New York State School Safety Guide
Revised 2013
2 Acknowledgements
This document was created through a collaborative effort between
New York State Education Department, New York State Police, New York State Office of Homeland Security, New York State Division of Criminal Justice Services and New York State Office of Emergency Management.
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FOR OFFICIAL USE ONLY
This document is for official use only. Unauthorized disclosure outside your organization is prohibited without prior written approval from the New York State Police and the New York State Education Department.
4 Introduction
This guidance document replaces and updates the contents of the following documents:
• New York State Education Department Bomb Threat Response Guideline (February 1999)
• New York State Homeland Security System for Schools (April 2003)
• Best Practices for School Safety and Security (December 2004)
• New York State School Safety Guide (September 2007)
This document contains guidance and suggested protocols for addressing the four phases of emergency management: prevention, preparedness, response, and recovery. This document includes a chapter on each of these phases. Many of the detailed suggestions included throughout this guidance document, although important, are not mandatory.
Included in the Appendix of this document are reproducible forms that you are encouraged to use to address all stages of an incident. Also included are agency contacts and relevant websites to assist with questions or technical support you may need.
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Table of Contents
Prevention…………………………………………… 9 Threat Assessment 11 Building Safety and Security 18 Transportation Safety and Security 25 Crime and Terrorism Indicators 27
Preparedness……………………………………….33 Strategies for Preparedness 35 Planning for an Incident 39 Tabletop/Crisis Exercises 40 Communication Strategies 42
Response…………………………………………….45 Response Procedures 47 Lockdown 47 Lockout 52 Shelter in Place 53 Bomb Threat Guidelines 55
Recovery……………………………………………..59 Roles in the Aftermath of a Crisis 61 How Do Children Respond to Crisis? 66 How Can We Help Them? 66
Appendix……………………………………………..69 Gotta Go Bags A1 NYSP Threat Assessment Model A2 Student Assessment A3 School Safety Audit Checklist A4 NYSP Bomb Threat Card A5 Lockdown Procedures - Quick Guide A6 Lockout Procedures - Quick Guide A7 Shelter in Place - Quick Guide A8 Incident Command System Organizational Chart A9
Resources………………………………………….101
References…………………………………………111
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8
Prevention
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Situational Awareness:
When you see something you think is “out of place” . . . ask yourself,
“Does this person belong at this place at this time?”
10 Threat Assessment (Refer to Threat Assessment Tools, Appendix A2 & A3)
• Designate a threat assessment coordinator and consider forming (and training) a multidisciplinary team.
Benefits o Improves the efficiency and scope of the assessment process.
o Provides diverse professional input. Prevention o Minimizes the risk of observer bias.
• Adopt an “integrated systems approach” to threat assessment.
Benefits o Recognizes the necessity of cooperation and partnerships between schools, local emergency responders, and community partners: law enforcement, social services, mental health providers, community agencies, and faith-based organizations. o Bits of information, inconsequential by themselves, may coalesce into a discernible pattern that indicates a threat of violence.
• Identify “at risk” students (and staff).
Assessing Specific Threats - Bombs
Preventive Measures
• Install a caller ID system on school telephone lines and/or tape record incoming calls.
• Consider advising callers (electronically) that all incoming calls will be monitored and/or recorded.
• Arrange to have the local telephone company provide for the immediate tap and trace of a telephoned bomb threat. (Cell phones are traceable).
• Establish an immediate reporting system for students and staff to report the presence of “strangers” in the building and/or objects that may look out of place.
• Establish a policy stating that all “lost time” due to disruptive hoaxes will be made up.
11 • To ensure testing integrity, develop contingency plans for bomb threats during times of academic examinations and other high profile events.
• Train all persons in a school who would generally be the first recipient of a telephone bomb threat. Training should include the procedures established by the New York State Police. Law enforcement agencies are also a good training source. (Appendix A5 – NYSP Bomb Threat Card)
• Conduct assembly programs on the school emergency plan procedures.
• Invite law enforcement personnel to discuss with students and staff the legal implications of calling in false alarms and bomb threats.
• Use trash cans that can be easily checked for suspicious objects – employ the use of wire-style trash cans and transparent trash bags.
• Lock unassigned lockers with school locks turned backwards to identify those not occupied by students.
• Lock custodial closets and rooms that are not occupied in order to limit access.
• Keep lobby areas free of trash receptacles (other than wire mesh) and furniture that would allow for placing objects out of view.
• Place fire extinguishers in recessed and alarmed cabinets equipped with glass or translucent doors.
• If fire extinguishers are not of the hanging variety (preferred), use a black marker to outline the base of the extinguisher. This will assist in identifying an extinguisher that has been moved, tampered with, or used to secrete object(s) behind.
• Have the building-level safety team meet with the State Police or the local law enforcement agency to discuss other measures to ensure the building safety and security.
Pre-Clearance and Security Screening in Lieu of Evacuation (during testing)
• It is strongly recommended that school officials carefully coordinate this option in cooperation with local law enforcement officials.
• This option may only be implemented prior to the receipt of an actual bomb threat,
And
12 • Only after building and grounds have been “cleared” at the start of the day and continually monitored throughout the day.
• This option may be appropriate when a school reasonably anticipates the receipt of a bomb threat or if there is a particular concern over the possibility of a bomb threat. (During the administration of Regents examinations or during other school-wide events.)
• School administrators who choose this option must ensure that all of the following steps are followed for ensuring the security of the building: Prevention o Staff must be assigned to do a “walk-through” of the buildings and grounds prior to the arrival of students in the morning to ensure that there are no suspicious objects in or around the building.
o Staff who complete the “walk-through” must report findings to the school principal.
o Monitors must be assigned to walk around the outside of the building if state examinations are being administered.
o A single point of entry to each building for students and staff must be established, and monitored by school personnel.
o School staff must monitor all exits.
o In the case of state examinations, students must not be admitted to the building more than 30 minutes before the start of that examination.
o Students may only be admitted to the building after passing through a checkpoint to ensure that they are bringing with them only pre- approved items.
o Student book bags and knapsacks must be inspected.
o It may be appropriate to send a notice home prior to the event to clearly state that book bags will not be permitted for that particular event.
o During state examinations, testing locations are to be clearly marked.
o Students must only be allowed in the areas of the building where exams are being administered.
o All lockers, including unassigned lockers, must have locks.
13 o A reporting procedure must be in effect for sighting any unusual object or behavior.
o Parking adjacent to buildings should not be allowed.
• In the event it is necessary to evacuate the building, the steps outlined in the Response section pertaining to evacuation must be followed.
School Employee Involvement
• Schools may form teams of volunteers from administration, faculty, and staff to assist in sweeping a building or grounds for anything that looks out of place.
• Prior to an incident, school officials should make certain that people who volunteer in the school building, such as parents or other community members, are trained and aware of their responsibilities.
• School employees who volunteer or by job duty are assigned to assist, should have access to building keys, floor plans, and information about shut-off valves for heat, electricity, water, and ventilation (HVAC).
Assessing Specific Threats – Violence / Shooting
Pre-incident Behavior
• Incidents of targeted violence at school are rarely sudden, impulsive acts.
• Prior to most incidents, other people knew about the attacker’s idea and/or plan to attack.
• Most attackers did not threaten their targets directly prior to advancing the attack.
• There is no accurate or useful “profile” of students who engage in targeted school violence.
• Most attackers engaged in some behavior, prior to the incident, that caused concern or indicated a need for help.
• Most attackers were known to have difficulty coping with significant losses or personal failures – many had considered or attempted suicide.
• Many attackers felt bullied, persecuted, or injured by others prior to the attack.
14 • Most attackers had access to and had used weapons prior to the attack.
• In many cases, other students were involved in some capacity.
• Despite prompt law enforcement responses, most shooting incidents were stopped by means other than law enforcement intervention.
Threat Assessment Process - Foundation
• Targeted violence is the end result of an understandable, and oftentimes discernible, process of thinking and behavior. Prevention
• Targeted violence stems from an interaction among the individual, the situation, the setting, and the target.
• An investigative, skeptical, inquisitive mindset is critical to successful threat assessment.
• Effective threat assessment is based upon facts, rather than on characteristics or “traits.”
• An “integrated systems approach” should guide threat assessment inquiries and investigations. (Refer to Page 11)
• The central question in a threat assessment inquiry or investigation is whether a student poses a threat, not whether the student has made a threat.
Effective Threat Assessment – (Threat Assessment Tools, Appendix A2 & A3)
How did student come to your attention?
• What behaviors and/or communications were reported, and by whom?
• What was the situation?
• Who, if anyone, witnessed the reported behavior or concern?
• What was the context for the reported behavior?
• Motives of the reporter?
15 Information about the student
• Name and physical description.
• Background information, residences, family/home situation, academic performance, social networks, and history of: relationships, conflicts, violence, and victimization.
• Current life information, including the present stability of home situation, nature & quality of current relationships and personal support, recent losses or losses of status, current grievances, and downward progression.
Information about “attack-related” behavior
• Behaviors that raise concern about potential violence.
• Communications or writings that suggest an unusual or worrisome interest in school attacks.
• Comments or writings that express or imply the student is considering mounting an attack.
• Recent weapon-seeking behavior, especially if linked to ideas about an attack.
• Communications or writings suggesting student condones violence as a way to redress a grievance or solve a problem.
• Rehearsals of attacks or ambushes.
• Furtherance of a plan or building capacity to mount an attack.
Motives
• Revenge for a perceived injury or grievance.
• Yearning for attention, recognition, or notoriety.
• A wish to solve a problem otherwise seen as unbearable.
• A desire to die or be killed.
16 Target selection
• Identified? Number of targets? Shifted over time?
• Information about targets may provide clues to the student’s motives, planning, and attack-related behaviors.
Additional Considerations – Lessons Learned
Prevention • School attacks generally are the end result of a comprehensible process of thinking and behavior – typically beginning with an idea, progressing to the development of a plan, and securing the means to carry out that plan.
• Although other young persons – friends, schoolmates, and siblings – often knew about the plans, this information rarely made its way to an adult.
• Demographics, personality, school history, and social characteristics of school attackers varied substantially.
• School attackers send signals – both direct and indirect – to others and, therefore, are not invisible students.
• Many had a history of suicidal thoughts, threats, gestures, and attempts.
• Attackers described being bullied in terms that suggested that these experiences approached torment.
• Most acquired weapons from their home or the home of a relative.
• In many incidents, others assisted in the planning or execution of the attack.
• Consider the potential attacker to be on a “path” towards an actual attack - locating him and determining where he is on that path is paramount.
• Bits of information about the potential attacker might be viewed as pieces of a puzzle – highlighting the need for cooperation betweens schools and systems outside the school, or an “integrated systems approach.”
Assessing Specific Threats – Anthrax
• Anthrax infection can occur through the skin, ingestion or inhalation – inhalation, being the most serious, involves inhaling anthrax spores.
• Ensure that the district has an established protocol for handling mail, using common sense and care in opening mail or packages.
17 • Examine unopened envelopes for foreign bodies or powder.
• Do not open letters with your hands, use a letter opener.
• Open letters and packages with a minimum of movement to avoid spilling suspect contents.
• Schools, being a possible target for a criminal act, should consider employing additional precautions such as the wearing of gloves or restricting the opening of mail to a limited number of trained individuals in separate areas.
Building Safety and Security
General
• Conduct a school safety assessment – a strategic evaluation and facilities audit to identify emerging and potential school safety problems, typically consisting of:
o a building safety audit conducted with law enforcement, (School Safety Audit Checklist, Appendix A4)
o a review of your school district-wide school safety plan,
o a review of the building-level school safety plan,
o a review of student codes of conduct,
o an analysis of district policies related to student safety and management issues and their compliance with federal and state law,
o an analysis of the Crime Prevention Through Environmental Design (CPTED) philosophy,
o student input,
o discussions with key administrative personnel and local law enforcement,
o a review of recent media activity,
o an analysis of recent school crime and disorder incidents, and
o commendations for effective practices and programs.
