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Safety Plan

The New York State

GUIDE TO SCHOOL EMERGENCY RESPONSE PLANNING.

Introduction.

School safety is the job of the entire school community.  This effort requires leadership and coordination by school administration, and involvement and participation from all sectors of the school community.  Planning, conducting drills and participating in exercises with law enforcement, fire, emergency officials and other members of the school community ensures a comprehensive, unified approach to school emergency response planning.  Building relationships and community engagement are vital to building a safer school community.
 
The purpose of the school Emergency Response Plan (ERP) is to help school officials identify and respond to potential emergencies by assigning responsibilities and duties of the school employees, students, families, and community stakeholders.  It is important to develop, maintain, train and exercise ERPs in order to respond quickly before, during and after an incident.  A well developed and practiced ERP provides parents/guardians and the community reassurance that the school has established guidelines and procedures to respond to threats and hazards efficiently and effectively.  Using this suggested planning format assists schools in meeting legislative mandates contained in 8 NYCRR Section 155.17 and provides the use of best practice to improve outcomes following emergency situations.
 

The content, organization, and terminology provided in the New York State Guide to School Emergency Response Planning aligns with the Federal Emergency Management Agency’s “Guide for Developing High-Quality School Emergency Operations Plans (2013)”.  The organization of this guide supports two key practices being adopted in New York State.  First, the Guide provides standardized language that is consistent with current national emergency response protocols.  Secondly, consistent formatting aligns critical information necessary to improve rapid response to emergencies together in the following sections:

  • The Basic Plan
  • Functional Annexes
  • Threat/Hazard Specific Annexes
  • Appendices
 

The Basic Plan standardizes language and provides a structured framework for school ERPs statewide.  Individualized policies and procedures should be developed locally based on each school’s unique circumstances and resources.  Tools to manage an emergency must include response procedures that are developed through threat assessments, safety audits, planning and training before an incident occurs.  The New York State Guide to School Emergency Response Planning provides for the development of annexes to meet each school’s unique circumstances.

Functional Annexes focus on critical operational functions and the courses of action developed to carry them out. In New York State, to ensure consistency, we provide schools with standardized definition and suggested best practice of the following Functional Annexes:
  • Shelter-In-Place
  • Hold-In-Place
  • Evacuation
  • Lockout
  • Lockdown
These five Functional Annexes provide a common foundation for response to all emergencies and should not be modified.  The intent is to create an environment where students, school staff, and emergency responders recognize the language and procedures provided no matter where they are in the State.  Additional examples of core Annexes to consider are provided with suggestions for planning consideration.Actions and best practices outlined in the Threat/Hazard Annexes section, detail what to do in the event of various emergencies.  Suggestions are provided to assist schools in the development of their own customized Annexes that best fit their School ERP.  With this in mind, it is important to create and insert appropriate floor plans for each building and provide current information about school response team members, students and staff with special needs and any other information critical to each school building.  It is also important to identify appropriate staff to fill specific roles related to incident command and appropriate response teams.  Once you have developed your school ERP, appropriate training and drilling is required to ensure that all district personnel, and school personnel, and students understand the plan and their roles and responsibilities.As you work your way through this guide you will find text highlighted in three colors:
  • Red text indicates a section that is required to be completed
  • Blue text indicates a section of law
  • Yellow text indicates a date by which a requirement must be met
 
Summary of Laws.
The following is a summary of New York State law pertaining to building level school emergency response plans.  In 2000, Chapter 181 enacted Education Law §2801-a (Project SAVE) requiring the implementation of certain school safety plans. Education Law §2801-a required that every school district, Board of Cooperative Educational Services (BOCES) and county vocational education extension board, as well as the Chancellor of the City School District of the City of New York, develop a building-level school safety plan regarding crisis intervention and emergency response (“school emergency response plan”).  Section 2801-a prescribed minimum requirements of a school emergency response plan, which included policies and procedures relating to responding to certain threats. These plans were designed to prevent or minimize the effects of emergencies and to facilitate the coordination of schools and school districts with local and county resources in the event of such emergencies. The Commissioner of the New York State Education Department, prescribed requirements into regulation 8 NYCRR Section 155.17.  Regulations are hyperlinked within this document.
 
1.55.17 (b). Development of school safety plans.  Every board of education of a school district, every board of cooperative educational services and county vocation education and extension board and the chancellor of the City School District of the City of New York Shall adopt by July 1, 2001, and shall update by July 1st of each succeeding year, a district wide school safety plan and building level school safety plans regarding crisis intervention and emergency response and management.
 
155.17 (e)(2).  School Emergency Response Plan.  A school emergency response plan shall be developed by the building-level school safety team and shall include the following elements:
 
1.55.17 (e)(2)(i)    Policies and Procedures for Safe Evacuation1.
55.17 (e)(2)(ii)   Designation of Response Teams
1.55.17 (e)(2)(iii)  Procedures for Emergency Responder Access to Building Plans and Road Maps
1.55.17 (e)(2)(iv)  Communication in Emergencies
1.55.17 (e)(2)(v)   Definition of the chain of Chain of Command Consistent with NIMS/ICS
1.55.17 (e)(2)(vi)  Coordinated Plan for Disaster Mental Health Services1.55.17 (e)(2)(vii)  Procedures for Annual Review
1.55.17 (e)(2)(vii)  Procedures for the Conduct of Drills
1.55.17 (e)(2)(iii)  Procedures for Restricting Access to Crime Scenes.
155.17 (e)(3).  A copy of each building level safety plan and any amendments thereto, shall be filed with the appropriate local law enforcement agency and with the State Police within 30 days of adoption.
 
