FrederickCarderElementary

Building Safety Plan

Building Safety Plan

Overview / District Organizational Chart
SECTION I:
A.
B.
C.
D.

General Considerations & Planning Guidelines

Purpose
Identification of School Teams
Concept of Operations
Plan Review & Public Comment

SECTION II:

Risk Reduction

A. Designation of School Teams

B. Prevention & Intervention Strategies
C. Identification of Sites of Potential Emergencies

SECTION III:
A.
B.
C.
D.
E.
F.

Response

Assignment of Responsibilities
Continuity of Operations
Notification & Activation
List of Potential Hazards
Emergency Response Procedures
Security

SECTION IV:

Recovery

A. Short Term Response

B. Long Term Response

DISTRICT
DISTRICT SAFETY
SAFETYORGANIZATIONAL
ORGANIZATIONAL CHART
CHART
District
DistrictCrisis
Crisis
Management
ManagementTeam*
Team

District
DistrictSafety
Safety
Team
Team

Be d ata d riven & o u tco me o rien tated ,

Su perin ten d ent
Be d ata d riven & o u tco me o rien tated ,
Su p erintend en t
L earn to g ath er & assess d ata,
T each er Rep resen tative
L earn to gath er & assess d ata,
T each er Rep resentative create
a visio n o f a safe d istrict,
No n-T each er Rep .
create a visio n o f a safe d istrict,
No n -T each er Rep .
Review Co d es o f Co n d u ct,
Paren t
Review Cod es o f Co n d uct,
Paren t
Pu b licize o u tco mes,
Stu d ent (9-12)
Pu blicize o u tco mes,
Stud en t (9-12)
Mo b ilize th e to tal d istict/co mmu n ity,
Bo ard Memb er
Mo b ilize th e to tal d istict/co mmu n ity,
Bo ard Memb er
d es o f Co n d u ct
Sch o o l Safety Perso n n el Co
Co des o f Co n d u ct
Sch o o l Safety Perso n n el District
SAVE Plan
Po lice/F ire/Med ical
District SAVE Plan
Po lice/F ire/Med ical
Co o rd in ate d istrict w id e crisis p lan s.
Co ord in ate d istrict w id e crisis p lan s.

Su perin ten d ent

Su p erintend en t
Asst. Su p erin ten den t
Asst. Su p erin ten d en t
Bu sin ess Ad min istrato r
Bu sin ess Ad min istrato r
T ran sp o rtatio n Directo r
T ran sp o rtatio n Directo r
F o od Services
F o o d Services
Dir. Bu ild in g s/G ro u n d s
Dir. Bu ild in g s/G ro u n d s
Key Secretaries
Key Secretaries

Su pp o rt sch o o l based teams,

Su p p o rt sch o o l b ased teams,
Manag e extern al asp ects o f th e crisis,
Man ag e external asp ects o f th e
In terface w ith th e Un ified Comman d ,
crisis,In terface w ith th e
Deal w ith th e media.
Unified Co mmand ,Deal w ith th
L eg al Issues.
med ia.L egal Issu es.

BUILDING
BUILDINGLEVEL
LEVELTEAMS
TEAMS
Building
BuildingSafety
Safety
Team
Team

Ad min istrato r
Ad min istrato r
T each er
T each er
T each in g Assistan t
T each in g Assistan t
Paren ts
Paren ts
Stu d ents (9-12)
Stu d ents (9-12)
Po lice/F ire
Po lice/F ire
Secu rity Perso n n el
Secu rity Perso n n el

Be d ata d riven , o u tco me

G ath er & assess in fo rmatio n ,
Create a visio n o f a safe sch o o l,
Plan an d imp lemen t p rog rams,
Evalu ate resu lts,
Mo d ify strateg ies,
Pu blicize o u tco mes,
Mo b ilize th e to tal
Sch o o l/commu n ity.

Post
PostIncident
Incident
Response
ResponseTeam
Team

School
SchoolEmergency
Emergency
Response
ResponseTeam
Team

T eam Co mp o sitio n Ro les

T eam Co mp o sitio n Ro les
Prin cip al
F acilitato r
Principal
F acilitato r
Assistan t Prin cip alCrisis Pro cesso r
Assistan t Prin cip alCrisis Processo r
T each er
Staff L iaiso n
T each er
Staff L iaiso n
Psych o lo g ist
Stu d en t L iaiso n
Psych olo g ist
Stu d en t L iaiso n
G u id an ce Co u n selo r In tern al Co m.
G u id an ce
Intern al Co m.
So cial W o rker
Paren t L iaiso n
So cial W orker
Paren t L iaiso n
Secretary
Reco rd er
Secretary
Reco rd er
T each er Aid e
Extern al Co m.
T each er Aid e
External Co m.
Nu rse
Med ical Team
Nu rse
Med ical T eam
Cu sto d ian
Secu rity
Cu sto dian
Secu rity

Bu ild in g Emerg en cy Resp o n se

T eams sh all receive train in g in
resp o n se an d man ag emen t o f
emerg en cy situ atio n s,
p ost-inciden t resp o nse, even t
evalu atio n an d d eb riefin g .
T ab le-to p p ractice.

