CharlotteMecklenburg Schools

Crisis Management Plan for School Fires

Revised: Nov. 30, 2011 Copies: 1 of 15

Table of Contents
Introduction letter.....3 Acknowledgement Form.4 Rehearsal Dates....5 School-Based Crisis Response Team.....6 School Crisis Kits..9 District Crisis Response Team....10 Priorities for School Safety and Crisis Management....13 First Action...14 Fire Procedures.............15 Medical Protocols.......16 Communication During a Crisis.........18 Communicating with Stakeholders...19 Communication Tools.20 Key Messages.21 The Communications Department role22 Communications Department Members Roles During Crisis.....23 Post-Crisis Evaluation...24 Appendix A...26 Appendix B...27 Appendix C.......28 Appendix D29 Appendix E...30 Appendix F....31 Appendix G...32 Appendix H33 Appendix I.....34 Appendix J....35 Appendix K.......37 Appendix L....38 Appendix M...40 Appendix N...41 Appendix O...43

Introduction

We always hope and pray for the best and safest of environments for our students and employees, but the reality is things happen. We must be prepared to deal effectively with crises when they arise so that the business of educating children is as minimally impacted as possible. Events such as the type addressed in this document are not typical, but they can occur. When they do, we must make every effort to effectively communicate with all of our stakeholders to ensure the safety and security of our students and staff. I know that in the busy day-to-day business of education, that includes its own small crises, we can sometimes forget that larger, more serious events can occur that we must effectively handle. This crisis communications plan presents such an event. I hope you will take this document and study it. In the event of a crisis, we all must understanding our individual roles and expectations. We must be able to operate rapidly but thoughtfully as the situation unfolds. Thank you for your time and attention, and for agreeing to ensure that we as a school district will make every attempt to handle a major event quickly and effectively but using this document. Sincerely,

Hugh Hattabaugh Superintendent

Acknowledgement Form

I, ________________________________________________, do hereby acknowledge that I have received this document as part of my membership to the crisis management team for ___________________________________________. I acknowledge that I have read the document and understand what may be expected of me in the event of a crisis situation.

________________________________________
(Please return a copy of this form to human resources and a copy to your department manager.)

Rehearsal Dates
(See Appendix A for Rehearsal Protocol)

Rehearsal #1 January 23, 2012 Location: Myers Park High School Time: 8 a.m. to 3 p.m. Rehearsal #2 June 13, 2012 Location: Ardrey Kell High School Time: 8 a.m. to 3 p.m.

School-Based Crisis Response Team

The School-Based Crisis Response Team, under leadership of the principal, is responsible for the following: Establishing a protocol for dealing with crises and critical incidents. Orienting staff to procedures and training to fulfill designated roles, including conducting drills. Providing information to students, staff, parents and community on crisis management referral procedures. Providing assistance during a crisis in accordance with designated roles; providing follow-up activities. Conducting debriefing at the conclusion of each crisis episode to critique the effectiveness of the buildings Crisis Management Plan. Conducting periodic reviews and up-dating of the Crisis Management Plan; conducting related updated staff training.

The School-Based Crisis Response Team includes, but is not limited to, the following members: Principal Assistant Principal Administrative Assistant Personnel Head Custodian School Medical Personnel (nurse, social worker, psychologist, etc.) School Resource Officer/Security Associate Teachers SCRT duties and responsibilities are as follows: Principal Establish, maintain and lead the SCRT. Assign SCRT duties and responsibilities. Designate SCRT alternates. Ensure that all SCRT members understand their duties and responsibilities. Provide training, guidance, oversight and support to the SCRTs. Direct emergency operations until emergency-first responders arrive on scene. Serve as their liaison after their arrival. Implement evacuation procedures and measures to control access to affected areas as necessary. Coordinate with the central office for emergency services, operational, administrative and logistics support as required. Coordinate disaster assistance and recovery. Provide damage assessment information to the area superintendent. Ensure crisis training and exercises are conducted. Ensure that the police and fire departments remain integral parts of the SCRT planning, training and exercises.

