Transcript Signal Training

EMERGENCY SIGNAL
TRAINING
Creating a Safe Learning Environment
REMS Grant Overview
Creating a Safe Learning Environment
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.
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 Response
Verbal command – Activates SET
Examples: trespasser, police activity in neighborhood, attempted suicide
4.
Lock Down
Verbal command – does NOT activate SET – no one moves
Examples: shots being fired, gunman in building, hostage situation
5.
Shelter-in-Place
Verbal command – threat requiring the school and community remain indoors
Examples: airborne contaminant or wild fire
6.
All Clear
Verbal 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 __________.
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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) evacuation
Evacuate 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
Environment
BOMB THREATS AND DEVICE FOUND
Bomb Threats
1. Remain calm
2. 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 Found
1. Do not touch
2. Evacuate the area
3. Get help
Creating
a Safe
Learning Environment
Creating 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
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 Site
At 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
or
Need Assistance
All Accounted For
Creating a Safe Learning Environment
EMERGENCY SIGNAL:
DUCK, COVER, AND HOLD ON
Verbal Command or Immediate Response to Threat. Example: Earthquake
a.
b.
c.
d.
e.
f.
g.
h.
Ensure all students take the position.
Lead by example.
Reassure students.
Be ready for after-shocks.
Before releasing the “duck, cover, and hold on,” identify any injures or special
needs.
Evacuation is NOT automatic.
You may need to find a safe/alternate evacuation route.
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 SET
Examples: 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
EMERGENCY ATTENDANCE FORM
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.
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SET POSITIONS FOR A LOCK DOWN – TEAM RESPONSE
Positions of SET members in a Lock Down - Team Response
Scenario: 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 Moves
Examples: 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
Fire
Stay or Go
Communication Method
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
EMERGENCY SIGNALS – KNOWLEDGE REVIEW
Knowledge Review Signals
Creating a Safe Learning Environment
EMERGENCY SIGNALS – KNOWLEDGE REVIEW
A gas leak is
discovered at the
school.
Creating a Safe Learning Environment
EMERGENCY SIGNALS – KNOWLEDGE REVIEW
Police Officers are
executing a warrant
across the street from
the school during
recess.
Creating a Safe Learning Environment
EMERGENCY SIGNALS – KNOWLEDGE REVIEW
A staff member has a
seizure in the front
hallway.
Creating a Safe Learning Environment
EMERGENCY SIGNALS – KNOWLEDGE REVIEW
A nearby train
derailment has
released a toxic
chemical into the air.
Creating a Safe Learning Environment
EMERGENCY SIGNALS – KNOWLEDGE REVIEW
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.
Creating a Safe Learning Environment
EMERGENCY SIGNALS – KNOWLEDGE REVIEW
Students report a raccoon
on the school property
during the lunch period.
Creating a Safe Learning Environment
EMERGENCY SIGNALS – KNOWLEDGE REVIEW
An explosive device is
found in a classroom.
Creating a Safe Learning Environment
EMERGENCY SIGNALS – KNOWLEDGE REVIEW
The earth starts shaking
due to an earthquake.
Creating a Safe Learning Environment
EMERGENCY SIGNALS – KNOWLEDGE REVIEW
A student has hung
himself in the
bathroom.
Creating a Safe Learning Environment
EMERGENCY SIGNALS – KNOWLEDGE REVIEW
A former school
employee is threatening
the Principal with a
handgun.
Creating a Safe Learning Environment
EMERGENCY SIGNALS – KNOWLEDGE REVIEW
Your NOAA radio
announces a Tornado
Watch.
Creating a Safe Learning Environment
EMERGENCY SIGNALS – KNOWLEDGE REVIEW
A student in your
classroom has lost
control and is throwing
books and chairs.
Creating a Safe Learning Environment
EMERGENCY SIGNALS – KNOWLEDGE REVIEW
You are outside with
your students. A
gunman is between
you and the school.
Creating a Safe Learning Environment
EMERGENCY SIGNALS – KNOWLEDGE REVIEW
The police activity in
the neighborhood has
been resolved.
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 Newton
Strategic Partnership Schools Group
1312 N. Fairfax
Los Angeles, CA 90046
[email protected]
Creating a Safe Learning Environment