BCL Solutions. ....the safe schools people

Nu rse
Nu rse
Psych olo g ist
Psych o lo g ist
G u id an ce Co u n selo rs
G u id an ce Co u n selo rs
EMT s
EMT s
F irst Aid e
F irst Aid e
Do cto r
Do cto r

T h e Po st-in cid ent resp o n se team

w ill p rovide on -g o in g co u n selin g
fo llo w in g emerg en cy
even ts. T hey w ill also mo n ito r
p o st-trau matic stress symp to ms
an d p rovide in fo rmatio n
to staff, p aren ts an d stu d en ts o n
p o st-trau matic stress.
T h e g o al is to resto re th e facility
to n o rmalcy as so o n as p o ssib le.

Medical
Medical
Res.
Res.Team
Team

Nu rse
Nu rse
CPR
CPR
Defib rilator
Defib rilato r
O th er
O th er

Med ical Resp o n se

T eram w ill resp o n d
to all med ical
emerg en cies:
p layg ro u n d , ath letic
field s, staff memb er
down

Section I:
A.

General Considerations and Planning Guidelines

Purpose
At the direction of the Corning Painted Post School District Board of Education, the
principal of the school appointed a School Emergency Management Team to perform
and maintain the School Emergency Response Plan.

B.

Identification of School Team

Frederick Carder Elementary has developed School Emergency Management Team that
reviews, practices, and monitors the building emergency procedures.

C.

Concept of Operations
1.
2.
3.

D.

The initial response to all emergencies at Frederick Carder Elementary will be by

the School Emergency Management Team
Upon activation of the School Emergency Management Team, the
Superintendent of Schools or his/her designee will be notified and where
appropriate local emergency officials will also be notified.
Efforts may be supplemented by County and State resources through existing
protocols.

Plan Review and Public Comment

1.
2.
3.

This plan shall be reviewed and maintained by the School Emergency

Management Team and reviewed on an annual basis on or before Oct 1st of each
year.
The plan must be reviewed and approved by the Board of Education.
The Buildinglevel Emergency Response Plans shall be confidential and shall
not be subject to disclosure under the Public Officers Law. Or any other provision
of law, in accordance with Education Law.

Section II: Risk Reduction

A.

Designation of School Teams Information about the following required

teams can be found in Appendix 2 of this document.
1. School Emergency Management Team.
a
b
c

Review the status of safety procedures and emergency response plans

annually.
Recommend necessary changes, improvements and additions based on new
developments, feedback, governmental mandates, and availability of
resources to the District Safety Team.
Provide support for drill practice, staff and student training, and parental
education about school safety and emergency response related issues.

d
e
f
g

Mitigation of potential hazards, preparation for managing emergency events,

response to all building-based emergencies, and lead the recovery of the
school and its population from these events.
Operation of emergency drills
Education and preparation of students, staff, and parents in school
emergency response practices.
Involvement of the school with community based emergency responders will
be included in planning and response drills and efforts.

2. 2.3 Post-incident Response Team This team of school staff with

psychological services/mental health experience has the following role.

a

Develop a plan and materials to use to deal with the emotional trauma of
students and staff experienced as a result of an emergency event.
Assist with support of students and staff following an emergency event.

3. 2.4 Medical Response Team This team of school personnel has the

following role.
a
b
c

Develop a medical response plan and practice for those staff with medical
and first aid background.
Provide team members with practice/drill opportunities
Assist with medical and first aid services during and following an emergency
event.

4. 2.5 NIMS Description

a
b

B.

Members of these teams will follow emergency response procedures

consistent with National Incident Response System (NIMS) guidelines.
This includes NIMS Courses IS 100 and IS 700.

Prevention Intervention Strategies

1

Building Personnel Training

a

Building Emergency Teams shall receive regular training in response and

management of emergency situations, post-incident response, event
evaluation and debriefing. Tabletop practices, drills and other exercises
that test the capacity of the team are recommended.

Safety Officers and monitors acting in security functions may receive

training in de-escalation, non-violent crisis intervention and non-violent
intervention strategies.

Coordination with Emergency Officials

a
b
c

The building-level safety and emergency plans will be tested annually.

We will coordinate our drills with our local police and local emergency
responders and preparedness officials.
The officials we coordinate with are:

Responders
Corning Police Department
Local Emergency Services
Corning Fire Department
State Police Department
d

Phone Number
963-0340
936-4177
936-1657

All exercises and drills will be coordinated by the Emergency Response

Team.

Annual Multi-hazard Training

Training
Right to Know
Hazardous Materials
Blood Born Pathogens
C.

Name
Spaulding
Rural Metro
Nehring

When

Where
Carder
Carder
Carder

TBA
TBA
TBA

Who
Tim Nolan
Tim Nolan
Tim Nolan

Identification of Sites of Potential Emergencies

1

The sites in and around your building that are potentially hazardous are listed below.

2 Sites need to be labeled, checked regularly by staff, and their location shared with
emergency responders. Hazardous sites may include, but not limited to the following.
Electrical panels/shut off, gas lines/shut off, heating plant, fuel storage tanks
sewage system, ventilation/air conditioning units, supply/shut off, chemical
storage areas, cleaning supplies, paper supply storage, industrial arts rooms,
science labs, construction sites, isolated areas in proximity of school ,nearby
streams, rivers, ponds, steep areas, unprotected exterior gas, electric, air
conditioning equipment, nearby railroads, highways, airports, fuel depots,
prisons.
3

Locations and photos of hazardous sites and emergency cut-offs are located on
building maps in Appendix 3.