Assistant Principal(s) Assume the leadership role for SCRT in the absence of the principal or when directed to do so by the principal. Direct and supervise school evacuations and lockdowns. Meet and direct emergency-first responders in times of crisis. Recommend ways to procure resources needed to train, exercise and support crisis situations. Administrative Assistant Personnel Provide operational, administrative and communications support to the SCRT. Act as recorder of meeting minutes and keeper of the communications, actions and events log during crises for future reference and audit purposes. Ensure that a primary and back-up means of technology within the central office exist at all times between: (1) the central office; (2) the police department; (3) the fire department; (4) emergency-first responders. Carry out duties as prescribed by the principal. Head Custodian Make available to the SCRT his or her exceptional knowledge of the buildings, grounds and facilities. School Medical Personnel (nurse, social worker, psychologist, etc.) Provide advice and expertise as required. Provide professional services to staff, students and parents when required. School Resource Officer/Security Associate Provide advice, expertise and recommendations as required. Perform law enforcement duties in support of school crisis management as required. Teachers Possess a sound working knowledge of the School Crisis Management Plan, especially procedures with respect to handling critical incidents, lockdowns, evacuations and critical incident communication codes. Protect the students at all times and to the best of their abilities, given the nature of the crisis situation. Develop crisis plans for special-needs and non-English speaking students. Evacuate students to safe areas or from the building when directed to do so in a safe and orderly manner. Account for the students in their charge at all times and carry an updated student roster for each class. Maintain order during student assemblies.
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Render assistance to other teachers under duress during crisis situations. Remain with assigned students throughout the duration of the emergency, until every student has been officially released. This includes carrying your student roster with you if the school has been evacuated. Look for warning signs that a serious incident is likely or predicted to occur. Such incidents include arson, school shootings, vandalism, suicides and assault. Offer suggestions and constructive criticism to the SCRT as necessary.

All Other School-Based Staff Responsibilities: Upon receiving information that a person is threatening to commit an act of violence, assume that the threat is serious. Immediately report a threat to the principal and/or law enforcement officer. Be available and cooperative in providing a statement of information, with the understanding that the information source will remain anonymous to the greatest extent possible. Student Responsibilities: Each student shares a responsibility for school safety. The principal, staff and faculty cannot ensure school safety without the cooperation and vigilant participation of the students. Upon receiving information that a person is threatening to commit an act of violence, assume that the threat is serious. Immediately report the threat to a parent, guardian, school staff, administrator or law enforcement officer as appropriate. Be available and cooperative in providing a statement of information, with the understanding that the information source will remain anonymous to the greatest extent possible. Parent Responsibilities: Upon receiving information that a person is threatening to commit an act of violence, assume that the threat is serious. Immediately report the threat to school staff or law enforcement officer as appropriate. Be available and cooperative in providing a statement of information, with the understanding that the information source will remain anonymous to the greatest extent possible.

School Crisis Kits

Schools may also want to place kits around the school in such places as the gym, auditorium, main office, cafeteria, outside rest rooms and in designated classrooms. The bag should be hung from a conspicuous location, and marked FOR EMERGENCY USE ONLY. At a minimum, the bag should contain: A flashlight Spare batteries Emergency evacuation plans Sterile, non- latex gloves First aid supplies (bandages, gauze, etc.) A quart of bottled water Several face masks Pen and paper

District Crisis Response Team

The District Crisis Response Team includes: Associate Superintendent for Auxiliary Services (Incident Commander) Chief Information Officer (Technology) Executive Director for Communications (Public Information) Alternative Education and Safe Schools Director (Operations) School Law Enforcement Director (Security) Safety Director (Planning) Regional Property Director (Logistics) Chief Finance Officer (Finance) CRT Duties and Responsibilities Incident Commander (Associate Superintendent for Auxiliary Services) Establishes and commands the ICC. Direct the crisis management/crisis response actions and reactions. Supervise the activities of all ICC members. Maintain communications with the school in crisis. Maintain continuous communications with police, fire fighters, medical personnel and public officials. Assist the school in crisis with required operational, administrative, logistics and communications support. Technology (Chief Information Officer) Ensures that appropriate communication devices are on site and accessible to staff. Coordinates all in-house communications. Communications (Executive Director for Communications) Serve as the primary ICC communicator to Board members, CMS employees, parents, community and the media. Assign staff to activate parent hotline. Assist the schools with their crisis communications to employees, students, parents and the community as required. Prepare and distribute media releases, as required. Field inquiries from the press and hold media briefings as necessary. Operations (Alternative Education and Safe Schools Director) Coordinates priorities related directly to the health, safety and well being of students and staff. Supervise supporting roles of the CRT, i.e., security, parent center, student instruction, student escort, student receiving, student center and student checkout. Facilitate pre- and post-crisis meetings to debrief and assess the evacuation process. Security (CMS Law Enforcement) Serve as the liaison between the ICC and emergency-first responders.
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Ensure that emergency-first responders are notified of and respond to the crisis. Respond to the emergency services needs of the school under crisis, including working with transportation staff to formulate bus routes. Coordinate vehicular and crowd management during the crisis, including cordoning off areas to preserve physical evidence.

