6. RECOVERY
6.4. Provide Stress Management During Class Time
Ongoing opportunities for children to talk about or otherwise express their fears and concerns (letter writing; poetry, pictures, stories, etc.) should be identified as
they may have more questions as time passes. The CRT should be watchful for any children and/or staff who continue to need additional support and should conduct outreach to homes if necessary. Trauma experts emphasize the
need to create a caring, warm, and trusting environment for students following a crisis. Allow students to talk about what they felt and experienced during the traumatic event. Appropriate group intervention may be beneficial to students and staff who experience less severe reactions to the crisis. By using a team approach to crisis response, the students and staff will be helped by:
Reducing the fear and anxiety that accompany the death of a student or staff member.
Educating them to the dynamics of grief and preparing them for what they might experience.
Providing an opportunity to express their feelings in an accepting environment.
Group interventions should be age appropriate.
6.5 Conduct Daily Debriefings for Staff and Others Assisting in Recovery
Page 31 of 74 It is important to ensure those providing ―psychological first aid‖ is supported with daily critical incident debriefings. Debriefings help staff to cope with their own feelings of vulnerability.
6.6 Take as much time as needed for recovery.
Expect recurring moments of grief, depression, concern. Recovery is not linear. Grief and loss are processes filled with ups and downs and individuals recover from a crisis at their own pace. Depending on the traumatic event and the individual, recovery may take months or even years.
6.7 Remember anniversaries of crisis
Many occasions will remind students, staff, and families about crises. The
anniversary of a crisis will stimulate memories and feelings about the incident. In addition, other occasions may remind the school community about the crisis,
including holidays, returning to school after vacations and other breaks, as well as events or occasions that seemingly do not have a connection with the incident.
6.8 Plan for offers for assistance from Outside the School Community
Following a crisis, offers for assistance may be received from service providers within the community and from outside the school community. Planning for emotional recovery involves establishing key community partnerships, developing policies, providing training and developing a memorandum of agreement (MOA) with service providers. To the extent possible, credential and certify those that will be used during recovery. With prior planning those with appropriate skills and certifications may be tapped to assist in recovery. This will help district and school personnel coordinate activities of the community service provides and see that District procedures and intervention goals are followed.
6.9 Academic Recovery
It is essential for school administrators to recognize that recovery is a long-term process of supporting normal people who have experienced abnormal stressors. Initially, individuals may be in shock and may require support to meet basic physical and social support needs. Restoring structure and routine is the key purpose of Academic Recovery and a quick return to ―a normal school day‖ will enhance the healing process; therefore the first order of business following a crisis is to return students to learning as quickly as possible.
6.10 Short Term Academic Considerations include:
Can the school remain open?
Do alternate sites need to be considered? Is the use of portable classrooms a possible solution?
Can the school routine be maintained? Modified? Are half-day sessions an option?
Will transportation schedules have to change?
Establishment of alternative teaching methods for students unable to return immediately to classes.
Page 32 of 74 Determination of the status of all staff members; including:
-Who-if-any have been killed?
-Who is injured and unavailable?
-Who has significant family trauma (injuries, death, property damage, etc.)?
-Call for substitutes as necessity demands.
-Determine status of student body (number of deaths, injuries, missing, etc.).
Administration/staff should be briefed as soon as possible regarding academic routines and information on events and the plan should be communicated with parents/guardians.
6.11 Long Term Academic Considerations
In the months and years that follow a critical incident, individuals may require additional assistance and continued academic support. These considerations may include:
Arrangement for homebound/tutoring services for students unable to attend school.
Encouragement and support for students in the hospital.
Rearrangement of tests or assignments.
Assessment of ―lessons learned‖ and incorporation of them into revisions and trainings.
6.12 Physical/Structural Recovery
In the aftermath of a crisis, buildings and grounds may need repairing, repainting and/or re-landscaping. Restoring facilities to enable the educational operations is an essential part to the planning process. Relocation of educational services and administrative operations may be necessary. Communication will be key with all stakeholders; students, staff, parents and community. Considerations for Physical Recovery may include:
Assemble a Damage Assessment Team and assess the building/structural component.
Determine whether or not parts of a building/school site are usable and if there is sufficient reason to attempt to hold school/business operations on site. Ensure human safety at all PCS sites.
