TUCSON UNIFIED SCHOOL DISTRICT

EMERGENCY MANAGEMENT PLAN FOR:

Tucson High Magnet School

The Four Phases of Emergency Planning as defined by the U.S. Department of Education

Revised by TUSD Risk Management October 2010

Table of Contents

1.0 2.0

Approval Statement and Introduction Functional Protocols and other School Specific Information (School/Site Specific Protocols Based on TUSD Templates) 2.1 Organizing Your Response: 2.1.1 Incident Command System (ICS) Protocol A. ICS Job Descriptions B. ICS Positions: as assigned by the school C. Staging Locations: as assigned by the school 2.1.2 Site Floor Plan with Utility Shut Offs Functional Protocols 2.2.1 Evacuation Protocol: On and Off Campus A. Instructions to change answering machine message from off campus location B. Schools specific location centers C. Floor plans with each classrooms evacuation route D. Site plan with each buildings evacuation routes E. Site plan with assembly areas 2.2.2 Lockdown Protocol 2.2.3 Reverse Evacuation Protocol 2.2.4 Shelter in Place Protocol Student Accounting and Release Plans 2.3.1 Student Accounting and Release Protocol 2.3.2 Accountability Cards 2.3.3 Student Accounting Form 2.3.4 Student Accounting Update Report (Form) 2.3.5 Student Release Form Communication 2.4.1 TUSD Internal Emergency Communication 2.4.2 Parents Communication Protocol A. Sample Letters to Parents School Emergency Plan B. Sample Letter to Parents Lockdown C. Sample Letter to Parents Weapon On Campus D. Sample Letter to Parents Weapon Fired On Campus 2.4.3 Media Protocol 2.4.4 Public Information Release Form Appendix to Section 3: Forms to Assist with Sections in 2.0 2.1 Forms to Assist in Organizing Your Response Form A: Suggested Site Resource Inventory Checklist Form B: Command Go Kit Suggested Items Form C: Classroom Go Kit Suggested Items Form D: Faculty / Staff Roster Form E: Master Schedule for Teachers

6 7 11 12 14 15 16 16 16 16 17 18 20 21 22 24 25 26 27 28 30 31 34 36 37 38 40

2.2

2.3

2.4

2.5

41 42 43 44 45

Table of Contents - Continued

2.2 Forms for Assisting in Developing Schools Functional Protocols Form F: Site Map: Evacuation Plan Form G: Assembly Area Outdoors Standard Evacuation Form H: Teacher Survey for Students Needing Special Assistance Form I: TUSD Personal Emergency Evacuation Plan Form J: Alternative Building Location: Walking Distance Form K: Alternative Building Location: Requiring Transportation Form L: Diary of Drills Conducted this School Year Forms for Student Accounting & Release Form M: Student Accounting and Release

46 47 48 49 51 52 53 54

2.3 3.0

Incident Specific Protocols TUSD Protocols for specific types of emergencies; to be use with the functional protocols found in section 2 of this template. (Schools need only print this section and add it to the school plan to address a multi-hazard response.) 3.1 District Protocols for Specific Emergencies 3.1.1 Bomb Threats/Suspicious Packages 3.1.2 Civil Unrest 3.1.3 Chemical/Hazardous Materials Release Incidents 3.1.4 Death on Campus 3.1.5 Disruptive/Unruly Person 3.1.6 Earthquake 3.1.7 Fire 3.1.8 Flooding 3.1.9 Food Contamination Incident 3.1.10 Hostage Situation 3.1.11 Injury or Illness 3.1.12 Intruder / Suspicious Person 3.1.13 Kidnapping/Missing Child 3.1.14 Radiological Release Incidents 3.1.15 Report of Weapon on Property 3.1.16 Sexual Assault 3.1.17 Suspected Biological Emergency 3.1.18 Suspicious Package / Substance Exposure / Anthrax Threat 3.1.19 Tornado 3.1.20 Utility Failure 3.1.21 Weapons Use 3.2 Appendix to Section 3 Appendix A: Site Status Report Appendix B: Search and Rescue Teams Appendix C: TUSD Form for Reporting an Incident : Property or Bodily Injury (for non employee,non-student)

55 59 61 63 64 65 66 67 68 69 71 72 73 74 76 77 79 80 81 82 83 84 85 86

APPROVAL STATEMENT
___Initial Review ___Annual Review

School Name: _Tucson High Magnet School _____________________________

I have had an opportunity to review the schools Emergency Management Plan and to make suggestions. The schools plan has been found to comply with the Arizona School Emergency Response Plan, minimum and/or recommended requirements.

___________________ _____ Emergency Management Date ___________________ _____ Law Enforcement (SRO) Date __________________ School Safety _____ Date

_______________________ *Risk Management _________________________ *Fire Marshal (or designee)

_____ Date _____ Date

*Please call Risk Management when your Site Emergency Management Plan is completed. Risk Management will review site plan and assist you in getting all the signatures required. *TFD Fire Marshall will review your Site Emergency Plan during site inspection by TFD Fire Inspector.

1.0 Introduction
How to use the TUSD Plan Template This document is a template of an emergency management plan (EMP) based on the Arizona Department of Education current minimum requirements. The template highlights the areas where the school or site needs to insert site specific information. These areas are identified in the plan with the phase School Specific Information. Examples and forms to help schools meet the states minimum requirements are also included in this document. Delete from this template what you dont need or are using in your site specific plan. Change any wording in this template so it can document what the school is doing in an emergency. A checklist of what a school needs to include in their EMP can be found on TUSDs Risk Managements home page on the intranet. Also, please call Risk Management at 225-4670 if you have any questions on plan development, classroom guides or training/drills. The hardest section of plan development may be completing the Incident Command and Staging forms. See section 2.1 for the forms to be completed and assistance in completing the forms. Once your plan is complete, call Risk Management for assistance in getting the needed signatures. There is a checklist that lists all the information that schools have to provide in a plan. Another checklist you might want to look at is from the Arizona Department of Education that you can use to make sure you have a complete plan based on their standards. Both checklists can be found under Emergency Preparedness in the TUSD Risk Management Homepage. (Note: The state standards will be revised in the summer of 2006 and changes to TUSDs documents may occur based on any changes to the standards.) 1.1 What is an Emergency? 1.1.1 A duly proclaimed existence of conditions of disaster or extreme peril to the safety of persons or property caused by air pollution, fire, flood or floodwater, storm, epidemic, riot, earthquake, intruder or other causes. This may be beyond the control of the services, personnel, equipment and facilities of the site and or district and require the combined efforts of the State or other political subdivisions. School district facilities must be prepared to respond to an emergency or traumatic event in an organized and timely manner so that students and staff can continue to function effectively without additional trauma or the development of additional emergencies. Emergencies can be small and easily managed, or they can be large and difficult to manage. Every school district emergency must be managed in a way that ensures the safety of everyone involved. In order to provide a safe and secure teaching and learning environment, personnel must plan for the management of emergency events that cannot be predicted or prevented. This plan is designed to help you do that.

1.1.2

1.2

Purpose: (Overview of Plan Requirements from the Arizona Department of Education) 1.2.1 To effectively handle an emergency, a comprehensive Emergency Site Plan must be developed and an Emergency Response Team must be organized before an emergency occurs (Required by ARS 15-341, A 34). The principal has the primary responsibility for developing and implementing the site Emergency Plan. The schools Emergency Plan must be organized and all staff members trained in order to effectively prepare for maximum safety, efficiency and communication in the event of an emergency.

1.2.2

1.2.3

The Incident Command System (ICS) will be used to manage all emergencies that occur within the district. We encourage the use of ICS to perform non-emergency tasks to promote familiarity with the system. All district and site personnel will be trained in ICS. Students and parents must also understand that contingency preparation and procedures are necessary and are conducted for their safety and well-being. An overview of the plan will be explained and distributed to parents. Planning, preparation, and training will help staff personnel learn the proper course of action in an emergency. This manual will provide step-by-step guidelines to help deal with emergencies that may occur. This manual cannot foresee all possible circumstances of an emergency. Staff must be prepared to evaluate all the circumstances and make sound judgments based on the situation. Staff will receive annual training in the emergency response plan. A committee will be established consisting of local law enforcement, fire/EMS, emergency management, and site personnel to develop the Emergency Operations Plan. The committee should consist of site staff from the following disciplines at a minimum: Administrator (Principal or Assistant) Office staff Maintenance Food Service staff Monitor Teacher

1.2.4

1.2.5

1.2.6 1.2.7 1.2.8

Procedures will be developed to provide for disabled students and staff as well as anyone who does not speak either English or Spanish. This plan shall be reviewed annually by the above committee and updated to maintain up to date procedures. Drills will be conducted periodically to test the effectiveness of the plan. A debriefing shall be conducted after each drill to receive feedback from all participants on the plans effectiveness. Identified weaknesses will be addressed to strengthen the plan. Each classroom will be supplied with a Classroom Emergency Response Guide that provides instructions on how to respond to specific events as determined by site emergency planning committee.

