that is implied of a perfect incident and response management system by this plan, as personnel and resources may be overwhelmed. The Clark County School District can only endeavor to make every reasonable effort to manage the situation with the resources and information available at the time. Liability Disclaimer Schools without established management procedures have been found liable for their absence. While no set policies rule out the potential for legal problems, establishing procedures on the best professional practices provides a margin of protection against liability. There is no guarantee that is implied of a perfect incident and response management system by this plan, as personnel and resources may be overwhelmed. The Clark County School District can only endeavor to make every reasonable effort to manage the situation with the resources and information available at the time.

Confidentiality of Crisis Response Plan (CRP) Nevada Revised Statute (NRS) 392.652 stipulates: A plan developed pursuant to NRS 392.620 or updated pursuant to NRS 392.624 are confidential . and must not be disclosed to any person or government, governmental agency or political subdivision of a government.
For the purpose of complying with this statute the following applies: Electronic copies are restricted to one primary school-based computer Posting on InterAct, the schools server, or the schools webpage is prohibited Hard copies should be limited to identified employee groups only o Provide to administrators the following: Administrators Handbook, School-Based Crisis Response Team, Employees with Disabilities Rescue Assistance and Method Form, HVAC and Shut-Off Directions, HVAC Shut-Off Locations, Staff-Student Staging Area and Family Reunification Sites, Site Evacuation Map, Staff-Student Staging Area Map, Family Reunification Route Map, Family Reunification Route Directions, Alternate Family Reunification Route Map, Alternate Family Reunification Route Directions o Provide to teachers and support staff as required by role and function the following: Teachers Handbook, School-Based Crisis Response Team, Site Evacuation Map, Staff-Student Staging Area and Family Reunification Sites, Site Evacuation Map, Staff-Student Staging Area Map, Family Reunification Route Map, Family Reunification Route Directions, Alternate Family Reunification Route Map, Alternate Family Reunification Route Directions Student workers and parent volunteers should not have direct access to plans Outdated plans need to be shredded and deleted from all electronic sources

Copyright Clark County School District All rights reserved This publication is protected under the US Copyright Act of 1976 and all other applicable international, federal, state and local laws, and all rights are reserved, including resale rights: you are not allowed to give or sell this Protocol to anyone else. If you received this publication from anyone other than the Clark County School District, you have received a pirated copy.

Table of Contents
Overview and Introduction Overview of NRS 392.600-392.656 Introduction NIMS/ICS

Mitigation & Prevention-Phase I Reduce the Likelihood of an Incident CCSD Policy: School Visitors CCSD Resources for Prevention/Mitigation o Department of Student Threat Evaluation and Crisis Response o School Police Services o Health Services o Education Services Division o Risk Management o CCSD Building Department (CCSD_BD)

Preparedness Phase II Preparedness: Plan How to Respond Before an Incident Occurs Responding to the Homeland Security Advisory System District Office of Emergency Management School-Based Crisis Response Team and Specific Duties School-Based Crisis Response Team Quick Reference Guide First Responder Quick Reference Guide Communication-External o Radio Frequency List Communication-Internal Evacuation Kits Employees With Disabilities Employees with Disabilities Rescue Assistance and Method Form Health Services Emergency Response Plan for Medically Fragile Students HS-140 HVAC/Fire Alarm Systems Shut Down/Off Procedures HVAC and Shut-Off Directions HVAC Shut-Off Locations Portables/Additional Outside Facilities Movement-Internal/External o Shelter-in-Place, Evacuation, Staging Area and Reunification Site Preparation o Staff-Student Staging Area and Family Reunification Sites and Directions o Site Floor Plan/Evacuation Map o Staff-Student Staging Area Map o Family Reunification Route Map o Alternate Family Reunification Route Map

Enforcing Discipline Training and Drills Public and Parent Notice

Response Phase III Procedure for Immediate Response to the Crisis Administrators Handbook Teachers Handbook

Recovery Phase IV Restore the Infrastructure of the School Action Steps o What the School Should Do After a Crisis Situation o Crisis Postvention Checklist o Helpful Hints for a Crisis Response o Guidelines for Accessing Community Resources o Community Mental Health Providers Procedure Technical Safety Assistance Crisis Plan Verification Form

School-Based Crisis Response Plan

This CCSD Crisis Plan is intended to assist each schools development of their individual School-Based Crisis Response Plan. The decisions made by a school in the first 15 minutes of a critical incident (prior to the arrival of first responders) by an administrator and his/her staff are critical to the success or failure of the schools plan. Each school must conduct a review of their plan with their Crisis Plan Committee to determine any adjustments that must be made to fit the needs of the school based on knowledge gained from drills and/or evaluations and current emerging practice in crisis management. This document is a culmination of the efforts and resources of many CCSD departments and is meant to guide the membership of the School-Based Crisis Response Team of each school in preparing a comprehensive, well planned, rehearsed, and executed plan that will keep students, staff, and visitors safe in the event this plan must be operationalized. Each site must ensure that all components of the plan conform to the CCSD template, which was developed and implemented to meet the legal requirements of NRS 392.600, in addition to local and federal mandates.

Overview of NRS 392.600-392.656

In January 2001, the Nevada Legislature passed SB 289 with subsequent passing of NRS 392.600, which mandates the Clark County School District, as well as all Nevada school districts, to have one School-Based Crisis Response Plan in place for each school. This document outlines the plan including the six mandated requirements for administrators in completing their plan according to the requirements of NRS 392.600-392.656. In 2011, SB 317 amended 392.600 to include and define emergency as: Emergency means an occurrence or threatened occurrence for which action is necessary to save lives, protect property or to protect the health and safety of persons, or to avert the threat of damage to property or injury to persons, on the property of a public school, at an activity sponsored by a public school or on a school bus while the bus is engaged in its official duties for a public school. NRS 392.600 mandates that the Clark County School District create a district-level committee to research and create one School-Based Crisis Response Plan for each school. NRS 392.600 mandates that the committee include the following representatives: One member of the Board of School Trustees One administrator of a school in the school district One licensed teacher of a school in the school district One employee of a school in the school district who is not a licensed teacher and who is not responsible for the administration of the school One parent or legal guardian of a pupil who is enrolled in a school in the school district One representative of a local law enforcement agency in the county in which the school district is located At least one school police officer, including, without limitation, a chief of school police of the school district, if the school district has school police officers NRS 392.600 also allows the membership of the development committee to include any other person, whom the Board of School Trustees or the governing body deems appropriate, including, without limitation: A counselor of a school in the school district A psychologist of a school in the school district A licensed social worker of a school in the school district A pupil in grade 10 or higher of a school in the school district

An attorney or judge who resides or works in the county in which the school district is located

After the School-Based Crisis Response Plan has been created by the above-mentioned group and approved by the Board of School Trustees, the principal of each school must create a committee to implement the plan and update the plan yearly. This committee is called the School-Based Crisis Response Plan Implementation Team (School-Based Crisis Team). As mandated by NRS 392.600, each Implementation Team must include the following individuals: The principal of the school Two licensed employees of the school One employee of the school who is not a licensed employee and who is not responsible for the administration of the school One school police officer, if the school has school police officers One parent or legal guardian of a pupil who is enrolled in the school Membership of the implementation team may also include any other person whom the principal of the school deems appropriate, including, without limitation: A member of the Board of School Trustees A counselor of the school A psychologist of the school A licensed social worker of the school A representative of a local law enforcement agency in the county, town or city in which the school is located A pupil in grade 10 or higher from the school, if the school includes grades 10 or higher In creating the School-Based Crisis Response Plan, NRS 392.620 dictates six mandated requirements that must be in compliance:

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

NRS 392.620 Mandates Procedure for assisting persons within the school to communicate with persons outside the school. Procedure for assisting persons within the school to communicate with each other. Procedure for immediate response to the crisis. Procedure for safely moving pupils and employees within and away from the school. Procedure for enforcing discipline and obtaining and maintaining a safe and orderly environment within a school during a crisis. Procedure for recovery after the crisis.

NRS dictates that each site must post a copy of NRS 392.600 at the site as well as a notice of the Crisis Plan review for the school year. The written plan for each school must conform to the district Crisis Plan Template that is found in the CCSD 2012-13 School-Based Crisis Plan Manual. No significant deviations from the district plan can occur without approval by the Board of School Trustees.