155.17 (j).  Drills. Each school district and board of cooperative educational services shall, at least once every school year, and where possible in cooperation with local county emergency preparedness officials, conduct one test of its emergency plan or its emergency response procedures under each of its building level school safety plans, including sheltering or early dismissal.

 

Building Level School Emergency Response Plan.

Table of Contents

THE BASIC PLAN.

Introductory Material.

Purpose and Situation Overview.

Concept of Operations.

Organization and Assignment of Responsibilities.

Direction, Control, and Coordination.

Information Collection, Analysis and Dissemination.

Training and Exercises.

Administration, Finance and Logistics.

Authorities and References.

FUNCTIONAL ANNEXES.

Shelter-in-Place.

Hold-in-Place.

Evacuation.

Lockout.

Lockdown.

Crime Scene Management.

Communications.

Medical and Mental Health Emergency Annex.

Accounting for All Persons.

Reunification.

Continuity of Operations Plan (COOP).

THREAT AND HAZARD SPECIFIC ANNEXES.

Active Shooter Threat.

Bomb Threat.

Insert Threat/Hazard Here.

APPENDICES.

Appendix A – Communications.

Appendix B – Incident Command System (ICS).

Appendix C – Emergency Response Teams.

Appendix D - Memoranda of Understanding (MOU).

Appendix E - Master Class Schedule.

Appendix F – Building/Grounds/Local Road Maps.

Appendix G – Student/Staff/Guest with Special Needs.

 

THE BASIC PLAN

Introductory Material

Plan Development and Maintenance.

8 NYCRR Section 155.17 (b) and 155.17 (c)(11). - requires that each school shall have a Building Level School Safety Team that consists of representatives from the following groups: teacher, administrator, and parent organizations, school safety personnel and other school personnel, community members, local law enforcement officials, local ambulance or other emergency response agencies, and any other representatives the board of education, chancellor or other governing body deems appropriate.

The Building Level School Safety Team is responsible for the overall development, maintenance, and revision of the Emergency Response Plan (ERP) and for coordinating training and exercising the School ERP.  Team members are expected to work closely together to make recommendations for revising and enhancing the plan.

The following table shall be completed with the names and titles of the Building Level School Safety Team members.  The table may be expanded as needed to include all members.

Name Title Agency Contact Info
David C. Bills Superintendent of Schools Honeoye Central School.  
. Board of Education Liaison Honeoye Central School  
Rebecca Edington Deputy. Ontario County Sheriff’s Office.  
Wayne Ackles. Secondary Principal Honeoye Central School.  
Michael Bastian Elementary Principal. Honeoye Central School.  
Seth Clearman Transportation Supervisor. Honeoye Central School.  
Gary Shaffer Maintenance Supervisor. Honeoye Central School.  
Sheila Lowe. Cafeteria Manager Honeoye Central School.  
Mary Beth Tonkery. School Nurse Honeoye Central School.  
Beth Allison  Elementary School Teacher.  Honeoye Central School  
   Parent/HPTA Representative  Honeoye Central School  
John Chrisman  Insurance Representative    
Rick Frost  Richmond Fire Department.  
 
 
Various agencies and services are involved in responding to school incidents, including emergency responders from law enforcement, fire, emergency medical services, mental health and other community organizations.  An important component of the School ERP is advanced planning with various federal, state, county and/or local agencies, as well as community service providers to aid in a timely response to an incident. Advance planning may or may not include written agreements to help coordinate services between the agencies and school.  If Memorandum of Understandings (MOU) are created, a copy shall be maintained in Appendix D.  Advanced planning should specify the type of communication and services provided by one agency to another.


Distribution of the Plan.

8 NYCRR Section 155.17 (e)(3). mandates that a copy of the ERP and any amendments shall be filed with the appropriate local law enforcement agency and with the New York State Police within thirty days of adoption.

Send Building Level Safety Plans to:

New York State Police.

Headquarters – Field Command.

Attention: Safe Schools NY.

1220 Washington Avenue, Building 22.

Albany, NY 12226.

Or by email to:

info@safeschools.ny.gov.

School ERPs are confidential and shall not be subject to disclosure under Article VI of the Public Officers Law or any other provision of law.

Record of Distribution.

Copies of the emergency response plan, including appendices and annexes are recommended to be distributed to your School Safety Team, local fire department, area law enforcement (including village, town, county and state police), local and county emergency management, the district superintendent and any other persons deemed appropriate by the School Safety Team.

Distribution of the ERP shall be recorded in the following table.

Name Title Agency Date
David C. Bills Superintendent of Schools Honeoye Central School.  
  Board of Education Liaison Honeoye Central School.  
Rebecca Edington Deputy Ontario County Sheriff’s Office  
Wayne Ackles Secondary Principal Honeoye Central School.  
Michael Bastian Elementary Principal. Honeoye Central School.  
Seth Clearman Transportation Supervisor. Honeoye Central School.  
Gary Shaffer Maintenance Supervisor Honeoye Central School.  
Sheila Lowe Cafeteria Manager Honeoye Central School.  
Mary Beth Tonkery School Nurse Honeoye Central School.  
Beth Allison Elementary School Teacher Honeoye Central School.  
  Parent/HPTA Representative Honeoye Central School.  
John Chrisman Insurance Representative    
Rick Frost Richmond Fire Department.    

Plan Review and Updates.

8 NYCRR Section 155.17 (b). requires the School Safety Team to review its ERP annually and update it by  July 1st as needed. Each update or change to the plan shall be recorded in the following table.

Revision/Update/Amendment.
Name. Date.
 

.

Purpose and Situation Overview.

