Critical Response and School Emergency Safety Management Guide - BCPS

Section 4 Emergency Response Protocols
"Crisis intervention has been defined as a helping process aimed at assisting school staffs, students, and families survive an unsettling event so that the probability of debilitating effects is minimized, and the probability of growth is maximized." (Slaikeu, 1998)

Section 4, Emergency Response Protocols - 1 Revised and Updated 09/2011

Critical Response and School Emergency Safety Management Guide - BCPS

EMERGENCY RESPONSE PROTOCOLS
Introduction: The protocols in this section are procedures to be implemented when specific site-based emergencies and/or serious disruptions arise. The administrative staff and School Emergency Management Team will need to make early judgments regarding the seriousness of a developing situation and the steps to be taken until assistance arrives. In reaching decisions about possible steps to be taken the following factors should be considered:      The safety of students and faculty The extent of injury to person (s) The amount of property damage involved The effect of the incident on the school/site and its activities The circumstances of the event.

The protocols are based upon planning that has already occurred and the utilization of your School Emergency Safety Plan.

Section 4, Emergency Response Protocols - 2 Revised and Updated 09/2011

Critical Response and School Emergency Safety Management Guide - BCPS

EMERGENCY RESPONSE PROTOCOLS
(Alphabetical Index of Section 4) EMERGENCY TELEPHONE NUMBERS………………………………………………………...4 EMERGENCY E-MAIL NOTIFICATION GUIDELINES…………………………………...5-6 UNIVERSAL EMERGENCY RESPONSE PROCEDURES………………………………….7-8 Evacuation Procedures……………………………………………………………………………9-11 Planning and Evacuation of Individuals with Disabilities……………………………..12-19 Alert Status……………………………………………………………………………………………20 Lockdown Procedures…………………………………………………………………………...21-22 Safe Area Procedures…………………………………………………………………………….23-24 General Emergency Intervention………………………………………………………………….25 Protocols  Aircraft Emergency……………………………………………………………………………26-27  Bomb Threat…………………………………………………………………………………...28-32 Telephone Checklist for Bomb Threats…………………………………………………31-32  Child Missing/Kidnapped/Left At School…………………………………………………..33-34  Fire Emergencies………………………………………………………………………………….35  Hazardous Materials Spills or Releases……………………………………………………..36-37  Hostage Situation………………………………………………………………………………….38  Medical Emergencies……………………………………………………………………………..39  Severe Weather and Natural Disasters………………………………………………………40-43 Earthquakes…………………………………………………………………………………40 Floods………………………………………………………………………………………..41 Thunderstorms…………………………………………………………………………..41-42 Tornadoes…………………………………………………………………………………...43 Winter Storms………………………………………………………………………………43  School Disturbances…………………………………………………………………………...44-45  Threat Management Process………………………………………………………………….46-55 Student…………………………………………………………………………………...46-48 Threat Incident Report………………………………………………………………….49-50 Employee………………………………………………………………………………...51-53 Trespasser/Intruder……………………………………………………………………...54-55  Utility Failures…………………………………………………………………………………56-59 Electrical Power Failure………………………………………………………………..56-57 Heating Oil Spills…………………………………………………………………………..57 Major Pipe Burst…………………………………………………………………………....58 Natural Gas Leak………………………………………………………………………..58-59 Water Main Break………………………………………………………………………….59  Weapons…………………………………………………………………………………………...60  Weather Alert Radios…………………………………………………………………………61-63
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Workplace Violence………………………………………………………………………..64-72 Fact Sheet………………………………………………………………………………69-71 Disciplinary Steps for Students with IEP………………………………………………72 Terrorism…………………………………………………………………………………….73-75

EMERGENCY TELEPHONE NUMBERS
PERSON OR AGENCY
Ambulance (Emergency Medical Services) Office of Safety and Security Assistant Superintendent Elementary, Zone 1 Elementary, Zone 2 Elementary, Zone 3 Middle Schools High Schools Legal Counsel Office of Emergency Preparedness Department of Facilities Environmental Services Fire Department Office of Communications Office of Health Services Office of Risk Management Office of Transportation Poison Control Maryland Poison Center Police Department Safe Schools Facilitator Traumatic Loss Teams (Crisis Intervention)

PHONE #

CHANGES

9-911 6488 or Pager 410-887-0120 3172 8768 4316 8760 8767 4060 5996 6300 6301 9-911 4171 6368 4133 4111 800-222-1222 9-911 6426 4612 __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________

NOTE: An emergency telephone number and address for each student should be on file in the office in the event a parent or guardian cannot be reached.

Section 4, Emergency Response Protocols - 4 Revised and Updated 09/2011

Critical Response and School Emergency Safety Management Guide - BCPS

EMERGENCY E-MAIL NOTIFICATION GUIDELINES
The following are guidelines to be used by assistant superintendents and executive directors when sending e-mail notifications to designated personnel regarding emergencies in schools and offices. Listed below are three categories to help determine the correct verbiage to be used when notifying or providing updated information as it becomes available. Questions regarding these guidelines should be directed to the executive director, Department of Student Support Services. 1. Requests for emergency medical services Examples of medical assistance: Serious student, staff, or visitor injuries/illnesses that require medical assistance calls for emergency services at school, at school-sponsored activities, or on school buses. Include the following information in the message:  Name of school/office reporting the incident.  Identity of the victim (a student, an employee, or a visitor, but do not include any personal identifying information.  Identify the medical emergency as one of the following: illness, physical injury, or emotional/mental health.  State the name of the hospital to which the victim was transported (when, how, and with whom by title).  Describe contacts that have been made to parents/guardians or family members. 2. Police/fire assistance or notification Examples: Bomb threat, fire, hazardous materials, gas leaks, severe weather incidents, bus accidents, workplace violence, weapons, child missing, kidnapping, and traumatic loss, as well as any unexpected engagement of a fire alarm or security system alarm. Explain what universal response took place. Include the following information in the message:  Name of school/office reporting the incident  Describe briefly the incident/event  State action/response taken  Describe status of 9-911 notification and response from fire/police. 3. Facilities issues Examples: Electric power outages or other utility failures, heating oil spills, major pipe burst, and water main breaks. Include the following information in the message:  Name of school/office reporting the incident  Describe the issue  Explain action being taken and by whom  Contact the Office of Safety and Security.
Section 4, Emergency Response Protocols - 5 Revised and Updated 09/2011

Critical Response and School Emergency Safety Management Guide - BCPS

EMERGENCY E-MAIL NOTIFICATION LIST

NOTE: This list is not for use by schools or offices.                                     Superintendent of Schools Deputy Superintendent of Schools Assistant Superintendent of Curriculum and Instruction Chief of Staff Chief Communications Officer Assistant Superintendents (5 zones) Assistant Superintendent of Human Resources Critical Incident Response Team (CIRT) Managers (4) Executive Director – Department of Planning and Support Operations Executive Director – Department of Student Support Services Executive Director – Department of Physical Facilities Director – Department of Student Support Services Director – Office of Transportation Assistants to the Assistant Superintendents (5 zones) Facilitator – Office of Safe Schools (Baltimore County Police Department) Baltimore County’s Emergency Operations Center (EOC) Coordinator – Office of Safe and Drug-Free Schools Coordinator – Office of Health Services Manager – Office of Risk Management Manager – Personnel Services Specialist – Office of Communications Administrator – Office of Maintenance and Grounds School Guard Administrator (Baltimore County Police Department) Police Service Officer (Baltimore County Police Department) Supervisor to School Guard Unit (Baltimore County Police Department) Administrative Assistant – Superintendent of Schools Administrative Assistant – Board of Education Administrative Assistant – Deputy Superintendent Administrative Assistant – Assistant Superintendent of Curriculum and Instruction Administrative Assistant – Chief of Staff Administrative Assistant – Assistant Superintendent of Human Resources Administrative Assistants – Assistant Superintendents of Schools (5 zones) Administrative Assistant – Office of Communications Administrative Assistant – Department of Planning and Support Operations Administrative Assistant – Department of Student Support Services Administrative Assistant – Department of Physical Facilities

Section 4, Emergency Response Protocols - 6 Revised and Updated 09/2011

Critical Response and School Emergency Safety Management Guide - BCPS

UNIVERSAL EMERGENCY RESPONSE PROCEDURES
Universal Emergency Procedures: Introduction
Universal Emergency Procedures are a set of standard, clear directives that may be implemented across a variety of emergency situations. When an emergency begins, the principal, as Incident Commander, will decide which Universal Emergency Response Procedures to implement, based on the situation. There are four basic procedures which can be utilized in responding to various emergencies:

 Evacuation Procedures for Buildings  Evacuation of Individuals with Disabilities  Alert Status  Lockdown Procedures  Shelter in Place  Safe Area Procedures  Drop, Cover, and Hold
See the Universal Emergency Response Procedures Chart on the following page. (Adapted from FEMA, 1999 and Henniker Community School, 2000)

Section 4, Emergency Response Protocols - 7 Revised and Updated 09/2011

Critical Response and School Emergency Safety Management Guide - BCPS

Universal Emergency Response Procedures
There are four emergency evacuation procedures. These are listed on the chart below. Note that there are two variations of procedures to address special circumstances. Use the Emergency Attendance Sheet on page 13, Section 3 for student/adult accounting.

A.

Evacuation (For use when conditions outside are safer than inside)

When announcement is made or alarm sounded:  Take the closest and safest way out as posted • Check for injuries (use secondary route if primary route is blocked or hazardous) • Take attendance; report according to  Take roll book for student accounting Student Accounting and Release  Assist those needing special assistance procedures using Emergency  Do not stop for student/staff belongings Attendance Sheet  Go to designated assembly area • Wait for further instructions

B.

Alert Status (For use in securing access to the building, usually a community emergency event)  Secure the facility by locking all doors from the inside. (Do not chain any doors.)  Inform staff of "Alert Status"  Inform students in an age appropriate way  Monitor all exterior doors to ensure that no one enters or exits the building  Post staff near the front entrance of the building to allow entrance and exit with identification  Conduct classes and activities within the building in a normal manner C. Lockdown (For use to protect building occupants from C1. Shelter in Place (For use in external gas or chemical potential dangers in the building or outside) release) When the announcement is made:  Students are to be cleared from the halls immediately and to report to nearest available classroom  Assist those needing special assistance  Close and lock all windows and doors and do not leave  BE QUIET!  Turn off lights  Use interior walls to position students away from the threat to minimize visibility from windows and doors  Sit on floor  Wait for further instructions  Complete Emergency Attendance Sheet (on Section 3, page 13) D. Severe Weather Safe Area (For use in severe weather emergencies) When announcement is made or alarm sounded:  Take the closest, safest route to shelter in designated safe areas (use secondary route if primary route is blocked or dangerous)  Occupants of portable classrooms shall move to the main building to designated safe areas  Take roll book for student accounting  Take attendance; report according to Student Accounting and Release procedures using Emergency Attendance Sheet  Assist those needing special assistance  Do not stop for student/staff belongings  Close all doors  Remain in safe area until the ―all clear‖ is given  Wait for further instructions When the announcement is made follow the Lockdown procedure with the addition below:  Close all windows and doors and seal the gap between bottom of the door and the floor (external gas/chemical release) using available materials such as coats, blankets, or rugs

D1. Drop, Cover and Hold (For use in earthquake or other imminent danger to building or immediate surroundings) When the command “Drop” is made:  DROP – to the floor, take cover under a nearby desk or table and face away from the windows  COVER - your eyes by leaning your face against your arms  HOLD - on to the table or desk legs, and maintain present location/position  Assist those needing special assistance  Wait for further instructions

Section 4, Emergency Response Protocols - 8 Revised and Updated 09/2011

Critical Response and School Emergency Safety Management Guide - BCPS

EVACUATION PROCEDURES FOR BUILDINGS
CALL Office of Safety and Security 6488 (For assistance in developing site specific information) Local Fire Department 9-911 Department of Student Support Services 4360 SITUATION DESCRIPTION Emergency conditions which dictate the relocation of all building occupants to locations outside the building – fires, gas leaks, hazard chemical spills and releases within a building, and bomb threats. Evacuations should be conducted in an orderly manner, with no running and no talking to minimize confusion and to allow for orders to be heard. The principal or the principal’s designee acting as the incident commander shall be the primary point of contact for the Baltimore County emergency responders. PROCEDURES Evacuation Preparation Building Evacuation Plans should be designed in such a manner as to evacuate an entire building as quickly and as safely as possible. Evacuation routes should:  Take advantage of protective features (fire walls, fire doors, etc.);  Avoid high hazard areas such as kitchens, boiler rooms, and open stairwells;  Avoid cross traffic. Post building evacuation floor plans in each classroom or office. These floor plans should identify the following:  Primary evacuation route for exiting the building from the posted classroom or office. Secondary evacuation route should also be identified in case the primary route is blocked.  If all building exits are not accessible to individuals with mobility impairments, posted floor plans should identify the route to the nearest accessible building exit.  Where applicable, routes to areas of rescue assistance should be identified for disabled individuals.

