Questions to Answer

Recommendations

R

The Leadership Cascade

There needs to be a Crisis Management Team (CMT) in place for every site.  Each CMT’s plan should be tailored to the needs of students, and the site’s unique physical and geographic characteristics.  D.75 teams will need to work under ‘host’ program leadership to develop appropriate response plans.

You and your SLT and Crisis Management Team (CMT) can use this information to evaluate and/or revise your Response Plans as needed.

It is impossible, and probably counterproductive to plan for every imaginable scenario; however, the plan you develop with your team should cover the four levels of crisis response recognized by federal and state authorities:

·                     lockdown

·                     lockout

·                     extended stay in a clean, sanitized area

·                     evacuation

These levels are defined in the NYS Homeland Security System for Schools.  This document has been sent to you via e-mail, and is also available on the web at:

www.emsc.nysed.gov/deputy/Documents/alerts/
cover-toc.html

Or in PDF format at:

www.emsc.nysed.gov/deputy/Documents/alerts/
homelandsecurityguidance.PDF

Note that except in the case of a localized emergency at the school site; e.g., a fire, an intruder, bomb threat or other disaster, you will be notified of the appropriate response level to implement from an official source.

Who can declare an emergency and put your plan into action?

Who is in charge of what aspects of responses, and who are the back-ups?

Who is equipped with communication devices; e.g., PA system, internal walkie-talkies, School Safety radios, cell phones, bell system, intra-building messengers?

Who has keys to vital supplies; e.g., emergency, food, water and medicine?

Where are spare, clearly-labeled keys located, and how are they accessed?

Who is responsible for maintaining an accurate daily list of who is where, and when, so that each student and staff member can be accounted for throughout the day?

(See section below on Independent Travelers for additional information.)

* Plans should include a clear chain of command for all members of the school community at each site, including food service, transportation and custodial staff, as well as pedagogues and administrators.

*A citywide emergency will be declared in the media, by traditional telephone relay, fax or e-mail from DOE management or another public safety source; however, local emergencies; e.g., fire, intruder, etc., must be declared immediately and effectively at the site.

* Plans should be specific about placement of personnel, and their assigned tasks in all possible situations: e.g., lockdown, lockout, evacuation and extended stay.

* Responsibility for the distribution of appropriate supplies and equipment should be clearly delineated under all circumstances.

* Crisis and holding room lists for students with limited mobility must be posted outside the rooms, and copies maintained with the site CMT’s daily attendance information: the goal is to know where every student present that day is at any point in the day.

* Related service providers’ caseloads should be  available to help ensure that students receiving services are accounted for.  Each site should develop and enforce specific intraday pupil accounting procedures that include:

·                     hall pass control for bathrooms and errands

·                     related service locations, and student and provider schedules

·                     appropriate egress plans for all student and staff occupied locations within the site

·                     clear, published schedules for “pull out activities; e.g., mainstreaming/inclusion/related services

·                      a tracking system for students who may leave school early for appointments of any kind

* Trip identifications should be available for all students present in the building on any given day.  These should include a photograph of the student for identification purposes.

*Staff should have appropriate photo identification, and a copy should be maintained in the CMT’s records in case of evacuation.

*Photographic records should be regularly updated.  Note that digital records may be impossible to access in an emergency.

Communication/Information

During any level of emergency, the flow of information to and from the school is critical to effective responses. 

Sometimes there is an overwhelming amount of information that must be evaluated before any action should be taken.  It will often be necessary to make judgments about who needs to know what.  It will also be important to communicate, if possible, with authorities specifically about your circumstances and needs.

Your plan should also consider the method and substance of communication to the Crisis Management Team from off sites, and from teachers who may be off premises with students when a crisis develops (see below).

What are the communication protocols and procedures: i.e., who can make announcements, who must approve information given out, and who communicates with emergency services or other official entities under what circumstances?

What are the procedures for off site personnel regarding communication of emergency information to the main CMT, and the authorities, between host programs and D.75 sites, and between D.75 schools, and other programs they may host?

What sources of outside information are available to the CMT; how and by whom are they to be monitored?

Where are sets of Emergency Contact forms kept so that they are readily accessible, and can be made appropriately available to authorized personnel?

What are the procedures for staff who are out of the site with students should a crisis or emergency develop?