Introduction
NRS 392.600 defines a crisis as a traumatic or sudden event or emergency condition.that profoundly and negatively affects or will affect pupils and employees within a school. These incidents can be a large scale event impacting many schools or the total district; they can happen on a smaller scale and impact one school site. In all situations, however, these incidents have a deleterious effect on those who directly and indirectly experience it. The United States Department of Education (DOE) indicates that there are four phases in addressing crisis management. They are:

U.S. Department of Education Four Phases of Crisis Management 1. Prevention/Mitigation Take actions to reduce or eliminate the likelihood of the situation occurring, reduce or minimize its impact when there is little control and prevent its recurrence 2. Preparedness Develop methods and procedures with subsequent training and practice for clear action in advance prior to a crisis event occurring 3. Response Take actions to contain the situation and provide safety and support to those involved during the crisis, using the developed methods and procedures 4. Recovery Restore the infrastructure of the school to the pre-crisis status, returning to learning as quickly as possible
The DOE four phases provide the context in a sequential manner for the Site Administrator to address the six mandated areas by NRS (previous page). The unique needs of the school as well as its student and staff population must be considered as the phases are implemented. The School-Based Crisis Response Plan reflects a fluid, ongoing process in which there is continuous review and re-examination of the four phases in efforts to update and enhance the plan for the ultimate goal of safety of students and staff. The design of this document has been updated to address the four phases of crisis management with the intent to assist the Site Administrator and the School-Based Crisis Response Team in designing the most effective Crisis Response Plan. The goal of this template is to provide action statements and activities to assist the Site Administrator to operationalize the plan and manage the crisis. This document is broken into the four phases, each of which is guided by the National Incident Management System (NIMS), discussed on the next page. Each of the four DOE phases will be incorporated within the NRS mandates for crisis management in their respective areas. In Phase III, the Response Phase, the overarching procedures of Staff and Student Accounting, Shelter-in-Place, Soft Lockdown, Hard Lockdown, Duck and Cover, Independent Evacuation, Evacuation, Reverse Evacuation, Family Reunification, and Media Protocol are defined. Thereafter, specific procedures are described for specific crisis situations. In each, there is a description of the incident and an Alert Statement. The Alert Statement is bolded, written in red and is to be stated as close to verbatim as possible in effort to allow for consistency across the district. Action Steps are then delineated in a sequential, step-by-step format.

NATIONAL INCIDENT MANAGEMENT SYSTEM (NIMS)

What is the National Incident Management System? On February 28, 2003, President Bush issued Homeland Security Presidential Directive5. HSPD5 directed the Secretary of Homeland Security to develop and administer a National Incident Management System. NIMS provides a consistent nationwide template to enable all government, private-sector and nongovernmental organizations to work together during domestic incidents. NIMS is a comprehensive, national approach to incident management that is applicable at all jurisdictional levels and across functional disciplines. The intent of NIMS is to: Be applicable across a full spectrum of potential incidents and hazard scenarios, regardless of size or complexity Improve coordination and cooperation between public and private entities in a variety of domestic incident management activities HSPD-5 requires Federal departments and agencies to make the adoption of NIMS by State and local organizations a condition for Federal preparedness assistance (grants, contracts, and other activities) by FY 2005. (IS-700 Self-Study Guide) The Clark County School District received the Readiness and Emergency Management for Schools (REMS) grant from the Department of Education. Because of this award, CCSD must comply with NIMS. Incident Command System (ICS) At the school level, each school must use ICS to manage an incident. ICS is a standardized, all-hazard incident management concept which will allow school administration to manage an incident on-scene prior to first responders arrival. ICS will also allow the schools administration the flexibility to meet the demands of any incident, no matter its complexity. ICS can help ensure the safety of the schools staff and students, make sure the objectives set to meet the incident are achieved, and help ensure the best use of resources. Effective incident management relies on tight command. Strict adherence to the top-down management approach must be maintained. ICS organization is different from the administrative structure of the school: employees only report to their supervisor during an incident in the incident command structure, who may differ from their day-to-day supervisor. An example of this administrative structure is when the Incident Commander (Site Administrator) needs a task completed by the Student Coordinator, rather than contacting the Student Coordinator directly, he/she would contact the Evacuation-Reunification Coordinator (the Student Coordinators supervisor). This is called unity of command. Unity of command ensures personnel will only report to one ICS supervisor and will only receive work assignments from their supervisor. Chain of command allows incident managers to direct and control the actions of staff under their supervision and will avoid any confusion by necessitating orders flow from supervisors. Chain of command will not prevent direct communication with each other, however allowing for the sharing of information when needed.

Another key concept of ICS is span of control. Span of control relates to the number of personnel one supervisor can effectively manage during an incident. One supervisor should supervise between 3 and 7 persons. The size and nature of an incident will determine which parts of the ICS will be activated and how large the ICS will need to be. The official title Incident Commander assumes some responsibilities, in most situations, due to the intensity of the moment the transition with first responders may be appear to be a less than efficient process in which the initial duties assumed by the site administrator will be given to the first responders. To learn more about the Incident Command System and the National Incident Command System, FEMA offers online courses at http://training.fema.gov/IS/NIMS.asp. It is recommended each administrator, office manager, and head custodians take the following courses: IS-700 National Incident Management System (NIMS), An Introduction, IS-100.SCa Introduction to the Incident Command System, I-100 for Schools, and IS-200.a (ICS 200) ICS for Single Resources and Initial Action Incidents.

Mitigation & Prevention

Preparedness

Recovery

Response

MITIGATION AND PREVENTION PHASE I

Reduce the likelihood of an incident by taking actions to minimize possible impact where there is little control.
Site Administrators cannot prevent all potential crises and hazards that may impact their school site. In an effort to address these areas, the Site Administrator can consider the full range of what they can do to avoid a situation or at least make it less impactful to the site and students. Actions should be considered as to what can be done to reduce the likelihood of an incident. A formal prevention and mitigation plan offers many benefits. A properly developed plan: Ensures that particular potential hazards will be addressed Creates a consistent foundation for prevention efforts Provides a solid framework and a system for integrating school safety efforts Allows school officials to readily demonstrate to parents, students, media, and the general public that school safety issues have been properly addressed Reduces civil liability by documenting reasonable efforts made by school officials to reduce risk Improves the position of schools in the process of competing for available government and private grant funds Helps to demonstrate to the community that the school is within standards of current best practices ACTION STEPS Assess potential needs/issues that present an area in which additional supports may be needed to diminish the potential for problematic issues. Make contact with available resources. Complete any activities that can enhance the safety within the school plant or environment. Document efforts. Be vigilant: Increase protective measures at site. Strong consideration should be given to single access point of entry when school is in session and mandatory check-in with visitor badging. Increase staff vigilance at schools by: o Walking by doorways and double-checking to ensure they are locked from the outside so no one can enter without permission o Doors should never be chained or in any way bolted from the inside which would prevent a quick exit in an emergency. Anyone who needs to exit the building should be able to open the door without keys, tools, or special training. o Being more aware of individuals who are on their campus/if they are not wearing a visitors pass or district badge, report them immediately to the front office o Reinforcing the message to staff that anything out of the ordinary should be reported and that nothing should be overlooked

o Walking around school grounds with two people (note taker and observer) to establish a school/neighborhood visual baseline (point for future reference) of what is present and observable within the school grounds and surrounding neighborhood/making note of any issues of concern as noted above while at the same time establishing a written record of your visual baseline so such notes can be used as a start point reference in identifying unusual activity around your school CLARK COUNTY SCHOOL DISTRICT POLICY 1214

SCHOOL VISITORS
I. The Clark County School District welcomes and encourages visits to schools and other facilities by parents, other adult residents of the community, and interested educators. In order for the educational program to continue undisturbed when visitors are present and to prevent the intrusion of disruptive persons into the schools, it is necessary to invoke visitor controls. The administration has the authority to prohibit the entry of any person to a facility of this district or to expel any person when there is reason to believe the presence of such person would be inimical to the good order of the facility. If such an individual refuses to leave the area or creates a disturbance, the administration is authorized to request from the local law enforcement agency whatever assistance is required to remove the individual.

II.

Legal References: NRS Chapter 392 Unlawful Acts NRS Chapter 393 School Property Review Responsibility: Instructional Division Adopted: [1214:7/23/81] Pol Gov Rev: 6/28/01 Be aware of: Unusual or prolonged interest in security measures at school, entry points, and access controls or perimeter barriers such as fences or walls Interest without reason in site plans for schools (any site plan requested by construction contractors/renovators must be authorized through Facilities Division) Unusual behavior such as staring at or quickly looking away from personnel or vehicles entering or leaving designated district parking areas Observation of in-house security procedures Increase in anonymous telephone or e-mail threats. (May be done to observe how school responds and functions during crisis incidents) Foot surveillance involving two or three individuals working together Mobile surveillance using bicycles, scooters, motorcycles, cars and/or limousines Prolonged static surveillance using operatives disguised as panhandlers, shoe shiners, food vendors, etc. Discreet use of still cameras, video cameras, or note taking in or around school locations Questioning of facility personnel Unexplained presence of unauthorized persons in places where they should not be

CCSD Resources for Prevention/Mitigation 1. CCSD Department of Student Threat Evaluation and Crisis Response
Dept. of Student Threat Evaluation and Crisis Response This Department is comprised of school counselors and psychologists specially trained in crisis management. Supports that can be offered to sites include: Threat Assessments A Threat Assessment is typically requested when a student has made a threat to harm another person, either a student or staff (and possibly him/herself). The assessment process includes an interview with all pertinent individuals, including but not limited to, the student, the family, the victim(s) and witness(es). The team will also review any additional data to help determine the risk level and define the Action Plan which will assist the site administrator in managing the crisis. Management of the threat is the responsibility of the schools administration. Suicide Risk Assessments When a student poses a risk to self, as indicated by statements of specific suicide ideation, gesturing, or behaviors, the district-wide Suicide Protocol must be administered to determine the appropriate risk level and intervention. The Suicide Protocol is a multi-dimensional tool to assess the various risk factors, history, resources, and urgency level to determine the appropriate course of action assisting the student and their family. Investigation for contagion, direct assessment, and training can be provided by this department. Training has been provided to all school psychologists, school counselors, and school nurses. Crisis Response When a critical incident occurs within the school or the schools community, Crisis Response services can be implemented to support the site. These services include, but are not to, Postvention and Mental Health Station Interventions. Additional Resources Provided by the Department o Signs of Suicide (SOS) Training provided to staff who will implement this program (with this departments assistance if needed) to students. SOS is a program to assist schools with suicide contagion issues and inform students of the symptoms of suicide and what they can do. o Training Services provided to staff regarding mental health, suicide related and mental health issues.