Section 4, Emergency Response Protocols - 9 Revised and Updated 09/2011

Critical Response and School Emergency Safety Management Guide - BCPS

Immediate Response   Activate the building’s Fire Alarm System at nearest Fire Alarm Pull Station (or initiate the Secondary Evacuation Warning protocol, if alarm is not functional). Students, under the supervision of teachers, should evacuate the building immediately, using the designated evacuation routes, areas of refuge, and exits (use secondary route if primary route is blocked or hazardous). Teachers should close classroom doors after the last student has left the room. Assist those individuals needing special assistance in exiting the building using the prearranged plans for evacuating individuals with disabilities. Students and teachers should go to their designated evacuation locations. Do not stop for student/staff belongings. Secondary evacuation locations of at least 500 feet are to be pre-determined for all students and staff. When instructed by the incident commander or emergency responders, students and staff will move to the 500 feet location. Assigned staff members, building wardens should check restroom, locker rooms, storage areas, and other areas that may be occupied to assure that everyone is evacuating the building. Provide assistance to those individuals needing special assistance in exiting the building. Contact 9-911 to alert emergency responders that the building’s alarm system is sounding, the building is being evacuated, and that follow-up calls will be made once the nature of the emergency is known. Do not remain in building to make follow-up phone calls. Baltimore County’s emergency responders will be dispatched to the building. Administrative staff members and custodians shall report to the designated command post area outside the building. Command posts should be located near the main vehicular entrance to the building or another predetermined location arranged with the local fire officials. Do not operate any light switches or electrical outlets.

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Items to remove from Building upon evacuation  Designated administrative staff member shall exit building with emergency toolbox that contains emergency cards for all students and staff members, Faculty and staff rosters, and visitor sign-in sheets.

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Critical Response and School Emergency Safety Management Guide - BCPS

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Each teacher shall exit building with the teacher's daily attendance record. The nurse shall exit building with students' medications and medical treatments information.

Follow-up Response Once safely outside, execute the following procedures:         Administer first aid, if necessary. Teachers must take roll once their class has reached the outside assembly area and report to the designated student/staff accounting coordinator the names of any missing persons. Designated administrative staff member(s) shall determine that all staff members and visitors are accounted for and report findings to the designated student/staff accounting coordinator. Building service workers shall report to command post to assist emergency responders with gaining access to building and any other building-related information. Those individuals with knowledge of the nature of emergency shall report to the command post to provide information to the incident commander so follow-up calls can be made to 9-911. No one should re-enter the building until cleared by the Baltimore County emergency responders. Individuals may not re-enter the building until notified by the principal. Follow-up notifications should be made using the specific emergency incident protocols once the nature of the emergency has been determined.

Section 4, Emergency Response Protocols - 11 Revised and Updated 09/2011

Critical Response and School Emergency Safety Management Guide - BCPS

PLANNING FOR THE EMERGENCY EVACUATION OF INDIVIDUALS WITH DISABILITIES
CALL (Resources Available for Consultation) Health Services Commission on Disabilities Baltimore County ADA Coordinator Department of Physical Facilities EEO Officer/Personnel Services Public Service Agencies Fire Marshal Emergency Medical Personnel Police Department Officials Other suggested contacts include: Commission on Disabilities Local Hospitals (Trauma Centers) 6368 3580 3734 6310 8937

4880 4860 5201

3580

SITUATION DESCRIPTION Individuals with disabilities who are self-sufficient under normal circumstances may have to rely on the help of others in an emergency. The quick, safe, and efficient evacuation of an entire school during an emergency can only be accomplished through careful planning, preparation, practice, and input from emergency responders. When planning and implementing your building’s emergency evacuation plan, incorporate the following procedures to address any special needs of individuals with disabilities. 1. Organize an Evacuation Committee Identify an in-school team that will be charged with developing your site-specific emergency evacuation plan for individuals with disabilities. This team must include at least one building administrator. Other suggested team members include:  Employees with disabilities  Students with disabilities and/or their parents/guardian

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Critical Response and School Emergency Safety Management Guide - BCPS

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Staff members trained and/or experienced in working with individuals with disabilities such as: - School nurse - Physical therapist - Special education teacher - School counselor Teacher(s) Clerical staff member(s) Students (secondary schools) Building service worker(s) Any staff members trained as an EMT or firefighter

2. Consult with Experts for Assistance Consult with the experts from the following agencies for assistance with developing your school’s emergency evacuation plan. Health Services Commission on Disabilities Baltimore County ADA Coordinator Department of Physical Facilities EEO Office/Personnel Services 3. Identify All Accessible Exits from Your Building (Means of Egress)  Accessible Exit Access Route - Route of travel that is level or has ramps for all changes in elevation (does not require the use of stairs, steps, or elevators) - Route of travel must have a firm, stable, and slip-resistant surface - Route of travel must provide a minimum of 42" wide clear space - Route of travel must provide a minimum of 80" clear head room Accessible Exit Door - Door provides at least 32" clear opening - Door has accessible handle/hardware - Threshold does not exceed 1/4" bevel in height - Door has 18" of clear wall space adjacent to the door handle Accessible Exit Discharge - A clear path outside of the building to the meeting point - Contact the Department of Physical Facilities to assist in inspecting your facility to determine which building exits are accessible. - Update your posted floor plan diagrams to identify emergency exit routes to include accessible routes to the nearest accessible exits. This floor plan must show primary and secondary escape routes.

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Critical Response and School Emergency Safety Management Guide - BCPS

4. Identify Areas of Rescue Assistance Areas of rescue assistance are interior building spaces with direct access to an outside exit, where individuals who are unable to exit the building on their own may remain temporarily in safety to await further instruction and/or assistance in evacuating during an emergency situation. These safe points of rescue may include a portion of a stairway landing within a smoke proof enclosure, rooms protected by smoke- and flame-resistant doors, firewalls, and any other fire-safe areas approved by fire department officials.    Contact the local fire marshal’s office to have your facility inspected and to determine the most appropriate locations for ―areas of rescue assistance.‖ Designate secondary ―areas of rescue assistance‖ in the event that the emergency renders the first area unavailable. Post signs to identify each ―area of rescue assistance‖ within the building. Post additional signs visible from the outside of your building to enable emergency responders to quickly locate ―areas of rescue assistance.‖ Contact the Department of Physical Facilities Customer Service Desk to order the necessary signage or request signs through the maintenance work order system. Update your posted floor plan diagram that identifies emergency exit routes to include routes to the nearest areas of rescue assistance.

5. Identify Individuals Requiring Assistance to Evacuate  Identify all students and staff members who may require assistance to evacuate the building during an emergency. List specific names of the assistants designated to work with each identified person in the school emergency safety plan. Document the names and locations of these individuals under the appropriate section of your building's emergency plan. This information will be made available to local emergency responders.

6. Determine Assistance Needed  Determine what special assistance is required for all students and staff members to safely evacuate your building. Determine the number of people you will need to provide the necessary assistance. Document the assistance needed in the appropriate section of the building's emergency safety plan. This information will be made available to local emergency responders.

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Critical Response and School Emergency Safety Management Guide - BCPS

General Examples of Types of Assistance: *In case of emergency, many buildings are equipped with a horn and strobe that will flash and sound when the alarm is triggered to alert all personnel. Determine whether or not your building is equipped with this system. Assistance for Individuals Who Are Visually Impaired  Assign an appropriate person the responsibility to assist visually impaired individuals to the nearest exit and to the safe assembly point, outside the building. Instruct this person never to grab the arm of the visually impaired person, but to allow that person to hold onto their arm or elbow as they make their way to the exit. Verbal instructions and information should be given as they travel to safety.

Assistance for Individuals Who Are Hearing Impaired  Assign an appropriate person the responsibility to assist hearing impaired individuals to the nearest exit and to the safe assembly point, outside the building. Instruct this person to get the attention of the hearing impaired person by touch and eye contact to alert him/her that an emergency exists. It may be appropriate to have pre-written notes available which explain the existence of an emergency and the need to evacuate the building.

Assistance for Individuals Who Are Mobility Impaired  Prepare schedules and classroom assignments that allow individuals with mobility impairments to be located in close proximity to the accessible exits and/or the areas of rescue assistance. Institute any other scheduling changes that will increase the safety of evacuations. If accessible exits are not available, assign an appropriate person(s) the responsibility to accompany the mobility impaired individual to the nearest "area of rescue assistance." It may be necessary to clear the exit route of debris so that the person with the mobility impairment can maneuver the route. Untrained individuals should never attempt to transport someone up or down stairs. Unless imminent life-threatening conditions exist in the immediate area, once in the "area of rescue assistance" await the assistance of trained emergency responders to evacuate the building.

Assistance for Individuals with Special Medical Needs  Assign an appropriate person the responsibility to assist individuals with special medical needs with evacuating any special equipment and/or apparatus need. Personal medications will be removed from the building by the school nurse and taken to the prearranged command post.
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Critical Response and School Emergency Safety Management Guide - BCPS

7. Training and Accountability  Inform staff members of their responsibilities for assisting with the evacuation of disabled individuals. Consider the nature and degree of the disabling condition when determining the most appropriate assisting staff members. Students: The responsibility for assisting the disabled student should be assigned to the teacher or person in charge of the student at that time. School administrators and/or the school nurse may also be appropriate staff members to assist in evacuations. For example: The other students receiving instruction from the teacher assigned to assist the disabled student will be escorted from the building by a teacher from an adjoining classroom. That teacher should obtain a class list from the other class to be used for roll call, in order to ensure that all persons have evacuated the building. If more than one student requiring assistance is assigned to the same location at the same time, more than one person will most likely need to be assigned the responsibility for assisting the students.   Employees: The responsibility for providing evacuation assistance for an employee should be assigned to the staff member working closest to the disabled employee. Visitors: The responsibility for providing evacuation assistance to visitors should be assigned to staff members already assigned the duty of checking areas of the building (such as lavatories) to make sure that all areas are clear during an emergency. The staff member may need to assist the visitor to an ―area of rescue assistance‖ and seek assistance from other staff members or from professional rescue personnel. Assign an administrative staff member to inform any emergency responders (e.g., fire fighters, police, etc.) of the number, identity, and locations of all disabled individuals that could not be evacuated from the building. Representatives of the school and emergency responders should meet at a prearranged command post. Assign an administrative staff member to inform any emergency responders (e.g., fire fighters, police, etc.) of the number, identity, and locations of any individuals that require special medical attention. Representatives of the school and emergency responders should meet at a prearranged command post. Assign backup staff members for each of these responsibilities. Provide training on the assistance assigned individuals will need to offer. Staff members who volunteer to lift and carry others, must be trained in proper lifting and carrying techniques.

