COMPREHENSIVE SAFE SCHOOLS PLANNING GUIDE


The 2002 Legislature, in Senate Bill 5543 (SB 5543), required schools to devel...
• Policies and procedures.
    • Physical plant assessment.
    • Staff development (certificated and noncertificated).
  ...
-   Ensure that students are well known by one or more teachers and
             other school adults.
         - School st...
-Activities consider work and family schedules.
          -Opportunities for parents to learn how they can help children.
...
What are some of the prevention activities that should be in the
CSSP?
Curriculum and instruction that include skills trai...
•   Policy development.

Physical Plant Assessment that includes:
  • Placement of required signage.
        - Gun-free/we...
•   Harassment, intimidation, and bullying prevention and intervention.
   •   Issues of poverty.
   •   Tobacco, alcohol,...
What types of intervention services or programs are already in place
for students and staff?
Support for Students:
   • St...
What constitutes a crisis?
It is an emotionally significant event that may directly or indirectly involve
students, staff,...
What kinds of policies and procedures should be in place in the
event of different types of crises?
School districts shoul...
•   List the responsibilities of staff.
   •   Staff should not have any more than one to five tasks, depending on the
   ...
Do you have a separate plan for transportation or a transportation-
related crisis?
   • There should be a transportation ...
where the activity is and let them know that they need to inform the adult
       supervisors about the emergency.
   •   ...
that person and the student prior to their departure as well as check
       picture I.D.
   •   If possible, call the par...
•   Assure them that everything that could be done was done.
   •   Take the time to address their questions and concerns....
-   There may be opportunities for law enforcement to practice their
              skills in your schools. This can be don...
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Crisis Response Box.doc

  1. 1. COMPREHENSIVE SAFE SCHOOLS PLANNING GUIDE The 2002 Legislature, in Senate Bill 5543 (SB 5543), required schools to develop comprehensive safe schools plans and to provide the Office of Superintendent of Public Instruction (OSPI) information on the status of their plan. This information will be collected on the Web as part of the 2002–03 Weapons in Schools Report, which will be due to OSPI by June 30, 2003. Schools will be receiving the password and user name information for the annual Weapons in Schools Report prior to June 1, 2003. SB 5543 also required OSPI to develop tools for schools to use as they assess current programs and practices that contribute to comprehensive safe schools planning. In response to this requirement, OSPI has developed several tools for schools to use as they assess current efforts and identify their needs specific to prevention, intervention, all-hazards/crisis response, and post-crisis recovery. Available for your use on the Washington State School Safety Center Web site at www.k12.wa.us/safetycenter/ are the following: 1. Comprehensive Safe Schools Planning Guide: The following guide provides information and guidance for schools in a question and answer format regarding prevention, intervention, all-hazards/crisis response, and post-crisis recovery. 2. Comprehensive Safe Schools Checklist: provides schools a rubric to evaluate current efforts and identify needs based on current planning. 3. Comprehensive Safe Schools Planning Continuum: provides an "at a glance" look at different components of a comprehensive safe schools plan that includes prevention/intervention, all-hazards/crisis response, and recovery assistance. 4. It’s Our School, Some Practical Tools for School Safety: includes information on harassment prevention, search and seizure, record sharing, all-hazards planning guide provided by the Washington State Emergency Management Division, Early Warning, Timely Response; a Guide to Safe Schools: The Referenced Edition, provided by the United States Department of Education. 5. Crisis Response Box: Information and checklist of resources for a critical incident response. COMPREHENSIVE SAFE SCHOOLS PLAN What is a Comprehensive Safe Schools Plan (CSSP)? It is a plan that incorporates all significant elements of school operation, including: • Curriculum and instruction. 1