Planning (Safety Director) Collect and analyze incident intelligence and information to develop chronology of incidents. Help identify bus routes to reroute students home. Develop and maintain incident documentation (number of students involved and who responded to the crisis). Logistics (Director of Property Management) Help establish communications for Incident Commander. Set up and maintain ICC. Install outside parking lot and directional signage at ICC. Install inside station and directional signage at ICC. Supervise all staff support, support operations and food distribution at the ICC. Finance (Chief Financial Officer) Oversee contract negotiating for materials needed pre- and post-crisis. Track all costs associated with the evacuation. Work with operations to ensure resources are procured. Supporting roles at the ICC include: Parent Center (Parent University staff): Provide initial information and directions to parents as they arrive; ensures staff follows protocol in releasing students to parents/guardians, and assist parents with identifying and locating their children. Student Escort (Exec. Dir. of Pre-K-12 Support Services): Escort students from containment to restrooms and other stations. Student Receiving (Legal Dept. staff): Check students in as they arrive; take down students names, identification number and neighborhood for group busing purposes. Student Instruction (Curriculum and Instruction staff): Provide support to teachers in keeping students engaged. Special population (Exceptional Children and ESL staff): Develops and implements a plan for addressing special needs population; identifies and secures special equipment (wheelchair ramp) and other resources (interpreter) for students. Student Center (Coordinated School Health and Pre-K-12 Support Services staff): Assist in meeting the needs of students during the evacuation. Monitor and provide assistance to all student-focused stations, including support, trauma and

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prevention and intervention. These stations will provide first aid, emotional and psychological support for students and staff. Staff Check In: Checks in staff members as they arrive at the evacuation site and provide vests and other information such as maps of the evacuation site. Staff Support (Volunteers and Partnership Department staff): Provides employee support by addressing fears, offering comfort and short relief periods from supervision. Support Operations (Maintenance staff): Monitors all stations and assists staff working the stations. Food Services Distribution (Child Nutrition Services Department staff): o Assess situation related to food service; distribute water/snacks for students with emergencies only and arrange for returning any leftover supplies to Child Nutrition stock. During a Level III Evacuation: no food/beverage will be provided for less than two hours, small quantities of packaged snack and bottled water will be provided for emergency use only (insulin reaction, dehydration, etc.) during a two-to-four hour evacuation. Student checkout (Student Placement staff): Oversees the process for releasing students, including developing strict guidelines for releasing them to their parents or guardians. The parent or guardian must identify the student by name and home address before they can be released.

The departments listed above are responsible for developing procedures and providing needed supplies to establish a station during a major evacuation of a school. When an evacuation is declared, the Incident Commander will notify the division heads of the evacuation site and activate the plan. The division heads will notify each station leader who will then notify their staff, gather materials and proceed to the evacuation site. Upon arriving, the leader and staff will set up their station and prepare for the arrival of students. Once students arrive, staff members will assist students, parents and school staff in maintaining a safe, comfortable evacuation site. Each station should maintain a log of activities and people seen during the evacuation. A debriefing will be scheduled for station leaders the following business day. City/County emergency contacts: CMPD CMSPD Fire EMT DSS

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Priorities for School Safety and Crisis Management

First, the immediate health, safety and welfare of employees, students, parents and visitors in our care. Second, the rapid involvement and reaction of emergency first responders in support of the school experiencing the emergency. Third, effective and timely communications between the school and central office. Fourth, effective and timely communications between the school and parents/family members. Fifth, effective and timely communications among the school, central office, community and media. Sixth, post-crisis return to normalcy. Seventh, after-action reviews that capture valuable lessons learned and subsequent modification of crisis management plans as required.

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First Action
Crisis Management Start-up Procedures 1. Confirm the membership of the School Crisis Response Team. 2. Review and re-affirm the roles and responsibilities of each SCRT team member. 3. Update SCRT rosters by name, duty position, address, home phone, cell phone and email address. (Appendix B) 4. Provide rosters to all SCRT members and other parties as deemed appropriate by the principal. 5. Forward a copy of the updated rosters to your zone. 6. Convene a meeting of the SCRT and supporting roles before the school year commences to review the School Crisis Management Plan, with emphasis on the critical-incident response checklists. 7. Convene a staff and faculty meeting before the school year commences to review the School Crisis Management Plan, distribute SCRT rosters and stress the importance of crisis prevention, preemption and response. Also, review with those gathered several possible crisis scenarios and how those scenarios would be handled. 8. Review critical incident communication codes with faculty and staff. 9. Update faculty phone tree. 10. Consider a back to school meeting with parents in the evening to explain the schools crisis management plan and answer questions.

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Fire Procedures
Sound alarm and evacuate the building. Call 911. Determine if there are any serious injuries. If serious injuries, evacuate the victims and render first aid. Notify school law enforcement, area superintendent and CMS Communications of: The fire. The time the 911 call was placed. The school evacuation. Any known injuries and extent of injuries. Notify parents/guardians/spouses/next of kin of those who sustained injuries. Provide assistance and comfort to family members arriving on the scene. Await the arrival of first responders; follow their instructions. When all clear is sounded by first responders: o Determine if classes will be resumed. o Determine if early dismissal must be called and transportation arrangements made. o Inform the central office of decisions. o Call an emergency staff meeting to discuss the event and lessons learned. o Advise staff of follow-up procedures.

