Bcsds Emergency Operations Plan-Updated 7 11 2019 3

Version 1.
0
Black Hawk Elementary
Grimes Elementary
North Hill Elementary
Sunnyside Elementary
Aldo Leopold
Edward Stone
Burlington High School
Adopted by the Burlington Board of Education on May 28, 2019

In order to maintain security and student information confidentiality there are 3 levels of
document security to be maintained.
Public For public posting another review upon request by any community member.
Internal use only. All school employees should have knowledge and access.
Confidential To be maintained by members of the school or District Emergency
Operations Team. Not for general staff distribution.
Table of Contents
1 Introduction (Public) 3
2 Purpose (Public) 4
3 Scope (Public) 4
4 Situation Overview (Confidential) 5

(a) Black Hawk Elementary School 5
(b) Grimes Elementary School 10
(c) North Hill Elementary School 12
(d) Sunnyside Elementary School 15
(e) Aldo Leopold Intermediate School 17
(f) Edward Stone Middle School 23
(g) Burlington High School 29
5 Planning Assumptions (Public) 35
6 Concept of Operations (Public) 36
7 Organization and Assignment of Responsibilities (Public) 38
8 Direction, Control, and Coordination (Public) 42
9 Information Collection, Analysis, and Dissemination (Public) 50
10 Training and Exercises (Public) 50
11 Administration, Finance, and Logistics (Public) 51
12 Plan Development and Maintenance (Public) 51
Functional Annexes (Internal Use Only) 52

Procedures for Securing the Building 53
Procedures for Sheltering and Evacuation 54
Procedures for School Bus Incidents 57
Threat Assessment Procedures 63
Threat Assessment Process 64
2
1 Introduction
This School Emergency Operations Plan was developed in collaboration with district personnel,
teachers and school support staff, county emergency management, fire, and law enforcement.
This plan provides guidance for response to likely threats and hazards identified by the planning
team in an all-hazards approach. Common response activities associated with specific
functions and hazards are identified in the Annexes.
This plan outlines general procedures and protocols that guide the actions of school staff. More
specific procedures and practices are maintained by each building principal or area supervisor
as needed and appropriate. It is the responsibility of the designated administrator, with the
support of the building crisis team, to maintain a set of standards procedures to operationalize
this plan within their building.
This plan has been recognized and approved by the following and is effective July 1, 2019.
Warning System and Emergency Plans Board Policy 804.2
The District shall maintain a warning system designed to inform students, employees,
and visitors in the facilities of an emergency. This system shall be maintained on a
regular basis under the maintenance plan.
Students shall be informed of this system. Licensed employees shall be responsible
for instruction students on the proper techniques to be followed during an emergency.
Each classroom and office shall have a plan for helping those in need of assistance
to safety during an emergency, including students and employees with disabilities.
Each building shall contain an emergency kit consisting of, at minimum, a two-way
radio, building site map, flashlight with batteries, reflective vest and written directions
for responding to fire evacuations.
This School Emergency Operations Plan operates within the framework of the Burlington
Community School District School Board policy. Any changes to this plan require approval of
the School Board and the District Superintendent or his/her designee. This plan supersedes all
previous plans. The building overviews in section 4 may be updated without Board Approval as
needed.
All changes to this plan must be recorded and consistent with the policy stated above.
Samples provided
Change Date of Change Name Summary of Change

Number
1 10/2/2018 Frank N. Stein Annual update of all phone numbers
2 10/19/2018 Chris P. Bacon Maps redrawn to reflect new construction
3
2 Purpose
The purpose of the Burlington Community School District Emergency Operations Plan
(EOP) is to outline the responsibilities and duties of school employees, students, and parents or
guardians in an emergency. Development of this plan has been done in collaboration with
community response partners to ensure coordinated stakeholder participation and to best utilize
available resources. This planning effort, along with training and exercises, empowers
everyone involved in an emergency to act quickly and knowledgably. The plan educates staff,
faculty, students, parents, and other stakeholders on their roles and responsibilities before,
during, and after an incident. This plan assures all concerned citizens that Burlington
Community School District has established guidelines and procedures to respond to threats
and hazards in an effective way.
This plan provides an all-hazards approach to dealing with incidents and is inclusive of all
situations and student populations. The attached Annex provides a systematic approach to
specific threats and hazards before, during, and after the incident. The Annex also includes
guidelines for functional activities used in many different threat scenarios such as evacuation,
reunification, lock-down, and shelter-in-place. Faculty and staff have been trained to assess the
seriousness of incidents and respond according to these established procedures and
guidelines. Burlington Community School District regularly schedules training and drills for
faculty and students to assure adherence to these guidelines, improve response time, and
evaluate performance.
3 Scope
The Burlington Community School District School Emergency Operations Plan outlines the
expectations of faculty, staff, and administrators, defines the roles and responsibilities, identifies
direction and control systems, identifies internal and external communications plans, outlines
the frequency and types of training, and defines the roles and responsibilities before, during,
and after an incident. This plan also includes references and authorities defined by federal,
state, and local government mandates and identifies specific threats, hazards, and
vulnerabilities.
Hazard: Something that is potentially dangerous or harmful, often the root cause of an
unwanted outcome.
Incident: An occurrence, caused by either human action or natural phenomena that may bring
about harm and may require action. Incidents can include major disasters, emergencies,
terrorist attacks, terrorist threats, fires, floods, hazardous materials accidents, tornadoes, public
health and medical emergencies, and other occurrences requiring an emergency response. The
Incident Commander, as designated in the Plan, shall have the authority to determine when an
incident has occurred and when to implement the procedures contained within this Emergency
Operations Plan.
Threat: A natural or manmade occurrence, individual, entity, or action that has or indicates the
potential to harm life, information, operations, the environment, and/or property.
Vulnerability: Characteristics of the school that could make it more susceptible to the identified
threats and hazards.
4
4 Situation Overview
(a) Black Hawk Elementary School

Grade Levels: PreK-4, Level 2 and 3
School Population
See quadrant sheet also

Population Amount
Total student current enrollment 460-470
Teachers and Specialists 44
Administrators 1
Office support staff 2
Instructional assistants 18
Cafeteria staff 6
Maintenance and custodial staff 2
Transportation staff 0
(A staff directory for each school may be included in the appendix or referenced if maintained in
another location)
Black Hawk Elementary is committed to the safety of students with access and
functional needs. This includes students and staff with:
Limited English proficiency
Blindness or visual disabilities
Cognitive or emotional disabilities
Deafness or hearing loss
Mobility/physical disabilities (permanent or temporary)
Medically fragile health (including asthma and severe allergies)
5
Current enrollment of students and staff with access needs:
Students: 14 (3 classrooms 11 adults in these rooms)
Staff: no staff with these
On-site law enforcement

Number of on-site resource/school safety officers:
Building Information
Description Amount
Number of buildings 1
Approximate area of the school grounds
Approximate area of parking lots
Approximate area of sports fields/playground
Mapping Activity see building map

The following should be identified on building maps.
as an attachment to this plan.
Location Information Attachments

Yes No
Primary Evacuation Route x
See map
Secondary Evacuation Route
See map
Auditorium Location
none
6
Boiler Room Location
Mechanical Rm #119
Fire Escape Location
Marked on map
Health Center Location
Main Office
Loading Dock Location
SE corner @exit 7
Nurse Office Location
Main office
Fire Safety System Location
Main office north wall
Pull Station Location
Marked on map
Security System Location
Office computer & principal
7
Swimming Pool Location
none
Compresses Gas Location
no
Liquid Fuels Location
Gas tank/can; Room 103; outside hall closet
Natural Gas Shut Off
South side, west end gray valve
Electrical Shut Off
Room 153, Janitor/Mechanical Room
Other Utility Notes
Water shut off boiler room side room on east side
Class Period Bell Interruption/Override
Can change bells on computer
Roof Access Points
From door on west wall in gym
8
Geographic Issues
Identify any geographic features that pose an increased threat or may impact response
efforts such as proximity to water, power plants, railroad, chemical plants, etc. This
should also include information regarding estimated EMS response time.
Fertilizer plant
Power plant
Airport
Water tower
9
(b) Grimes Elementary School
School Population
Grimes 325 school students located in
one, two-story building on campus. These students are supported by a staff and
faculty that consists of: (Insert the numbers for each school site covered under this
plan)
· 30 Teachers and specialists
· 1 Administrators
· 2 Office support staff
2 Nurses office
· 11 Instructional Assistants
· 6 Cafeteria staff
· 2 Maintenance and custodial staff
1 Daily AEA staff
2 AEA staff on Wednesdays
A master schedule of where classes, grade levels, and staff are located during the day
is provided to each classroom and is available in the Main Office. The master
schedule is also collated in the appendix as a reference.
Grimes Elementary School is committed to the safety of all students and staff with
access and functional needs, which includes students/staff with:
· Limited English proficiency- 0
· Blindness or visual disabilities-0
· Cognitive or emotional disabilities
· Deafness or hearing loss -2
· Mobility/physical disabilities (permanent or temporary)
· Medically fragile health (including asthma and severe allergies) 23
25.
Staff requiring additional assistance is 1. Students and/or staff may require additional
assistance if they are temporarily on crutches, wearing casts, etc.
Classrooms that contain students and staff requiring additional assistance during an
incident will be noted by an asterisk next to the room number during the applicable
class period on the master schedule. The list of students and staff names along with
their schedules can be found in the appendix. Staff members that have been trained
and are assigned to provide assistance during drills, exercises, and incidents are listed
in the appendix.
This section should describe the physical features of the school that may impact emergency
operations or response capabilities.
Grimes Elementary School is located on a 3-acre lot and includes one building, one
playground consisting of hard surface area and a grass field and two jungle gym areas
with wood chips, and one staff parking lot. All classes take place in the main building
on campus.
A map of the building, annotated with evacuation routes, shelter locations, fire alarm
pull stations, fire hydrants, fire extinguishers, first aid kits, hazardous materials
10
storage, and utility shutoffs is included in the appendix. All staff members are required
to know these locations as well as hot to operate utility shutoffs.
A public address system works within the building, but does not exist on the exterior or
on sports fields.
This section should include a map of the school grounds, schematic of building
interiors and any other maps or documents that assist responders in understanding the
layout of the response area.
Geographical Issues
The BCSD and Grimes in particular all lay within the borders of Des Moines County.
Grimes Elementary is located one mile to the west of the Illinois border.
Grimes is one mile west of the Mississippi River and seven miles north of the Skunk
River. There are no concerns of flooding as Grimes sits at a elevation of
approximately 100 feet higher than the Mississippi River.
There is a limited risk of exposure from chemical plants. There is a fertilizer plant eight
miles to the south of Grimes Elementary and one ethanol plant located five miles to
the west of the school. It should be noted that there is one close possible hazard. A
gas station is located directly catty corner (southwest) from Grimes Elementary.
Grimes is not in close proximity to highways. Hwy 61 is two miles to the west. Hwy 34 is
2 miles to the north. Grimes is located in a primarily residential area.
Railroad tracks transporting hazardous materials could pose a threat as the railroad line
travels north south and also east using a railroad bridge, located one mile to our east.
EMS services can reach Grimes Elementary within 4 minutes ( 1 minute 911 dispatch
processing and 3 minute drive time). We are located in the the Summer Street Fire
Station call boundaries.
11
(c) North Hill Elementary School
Grade Levels: PreK-5
Crisis Team Members: Tim Cradic, Jennifer Sloan, Diana Remele, Mike Sayre, Nicki Moad,
Nathan Chapman, Barney Paytes, Karie Kroll, Aimee Hingst, Linda Robinson
School Population
-5th grade
students located in one, two-story building.
Population Amount
Total student current enrollment 294
Teachers and other certified staff 37
Administrators 1
Clinic 2
Associates 15
Cafeteria staff 5
After-school staff 9
Outside agencies 2
Volunteers 5
12
North Hill Elementary School is committed to the safety of students with
access and functional needs. This includes students and staff with:
· Limited English proficiency

