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  1. 1. Mr. Warren Norris Dr. William Singleton, Principal Director of Operations Superintendent RES JSCD JCSD 3774 Bees Creek Road P.O. Box 848 P.O. Box 848 Ridgeland, SC 29927 Ridgeland, SC 29936 Ridgeland, SC 29936 Tel.: (843) 717-1300 Tel.: (843) 717-1100 Tel.: (843) 717-1100 Fax: (843) 717-1399 Fax: (843) 717-1199 Fax: (843) 717-1199
  2. 2. Revised 5/25/04 Table of Contents Page(s) Prevention Red Section Crisis Numbers Codes and Team Members Community Providers Resource List Emergency Supplies List Training Schedules Parent Education—Early Earning Signs Booklets Preparedness Emergency Procedures Early Warning Signs Safety Systems Controls Safe School Checklist Safe School Forms Safety Audit Checklist Safety Audit Training Schedule Parental Notification of Emergency Preparedness Procedures Response Jasper County Response Team Address Safety Issues as Outlined in the Safety Checklists Response Counseling Team Parent and Public Relations Recovery Crisis Recovery Response Team Guidance Counselors Responsibility Teacher’s Responsibilities Administrator’s Responsibilities Parent and Public Relations. Location where parents can pick up students after an emergency Evaluation Evaluation Checklist of actual assimilation or emergency 2
  3. 3. Revised 5/25/04 Prevention Red Section Page(s) Crisis Response Teams & Numbers 4 Jasper County School District’s Emergency Codes 5 EMERGENCY SUPPLIES - Automobiles EMERGENCY SUPPLIES - Classrooms Training Schedules Parent Education—Early Earning Signs Booklets 3
  4. 4. Revised 5/25/04 CRISIS RESPONSE School District Numbers Superintendent 717-1100 368-6600 Deputy Superintendent 717-1111 368-6585 Operations 717-1120 368-6588 Bus Transportation 717-1180 368-6584 West Hardeeville Elementary 717-1200 Ridgeland Elementary 717-1300 Ridgeland Middle 717-1400 Jasper County High 717-1500 Project HOPE Alternative School 717-1574 717-1390 Student Services 717-1571 368-6589 District Team Members Information Center: Board Room 717 - 1106 Chairperson (s) Warren Norris 717 - 1120 368-6588 Emergency Response Coordinator Curtis Dixon 717 - 1571 368-6589 First Aid Coordinator: Charleen Hodges 717 - 1510 Media Contact Coordinator Robert Huff 717 - 1106 368-6587 Counseling Coordinator Rosemarie Boyles 717 - 1130 Transportation Coordinator Shirley Garvin 717 - 1180 368-6584 Child Nutrition Coordinator Lydia Breland 717 - 1140 368-6590 Telephone/Runners Coordinator Saundra Woods 717 - 1103 Nursing Supervisor Charleen Hodges 717 - 1510 Jasper. County Sheriff’s Department Lieut. Greg Jenkins 726 - 7768 or 7767 SRO Supervisor County Numbers Jasper County Sheriff Dept. 726-7777 Emergency 911 American Red Cross 757-7437 247-4253 Emergency Medical Services 726-7797 Poison Control Center 1-800-922-1117 National Response Center (Toxic Chemicals) 1-800-424-8802 Ridgeland Police Dept. 726-7579 Ridgeland Fire Dept. 726-7522 Hardeeville Police Department 784 -2233 Hardeeville Fire Department 784 -3229 Department of Social Services 726 -7747 Coastal Empire Community Mental 726 -8030 DHEC 726-7788 726-7792 Emergency Services Central Dispatch 726-7519 Emergency Services Non-Emergency Contact 726-7417 4
  5. 5. Revised 5/25/04 School Team Members Information Center: Chairperson (s) Assistant Principal Emergency Response Coordinator Principal First Aid Coordinator: School Nurse First Aid Assistants P. E. Teachers/Coaches Media Contact Coordinator District Designee Counseling Coordinator Guidance Counselor Transportation Coordinator Shirley Garvin Food Services Coordinator Cafeteria Manager Telephone/Runners: Clerical Staff Jasper County School District’s Emergency Codes Code E33 Evacuation (Bomb Threat---large chemical spill on campus) Code L100 Intruder on Campus Student in possession of weapon Hostage Student Disturbance LOCK DOWN Death and or Injury on Campus Hazardous Materials/Chemicals---off campus Weapon Drug Searches Code Blue First Aid or CPR 5
  6. 6. Revised 5/25/04 EMERGENCY SUPPLIES - AUTOMOBILE/BUS (Information provided is recommended minimum type and quantities. Schools should review and adjust for their individual needs, i.e. location, students, etc. Other types of emergency supplies (e.g., classroom, first aid, food and water) are listed below.) Supplies (Suggested) Item AM Portable Radio C B Radio Cellular Phone Emergency Blanket Extra Batteries (flashlight/radio) First Aid Book First Aid Supplies Flashlight Sanitation Supplies Student Roster 6
  7. 7. Revised 5/25/04 EMERGENCY SUPPLIES - CLASSROOM (Information provided is recommended minimum type and quantities. Schools should review and adjust for their individual needs, i.e. location, students, etc.) (Suggested) Location By primary evacuation doorway in each classroom Supplies (Suggested) 1 backpack 1 flashlight 2 batteries 1 pair of scissors 1 first aid instruction summary sheet 1 pad of paper (for name tags, etc.) 1 pen and 1 pencil 1 light stick 1 whistle Sanitary Napkins/Toilet tissue 1 package of safety pins Triangular bandages 1 10 package of gum 1 10 package of life savers 6 packages of plastic trash bags 2 packages of small paper bags 2 packages of paper cups 1 package of premoistened towelettes 1 bottle of hydrogen peroxide 1 package of Tums 2 zip lock sandwich bags 1 box of Telfa pads 1 pair of tweezers 1 box of band-aids 2 cold packs 1 2" roller bandage Board Games 1 3" roller bandage Classroom Emergency Roster 1 roll of adhesive tape 10 pairs of disposable nitrile gloves 7
  8. 8. Revised 5/25/04 EMERGENCY SUPPLIES - FOOD, WATER AND SUPPLIES (SCHOOL) Suggested quantities are for 100 people for a period of 72 hours. (Information provided is recommended minimum type and quantities. Schools should review and adjust for their individual needs, i.e. location, students, etc.) Supplies Item Quantity Large battery operated radio with 1 batteries Heavy duty flashlights with 4 batteries and bulbs Whistles (for communicating with 4 staff and students) Clipboards 4 Ink pens 6 Medium garbage bags 4 packages (40 count) Large 3-ply garbage bags 4 packages (20 count) Plastic buckets - 5 gallon 6 Pads of paper 4 Scotch tape 4 rolls Food: will be determined by the crisis level-based on USDA guidelines 8
  9. 9. Revised 5/25/04 EMERGENCY SUPPLIES - FIRST AID SUPPLIES (SCHOOL) (Information provided is recommended minimum type and quantities. Schools should review and adjust for their individual needs, i.e. location, students, etc.) First Aid Supplies Item Quantity First Aid Manual (Red Cross, up-to- 1 date) Alcohol 4 bottles Alcohol prep 4 boxes - 100 count Antibiotic solution (betadine) 4 bottles Aromatic spirits of ammonia 4 boxes - 10 count Band-aids - assorted sizes 8 boxes Bandage - ACE wrap, Kerlix, Kling, or other conforming bandage of 4 boxes each several widths - 2, 3, 4 and 6 inch) Bandage scissors - blunt nose type 9 pairs Bandage, triangular - 36 x 40 x 55 30 inch Blood pressure cuff with manometer 6 Burn sheets - sterile, disposable 4 packages Cervical collar - small, medium & 4 each large Cotton balls - unsterile 4 large packages Disinfectant - hand washing 4 gallons Dressings - 2x2's, 3x3's & 4x4's 4 boxes each sterile Dressings - 5x9's & 8x10's sterile 4 boxes each Dressings - eye pad, oval sterile 15 boxes Dressings - Vaseline gauze 3x36 inch 4 boxes sterile Ipecac 4 bottles Kleenex 10 boxes Marking pens - skin 6 Needles - for removing splinters & 4 packages glass Note pads 20 Pack - cold Temp-Aid 1 case Paper cups 4 boxes Pack - hot Temp-aid 1 case Paper bags 4 boxes Paper towels 4 cases Pencils or ball point pens 4 packages Petroleum jelly 4 large jars 9
  10. 10. Revised 5/25/04 Pitcher or jar with cover - can be 4 one quart size used as a measuring device Q-tip swabs 6 packages Safety pins - assorted sizes 6 packages Saline - 1 tsp. per quart sterile 4 boxes water = normal saline Sanitary napkins - can be used for 2 cases heavy bleeding wounds Spine board - long and short 2 each Splints - inflatable, boards, Several sets magazines or other Standard surgical gloves - medium 4 boxes and large Table 4 Thermometer - oral - Tempa-dot, 4 boxes each disposable Toilet tissue 4 cases Tongue depressors 4 packages Towelettes - moist 15 boxes Treatment log 1 Triage tags (from Office of 150 Emergency Services) Tweezers - large 9 pairs Tylenol (15 grains) 6 bottles Water purification tablets 4 bottles 10