  2. 2. • Policies and procedures. • Physical plant assessment. • Staff development (certificated and noncertificated). • Student involvement. • Parent involvement. • Community involvement and partnerships. • Community agency involvement and partnerships. • Supportive learning environment. This plan emphasizes activities that promote a safe, civil, and healthy learning environment for students, school staff, and community. This plan is integral to the school improvement planning process (SIP) that schools are currently involved in. What is the purpose of the CSSP? The purpose is to assist schools in evaluating their current efforts in comprehensive safe schools planning. Why is this type of planning important? Research has shown that for students to achieve academically, they must have a supportive learning environment that is safe, civil, and healthy. OSPI staff reviewed the literature and research available that identifies qualities necessary for successful schools and found a direct linkage between academic success and supportive learning environments, and parent and community involvement. The Learning First Alliance produced Every Child Learning: Safe and Supportive Schools, which is available from the Association for Supervision and Curriculum Development (ASCD). The document connects the importance of a supportive learning environment and academic achievement. A synopsis of this publication follows. Summary of Every Child Learning: Safe and Supportive Schools A Supportive Learning Community • A challenging and engaging curriculum for all students. - Students find purpose in their learning. - Schools organized around students and their work. - Staff encourages and supports student performance. - Teachers hold high expectations for ALL students. - Recognition that students learn in many different ways. - The wider community is an important part of the learning environment. • Respectful, supportive relationships among and between students, school staff, and families. - Students are comfortable bringing their diverse backgrounds into the classroom. - Family members feel valued and welcome in the school. - Supportive relationship among educators improves teaching skills, collegiality, and collective responsibility. 2
  3. 3. - Ensure that students are well known by one or more teachers and other school adults. - School staff have community partners to provide social and health supports. • Frequent opportunities for student participation, collaboration, service, and self-direction. - Students and staff collaborate and reflect on interactions, listen carefully, and disagree respectfully. - Students and staff take responsibility individually and in groups. - Students help define school goals and plan activities. - Opportunities for participation and service extend beyond the school day. • A physical plant that promotes safety and community. - A well-maintained facility demonstrates care and respect. - Free of toxic conditions which harm health and learning. - Safety, community, and learning are part of building design. Systematic Approaches to Supporting Safety and Positive Behavior • Schoolwide approaches to improving school climate. - Clear, simple, positive messages about student behavior and how to be successful and contributing school members. - Rules are revisited and revised. - An atmosphere of civility and order are the norm in every part of school—classrooms, halls, cafeteria, playground, and restrooms. - Rules and expectations are enforced or articulated fairly and equitably. - Families and students participate in establishing rules and expectations. - There is a system for introducing norms and culture to new students and staff. • Orderly and focused classrooms. - Order and focus are key to improved student learning. - Students’ emerging ability to manage themselves is nurtured. - Teachers establish daily routines for seating, traffic patterns, and consequences of misbehavior. - Students are engaged in problem solving. - Appropriate behavior is celebrated and recognized. • A continuum of supports for those students who need them. - About 15 percent of students need moderate extra support; 5 percent need intensive support or alternate placement. - Interventions are continuously monitored. - Persistent misbehavior may be a sign of academic stress. - Particular groups are not disproportionately disciplined. - School has a system of early identification, appropriate early intervention, and intervention for troubled or violent youth. Involvement of Families, Students, School Staff, and Community • School encourages and supports involvement. 3
  4. 4. -Activities consider work and family schedules. -Opportunities for parents to learn how they can help children. -Staff demonstrates care and nurturing of children. -Parents assist in defining and maintaining discipline and behavior expectations. • Teachers and staff are trained in family relations and involvement. - School staff put families at ease. - Educators focus on student strengths. • School is a community center or focal point. - External resources are brought together. - Before- and after-school activities are coordinated with student achievement. - Community and service learning opportunities are linked. PREVENTION What is prevention? Prevention is defined as: Actions designed to ward off, delay, or minimize the likelihood of a foreseeable negative outcome. One form of prevention is referred to as ‘”universal”, wherein programs are directed toward the general population. Examples of universal prevention include use of schoolwide discipline systems that have been shown through scientific studies and experience to enhance the likelihood of behavioral compliance with school rules while simultaneously promoting academic achievement. Another form of prevention is referred to as “selective” or “targeted,” wherein services focus on specific individuals or groups that are known to be at higher risk than the general population for specific problems. In a school, this typically involves the use of curricula that promotes behaviors consistent with safe, civil, and healthy schools, including programs that emphasize the teaching of psychosocial coping skills that offset risk factors. For natural disasters or unintentional injury issues, efforts include assessment of the elements of the physical plant; campus and security protocols to maintain order and control of school property; and maintenance of civil conduct of students and personnel in the school. This typically involves building safety standards (e.g., Washington Industrial Safety and Health Act [WISHA] standards); access to basic first aid; emergency response policies and procedures addressing natural disasters; and coordination of all safety plans with plant maintenance, transportation, and other staff as appropriate. For human-caused or intentional crises, methods of assessment, prevention, and intervention with students who may be at risk for escalation of violence are included in this category. Such methods include, but are not limited to, policies and practices that support identification of warning signs of potentially violent youth or others in the school environment, interpersonal conflict management methods, and referral to research-based safety and prevention programs. 4
  5. 5. What are some of the prevention activities that should be in the CSSP? Curriculum and instruction that include skills training and are supported by research can be located at the following websites: • US Department of Education: www.ed.gov/offices/OERI • National Institute On Drug Abuse: www.nida.nih.gov • Center for Substance Abuse Prevention: www.sahsa.gov/centers/csap/csap.html • Substance Abuse and Mental Health Services Administration: www.modelprograms.samhsa.gov • National Center for Advancement of Prevention: www.preventiondss.org • Office of Juvenile Justice and Delinquency Control Prevention: www.ojjdp.ncjrs.org • Centers for Disease Control: www.cdc.gov • Western Center for the Application of Prevention Technologies: www.westcapt.org Policies and procedures that are clearly articulated, consistently enforced, and aligned with district and school rules. Areas include: • Harassment, intimidation, and bullying. • Sexual harassment. • Assault. • Gun-free/weapons policies. • Others. Enforcement of policies should include links with local social services, community resources, and law enforcement and be coordinated with school security. Student involvement and leadership opportunities: • Peer/conflict mediators. • Natural Helpers. • Student accountability boards. • Peer helpers. • Sports. • Clubs and other organizations. • Cross-age mentoring/tutoring programs. • Policy development. • Before-and after-school activities. • Search and Rescue. • Explorers. Parent involvement : • Parenting skills classes. • Drug, alcohol, and violence prevention training. • Volunteer opportunities. • Outreach to inform parents how to access school and community resources. 5
  6. 6. • Policy development. Physical Plant Assessment that includes: • Placement of required signage. - Gun-free/weapons-free zone. - Tobacco-free zone. - Drug-free zone • Placement of trees/shrubs surrounding school facilities. • Security lighting. • Security cameras. • Hallway mirrors. • Locker placement. • Door locks. • Congregating areas. • Lunchrooms. • Portable classroom placement. • Street access. • Chemistry labs/chemical storage areas. • Bus loading/unloading areas. • Entrance and egress to schools. • Cleanliness of facilities. • Maintenance of facilities. Community Involvement and partnerships: • Volunteer opportunities. • Mentoring/tutoring. • Policy development. • Evening programs such as community school or community theatre. • Work opportunities. • Community agency partnerships. - Local fire department. - Local law enforcement. - Local emergency management. • Social services partnerships. - Victim's assistance programs. - Mental health. - Juvenile justice. - Juvenile detention. - Youth treatment agencies. - Medical services - Health and human services. Staff Development opportunities: • Information on school climate. • The relationship between supportive learning environments and academic achievement. 6