Xaida Salas (KK)
Xiomara Salas (KK)
Valeria Ortiz (1W)
Johanna Enriquez-Lopez (2C)
Juan Martinez (4M)
Jackeline Ayala (4W)
Kai Lin (4W)
Sandra Abdelmalak (5S)
· Blindness or visual disabilities

Valeria Ortiz (1W)
· Cognitive or emotional disabilities
· Deafness or hearing loss
· Mobility/physical disabilities (permanent or temporary)
· Medically fragile health (including asthma and severe allergies)
Students: 2
Staff: 3
North Hill Elementary School is a two-story building and is located on an approximately
one acre lot that includes a staff parking lot and a playground that includes a grassy
area, a concrete play area with basketball and a wood chip area with play
equipment. There is also a fenced in pre-school playground located on the larger
playground.
Description Amount
Approximate area of the school grounds 2 acres
Approximate area of parking lots 0.25 acre
Approximate area of sports fields/playground 0.5 acre
13
Geographical Issues
BCSD and North Hill Elementary are in Des Moines County in the community of
Burlington. North Hill is located approximately 0.5 mile west of the Mississippi River.
There are no flooding concerns.
North Hill is approximately 100 yards from Highway 34, located on the south side of the
school. The other three sides are surrounded by residential area.
14
(d) Sunnyside Elementary School
School Population
Sunnyside Elementary 426 students
located in one, single-story building on campus. These students are supported by a
staff and faculty that consists of: (Insert the numbers for each school site covered
under this plan)
· 39 Teachers and specialists
· 1 Administrators
· 2 Office support staff
1 Nurses office
· 19 Instructional Assistants
· 6 Cafeteria staff
· 2 Maintenance and custodial staff
1 AEA staff daily
2 AEA staff on Tuesdays
A master schedule of where classes, grade levels, and staff are located during the day
is provided to each classroom and is available in the Main Office. The master
schedule is also collated in the appendix as a reference.
Sunnyside Elementary School is committed to the safety of all students and staff with
access and functional needs, which includes students/staff with:
· Limited English proficiency- 0
· Blindness or visual disabilities-0
· Cognitive or emotional disabilities-0
· Deafness or hearing loss -0
· Mobility/physical disabilities (permanent or temporary)-0
· Medically fragile health (including asthma and severe allergies) 23
25.
Staff requiring additional assistance is zero . Students and/or staff may require
additional assistance if they are temporarily on crutches, wearing casts, etc.
Classrooms that contain students and staff requiring additional assistance during an
incident will be noted by an asterisk next to the room number during the applicable
class period on the master schedule. Staff members that have been trained and are
assigned to provide assistance during drills, exercises, and incidents are listed in the
appendix.
This section should describe the physical features of the school that may impact emergency
operations or response capabilities.
Sunnyside Elementary School is located on a 8.4 acre lot and includes one building,
one playground consisting of hard surface area and a grass field and two jungle gym
areas with wood chips, and one staff parking lot. All classes take place in the main
building on campus.
A map of the building, annotated with evacuation routes, shelter locations, fire alarm
pull stations, fire hydrants, fire extinguishers, first aid kits, hazardous materials
storage, and utility shut offs is included in the appendix. All staff members are
required to know these locations as well as how to operate utility shutoffs.
15
A public address system works within the building, but does not exist on the exterior or
on sports fields.
This section should include a map of the school grounds, schematic of building
interiors and any other maps or documents that assist responders in understanding the
layout of the response area.
Geographical Issues
The BCSD and Sunnyside Elementary all are within the borders of Des Moines County.
Sunnyside Elementary is located approximately one mile to the northwest of the Illinois
border.
Sunnyside is approximately one mile northwest of the Mississippi River and ten miles
north of the Skunk River. There are no concerns of flooding as Sunnyside sits at an
elevation of approximately 100 feet higher than the Mississippi River.
There is a limited risk of exposure from chemical plants. There is a fertilizer plant
ten miles to the south of Sunnyside Elementary and one ethanol plant located seven
miles to the west of the school. The closest gas station to Sunnyside is approximately
.6 miles to the south of the building..
Sunnyside is not in close proximity to highways. Hwy 61 is .6 miles to the west. Hwy 34
is 2 miles to the north. Sunnyside is located in a primarily residential area.
Railroad tracks transporting hazardous materials could pose a threat as the railroad line
travels east and west, located .5 mile to our south.
EMS services can reach Sunnyside Elementary within 4 minutes ( 1 minute 911 dispatch
processing and 3 minute drive time). We are located in the the Valley Street Fire
Station call boundaries.
16
(e) Aldo Leopold Intermediate School
Grade Levels: 6-8

School Population
Population Amount
Administrators 2
Instructional assistants (Coaches?) 4
Cafeteria staff 8
Transportation staff N/A
Total student current enrollment 368-Repeated
Associates? -16
another location)
Aldo Leopold Intermediate School is committed to the safety of students with access and
Medically fragile health (including asthma and severe allergies) On-site law
enforcement
Number of on-site resource/school safety officers:1
Description Amount
17
Mapping Activity

Yes No
Primary Evacuation Route X
Secondary Evacuation Route X

*Additional Evacuation Routes are visible on Primary Evacuation Route
Map Attachment Included with this document
Auditorium Location X
Boiler Room Location X

(on map from Audrey)
Fire Escape Location X

(No fire escapes) N/A
Fire Escape Capacity (In Pounds) X

N/A
Health Center Location X

N/A
18
Loading Dock Location X
Nurse Office Location X
Ramp Location X
N/A
Fire Safety System Location X

On a separate map/attachment?
Pull Station Location X
Security System Location X

N/A
(Computerized?)
Swimming Pool Location X

N/A
Compresses Gas Location X

N/A
19
Liquid Fuels Location X
Natural Gas Shut Off X
Electrical Shut Off X
Other Utility Notes

Water shut off- underground? Outside door 13
Tech lab/ science labs?
-Java Script
Commons X
Gymnasium X
Library X
20
Safe Room X
(Storm Drill Attachment? Or actual safe room?)
Roof Access Points X
Athletic Complex X
Outdoor Map? Door numbers, athletic complex, rally points
-Evacuation Attachment- rally points-- Add fire pulls, extinguisher, AED

locations
-Storm/Safe Attachment-- Add fire pulls, extinguisher, AED locations
-Master Attachment: Shut offs, access points, fire safety system, Bell Override,
Master lock override
-Outdoor Attachment: Exit numbers, rally points, outdoor facilities
-Reference Map on chart
* Once in place remove all outdated maps with new maps/attachments
21
Geographic Issues
Identify any geographic features that pose an increased threat or may impact
response efforts such as proximity to water, power plants, railroad, chemical
plants, etc. This should also include information regarding estimated EMS
response time.
22
(f) Edward Stone Middle School
Grade Levels: 6-8

School Population
Population Amount
Administrators 2
Instructional assistants
Cafeteria staff 8
Transportation staff N/A
Associates- 16
another location)
Edward Stone Middle School is committed to the safety of students with access and

Number of on-site resource/school safety officers:
23
Description Amount
Mapping Activity

Yes No
Primary Evacuation Route X
Secondary Evacuation Route X
Auditorium Location X
(Need to specifically label as auditorium)
Boiler Room Location X
Fire Escape Location X
Fire Escape Capacity (In Pounds) X

N/A-No fire escape
24
Health Center Location X
Loading Dock Location X
Nurse Office Location X
Ramp Location
Fire Safety System Location X
Pull Station Location X
Security System Location X

(Need to define need)
Swimming Pool Location X
25
Compressed Gas Location X
Liquid Fuels Location X
Natural Gas Shut Off X
Electrical Shut Off X
Other Utility Notes

Water Shut Off
Tech Lab Materials
Science Lab Materials
Commons X
(Needs to be specifically marked on map)
Gymnasium X
26
Library X
(Labeled as media center)
Safe Room X
(Need definition-safe room?)
Roof Access Points X
Athletic Complex X
(Need outdoor fields added)
Geographic Issues
Identify any geographic features that pose an increased threat or may impact response
efforts such as proximity to water, power plants, railroad, chemical plants, etc. This
should also include information regarding estimated EMS response time.
27
Highway 61 (Roosevelt Ave)
Airport
28
(g) Burlington High School
Grade Levels: 9-12
School Population
Population Amount
Administrators 5
Instructional assistants 33
Cafeteria staff 16
Transportation staff 0
(A staff directory for each school may be included in the appendix or referenced if
maintained in another location)
Burlington Community High School is committed to the safety of

students with access and functional needs. This includes students
and staff with:


Students:
Staff:

Number of on-site resource/school safety officers:1
29
Description Amount
Mapping Activity

Yes No
Primary Evacuation Route yes
Secondary Evacuation Route yes
Auditorium Location N/A
Boiler Room Location yes
30
Yes No
Fire Escape Location yes
Fire Escape Capacity (In Pounds) N/A
Health Center Location N/A
Loading Dock Location yes
Nurse Office Location yes
Ramp Location N/A
Fire Safety System Location yes
Pull Station Location yes
31
Yes No
Security System Location yes
Swimming Pool Location yes
Compresses Gas Location no
Liquid Fuels Location no
Natural Gas Shut Off yes
Electrical Shut Off yes
Other Utility Notes
Class Period Bell Interruption/Override yes
32
Yes No
Commons yes
Gymnasium yes
Library yes
Safe Room yes
Roof Access Points yes
Athletic Complex N/A
Geographic Issues
33
Identify any geographic features that pose an increased threat or may impact response efforts
such as proximity to water, power plants, railroad, chemical plants, etc. This should also include
information regarding estimated EMS response time.
Geographic Issue Description Potential Impact
Airport
Hwy 61
34
5 Planning Assumptions
Emergency planning requires a commonly accepted set of assumed operational conditions that
provide a foundation for establishing protocols and procedures. The standard practice is to base
planning assumptions on the potential worst-case conditions. This EOP is predicated on a
realistic approach to the challenges likely to be encountered during a major emergency. Hence,
the following assumptions are made and should be used as general guidelines in such an event:
Burlington Community School District may deviate from this EOP if the following
assumptions prove not to be true during operations. The EOP assumes:
Some emergency situations occur with little or no warning.

A single site incident such as a fire, gas main breakage or hazardous materials exposure
could occur at any time without warning. The employees of the school affected should
not wait for direction from local response agencies before activating this plan and
protecting lives and property.
Critical lifeline utilities may be interrupted, including water delivery, electrical power,
natural gas, telephone communications, radio systems, cellular telephones, and
information systems.
In a major catastrophe, the district and/or schools may need to rely on its own resources
and be self-sustaining for up to 72 hours.
Assistance from law enforcement, fire, and emergency managers will be available in
serious incidents. However, the district and/or school must be prepared to carry out the
initial response until this external assistance arrives. In some rural locations, this may
be an extended period of time.
In most cases, law enforcement or fire service personnel will assume Incident
Command, or establish unified command, depending on the type of emergency.
There may be numerous injuries of varying degrees of seriousness to students, faculty,
and/or staff. Rapid and appropriate response will reduce the number and severity of
injuries.
Conducting regular drills and exercises on the threats/hazards identified in this plan can
improve the districts readiness to respond to incidents and reduce incident-related
losses.
Buildings, major roads, overpasses, bridges, and local streets may be damaged.
Damage may cause injuries and displacement of people. People may become stranded
at the school and conditions may be unsafe to travel off campus.
An emergency may be declared if information indicates that such conditions are
developing or probable.
An intentional threat against the District, a school, or a student will result in law
enforcement and security response actions.
A large-scale emergency requires an effective and coordinated response between all
community stakeholders and partners and will help to reduce the impact of the
emergency on students, faculty, and staff, minimize public concern, and assist in
recovery efforts.
Schools in the district shall coordinate their emergency actions with this plan.
35
The succession of events in an emergency are not predictable; therefore, published
response plans, such as this EOP, should serve only as a guide and may require
modifications in order to meet the requirements of a specific emergency.
6. Concept of Operations
The information provided in this section is designed to give an overall picture of incident
Priorities for incident management include:
Protect and save lives, and protect health and safety of students, faculty, staff, visitors,
responders, and recovery workers.
Protect property and mitigate damages and impacts to individuals, the community, and
the environment.
For the purpose of this plan, we define incidents, emergency, and disaster as:
Incident - An incident is a situation that is limited in scope and potential effects.
Emergency - An emergency is a situation that is larger in scope and more severe in
terms of actual or potential effects than an incident.
Disaster - A disaster involves the occurrence or threat of significant casualties
and/or widespread property damage that is beyond the capability of the local
government to handle with available local resources.
This EOP is based on an all-hazards approach and may be activated in its entirety or in part,
based on the specific needs of the emergency and by decision of district (or school) leadership.
The emergency functions of agencies involved in emergency management will generally parallel
normal day-to-day operations. Day-to-day functions that do not contribute directly to the
emergency may be suspended for the duration of any emergency and/or redirected to
accomplishment of emergency tasks by the district.
6.1 Key Areas of Emergency Planning
In the event of an incident Burlington Community School District, will adhere to the six key
areas of emergency planning and incident management, which include:
1. Prevention Consists of actions that reduce risk from human-caused incidents.
Prevention planning can also help mitigate secondary or opportunistic incidents that may
occur after the primary incident.
2. Protection Reduces or eliminates a threat to people, property and the environment.
Primarily focused on adversarial incidents, the protection of critical infrastructure and key
resources is vital to local jurisdictions.
3. Mitigation Mitigation activities are those which eliminate or reduce the probability of a
disaster occurring. Also included are those long-term activities, which lessen the
undesirable effects of unavoidable hazards.
36
4. Preparedness Preparedness activities serve to develop the response capabilities
needed in the event an emergency should arise. Planning and training are among the
activities conducted under this phase.
5. Response Response is the actual provision of emergency services during a crisis.