Arson cases and fires School administrators have only administrative investigative responsibility. All fires will be investigated by fire investigators and/or police. In support of the investigative efforts by outside agencies, develop a list of events that have recently occurred in the school: disgruntled students/employees, prior fires, rivalry among students or between schools or gang activity. False fire alarms All false alarms should be reported to the alarm monitoring facility which will notify the fire department. Using a floor plan of the school, locate each fire alarm station on this plan. Each time an alarm is sounded, record the exact location, date, and time of alarm. The purpose is to develop a pattern to the alarms. By establishing a time pattern, one can assign staff to provide greater adult presence in halls and stairwells. If false fire alarms are a persistent problem, consider initiating a sign-in/sign-out log in each classroom. Have each teacher record the name, time, and destination of each student leaving the classroom, and the time each student returns. These lists will be a valuable asset in attempting to develop a list of suspects. Consideration should be given to installing special covers over the pull stations that will sound a local alarm prior to sending a general alarm. Schools using this type of device have found a marked decline in alarms. Before any such device is installed, check with the fire department to get their approval. Another consideration: A very effective tool in reducing false fire alarms is to involve the student body in a program which gives them some responsibilities for
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guarding fire pull stations. Generally this requires little time and causes very little disruption to the school program. Stationing students at key locations three to five minutes before and after classes change often eliminates false fire alarms.
(Source: Norfolk City Public Schools, Norfolk, VA)

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Medical protocols
Medical protocols are developed by the Department of Health Services for all students whose medical conditions require or may require assistance of school personnel. Classroom teachers and other staff who work directly with these students are provided information about the condition and a protocol to follow. Conditions which are almost always present in the student population and may require assistance include asthma, allergies, diabetes and epilepsy.
(Source: Virginia Department of Education)

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Communication During a Crisis

Communication is a critical part of crisis management. Employees and students must be told what is happening and what to do. Parents of students and families of staff members must be informed about the situation, including the status of their child or family member and where they can reunite with them. Timely contact with law enforcement and other emergency services is necessary for effective response. School Board members must be kept informed and current information must be transmitted to central office and to other affected schools. Communication procedures for schools The principal or designee should immediately notify the Communications Department. Make sure they have the Authorization to Release Students in the Event of an Emergency Forms. (Appendix C) The Communications Department will work with the principal or designee on drafting communications to their staff, students and parents about the crisis and keep them updated. (Appendix D) The staff member who answers the telephone at the school must know what information can be shared and what must remain confidential. They must be kept informed of inaccurate information which is circulating so they can help correct misinformation. Designating a few persons to answer calls helps control the spread of misinformation. (Appendix E and F) Identify parents who are willing to volunteer in case of an emergency, include them in preparation efforts, and include them in training. (Appendix G)

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Tips for communicating with stakeholders

What to expect from parents during a fire In the event of an emergency, parents have very specific information needs. First, parents want to know that their child is safe. Parents will ask for the details of the emergency situation. They will want to know how it was handled, and need to be assured that their children will be safe in the future. Their first reactions are likely to involve fear. Upon learning of an incident at the school, parents are likely to descend upon the school in search of their child or to telephone, seeking information. Establishing a system for responding quickly to parent needs for information is an important part of pre-planning. Anger is another common reaction of parents, particularly in the case of senseless acts of violence. In the event of a crisis or disaster: o Tell parents only what is known to have happened. o Implement the plan to manage phone calls and parents arriving at school. o Schedule an open question-and-answer meeting for parents as soon after the incident as possible. The meeting is an opportunity for school officials to listen and respond to parent concerns (which are helpful in combating rumors and other misinformation) and to work on restoring parental trust in the school. In the event of an incident which involved damage or destruction, an open house for parents and other members of the community to see the school restored to its normal state helps everyone get beyond the crisis. Tips for working with the media Dont Dont try to keep the media out of a story. Dont say no comment. Dont adlib. Dont speak off the record. Dont speculate. Dont try to cover-up or blame anyone for anything. Dont repeat negative/misleading words. Dont play favorites among media. Do Emphasize your good record. Be accurate and cooperate as best you can. Be prepared for and prepare in advance a response to questions which might violate confidentiality or hinder the police investigation. Insist that reporters respect the privacy rights of your students and staff. Speak to reporters in plain English. When asked a question and you dont know the answer, say so, then offer to find out and call the reporter back.
(Source: Virginia Department of Education)