Schools are exposed to many threats, hazards, and vulnerabilities.  All of these have the potential for disrupting the school community, exposing students/staff to injury, and causing damage to public or private property.School Safety Teams shall complete thorough threat assessments to identify circumstances in the school or near campus that may present unique problems or potential risk to people or property.The interior and exterior portions of all school buildings, school grounds and surrounding neighborhoods should be assessed for potential threats/hazards that may impact the site, staff, and students.  Date of threat/hazard assessment Click here to enter a date.Develop Threat and Hazard Specific annexes to address each identified threat/hazard from your assessment.   Included in the Threat and Hazard Specific Annex section are examples of formats you may utilize while developing these ANNEXES.
 

Threat and Hazard Type.

Examples

Natural Hazards

Earthquakes

Tornadoes

Lightning

Severe wind

Hurricanes

Floods

Wildfires

Extreme temperatures

Landslides or mudslides 

Winter precipitation

Wildlife

Technological Hazards

Explosions or accidental release of toxins from industrial plants

Accidental release of hazardous materials from within the school,such as gas leaks or laboratory spills

Hazardous materials releases from major highways or railroads

Radiological releases from nuclear power stations

Dam failure

Power failure

Water failure

Biological Hazards.

Infectious diseases, such as pandemic influenza, extensively drug-resistant tuberculosis, Staphylococcus aureus, and meningitisContaminated food outbreaks, including Salmonella, botulism, and E. coliToxic materials present in school laboratories

Adversarial, Incidental, and Human-caused Threats

Fire

Active shooters

Criminal threats or actions

Gang violence

Bomb threats

Domestic violence and abuse

Cyber attacks

Suicide

 
The table above provides a list of potential threats that schools should consider when conducting a threat/hazard assessment.Planning Assumptions and Limitations.Stating the planning assumptions allows the school to deviate from the plan if certain assumptions prove not to be true during operations.  The School ERP is established under the following assumptions: 
  • The school community will continue to be exposed and subject to threats/hazards and vulnerabilities described in the Threat/Hazards Assessments Annex, as well as lesser threats/hazards that may develop in the future.
  • A major disaster could occur at any time and at any place. In many cases dissemination of warning to the public and implementation of increased readiness measures may be possible; however, most emergency situations occur with little or no warning.
  • A single site incident could occur at any time without warning and the employees of the school affected cannot and should not, wait for direction from local response agencies.  Action is required immediately to save lives and protect school property.
  • There may be a number of injuries of varying degrees of seriousness to faculty, staff, and/or students.  Rapid and appropriate response can reduce the number and severity of injuries.
  • Outside assistance from local fire, law enforcement and emergency services will be available in most serious incidents.  Because it takes time to request and dispatch external assistance, it is essential for the school to be prepared to carry out the initial incident response until emergency responders arrive at the incident scene.
  • Actions taken before an incident can stop or reduce incident-related losses.
  • Maintaining the School ERP and providing frequent opportunities for training and exercising the plan for stakeholders (staff, students, parents/guardians, first responders, etc.) can improve the school’s readiness to respond to incidents.
 

Concept of Operations.

The overall strategy of a School ERP is to execute effective and timely decisions and actions that prevent harm, protect lives and property, mitigate damages, restore order and aid recovery.   This plan is based upon the concept that the incident management functions that must be performed by the school generally parallel some of their daily routine functions.  To the extent possible, the same personnel and material resources used for daily activities will be employed during incidents.  Because personnel and equipment resources are limited, some routine functions that do not contribute directly to the incident may be suspended.  The personnel, equipment, and supplies that would typically be required from those routine functions will be redirected to accomplish assigned incident management tasks.Implementation of the Incident Command System (ICS) .The Incident Command System (ICS) will be used to manage all incidents and major planned events/drills.  The Incident Commander at the school will be delegated the authority to direct all incident activities within the school’s jurisdiction.  The Incident Commander will establish an Incident Command Post (ICP) and provide an assessment of the situation to the emergency responders, identify incident management resources required and direct the on-scene incident management activities from the ICP.  If no Incident Commander is present at the onset of the incident, the most qualified individual will assume command until relieved by a more qualified Incident Commander.  8 NYCRR Section 155.17 (e)(2)(v) requires a definition of a chain of command consistent with the Incident Command System.  This chain of command shall be documented in the table included in Appendix B.Initial Response.School personnel are likely to be the first on the scene of an incident in a school setting.  Staff and faculty are expected to respond as appropriate and notify the Principal, or designee until command is transferred to someone more qualified and/or to an emergency response agency with legal authority to assume responsibility (Police, Fire or EMS dependent upon the nature of the incident).  Staff will seek guidance and direction from the school district and emergency responders.Any staff person or faculty in a building that sees or is aware of an emergency shall activate the ERP. 
 

Organization and Assignment of Responsibilities.

This section establishes the operational organization that will be relied on to manage an incident and includes examples of the types of tasks that may be performed by different positions.  The included titles and responsibilities are for illustrative purposes and should be edited to meet the needs of your school as necessary.The Incident Commander is not able to manage all of the aspects associated with an incident without assistance.  The school relies on other key school personnel to perform tasks that will ensure the safety of students and staff during a crisis or incident.  The Incident Command System (ICS) uses a team approach to manage incidents.  It is difficult to form a team while a crisis or incident is unfolding.  Roles should be pre-assigned based on training and qualifications.  Each staff member and volunteer must be familiar with his or her role and responsibilities before an incident occurs.Principal.The principal (or their designee) will serve as the Incident Commander and designate a minimum of two qualified individuals to serve as alternates in the event that the principal is unable to serve in that role.  At all times, the principal still retains the ultimate responsibility for the overall safety of students and staff. Responsibilities include:
  • Provide direction over all incident management actions based on procedures outlined in this ERP
  • Take steps necessary to ensure the safety of students, staff and others
  • Determine which emergency protocols to implement as described in the functional annexes of this ERP
  • Coordinate/cooperate with emergency responders
  • Keep the Superintendent informed of the situation
 

Teachers / Substitute Teacher / Student Teachers.