  7. 7. • Harassment, intimidation, and bullying prevention and intervention. • Issues of poverty. • Tobacco, alcohol, and other drug prevention and intervention. • Violence prevention and intervention. • Comprehensive safe schools plan development. • Crisis plan development, implementation, and drill. • Safety and security policies and procedures. • Bus/transportation safety. • The linkage of CSSP and school improvement planning. • Diversity training. • Policy and procedure development and updates. INTERVENTION What is Intervention? Intervention is actions designed to intercept and redirect negative outcomes to address early onset of problems, promoting the likelihood of either a more positive outcome, a less negative outcome, or a combination thereof. Methods include assessment and referral of at-risk youth to security and health care professionals and research-based safety and violence prevention programs. Why should you be concerned with intervention? Schools have a significant role to play in the development of children and youth. Research has shown that adults play an important role in the development of the beliefs and attitudes of children. Bonding with an adult significantly reduces a child’s risk for academic failure, drug use, violent behavior, teen pregnancy, and other high-risk behaviors. (Hawkins and Catalano research on risk and protective factors.) Providing skills to students, giving them opportunities to practice and use those skills in a constructive way, and recognizing them for their success, significantly increases the probability that the child will be a successful and productive adult. Adult intervention in risk behaviors for students provides an opportunity for students to learn about acceptable and unacceptable behaviors. For instance, a student may be verbally harassing another student and the teacher overhears it. When the teacher intervenes appropriately, it teaches the student acceptable behaviors and also provides an opportunity for the teacher to reinforce the need for acceptable behaviors. Security personnel not only help provide safety to school grounds, they are also another conduit of information to administrators. Schools should survey staff, students, parents, and community members regularly to determine what the needs and concerns are, and the effectiveness of programs and services. Examples of intervention services and programs include: • Support for students. • Support for staff. • School security personnel. • Academic alternatives. 7
  8. 8. What types of intervention services or programs are already in place for students and staff? Support for Students: • Student assistance programs. • CARE/CORE teams. • Intervention specialists. • School counselors. • School psychologists. • School social workers. • Multidisciplinary teams. • School nurse. • Teacher assistants/aides. Support for Staff: • Employee assistance programs. • Mentors. • Teacher assistants/aides. School Security Personnel: • School resource officers. • Security personnel. • Playground assistants. • Lunchroom assistants. • Bus loading/unloading monitors. Academic Alternatives: • Alternative education programs. • Home/Hospital. • In-school suspension. • Alternative placements. ALL- HAZARDS/CRISIS RESPONSE What is all- hazards/crisis response? It is reaction to a serious, potentially life-threatening situation to ensure the safety and security of those affected. This includes knowledge and practice of policies and procedures relating to emergencies, including fire, earthquake, violence, intruders, weapon possession, threats to individuals or to a school, and coordination with local emergency response agencies. Methods employed often require the use of the Incident Command System (or unified command system), where multiple responding agencies have one commonly understood decision- making chain of command. Model checklists such as the Crisis Response Box and , an all-hazard planning guide provided by the Washington State Emergency Management Division located on the Washington State School Safety Center Website. What is an all- hazards/crisis response plan? An all-hazards/crisis response plan is a plan that schools have in place to deal with human and natural disasters. 8
  9. 9. What constitutes a crisis? It is an emotionally significant event that may directly or indirectly involve students, staff, parents, and students. Some examples include: • Student death or accident during school, over a weekend, or during a vacation. • Staff death or accident. • School bus incident. • Community event. • Natural disaster. What constitutes a human crisis? This could be an injury or death of a student or staff, family, or community member. It can also include an intruder on campus, release of a toxic substance, or a violent incident. What constitutes a natural disaster? A natural disaster may include an earthquake, fire, flood, or explosion. Crisis Planning—Do you have? • Incident Command System in place? • Have you done a vulnerability assessment? • What community partnerships do you have in place with local: - Fire. - Police. - Emergency management services. - Emergency medical. - Mental health. - Victim's assistance programs. - Health department. What is the role of the district? Districts must respond responsibly and appropriately. What kind of response should districts provide? Districts need to both be given and develop tools unique to their own needs including practice drills to enable appropriate responses. What kind of plans should districts have? Districts should have separate safety and security plans. The plan that deals with workplace safety should align with OSHA and WISHA standards. The other plan should specifically address what to do in a crisis situation. What should the district plans look like? Each district’s unified system of response allows each individual school or site to develop an individual response within a standard framework, like those found in the Toolkit for Educators, and Crisis Response Box. Should each building have its own emergency plan? What about the role of the district? Each building needs its own plan. However, the district office should have a plan that deals with the overall management of a crisis situation. 9