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Communications tools
The Communications Department will immediately establish communication lines to everyone involved. This includes families, the public, non-speaking English community, emergency responders, media and community leaders. Communication lines include: Email lists Connect-ED Parent hotline (980-343-6192) CMS Internet and Intranet Social Media CMS TV-3 Media Email lists: Parents, CMS Alumni, volunteers, elected officials, business and faith leaders can subscribe to CMS Email alerts. The CMS Communications Department is responsible for emailing emergency information and breaking news to subscribers. Connect-ED: Connect-ED enables district and school administrators to alert parents and employees during emergency situations and to send information regarding student absences, open houses, field trips and other school news. Emergency alerts will be sent to up to six different contact numbers, including land line phones, cell phones and email. Parent hotline (980-343-6192) CMS can set up and operate a hotline for public queries either during regular business hours or 24/7 if the situation warrants. Staff and volunteers are trained to handle calls and make referrals. CMS maintains an external and internal Web site to inform employees and the community of new information. Social Media Facebook Twitter Podcasts YouTube Google+ LinkedIn Web sites: www.cms.k12.nc.us (homepage) http://my.cms.k12.nc.us ( intranet) Other communications tools DirectLine (CMS employee newsletter) District Review Helpful links on the website for background information CMS School Report cards Fact Sheets Building Data: (What year each school and facility was built)

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Key Messages
Student and employee safety is our main priority. Schools make every effort to keep students safe at all times, especially during a crisis. Information will be provided as soon as it is confirmed. First-responder agencies will handle investigative updates. The Communications Department will provide school updates as they become available. The Communications Department will also provide background information on the affected building(s).

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The Communications Department role

The primary goal is to keeping the public informed about the crisis while trying to maintain the privacy of students and employees, and ensure as little interruption of the educational process as possible. The Communications Department duties begin once they are contacted by the principal or designee and include: Attempt to define the type and extent of the crisis as soon as possible. Immediately start coordinating information gathering and dissemination. Draft communications for stakeholders informing them of what happened. o Students (if needed) o Parents o Employees o Board of Education o Media o Community members Assign sufficient staff to handle phones. Keep a log of all incoming and outgoing calls and personal contacts. Relieve key people from their normal duties so they may focus on the crisis. Identify a potential news center site away from emergency operations where media representatives can receive briefings. In cooperation with local public safety officials, considers establishing a Joint Information Center to ensure coordination of information being distributed. Establish regular time schedule for news briefings and periodic updates. When communicating, remember to maintain a unified position and uniform message; keep messages concise, clear, and consistent; keep spokesperson and alternates briefed. Each person must fill out stakeholder communication forms to documented what was communicated and when. (Appendix H) After the crisis has passed, assist with Continuity of Service Plan. (Appendix I) Coordinate a community meeting for people to ask questions and to receive accurate information. This will help restore the communitys confidence in the districts ability to manage crises and to provide a safe environment. Express appreciation to all who helped handle the crisis. (Appendix J)

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Media (media relations) Contact is generally channeled through the CMS media relations specialists, who man the Media Line (980-343-6243). If the media arrive on campus after report of a fire, school staff will ask them to park their news truck off campus so they will not disrupt the process. The media is not allowed on campus during a crisis or evacuation. The Communications Department will be available to provide communications expertise and work with the media. The Communications Department will coordinate with the principal or designee to get information that is shared with the media. This will ensure that school officials are able to concentrate on their stakeholders without distraction. It is important for principals to advise school staff of media procedures. Instruct all employees to refer all media information and questions to the Communications Department. Remind employees that only a designated spokesperson from the Communications Department is authorized to talk with news media about a crisis until it is resolved. Monitoring organization on the Internet (multimedia) The Internet provides countless opportunities for people to share their views with the rest of the world and the fact that they can do so anonymously presents a unique set of problems if what they post online is derogatory. Communicating with Board members and administration (executive director) Dealing with staff and students (multimedia) Assist school with communications, as needed. Communicating with parents and the community (multimedia)

Communications Department Members Roles

(Modified from: Chesterfield County Public Schools, Chesterfield, VA)

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Post-Crisis Evaluation
After the immediate crisis is over, the SCRT must: Submit a Crisis Response Report to Zone offices (Appendix K) Have stakeholders complete Crisis Evaluation forms (Appendix L) Work with Communications Department to plan meetings for parents, community Disseminate information to parents Post-crisis tips for parent (Appendix M) How parents can help make schools safe (Appendix N) Online resources on fire safety (Appendix O)

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Appendix A: Rehearsal Protocol

I. Introductory background on development of School Crisis Management Plan II. School Crisis Management Plan a. Purpose of Plan b. Overview of Plan c. General review of roles and responsibilities III. Typical impacts of crises a. Shock; stages of grief b. Restoring equilibrium i. Importance of the first 48 hours IV. Critical incident management a. What are critical incidents? b. Coordination with emergency services V. Communications a. Confidentiality b. Rumor-control within the school c. Communication outside school i. With parents and community groups ii. With media VI. Review of general procedures in the case of fire a. Practice scenario

(Source: Virginia Department of Education)

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Appendix B: School-Based Crisis Response Team Roster

NAME TITLE SKILLS RESPONSIBILITIES CONTACT INFORMATION

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Appendix C: Authorization to Release Children in an Emergency