  11. 11. Revised 5/25/04 11
  12. 12. Revised 5/25/04 Emergency Preparedness Procedures District Training Matrix Evacuation Plan Class Roster Earthquake/Explosion Procedures Fire Procedures Tornado/Severe Thunderstorm/Hurricane Bomb Threat Weapon On Campus Intruder On Campus Off Campus Emergencies Prevention and Intervention Early Warning Signs Safety Systems Controls Characteristics of a Safe and Responsive School Investigation and Reporting Procedures Emergency Prepared Crisis Management Safe School Checklist and Forms 32 Parental Notification of Emergency Preparedness Procedures 12
  13. 13. Revised 5/25/04 DISTRICT TRAINING MATRIX SUBJECT TRAINING CYCLE TRAINING TIME TRAINING RESOURCE TARGET AUDIENCE Upon Job Assignment & as Risk Management Programs Discretionary SCSBIT Staff School Nurse All Employees needed Upon Job Assignment & as Accident Investigation Discretionary SCSBIT Manual Supervisors needed Upon Job Assignment & as School Nurse, RN, exposure Blood borne Pathogens Discretionary All Employees needed Control Plan American Red Cross, School Teachers, Coaches, SROs, Bus CPR Annually 2-8 Hours Nurses Drivers District Administrators, EMS, Crisis Management Quarterly Discretionary Sheriff’s Dept., American Red All Employees and students Cross Upon Job Assignment & Employment Practices Discretionary District Policy, Attorney All Employees Annually Fall Protection Upon Job Assignment Discretionary SCOVP Maintenance Fire & Life Safety Upon Job Assignment Discretionary District Administrators All Employees Fire Extinguishers Annually Local Fire Department All Employees American Red Cross, School Teachers, Coaches, First Aid Every 2 years 2-40 hrs. Nurses, Transportation, Cafeteria Health Teachers Workers Maintenance, Custodians, and Hand Tools Upon Job Assignment Discretionary Supplier Technology Hazard Communication Upon Job Assignment Discretionary Supervisors All Employees Hazardous Waste Management Upon Job Assignment Discretionary SCDHEC All Employees Indoor Air Quality Upon Job Assignment Discretionary District Maintenance All Employees Upon Job Assignment & Food Service & Home Food Service Safety 1 hour Supervisors Annually Economics Upon Job Assignment & as Ladders 1 hour SCSBIT, SCVOP, OSHA All employees needed Upon Job Assignment & after Lifting/Material Handling Discretionary SCSBIT All Employees accident Upon Job Assignment & Maintenance, Custodial, and Lockout/Tagout Discretionary SCSBIT, SCVOP Annually Food Service Upon Job Assignment & Maintenance Safety Discretionary SCSBIT Maintenance Annually Upon Job Assignment & Personal Protective Equipment Discretionary Supervisors All Employees Annually 13
  14. 14. Revised 5/25/04 SUBJECT TRAINING CYCLE TRAINING TIME TRAINING RESOURCE TARGET AUDIENCE Maintenance, Custodial & Upon Job Assignment & Playground Safety Discretionary CPSI playground Supervisors, Annually Teachers and Students Upon Job Assignment & new Portable Power Tools Discretionary Supplier Maintenance, Custodial tool introduced Upon Job Assignment & Board Policy, Annual Sexual Harassment Discretionary All Employees Annually Notification, Legal Counsel Upon Job Assignment & as Solid Waste Management Discretionary SCDHEC Maintenance, Custodial needed Storm Water Pollution Upon Job Assignment & as Discretionary SCDHEC Maintenance & Transportation Prevention needed Board Policy, Tobacco Free Workplace Upon Job Assignment Discretionary Safe Drug Free All Employees Schools Coordinator Transportation; Teachers and Transportation Evacuations Annually Discretionary Supervisors students Board Policy Upon Job Assignment & as Transportation Drug Free Testing Discretionary Safe Drug Free Transportation needed Schools Coordinator 14
  15. 15. Revised 5/25/04 Refer to the district’s policy manual. Earthquake/Explosion Procedures DEFINITION: Trembling or shaking of buildings and grounds movements of the earth crust. SIGNAL: A series of long-short-long-short blasts over the PA (or with horns in the hallways) will signal all to take immediate DUCK AND COVER actions to protect against falling debris STEPS OF ACTION: 1. Protect face and head from flying debris with arms, books, coats, etc… DUCK AND COVER. 2. Remain in this position until the episode is over. 3. Await further instructions. 4. It may be necessary to evacuate the building. If the alarm sounds (if electricity is inoperative; air horns will be used), evacuate to your designated area. 5. Principal if appropriate will issue return signal. 6. Assigned response team members will assist with the evacuation of special needs students. Fire Procedures DEFINITION: A fire in the building or on the premises requiring evacuation. SIGNAL: Four (4) Long blasts on the PA (or air horns). If fire alarm is operable – one continuous sounding of the fire alarm. STEPS OF ACTION: When fire is observed in the building: 1. Pull the nearest fire alarm. 2. Close all windows and doors to confine the fire. 3. Evacuate the building and notify administration. 4. Everyone will remain outside until administration or designee gives the “ALL CEAR”. 5. Extinguish a fire only if you can do so safely and without risk to student or self. 6. Assigned response team members will assist with the evacuation of special needs students. 15
  16. 16. Revised 5/25/04 Tornado/Severe Thunderstorms/Hurricane DEFINITION: Tornado Watch: Conditions are favorable for tornado or severe weather. Continue normal activities; keep all students under close supervision. Administration will inform unit leaders who in turn will inform teachers in their unit. Tornado Warning: Tornado(s) has been si9ghted – take immediate shelter. Tornado warning will be indicated in the office by the emergency radio, will be monitored by administration and office staff. Custodians will assume “a weather watcher role”. Severe Thunderstorm: Storm containing high winds, lightning, and rain which causes safety concerns. SIGNAL: Series of short-short-long blast on PA or air horns. STEPS OF ACTION: When fire is observed in the building: 1. Upon hearing the signal students will proceed to the hallway and designated areas, seated with backs against the wall and heads covered with a book. 2. Students in unsafe areas at the time of the signal will be assigned locations at the direction of the teacher. 3. Teachers will close classroom doors after students exit into the hallways. 4. Silence is a must so that directions can be heard. It may be necessary to evacuate. 5. Teachers should have their handbooks with them and insure that students follow procedures. 6. When appropriate4, the ALL CLEAR will be given over the PA or Air Horns. 7. Assigned response team members will assist with the evacuation of special needs students. ROLES – PRINCIPAL 1. Sound Code and announce over PA “We need to move quickly and quietly into the hallways at this time.” 2. Supervise student body and maintain. SECRETARY/OFFICE STAFF 3. Monitor emergency radio 4. Call 911 if tornado is spotted. 5. Notify appropriate agencies/district personnel regarding circumstances Students should be instructed to respond to a specific command – “everybody down” where students will sit with a book over their head for protection. 16
  17. 17. Revised 5/25/04 If the tornado actually strikes the building, all will remain in place until the episode is over. The principal will sound the evacuation alarm when safe to do so. Normal evacuation routes will be followed unless damage obstructs the regular course of travel. Teachers must then use their best judgment whether to deviate from the normal route or remain in the room due to structural damage or other safety hazards. • In all instances, one long blast will indicate it is safe to return to the building Bomb Threat DEFINITION: An explosive device either present or alleged to be present in the school or on the premises, which may or may not have exploded. SIGNAL: Upon receipt of a bomb threat, the principal will make a PA announcement using the code for a bomb threat “a threat has been received, implement evacuation procedures at this time.” NOTE: Under these circumstances, no one will use walkie-talkies, cellular phones, fire alarm or cordless phones during a threat. STEPS OF ACTION: 1. Teachers will evacuate their room only if their door is opened from the outside. If their door is already open teachers may evacuate their classroom. All staff members will open doors from the hallway until all classes can evacuate in a safe manner. 2. Calls 911 – using school phone, call superintendent. 3. Remain at evacuation location until “ALL CLEAR” is announces. 4. Everyone will remain outside until administration or designee gives the “ALL CEAR”. 5. Extinguish a fire only if you can do so safely and without risk to student or self. 6. Assigned response team members will assist with the evacuation of special needs students 17