  10. 10. What kinds of policies and procedures should be in place in the event of different types of crises? School districts should have three types of procedures in place for different types of events. • Student/staff remain in building/before, during, or after school. • Students/staff evacuation/before, during, or after school. • Plan for return of students and staff if an event should occur during vacation, weekend, etc. What are the essentials of a crisis plan? (A more detailed list is found in the Crisis Response Box and Toolkit for Educators; Comprehensive All- Hazards Planning Guide) • Determine the district and building management team. - Team members should be familiar with the district/building. - Team members have the skills and knowledge to respond appropriately. - Certain jobs need cross training in case the person “in the know” is not available. n How to shut off the emergency alarm system. H How to turn off the ventilation system. H Who to call at the district office to implement the Incident Command System. C Which emergency unit is called first. Who should be involved in the writing and updating of the building and district plan? • It is important that building administrators involve representatives from the different groups that exist within a building, e.g.: - Custodians. - Teacher aides. - Teachers. - Cafeteria personnel. - Security personnel. - Playground supervisors/assistants. - Hallway monitors. - Maintenance staff. - Local emergency personnel. - School Nurse. - Counselors. - Administrators. - School support staff. - Crossing guards. - Bus drivers. - Public information officers. What should the written crisis plan include? • A narrative explanation of roles and responsibilities. • KEEP IT SIMPLE AND EASY TO REMEMBER! It should be easy to use. 10
  11. 11. • List the responsibilities of staff. • Staff should not have any more than one to five tasks, depending on the job of the personnel and these should be clearly identified. • Identification of a "buddy" school where the children would be transported if needed. Have you coordinated with other agencies for emergency supplies? • Water. • Blankets—Red Cross. • Other emergency responders. Do you have a communication system that will allow you to contact staff in an emergency? Do you have a system that will work when the phones and cell phones are inoperable? • How will you communicate with staff during the day, night, weekend, and vacation? • Have you determined a system for both students and parents that determines what information to share and what is the best mode of communication? • Have you worked with the media to determine what information will be shared with them that will, in turn, be shared with the community? - You may want to involve the media in your planning so that they understand their role and what information they should make available. - You may want to use the local news bureau to establish a specific emergency: e E-mail address. E Phone number. - You may want to investigate what emergency communication systems are available in your area. Note: During the earthquake, many land lines and cellular phones were virtually inoperable because lines were down or impacted by heavy use. Do you have designated staging areas? • You may want to have two separate staging areas in case one is impacted by the crisis. You may also want to have them in two separate directions from the building in case one is not accessible. • You need to identify staging areas for parents to pick up their children. • You will also need to identify a location for the media to congregate so that they don’t get in the way or inappropriately interview students/staff. • You also need a medical staging area. What about a medical triage area? • You will want to work directly with your local emergency responders on this. • They will have their own plan, however, it needs to be coordinated with yours. 11
  12. 12. Do you have a separate plan for transportation or a transportation- related crisis? • There should be a transportation plan in place for each school, coordinated with the overall district plan. • The drivers should also be part of the district contact list for emergencies. • They should also be involved in the planning and drills. • They will be responsible, in some cases, to transport students and staff to either the staging areas or the “buddy” schools. • You may want a contingency plan in place in case vehicle transportation is not possible. • You also need to have a plan in case of an incident or accident on school- provided transportation. What about children with special needs? • You need to have a plan in place for evacuating and transporting these students. In some cases, you may need to leave them where they are with an adult supervisor. • You also need to have