If you determine that school/business operations cannot be held on site, examine the alternatives.
Isolate and barricade all hazardous areas and request qualified technical assistance to evaluate all areas carefully.
Resume transportation and food services.
Determine availability of the equipment and supplies.
Evaluate the availability of the following services:
>Utility Services (electrical, gas, water, sewer, etc.).
>Telephone and data service
● Set up a plan for cleaning up the entire facility-if it is usable.
Plan for repairs or securing areas as appropriate.
6.13 Financial Considerations:
Develop a cost detail for:
Page 33 of 74 ﭸ Disaster response expenses.
ﭸ Building repairs (Detailed records are required in order to get reimbursement for loss, contents replacement loans and loans for reconstruction).
ﭸ Replacement of lost materials and equipment (make sure all inventories of equipment and materials are up-to-date at all times).
ﭸ Damaged items not covered by insurance policies.
Document all damage before clean-up begins via survey reports, videotaping and photographs. Document day, date and time on all videotapes and photographs.
6.14 Evaluate Recovery for Continuous Improvement
Evaluating recovery efforts will help prepare for the next crisis. Conduct brief interviews with responders, families, teachers, students, and staff. Focus groups may also be helpful in obtaining candid information about recovery effort.
Page 34 of 74
SPECIFIC RESPONSE
PLANS
Page 35 of 74
SPECIFIC RESPONSE PLANS
INDEX
Aircraft Crash Suicide Attempt at School
Air Pollution Alert Suicide Ideation Potential Expressed at School
Angry Student/Parent/Employee Suspicious Package/Letter
Animal Disturbance Tornado Warning
Armed Intruder in the Building Utility Failure
Bomb Threat
Chemical Spill
Death of a Student
Explosion/Risk of Explosion
Fire
Gas Leak
Grief and Loss Affecting The School Community
Hazardous Materials Release
Kidnapping
Lockdown
Missing Student
Nuclear Emergency
Pandemic Influenza
Rape/Sexual Assault
School Bus Accident
Serious Medical Emergency/Injury
Page 36 of 74 AIRCRAFT CRASH
Emergency response to an aircraft crash will depend on the size of the aircraft, nature of the crash, and proximity to the school. If it is safe to remain inside the building, all students should be kept in the school under supervision. The crash may also result in an explosion, chemical spill or utility interruption.
Aircraft Crashes INTO The School Administration:
Call 911.
Determine immediate response procedures, which may include evacuation to School‘s reunification site.
Notify District Superintendent, who will be in contact with Emergency Management Coordinator.
Contact First Responders and arrange for first aid treatment and removal of injured occupants from building.
Secure area to prevent unauthorized access until the Fire Department arrives. Ensure that students and staff remain at a safe distance from the crash.
Account for all building occupants and determine extent of injuries.
Do not re-enter building until the authorities provide clearance to do so.
Notify Crisis Management Team.
Begin to form a Crises Response Team.
Teachers/Staff:
Notify Site Administrator/Principal.
Move students/staff away from immediate vicinity of the crash.
EVACUATE students/staff from the building using primary and/or alternate fire routes to a safe assembly area (School‘s Rally Point – if safe) away from the crash scene. Take class roster/nametags and emergency ―Response Kit‖.
Check school site to assure that all students have evacuated.
Take attendance at the safe Rally Point.
Report missing students to the Principal /designee and emergency response personnel.
Maintain control of the students a safe distance from the crash site.
Assist First Responders with caring for the injured, if any.
Escort students back to the to the school site when emergency response officials have determined it is safe to return to the building or accompany students to Reunification Site and assist with student\parent\guardian reunification process.
Page 37 of 74 Aircraft Crashes NEAR School
Administration:
Call 911.
Initiate SHELTER IN PLACE, if warranted.
Ensure that students and staff remain at a safe distance from the crash.
Notify District Superintendent.
Fire department officials will secure area to prevent unauthorized access. Do not enter affected areas until the appropriate authorities provide clearance to do so.
Teachers/Staff:
Notify Site Administrator/Principal.
Move students away from immediate vicinity of the crash.
Remain inside with students unless subsequent explosions or fire endanger the building.
