Previous Page |Next Page |Table of Contents LPS Policies Page

Emergency Operations Plan

Revised May 29,2002

Contents

Section 1: Introduction

1.2 Purpose, Scope and Relationship to Other Plans
1.3 Incident Command System
1.4 How Incidents will be Managed
1.5 Role and Authority of Incident Coordinator and Crisis Response Team

Section 2: Classifying the Level of Threat

2.1 "All Hazards " Approach
2.2 Levels of Threat
2.3 Determining the Level of Threat

Section 3: General Response Options

3.1 Limited Options Rationale
3.2 Options

Section 4: Faculty/ Staff Initial Actions and Response

4.1 Initial Actions: "What To Do If You Discover An Incident"
4.2 Executing the Decisions of the IC/ and/ or CRT

Section 5: Incident Coordinator

5.1 Authorized Personnel and Responsibilities
5.2 Initial Steps upon Notification
5.3 Build and Maintain an Command Organization 5.4 Change of Command Procedures
5.5 Unified Command

Section 6: Incident Management Team

6.1 Evacuation Destinations for [your school ]
6.2 Role of the Incident Management Team
6.3 [Consult individual school plan ] Crisis Response Team

Section 1

Introduction

1.2 Purpose, Scope and Relationship to Other Plans

The purpose of the Crisis Management Plan is to provide guidance for school administrators, employees, students and parents in preventing crisis situations, managing an actual or potential crisis, and/ or providing support following a crisis.

This manual is meant to be a resource and procedural guide only. Specific information is detailed in each section, but each school and its administration are encouraged to use their judgment with regard to all potential or actual emergencies. Each crisis situation is unique, and the need for alternative procedures or resources may be appropriate.

1.3 Incident Command System

The emergency operations plan is based on the nationally recognized Incident Command System (ICS). ICS provides flexibility and adaptability to a wide variety of situations. It does this by establishing common standards in organizations, procedures, communications and terminology. The system calls for the appointment of an Incident Coordinator (IC), a person responsible for the overall coordination of a situation. A Crisis Response Team is also appointed to help manage a response. The Crisis Response Team serves under the direction of the Incident Coordinator.

This plan recognizes the need to ensure direction and control for an incident affecting more than one site or school district. When such a situation exists, a unified command structure will be used under the direction of one Incident Coordinator. The concept of unified command means that all agencies and organizations having responsibility and authority at an incident will contribute to the process of:

• determining overall response objectives;
• selecting response strategies
• ensuring joint application of tactical activities
• maximizing the use of available resources

1.4 How Incidents Will Be Managed

Generally, emergency incidents will be managed and progress through the following steps:

• A faculty or staff member discovers or is notified of an incident and takes appropriate immediate action. One such action is to notify a person authorized to be an Incident Coordinator.
• The Incident Coordinator determines the level of threat and sets proper response actions into motion. The Incident Coordinator notifies the members of the Crisis Response Team and consults with them as the situation and time permit.
• The Incident Coordinator directs faculty and staff on- scene to take additional steps in line with the level of threat.
• Faculty and staff follow the directives of the Incident Coordinator.
• When other sites, districts or agencies are involved, a unified command structure is employed.

1.5 Role and Authority of Incident Coordinator and Crisis Response Team

By adopting this emergency operations plan, the school district empowers the Incident Coordinator and Crisis Response Team to take action as appropriate to protect students, faculty, staff, visitors, facilities and equipment during all critical incidents. The Incident Coordinator and Crisis Response Team are authorized representatives of the Superintendent; their directives are to be followed.  

Section 2

Classifying the Level of Threat

2.1 " All Hazards" Approach

This emergency operations plan uses an "all hazards" approach, allowing it to be effective in any emergency situation. An "all hazards" approach calls for an initial response based on the threat posed by the event, not the event itself. This is possible because many events, though widely different in nature, create similar risks to lives and property. As such, planning for potential levels of threat is often more effective than planning for the multitude of situations that could conceivably happen. Once an initial protective action has been taken, more detailed strategies and plans for resolving a particular situation can be implemented.

2.2 Levels of Threat

The emergency operations plan uses three levels of threat to structure the district’s response. Characteristics of each level are discussed below. Examples are also given, although they are not meant to be a complete listing of possible situations that could occur.