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Critical Response and School Emergency Safety Management Guide - BCPS

8. Practice Emergency Evacuation Procedures  Incorporate all aspects of your evacuation plan for assisting those with special needs in periodic emergency evacuation drills. During these drills it may not be advisable to evacuate all persons from the building, depending on their physical condition. In certain cases, the potential risk of injury to the person may outweigh the benefits of conducting the drill. Discuss these health or safety concerns with your local fire department representatives. Never use elevators, chair lifts, or any other system requiring electrical power in an emergency. In most cases, delay exiting individuals requiring evacuation assistance until the exit route is clear of traffic. Ensure that the appropriate staff members account for all building occupants, using the emergency Attendance Sheet (section 3), immediately after notification that an emergency exists. The appropriate administrator should be informed immediately of anyone who cannot be accounted for. Ensure that the appropriate staff members assist individuals unable to exit the building independently. Ensure that the appropriate staff members required to assist individuals with evacuating the building remain with the individuals until the emergency is over. Upon the arrival of emergency responders, ensure that an administrative staff member meets with the emergency responders (e.g., fire fighters, police, etc.) at a prearranged command post with information on number, identity, and locations of people who are still in the building. Also, provide a copy of the list that describes any special medical needs that students or employees may have as well as any special equipment or apparatus that may be needed.

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9. Follow Up     Evaluate the effectiveness of each evacuation drill. Make adjustments and necessary changes to the established procedures in consultation with the appropriate crisis agencies. Discuss and review evacuation procedures frequently with all staff members. Review and update your building’s evacuation plan as deemed appropriate. Keep your plan current and send changes or errors to the Department of Physical Facilities, Office of Safety and Security.

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EMERGENCY EVACUATION OF INDIVIDUALS WITH DISABILITIES
CALL (In Case of Emergency) Ambulance - Fire - Police Assistant Superintendent Elementary, Zone 1 Elementary, Zone 2 Elementary, Zone 3 Middle Schools High Schools Safety and Security 9-911

3172 8768 4316 8760 8767 6488

SITUATION DESCRIPTION Individuals with disabilities who are self-sufficient under normal circumstances may have to rely on the help of others in an emergency. The quick, safe, and efficient evacuation of an entire school during an emergency is critical. Implement the following procedures to address any special needs of individuals with disabilities. (See Section 5 of the manual for information on ―Planning for the Emergency Evacuation of Individuals with Disabilities.‖) PROCEDURES  

Never use elevators, chair lifts, or any other system requiring electrical power in an emergency. Locate the section of your building’s emergency plan that identifies all students and staff members assigned to your faculty who may require assistance to evacuate your building during an emergency. Appropriate staff members should account for all building occupants immediately after notification that an emergency exists. Teachers should complete the Emergency Attendance Sheet (section 3, page 13) and the appropriate administrator should be informed immediately of any unaccounted for individuals. Upon their arrival, first responders (fire fighters, police, etc) should be informed by the assigned administrative staff member of the number, identity, and locations of any individuals who require assistance to evacuate and the names of any unaccounted for individuals. Representatives of the school and emergency responders should meet at a

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Critical Response and School Emergency Safety Management Guide - BCPS

prearranged command post. See section of plan marked “Command Post Locations” to identify predetermined command post locations.  Ensure that the appropriate assigned staff members assist individuals unable to exit the building independently to their predetermined ―area of rescue assistance‖ and assist them in exiting the building when appropriate. In most cases, those individuals requiring evacuation assistance and their assigned staff members will delay exiting until the exit route is clear of traffic. If accessible exits are not available, it is the responsibility of the appropriate assigned staff person to accompany the mobility impaired individual to the nearest "area of rescue assistance." It may be necessary to clear the exit route of debris so that the person with the mobility impairment can maneuver the route. Untrained individuals should never attempt to transport an individual with mobility impairment up or down stairs. Unless imminent life-threatening conditions exist in the immediate area, once in the "area of rescue assistance" await the assistance of trained emergency responders to evacuate the building. If the designated ―area of rescue assistance‖ is rendered unavailable due to the nature of the emergency, utilize the identified back up or secondary area. See Section 5 for more details. The assigned staff member required to assist individuals with evacuating the building must remain with the individual until the emergency is over. The school nurse should remove emergency medication from the building and take them to the prearranged command post.

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Critical Response and School Emergency Safety Management Guide - BCPS

ALERT STATUS
CALL (For assistance in developing site specific information) Local Fire Department 9-911 Department of Student Support Services 4360 Office of Safety and Security 6488 SITUATION DESCRIPTION For emergency conditions which dictate that the securing of the access to the building(s) be immediately limited and controlled. The emergency situation would be the result of a community situation that dictates a heighten state of alert to visitors, deliveries, and others who desire access to the facility. This emergency situation would also limit students' and staff's access to outside areas such as sport fields, playgrounds, and court yards during the school day. PROCEDURES Required "Alert Status" Procedures 1) "Alert Status" is declared by the principal or the principal's designee acting as Incident Commander. In most cases this will be the result of information received via phone from the Superintendent of Schools or the Critical Incident Response Team (CIRT) as a result of a community emergency event. 2) Secure the facility by locking all doors from the inside. (Do not chain any doors.) 3) Inform staff of the "Alert Status." Inform students in an age appropriate way of the heightened "Alert Status". Secondary students may be informed by use of the intercom, where elementary students may need to have teachers explain the situation to each class. 4) Post staff near the front entrance of the building to secure the entrance and to permit people with proper identification into the building to take care of their business as well as to exit. 5) Conduct classes and activities within the building in a normal manner. 6) Check e-mail at least once each hour during the "Alert Status" for emergent bulletins from the superintendent. 7) Emergent bulletins will address areas such as athletic events or practices, field trips, band activities, and evening activities. 8) Follow all directions communicated to you through the emergent bulletins. 9) If a situation arises that requires evacuation of the facility, no one should leave the building (unless the danger is imminent) till emergency responders (fire fighters and police) arrive on the site for security purposes during the "Alert Status."
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LOCKDOWN PROCEDURES
CALL (For assistance in establishing) Department of Student Support Services Office of Safety and Security Office Safe Schools Facilitator SITUATION DESCRIPTION For emergency conditions which dictate the securing of the building to protect building occupants from potential dangers in the building or outside the building – physical threats and workplace violence. The principal or the principal’s designee acting as the incident commander shall be the only persons authorized to call for a lockdown. PROCEDURES Required Lockdown Procedures  Using the intercom, a general announcement of "lockdown/stay put" should be made informing all students and staff members that the building will be under a "lockdown/stay put" status until further notice. Assigned staff member(s) should check hallways, restrooms, locker rooms, storage areas, and other areas that may be occupied to assure that everyone is evacuating to the closest classroom that has a teacher. Students in the main office, school counseling office, health suite, cafeteria, and/or multipurpose rooms for lunch, assemblies, or large group activities shall remain at these locations under the direction of the staff present at the time. Provide assistance to those individuals needing special assistance. Close and secure windows and doors of classroom, pull down blinds, and turn off the lights. Students are to sit under their desks or tables away from any windows and doors. Do not leave the room for any reason. Stay quiet and await further instructions.
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Office staff shall be responsible to lock front lobby doors and office doors. Building service workers shall check and verify that all exterior doors are closed, secured, and locked.

An administrative staff member shall call 9-911 to alert emergency responders that the building is under a “lockdown” and provide as much information as possible concerning the nature of the emergency. Required Post-lockdown Procedures Once the emergency is over and the safety of students and staff is no longer in threat, the following required procedures should be executed:    Administer first aid, if necessary Students should report to their assigned homerooms and teachers must take roll and report to the designated students/staff accounting coordinator the names of any missing students Designated administrative staff members shall determine that all students, staff members, and visitors are accounted for and report findings to the designated student/staff accounting coordinator.

Follow-up Notifications Follow-up notifications should be made using the specific emergency incident protocols based on the nature of the emergency.

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SAFE AREA PROCEDURES
CALL (For assistance in developing safe areas) Office of Safety and Security Department of Student Support Services SITUATION DESCRIPTION In cases of severe weather such as severe thunder storms and tornadoes, it may become necessary to relocate all building occupants to safe areas within the building to protect individuals from flying glass or other projectiles. The principal or the principal’s designee acting as the incident commander shall be the only person authorized to relocate all building occupants to the severe weather safe areas. Determine the best shelter areas in your building. Use first floor interior hallways, restrooms, and other enclosed hall areas away from large glass areas or open rooms. If hallways are not suitable, use the inside wall of rooms, or rooms on the opposite side of the corridor from which the storm is approaching. Do not use end rooms. The auditorium, gymnasium, cafeteria, or other large rooms are the least suitable as shelters. Free-span roofs can be blown away from this type of room and the walls may collapse. Diagram the building to determine which areas to use and the quickest way to get there. PROCEDURES Required Safe Area Relocation Procedures  Use the intercom to make a general announcement to inform all students and staff members that due to existing weather conditions, everyone must relocate to their predetermined severe weather safe areas until further notice. Assigned staff members should check hallways, restroom, locker rooms, storage areas, and other areas that may be occupied to assure that everyone is relocated to the closest severe weather safe area. Students and staff either outside the building or in relocatable classrooms should move inside the building to a designated severe weather safe area. Provide assistance to those individuals needing special assistance.
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Do not stop for student/staff belongings. Take personal belongings only if they are at desks and will provide extra protection (e.g. large books, notebooks, or coats may be held over head and shoulders). Close all doors. Take position by crouching on knees, head down, with hands locked at the back of the neck. Stay quiet and wait for further instructions.

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Required Post-relocation Procedures   Administer first aid, if necessary. Teachers must take roll once their classes have reached the outside assembly area and must report to the designated student/staff accounting coordinator the names of any missing persons. Assigned administrative staff members shall determine that all staff members and visitors are accounted for and report findings to the designated student/staff accounting coordinator.

Follow-up Notifications Follow-up notifications should be made using the specific emergency incident protocols based on the nature of the emergency.

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GENERAL EMERGENCY INTERVENTION
Although each situation is different, the following is intended as a general listing of actions to consider when faced with an emergency or critical incident.  Take a deep breath; don't panic; verify information  Activate school’s Emergency Management Team, Incident Command System (ICS); activate and assign duties as needed:  Public Safety Liaison (overall safety conditions of campus)  Student Accounting Coordinator (student accounting and release)  Facility Access Coordinator (monitors site utilities)  Triage Coordinator (first aid, CPR, and medical)  Media Liaison (coordinates media access)  Determine whether to call 9-911, whether to implement Universal Emergency Response Procedures, Emergency Management Protocols  Notify and request assistance from the Critical Incident Response Team to:  Assist with planning for a response and implementing protocols  Provide recovery support to students  Set up a Command Post for communication and emergency management  Bring ―emergency toolbox‖ to Command Post (inside or outside)  Hold emergency all-staff meeting (before and/or after school day) to:  Advise staff of the known facts and provide written statement  Support their concerns and emotions  Provide classroom assistance if needed  Outline schedule for the day; modify day's schedule if needed  Identify resources available to teachers and students  Establish contact with parents/family members of affected students to offer support, to determine assistance needed, and (in the event of a death) for information regarding visitation/funeral arrangements  Inform closest friends of the affected student and provide support  Prepare formal statement or announcement to students, parents, and media; provide statement to secretaries, staff, etc.  Notify Board of Education members as appropriate  Expand span of Incident Command System as needed, deactivate ICS when activities are completed  Review and implement ―Recovery‖ activities  Document actions taken; secure records as legal documents.
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AIRCRAFT EMERGENCY
CALL (Depending on assistance needed) Emergency Responders Office of Safety and Security Assistant Superintendent Elementary, Zone 1 Elementary, Zone 2 Elementary, Zone 3 Middle Schools High Schools Safe Schools Facilitator SITUATION DESCRIPTION The probability of an aircraft falling on or near a school building is extremely remote. But in case of an emergency involving an aircraft, follow procedures below: PROCEDURE Immediate Response Aircraft Crash into Building         Call 9-911 Notify principal (incident commander) Call Office of Safety and Security Activate school emergency team Move students away from the immediate vicinity of the crash Implement the building evacuation procedures Students and staff should be assembled in areas as far from the crash scene as possible and should be up-hill and up-wind of the crash Await instructions from CIRT or emergency responders 9-911 6488 3172 8768 4316 8760 8767 6426

Aircraft Crash Near Building (no damage to building)      Call 9-911 Notify principal (incident commander) Call Office of Safety and Security Activate school emergency team Move students away from the immediate vicinity of the crash
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No evacuation should occur unless subsequent explosions or fire endanger the building

Follow-up Response 

Notify the appropriate assistant superintendent Notify the Department of Physical Facilities (Maintenance Customer Service Desk) during regular school hours, or after hours contact the Office of Safety and Security

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BOMB THREAT
PLEASE NOTE: Turn off all cellular phones and walkie-talkies as they may activate an explosive device.