  18. 18. Revised 5/25/04 Intruder on Campus DEFINITION: Anyone who has no business or exhibits inappropriate behaviors on the school premises GENERAL Staff members are to stop all visitors who are not in PROCEDURES possession of a “visitor’s pass” and dire4ct them to the office to register as a visitor. Staff will then check with the office to verify their registration. If registration cannot be verified, the administration and SRO will be notified. SIGNAL: An announcement will be made over the PA system “Teachers implement Plan A, B, OR c. •Plan A - Lock classroom, door, use caution but continue with instruction. If on the playground monitor all areas. •Plan B – Lock classroom door. Have students “DUCK AND COVER” or cover against interior classroom wall. If on playground, proceed to far corner and lie flat on the ground. (Intruder is armed.) •Plan C – Lock classroom door and evacuate out emergency exits. Proceed to safe area, which may be off school property. Remain until “ALL CLEAR” is announced. STEPS OF ACTION: 1. Visitor passes are required of all non-employees on campus. If any individual is observed on campus without a pass, direct them to the office so they can register as a visitor, then verify their registration. 2. If a person does not register, the principal will announce “Plan A” over the PA and will conduct a search for this individual assisted by the SRO. 3. If the individual is located, approached and secure name and other data. If the person has no legitimate reason to be on campus, request the person to leave and monitor their departure. 4. If the person refuses to leave or is acting in a suspicious manner, call 911 and continue to monitor movements and the behavior of the individual – Call Superintendent. 5. Observe: clothing, car type, tag number, possible weapons, height, weight, race, hair color, and distinguishing marks. 18
  19. 19. Revised 5/25/04 Weapon On Campus DEFINITION: Any device used to cause harm to another individual such as a gun, knife, or razor. Anything similar in appearance to a weapon. When a student is observed or reported to have a weapon on campus, administration and staff will follow the following procedures. STEPS OF ACTION: 1. Identify the student and his/her location. 2. Use intruder codes to notify staff. •Plan A – (Student with knife and refusing to surrender it). Lock classroom-door. Use caution but continue with instruction. If class is on playground, monitor all areas. •Plan B – (Student with gun refusing to surrender it). Lock classroom door. Have students “DUCK AND COVER” against interior classroom wall. If on playground, proceed to far corner and lie flat on the ground. •Plan C – (Student with explosive device). Lock classroom door and evacuate outside. This may include off school property. Remain in this area until “ALL CLEAR” is announced. 3. Depending on situation, the student should be asked to surrender the weapon or declare its location. 4. Administrators, teachers, SRO should quietly ask the student to accompany them to the office. 5. Notify students’ parents. 6. Notify Superintendent and Law Enforcement. 19
  20. 20. Revised 5/25/04 OTHER EMERGENCIES In the event that there is a:  Partial power outage in any area of the campus.  Interruption of water or sewage service or an Highway disaster that prevents the delivery of food to foodservice the following steps should be taken: 1. Partial Power Outage: emergency generators will be secured and utilized until power is secure. 2. Interruption of Water or Sewage Service: Cafeteria ONLY - water tankards will be secured from the Jasper County Emergency Services. 3. Sewage Back-Up: Meal service will be temporarily suspended and a temporary feeding site will be identified. 4. Highway Disaster: Contract with local food chains to provide emergency supplies. 20
  21. 21. Revised 5/25/04 OFF-CAMPUS EMERGENCIES DEFINITION: Emergencies that take place off school grounds while students are on a school sponsored activity. STEPS OF ACTION: 1. Assist in identifying students requiring first aid. 2. Contact local Emergency Personnel. 3. Contact Principal or designee who will notify the Superintendent and parents of students involved. 4. If it is necessary to stay with the injured individual, assign supervisory responsibility to alternate accompanying chaperone. ROLES - Principal 1. Insure contact is made to Superintendent and Bus Supervisor. 2. Have secretary notify parents of student’s involved. Principal or designee will assist teachers with supervisory and communication responsibilities. 3. Proceed to the site of accident, keeping in contact by cellular phone. 21
  22. 22. Revised 5/25/04 Emergency Class Roster Update Every Nine Weeks Teacher’s Name Grade Level Marking Period Date: A copy of this class roster must be on file with every special area, connect, and resource teacher as well as the front office. Circle the event and hand this form in to the main office when you leave the building. If a drill was conducted, hand the form in to the school Crisis Management Team Chair. Fieldtrip: Place: Departure Location: Return Time Phone # Drills: Time In- Out of Fire Tornado Bomb Intruder County County Threat Alert (A) Absent Emergency (C) Connect Student’s Name Mother Father Home Phone Work Phone Emergency Contact Contacts (SP) Special Area Phone # (R) Resource 1. 2. 3. 4. 5. 6. 7. 8. 9. 10 . 11 . 12 . 13 . 14 . 15 . 16 . 17 22
  23. 23. Revised 5/25/04 18 . 19 . 20 . 21 . 22 . 23 . 23
  24. 24. Revised 5/25/04 Prevention and Intervention Early Warning Signs Characteristics of a school that is safe and responsive to all children Characteristics of Physical Environment Investigation and reporting procedures Emergency Preparedness/Crisis Management Crisis Management Team 24
  25. 25. Revised 5/25/04 PREVENTION AND INTERVENTION Introduction: Prevention is the key factor and will play an extremely important role in your crisis management plan. The focus of your plan must be on prevention. Prevention stops the incident before it occurs. Secondary measures are used to reduce the incident; the school and district must be proactive. Intervention should be viewed as secondary when used after an incident. If prevention is used as the guidepost, the school should be able to control and operate a safe school environment. Educators have the ability to seek and receive information from students in a variety of ways, assignments in writing, art, conversations, notes and even anecdotal information in discipline records can give a hint of possible violent actions. Philosophy: We must work together as a community to keep our children safe. The first factor is for all aspects of the Jasper community to work together. School violence is not just the responsibility of the school system. Every county organization, law enforcement, civic organization, local government, businesses, parents, and schools must form partnerships to prevent violent acts and reduce the trauma of disaster. The School District must prepare for any crisis/disaster. Law enforcement must be prepared to deal with all incidents, and the community must be ready to work together to prevent and/or reduce tragedies. Many security experts have said, “Silence is our worst enemy”. Early Warning Signs Student silence is a deeply embedded code that must be broken. In each of the nationally known incidents of school violence, young people heard the intentions of fellow students but chose not to tell adults. The consequences of their silence were immeasurable. The code can be broken. Begin with some basic plans: Start by enlisting students. Charter education programs area good start, they 1 emphasize values such as responsibility, courage, and caring. These programs . must emphasize the importance of breaking the code of silence, a golden opportunity to make our schools safer. 2 Regular discussions of the school discipline code. Don’t just give the students a . handbook. Give teachers time to discuss the rules and consequences with students. 3 Have a formal discussion with parents about safety and security at every . opportunity. 4 Setup a “Hotline” and get the word out to the entire community. . Set an established protocol for responding to reports of potential violence. Staff Member reports to the Administration Administration reports it to the Resource Officer 5 Resource Officer follows investigative procedures. . Resource Officer meets with student and parent(s)/legal guardian. If warranted reports findings to Student Services Director. Student Services Director will report to the Superintendent 6 Make the School Resource Officer a key player in all crisis management plans. . 25