Level I – Monitor

A Level I situation is one where a minor event occurs or may occur that could negatively affect one or more district facilities, students, faculty and staff. It is characterized by the following:

• No immediate danger or emergency exists, but the potential is present.
• A minor incident occurs that appears to be of short duration.
• The situation is limited in scope and can be managed by the appropriate administration. Examples of a Level I situation include:
• A threat, including verbal, written or graffiti, must notify Police Department or School Resource Officer for possible STARS notification.

Level II – Standby

A Level II situation is one where a risk exists or is about to occur that will impact one or more district facilities, students, faculty or staff. This risk requires that a preparatory status be adopted. Level II is characterized by the following:

• The potential danger is real; district personnel should be prepared to react.
• The situation has the potential for expanding beyond a limited area.
• The situation may continue for an extended duration.
• Resolving the situation may require resources in excess of those available locally.

Examples of a Level II situation include:

• Code Yellow (C- Yellow) Restricted Area
  Code Yellow will be announced over the public address system of a school building and will normally include a location. This announcement will indicate a potentially disruptive situation exists at the location and caution must be exercised. When announced, movement within the school building should be restricted to authorized personnel. Students should not be allowed to leave an area until this code is concluded and announced by the Incident Coordinator or designee.
• Code Blue (C- Blue) – Bomb Threat/Evacuation
  A Code Blue will be announced over the public address system of the building when a threat, a suspicious envelope, or a pack- age has been received. All faculty and staff members will have 30 seconds to prepare to evacuate the buildings before an evacuation is signaled. During this time, all teachers and staff members will check their classroom and work area for any suspicious or unfamiliar items or packages before evacuating. If any are found, do not touch or move any item that is found. Directly notify the office or command center.
• Code Green (C- Green) – Building Evacuation
  A Code Green will be announced over the public address system of the school building. This code will signal an evacuation is necessary due to conditions within or outside of the building. Any instructions to relocate students from a campus to an alternate site will be given by school and police officials.
  • Accidents. Accidents happen. Schools have the responsibility to be prepared to deal with a variety of potential accident situations. Not all accidents represent a widespread crisis, but automobile accidents and/ or accidents internal to a school building or school grounds can lead to a crisis situation.
  • Suicide or Death. All too frequently schools are subjected to the death of a student or faculty member as a result of accidents or other causes. The loss of a student or adult can have a deep psychological impact on students and staff. Schools should be prepared to deal with death in a sensitive manner. Deaths are often sudden and unexpected. Communications and constructive intervention are important considerations.
• Code Purple (C- Purple) – Weather Emergency/Duck and Cover
  A Code Purple will be announced over the buildings public ad- dress system in conjunction with any other audible weather emergency alert. When announced, this code will signify that all staff and students must move into designated safe areas and assume a "Duck and Cover " position.
  
  Procedures for Duck and Cover

• If inside, use a desk or piece of furniture as a shield.
  • - Drop to knees with your back to the window.
  • - Make body as small as possible.
  • - Bury face in arms.
  • - Keep eyes closed and ears covered.
• If outside, try to get behind any solid object.
  • - Lie prone with face away from source of event.
  • - Cover head, face and as much skin surface as possible.

Level III – Emergency

Level III recognizes that a risk is real and requires a response by the district. It is characterized by the following:

• Students, faculty or staff are in danger; facilities are at risk. Immediate action is necessary.
• The incident is on district property, or it is off district property but close enough to affect a facility or involves district students or personnel.
• The situation requires the coordination of district resources or coordination with outside agencies.

Examples of a Level III situation include:

• Code Red (C- Red) – Total Lockdown
  When a lockdown of your building is necessary, a Code Red will be announced over the public address system. When a Code Red is announced, all exterior and classroom doors will be locked. There will be no movement from one area to another by anyone. A Code Red lockdown will be initiated if there is a situation from which students need to be kept safe. During a Code Red, every attempt should be made to continue with normal classroom activities. A Code Red will remain in effect until the administrator in charge makes a notification of its cancellation.
• Child Abduction and Kidnapping. Child abductions in and out of the school setting represent a crisis situation. The most common child abductions of young children occur as students walk to and from the school, but abduction within the school building exists as well.
• Fire. Fires are one of the most common forms of crisis in school buildings. Fires can be the result of accidents, faulty electrical wiring or equipment, natural causes, malicious intent, or a variety of other causes. Schools need to be proactive and prepared. Effective measures can prevent fires and efficient actions can limit harm to students/ adults.
• Natural Disasters Impacting One or More Buildings. Natural disasters include any event that places students or adults at risk due to lack of safety related to the building itself, and the immediate environment. The most typical event for school buildings is an earthquake. Other examples include any act of nature that stresses the structural integrity of the school building, release of airborne toxins, etc.
• Trauma. A variety of events can traumatize students and adults and make them feel unsafe in a school setting. Some events re- quire appropriate steps to reduce anxiety and fear. The sudden death of a public figure, information concerning a public tragedy, local hate crimes and widespread health concerns represent examples of potential trauma requiring action by school officials.
• Violence. Acts of violence include any situation where students or adults are in danger as a result of aggressive acts by an individual or groups of individuals.
• Severe Weather Conditions. The most common crisis in this category is a situation where severe weather conditions, i. e. excessive snow fall, develops during a school day and transportation home presents an extreme danger to students and adults. Other examples include ice storms, tornado or hurricanes.

2.3 Determining the Level of Threat

The process for determining the level of threat for any incident will be as follows:

• The Incident Commander, upon being notified of an incident, will determine the level of threat.
• The Incident Commander, either personally or through the Crisis Response Team, will communicate the level of threat to those who need to know.
• The Incident Commander may modify the classification up or down as more information becomes available or as the situation changes.
• Any reclassification of the level of threat will be communicated by the Incident Commander, either personally or through the Crisis Response Team.

Section 3

General Response Options

3.1 Limited Options Rationale

The nature of any response taken by the school district will be limited. This is because the ones who will be responsible for resolving the most serious incidents are police, fire, emergency medical, emergency management and utilities personnel. The district’s primary responsibility is to protect students, faculty and staff.

3.2 Options

There are seven general response options available to the district in a critical incident. These options can be modified to fit the parameters of a particular event and the needs of a specific site. The options are discussed individually on the next few pages, addressing issues, priorities and procedures.

Cancel School Prior to Start

Canceling school prior to start means notifying students, faculty, staff, transportation and facility managers that school will not be open on a specific day. A variation of this option is to notify students and personnel that reporting times for a specific day have been changed. This option is available whenever district buildings are unoccupied and the time of day allows sufficient time for notifications. Procedures are as follows:

• The Principal or Designee, with the concurrence of the Superintendent, will notify the Crisis Response Team that school is to be canceled or that reporting times have been changed.
• All students, parents, faculty and staff should monitor local radio and television stations for announcements.

Early Dismissal

Early dismissal refers to releasing students, faculty and staff prior to normal dismissal times. This option assumes there is a need to clear buildings while school is in session. The coordination of transportation needs will be important. Early dismissal should be used only when it is safe to do so. Students, faculty and staff should not be released if they will be exposed to more danger by leaving school facilities than they would if they remained under the district’s control. Procedures are as follows:

• The Principal or Designee, either personally or through the Crisis Response Team, will notify on-site administrators that school is to be dismissed early and of the time the dismissal should take place.
• On- site administrators will be responsible for telephoning parents.
• A 100% accounting of students will be completed and verified immediately proceeding the dismissal.

Shelter-In-Place

Shelter-in-place refers to protecting students, faculty and staff within the buildings where they currently reside. This option can be used in two types of situations. First, there is no immediate threat to the structure of the facility itself, so all people can remain safe by staying inside. Second, the threat is such that an attempt to move students, faculty and staff from the building would expose them to move danger than they would face by staying put. This option would most likely be used during a hazardous materials incident, such when an escaping gas could cause harm to those who inhale it. It might also be used if releasing students and personnel could interfere with law enforcement or fire fighting activity in the area. Procedures are as follows:

• The Principal or Designee or public safety authorities will direct on- site administration to implement the shelter-in-place option.
• On-site administrators will determine whether sheltering should take place in classrooms or pre-determined shelters within the confines of the buildings.
• Take steps to isolate students and personnel from the external environment during environmental or hazardous materials incidents. This should include closing all outside doors and windows and turning off A/ C and air handling systems.
• All students, faculty and staff should seek shelter by moving sway from outside windows and doors as well as all air ducts and ventilation systems.
• A 100% accounting of all students will be completed and verified.
• The Superintendent or Designee or public safety authorities will notify on-site administrators when it is safe to resume normal operations.