These activities help to reduce casualties and damage, and speed recovery. Response
activities include evacuation, rescue, and other similar operations.
6. Recovery Recovery is both a short-term and long-term process. Short-term operations

seek to restore vital services and provide for the basic needs of students, faculty, and
staff. Long-term recovery focuses on restoring the school to its normal pre-disaster, or
an improved, state of affairs. The recovery period is also an opportune time to institute
future mitigation measures, particularly those related to the recent emergency.
6.2 National Incident Management System
The National Incident Management System (NIMS) is a set of principles that provides a
systematic, proactive approach guiding all responding entities to work seamlessly before,
during, and after an event, regardless of the cause, magnitude, location or complexity. This
system ensures that those involved in incident response understand their roles and have the
tools to be effective. The ultimate goal of NIMS is to protect and mitigate the impact on life or
property.
Burlington Community School District recognizes that staff and students will act as first
responders in an incident. Adopting NIMS enables staff and students to respond more
effectively and enhances cooperation, coordination, and communication among school officials,
responders, and emergency managers.
NIMS compliance for the district and schools includes completing the following:
Adopt the use of the Incident Command System (ICS).

Train and exercise of the plan. All students and staff are expected to participate in
training and exercising of the threat/hazard annexes and the functional annexes included
in this plan. Each school is charged with ensuring the training and equipment for
response and recovery operations are in place.
Coordinate with Des Moines County Emergency Management in the development of this
Plan.
The Incident Commander at each school will be delegated the authority to direct all incident
activities within the school jurisdiction. The Incident Commander will establish an incident
command post and provide an assessment of the situation to the Superintendent, Principle, or
other officials, identify incident management resources required, and direct on-scene incident
management activities from the incident command post. If no incident commander is present at
the onset of an incident, the most qualified individual will assume command until relieved by a
qualified Incident Commander.
An incident warranting multi-jurisdictional resources and emergency response activities will
employ the Unified Command Structure.
37
6.3 Initial Response
School personnel will most likely be first on the scene. Staff and faculty are expected
to take charge and manage the incident until it is resolved or command is transferred
to someone more qualified and/or an emergency response agency with legal authority
assumes responsibility. Faculty and staff will seek guidance and direction from the
school district and local officials who will function under Unified Command.
The Superintendent is responsible for activation of the district-wide EOP. The school
principal or designee is responsible for activation of the school EOP, including all
necessary procedures to ensure the protection of life and/or property. The principal or
designee will assign an Incident Commander based on who is most qualified for that
type of incident.
A Progression of Incident Command is included in Section 8.2.
7. Organization and Assignment of Responsibilities

The basic plan establishes the organizational structure that will be relied on to respond to an
emergency. It includes a list of the kinds of tasks to be performed by position and organization,
without all of the procedural details. When two or more organizations perform the same kind of
task, one should be given primary responsibility, with the other(s) providing a supporting role.
For the sake of clarity, a matrix of organizations and areas of responsibility (including functions)
should be included to summarize the primary and supporting roles. Shared general
responsibilities should not be neglected. The matrix might also include organizations not under
school district control if they have defined responsibilities. Organization charts, especially those
depicting how the Incident Command System or Unified Command System structure is
implemented, are helpful. This section should also outline agency and departmental roles
related to prevention and protection activities.
7.1 Organization-District
Emergency Management for Burlington Community School District is comprised of the

following:
7.1.1 Policy Group

The Policy Group is comprised of the following:
Superintendent
School Board President
Cabinet Level Director
In complex incidents, the Policy Group will be convened at the District Administration
Building or a joint operations center. The role of the Policy Group is to:
Support the on-scene Incident Commander with strategic guidance, information
analysis, and needed resources
38
Provide policy and strategic guidance
Help to ensure that adequate resources are available
Identify and resolve issues common to all organizations
Keep elected officials and other executives informed of the situation and
decisions.
Provide factual information, both internally and externally through the Joint
Information Center (JIC)
7.1.2 District or School Departments

District and school departments will support emergency response operations through
performance of their normal roles and responsibilities. If called upon, school
departments will activate personnel and implement appropriate response actions
identified in the plan, or as directed by the Incident Commander or school administration.
Activation of the ICS for a school event may be modified as needed to best serve the
nature of the incident. When the ICS is activated, staff will direct the efforts of their
departments according to their respective procedures for emergency operations.
7.2 Organization-Building
7.2.1 Principal/Building Administrator

The principal may serve as the Incident Commander or delegate that authority to a
qualified individual. At all times, the principal retains the responsibility for the overall
safety of students and staff. However, delegating the authority to manage the incident
allows the principal to focus on policy-level activities and interfacing with other agencies
and parents. The principal shall coordinate between the policy group and the Incident
Commander.
7.2.2 Teachers
Teachers shall be responsible for the supervision of students and shall remain with
students until directed otherwise.
Responsibilities include:
Supervise students under their charge.

Take steps to ensure the safety of students, staff, and other individuals in the
implementation of incident management protocols.
Direct students in their charge to inside or outside assembly areas, in
accordance with signals, warning, written notification, or intercom orders
according to established incident management procedures.
Give appropriate action command during an incident.
Take attendance when class relocates to an outside or inside assembly area or
evacuates to another location.
Report missing students to the Incident Commander or designee.
Execute assignments as directed by the Incident Commander or ICS supervisor.
Obtain first aid services for injured students from the school nurse or person
trained in first aid. Arrange for first aid for those unable to be moved.
39
Render first aid if necessary. School staff should be trained and certified in first
aid and CPR.
7.2.3 Instructional Assistants

Responsibilities include assisting teachers as directed.
7.2.4 Counselors and Social Workers

Responsibilities may include:
Take steps to ensure the safety of students, staff, and other individuals in the
implementation of incident management protocols.
Direct students in their charge according to established incident management
protocols.
Render first aid if necessary.
Assist in the transfer of students, staff, and other individuals when their safety is
threatened by a disaster.
7.2.5 School Nurses/Clinic Clerks
Administer first aid or emergency treatment as needed.

Supervise administration of first aid by those trained to provide it.
Organize first aid and medical supplies.
7.2.6 Custodians/Maintenance Personnel

Survey and report building damage to the Incident Commander or Operations

Section Chief.
Control main shutoff valves for gas, water, and electricity and ensure that no
hazard results from broken or downed lines.
Provide damage control as needed.
Assist in the conservation, use, and disbursement of supplies and equipment.
Keep Incident Commander or designee informed of condition of school.
7.2.7 School Secretary/Office Staff

Answer phones and assist in receiving and providing consistent information to

callers.
Provide for the safety of essential school records and documents.
Provide assistance to the Principal and Policy/Coordination Group.
Monitor radio emergency broadcasts.
Assist with health incidents as needed. (i.e., acting as messengers, etc.)
40
7.2.8 Food Service/Cafeteria Workers
Use, prepare, and serve food and water on a rationed basis whenever the
feeding of students and staff becomes necessary during an incident.
7.2.9 Transportation/Bus Drivers

Supervise the care of students if disaster occurs while students are in the bus.
Transfer students to new location when directed.
Transport individuals in need of medical attention.
7.2.10 Students
Cooperate during emergency drills and exercises, and during an emergency

situation.
Learn to be responsible for themselves and others if the emergency situation
warrants.
Understand the importance of not being a bystander by reporting situations of
concern to appropriate staff.
Develop a general awareness of natural, technological, and human-caused
hazards and associated prevention, preparedness, and mitigation measures.
7.2.11 Parents/Guardians
Understanding their roles during a school emergency.

Encourage and support school safety, violence prevention, and incident
preparedness programs within the school.
Participate in volunteer service projects for promoting school incident
preparedness.
Provide the school with requested information concerning the incident, early and
late dismissals, and other related release information.
Practice incident management preparedness in the home to reinforce school
training and ensure family safety.
Report any suspicious activities to the school that raises concern for the health
and safety of students and/or staff.
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8 Direction, Control, and Coordination
8.1 Incident Command
The Incident Command System (ICS) organizational structure can be modified to adjust to the
size and complexity of the incident, as well as the specifics of the hazard environment created
by the incident. As incident complexity increases, the organizational structure expands as
functional responsibilities are delegated.
This Emergency Operations Plan will be activated using implementation of the Incident
Command System (ICS). When needed, separate functional elements will be established and
subdivided to enhance internal organizational management and external coordination.
The Policy Group is responsible for providing the Incident Commander with strategic guidance,
information analysis, and needed resources. The Executive/Senior Leadership (Principal,
Superintendent, etc.) has the authority to make decisions, commit resources, obligate funds,
and command the resources necessary to protect the students and facilities. These
responsibilities do not mean that the Executive/Senior Leadership assumes a command role
over the on-scene incident operation. Rather, the Executive/Senior Official:
Provides policy guidance on priorities and objectives based on situational needs and the
Emergency Operations Plan.
Oversees resource coordination and support to the on-scene command from an
Operations Center.
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8.2 Incident Management
The school ICS may be organized into the following functional areas:
Provides
strategic Establishes incident
guidance and objectives and directs all
resource support response actions.
Incident
Policy Group Command
Operations Planning Logistics Finance/Administration

Section Section Section Section
Organization Expansion
Public Information
Officer
Command Staff:
The Command Staff

Incident Safety Officer
provide information,
Command safety, and liaison
services for the entire
Liaison Officer
General Staff:
The General Staff are

Operations Planning Logistics Finance/Admin assigned functional
Section Section Section Section authority for
Operations, Planning,
Logistics, and
Finance/Administration
The School/District Incident Commander will be integrated into the Incident Command structure,
or assume a role within a Unified Command structure.
43
If a school emergency is within the authority of the first-responder community (i.e. emergency
requiring law enforcement or fire services, etc.), Command will transition to the appropriate
agency and a Unified Command structure will be formed. In the event there is a transfer of
command, a briefing between individuals transferring command shall occur.
Burlington Community School District

Incident Command Progression
Black Hawk Grimes North Hill Sunnyside
Incident Commander Principal Principal Principal Principal

Progression Social Worker Social worker Social Social Worker
Interventionist Counselor Worker Lead Teacher
Lead
Teacher
Main Office Secretary Secretary Secretary Secretary

Communications Office Clerk Clerk Clerk Office Clerk
Progression TLC Coach TLC Coach TLC Coach TLC Coach
Aldo Leopold Edward Burlington District-Level

Stone High School
Incident Commander Principal Principal Principal Superintendent

Progression Associate Associate Associate Director of
Principal Principal Principals (x3) Curriculum
Director of Human
Resources
Main Office Secretary Secretary