CALL Police Department 9-911 (Inform the police as to whether or not you are evacuating the building or an area.) Area Assistant Superintendent (call only if evacuating the area or the building) Elementary, Zone 1 Elementary, Zone 2 Elementary, Zone 3 Middle Schools High Schools Office of Safety and Security (call only if evacuating the area or the building) SITUATION DESCRIPTION Bomb threats in schools are prevalent throughout the country. Bomb threats are made for two reasons: (1) to create a disruption of normal activities or (2) as a warning that an actual bomb has been placed in the building. It is important to acknowledge that many bomb threats can be handled with a minimum of disruption. This protocol outlines the steps to take when a bomb threat is received. All school and office staff must be familiar with this protocol in order to adequately manage a bomb threat situation. Key personnel, those personnel most likely to receive the threat, (e.g., personnel who answer the phones or open the mail) should be trained on completing the checklist accurately so that the administrator or office head can do an accurate evaluation of the threat and make an informed decision regarding the need to evacuate or not. PROCEDURES Immediate Response When a bomb threat is called into the school/office: 1. Use the Telephone Checklist for Bomb Threats and attempt to gain as much information as possible.
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2. Listen carefully - - do not interrupt. As you listen, scan the checklist so you can target those characteristics listed. 3. Write the entire message. 4. Keep the caller talking as long as possible. This gives you the opportunity to identify the characteristics of the caller. 5. Hang up when the call is completed. Immediately lift the receiver and press *57 (Call Trace). 6. Listen for the confirmation announcement and hang up. 7. Notify an administrator immediately. When a bomb threat is received by e-mail, fax, or other written communication: 1. Notify an administrator. 2. Do not delete or handle written communication. 3. If you must handle the written communication, use disposable gloves or paper towels. Administrator’s/Office Head’s Actions Evaluating a threat: 1. Level 1 – a threat that poses minimal risk to the victim and public safety. a. Characteristics 1) Threat is vague and indirect. 2) Information contained within the threat is inconsistent, implausible, or lacks detail. 3) Threat lacks realism. 4) Threat appears to be made by a young child and there is laughter in the background. 5) Threat is made by a known caller who has called numerous times. b. Action to be taken: Do not immediately evacuate the building. 1) Use staff to scan the area of the building, if an area is mentioned, and public areas of the building for suspicious packages or objects. 2) If an unusual object is discovered, notify the administration. Do not touch or move the object. It is the administrator’s decision whether or not to evacuate the building and call 9-911. 2. Level 2 – a threat that poses the potential for serious danger or a threat that poses an imminent and serious danger to the safety of others. a. Characteristics 1) Threat is more direct and concrete – a time and place is given.

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2) Wording in the threat suggests that some thought has been given to how the act will be carried out. 3) There may be a specific statement seeking to convey that the threat is not empty. 4) Threat is direct, specific, and plausible. Person gives name, reason for threat, and location of bomb. 5) Threat suggests concrete steps have been taken toward carrying out the threat. b. Action to be taken: Scan the area and then decide to evacuate that area, or evacuate the whole building. 1) Evacuating the identified area only means that students and staff are sheltered in place in another wing or area of the building farthest from the area identified as having the bomb. 2) Staff and students should not be moved from a location of relative safety to a more dangerous location. Evacuation may not always be the safest course of action. 3) If the decision is made to evacuate the school, office staff who is most familiar with the surroundings should review the evacuation route and the evacuation holding area prior to evacuation. 4) Follow the school’s emergency safety plan for evacuation procedures. Procedures for reviewing evacuation routes: 1. Stop, look, listen. Observe or hear anything that appears or sounds out of place, for example, suspicious packages, ceiling tiles askew, or other unusual items. 2. Divide the room or corridor into four sections. Visually scan each section three times: a. Floor to waist b. Waist to chin c. Chin to ceiling d. False ceiling 3. If a possible explosive or suspected explosive device is identified, never handle it. 4. Move people away from the device or site. Factors to consider when choosing an evacuation site: 1. Sites should be as far away as possible with as much shielding as possible: a. Behind a substantial barrier, such as a brick wall b. Far enough away so device is not visible

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TELEPHONE CHECKLIST FOR BOMB THREATS LISTEN - KEEP THE CALLER TALKING Name of Operator _________________________ Time ___________ Date _________ Ask: When will it go off?__________ Certain Hour __________ Time Remaining __________ Where is it located? __________ Building ______________ Area __________________ Did the caller appear familiar with the building by the description of the bomb location? Yes __________ No __________ Did the caller state a reason or “cause” for the bomb? Yes __________ No __________

If yes, state what was said: ___________________________________________ __________________________________________________________________ Caller’s Identity: Sex: Male ________ Female _________ Approximate Age __________ Years

Voice Characteristics: Loud _______ Deep _______ Language: Calm ______Coherent _______ Rational _______ Deliberate _______ Abusive _______ Angry ______Incoherent ______ Irrational ______Emotional _______ Laughing _______ Speech: Slow ______Distinct _______Stuttered _________ Nasal _______ Disguised ________ Fast _________ Distorted _______ Slurred ___________ Other ___________________ Background Noise: Quiet _______Voices _______Traffic ________ Airplanes _________ Street ________ Bedlam _______ Music _______ Animals ________ Trains __________ Mixed _______ Office Machines ________ Party Atmosphere ________ Factory Machines ___________ Other _________________________________________________________________ High Pitched ________ Raspy ______________ Accent ________ Soft _________

Other __________________________

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Origin of Call : Local ________ Long Distance ________ Booth ________ Inside the Building_______ Call Trace Used ____Yes ____ No

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CHILD MISSING/ KIDNAPPED
CALL (Depending upon assistance needed) Baltimore County Police Department Assistant Superintendent Elementary, Zone 1 Elementary, Zone 2 Elementary, Zone 3 Middle Schools High Schools Office of Communications Safe Schools Facilitator Traumatic Loss Team 9-911 3172 8768 4316 8760 8767 5908 6426 4612

SITUATION DESCRIPTION (Refers to child who is missing under suspicious circumstances) There can be several explanations for a child who has been noted as missing from school:     Student walks off the school property or runs away A non-custodial parent takes the child without consultation with the custodial parent A kidnapping is witnessed Abduction is reported by a telephone call, note, or hearsay.

PROCEDURES Immediate Response Principal is to notify:  Parent/guardian  Police  Assistant superintendent who, in turn, notifies the superintendent  Office of Communications as directed by the assistant superintendent  Safe Schools Facilitator Principal assures that the following steps are taken if abduction is suspected:  Building lockdown is initiated  Confidential notice is sent to all teachers informing them of the situation  All teachers are directed to take roll and report any missing students to the office
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Witnesses are sequestered for police interviews Building service workers cordons off area where the alleged kidnapping occurred. Staff member guards the crime scene until police arrive After consultation with the police, principal identifies available staff for a sweep of the building Building service workers accompany staff members to provide access to locked areas such as boiler room Office staff gathers the following information for police to use - school picture of student, description of clothing worn, personal data such as age, weight, height, and identifying marks, significant data from student record such as disciplinary actions, and data from family and emergency cards are to be shared with police When possible, provide an aerial photo of the school and surrounding grounds List the names of staff members who are not in attendance.

Follow-up Response Principal assures that the following steps are taken:     Dismissal of students and communications with staff and parents must be approved by the assistant superintendent. Consult with and take direction from the assistant superintendent for guidance regarding any communication with parents who are concerned about the welfare of their children. Contact appropriate parties as needed when child is located. Consult with Traumatic Loss Team and Employee Assistance to develop a follow-up plan to deal with children's and staff members' concerns.

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FIRE EMERGENCY
CALL Fire Department Assistant Superintendents: Elementary, Zone 1 Elementary, Zone 2 Elementary, Zone 3 Middle Schools High Schools Resources Available for Consultation: Office of Safety and Security Office of Risk Management Department of Physical Facilities SITUATION DESCRIPTION Fire is an ever-present emergency. It may originate within the building or threaten from the outside. Fires can result from a variety of causes, ranging from carelessness to arson. Regardless of the size of the fire, the building must be evacuated and you must call 9-911. The fire department must be notified of all fires. PROCEDURES Immediate Response   Call 9-911 Follow the evacuation procedures for buildings. 9-911 3172 8768 4316 8760 8767

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Follow-up Response    Notify the appropriate assistant superintendent. Notify the Department of Physical Facilities (Maintenance Customer Service Desk) during regular school hours, or contact the Office of Safety and Security after-hours. Deliver a written report to the Office of Risk Management within 24 hours after the occurrence of a fire. Use the BCPS Property Loss/Damage Reporting Form (see Section 5) and complete the following: - Names of persons with knowledge of the incident - Time discovered - Location in building - Cause (if known), and description of incident
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HAZARDOUS MATERIALS SPILLS OR RELEASES
CALL (Depending upon assistance needed) Fire Department Office of Safety and Security Assistant Superintendent Elementary, Zone 1 Elementary, Zone 2 Elementary, Zone 3 Middle Schools High Schools Safe Schools Facilitator Office of Transportation SITUATION DESCRIPTION Chemical spills and other accidental releases of hazardous materials can occur either within a school building (or on school grounds) or somewhere in the surrounding school community. In either case, the hazardous materials may pose a potential health and safety hazard to the general school population. All schools should be prepared to respond to hazardous material accidents. The appropriate response to be taken depends upon the nature of the accident. Hazardous Materials Incident Occurring Inside the School Building Many of the chemical products and materials found within our buildings have physical characteristics that pose potential health hazards. If such chemicals are released or spilled within your building, information must be obtained on the hazards associated with the chemical. The immediate response to be taken should be proportional to the hazards posed by material, the quality of the material released, and the location within the building of the chemical release. PROCEDURES Immediate Response     Call 9-911 Shut down the air handling units Do not attempt to clean up a spill unless you have been properly trained Isolate the immediate area of the spill or release
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Seek information from product label and/or material safety data sheets (MSDS) on recommended cleanup procedures In the absence of information concerning the nature of the hazards associated with the spilled or released material, or proper cleanup procedures, call 9-911 for assistance from trained hazardous material responders Based on the nature of the spill or release incident (the hazard posed by the material or the lack of information concerning the hazardous material), it may be necessary to evacuate the building to protect the safety and health of students and staff.

Follow-up Response   Notify the appropriate assistant superintendent of situation and actions taken. Notify the Office of Transportation for assistance in transporting students and staff to relocation site, if necessary.

Hazardous Materials Incident Occurring Outside the School Building Fire and/or Police Department officials will contact a school when an incident involving hazardous materials may affect the health and safety of a school population. There are two basic responses to addressing this type of emergency: sheltering students and staff inside following the Shelter-in-Place procedure, and evacuating the school to a safer location following the Evacuate and Relocation procedure. Emergency personnel will make the determination if students and staff inside the building need to evacuate the school or if sheltering them in place is the appropriate response. PROCEDURES Immediate Response  Shut down the air handling units  Contact Office of Safe Schools for more information  Follow the direction of the Fire/Police Department officials to either execute the Evacuate and Relocate procedures or the Shelter-in-Place procedures. Follow-up Response 

Notify the appropriate assistant superintendent Notify the Office of Transportation for assistance to transport students and staff to relocation site, if necessary.