Lockdown

Lockdown is protecting students, faculty and staff from an internal or external threat, such as a violent person, by excluding or isolating that threat. This option requires the ability to quickly secure classrooms, exterior doors and the physical plant. Movement of students and school personnel should be limited; protective cover should be sought.
Procedures are as follows:

• The Principal or Designee or public safety authorities will order the lockdown, specifying the scope, i.e. exterior doors and windows only, classrooms only, specific sections, etc.
• On-site administrators will oversee the lockdown and notify the Principal or Designee when the procedure is completed.
• All students, faculty and staff should move into isolated sections of buildings and reduce exposure to outside windows and doors.
• A 100% accounting of students will be completed and verified.
• The Principal or Designee and/ or Crisis Response Team will inform public safety authorities of the lockdown and ensure that appropriate public safety personnel have keys to access the secured areas.
• The Principal or Designee or public safety authorities will notify on-site administrators when it is safe to resume normal operations.

Evacuation

Evacuation is the removal of all students, faculty and staff from district facilities. Designated safe areas for each facility should be pre- established, with primary and secondary sites being identified. Routes to get to those designated safe areas should also be pre- established. Procedures are as follows:

• A directive to evacuate can be issued by the Superintendent or Designee or public safety authorities. o Evacuate students to the primary safe area unless directed to go to a secondary location or to a congregate care center established by public safety authorities.
• All persons will leave the facilities by moving along assigned routes.
• Remain calm and keep students as calm as possible.
• Close all doors behind you. DO NOT LOCK DOORS.
• A 100% accounting of students, faculty and staff will be completed and verified.
• All students shall remain under the control and authority of the school district.
• All buses and cars will be moved as necessary to allow the access of emergency equipment.
• All persons will remain in a safe area until receiving verbal notification from on-site administrators to return to the facility. DO not consider the bell as a signal to return; it might be a malfunction.

Relocation

Relocation is very similar to evacuation in that it calls for vacating district facilities. It could occur during an incident that does not directly threaten the school but where public safety authorities wish to use the premises as an emergency center. Procedures are as follows:

• A directive to relocate can be issued by the Superintendent or Designee only. (All public safety requests for relocation must go through the Superintendent or Designee, in conjunction with the fire and police departments).
• The Superintendent or Designee will determine the location to where students will be moved.
• Moving procedures are the same as for evacuation.

Section 4

Faculty/ Staff Initial Actions and Response

4.1 Initial Actions: "What to Do If You Discover an Incident"

Typically, incidents involving schools will come to the attention of a faculty or staff member by observation or telephone notification. The first faculty/ staff member discovering or receiving information about an incident will do the following:

1. Call Police, Fire or EMS if needed. The local emergency number is 911.
2. Activate the emergency system; notify the Superintendent or Designee, providing the following information:
   
   • Your Name
   • Nature of Incident
   • Location of Incident
   • Severity of Injuries or Property Damage
   • Telephone Number (as a call back)
3. Take action to protect students, faculty, staff and property. This might include:
   
   • Moving People Away
   • Isolating and Securing the Area
   • Providing Assistance as Needed to Students and Personnel
   • Directing Public Safety Responders to the Scene

The district recognizes that catastrophic events can occur with little or no warning. Events such as earthquakes, tornadoes and explosions may require taking action to protect lives prior to notifying the Superintendent or Designee. Among the actions that might be taken is duck and cover.

4.2 Executing Decisions of Superintendent or Designee and/ or Crisis Response Team

The school district has empowered and authorized the Principal or Designee and the Crisis Response Team to direct the district ’s response to emergency situations. The Principal or Designee will classify the levels of threat for all incidents and determine the appropriate actions based on the level assigned. On-site administrators may be notified of actions to take by either Superintendent or Designee or another member of the Crisis Response Team, most likely the person serving as Operations. District personnel will follow and execute all directions and orders from the Superintendent or Designee and/ or the Crisis Response Team, until relieved by Superintendent or Designee, Fire Chief or Designee, or Police Chief or Designee.