18 • Practice all aspects of your school safety plan; adopt a “multi-hazard approach.” This should include plans to address natural, technological, and human-made emergencies.
• Because of the structural uniqueness of school libraries and cafeterias, safety and security plans should be specifically developed for these areas. This planning activity should address issues related to potential acts of student disruption, as well as incidents of severe weather.
• Emergency response plans should undergo a formal review and be updated at least annually in collaboration with emergency responders. Prevention
• Create at least three “Gotta Go Bags” with supplies you may need in an emergency - they should be kept in two different locations in the school and one at each evacuation site. Keep in mind that the main office may be the site of the crisis and, therefore, where there may not be one accessible. (Gotta Go Bags, Appendix A1)
• Emergency equipment, supplies, and rations should be stored in adequate amounts and routinely maintained.
• Maintain one unlisted telephone line or cell phone for outgoing calls in an emergency – during an emergency, the volume of incoming calls may hamper the use of a published number.
• HVAC shut-off valves should be clearly labeled or color-coded – preferably at a low (visible) level.
o Incorporate shut-off valve locations and when to initiate shut-off procedures (hazardous materials: i.e. chlorine gas, fire, explosion, etc.) in the building-level safety plan.
o Photos of shut-off valves should be included in the building-level safety plan.
• All schools should implement a visible identification card and pass system.
o Use different ID badges for staff, visitors, and contractors.
o Visitor passes should be a different color every day – consider utilizing passes that “expire” or change color after a specified period of time.
o Consider utilizing different color lanyards or holders for each school facility.
19 • Parent/faculty meeting locations should be located in the front of the school within easy access of the supervised and monitored entrance.
o Meetings should be scheduled with an appointment.
o Any parent/visitor meetings that take place in an area that provides access to the general student population should be managed with the use of an escort to the meeting location.
• The student handbook should educate both students and parents on the school safety and security policies.
• Emergency response plans should include the identification of sites of potential emergencies that could impact or affect the school facility or population. This is otherwise known as a hazard analysis. Sites may include waterways, rail lines, power plants, nuclear power plants, interstate highways, manufacturing facilities, and airports.
o Schools located within the 10-mile Emergency Planning Zones (EPZ) of nuclear power plant sites (Ginna, J.A. Fitzpatrick/Nine Mile Point, Indian Point) should have Potassium Iodide (KI) on hand for their school population.
• The administrator of each facility should be familiar with the current events occurring within the community that may have impact on the operation of the school or district.
• Consider offering school or community-based activities for students after school and on the weekend.
• School administrators should establish relationships with businesses in proximity of the school that are patronized by the student body (i.e. convenience stores, gas stations, electronics shops, etc.).
• A Public Information Officer (PIO) should be designated by the school administrator. The PIO should establish a relationship with the local media, and serve as the spokesperson for the district during an emergency event.
• All faculty/staff should be aware of the predetermined evacuation locations for an emergency – these sites should not be posted within the building.
• Ensure that faculty, staff, and custodial staff receive training (including refresher training) to prepare them to effectively respond to an emergency.
20 • Ensure that the school website is void of any sensitive, safety, or security related information such as building schematics, blueprints, diagrams, drill information, bus routes, etc.
• Implement mutual aid agreements with other districts and community facilities that may be utilized during a crisis.
• Consider installing duress alarms to be placed under a desk in the main office (or elsewhere) or on a person to signal an emergency.
Prevention • The implementation of some type of communication device, whether cellular phone with point-to-point capability or walkie-talkie style radios, should be initiated.
• The main phone lines servicing the school should have caller-ID capability.
• A Bomb Threat Card should be placed under each phone in the school. (Appendix A5)
• Implement a computerized student and faculty/staff database complete with a photograph, emergency contact information and cell phone number(s).
• Develop an electronic mass notification system for parents and faculty (cell phones, email, text, etc.).
• Dedicate a faculty/staff training day for safety & security, emergency preparedness and effective response.
Interior
• Establish a locked-door policy utilizing only one (monitored) door for access to the school during the school day.
• The school’s main office should have a direct view of the front entrance and should be clearly marked as the main office.
• Ensure that an adequate public address system is in place and is audible in all areas including cafeterias, gymnasiums, and outdoor activity areas.
• Label room numbers and rescue windows at a lower level on doors or adjacent walls. This will aid building occupants and emergency responders in case of fire (smoke rises obscuring higher markings).
• Light all hallways adequately during the day.
21 • Install lockers in areas where they are easily visible, or remove lockers altogether.
• Secure unused lockers with zip ties, school owned locks, etc.
• Consider maintaining a list of student’s personal lock combinations or issue school-owned locks to students.
• Include a written policy in the student handbook regarding the removal of unauthorized locks.
• Minimize blind spots; use convex mirrors to allow hall monitors to see around corners.
• Prohibit posters on classroom windows.
• Ensure that classroom teachers are posted in hallways when classes change.
• Ensure that faculty and staff routinely inspect student restrooms.
• Consider installing an alarm system and/or closed-circuit television monitoring system.
• Keep buildings clean and well maintained.
• Do not allow graffiti to linger on walls - follow the three “R’s” after discoveries – read, record (photograph) and remove - inflammatory bathroom graffiti needs to be removed daily.
• After school has commenced in the morning, the use of backpacks in halls or classrooms should not be permitted the rest of the day.
• Lock sensitive areas of the school – custodial closets and work areas, computer rooms, rooms with telephone access, heat, electricity, water, and ventilation systems. Ensure that authorized staff have keys/access to these areas.
• Lock or secure unused storage rooms or closets - do not leave areas of the school that are unused open.
• Ensure that all faculty and staff have keys to their areas, where appropriate.
• Ensure that all unoccupied classrooms are locked.
• Ensure that ceiling tiles in “public areas” are secure – such as restrooms, locker rooms, and foyers.
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• Use trash cans that can be easily checked for suspicious objects, such as wire-style trash cans with transparent trash bags.
• Place fire extinguishers in recessed and alarmed cabinets equipped with glass or translucent doors.
• If fire extinguishers are not of the hanging variety (preferred), use a black marker to outline the base of the extinguisher. This will assist in identifying an extinguisher that has been moved, tampered with or used to secrete object(s) behind. Prevention
• Assign and label extinguishers and their cabinets with corresponding numbers.
• Consider employing the use of “invisible ink” (visible only with a black light) under the fire alarm activation levers. This will facilitate and aid law enforcement and fire officials during their investigation into a “false” alarm.
• Automated External Defibrillators (AED) must be in place in all public school facilities. It is critical that trained faculty and staff are fully aware of the AED locations.
• Ensure that at least one AED is relocated to an evacuation or shelter-in-place location (unless that location is equipped with one already).
Exterior
• Limit roof access by keeping dumpsters away from building walls.
• External and internal locks should be placed on roof hatches to allow emergency entry and exit.
• Parking lots, playgrounds, and playing fields should be easily observed and closely monitored.
• Cover drainpipes so they cannot be climbed.
• Avoid decorative hedges; plant trees at least ten feet from buildings.
• Adhere to the “two-foot – six-foot” rule; with no shrubbery higher than two feet and no tree limbs lower than six feet.
• Trim trees and shrubs to limit outside hiding places for people or weapons.
• Keep school grounds free of gravel or loose rock surfaces.
23 • Ensure vehicle access around the building(s) for night surveillance and emergency vehicles.
• Design parking lots to discourage through traffic. Consider installing speed bumps.
• Mix faculty and student parking.
• Create a separate parking lot for students and staff who arrive early or stay late, and monitor these lots carefully.
• Ensure automotive technology vehicles are parked away from school buildings.
• Ensure rooms are labeled and identifiable from the exterior of the building for first responders.
Contractors
• All contractors and construction crews on school grounds should be directed to leave the premises during a threat or security-related incident.
• All deliveries should be terminated, discontinued or postponed for another date during a threat or incident.
• All deliveries to school facilities should be at pre-determined times.
• Remain cognizant of the fact that Education Commissioner Regulation 155.5 requires that all construction workers wear a photo identification badge at all times for identification and security while working at occupied public school sites.
• Construction sites on school grounds should be inspected daily by designated school staff and documented.
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Transportation Safety and Security
The State Department of Transportation (DOT) oversees school bus specifications. Some of the following suggestions may need to be approved by DOT prior to the actual implementation of these actions. Please consult DOT for additional guidance.
General Prevention
• Consider implementing staff training for transportation personnel addressing:
o Safety and security, emergency preparedness, and effective response
o Managing students, discipline procedures, special needs and special education students
o Threat assessments – (i.e. being aware of student conversations, student appearances – fear, agitation, anger, etc.)
o Conflict resolution with students and parents
o Inspecting buses, driver observations of the unusual, and situational awareness – Does this person belong at this location at this time?
o Bomb threats and suspicious packages
o Precursors to crime and terrorism, unusual or suspicious activity on bus routes and at stops
o Diversionary tactics (i.e., blocked traffic for no apparent reason, debris in roadway without a storm)
o First Aid and CPR
o Evidence preservation
• Conduct a school security assessment for transportation facilities.
• Transportation emergency plans should adopt a “multi-hazard approach” to address responses to all types of possible incidents.
• Have transportation supervisors sit on district and building safety teams.
25 • Practice transportation emergency drills in conjunction with school building drills (Note: This would be in addition to the three required drills for students on school buses).
• Implement mutual aid agreements with other districts.
• Allow and encourage law enforcement to utilize buses for training exercises.
• Establish emergency communications protocol.
• Consider establishing an emergency recall plan – determine how many drivers can be contacted after placing unannounced calls to all during an emergency recall drill.
• Consider providing a bus route list to local law enforcement.
• Consider bus-tracking GPS systems at the dispatch point.
Drivers
• Drivers should convey to students that they care about their safety – thereby establishing trust and cooperation during an emergency.
• Drivers should under no circumstances allow any adult (including parents) onto the bus – should a conversation be unavoidable, it should take place at the driver’s window.
• Drivers should not let a new student on the bus without an appropriate pass or documentation.
• Drivers should not deviate from their designated route(s).
• Drivers should not make unauthorized stops.
• Drivers should not allow teachers or faculty on the bus without proper identification.
• Drivers should not let a student off the bus if they feel that there is something wrong (i.e., no teachers coming out to receive students, police personnel present but not in sight).
Buses
• Secure school buses in a fenced and well-lit yard – consider employing technology (cameras, alarms) to further secure buses.
26 • Place letters and numbers on the roofs of buses identifying company name/district and bus number – minimum size should be 2’x2’ per letter/number.
• Equip all buses with two-way radios.
• Consider employing video surveillance cameras on school buses.
• Equip buses with first aid kits and pocket masks – have drivers complete recognized First Aid and CPR courses. Prevention • Consider keeping student rosters and emergency contact information on every bus.
• Conduct pre-trip and post-trip inspections looking for:
o New marks or noticeable forced entry into the vehicle
o Unusual foreign item(s) attached to, under or in the vehicle
o Opened or disturbed compartments/cabinets
o Students left on the bus (post-trip)
o Evidence of damage, sabotage, graffiti (post-trip)
Crime and Terrorism Indicators
General
• The following are general indicators of potential terrorist planning or activities. Alone, each indicator can result from legitimate recreational or commercial activities or criminal activity not related to terrorism; however, multiple indicators combined with other information can possibly suggest a terrorist threat. If an immediate response by law enforcement is necessary with regards to one of these indicators, contact 911 or your local law enforcement agency. Any suspicious activity should be reported to the New York State Terrorism Tips Hotline: 1 866 SAFE NYS (within the five boroughs of New York City - 1 888 NYC SAFE).
o Unusual or prolonged interest in security measures or personnel, entry points, access controls, or perimeter barriers such as fences or walls.