1.2.9

1.2.10 An NOAA capable radio with battery power back-up will be placed in the office where it can be monitored for emergency messages during school hours. 1.2.11 Provisions for off campus emergencies will be addresses in this plan (e.g. bus accidents, field trips, off campus school activities). 1.2.12 A copy of this plan will be filed within TUSD (Risk Management and School Safety). 1.3 During a Disaster: Step by Step is Right Here The greatest mistake principals, teachers and staff make in crisis come from not knowing what steps to take and in what order in a given situation. Planning, training and drills will help prevent those mistakes. In a crisis it helps to know where to turn for help. This manual provides specific sequential steps to take. These steps are guidelines to inform you of the most likely steps to take. Some common incidents have been addressed to help you in an emergency. Each site must conduct drills of the plan as it is critical to evaluate the circumstances and determine the most appropriate course of action.

1.4

School Specific Information: The school sits on (insert acreage) at (insert address). The site consists of (insert # of buildings) buildings. There is an Average Daily Membership of (insert ADM) and (insert # of staff members) staff members. (Address major scheduled daily differences in population.)

2.1 Incident Command System (ICS) and Protocol

Definition: The Arizona Department of Education and the U.S. Department of Education require school administrators to know and use ICS to manage emergencies that occur at schools. ICS is a crisis management tool that has proven highly effective in improving the rapid flow of accurate information to responders involved in the emergency. It is effective in utilizing available resources and in coordinating efforts between school, district and first responders. Knowing and using ICS will give school administrators the ability to manage even the unforeseen emergency. In order to carry out an effective response, it is extremely important to: Develop a command structure for responding to a crisis Ensure that the role for each position is clearly defined Have a plan in place for functions that must be carried out if team members are absent. If possible, have two people trained for each position so that shortfalls do not occur in the event of absence Alert Signal: When an alert for an emergency is given, staff that have primary ICS positions should report to the primary Command Post location, unless directed to another location (alternative or other site). If the primary person is out, then the secondary position person should report to the command post. Staff Response As with any emergency plan, it is important for staff to know the emergency procedures. For this protocol it is how the organization changes so the emergency can be managed. So school administrators need to communicate the schools ICS structure to staff at the beginning of the school year and practice it during fire drills and school emergencies. This will allow staff to understand how the organization structure changes when an emergency protocol is engaged including if their responsibilities change and who they now will report information to during the emergency (such as student accounting). Lead Administrator Response In many ways, modified Incident Command structure has been in place since the formation of the first modern schools. In an emergency, the principal assumes control or management responsibility, and activates others as needed. For relatively small incidents, the principal may perform all the roles of the ICS structure. If an incident grows, he/she may activate other personnel as needed. In turn, once activated, each individual below may activate others needed to complete necessary functions. This protocol is to help the lead administrator organize the school so they are ready to manage the emergency. Departments within TUSD will assist schools in an emergency: No school is alone, below are the TUSD departments that are available to assist schools when an emergency situation arises. 1. School Safety can assist as Safety Officer, investigates and interface with Police. Remember to call School Safety, especially if 911 is called. 2. TUSD Public Information helps with media communication; has sample letters 3. Risk Management investigates accidents, oversees claims and restoration of TUSD property. Assists schools in recovery process. 4. Transportation can assist in transportation to relocation site 5. Food Services can bring liquids and food to school or relocated site 6. Counseling Department will do critical stress debriefings. Assist in development of post emergency recovery plan for students 7. Other departments can assist a school, as needed, during a school emergency. Below is the organizational chart for an emergency, highlighting the most common positions in ICS:

INCIDENT COMMAND STRUCTURE (ICS) Incident Commander Principal or Alternate (In charge of overall management of an emergency situation) Safety Official (School Safety, Law Enforcement, School Resource Officer) Liaison Official (On-scene contact for outside agencies assigned to incident) Logistics (Responsible for organizing resources and personnel)

Site Public Information Official (Communication to Parents and 1010)

Planning (Collection, evaluation, dissemination, and use of information)

Operations (Carries out response activities, universal procedures, etc.)

It is important in successfully responding to an emergency to determine ICS assignments prior to an emergency. Within this protocol is an example of ICS assignments for a major emergency at an elementary school.

Job Description for each ICS Position 1. Incident Commander (IC) Assesses emergency situation and determines the probability of threat to human life or site structures and determine appropriate response. This position is usually a principal or assistant principal. Incident Commander is responsible for the following tasks: a. To be located at a designated point (Command Post) with radio communication capability b. Authorizes communication of emergency signals c. Determines appropriate emergency plan responsibilities/procedures d. Identifies Command Post staging areas and ensures communication to 9-1-1 dispatch e. Determines information release to media with assistance from TUSD Public Information Department f. Authorizes release of students to parents/guardians during or after an emergency g. Determines when to release staff after an emergency situation h. Ensures emergency situation is documented and the appropriate people and departments have been notified i. Monitors plan to determine how well or poorly the plan worked j. Leads de-briefing after emergency response is completed k. Approves recovery plan 2. Liaison Officer - Coordinates with law enforcement/fire department and is responsible for the following tasks:

3.

4.

5.

6.

a. Meet Fire, Police at emergency site b. Provide site plans, keys to police/fire (knowledgeable person for shutoffs, building layout, etc,) c. Attend briefings with or for IC d. Assume IC responsibilities if IC leaves Command Site Public Information Officer (PIO) Organizes communication to the parents, TUSD central office and the media (when requested by TUSD Public Information). This position is responsible for the following tasks: a. Set up official media center site (away from command post, students and staff) and direct media to that site with assistance from Safety Officer. b. Assign adult personnel to answer the phones. c. Prepare script for people answering phones. Get approval from IC for answers to anticipated questions (have written responses for people answering the phones). See Communication Protocol for more information and assistance. d. Assist TUSD Public Information with needed information. e. Monitor news about emergency, media activity (if emergency is large) f. Report/update current status of emergency situation to appropriate District personnel/departments g. Coordinate with District, fire and police Public Information Officers to ensure that accurate, uniform information is delivered. Planning/Documentation This position is usually used/opened for large emergencies and is responsible for the following tasks: a. Maintain written documentation of emergency phone calls, procedures, events questions received by phone b. Compile student attendance records if needed by IC c. Compile information absent/missing students report missing students to IC d. Account for all staff report missing staff to IC e. Once the emergency is over forward copies of written documentation/report to TUSD Incident Commander and other TUSD personnel, as appropriate. f. Collect all receipts and expense documentation. Process paperwork according to purchasing procedures. g. If there is a death, with IC approval, remove student/staff name(s) from mailing lists, MOHAVE, etc. Operations A key position as this position is responsible for carrying out many of the important tasks (student accountability and first aid). Below is a summary of the tasks this position will manage and is responsible for: a. Oversees evacuation, transportation and ensures accurate accounting of students and reports information to the appropriate person at the Command Post b. In charge of staff with and without student supervisory responsibilities c. In charge of personnel with first aid responsibilities d. In the event of an emergency with multi-persons injured - assigns Student Identifier and Transportation persons to assist medical personnel to identify and record (for the school) the persons injured and the hospital(s) that will be taking them as patients Logistics- This position is responsible for getting supplies materials that others may need. This position is responsible for the following tasks: a. Distribute supplies and equipment track available resources (water and food for the students as well as the responders) b. Assist in communication to the parents c. Management of facility and supplies d. Other Positions that maybe needed in an emergency: e. Greeter (For all emergencies when 911 is called): Stand in front of school and meet arriving emergency vehicles

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Communicate basic information on the emergency to first responders and directs emergency vehicles to emergency location, and notifies them of location of Site Command Post Usually a custodian or office personnel who have school keys and know location of site utility/electrical equipment Can be re-assigned after emergency vehicles have arrived f. Student Identifier- (For Major Medical Emergencies Only) This person can be a teacher, school nurse or counselor who is familiar with most of the injured students This position assists paramedics in identifying the injured person(s) as injured students/staff may not be able to talk May need more than one person as one person may not know all the names g. Transport - (For Major Medical Emergencies) Works with Fire Transport person and school Student Identifier personnel. Writes down injured persons name(s) and hospital injured person is going to, so school will know where injured persons are located

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A. Incident Command Positions

EXAMPLE of a COMPLETED FORM This form needs to be completed by each school. The form below is an example of a completed form for an elementary school. You should fill in each position with a persons name. Use the Buddy System to free-up teachers and remember, not every emergency will need all of these positions filled.