an identified medical person that can assist with these children. • You need to make sure that any medication for these children stays with them. • You also need to plan for those children that may be diabetic or have other conditions that require medication and may be exacerbated by the stress of the crisis situation. What about children that need medications? • An extra set of medications should be in a locked box with a designated person (and a back-up person that knows where they are and how to administer them) to bring them to the appropriate area in case of evacuation. • Let parents know that you need a back-up set of medications for the building emergency kit. ACCCOUNTABILITY PROCEDURES How can teachers/staff have ready access to roll sheets, etc? • Some schools have duplicate roll sheets that teachers hang on a clipboard by their door each period or day. That way they have an accurate accounting for each class during the day. • Teachers/staff must make sure that they can account for each student, especially if students have gone to the library, another room, etc. • Each clipboard should have a set of 8 x 11 red and green sheets so that teachers can hold them up once they have taken roll, this indicates whether all students are present and accounted for (green) or students are missing (red). • Provide extra red and green sheets for use during drills. • This makes an easy visual accounting system for children and staff. • If an emergency occurs and there is an activity that has children away from the school, such as a field trip, athletic event, etc., call the school 12
  13. 13. where the activity is and let them know that they need to inform the adult supervisors about the emergency. • Some schools have signs with each teacher’s name on it to hold up so the children know exactly where to stand. • It is important that staff remain on campus and in charge of their own emotions at this time. They are models for students. • Consider other contingencies for other areas of the school, such as the pool, locker room, etc., making sure students have access to shoes, blankets, etc. What about guests? Sign- in procedures. • It is important that the front office staff know who is on campus during a given day, especially if an emergency occurs. • This is especially true for substitute teachers, volunteers, the superintendent, and any other staff not normally in that building. • Many schools deny access to all but the front doors during the day; however, all doors are operational as exits. • The front office staff should keep a sign-in sheet that includes time in and out. • There should also be a designated person (and a back-up person) in the front office that is in charge of taking out the list. • The list should contain the names of substitutes and the teachers they are substituting for. • Some schools require staff to sign in and out each day, especially if they are working in the building, but have a substitute in their classroom. • Many districts require staff and visitors to wear visible I.D. badges or name tags so their presence is authorized. • Parents need to understand the importance of checking in the office and waiting for their child to meet them there. • For non-English-speaking parents, you will need to make sure that they understand these procedures. STUDENT RELEASE SYSTEM What about parents/guardians connecting with kids? (Parents need to be trained in this procedure!). • Schools need to have information about WHO will be picking up their children. • This needs to be clearly identified, especially with non-custodial parent issues. • There needs to be ONE person with an updated list in charge of checking out each child. • If a grandparent, aunt, uncle, etc., is going to pick up the student, they should be identified by the parent prior to the time and they should show picture I.D. • If a person who is NOT on the list comes to pick up the student and you are unable to prevent them from taking the child, you may want to have a Polaroid camera in your emergency kit so that you can take a picture of 13
  14. 14. that person and the student prior to their departure as well as check picture I.D. • If possible, call the parent to verify that this person is to pick up the child, if that is what your district decides is prudent. • If the person picking up the child is identified as someone that the child should not leave with, stall the individual and call the police and parent. AFTERMATH PLAN/RECOVERY ASSISTANCE After a resolution to an actual crisis event, series of events, or practice drill, activities must occur which promote the stabilization of persons and property to the previous level of order, safety, and operation. Post-crisis recovery refers to methods for recovering from a serious emergency, including restoring order and control, physical plant risk assessment and restoration, emergency management- oriented hazard mitigation, setting up a critical incident debriefing process for emotional distress, and implementing a critical incident strategic debriefing process to assess methods of intervention and prevention. Schools should have a plan in place