27 o Interest, without reason, in obtaining site plans for schools, bus routes, attendance lists, and other information about a school and its occupants.
o Inquiries regarding school hours (arrival and dismissal times) and/or security measures made by individuals who do not appear to be interested in registering their children for school. o Individual(s) videotaping, photographing, or making general observations of the school building and its activities without a legitimate purpose. o Discreet use of still cameras, video recorders, or note taking at non- tourist locations. o Individual(s) found in areas restricted to employees or not open to the general public.
o Individual(s) around or attempting to enter the school while wearing bulky clothing that is inappropriate for the prevailing weather conditions. This concern may be compounded by the subject being alone, acting excessively nervous, and/or perspiring.
o The use or possession of multiple sets of clothing or identification badges by individuals.
o The possession and use of sketching materials (paper, pencils) for no legitimate purpose.
o Alarming or unusual statements made by a student regarding an approaching date. o The parking of a suspicious vehicle in the school’s parking lot or in proximity to the school building, particularly for an extended period of time. o The loss or theft of any chemicals or potentially hazardous materials from school laboratories and/or school maintenance stores. o The discovery of an unattended package or object in or around a school facility. o The registration of children for school without necessary documentation (birth certificates or immunization records), or with documentation that does not match the individual, does not appear authentic, or has been visibly altered.
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o Attempts to penetrate or test physical security and response procedures at school locations.
o Attempts to acquire official vehicles, access cards, or identification badges.
o Behavior that appears to denote planning for a terrorist activity, such as mapping out routes, playing out scenarios, monitoring school locations, noting dismissal times and protocols, and/or school bus routes. Prevention
o Behavior such as staring at or quickly looking away from personnel or vehicles entering or leaving designated school facilities or parking areas.
o An increase in anonymous telephone or email threats to facilities in conjunction with suspected surveillance incidents – indicating possible surveillance of threat reaction procedures.
o Foot surveillance involving two or more individuals working together.
o Mobile surveillance using bicycles, motor vehicles, boats, or small aircraft.
o Prolonged static surveillance by operatives disguised as street vendors or panhandlers not previously observed in the area.
Recognizing a Gang Presence
• The following are general indicators of potential gang presence or activities - alone, each indicator may result from legitimate activities and explainable behavior - multiple indicators should prompt further scrutiny and, combined with other information, may suggest a possible gang presence:
o The presence of graffiti in the school, especially in unsupervised or secluded areas such as restrooms.
o The observance of small and unique social groups on school grounds (may be ethnic in nature as well as attire oriented, i.e., clothing color).
o An affinity for certain brands of clothing, jewelry, sports apparel, and coloring.
o The refusal to wear clothing of specific colors or brands.
29 o Hand signs.
o Gang language or slang being used.
o Common tattoos among several individuals in a group.
• Faculty/staff should pay particular attention to the following activities that would warrant further scrutiny:
o A decline in study habits.
o A reduced interest in scholastic activities for unexplained reasons.
o An interest in music that glorifies violence (especially towards police), oppression of women and the criminal lifestyle.
o Changes in dress habits.
o Unreasonable and unexplained stages of defiance towards parents, teachers, or security personnel.
o An unusual lack of desire to complete schoolwork, along with staying out later than normally allowed.
o A noticeable change in vocabulary.
Child Victimization / Computer Safety
• The following general indicators may warrant further examination, as they can possibly signify a connection to sexual crimes and/or child victimization - alone, each indicator may result from legitimate activities and explainable behavior - multiple indicators should prompt further scrutiny, especially when combined with other information:
o An apparent “interest” in children demonstrated by a routine or habitual appearance in or around school grounds, without a legitimate reason.
o Vague or confusing explanations when confronted, and/or asked for identification in or around school grounds, without having a legitimate reason.
o Parents or individuals who inappropriately immerse themselves in school activities such as sports, PTA, and/or field trips in an apparent attempt or appearance to gain the trust of faculty, parents or children.
30 o Individuals photographing or videotaping school activities or grounds including playgrounds, gymnasiums, and parking lots without having a legitimate reason.
o Individuals engaging children in prolonged conversation in an apparent attempt to learn as much about the child as possible.
• Ensure that the Sex Offender Registry through the New York State Division of Criminal Justice Services (DCJS) is checked regularly (monthly) by an administrator to maintain awareness of sexual predators in the surrounding community – advise parents as necessary (www.criminaljustice.ny.gov). Prevention
• Administrators and faculty should become familiar with student communication networks such as Instant Messaging (IM), chat rooms, blogs (Web Logs), and social networking sites.
o Such “underground” communication networks are often solicited by sexual predators, pedophiles, and those looking to victimize children.
o These networks are often the source of cyber-bullying, on-line threats, cries for help from at-risk students, and possible criminal activity.
o Video-related websites such as YouTube.com are often the site of, and motivation for, self-destructive behavior captured on video.
o Student interaction and conduct on these communication networks, although occurring outside of school and after school hours, may in fact cause disruption within the school population and warrant school intervention.
• Ensure that school-installed software or firewalls prevent student access to prohibited websites and chat rooms.
• Faculty and computer facility staff should be aware of “back door” access to prohibited websites via links from legitimate websites.
• Provide relevant computer safety awareness training for faculty and staff.
• Consider administrator audits of social networking sites through the creation of an account and subsequent search on keywords associated with your district.
• Ensure that proactive measures such as character education, anti-bullying, and Internet safety curriculums are in place.
31 • Ensure that faculty and staff change the default password on their school computer accounts. Failing to do so may allow unauthorized access by students who have obtained these simplified passwords.
• Refer to the National Center for Missing and Exploited Children website www.ncmec.org for further assistance in safeguarding students.
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Preparedness
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34 Strategies for Preparedness
The New York State Safe School Against Violence in Education (Project SAVE) and State Education Regulation 155.17 require that school emergency plans define the chain of command in a manner consistent with the Incident Command System (ICS). This corresponds with New York State Executive Order 26.1 (2006), which established ICS as the state’s standard command and control system that will be utilized during emergency operations. Further, Homeland Security Presidential Directive (HSPD) - 5 required the development of the National Incident Management System (NIMS), of which ICS is a critical component.
Initiate and/or Strengthen School Safety Partnerships
• Establish and enhance communication with local emergency responders. Ensure that public and nonpublic school building floor plans and schematics are provided to local law enforcement and fire officials.
aredness
• Ensure that the building-level emergency plan is updated to reflect any p changes to facility ingress and egress during a school construction project. Pre • Be aware of the availability and limitations of specialized emergency services, including bomb squads, hazardous materials teams, and county and state emergency management agencies.
• Establish contingency plans in case emergency responders are deployed elsewhere.
• Conduct an all-hazard threat and vulnerability assessment (hazard analysis) with the building-level school safety team – including local emergency responders noting the following:
o Ease of school building accessibility (locked doors)
o Ease of school property accessibility (fences and barriers)
o Proximity to potential terrorist targets in the community
o Effectiveness of existing school security measures
• Review Incident Command System (ICS) protocols with emergency responders to ensure that everyone understands their respective roles and responsibilities during an emergency.
35 o Appropriate faculty and staff should complete the ICS for Schools training. See: http://training.fema.gov/EMIWeb/is/courseOverview.aspx?code=is- 100.sca
• Consider establishing contracts with community resources or businesses that may be able to provide food, water, shelter, or other support during an incident.
Assess Your Preparedness
• Be aware of where provisions such as food, water, power sources, and medical supplies are located within your building.
• Create at least three “Gotta Go Bags” with supplies you may need in an emergency. They should be kept in two different locations in the school and one at each evacuation site. Keep in mind that the main office may be the site of an incident and the “Gotta Go Bag” located there may not be accessible. (Gotta Go Bags, Appendix A1)
• Identify school faculty and staff with training or skills that may be useful during an incident (i.e. firefighters, EMTs, bi-lingual or retired police officers).
• Ensure that school emergency response team members are aware of their responsibilities during an incident, and are appropriately trained in ICS and emergency response procedures, as needed.
• Place a Bomb Threat Card under each telephone in the school. (Appendix A5)
Know What the Potential Threats are: Conduct a Hazard Analysis
• Conduct a hazard analysis to identify internal and external natural, technological and human-caused hazards that may impact your school.
• All visitors to the building should be screened, and signed in and out.
• Be aware of the school’s proximity to community structures and landmarks such as airports, bridges, rail lines, power plants, military bases, reservoirs, and other potential terrorist targets.
• Consult with radiological, biological, and chemical experts to prepare for responses to any incident that may involve that type of threat.
36 • Use threat assessment programs to monitor students, staff, parents, and community members for behaviors that could pose a threat to the school community.
• Safeguard information on operational systems in the school such as heat, electricity, water, and ventilation, and confirm the identity and purpose of anyone asking for information or access to these systems.
• Be aware of suspicious activities and/or changes in the typical patterns of routine around the school building.
• Limit the amount of information that is put on the school’s website regarding building layout, personnel, and class schedules. School attacks can be planned without ever setting foot on school property just by what is available on the Internet.
aredness
Run Drills for all Facets of Your School Safety Plan p
Pre • Practice completing a “lockdown,” “lockout,” “shelter-in-place,” “evacuation,” portable record keeping, and transportation procedures.
• Invite local emergency responders in your community to conduct tabletop exercises with the school emergency response team to work through respective roles and responsibilities during an incident.
• Invite the emergency responders in your community (law enforcement and fire) to take periodic tours through your building to become familiar with the layout of the school.
• Update and amend emergency plans as personnel and facility information changes, and as weaknesses are identified and addressed.
• Identify all possible facilities and options for sheltering-in-place or evacuation, however do not post or announce these procedures to the community.
• Practice alternative methods of communication to anticipate phone lines and/or electricity being unavailable. Explore redundant communication methods with local emergency responders.
• Assess and modify the notification system in place for parents and guardians, as needed.
• Assess the reunification plans for students, parents, and guardians to be used following an incident. Explore potential issues that may arise and solutions to those problems.
37 • If possible, do not use another school as a reunification site (thereby doubling or more the traffic at that school).
• Draft parent letters, school fact sheets, and press releases in preparation for an incident - you can fill in the incident specific details after the crisis. This undertaking should be led by the district’s Public Information Officer (PIO).
• The school’s PIO should establish relationships with the local media prior to an emergency. Discussions should take place with faculty and staff to ensure that they understand the role of the PIO and the need for the school district to speak with one voice.
Promote a Safe and Orderly School Community
• Support the need and importance of the entire school community to watch for potential threats.
• Establish and maintain a daily structure and routine for the students.
• Continually assess the threat level of all individuals in the school. Keep in mind that threat assessment should be done as a team.
• Manage and attend to issues identified when conducting a threat assessment.
• Be consistent and fair when enforcing rules and policies in the code of conduct, as well as New York State laws.
• Promote and model good character traits to enhance the protective factors in your school.
Be True to the School Mission Even During Times of Unrest
• Promote each individual’s understanding of the rights and responsibilities of citizenship.
• Promote conflict resolution, mediation, and other nonviolent problem solving philosophy.
• Identify any challenges of diversity within your school and community and promote respect and understanding of our differences.
• Educate students in world history and current events to help them be part of the prevention and solution to building or community unrest.
• Educate, promote, and reinforce your school’s mission statement for both academics and socialization.
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Planning for an Incident
• Consider the potential incidents that could occur and develop plans to address them (hazard analysis).
• Control access to the school building and property.
o Minimize the number of campus entrances and exits used daily and supervise the traffic coming and going.
o Vendors and delivery personnel should be monitored.
o Bus lots should be secured and monitored.
o Rooms not in use should be locked.
o Access to utility systems, roofs, and closets should remain locked at all aredness times. p
Pre • Ensure that all school employees are aware of the school safety plan protocols (i.e. lockdown, lockout, etc.) and what roles they play in an incident - this includes substitute faculty and staff.
o Place a piece of tape on the floor to mark the out of sight line that individuals would need to be behind in order to not be seen from the doorway in a lockdown situation. (See Lockdown Protocol in the Response section of this document and Appendix A9)
• Educate students of their role and responsibility during an incident, thereby conveying that their safety is important and that they play a part in an emergency.
