WHY PREP FOR CRISIS?

When you think of School Safety??? School Crisis or Emergency Natural Disaster Chemicals in the Science Rooms Bullying Classroom Management Bus Driver Safety/ Pick-Up Drop-Off Playground/Lunchroom/Common Areas Disciplinary Codes Drills…fire, earthquake, lockdown, tornado School Resource Officers Drug Abuse, Gangs, Suicides, etc… Internet Safety, cyberbullying, sexting, social networking, etc…

Stats… K-12 School Shooting Statistics There have been 1,300 school shooting incidents since 1970. 2018 had the greatest number of incidents since 1970, with 82 recorded incidents. The next highest year was 2006 with 59 incidents. 2018 was the highest year for the number of victims killed, including the shooter, with 51 killed. California, Texas and Florida are the top three states in the U.S. with the most incidents. 669 incidents occurred outside on school property and 588 occurred inside the school building. Most school shootings occurred in the morning. The CHDS provided all of their K-12 school shooting statistics in graphs, tables and charts.

Stats… K-12 School Shooter Statistics In 691 incidents, the shooter was a current student at the school. In 1,130 incidents, there was one shooter. The shooter was male in 1,129 incidents and female in 57. There were 29 incidents where the shooter was a police officer/SRO. In 861 incidents, the shooter targeted specific victims.

Secret Service 10 Key Findings There is no profile of an Active Shooter but a Secret Service study identified 10 key findings for the development of strategies to address targeted school violence: There is no accurate or useful profile of students who have engaged in targeted school violence. Incidents of targeted violence at school are rarely sudden, impulsive acts. Prior to most incidents, other people knew about the attacker’s idea and/or the plan to attack. Most attackers did not threaten their targets directly prior to advancing the attack. Most attackers engaged in some behavior prior to the incident that caused others concern or indicated a need for help. Most attackers had difficulty coping with significant loss or personal failures. Moreover, many had considered or attempted suicide. Many attackers felt bullied, persecuted, or injured by others prior to the attack. Most attackers had access to and had used weapons prior to the attack. In many cases, other students were involved in some capacity. Despite prompt law enforcement officer responses, most shooting incidents were stopped by means other than law enforcement intervention.

Key Findings of the Phase II Study 1. The 63 active shooters examined in this study did not appear to be uniform in any way such that they could be readily identified prior to attacking based on demographics alone. 2. Active shooters take time to plan and prepare for the attack, with 77% of the subjects spending a week or longer planning their attack and 46% spending a week or longer actually preparing (procuring the means) for the attack. 3. A majority of active shooters obtained their firearms legally, with only very small percentages obtaining a firearm illegally. 4. The FBI could only verify that 25% of active shooters in the study had ever been diagnosed with a mental illness. Of those diagnosed, only three had been diagnosed with a psychotic disorder. 5. Active shooters were typically experiencing multiple stressors (an average of 3.6 separate stressors) in the year before they attacked. 6. On average, each active shooter displayed 4 to 5 concerning behaviors over time that were observable to others around the shooter. The most frequently occurring concerning behaviors were related to the active shooter’s mental health, problematic interpersonal interactions, and leakage of violent intent. 7. For active shooters under age 18, school peers and teachers were more likely to observe concerning behaviors than family members. For active shooters 18 years old and over, spouses/domestic partners were the most likely to observe concerning behaviors. 8. When concerning behavior was observed by others, the most common response was to communicate directly to the active shooter (83%) or do nothing (54%). In 41% of the cases the concerning behavior was reported to law enforcement. Therefore, just because concerning behavior was recognized does not necessarily mean that it was reported to law enforcement. 9. In those cases where the active shooter’s primary grievance could be identified, the most common grievances were related to an adverse interpersonal or employment action against the shooter (49%). 10. In the majority of cases (64%) at least one of the victims was specifically targeted by the active shooter.

Case Studies Activity Articles Intermediate/Middle Level High School Susan Klebold's O Magazine Essay High School Tragedy in Room 108 - School Shooting in Carter County, Kentucky Elementary School I Am Adam Lanza's Mother This Teacher thought it was a drill…

EMERGENCY PREPAREDNESS Five Missions Prevention …the capabilities necessary to avoid, deter, or stop an imminent crime or threatened or actual mass casualty incident. Prevention is the action schools take to prevent a threatened or actual incident from occurring. Protection …the capabilities to secure schools against acts of violence and manmade or natural disasters. Protection focuses on ongoing actions that protect students, teachers, staff, visitors, networks, and property from a threat or hazard.