What are the crisis plans and procedures for communicating with unaccompanied students; e.g., work sites, agency locations, hospital sites, residential programs, independent travelers etc. that are in your organization?

What are the crisis plans and procedures for after school programs, if any, including procedures for emergency dismissals?

* Telephone numbers for all emergency services and community resources, including key personnel phone numbers of the host program, should be readily available throughout each site.  Also include: local NYPD, NYFD numbers, hospitals, clinics, neighborhood schools, ambulance services, OPT, Red Cross, the District Office, EIS.

* Principals with agency-affiliated sites, etc., should plan collaboratively with management at the facilities to ensure appropriateness of site plans for D.75 students and staff.

* An example of an Emergency Information Placard to be used when reporting a Bomb Threat is available as part of the NYS Homeland Security Guidance referenced earlier.  An adaptation of this form can be used for all localized emergency reporting purposes; e.g., fire, flood, etc.

*Emergency numbers can be stored on laptops or computer desktops, as well as memorized into cell phones and PDAs, and should be printed on cardstock posted near all telephones, and included in any packets of Emergency Contact forms, and classroom emergency “Go-Kits."  (See Emergency Equipment below.)

* Authorized staff and students should have access to a battery operated radio, and be familiar with the local news channels to obtain updated information.

* A member of the CRT or administrative staff should be detailed to monitor all available sources of information for updated directions and status.  The person in charge of communications should also maintain contact with the host school/agency, wherever they may be located, and with all discrete programs that may be located in D.75 school buildings.

* All students should have the D.75 Parent Authorization to Release Child to an Alternate Care Provider  form available at the site as part of the student’s emergency information folder.  A back up copy should be kept at the main site.  If students have not returned a form, an Address Investigation may be conducted by the Attendance Teacher to acquire the information.

* Since an emergency can occur in the field, it is mandatory that staff traveling out of the school with students, whether during or after school hours, have an emergency contact plan in place.  See D.75 COMMUNITY BASED INSTRUCTION (CBI) TRIP PLANNING GUIDELINES, and

DETAILED GUIDELINES FOR OUT-OF-CITY/OVERNIGHT CBI TRIPS and Chancellor’s Regulation A-670.

Offsite Information

There should be a CMT in place for each offsite of a school’s organization that can coordinate local emergency response.

In agency and hospital based residential and/or day treatment programs, the host agency’s plan should include the D.75 site in its planning.  D.75 personnel must participate in this process.

The same considerations should be given to inclusion programs and work sites, if any.

All D.75 shared space/hosted sites should be part of the overall site security plan, and any accommodations necessary for our population should be identified and included in the host site’s plans.  Principals should consult on, and approve the host’ site’s plans for our students.

See the questions under The Leadership Cascade and Communication/Information above.  Each of these must be answered for each

1. off site
2. work site
3. inclusion site
4. related service provider areas
5. cbi site

Who is the site’s DOE liaison person tasked to work with the host’s leadership, and who is the back up?

Who from the host assumes responsibility for assisting the DOE students and personnel in case of emergency. 

If a work site, or other non-DOE site, who will be in charge of the students in an emergency?

Who should make the decision about releasing or evacuating D.75 students in shared or hosted spaces, work sites, etc?

* In shared space, our student’s unique needs must be considered as part of the overall host plan; e.g., when considering mobility needs, students’ ages and handicapping conditions, it may be inappropriate to evacuate all students en masse to one site.  Principals or their designees should be involved in the host site’s planning process, and approve plans affecting D.75 students and staff.

* Extra consideration must be given to accommodating the needs of students whose handicapping conditions severely affect cognitive and/or communication abilities:  e.g., visually or hearing impaired students, and/or severely developmentally disabled students in shared or hosted sites.  Principals or their designees should plan jointly with the host site personnel to ensure adequate resources and consideration for these students.

* All sites for D.75 students should identify who will be in direct charge of the students if there is an emergency, and with whom the D.75 site supervisor should communicate with for direction?  If communication is impossible, the D.75 site personnel should have a plan in place, approved by the Principal and the chief administrator of the host organization, that specifies how to as best as possible safeguard students’ well-being in an emergency.  Parent’s permission slips for dismissal from the site, if appropriate, should be obtained and maintained on file at the work site, and at the school.

* Student’s release from any off site should be contingent on the determination that independent travel along the student’s route, or approved alternate route  is safe.  This consideration should be noted in the site’s plan.  (See section on Independent Travelers.)