Page 38 of 74 AIR POLLUTION ALERT
Severe air pollution may affect students and staff who are susceptible to respiratory problems.
The Air Quality Index format focuses on the health effects of breathing polluted air. The AQI is like a yardstick that runs from 0 to 500. The higher the AQI value, the greater the level of air pollution and health risk. A specific color has been assigned to each AQI category to make it easier to quickly understand the significance of air pollution levels.
Administration:
Develop and maintain a file of students who have or are susceptible to respiratory problems.
When notified by the district office or news media of a Quality Air Index Value Orange, or greater, advise all staff to stay indoors and minimize physical activity.
Teachers/Staff:
When notified by Administration of Quality Air Index Value Orange, or greater, to the extent possible, remain indoors with students.
Minimize physical activity.
Keep windows and doors closed.
Page 39 of 74 ANGRY STUDENT/PARENT/EMPLOYEE
Threats may be verbal threats to do harm to a person or persons, property, or self. Threats may also be inferred from behaviors or observations of a person‘s words, writing, drawing, demeanor, or appearance. Threats may be inferred from third party statements (one person may tell another that someone may do something harmful) and even from anonymous tips and hints. Threats may include anonymous writing, notes, or drawings.
If threatened by an angry student, parent or staff member:
Approach and greet person. Look for visitor‘s pass and determine if the person had a legitimate reason to be on campus.
Use non-violent crisis prevention techniques:
Remain calm.
Be courteous and confident.
Do not touch.
Stay at a responsible distance.
Listen. Allow the person time to vent.
Leave the door open or have another staff member join you.
Avoid blame. Focus on what can be done.
Keep it simple-be clear and direct.
Watch your body language.
Use silence.
Watch your tone, volume, cadence and voice inflection.
Use reflective questioning. Ask, “How can we work together to solve this?”
If needed, politely ask the person to leave and return at a particular appointment.
If the person does not leave, call for assistance from another staff member.
Determine level of threat and notify law enforcement as needed.
If a parent or student threatens you
Assume threat is serious and report to the Site Administration any suspected threat or concern about a danger; this includes threats reported by a student or parent or other community member.
If threatened in the classroom, notify the main office.
Send students out of the classroom.
Attempt to leave the room-give the person an excuse.
Notify the principal/site administrator or designee.
Obtain and complete the Threat Assessment Referral form located in the PCS Critical Incident Response Plan.
Return completed Threat Assessment Referral form to school counselor, principal or site administrator
Administration
Follow the PCS Guidelines for Disciplinary Actions
Page 40 of 74 ANIMAL DISTURBANCE
This procedure should be implemented when the presence of a dog or any other wild animal threatens the safety of students and staff.
Administration:
The Site Administrator will determine and initiate appropriate Immediate Response Actions.
o If the animal is outside, keep students inside and institute a LOCKDOWN.
o If the animal is inside, initiate an EVACUATION outside to a protected area away from the animal.
Call 911.
Contact First Responders and arrange for first aid treatment, as needed.
Teachers/Staff:
Upon discovery of an animal, staff members will attempt to isolate the animal from other students/staff.
If the animal is outside, students/staff will be kept inside Notify Site Administrator/Principal.
Safety Tips for Dealing with Unfriendly Dogs
When confronted by a dog that appears unfriendly it is very important to keep a cool head. The first instinct is often "scream and run", DO NOT DO THIS. Instead, using a loud, firm voice, tell the dog to "go home". If he doesn't leave, don't panic. Observe what it is doing. Is it just watching you, curiosity in his posture (ears perked, tail wagging, relaxed stance)? If this is how he looks, just walk away calmly. Again, do not run.
Is he standing in a threatening manner? Ears lay back along his head, his body tense, and his tail up (may or may not be wagging slowly, don't be fooled): this is a threatening posture.
Tell him to "Go lay down" in a firm voice, do not yell, do not scream. Any sudden move on your part may trigger an attack.
Start to walk away slowly.
Do not make any sudden moves.
Do not stare directly at a dog that appears unfriendly as a dog interprets a direct stare as a threat. Do not run away; wave your arms or move in a way that may challenge the dog to defend itself.