2. Clark County School District Police Department (CCSDPD) Services

The CCSDPD is comprised of more than 200 personnel including a chief of police, captains, lieutenants, sergeants, commissioned police officers, and support staff. The CCSDPD is a full-service police department that responds to the policing needs of the CCSD and operates 24 hours a day, seven days a week. The CCSDPD is the seventh largest police department in the state of Nevada (according to the publication, Crime in Nevada, 2011.) Annually, the CCSDPD is responsible for approximately 80,000 calls for service and approximately 10,000 reports. CCSD Police Department Dispatch number is (702) 799-5411. Dispatch also monitors the designated Operation Crime-Free Schools Hotline (Anonymous Tip Line) which is (702) 799-0228. CCSDPD uses the school resource model of policing in schools through the Triad Approach (law enforcement specialist, community liaison, and educator) by implementing the Scan, Analysis, Response, and Assessment (SARA) model of problem-solving and cooperating with local law enforcement/community resources. For example: o Officers are available to participate in student, parent and community conferences. o Members of the CCSDPD are available to assist School-Based Crisis Response Planning Committees in reviewing and completing the SchoolBased Crisis Response Plan. o Members of the CCSDPD are available to participate in school/classroom activities and events to promote safety. The CCSDPD has developed a multifunctional team (Field Initiative Team/FIT) which will address those issues within the District that need specific or specialized attention. For the purpose of this program, this multifunctional team is composed of CCSDPD members working together to solve problems or handle situations that require capabilities, knowledge, and training not available from any one source. FIT provides additional resources to address specialized issues or problems. The team adapts to fit the issue, situation or problem by using its own experts. The four targeted areas are: Drugs/Gangs (enforcement, education, resource, and identification); Threat Assessment (mental health issues, crisis intervention, bullying, and suicide); Community Resources (crime prevention, education, resource, and community access/assistance); and Problem-Solving (saturation enforcement, community-oriented policing and traffic issues).

3. CCSD Health Services

Health Services CPR/AED training is provided to designated responders who have AED units onsite. Those facilities with AED units are high schools and specific administrative buildings who have requested units. Bloodborne pathogen training is provided annually via Pathlore and is required viewing by all employees. School nurses oversee the maintenance of an emergency kit (first aid supplies, food, water, etc.) and a portable first aid kit. Both are located in the health office. The Health Services Department updates the PUB-648, first aid guidelines, and requires it to be readily available in all health offices. School nurses prepare health plans for students with health disabilities and provide them to the appropriate teachers. The Healthmaster student health records program can be accessed by the District Crisis Response Team. School nurses prepare an emergency plan which lists students with health disabilities who will need help out of a building in an emergency. School nurses will need access to medically fragile students who require specialized health procedures or medication (e.g., insulin) during an emergency. School Nurse Strike Teams have specialized emergency preparedness training, conduct school emergency triage and pre-hospital treatment, and can support the School Nurse during a multiple casualty incident. FASA training is conducted by the Health Services Department.

4. CCSD Education Services Division

Department of Pupil Personnel Services The Director, Department of Pupil Personnel Services, is responsible for processing student expulsion recommendations and coordinating due process hearings as prescribed by state and/or federal laws and district regulations. All expulsion referrals from the approximately 320 Clark County School District schools are forwarded to this department for resolution. Results may include, but are not limited to, the following: return to a comprehensive school, referral to an outside agency, assignment to a behavior school, and/or placement in a continuation school. Furthermore, the department processes and evaluates out-of-district expulsions and other long-term suspensions in enrollment. The Department of Pupil Personnel Services annually processes an average of approximately 6,000 student disciplinary referrals. The Department of Pupil Personnel Services provides direct oversight of three offices: The Office of Attendance Enforcement, the Office of Expulsion Due Process and the Office of Student Adjudication. The Office of Attendance Enforcement includes the supervision of the day-to-day functions of the districts 25 Attendance Officers, the school Truancy Citation process (Over 2,500 citations are processed annually), and attendance and truancy initiatives as required of the state and the district. The Coordinator, Office of Attendance Enforcement, assumes a global responsibility of identifying the cause of student absences and working with schools, parents, and other district and community agencies to resolve attendance issues and ensure that all parties are in compliance with state and federal compulsory attendance statutes and applicable district attendance policies and regulations. Furthermore, these provided services assist schools in meeting state and federal accountability standards in accordance with the No Child Left Behind legislation and AYP requirements. The Office of Expulsion Due Process provides due process at the Education Services Division Hearing Panel and The Board of School Trustees Expulsion Review Board levels. These functions include the coordination of service required for those student/parents electing to challenge such recommendations beyond a hearing officers decision. The Office also coordinates student assignments for those students completing expulsion terms and providing recommendations to the Director, Department of Pupil Personnel Services, regarding such assignments. An additional responsibility of the Office of Expulsion Due Process is maintaining home school and work exemptions. Each year there are approximately 1,000 exemptions processed through this Office. The Office of Student Adjudication coordinates, with CCSD transition officers, as well as state and county parole officers, the assignment of students to schools or programs following incarceration. The Coordinator, Office of Student Adjudication, also conducts due process hearings for students recommended for expulsion or other long-term disciplinary action.

5. Risk Management Department

Risk Management Performs yearly safety assessments at every school and administrative site to assist the site administration in identifying hazards and providing possible solutions to mitigate the effects of an incident or eliminate the incident completely. Conducts specialized safety concern investigations (CCF-305) when issues are presented to Risk Management staff. Assists in development of agreements with outside entities. (reunification site agreements) Handle all claims made against the Clark County School District after an incident has occurred. Will assist the site with governmental agencies requiring specific data or statistics related to the site. Provides technical support to Health Services with managing information in the Health Office computerized records. Provides real time information on students with special needs that need immediate attention during an incident.

6. CCSD Building Department (CCSD-BD)

Building Department Reviews building plans for new and modernization projects , issues building permits and performs inspections to verify compliance with current adopted International, IAPMO, Fire Life Safety Building Codes, state agency requirements for Educational Facilities, and other applicable requirements. Operates under NRS 393.110 in which the Board of Trustees shall establish a building department for the school district. CCSD-BD is a Field Operational Support Unit to CCSD Emergency Operations Center. Inspectors are trained in ATC 20 -Post-earthquake Safety Evaluation of Buildings, FEMA 154 -Rapid Visual Screening of Buildings for Potential Seismic Hazards and FEMA P395- Incremental Seismic Rehabilitation of School Buildings (K-12). Assists governmental, state and local agencies with code interpretation and enforcement. Provides building code support to school personnel for site funded projects. Provides building code interpretation and enforcement to other CCSD Facilities Departments. CCSD-BD provides extended contract administration services, performs roof replacement inspections and oversees the services of the Professional Testing Services Agencies.

PREPAREDNESS PHASE II
Plan how to respond before an incident occurs.
Reduced to the safest form, the following issue must be addressed: Are the students and staff safe? The primary concern is the welfare of students and staff. The most common mistake principals, teachers, and staff make in a crisis come from not knowing what steps to take and in what order during a given situation. Planning, training and drills will help prevent those mistakes. During a crisis it helps to know where to turn for help and who is responsible for what task. This plan provides specific sequential steps to take. These steps are intended to provide a baseline of standardization and inform the Site Administrator of the most common or most likely method to proceed. Some common scenarios have been addressed to help in site crisis planning. It is critical to evaluate the circumstances of the actual incident and determine the most appropriate course of action for each specific site and its personnel. (Each site is to review their property to mitigate possible safety issues and identify all hazards that pose a risk to each school.) It is important to be proactive and to use preventative planning for the most likely threat or emergency that the site will encounter. The administrator must take the essential actions that are available to them in securing the safety of the students and staff, define the steps and actions as they pertain to the site, and meet the unique needs. This document and the training concepts should assist each Site Administrator in becoming aware of their responsibilities according to NRS 392.600, delineating the six main areas and thereby focusing on the critical aspects for planning. Prior to preparing for emergency action, the creation of the School-Based Team, not a single individual, to update and implement the School-Based Crisis Plan for the school following is a list of actions the Site Administrator should take at the start of each school year. ACTION STEPS Follow the School-Based Crisis Plan and all mandates set in place by NRS 392.600. Identify key staff members to serve as the actual School-Based Crisis Team, and assign team members specific roles within the School-Based Crisis Plan. This membership is defined by NRS on page six of this template. Schedule a School-Based Crisis Team Planning meeting and complete the template according to direction adjusting it to meet your unique needs. Membership of the School-Based Crisis Planning Team must sign the attached form to document meeting dates and participants.