Section III: Response

A.

B.

Assignment of Responsibility
1.

The Building-level Emergency Management Team will respond using a chain of

command consistent with the National Interagency Management System (NIIMS)
Incident Command System.

2.

Our adaptation of the NIIMS ICS principles included in Appendix 2.

Continuity of Operations
In the event of an emergency or violent incident, the initial response at an individual
school will be by the School Emergency Response Team.

In the event of an emergency the Building Principal of Frederick Carder Elementary or

his/her designee will service as incident commander. The incident commander
may be replaced by a member of a local emergency response agency or form a
unified command as dictated by the emergency situation.
After relinquishing command, the Building Principal or his/her designee may be asked to
serve in a support role as a part of the Unified Incident Command, if established,
by local emergency response agency.
The Frederick Carder Elementary School chain of command to ensure continuity of
operations is

Name
Daniel J. Davis
Audrey Slavin
Audrey Slavin
Marge Bosket

C.

Position
Principal
Lead Teacher
Crisis Processor/Social
Worker
External/Internal
Communications/Secretary

Notification and Activation

1.

The report of an incident or hazardous development will be reported to the

Building Principal or his/her designee as soon as possible following its detection.

2.

The building personnel will utilize and maintain both internal and external
communications in emergencies. These may include:

Device
Telephones
Cell Phones
Walkie-Talkies
Bullhorns
Public Address System
E-Mail / Web Page
Runners
Board Building
3.

Number
962-2454
346-5888

Staff Responsibility
Carder Elementary
Principal Davis
All SEMT Members
School Messenger
Assigned SEMT Members

936-3704

In the event of emergency, the Building Principal or his/her designee will notify all
building personnel to take appropriate protective action as outlined in the
Emergency Management Plan. Further notifications will be addressed as outlined
in the District-wide School Safety Plan.

D.

The Building-level Emergency Response Plan includes a list of potential

hazards and specific guidelines to follow if and when they occur. These
hazard guideline are referenced in Appendix 10.

E.

Our emergency response procedures for students, staff and visitors are
described in detail in Appendix 4.
7

1.

2.

3.

F.

4.1 Evacuation
a.
Fire and environmental emergencies in the buildings
b.
Bomb threats
c.
Without Transportation - Walking to an alternative site for shelter.
d.
With Transportation Busing to an alternative site for shelter.
e.
Reverse Evacuation Rapid return to building form playground/PE students
4.2 Sheltering
a.
Weather related classroom duck and cover
b.
Weather related move to structurally sound areas
c.
Biological/Chemical large room sheltering in gym/auditorium
e.
Lockdown intruder, hostage taking and other dangerous situations
f.
Hold in Place Medical emergency, locker searches, fights etc.
g.
Lockout/Heightened Security Danger in the vicinity of the school
h.
Extended Sheltering When transportation or parents are unavailable.
(Catastrophic events such as 9/11, hurricanes, etc.)
4.3 Parent Communication/Reunification
a.
Rapid Calling System
b.
Rapid Dismissal Drills Parent pick-up at school
c.
Rapid Dismissal Regular Transportation

Security
1.

In the event of an incident/crime on school property, the building shall use the
following procedures for securing and restricting access to the scene in order to
preserve evidence from being disturbed or destroyed.
a.
b.
c.

2.

The initial scene security is charged to the Building Principal or designee

until relieved by law enforcement officials.
No items shall be removed, cleaned, or altered without prior approval
from law enforcement officials.
Nothing in this section should be interpreted to preclude the rescue and
aid of injured persons.

Preventative security measures included in our school.

a.
b.
c.
d.
e.
d.

Instruction of staff and students in safety related programs and strategies.

Safety related practices and drills - Appendix 4

Single point of entry and visitor management procedures - Appendix 7.

Student management system for potentially violent students - Appendix 8
Training and deployment of security related personnel.
Other programs

Section IV: Recovery

Post-incident Response Team has developed the following procedure for dealing with
post-incident response.

A.

Short Term Response

1.

Mental health counseling will be provided by our schools and districts mental
health professionals. The district will provide additional mental health professionals
from other schools as necessary. Call the Jeff Delorme at 936-3704 for assistance.
County mental health workers may be called if necessary. A listing of mental health
professionals is found in Appendix 4

2.

Building security will be provided by designated personnel in locking down the

building and securing the site whenever necessary.

Name
Ken Tyler, Lucy Irvin, Deborah
Rial

Custodians

Ellen OHare
Dan Davis

Teacher
Principal

Marge Bosket

Secretary

Dan Booker/Lori Friend

Teresa Telehany
Kim Karam
Kristy Cowulich
Janelle Rosenkrans

Art Teacher
Teacher
Teacher
Teacher

June Keuhn

Teacher Library

B.

Position

Area of Responsibility
Building Playground Doors,
Lobby Doors next to Cafeteria,
3rd Grade Wing Doors
3rd Grade Wing Doors
Main Entrance, Kindergarten
Wing, Lobby Doors next to old
school store, Doors leading to
portables
Main Entrance, Kindergarten
Wing, Lobby Doors next to old
school store, Doors leading to
portables
Gym Doors
Doors leading to portables
4th/5th Grade Wing Doors
Doors at the end of stairwell,
located near AIS room
Door in the library

3.