  26. 26. Revised 5/25/04 While it is impossible to protect students from all risks of victimization, there are actions that can be taken that will prevent harm and save lives. The elements of a powerful alliance to break this so-called code of silence are present in every school system. Students can make the difference if they have the ways and means to share information that can save lives. School officials must be able to deal with student altercations. Intervention tips are easy way s to break the tension if a crisis is about to start or is in progress. These tips should not take the place of reporting incidents for further investigation. Remember no matter how small the incident may be like a spark it could ignite into a full fire. Always follow up on any and all incidents and bring them to closure. 26
  27. 27. Revised 5/25/04 Safety System and Controls INTRODUCTION: THREATS CAN’T BE IGNORED The Jasper County School District cannot afford to operate with a “business as usual” mentality when it comes to security in our schools. We must challenge traditional approaches to school safety by focusing on providing a secure environment to address immediate safety threats. We can’t solve school security problems until we personalize the schools ♦ Steps for safe schools planning:  Establish/organize committees that will review and develop required plans.  Encourage cooperation from all aspects of the community.  Identify missions for each crisis/disaster that could take place.  Collect and interpret data that could allow the development of preventative procedures.  Design plans to fit all crisis/disasters as outlined by the District.  Implementation of plans.  Simulation/evaluate plans ♦ Options  Control campus access  Mandate crime reporting & tracking  Place safety on educational agenda  Amplify mission and statement  Develop comprehensive safe school plan  Identify assigned roles/responsibilities  Define alternative education program  Coordinate restitution and community service program through the Department of Juvenile Justice (DJJ)  Conduct annual review of plans  Promote crime prevention  Identify repeat offenders and place in system  Carefully screen & select new employees, SLED reports must be required  Use current technology that promote crime prevention  Make campus welcoming to all visitors  Create a climate of ownership & school pride within the faculty, staff and student body  Remove posters/coverings from all windows and classroom doors that have windows  Enhance multi cultural understanding  Promote and supervise a vibrant system for extra curricular programs 27
  28. 28. Revised 5/25/04  Enhance interagency cooperation among youth serving professionals  Promote/enforce student handbook & place students & parents on notice (bilingual)  Develop & enforce school dress code as outlined in Jasper County School District BOE policy Manual (JICA & JICA /R)  Review discipline & weapons possession policies ♦ Provide adequate adult supervision: All areas of any school inside and outside must be covered visually and/or with security cams. ♦ Limit opportunity to transport & store contraband: Campuses must be closed. Students must not have the ability to leave nor have unauthorized visitors. ♦ Stress campus parking is privilege not a right. Secure all areas that can be secured after school hours. Insure adult supervision is in place for all after school activities. ♦ Band forms of non-physical intimidation. ♦ Train students to take responsibility for own safety to include the wearing of ID tags. ♦ Establish a parent volunteer center on each campus (School officials should supervise these.) ♦ Conduct annual school safety programs ♦ Provide faculty and staff training  Must be ongoing  Substitute teachers (within 2 days of employment)  Transportation/custodial staff / cafeteria staff (classified staff) ♦ Create active student component  Conflict resolution as part of the curriculum  Character education as part of the curriculum  Life skills as part of the curriculum  School to work  Rites of passage  Campus beautification  Healthy lifestyles  Managing student events  Alcohol & drug abuse educational programs ♦ Implement peer counseling and peer mediation program (all schools) ♦ Consistently enforce information-sharing agreements with all district schools, Community Civic Organizations, Community Agencies, and Law Enforcement. ♦ Evaluate & reorganize SRO Programs as needed. 28
  29. 29. Revised 5/25/04 Characteristics of a safe and responsive school ♦ Focus on academic achievement ♦ Involve families in meaningful ways ♦ Develop community links (consistent) ♦ Emphasis on positive relationships among faculty, students, and staff ♦ Openly discuss safety issues ♦ Treat students with equal respect ♦ Allow (opportunities) for students to share and ventilate concerns ♦ Students need to feel safe expressing their feelings, set up an anonymous way to receive information ♦ Enforce confidentiality at all levels at all times ♦ Refer students suspected of being neglected to the Department of Social Services (DSS)  Children Reform Act 1996 Chapter 7 Section 20-7-510 should be reviewed and shared with staff and faculty ♦ Offer extended day programs that encourage and promote safety activities ♦ Promote good citizenship and character ♦ Identify problems and develop immediate contacts with agencies that can begin progress toward solutions. Do not delay referrals. ♦ Support students in making transition to adult life and workplace 29
  30. 30. Revised 5/25/04 Investigation and reporting procedures When an event happens the school should be a safe place defined to conduct interviews. Start immediately while information is fresh in the mind of any witnesses. Time is most important.  The Resource Officer/Principal/designee will interview person(s)connected to incident.  Contact parents/guardians in reference to incident and request conference  Investigate and substantiate all facts  Review documents and reports that pertain to case (referrals etc.,)  Determine consequences of participants  Document incident and follow administrative procedures  Record and track Emergency Preparedness  Procedures  Memo to individual school staff re: Disaster Preparedness Plan  Disaster Preparedness Plan should be developed with input from members of the staff and faculty, school council, PTO/PTA, and community focus groups.  Developing a Prevention and Response Plan  Emergency Student Release Form  Restricted Release Form  Action Planning Checklist: Prevention-Intervention-Crisis Response  Forms for incident/accidents and emergencies  Letter to parents re: Disaster Preparedness Plans  Emergency list for parents to complete.  Disaster/emergency drills records must be kept for any simulated or real situations.  Administrative guidelines for school safety/security.  Fire plans and fire drill diagrams, and Tornado safety plan must be posted  Nuclear disaster preparedness  Hazardous weather safety for schools  Safety and emergency precautions for the disabled and for students with disabilities during an emergency.  Emergency/evacuation equipment and supplies checklist and emergency health supplies checklist  Policy – crowd control to include assembly area and checkpoints. 30