* The decision about D.75 students should be released or evacuated would most likely be made by a D.75 staff member designated in the site CRT plan to make that judgment.  In a work site, the overall supervisor should make the decision based on a protocol agreed to in advance with the D.75 Principal.  Whenever possible, the site supervisor should contact the D.75 principal, or another designee, prior to releasing students.

Pre-Crisis Preparation

Staff and students must be prepared to respond appropriately to directions from the CMT at each site.

Training for each person’s role in the crisis will enable  the CMT to respond smoothly.

Depending on the cognitive ability of students, lessons about expected behavior, the levels of crisis response, etc. can help to prepare the school community for emergencies that may occur during school hours, or whenever staff is responsible for students; e.g., on school day or extended trips, in after school programs or evening events.

Regular fire and shelter drills should be held per NYC DOE mandates.  All drills should be recorded, and de-briefed as appropriate with staff and students.  Drills to respond to lockdown, lockout, evacuation and extended stay emergencies should also be practiced periodically.

Parents and appropriate neighborhood resource and emergency response personnel should be part of the planning and preparation process, and can collaborate in response drills.

How frequently are Crisis Management plans and procedures discussed at faculty meetings, Parent’s Associations meetings, SLT meetings and with other members of the school community; e.g., clinicians, related service providers, office personnel, custodial staff and transportation providers?

Are all members of the school community aware who is on the Crisis Management Team at their site?

Are all persons named in the Crisis Plan aware of their function and duties in each instance?

Is there “cross-training” so that members of the CMT can easily assume each other’s roles as necessary?

What rules must staff follow to help ensure a safe and secure school environment?

How are students prepared to respond appropriately to various emergency situations?

In case of extended stay emergencies, what provisions are made to keep students and staff as comfortable and calm as possible?

How are clinicians and related service providers integrated into the preparation of students and staff for any emergency situations that might arise?

How are parents notified and updated about the Crisis Plan, emergency pick up procedures for rapid dismissals, and other

emergency information they may need?

What are some additional security considerations depending on the weather and the season?

How does the CRT liaise with the local emergency response providers; e.g, NYPD, NYFD, Red Cross, etc. to ensure smooth cooperation?

Who is responsible for reporting on the effectiveness of all disaster drills, including but not limited to, timing and evaluating staff and student performance?

How frequently are evacuation routes and extended stay sites inspected to ensure that they remain appropriate?

* Depending on the site’s needs, 2 meetings each school year of each group within the school community should be devoted to emergency management and review of the site’s Crisis Plan.  The Plan itself should be updated periodically to account for any changes; e.g., additional classes, new sites, new personnel, and this information disseminated in all school community venues as applicable.

* All School Nurses, related service Nurses and one to one personnel, whether or not members of the CRT, should participate in crisis planning, and be familiar with their detailed assignments and responsibilities in any crisis.

* School rules affecting building safety and security should be made clear to all members of the school community, and reiterated and updated regularly.  Examples include but are not limited to:

·                     key security

·                     locking empty classrooms

·                     hall pass usage

·                     attendance and lateness

·                     appropriate parking locations

·                     reporting suspicious or unusual activity around the school to appropriate authorities

·                     ensuring that exterior doors are secure

·                     not allowing through an unsecured door staff may be exiting

·                     requiring visitors to sign in

·                     ensuring hallways and bathrooms are well supervised, etc.

* Depending on students’ cognitive abilities, teachers should have appropriate materials; e.g., puzzles, books, games, puppets, etc., readily available to help students pass time spent in extended stay areas, be they classrooms, or on- or off-site evacuation areas. 

* Staff serving similarly able students, and school-based clinicians should collaboratively develop appropriate lessons for students to prepare them to respond as required to emergency situations.  Basic instruction in travel safety and emergency procedures should include, but not be limited to the following:

·                     travel routes (primary and alternate)

·                     signage/icons prohibiting entrance to an area

·                     necessity of carrying photo ID

·                     use of photo ID to gain access, provide identification for security purposes

·                     appropriate response to police request to shop/show identification

·                     when, how, and from whom to request assistance and use of ID to gain appropriate assistance (e.g. indicate special education student, disability, non-verbal, deaf)

·                     identification of safe havens or shelter along route

·                     use of public telephone or cell phone, if appropriate

·                     safe use of public transit vehicles

·                     following directions to exit, move aside, stand back, etc

* Schools should communicate with parents monthly to ensure that Emergency Contact Information forms are updated/checked.  Safety and security issues should be routinely included on PA meeting agendas.