Instead:
Blink your eyes slowly and yawn (these are calming signals for dogs).
Turn your head to the side and stand still with your arms at your side.
Do not turn your back on the dog. Walk away backwards or sideways.
If you believe it is a full on attack reach down and pick up a hand full of stones, book or whatever and throw it at the dog.
If that fails grab your clip board, book bag or whatever, and offer it to the dog keeping it well away from your body. If the dog is truly aggressive he will grab the object and hold
Page 41 of 74 on, do not let go of the object, if you do he will soon realize that it is not you and will likely attack again.
Only strike the dog as a last resort, when a dog is in attack mode pain can incite them more.
Never try to kick the dog when he is facing you (it's reported that a dog can bite ten times before we can respond).
If he starts to advance on you, and lunges, drop into a "turtle" position, cover your face and head with your arms, keep your legs together, and pull your knees up. Make your body into the shape of a stone or a big ball. Don't get up and don't move until the dog has gone away.
Yell for help.
Page 42 of 74 ARMED INTRUDER IN THE BUILDING
Administration:
Activate lockdown procedure (see your site‘s Critical Incident Response Plan) Call 911 and provide all known details:
Number of intruders and any description Number of known hostages
Type of weapon used Any demands made
Number of known students/staff injured Description of area
Staff should remain on the phone to provide updates and additional information.
Assume command in the office, if safe to do so.
Retrieve Critical Incident Response Kit (black box).
Account for all students/staff/visitors.
Wait for law enforcement who will initiate Rapid Deployment per State Guidelines.
Notify Superintendent/designee. Public Information Officer should instruct parents to report to a staging area NOT on the school‘s campus.
Notify Transportation Director to stop all in-bound buses.
Place District Recovery Team on Alert.
Teachers/Staff:
If you see an armed intruder or hear gunshots; immediately go into lockdown and notify the Main office.
In every instance all staff should think and react first with the safety and well being of students, faculty and others in mind.
Keep the students quiet and calm.
Assess the situation: weapons used, number of students injured or held hostage Avoid confrontation with the intruder.
In the event an intruder enters the area and begins shooting, the teacher/staff should instruct students to leave the area.
Further instruct the students to leave the building or run to another location that can be locked.
Report any missing students/staff to the principal/site administrator/designee.
Page 43 of 74 BOMB THREAT
Call Taker: In the event that a bomb threat is received at any PCS site proceed with the following guidelines:
If the bomb threat is received via telephone; use bomb threat checklist located beside each secretary‘s telephone. (See Bomb Threat Checklist - Appendix)
Ask where the bomb is located, when will the bomb go off, what materials are in the bomb, who is calling, why is caller doing this. (See Bomb Threat Checklist)
Listen closely to caller‘s voice and speech patterns and to noises in background.
Notify the Site Administrator or designee, but no one else.
Use Call Trace Instructions (see appendix) to trace call if/when caller hangs up.
Administrator:
Site Administrator or designee will immediately notify Law Enforcement by calling 911.
Staff should remain on the phone to provide updates and additional information.
Notify the district Superintendent/designee.
Ensure staff who received the call completes the Bomb Threat Checklist and gives to Law Enforcement official.
Arrange for person who found a suspicious item to talk with Law Enforcement official.
Ensure that no one re-enters the building(s) until Fire or Law Enforcement personnel declare them safe.
Ensure that Two-way Radios and Cell Phones are NOT used until the incident is over.
The Site Administrator will notify staff and students of the termination of the emergency and to resume normal operations.
The Site Administrator and Law Enforcement agency will make a decision to:
Check grounds for possible threat and evacuate immediately.
Law Enforcement Search the building and Evacuate if warranted.
If the decision to evacuate is made, the Site Administrator will ensure that all teachers/staff have been notified and direct students and staff:
―DO NOT take personal belongings, coats or backpacks.‖
―Teachers and staff will leave their windows and doors open when exiting.‖
The Site Administrator will ensure that all students/staff are evacuated to a safe distance outside the PCS facility a MINIMUM of 500 Feet. Consult with Fire and Law
Enforcement officials to determine if this distance needs to be increased.
Should students need to be taken off campus, consider using Activity or spare buses
Should students need to be taken off campus, consider using Activity or spare buses