1. In the event of an emergency, what can we do to provide a safe environment for our students and ourselves?

2.  Emergencies do occur.  We cannot run through every scenario.  We will do the best we can.  The better prepared we are, the better we will function.

3. Provide you with an overview of our emergency plan. Identify the quick initial steps that you need to take in the event we have an emergency. ○ Standard Response Protocol (SRP) ○ The 5 R’s Approach The Red Book Review our emergency plans. o Lockdown ○ Lockout/Secure room ○ Evacuation o Earthquake

4.  This Emergency Response Plan is designed to be simple and functional. Instead of jumping right into a full implementation of the NIMS/ICS (National Incident Management System/ Incident Command System) and losing necessary efficiency during a critical response, we have adapted NIMS/ICS to meet our needs as the responders/educators.

5.  Standard Response Protocol (SRP) Communication using standard language when giving instruction. “Term of Art” followed by “Directive.” Example: LOCKDOWN – “Locks, Lights, Out of Sight.” LOCKOUT – “Secure the Perimeter, Secure Your Room.”  National Incident Management System/ Incident Command System is the FEMA recommended incident management model that is used for all emergency response organizations.

6.  Be familiar with the “Standard Response Protocol (SRP) and how it applies to our emergency procedures.  Understand the Five R’s

7.  The Five R’s are a guide to an initial response. The Five R’s allow a systematic approach at the lowest of three levels of response. An administrator may resolve a given situation by using the Five R’s without implementing ICS (Incident Command System) positions or roles. An administrator may choose to setup a Command Center and begin assigning ICS positions. Finally, an administrator may realize a need to have the incident expand to an external Emergency Operations Center (EOC) and transfer command.

8.  Report  Respond  Remove  Resolve  Restore

9.  Report: Reporting should be the first thing that occurs in a given emergency. Understanding that multi-tasking is common place today, look at Reporting and Responding as you would the initial steps of a first aid responder (i.e., while you are asking the individual if they are okay, direct someone to get help.

10.  Respond: These are actions you might take in the initial steps of having come to the realization that there is an emergency. The Five R’s are thinking triggers for your initial course of action. How can I respond? Principals can respond by declaring an emergency and taking on the role of Incident Commander, giving direction to teachers over the PA system. You will also assign duties to office staff to begin an event log and make notifications. Teachers and other staff will follow emergency procedures such as clearing hallways or playgrounds if in the area.

11.  Remove: Can anyone be removed from the affected area? Can anyone be removed from the areas that are not affected?

12.  Resolve: Resolving an emergency will be accomplished by knowing our emergency procedures.

13.  Restore: How do we step-down, de-escalate and return to normal operations? Is the area safe? Are kids and staff ready to return?

14.  The goal is to provide you with some basic procedures that will allow you to protect yourself and your students.

15. LOCK-DOWN (Imminent Danger) 1.When initiating a lockdown, the following announcement will be given over the intercom: STAFF, THIS IS A LOCKDOWN. “LOCKS, LIGHTS, OUT OF SIGHT.” 2.Check the immediate area outside of your teaching area and bring in any students, staff, parents or volunteers who might be close. 3.Move all individuals out of sight and down on the floor. 4.Lock classroom doors, windows, close blinds and shut off lights. Maintain a calm quiet environment. 5.Account for all students, making a note of missing or extra students, and hold for communication from the office. 6.Do not unlock your doors or leave the room until you have received direction or authorization from police or building administrator.

16. LOCKOUT (Secure The Perimeter, Secure Your Room) Potentially dangerous situation or medical emergency existing outside of your classroom. 1.Staff, when initiating a lockout/secure the perimeter, secure your room, the following announcement will be given over the intercom: “TEACHERS, LOCKOUT, SECURE THE PERIMETER, SECURE YOUR CLASSROOMS.” 2.Check the immediate area outside of your teaching area and bring in any students, staff, parents or volunteers who might be close. Playground supervision, recover students from outside the building. Take roll. 3.Lock classroom doors, windows and close blinds. 4.There will be no outside activity and no individual movement around campus. 5.Restroom use may be done in groups, only after permission is given from the main office. 6.Continue to teach and/or house students within your classroom. 7.Normal school activities will resume upon notification from administration or emergency officials.

17. Lockout vs. Lockdown The differentiation between Lockout and Lockdown is a critical element in SRP. A Lockout recovers all students from outside the building, secures the building perimeter and locks all outside doors. This would be implemented when there is a threat or hazard outside of the building. Criminal activity, dangerous events in the community, or even a vicious dog on the playground would be examples of a Lockout response. While the Lockout response encourages greater staff situational awareness, it allows for educational practices to continue with little classroom interruption or distraction. Lockdown is a classroom-based protocol that requires locking the classroom door, turning off the lights and placing students out of sight of any corridor windows. Student action during Lockdown is to remain quiet. It does not mandate locking outside doors. There are several reasons for not locking perimeter doors during a Lockdown. Risk is increased to students or staff in exposed areas attempting to lock outside doors. Locking outside doors inhibits entry of first responders and increases risk as responders attempt to breach doors. SRP

18. Medical Emergencies: 1.Assess and secure the area. 2.Secure additional adult help. 3.Contact the office and or 911 if applicable, advise of the situation, (who, what, when and where.) 4.Render assistance (per skill level) until further advised. 5.Move students as directed by administration or emergency officials.

19. Evacuation: (Fire, Tsunami) 1.EVACUATE: “GIVE LOCATION” move in an orderly fashion following the evacuation route. 2.Doors need to be closed, but not locked. 3.Leave lights…as is. 4.Take your class (no less than 50’) from the building to a designated area. 5.Keep your class together. 6.After arriving at the designated site, account for all students, making a note of missing or extra students, and hold for communication from the office. 7.Wait for further instructions from either administration and/or emergency officials.

20. Earthquake: (Tsunami Evacuation) 1.“DROP, COVER AND HOLD ON!” 2.If students are not in a classroom they need to stand by a load bearing wall. 3.After the earthquake stops, be prepared to evacuate quickly and efficiently. Be prepared for aftershocks. 4.If you are outside, find an open area away from power lines, power poles, buildings, trees etc.

21. Emergencies during class transition or lunch: 1.Lockdown/lockout: If you are in or near your classroom, immediately gather as many students as possible from the hallway and bring them into your room. Secure the room. If you are away from your romm, gather as many students as possible from the hallway and get into another room. Staff: It is important that in a lockdown/lockout situation that we take roll of the students that are in our care at that time. 2.Evacuation: gather as many students as possible from the hallway and escort them to the nearest evacuation area. Once at the evacuation site, students need to report to their homeroom or 1 st period teacher. Finally, take roll of the students that are in your care.

22. The Red Book  Is your emergency handbook  Includes Emergency plan(NIMS steps)  Includes maps  Includes emergency contacts  Includes any additional paperwork you would need in the event of an emergency

23.  Know Your Emergency Procedures