The goal of the Emergency Response Plan is to restore the facility to normalcy as
soon as possible.

4.

A post-incident response analysis, facilitated by a district appointed staff member in

conjunction with the building team, will be completed as soon as practicable. This
process includes the pathology of the event and the response and a post-traumatic
incident debriefing with the Emergency Response Team as necessary.

Long Term Response

1.

Mental Health professionals in our district will provide on-going counseling following
emergency events. They will also monitor post-traumatic stress symptoms and
provide information to staff and parents on post-traumatic stress.

2.

Parents of students exhibiting post-traumatic stress symptoms will be notified and

provided a list of mental health agencies and providers.

3.

Staff members exhibiting post-traumatic stress symptoms will be provided with a list
of mental health agencies and providers.

4.

Building security strategies will be reviewed following a serious event.

5.

The event will be analyzed by the Emergency Response Team to assess likelihood
of another similar occurrence and correctives will be made to reduce likelihood of
another similar event.

Outline of Appendices
The following Appendices provide the details of the schools security, crisis management,
emergency response, and recovery plans and procedures. They are the operational protocols
that school and district personnel are to use in preparing and practicing for, responding to and
recovering from emergency events that impact on schools and the district.

Appendix 1 - District Street Map: Emergency Response Traffic Control

Appendix 2 School Teams
Appendix 3 - Building Floor Plan/Schematic Maps
3.1
Area Map
3.2
Site Map
3.3
Building Map
3.4
Hazardous Areas Photos
3.5
Utility shut-offs locations and photos
Appendix 4 Emergency Drills and Procedures
4.1 Evacuation
a.
Fire and environmental emergencies in the buildings
b.
c.
d.
e.

Bomb threats
Without Transportation - Walking to an alternative site for shelter.
With Transportation Busing to an alternative site for shelter.
Reverse Evacuation Rapid return to building for playground/PE students

4.2 Sheltering
a.
Weather related classroom duck and cover
b.
c.
e.

f.
g.
h.

Weather related move to structurally sound areas

Biological/Chemical large room sheltering in gym/auditorium
Lockdown intruder, hostage taking and other dangerous situations
Hold in Place Medical emergency, locker searches, fights etc.
Lockout/Heightened Security Danger in the vicinity of the school
Extended Sheltering When transportation or parents are unavailable.
(Catastrophic events such as 9/11, hurricanes, etc.)

4.3 Parent Communication/Reunification

a.
Rapid Calling System
b.
c.

Rapid Dismissal Drills Parent pick-up at school

Rapid Dismissal Regular Transportation

Appendix 5 Staff Directory of Addresses and Telephone Numbers

Appendix 6 Emergency Supplies and Equipment Inventory
Appendix 7 Single Point of Entry Protocols/Visitor Expectations
Appendix 8 Management of Threats and Aggression
Appendix 9 Threat Assessment
Appendix 10 Other as determined by the district
Appendix 11 Emergency Hazard Guidelines
10

Appendix 1 District Street Map: Emergency Response Traffic Control

Appendix 2 - School Teams
2.1

School Emergency Management\ Team

Name
Daniel Davis

Position
Administrator

Audrey Slavin
Ellen OHare/Mike Smith
Marge Bosket
Marge Bosket
Ken Tyler/Mike Smith
Audrey Slavin
Amy Rigby
Janelle Rosenkrans
Janelle Rosenkrans
Michael Ginaslki

Social Worker
Teacher
Secretary
Secretary
Custodian
Social Worker
Nurse
Teacher
Teacher
Superintendent

2.2

Post-Incident Response Team

Name
Audrey Slavin
Lauren Ferman-Muckey
Elementary Counselors
Elementary Social Workers
Clinical Associates

2.3
Name
Amy Rigby

Role
Facilitator/Incident
Commander
Process Observer
Staff Liaison
Internal Communications
External Communications
Security
Student Liaison
Medical Liaison
Recorder
Parent Liaison
Media

Position
Social Worker
School Psychologist
Counselors
Social Workers

Role
Mental Health
Mental Health
Mental Health
Mental Health
Mental Health

Medical Response Team

Position
Nurse

Role
Medical

Eric Phillips
Physician
Dan Booker
Coaches
Lori Friend
End of main floor hall by the Other
cafeteria and of the 4/5
Wing

Medical
CPR
AED

11

2.5 NIMS Description

Members of these teams will follow emergency response

procedures consistent with National Incident Response System
(NIMS) guidelines.
This includes NIMS Courses IS 100 and IS 700.

The Incident Command System (ICS) is the model tool for command, control and coordination
of an emergency response and provides a means to coordinate the efforts of individual schools
as they work toward the common goal of stabilizing the incident and protecting life, property and
the environment. Developed by FEMA, the ICS system uses management principles that have
been proven to improve efficiency and effectiveness during emergency response. ICS is a rolebased team planning and implementation model. In schools, key staff members are identified,
trained and utilized to fill essential positions in the management of an emergency event (School
Emergency Response Team)..
This model is based on the concepts of ICS with some variations that apply specifically to
school district requirements. Concepts include the following.