EMERGENCY PREPAREDNESS Mitigation …the capabilities necessary to eliminate or reduce the loss of life and property damage by lessening the impact of an event or emergency. In this document, “mitigation” also means reducing the likelihood that threats and hazards will happen. Response …the capabilities necessary to stabilize an emergency once it has already happened or is certain to happen in an unpreventable way; establish a safe and secure environment; save lives and property; and facilitate the transition to recovery. Recovery the capabilities necessary to assist schools affected by an event or emergency in restoring the learning environment. Source: FEMA

THE LAW According to K.R.S. 158.162, each Principal shall discuss the emergency plan with all school staff prior to the first instructional day of each school year and shall document the time and date of any discussion.

THE LAW

THE LAW

Guidance Q&A

Worksheet ACTIVITY-Fill in Worksheet/Discuss

CREATING THE PLAN

FORMING THE TEAM School Principal is responsible for forming the Team and is the designated leader. Responsibilities (pg 31) Steps for Team Formation Staff Skills Inventory pg 58 Meetings Presentations each year Update and redo annually

FORMING THE TEAM What if… Sniper shoots from woods toward your parking lot? Chemical spill on the road out front? Person enters building and does not stop at office; could he/she have a weapon? Do students know what to do if they are in a bathroom and lockdown is called? Crisis happens during lunch? CPR person is a classroom teacher and CPR is needed? Earthquake after 3:00 and cafeteria workers are gone? Large Disaster and at school for 2 days (home plans?) Tornado and parent comes to take child home to trailer in the path of tornado What do you say to the Media if they ask you an ordinary question?

Impact Understanding the Impact of Large-Scale Disasters Schools must be prepared to rely on their own resources because assistance from others may be delayed, depending on the scope of an emergency.  Remember, for a large-scale event such as an earthquake or tornado, the same disaster that affects your school will also affect the surrounding community.  Experts advise that schools may be on their own for 3 or more days following a catastrophic disaster. All staff should be alerted in the planning phase that, in the event of such an emergency, they will be required to staff the school during this time.

Impact A large disaster may result in: Widespread telephone outage Road blockages and damage to roads and bridges Gridlock or congestion of roadways Loss or damage to utility systems Damage to local dams, especially earth fill dams Chemical or electrical fires Release of fuels and hazardous materials Flash flooding     

Impact Injuries and death may be caused by falling objects, fires/smoke inhalation, release of hazardous materials, flying debris, roof collapse, flooding and landslides.     The disaster that affects you also affects the community.       Fires, spills, damaged buildings, and search and rescue operations will overwhelm normal emergency response forces including police departments, fire departments and emergency medical services. It is important for school staff to develop personal and family emergency response plans because school personnel have moral and legal responsibilities at school should a disaster occur.  The family should anticipate that a staff member may be required to remain at school following a catastrophic event.

All Staff Have Responsibilities TEACHERS Teachers shall be responsible for the supervision of students and shall remain with students until directed otherwise.  They shall: 1.   Take steps deemed necessary to ensure the safety of students, staff, and other individuals in the implementation of Emergency Management Response Protocols. 2.   Direct students in their charge according to established Universal Emergency Procedures. 3.   Render first aid if necessary.  Selected school staff should be trained and certified in first aid, Automated Electronic Device (AED) use and CPR. 4.   Teachers must have their roll book with them. 5.   Take roll when the class relocates in the designated assembly area. 6.   Report missing students and staff to Student Accounting and Release (you may want to consider utilizing a colored card system to expedite this process). 7.    Assist as directed by the principal/incident commander.

All Staff Have Responsibilities SCHOOL NURSES 1. Provide first aid or emergency treatment as needed. 2. Communicate first aid and emergency treatment needs to emergency service personnel. 3. Assist as directed by the principal/incident commander. CUSTODIANS 1. Survey and report damage to principal/incident commander 2. Assist with implementing the Universal Emergency Procedures and Emergency Management Response Protocols as directed. 3. Control main shut-off valves for gas, water, and electricity and assure that no hazard results from broken or downed lines. 4. Assist in the conservation, use, and disbursement of supplies and equipment. 5. Assist as directed by the principal/incident commander. SCHOOL SECRETARY 1. Answer phones and assist in receiving and providing consistent information to callers. 2. Provide for the safety of essential school records and documents. FOOD SERVICE/CAFETERIA WORKERS 1. Use, prepare, and serve food and water on a rationed basis whenever the feeding of students and staff becomes necessary during an emergency. 2. Assist as directed by the principal/incident commander. BUS DRIVERS 1. Supervise the care of students if an emergency occurs while children are on the bus. 2. Transfer students to new location when directed by the dispatcher or authorized regulatory agency. 3. Follow procedures as directed by your transportation policy for emergency situations. 4. Assist as directed by the principal/incident commander.