  31. 31. Revised 5/25/04 Crisis Management Team  Procedures  Establish a Grief Counseling/Crisis Intervention Team.  Develop contacts within agencies that serve the Jasper County School District Community  Develop a Crisis Management Checklist  Identify critical incident stress management trauma teams  Respond to Crisis Management Team crisis procedure checklist  Develop an Administrators checklist for responding to a tragedy  Develop a system of dealing with a suicide  Flowchart of responsibility for all staff and faculty  Outline a Principal’s responsibilities for disseminating information to District Designee or media  Outline issues to consider in counseling and planning  Know the facts and misconceptions about children and grief  Understand children and their dealing with grief.  Develop classroom suggestions for acknowledgement of a death/suicide.  Understand the Superintendent/Principal activities with reference to implementing school wide campaigns that establish high expectations and provide support for socially appropriate behavior. They reinforce positive behavior and highlight sanctions against aggressive behavior. All staff, parents, students, and community members are informed about problem behavior, what they can do to counteract it, and how they can reinforce and reward positive behavior. In turn, the entire school community makes a commitment to behaving responsibility. Effective and safe schools develop and consistently enforce school wide rules that are clear, board-based, and fair. Representatives of the total education community develop rules and disciplinary procedures collaboratively. They are communicated clearly to all parties, but more importantly, everyone follows them consistently. School communities that have undertaken school wide approaches do the following things:  Develop a school wide disciplinary policy that includes a code of conduct, specific rules and consequences that can accommodate student difference on a case-by case basis when necessary. (If one already exists, review and modify it if necessary.) Be sure to include a description of school anti-harassment and anti-violence policies and due process rights.  Ensure that the cultural values and educational goals of the community are reflected in the rules. These values should be expressed in a statement that precedes the school wide disciplinary policy.  Include school staff, students, and families in the development, discussion, and implementation of fair rules. Provide school wide assemblies, student government representative should participate on discipline teams. In addition, peer mediation and conflict resolution programs have been implemented widely in schools to promote a climate of nonviolence.  Be sure consequences are commensurate with the offense, and that rules are written and applied in a nondiscriminatory manner and accommodate cultural diversity.  Make sure that if a negative consequence (such as withdrawing privileges) is used, it is combined with positive strategies for teaching socially appropriate behaviors and with strategies that address any external factors that might have caused the behavior. 31
  32. 32. Revised 5/25/04  Include a zero tolerance statement for illegal possession of weapons, alcohol, or drugs. Provide services and support for students who have been suspended and/or expelled.  Schools are directly responsible for discipline and the consistent administration of procedure that are within the policies as directed by the Jasper County School District Board of Education. (Code JK). 32
  33. 33. Revised 5/25/04 Model Safe Schools Checklist 33-35 Student Threat Response Checklist 36 Principal’s Emergency Checklist 37 School Site Initial Crisis Screening 38 Crisis Management Planning Checklist 39 Teachers’ Emergency Procedures 40-41 General Safety Inspection Checklist 42 Building and Site Inspection Checklist 43 Weapons Contract 44 REPORTS & FORMS 45 Incident/Crime Report (2) 46 Property Loss Report 47 Weapons Report 48 Sample Letters to Parents 49-51 Locker Contents Inventory Form 52 Voluntary Statement 53 Witness Statement 54-55 Memo to Staff Re: Building Security Plan 56 Letter to Parents and Friends Re: Building Security 57 District Organizational Chart: JCSD Management Team JCSD: Response Team RES: Organizational Chart Rules For Ridgeland Elementary School Parent Rights and Responsibilities 33
  34. 34. Revised 5/25/04 MODEL SAFE SCHOOLS CHECKLIST Existence of a Comprehensive Safety Plan 1. An emergency preparedness plan has been developed to address the following emergencies: YES NO N/A a. Fire b. Tornado c. Hurricane d. Bomb Threat/Explosion e. School Bus Accident f. Intruder g. Earthquake 2. Threats unique to the school (e.g., nuclear accident harzardous chemical release, train derailment) have been identified and the emergency preparedness plan addresses them. a. b. c. Communication of Discipline Policies and Procedures 1. Students are made aware of behavorial expectations and school discipline procedures. 2. Parents are made aware of and acknowledge student behavorial expectations and school discipline procedures. Intra-Agency and Interagency Emergency Planning 1. School emergency plans are coordinated with district emergency plans. 2. School emergency plans have been developed in cooperation with law enforcement and other emergency response agencies. 34
  35. 35. Revised 5/25/04 Recording Of Disruptive Incidents YES NO N/A 1. Violations of state and federal law that occur on school grounds are reported immediately by school officials to the appropriate law enforcement agencies. 2. An incident-reporting procedure has been established for all disruptive incidents which take place on school property. 3. A database is developed fro, disruptive incident reports, and it is analyzed to identify recurring school safety problems. Training of Staff and Students 1. Training sessions and drills are conducted on a regular basis to test the effectiveness and efficiency of safety plans and procedure. 2. Parents, students, teachers, administrators are involved in reviewing school policies and prevention strategies involved in school safety 3. Staff training is provided in weapons detection and reporting, and in responding to confrontations when weapons are involved 4. Staff training is provided to clarify expectations for reporting and responding to student violence.. 5. Some staff members are trained in first-aid and Cardiopulmonary Resuscitation (CPR). 6. Staff members are trained by law enforcement or other knowledgeable persons in the interception of and response to intruders. Assessment of Building and Grounds 1. External doors are kept locked where feasible during school hours. 2. The capability exists to notify all teachers to lock classroom doors in an emergency. 3. School grounds are properly lighted for night activities. 4. The Capability exists to monitor the main entrance. 5. Entrance doors have see-through sfety glass. 6. All Areas within the building are adequately lighted. 35
  36. 36. Revised 5/25/04 YES NO N/A An individual is designated to be responsible for overall school security procedures Emergency Communication and Management Procedures 1. The school has emergency telephone capability 2. A procedure has been developed to notify bus drivers when emergency evacuation of buildings and grounds is necessary 3. In the event of power, failure, alarm systems and phones remain operative. 4. A communication capability between the office and all teaching stations exists. Transportation Rules and Accident Proceedures 1. School Bus safety rules have been developed and distributed all students. 2. Pasrents have been informed in writing of school bus safety rules 3. All students participate in school bus emergency evacuation. 4. Safety training is provided for all school bus drivers. 5. Drivers are trained in school bus discipline policies and 6. Accident procedures have been developed and communicated to bus drivers. 7. Passenger lists for all bus routes are maintained at the school site are and updated as changes occur. 8. Route Descriptions for field trips are filed in the school office before trips begin. 9. Passenger lists are developed and filed in the school office for each vehicle going on a field trip. 10. All students and staff participating in a field trip carry identification with them. 11. Students with medical problems have identification of these on them when participating in field trips, or adult supervisors have a written listing of these medical problems. 36