THE SCHOOL-BASED TEAM CANNOT BE ONE PERSON WHO COMPLETES THE PLAN WITH OTHERS SIGNING OFF. NRS REQUIRES THAT A COMMITTEE PROCESS AS OUTLINED WITH FULL MEMBERSHIP CONTRIBUTES TO THIS PROCESS. ANY PRACTICE CONTRARY TO THIS BREACHES THE INTENT OF NRS 392.612

Homeland Security National Terrorism Advisory System What to Do and When Restricted Use
The method chosen to inform the public at large of pending terrorist activity is referred to as the National Terrorism Advisory System (NTAS). This system is a series of color-coded alert designations determined by the degree of threat that exists at any time and place. The guide that follows is designed to assist in organizing thought processes relative to the NTAS and how your school can best respond to each alert: Elevated Threat Alert is a warning of a credible terrorist threat against the United States. Imminent Threat Alert is a warning of credible, specific, and impending terrorist threat against the United States. A Security System Matrix is being provided as a guide to be used by administrators at educational sites who, based on the NTAS alert changes, need to increase vigilance and security measures at their schools.

ITEMS
Crisis Plan

Elevated
Review for Procedures Implement appropriate sections Conduct Table-top drills Restrict vendors to necessary activity only Restrict and monitor contact with students Use central receiving point Have all departments report expected packages Check parking lots more frequently Report & tow vehicles found left over night

Imminent
Review for Procedures Implement appropriate sections Exercise calling tree No vendors on campus Use remote receiving site No deliveries Use remote receiving site No parking allowed next to buildings with students Implement emergency parking plan Restrict late arrivals and early departures Implement portions of Crisis Plan Consider greater risk in closing school or staying open Put routine administrative procedures on hold to concentrate on the crisis Visual Inspection for anything out of place Install temporary security devices where any are broken Cancel athletic events Cancel all events that involve the public and/or large crowds Operate as closed campus Restrict movement Bring on additional help Move vehicles form parking near buildings Communicate every hour

Vendors

Delivery Services

Parking

Classroom Management

Administration Management

Check door locks Check window shades Check communication Discuss all elements of crisis plan. Begin Table-top exercise process

Plant Management Outside Activities

Inspect all HVAC Inspect all water supply lines Inspect all toilet facilities Inspect all roadways into school Reschedule field trips Move daily activity indoors

Security

Communication

Physically check all security systems Enforce visitor policy rigidly Ensure playback tape is in security systems Communicate more frequently

District Office of Emergency Management

The objectives of the District Office of Emergency Management is the safety and security of students, school employees, property and resources, district continuity of operations, and to assist the school district, local, state and federal response and emergency management agencies, and the public during emergencies/disasters with logistics resources as needed and as requested. The District Office of Emergency Management is a critical component of Facilities Division and operates under the direction of Mr. Paul Gerner, Associate Superintendent and Emergency Manager. Presently, the two main functions of the District Office of Emergency Management are Emergency Management and Crisis Response Planning. The Office of Emergency Management is located at Facilities Division, 4170 South McLeod Drive, Las Vegas, NV 89121. The Emergency Management section of the Office of Emergency Management is managed by Mr. Dimitri Theodorou, and its functions, responsibilities, and operational capabilities are similar to those of the Federal Emergency Management Agencys (FEMA) with the exception that they are smaller in scale. Emergency Management is a logistics resource operation, responsible of supporting school and administrative sites, including local, state, and federal response and emergency management agencies with resources needed during emergency incidents and/or disasters. The Emergency Management office is also the liaison between the school district and local, state, and federal response and emergency management agencies. The Crisis Response Planning section of the Office of Emergency Management is managed by Mr. Roy Anderson, responsible for updating the districts Instructional and Non-Instructional Crisis Response Plans (CRP), and conducting CRP training and drills annually at both instructional and non-instructional district sites. Both the Emergency Management and Crisis Response Planning sections of the Office of Emergency Management are operating under the DHS/FEMA and National Incident Management System Incident Command System (NIMS-ICS) guidelines, standards, and practices covering all phases of emergency management; preparedness, protection, prevention, response, recovery, and mitigation. District Emergency Operations Center (DEOC) The District Emergency Operations Center (DEOC) is function and an extension of the Office of Emergency Management and serves as the official Clark County School District (CCSD) interface (hub) with District Instructional and Non-Instructional Sites, Site Incident Command Posts, CCSD PD Incident Command Posts, Local Response Agency Command Posts, and Multi Agency Coordination Center MACC (AKA Clark County EOC). Each of the District EOCs are equipped with phone systems, LCDs, overhead projectors and projector screens, fax machines, copiers, computers, materials, radios capabilities, and audio visual equipment useful in response, recovery, and continuity of operations during disasters. The primary DEOC is located at School Police Services, 120 Corporate Park Drive, Henderson, NV 89074, and the alternate DEOC is located at Vegas PBS/Virtual HS, 3050 East Flamingo, Las Vegas, NV 89121. Members of the DEOC are comprised of Office of Emergency Management personnel, including district-wide key resource, administrative, and education department personnel. During the response and recovery periods of an incident, their responsibility at the DEOC will

be to coordinate resource requests to the sites, coordinate additional resource requests with the MACC, ensure delivery of resource requests, and maintain a resource request and cost log of equipment, materials, and labor for reimbursement from FEMA. The DEOC Organizational Structure is based on NIMS-ICS structure and comprised of the Incident Command Staff: EOC Director (Incident Commander), CCSD Agency Administrator; and Emergency Management Representative at the MACC; Command Staff: Liaison Officer, PIO Officer, Risk Management and Safety Officer, and Legal Officer; and General Staff: Operations Section Chief, Planning Section Chief, Information and Intelligence Section Chief, Logistics Section Chief, and Finance/Administration Section Chief with their corresponding Branch Directors and Unit Leaders. This DEOC team is responsible for coordination of resources requests with District Resource Departments and the MACC. ACTIVATION OF THE DEOC Activation of the DEOC is dependent upon the nature of incident and can be requested by an on-site incident commander, response agency (fire or police), local EOC, and the MACC. Requests for activation can be made either directly to CCSD PD Dispatch Center or to the Office of Emergency Management. All requests for DEOC activation will be verified and coordinated between CCSD School Police and the Facilities Division Emergency Management Office. If the request is valid, and indeed there is a need for the DEOC to be activated, the Facilities Division Emergency Management Office will request activation from the DEOC Activation Team. Based upon the nature of the incident and the need for resources, the DEOC Director will activate either the primary or alternate DEOC, determine activation levels between Level 1(Minimum Staff Capacity) and Level 4 (Maximum Staff Capacity), notify DEOC participants, and mobilize the DEOC accordingly. Each level requires a number of DEOC participants in order to fulfill the requirements of the particular incident and/or disaster. CONTACTS Office of Emergency Management Paul Gerner: Associate Superintendent and Emergency Management Manager Office (702) 799-8711 and cell (702) 218-9397 Dimitri Theodorou: Emergency Management Office (702) 799-8710 X5241 and cell (702) 513-7711 Roy Anderson: Crisis Response Planning Office (702) 799-8710 X5236 and cell (702) 513-7682 HELP Line (702) 799-HELP (4357) is an Emergency Management response Hot Line designed to respond to questions from instructional and non-instructional sites and/or incidents or disasters. During Emergencies/Disasters and upon activation of the DEOC, the HELP Line will be transferred from the Office of Emergency Management to either primary or alternate DEOC, whichever is activated. Primary DEOC telephone is (702) 799-3551 and Alternate DEOC telephone is (702) 7990033. The telephones at either primary or alternate DEOC locations will work upon activation ONLY.

Insert School-Based Crisis Response Team and Specific Duties and School-Based Crisis Team Quick Reference Guide

Insert First Responder Quick Reference Guide Here

NRS 392.620 (b) Procedure for assisting persons within the school to communicate with person outside the school.

COMMUNICATION - EXTERNAL
ACTION STEPS Determine primary method of communication to use. When systems go down or are not accessible, determine alternative method. The typical available methods would be land line, cell phone, hand signals, whistles, computer-based communication, bullhorn, alarm bells, flag pole, etc. Train staff on communication and radio protocol. Know radio frequencies and DPL codes. Prepare signs to be consistent with District Crisis Protocol. Set up prepared messages for Parent Link. Set up and train staff of the use of the Critical Event Accounting Icon in your schools InterAct Conference.

The School-Based Crisis Team must develop a plan to deal with communication. Site teams must consider that internal and external communications are critical in supporting the school when an incident occurs that is larger than the School-Based Crisis Team can manage. When a 911 call goes to the local Police Department (Metro, City of Henderson or City of North Las Vegas), the CCSD School Police monitor the calls and respond also. First responders also include other agencies that can be involved in the incident, such as Fire, Ambulance to the larger agencies in larger incidents, such as ATF, FBI, etc. Communication methods must be used that are consistent across the district and consistent with the communication practices used by School-Based Team Members as well as district and external supporting agencies will be monitoring the communication in efforts to assist the site. The Site Administrator must identify and develop procedures for the locations within their school that are not accessible by school intercom, radio, or InterAct (i.e., portables or other remote locations). Regarding phone usage, one number should be a designated red phone line for crucial internal information to be received from CCSD administration. Students should not be assigned to answer phones during an emergency. Cell phone use should not be permitted unless there is a medical emergency. All cell phone usage by students should be eliminated. The CCSD Communications Office will assist in communicating essential information to the parents and public. The Site Communication Liaison can provide necessary information to the Communications Office and receive assistance from their staff in dealing with the public and the media.