Teachers shall be responsible for the supervision of students and shall remain with students unless directed to do otherwise.Responsibilities include:
  • Supervise students under their charge
  • Take steps to ensure the safety of students, staff, and other individuals.
  • Take attendance when class relocates to an inside or outside designated area or to an evacuation site
  • Report missing students to the appropriate Emergency Response Team Member
  • Execute assignments as directed by the Incident Commander.
  • Obtain first aid services for injured students from the school nurse or person trained in first aid. Arrange for first aid for those who are unable to be moved
  • Render first aid or CPR if certified and deemed necessary.
 

Teaching Assistants.

Responsibilities include assisting teachers as directed and actions to ensure the safety of students. Counselors, Social Workers & School Psychologists.Responsibilities include:
  • Take steps to ensure the safety of students, staff and other individuals during the implementation of the ERP
  • Provide appropriate direction to students as described in this ERP for the incident type
  • Render first aid or CPR and/or psychological aid if trained to do so
  • Assist in the transfer of students, staff and others when their safety is threatened by an emergency
  • Administer counseling services as deemed necessary during or after an incident
  • Execute assignments as directed by the Incident Commander.
 

School Nurse/Health Assistant.

Responsibilities include:
  • 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
  • Execute assignments as directed by the Incident Commander.
 

Custodians/Maintenance Staff.

Responsibilities include:
  • Survey and report building damage to the Incident Commander
  • 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
  • Control locks and physical security as directed by the Incident Commander
  • Keep Incident Commander informed of the condition of the school
  • Execute assignments as directed by the Incident Commander.
 

Principal’s Secretary/Office Secretaries.

Responsibilities include:
  • 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 Incident Commander/Principal
  • Monitor radio emergency broadcasts
  • Execute assignments as directed by the Incident Commander.
 

Food Service/Cafeteria Workers.

Responsibilities include:
  • Prepare and serve food and water on a rationed basis whenever the feeding of students and staff becomes necessary during an incident
  • Execute assignments as directed by the Incident Commander.
 

Bus Drivers.

Responsibilities include:
  • Supervise the care of students if disaster occurs while students are on the bus
  • Transfer students to new location when directed
  • Execute assignments as directed by the Incident Commander.
 

Other Staff.

Responsibilities include:
  • Execute assignments as directed by the Incident Commander.
 

Students.

Responsibilities include:
  • Cooperate during emergency drills, exercises and during an incident
  • Follow directions given by facility and staff.
  • Know student emergency actions and assist fellow students in an incident
  • Report situations of concern (e.g. “If you see something, say something.”)
  • Develop an awareness of the high priority threats/hazards and how to take measures to protect against and mitigate those threats/hazards.
 

Parents/Guardians.

Responsibilities include:
  • 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/late dismissals and other related release information
  • Listen to and follow directions as provided by the School District.
 

Direction, Control, and Coordination.

School Incident Command System.To provide for effective direction, control and coordination of an incident, the School ERP will be activated through the implementation of the Incident Command System (ICS).Staff are assigned to serve within the ICS structure based on their expertise, training and the needs of the incident.  Roles should be pre-assigned based on training and qualifications.  The School ICS is organized as follows: Hierarchy of command for the School ICS

 

See Appendix B: Incident Command System for a listing of individuals designated to fill the Command Staff roles.School Incident Command System (ICS) Roles Defined.The Incident Command System is organized into the following functional areas:Incident Command.Directs the incident management activities using strategic guidance provided by the Superintendent or his designee.Responsibilities and duties include:
  • Establish and manage the Command Post, establish the incident organization and determine strategies to implement protocols (adapt as needed)
  • Monitor incident safety conditions and develop measures for ensuring the safety of building occupants
  • Coordinate media relations and information dissemination with the Superintendent/Principal/ Incident Commander
  • Develop working knowledge of local/regional agencies, serve as the primary on-scene contact for outside agencies assigned to an incident, and assist in accessing services when the need arises
  • Document all significant activities.
 
OPERATIONS SECTION.
Directs all tactical operations (actions) of an incident including the implementation of response/recovery activities according to ICS, care of students, first aid, psychological first aid, search and rescue, site security, damage assessment, evacuations and the release of students to parents.Responsibilities and duties include:
  • Monitor site utilities (i.e. electric, gas, water, heat/ventilation/air conditioning) and shut off only if danger exists or directed by the 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 and access psychological first aid services for those in need and access local/regional providers for ongoing crisis counseling for students, staff and parents/guardians.
  • 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 Logistics Section.
  • Document all activities.
 
As needed, Emergency Response Teams may be activated within the Operations Section. 8 NYCRR Section 155.17 (e)(2)(ii) requires the designation of individuals assigned to emergency response teams.  Appendix C includes tables for documenting those designated individuals. 
 
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.Responsibilities and duties include:
  • Assist Incident Commander in the collection and evaluation of information about an incident as it develops (including site map and area map), assist with ongoing planning efforts and maintain incident log
  • Document all activities.
 
LOGISTICS SECTION.
Supports ICS by securing and providing needed personnel, equipment, facilities, resources and services required for incident resolution. Coordinates personnel, assembling and developing volunteer teams and facilitates communication among incident responders.  This function may involve a major role in an extended incident.Responsibilities and duties include:
  • Establish and oversee communications and activities during an incident (two-way 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.
 
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.Responsibilities and duties include:
  • Assume responsibility for overall documentation and recordkeeping activities; when possible, photograph and videotape damage to property
  • Develop a system to monitor and track expenses.
  • Account for financial losses in accordance with district policy and secure all records.
 