  37. 37. Revised 5/25/04 STUDENT THREAT RESPONSE CHECKLIST Date& time completed. Check off the item as it is completed Name & Ph. No of the Y/N person contacted. 1. Document the student’s concerns: Ask the witnesses), adult(s) and or student(s) to record the statements with signature(s) and date. 2. Review the student’s disciplinary file to look for other incidents of threat, hostility, or aggression 3. Talk with the student’s counselor or student support specialist to learn all you can about the student’s home situation, and any outside influences that may be affecting the student emotionally and behaviorally. 4. Review all of the student’s educational records and files to determine whether there are psychological evaluations, educational assessments, or other information relevant to the alleged conduct. 5. Check the student, his or her book bag, and locker for possible weapons. Look through the student’s notebook and books for drawings and notes that might bear on the student’s propensity to engage in violent or dangerous acts. 6. Talk to the student’s friends, if they are known, and to his or her teachers. Ask them if they have heard the student make threats or talk about violent acts. 7. Call the student’s parent/guardian after the investigation has been completed. Ask if there are guns in the house and if their son/daughter has ever talked about wanting to hurt or kill anyone. 8. Call the parents/guardian of the threatened students(s) and inform them of the incident and the action that has been taken. If charges have been filed, explain to the parents that they have the right to discuss the charges with the local law enforcement. 9. Following due process procedures, suspend the student from school, depending on the circumstances shown in your investigation (Student Suspended Y/N). 10. Call support police who will make a report and who will talk with the parents and the student about what the report means and about the student’s investigation. 11. Depending on the nature of the threat, along with other circumstances, you may ask that the parent /guardian arrange for the student to have psychological evaluation or to see his/her doctor before returning to school. 12. If the maximum numbers of suspension days have been reached—expulsion is recommended. 13. If necessary require that a doctor, social worker, psychologist, or other professionals working with the student contacts the building level administrator before the student will be allowed to return to school. 14. Inform the appropriate person in the superintendent’s office when a threat is made, and consult regarding intervention/disciplinary action to be taken. Signature of Building Level Administrators Date 37
  38. 38. Revised 5/25/04 Principal’s Emergency Checklist Check off the item as it is completed Y/N 1. Conduct an immediate assessment 2. Confirm and ascertain the type of incident 3. Obtain essential information: What happened, who was involved, what did witnesses see, how the incident started etc., Common Help 1. Call 911-have the school secretary stay on the line with 911 operator 2. Have the assistant principal notify school district emergency notification point and Public Information Officer 3. Implement site and district crisis management plans 4. Gather school staff assigned to emergency duties 5. Sound warning to staff 6. Use emergency warning and condition signals (entire site) 7. Employ immediate sheltering actions for those exposed to danger. 8. Ensure that all others are sheltered in place or evacuate to a safer location if possible. 9. Signal instructions 10. Lock down building, secure areas, monitor situation 11. Lock exterior doors (& interior where possible.) 12. Assign staff to secure specified and prearranged areas; monitor conditions 13. Recognize need and be ready for contingencies. 14. Wait for police. 15. Keep responding units updated on the situation via 911. 16. Assemble witnesses and victims. 17. Send the appropriate individuals to areas assigned for staging, command post, emergency medical services, etc., 18. Gather key information for law enforcement 19. Maintain Event and Status log. 20. Stabilize elements of situation if safe to do so. 21. Care for injured (ensuring safety for those assisting). 22. Give ancillary staff instructions (see page(s) for list of ancillary staff. 23. Protect crime scene, evidence. 24. Work with the police to resolve the situation. 25. Stay at command post, supporting incident commander. 26. Provide information, including incident-specific knowledge, site background and resources, and special staff resources, abilities, training, etc., 27. Coordinate school response: a. On-Site b. Off-site (staging areas, hospital, etc) c. District d. Signal “ALL CLEAR.” 28. See that emergency medical care is provided. 29. Account for all students and staff on site or at hospital or other off-site locations. 30. Notify parents/guardians. 31. Support law enforcement follow-up activities 32. Debrief staff. 33. Arrange for site security if necessary. 34. Work with specialists. a. Emergency medical/hospitals. b. District crisis intervention team c. Public Information Officer d. Facilities clean up and repair support. 35. Initial recovery and follow-up activities 36. Brief staff and provide (access to) support 37. Plan for resumption of school (“next day” plan). 38. Arrange for physical plan, cleanup and repair. 39. Begin long-term recovery planning. 40. Ensure that the emergency preparedness box is replenished and prepared for the next emergency. 38
  39. 39. Revised 5/25/04 SCHOOL SITE INITITAL CRISIS SCREENING Responsible Person Location 1. Identify the problem/event and determine the degree of impact on the school. 2. Determine if additional support is needed. The School Crisis Team may request assistance from the District Crisis Team. 3. Contact Media Liaison who will review the facts and determine what information he/she will share with:  Faculty  Students  Parents/Community  Media 4. Determine how the information is to be shared with staff and students in order to control rumors and provide factual information.  Written bulletins  Classroom presentation or discussion  Assemblies 5. Initiate a referral process for staff or students who are in need of assistance  Provide a referral process, including procedures for self- referral.  Maintain a student referral list. Designate where the list will be  Asst. Principal’s maintained and by whom Office  Designate Interview locations  SASI  Establish a sign-in and message center for support service personnel on campus.  Identify high-risk students, initiate contacts and appropriate interventions  DEBRIEFING (ON A DAILY BASIS) a) Review the process and the status of referred students b) Prioritize needs c) Plan follow-up actions d) Provide support to team members e) Provide support to staff 6. Interventions  Individual interviews  Group counseling  Classroom activities and presentations  Support groups  Parent meetings  Staff meetings  Referrals to community agencies 39
  40. 40. Revised 5/25/04 Crisis Management Planning Checklist Assess your current readiness response status using the following rating scale: Check off the item as it is completed Team in place/plan ready to go 1 point Some planning done, but not ready to go 2 points Have nothing developed 3 points SCORE have you ---- 1. Decided who will be in charge during a crisis Points Outcome Location of information 2. Selected your crisis response team 3. Developed appropriate policies and procedures for handling crisis situations:  Before it happens  When it happens  Post-crisis follow up 4. Written a crisis response plan that incorporated SEMS (Standard Emergency Management System; legal mandate in California) 5. Evaluated your site communication system (office/classroom intercom) 6. Developed a plan for emergency coverage of classes. 7. Established a code to alert staff (code word, bell, audible signal) 8. Defined crisis for your school/Developed awareness of staff 9. Trained your crisis response team 10. Established a law enforcement liaison 11. Established a media liaison and a plan for contacting the media 12. Established a designated space/location for media 13. Established a working relationship with community service providers and developed a list of telephone numbers and contact persons (resource list) 14. Established a designated space/location for parents to assemble 15. Set up phone trees (staff and parents) 16. Established an accountability system whereby you can immediately know the whereabouts of every person (Student or adult on your campus) 17. Developed and printed forms to assist in crisis management 18. Developed an aftermath resource library of activities 19. Obtained legal review of crisis response procedures and forms 20. Held a practice crisis alert 21. Established procedures for annual in-service of new staff and update/review all staff Total: RATINGS SCORE 23-28 Points: Looks like you are prepared, but you may need more assistance-level training. RATING SCORES 29-46 Points: Good probability more work and training is needed. RATING SCORES 47+ Points: Help is needed! District: School: Date: Name: Position Phone: Address City: ZIP Complete this checklist and submit it to the Safety Committee for review. 40