* All students outdoors during school hours should have photo id with them that includes any required medical alerts, and appropriate school and home contact information.

* Summer school issues should be considered as part of the plan; e.g., students may be outdoors during part of the day; there may be more trips scheduled more frequently.

* Staff, and students to the extent they are able, should be helped to develop situational awareness of usual and emergency exit routes for all venues they visit together, from public transportation sites to theaters, museums and libraries, etc.

* School Fire Drill and Shelter Drill placards should be placed conspicuously in all classrooms, meeting rooms, school libraries, offices and hallways. (These are available for purchase on Fastrack.)

* A/P Organizations, site liaisons, lead teachers, etc. should monitor and time all drills, critiquing them with involved staff, and students as appropriate.  Principals should review maintain records of all drills held, recommending procedural changes as the need arises to as best as possible ensure the safety

of all participants.

*Evacuation sites should be accessible and usable in conditions of poor or no electric lighting, have emergency lighting and water available, have access to toilet facilities, storage areas for necessary supplies and be quickly and easily physically accessible to the students and staff for whom they are intended.  Conditions can change, and site plans should be adjusted to reflect.

* A Parent Association officer, and/or other PA members should be part of the school’s/site’s CRT, and tasked with disseminating emergency response information to other parents.  Schools should regularly communicate relevant information about the school’s Crisis Response Plan to parents, and enlist help from parents and the community in acquiring additional items that will help the school respond more effectively; e.g., emergency lighting, canned food, extra walkie-talkie radios.

* A member of the CRT designated by the principal should meet regularly with representatives of the local emergency response providers to coordinate contingency plans, to obtain expert guidance, and to familiarize the first responders with the unique needs, possible limitations and behaviors of the students which could be relevant to aiding them in a crisis.  In particular, NYFD EMTs can offer invaluable advice to schools with medically fragile students.

Independent Travelers

Students who travel to and from school independently on public transportation

need to be specifically included in emergency planning.

What information should be maintained on students who use public transit?

Where should the registry of student information be stored?

What additional safety precautions need to be addressed for students who travel on public transit?

What is the purpose of the information on staff travel in the staff registry?

Are there instructional activities that will help independent travel students be better prepared for emergencies?

* Develop a registry of student travel information (e.g. with FilemakerPro® or Access®) that includes:

·                     student name and address

·                     student Metrocard number and DOE id#

·                     information on the D. 75 Student Emergency Information Contact Form

·                      information on the D.75 Parent Authorization to Release Child to an Alternate Care Provider

·                     primary route to school and home (can differ)

·                     alternate route to school and home

·                     additional destinations and route of student travel (e.g. from work-site to home)

·                     permission form allow student to travel home from work-site, if appropriate

·                     alternate destination/care provider in borough of school if student travels to school from another borough

* Registry information can be stored on laptops and computer desktops and back up hard copies should be printed and copies kept at main site, work-site, offsite, and inclusion site.

* Additional safety precautions include:

·                     alternate destination/care provider in borough of school if student travels to school from another borough

·                     two picture IDs for each student: one for the student to carry and one for the school to keep

·                     sign-in and sign-out book for independent travelers at each site

·                     list of NYC Transit telephone numbers for emergency information, including bus depots near school/sites at each site

* Pedestrian route to bus stop/subway station should be checked for safety and accessibility on a regular basis

communicate with parents/guardians on travel issues and confirm routes student travel

* The staff travel information, similar to student information on route, etc., provides an opportunity for staff to be assigned to students for travel support, if necessary.

See the previous section,.Pre-Crisis Preparation

Emergency Equipment

Your Crisis Plan should include the items you anticipate needing in classrooms, during an extended stay and for evacuation.

Each classroom in the school should be similarly equipped to deal with any emergency, and all teachers, including substitute staff and related service providers, should feel comfortable that each room occupied is prepared.

Much information on what is appropriate is available from a variety of governmental and private agency sources.  (Some of these resources are appended.)

Certainly the nature of the emergency will affect what is desirable and necessary, as will the unique needs of your students.

Where is the Classroom Emergency Folder, containing identifying information, Emergency Contact Forms, medical alerts and photo identification for each child present kept, and where are the forms for absentees kept to avoid confusion in a crisis?