Section 5

Incident Coordinator

5.1 Authorized Personnel and Responsibilities

The role of the Incident Coordinator or Designee is to manage and coordinate the school district’s response to incidents affecting students, faculty, staff and facilities. In that capacity, the Incident Coordinator or Designee may direct personnel, take actions and implement procedures as necessary to resolve issues related to the incident. The following individuals are authorized to assume the position of Incident Coordinator:

• [Consult individual school plan. ]

Once a person has assumed command of an incident, that person will remain the Incident Coordinator until relieved by choice or by the Superintendent or Designee. The responsibilities of the Incident Coordinator are as follows:

• Assume command.
• Classify level of threat by matching situation facts to threat criteria.
• Take protective action to stabilize the scene.
• Select and establish an appropriate command post.
• Activate appropriate Incident Coordinator functions. o Establish a unified command structure with responding agencies, if necessary.
• Conduct initial briefing of the Crisis Response Team.
• Set specific objectives and direct that incident action plans be developed.
• Brief all command post personnel on incident action plans.
• Continually review and update incident action plans with the Crisis Response Team.
• Set objectives and approve plans for returning to normal operations.

5.2 Initial Steps Upon Notification

Upon being notified of an event, the Incident Coordinator will take the following initial actions:

1. Assume command.
   • - State that you will serve as Incident Coordinator.
   • - Gather all available information.
   • - Ensure that emergency notifications have been made.
   • - Ensure that initial protective actions have been taken.
2. Classify level of threat by matching the situation facts to threat
3. Direct additional actions based on threat level and enhance pro- tective actions already taken.

5.3 Build and Maintain a Command Organization

As the incident continues and becomes more complex, the Incident Coordinator or Designee will need to delegate duties to others. This is done by activating the ICS functions that comprise the Crisis Response Team. Which functions are activated and when that takes place will depend on the nature of the event confronting the district. Specific actions to be taken by the Incident Coordinator or Designee are as follows:

• Level I – Monitor
  
  • - Identify the Command Post (CP)
  • - Notify the Crisis Response Team, directing them to keep a 10 minute response capability to the command post.
  • - Monitor the situation, updating the Crisis Response Team as necessary and others as appropriate.
• Level II – Standby
  
  • - Identify the Command Post (CP)
  • - Notify the Crisis Response Team, directing them to report to the command post.
  • - Activate positions and assign duties as needed.
  • - Develop incident action plans.
  • - Take action as conditions dictate.
• Level III – Emergency
  
  • - Identify the Command Post (CP)
  • - Notify the Crisis Response Team, directing them to report to the command post.
  • - Activate positions and assign duties as needed.
  • - Evaluate initial response options.
  • - Order and execute actions.
  • - Develop and implement action plans for incident resolution.

5.4 Change of Command Procedures

As stated earlier, once a person has assumed command of an incident, that person will remain as Incident Coordinator until he/ she requests that another person take that role or until the Superintendent directs that another person will become the Incident Coordinator. Should either of those two events occur, the change of command procedures for the Incident Coordinator will be as follows:

• The Incident Coordinator will remain in command until relieved, either by choice or the Superintendent or Designee.
• The person being relieved will brief the person assuming command (face-to-face if possible) and address at least the following issues:
  
  • -Incident Conditions
  • - Safety Considerations
  • - Status of Incident Action Plans
  • - Deployment of Personnel and Equipment
  • - Progress Toward Completion of Tactical Objectives
  • - Need for Additional Resources

5.5 Unified Command

The district recognizes the need to ensure direction and control for an incident involving more than one site or school district and involving multiple responding agencies. When such a situation exists, a unified command structure will be used. A unified command structure means that all agencies and organizations that have responsibility and authority at an incident will contribute to its resolution. The process for a unified command structure is as follows:

All authorized response agencies and organizations will contribute to:

• - determining overall response objectives,
• - selecting response strategies,
• - ensuring joint planning and application of tactical activities,
• - maximizing use of available resources.

• There will be only one Incident Commander. When public safety agencies are on scene, one will assume command. The school district’s Incident Commander will brief public safety authorities in the same manner as a district change of command.
• The school district will be a valuable resource and will assist public safety authorities wherever possible.
• The school district will retain authority over students, faculty and staff.  

Section 6

Crisis Response Team

6.1 Evacuation Destination [Consult individual School Plan.]