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HOSTAGE SITUATION
CALL Police Department SITUATION DESCRIPTION All school and office personnel must be prepared to carry out plans in the event of a hostage situation in the school or community. In the event of this incident occurring, the following should be accomplished to maintain the safety of all students and staff. 9-911

PROCEDURES Immediate Response          Call 9-911 Implement School Emergency Plan Follow lock down procedures as outlined in Schools Emergency Plan Call CIRT Leader Follow police directions Goal is to de-escalate situation Try not to allow additional hostages to be taken Compartmentalize (contain) situation to one area if possible; try not to allow situation to go mobile Verbal communication utilizing active listening skills are crucial to deescalation.

Follow-up Response  Follow CIRT team direction.

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MEDICAL EMERGENCIES
CALL Emergency Medical Services (In case of emergency) Assistant Superintendent (For assistance in developing plans) Elementary, Zone 1 Elementary, Zone 2 Elementary, Zone 3 Middle Schools High Schools Office of Health Services Office of Risk Management 9-911 3172 8768 4316 8760 8767 6368 4133

SITUATION DESCRIPTION Medical emergencies may occur in the school building, on school property, on school buses, during a field trip, and other school-sponsored events during the school day or after school hours. Medical emergencies include any life-threatening event that requires first aid, cardiopulmonary resuscitation (CPR), and/or emergency backup to ensure the safety and health of the person(s) involved. Schools and offices are responsible for ensuring that access to any emergency equipment, including the automatic external defibrillators (AED),where available, is provided during the school day, athletic events, and school-sponsored events after the school day. PROCEDURES Immediate Response Schools  Call the school nurse. If the school nurse is unavailable, call the designated first aid backup. The nurse and administrator both must report to the emergency scene.  Assess the situation. Call 9-911.  Administer first aid until emergency medical personnel arrives.  Send school staff to hospital with student unless parent/guardian is present.  For school-based employees, notify the emergency contact person. Offices  Call 9-911.  Notify employee’s emergency contact. Follow Up Submit the appropriate documentation to the designated office. Student accidents must be reported on the Standard Student Accident Report Form (BEBCO 49 615 98).
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SEVERE WEATHER AND NATURAL DISASTERS
CALL (Depending on assistance needed) Fire Department Office of Safety and Security Department of Physical Facilities Assistant Superintendent Elementary, Zone 1 Elementary, Zone 2 Elementary, Zone 3 Middle Schools High Schools SITUATION DESCRIPTION Severe weather and natural disasters, though rare, can occur at anytime and may affect the safety of the school population without warning. Preplanning for severe weather and natural disasters is necessary to protect students and staff as well as building contents. EARTHQUAKES Few areas of the world, including Maryland, are free from the danger of earthquakes. Earthquakes occur quickly, without warning. Falling or flying debris causes most injuries and/or deaths. PROCEDURES Immediate Response (During the earthquake)       If indoors, stay there Take cover under desks, tables, or other heavy furniture, or in interior doorways or narrow halls Stay away from windows and beware of falling objects If outdoors, move away from the building if possible Avoid utility poles and overhead wires If on a bus, the driver should stop quickly and as safely as possible in an open area away from overpasses, road cuts, etc. Stay in the bus.
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Follow-up Response (After the earthquake)     Evacuate the building following the building evacuation procedures Notify the Department of Physical Facilities (Maintenance Customer Service Desk) during regular school hours, or after hours contact the Office of Safety and Security Notify the appropriate assistant superintendent Do not re-enter the building until authorities have checked for possible structural damage, leaking gas lines, and other utility disruptions. FLOODS Many areas in Maryland are subject to flood. Flooding may be caused by heavy rain, tidal surge from tropical storms off the coast, or dam breaks. Even a small innocent creek can become a raging torrent capable of destruction. Except in the case of flash flooding, the onset of most floods is a relatively slow process with buildup taking several days. Know the local history of flooding for your area. When conditions dictate, have someone listen to the weather alert radios, provided to all schools, to determine if severe weather conditions are approaching your area. The National Weather Service issues two types of flood alerts: Flood Watch: A flood watch is issued when conditions are favorable for flooding within the designated watch area. Flood Warning: A flood warning is issued when a flood has been reported or is imminent, and protective measures should be taken at once. PROCEDURES Immediate Response If conditions dictate, contact the appropriate assistant superintendent to determine if students should be relocated to the pre-determined flood relocation site. Follow-up Response For cleanup of debris, fallen trees, fallen wires, or other facility damage, notify the Department of Physical Facilities (Maintenance Customer Service Desk) during regular school hours, or after hours contact Safety and Security. THUNDERSTORMS (ELECTRICAL STORMS) Thunderstorms occur frequently in Maryland. Lighting, damaging winds, and hail often accompany them. Quite often, a thunderstorm is a prelude to a tornado. When conditions dictate, have someone listen to the weather alert radios, provided to all schools, to determine if severe weather conditions are approaching your area. The National Weather Service issues two types of severe thunderstorm alerts.
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Severe Thunderstorm Watch: When conditions are favorable for severe thunderstorms to develop in your area, a severe thunderstorm watch is issued. Severe Thunderstorm Warning: When severe thunderstorms are occurring in your area, a severe thunderstorm warning is issued. PROCEDURES Immediate Response   If conditions dictate, follow the severe weather safe areas procedures found in Section 4, page 6 of the Universal Emergency Response Procedure. If outside and lightning is seen or thunder heard, move inside at once. Do not seek shelter under isolated trees or close to wire fences, playground equipment, or shelters located in exposed locations. If this is not possible, seek shelter in thick timber or a ravine. Get into a crouching position. During a severe thunderstorm watch or warning for your area, cancel outside recess and physical education classes. Even if there is no wind or rain, lightning is always a threat. Stay indoors and do not venture outside unless absolutely necessary. During a severe thunderstorm warning, relocate all students from portable classrooms into main school building. Teachers must take roll and must report to the designated student/staff accounting coordinator the names of any missing students. Stay away from open doors and windows, metal objects, electrical appliances, and plumbing until the storm has passed. Keep telephone use to a minimum during storms. Television sets, computers, and other electrical equipment and appliances should be unplugged to the extent possible. If caught outside during a thunderstorm, keep away from isolated trees and other electrically conductive elevated objects such as overhead wires. Avoid open spaces, wire fences, sheds, or shelters not fully enclosed. Seek shelter in thick timber or a ravine. Get into a crouching position. If in a vehicle, stay inside. Vehicles offer excellent lightning protection. Do not touch exposed metal parts. Do not park vehicle under electrical lines or isolated trees.

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Follow-up Response For cleanup of debris, fallen trees, fallen wires, or other facility damage, notify the Department of Physical Facilities (Maintenance Customer Service Desk) during regular school hours, or after hours contact the Office of Safety and Security.

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TORNADOES Tornadoes are local storms with whirling winds of tremendous speeds that can exceed several hundred miles per hour. When conditions dictate, have someone listen to the weather alert radios, provided to all schools, to determine if severe weather conditions are approaching your area (see Weather Alert Radio protocol in Section 4). The National Weather Service issues two types of tornado alerts: Tornado Watch: When conditions are favorable for tornadoes to develop in your area. Tornado Warning: Means that a tornado has been sighted and protective measures should be taken at once. PROCEDURES Immediate Response If conditions dictate, follow the severe weather safe areas guidelines found in the Emergency Response Protocol. If there is not sufficient time to take shelter, go to inside wall of the room away from the windows. Squat on floor next to a wall or get under desks/furniture by squatting or lying prone on the floor, face down. If a book can be picked up easily, hold it over your head. Follow-up Response For cleanup of debris, fallen trees, fallen wires, or other facility damage, notify the Department of Physical Facilities (Maintenance Customer Service Desk) during regular school hours, or after hours contact the Office of Safety and Security. WINTER STORMS The major dangers for winter storms are intense cold and the breakdown of transportation due to poor visibility and road conditions. Severe weather warnings are issued by the National Weather Service. When conditions dictate, have someone listen to the weather alert radios, provided to all schools, to determine if severe weather conditions are approaching your area. PROCEDURES Follow Baltimore County Public Schools cancellation, early dismissal, and delayed opening announcements relative to snow and/or ice conditions.

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SCHOOL DISTURBANCES
(Violence, Riots, Sit-Ins, Large Scale Fights) CALL Police/Fire Assistant Superintendent Elementary, Zone 1 Elementary, Zone 2 Elementary, Zone 3 Middle Schools High Schools Office of Communications Legal Counsel SITUATION DESCRIPTION The following information is a guide for school-based personnel in developing, discussing, and disseminating at each school a set of emergency procedures that can be effectively implemented in the event of school disturbances (e.g., violence, sit-ins, riots, large scale fights). The effective implementation of a set of emergency plans to deal with school disturbances rests upon preparedness. All faculty and staff must be knowledgeable of the plan and understand their individual roles. While prudence dictates that we prepare for all eventualities, our focus must always remain on preventative measures. To maximize student safety and staff efficiency as well as minimize disruption to the normal school program, emergency procedures, within the above guidelines, need to be developed and tailored to the specific school in which they are to be implemented. Procedures need to be updated and reviewed with faculty and staff as necessary. The faculty and administration should establish rapport with students and provide an open atmosphere to encourage discussion of grievances and problems. The administration must also be aware of local situations that may generate civil disturbances within the school through outsiders moving into student groups and inciting student participation. Immediate Response  Institute your school's site-based emergency plan 9-911 3172 8768 4316 8760 6426 5908 4060

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Contact police for assistance. Document events chronologically as thoroughly as possible. Such factual information as witnesses’ names, times of incidents, etc., may be important. Contact the Office of Communications as quickly as possible for advice, since publicity or notoriety is often an objective of organized demonstrations. Avoid verbal and physical confrontation with demonstrators. Attempt to keep all communication channels open with demonstrators or disruptive groups. Inform assembled persons of the applicable laws and the Board of Education policy which provides that any activity which is not authorized and/or which interferes with the normal operation of a public school will not be permitted and may result in suspension. Direct disruptive students to return to class and provide them a reasonable amount of time to do so. If students do not go to class, warn them that they may be suspended and will be considered trespassers. Call parents if the situation requires the removal of the students. Inform parents of arrested students immediately. Minimize student exposure to disruption.

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STUDENT THREAT MANAGEMENT PROCESS
CALL School Counselor - Level I, II, III School Psychologist - Level I, II, or III School Social Worker - Level I, II, or III Safe Schools Facilitator Police - Level III SITUATION DESCRIPTION The following information is a guide on responses to verbal or written threats of a student towards self, other students, staff, or the school. Often threats of harm are made by students at moments of anger, frustration, or when challenged. Administrators, with the help of student support services staff, particularly the school psychologist, must assess the threat(s). Threats will be classified into low, medium, or high levels. Each level has specific indicators and responses. Students and staff safety is always paramount in this process. PROCEDURES Immediate Response    Administrator learns of verbal or written threat of harm to self, others, or property made by student. Administrator investigates and gets written statements. Level of threat is determined immediately by administrator with input from school counselor, school psychologist, school social worker, and SRO, where appropriate. Administrator may consult with coordinator of School Counseling Services, coordinator of Psychological Services, and/or supervisor of School Social Work as needed. LOW LEVEL OF THREAT IS DETERMINED Threat: Stated in vague or general manner Often reflects anger, frustration, lack of hope, or distrust Does not include a specific target other than self Does not specify concrete steps to carry out threat Developmentally inappropriate or unrealistic

6426 9-911

I.

Administrator consults with school counselor, school psychologist, and/or school social worker regarding:
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- The needs of the student - Involvement of the student’s parents/guardians - Identification of appropriate referral resources.    II. Pupil personnel worker and school nurse are involved as needed. Consultation is provided to school staff regarding strategies for managing low level threats. Student is referred to Student Support Team for educational planning as needed.