COORDINATION WITH RESPONDERS.
The School ERP may have a set of interagency agreements with various agencies to aid in timely communication.  Agreements with these agencies and services (including, but not limited to, mental health, law enforcement and fire departments) could help coordinate services between the agencies and the school.  The agreements could specify the type of communication and services provided by one agency to anotherIn the event of an incident involving outside agencies, a transfer of command from the school Incident Commander to a responding agency will occur. 
 
SOURCE AND USE OF RESOURCES.
The school will use its own resources and equipment to respond to incidents until emergency responders arrive. It is suggested that the school establish memoranda of understanding with local organizations and businesses to provide necessities in the event of an emergency.  Examples include local grocery stores for food and water or county health departments for counseling services. See Appendix-D: Memoranda of Understanding, include copies of all MOU’s. 

 

Information Collection, Analysis and Dissemination.

The School will collect, analyze, and disseminate information during and after an incident. Types of Information.During an incident, the school will assign administrative staff to monitor weather and local law enforcement alerts.  This information will be analyzed and shared with the Incident Commander.After an incident, the school will assign staff to monitor websites and hotlines of mental health, emergency management and relief agencies. The school will also monitor the school district information portal, to determine any information pertinent or critical to the school’s recovery effort.Information Documentation.The assigned staff member will document the information gathered including:
  • Source of information
  • Staff member who collected and analyzed the information
  • Staff member to receive and use the information
  • Format for providing the information
  • Date and time the information was collected and shared.
 

Training and Exercises.

The school understands the importance of training, drills, and exercises in being prepared to deal with an incident.  To ensure that school personnel and community responders are aware of their responsibilities under the School ERP, the following training and exercise actions should occur.Training.All school staff, students, and others deemed appropriate by the school should receive training during the school year to better prepare them for an incident.Roles and Responsibilities – Deliver at start of school year
  • Incident Command System (ICS) Training – Training should be completed prior to assignment to an ICS role.  Online training is available through the FEMA Independent Study Program at www.training.fema.gov.  ICS classes are offered through the NYS Division of Homeland Security and Emergency Services (DHSES) at www.dhses.ny.gov.  Or by contacting your local emergency management agency.
  • Annual training
  • Review ERP with staff
  • Conduct full staff briefings on roles to perform during an emergency
  • Ensure all staff have been briefed in the communications and notifications requirements set forth in the ERP
  • Conduct student briefings on roles they perform during an emergency.
 
Drills & Exercises.
At a minimum, the school will conduct the following exercises/drills annually:
  • Section 807 of the Education Law mandates that pupils must receive instruction on how to exit the building in the shortest possible time without confusion or panic.  The instruction must be in the form of drills or rapid dismissals and must include a minimum of 12 drills each school year.
  • 8 NYCRR Section 155.17 (e)(3) - each building level emergency response plan shall be tested including sheltering and early dismissal (no earlier than 15 minutes before normal dismissal).
 
The following is recommended:
1 - Lockdown drill – Announced (first marking period)
3 - Lockdown drills – Unannounced (quarterly - following first announced drill) 
 
.Lockdown drills will be conducted internally to ensure that school staff have the ability to secure the facility and students against an immediate threat to life and safety.  Such drills will cause minimal interruption to academic activities and will involve the clearance of hallways, locking of classrooms and positioning of students and staff in pre-designated “safe areas” within each room.  Where possible, the school should seek out opportunities to conduct full-scale response exercises with law enforcement. 
 
Whenever a lockdown drill will be conducted, whether announced or unannounced, the school will notify local law enforcement and/or the regional 911 Emergency Dispatch Center prior to and at the conclusion of the drill.  This will be done to ensure that law enforcement does not receive a false report that the school is in actual lockdown.  Any announcements made during a drill will be preceded and ended with the phrase “this is a drill”.  This will ensure that all involved recognize that this is a drill and not a real incident (i.e. “may I have your attention, this is a drill – LOCKDOWN – this is a drill”).  Additionally, a sign or notice will also be placed at all public entrances indicating that a drill is in progress and to wait for service “SAFETY DRILL IN PROGRESS - PLEASE WAIT.”  This will serve to notify any uninformed parents or visitors and prevent unwarranted panic.Use this table to document training and drills associated with this ERP including exercising of this ERP and informing faculty and staff of their roles within ICS.
 
Type of Training/Drill. Date of Training/Drill. Agencies Involved.

 

Administration, Finance and Logistics.

Agreements and Contracts.If school resources prove to be inadequate during an incident, the school will request assistance from local emergency agencies, other agencies and industry in accordance with existing Memoranda of Understanding.  Such assistance includes equipment, supplies and/or personnel.  All agreements are entered into by authorized school district and school officials.  Copies of these agreements are located in Appendix D.Documentation.The ICS Section Chiefs will maintain accurate logs recording key incident management activities including:
  • Activation or deactivation of incident facilities
  • Significant changes in the incident situation
  • Major commitments of resources or requests for additional resources from external sources
  • Issuance of protective action recommendations to staff and students
  • Evacuations
  • Casualties
  • Containment or termination of the incident.
 
Incident Costs.The ICS Finance/Administration Section is responsible for maintaining records summarizing the use of personnel, equipment and supplies to obtain an estimate of incident response costs that can be used in preparing future school budgets and to share these costs with the Superintendent and District Business Office.  These records may be used to recover costs from the responsible party or insurers or as a basis for requesting financial assistance for certain allowable response and recovery costs from the State and/or Federal government.Preservation of Records.In order to continue normal school operations following an incident, records such as legal documents and student files must be protected (i.e. in the event of a fire and flood). 

 

Authorities and References.