• Understand that when you have well-informed individuals there is a potential for less confusion and better cooperation.
• Establish protocols for who can call 911 in an emergency - keep in mind that if there is a fire anyone is allowed to pull the fire alarm.
• Know who your first responders are and what services are available to you.
• Ensure that police have access to master keys to the building.
39 • Ensure that school emergency response team members are aware of their responsibilities during an incident, and are appropriately trained in ICS and emergency response procedures, as needed. It is critical that ICS team back- ups be designated and trained as well.
• Be familiar with the protocols of law enforcement, EMTs, fire personnel, and mental health professionals and how they will perform their duties.
• Report incidents of a criminal or non-criminal nature that are in line with the protocol set forth by the State Education Department (Violent and Disruptive Incident Report (VADIR).
• Identify community sources of information that are accurate and reliable to utilize during a crisis situation.
• Provide training to school staff members to cover some responsibilities such as how to turn off HVAC, emergency medical techniques and identifying suspicious packages.
Tabletop/Crisis Exercises
Why Should We Do An Exercise?
• Exercises prepare schools to handle emergencies and crises.
• Exercises increase the safety of the individuals in the building.
• Exercises test the effectiveness of the school emergency plan.
• Exercises assist in identifying weaknesses in the emergency plan, which will result in an update of the plan to make it more effective.
• Exercises can build staff and student confidence so that they feel they can respond to and handle emergencies.
• Exercises can potentially limit the exposure of liability to the district.
Types of Exercises
• Orientation - These are discussion sessions to provide information, answer questions, and identify needs and concerns surrounding the emergency plan.
40 • Drill - A drill is usually a single agency exercise designed to test one function. The most common drill conducted in schools is the fire drill.
• Tabletop - In a tabletop exercise, individuals come together in a conference room to discuss their responsibilities and how they would react to a specific emergency scenario. This is a cost-effective and efficient way to identify areas of overlap and confusion before conducting more demanding training activities.
• Functional - In a functional exercise, representatives from multiple agencies work through a scenario together in real time - there are messages interjected during the exercise that can change the course of the incident and provide for some stress to the group trying to resolve the conflict.
• Full-scale - A full-scale exercise has role players to simulate the crisis event. Multiple agencies respond in real time, using their resources to resolve the crisis.
General Best Practices
aredness
• It is important to conduct several drills, tabletops, and functional exercises p before completing a full-scale exercise. If the school is not ready for a full- scale exercise, it could be a waste of time and effort, and a good deal of Pre confidence can be lost.
• School districts need to be realistic about the response of emergency personnel in the community. Some school personnel believe that there will be a larger number of emergency responders immediately available in a crisis.
• Ensure that school emergency response team members and their backups are appropriately trained in ICS and emergency response procedures.
• Practice various types of responses to an incident – do not rely on one method. For example, keep in mind that relying too often on a lockdown may not be correct. Once a lockdown is in place, the building is essentially crippled from executing another type of response. In some cases, lockdown is the best solution, however, it may not be the appropriate solution to each incident.
• An immediate debriefing (hot wash) should be conducted following any exercise or event to get any unresolved or last thoughts out on the table.
• An exercise evaluation meeting should be held with all participants to discuss weaknesses and strengths to the system in place - after which, the plan should be revisited to address specific concerns.
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• Be prepared for the crisis after the incident - managing the media and the parents can be an added crisis if it is not well planned for. Ensure that the district’s PIO (and their backup) are properly trained for this important role.
• It is important to document exercises that have been completed.
• Student and parent/guardian reunification plans, including parent/guardian communication, need to be well thought out and explained. A letter should be sent home explaining the reunification process prior to an incident occurring so that when it does happen, parents/guardians will know what to expect.
• When running scenario-based exercises, scenarios should be realistic and relevant for your school building. For example: Do not have an exercise for a pool chemical leak when your school doesn’t have a pool, or a train crash scenario when there is no rail line within 50 miles of your building.
Communication Strategies
Internal Building Communication
• Each school building should have a designated telephone line that is unpublished and not given out. When an incident occurs, the school may be inundated with phone calls and it is important that a free line be available to make outgoing calls.
• Maintain alternate and redundant forms of communication. For example: The loss of power would make most telephone systems, fax machines, and computers inoperable and cell service interruption with too many calls occurring at once.
• An external system to communicate with individuals on school grounds and playfields should be established.
• The use of codes and code words can be confusing - therefore, plain language is the recommended way of communicating in an emergency situation.
Emergency Notifications to Parents/Guardians
• Educating parents/guardians of protocols prior to an incident may reduce confusion during an incident.
42 • It is important that accurate and timely information be provided by the Public Information Officer (PIO).
Obtaining Information from Outside the School
The State of New York has developed a web-based system designed to enhance the state’s ability to alert the public in emergency situations and respond after disasters. The system is known as NY-ALERT, which utilizes a single web-based portal (webpage) that integrates numerous gateways for the dissemination of emergency alerts to the public, including schools. NY-ALERT will provide National Weather Service bulletins about severe weather, advisories on road closures, recommended emergency protective actions for fast-breaking incidents and other emergency response information from federal, state and local authorities. This feature will utilize email, facsimile transmissions, cell bursting, short message service (SMS), web-posting, text message and dial-out voice messaging to rapidly transmit messages.
For more information on NY Alert, visit http://www.nyalert.gov/. Please contact your county emergency management office to inquire on the use of NY Alert in your jurisdiction. aredness
p
Managing the Media Pre
• The district’s PIO should establish relationships with the local media prior to an emergency. Discussions should take place with faculty and staff to ensure that they understand the role of the PIO and the need for the school district to speak with one voice. • Select and train a few individuals to serve as the district’s PIO.
o When an incident occurs, they will serve as the district’s spokesperson and will be the only one to give information to the media. • In a multi-agency incident, unified command will often be used. Under unified command, the school district and responding agency’s PIOs should work in partnership to ensure that the incident has a single voice. • Select several locations where media may stage during an event. • After or during an incident, advise the media which location you will be using and disseminate information only from that location. • Prior to an incident, the PIO should establish relationships with the media in the area to discuss any limits and expectations described in
43 your school policy. Discuss the concerns of student and school privacy and concerns the media groups may have as well. • Try to avoid refusing to cooperate with the media, but be prepared to use your authority to ban them from campus if it becomes necessary. • Use the media to disseminate important information regarding community assistance and schedule changes for school days or functions. • Provide accurate, timely, and factual information. • Explain actions being taken by the school district, as well as the support being provided to staff and students – as needed. • Allow interview requests within reason.
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Response
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46
Response Procedures
Lockdown
There may be times when it is necessary to “Lockdown” a building. A building administrator, faculty, or staff member may initiate a lockdown based upon an actual or imminent threat (not including bomb threats) or violent event. A lockdown is the response to the worst case scenario, and must be executed with appropriate urgency and seriousness.
Lockdown Objectives
• To minimize injury and death
• To facilitate effective response
• To move as many people as possible to a safe place
• To neutralize the threat
Lockdown Procedures (Appendix A6)
Lockdown - Quick Guide
• Lockdown will be announced by intercom, public address system, or otherwise. Do not use codes. Call 911 and report your situation. Consider a lockout for adjacent school buildings as well.
onse • Immediately gather students from hallways into classrooms or offices. This p
includes common areas and restrooms immediately adjacent to classrooms. Res
• Lock classroom door(s) and have students take a seated position on the floor next to the wall out of view from the door window. Stay out of sight.
• Do Not cover windows.
• Leave the window blinds and lights as they are.
• Document and Attend to any injuries as well as possible.
• No One should be allowed to enter or leave a classroom or office under any circumstances.
• Do Not answer or communicate through your locked door.
47 • Do Not allow anyone into your ‘secured’ area.
• Do Not answer a classroom telephone.
• Do Not respond to a Fire Alarm unless imminent signs of fire are observed. Doing so could compromise the safety of those already secured.
• Do Not talk within the secured area, except only as absolutely necessary.
• Do Not respond to the intercom, public address system, or other announcements.
• Take Attendance – include additions. Missing students’ last known locations should be noted. Keep this record for when you are released from the lockdown.
Lockdown will end ONLY when you are physically released from your room by emergency responders or other authority. *
*Responding law enforcement should have master keys to conduct the release. Do not rely on school personnel with keys to be available to assist in the release.
Lockdown - Quick Guide Justifications Explained
• Lockdown will be announced by intercom, public address system, or otherwise. Call 911 and report your situation. Do not use codes. Consider a lockout for adjacent school buildings.
o Depending on the situation, there may be a need to lockout additional buildings on the same campus. You don’t know if the incident may affect more than one of your buildings.
o Use plain language to describe the situation. Using codes can cause confusion and uncertainty. Administrators and teachers may use codes so that it doesn’t frighten students, however, the unknown will frighten them as well. In addition, making students aware increases ownership in an effective response. If codes are used and not everyone (i.e. substitute teachers) knows them, confusion may result and they will not know what to do.
• Immediately gather students from hallways and areas near classrooms or offices. This includes common areas and restrooms immediately adjacent to classrooms.
o Classroom teachers located adjacent to restrooms/common areas should become proficient in “sweeping” those areas for students. This
48 becomes increasingly important in the younger grades (and less so for the high school population).
o Individuals engaged in activities outside the building during a lockdown must evacuate to a predetermined location on or off campus and possibly execute a lockout there. This includes bus runs and field trips. These designated locations should be written into the emergency plan and given to all responding law enforcement agencies. If the location is off the school property, make sure that personnel at that location are aware that they are an evacuation site.
• Lock classroom door(s) and have students take a seated position on the floor next to the wall, out of view from the door window. Stay out of sight. Document and attend to any injuries as well as possible.
o Prior to any incident occurring, a strip of tape should be put on the floor in each classroom to mark where the classroom occupants have to go to be out of sight from the doorway. See diagram – Red line indicates where the tapeline should be and the green area indicates the out-of-sight area. (Appendix A9)
o The practice of utilizing color-coded cards to signify a room’s status, although used previously, is no longer acceptable. First responders will not depend on this method as a reliable determination of a room’s status, and therefore a wasted step in an effective response.
• Do not cover windows on or adjacent to the classroom door.
onse o This step would increase the potential for the person covering the p
glass to be exposed to a threat from the hallway. In addition, first Res responders will not have a view into the room. It is important for responding police to gather intelligence, either from inside or outside the building through a line of sight into the building.
• Leave the window blinds and lights as they are.
o Turning off the lights and pulling down the blinds would also increase the potential for the person covering the glass to be exposed to a threat from the hallway. In addition, it is crucial that first responders have sight into the room in order to assist in stopping the situation and conducting a rescue. Moreover, a concern for first responders is that it takes the human eye 20 minutes to fully adjust to a dark room.
49 • No One should be allowed to enter or leave a classroom or office under any circumstances.
• Do Not answer or communicate through your locked door.
• Do Not allow anyone into a ‘secured’ area.
• Do Not answer a classroom telephone.
• Do Not respond to a Fire Alarm unless imminent signs of fire are observed. Doing so could compromise the safety of those already secured.
• Do Not talk within the secured area, except only as absolutely necessary.
o This is intended to convey to the intruder that the room is vacant.
• Do Not respond to the intercom, public address system or other forms of communication.
o An announcement may be given under duress, and it may actually be unsafe to follow the instructions given over this type of system.
• Take Attendance – include additions. Missing students’ last known locations should be noted. Keep this record for when you are released from the lockdown.
o Attempts to report this information may jeopardize your safety by divulging your location. When released, first responders will be interested in this information.