MEDIUM LEVEL OF THREAT IS DETERMINED. Threat: Clearly stated; often a function of anger or frustration Uncertain about specific targets of threat Lacking in capacity or resources to act on threat Lacking in concrete steps taken to carry out threat Suggestive of attention-seeking behavior Could continue or escalate if not addressed

Administrator contacts school counselor, school psychologist, and/or school social worker to meet immediately with the student. Based on the student meeting: - Administrator determines who is to contact student’s parents/guardians - Appropriate referral resources are identified and offered to parents/guardians - Parents/guardians of intended victims are notified as needed. Pupil personnel worker and school nurse are involved as needed. Disciplinary actions are determined by the principal. Student is referred to Student Support Team for educational planning as needed. Administrator may consult with Police at 9-911. Patrol officer may investigate and refer.

   

III.

HIGH LEVEL OF THREAT IS DETERMINED. Threat: Clearly stated Targeted to specific individuals or property Identifies behaviors that can realistically be carried out Implies that concrete steps have been taken to carry out threat

 

Call Police. Call Safe Schools Facilitator.
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Administrator ensures that the following steps are taken: - Student remains under administrative supervision - Administrator contacts appropriate assistant superintendent - Police are consulted regarding time frame for notifying parents/guardians - Parents/guardians of students making threat are notified and brought to school - Parents/guardians of student threatened are notified - Office of Risk Management staff and the Baltimore County Police Department’s Workplace Violence Unit are notified when a staff member is threatened and it is deemed by an administrator and a police officer to be a "high level" threat. Administrator contacts school counselor, school psychologist, and/or school social worker to conduct emergency assessment of threat of harm to self, others, or property. - School counselor, school psychologist, and/or school social worker reviews records, conducts necessary assessment, and consults with administrator regarding the threat of harm to self, others, or property - School psychologist is to be involved in the emergency assessment - Appropriate referral resources are offered to parents/guardians - Follow-up support is offered to intended victim(s). Involve pupil personnel worker and school nurse as needed. Disciplinary actions are determined by the principal. Student is referred to Student Support Team for educational planning as needed.

  

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Baltimore County Public Schools
THREAT INCIDENT REPORT For Internal Use Only This is a standardized form to be used with "Student Threat Management Process," "Threat Management Process for Employees/Visitors," and "Workplace Violence." Date of referral threat: Threat reported by: Time of referral threat: Date reported:

Person completing report: ___________________________________________________ School: Is anyone in immediate danger? If employed, job title:

o Yes o No

If yes, call 9-911 immediately

THREAT MAKER INFORMATION: Date of incident: Name of threat maker: Location of incident:

o Employee
Sex: Age:

o Student

o Other ______________________
Hours of work: Grade: ____________

If employee, job category:

Relationship of referrer to threat-maker:

o Supervisor o Co-worker o Friend o Family o Student's administrator o None o Other:
Current location of threat-maker:

(relationship)

Details of incident (The Who, What, When, Where)

Events that might have triggered incident:

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THREAT INCIDENT REPORT (cont.) Past history:

Witnesses:

Actions of Others:

Effect threat maker's behavior is having on others:

Additional Information:

** Written first hand statements of incident and ―threat‖ need to be obtained from persons involved.

Send copies to: Office of Risk Management If a student is involved, send copies to: appropriate assistant superintendent, director of Student Support Services, Office of Special Education for School Support and Compliance. Internal Document: This is an employee/student record and may not be distributed beyond list above.

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THREAT MANAGEMENT PROCESS FOR EMPLOYEES/VISITORS
CALL Office of Risk Management Safe Schools Facilitator After hours: Office of Safety and Security Police (if immediate threat) Legal Counsel SITUATION DESCRIPTION The provision of a safe school and workplace is essential to the well being of students and staff. Threats may originate with the school system or from the outside. Baltimore County Public Schools does not tolerate violent, abusive, threatening, harassing or intimidating acts from employees and/or members of the public. Violence includes but is not limited to:    Physical attacks that inflict injury or harm to persons or property Threats of violence either directed or reported by others Behaviors that cause a reasonable fear or intimidation response in others. 4133 or pager 410-681-0266 6426 6488 9-911 4060

Workplace violence may also include oral or written statements, gestures, or expressions that communicate a direct or implied threat of harm. The following categories are defined in State law as violations: Willful disturbance of school activities - A person may not willfully disturb or otherwise willfully prevent the orderly conduct of the activities, administration, or classes of any institution of elementary, secondary, or higher education. Molesting or threatening students or school personnel - A person may not molest or threaten with bodily harm any student, employee, administrator, agent, or any other individual lawfully on the grounds or in the immediate vicinity of any institution of elementary, secondary, or higher education. Carrying or possessing deadly weapon upon school property - No person (except law enforcement officers in the regular course of their duty or security guards hired by the school system) shall carry or possess any rifle, gun, knife, or deadly weapon of any kind on any public school property. Individuals that engage in these behaviors may be removed from Baltimore County Public Schools property and are subject to disciplinary action (employees) up to and including termination,

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criminal prosecution, or both. Visitors may be denied access to school grounds, and be subject to criminal prosecution. Commonly referred to as the ―Trespass Statute,‖ the law gives school principals as well as other designated school officials the authority to deny certain individuals access to school property. Denial of access to school grounds - The principal of any public institution of elementary, secondary or higher education, or a person designated in writing by the principal may deny access to the buildings or grounds of the institution to any person who: 1. Is not a bona fide, currently registered student, or staff or faculty member at the school, and who does not have lawful business to pursue at the school 2. Is a bona fide, currently registered student at the school and has been suspended or expelled from the school, for the duration of the suspension or expulsion 3. Acts in a manner that disrupts or disturbs the normal educational function of the school. In order to be consistent throughout the school system, contact Legal Counsel for a form letter for instituting the trespass statute. PROCEDURE A situation is an emergency when: - An employee suffers physical injury - There is an immediate threat of physical harm or property damage - There is a weapon present (implied, concealed, or displayed). Emergency Response Procedure     Call 9-911 Initiate Site-Based Emergency Safety Plan and determine appropriate emergency response. Call Risk Management to activate BCPS Workplace Incident Response Team. Follow police directions.

Follow-up Response    Preserve and maintain evidence and collect appropriate documentation. Provide for communication plan to staff and appropriate others if necessary. Provide debriefing, or support services through Employee Assistance Program or Traumatic Loss Team, if necessary.
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Non-emergency Response Procedure        A situation is a non-emergency when an employee is fearful of suffering harm in the work place but there is no immediate danger. Inform employees that threats, or threatening, abusive or intimidating behavior needs to be reported. Administrator/supervisor will contact the Office of Risk Management to activate Workplace Incident Response Team. After hours, contact the Office of Safety and Security to activate Workplace Incident Response Team. Cooperate with Workplace Incident Response Team’s investigation and provide appropriate documentation. Assist with implementation of Workplace Incident Response Team’s response plan. Encourage employees who have obtained a restraining or protective order listing BCPS locations to notify their administrator/supervisor.

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TRESPASSER/ INTRUDER
CALL Police Department SITUATION DESCRIPTION In order to maintain a safe and orderly school environment, it is essential to have a system in place where everyone entering the school building must register and identify why they are in the building. Any trespassers or intruders need to be managed in the following manner. PROCEDURES         Notify the principal and give description and location of the person. Attempt to obtain an identification of the person. Advise the person that he/she is trespassing and needs to leave the premises. Call 9-911. Keep the person in view until police arrives. Take measures to keep the person away from students and, if possible, the building. Determine whether to initiate lockdown procedures. The principal or his/her designee needs to ensure the following: - Request verification of trespasser/intruder’s identification. - Issue trespassing letter to intruder in presence of officer. (See a sample letter on the next page, but contact legal counsel for the letter to be issued) - Request an official report of all events. - Share information on the intruder with the Office of Safety and Security and with the staff. 9-911

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NOTE: PLEASE CONTACT THE LAW OFFICE AND USE THE LETTER E-MAILED TO YOU BY THE LAW OFFICE. SAMPLE TRESPASSING LETTER [YOUR SCHOOL LETTERHEAD] [Month xx, Year] [Trespasser] [Street Address] [City, Maryland, xxxxx] RE: NOTICE TO DENY ACCESS TO BALTIMORE COUNTY PUBLIC SCHOOL BUILDINGS AND/OR GROUNDS

Dear [Trespasser]: As Principal of [Name of School], I am responsible for the health and safety of all of the students, faculty, and staff of the school. It is imperative that a safe and orderly learning environment be provided. Your behavior on [Date] at [Specific Location on School Property] was disruptive and disturbing to the normal educational functions of this school. In accordance with the authority granted to me as Principal of [Name of School] by Section 26-102 of the Education Article of the Annotated Code of Maryland, you are hereby advised that your access to the buildings and grounds of [Name of School] is denied until further written notice. If you believe that you must personally visit [Name of School] for any reason, you are directed to contact me personally by telephone at 410-xxx-xxxx to receive my permission. A determination of each request will be made on a case-by-case basis. However, if a visit is authorized and a disruption occurs, the authorities will be called immediately. Please be advised that in accordance with Section 26-102(d) of the Education Article, a person found guilty of a violation of the trespass provision is subject to a fine not to exceed $1,000.00/or imprisonment not exceeding six months. Very truly yours,

[Name], Principal [Name of School] Enclosure: Md. Code Ann., Educ. §26-102 (1997) c: Office of Safety and Security Law Office
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UTILITY FAILURES
CALL (Depending on assistance needed) Department of Physical Facilities (Maintenance Customer Service Desk) Office of Safety and Security Emergency Responders Assistant Superintendent Elementary, Zone 1 Elementary, Zone 2 Elementary, Zone 3 Middle Schools High Schools Office of Food and Nutrition Services 0470 6488 9-911

3172 8768 4316 8760 8767 7855

SITUATION DESCRIPTION Utility failures or incidents are common occurrences and may happen at any time. Preplanning for utility failures is necessary to protect students and staff as well as building contents. ELECTRIC POWER FAILURE SITUATION DESCRIPTION Interruptions in electrical power services may occur at any time due to high winds, ice storms, falling tree limbs, vehicles hitting utility poles, and new construction in the surrounding area. Electric power failures may result in the loss of refrigerated food supplies or the creation of a potential fire hazard. PROCEDURES Immediate Response    Check that students are calm and safe. Building services workers should follow the prearranged shutdown procedure to ensure that all three-phase electrical equipment is shut down and turned off. Notify the Department of Physical Facilities (Maintenance Customer Service Desk) during regular school hours, or after hours contact the Office of Safety and Security.

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    

Notify the appropriate assistant superintendent if power is expected to be off for an extended period of time or if the length of time of the power outage is unknown. Distribute flashlights, if necessary. Evacuate the building using building evacuation procedures, if there is any threat to the safety of students or staff. Relocate students from rooms without windows and/or direct outside ventilation. Keep refrigerated food storage units closed.

Follow-up Response If food preparation was in process and utilities remain out for a period of time, verify safety of food by contacting the Office of Food and Nutrition Services.

HEATING OIL SPILLS SITUATION DESCRIPTION All spills of heating oil, no matter how small, must be treated as a potential environmental emergency and handled by trained personnel. PROCEDURES Immediate Response  Notify the Department of Physical Facilities (Maintenance Customer Service Desk) during regular school hours, or after hours contact the Office of Safety and Security to have trained BCPS environmental personnel respond to the incident. Absorbent material should be put down immediately on the floor to block the oil spill from moving into floor drains, storm drains, or sanitary sewer lines. Use whatever material is available, e.g., sawdust, rags, sand, dirt, or special oil absorbent materials.

Follow-up Response Residue and/or contaminated absorbent materials should be placed in plastic bags for proper disposal by trained environmental personnel.