Communications Office Clerk Office Clerk Secretary Secretary
Progression TLC Coach TLC Coach AP Secretary Human Resources
Counseling Secretary
Secretary Dir of Curriculum
Secretary
Public Information Director of

Curriculum
Director of Human
Resources
Director of Business
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8.3 Incident Command Post
Every incident must have some form of an Incident Command Post. The ICP is the location
from which the Incident Commander oversees all incident operations. There is generally only
one ICP for each incident, but it may change locations during the event. The ICP also provides
a location where operations may be conducted under the Incident/Unified Command System
(ICS).
The ICP will be positioned outside of the present and potential hazard zone, but located within
safe proximity to the emergency site. The ICP is generally responsible for incident response
management as follows:
Serves as a temporary field location for tactical-level on-scene incident command and
management.
Provides an on-site headquarters for the Incident Commander, Command Staff, and
General Staff.
Serves as a field collection point for tactical intelligence and analysis.
The Incident Command Post provides the initial securing of the perimeter of the area,
coordinates the actions of the operating units, and remains operational during the field
actions (rescue, response, recovery, etc.) as required.
8.4 Incident Commander
The Incident Commander (IC) is the primary person in charge at the incident and will establish
incident objectives based on the following five primary objectives:
1. Life Safety
2. Protect Public Health
3. Incident Stabilization
4. Property and Environment Preservation
5. Reduce adverse psychological consequences and disruptions
Additionally, the IC will manage the incident scene. He or she must keep the Executive/Senior
Administration and the Policy Group informed and up-to-date on important matters pertaining to
the incident.
The first staff person on scene will assume the role of Incident Commander until a more
qualified individual can assume command. School-related responsibilities and duties include:
Exercise the authority to direct tactical on-scene operations until a coordinated incident
management framework can be established with local resources.
Establish an Incident Command Post (ICP) and provide an assessment of the situation
to the Executive/Senior Administration, which may also include the Policy Group or other
officials, recommend incident response activities, identify incident management
resources required, and direct the on-scene incident management activities from the
ICP.
Establish and manage the Command Post, establish the incident organization, and
determine strategies to implement protocols and adapt as needed.
Monitor incident safety conditions and develop measures for ensuring the safety of
building occupants (including students, staff, volunteers, and responders).
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Coordinate media relations and information dissemination with the Principal.
Serve as the primary on-scene contact for outside agencies assigned to the incident,
establish unified command as necessary, develop working knowledge of local/regional
agencies, and assist in accessing services when the need arises.
Document activities.
Assume overall direction of all incident management procedures based on actions and
procedures outlined in this EOP.
Determine whether to implement incident management protocols (e.g., Evacuation,
Shelter-in-Place, Lockdown, etc.), as described in the appropriate Functional Annex in
this document.
Arrange for transfer of students, staff, and other individuals when safety is threatened by
a disaster.
Work with emergency services personnel. (Depending on the incident, community
agencies such as law enforcement or fire department may have jurisdiction for
investigations, rescue procedures, etc.)
Keep the Executive/Senior Leadership and Policy Group informed of the situation.
8.5 Unified Command
Unified Command applies ICS to incidents involving multiple jurisdictions or agencies. It enables
schools and agencies with different legal, geographic, and functional responsibilities to
coordinate, plan, and interact effectively.
The Incident Commanders within the Unified Command will make joint decisions and speak as
one voice. Any differences are worked out within Unified Command. Each Incident
Commander is responsible for overseeing the actions of their individual agencies. For example,
within Unified Command, law enforcement would not tell school personnel how to manage
activities associated with threat/hazard or functional annexes (i.e. parent-student reunification,
etc.). The following occurs under Unified Command:
The Incident Commander, through the Incident/Unified Command System, coordinates

the actions of their responding unit on the scene.
Advises School Leadership and the District of needs that may include resources or
personnel from other departments/schools as required.
Isolates the incident site and maintains control of the inner and outer perimeters.
Establishes tactical communications and designates a primary radio channel.
Facilitates tactical planning and contingency planning.
Briefs first responder personnel.
Designates a staging area for supporting agencies.
Ensures documentation of decisions and activities.
Provides situational updates to the Policy Group.
Approves requests for additional resources or for the release of resources.
Approves additional alerts as needed.
Establishes immediate priorities.
Coordinates any specific transportation issues (such as helicopter landing zones, EMS
locations, morgue location, etc., as appropriate).
Determines security boundaries.
Performs other duties as required by the situation.
Ensures the completion of an incident After Action Report (AAR).
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8.6 Public Information Officer
The Public Information Officer (PIO) is responsible for interfacing with the media or other
appropriate agencies requiring information directly from the incident.
Check in with Incident Commander and receive a situation brief.
the other responder agencies.

Coordinate press releases among response organizations.
Designate a media center and facilitate scheduled press briefings.
Ensure all press releases and public information are reviewed and approved by the
Incident Commander, or designee.
Monitor news media outlets reports of the incident.
Prepare periodic briefings to Executive Policy Group on public information activities and
submit draft press releases for review and approval.
8.7 Operations Section
The Operations Section directs all tactical operations of an incident including implementation of
response/recovery activities according to established incident management procedures and
protocols, care of students, first aid, crisis intervention, search and rescue, site security,
damage assessment, evacuations, and the release of students to parents.
Specific responsibilities include:
Analyze school staffing to develop a Parent-Student Reunification Plan, and implement

an Incident Action Plan.
Monitor site utilities (i.e., electric, gas, water, heat/ventilation/air conditioning) and shut
off only if danger exists or directed by Incident Commander, and assist in securing the
facility.
Establish medical triage with staff trained in first aid and CPR, provide and oversee
care given to injured persons, distribute supplies, and request additional supplies from
the Logistics Section.
Provide access to psychological first aid services for those in need, and access
local/regional providers for ongoing crisis counseling for students, staff, and parents.
Coordinate the rationed distribution of food and water, establish secondary toilet
facilities in the event of water or plumbing failure, and request needed supplies from
the Logistics Section.
Document all activities.
As needed, Strike Teams described in the following table may be established within the
Operations Section:
Strike Team Potential Responsibilities
Search and Rescue Search and Rescue Teams search the entire school facility, entering only after
Team they have checked for signs of structural damage and determined that it is
safe to enter. SR Teams are responsible for ensuring that all students and
staff evacuate the building, or it is unsafe to move an individual, that their
47
Strike Team Potential Responsibilities
location is documented so professional responders can locate them easily and

extricate them. Other responsibilities include:
Identifying and marking unsafe areas

Conducting initial damage assessment
Obtaining injury and missing student reports from teachers
First Aid Team First Aid Teams provide triage, treatment, and psychological first aid services.
Other responsibilities of the First Aid Team include:
Setting up first aid stations for students

Assessing and treating injuries
Completing the master injury report
Note: The Logistics Section provides first aid to responders. This team is
dedicated to students, faculty, staff, or visitors.
Evacuation/Shelter/Care Evacuation, shelter, and student care includes accounting for students,
Team protection from weather, providing for sanitation needs, and providing food and
water. Other responsibilities include:
Accounting for the whereabouts of all students, staff, and volunteers

Setting up a secure assembly area
Managing sheltering and sanitation operations
Managing student feeding and hydration
Coordinating with the Student Release Team
Coordinating with the Logistics to secure space and supplies
Facility Security The Facility Security and Response Team is responsible for:
Response Team
Locating all utilities and turning them off, if necessary
Securing and isolating fire/hazmat
Assessing and notifying officials of fire/hazmat
Conducting perimeter control
Psychological and The Psychological and Emotional Recovery Team is responsible for:
Emotional Support
Team Assessing need for onsite mental health support
Determining the need for outside agency assistance
Providing onsite intervention/counseling
Monitoring well-being of school Incident Management Team, staff, and
students, and reporting findings to the Operations Section Chief
Student Release Team Reunification refers to reuniting students with their parents or guardians in an
efficient, safe, and orderly manner. Reunification can be an enormous
challenge and takes a lot of planning. The Student Release Team is
responsible for:
Setting up secure reunion area

Checking student emergency cards for authorized releases
Completing release logs
Coordinating with the Public Information Officer on external messages
8.8 Planning Section
Collects, evaluates, and disseminates information needed to measure the size, scope, and
seriousness of an incident, and to plan appropriate incident management activities.
48
Duties may include:
Assist Incident Commander in the collection and evaluation of information about an

incident as it develops (including site map and area map of related events), assist with
ongoing planning efforts, and maintain incident time log.
Document all activities
8.9 Logistics Section
Supports incident management operations by securing and providing needed personnel,

equipment, facilities, resources, and services required for incident resolution; coordinating
personnel; assembling and deploying volunteer teams; and facilitating communication among
incident responders. This function may involve a major role in an extended incident.
Additional responsibilities include:
Establish and oversee communications center and activities during an incident (two-
way radio, battery-powered radio, written updates, etc.), and develop telephone tree
for after-hours communication.
Establish and maintain school and classroom preparedness kits, coordinate access to
and distribution of supplies during an incident, and monitor inventory of supplies and
equipment.
Document all activities.
8.10 Finance/Administration Section
Oversees all financial activities including purchasing necessary materials, tracking incident
costs, arranging contracts for services, timekeeping for emergency responders, submitting
documentation for reimbursement, and recovering school records following an incident.
Additional duties may include:
Assume responsibility for overall documentation and recordkeeping activities; when

possible, photograph or videotape damage to property.
Develop a system to monitor and track expenses and financial losses, and secure all
records.
The Finance and Administration Section may not be established onsite at the incident. Rather,
the school and/or school district management offices may assume responsibility for these
functions.
An important component of the EOP is a set of interagency agreements with various city/county
agencies to aid timely communication. These agreements help coordinate services between the
agencies and Burlington Community School District. Various agencies and services include
county emergency management agency, law enforcement, county health department, fire
departments and EMS services. The agreements specify the type of communication and
services provided by one agency to another. The agreements also make school personnel
available beyond the school setting in an incident or traumatic event occurring in the community.
49
9 Information Collection, Analysis, and Dissemination
This section describes the critical or essential information common to all operations identified
during the planning process. It identifies the type of information needed, the source of the
information, who uses the information, how the information is shared, the format for providing
the information, and any specific times the information is needed. School/District prevention and
protection assets must develop the Information Collection, Analysis, and Dissemination section
in close cooperation with school departments and local support agencies such as, law
enforcement, fire, emergency management, utilities, insurance agencies, transportation, etc.
The contents of this section may be incorporated into the plan as an annex, if needed.
9.1 Types of Information
Before, during, and after an incident, school officials will assign administrative staff to monitor
the weather, local law enforcement alerts, and crime reports daily. This information will be
shared with school Principals with any immediate actions required identified.
10 Training and Exercises

The development of the EOP training and exercise schedule is key to the success of a school or
a general understanding their role and responsibilities and are trained on all standard operating
procedures and guidelines associated with emergency response. Training and exercises
provide the opportunity to increase understanding and implementation of these protocols.
EOP training opportunities shall be incorporated into the annual school calendar and
logged following the established procedures.
Review and update (if necessary) of the EOP shall be incorporated into the annual
school calendar.
Each school unit or department identified as having a role in this EOP is responsible for
communicating the content of the EOP to staff and ensuring opportunities to attend and
participate in EOP training and exercise activities.
Working with response agency partners, HSEEP compliant exercises will be conducted
to train staff and evaluate the adequacy of the EOP. Following HSEEP procedures, an
After Action Report (AAR) and the Improvement Plan (IP) for each exercise shall be
developed and documented appropriately.
11 Administration, Finance, and Logistics