Our school has developed an emergency business plan in case of any disaster which might occur. The emergency plan is devoted to the welfare and safety of your child during school hours. The plan is available for inspection in the school office. We are requesting your assistance at this time: Should there be an emergency, such as a major fire, tornado, explosion, etc., your child may be required to remain in the care of the school until it is deemed safe by an Emergency Services authority that the child can be released. At that point, children may be released only to properly authorized parents and/or designees. Therefore, please list as many names, (with local telephone numbers and addresses) as possible, of those persons to whom you would allow your childs release in the event of an emergency. Be sure to notify those persons listed that you have authorized their supervision in case of emergency. In the event that you should be unable to come to school, it is essential that others be designated to care for your child. No child will be released to the care of unauthorized persons. We appreciate your cooperation in this important matter. Child: _________________ Teacher: __________________School Year: ____ Please release my child to any of the persons listed below: Name Phone Address Relationship ______________ __________ _____________________ ________________ ______________ __________ _____________________ ________________ Parent/Guardian:_________________________________ Date: ___________ Signature Parent/Guardian: _________________________________ Printed Name Home Phone:__________ Work Phone:____________ Mobile Phone: __________
(Source: Colonial Heights Public Schools, Colonial Heights, VA)

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Appendix D: Small fire/evacuation immediate response (social media)

A fire was reported at XX time by XX School. Officials with the XX Fire Department are investigating. More information will be shared as soon as it is available. Please refer to CMS_Schools on Twitter or Facebook.com/CharlotteMecklenburgSchools for updates.

Small fire/evacuation Connect-ED message after event

Good ___________ (morning, afternoon, etc.), XXXXX families. This is XX, principal of XX. I want to make you aware of a situation that happened at our school just a short time ago. At approximately xx:xx, a small fire began (in the bathroom in the XX hall, in one of our mobile units, etc.). School officials immediately called the fire department and evacuated the buildings. The fire was put out quickly. Students were outside for just a short time before the fire department gave us the all-clear to go back inside. The evacuation plan worked exactly as it is supposed to and all students are safe. We are continuing with normal instruction today and the damage is being repaired. Thank you for your involvement in your childs education and your partnership with XX school. If you have questions, please feel free to contact me at 980-343-XXXX.

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(SCHOOL LETTERHEAD)

Parent Letter

XXX, 201X

Dear XX parents,

At XX, our focus is to provide your child with a quality education in a safe and orderly environment. I believe that it is important for me to keep the lines of communication open with parents and to make you aware when a situation arises at our school. Today, an incident occurred that I want to share with you. At approximately xx:xx, a small fire began (in the bathroom in the XX hall, in one of our mobile units, etc.). School officials immediately called the fire department and evacuated the buildings. The fire was put out quickly. Students were outside for just a short time before the fire department gave us the all-clear to go back inside. The evacuation plan worked exactly as it is supposed to and all students are safe. We are continuing with normal instruction today and the damage is being repaired. We are investigating the cause of the fire and will inform you when that cause is determined. Please know we make every effort to keep our schools safe for staff and students. I would also ask that you take this time to discuss fire safety tips with your child at home, including fire prevention and evacuation planning. Ive included tips you can use on the second page of this letter. More information on fire safety can also be found through links on our school website. Thank you for your involvement in your childs education and your partnership with XX. If you have questions, please feel free to contact me at 980-343-XXXX. Sincerely,

Principal

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Appendix E: Telephone Directory

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Appendix F: Zone list

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Appendix G: Staff and Volunteer Skills Checklist

(For School Crisis Response Team) Staff Skills Inventory (To be conducted annually) Name _____________________________________ Room #_______________ Please check any of the following in which you have expertise or training: Emergency response: First aid _______ Search and Rescue______ Emergency Management_______ CPR _______ Law Enforcement ______ Critical Incident Handling _______ EMT _______ CB/HAM Radio ______ Firefighting _______ Counseling _______ Other (specify ) _______________________________ _____________ Mobile or Cellular Phone which could be used in an emergency Phone number: ___________________________________________________ Bi/multilingual Language(s): _________________________________________

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Appendix H:
STAKEHOLDER CONTACT COMMUNICATION SHEET (one per team member) Stakeholder: _______________________ Responsible party:___________________
Time Media Message Feedback (if applicable)

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Appendix I: Continuity of Service

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Appendix J:
SCHOOL LETTERHEAD

Thank You Letter

Dear faculty and staff members: We would like to thank you for your support during the recent crisis at our school. Your professionalism and dedication were evident as we all worked to quiet and soothe scared students and allay their fears while still tending to instructional responsibilities. We know that this has been an extremely difficult time for you as well as the students. Without your courage and concern, our school could not possibly have come through this crisis as well as we did. Thank you once again. Your expertise and commitment have enabled all of us to work together as a team and overcome this tragic situation. Sincerely,