The following are State and Federal authorizations upon which this School ERP is based.  These authorities and references provide a legal basis for emergency management operations and activities.
  • The New York State Safe Schools Against Violence in Education (Project SAVE) and 8 NYCRR Section 155.17 require that school emergency plans define the chain of command in a manner consistent with the Incident Command System (ICS). Refer to Appendix B for the defined chain of command.
  • New York State Executive Order 26.1 (2006), established ICS as the state’s standard command and control system that will be utilized during emergency operations.
  • Homeland Security Presidential Directive (HSPD) – 5 required the development of National Incident Management System (NIMS), of which ICS is a critical component.

 

FUNCTIONAL ANNEXES.

The information in this section was developed utilizing the Federal Emergency Management Administration’s Guide for Developing High Quality School Emergency Operations Plans.The Functional Annexes within this section, should provide schools with a comprehensive set of guides for responding to and functioning during an emergency.  Each School Building Level School Safety Team should assess and develop annexes to meet the unique needs of each school building.
 
Functional Annexes provide standard language and procedures, and are intended to be transferable to schools statewide and modifications are not recommended.
 
These annexes contain elements required by 8 NYCRR Section 155.17.  Completion of these annexes utilizing the recommended actions will help the school comply with State law. 
  • Crime Scene Management
  • Communications
  • Medical Emergency and Mental Health.
 
The School Safety Improvement Team also recommends that schools complete the following annexes utilizing the recommended actions.
  • Accounting for All Persons
  • Reunification
  • Continuity of Operations
  • Recovery
  • Security.
 

Shelter-in-Place.

PURPOSE.A Shelter-in-Place annex describes courses of action when students and staff are required to remain indoors, perhaps for an extended period of time, because it is safer inside the building or a room than outside.  Depending on the threat or hazard, students and staff may be required to move to rooms that can be sealed (such as in the event of a chemical or biological hazard) or without windows, or to a weather shelter (such as in the event of a tornado). SHELTER IN PLACE OBJECTIVES.
  • To minimize injury or death.
  • To locate and contain any device or weather damage.
  • To facilitate emergency responses
  • To establish safe routes and designated areas.
 

Hold-in-Place.

PURPOSE.If there is an internal incident or administrative matter such as students fighting in a hallway, a maintenance issue or medical emergency that requires students and staff movement be limited, a “Hold-in-Place” may be initiated.  This is intended to keep students and staff out of the affected area until the situation can be rectified. 

Evacuation.

PURPOSE.
This annex focuses on the courses of action that the school will execute to evacuate school buildings and grounds.  Included are school policies and procedures for on-site and off-site evacuation including evacuation routes, transportation needs, and sheltering sites, required per 8 NYCRR Section 155.17 (e)(2)(i).Evacuation should take place if it is determined that it is safer outside than inside the building (fire, explosion, intruder, hazardous material spill) and staff, students and visitors can safely reach the evacuation location without danger.)
 
ACTIONS.
Evacuation – Building Only.DELAYED EVACUATION. The following procedures will be used when the district decides to close school early.  Typically, this procedure is used when weather conditions are becoming poor, when there is a plumbing problem, etc.
 
B.5 Sheltering Sites:
Internal Sheltering Sites:
External Sheltering Sites: 
 
Evacuation – (Off School Grounds) . 

 

Lockout.

PURPOSE.This annex describes the courses of action the school will execute to secure school buildings and grounds during incidents that pose an imminent concern outside of the school.  The primary objective of a lockout is to quickly ensure all school staff, students, and visitors are secured in the school building away from the outside danger. 

 

Lockdown.

PURPOSE.
This annex describes the courses of action schools will execute to secure school buildings and grounds during incidents that pose an immediate threat of violence in or around the school.  The primary objective of a lockdown is to quickly ensure all school staff, students and visitors are secured in rooms away from immediate danger.A Lockdown is the initial physical response to provide a time barrier during an active shooter/intruder event.  Lockdown is not a stand-alone defensive strategy.  Executing a Lockdown should involve barricading the door, hiding from view, remaining silent and readying a plan of evacuation as a last resort. 

 

Crime Scene Management.

NOTIFY.Call 911 if not already called or police are not on scene. 

 

Communications.

PURPOSE.
This annex includes communication and coordination during emergencies and disasters (both internal communication and communication with external stakeholders, required under 8 NYCRR Section 155.17 (e)(2) (iv), as well as the communication of emergency protocols before an emergency and communication after an emergency.  Additionally, procedures shall be included for emergency notification of persons in a parental relation (8 NYCRR Section 155.17 (e)(2)(i).The School ERP must include policies and procedures governing school incident communications with law enforcement and emergency responders, as well as with students, parents, staff, the school community and the media. Templates for statements/press releases to the media, a detailed communications plan, including standard procedures and protocols, should be developed and made available in advance of an incident.Templates for statements/press releases, the communication plan and media contacts at the major television, Internet, and radio stations are maintained by Superintendent David Bills] and located [identify manner kept: hard copy and/or electronic and location: in main office and/or some other safe and readily available place].
 

Types of Communications

COMMUNICATION BETWEEN SCHOOL AND EMERGENCY RESPONDERS.
The school will contact and maintain communications with emergency responders during an incident.  The School Incident Commander will transfer command to the appropriate emergency responder who arrives on the scene to assume management of the incident, including coordination of internal and external communications.  The Incident Commander will use the communication platform [and/or other means] described in the School ERP to notify the principal/designee of the school’s status and needs. The school and emergency responders will coordinate the release of information to ensure that information is consistent, accurate and timely. INTERNAL COMMUNICATIONS.The school has identified a school spokesperson or public information officer (PIO) who will be responsible to [add additional duties, as appropriate]
  • Help create the policies and plans for communicating emergency information internally and to the public.
  • Follow the communications policies and procedures established by the school.
  • Help establish alternative means to provide information in the event of a failure of power, phone or other lines of communication.
  • Develop materials for use in media briefings.
  • Act as the contact for emergency responders and assist in coordination of media communications.
 