A SEMT approach to emergency response is most effective.

Preplanned crisis management strategies are essential.

SEMT members will be assigned and learn specific function based roles.

SEMT members will receive training in and practice roles regularly.

SEMT members will follow team protocols and procedures.

The crisis management team role-based positions, function.

EMERGENCY RESPONSE TEAM MEMBERS:

INCIDENT COMMANDER
SECURITY COORDINATOR
INTERNAL COMMUNICATIONS
EXTERNAL COMMUNICATIONS
STUDENT SERVICES LIAISON
PARENT SERVICES LIAISON
STAFF SERVICES LIAISON
MEDICAL SERVICES LIAISON
RECORDER
CRISIS PROCESSOR

Daniel Davis
Ken Tyler/Mike Smith
Marge Bosket
Marge Bosket
Audrey Slavin
Janelle Rosenkrans
Ellen OHare/Mike Smith
Amy Rigby/Laurie Robinson
Janelle Rosenkrans
Audrey Slavin

12

Appendix 3 - Building Floor Plan/Schematic Maps

3.1
3.2
3.3
3.4
3.5

Area Map
Site Map
Building Map
Hazardous Areas Photos
Utility shut-offs locations and photos

Appendix 4.1 Procedures for Evacuation

Preparing for Evacuations
Evacuation is the emergency response procedure used to ensure the safety of staff and
students when a building has been threatened or compromised or when critical systems have
been damaged or present an immediate danger. The primary purpose is to remove students
and staff from harms way and return them to the school safely when the emergency has been
resolved. Evacuation drills are required by law. Serious districts are practicing a variety of
evacuations that are more realistic than fire drills and mandatory go-home drills.

4.1 a FIRE DRILL

Fire drill and evacuation procedure; include teacher expectations, student
expectations, attendance procedures, staging area and plans, effectiveness
measurements, and other procedures.

Take grab-n-go with you. The grab-n-go should contain two current class lists,
emergency procedures, pen and paper, stickies, and red/green/yellow cards.
Classroom teachers are to join their class when the class has been taken out of the
building by a special area teacher.
Students who are apart from their class (music lessons, with tutors, etc.) must be
identified and names provided to a sweeper using the current class lists. Display cards
(green all kids present, red missing a student, yellow student is with another
teacher).
Teacher will hand a list of students who are missing or with someone else. Names
should be circled using an up to date class list. Special area teachers should follow the
same procedures.
Take first aide bags when leaving the classroom.
All doors and windows are to be closed.
Evacuate to identified area according to fire drill plan.
Wait for sweeper to visit class and for the bell to ring before enter building.

13

4.1 b BOMB THREAT

Bomb threat/toxic spill evacuation to outside.
This evacuation includes a building evacuation to an area at least 1000 feet from the effected
site if possible, an attendance procedure, a communication check, and police response to assist
with traffic if necessary.

Following notification to evacuate do the following.

Do a 360-degree scan of your workspace.
Tell students to:
prepare to evacuate the class and building;
take whatever they brought into the class with them when we evacuate;
do not turn cell phones on or off nor make or accept calls;
direct them to vacate using the fire drill route or as directed by school
staff;
reassemble at your attendance staging area; and
order the evacuation.
Take your plan book and other essential materials
If there is a suspicious package in the room attach a sheet of paper/card outside your
room.
Take attendance and report missing students.

Bomb threat evacuation to sanitized indoor area. (Gym/Auditorium)

Bomb threat and evacuation procedure; include teacher expectations (360 degree scan
by staff), student expectations (remove book bags), attendance procedures, staging
area and plans, effectiveness measurements, and other procedures.

4.1 c

Following notification to evacuate do the following.

Do a 360-degree scan of your workspace.
Tell students to:
prepare to evacuate the class and building;
take whatever they brought into the class with them when we evacuate;
do not turn cell phones on or off nor make or accept calls;
direct them to vacate using the fire drill route or as directed by school
staff;
reassemble at our staging area in the gym;
order the evacuation.
Take your plan book and other essential materials
If there is a suspicious package in the room attach a sheet of paper/card outside your
room.
Take attendance and report missing students.

EVACUATION Walking to alternative site

Evacuation Without Transportation - Walking to an alternative site for shelter.

These evacuations to another site, when buses arent available, should include plans for a safe
walk to the alternative site, traffic control, extra staff supervision, careful attendance procedures
and a parent notification and pick-up procedure. Descriptions should include: staff expectations
and reassignment, student behavioral expectations and attendance, alternative evacuation site

14

location, walking routes, site notification, and the parent communication and reunification
process. In the event that transportation to an alternative site is not available do the following.

The principal or their designee shall order the evacuation to an alternative shelter.
The alternative site will be notified and readied to accept students.
The teacher and other assigned staff members will escort each class group to the
alternative site.
The teacher will take attendance at the alternative site and send results to the
evacuation director.
Attendance will be compiled and reconciled.

4.1 d EVACUATION With Transportation

Evacuation With Transportation Busing to an alternative site for shelter.
These evacuations to another site, when buses are available, traffic control, extra staff
supervision, careful attendance procedures and a parent notification and pick-up procedures.
Descriptions should include: staff expectations and reassignment, student behavioral
expectations and attendance, alternative evacuation site location, bus routes, site notification,
and the parent communication and reunification process. In the event that taking students
home is not an option the do following.

