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EMERGENCY SIGNAL TRAINING. REMS Grant Overview. WHAT IF? SCENARIO. What would you do if… A student walks up to your desk and quietly whispers in your ear that David has a gun in his pocket. PURPOSE FOR SIGNALS. - PowerPoint PPT Presentation
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Creating a Safe Learning Environment
EMERGENCY SIGNAL TRAINING
Creating a Safe Learning Environment
REMS Grant Overview
Creating a Safe Learning Environment
What would you do if…A student walks up to your desk and quietly whispers in your ear that David has a gun in his pocket.
WHAT IF? SCENARIO
Creating a Safe Learning Environment
PURPOSE FOR SIGNALS
Signals are utilized to notify the entire school (students and adults) of a crisis situation and provide information for an immediate response.
Example: Fire Alarm Response: Evacuation
Plain language is used after the initial signal.
Creating a Safe Learning Environment
PURPOSE FOR SIGNALS
•NO CODES
•WHY IS A SIGNAL IMPORTANT?
Creating a Safe Learning Environment
SIGNALS
1. Fire Verbal command or fire alarm
2. Duck, Cover & Hold On Verbal command or immediate response to threat Example: Earthquake
3. Lock Down - Team ResponseVerbal command – Activates SETExamples: trespasser, police activity in neighborhood, attempted suicide
4. Lock DownVerbal command – does NOT activate SET – no one movesExamples: shots being fired, gunman in building, hostage situation
5. Shelter-in-PlaceVerbal command – threat requiring the school and community remain indoors Examples: airborne contaminant or wild fire
6. All ClearVerbal command
Creating a Safe Learning Environment
SOME EMERGENCIES DO NOT HAVE A SIGNAL
•Controlled evacuation
•Reverse evacuation
•Weather (tornado)
These aren’t signals, they are __________.
Creating a Safe Learning Environment
OTHER TERMS
•Protective position
•Hit the deck
•Clear the room
Creating a Safe Learning Environment
EMERGENCY SIGNAL:FIRE
Verbal Command or Fire Alarm
a. Immediately evacuates the building
b. Goal is speed: 50 feet within 60 seconds!
c. Utilize alternate evacuation sites
d. Conduct ‘placed’ fire drills
e. Conduct drills without advance notice to staff
f. Simulate injuries, trapped students or adults, parent reunification
Creating a Safe Learning Environment
EVACUATIONS
1. All call – fire alarm
2. Controlled (or directed) evacuationEvacuate the areas closest to the threat first (surrounding the area, above, and below)Manual communication
* Clear the evacuation site *
Creating a Safe Learning Environment
Creating a Safe Learning EnvironmentCreating a Safe Learning Environment
BOMB THREATS AND DEVICE FOUND
Bomb Threats1. Remain calm2. Do not use any electronic devices
• Cell phones• Radio’s• PA System• Fire alarm
3. Do not change atmosphere• Lights• Temperature
4. Evaluate and make determination on evacuation
Device Found1. Do not touch2. Evacuate the area3. Get help
Creating a Safe Learning EnvironmentCreating a Safe Learning Environment
THE REALITY OF BOMBS
• Bombings are very rare. In the last three years, there were only 65 incidents where an actual explosive device was placed in a school (excluding colleges and universities).
• However, from 1993-1997, juveniles were responsible for 34% of the bombings in the United States. In some states, the percentage is as high as 66%.
• An total of 87% of the devices that juveniles build actually function, which is 6% higher than the national average of 81% for all bombs placed on a target. Juveniles have built and are capable of building sophisticated devices, some even using high explosives.
• We must investigate and respond to every bomb threat we receive.