POSITION I / C Command Staff: 1. Incident Commander 2. Safety 3. Liaison (Work with Fire & Police @ Command Post 4. Information Officer General Staff: 5. Planning/Documentation (Recorder) 6. Logistics 7. Operations Student assembly, shelter, release Food, Water, Supplies Medical Coordinator Search & Accountability Runners Coordinator Student Identifier(s) 8. Greeter

1st (Primary)

2nd (Alternate)

Principal Curr. Specialist #1 Monitor #1 Monitor #2 Curr. Specialist #1 Curr. Specialist #2 Office Manager *Teacher #1 Office Staff #1 Office Staff #2

Office Staff #1 Cafeteria Manager Curr. Specialist #2 Teacher #2 *Teacher #2 Office Staff # 1 Cafeteria Cafeteria Worker Manager Nurse/Heath Asst. Teacher w/First Aid or CPR Training Monitor #2 Monitor #1 Office Staff Office Staff Nurse Teacher Custodian Office Staff

*Open positions only as needed, depending on the emergency. *Volunteers or staff should report to the Command Post so they can be assigned a position if needed. *SRO is part of the E-team but isnt assigned a specific position as the SRO represents the Police Department. See Form E for blank form for use in developing your schools Emergency Management Plan.

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School Specific Information:

Incident Command Positions

Tucson High Magnet School
Include name, phone number and room number for each person

POSITION 1. 3.

1st (Primary)

2nd (Alternate) Carlos Armendariz

Phone: Robert Negrette Phone

I /C Command Staff Incident Commander Dr. Clash Safety

Phone: Phil Torres Phone:

5. Liaison (Work with Fire & Kevin Amidan Phone: Police @ Command Post) 7. Site Public Information Carolyn Jones Phone: Officer (PIO) General Staff Shawna Rodriguez
Phone:

George Apalategui
Phone:

Kim Bailey
Phone:

8. 10. 12. 14.

Planning Logistics Operations Greeter

Pat Sanchez
Phone:

Carlos Armendariz
Phone:

Jessica Lopez
Phone:

Carlos Armendariz
Phone:

Jessica Lopez
Phone: Phone Phone: Phone: Phone: Phone:

Beto Rangel
Phone Phone: Phone: Phone: Phone:

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B. On and Off-Site Staging Locations:

School Specific Information - To organize a schools response, you should identify certain areas for tasks. Below is a list of assignments that will need to be located in different areas :

1. ON SITE ASSIGNMENTS AND STAGING AREAS for: Tucson High Magnet Description Primary Site Alternate Site Badger Den Library Conference Site Command Post Room Nurses Office Hall of Champions Staff Care Nurse Office Training Room/ West First Aid Gym rd Corner 8 St./ 3 Avenue **Media Staging Front Parking Lot West Gym Parking Lot *Law Enforcement Staging Center Mall Tech Mall *Fire Staging V114- Reception Badger Den *Utilities Staging West Gym East Gym Staff Relocation Areas V 114 Conference Room T 186 District Staging 2. OFF SITE ASSIGNMENTS AND STAGING AREAS for: Tucson High Magnet Description Primary Site Alternate Site Cherry Field Off Site Command Post Cherry Field Locker Staff Care Rooms Cherry Field Locker Room First Aid South Cherry Avenue **Media Staging Determined by Tucson Determined by Tucson *Law Enforcement Staging Police Police Cherry Field Parking Lot Cherry Field Parking Lot *Fire Staging Cherry Field Parking Lot Cherry Field Parking Lot *Utilities Staging Mansfeld Middle School District Offices Staff Relocation Areas District Offices District Offices District Staging
See notes on next page, as it gives more information on the police, fire and media staging areas.

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Notes on Staging Assignments: Note 1: *These areas will be determined by emergency responders. This may not be communicated to the school as the staging area will depend on the emergency. An administrator can contact fire (local firehouse) and police (SRO) and ask where staging may be located to help ensure that the area is available for the first responders in an emergency. Remember: Staging areas can be too close to a school. As an example, when the shooting occurred on the U of A campus, some staging areas were a mile from the scene. In an emergency such as a shooting, the police will set up a perimeter and will let only authorized people into the closed off area. Therefore the district staging area may need to be a mile from the school. Note 2: ** You dont want your Media Staging area on campus; you might want to designate a site across the street. Whenever the media arrives at your school for an emergency situation, have someone assigned to direct them to their designated area. The site PIO should be assigned to move between command post and media staging. If not physically practical, assign a deputy PIO cover one of those locations.

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School Specific Information

Section: 2.1.2 Insert Site Floorplan here with utility shut offs. Call Risk Management for a copy of the schools utility shutoffs.

Site Engineer

2.2 Functional/var/www/apps/conversion/tmp/scratch_2 2.2.1 Evacuation Plan On and Off Campus /183466908.doc Protocols

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Definition: Sometimes school supervisory officials or emergency personnel at the site of the emergency will determine that the best way to protect the staff and students is to evacuate them from the school building and its surroundings.

Because of the special complexities of school environments, it is critical that the schools procedures for evacuation are written, reviewed, distributed to staff and practiced by everyone in the building/school at the time of a drill. The enclosed information will help your school develop a complete evacuation plan. This is important as large-scale evacuations are hard to achieve, even when the factors are favorable. Alert Signal: You may: make an announcement over the PA system, send runners to the classrooms, sound the fire alarm (if there is a fire). When you announce with a message of evacuation include where they are to go: we will evacuate and relocate to the football field, we will evacuate and relocate to primary relocation/secondary location or we will evacuate and relocate to a new site because of the type of emergency. Staff Response 1. Direct students to follow normal evacuation drill procedures unless Lead Administrator alters route. 2. Take classroom roster and emergency Go kit. 3. Close and lock classroom doors and turn out lights. 4. When outside building, account for all students. Inform Lead Administrator or designee immediately of missing student(s). 5. Stay with the class. 6. If going off campus, keep students in your care together, take role once on the bus (if being transported) or before you leave campus and then take role again when you arrive at the relocation area. Lead Administrator Response 1. Issue evacuation procedures and activation of ICS. 2. Determine if students and staff should be evacuated outside of building or to your schools primary, secondary or other relocation center (site to be determined by the emergency). 3. If the students need to be transported: Approve alerting Transportation of the need for buses, inform them that an evacuation is taking place and give them an estimated number of students 4. Direct students and staff to follow evacuation drill procedures and route. If normal route is too dangerous, staff should know to follow alternate route. 5. Close all windows, lock all interior doors. 6. Turn off lights, electrical equipment, water faucets, and if appropriate and possible also turn off the gas, air conditioning and/or heating system. 7. Place evacuation sign in window. 8. Lock all outside doors and gates to the school.

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A. Change the Schools Answering Machine Elementary Schools (School can change message on answering machine to inform parents of the evacuation and, if appropriate, inform parents to go to the schools Parent/Student Reunification Location where staff will be there to assist them) (Change message from another TUSD Site/School) 1. Dial 56799 2. The system says, Nortel Call Pilot, mailbox? 3. Enter your mailbox number followed by the # sign (5 digit extension) 4. Record your greeting: Press 3 for TEMPORARY GREETING (Change message from a Non-TUSD Phone at a Non-TUSD Location) 1. Dial 225-6799 2. The system says, Nortel Call Pilot, mailbox? 3. Enter your mailbox number followed by the # sign (5 digit extension) 4. Record your greeting: Press 3 for TEMPORARY GREETING. B. Schools Location Centers

School Specific Information

Your Schools LOCATION CENTERS OFF CAMPUS
List primary and secondary student relocation centers:

Primary Relocation Center: Cherry Field, 425 S. Cherry Ave, Tucson, Az. 85719 Secondary Relocation Center: Mansfeld Middle School, 1300 E. 6th St. 85719 Principal- Richard Sanchez, 400-8513 _Relocation Center: Location where students and staff from a particular school will either
walk or be transported to in an emergency not a student/family reunification center).

Parent/Student (Family) Re-Unification Center: _________________________

A Family Reunification center is where parents go, per school instructions, so they can be reunited with their child.

C. Floorplans for Room Maps: Be sure that in each classroom and room there is an evacuation plan posted on the wall by the door indicating both primary and secondary evacuation routes from the room to outside the building. The routes should be: Primary Routes in (Green) and Secondary Routes in (Red). (Facilities Management can provide you with a classroom map and help with routes if a room is lacking a map.) Please make sure your maps are easy to read and at a height that middle school students can read as well as adults. D. Floorplan to Document Evacuation: Document all the evacuation routes out of the school buildings by using floor plans of the school showing the directions that various areas of the school will evacuate from and then where students are told to gather once outside but still on the campus, allowing teachers an opportunity to account for the students. Students remain with their teachers and meet on the track. Every classroom has number ( 1-61 for Tech and 1-51 for Main, which indicates place on the track. These correspond to numbers on the cement slab between the track and football field. See map.

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Be sure to include the floor plans when you distribute the evacuation plan to your staff.

School Specific Information insert floorplan Classes report to the track and teachers accompany their students.
Insert Site Floorplan in this part of your evacuation plan showing primary and secondary evacuation routes out of each room in each building on campus. (Engineering can send a copy of the schools floor plans and Facilities Management can determine the routes for you.) Section 2.2.1. (continued) E. Site plan for on-site evacuations: find an evacuation assembly point that is far enough away from the source of the emergency that will accommodate the most number of people. One method of assembly is to choose an area that is marked off, such as a football field. Reuniting students once outside: When reuniting, a simple way to reunite the school so the staff can account for the students is to create a grid pattern. High schools can use a football field to line up the classes. Students can be told to report to their homeroom teacher, no matter the time of day, as that teacher is the first one to take roll for the day. Once your staff and students learn this procedure you can replicate it in any large area. Another idea is for teachers to carry flags or other identifying item to identify the gathering point for the classroom.