• Lockdown will end ONLY when you are physically released from the room by emergency responders or other authority.
o When conducting a drill, complete a manual release of each classroom. Practice it the way it will actually be conducted. In a stressful situation, individuals will rely on rote memory.
o Responding law enforcement should have master keys to conduct the release. Do not rely on school district personnel with keys to be available to assist in the release. However, they may be asked to assist with a lockdown release. They may not be available in a real situation. The school district can utilize a Knox Box or provide responding agencies with a key to hold on to should any incident occur.
50 Lockdown - Other Considerations
• School districts should conduct drills to test all aspects of their emergency plan. Consider conducting four lockdown drills annually.
• School districts should be able to lock and secure all areas of the school building, including cafeterias, auditoriums, and gymnasiums. NOTE: egress from the room and building must be possible at all times.
• All faculty, staff, and administration should be authorized to call 911 and initiate a lockdown. Don’t assume someone else has called. Numerous calls are okay. Police obtain additional information with each phone call. Keep in mind that in some areas of the state, 911 calls from the same location do not go to the same call center. This is particularly true for cellular phones.
• In addition to an audible external pubic address system, there should be strobe lights on top of school buildings visible to outdoor activities in order to signal a lockdown.
• When conducting drills, school districts should involve the local emergency responders that would respond in an incident. For example: county emergency management, emergency medical technicians, fire departments, state and local police. For State Police assistance, school districts may contact the School and Community Outreach Coordinator (SCOC) in your area. Please go to the following link for the list of SCOCs: http://www.troopers.ny.gov/Schools_and_Communities/.
• Classrooms with special needs students should have visible cues signaling a lockdown. These classrooms should be clearly marked on the floor plans for first
responders. onse
p • The school public address system should be accessible from other locations Res within the school building, should there be a need to activate it from outside the main office.
• Substitute teachers should be taught the responding procedures in the emergency plan for all types of incidents. When a substitute is hired by the school district, part of their orientation to the school should be to read and learn the emergency plan responses and actions to take.
• When conducting a drill, consider putting a sign on the front door stating that a drill is in progress.
51 Lockout
A “Lockout” is the response to an actual or potential threat from outside the school building. An example of such a threat might be an escaped fugitive, custodial interference, or a disgruntled employee or spouse. Where the situation warrants, the school faculty, staff, and students are aware of - but not disrupted by such a response being activated. Consequently, the school day continues as normal, except for the termination of all outside activities. In some cases, the details of a lockout do not need to be shared with the students, to protect the identity of the individuals involved and minimize disruption to the school.
Lockout Objectives
• To keep any threat of violence or dangerous incident out of the school building.
• To promote minimal disruption to the education process when there is a potential or actual incident outside the school building.
Lockout Procedures (Appendix A7)
Lockout - Quick Guide
• Lockout will be announced via the intercom, public address system, or otherwise. Use plain language to announce the lockout.
• If a school is in lockout because they were notified by police of a local situation, there is no need to call to advise police of the lockout. However, the school should keep the police advised of any change in status to your building.
• If the school is initiating the lockout due to a situation or potential incident discovered at the school, they should advise police of the lockout and what is anticipated.
• Lock all exterior doors and windows.
• Terminate all outside activities.
• Entry to the building may be gained only on a one-on-one basis, and only through a locked and monitored door.
• Classes otherwise continue as normal.
• A lockout is lifted when the external threat is resolved. Notification of such resolution may be through any means appropriate for the respective building.
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• Upon resolution of an incident and termination of the lockout, contact police to advise them of such.
Lockout - Other Considerations
• Consider having a locked door policy in which all exterior doors remain locked at all times.
Shelter in Place
There are times when it is necessary to move the school population to a single or multiple location(s) in the school building. This is called a “Shelter in Place.” In most cases, a Shelter in Place is done when there is a threat of or actual weather- related incident or a bomb threat.
Shelter in Place Objectives
• To minimize injury or death.
• To locate and contain any device or weather damage.
• To facilitate emergency responses.
• To establish safe routes and designated areas.
Shelter in Place Procedures (Appendix A8)
onse
Shelter in Place - Quick Guide p
For a Generic/Non-specific Bomb Threat:* Res
• Announce “Shelter in Place.” Instruct everyone to remain where they are and scan their respective area for anything out of the ordinary.
• Call 911.
• Activate School Building-Level Safety Team. Instruct them to scan common areas for anything unusual.
*Effective bomb threat response relies on the notion that information contained in a threat cannot be considered definitive; but rather, as clues which place the validity of the threat on a gradient scale between hoax (generic) and credible (specific, i.e. – date, time, location, method).
• If no device is found, decide whether to continue school or evacuate. The school district administration may consult with police to make their decision.
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• If a device is found, follow step 3 for “A Specific Bomb Threat.”
For a Specific Bomb Threat:
• Announce “Shelter in Place.”
• Call 911.
• Activate School Building-Level Safety Team. Instruct them to find an internal location to move the school population to, scan and clear the location and a route to it. Move those in the affected area to the established and cleared location.
• Assist first responders as necessary.
For a Weather-Related Situation:
• Announce “Shelter in Place” with instructions to go to the hallway or an internal room without windows and sit down on the floor.
• Activate Building-Level Safety Team.
• Call 911 for any emergency assistance if needed.
Shelter in Place - Other Considerations
• The school district administration makes the decision regarding evacuation, continuation, or dismissal of school. First responders can assist and consult with them to make their decision. (joint decision making – unified command)
• Current trends in bomb threat response rely on students staying in their classrooms. It is felt that through this compartmentalization, casualties can be minimized should a bomb detonate.
• The “Shelter in Place” locations should be established and stated in the school building emergency plan.
54 Bomb Threat Guidelines
General
• A bomb threat, even if later determined to be a hoax, is a criminal action. No bomb threat should be treated as a hoax when it is first received.
• The decision whether or not to evacuate is dependent upon information received in the threat, and how credible that information is.
• Two alternatives to evacuation are compartmentalization and pre-clearance.
o Compartmentalization relies on students remaining in their present locations while school administration and authorities assess and investigate the threat. Variations of compartmentalization - such as moving certain segments of the school population based upon new or developing information – can also be utilized in an effective response.
o Pre-clearance relies on anticipating a threat, and is thoroughly covered in the Prevention section of this document.
Receiving Bomb Threats
Written Threats
• Contact Police (911).
• Anyone receiving a written bomb threat must immediately notify the school onse
building administrator. p
• Handling of a written bomb threat should be kept to an absolute minimum, Res since it may be used as evidence in a criminal investigation.
• Fingerprints may be taken from the note to help determine its source.
• A threat written on a bathroom wall, mirror, or stall should not be removed until it is viewed or documented (photographed) by law enforcement.
Telephone or Other Verbal Threats
• Contact Police (911).
• Anyone receiving information about a bomb threat must immediately notify the school building administrator
55 • The NYSP Bomb Threat Instruction Card (Appendix A5) should be placed next to telephones that are most likely to receive such calls.
• The bomb threat caller is the best source of information about a possible bomb.
• It is desirable that more than one person listens in on the call.
• Persons likely to receive a threatening call (switchboard) should receive special training and have a list of emergency agency telephone numbers available, as well as the telephone numbers of school officials to be immediately contacted.
• If possible, the telephone threat should be taped.
• Caller identification or other types of tracing devices should be considered.
Information to be asked of the caller includes:
o Where is the bomb located? o When will the bomb go off? o What does the bomb look like? o What kind of explosive is involved? o Why was the bomb placed? o What is your name? (The caller may be caught off guard and give you his or her name).
• Also note: time of call, language used by caller, gender, approximate age, speech characteristic (slow, fast, soft, disguised, intoxicated), noticeable background noise (music, motors running, street traffic).
Suspicious Packages
• Contact Police (911).
• Anyone receiving a suspicious package must immediately notify the school building administrator.
• Mail bombs can be contained in letters, books, and parcels of varying sizes, shapes, and colors.
• Letter bombs may feel rigid, appear uneven or lopsided, or are bulkier than normal.
• The container is irregularly shaped, asymmetrical, and has soft spots and bulges.
56 • There may be oil stains on the wrapper. The wrapper may emit a peculiar odor.
• The package may be unprofessionally wrapped and be endorsed with phrases such as “Fragile – Handle with Care,” “Rush – Do Not Delay,” “ To Be Opened in the Privacy of___,” “Prize Enclosed,” or “Your Lucky Day is Here.”
• There may be cut and paste lettering on the address label.
• The package may have no postage or non-cancelled postage.
• The package may exhibit protruding wires, foil, string, or tape.
• The package may emit a buzzing or ticking noise.
• A suspect letter or package may arrive immediately before or after a telephone call from an unknown person asking if the item was received.
o Do Not open or squeeze the envelope or package.
o Do Not pull or release any wire, string, or hook.
o Do Not turn or shake the letter or package.
o Do Not put the letter or package in water or near heat.
o Do Not touch the letter or package, thereby compromising fingerprint evidence.
onse o Do move people away from the suspected envelope or package. p
Res o Do notify the state and/or local police (911).
o Do activate your emergency plan for dealing with bombs.
Investigating Bomb Threats
• Appropriate law enforcement agencies must be notified.
• Be aware of availability and limitations of specialized emergency services - including bomb squads, hazardous materials management, and county and state emergency management agencies.
o Be aware that law enforcement agencies generally do not initially send out bomb sniffing dogs.
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o Bomb sniffing dogs have a limited time of efficiency so that their use is carefully considered.
• The school district administrator makes the decision regarding evacuation, continuation, or dismissal of school - first responders can assist and consult with them to make their decision (joint decision making – unified command).
• Police may enlist the assistance of the school faculty/staff who are familiar with the building and can recognize objects that do not belong or are out of place.
• Scanning does not involve touching or handling a suspect object.
• Once the incident has been resolved and no longer poses a danger, a full threat assessment inquiry should be conducted on the person making the threat if one is identified. (Appendix A3 – Eleven Questions)
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Recovery
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60 Roles in the Aftermath of a Crisis
The Role of the School Administrator
Support
• Provide assistance in the Unified Command Structure.
• Be visible, available, and supportive.
• Give everyone the facts to dispel rumors.
• Contact families of victims.
• Provide updated information to all.
• Provide staff with next steps and guide them in what to tell students.
• Develop written statements that the teachers can read to the classes and can be sent home for parents.
• Assist students, faculty, and staff in dealing with their own reactions.
• Communicate with central administration and the school board.
• Implement plans for providing counselors and additional health services and resources.
o Short and long term
o Multilingual and “special needs” individuals
• Develop and maintain an information line for victims and their families.
• Keep close contact with injured victims and their families.
• Keep parents/guardians informed of the support services being made y available to their children.
• Provide resources to parents/guardians to help them deal with their children’s reactions. Recover
61 Managing the School Environment
• Maintain close cooperation with investigating authorities to facilitate completing investigations and minimizing complications.
• Deal with the issues surrounding any deceased student’s/school employee’s empty chairs, locker, or desks.
• Evaluate how the affected areas of the school where the incident took place will be handled when students return to school - this should be done in collaboration with families of victims and the school community.
Memorials, Funerals and Anniversaries
• Allow excused absences and time off for all students, teachers, and staff who wish to attend funerals and memorials.
• Cooperate with families who are planning memorials and activities to honor victims.
• Where possible, avoid conducting funerals at the school.
• Assess the appropriateness of creating memorials to victims on school premises, particularly in the case of religious memorials.
o Consider living memorials, such as trees, as an option where on-site memorials are not appropriate.
o Include students, families of victims, and community members in planning for memorials.
• Determine whether families want recognition of victims at graduation ceremonies, assemblies, in yearbooks, or anniversary dates.
• Plan ahead for emotional needs of the school community and media attention the school may receive on the one-year anniversary of the incident.
• Consider the special needs of families of offenders.