Creating a Safe Learning Environment
SET POSITIONS DURING AN EVAUCATION
Creating a Safe Learning Environment
EMERGENCY SIGNAL CARDS:AT THE EVACUATION SITE
Signal Cards for the Evacuation SiteAt the evacuation site, each classroom teacher/adult with students will hold up either the red or green side of their signal card. The green side indicates that all students are present and accounted for. The red sign indicates missing students or need assistance. Use an 8½x 11 piece of paper for the signal cards. Include your classroom number on each side of the card and laminate. Missing Students All Accounted For or Need Assistance
Creating a Safe Learning Environment
EMERGENCY SIGNAL:DUCK, COVER, AND HOLD ON
Verbal Command or Immediate Response to Threat. Example: Earthquake
a. Ensure all students take the position.b. Lead by example.c. Reassure students.d. Be ready for after-shocks.e. Before releasing the “duck, cover, and hold on,” identify any injures or special
needs.f. Evacuation is NOT automatic.g. You may need to find a safe/alternate evacuation route.h. You may not receive the order to evacuate from the IC.
Evacuation Site- Avoid trees, power lines, structures
Myths- Stand in a door way- Triangle of Life
Creating a Safe Learning Environment
EMERGENCY SIGNAL:LOCK DOWN – TEAM RESPONSE
Verbal Command – Activates SETExamples: trespasser, police activity in neighborhood, attempted suicide, stabbing
a. All available adults respond to the Command Center.
b. Classroom teachers remain with their students.
c. Classroom teachers lock classroom doors – admit students/adults in hallways.
d. Complete Emergency Attendance Form and slide under door.
e. Continue instruction.
f. Check email for updates.
g. Remain in Lock Down until All Clear signal is given.
If police or fire have responded to the school, the school cannot go into an All Clear without their expressed consent.
Creating a Safe Learning Environment
Search team members should pick up this form from every classroom. Date: _______________________________________________________ Teacher: _____________________________________________________ Classroom: ___________________________________________________ The following students and adults were added to my classroom when the Lock Down – Team Response/Lock Down was declared. Additional students and adults: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ The following students are missing from my classroom when the Lock Down – Team Response/Lock Down was declared. Note: if the daily attendance sheet has already been turned into the office write down missing students not absent. Missing students: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Search Team members will take this form to the Command Center in order to compile a master list. Note: When accounting for all students during an emergency do not forget to reconcile this report with the Visitor’s Log and Early Dismissal Log.
EMERGENCY ATTENDANCE FORM
Creating a Safe Learning Environment
SET POSITIONS FOR A LOCK DOWN – TEAM RESPONSE
Positions of SET members in a Lock Down - Team ResponseScenario: Crime committed on campus – location is Room 20
Creating a Safe Learning Environment
EMERGENCY SIGNAL:LOCK DOWN
Verbal Command – Does NOT Activate SET – No One MovesExamples: shots fired, gunman in building, hostage situation
a. Classroom teachers remain with their students.
b. Classroom teachers lock classroom doors – admit students/adults in hallways depending on visibility.
c. Complete Emergency Attendance Form and hang on to it.
d. Move students away from doors and windows – create a physical and visual barrier.
e. Cover doors and windows.
f. Be ready to move!
Creating a Safe Learning Environment
EMERGENCY SIGNAL:SHELTER-IN-PLACE
Verbal Command – threat requiring the school and community remain indoors. Examples: airborne contaminant or wild fire
a. Cancel all outside activities.
b. Allow members of the community to take shelter in the school.
c. Complete emergency attendance.
d. Typically declared by the city/county.
e. Lock doors, close windows, close/shut off air vents
f. Turn off fans, air conditioning, and forced air heating systems
g. If possible, go to an interior room with the fewest windows
h. Seal windows, doors, and air vents with plastic sheeting and duct tape
Creating a Safe Learning Environment
EMERGENCY SIGNAL:SHELTER-IN-PLACE
Sheltering in place can be 500 times safer than staying outside under the following conditions:
a.You enter the shelter before the arrival of the contaminant
b.You exit the shelter as soon as the contaminant passes over
c.The contaminant passes over quickly
•Allow at least 10 square feet of floor space for each occupant in the sealed room
•Maintain a low level of activity so breathing rates remain low
•If the room is sealed very well, you can safely stay inside for three hours
Creating a Safe Learning Environment
EMERGENCY SIGNAL:SHELTER-IN-PLACE
Creating a Safe Learning Environment
EMERGENCY SIGNAL:ALL CLEAR
Verbal Command
a.Never use bells/alarm for the All Clear.
b.Indicated that the emergency/crisis is over.
c.Need permission from first responders (police/fire) if they are at the school site.