School Specific Information insert floorplan

Insert Site Map here identifying assembly areas. Assembly areas are as follows: Tech and Main Buildings assemble on the track ( see map); Vocational and Main Buildings assemble in the practice field. See instructions and maps. Explain how the students will assemble example: grid pattern on a football field organized by homeroom teacher and the room numbers. The map indicates the order in which classes will line up on the track. Each classroom isidentified by a number ( 1-16 in Tech; 1-51 in Main) White lines and numbers appear on the cement slab between the football field and track. For example, room T 247, is number 31. When an alarm sounds, the teacher and students in this classroom will report to place 31 on the track.

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2.2.2 Functional Protocol: Lockdown

Definition: Lockdowns are used when there is danger in or near the school and students and staff need to be protected from that danger. A lockdown involves securing doors and windows in an attempt to keep intruders from gaining access to staff and students. Normally it is best for the school emergency plan to have two lockdown options: (1) a preventative or soft lockdown and a (2) full or hard lockdown. Having two lockdown options allows flexibility to various emergency situations. The preventative lockdown or soft lockdown normally entails the locking of doors and limiting travel within the building. As an example, students can be allowed to go the bathroom, if needed, while classroom activities continue. A preventative lockdown might be appropriate if there is a bee swarm outside or when there is an unknown person on campus grounds. The full or hard lockdown might involve cessation of all classroom activities and movement of students away from the windows and classroom doors. A full lockdown would be more appropriate for imminent danger such as an individual brandishing a firearm was observed in or near the school or if a hostage situation occurred in the school or near the school.

2.2.2 LOCKDOWN

Alert Signal: Communicate to staff and students that school will go into a Soft or Hard Lockdown by announcing a warning over the PA system, sending a messenger to each classroom, or other alternate method. Give an All-Clear signal once it is safe to do so. Staff Response 1. Teachers should immediately check halls and move all students into classrooms 2. Staff inside the building, secure exterior windows and classroom (interior) doors as quickly as possible 3. If outside, come into the school building as quickly as possible, or other building that is deemed safe, based on the situation 4. If in a portable come into the school building if instructed to do so by lead administrator (Hard Lockdown) 5. Do not allow students under your supervision to leave a secure area without approval from the lead administrator 6. Staff who are not assigned students at the time of the announcement should report to the office if they can do so safely. Otherwise proceed to the nearest classroom. 7. Attempt to calm students under your care and keep then away from doors and windows 8. In a Hard Lockdown - move students to an area where they are least visible from outside the room 9. Account for the students in your care (see Student Accountability Protocol) and place correct color coded sheet in a window 10. Keep blinds open unless instructed to close blinds 11. Staff are not to leave their assigned area unless directed to do so by the administrator in charge or emergency service personnel 12. During a Hard Lockdown, do not let anyone in your classroom until the All Clear signal is given 13. Wait for instructions or All Clear signal Lead Administrator Response 1. Once information is received, analyze the situation and determine if hard or soft lockdown is required. Issue Lockdown signal directing all students, staff and visitors into classrooms and activate ICS. 2. Call 911 if appropriate and School Safety (see Communication Protocol)

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3. Custodians should lock the non-classroom exterior doors and close the campus. If possible, identify any students that may be coming to school and alert police, School Safety, Transportation or media so students or parents may be informed that the school is closed (Put a sign in the door that school is in a lockdown) 4. Have Site PIO organize people to answer the phones with approved information regarding the situation 5. After a Hard Lockdown is cleared, schedule to debrief with students (resources: Counselors, Visiting Teachers, Community Specialists, and TPD Victim Services) Determine if you need a Recovery Plan 6. Send a letter home to parents explaining why the school went into a lockdown 7. An incident report should be completed and sent to School Safety, Risk Management and Supervisor.

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2.2.3 Functional Protocol: Reverse Evacuation Protocol

Definition: This protocol is used to move students back into the school if there is an emergency outside. Examples when to use this protocol include intruder outside of the school either on the school grounds or in the community; swarm of bees located on campus or a hazmat spill in the community. Alert Signal: Announce for school to go into reverse evacuation by announcing Return to building immediately, this may be used with a Lockdown or Shelter in Place emergency. Or, no signal may be given since staff that are outside may identify a danger and issue the signal to the students for them to do a Reverse Evacuation. All Clear signal should be given once it is safe to go outside.

2.2.3 REVERSE EVACUATION

Staff Response 1. Staff that are outside should assess the situation and determine if the school is the safest place to move the students or if they should evacuate off campus 2. Move students towards the closest entrance to the school or to the alternative site 3. Communicate to the school office the location site once evacuation is complete 4. Account for students and report information to school office, once it is safe to do so 5. Do not let students leave the site without the Lead Administrators approval 6. Wait for an All Clear signal from the Lead Administrator or First Responders (Fire/Police) Lead Administrator Response 1. Analyze situation, authorize for the alert signal to be given and activate ICS 2. Call 911 if appropriate and implement TUSD Communication Protocol notifying the district (by calling at least School Safety and supervisor) that the school has implemented reverse evacuation protocol. 3. Ensure that all outdoor personnel and personnel in portables (if appropriate) have been moved into the facility 4. Attempt to ensure that all staff and students outside or going outside have received word of Reverse Evacuation 5. Verify that personnel are sheltered in the most suitable location 6. Account for all students and staff (implement Student Accountability Functional Protocol) 7. Issue an All Clear signal to staff once it is determined that it is safe to return to normal activities.

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2.2.4 Functional Protocol: Shelter-in-Place Protocol

Definition: Sheltering in place procedures are utilized when there has been a chemical or biological release or a radiological incident outside of, but in proximity to, a facility and when available information indicates that there is not adequate time to evacuate building occupants to a safe location before the dangerous contaminants reach the facility. Alert Signal: Announcement for staff to shelter building occupants in place Staff Response 1. All staff that are outdoors should quickly gather all students and adults in the area and instruct them to go inside the facility immediately (reverse evacuation protocol). Students and staff in portables should also move to the main school building. 2. Once inside, instruct everyone to move to an interior area without windows if possible. 3. Before leaving the classroom, teacher takes the teacher Go Kit. 4. Close all windows and doors. If available, wet towels can be used to reduce airflow under doors. 5. Close all outside vents. Turn off all heating or ventilation systems. Use damp towels or cloths to cover any openings in the walls or doors. Tape can also be used to cover any cracks, crevices, electrical outlets, cable television connections or other openings that might allow air to flow into the shelter area. 6. Account for students (see Student Accountability Functional Protocol) 7. Listen to local radio or television news for instructions from emergency management and public safety officials. 8. If practical, occupy students with the activities stored in the teacher Go Kit 9. Consult with area public safety and emergency management officials before attempting to release occupants from the shelter area. Lead Administrator Response 1. Make determination to Shelter-in-place quickly if evacuation is not practical and activate ICS. 2. Make announcement over public address system to direct staff to Shelter- in-place 3. Implement TUSD Communication Protocol (call School Safety) notifying the district that the school has implemented Shelter-in-place protocol. 4. Ensure that all outdoor personnel and personnel in portables have been moved into the facility 5. Attempt to ensure that all staff and occupants have received word to Shelter-in-place 6. Verify that personnel are sheltered in the most suitable locations 7. Account for all students and staff (implement Student Accountability Functional Protocol) 8. Ensure that any equipment that would cause air to move from outside the facility to the inside is turned off. Pay particular attention to heating and air systems. 9. Check to see that staff have taken proper steps to seal off windows and doors from the outside air flow 10. Monitor the situation through radio and/or television stations. Attempt to calm staff and students. Keep staff informed of developments whenever possible. Update school safety and/or your supervisor as needed. 11. Issue an All Clear signal to staff once it is determined that it is safe to leave facility based on advice from local public safety and emergency management personnel.