Oversees all financial activities including purchasing necessary materials, tracking incident
costs, arranging contracts for services, timekeeping for emergency responders, submitting
documentation for reimbursement, and recovering school records following an incident.
50
Additional duties may include:
Assume responsibility for overall documentation and recordkeeping activities;
when possible, photograph or videotape damage to property.
Develop a system to monitor and track expenses and financial losses, and secure
all records.
The Finance and Administration Section may not be established onsite at the incident. Rather,
the school and/or school district management offices may assume responsibility for these
functions.
An important component of the EOP is a set of interagency agreements with various city/county
agencies to aid timely communication. These agreements help coordinate services between the
agencies and the Burlington Community School District. Various agencies and services include
county emergency management agency, law enforcement, county health department, fire
departments and EMS services. The agreements specify the type of communication and
services provided by one agency to another. The agreements also make school personnel
available beyond the school setting in an incident or traumatic event occurring in the
community.
12 Plan Development and Maintenance

The Burlington Community School District EOP integrates with school and district policy
and procedures and a number of stakeholder EOPs or guidelines. The District EOP utilizes
existing program expertise and personnel to support prevention, protection, mitigation,
preparedness, response, and recovery efforts. The EOP is structured according to the Guide for
Developing High-Quality School Emergency Operations Plans provided by the Readiness and
Emergency Management for Schools, Technical Assistance Center and follows the principles of
the National Incident Management System (NIMS) and Incident Command System (ICS). In
addition, the EOP utilizes the Homeland Security Exercise and Evaluation Program (HSEEP) to
address response, training, exercises, equipment, evaluation, and corrective action practices.
Burlington Community School District shall oversee or coordinate with applicable partners to
conduct the following:
The EOP shall be reviewed annually and modified as necessary by the Building Crisis
Team, and the District Emergency Operation Team.
The District EOP shall coordinate with external agencies that may be affected by EOP
implementation, in an effort to ensure consistency and compatibility with jurisdictional
plans.
Each school unit or department identified as having a role in this EOP is responsible for
communicating the content of the EOP and all updates to staff.
Each school identified in this plan is responsible for ensuring key staff has the
opportunity to attend EOP training and exercise activities.
The District will ensure EOP compliance with the applicable local, state, and federal laws
and procedures.
51
FUNCTIONAL ANNEXES
52
Procedures for Securing the Building
Stay Put Lockdown Intruder Alert
Goal Keep all students and staff in Secure the building Protect all persons from active
their current location and out and all interior threat.
of common areas. spaces to ensure
nobody enters or
No student movement within leaves.
the building. ALICE Procedures
No movement within
the building.
When Might This Medical Emergency Major Disruption Active Attacker

Be Used within the Building
Hallway Disruption
Safety Concern in
Locker/K9 Search Community
Communication Intercom alert to Intercom alert to immediately

from Office/ immediately go into initiate ALICE Procedures
Admin. lockdown
Emergency Services Emergency Services
Bells will be turned Emergency Services
off Notify District Office Notify District Office
Notify District Office
(office staff notify
substitutes
individually)
Community Not Required Dialer and Text Dialer and Text Alerts
Communication Alerts
District Office PR POC
District Office PR
POC
Actions to be Lights on Quickly pull ALICE procedures

Taken Close blinds students from hallway If remaining in the
Take attendance into your classroom building: doors locked,
Doors locked lights off, cover windows,
Maintain regular
activity within the Lights on take attendance, find a
room. Take attendance place to hide or prepare
Maintain regular to fight
Encourage students in
activity within the Or exit to designated rally
hallway to get back to
room. point
class quickly
Common areas
Shut doors
move to designated
secure location.
53
Procedures for Sheltering and Evacuation
Interior Shelter Exit the Building Off-Site Rally Point
Goal Move to an interior space that Move to a safe Move to a safe location off
is secure and safe. (Tornado location outside of school property.
Shelter) the building.
When Might This Weather Fire Bomb Threat

Be Used
Hazmat Concerns Outside Natural Gas Unsafe Conditions on School
Property
Hazmat Concerns
Inside ALICE
Weather or Prolonged Period
Communication Severe Weather Alarm or Fire Alarm or Verbal Announcement

from Office/ Intercom Intercom
Admin. Announcement
2-way radios 2-way radios
2-way radios
Emergency Services Emergency Services
Emergency Services
Notify District Office Notify District Office
Notify District Office
Community Dialer and Text Alerts per Dialer and Text Dialer and Text Alerts per
Communication Administrative Discretion Alerts per Administrative Discretion
Administrative
District Office PR POC Discretion
District Office PR POC
District Office PR
POC
Actions to be Move immediately to Evacuate the Evacuate the building

Taken designated location. building. and move to designated
Take Attendance Take attendance. rally point.
Communicate to Communicate to Take attendance.
Incident Command Incident Command Communicate to
about missing about missing Incident Command
individuals. individuals. about missing
individuals.
Follow Reunification
Procedures.
All other school
buildings placed on
Lockdown.
54
Off-Site Reunification Procedures
Rally Points
Building Rally Points
Black Hawk Bethany Lutheran, UAW Hall
Grimes Hy-Vee
North Hill Burlington Public Library
Sunnyside Burlington Golf Club or Golf Lane to await bus transport
Aldo Leopold Faith Lutheran Church, LeSylvia/Dehn to await bus transport to

alternate setting, Burlington Golf Club
Edward Stone Meet at Buffalo Wild Wings parking lot for escort across Roosevelt
to Nazarene Church or Aspen Circle
Burlington High Calvary Baptist Church, Salvation Army Building on Flint Hills Drive,
School Notre Dame
Burlington Notre US Bank Building or Allgood Animal Hospital

Dame
District Office communicates to all other buildings to enter lockdown until threat is
assessed.
As resources come available, request law enforcement presence at rally
points, reunification locations, and other school buildings to ensure
security, safety, and crowd control via Unified Incident Command.
Busing to Reunification Points
Identify Reunification Points
Transportation Department coordinates to provide buses to transport
students from rally to reunification locations.
Student and Staff Rosters
Building Secretary
Office Sign-In Sheets
Other Documentation
District Office
HR Staff Attendance from Aesop
Paper Rosters from Safe
After-School Director/Coaches/Extra-curricular Sponsor
Communicate Reunification Location(s), District Office
Dialer and Text Alerts
Local Media
Public Relations Point of Contact
Coordinate with Unified Incident Command
55
Parent Sign-Out Procedures
District Tech Team and Administration Coordinate to establish student
information system and/or Paper Roster access at Reunification Location
provide staffing for sign-out process.
Parents or Guardians, designated in student information system, allowed

to sign-out students and remove them from reunification points after
cleared by Unified Incident Command.
Food Service and other Directors coordinate as needed.
56
Procedures for School Bus Incidents
Severe Weather Bus Procedures
If severe weather strikes during route time and students are on the bus and are in
route to school or home the bus will return to the nearest school building and off
load students and wait until severe weather passes! If buses do not have time to
return to nearest school, students and driver will off load immediately and seek
shelter in low lying area!
If buses are at the buildings and have not started their route and severe weather
strikes, buses will off load students back into the school building and wait for
severe weather to pass!
57
Handling Accidents
What To Do
&
What Not To Do
The Sequence of Events
Most drivers have not been involved in an accident. Those who have, normally have
had very few accident encounters. This unfamiliarity translates into a lack of knowledge
of what to do or not do when an accident does occur.
Since these situations can be potentially extremely hazardous, it is important to discuss
the various steps that all bus drivers should be familiar with, just in case you happen to
The most important concern after the accident happens is to protect the scene so the
damage and injuries are contained, to care properly for the students, especially any that
may be injured, and to notify the proper authorities.
58
A Step by Step Approach
1. Keep Calm & Analyze the Situation.
2. Even if Incident Seems Minor, Always Stop!
3. Protect the Scene & Keep the Accident from Becoming Worse.
4. Determine if there are Any Injured Persons.
5. Examine the Injured.
1. Remember these are children, and they may excite easily. They will be watching
for your reaction, so remain calm at all costs.
2. Bring the bus to a complete stop and turn off the ignition. Set the hand brake
and put the bus in gear.
3. Activate your four-way emergency flashers. Place warning signals and devices
to permit, as nearly as possible, the uninterrupted normal flow of vehicular traffic.
third reflector alongside the bus. They should also be placed at the crest of hills
which may obscure the scene from oncoming traffic.
4. Question each student about the possibility of injury, and if in doubt, insist on a
5. n
unless it is absolutely necessary, and then only when the extent of injury has
been determined and the planned movement is considered safe.
59
6. Send a Responsible Person to Telephone for a Doctor or

Ambulance.
7. Keep Pupils as Safe & Comfortable as Possible.
8. Keep Pupils on the bus unless doing so places them in danger.
9. If Gasoline has been Spilled: Ensure No Smoking & Move Pupils to a

Safe Distance from the Spill.
6. Have this person give the location of the accident, nature and extent of injuries,
vehicle damage and possible fuel spills, as well as the nature of any first aid
being administered.
7. (Self Explanatory)
8. Student control and safety is usually best if they remain on the bus until help
comes to take them to their destination. However, if they will be placed in greater
danger by staying on the bus, they should be evacuated and moved to a safe
location off of the highway. Some conditions which might make this necessary
are: a bus fire, a spill of gasoline or other fuel, icy highways, heavy fog or very
limited visibility, or the precarious position of the bus. When students are
removed from the bus, designate at least two more mature students to provide
direction and control to the group.
9. If any fuel has been spilled, the driver and passers-by should be restricted from
smoking, students should be moved away from the scene, and fusees should not
be used. The fire department needs to be notified to contain the spill and clean it
up.
60
10. Never Use Fire Extinguisher while Passengers are on the Bus.
11. Report the Accident.
10. Fumes and chemicals from a fire extinguisher should not be contained in a
closed area where people are breathing without protective equipment. Always
evacuate students before using a fire extinguisher on board a bus.
11. Notify your supervisor or other responsible person, then call the local, and/or
State Police. A good tool is a previously prepared checklist for drivers that
indicates whether to dispatch additional equipment, another driver, a mechanic,
or additional manpower to the scent of the accident. This allows for minimal
delay and confusion.
61
Record the Following
While at the Scene
Of the Accident
________________________________
1. Date, Time & Place
2. Road Surface & Condition, Weather & Light Condition
3.
Insurance Carrier for All Other Drivers Involved in the Accident.
(Provide Similar Information Upon Request.)
4. Names & Addresses of Witnesses & License Numbers of First

Witnesses on the Scene After the Accident
5. Record Your Statement of What Happened, & a Similar Statement by

the Other Driver if Possible
6. Description of Damage to Vehicles/Property, & estimate of $$$
7. Name, Badge or Code, & Organization of Investigating Police

Officer(s)
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Threat Assessment Procedures
Suicide Assessment (Black Box) Threat Assessment
Goal To determine whether or not an To determine whether or not an

individual poses a threat to themselves individual poses a threat to themselves
or others in the school or others in the school community.
community.
When Might This Student makes a threat of self-harm. Report of suspicious or unusual behavior
Be Used that causes concern for safety.
Student expresses suicidal ideation or
indicators of suicidality. Threat, either specific or non-specific,
received by school personnel.
Communication Immediate notification of building A member of the Threat Assessment

from Office/ administrator and/or mental health Team is notified of concern.
Admin. professional.
Community None Central Office Communications

Communication determine whether public notification is
necessary and appropriate based on the
the type and specificity of threat.
Actions to be Locate and secure the student. If Immediate Threat, Locate and secure
Taken Maintain constant supervision. the student.
Completion of Suicide
Assessment Protocol by Complete Threat Assessment Process
Mental Health professional.
Notify parents and act to
ensure safety of the student.
63
THREAT ASSESSMENT PROCESS
BURLINGTON COMMUNITY SCHOOL DISTRICT IN COLLABORATION WITH DES