Creating a Safe Learning Environment
EMERGENCY SIGNAL:Weather/Natural Disasters
a. Tornado (watch/warning)
b.Hurricane
c. Tsunami
d.Flood (watch/warning)
Creating a Safe Learning Environment
Signal Review
Signal Stay or Go Communication Method Fire
Lock Down – Team Response
Lock Down
Duck, Cover, and Hold On
Shelter-in-Place
Controlled Evacuation
Reverse Evacuation
All Clear
Creating a Safe Learning Environment
BELLS
Bells can be used as an Emergency Alert Message (EAM), not an emergency signal.
Creating a Safe Learning Environment
Knowledge Review - Signals
EMERGENCY SIGNALS – KNOWLEDGE REVIEW
Creating a Safe Learning Environment
A gas leak is discovered at the
school.
EMERGENCY SIGNALS – KNOWLEDGE REVIEW
Creating a Safe Learning Environment
Police Officers are executing a warrant
across the street from the school during
recess.
EMERGENCY SIGNALS – KNOWLEDGE REVIEW
Creating a Safe Learning Environment
A staff member has a seizure in the front
hallway.
EMERGENCY SIGNALS – KNOWLEDGE REVIEW
Creating a Safe Learning Environment
A nearby train derailment has released a toxic
chemical into the air.
EMERGENCY SIGNALS – KNOWLEDGE REVIEW
Creating a Safe Learning Environment
A parent is threatening the front office staff with a firearm because she
wants her child, but the school has received a
non-custodial court order.
EMERGENCY SIGNALS – KNOWLEDGE REVIEW
Creating a Safe Learning Environment
Students report a raccoon on the school property during the lunch period.
EMERGENCY SIGNALS – KNOWLEDGE REVIEW
Creating a Safe Learning Environment
An explosive device is found in a classroom.
EMERGENCY SIGNALS – KNOWLEDGE REVIEW
Creating a Safe Learning Environment
The earth starts shaking due to an earthquake.
EMERGENCY SIGNALS – KNOWLEDGE REVIEW
Creating a Safe Learning Environment
A student has hung himself in the
bathroom.
EMERGENCY SIGNALS – KNOWLEDGE REVIEW
Creating a Safe Learning Environment
A former school employee is threatening
the Principal with a handgun.
EMERGENCY SIGNALS – KNOWLEDGE REVIEW
Creating a Safe Learning Environment
Your NOAA radio announces a Tornado
Watch.
EMERGENCY SIGNALS – KNOWLEDGE REVIEW
Creating a Safe Learning Environment
A student in your classroom has lost
control and is throwing books and chairs.
EMERGENCY SIGNALS – KNOWLEDGE REVIEW
Creating a Safe Learning Environment
You are outside with your students. A
gunman is between you and the school.
EMERGENCY SIGNALS – KNOWLEDGE REVIEW
Creating a Safe Learning Environment
The police activity in the neighborhood has
been resolved.
EMERGENCY SIGNALS – KNOWLEDGE REVIEW
Creating a Safe Learning Environment
NEXT STEPS
1. Training, Training, and more Training
2. Identify a TTT for your building
3. Emergency drills are FUN!
4. Enhanced Plan and supplemental materials
Creating a Safe Learning Environment
QUESTIONS OR ADDITIONAL INFORMATION
Stacey NewtonStrategic Partnership Schools Group
1312 N. FairfaxLos Angeles, CA 90046