2.2.4 SHELTER-IN-PLACE

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2.3

Student Accounting and Release Information Student Accounting and Release Protocol

2.3.1

Definition: The Sites Emergency Management Plan should not only document how the school evacuates students and staff from the buildings, but also how they are to re-gather and account for everyone. Once it is decided to evacuate the school, accountability is needed for students, staff and visitors. Enclosed in these pages is an example of the TUSD accountability protocol. Schools need to review this protocol and revise as needed so it reflects how the site is adopted for each sites use. Student Accountability Cards Color Coding (Green, Yellow and Red) for the cards: GREEN: All students in your care are accounted for YELLOW: Need Help and/or Student(s) Missing RED: First Aid Required Suggestions: Can use small colored cards to hang around each teachers neck; Teacher can tuck student rooster on back of employee ID card then teachers can have a list of the students they have to account for through the school day. Staff Response: 1. After completing a functional protocol (lockdown, evacuation, shelter in place or reverse evacuation) and reassembling then staff need to account for everyone in their area and give a general status report to the command post personnel. 2. Use the Accountability Cards to account for students, staff and visitors in an Emergency a. Evacuation: Display the applicable colored card by holding it up or hanging it around your neck (as instructed by your lead administrator). b. Lockdown/Shelter in Place: Place appropriate colored card in your window when there is a lockdown/shelter in place situation. Leave blinds open unless other wise instructed. Have scotch tape handy. c. Reverse Evacuation: Have appropriate colored card in your window. Have tape handy. 2. Complete the enclosed Student Accounting Form (see Form 2.3.3). When it is safe and you are instructed, send the completed form to the Command Post or Student Accountability location so the school can get an accurate accounting of the students, staff and visitors (including non-school TUSD staff). 3. Send a completed Update Report (see Form 2.3.4), when requested by the Lead Administrator 4. When a student will be released to a parent or guardian the staff person who has direct care of that student during an emergency will receive a copy of a Student Release Form (see Form 2.3.5). Appropriate staff should complete the third block of the form. The form and student, if in their care, should be sent back with the runner. Lead Administrator Response 1. Direct an accounting of people using the cards. Within ICS the Operations Staff: First Aid personnel shall organize a response to red cards by using basic triage. 2. Direct Operations: Student Accounting staff to obtain an accurate count of students based first on the cards and, in time, based on the information gathered thru the Student Account Form (form enclosed). 3. Direct Operations: Student Release staff to manage an organized release of students to parents/guardians using the enclosed Update Report and Student Release Form.

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4. To assist in making the decision to release students refer to the document below Key Decisions Student Release. Principals also do a controlled, although normal, release from a Lockdown. They release one floor at a time, telling students which exits to use. Students then go to the bus bay (it may be in a different location than usual for privacy and better control) or walk home, etc.

School Specific Information document procedures Admin secretary, Jessica Lopez, downloads schedules weekly, including emergency information. After exiting buildings, students remain with their teachers on the track .Attendance staff collects accountability sheets to determine who is missing. Student release is done according to teaming chart A-C ( Jones, McEaddy, Ojeda and DeBerry)-Back Gate D-H ( Rodriguez, Martinez, Contreras, Torres)- West gym parking lot gate. N-R ( Armendariz, Baldo, Lopez, Sanchez)- West Stadium Gate

School needs to document their site-specific protocols for student accountability/release. Take out or re-write this protocol so it mirrors what your school does for accountability/release - if it is different from what is written here. Forms in the back of this protocol are available to help you in this protocol.

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Section 2.3.2 TUSDs Accountability Card #3 Example: School Specific Information insert accountability TUSDs Accountability Card #2 Example: To be used bythe teachers/staff in accounting cards as used by the school (if different from for people. Red Card reads: TUSD example). TUSDs Accountability Card #1 Example: To be used by teachers/staff in accounting for people. A Green Card means:

Need Help/ Missing Person

OK

First Aid Needed

To be used by teachers/staff in accounting for people. Yellow Card means:

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2.3.3

Student Accounting Form

To be filled by teacher / staff and sent to elsewhere the Command Post be placed in the Accountability Students orout classroom volunteers (offto campus, left in room, Section other location, etc.) Room No: Name Date: Problem __________________________________________________________________________________ Enrolled per register: Reported by: __________________________________________________________________________________ Not in school today: Received by: Present now: Students or classroom volunteers elsewhere (off campus, left in room, other location, etc.) Name Location Problem

Location

__________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Students on playground needing more first aid than you can handle: Name Location Problem __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________--

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2.3.4

Update Report

Name
# children remaining at school Assistance required: Water # of people to help

Time
# Staff member remaining to care for children Food Blankets

Update Report Name

# children remaining at school Assistance required: Water # of people to help

Time
# Staff member remaining to care for children Food Blankets

Update Report Name

# children remaining at school Assistance required: Water # of people to help

Time
# Staff member remaining to care for children Food Blankets

Update Report Name

# children remaining at school Assistance required: Water # of people to help

Time
# Staff member remaining to care for children Food Blankets

2.3.5

Student Release Form

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(To be taken by runner for students to be released to parents / Guardians)

PLEASE PRINT
Students Name _______________________________________ Teacher ________________________________Grade ________ Requested By _________________________________________

To be filled in by Request Gate Staff Proof of I.D. __________________________________________ Name on Emergency Card _______________________________

Students Status To be filled in by Teacher Sent with Runner _________ Absent ____ First Aid ____ Missing ____
(Name)

To be filled in by Request Gate Staff Proof of I.D. __________________________________________ Name on Emergency Card _______________________________ To be filled in by Requester At Release Gate Requester Signature: __________________________________ Name Printed_________________________________________ Destination:__________________________________________ Date: ______________________ Time:______________________ Notes:

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2.4. Communication Functional/var/www/apps/conversion/tmp/scratch_2/1 83466908.doc Protocols 2.4.1 Communication Within TUSD

Definition: Communication is an important component of a schools and school districts response. Schools are not alone in an emergency, but help from the support departments and the district itself can only come if the information from the school is both timely and factual regarding an incident. Therefore the district has a structure to help schools know how to ask for assistance in an emergency. Schools should implement this protocol ASAP if an incident or an emergency situation has occurred during school, on a field trip or at a school event. Below is the reporting structure to help schools know how to ask for help in an emergency. Alert Signal: Have the School Public Infomation Officer (per the Schools ICS) become familiar with this protocol so that when instructed to do so, they can implement this communications protocol.

Basic information that may need to be transmitted to others: 1. Type of incident (if applicable: number of participants/outsiders involved) 2. Location of incident 3. If any weapons are involved 4. If there are any injuries 5. Actions the site is taking 6. What assistance the site needs (transportation, food/water) 7. Who has been called and will be called by site

Lead Administrators Responsibilities Analyze situation and determine if 911 needs to be called. Call 911 if life threatening and and/or School Safety Implement sites incident command protocol

For smaller emergencies the Lead Administrator can implement District Internal Communication Protocol, or for serious emergencies, direct the site communications person to call 911/School Safety and implement the District Communication Protocol District Internal Communication Protocol: 1. After School Safety has been called, call Supervisor and Superintendents Office (for more serious emergencies) always call if locking down or evacuating. Supervisor may respond to site, depending on the situation. Call after hours, if emergency warrants it. 2. Call Public Information Office- may respond to site, depending on the situation. Call after hours, if emergency warrants it. 3. Call Risk Management All head injuries and transportation by EMS should be communicated by phone (for students, visitors and employees). Remember to communicate to Risk Management whenever there is any bodily injury or property damage (see Appendix C for TUSD form). Risk Management personnel

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will respond to the site for situations as discribed and other serious situations. Call after hours, if emergency warrants it. 4. Call Educational Support Services and they will alert and coordinate Transportation, Food Services or other support as needed by site. Call after hours, if emergency warrants it. 5. Keep Supervisor, Superintendents Office and/or Educational Support Services up to date so they can update others in the District. Keep site communications person up to date so they can relay information, as needed, to appropriate district personnel. Information updates maybe hourly or daily depending on the situation and need to continue until the issue/emergency has been resolved. Relay basic information, when possible see box above. If emergency occurs on week end or after hours protocol is still in effect. School Safety can supply cell phone numbers if needed. Use the appropriate Functional and Incident Specific Protocols to organize your sites response.

Staff Responsibilities If first on the scene, notify Lead Administrator and 911 (if life threatening) of an emergency situation. Relay basic information, if possible see box above.

Follow your Sites Emergency Plan (Functional and Incident Specific Protocols) when necessary. School Office personnel will notify District personnel as outlined in Lead Administrators Responsibilities. Wait for further instructions or an All Clear signal from your Lead Administrator.