The principal or their designee shall order the evacuation to an alternative shelter.
The alternative site will be notified and readied to accept students.
The teacher and other assigned staff members will escort each class group to the bus to
the alternative site
The teacher will take attendance at the alternative site and send results to the
evacuation director.
Attendance will be compiled and reconciled.
The students will be sheltered until they can be returned to the school, taken home or
until parents are able to pick-up students.
Pre-planned parent notification and parent reunification procedures need to be instituted.
Repeat the escort and attendance process upon return the building.

4.1 e REVERSE EVACUATION

Reverse Evacuation Rapid return to building for playground/PE students
This procedure is used when inclement weather or potential danger warnings are issued. Upon
notification to return to the building due to imminent danger due to weather or other events do
the following.

Teachers or other responsible staff assemble students to inform them of the danger.
Direct students to line-up and prepare to enter
o Point out entrances doors to be used
o Tell students the area of the building or rooms in which to assemble
o Send personnel to supervise the entrances, the routes used and shelter area.
Take attendance and report results to evacuation director.
Supervise students until danger has passed.
The classroom teacher will meet their class at the designated area.

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Appendix 4.2 Procedures for Sheltering

Sheltering generally refers to weather related duck and cover drills. It also now is
extended to cover exposure to biological, chemical, and radiological contaminants and
more recently to acts of terrorism.

4.2aINCLEMENT WEATHER
Weather related Sheltering Duck and Cover in Place
This procedure requires students find immediate cover under desks, tables, doorways and other
protective area in their classroom. This is most often used in reaction to an unannounced
weather emergency or an explosion causing glass to break. This is used most often in relation
to a weather emergency when the school has had no prior notice.
Order the students to
o get under desks or tables or go to the inside wall of the classroom;
o look away from the windows;
o cover their heads with arms or with available clothing or jackets; and
o remain in that position until all clear or directed to move.
Following the all clear immediately assess injuries and report these to school leadership.
Direct uninjured students to assist those who are injured until help has arrived.
Direct uninjured to help with the evacuation of the injured, if necessary.
Pull down shades, if there is time.

4.2 b Weather related Sheltering Duck and Cover in Designated Areas This
requires the establishment of specific structurally safe areas of a building where students and
staff may go for protection from structural damage usually brought on by a weather related
event. This is used most often in relation to a weather emergency when the school has had
prior notice.
Establish a map of structurally safe areas in the building and assign every class to a
specific site.
Evacuate classes to their designated shelter area during a weather-related emergency.
Direct students to site on the floor with their backs to the wall and be prepared to cover
their heads with their arms and clothing.
Remain in that position until the all clear is sounded.
Immediately assess injuries and report these to the school leadership.
Assist the injured and ask uninjured students to help the injured.

4.2 c Sheltering from Contaminants - Biological/Chemical

A building safety/emergency response team should develop a plan to isolate students from
chemical, biological or radiological contaminants. In the event of a chemical, biological, or
radiological release that is external to the school building do the following.

Evacuate the students and staff to the designated school shelter site.
(Gyms, auditoriums, cafeteria, and library spaces are optimal.)
Teachers escort students to the shelter site and reassemble their class group for
attendance and instructions.

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Unassigned staff members are assigned to assist as needed.

The custodial/building and grounds staff is directed to shut down the ventilation system.
Doors and windows may need to be sealed by school personnel.
Students and staff are held in place until directed the principal or local emergency
response authorities.

4.2 d LOCKDOWN
Lockdown intruder, hostage taking and other dangerous situations
A lockdown is a security procedure used when there is an imminent danger present in your
building (intruder) and you want your students and staff to remain in the building and get out of
harms way. The lockdown typically begins with an announcement of or signal for an immediate
lockdown.

Administrative Procedure for a Lockdown

Announce a lockdown Lockdown immediately, we have an intruder in area C!

Call 911 immediately for assistance
All non-classroom personnel are to lock themselves into a room until an all-clear signal
is given.
Classroom teachers are to lockdown their room
An announcement will be made to inform staff when the Lockdown is over.
All students are to remain in classrooms until further notification. Students may be
allowed to move about the classroom.
Members of the Emergency Management Team meet to design procedures for the day.
These procedures are communicated to staff members via runners.
The principal reviews procedures with the students via the PA system and staff members
reinforce the plans with their students.
Staff and students are to follow the Emergency Management Team plan until the close of
school.

Classroom Procedure for a Lockdown

Look in the hallway and accept students who are close by.
Stay in your room and out of sight
Lock the door.
Gather your students along the inside wall and away from the line of sight from the door.
Keep the class as quiet as you can.
Wait of the all clear signal, instructions and information.
Do not respond to hallway noises or go to the phone.
Do not respond to the fire alarm.
Take attendance, communicate absentees, and students you take in, if possible

Use a current class list and circle missing students and write down accepted
students. Sweepers will pick up lists to account for all students.

4.2 e HOLD IN PLACE

Hold in Place Medical emergency, locker searches, student fights etc.
A Hold in Place is a security procedure used when a situation requires staff and students remain
at internal sheltered locations while school personnel and others manage the situation.