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WATER PIPE BURST IN SCHOOL/OFFICE SITUATION DESCRIPTION Water leaking from a broken pipe may cause extensive damage to property and building fixtures and endanger students and staff if not properly controlled. Flooding from a pipe or pipes is the most apparent hazard, but electrical hazards and asbestos exposure from damaged pipe insulation may also present danger to students and staff members. PROCEDURES Immediate Response  Building services personnel should isolate the pipe break by shutting off the appropriate water supply value. If the pipe break cannot be quickly isolated, the main water valve to the building should be closed. If a break occurs to a sprinkler pipe, the operations/emergency personnel should turn off the valve in the affected zone. Notify the Department of Physical Facilities (Maintenance Customer Service Desk) during regular school hours, or after hours contact the Office of Safety and Security. Shut off electricity to the affected area, if necessary. Relocate articles that may be damaged by water, if necessary.

   

If flooding occurs, evacuate the building following the Building Evacuation Procedure.

NATURAL GAS LEAKS

SITUATION DESCRIPTION All gas leaks, no matter how small, should be treated as a potential explosion hazard. Most school buildings have some natural gas service provided. Leaks are typically detected by smelling the strong odor associated with natural gas. If a student or a staff member reports a gas odor, investigate with the building services leader. PROCEDURES Immediate Response  Follow the building evacuation procedures.

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 

Notify the Department of Physical Facilities (Maintenance Customer Service Desk) during regular school hours, or after hours contact the Office of Safety and Security. Notify the appropriate assistant superintendent.

Follow-up Response Update the assistant superintendent after the emergency is over.

WATER MAIN BREAK SITUATION DESCRIPTION Breaks in the municipal water distribution system may lead to interruption of the water supply to a school building. These breaks can lead to school closures due to lack of basic sanitation and supply water for various pressure vessels. Schools and offices cannot be in session if water is not available within a reasonable period of time. PROCEDURES Immediate Response     Notify the Department of Physical Facilities (Maintenance Customer Service Desk) during regular school hours, or after hours, contact the Office of Safety and Security. Notify the appropriate assistant superintendent if water service is expected to be interrupted for an extended period of time or if the length of time of the interruption is unknown. Establish a fire watch during the period of time when the school is unoccupied. Have building services workers patrol where sprinkler and fire alarm system exist.

Follow-up Response Update the assistant superintendent after the emergency is over.

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WEAPONS
CALL (Depending upon assistance needed) Police Department Assistant Superintendent Elementary, Zone 1 Elementary, Zone 2 Elementary, Zone 3 Middle Schools High Schools Office of Safe Schools 9-911 3172 8768 4316 8760 8767 6426

SITUATION DESCRIPTION Weapons are not permitted on school grounds. Weapons are any items that can inflict bodily harm such as a rifle or gun (loaded or unloaded, operable or inoperable), switchblade knife, hunting knife, star knife, razors including straight or retractable razor, nunchaku, spiked glove, spiked wrist band, or any mace derivative, tear gas device, or pepper spray product. Students bring weapons to school for a variety of reasons. All reports of weapons are to be taken seriously and handled by administrators with police support. When intervening in situations with students who are suspected of having weapons, the level of intervention must be decided by staff members with their personal safety and the safety of others in mind. PROCEDURES Immediate Response • If a firearm or any other weapon that poses an immediate threat is identified, call 9-911. • Notify administrator. • Initiate School Emergency Plan to determine appropriate emergency response. • Remove students and staff from the area around person with weapon or area where weapon is thought to be stored. • Secure area where weapon might be located until police arrive. • If a person has a weapon visible or displayed, follow these procedures until police arrive: - Remain calm; avoid sudden moves or gestures - Try to remove all other staff and students from the area - Do not attempt to take the weapon from the individual - Use a calm and clear voice to instruct the individual that he/she needs to place the weapon on the floor or ground - Use the individual's name while talking to him/her - Try not to raise your voice—but, if this becomes necessary, do so decisively and with clarity. • If information is received that a weapon is on a person: - Do not approach or confront the person suspected of having a weapon in a classroom or crowded area - Notify administrator and call 9-911, when assistance is needed (required for all firearms)

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WEATHER ALERT RADIOS
CALL Assistant Superintendent Elementary, Zone 1 Elementary, Zone 2 Elementary, Zone 3 Middle Schools High Schools Office of Safety and Security 3172 8768 4316 8760 8767 6488

Resources Available for Consultation: Executive Director, Student Support Services Safe Schools Facilitator

4360 6426

SITUATION DESCRIPTION There are numerous events that can trigger the signaling of a weather alert radio, including significant rainfall, flooding, winter storms, severe thunderstorms, hurricanes, or tornadoes. Not all weather-related events signaled by the weather alert radio will result in school delays, closures, or changes to the school schedule; however, some weather events may require the consideration of immediate action. Depending upon the nature of the weather event, follow the severe weather safe area procedures (section 4, page 7) as provided below. PROCEDURES Immediate Response     Principal (incident commander) should check the weather alert radio to ascertain the nature of the weather emergency. If there is an imminent local weather-related event, the principal should contact the assistant superintendent who, in turn, notifies the superintendent. If there is an imminent local weather emergency, the principal should contact the Office of Safety and Security to activate a CIRT through the superintendent. Activate the school emergency team.

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When announcement is made or alarm sounded:         Take the closest, safest route to shelter in designated safe areas (use secondary route if primary route is blocked or dangerous). Occupants of relocatable classrooms shall move to the main building to designated safe areas. Take attendance; report according to Student Accounting and Release procedures using Emergency Attendance Sheet. Assist those needing special assistance. Do not stop for students’ or staff’s belongings. Close all doors. Remain in safe area until the ―all clear‖ is given. Wait for further instructions.

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USING WEATHER ALERT RADIOS
CALL Resources Available for Consultation: Executive Director, Student Support Services Safe Schools Facilitator Homeland Security

4360 6426 5996

SITUATION DESCRIPTION Weather alert radios have been provided to each Baltimore County public school and office for the monitoring of inclement weather that may pose a danger to students and staff and/or interfere with the normal school schedule. Each school’s/office’s weather alert radio should be positioned in the main office or other location where it can be monitored throughout the day.

PROCEDURES Set Up        Choose a location near a window. Keep the radio away from obstructions such as a refrigerator, a metal door, cabinet or wall, or a water pipe hidden behind a wall which would greatly reduce the radio’s reception sensitivity. Keep the radio away from sources of electrical noise such as motors, microwave ovens, and fluorescent lighting. Locate close to a continuous power outlet which is not switchable. Install batteries for back-up power when AC power fails (especially during emergency) or is temporarily disconnected. Monitor the radio display periodically to determine when the backup battery is low. The LCD will display an icon indicating when the battery needs to be changed. Set the radio to the correct weather channel and county code(s) (FIPS code) to receive alerts. To get this information for your area, call the NWS toll free number: 1-888-NWSSAME (1-888-697-7263) or visit the NOAA web site: http://www.nws.noaa.gov/nwr/indexnw.htm. Consult the alert radio owner’s manual for set up instructions, trouble shooting, and tips. Consult with Homeland Security as needed.

 

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WORKPLACE VIOLENCE
(Telephone and Physical Threats) CALL (Depending upon assistance needed) Police Department 9-911 Notification

Assistant Superintendent (Cooperative evaluation of situation) Elementary, Zone 1 3172 Elementary, Zone 2 8768 Elementary, Zone 3 4316 Middle Schools 8760 High Schools 8767 Office of Risk Management Safe Schools Facilitator Employee Assistance 4133 6426 5414

Notification & Assistance Notification & Assistance

SITUATION DESCRIPTION The provision of a safe school and workplace is essential to the well-being of students and staff. There are two types of situations that must be considered: (1) telephone threats and (2) immediate physical threats. Threats may originate in-house or from outside the school system. Telephone Threats PROCEDURES       If a threat is made over the telephone, dial *57 to record the call with the telephone company’s nuisance office Call the police, 9-911, for any threat of physical harm made by a person to self or others Implement appropriate site-based Universal Emergency Response Procedures Notify the appropriate assistant superintendent Cooperate with police investigators and provide any information that may assist in resolving the problem Document incident for use in any investigation or administrative action.

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Physical Threats or Violence PROCEDURES Immediate Response        Call 9-911. Activate site-based Emergency Safety Plan and Management Team (Incident Command System). Implement appropriate site-based Universal Emergency Procedures. Have site specific supplemental information available. Once police arrive, work cooperatively with them. If needed (Level II or III), activate CIRT. Continue implementing the emergency safety plan procedures until situation is resolved.

Follow-up Response       Assist with police investigation and protect crime scene evidence. Work with appropriate offices or CIRT to provide notification to parents/guardians. Debrief staff and provide access to support. Arrange for site security, if necessary. Plan for resumption of school activities and recovery procedures. Contact assistant superintendent for next steps.

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WORKPLACE VIOLENCE: GUIDELINES FOR ADMINISTRATORS DEALING WITH THREAT AND PHYSICAL ATTACK OF A STAFF MEMBER BY A STUDENT
CALL Local Police Department (Depending on assistance needed) Department of Student Support Services Office of Risk Management Workers' Compensation Safe Schools Facilitator SITUATION DESCRIPTION When a staff member is deliberately threatened (assaulted) and physically attacked (battered) which results in a police report (see Fact Sheet for definitions), the principal shall use the following procedures. PROCEDURES Immediate Response        Seek medical attention for the staff member if necessary or requested. - Call school nurse and/or emergency responders - Notify Office of Risk Management of all incidents Call the police. Notify promptly the appropriate assistant superintendent to determine additional actions to be taken. Complete the BCPS Threat and Physical Attack on Staff Incident Report and the First Report Form for Workers' Compensation. Refer victim to the appropriate association group for assistance and completion of the Workers' Compensation Commission Form. If employee is injured and seeking medical attention, connect the injured employee to the Integrated Disability Management liaison person and provide the Medical Authorization Form. Give to staff member a copy of ―Guidelines for Administrators Dealing with Threat and Physical Attack of a Staff Member,‖ ―Fact Sheet on Staff Threat and/or Physical Attack,‖
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9-911 Assistant Superintendent: Elementary, Zone 1 3172 4360 Elementary, Zone 2 8768 4133 Elementary, Zone 3 4316 4165 Middle Schools 8760 6426 High Schools 8767

Critical Response and School Emergency Safety Management Guide - BCPS

the ―Employee Assistance Program Information,‖ and ―Crime Victims and Witnesses: Your Rights and Services.‖ Which includes: - Criminal Justice Process - Juvenile Justice System - Peace Orders Meet with the victim to discuss the process followed by the administration within limits of student confidentiality.

If threatened and physically attacked by a student  Begin disciplinary investigation if the assault and battery was by a student - Collect witness statements, from students and adults - Interview the alleged student perpetrator - Get written statement from alleged student perpetrator - Interview assaulted staff member and get written statement - Secure a copy of the police report - Secure copy of nurse's report - Secure copy of any doctor’s or hospital report Principal shall take appropriate disciplinary action based on the investigation (See Policies and Rules 5550 and 5560) - Conduct a manifestation determination team meeting if the student has an IEP or 504 Plan - Suspend student to the superintendent’s designee for the Category II offense "threat(s) on individual(s)" and/or "physical attack(s) of a staff member" Provide continuous updated information to the assistant superintendent If criminal charges are brought against the student and the charges rise to the reportable offense level, the principal shall follow the reportable offense process after receiving the reportable offense notification (See Policy and Rule 5561). Principal must initiate for any special education student with a manifestation the evaluation of placement and need for additional services through the IEP Team in accordance with Disciplinary Steps for Students with IEPs. Principal must "confer" with the teacher who referred the student if the student was referred by a teacher, other teachers as appropriate, other appropriate school personnel, the student, and the student's parent/guardian prior to student's reinstatement to school. ―Confer‖ means to have a discussion or dialogue by any means, for example, telephone call, electronic mail, or face-to-face meeting, where the views of the teacher are communicated and considered.

    

If threatened and physically attacked by an adult

Refer to the Critical Response and School Emergency Safety Management Guide on Threat Management Process for Employees/Visitors and Work Place Violence protocols. A trespass letter may be issued and charges are to be pressed.