Principal
(Source: Norfolk City Public Schools, Norfolk, VA)

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SCHOOL LETTERHEAD

Thank You Letter

Dear volunteers: I want to personally thank you for your support during the recent crisis at our school. Your assistance helped school staff with continuity and enhanced our ability to effectively manage the situation. While I certainly do not hope to have another crisis at our school, I am encouraged to know that we have people like you available to lend a hand in both good and difficult times. Sincerely,

Principal
(Source: Norfolk City Public Schools, Norfolk, VA)

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Appendix K:
Crisis Response Report for Zones School Crisis Response Team Report
(Due within 3 days of incident) Date: Description of incident (include date, time, place): Immediate actions by School Crisis Response Team: Describe assistance provided by Emergency Services: Describe assistance provided by other community agencies/organizations: Follow-up which has occurred/is occurring: With students: With faculty/staff: With parent(s)/guardian(s) of student(s) involved: With community: Recommendations to improve responses to such crises in the future: _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

Principal Signature

Date

* Attach a list of students, parents and community members directly involved in the fire including their names, addresses and phone numbers.

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Appendix L: Crisis Evaluation Form Evaluation of Crisis Response Team Intervention

The School Crisis Response Team (SCRT) seeks your input to help us assess the effectiveness of the intervention during the recent crisis at our school. We appreciate you completing this form as soon as possible and return it to the school office. I. Please indicate with an X the response which most closely reflects your evaluation of the following: 1. Speed of SCRTs response to the crisis: ____________ ____________ very delayed adequate 2. Comprehensiveness of SCRTs response: ____________ ____________ very delayed adequate

____________ very timely

____________ very timely

3. Effectiveness of SCRTs responses in meeting students needs: ____________ ____________ ____________ not helpful adequate very helpful 4. Assistance to teachers in the classroom: ____________ ____________ not supportive adequate

____________ very supportive

5. Quality of communication with the school faculty and staff: ____________ ____________ ____________ not informative adequate very explanatory 6. Support and guidance to individual teachers and staff: ____________ ____________ ineffective adequate 7. Assistance to the administrative staff: ____________ ____________ limited adequate 8. Amount of time allocated for intervention: ____________ ____________ insufficient adequate 9. Support to families in need: ____________ lacking

____________ very empathic

____________ comprehensive

____________ very sufficient

____________ adequate

____________ outstanding

10. Communication of information to parents: ____________ ____________ minimal adequate

____________ thorough 38

II. Please circle the adjectives which best describe the students reactions to the SCRTs intervention: Satisfied ___________ Angry _____________ Ambivalent _________ Grateful ____________ Relieved ___________ Positive ___________ Negative __________ Receptive __________ Hostile ____________ Apathetic __________

III. Please describe any significant reactions the students had to the SCRT intervention which should be considered in future interventions.

_____________________________________________________________ _____________________________________________________________ _____________________________________________________________

IV. Please comment on any aspects of the intervention you found particularly helpful or areas which you think should be modified.

_____________________________________________________________ _____________________________________________________________ _____________________________________________________________

School: _________________________________ Signature (optional): ___________________________ Return to: School Office

(Source: Fairfax County Public Schools, Fairfax, VA)

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Appendix M: Parental Tips for dealing with a crisis

Children may be especially upset and express feelings about the disaster. These reactions are normal and usually will not last long. Listed below are some problems you may see in your child: Excessive fear of darkness, separation or being alone. Clinging to parents, fear of strangers. Worry. Increase in immature behaviors. Not wanting to go to school. Changes in eating/sleeping behaviors. Increase in either aggressive behavior or shyness. Bed wetting or thumb sucking. Persistent nightmares; and/or Headaches or other physical complaints. The following will help your child: Talk with your child about his/her feelings about the disaster. Share your feelings, too. Talk about what happened. Give your child information he/she can understand. Reassure your child that you are safe and together. You may need to repeat this reassurance often. Hold and touch your child often. Spend extra time with your child at bedtime. Allow your child to mourn or grieve over a lost toy, a lost blanket, a lost home. If you feel your child is having problems at school, talk to his/her teacher so you can work together to help your child. Please reread this sheet from time to time in the coming months. Usually a childs emotional response to a disaster will not last long, but some problems may be present or recur for many months afterward. Your community mental health center is staffed by professionals skilled in talking with people experiencing disaster-related problems.
(Source: Association of California School Administrators)

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Appendix N: How Parents Can Help Maintain Safe Schools