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All student and staff are to stay in their spaces until further notice.
Hallways are to remain clear.
Limit the use of cell phones.
Wait for directions from the administrator.

4.2 f Lockout/Heightened Security Danger in the vicinity of the school

A lockout is used when there is a threat to the school, students and staff from outside the
school (non-custodial parent, fugitive at large in the vicinity etc.), and when the school is the
safest place to be sheltered. The following list of strategies are available in a lockdown.

Monitored single point of entry

No outside recess or PE
All exterior doors locked and checked regularly
Shades pulled/windows covered
No, limited, and controlled visitation and early dismissals
Essential deliveries
Extra-curricular activity cancelled or curtailed
Building security available 24/7
No student egress
Police presence at or around school
All staff available for supervision

4.2 g Extended Sheltering When transportation or parents are unavailable.

Overnight sheltering is a plan for those students who are unable to reunite immediately with
parents or guardians following an emergency situation. These plans need to identify those staff
members able to commit to remain at school overnight, those staff willing to relieve others, a list
of students who are likely to have to stay, at list of needed emergency supplies and materials,
and procedures for communication to families and family reunification.

Identification of key staff members available to maintain a school shelter

Survey staff to determine:
Staff members willing to open and initially stay
Staff members willing to return and work a shift
Staff members willing to supply resources to the shelter (food, water,
blankets etc.)
Staff members willing to provide emergency transportation
Determine essential services needed to open and maintain a extended shelter
Shelter supervision
Communication capacity
Medical/first aid services
Food preparation services
Building maintenance services
Other
Determine areas of the building to maintain for usage
Determine processes and materials needed to maintain a shelter site
A staff and volunteers phone list

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Sign-in and Attendance procedures

Parent emergency reunification procedures
Communications procedures
Medical/first aid supplies list
Emergency food and water supplies
Access to building systems, supplies etc. (keys, maps, repair personnel)

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Appendix 4.3 Procedures for Parent

Communication/Reunification
4.3 a Parent Notification System/Rapid Emergency Calling System
Schools have the responsibility of informing parents about emergency situations that
occur in or at school-sponsored events as soon as practicable and potentially dangerous
situations ahead of time. This includes emergency closings, violent events, weapons in
school, significant threats and other situations. Describe your system. Include activation
protocols, types of information that will be sent, and communications systems to handle
return calls.

If your school has a calling service capable of sending messages to multiple registered
numbers of all parents of students in the district, describe it.
Other methods include letters home, local radio stations, e-mail and website information.

4.3 b Rapid Dismissal Drills Parent Emergency pick-up at school

Develop and run a test of emergency pick-up procedures to handle a release of a large
number of students to their parents from school and your emergency shelter site.
In the event of the need of a rapid release of students do the following.

Establish an area of the school as a rapid release station.

Prepare a phone message outlining your procedures for student release and provide
written copies to parents as they arrive at school.
Provide traffic control and parking to accommodate the number of parents.
Assign available staff to help with the release and escort children.
Parents requesting students must show ID.
Children are brought to parents who are directed to leave the premises immediately.
Keep an accurate accounting of those students released.

4.3 c Rapid Dismissal Regular Transportation

Describe your emergency transportation procedures.

Follow existing transportation protocols governing early dismissal

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Appendix 5 - Staff Directory of Addresses and Telephone

Numbers

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Appendix 6 - Emergency Supplies and Equipment Inventory

Locate and list emergency equipment available in school.

Medical Supplies Grab-n-Go Bags, First Aid Kits, etc.
Medical Equipment Wheel Chairs, Stretchers, AED, etc.
Communication Devices available in each building.
Weather scanners
Bullhorns
Faxes
Dedicated phone lines

Walkie-talkies
Cellular phones
Networked computers
Other

Appendix 7 - Single Point of Entry Protocols/Visitor Expectations

Single Point of Entry Strategies

During school hours Frederick Carder has single point of entry that monitors all visitors.
All visitors, late students, itinerant staff, delivery personnel etc. are to use this entrance
during the instructional day.
All exterior doors are locked and remained locked during the school day.
All staff should wear observable picture identification in the building.
The entry is monitored electronically or by assigned staff at all times.
Visitors must sign-in, state their business and receive appropriate identification that is to
be worn while in the building (visitors badge needs to worn).
At times picture ID be shown. This is a way to know who has left.
Some schools require all visitors to be escorted to the person they want to see.
Some schools do not allow visitors into instructional areas unless they have been
properly identified and screened. For example, students are brought to parents in an
office area.
Schools ask delivery people to call ahead to announce they are coming are coming to
the school.
Schools are publicizing to parents the importance of safety and security and asking for
their cooperation. The PTA Safety Committee can be very helpful in this endeavor.

WELCOME TO Frederick Carder SCHOOL.

To ensure the safety of our students and staff, we ask ALL visitors to our building to follow the
procedures below:
All visitors are required to sign-in at the main office/Reception Counter.
You may be asked to show a picture ID.
You will be asked to tell us whom you are visiting in the building.
You will be asked to wear visible Visitors ID while in our building.
You may be asked to wait for an escort.

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You may be asked to limit your movements to the area you are visiting.
ll visitors are required to sign-out upon departing.