COMMUNICATION BETWEEN SCHOOL OFFICIALS AND STAFF MEMBERS.
School personnel will be notified when an incident occurs and kept informed as additional information becomes available. They will also be informed as plans for management of the incident evolve (keep staff informed to the greatest degree possible).  The following methods of communication may be utilized to disseminate information internally when appropriate:
  • Telephone Tree:  A telephone tree is a simple, widely used system for notifying staff of an incident when they are not at school. 
  • Text-Messaging System/E-mail System:  A text-messaging or e-mail system is available to provide those who are registered to receive messages with updates during an incident.
  • Mobile Device Applications.
  • Morning Faculty Meeting:  As appropriate, updated information about an incident will be presented at the morning faculty meeting.  Any new procedures for the day will also be reviewed at this time.
  • End-of-Day Faculty Meeting:  As appropriate, updated information and a review of the day’s events will be presented at the end-of-day meeting.  Staff will also have the opportunity to address any misinformation or rumors.
  • [Insert a description if the school utilizes these or other methods of communications with staff.]
 
COMMUNICATION BETWEEN SCHOOL OFFICIALS AND STUDENTS.
Communication of emergency information between school officials will primarily take place through the school’s public address system or face-to-face between faculty and students.  Other methods of communication with students may include the following: 
  • Text-Messaging System/E-mail System:  A text-messaging or e-mail system is available to provide those who are registered to receive messages with updates during an incident.
  • Mobile Device Applications.
  • [Insert a description if the school utilizes these or other methods of communications with students.]
 
 EXTERNAL COMMUNICATIONS.
School officials must communicate with the larger school community on how incidents will be addressed on a regular basis.  However, once an incident does occur, parents, media and the community at large will require clear and concise messages from the school about the incident.  This will include what is being done and the safety of the children and staff. 
 
COMMUNICATION WITH PARENTS.  COMMUNICATION WITH THE MEDIA.
In the event of an incident, the School Incident Commander or the emergency responder Incident Commander (in the event command has been transferred), will coordinate with the public information officer and/or participate in a joint information effort to [list should be customized by school]:Establish a media site and reception area away from the school and any established Incident Command Post, Evacuation site or Reunification site.
  • Determine a media location for low impact events (such as a water main break) and high impact events (such as an active shooter incident) when media interviews at the school would be deemed impracticable due to the nature and severity of the incident.
  • Low Impact events can be handled at the School District Central Offices or similar type facilities as the number of media outlets and duration of media coverage can be expected to be low.
  • High Impact events can be handled at a community center, park or other facility that is of appropriate size to accommodate a large number of media outlets for an extended duration.  DO NOT use government facilities (fire stations, etc.) as this will interfere with government administration and operations.
 
PRE-DESIGNATED MEDIA SITES.
  • Provide regular updates to the media and school community.
  • Once Incident Command is transferred to emergency response authorities, so too will PIO functions be transferred to the ICS PIO.
  • Provide only information that has been approved to be released by the Incident Commander in charge of the scene.
  • Monitor the release of information and correct misinformation.  Coordinate messages with the Incident Commander or PIO.
 

 

Medical and Mental Health Emergency Annex.

PURPOSE.This annex describes the courses of action that the school will implement to address emergency medical (e.g. first aid) and mental health counseling issues. Schools should coordinate these efforts with appropriate emergency medical services, law enforcement, fire department and emergency management representatives.  8 NYCRR Section 155.17 (e)(2)(vi) requires the coordination of the ERP with the statewide plan for disaster mental health services.  The details of how this coordination is accomplished should be documented within this annex.  Schools should consider contacting their county Director of Mental Health and Community Services for information on services available for addressing mental health issues in an emergency.
 
ACTIONS. 

 

Accounting for All Persons.

PURPOSE.This annex focuses on developing courses of action to account for the whereabouts and well-being of students, staff, and visitors, and identifying those who may be missing.
 
ACTIONS. 

 

Reunification.

PURPOSE.The Reunification Annex details a safe and secure means of reuniting parents/guardians with their children in the event of an emergency.
 
ACTIONS.Insert here your school policy and procedures for reunification. 

 

Continuity of Operations Plan (COOP) .

PURPOSE.This annex describes how the school and school district will help ensure that essential functions continue during an emergency and its immediate aftermath.  Essential functions include business services (payroll and purchasing), communication (internal and external), computer and systems support, facilities maintenance, safety and security, and continuity of teaching and learning.
 
ACTIONS.Insert here your school policy and procedures for continuity of operations.The Building Level School Safety Team should consider the following when reviewing current or developing new policies and procedures.  This is not an exhaustive list.  Please add necessary actions appropriate for your response.  Procedures for the following should be included: 

 

THREAT AND HAZARD SPECIFIC ANNEXES.

The threat and hazard specific annexes provide unique procedures, roles, and responsibilities that apply to a specific hazard. They often include provisions and applications for warning the public and disseminating emergency public information.Threat and hazard specific annexes do not repeat content, but build on information in the functional annexes and basic plan.  Repeating information is not advisable for the following reasons:
  • School staff and students should learn and exercise simple procedures that apply to all hazards.
  • The hazard specific annexes should present only hazard-unique information.
  • Repeating procedures increases the possibility that there will be inconsistencies in procedures that could lead to confusion during an incident.
 
The plan becomes larger and more difficult for users to comprehend.The school should customize threat and hazard specific protocols to fit their unique circumstances.  Planning, training, drills and table-top exercises conducted with local emergency and safety officials will assist in the development of effective procedures and protocols.  These activities will also help a school evaluate the appropriateness of the procedures in the plan.  They assist with modifications or updating as necessary to ensure that the procedures are sufficient to provide a safe environment for students, staff and visitors. 