• Ensure that someone is at the home of the deceased victims and perpetrator(s) during funerals and memorials to prevent burglary and vandalism.
Closure of the Mourning Period and Moving Forward
• Consult with counselors, teachers, students, and staff on when would be an appropriate time to signal the closure of the mourning period.
62
• Conduct a public ceremony to symbolize closure of the mourning period and control media access to it.
• Hold a parents’ night to bring closure to a crisis.
• Strive to return to learning as quickly as possible - begin school and move forward.
Lessons Learned
• Conduct meetings with building and district personnel to review lessons learned from the experience.
• Hold debriefings to determine the adequacy of the safety plans based on the lessons learned.
• Make necessary modifications to the plans.
• Write thank you notes to community resource people who provided support during the incident.
The Role of the Faculty and Staff
• Cooperate with law enforcement to maximize investigative effectiveness.
• Assist victims and other students to reenter the school environment.
• Provide accurate information to students and dispel rumors.
• Provide stress and trauma-reducing activities, such as artwork, music, and writing.
• Model appropriate responses to crisis and allow for a range of emotions for the students to express.
• Alter curricula and postpone local testing as needed.
• Ensure librarians have books available that deal with managing grief and y other reactions to crisis situations.
• Train teachers and staff to be aware of warning signs of grief and depression. Recover
• Train teachers to implement techniques to deal with the range of students’ emotions related to crisis situations.
63 • Hold classroom discussions about the incident and how to cope with the aftermath.
• Be aware and careful of the use of TV broadcasts in the classroom - it can re- traumatize.
• Lower flags to half-staff.
• Discuss funeral and memorial procedures when appropriate.
• Seek assistance for dealing with your personal feelings about the incident.
The Role of the School Counselors, Psychologists and Social Workers
• Stay in close contact with the counseling director of the school safety team.
• Make yourself available by clearing your schedule and providing counseling space.
• Visit the classrooms of any seriously injured or deceased student(s) and follow their schedule.
• Organize and provide individual and group counseling as needed to students, teachers, and staff.
• Offer counseling support and referrals to parents/guardians of affected students.
• Locate and coordinate counseling assistance throughout the community, including counselors from nearby schools.
• Make referral forms available and establish self-referral procedures.
• Provide counseling for the crisis team and emergency response personnel.
• Keep records of affected students and provide follow-up services.
The Role of the Parent
• Learn, recognize, and assist children with their reactions - some common reactions are: unrealistic fears of the future, insomnia, physical illness, and becoming easily distracted.
• Encourage children to receive counseling or to speak to a trusted adult about their feelings surrounding the incident.
64 • Consider attending school as needed with children who are very fearful of returning to their classes.
• Seek counseling as needed in order to be able to remain physically and emotionally healthy and available for children.
The Role of the Community
• Volunteer time and resources to victims.
• Provide services to meet the needs of victims.
• Provide a central location where other members of the community can go to receive information about the types of assistance available and/or needed.
The Role of Law Enforcement
• Conduct a thorough investigation, including debriefing of all persons present at the time of the incident.
• Encourage the development and use of regional Critical Incident Stress Debriefing Teams for involved emergency personnel.
• Coordinate with affected schools and other agencies to assist victims’ families in locating survivors.
• Encourage schools to support their employees and students in the prosecution of people who commit acts of violent crimes.
• Work with schools to coordinate news releases.
• Provide schools with a central point of contact in the police department who will answer questions and address concerns.
• Facilitate meetings with teachers, staff, students, and parents to debrief on how the incident was handled.
• Coordinate critique of the department’s response after a serious incident of school violence. Identify and address areas in need of improvement. y
Recover
65
How Do Children Respond to Crisis?
Their responses fall into four main categories:
• Fear of the future • Behavioral regression • Academic regression • Nightmares and/or night terrors
When student emotions go unchecked and unresolved:
• Younger children may become withdrawn - the images of the bad events or ideas of revenge may consume their thoughts.
• Adolescents may feel frustrated, irritable, helpless, or unsafe.
o They may imagine themselves as invulnerable and, as a way to cope with this loss of control, increase high-risk activities, such as reckless driving, alcohol and other drug use, and sexual experimentation.
o They may become critical and judgmental of the adults around them and may also become aggressive.
How Can We Help Them?
• Adults can help children feel safe by establishing a sense of normalcy and security and talking with them about their fear.
• Reassure them that they are safe and that schools are very safe.
• Let them talk about their feelings and validate them - explain that feelings are okay.
• Make the time to talk to them. They may not readily ask to talk, but watch for cues that they are ready.
• Some children may need concrete activities to help them identify and express their feelings - writing, playing music, and doing art projects may provide an outlet for older children - for younger children, things like drawing, looking at picture books, or imaginative play may assist them in identifying their feelings.
• Keep your explanations developmentally appropriate.
66
• Identify and review the safety procedures and safeguards in place at home and at school.
• Help children identify at least one adult at school and in the community to whom they can go if they feel threatened or at risk.
• Observe children’s emotional state - some children don’t verbalize their concerns and show changes in other behaviors, such as appetite and sleep patterns.
• Seek professional help if you are concerned about the severity of their reaction.
• Limit the viewing of these events on the television - check for developmentally inappropriate information for the stage of trauma or the age of the child.
• Be mindful of the content of your conversations with each other in front of or within earshot of children.
• Keep a normal routine - encourage regular sleep, meals, exercise, schoolwork, and extracurricular activities, but don’t push them if they seem overwhelmed.
• Invite students to experience a sense of control by helping prepare themselves, their schools, and their communities to respond to crisis.
• Monitor students previously identified as high-risk or those who have been subjected to prior trauma.
y
Recover
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68
Appendix
69
70
71A1
72 New York State Police Threat Assessment Model, (2007)
Threat reported to principal
Assemble school threat assessment team
• Conduct threat assessment – assign a central point of contact • Include School Resource Officer (SRO) if one exists, otherwise consult law enforcement • Immediately ask “How much time do we have?” • Decide how to handle a “student of concern” pending the outcome of the threat assessment (should allegations be unfounded) • Revisit/revise threat assessment plan if necessary
Evaluate threat
• Utilize an “integrated systems approach” relying on information from all who have interaction with the student • Consider facts that drew your attention to the student, situation, and target - obtain first-hand, specific accounts of the threat by interviewing recipients, witnesses, and student who made the threat - document/photograph/record all • Establish/maintain contact with the student • Obtain/consider information about the student – identifiers, background information, current life situation and circumstances Consider the circumstances in which the threat was made, student’s intentions, motives, and target selection
Decide whether threat is clearly transient or substantive
• Is there information to suggest that this student is on the path to an attack? • Has any pre-attack behavior been identified? • Is the student engaging in behavior that indicates furthering a plan or building capacity for a violent attack? • Consider whether the student poses a threat, or simply made a threat • Has the student broken a law? Contact law enforcement
Respond to transient threat Threat is substantive or Threat is clearly transient • School discipline, parent notification, threat meaning is and counseling unclear
Decide whether substantive threat is p lausible or imminent
Plausible Imminent
Respond to plausible threat Respond to imminent threat
• Take immediate precautions to protect potential • Immediately contact law enforcement victims • Take immediate precautions to protect potential victims • If threat involves a possible crime, contact law • Execute appropriate emergency response (lockdown, enforcement lockout, shelter-in-place) if necessary • Notify potential victim, and victim’s • Notify “student of concern’s” parents/guardians parents/guardians (if victim is a student) • Initiate mental health evaluation procedures • Notify “student of concern’s” parents/guardians • Discipline student as appropriate • Connect student to services and support systems • Be cognizant of items of an evidentiary nature that may be • Discipline student as appropriate needed in a possible criminal prosecution 73 A2
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75A3.1
76A3.2
A3.3 77
A3.4 78
A3.5 79
80 SCHOOL PROPERTY SURVEY
SCHOOL PERIMETER AND BOUNDARIES
Surrounding Environment YES NO N/A IMPLEMENT NOTES The school is in this environment (circle one): Urban -Suburban -Rural
The school is close to an industrial area (manufacturing, industrial park, factories) The school is close to a retail shopping area (grocery store, mall, shopping district, etc.)
The school is located on or adjacent to a major state roadway or interstate
The school is located on a secondary or residential road The school is located near a river, lake, pond, or other waterway
Are there potential locations on the area of the school where emergencies could occur that could impact or affect the school facility or population? [i.e. waterways, rail lines, interstate highway, airport, power plants (nuclear, coal burning, hydro-electric), industrial or manufacturing facilities, etc.]
A4.1 Are there construction projects or other significant events adjacent to or on school property that require special consideration and adjustments to normal school transportation practices, building access, and security practices
Perimeter YES NO N/A IMPLEMENT NOTES School property lines are clearly defined as separate from adjacent properties. School has a sign indicating it's name
School grounds are fenced ● If yes, style is used (chain-link, wood, vinyl, wrought iron, etc.)
● If yes, approximate height
Access gates have access control systems or are locked, and monitored Pedestrian traffic areas are clearly marked
Approved "School Safety Zone", "Drug / Gun Free Zone", and "no trespassing" signs are posted
Playgrounds / Athletic Fields / Open Space YES NO N/A IMPLEMENT NOTES
Playgrounds, athletic fields, open space are easily observed and monitored
Restricted areas are clearly marked Play areas are fenced
Playground equipment has tamper-proof fasteners
Maintenance and equipment storage buildings are secured and monitored
Access to fields, athletic equipment, bleachers, press boxes is limited to structured events and monitored by appropriate staff
The buildings are free of graffiti
Shrubs and foliage are trimmed to allow for good line of sight. (2'/6' rule)
All poisonous shrubs, trees, and foliage have been removed
Shrubs near building have been trimmed to allow view of bottom of building
The school ground is free from trash or debris
Wire-mesh or other tamper-resistant trash bins are available and secured to ground A4.2 Storm drains, manhole covers, utility boxes, valves, well systems, and other mechanical / electrical systems are secured and monitored
Flagpole cleats are covered and secured Parking / Transportation YES NO N/A IMPLEMENT NOTES
Parking lot is lighted properly and all lights are functioning (12' to 14' feet high, illuminating entire lot, minimum shadows)
Traffic control devices and/or speed bumps control flow and speed of traffic
Staff and visitor parking has been designated
Students/Staff are issued parking stickers for assigned parking areas
Student access to parking area is restricted to arrival and dismissal times
Separate designated parking area for students who are permitted to leave school grounds during regular school hours
Bus loading and drop-off zones are clearly defined
Access to bus loading area is restricted to other vehicles during loading/unloading Staff is assigned to bus loading/drop off areas 82
Parking / Transportation (continued) YES NO N/A IMPLEMENT NOTES
Parent drop-off and pick-up area is clearly defined
Visual surveillance of parking lots from main office is possible
Visual surveillance of bicycle racks is possible
Driver education and automotive technology vehicles are secure
School buses are parked in a well-lit secure area, and monitored
Bus garage and maintenance facility are secured and monitored
Bus drivers conduct daily inspections for graffiti or vandalism
Each bus driver has access to a two-way radio or other form of communication
Each bus is identifiable and clearly marked with school district information and bus number
Buses are equipped with video surveillance
Buses are equipped with first-aid kits and AEDs
Parking areas, grounds, and building perimeter are accessible by authorized vehicles for A4.3 surveillance and emergency access
83
SCHOOL EXTERIOR
Building Exterior YES NO N/A IMPLEMENT NOTES High-risk areas are protected by high security locks and an alarm system:
● Main office
● Cafeteria
● Computer Labs
● Industrial Arts rooms
● Science labs
● Nurse's Office
● Boiler Room
● Electrical Rooms
● Phone line access closet
A4.4 Restricted areas are properly identified
Ground floor windows:
● No broken panes
● Locking hardware in working order
● Use lexan, polycarbonate, or other scratch-resistant and break-proof glass
Basement windows are protected with grill or well cover
Landscaping is groomed and cut away so people cannot hide in it or use it to access the roof of the building
Dumpsters, generators, transformer boxes, meters, valves, mechanical / electrical devices, maintenance equipment, etc. are in locked and secured areas
Dumpsters, generators, transformer boxes, meters, valves, mechanical / electrical devices, maintenance equipment, etc. are not adjacent to the building as to allow access to the roof of the building
Drainpipes, downspouts, decorative ledges, and other architecture are covered so they cannot be used to access the roof of the building
Roof access ladders, doors, and hatches have interior and/or exterior locks The building is free of graffiti 84
Access / Entrance Doors YES NO N/A IMPLEMENT NOTES
Written regulations regarding public / student access to school grounds and buildings
There is one designated and clearly identified entrance for visitors
Visitor access doors are locked and require a manual release ("buzz-in") to allow access
Is there a locked-door policy that requires monitored access to everyone
All exterior doors have signs directing visitors to a designated entrance to report to the main office, sign in, and obtain I.D.