Radio communication will be the primary method used by first responders among themselves in a crisis. Department supports within the district, e.g., School Police, District-wide Crisis Team, etc., will also be on your radio frequency. The use of effective communication is imperative. When providing information: Be Clear: who, what, when, where, and description. Be Brief: Avoid any unnecessary chatter. Do not use code words: Notifications will be given in plain language. When using radio communication, make sure there is a response back to your communication. A back-up plan must be in place if your primary mode of communication is not available. Repeat the incident location when communicating on radio or telephone. Have the person with whom you are communicating repeat critical information to reduce misunderstandings. If you are talking on a portable radio and there is background noise, press the radio microphone to your throat to help minimize the background noise.

Communication goes beyond words and includes describing the status of students and staff with a color system. This color coding system WILL be consistently implemented district-wide to communicate student accounting and safety needs. Notifications: WHITE: Classroom Identification Sign (Provide room number and/or teacher name on sign written/typed in large font black letters) RED: Need Help: i.e., Injuries, All Students Not Accounted For, and/or Extra Students GREEN: All Students Accounted For, No Help Needed Signs are to be used for: Shelter in Place-placed visibly outside of classroom door or in window by teacher only Evacuation-held above shoulder by teacher only Lockdown-placed visibly outside of classroom door or in window by teacher only Signs need to be highly visible and able to withstand all weather conditions.

Insert Radio Frequency List Here

NRS 392.(a) Procedure for assisting persons within the school to communicate with each other

COMMUNICATION-INTERNAL
ACTION STEPS
Determine types of communication that will be used in case the primary method is disabled. When systems go down or are not accessible, the typical available methods would be radios, cell phones, computer-based communication, bullhorn, intercom system, runners, school bells, Palm Pilot, etc. Determine who will use radios. Train staff in communication and radio protocol. Know radio frequencies and DPL codes. Prepare signs to be consistent with district crisis requirements. Set up an internal back-up system for use if primary system fails.

Communication within the school must be addressed. As noted in the General Communication section, codes should not be used. Clear, concise statements with direction provide structure and control. If the use of the intercom, bullhorn, etc., will compromise security, a courier system should be designed as back-up to deliver information. Communication contact through staffs personal cells may be needed if primary system fails. Radio communication is the primary internal source of communication. As noted on the External Communication section, other CCSD departments as well as first responders will have access to the frequencies, will assess the situation and assist accordingly. Frequencies need to be accurate and updated within the plan for optimum capability. (If the site uses a repeater, those frequencies must also be accurate.)

Evacuation Kits
The Crisis Evacuation Kits should remain easily accessible in the directed location, consolidated and portable in the event that they must be taken to another location (e.g. Incident Command Post, Staging, and Reunification Site). These kits contain critical items and information that will be required for facility personnel and emergency responders to manage the situation if it is not safe to access the main office area. Each kit should include all of the following items and any others as determined by the school administration. Mark each box as these items are included in the specific Evacuation Kit and keep it fully stocked at all times. You may wish to add other items that would be useful during an emergency. It is suggested that you maintain two Main Office Kits in separate parts of the facility. Designate a primary person and a back-up person (a total of four people) to remove each kit during an emergency. The kits should be taken outside whenever you evacuate for a drill or a real incident. Compile the following kits: Kit One-Main Office Evacuation Kit In the event that the Main Office Kit cannot be accessed, consider maintaining key elements of this kit (SASI information, master list of staff, keys, etc.) in a back-up kit secured in another location. Student information cards (CCF 703s) CURRENT SASI master list of student information (e.g. Palm Pilot) Master list of staff information (i.e. emergency contact info, cell phone number, address, etc.) Cell phone (Do not use cell phones during a bomb threat unless there is a medical emergency) Extra set of keys to give to police or fire units, when necessary Most recent yearbook Student accounting method* (Student sign-out log or sign-out sheets) Two-way portable radios (Do not use radios during a bomb threat) Bullhorn First aid supplies and a basic first aid manual Building Schematic Administrators Emergency Procedures Guide Copy of HAZMAT data sheet Writing instruments (suggested) Notebook/blank paper (suggested) Battery powered AM/FM radio (suggested) Flashlights (suggested) Kit Two-Health Evacuation Kit see HS-140 Kit Three-Classroom Kits** Classroom Go-Kit in a backpack (highly recommended), or some other container to make transportation during an Evacuation easier, to be located near classroom exit: Class roster, including student information (i.e.: parent names, phone numbers, etc.) A list of students with special needs and description of special needs (medical issues, prescription medicines, dietary needs), marked Confidential.

Evacuation procedures and maps with clearly marked exits (Teachers Emergency Procedures Guide and CRP Teachers Handbook) CCSD First Aid Guidelines (PUB-648 or PUB-663) Classroom/Teacher Identification signs Red/Green Notification signs First Aid Kit Medical gloves (latex, or non-latex for classrooms with latex allergy) Notebook / blank paper (highly recommended) Writing instruments (highly recommended) 50 white labels for name tags (highly recommended) Whistle and Hat (or other identifier) color coded for teacher(highly recommended) Student activities (such as cards, checkers, inflatable ball) (highly recommended) NOTE: Secondary students carrying their own emergency medication should be allowed to take their medication with them during emergencies. Classroom Ready-Kit for Shelter-in-Place/Hard Lockdown: Plastic sheeting (only for rooms with outside doors and windows that open) Masking tape Food (with can opener) (highly recommended) Hard Candies (highly recommended) Water (highly recommended) Battery-powered, or crank, Flashlight (highly recommended) Battery-powered, or crank AM/FM radio (highly recommended) Extra batteries (highly recommended) Blanket(s) (highly recommended) Bucket (liners and ties for toileting) (highly recommended) Sanitary items (Towelettes and toilet paper) (highly recommended) Work gloves(highly recommended) Breathing masks (surgical masks, even dust masks for debris dust are helpful in earthquakes) (highly recommended) Kit Four-Shelter-In-Place Kit Items to be kept at or near every door which opens outside 2 Masking tape Non-breathable plastic sheeting * CCSD protocol must be followed for student release. In the event of a crisis, accounting and release of students must be done very carefully. Both the Main Office and the Classroom Evacuation Kit are supplied (CCF-703s, Class Rosters, paper and pencils) to assist the administration and teacher in student accounting and release. In taking attendance, the teacher must visually (see) and auditorily (by name) account for each student on the class roster. Release of students must follow district procedure with a documented accounting system of who has been released and to whom (designated on the CCF-703). ** Compile a standardized method to inform substitutes and volunteers of the crisis procedures for the particular classroom they will be assisting. Substitute teachers must be able to easily locate these items within the classroom for which they are assigned.

Employees with Disabilities

Significant planning must occur by the School-Based Crisis Response Team in planning for employees who may require accommodations due to medical conditions, whether chronic or temporary. The Americans with Disabilities Act (ADA) as well as CCSD policy ensure that accommodations must be afforded to those in the work place. The Administrator in Charge must account and plan for those employees who need assistance when a crisis event occurs. The following actions provide assistance in dealing with these issues. ACTION STEPS Are there employees with permanent disabilities on the site? Is the disability identified and accommodations known and executable? Are there employees with temporary conditions that must be regarded as a disability, requiring crutches, wheelchair, pregnancy, etc.? Are there employees who will need medications, additional food, water, etc., if they are detained past the typical school day? Are there employees who will require additional supports in case they suffer a medical emergency (diabetic-food, asthma-inhaler, etc.)? Are the medications available if in a lockdown? If there is an evacuation, are there employees who will need assistance in ambulating? Are there employees who can ambulate but cannot do so quickly and will require assistance? Does the site have at least one wheelchair available? Are there able employees who are physically capable of assisting a person with a disability? Are these employees in proximity that will give ample time for evacuation? If there is a second floor to the facility, can the employees with disabilities get to the main floor without using the elevator? Does each employee have a person assigned? Do they know their specific procedures in case of a crisis? Have they practiced? Is there an alternate assigned for back-up? Once outside, can the employees with disabilities navigate the grounds to get to the staging area? Is the location so far that additional assistance will be needed? If the employee uses a wheelchair or crutches, will there be difficulty moving on the grass, stones, etc.? Will the Health Station be in a location that will be readily and safely accessible to employees with disabilities? Is the location safely away from the instructional site? Are there heat sensitive employees? Is immediate family contact information available in case of a medical emergency during the crisis? Are there physician data available for the employees with disabilities? What method will be safest if the communication system goes down (either way)? Can the staging area accommodate for the employee with disabilities? Can the physical plant accommodate wheelchairs, etc.? Has a plan for transportation from the Staging Area to the Reunification Site been worked out for the employees with disabilities? Can the Reunification Site accommodate for the employee with disabilities? Are there accommodations and personnel identified for toileting for disabled, if needed?