  41. 41. Revised 5/25/04 Teacher’s Emergency Procedures Immediate recognition and assessment Warning signals, codes, information from office or others. Signal/Condition L100 Staff alert for intruder positions in hall, report sightings. Signal/Condition L100 Lock doors, secure building, secure rooms, and await instructions. Signal/Condition L100 Take immediate sheltering actions. Signal/Condition ALL CLEAR Emergency over, all clear, stay put, await instructions Direct observation of knowledge of conditions – look, listen, etc. Report significant information to office. Be alert to conditions and threat source. Immediate sheltering actions 1. Lock door(s). 2. Do not chain or barricade. 3. Do not lock out those needing shelter/ 4. Shelter in a safe place. 5. Use basic duck and cover techniques: lie flat, face down on the floor, cover head, get under tables/desks if possible 6. In classrooms, stay away from windows- make sure the blinds are down and closed, doors, and outer walls; watch for shattered glass. 7. In other areas and on buses, use basic duck and cover techniques. 8. In open areas, use objects immediately available in the open (trees, bushes, walls, etc., for shelter, lie down, stay motionless). 9. Move to shelter in different place if it is safe to do so. If current location is judged too dangerous move to possible alternate locations in hallway or in other rooms or areas in the building. 10. Evacuate the building (different from fire or bomb threat). 11. Use a safe, clear, secure route. 12. Identify an assembly point. 13. Be ready to seek immediate cover. Other immediate actions 1. Care for injured, but do not expose yourself to danger. 2. Close drapes/curtains/blinds ONLY if safe to do so. 3. Turn out lights if it is safe to do so. 4. Be ready to more instantly (know possible evacuation routes, including windows). 5. Have an accurate account of children (take emergency class roster with you to all drills) take attendance. 6. Hand a copy of the emergency class roster to the crisis management runner who comes to your class, sign and date it. 7. If possible, report status of significant changes to office/incident command post. Actions during resolution of emergency 1. Care for students 2. Deal with panic/hysteria/stress reactions 3. Provide psychological first aid 4. Provide for needs of handicapped students. 5. Follow instructions of police and principal (Police are in charge; principal and other staff support their efforts. 6. Be prepared for police to suddenly appear. 7. Be ready to move, follow special instructions. 41
  42. 42. Revised 5/25/04 Teacher’s Emergency Procedures Contd., If you and your students are taken hostage 1. Stay calm, don’t be a hero. 2. Follow instructions of captor. 3. Cooperate, be friendly if possible; don’t argue with or antagonize captor or other hostages. 4. Inform captors of medical or other needs. 5. Be prepared to wait; elapsed time is a good sign. 6. Don’t try to escape; don’t try to resolve situation by force. 7. Be observant and remember everything you see or hear. 8. If a rescue takes place, lie on the floor and await instructions from rescuers. 9. Be prepared for the unexpected; think of possible courses of action for various contingencies. Actions to take following the “ALL CLEAR” signal 1. Check yourself and your students for injuries. 2. Use the emergency class roster to take attendance. Stays put and wait for instructions. 3. As accurate information becomes available, explain to the students what has happened and what will happen next. Allow them to ask questions, express feelings. Etc., 4. Monitor children who were directly involved or direct witnesses and identify them for police investigators. 5. Preserve any physical evidence (don’t touch if possible) and notify police about it. 6. Stay with your students until normal schedule is resumed/parents arrive for pick-up. 7. Debrief officials and receive instructions for recovery/follow-up activities. 8. Take advantage of personal support services 9. Go off duty-take care of yourself. 42
  43. 43. Revised 5/25/04 General Safety Inspection Checklist Yes/No 1. All accidents are reported to supervisor immediately. 2. All injuries, regardless of nature or extent, are reported immediately. 3. Notices are posted when safety devices and safeguards are removed for any reason, 4. Spilled materials are cleaned up properly. 5. Materials are stacked neatly and safely according to specific requirements. 6. Established walkways or aisles are taken; shortcuts are avoided. 7. Heavy or bulky materials are lifted according to instruction. 8. Horseplay and fighting are prohibited. 9. Alcoholic beverages and other drugs are avoided during working hours. 10. Authorized personnel make mechanical and electrical repairs only. 11. Proper safety precautions are used to keep hair from becoming entangled in machinery. 12. Rings, watches, and jewelry are removed when operating electrically powered machines. 13. Machines are disconnected from power source before repairs are attempted. 14. Gasoline and flammable solvents are avoided when cleaning, floors, and walls, or other surfaces. 15. Eye and skin protection are used when working with duplicating fluid, typewriter cleaning fluid, or other cleaning materials. 16. All staff knows the location of master power switch. 17. Well-stocked first aid and fluid spill kits are readily available. 18. Windows open in ways that avoid hazards to pedestrians. 19. Doors opening on aisles have a safety zone. 20. Protective devices for eyes, noise, and/or filte3ering are available and used when using tools and equipment or any other time there may be danger or injury. 21. Machines and equipment that are to be disposed of must be totally disabled by having the power plug or its equivalent removed. Floors, Aisles, Stairs Yes/No 1. Handrails are in position and solidly anchored. 2. Stair treads are in good condition. 3. Worn or slippery stair treads are promptly reported and repaired. 4. Stairs are kept clear of loose objects and furniture. 5. Spills are properly cleaned up immediately. 6. Aisles and passageways are kept clear of storage and loose objects. 7. Warning markers are appropriately placed for wet floors, waxed floors, etc.,. 8. Holes, cracks, and curled or frayed linoleum are reported immediately. 9. Needed repairs are promptly completed. 10. Extension cords are placed to avoid walkways. Desks Yes/No 1. Desks drawers are closed when unattended. 2. Desktops are free from sharp objects. 3. Letter openers, art and craft supplies, knives, thumbtacks, pencils, and other sharp objects are properly placed in drawers to eliminate possibility of cuts and punctures. 43