Appendix 8 Management of Threats and Aggression

Threats
8.1 Reporting of threats of violence to school authorities
a. Students are required to inform school staff about any indirect or direct threat
of violence to themselves, others or property.
b. Staff are required to inform administration of any direct or indirect threat of
violence to students, themselves, others or property.
c. Parents and visitors are encouraged to tell school staff about any indirect or
direct threats of violence towards students, themselves, others or property.
d. Students, staff parents and others will be educated about the importance of
reporting threats and the procedures of reporting.
8.2 Investigating threats of violence
a. The building administrator will investigate reported threats of violence and will
make the determination of disciplinary measures consist and the Code of
Conduct.
b. Serious acts will require in the involvement of police personnel. (violent
offenses in accordance with SAVE requirements)
c. Chronic offenders may require a behavior intervention plan, close monitoring,
and police involvement.
d. Threats placing students, staff and others in imminent danger require an
immediate call to the police.
8.3 Proactive Security Measures
a. Any School uses a single point of entry system.
All doors are locked except main entrance.
Entrance monitored and visitors must sign in and out.
Visitors are required to wear identification.
Visitor access is limited to specific location.
Escorting visitors is encouraged.
Staff members wear visible identification badges.
Any School will educate students, staff and parents about importance
of school safety. Appropriate training will be available.
Any School will hold drills to help promote school safety.
Any School will develop and operate reporting, referral and counseling
procedures designed to identify and work with potentially aggressive
and violent students.
The district will continue to investigate security devices and strategies
to make schools as safe as possible.
b. Any School has developed procedures for anonymous reporting of threats of
violence.
8.4 Reporting Incidents
a. School administrators must keep record of serious threats and acts of
violence and report them annually to the state.
b. Incidents of violence, serious threats, intimidation etc. may require
involvement of the police.
c. District and building administrators are authorized to call the police to
respond to the threat or acts of violence.

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Acts of Violence
8.5 Reporting acts of violence to school authorities
a. Students are required to inform school staff about acts of violence toward
themselves, others and property.
b. Staff are required to inform administration of any act of violence to students,
themselves, others or property.
c. Parents and visitors are encouraged to tell staff about any acts of violence
toward students, themselves, others or property.
d. Students, staff, parents and others will be educated about the importance of
reporting acts of violence and the procedures of reporting these acts.
8.6 Investigating acts of violence
a. The building administrator will investigate reported acts of violence and will
make the determination of disciplinary measures consistent with the Code of
Conduct.
b. Serious acts will require the involvement of police personnel. (Violent
offenses according to the SAVE requirements)
c. Chronic offenders may require a behavior intervention plan, close monitoring,
and police involvement.
d. Acts of violence placing students and staff in imminent danger require an
immediate call to the police.
8.7 Proactive Security Measures
a. Any School use a single point of entry system.
All doors locked except main entrance.
Entrance monitored and visitors must sign in and out.
Visitors are required to wear identification.
Visitor access is limited to specific location;
Staff will wear visible identification badges.
8.8 Removing Violent Individuals
a Aggressively dangerous and violent students should be restrained by only by
b qualified staff (TCI or CPI certified).
c Police should be called to remove the student.
d Violent adults are to be reported immediately, the authorities called and only
removed by police.
e Students and staff should be in lock down mode when violent people are in or
around the school.
8.9 Reporting Incidents
a School administrators must keep a record of serious threats and acts of
violence and report them annually to the state.
b Incidents of violence, serious threats, intimidation etc. may require
involvement of police.
c District and building administrators are authorized to call police to respond to
the threat or act of violence.

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Appendix 9 (Optional)
Student Management System for Potentially Violent Students
Threat Assessment Process
Appoint a Threat Assessment Team
Administrative Coordinator
School Psychologist
Social Worker
School Counselor
School Resource Officer
Evaluate The Threat Using a Multi-disciplinary Team Assessment
Identify the source of the threat (person of concern)
Gather information about the threat, the target and the person of concern using key
questions.
Analyze the information gathered by the Threat Assessment Team
Make Recommendations Poses a threat or doesnt pose a threat.
Information Gathering Assignments
School Information gathered from records and staff interviews.
Collateral Information - Students and other adults (agency personnel) who
know the person of concern are asked about communications and other behaviors
that
may indicate intent. This needs to be factual.
Parent /Guardian interview, if they are cooperative.
Interviews with the student of concern, if they are cooperative.
Interview(s) with the targeted individuals, if they are available.
The Threat Assessment Inquiry Questions
What are the students motive(s) and goals?
Have there been any communications suggesting ideas or intent to attack?
Has the subject shown inappropriate interest in school attacks, weapons, or incidents of mass
violence?
Has the student engaged in attack-related behaviors including planning, acquisition of and
practicing with weapons, casing possible sites or areas for attack, or rehearsing attacks and
ambushes?
Does the student have the capacity to carry out an act of targeted violence?
Is the student experiencing hopelessness, desperation and/or despair?
Does the student have a trusting relationship with at least one responsible adult?
Does the student see violence as an acceptable, or desirable, or the only way to solve a
problem?
Is the students story consistent with their actions?
Are other people concerned about the students potential for violence?
What other circumstances affect the likelihood for attack?
Consideration of these eleven questions will produce a sound foundation to answer the overarching question:
Does the student pose a threat of targeted violence?
Does the student not pose a threat?

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