Insert Employees with Disabilities Rescue Assistance and Method Here

Emergency Response Plan for Medically Fragile Students

The Emergency Response Plan for Medically Fragile Students (Health Services form, HS-140) is a required section of the CCSD School-Based Crisis Response Plan. The Healthmaster (HMS) electronic student health record attachments for the HS-140 will be maintained in the Health Office Disability Notebook and will no longer be submitted electronically to site administrators by school nurses. This is a change in the requirement of submitting the HMS reports electronically to the site administrator in previous school years. At the time of an actual event or drill, data contained in the reports will be provided electronically by the Risk Management/SHOMS Help Desk directly to the Crisis Response Team and site administrators through a Data Casting process. A school nurse from Health Services will be on-site or sent to the site to interpret the medical data. This procedure will ensure up-to-date student health information is available for First Responders. The Student Coordinator is responsible to determine what additional support is needed for classrooms with multiple students who are medically fragile and /or students who are compromised short-term (broken legs, ankles, etc.). It is the responsibility of each staff member to monitor and notify the Health Office of any additional needs so that additional assignments to classrooms/areas can be made. Each staff member needs to assist any medically fragile and/or compromised student they come across during an emergency or notify the Health Services Coordinator so additional resources can be made available. School nurses will continue to collaborate with site administrators to facilitate completion of the HS-140 and preparation of the emergency kits per the HS-140. Please contact the Health Services Department (799-7443) or site school nurse for any questions. Significant planning must occur by the School-Based Crisis Response Team in planning for students who may require accommodations due to medical conditions, whether chronic or temporary. The Americans with Disabilities Act (ADA) as well as CCSD policy ensure that accommodations must be afforded to children with disabilities. The site administrator must account and plan for those students who need assistance when a crisis event occurs. The following actions provide assistance in dealing with these issues. ACTION STEPS Are there students with permanent disabilities on the site? Is the disability identified and accommodations known and executable? Are there students with temporary conditions that must be regarded as a disability, requiring crutches, wheelchair, pregnancy, etc.? Are there students who will need medications, additional food, water, etc., if they are detained past the typical school day? Are there students who will require additional supports in case they suffer a medical emergency (diabetic-food, asthma-inhaler, etc.)? Are the medications available if in a lockdown? If there is an evacuation, are there students who will need assistance in ambulating? Are there students who can ambulate but cannot do so quickly and will require assistance? Does the site have at least one wheelchair available? Have able-bodied employees been assigned to assist students with disabilities? Is there an alternate assigned for back-up?

If there is a second floor to the facility, can the students with disabilities get to the main floor without using the elevator? Do they know their specific procedures in case of a crisis? Have students practiced emergency procedures? Once outside, can the students with disabilities navigate the grounds to get to the staging area? Is the location so far that additional assistance will be needed? If the student uses a wheelchair or crutches, will there be difficulty moving on the grass, stones, etc.? Will the First Aid Station be in a location that will be readily and safely accessible to students with disabilities? Are there heat sensitive students? Is adequate and readily accessible shade available? Have teachers been notified of the selected shade locations? Is immediate family contact information available in case of a medical emergency during the crisis? Is a communication method available regarding emergency procedures in a format that can be easily understood by a disabled student, such as Braille, large font, pictures, or audio format? Can the Staging Area accommodate for the student with disabilities? Can the physical plant accommodate wheelchairs, etc.? Has a plan for transportation from the Staging Area to the Reunification Site been worked out for students with disabilities? Can the Reunification Site accommodate for students with disabilities? Are there accommodations and personnel identified for personal care for disabled, if needed? Are student mobility aids, such as walkers, canes or wheelchairs, readily available for disabled students? Are there any students with guide dogs or other service animals? Can the staging area accommodate a service animal?

Insert Health Services Department Emergency Response Plan for Medically Fragile Students Here (HS-140)

Insert HVAC/Fire Alarm Systems and Sprinklers Shut Down/Off Directions Here

Insert HVAC Shut-Off Locations Map Here

NRS 392.620 (d) Procedure for safely moving pupils and employees within and away from the school.

MOVEMENT-INTERNAL/EXTERNAL
When a crisis situation occurs, a functional School-Based Crisis Response Plan delineates the appropriate actions needed to keep students and staff safe. Depending upon the source of the entity that compromises the safety of those in the school site, decisions have to be made as to where the safest location for the students and staff would be. A Soft Lockdown occurs when an outside incident requires security actions to take place, but instruction continues as normal. Soft Lockdown is a response to an actual threat near the building. Heightened security measures must be taken. A Hard Lockdown is an emergency lockdown to respond to an actual emergency situation within the building. This procedure requires immediate, evasive action on the part of students and staff. Evacuations occur when there is a threat in or near the facility and students and staff need to move out of the facility as quickly as possible. A Reverse Evacuation occurs when there is a threat outside of the facility and the staff and students need to move inside as quickly and safely as possible. Independent Evacuation is the decision made by any employee or student that finds themselves in a potentially dangerous situation in a district owned building or property can, based on sound and reasoned judgment at the moment, safely exit out of harms way by means other than a lockdown procedure if such a decision would not bring further harm to said person or put others in an unsafe situation. Such a decision to exit independently does NOT suggest nor imply that one can disregard an order to lockdown and, by doing so, simply chooses to exercise free will, disregard the request, and exit the building. Independent evacuation is an option only if one is alone in the hallway between classes, in a bathroom, etc., any location that separates one from a class or work location. ACTION STEPS Create a school map with exits, alternate exits, portables, etc. Account for additional facilities and programs on site (Adult Education, athletic events, extra-curricular after school activities, etc.). Determine any vulnerable areas internally (cafeteria, electrical rooms, hazardous materials storage areas, etc.) as well as locations externally that can become dangerous with movement of staff and students (Emergency/Fire Lanes, fire hydrants, chillers, etc.). Determine Staff-Student Staging Area which must be at least 300 ft. from building, in which all staff and students are united and decisions can be made as to whether it is safe enough to remain or go to the Family Reunification Site/Alternate Staff-Student Staging Area. Determine Family Reunification Site (as well as an alternate). Make sure sites can accommodate the student population, movement of buses and parent vehicles. Does the site allow for the safe release of students to parents using your accounting method? Make sure that the perimeter is secure so that parents will not be able to remove their student until proper reunification procedures have been followed. Will the infusion of your full staff and student population excessively impact the reunification site to the point that the receiving sites routine is completely disrupted? If the Staff-Student Staging Area and/or Family Reunification Site is at a non-District site an agreement or Memorandum of Understanding (MOU) should be made with the non-

District Staff-Student Staging Area and Family Reunification Site administration regarding access, procedures, use of facility, communication, parking, etc. o When ready to prepare an Evacuation MOU with a public or private agency, the Emergency Management Office will forward you the MOU in Word to complete and return for processing (final legal review, approval, and signatures). Upon completion, one original will be forwarded to the public or private agency and the other will be filed at the Emergency Management office. All other parties involved will receive a copy. For a copy of the MOU please contact The Emergency Management Office at 799-8710. o Since there are Open School Agreements between the district and local city and county jurisdictions regarding the use of parks and their facilities during a crisis, no additional MOU is needed. A communication system must be established with a backup. Conduct emergency triage on-scene. Establish location for Health Station at Staff-Student Staging Area and/or Family Reunification Site. Determine release stations. Determine an alternative site that meets the above-stated requirements in case the first location cannot be used.

Insert Staff-Student Staging Area and Family Reunification Sites and Directions Here

Insert Site Floor Plan/Evacuation Map Here

Insert Staff-Student Staging Area Map Here

Insert Family Reunification Route Map Here

Insert Alternate Family Reunification Route Map Here

NRS 392.620 (e) Procedure for enforcing discipline and obtaining and maintaining a safe and orderly environment within a school during a crisis

Enforcing Discipline
ACTION STEPS Maintain safety, student management and accounting at all times. Sweeping of Campus o Administrator Responsibilities: 1. Administrator will ensure the following sweeping responsibilities/procedures are in place: o Sweep Coordinator Responsibilities: 1. Listen for the sweepers reports. (Section clear, student found.etc.) 2. Check off sweep check list. 3. COMMUNICATE: Building all clear TO THE INCIDENT COMMANDER AFTER ALL STAFF (including administration and all sweepers) AND STUDENTS ARE CLEARLY OUT OF THE BUILDING. For a complete transmission, there must be an acknowledgment of the transmission by the Incident Commander: Copy, building all clear. o Sweeper Responsibilities: 1. Sweepers will sweep and collect students from all remote areas, restrooms, storage areas, stage, unlocked rooms, halls, empty rooms, etc. and contact the Sweep Coordinator for direction as to student placement. 2. Report all findings to the Sweep Coordinator (Area Clear, Student/Staff/Person Found). o Teacher Responsibilities: 1. Before leaving the classroom, visually sweep the classroom and make sure it is clear. 2. Lock the door upon exiting the room to communicate room is clear. If the fire is located in your room do not lock the door. Staff and Student Accounting o Administrator Responsibilities: 1. Administrator will ensure the following accounting protocol is in place: o Staff Coordinator Responsibilities: 1. Ensure all classes are present with all students and employees assigned to the class 2. Ensure all employees not assigned to specific classrooms are present. 3. COMMUNICATE: All accounted for TO THE INCIDENT COMMANDER AFTER ALL STAFF (including administration and all sweepers) AND STUDENTS ARE CLEARLY PRESENT. For a

complete transmission, there must be an acknowledgment of the transmission by the Incident Commander: Copy, all staff and students are accounted for. o Teacher Responsibilities: 1. Take attendance visually (see) and auditorily (by name) accounting for each student on the class roster. During an Evacuation 1. Display teacher identification sign to signify your class is present at the fire drill location, Staff-Student Staging Area, and/or Reunification Site. 2. Attach Green card from Evacuation Kit if all students are present and no assistance is needed. 3. Attach Red card to signal missing students or if you need assistance of any kind. During a Shelter-in-Place or a Hard or Soft Lockdown 1. All staff must document accounting with Critical Event Accounting Icon or by calling pre-determined phone extension. Implement Effective Exiting Procedures: o Boy/Girl lines. o Straight line method of exiting from school using highly organized lines. o 90-degree turns away from building. o Stay clear of emergency vehicle access points and lanes. o Use POWER WALKING to expedite evacuation process. Ensure Staff Management: o All staff must become active participants during an evacuation. o Adults should be strategically placed along evacuation routes. o A sense of urgency and consistent pacing of students needs to be conveyed to all staff and students. o Planning (buddy system) helps to ensure safe and timely evacuation of teachers with special needs consistent with that of non-disabled colleagues. Ensure Student Management: o Use organized lines to maximize order and efficiently move students safely away from building. o Student behavioral expectations must be clear and consistently enforced by teachers and staff. o Procedures for enforcing discipline must be in place. o Use of cell phones by students is PROHIBITED. o Planning (buddy system) needs to be instituted to ensure safe and timely evacuation of students with special needs consistent with that of non-disabled peers. o To maintain order and safety, it is recommended students sit or kneel at StaffStudent Staging Area and/or Family Reunification Sites.