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Baltimore County Public Schools

Threat and Physical Attack on Staff Incident Report
This incident report is to be used to report a "threat on an individual" and a "physical attack on a staff member" whenever there is a deliberate threat (assault) and physical attack (battery) on a BCPS staff member by a student, police are notified, and the employee is injured.

School: Date of Incident: Student Perpetrator Full Name: Age: Grade: Address of Student: Home Phone: Parent/Guardian’s Name: Victim’s Full Name:

Administrator Completing Report: Phone Number of Administrator:

Special Education/504: Cell Phone:

Nature of incident: (Include where, when, witnesses, and medical attention or treatment given to the victim(s).) Use the back or attach additional paper if needed. Administrative responses: (Check off the response and complete the blank) Student suspended. (Charge was: Student suspended to the superintendent's designee. (Charge was:

Reported to the Baltimore County Police Department. (The report number was:

Team Response for IEP or 504 Plan: (Circle the team decision) Yes / No Manifestation Superintendent's designee's decision: (Circle the decision of the designee ) Guilty / Not Guilty of "Threat and physical attack of a staff member" Reassigned Long-term Suspension Expelled Projected Return Date:

Administrator's Signature Date Report Completed Send copies to: Appropriate assistant superintendent, director of Student Support Services, Office of Special Education for School Support and Compliance, and the Office of Risk Management. Internal Document: This is a student record and may not be distributed beyond the list above.
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Critical Response and School Emergency Safety Management Guide - BCPS

FACT SHEET ON STAFF THREAT (ASSAULT) AND/OR PHYSICAL ATTACK (BATTERY)
Definitions: Threat A verbal attack (assault). An implied or stated threat to use force on another person or property (school). The act of physical contact with another person, which is intended to physically injure; i.e., beating, pushing, shoving, using a hand, fist, any other body part, weapon, or other object, etc. The act of battering or beating; the unlawful beating or use of force on a person. The threat to use force upon another and the carrying out of the threat (assault and/or battery).

Physical Attack

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Threat and Physical Attack

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When a staff member is threatened (assaulted) and/or physically attacked (battered), the following information on the school system's policies and rules applies. Policies and rules that cover ―Threat‖ and/ or ―Physical Attack‖ are: Policy 5550 Students: Conduct, Disruptive Behavior Rule 5550 Students: Conduct, Disruptive Behavior Violent Behavior Occurring Off of School Property (Scope of Authority) Policy 5560 Students: Conduct, Suspension or Expulsion Rule 5560 Students: Conduct, Suspension or Expulsion Policy 5561 Students: School Use of Reportable Offenses Rule 5561 Students: School Use of Reportable Offenses The school system's number two goal is to maintain a safe and orderly learning environment in every school. When a staff member is threatened (assaulted), threatened and/or physically attacked (assaulted and/or battered), and physically attacked (battered) by a student, the school system must follow its policies and rules on student conduct. This process usually takes five (5) days from the date of suspension and is not dependent on any police actions. Staff should consider appropriate police action as well if a criminal offense occurred. The reports of the school system and the reports of the police will help to support each other's cases. However, one is not dependent on the other. The police may issue a notice to the school system of a Criminal Reportable Offense, Assault (1st or 2nd Degree) or Assault With Intent To Injure, which allows the school system to look at the case outside of the suspension and expulsion process and react to it from a safety perspective. The Criminal Reportable Offense is handled by principal referral to the superintendent's designee. The school administration must prove that the student's presence in the school would be a danger or disruption to the school programs to exclude the student from that school. The student would be placed into an alternative program. Use of the suspension or the expulsion process is an administrative responsibility sanctioned by state law and by policies of the Board of Education to discipline students. Principals have full authority to use temporary or short-term suspension in a judicious manner, i.e., where the procedure fits the offense and not unreasonable, excessive, or malicious. Complete records must be available and part of the student's record to justify each suspension.
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Critical Response and School Emergency Safety Management Guide - BCPS

Suspension for greater than ten (10) school days or expulsion may be made by the superintendent of schools or his designee at the recommendation of the principal. It must be stressed that the school should use all of its resources prior to making such a recommendation, except in cases of acts of behavior that warrant immediate suspension with a recommendation for a long-term suspension, reassignment, or expulsion. Pending action by the superintendent or his designee, the principal may temporarily suspend a student in accordance with the procedures for short-term suspension. The procedure for recommending a long-term suspension or expulsion is begun by the principal forwarding a copy of the appropriate temporary suspension form (BEBCO 84-40-81) signed by the principal, to the superintendent or the designee. The copies of the suspension form and a complete suspension packet must contain specific and adequate information to justify the recommendation for a suspension for more than ten (10) school days. If the student is receiving special educational services or is covered by a 504 plan, a school team (IEP for Special Education and SST for 504 Plan) must determine whether the disciplinary incident is caused by or the result of the disability identified in the student’s IEP or the 504 plan. Contact the special education cluster leader if technical assistance is needed. If there is a manifestation of the disability (disciplinary incident was caused or the result of the disability), the student's program and plan must be reviewed to see if further accommodations or a change of program is needed. The student may be excluded for up to 45 calendar days for weapons or drugs even if it is a manifestation so that a plan may be developed and put into place. If there is no manifestation, the student may be treated like all other students during the disciplinary process, but the student must receive Free Appropriate Public Education during the long-term suspension, reassignment or expulsion. Prompt receipt of the school report/packet will assist the superintendent’s designee in arranging a hearing with the student and his/her parent/guardian within five (5) school days. The student and the parent/ guardian shall be notified in writing of the time and place of the hearing, the nature of the charge, the policy, rule, or regulation violated, and the fact that the hearing may result in the student's suspension for longer than ten (10) school days, reassignment or expulsion. The notice shall also inform the student and the parent/guardian that the student may have witnesses and a representative or attorney appear on his/her behalf. At the hearing, the student shall have the right to be personally confronted with the witnesses testifying against him/her, to ask questions of such witnesses, and to have witnesses testify on his/her behalf. If, upon consideration of all of the evidence presented at the hearing, the superintendent’s designee concludes that a long-term suspension, reassignment or expulsion is warranted, he/she may impose a reassignment, an expulsion or continue the suspension as long as necessary. The superintendent’s designee shall notify the student’s parent/guardian in writing of his/her findings and decision; this letter shall also advise the parent/guardian and student of their right to appeal this decision to the Board of Education by sending such a request in writing to the superintendent of schools within ten (10) days of the decision of the superintendent’s designee. The student will be assigned to an alternative program such as an alternative school, evening high school, afternoon group learning center, or home teaching. While reassigned or expelled, students are prohibited from participating in any school activity on property owned by the board or any off-site school-sponsored activities except those associated with approved counseling and alternative educational programs. Seniors who are reassigned or expelled shall not be permitted to participate in any graduation-related activity, including the commencement program at their home schools.

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Critical Response and School Emergency Safety Management Guide - BCPS

Quarterly, students eligible for reinstatement (one quarter for elementary and middle schools, and two quarters for high schools according to predetermined cut off dates) are reviewed by a committee composed of designees, alternative school principals, alternative program central office staff, safe and drug-free schools staff, pupil personnel services staff, and the director and executive director of Student Support Services. If the student has met his/her requirements for reinstatement, usually success in an alternative program both academically and behaviorally, the student will be reinstated for the first day of the new quarter. School administrators are notified of students returning from long-term suspensions, reassignments and expulsions so that they may "confer" (discussion or dialogue by any means) with staff and develop a smooth transition for students.

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Critical Response and School Emergency Safety Management Guide - BCPS

Disciplinary Steps for Students with Individual Education Plans
(Steps taken when a student with an IEP is removed from the current placement for more than 10 days) Contact the cluster leader for technical support CONVENE THE IEP TEAM MEETING Provide parents notice of rights Discuss manifestation issue Consider the following: Functional behavioral assessment Review of the current behavior plan for effectiveness Threat assessment MANIFESTATION CONVENE IEP TEAM MEETING (Review the appropriateness of the current IEP by considering the following:)  Are the student’s strengths and weaknesses adequately identified? ( If not, determine student’s current strengths and needs) NO MANIFESTATION Disciplinary Hearing resulting in suspension/expulsion IEP reviewed for revision to continue FAPE (This may include consideration of an alternative placement during suspension/ expulsion such as: Alternative School (when appropriate)  Alternative School  Evening and Saturday High School (when appropriate)  Afternoon Group Learning Center  Non-Public Placement (when appropriate) 

Would the student benefit from additional supplementary aids and services?

    

Aids and services that could be included:
Modified curriculum Personal assistant Modified schedule Modified expectations Access to additional or increased level of related services such as counseling Does the student’s current placement provide all the necessary supports and services reflected in the IEP? (Consideration of a more restrictive placement which may include: An out of home school public program Referral to CIEP Team for a Non Public Placement)

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Critical Response and School Emergency Safety Management Guide - BCPS

TERRORISM: CHEMICAL, BIOLOGICAL, AND/OR RADIOLOGICAL INCIDENTS
CALL Emergency Medical Services Office of Safety and Security 9-911 6488 or pager 410-887-0120

SITUATION DESCRIPTION For incidents involving either chemical, biological, or radiological agents the two emergency response procedures followed are: Shelter-in-place (conditions inside are safer than outside) or evacuation (conditions outside are safer than inside). Which response procedure used will be dependent on the nature and location of the incident.    A chemical incident is defined as the release of toxic industrial chemicals and/or other agents that are capable of causing bodily harm or death. A biological incident is defined as the release of bacteria, viruses, and/or toxins that are capable of causing bodily harm or death. A radiological incident is defined as the release, exposure to, and/or dispersal of radioactive materials that are capable of causing bodily harm or death.

PROCEDURES Immediate Response In response to a suspected incident, the following actions are to be followed:      Determine which emergency response to activate and follow your school's emergency plan. Call 9-911. Contact the Office of Safety and Security. Take steps to shut down the HVAC system. Any students/staff outside of building are to be immediately brought into the building if sheltering-in-place. They are to be kept in an isolated part of the building to avoid further contamination of the building occupants.

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Critical Response and School Emergency Safety Management Guide - BCPS

  

Direct students/staff who are in relocatables to remain there. Take steps to shut down outside air ventilation. Follow directions from CIRT and emergency responders. Keep accurate documentation through the school nurse regarding any students/staff with medical complaints.

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Critical Response and School Emergency Safety Management Guide - BCPS

Homeland Security Advisory System RECOMMENDATIONS
Baltimore County Public Schools RISK OF ATTACK
SEVERE
(Red)

RECOMMENDATIONS
 Complete recommended actions at lower levels  Be alert to suspicious activity, and report it to proper authorities immediately.  100% identification check (i.e., driver’s license retained at front office) and escort of anyone entering school other than students, staff, and faculty  Ensure that Department of Student Services' staff is available for students, staff, and faculty.  Ensure that alternative means of communication are available other than the school’s phone system.     

HIGH
(Orange)

Complete recommended actions at lower levels Be alert to suspicious activity, and report it to proper authorities. Review emergency plans. Prepare to handle inquiries from anxious parents and media. Ensure your Student Services personnel are available to students to discuss fears concerning possible terrorist attacks.

ELEVATED
(Yellow)

 Complete recommended actions at lower levels  Be alert to suspicious activity, and report it to the proper authorities.  Ensure all emergency supplies stocked and ready.

GUARDED
(Blue)

 Complete recommended actions at lower level  Be alert to suspicious activity, and report it to the proper authorities.  Conduct safety training/emergency drills following the school’s written emergency plan.  Ensure emergency plan is updated and needed equipment is purchased.

LOW
(Green)

 Ensure the school’s/office’s emergency plan is updated.  Ensure that Weather Alert radio is working and is accessible for current information/instructions.  Disseminate relevant information provided by Department of Student Services to students, parents, and staff.  Initiate offering curriculum as recommended by the Departments of Elementary and Secondary Curriculum.  Ensure that your school has a trained First Aid Back-up to assist the school nurse.

Adapted from American National Red Cross.

Section 4, Emergency Response Protocols - 75 Revised and Updated 09/2011

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