Multiple entries to the building are controlled and supervised
Strong key control or proximity card readers for exterior doors
Exterior doors are constructed of steel, aluminum alloy, or solid core hardwood
Glass doors are fully framed and made of burglar-proof tempered glass
Outside hardware has been removed from all doors except at points of entry
Door locks have commercial grade bolts (1 3/4" and greater) and double-doors have multiple- point long flush bolts
Doors are equipped with non-removable security hinge pins Doors are locked when classrooms are vacant A4.5 Lighting YES NO N/A IMPLEMENT NOTES
There is adequate lighting around the perimeter
There is adequate lighting around the building
Exterior light fixtures are securely mounted
Accessible lenses are protected by some unbreakable material
Lighting is provided at entrances and other points of possible intrusion
Lighting is on automatic control, reduces shadows, and provides adequate illumination
Directional lights for night security are aimed at the building for exterior monitoring, or away from the building for interior monitoring; or building should be totally blacked-out
Exterior audible public address system and warning lights (strobe lights)
Lighting is adequate to support video surveillance systems
Video surveillance cameras are covered with vandal-resistant casings
Video surveillance cameras provide adequate coverage of grounds and are unobstructed by building elements or trees Video surveillance system is properly monitored and maintained 85
Operations YES NO N/A IMPLEMENT NOTES
There is two-way communication between the main office and all classrooms (including supplemental rooms), gymnasium, cafeteria, and other applicable monitoring locations
Communications during emergencies is done by (circle applicable): cell phone - two-way radio - other
Two-way radios are issued to (circle applicable): administrators -custodians hall monitors -school emergency response team -other
All areas of school buildings and grounds are accessible to patrolling security vehicles
There is a schedule for maintenance of:
●Outside lights
● Locks/Hardware
● Storage Sheds
A4.6 ● Windows ● Other exterior buildings
86
SCHOOL INTERIOR
Building Interior YES NO N/A IMPLEMENT NOTES The main entrance is visible from the main office
The main office is clearly marked
Signage directing visitors to the main office is clearly posted
Visitors are required to sign in
Visitors are issued I.D. cards or badges
Proper identification is required of vendors and repairmen
There is a central alarm system in the school
● If yes, briefly describe:
There is regular maintenance and/or testing of the entire security alarm system at least every six months
A4.7 High-risk areas are protected by high-security locks and an alarm system:
● Main office
● Cafeteria
● Auditorium, storage rooms, and catwalks
● Computer Labs
● Industrial Arts rooms
● Science labs
● Nurse's Office
● Boiler Room
● Electrical Rooms
● Phone line access closet
Fire extinguishers are placed in recessed and/or alarmed cabinets with glass doors AEDs are placed in marked, readily accessible areas
87
Building Interior (continued) YES NO N/A IMPLEMENT NOTES
All school equipment is permanently marked with an identification number
Security scanners are placed at doors to detect illegal removal of books and other items
Secure storage is available for valuable items
● During school hours
● After school School files and records are maintained in locked, vandal-proof and fireproof containers or vaults. Access / Doors / Hallways YES NO N/A IMPLEMENT NOTES
Strong key control or proximity card readers for exterior doors
Doors accessing internal courtyards are securely locked from the inside
Exterior doors are constructed of steel, aluminum alloy, or solid core hardwood
Glass doors are fully framed and made of burglar-proof tempered glass
Outside hardware has been removed from all doors except at points of entry
Door locks have commercial grade locks and double-doors have multiple-point long flush bolts A4.8 Doors are equipped with non-removable security hinge pins
Classroom doors are able to be locked and secured
Doors are locked when classrooms are vacant
Faculty members are required to lock classrooms upon leaving
Classroom floors are marked with tape to indicate "out-of-sight" areas for a lockdown
Classroom doors (or adjacent framing) have glass to allow visual surveillance
Classrooms numbered with highly visible or reflective material:
● Over door
● On bottom of door
● On exterior window
If a classroom is vacant, students are restricted from entering the room alone
Unused areas of the school can be closed off during after school activities
Exit signs are clearly visible and pointing in the correct direction Students are restricted from loitering in corridors, hallways, and restrooms 88
Access / Doors / Hallways (continued) YES NO N/A IMPLEMENT NOTES
Required egress points are equipped with panic hardware
Hallways and exits leading to egress points are clear of obstructions
Hallways, bathrooms, locker rooms are supervised by staff
Convex mirrors used to see around corners in hallways
Convex mirrors used to see up and down stairwells
Unused lockers should be secured
The bathroom walls are free of graffiti
Ceiling tiles are secure to prevent vandalism and securing of contraband or other items
Mechanical rooms and other hazardous storage areas are kept locked using "key only" access locking system
Access to electrical panels is restricted Elevator use is restricted and closely monitored Lighting YES NO N/A IMPLEMENT NOTES A4.9 There is adequate lighting in hallways and stairwells (full illumination with minimum shadows)
There is adequate lighting in classrooms (full illumination with minimum shadows)
There is adequate lighting in the bathrooms (full illumination with minimum shadows)
Interior light fixtures are securely mounted
Accessible lenses are protected by some unbreakable material
Adequate lighting is provided at entrances and points of egress
Lighting is on automatic control, reduces shadows, and provides adequate illumination
The possibility of lower energy consumption and high lighting levels with more efficient light sources has been explored
Lighting is adequate to support video surveillance systems
Video surveillance cameras are covered with vandal-resistant casings
Video surveillance cameras provide adequate coverage of hallways, classrooms, and other intended areas
Video surveillance system is properly monitored and maintained
89
Information / Network Security YES NO N/A IMPLEMENT NOTES
Is any sensitive, safety, or security-related information posted on the school website:
● Building schematics, blueprints, diagrams
● Campus maps
● Bus routes
● Personnel information
● Student information, photos, class schedules
● School safety plans or drill information
School-installed software or firewalls to prevent student access to prohibited websites and chat rooms
Latest computer anti-virus software and firewalls installed to prevent student access to prohibited websites and chat rooms
Faculty and staff required to periodically change passwords on their school computer accounts to prevent unauthorized access by students who may have obtained passwords A4.10
Operations YES NO N/A IMPLEMENT NOTES
Administrative staff maintain a highly visible profile
Is there an established greeters window inside first set of exterior doors
All staff are issued ID cards that are worn in a manner that is visible
Full and part-time staff including bus drivers are issued I.D. cards or other identification
There are written regulations regarding access and control of school personnel using the building after school hours
Staff members who remain after school hours are required to sign out
Is there an adequate public address system that is:
● Audible and/or visible throughout building, including all classrooms, hallways, gymnasium, locker rooms, bathrooms, cafeteria, and maintenance areas
● Accessible from several areas in the school
There is two-way communication between the main office and all classrooms (including supplemental rooms), gymnasium, cafeteria, and other applicable monitoring locations
90
Operations (continued) YES NO N/A IMPLEMENT NOTES
Communications during emergencies is done by (circle applicable): cell phone -two-way radio - other
Two-way radios are issued to (circle applicable): administrators -custodians hall monitors -school emergency response team -other
The school maintains a record of all maintenance on doors, windows, lockers, or other areas of the school
One person is designated to perform the following security checks at the end of day:
● That all classrooms and offices are locked
● All restrooms are empty
● All locker rooms are empty
● Check all exterior entrances are locked
● Check all night lights are working A4.11 ● Check the alarm system
91
92 A5 94 Lockdown - Quick Guide
• Lockdown will be announced by intercom, public address system, or otherwise. Do not use codes. Call 911 and report your situation. Consider a lockout for adjacent school buildings as well.
• Immediately gather students from hallways and areas near your room into your classroom or office. This includes common areas and restrooms immediately adjacent to your classroom.
• Lock classroom door(s) and have students take a seated position on the floor next to the wall out of view from the door window. Stay out of sight.
• Do Not cover windows.
• Leave the window blinds and lights as they are.
• Document and Attend to any injuries as well as possible.
• No One should be allowed to enter or leave a classroom or office under any circumstances.
• Do not answer or communicate through your locked door.
• Do not allow anyone into your ‘secured’ area.
• Do not answer a classroom telephone.
• Do not respond to a Fire Alarm unless imminent signs of fire are observed. Doing so could compromise the safety of those already secured.
• Do Not talk within your secured area, except only as absolutely necessary.
• Do Not respond to the intercom, public address system, or other announcements.
• Take Attendance – include additions. Missing students’ last known locations should be noted. Keep this record for when you are released from the lockdown.
Lockdown will end ONLY when you are physically released from your room by emergency responders or other authority. *
*Responding law enforcement should have master key to conduct the release. Do not rely on school personnel with keys to be available to assist in the release.
A6 95
96
Lockout - Quick Guide
• Lockout will be announced by intercom, public address system, or otherwise. Use plain language to announce the lockout.
• If a school is in lockout because they were notified by police of a local situation, there is no need to call to advise police of the lockout. However, the school should keep the police advised of any change in status to your building.
• If the school is initiating the lockout due to a situation or potential incident discovered at the school, they should advise police of your lockout and what you may be anticipating.
• Lock all exterior doors and windows.
• All outside activities are terminated.
• Entry to the building is gained only on a one-on-one basis, and only through a locked and monitored door.
• Classes otherwise continue as normal.
• Lockout is lifted when the external threat is resolved. Notification of such resolution may be through any means appropriate for the respective building.
• Upon resolution of an incident and termination of the lockout, contact police to advise them of such.
A7 97
98 Shelter in Place - Quick Guide
For a Generic/Non-specific Bomb Threat:*
• Announce “Shelter in Place.” Instruct everyone to remain where they are and scan their respective area for anything out of the ordinary.
• Call 911.
• Activate School Building-Level Safety Team. Instruct them to scan common areas for anything unusual.
*Effective bomb threat response relies on the notion that information contained in a threat cannot be considered definitive; but rather, as clues which place the validity of the threat on a gradient scale between hoax (generic) and credible (specific, i.e. – date, time, location, method).
• If no device is found, decide whether to continue school or evacuate. The school district administration may consult with police to make their decision.
• If a device is found, follow step 3 for “A Specific Bomb Threat.”
For a Specific Bomb Threat:
• Announce “Shelter in Place.”
• Call 911.
• Activate School Building-Level Safety Team. Instruct them to find an internal location to move the school population to, scan and clear the location and a route to it. Move those in the affected area to the established and cleared location.
• Assist first responders as necessary.
For a Weather-Related Situation:
• Announce “Shelter in Place” with instructions to go to the hallway or an internal room without windows and sit down on the floor.
• Activate Building-Level Safety Team.
• Call 911 for any emergency assistance if needed.