MOINES COUNTY EMERGENCY AGENCY BURLINGTON NOTRE DAME
64
TABLE OF CONTENTS
Basics of Threat Assessment .............................................................................................. 4
Inquiry Steps ....................................................................................................................... 8
Resources .......................................................................................................................... 11
Flow Chart.......................................................................................................................... 12
Threat Assessment Screen.................................................................................................. 13
Full Team Threat Assessment ........................................................................................... 16
Response, Management and Support Plan........................................................................ 25
Threat Assessment Summary Documentation Form ....................................................... 29
Sample Interview Forms.................................................................................................... 31
2
Threat Assessment Inquiry: A Summary of
the Secret Service Eleven Questions
Based on the SSI findings, the Secret Service identified eleven key questions that can help determine if a threat is
viable. Both the Threat Assessment Screen and the Full Team Threat Assessment utilize these eleven questions:
2. Have there been any communications suggesting ideas or intent to attack?
3. Has the subject shown inappropriate interest in school attacks or attackers, weapons, and/or
incidents of mass violence?
4. Has the student engaged in attack related behaviors?
5. Does the student have the capacity to carry out the threat?
6. Is the student experiencing hopelessness, desperation or despair?
7. Does the student have a trusting relationship with at least one responsible adult?
8. Does the student see violence as an acceptable or desirable way to solve problems?
11. What circumstances might affect the likelihood of violence?
3
BASICS OF THREAT
ASSESSMENT
Identifying Threats A threat is any expression of intent to do harm, acting out violently against someone or
something or being in possession of an instrument of harm. The Burlington Community School District/Burlington
Notre Dame Threat Assessment Protocol will help determine if a threat is plausible or substantive and will help
identify necessary interventions to safely address the concern. School officials should initiate this process when a
from peer norms and/or
Purpose of Threat Assessment The purpose of conducting a threat assessment screen or team review
is to determine the degree to which a student who has made a threat actually poses a threat to person, school,
and/or community and to develop a plan to respond, manage, and support the student and all involved.
Communicating Threats A threat can be conveyed through a variety of means; Threats may be written,
Written: Internet, email, social network sites, writings, pictures, hit list
Verbal: Directly, indirectly, voice mails, messages, third person
Physical Gestures: Body language, posture
Actions: Possessing weapons or dangerous items
Types of Threats All threats should be taken seriously and all threats require individual assessment. Just as
importantly, all threats necessitate a coordinated plan to respond, manage and support all involved. There are
several types of threats. The more specific and plausible the details, the more likely the student will act on it.
Threats can be classified into different categories:
Conditional:
Veiled: Implies violent behavior without actually identifying wh
Indirect:
being in possession of weapon)
Direct:
4
Conducting a Threat Assessment
Every threat should initiate the threat assessment process. This manual provides two tools for assessing
threats, the Threat Assessment Screen and the Full Team Threat Assessment (see Process Forms).
1. The Threat Assessment Screen may be sufficient in some cases to confirm that a threat was minor
and unlikely to result in violence.
2. The Threat Assessment Screen may also indicate sufficient concern to warrant use of the Full Team
Threat Assessment, which is a more intensive review of the threatening behavior involving a
multidisciplinary team.
All threats should be reviewed and documented and all threats necessitate the development of a plan to
respond, manage and support the student who made the threat and anyone else who was impacted by the
threat.
Elements of Effective School Threat Assessment The Burlington Community School

District/Burlington Notre Dame Threat Assessment Team compiled the following elements based on the
SSI findings and information from the School Safety Resource Center.
1. Establish authority and leadership to conduct a threat assessment inquiry. The Burlington Community
School District/Burlington Notre Dame Threat Assessment Team, consistent with recommendations from the
Secret Service and Iowa Department of Education suggests that school districts have a policy that specifically
establishes procedures for responding to threats. Policies and procedures should identify:
community if connected to school

cedures for conducting and documenting threat assessments
assessed upon request

ncies as permissible by law
O Parents/guardians of the student who made the threat to involve them as appropriate and/or to conduct
the assessment with or without their permission
O The potential targets and their parents/guardians
O Others who might potentially be impacted by the threat including school staff
hreat and to create a plan that includes interventions that are

deemed appropriate and necessary to ensure safety
threat
5
6
2. Develop a trained multidisciplinary threat assessment team. Threat assessment requires a trained threat
assessment team, which will respond to the threat, manage the situation, and support those impacted by the threat.
Membership of this team may vary depending on the situation and the student being assessed. Teams must be
trained, regularly practice and review threat assessment procedures.
Threat assessment team membership. The primary role of the team is to guide the assessment and
management of threats and to ensure ongoing monitoring. It is important to establish a trained core team
consisting of three to four people, at least two of whom work at the school full time. Effective threat
assessment team members have an objective, analytical and investigative mindset and have the ability to relate
and communicate well with others.
Required threat assessment team membership includes:
in threat assessment (may also facilitate the team)
person team assigned by the principal
3. Strive to create a safe and trusting school climate and community. School administrators must alert their
school community to the warning signs of potential violence and appropriate reporting procedures. District and
building administration should strive to maintain a safe school climate and culture, using evidence-based practices
that foster trust and communication. Administrators should emphasize the responsibility to report potentially
dangerous situations in your school. Methods of reporting safety concerns should be established and clearly
communicated to all in the school community.
4. Establish systems relationships and information sharing agreements. In order to identify, assess, and
manage students who might pose a threat of targeted violence, effective relationships must be built and maintained
between schools, districts, and external agencies, including law enforcement. These relationships can help threat
assessment teams acquire and use information about a given situation and aide those with protective responsibilities
to develop strategies to prevent school violence.
Others who may be able to contribute to the process include:
applicable
6
Roles and responsibilities. Roles and responsibilities of teams include, identifying a team leader (typically an
administrator) who has the authority to make decisions based on the safety of the school. In addition, the team
leader is responsible for ensuring that the following tasks are completed:
formation should be received

Response, Management, and Support Plan (see RMS Plan in
Process Forms)
and additional information regarding the student in the future)
Parental/Guardian Involvement Parents/guardians may have information about the student that no one else will.
Therefore, it is important to involve them in the information gathering stage. Sample parent interview forms are
provided in this manual. It is not always necessary or appropriate to invite or require the parent to participate in the
team threat assessment meeting. The decision as to when and how to involve parents will be unique to each
situation and should be determined collaboratively by the threat assessment team. Parents, however, should be
informed as soon as possible when a threat has occurred and a threat assessment will be conducted.
7
THREAT ASSESSMENT INQUIRY
STEPS
1. Identify Potential or Known Threat It is incumbent upon the personnel with knowledge of the
potential threat to use professional discretion in determining whether the threat warrants an emergency response (i.e.,
call 911) or an immediate report to an administrator.
2. Secure the Safety of the School The safety of the school, the students and the community is the
priority consideration. The student of concern may be immediately and safely contained, if necessary and based
on the severity of the concern, until safety procedures are initiated and the assessment process is activated. If at
any time information suggests the need for law enforcement assistance, that assistance should be requested
immediately and school district crisis/emergency procedures would take priority over the Burlington Community
School District/Burlington Notre Dame Threat Assessment Protocol.
3. Employ Threat Assessment Tools

Threat Assessment Screen
Full Team Threat Assessment
Every potential or known threat warrants, at minimum, a Threat Assessment Screen and a Response,
Management, and Support Plan (RMS Plan). The results of the Threat Assessment Screen will determine whether
the RMS Plan can be developed to achieve a disposition of safety, or whether a Full Team Threat Assessment
needs to be conducted. Team members will also need to determine when to contact parents/guardians and others
who may be impacted by the situation and to clarify what they will be told. Document the information according
to district guidelines.
4. When warranted, Convene the Threat Assessment Team and Complete the Full
Team Threat Assessment The Full Team Threat Assessment is designed to help determine what data to
collect and will help organize and analyze the information to determine next steps. Some examples of
information the Threat Assessment Team will explore include:
Information from a variety of sources helps put all of the pieces of the puzzle together and ensures the accuracy
and validity of information. Examples of information sources the team may utilize include:
erview
9
8
5. Determine the Level of Concern and Develop a Response, Management, and
Support Plan The Full Team Threat Assessment provides a process to analyze the information based on the
for that portion of the assessment. At the completion of the assessment, you will be asked to determine a cumulative
level of concern based on the following options:
Low Concern: a threat which poses a minimal risk to the victim and public safety
Medium Concern: a threat which could be carried out, although it may not appear entirely realistic
High Concern: a threat that appears to pose an imminent and serious danger to the safety of others
This determination will lead the team to develop the RMS Plan that will outline steps to help respond, manage
educational, social and emotional needs.
A written plan is recommended for five reasons:

1. to control/contain the situation and/or the student in a way that will prevent the possibility of an attack
2. to establish clearly what has been decided and how the plan will be carried out
3. to provide adequate legal record of a reasonable and appropriate response to the threat
4. to provide information for school staff in the event of another incident or threatening situation
involving the student
5. to provide support and guidance to the student
The written plan should include the immediate steps taken to prevent the threat from being actualized and should
also determine who is responsible for ensuring follow through. Ordinarily these actions would include conditions
under which the student could return to school, or continue in an alternative educational setting, and any
interventions such as counseling or mediation that are deemed appropriate. See RMS Plan in Process Forms.
A Full Team Threat Assessment is not considered complete until the team reaches consensus and
understands the rationale for the results and an appropriate RMS Plan has been established. Teams should
continue to ask questions until all members are confident in their final decisions.
6. Document the Threat Assessment Every threat assessment requires documentation. The threat
assessment team needs to document the behavior of concern, the inquiry process (including all names and dates
of personal interviews), the resulting plan and any actions taken.
10
A well-
attention again, or if at some point in the future, investigators or school personnel need to determine whether the
9
subject has changed patterns of thinking and behavior. Documentation also ensures that students transferring
schools continue to receive support and the receiving school can set up systems to ensure safety.
All documentation of any threat assessment including all of the data collected and corresponding forms will be
maintained by a designated member of the threat assessment team at the school site. In addition, the team leader is
responsible for ensuring that the Threat Assessment Summary Documentation form (see Process Forms) is
designated threat assessment administrator.
7. Monitor the Student and the RMS Plan The Response, Management and Support Plan (RMS
Plan) is a dynamic document. It may be revised upon introduction of new information, failure of the plan to
address safety in the capacity it was intended or other reasons decided upon by the team.
Monitoring the RMS Plan Every RMS plan must include provision for follow-up contact with the student to
student. The RMS Plan will specify the individual or individuals responsible for follow-up contacts.
Revising the RMS Plan, As Needed The team will continue to monitor the situation and make any changes in the
plan necessary to maintain safety. RMS Plans must include provision for a follow-up review of the stu
behavior and attitude toward the intended victim of the threat. Revise the plan if there is indication that the student
is still at risk to carry out the threat or additional information is presented that remains unaddressed by the current
plan.
Discontinuing the RMS Plan A key focus of the Threat Assessment Protocol is to connect the student to services
and support systems that reduce the likelihood that the student will engage in future threatening behavior.
Monitoring of a student may be discontinued after responsible authorities have:
over time
After a determination is made that the student no longer poses a threat of targeted school violence, formal
monitoring is ended. The student, however, may still remain involved with service systems within the community
that will support his or her continued successful functioning.
11
10
RESOURCES:
Adams County School District. Adams County Threat Assessment Protocol. August 2008.
Colorado School Safety Resource Center. Essentials of School Threat Assessment. March,
2010.
Cornell, D.G., Sheras, P.L. (2006). Guidelines for Responding to Student Threats of Violence. Longmont, CO:
Sopris West Educational Services.
Fein, R., Vossekuil, B., Pollack, W., Borum, R., Modzeleski, W., & Reddy, M. (2002). Threat Assessment in
Schools: A Guide to Managing Threatening Situations and to Creating Safe School Climates. Washington, DC:
United States Department of Education, Office of Safe and Drug Free Schools Program and U.S. Secret Service,
National Threat Assessment Center.
School Shooter: A Threat Assessment Perspective. Quantico, VA: Federal Bureau of

Investigation, National Center for the Analysis of Violent Crime. Available from www.fbi.gov/publications/
school/school2.pdf
Suthers, J.W. (2009). Interagency Cooperation. Retrieved from http://www.coloradoattorneygeneral.gov/

initiatives/youth_violence_prevention/interagency_cooperation.
Vossekuil, B., Fein, R., Reddy, M., Borum, R., Modzeleski, W. (2002). The Final Report and Findings of the Safe
School Initiative: Implications for the Prevention of School Attacks in the United States. Washington, DC: United
States Department of Education, Office of Safe and Drug Free Schools Program and U.S. Secret Service, National
Threat Assessment Center.
11
12
The Burlington Community School District/Burlington Notre Dame
THREAT ASSESSMENT FLOW CHART
12
13
Threat Assessment Screen
13
Complete this form and discuss with at least one other member from your Threat Assessment Team for all threats.
Use this form to help determine the need for a Full Team Threat Assessment. This form is intended to be filled out
electronically.
Your Name and Position:
School:
Screening Date:
Student Name:
Grade:
Incident Location:
Time of Incident
Please describe the incident being as specific as possible:
Have there been any communications suggesting ideas or intent to attack?
Has the subject shown inappropriate interest in school attacks or attackers, weapons, incidents of mass violence?
Has the student engaged in attack related behaviors?
Does the student have the capacity to carry out the act?
Is the student experiencing hopelessness, desperation or despair?*
Does the student see violence as an acceptable or desirable way to solve problems?
Describe additional circumstances that might increase the likelihood of violence.