  44. 44. Revised 5/25/04 Building and Site Inspection Checklist Building and site changes and modifications should be remembered during safety checks. Below, Yes/No ‘changes’ means unintentional and usually unwanted differences resulting from natural forces, deterioration, use, neglect, abuse, or a combination thereof. “Modifications’ means intentional efforts to make the building or site different in some way. Building Changes 1. Changes since the last inspection present no hazardous conditions 2. Doors and windows freely open. 3. Electrical and mechanical equipment functions correctly, quietly, and without odor. 4. Buildings are free from cracks, loose parts, twists, warps; they are aligned, plumb, level. Building Modifications: 1. Modifications have been made in conformance with plans and approved by the local building permit-issuing agency. 2. Additions, deletions, remodeling, retrofit, redecoration, or change in function are appropriate for the building space, any door, or window, door or hardware. 3. Any mechanical or electrical equipment 4. The cutting of any opening or blocking of any opening Site Changes 1. Changes since the last inspection present no hazardous conditions 2. Encroachment of infestation by growing plant or animal life 3. The presence of dead plant or animal life. 4. Worn or damaged equipment. 5. Wet, damaged, realigned, or cluttered walking, driving, standing, or playing surfaces. Site Modifications 1. Modifications have been made with benefit to review and approval by all agencies as required. 2. Constructing, realigning, resurfacing, planting, removing, installing, or disposing is appropriate for:  Roads and drives  Landscaping  Play equipment  Athletic Fields and devices  Structures and buildings  Drainage  Storage  Surfaces and finishes 44
  45. 45. Revised 5/25/04 Student/Parent/Principal Contract for Eliminating Guns and Weapons from Schools We the undersigned agree to the following commitments: STUDENT’S NAME: Date:  I will not to bring a gun or any weapons to school or to any school event.  I will tell my peers to seek adult assistance when conflict situations begin to get out of control.  I will not carry another person’s gun or weapon.  If I see a gun or other weapon on campus at a school event, I will alert an adult about its existence. Student’s Signature: PARENT’S NAME: Date:  I will teach, including by my personal example, my children about the dangers and consequences of guns and weapons, and I will keep any guns and all weapons I own under lock and key and away from my children.  I will support the school’s policies to eliminate guns and weapons and work with the school in developing programs to prevent violence.  I will carry out my responsibility to teach my children how to settle arguments without resorting to violence, to encourage them to use those ideas when necessary, and to follow school guidelines for reporting guns and weapons they see to an appropriate adult. Parent’s Signature: Principal: Date:  I will ensure that students have anonymous ways to report to an adult any guns or other weapons they see on campus.  I will promote conflict resolution instruction for all students as part of the curriculum.  I will communicate the school’s policies on guns and weapons to all participants in the school community and focus on the responsibilities we all have.  I will use the school’s student leadership groups and student meetings to obtain ideas to develop a safe school environment.  I will report all guns and other weapons violations to law enforcement officials, according to established procedures. Principal’s Signature: 45
  46. 46. Revised 5/25/04 46
  47. 47. Revised 5/25/04 Incident/Crime Report Building/Location: Call Type: Reported by: Phone #: Theft Fire Injury Vandalism Other Security Response: Follow Up Required: Contacts Time Comments: Security Officer’s Signature: Date of Report: 47
  50. 50. Revised 5/25/04 Locker Contents Inventory Form Date: 1. Locker location: 2. Owner of locker contents: 3. Reason for forcing open locker: 4. Person requesting the forced opening of the locker: 5. Locker inventory: A) B) C) D) E) F) G) H) I) J) Security Officer’s Signature: Date: Engineering Signature: Date: Locker Owner Signature: Date: 50
  51. 51. Revised 5/25/04 Voluntary Statement Date: Time: Place: I, am years of age, and my address is: BEFORE YOU ARE ASKED ANY QUESTIONS, YOU MUST UNDERSTAND YOUR RIGHTS: I am Of the Jasper County School District/Police Department and I inform you that: WARNING: 1. You have the right to remain silent. 2. Anything you say can and will be used against you in a court of law. You have the right to an attorney and have him present with you while you are 3. being questioned. If you cannot afford to hire an attorney, one will be appointed to represent you 4. before any questioning, if you wish one. (FOR JUVENILES, ALSO USE THE FOLLOWING JUVENILE MIRANDA PLUS) 5. You have the right to have your parent or guardian present during questioning. 6. Anything you say can and will be used against you in Juvenile Court. (If 16 years or older and accused of a felony) you may be certified as an adult and tried in Adult Criminal Court. Any statement you make can and will be used against you in an Adult Court. WAIVER: 1. I understand each of these rights as explained to me. 2. Having these rights in mind, wish to make a statement to you now. Signature 1. 2. 3. 4. 5. 6. I have read this statement consisting of _____page(s), and I affirm to the truth and accuracy of the facts contained therein. This statement was completed at ______hours on the _____day of ________, 2_____. WITNESS: ____________________________ _____________________________________ Signature of person giving voluntary statement WITNESS: ___________________________________________________________________ 51
  52. 52. Revised 5/25/04 WITNESS STATEMENT VICTIM (S): WITNESS (S): OTHER: NAME: Last First MI Date of Birth ADDRESS: Street City State Zip OCCUPATION (OR) SCHOOL AND GRADE PHONE: Home: Business or Work OF MY OWN FREE WILL AND VOLITION, I GIVE THE FOLLOWING VOLUNTARY STATEMENT: I have read this statement consisting of ___ page(s), and I affirm to the truth and accuracy of the facts contained herein: I understand that knowingly making false statements may subject me to appropriate criminal/civil action as provided by law. This statement was completed at (location) ___________________________________________ on the _________________day of _____________________, 2____at_____________(AM/PM). WITNESS: ________________________________________ TITLE: ______________________________ _____________________________________ Signature of person giving voluntary statement 52
  53. 53. Revised 5/25/04 Witness Statement continued OF MY OWN FREE WILL AND VIOLITION, I GIVE THE FOLLOWING VOLUNTARY STATEMENT: I have read this statement consisting of ___ page(s), and I affirm to the truth and accuracy of the facts contained herein: I understand that knowingly making false statements may subject me to appropriate criminal/civil action as provided by law. This statement was completed at (location) ___________________________________________ on the _________________day of _____________________, 2____at_____________(AM/PM). WITNESS: ________________________________________ TITLE: ______________________________ _____________________________________ Signature of person giving voluntary statement 53
  54. 54. Revised 5/25/04 Incident/Crime Report SPECIFIC M( ) F( ) OUT OF JURISDICTION ( ) CRIME (S): VICTIM’S NAME: (or Business Name) Last, First, MI Business Phone: Home Phone: ADDRESS: (No. Street City, State, Zip) OCCUPATION Date of Birth Social Security Number If Student, School/Grade Statement Obtained Yes( ) No( ) OCCURRED MO DAY YR DAY/WK TIME REPORTED MO DAY YR TIME ON OR BETWEEN AND POINT OF ENTRY (BURGLARIES ONLY) LOCATION OF OCCURRENCE (No. Street, City, State, Zip Code) VEHICLE INFORMATION-VICTIM Year Make Type Mo del License No. State Color CLUSTER AREA INCIDENT OCCURRED ON DRIVEABLE A ( ) B ( ) C ( ) School Property ( ) Bus ( ) Off Campus ( ) YES ( ) NO ( ) Scene Processed? ID Technician Evidence Impounded? IF NOT. TOWED TO: Yes ( ) No ( ) Yes ( ) No ( ) DESCRIPTION OF PROPERTY STOLEN/DAMAGED SERIAL # MODEL # VALUE PROPERTY LISTCOMPLETED? Yes( ) No ( ) If No fill out next line. Serial # Pending? Yes( ) No( ) Inventory loss pending? Yes( ) No( ) Property loss form left with victim? Yes( ) No( ) Nature of Injury: Hospitalized? Yes( ) No( ) INJURY Where Hospitalized? Admitted? Yes( ) No( ) ATL BROADCAST MADE? Other Agency Notified Name of Agency and Officer Yes( ) No( ) Yes( ) No( ) Person Reporting (Signature) Will Victim Prosecute? SUSPECT INFORMATION ATTACHED? Yes( ) No( ) Yes( ) No( ) Reporting Officer & P No. (Print) Supervisor Approving & Date Supervisor Recommendation Follow-Up Suspend 54
  55. 55. Revised 5/25/04 D. Sample Letters The District Designee will write these letters:  Sample Written Notice to Parents re: Crisis  Sample Letter to Parents when a Murder has occurred. 55