to provide to students and staff ongoing support after a crisis occurs. In some cases, people have developed symptoms related to “post-traumatic stress disorder” months after the crisis ended. What is your plan regarding clean- up following an incident? • It is important that things are returned to normal as soon as possible. • In the case of a natural disaster, etc., it may be feasible to use district staff. • It is wise to use an outside cleaning agency and construction company to go in and do any necessary clean up if there is any human element to the crisis. - You can check with law enforcement for referrals, as there may be issues around blood borne pathogens. Who do we bring together to debrief following an incident? The incident management team (Incident Command System). • This group deals with the immediate event. • Mental health professionals will be needed at the anniversary dates. • You will want to have a directory of individuals within the district and other districts that are available and have the expertise you will need throughout the crisis and the anniversary dates. - If you use mental health professionals from other districts, the background checks and fingerprinting have already been done. - It is also important to have this team in place prior to any incident. You need a team with quality professionals that you have confidence in and that have a similar philosophy, many people in the community may want to help, but they may not be appropriate or may lack the proper clearance. - You also need to know what debriefing techniques they are familiar with. How do we deal with the community after an event? • Provide an opportunity or opportunities to walk through the school. 14
  15. 15. • Assure them that everything that could be done was done. • Take the time to address their questions and concerns. Remember, the rumor mill will be in high gear! • Continue to be available after the incident. Communicate regularly regarding services provided, updates on the status of the school, and actions taken. What should schools provide? • Critical incident stress debriefing. • Victim assistance. • Individual counseling and follow-up. • Long-term support groups What does the district do about significant dates? You need to develop a plan for how to deal with anniversary dates. • One week.  One month.  Six months (this date is especially important).  One year. DRILLS/PRACTICE EVENTS What if you want to practice a big event? • Start small. Do a tabletop (a noncrisis event that is simulated on paper) as a practice, but involve all the emergency and school players to the table. Each has a role that they need to be familiar with. • You will learn things from the tabletop that you have not thought of, e.g.,: - Who should be involved from the community? - Who should be involved from emergency services? - What people’s roles are and if they can be performed adequately. - Who else should have been involved? - What did we do well? - What do we need to change/update? Remember: Don’t traumatize the people that are there for the practice event. • Have a code word available that you give to the students and the adults that will allow them to be removed and debriefed immediately! • Have a special debriefing room and mental health professionals available in case this does happen. • Debriefing the training/practice - This must be done, not only as a learning tool, but also to identify the people who may have issues because of the drill. So now you want to do an actual simulation/drill. • This may take up to six months to plan, but it is worth it. - Make sure that you involve all local emergency agencies and necessary school personnel. 15
  16. 16. - There may be opportunities for law enforcement to practice their skills in your schools. This can be done on a weekend and you can use volunteer staff and students as participants. - Make sure that you notify the neighboring community members at least twice before you run your drill. It can be very upsetting if they don’t know about it. - Make sure you have mental health professionals available. - Coordinate by school, not emergency response. - Give kids a writing assignment at the end: G I saw. I I felt. I I heard. - NOTIFY PARENTS—let them opt their kids out. - Give parents information so they can help their kids debrief at home. - Communicate verbally and in writing what you have learned by this experience. Types of drills: Things to take when doing drills: Evacuation/fire Emergency forms for students and staff Earthquake Medical box Shelter in place Student medication box Lockdown Signs to identify medical staging area Hazmat/air quality/chemical spill Clipboards with attendance lists, and 8 x 11 red and green sheets Make sure that you follow-up with students, parents and community members about the success and things you learned from your drill/practice event. A letter of thanks to all goes a long way. If you have any further questions regarding comprehensive safe schools planning, please contact Denise Fitch at (360) 725-6059 or e-mail at dfitch@ospi.wednet.edu. -- 16

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