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2.4.2 Functional/var/www/apps/conversion/tm p/scratch_2/183466908.doc Protocol Communication Protocol Parents

Definition: It is important to keep parents informed before and after an emergency incident at a school, therefore it is recommended that schools communicate to parents at the beginning of the school year to discuss emergency procedures and send letters home whenever a school goes into a Functional Protocol response (evacuation, lockdown, etc.). Communicate to Parents and Community prior to an Emergency 1. Inform parents about the school's emergency plan, why it is needed and its objectives. Such information can be included in a letter home and in a school newsletter. 2. Develop a relationship with parents so that they trust and feel comfortable calling school personnel in the event of emergency. 3. Develop a list of community and TUSD resources that may be helpful to parents or helpful to the school in the event of an emergency. Keep a copy in the Command Post Go-Box. 4. Identify parents who are willing to volunteer in case of an emergency. Include them in preparation efforts and include them in training. 5. Become familiar with your school plan. Letters Home and Other Communications Following a Serious Incident 1. Remember to involve TUSD Public Information. They will help write the letter or will review letters prior to release. 2. Principals should provide clear, concise and prompt communications to internal and external audiences following an incident that affects the school community. Receiving direct information from the principal often reassures staff and external community. 3. Depending on the nature of the incident, information may change hour-to-hour. This is why it is important to include date and time on all written communications. All information should be verified prior to release. When information is uncertain, it is best to avoid speculation, and to say information is limited and that the principal will provide updates as quickly as possible. Communication: Sharing Information with Parents at the Time of any Emergency In the event of an emergency, parents have very specific information needs. First, parents want to know their children are safe; then, parents want to know the details of the emergency situation, to know how it is being handled, and to know that the children will be safe in the future. The first reactions are likely to involve fear. Upon learning of an incident at the school, parents are likely to descend upon the school in search of their child or to telephone, frantically seeking information. Establishing a system for responding quickly to parent needs for information is an important part of pre-planning. Anger is another common reaction of parents, particularly in the case of senseless acts of violence. Enclosed in this protocol are examples of letters home to parents. Please use these letters as examples of appropriate language. In the Event of a Serious Emergency or Disaster 1. Tell parents exactly what is known to have happened. Do not embellish or speculate. 2. Implement the plan to manage phone calls and meet with parents who arrive at school. Develop a script so all persons answering the phones are giving the same information. See Public Release Form (see 2.4.4) at the end of this section, as it is an aid in the development of a script for people answering the phones on-site as well as at TUSD Public Information Office. 3. When appropriate, schedule and attend an open question-and-answer meeting for parents as soon after the incident as possible. The meeting will provide an opportunity for school officials to listen and respond to parent concerns (which can be helpful in combating rumors and other misinformation) and to work on restoring parental trust in the school.

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4. In the event of an incident, which involved damage or destruction, an open house for parents and other members of the community to see the school restored to its "normal" state helps everyone get beyond the emergency.

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2.4.2. Sample Letter to Parents A. Parents Role in an Emergency

This is a sample letter to parents explaining their role in a school emergency. Dear Parent, To effectively handle an emergency, a comprehensive Emergency Operations Site Plan must be developed and an Emergency Response Team must be organized before an emergency occurs. Our schools Emergency Operations Plan must be organized and all staff members trained in order to effectively prepare for maximum safety, efficiency and communication in the event of an emergency. Students and parents must also understand that contingency preparation and procedures are necessary and are conducted for their safety and well-being. Planning, preparation, and training will help staff personnel learn the proper course of action in an emergency. Staff must be prepared to evaluate all the circumstances and make sound judgments based on the situation. A. At ______________________ school, the pick-up / drop-off point for students before and after school is _______________________________. B. In event of evacuation of the school, please pick up your child at ________________________________. Your childs safety is our constant concern. Please be advised that all adults picking up children will be asked for identification and their names checked against a list of authorized individuals to pick up the child. C. The nurse may call you if your child is sick or injured. If you have caller ID, a call from TUSD will show as number unavailable. D. In event of evacuation of the school, please tune into media broadcasts concerning the event for further information and the above location for student pick-up. Thank you for your cooperation in ensuring the safe education of our students. Sincerely, __________________________ Principal

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Sample Letter to Parents Parents Role in an Emergency (Alternative Letter)

[Date] Dear Parents: Should an emergency or disaster situation ever arise in our area while school is in session, we want you to be aware that the schools have made preparations to respond effectively to such situations. In fact, public schools in [State] are built to meet stringent construction standards and they may be safer than your own home in the event of a disaster. Should we have a major disaster during school hours, your student(s) will be cared for at this school. Our School District has a detailed disaster plan which has been formulated to respond to a major catastrophe. Your cooperation is necessary in any emergency. 1. Do not telephone the school. Telephone lines may be needed for emergency communication. 2. In the event of a serious emergency, students will be kept at their schools until they are picked up by an identified, responsible adult who has been identified as such on a School District green emergency card which is required to be filled out by parents at the beginning of every school year. Please be sure you consider the following criteria when you authorize another person to pick up your child at school:

He/she is 18 years of age or older. He/she is usually home during the day. He/she could walk to school, if necessary. He/she is known to your child. He/she is both aware and able to assume this responsibility.

3. Turn your radio to [radio stations] for emergency announcements. If students are to be kept at school, radio stations will be notified. If electrical service is not affected, information may be relayed via the School District cable on Channel ____. In addition, information regarding day-to-day school operations will be available by calling the District Office. 4. Impress upon your children the need for them to follow the directions of any school personnel in times of an emergency. Students will be released only to parents and persons identified on the School District Emergency Card. During an extreme emergency, students will be released at designated reunion gates located on school campuses. Parents should become familiar with the School Emergency Disaster Plan and be patient and understanding with the student release process. Please instruct your student to remain at school until you or a designee arrives. Because local telephone service may be disrupted, also list an out-ofState contact on the emergency card, as calls may still be made out of the area while incoming calls are affected.

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Sample School-Parent Letter (Continued)

In case of a hazardous release event (chemical spill) near the school area, Shelter-in-Place procedures will be implemented to provide in place protection. All students and staff will clear the fields, report to their rooms and all efforts will be made to prevent outside air from entering classrooms during the emergency. Shelter-in-Place signs will be placed in classroom windows or hung outside classroom doors during a drill or emergency. Students arriving at school during a Shelter-in-Place drill or event should report to the school office or to a previously designated area at the school because classrooms will be inaccessible. When the dangerous incident has subsided, an all-clear signal will be given. Please discuss these matters with your immediate family. Planning ahead will help alleviate concern during emergencies. Sincerely,

Principal School

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2.4.2.

Sample Letter to Parents B. Lockdown

Office of the Principal

TUCSON UNIFIED SCHOOL DISTRICT

Dear ________________: Please be aware that (school name here) was involved in a campus wide lock down yesterday from about 2:07 to 2:33 p.m., as requested by the Tucson Police Department and the Tucson Unified School District Department of School Safety and Security. This was due to the presence of what was determined to be a hand held BB gun on campus. The Tucson Police Department, TUSD Department of School Safety and Security and (School name here) Administration immediately conducted a joint investigation. The investigation resulted in confiscation of the BB gun. At no time were any students or staff in danger. Please be assured that appropriate action will be taken in accordance with the TUSD Guidelines for Student Rights and Responsibilities. I would like to commend TPD, Department of School Safety and Security, and (school name here) staff and students for their quick and orderly response. Please be assured that the school takes every precaution to make sure our students are safe. Any student or parent who has information regarding suspicious items or activities is encouraged to call one of the following numbers: (School) Main Switch Board (Phone #) Principals Office (Phone #) School Safety 584-7676 TUSD Safe-T-Zone Hot Line 584-7680 We are doing everything possible to keep your student safe at school. If you have questions or concerns, please call (Phone #). Sincerely, ________________________________ Principal, (School name here)

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2.4.2. Sample Letter Lockdown (Alternative Letter)

TUCSON UNIFIED SCHOOL DISTRICT

(School name here)
Address Tucson, Arizona 857__
Date: To: __________________ Parents and Students of (School name here) Principal Re: Lockdown

From: ___________________

Dear Parents and Students, I would like to inform you that the school was in lockdown this morning from about 8:25 a.m. to 2:41 p.m. as requested by Tucson Police Department and the (School name here) Resource Officer. They informed me of an incident that had occurred in our neighboring area. TPD was trying to capture the suspect involved in the incident and requested the school go into lockdown as a safety precaution. At no time were any students or staff in danger. In addition to TPD officers, TUSDs School Safety and Security officers were present on campus to assist in reinforcing security. Additional staff was made available to help monitor the campus throughout the day to ensure safety. I wish to express my appreciation and gratitude to all students and staff as they exhibited exemplary calm and cooperation. If you should have any questions or concerns, please call me at (Phone #). Sincerely yours, ___________________, Principal

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2.4.2. Sample Letter to Parents C. Weapon on Campus

Dear (School name here) families: I would like to inform you that an off-campus call was made this morning to the Tucson Police Department reporting a weapon at the school. In addition to TPD, TUSDs Department of School Safety and Security was immediately notified and also investigated the report. As a result of the investigation, TPD determined that there was no weapon on campus and the school was safe. Please be assured that safety is a top priority at (School name here) and that such reports are taken very seriously. We encourage you and your children to notify staff, the police or School Safety regarding any such reports at the following numbers: (School) main office TUSD School Safety and Security TUSD Safety Zone Hotline Emergency (Phone #) 584-7676 584-7680 911

I would like to commend our law enforcement officials for their quick response and their help in making (School name here) a safer place for our students. If you have any questions, please feel free to call me.