Does this incident warrant the completion of a Full Team Threat Assessment as determined by at least two members
of your threat assessment team? ___ YES ___ NO ___
Full Team Threat Assessment (page 2)
Response, Management, and Support Plan (page 10) and complete Summary Documentation Form
(page 12)
14
Full Team Threat Assessment (page 2)
*Does the incident warrant the completion of a suicide assessment in addition to or instead of a threat assessment?
___ YES ___ NO
Threat Assessment Team Member Signature Date
Threat Assessment Team Member Signature Date
Please print, obtain signature, and keep on file according to district guidelines.
15
The Burlington Community
School District/Burlington
Notre Dame Threat
Assessment Process Full
Team Threat Assessment
16
Adams County Threat Assessment Process Full Team Threat Assessment
16
Use this form after completing the Threat Assessment Screen. The purpose of this form is to organize and analyze
the information that has been gathered and to help the team determine a level of concern. This form is intended to
be completed electronically.
Student Information:
School:
Last Name: First Name:
State Assigned Student Identifier (SASID):
District Assigned Student Identifier:
Birthdate:
Age:
Gender: ___ Male ___ Female

Grade:
Does the student have an IEP? ___ Yes ___ No

Physical description of the student or attach photo:
Person Filling out Form:
Date:
School:
Identify Threat Assessment Team: (please fill in full name and check box for position)
___ Administrator: _________________________________________
___ Nurse: _______________________________________________
___ Special Education representative: __________________________
___ School Psychologist/Social Worker: ________________________
___ Mental health representative: _____________________________
___ Counselor: ___________________________________________
___ School Resource Officer: _______________________________
___ Classroom Teacher: ___________________________________
17
___ Parent: _____________________
___ Other: ____________________
Sources of information used in this threat assessment:
Print and verify accuracy of IC Student Information Page
___ Student discipline records ___ Attendance records ___ Social networking sites
___ Safety plan ___ Academic history ___ Emails
___ Personal belongings ___ IEP/504 records ___ Internet histories z Interviews
z School papers z Law enforcement records z Probation records z Mental health records z Other (please specify):
Record of Interviews:
Individual Contacted:
Interview Conducted By:
Date
THREAT BACKGROUND
1. Describe in detail the threat that prompted the threat assessment?
2. Was there/were there specific target(s) identified in the threat? If yes, please identify the target(s):
3. Who was present when the threat was made? Please record full name(s):
1. What motivated the student to communicate the threat or take the actions that caused him or her to come to
attention?
2. Is the threat ongoing? __ Yes __ No If yes, please explain:
18
3. Has any part of the threat been resolved? __ Yes __ No If yes, please explain:
elicit a: __ High degree of concern __ Medium degree of concern __ Low degree of concern
HAVE THERE BEEN ANY COMMUNICATIONS SUGGESTING IDEAS OR INTENT TO ATTACK?
1. What, if anything, did the student communicate to others?
2. What was the context or physical location of this communication?
3. To whom did the student communicate his/her intentions?
4. How did the student communicate their intent (evidence)?

__ Verbal (direct statement)
__ Electronic (email, social networking site, website, blog, texts, etc...)
__ Written (notes, essays, schoolwork, diaries, stories, songs)
__ Other (please specify):
regarding the threat elicits a: __ High degree of concern __ Medium degree of concern __ Low degree of
concern
HAS THE STUDENT SHOWN INAPPROPRIATE INTEREST IN ANY OF THE

FOLLOWING?
School attacks or attackers

Yes No
Weapons (including recent acquisition of any relevant weapon)

Yes No
Incidents of mass violence (terrorism, workplace violence, mass murderers)
Preoccupation with weapons, death, and violent

themes
If yes, please
explain:
z High degree of concern z

Medium degree of concern z
Low degree of concern
19
HAS THE STUDENT ENGAGED IN ATTACK RELATED
BEHAVIORS?
1. Has the student used or practiced with weapons? z Yes z No If yes, please specify:
2. Has the student attempted to acquire a weapon? z Yes z No If yes, please specify:
3. Does the student have an attack

plan?
z Student has no plan z Student has a vague
plan z Student has some details for a plan z
Student has considerable details planned
Please describe the plan:
4. After completing this section, the Threat Assessment

elicits a: z High degree of
concern z Medium degree of
concern z Low degree of
concern
DOES THE STUDENT HAVE THE CAPACITY TO CARRY OUT AN ACT OF
TARGETED VIOLENCE?
z Highly organized
z Fairly organized
z Not organized
Please
explain.
2. Does the student have the means (access to weapons) to carry out an attack? z Yes z No
If yes, please
specify:
3. Does the student have the opportunity to carry out an attack? z Yes z No
If yes, please
specify:
act of targeted violence elicits a:

z High degree of concern z
Medium degree of concern z
Low degree of concern
IS THE STUDENT EXPERIENCING HOPELESSNESS, DESPERATION AND/OR DESPAIR?
20
1. Is there information to suggest that the student is experiencing desperation or despair? z Yes z No
If yes, please specify:
2. Which of the following, if any, does the student have experience with:
If yes on any of the above, please explain: 3. After completing this section, the Threat Assessment Team determines
health elicits a: z High degree of concern z Medium degree of concern z Low degree of concern
WITH AT LEAST ONE RESPONSIBLE ADULT?

1. Does the student have at least one relationship with an adult where the student feels that he or she can confide in
the adult and believes that the adult will listen without judging or jumping to conclusions? z Yes z No If yes, who?
2. Is the student emotionally connected to other students? z Yes z No If yes, who?
needed intervention or supportive services? z Yes z No If yes, please explain:
relationships elicits a: z High degree of concern z Medium degree of concern z Low degree of concern
DOES THE STUDENT SEE VIOLENCE AS AN ACCEPTABLE OR DESIRABLE OR THE ONLY
WAY TO SOLVE PROBLEMS?
1. Does the student have experience with any of the following:
Yes No Substance abuse A known mental health diagnosis Recent failure, loss and/or loss of status Other emotional
trauma Difficulty coping with a stressful event Suicidal tendencies Hospitalized for mental health reasons Paranoid
thinking Obsessive thoughts Homicidal ideation
Yes No Victim of violent behavior Perpetrator of violent behavior Witness of violent behavior
Record of criminal violent behavior
Exposure to violence Family history
of violence
If yes on any of the above, please explain:
2. Does the student see violence as an acceptable or desirable way to solve problems? z Yes z No
If yes, what evidence to you have?

concern
NTIAL FOR
VIOLENCE?
1. Are those who know the student concerned that they might take action on violent ideas/plans? z Yes z No If yes, please
explain:
2. Are those who know the student concerned about a specific target? z Yes z No
If yes, who is concerned about which targets?
3. Have those who know the student witnessed recent changes or escalations in mood and behavior? z Yes z No
21
If yes, who and under what circumstances?

concern
ACTIONS?
going on? z Yes z No If yes, please explain:
2. Is there evidence that this student has a history of fabrication? z Yes z No If yes, please explain:
alignment elicits a: z High

degree of concern z Medium
degree of concern z Low
degree of concern
WHAT ADDITIONAL CIRCUMSTANCES MIGHT AFFECT THE LIKELIHOOD OF AN ATTACK?

1. Which, if any, of the following has the student had experience with that might contribute
to the likelihood of an attack?
If yes on any of the above, please explain:
2. After completing this section, the Threat Assessment Team determines that the additional circumstances in the
z High degree of concern z Medium degree of concern z Low degree of concern
LEVEL OF CONCERN DETERMINATION
Please identify the number of times the Threat Assessment Team determined each of the degrees of concern below:
Frequency High degree of concern Medium degree of concern Low degree of concern
After completing this assessment, the Threat Assessment Team has identified that this threat is:
z Low Level: A threat which poses a minimal risk to the victim and to public safety. Low level threats typically
result
in school-based interventions and monitoring.
Descriptors:
Yes No Family history of mental illness Current events that might trigger a violent reaction (anniversary of an event,
recent school shooting) Family substance abuse Frequency of mobility Family instability Lack of supervision
Victim of bullying Perpetrator of bullying Negative peer group influences Antisocial attitude Encouragement from
others to attack
Interventions:
22
z Medium Level: A threat which could be carried out, although it may not appear entirely realistic. The team has
request for external support resources in addition to school-based interventions.
Descriptors:
rete than a low level threat
out
ll short of a detailed
plan).
some veiled reference or ambiguous or inconclusive evidence pointing to that possibility.

a specific statement seeking to convey that the threat is not empty.
Interventions:
assistance with problems or behaviors.
to ensure that this student receives assistance, continued support, and monitoring.
udent needs to be developed and documented.
z High Level: A threat that appears to pose an imminent and serious danger to the safety of others and requires a
district directed response in cooperation with building administration.
Descriptors:
is direct, specific and plausible.
student who made the threat has acquired or practices with a weapon or has had the victim under surveillance.
Interventions:
investigation or mental/behavioral professionals for evaluation or hold.

-entry meeting must be conducted before the student returns to school to develop a school and community based
plan. The plan should establish review dates, provide connection to district and community mental health professionals and
provide monitoring measures.
eloped and documented.
23
Signatures:
Signature of Participant Signature of Participant
Print this form, obtain signatures, and keep on file along with all associated documentation and data according to
district protocol. Proceed to Response, Management and Support Plan.
24
Response Management and
Support Plan (RMS Plan)
25
25
Management and Support Plan (RMS Plan)
Use this form after the Threat Assessment Screen or the Full Team Threat Assessment to develop a plan to respond to and
manage the threat and to support the student. This document is intended to be completed electronically.
School:________________________________________________________
Name of Student:________________________________________________
Date:____________________________________
With the input of all Threat Assessment Team members, decide on a course of action. Please check boxes that apply
and provide detailed information for each box checked in the Record of Assigned Responsibilities on the back side.
Immediate Considerations: Prior to developing a plan, the team should immediately consider the following:
___Parent contacted (please record parent/guardian names and phone numbers and notes taken).
___Intended victim warned and/or parents/guardians notified. (Please record parent/guardian names and
phone numbers and notes taken.)