99 A8
100
A9 101
102
Resources
103
104 Web Resources
http://www.nasponline.org - National Association of School Psychologists, Crisis and Safety Resources http://www.omh.ny.gov/omhweb/sv/SchlViol.htm - New York State Office of Mental Health, Violence Prevention http://www.ed.gov/admins/emergencyplan - United States Department of Education, Emergency Planning Guidance http://www.nycenet.edu - New York City Department of Education, Guidance for Parents. http://www.aap.org/advocacy/releases/disaster_preparedness.htm - American Academy of Pediatrics, Disaster Preparedness to meet Children’s Needs http://www.redcross.org/disaster/masters/ - American Red Cross, Masters of Disaster http://training.fema.gov/IS/searchIS.asp?keywords=is+362 - FEMA, Multi-hazard Emergency Planning for Schools (Independent Study) http://www.nod.org - National Organization on Disability (Preparedness for Children with Disabilities) http://nyscenterforschoolsafety.org - New York State Center for School Safety www.schoolsafety.us - National School Safety Center http://www.fbi.gov/stats-services/publications/school-shooter - Federal Bureau of Investigation, The School Shooter: A Threat Assessment Perspective http://www.secretservice.gov/ntac/ssi_final_report.pdf - United States Secret Service, Final Report and Findings of the Safe School Initiative http://bjs.gov/content/pub/pdf/iscs11.pdf - United States Department of Justice, Indicators of School Crime & Safety http://www.troopers.ny.gov/Publications/ - New York State Police, Crime Prevention and Safety Publications
105 New York State Education Department
Office of Student Support Services: Website: http://www.p12.nysed.gov/sss/ Phone: 518-486-6090 The Office of Student Support Services offers technical assistance on the Safe and Drug-Free Schools Act, Violent and Disruptive Incident Reporting (VADIR), and Project SAVE - including issues related to codes of conduct, school violence, and bullying.
Office of Facilities Planning: Website: http://www.p12.nysed.gov/facplan Phone: 518-474-3906 The Office of Facilities Planning offers technical assistance on issues related to disaster and multi-hazard emergency planning, including schools as community disaster shelters. All issues related to school facility safety - including compliance with the Building Code of New York State, fire and life safety, and certificates of occupancy are also managed by Facilities Planning.
NY Statewide School Health Services Center: Website: http://www.schoolhealthservicesny.com/ Phone: 585-349-7630 The NY Statewide School Health Services Center's goal is to ensure that school health services are effective in addressing the health and safety needs of students by providing leadership and direction to school health professionals, parents, school districts, and community organizations to provide the critical linkage between health and student achievement.
NYS Center for School Safety: Website: http://nyscenterforschoolsafety.org Phone: 845-255-8989 The NYS Center for School Safety (NYSCSS) and its staff are committed to promoting research-driven, databased solutions to school violence and promoting safe and healthy learning environments where students are secure in their pursuit of educational success, and where teachers and administrators can make this a reality.
106 New York State Police
The State Police divides the state into regions we call Troops. Each Troop has an Emergency Management Non-Commissioned Officer (EMNCO) and a School and Community Outreach Coordinator (SCOC) that can assist schools in safety planning and drills in their district. Below are phone numbers for these individuals.
Troop A: Includes Niagara, Troop E: Includes Monroe, Orleans, Genesee, Erie, Wayne, Livingston, Ontario, Wyoming, Chautauqua, Seneca, Cayuga, Yates, Steuben, Cattaraugus and Allegany Schuyler and Chemung Counties. Counties. EMNCO 585-398-4165 EMNCO 585-344-6245 SCOC 585-398-4129 SCOC 585-344-6237 Troop F: Includes Greene, Ulster, Troop B: Includes St. Lawrence, Sullivan, Orange and Rockland Franklin, Clinton, Essex and Counties. Northern Hamilton Counties. EMNCO 845-344-5389 EMNCO 518-897-2083 SCOC 845-344-5358 SCOC 315-393-1758 Troop G: Includes Warren, Troop C: Includes Cortland, Southern Hamilton, Washington, Chenango, Tompkins, Otsego, Fulton, Saratoga, Montgomery, Tioga, Broome and Delaware Schenectady, Schoharie, Albany Counties. and Rensselaer Counties. EMNCO 607-561-7410 EMNCO 518-783-3267 SCOC 607-561-7605 SCOC 518-783-3235
Troop D: Includes Jefferson, Troop K: Includes Columbia, Lewis, Oswego, Oneida, Dutchess, Putnam and Herkimer, Onondaga and Westchester Counties. Madison Counties. EMNCO 845-677-7380 EMNCO 315-366-6059 SCOC 845-677-7431 SCOC 315-366-6077
Please contact the local police agencies in your area for assistance and partnership as well.
107 New York State Division of Homeland Security and Emergency Services / State Office of Emergency Management
The New York State Office of Emergency Management coordinates Emergency Management Services for the State by providing leadership, mitigation measures, planning, education and resources to protect lives, property and the environment. Sate OEM coordinates these activities through local government officials, specifically county emergency managers.
Planning Assistance State OEM staff can provide technical planning assistance to school officials in developing and updating Building-Level Emergency Response Plans or District-Wide School Safety Plans. Working in coordination with local emergency managers, staff can assist school officials in applying the latest concepts of all-hazards emergency preparedness to school planning efforts. Assistance can include identifying ways to incorporate security procedures into the overall response plan, as well as addressing key points to consider when integrating the school emergency response with local emergency responders. Contact the appropriate regional office for further information.
Training Resources Incident Command System (ICS) Training Schools officials can receive training in the Incident Command System (ICS) to effectively manage a response to an emergency. The ICS training is offered by State OEM as part of the curriculum for training in the National Incident Management System (NIMS) Incident Command System. The curriculum has several levels of training, starting with the very basic and progressing to the advanced level. The State Division of Homeland Security and Emergency Services website is a good source to access the Introduction to ICS (I-100), designed to prepare course participants for the intermediate and advanced levels of training. The I-100 Course is an Independent Self- Study course that can be done on line by logging on to http://www.dhses.ny.gov/training/. To inquire about additional ICS training, visit the web site or contact your county emergency office.
Training Using HAZNY (Hazards New York) State OEM has created an automated hazard analysis program known as HAZNY (Hazards New York). HAZNY is a Microsoft-based planning tool used to identify and rank internal and external hazards that may potentially affect a school facility or school district. From the hazard ranking, school officials can quickly and easily identify and prioritize their mitigation and planning efforts. State OEM has also developed a HAZNY Train the Facilitator Course designed to teach public officials how to conduct a hazard analysis for their own usage. Contact the appropriate State OEM Regional Office to inquire about a Train the Facilitator Course in your area.
Professional Development Series (PDS) Courses State OEM offers a variety of Professional Development Series (PDS) Courses designed to enhance the participant’s knowledge of emergency management concepts, practices and methodologies. While all can be done by Independent Self-Study, State OEM routinely conducts the PDS Curriculum across the state. The courses offered are as follows:
1. Fundamentals of Emergency Management 2. Emergency Planning 3. An Introduction to Exercises 4. Effective Communications
108 5. Decision Making and Problem Solving 6. Leadership and Influence 7. Developing and Managing Volunteer Resources
Additional course information, training announcements and course schedules can be found by visiting the Division of Homeland Security and Emergency Services web site at http://www.dhses.ny.gov/training/. PDS announcements and on line study can also be found by visiting the Federal Emergency Management Agency (FEMA) web page at http://www.training.fema.gov/emiweb/PDS/
References and Citations:
Multi-Hazard School Safety Training School officials can also inquire about attending courses at the Emergency Management Institute (EMI) in Emmittsburg, Maryland. EMI has many programs in emergency management, including FEMA’s “Multi-Hazard Emergency Planning for Schools” course. Course listing for school emergency preparedness can be found at http://training.fema.gov/EMICourses/crsdetail.asp?cid=E361&ctype=R
Potential Community Hazards State OEM staff can provide the hazard ranking of potential external hazards that school officials should consider when conducting their own hazard analysis. This list is community based, and availability is subject to which municipalities have done a Hazard Analysis
Weather Information and Additional Information State OEM coordinates with the National Weather Service (NWS) and other sources for weather- related training and information. A variety of weather-based links can be found on the NYS Division of Homeland Security and Emergency Services home page to aid in obtaining weather facts, forecasts and hazardous weather information.
The New York State Division of Homeland Security and Emergency Services website offers a host of quality information, guidance and resources to help better prepare school officials. The link to the home page is http://www.dhses.ny.gov/.
Contacts State OEM headquarters, located in Albany, utilizes ten regional offices to coordinate activities in support of local government. State OEM Headquarters and the regional contacts that serve your area can be found that the following web link: http://www.dhses.ny.gov/oem/contact/ and below.
Region I Long Island Hauppauge, NY 11788 (631) 952-6322
Region I NYC New York, NY 10017 (212) 867-7060
Region II Eastern and Catskill Regions Poughkeepsie, New York 12601-1011 (518) 292-2420
109 Region III Albany Albany, New York 12226-2251 (518) 292-2384
Region III Northern New York Queensbury, New York 12804 (518) 793-6646
Region IV Central New York East Syracuse, New York 13057 (518) 292-2441
Region IV Southern Tier Binghamton, New York 13901 (518) 292-2433
Region V Finger Lakes Region Rochester, New York 14624 (716) 560-6513
Region V Western New York Region Newark, New York 14513-9802 (518) 292-2451
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New York State Intelligence Center (NYSIC) 1.800 Numbers
SAFENYS 866.723.3697 Terrorism-related tips
48-NYSIC 866.486.9742 Toll-free NYSIC contact number
GIVETIP 800.448.3847 Drug, Weapon and Sex Offender tips
LAWGUNS 855.529.4867 NY SAFE Act question line
100 Most Wanted 800.262.4321 NYS Most Wanted subject tips
GUNSNYS 855.486.7697 Illegal gun tips
RIDGUNS 855.743.4687 Illegal gun tips
111 Acronym Glossary
AED – Automated External Defibrillator
CPR – Cardio Pulmonary Resuscitation
CTZ – Counter Terrorism Zone
DCJS – New York State Division of Criminal Justice Services
DOE – United States Department of Education
DOT – State Department of Transportation
EMNCO – Emergency Management Non-commissioned Officer (NYSP)
EMT – Emergency Medical Technician
FEMA – Federal Emergency Management Agency
HVAC – Heating, Ventilation, Air-conditioning
ICS – Incident Command System
IM – Instant messaging
NCMEC – National Center for Missing and Exploited Children
NIMS – National Incident Management System
NYSOEM – New York State Office of Emergency Management
NYSP – New York State Police
PTA – Parent/Teacher Association
SCOC – School and Community Outreach Coordinator (NYSP)
SED – New York State Education Department
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References
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114 Brock, Stephen E., Cowan, Katherine C., Jimerson, Shane R., “Threat Assessment: An Essential Component of a Comprehensive Safe School Program”, Student Counseling, Oct. 2005, National Association of School Psychologists, Dec. 21, 2006,
Browning-Wright, Diana, “Eleven Questions to Guide Data Collection in a Threat Assessment Inquiry,” Discipline/Behavior Trainings 2003, Positive Environments, Network of Trainers, California Department of Education, Dec 21, 2006,
International Association of Chiefs of Police, Guide for Preventing and Responding to School Violence, Nov. 1999,
National Association of School Psychologists,
National School Safety Center,
National School Safety and Security Services,
New York State Office of Emergency Management,
U.S. Department of Education,
U.S. Department of Homeland Security, Federal Emergency Management Agency,
U.S. Department of Homeland Security, Transportation Security Administration,
U.S. Department of Justice, Federal Bureau of Investigation, Undated, The School Shooter: A Threat Assessment Perspective”,
U.S. Secret Service, The Final Report and Findings of the Safe School Initiative: Implications for the Prevention of School Attacks in the United States, May 2002,
U.S. Secret Service, Threat Assessment in Schools: A Guide to Managing Threatening Situations and to Creating Safe School Climates, May 2002,
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within the five boroughs of New York City – 1-888 NYC SAFE
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