Sincerely, ____________________ (Prinicipal Name)

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2.4.2. Sample Letter to Parents D. Weapon Fired On Campus

TUCSON UNIFIED SCHOOL DISTRICT

Address Tucson, Arizona 857__
Date: _______________ Dear (School name here) Families: I would like to inform you that a report was made to us yesterday regarding an incident involving the firing of a weapon on campus. The incident occurred after lunch, on (date). No one was injured. Student was handling a gun and it discharged. As soon as the incident was reported yesterday, (School name here) administration notified the Tucson Police Department. TPD officers worked with (School name here) administration throughout the day yesterday on investigating the incident. Due to federal laws protecting student privacy, (School name here) staff cannot discuss details regarding the incident or the students involved. Appropriate action has been taken according to TUSDs Guidelines for Student Rights and Responsibilities. Please know that (School name here)s Administration takes this very seriously and we do not tolerate this type of behavior. Tucson Police Department took the student into custody and charged him with Unlawful Use of a Fire Arm. (School name here) is processing the student with a recommendation of explosion. If you have any questions or concerns, please feel free to call me at (Phone #). Sincerely,

(School name here)

_______________________,
Principal (School name here)

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2.4.3. Functional/var/www/apps/conversion/tmp/scratch_2/1 83466908.doc Protocol Communication Protocol - Media

Definition: Media representatives frequently respond to situations that involve schools. Mistakes made in dealing with the media can result in adverse publicity for the school, interference with emergency response and increased civil liability. The media can also be helpful as a medium to inform the general public; therefore, it is important to ensure that the media receive prompt, accurate information. Isolated quotes from individuals can be incomplete or misleading and should be avoided.

TUSD Public Information and law enforcement/fire will assume the responsibility for issuing public statements during an emergency. Communication with the media in an emergency shall be coordinated from the TUSD Public Information Office. Contact this office by calling 225-6437.

Staff Response 1. Do not make any statement to media personnel during or after a critical event without the express permission of the lead administrator. 2. Refer all media inquires to the lead administrator. 3. Notify the lead administrator whenever a media representative contacts you. 4. Staff member assigned should direct media to the schools pre-determined media staging area. In a large event, police will direct media to a staging area. Lead Administrator Response 1. Refer all Media requests to TUSD Public Information. In the event of an emergency that draws significant media attention, notify the TUSD Public Information Office that you need the district media protocol enacted. TUSD Public Information will work with you and, in the event of a large event, work with public safety officials on the release of information. If the situation is of a very serious nature, the district may ask you to conduct joint press conferences with public safety officials. In emergencies normally experience in a school year, TUSD Public Information may request the Lead Administrator to talk to the media. 2. Brief your staff before you or the district releases information to the media. 3. Refer all public safety questions to the appropriate public safety official. In particular, do not discuss specifics of any ongoing criminal investigations. 4. Information should only be released at the media staging area. This tends to reduce attempts by media personnel to resort to unethical tactics to gain information. 5. Do not provide any information off the record. 6. Large Event: Be careful not to show favoritism to any particular press representative. Be particularly careful not to ignore local media representatives while trying to work with national media. Remember, you will have to work with the local media for years after the national media representatives are finished. 7. Beware of hot mikes. Television reporters will sometimes leave a camera turned on and record people who think that they are only engaged in casual conversation with reporters. Consider all electronic equipment active at all times.

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8. Before releasing information, consider whether it is possible to do so legally. Do not release any students names without written permission from the parents and clearance from Legal or TUSD Public Information. Be particularly careful about releasing identifying information. 9. Do not authorize interviews with juveniles without specific parental permission, TUSD Public Information has release forms. 10. Maintain information sheets containing background information on the school, which can be given to reporters to reduce the number and duration of interviews. 11. Superintendent serves as District spokesperson unless he/she designates a spokesperson. This spokesperson assumes responsibilities as determined by Superintendent or his/her designee (TUSD Public Information). MEDIA STATEMENT (see attached form: Public Information Release) Create a general statement about your school before an incident occurs. The statement can then be adapted during a crisis. Issue brief statement consisting only of the facts. Emphasize safety of students and staff first, if accurate. Briefly describe schools plan for responding to emergency. Respect privacy of victim(s) and family of victim(s). Do not release names to media. Refrain from exaggerating or sensationalizing crisis.

Each year the school should create a general statement with facts about the school so it will be handy to give to the media or TUSD Public Information, should the need arise.

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Public Information Release For Parents and Media

This form can be used when answering phones or giving out information to the media.

NOTE: IF THIS IS USED AS A SCRIPT, READ ONLY THOSE ITEMS CHECKED. MAKE NO OTHER COMMENTS. CHECK OFF, FILL IN AND CROSS-OFF AS APPROPRIATE _____________________________________________has just experienced a(n)___________________________________________________________. 1. _____The [(students/employees) [(are being/have been)] accounted for. 2. _____ No further information is available at this time. 3. _____ Emergency medical services [(are here/are on the way) or (are not available to us)]. 4. _____ Police [(are here/are on the way) or (are not available to us)]. 5. _____ Fire Dept/paramedics [(are here) or (are on the way) or (are not available to us)] (Cross-off the items not appropriate.) 6. ___________________ [(are here) or (are on the way) or (are not available to us)]. 7. _____Communication center(s) for parents (is/are) being set up at _________________to answer questions about individual students. 8. _____Communication center(s) for families (is/are) being set up at ________________to answer questions about individual employees. 9. _____Injuries have been reported at __________and are being treated at _____________ the site (staff/professional medical responders)______________ (#)_____reported injured. 10. _____Students have been taken to a safe area, _________________, and are with [(classroom teachers/staff) or (____________)]. 11. _____(#) Students have been taken to the local emergency room for treatment of serious injury. Parents of injured students should go to the emergency room at _____________. 12. _____(#) Confirmed deaths have been reported at ___________________. Names cannot be released until families have been notified. 13. _____Structural damage has been reported at the following sites: ____________________. RELEASE RESTRICTIONS _____NO _____YES IF YES, WHAT?_______________________________________________________________ Released to the public as Public Information Release #_______. Date/Time ____________________

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Appendix to Section 2 of the Template *** Suggested Site Resource Inventory Checklist Form A: Assists in completing section 2.1

Two-way Radios Two-way Radios, Multi-Frequency Cell Phones (Distribute phone numbers to IC staff) Flashlights (or use flashlights that dont need batteries and replenish annually) Batteries (flashlight) First Aid Kits (Health Office will have First Aid Supplies available for evacuation) Battery-powered radio Batteries (radio) Intercom System Buzzers or Non-Fire Alarm System (If intercom cant be used)
How do you account for students in an emergency? _____ _____ _____ Green Cards Teacher Roster Mohave Roster

_____Other:________________________________________________

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Command Post GO BOX Suggested Items Form B: Assists in completing section 2.1
Go-Boxes are bags that may be shoulder-carried from the site command post to a remote location in event of an evacuation. The Go-Box contains material that will allow the E-Team to function from an offsite location. The bag size allows for inclusion of emergency supplies and the site Emergency Management Plan. The bags should be checked periodically to insure that adequate supplies remain.

Site Emergency Management Plan (your plan) Updated Student Rosters from Mohave / Yearbook If not in Go Box) indicate location of rosters and how they will be accessed in an emergergency ________________________________________________ ________________________________________________ ________________________________________________ Updated Staff Roster If not in Go Box indicate location of roster and how it will be accessed in an emergency ________________________________________________ ________________________________________________ ________________________________________________ Students List of Parental/Guardian Emergency Contact Information Special Needs Students (Medications list, disability requiring assistance in evacuation) Student Accountability Sheets (See Section 3) Red / Green / Yellow - Student Indicator Sheets Telephone contact list Map of school, surrounding area (Engineering Department can provide maps) Masking tape & Scissors Pens / pencil/ note pad Kleenex

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Flashlight & Batteries Radio (AM/FM) & Batteries Whistle Rubber gloves Plastic garbage bag Aerial photo of campus

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Classroom GO KIT Suggested Items Form C: Assists in completing section 2.1

Go-Kits are bags which may be shoulder-carried from the classroom to a remote location in event of an evacuation. The Go-Kit contains material that will allow the teacher to account for his/her students and provide age-appropriate materials to occupy the attention of the students during the time spent outside the classroom. Backpacks are the most popular choice for classroom Go-Kits. Buckets may be obtained from TUSD Food Service for free. The bags should be checked periodically to insure that adequate supplies remain.

Note: Bolded items are Mandatory Teachers / Staff Emergency Guide (prepared by school) Updated Roster List of Any Special Needs Students Student Accountability Sheets Red / Green / Yellow - Indicator sheets (should also be in schools Teachers Guide) Paper and pencils (to document events) Telephone contact list (of staff and district, including cell phones) Age-appropriate activities for students Other Suggested Items: Flashlight Radio Batteries for Flashlight, radio Band Aids Toilet Paper Whistle

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Faculty / Staff Roster Form D: Assists in completing section 2.1 Semester ________ 200__
Home Wk Phone # Phone #

Administration Name Position

Emerg Phone #

Staff Name

Position

Home Wk Phone # Phone #

Emerg Phone #

Faculty Name

Position

Home Wk Phone # Phone #

Emerg Phone #

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Master Schedule for Teachers Form E: Assists in completing section 2.1

Explanation: This schedule tells you where teachers are at any given period (with or without students for that period) SITE__________________________________________ SEMESTER____________________________________ YEAR___________

(INSERT SCHEDULE HERE)

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Site Map: Evacuation Plan Form F: Assists in completing section 2.1

1) Evacuation Map: Develop and post an evacuation map in each room in your school. Facilities Management can assist you in developing routes and maps for any classrooms without maps. 2) Evacuation Routes: All students and school personnel should be familiar with both the primary and secondary evacuation routes from any room they occupy during the day. The secondary route is used in the event that escape by the primary route is blocked by fire or some other obstruction. Fire drills should be conducted using both routes in order to increase student and staff familiarity with the routes. To drill for the secondary route, have a faculty member stand in the designated hallway during a drill. Have the person announce (or hold a poster picturing a fire) in the hallway to show that the way is blocked. 3) Assembly Areas: All students and school personnel should be familiar with both the Primary and Secondary Evacuation Assembly Areas. The Secondary Assembly Area would be used should conditions not permit the use of the Primary Assembly Area (for example, the Primary Assembly Area is too close to the fire).