Training and Drills

NRS 392.450 and 392.624 mandates that at least once a year, training to each employee in response to a crisis must occur. Drills shall be provided at least once a month during the school year to instruct pupils in the appropriate procedures to be followed in the event of a fire or other emergency, except a crisis governed by NRS 392.600-392.656. Not more than three of those drills may include instruction in procedures to be followed in the event of a chemical explosion, related emergencies and other natural disasters. Practice will help the Site Administrator and the staff refines the process. Practice will also allow for a more automatic response not only on the part of the staff, but also on the part of the students. Training must include drills for evacuating as well as securing schools. ACTION STEPS Once the plan is complete and preparations are in place for the site, training must occur with School-Based Team Members so they are knowledgeable of and able to perform their duties as assigned. Training must also occur with all site employees as to the elements of the School-Based Crisis Plan, including but not limited to: o Procedures for Staff and Student Accounting, Shelter-in-Place, Soft Lockdown, Hard Lockdown, Evacuation and Reverse Evacuation. o Staff needs to know the exits, alternate routes and what to bring with them. o Teachers need to understand what is in their Teacher Evacuation Kit. o Teachers need to know the release procedures. o Non-assigned personnel need to know where to receive their assignments. o Alternative routes must be addressed (when they will be used, how staff will receive the communication, etc.) o Student-Staff staging areas as well as Family Reunification Site locations must be discussed.

Public and Parent Notice

NRS 392.624 dictates that notice must be given that the School-Based Crisis Response Team has completed the review of the School-Based Crisis Plan. Notice includes posting the following form upon completion of review of the plan, as well as posting a copy of the NRS statute 392.600-392.656, inclusive. Additionally, a parent notice letter, using the schools stationery and signed by the Site Administrator, must be sent to parents. ACTION STEPS Print letter on school stationery. Site Administrator signs. All parents are sent a copy. Print and Post Notice of Completion of School-Based Crisis Response Plan Review (NOT the Crisis Response Plan itself) in sites Main Office. Print and Post NRS 392.600-656 in the sites Main Office.

Mitigation & Prevention

Preparedness

Recovery

Response

RESPONSE PHASE III

Take action to contain the situation and provide safety and support to those involved during the crisis using the developed methods and procedures.

NRS 392.(c) Procedure for immediate response to the crisis.

ACTION STEPS Be prepared for the unexpected. Assess the situation and choose the appropriate response. Respond within minutes: Inaction is a nonproductive action. Contact the appropriate emergency responders. Communicate to staff and students using the appropriate Alert Signal. Activate the School-Based Crisis Team and the District Crisis Team if needed. Initiate response procedures. Alert Area Supervisors. Document activities.

Insert Administrators Handbook Here

Insert Teachers Handbook Here

Mitigation & Prevention

Preparedness

Recovery

Response

Recovery Phase IV
Restore the infrastructure of the school to the precrisis status, returning to learning as quickly as possible.
ACTION STEPS Recovery: What the School Should Do After an Impactful Crisis Event
Contact Risk Management and report the facts of the incident and any resulting losses. Risk Management will work with site administration and School Police to gather necessary documentation, statements, and other evidence. Refer all requests for monetary settlement to Risk Management at 799-2967. Advise Risk Management and the Facilities Division of any damage to CCSD property so that repairs can begin as soon as possible after the incident. Make plans to re-open school as soon as possible to help re-establish normal routines, which provide for safety and security. If necessary, conduct an evening meeting for students, parents, staff and community members. Continue open communication with the Communications Office. Continue ongoing coordination of Facility and Resource Recovery with Facilities Division Emergency Management. Consider allowing only staff to answer the phone for at least days one through five. Visit injured students and/or staff at the hospital. Provide information regarding funeral arrangements, if any. Organize plans for student and staff attendance. Arrange for continued counseling and support services for students and staff as needed. Bring closure. If appropriate, recognize the anniversary of the crisis. Do not pretend it never happened. As soon as possible, after the crisis situation is over, hold a debriefing session between all involved entities to go over the strengths and weaknesses of how the crisis was handled and determine what can be learned from the situation. Formulate any recommendations and prepare necessary reports from Incident Reporters documentation.

Day One
Work with The Department of Student Threat Evaluation and Crisis Response to create a tailored school plan; the following items are important to think about after crisis situations: Determine if additional assistance is needed (i.e. community agencies); the district level Crisis Response Team will request assistance from outside agencies. Provide information (as needed per incident type) to teachers and let them know what is expected of them. If needed, establish a crisis center at the school; inform staff of the location and how to refer students to the center. Determine how students will be informed about the crisis situation, if it does not immediately affect the whole school (i.e. by school-wide announcement, runner to hand deliver to classrooms, etc.). Identify students and staff considered to be high risk, due to the nature of the crisis (siblings, boy or girl friends, those in close physical and/or psychological proximity to the incident, close friends, other recent at-risk students, team members, etc.). Ask staff to continue monitoring all students. Determine need for a parent and community meeting. If appropriate, assign a school liaison to the family. Determine whether counselors or district Crisis Response Team members need to meet with any particular classes or groups. Continue with classes as scheduled with class activities as normally as possible. Draft a letter informing parents of the situation. Determine whether any other school (either within or outside of the district) may be impacted and establish contact with that school (consider siblings, boy or girl friends, those who recently attended another school, etc.).

Days Two through Five

School administration and district Crisis Response Team continues to meet and monitor staff and students. Review status of day one and determine the need for follow-up. Remind staff to continue to help identify and monitor high-risk students and fellow staff members. Determine whether staff or students need to be referred for professional assistance. Work with parents. If steps have not already been taken, re-evaluate need for evening meeting for parents and community. Take requests for school assembly and/or memorials for lost students or staff members under consideration. Make no commitment. Inquire about funeral arrangements or hospital visits and the familys desire for school/student involvement. Inform staff that the Crisis Response Team members are available to provide consultation, direct assistance to class, and/or information and suggestions for working with students and class. Continue follow-up and monitoring of student, school, and community environment.

One to Six Weeks after the incident

Have counselors, psychologists and/or nurses continue to monitor and/or see highrisk students.

Continue to ask staff for assistance in monitoring students and staff who were affected by the crisis. Determine need for developing individual student plans. Maintain contact with family. Work with any outside therapists, and/or assist with outside referral. Determine need for support groups and conduct as needed. Develop monitoring and/or intervention plans for siblings, staff, and/or friends reentering school. Consult with Crisis Response Team for follow-up plan to identify further needs and to evaluate effectiveness of response. Remind staff that time frame for intervention and assistance could be from a few weeks through the end of the school year.

Death of a Student or Staff Postvention Checklist

Immediate
Do not release information or name of student/staff without verification from the Coroners office of the death and parent permission Contact Department of Student Threat Evaluation and Crisis Response (799-7449) Contact your Academic Manager Contact Risk Management ( 799-2967) to report incident Contact/Gather staff that will assist (School-Based Crisis Team) to discuss what is expected and what needs to be planned School-Based crisis team clears schedules Assign tasks/duties to team members Contact counselor, psychologist, and nurse Hold meeting to apprise staff of situation Identify impacted classrooms Identify best friends, siblings, or staff members that may be impacted; use of sociogram may be useful Obtain the schedule of student(s) impacted and gather necessary CCF-703s Determine if there are any feeder school issues Determine rooms or areas for groups and one-to-one meetings for staff, students, and/or parents Dedicate a phone line and assign person to answer with appropriate message Help keep track of congregating students Avoid grouping upset students together in one area Watch for student interactions and dynamics. Alert the team if you have pertinent information Show your presence around the school

Day One
Call family for support, update on information, what information they would like released Determine level of crisis, high impact/low impact, staff, and student needs Determine if investigation is needed for contagion issues Determine if there are issues at surrounding/feeder schools (siblings/witnesses) Notify staff of crisis (morning staff meeting or memo/InterAct if school has already started) Determine how much flexibility in scheduling will be needed Decide if affected teachers need substitutes - obtain if necessary Establish separate student and staff support areas Determine rooms/areas for groups and one-to-one meetings; make phone line available Determine information/media response/contact Communication Office if necessary (799-5304)