Parents can contribute significantly to establishing and maintaining safe schools. Here are some ideas that parents in other communities have tried: o Discuss the school's discipline policy with your child. Show your support for the rules, and help your child understand why. o Involve your child in setting rules for appropriate behavior at home. o Talk with your child about the violence he or she sees on television, in video games, and possibly in the neighborhood. Help your child understand the consequences of violence. o Teach your child how to solve problems. Praise your child when he or she follows through. o Help your child find ways to show anger that do not involve verbally or physically hurting others. o When you get angry, use it as an opportunity to model these appropriate responses for your child and talk about it. o Help your child understand the value of accepting individual differences. o Note any disturbing behaviors in your child. For example, frequent angry outbursts, excessive fighting and bullying of other children, cruelty to animals, fire setting, frequent behavior problems at school and in the neighborhood, lack of friends, and alcohol or drug use can be signs of serious problems. Get help for your child. Talk with a trusted professional. o Get to know your child's friends. o Listen to your child if he or she shares concerns about friends who may be exhibiting troubling behaviors. Share this information with a trusted professional, such as the school psychologist, principal or teacher. o Be involved in your child's school life by supporting and reviewing homework, talking with his or her teacher(s), and attending school functions such as parent conferences, class programs, open houses and PTA meetings. o Work with your child's school to make it more responsive to all students and to all families. o Share your ideas about how the school can encourage family involvement, welcome all families and include them in meaningful ways in their children's education. o Volunteer to work with school-based and community groups concerned with violence prevention. o Talk with the parents of your child's friends. Discuss how you can form a team to ensure your child's safety. o Find out if your employer offers provisions for parents to participate in school activities.
(Source: Early Warning, Timely Response: A Guide for Safe Schools.)

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Teaching Children Fire Safety

Every day, Americans experience the tragedy of fire. Each year more than 3,500 Americans die in fires and approximately 18,300 are injured. One of the major leading causes of residential building fire deaths and injuries for children under age 10 is "playing with a heat source" which includes lighters and matches. Children under age 10 account for 93 percent of deaths and 38 percent of injuries where the cause of the residential building fire was due to "playing with a heat source." The United States Fire Administration (USFA) encourages parents to teach children at an early age about the dangers of fire play in an effort to prevent child injuries, fire deaths and firesetting behavior in the future. Below are some facts about children and fire safety.

Curious Kids Set Fires

Children under five are curious about fire. Often what begins as a natural exploration of the unknown can lead to tragedy. Children age 14 and under make up 10-15% of all fire deaths. Fifty-two percent of all child fire deaths occur to those under age 5. These children are usually unable to escape from a fire independently. At home, children usually play with fire in bedrooms, in closets and under beds. These are "secret" places where there are many things that easily catch fire. Too often, child fire setters are not given proper guidance and supervision by parents and teachers. Consequently, they repeat their fire-setting behavior. Supervise young children closely. Dont leave them alone even for short periods. Keep matches and lighters in a secured drawer or cabinet. Have your children tell you when they find matches and lighters. Check under beds and in closets for burned matches, evidence your child may be playing with fire. Develop a home fire escape plan, practice it with your children and designate a meeting place outside. Take the mystery out of fire play by teaching children that fire is not a toy. Teach children the nature of fire. It is FAST, HOT, DARK and DEADLY! Teach children not to hide from firefighters, but to get out quickly and call for help from another location. Show children how to crawl low on the floor, below the smoke, to get out of the house and stay out in the case of fire. Demonstrate how to stop, drop to the ground and roll if their clothes catch fire. Install smoke alarms on every level in your home. Familiarize children with the sound of your smoke alarm. Test the smoke alarm each month and replace the battery at least once a year. Replace the smoke alarm every ten years, or as recommended by the manufacturer. Finally, having a working smoke alarm dramatically increases your chances of surviving a fire. Also, remember to practice a home escape plan frequently with your family.
(Source: Federal Emergency Management Agency)

Practice Fire Safety in Your Home

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Appendix O: Online Resources on Fire Safety

National Resources:

US Fire Administration for Kids: http://www.usfa.fema.gov/kids/ PBS Kids Fire Safety Tips: http://pbskids.org/arthur/firesafety/index.html Fire Safety for Parents: http://www.firesafetyforkids.org/parents.html Livestrong.com Fire Safety Tips for Parents: www.livestrong.com/article/212940fire-safety-tips-for-parents/ Center for Mental Health Services (CMHS): http://www.samhsa.gov/cmhs/htm National Law-Related Education Resource Center: www.abanet.org/publiced/nlr National Safe Schools Resource Center: www.nwrel.org/safe/index.html National Safety Council: http://www.nsc.org National School Safety Center: www.nssc1.org

Local resources: Charlotte Fire Department: http://charmeck.org/city/charlotte/Fire/Pages/default.aspx Charlotte Fire Department Station Locations: http://charmeck.org/city/charlotte/Fire/FireStations/Pages/default.aspx Charlotte Fire Department YouTube Channel: http://www.youtube.com/profile?user=CharlotteFireDept#p/u Charlotte Fire Department Blog: http://www.mybloglog.com/buzz/members/CharlotteFireDept/newwith/me Charlotte Fire Department Public Information: http://groups.yahoo.com/group/Charlotte_FD/

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