___Alerted staff members on a need-to-know basis.
___Law enforcement involvement:
___Disciplinary action taken:
___Suspension:
___Obtain or maintain permission to share information with community partners such as counselors and
therapists.
___Other:
Intervention Considerations: For each item checked, please include specific information in the Record of Assigned
Responsibilities portion regarding what steps will be taken, who is responsible, and the time frame for completion.
___ Daily or Weekly check-in.
___Travel card to hold accountable for whereabouts and on-time arrival to destinations.
___Backpack, coat, and other belongings checked in/out.
___Late Arrival and/or Early Dismissal.
___Increased supervision in specific settings.
___Modify daily schedule.
___Contract not to harm self or others created (please attach).
___Behavior plan (please attach).
___Safety plan (please attach).
___Containment plan (please attach).
___ Intervention by support staff (Psychologist, Social Worker, Counselor).
26
___Behavioral assessment.
___Positive reinforcements for positive behavior.
___Peer or affective needs support groups.
___Peer support.
___Intervention by community agency.
___Identify precipitating/aggravating circumstances, and create intervention to alleviate tension. Describe:
___Drug and/or alcohol intervention.
___ Referral to intervention team.
___If Special Education or 504 student, review goals and placement options.
___Review community-based resources and interventions with parents or caretakers.
___Pro-social discipline (example: Restorative Justice, community service, adult mentor, etc...)
___Other actions.
Record of Assigned Responsibilities (ROAR)

Intervention Duration Frequency Person Responsible How will you know if the
intervention is successful?
Completion Date
Additional Comments:
Pre- Schedule - review of Response, Management, and Support Plan:
Review Date Progress Notes
27
Signatures:
Parent/Guardian Date
Student Signature Date
Threat Assessment Team Designee Date
Please print, obtain signatures and keep on file according to district guidelines. Proceed to the Threat Assessment
Summary Documentation Form to document all decisions and actions taken.
28
Threat Assessment Summary
Documentation Form 28
Threat Assessment Summary Documentation Form

Use this form to summarize the outcome of the Threat Assessment Screen, the Full Team Threat Assessment and the
Response, Management, and Support Plan and it serves as the primary method to document the process at the district level
and as a tool to communicate between schools and districts and students transition. This form is intended to be filled out
electronically.
Student: Date of Birth: State ID:
Date Identified: School: Grade:
Parent(s)/Guardian(s): Phone(s):
Threat Assessment Screen: ___ Yes ___ No Full Team Threat Assessment: ___ Yes ___No
Person(s) Participating in Assessment Process:
Name Role
29
Nature of Threat
Severity of Threat: Rationale for decision (consider listing risk and protective factors): ___High
___ Medium ___Low
Key Elements of Management Plan:
Review Date: Comments:
Name and Role of Person Completing this Form:
Signature of Person Completing this Form Date
Copies sent to: ___District ___ Student Cumulative File
30
Sample Interview Forms
31
30
Interview Suggestions/Process
Teacher/Staff Interview
Interview staff members who witnessed the threat, and/or have specific knowledge regarding the student or the
situation that would help the investigation. Use these questions as a foundation for the interview. Modify and add to these
questions as appropriate to the in
context, so that you can determine what the student meant by the threat and whether the student has any intention of carrying
out the threat.
Student Name: Student Date of Birth:
Staff Member Being Interviewed: Date of Interview:
Person Conducting Interview:
Academics: 1) How is this student doing academically? Have there been any changes in the past few
weeks?
3) Does this student require or receive intervention programming or specialized instruction? If yes please describe:
Teacher/Staff Knowledge of Threat: 1)

What do you know about the threat?
2) Have you heard this student talk about things like this before? ___Yes___ No
3) Is there another teacher or staff member who might know something about this situation?
1) How well does this student get along with other students?
32
3) Are there students who do not get along with this student?
4) Have there been other conflicts or difficulties with peers?
5) Has this student ever complained of being bullied, teased, or treated unfairly by others?
Depression:
student withdrawn or apathetic?
2) Has the student expressed any attitudes that could imply depression, such as expressions of hopelessness, or
futility, inadequacy, shame, and self-criticism or worthlessness?
3) Has this student shown any increase in irritability or seemed short tempered?
Discipline: 1) What kinds of discipline problems have you experienced with this
student?
2) How does this student respond to being corrected by an adult?
Aggression:
1) How does this student express anger?
33
2) Does this student seem to hold a grudge or seem resentful?
3) Has this student done anything that expresses anger or aggression, or has the student expressed an aggressive
theme in written assignments, drawings, class projects?
Parent Contact:
happened?
Witness Interview
Interview others who witness the threat, including the intended victim. Use these questions as a foundation for the
interview. Modify and add to these questions as appropriate to the situation. Remember that the purpose of this interview is to
evaluate the in context, so that you can determine what the student meant by the threat and whether the student
has any intention of carrying out the threat.
Student of Concern: Date of Interview:
Witness Name:
Witness to the threat: ___Yes ___ No Recipient of the threat: ___ Yes ___ No
1. What exactly happened today when you were (place of incident)?
2. What exactly did (student who made the threat) say (or do)? (Write down the exact words.)
3. What do you think he or she meant when saying (or doing) that?
4. How do you feel about what he or she said or did? (Gauge whether the person who observe or receive the threat
feels frightened or intimidated.) Are you concerned that he or she might actually do it?
34
5. Why did he or she say or do that? (Find out whether he or she knows of any prior conflict or history behind this
threat.)
ew
Use these questions as the foundation for the interview. Modify and add to them as appropriate to the situation.
Remember that in context, so that you can determine what the
student meant by the threat and whether the student has any intention of carrying out the threat. Do not promise confidentiality
to the student, because in a potentially dangerous situation you cannot keep information confidential that is needed to protect
others.
Student Name: Date of Interview:
Person Completing Interview:
1. Do you know why I wanted to talk with you?
2. What happened today when you were (place of incident)?
4. What did you mean when you said or did that?
5. How do you think the (person who was threatened) feels about what you said or did? (See if the student believes it
frightened or intimidated the person who was threatened.)
6. What was the reason you said or did that? (Find out if there is a prior conflict or history to this threat.)
7. What are you going to do now that you have made this threat? (Ask if the student intends to carry out the threat.)
35
Parent Interview
Interview the parents of the student who made the threat. Use these questions as a foundation for the interview. Modify and
add to these questions as appropriate to the situation. Remember that the purpose of this interview is to evaluate the studen
threat in context, so that you can determine what the student meant by the threat and whether the student has any intention of
carrying out the threat.
Student Name: Date of Birth:
Parent Name: Date of Interview:
Person Completing Interview:
Parent Knowledge of Threat
1. What do you know about the threat?
4. Does (name of child) have the means to carry out the threat? ___Yes___ No
5. What are you planning to do about the threat?
School Adjustment
1. Has your child ever been suspended or expelled from school? ___Yes ___No
2. Have you ever met with school personnel about concerns in the past?___Yes ___No
If so, what happened?
3. Has your child ever needed special help in school or been retained? ___Yes___ No
4. Has your child ever been tested in school (special education)? ___Yes ___No
5. How does your child like school?
6. How often does your child do homework?
36
Family Relationships and Current Stressors
1. Who lives in the home?
2. Are there any important events that have affected your family or child?
(relocation, divorce/separation, death in family, career or financial changes, legal
issue)
3. Whom does your child share concerns with?
4. How well does he/she get along with you?
Siblings?
If there is conflict how is it resolved?
5. How does your child show anger toward you and other family members?
6. What does your child do after school?
Who supervises?
What time are they expected home?
7. What responsibilities does your child have at home?
8. Does your child follow rules? Yes No
9. What are the consequences for not following the rules?
Peer Relations and Bullying
1. Has your child reported being teased, intimidated, rejected or bullied ? ___Yes___ No
If so what was your response?
3. How much is your child influenced by peers?
Are there examples of your child doing something to please peers that caused him or her to be in trouble?
37
Delinquent Behavior
1. Has your child been in trouble with the law or police before?___ Yes___No
2. Has your child ever gone to juvenile court?___Yes ___No
What was that about?
3. Has your child done things that could have gotten him/her arrested or in trouble with the law? ___Yes___No
What was the worst thing?
What else?
4. Does your child drink beer, wine or other alcohol? ___Yes ___No
5. Does your child smoke marijuana? ___Yes ___No
6. Has your child used any other drugs or medications?___Yes ___No
History of Aggression
1. How does your child handle frustration?
2. When your child gets angry, what does he/she do?
3. Has your child ever been involved in a fight? ___Yes ___No
When:
Where:
With Whom:
5. Has your child ever hit you or other family members? ___Yes___ No
7. Does your child have any pets? ___Yes___ No
Has he/she ever intentionally hurt the pet or other animal? ___Yes ___No
38
Access to Weapons
1. Do you have a gun in your home? ___Yes___ No
2. Does your child have access to firearms through friends, relatives or some other source? ___Yes___ No
3. Does your child have access to weapons other than firearms, such as military knives,
martial arts weapons or some other kind of weapon? ___Yes___ No
4. Has your child ever talked about using a weapon to hurt someone?___ Yes___ No
5. Has your child ever been in trouble for using a weapon, carrying a weapon, or threatening
someone with a weapon? ___Yes___ No
Exposure to Violence
1. Has your child ever been the victim of abuse?___Yes___ No
2. Is your child exposed to violence in your neighborhood? ___Yes___ No
3. Do people argue much at home? ___Yes___ No
Has there been physical aggression at home?___ Yes ___No
4. What kinds of movies, video games, and internet sites does your child like?
Any Restrictions? ___Yes___ No
How is he/she supervised?
History
1. How old was your child when he/she started to walk?
Talk?
Any delays?____ Yes___ No
2. Has your child ever had a problem with bedwetting?___ Yes ___No
When and for how long?
Was anything done for this? ___Yes___ No
39
3. Has your child ever been hospitalized? ___Yes___ No
Had any serious medical conditions? ___Yes___No
4. Has your child had any recent medical treatment? Is he/she taking any medications? ___Yes___No
(obtain diagnosis and medications, get release)

Mental Health
1. Does your child have problems paying attention? ___Yes ___No
2. Does he/she follow directions without repetition and reminders? ___Yes___No
3. Does your child complete activities on his/her own? ___Yes___ No
4. Does your child say things without thinking? ___Yes___ No
5. Is your child surprised by the consequences of his/her actions? ___Yes ___No
ew weeks?
7. Has your child been unusually nervous or anxious?
Irritable or short tempered?
If so, how bad has it been?

Yes No
Yes No
8. Has your child had problems with sleep
Appetite?
Energy level?
Concentration?
Yes No
Yes No
Yes No
Yes No
40
9. Has your child ever talked about hurting him/herself?
Have you ever been concerned that he/she might be suicidal?

Yes No
Yes No
Has he/she said things that d

Yes No
Yes No
11. Has your child ever seen a counselor or therapist? Taken medication for his/her behavior or mood? Yes No
Yes No
12. Has your child had any involvement with other agencies or programs in the community? Yes No
41

Bcsds Emergency Operations Plan-Updated 7 11 2019 3

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Bcsds Emergency Operations Plan-Updated 7 11 2019 3

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Version 1.

Adopted by the Burlington Board of Education on May 28, 2019

4 Situation Overview (Confidential) 5

5 Planning Assumptions (Public) 35

6 Concept of Operations (Public) 36

7 Organization and Assignment of Responsibilities (Public) 38

8 Direction, Control, and Coordination (Public) 42

9 Information Collection, Analysis, and Dissemination (Public) 50

10 Training and Exercises (Public) 50

11 Administration, Finance, and Logistics (Public) 51

12 Plan Development and Maintenance (Public) 51

Functional Annexes (Internal Use Only) 52

Change Date of Change Name Summary of Change

1 10/2/2018 Frank N. Stein Annual update of all phone numbers

2 10/19/2018 Chris P. Bacon Maps redrawn to reflect new construction

(a) Black Hawk Elementary School

See quadrant sheet also

Total student current enrollment 460-470

Teachers and Specialists 44

Office support staff 2

Maintenance and custodial staff 2

On-site law enforcement

Mapping Activity see building map

Location Information Attachments

Secondary Evacuation Route

Fire Escape Location

Health Center Location

Loading Dock Location

Nurse Office Location

Fire Safety System Location

Main office north wall

Pull Station Location

Security System Location

Office computer & principal

Compresses Gas Location

Liquid Fuels Location

Gas tank/can; Room 103; outside hall closet

Natural Gas Shut Off

South side, west end gray valve

Electrical Shut Off

Room 153, Janitor/Mechanical Room

Other Utility Notes

Water shut off boiler room side room on east side

Class Period Bell Interruption/Override

Can change bells on computer

Roof Access Points

From door on west wall in gym

Total student current enrollment 294

Teachers and other certified staff 37

Office support staff 2

Maintenance and custodial staff 2

· Limited English proficiency

· Blindness or visual disabilities

Current enrollment of students and staff with access needs:

Approximate area of the school grounds 2 acres

Approximate area of parking lots 0.25 acre

Approximate area of sports fields/playground 0.5 acre

Grade Levels: 6-8

Maintenance and custodial staff 3

Transportation staff N/A

Total student current enrollment 368-Repeated

Number of on-site resource/school safety officers:1

Location Information Attachments