Use the following to denote the areas: Primary Routes out of the buildings and to the assembly area (Green) Secondary Routes out of the buildings (Red)

ASSEMBLY AREAS (Denote with an A) STUDENT RELEASE POINT (Denote with an S) COMMAND POST: Primary Location (Denote with a red square) Secondary Location (Denote with a Green Circle) Off-campus Location (Denote with a blue triangle, if it is on map, write address on map with arrow showing direction, if area isnt on map)

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Evacuation Assembly Area: Outdoors (Standard Evacuation) Form G: Assists in completing section 2.1
Use the following worksheet to document the schools plan for evacuation from the building to an on-site or near-site Assembly Area (e.g., on-site football field). The Assembly Area should minimize exposure of students to dangers or hazards around the school. 1. Examine floor plans and maps for your school grounds and surrounding neighborhood. Determine primary and secondary exits for each room in the building. Consider factors such as: gas, sewer, power lines: chain link fences (electrical hazard); facilities containing toxic or radioactive material, water towers, multiple story building (vulnerable to collapse), transformers, balconies (which may fall from buildings), etc. When conducting emergency drills evacuate students to areas that: a. Will not block emergency vehicle access to critical areas on campus. b. Will not conflict with emergency staging areas. Designate each of the following in the Assembly Areas (some information is duplicate information as it may also be located in 2.1.1 B Staging Locations On and Off-Site).

2.

3.

Command Post _________________________________________ Access for emergency vehicles ____________________________ Student assembly areas (by grade level or team, etc.) _____________________________________________________ Assembly area for students/staff with special needs _____________________________________________________ First Aid area __________________________________________ Heliport landing area for air medical (if traffic gridlock prevents vehicular access) _______________________________________ Student/Parent reunification area ___________________________ Media area ____________________________________________ Potential morgue _______________________________________

4. Place copies of the schools floor plans and evacuation routes in Section 2.1 of the schools plan. Highlight the primary and secondary routes as appropriate. Also, post in each room the primary and secondary evacuation routes for that room. 5. Communicate Student Accounting and Release procedures to parents (see sample letters to parents in Communication Section).

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TeacherSURVEY: Survey: TEACHER Students Needing Special Assistance STUDENTS NEEDING SPECIAL ASSISTANCE Form H: Assists in completing section 2.2

Instructions: Teachers are to fill in the name of any student in their class who will require special assistance in the event of an emergency (considering a variety of emergency conditions which may alter needs, such as severe weather, evacuation needs, hazardous materials, etc.,):

Student Name

Assistance Needed

Teachers Signature: ___________________ Room: _____

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Emergency Evacuation Plan for TUSD Personal Form I: Assists in completing section 2.2
Emergency Notification Method: Auditory Existing Alarm System Vibrating Pager Other Explain: Visual Alarm

Section 2 Arrangements for Evacuation Equipment or physical alterations provided to assist emergency evacuation: Detailed procedures that have been developed to assist evacuation (step by step account starting when alarm is raised and finishing on final exit): People who will provide assistance during evacuation (Minimum of two and an alternate) Method of Assistance: Section 3 - Physical Location and Surroundings: SafeRoom or Refuge Area: Building: Floor: Times Room Number: Applicable: Primary Location: Building: Floor: Times Room Number: Applicable: Evacuation Route and Obstacles (Include map or diagram if possible): Assistance Needed: People who will provide assistance during evacuation (Minimum of two and an alternate): Secondary Location: Building: Room Number: Section 4 Staging and Waiting Areas Physical Location (Include map or diagram if possible):

Floor: Times Applicable:

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Equipment or physical alterations provided to assist staging: Accommodations or Access Needed (Restroom, Shaded/Covered Area, etc.): Section 5 Record of consultation and communication This PEEP has been prepared by: Name __________________________________ Department ______________________________ Contact details ___________________________________________ Signature __________________________ Date _________________ In consultation with: a) The individual to whom it applies Signature _________________________ Date _______________ b) Other administrators of TUSD: Name _______________________________ Job Title ____________________ Name _______________________________ Job Title ____________________
Copies of this evacuation plan must be held by: The employee Manager, Principal, or Safety Coordinator ADA Coordinator Office of Risk Management

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Alternate Building Location: Walking Distance Form J: Assists in completing section 2.2

In inclement weather, it may be necessary to move students to an Alternate Building location rather than using the typical Outdoor Assembly Area. Use the following worksheet to plan for evacuation from the building to an off-site building location within walking distance from the school. Coordinate your planning with Central Office, other schools, etc. 1. 2. 3. 4. Examine maps and site plans for possible Alternate Building Location in the immediate vicinity of the school property. Consider factors such as roadways, waterways, power lines, metal fences, utilities, etc., and select routes that minimize exposure to area hazards. Coordinate planning with nearby schools, community centers, businesses, churches, etc, to establish relationships for Alternate Building Location. Designate each of the following:

Alternate Building Location ___________________________________ ___________________________________ ___________________________________ (Address) Secondary Location ___________________________________ ___________________________________ ___________________________________ (Address)

Lead Contact / Phone ____________________ ____________________ ____________________ Lead Contact / Phone _____________________ _____________________ _____________________

USE SPACE BELOW for any special planning needs, routes, alternate routes, access to keys or for coordinating your schools plan with other schools or buildings on the same campus.

________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

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Alternate Building Location: Requiring Transportation Form K: Assists in completing section 2.2
Use the following worksheet to plan for evacuation from the building to an off-site building location requiring transport from the school. Coordinate your planning with Central Office, other schools, etc. 1. Contact Director of Transportation to coordinate and plan for transporting students and staff to an Alternate Building Location. Examine local area maps for primary and secondary roadways to transport students and staff to an Alternate Building Location. 2. Consider factors such as roadways (for potential traffic gridlock), power lines, metal fences, utilities, etc., and select routes that minimize exposure to area hazards. (Fire, Police or SRO can assist you in this area). 3. Coordinate planning with other schools, community centers, businesses, churches, etc. to establish reciprocal relationships for Alternate Building location (schools across town may serve as alternate site for each other). 4. Consider an alternate building location across town as incidents may affect the entire neighborhood of the school. 5. Designate each of the following:

Alternate Building Location ___________________________________ ___________________________________ ___________________________________ (Address) Secondary Location ___________________________________ ___________________________________ ___________________________________ (Address)

Lead Contact / Phone __________________ __________________ __________________ Lead Contact / Phone ___________________ ___________________ ___________________

USE SPACE BELOW for any special planning needs or for coordinating your schools plan with other schools or buildings on the same campus. _____________________________________________________________________ _____________________________________________________________________ ____________________________________________

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Diary of Drills for School Year Form L: Assists in completing section 2.1
To be completed ANNUALLY

* Monthly mandatory drill.

Paperwork for this drill continues to be sent to Facilities Management as required by Fire Marshall.

Schools are encouraged to conduct at least one (1) optional drill each semester. Schools may conduct tabletop exercises instead of actual drills as optional drills. Drills should be conducted at varying hours of the school day, including passing periods and lunch.

200____ to
Aug *Fire/Evacuation **Bus Evacuation Reverse Evacuation Lockdown Shelter-in-Place Off-site evacuation Sep Oct Nov

200_____
Dec Jan Feb Mar Apr May

**Elementary Schools: All students must participate in two (2) bus evacuations per year. **Middle Schools / High Schools: All students who ride the bus must participate in two (2) bus evacuations per year.

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Student Accounting and Release Form M: Assists in completing section 2.3 School name here: _____________________________________
Each school needs to establish a specific plan for student accounting and release. Use the following worksheet to describe how your school will account for students and staff in the building in the event of an evacuation. Teachers must carry roll books, grade books, or student attendance sheets when exiting the building during and evacuation. A staff roster should also be available to take during an evacuation.

1. List below steps or procedures staff will take to assure student or staff accounting (i.e., teachers report to team leader, who reports to Student Accounting and Release member of the schools Incident Command Team, who reports to Principal Incident Commander): _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ ______________________________________________________________________ 2. What procedures will be in place to release students to parents, guardians, or other designated adults during an emergency? If an alternate building location is chosen, consider a method for parent vehicle pick-up of students: _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ ________

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