Provide sign-in sheets to assist in keeping track of students receiving support Provide individual and group support to affected students in designated room throughout the day Write letter to parents of students affected by crisis available in InterAct>District Link>Student Threat Evaluation and Crisis Response > Parent Letters Gather team to debrief/Set plan for Day 2

Day Two
Gather team to revise plan of action/update facts Maintain open door for support areas Team students with specific needs Contact parents of students with specific needs (i.e. requires counseling referrals) Contact family to offer condolence/assistance

Day Three
Maintain open door for support Make arrangements for staff/students to attend funeral Field questions about funeral and other activities Send sympathy cards Gather team to debrief/determine closure activities

Follow Up
If needed, maintain open door support areas Make referrals to outside counseling agencies as needed Identify staff/students in need of follow up support services Contact family to offer community referrals Plan for removal of the students desk and the students name from SASI Plan to return the students possessions to the family

Helpful Hints for Crisis Response

Accept every person's right to his/her own feelings. Do not judge feelings. Accept a person's limitations. People need time to recover. Size up a distressed person's abilities and concerns as accurately and quickly as possible. Accept your limitations in a relief role. Know yourself. Remember you have past experiences too and cannot do everything. Assess your own emotional state. You have permission to excuse yourself from a situation you do not feel you can handle. Be sure to participate in the debriefing after a crisis. Don't be afraid to share your feelings with other staff members. Provide immediate, direct, active, authoritative intervention. Recognize people in crisis as in temporary state of disturbance, not mentally ill. Communicate confidence in yourself. Communicate in a calm, organized way and help limit disorganization and confusion. Provide accurate information about the situation (answer questions). Attempt to calm the victim and relieve the anxiety and stress, but do not make unrealistic promises. Do not impose your methods of problem solving upon the disaster victim; the person's own solutions will be most successful. Listen actively.

Working with Parents

Expect a traffic jam in front of your school and significant confusion inside, if it is a major crisis. If parents enter the building, have them escorted to a conference room so that control can be maintained and information can be given in a controlled manner. Inform parents that you will let them know everything important as soon as you can. Use the Media Protocol through the Communications Office to assist you in communicating with parents. If you use a neighboring school as a staging area, have the local radio/television stations advise parents to go there. The media can be your ally if you work with them. The media can also advise parents of upcoming meetings. Use ParentLink or schools webpage to give updated information; direct parents and others to use it.

Activities to Discourage
Large assemblies or public address announcements may make it difficult to provide support to students on an individual basis. Media contacts can be disruptive and sometimes insensitive. Direct all media to the Communications Office. High impact ceremonial removal of belongings is not appropriate. Removing belongings and desk of the deceased is best done at a natural time break (i.e. weekend). Restructuring seating arrangements can reduce the impact of this change. Student cell phone/text usage regarding the loss. Staying rigid with regard to curriculum and scheduling may become problematic. Reactions will vary, from needing flexibility to needing structure. Decisions must be made on an individual basis.

Avoid communication with students, staff, parents, and community on unfolding event. Treating the death of students differently because of status or community position, etc.

Correcting Errors and Rumor Control

If substantive inaccuracies (i.e., inaccuracies that have the potential to further a crisis or problem) occur, you should move very quickly to correct them. Remember-the longer misinformation remains viable in the information environment, the more difficult it becomes to correct. How to Respond to Substantive Inaccuracies and Rumors: Move quickly to correct them. Keep the level of your response appropriate to the level of the problem. Overreacting to an isolated mistake will only attract attention to the very problem you are trying to correct. (A single yet important error of fact in a newspaper article would probably be best dealt with by a polite call to the reporter who made the error.) Under-reacting to widely reported information that is not correct will only allow for a compounding of the error. (In this case a public statement or even a news conference might be most in order.) If a damaging rumor is confined to a small audience, correct it within that group. Do not create a major public event. If a damaging rumor is widely known and spreading making it difficult for you to reach your communications goals, move aggressively and very publicly to correct it. When squelching a rumor, try to anticipate how the rumor might evolve in response to your efforts and be as thorough as you can in closing off possible avenues of future and similar rumors.

Guidelines for Accessing Community Resources

Determine whether the family has mental health insurance or Medicaid. If they have health insurance through their employer or through Medicaid, the access information is printed on the back of the insurance or Medicaid card. Note: All health insurance providers do not provide mental health services. If mental health services are not specifically noted on the card, contact Human Resources at the respective employer to determine what services are provided. Families with Mental Health Insurance or Medicaid: 1. Call the number on the back of the insurance card to ascertain a provider list. It would be helpful to have a list of concerns so that the appropriate provider can be identified. 2. Contact appropriate provider. 3. Assist family in scheduling an appointment. 4. Have parent sign a Release of Information (CCF-503) in order to share information between school staff and provider. Once the provider is assigned and the appointment scheduled, fax a copy of the concerns to the provider and give a copy of concerns to the parent. Families without Mental Health Insurance: The following are some resources that are available:

1. Neighborhood Care Center Call the Main Switchboard at 486-0000. 2. Access Psychology Today website at www.therapist.psychologytoday.com and follow directions for locating a therapist that matches the concerns and monetary obligations of the family. 3. Access, through InterAct, the Community Resources list for those who provide a free or sliding scale payment option. When considering hospitalization (via parent or Legal 2000-R); if the child has a current mental health provider, contact the provider for direction. In order to consider hospitalization, the student must an imminent danger to self or others. If this is not the case, contact a mental health provider for an emergency appointment. To obtain additional information go to InterAct>District Link>Student Threat Crisis/Crisis Response>Suicide Assessment Protocol>CCSD Legal 2000 Supplement.

Community Mental Health Providers Procedures

Frequently, when there is a major incident, persons from the community converge on the scene with the best of intentions in providing assistance. However, the responsibility of the Crisis Team is to protect the staff and students and not interfere with first responders actions, but instead match mental health services needed with the appropriately licensed personnel. With this in mind, all individuals coming to a scene must be processed through a central location. Those individuals must also provide documentation of any licensure and/or training or certification pertinent to the situation. This must include the ability to provide specific therapeutic services in the areas of post-traumatic stress disorder, acute stress disorder, and other traumarelated reactions. A phone bank will be established by the Department of Student Threat Evaluation and Crisis Response in order to verify licensure and/or certification and training. In addition to specific licensure, areas of training or certification may include PREPaRE (Prevent, Reaffirm, Evaluate, Provide and Respond, Examine), NEAT/NOVA (National Emergency Assistance Team/National Organization for Victims Assistance), NIMS (National Incident Management System), CISM (Critical Incident Stress Management), Red Cross, and FEMA. Without verification of licensure, training, or certification, individuals will not be allowed to provide service support. Verification can be obtained through the following organizations. PREPaRE Or NEAT/NOVA; National Association of School Psychologists Phone: (301) 657-0270 NIMS: Phone: CISM: Phone: (206) 296-4600 (800) 621-3362 Red Cross: Phone: FEMA: Phone:

(800) 733-2767 (800) 621-3362

Nevada MFT Board: Phone: (702) 486-7388

TECHNICAL SAFETY ASSISTANCE

Safety, Health, Environmental, or Security concerns should be directed to your supervisor. If you, or they, are unsure or need additional information it may be obtained by contacting the appropriate office listed below. NOTE: Call 911 or your community emergency response number immediately in a life threatening emergency.
TOPIC/SERVICE AREA Accidents, Vehicle & General Asbestos Management Bee swarms/hives on School Grounds Bloodborne Pathogens Chemical Spills Chemical/Disposal Crisis Response Emergency Management EPA, Federal & State Equipment Inspections Fire Code Compliance Fire Drill Flags Fire Extinguisher Fire Prevention Indoor Air Quality Injuries, Employee/Workers Compensation Injuries, Student Inspections, Lead/Asbestos Inspections, EPA Inspections, Fire Inspection, Building Code Inspections, OSHA Inspections, Playground & Schools Insurance Lab Safety (Schools) Material Safety Data Sheet (MSDS) Occupational Safety Playground Equipment Safety Complaints Safety Training & Videos Security-School Shelter-in-Place Shop Safety (Schools) Student Health Underground Storage Tanks RESPONSE SECTION Risk Management Office Environmental Services Grounds Employee Health Services Hazardous Materials Hazardous Materials Crisis Response Team Facilities Division Hazardous Materials Facilities and Safety Inspections Inspection Services Submit Maintenance Work Request Equipment Repair Inspection Services Environmental Services Risk Management Office Risk Management Office Environmental Services Environmental Services Inspection Services Inspection Services Risk Management Office Facilities and Safety Inspection Risk Management Curriculum & Professional Development Risk Management Office Risk Management Office Facilities & Safety Inspection Risk Management Office Risk Management Office School Police Facilities Curriculum & Professional Development Health Services Hazardous Materials PHONE 799-0048 799-0985 799-8310 799-0767 x5112 799-0990 799-0990 799-7449 799-8710 or 799-HELP (4357) 799-0990 799-5030 799-7605 Maximo 799-5234 799-7605 799-0985 799-0060 or 799-NURSE 799-0048 799-0985 799-0990 799-7605 799-7605 799-6496 x5641 799-5030 799-6496 799-2348 799-6496 799-6496 799-5030 799-6496 799-6496 799-5411 799-8710 799-8642 799-7443 799-0990

Insert Crisis Plan Verification Form Here