 

Active Shooter Threat.

PURPOSE.The purpose of this annex is to ensure that there are procedures in place to protect students/staff and school property in the event of an active shooter on school grounds or in the school building.
 
SCOPE.The annex outlines responsibilities and duties, as well as procedures for staff responding to an active shooter on school grounds or in the school building.An active shooter or armed assailant on school property involves one or more individuals acting with the intent to cause physical harm and/or death to students and staff.  Such intruders may possess a gun, a knife, a bomb or other harmful device.  An active shooter will result in law enforcement responding to the scene.Once law enforcement arrives, it is critical to follow the instructions of and cooperate with law enforcement.  The school is a crime scene and will require a thorough search and processing.Core Functions.In the event of an active shooter, schools will contact law enforcement agencies for their assistance.  Practiced procedures will be put into action to alert and protect students and staff.Precautionary measures are outlined below to keep school personnel and students from undue exposure to danger.  Efforts should be made to remain calm, to avoid provoking aggression and to keep students safe.

 

Bomb Threat.

PURPOSE.The purpose of this annex is to ensure that there are procedures in place to protect students/staff and school property in the event of a bomb threat.
 
SCOPE.The annex outlines responsibilities and duties, as well as procedures for staff responding to a bomb threat against school buildings or grounds.A bomb threat, even if later determined to be a hoax, is a criminal action. No bomb threat should be treated as a hoax when it is first received.  The decision whether or not to evacuate is dependent upon information received in the threat, and how credible that information is.
 
CORE FUNCTIONS.In the event of a bomb threat, schools will contact law enforcement agencies for their assistance.  Practiced procedures will be put in to action to alert and protect students and staff.

 

Insert Threat/Hazard Here.

PURPOSE.
SCOPE.
CORE FUNCTIONS.

APPENDICES.

The appendices are included for the purpose of documenting vital information necessary for emergency response.  These tables should be completed with the requested information or a suitable replacement inserted in their place.  This information should be continually updated to avoid confusion and delay during emergency response.

Appendix A – Communications.

The following tables should be completed with the requested information. Expand tables to include all information as needed.Building – Administrative Staff.
Name. Title. Primary Contact #. Alternate Contact #. Safety Team Member. CPE & AED Certified.
 Building – Faculty.
Name. Title. Primary Contact #. Alternate Contact #. Safety Team Member. CPE & AED Certified.
 Building – Support Staff.
Name. Title. Primary Contact #. Alternate Contact #. Safety Team Member. CPE & AED Certified.
 District Contact Information.
Name. Title. Primary Contact #. Alternate Contact #. Safety Team Member.
 Transportation Contact Information.
Name. Title. Primary Contact #. Alternate Contact #. Safety Team Member.
 External Contact Numbers (Non-Emergency)­­­­­.
Name. Title. Primary Contact #. Alternate Contact #. Safety Team Member.
State Police.        
Sheriff.        
Police.        
Fire Department.        
State Education Department.        
BOCES District Superintendent.        

 

Appendix B – Incident Command System (ICS) .

COMMAND STAFF.
INCIDENT COMMANDER. Name. Title. Phone Number.
Primary.      
Alternate.      
Alternate.      
 
SAFETY OFFICER. Name. Title. Phone Number.
Primary.      
Alternate.      
Alternate.      
 
LIAISON OFFICER. Name. Title. Phone Number.
Primary.      
Alternate.      
Alternate.      
 
PUBLIC INFORMATION OFFICER. Name. Title. Phone Number.
Primary.      
Alternate.      
Alternate.      
 COMMAND POSTS.
  Primary. Alternate.
Interior.    
Exterior.    

 

Appendix C – Emergency Response Teams.

8 NYCRR Section 155.17 (e)(2)(ii) – requires the designation of an emergency response team, other appropriate response teams, and a post-incident response team.  The following tables are provided for the documentation of those teams your schools ERT and PRT, please add additional tables if other response teams are utilized. 
 
EMERGENCY RESPONSE TEAM.
Name. Title. Primary Contact #. Alternate Contact #.
 
 
 POST INCIDENT RESPONSE TEAM.
Name. Title. Primary Contact #. Alternate Contact #.
 

 

Appendix D - Memoranda of Understanding (MOU) .

INSERT MEMORANDA of UNDERSTANDING HERE.

 

Appendix E - Master Class Schedule.

INSERT MEMORANDA of UNDERSTANDING HERE. 

 

Appendix F – Building/Grounds/Local Road Maps.

8 NYCRR 155.17 (e)(2)(iii) Procedures for assuring that crisis response, fire and law enforcement officials have access to floor plans, blueprints, schematics or other maps of the school interior, school grounds and road maps of the immediate surrounding area.INSERT SCHOOL FLOOR PLANS, MAP OF GROUNDS, AND MAP OF SURROUNDING ROADWAYS HERE.Floor plans should include the following recommendations:
  • All labels typed
  • Include school name and address
  • Include a key to define any symbols used
  • Include a compass indicating North
  • Each floor should be a separate page
  • Building entrances labeled (including service entrances)
  • Windows and interior doors graphically shown
  • Rooms labeled with room number
  • Common areas and administrative offices labeled by use
  • Location of water, gas and electrical shutoffs clearly noted.

 

Appendix G – Student/Staff/Guest with Special Needs.

Room Number. Number with special needs. Description of Needs.
 
Map/Image of grounds should include the following recommendations:
  • All labels typed
  • An overview of campus with all buildings labeled
  • Include a key to define any symbols used
  • Include a compass indicating North.
 
Map/Image of surrounding areas should include the following recommendations:
  • Labeled streets
  • Labeled buildings
  • Include key to define any symbols used
  • Include a compass indicating North.