What items should be included in the “Go Kit” that will accompany the class during an evacuation, or that will be used in the case of an extended stay or lockdown as appropriate?

If emergency supplies are kept at a central location, how should they be marked and secured?

How much prescribed medicine should be available?  Where and how should it be kept?

What items would be useful as a minimum in a D.75 site or unit first aid/disaster kit?

(Note:  Staff trained in community first aid or other emergency medical skills at any site should be identified as part of the Crisis Management and Response planning process.  Trained personnel’s actions in an emergency are subject to appropriate guidelines for care as published by their certifying agencies, as well as applicable city, state and federal laws.)

What other items may be necessary; e.g., blankets, spare clothing labeled or identified with student’s name, diapers, appropriate instructional materials? (See previous section Pre-Crisis Preparation)

* Emergency folders should contain the following items:

• Updated Emergency Contact Forms
• Alternate Care Provider Authorization Forms, if any
• Medical alerts for any child who is present
• Photo identification or a photo containing the likeness of each child
• Emergency Contact form for the staff
• Class roster of students indicating who is present that day, and the whereabouts of any child not in the room when the emergency occurs; e.g., “with Ms. ________, related service provider in room ____…”
• Develop a workable system, be it name tags, or numbers, to track every student’s whereabouts throughout the day

* Absentee students forms should be kept separated to avoid confusion.  A folder clearly marked “Absentees” should be in a separate drawer.  It is advisable to have the colors of each folder standardized; e.g., blue for present, plain or whatever for absent. Each class must also account for students who may arrive late, or leave early.

* An adult should be specifically tasked to take the Emergency Folder in the event of an evacuation.  Duplicate copies of the Emergency Folder should be available to the CRT and administrative team at an appropriate location.

* Each site should have an emergency supply of water stored for easy accessibility.  It may also be desirable to have non-perishable foodstuffs. Recommendations on appropriate items for these purposes will be available from the DOE at some future point.  Schools may wish to consult with School Nurse, and or appropriate related service provider for guidance on acceptable water and provisions for specific students.  Note:  In the unlikely event that the class will be kept in lockdown for an extended period, provision must be made for access to adequate toileting facilities.

* School emergency kits should be kept in an accessible, secured location in or near the site’s main office and/or the exit depending on the judgment of the CRT.  Items should be boxed, and clearly labeled for  contents; e.g., FIRST AID.

*Classroom kits, if any,  should be kept accessible to the room’s primary exit.  An adult should be specifically tasked to take the “Go Kit” in the event of an evacuation.

* There should be a three day supply of any medications necessary to students and staff, kept in a locked container in the “Go Kit” in clearly marked containers indicating dosage frequency and amount;or they may be better maintained in a central location at the site per the judgment of the CRT and the Principal.  These items should be checked periodically against the information on the updated Emergency Contact Forms in the Emergency Folder, and for expiration.  All medications must be stored and administered in compliance with Chancellor’s Regulations, and applicable guidelines from NYC DOE, and city, state and federal laws governing controlled substances. (Consult with School Nurse and or other medical provider for appropriate amounts, etc.  Stress may potentiate or weaken the effects of medication, as may dehydration and hunger.) 

*There is a great deal of information about First Aid kits available from the Red Cross and other agencies.  The following are minimal recommendations that schools can evaluate as they consider their specific students’ likely needs:

• Assorted adhesive strip bandages
• 4 large rolls 2” gauze
• 30 4”x4” sterile gauze pads
• 30 Surgical sponges
• 1 16 oz. bottle isopropyl alcohol
• 1 16 oz. bottle hydrogen peroxide
• 3 rolls 1” adhesive tape
• 3 3” elastic bandages; e.g. “Ace” types
• sterile eye wash
• appropriately sized paper dust masks for all
• tissues
• EMT scissors, a pen knife and tweezers
• Small magnifying glass or device
• Can opener
• Adhesive name tags and markers
• Pads and pencils
• Large plastic bags
• Flashlights and extra batteries
• Portable radio

* Evacuation sites may need to be equipped with additional items appropriate to the area; e.g., extra food and water appropriate to the school population, more extensive medical equipment and trained care providers, enhanced communication capability, spare batteries and lights, plastic buckets, empty water containers that can be refilled if there is an uncontaminated source, etc.