Steps to Build the Team Steps Staff Skills Inventory Ask for Volunteers for the Team Make sure all areas of need are covered by team members Hold team meetings (fill vacancies as needed) Start to develop School Plan Conduct Formal Presentation to School Staff (Annually) Monthly Team Meetings, review protocols, data, issues Hold practice exercises, table tops, functional practice, etc… Practice, Assess, Review and Revise the Plan Build in Redundancy

Moral Responsibilities and Legal Aspects Schools are a vital community resource. School personnel have moral and legal responsibilities to all students in their care. Each school is responsible for students during day-to-day operations. After a disaster, schools may serve as the gathering place for hundreds of people who live or work nearby. In most cases, teachers and staff members will be required to remain at school until they are released by the Principal, Superintendent. This responsibility to students in a disaster should be covered in each individual’s employment contract. This policy recognizes the school’s obligation to keep students safe. Just as school personnel will rely on other members of the community to open blocked roads, repair utilities, and perform rescue work, etc., community members will rely on schools to care for children in their care.

Legal Aspects School officials with decision- making authority that neglect or avoid taking disaster safety precautions, may be found personally and financially liable for damages, injuries and deaths.

ICS Team Roles Title Role, Responsibility Incident Command: Principal Responsible for development of school’s plan and overall management of emergency situations; establish/manage Command Post; activate ICS; determine strategies to implement protocols and adapt as needed *Public Safety Liaison: SRO or Teacher Develop working knowledge of local/regional agencies; serve as primary on-scene contact for outside agencies assigned to an incident; assist in accessing services when need arises; document activities *Occupant Accounting Coordinator: AP or Guidance Counselor (Operations) Analyze school staffing to develop a Occupant Accounting and Release Plan (accounting from individual teachers to Occupant Accounting and Release to Command Post); implement plan in an emergency; develop and maintain Occupant Accounting Worksheet to document activities *Facility Access Coordinator: Chief Custodian (Operations) Monitor site utilities (electric, gas, water, HVAC); shut off only if danger exists or directed by IC ; assist in securing facility (locking gates and perimeter doors, posting yellow caution tape as needed, etc.); establish secondary toilet facilities in event of water or plumbing failure; request needed supplies from Logistics; document activities *Triage Coordinator: Nurse CPR/First-aid trained designee, if the nurse is not available (Operations) Establish medical triage with staff trained in first aid; provide CPR and conduct CPR training; provide/oversee care given to the injured; distribute supplies (gloves, bandages, etc.); request additional supplies from Executive Support Team; establish and maintain first-aid supply box; develop plan to address management of student medications/treatments; document activities

ICS Team Roles Title Role, Responsibility Media Liaison: Language Arts or English Teacher (PIO) Develop relationship with local media representatives; prepare media releases; establish media center near Command Post; coordinate information with IC and EST; document activities Community Liaison School Secretary Communicate with parent groups and parents on the Release Plan; collaborate with the Occupant Accounting Coordinator to properly identify parents and adults identified as emergency release personnel; document activities Counseling Coordinator: Guidance Counselor (Operations) Provide and access psychological first aid services for those in need (working with Operations: Medical); access Crisis Teams, coordinate local/regional providers for ongoing crisis counseling for students, staff and parents; document activities Supplies Coordinator: Teacher/Cafeteria Manager (Logistics) Establish and maintain ―School Emergency Response Team Toolbox‖ (batteries, etc); coordinate access to and distribution of supplies during an emergency; monitor inventory of supplies and equipment; coordinate the rationed distribution of food and water (prolonged emergencies); document activities Transportation Coordinator: AP or Teacher (Logistics) Establish emergency transportation of students and staff through established procedures; coordinate pickup locations; document activities Floor Wardens: If applicable – Not a Teacher (Operations) Upon activation of an alarm or universal emergency response floor wardens should quickly tour their assigned floor and alert all occupants of the appropriate response. Particular attention should be paid to isolated offices and individuals needing special assistance. Report status and use of Areas of Refuge to the IC.

There should always be at least one back-up (redundant) person for each function or position.

Staff Skills Inventory   All staff fill out at the beginning of the year.

Who’s on the Team Activity

Who’s on the Team

PREPPING FOR CRISIS Student/Staff Needing Assistance Hazard Hunt (http://www.ncef.org/content/mitigating-hazards-school- facilities) Assembly Areas Memorandum of Understanding (sample)

Levels of Crisis Activity

DRILL LOGS School Accountability and Release Schedule for Emergency Operations Training Drill Schedule and Log Team Toolbox Classroom Response Kit

Toolbox/Response Kit Team Toolbox Classroom Response Kit

Local/Regional Emergency Response 911 SRO Contact Police/Sheriff Ambulance Fire Hospital Mental Health

COMMUNICATION Prior to the incident

COMMUNICATION Dealing with Rumors Technology Strategies with Parents and Community Sharing Information with Parents Communicating with the Media

Sample Emergency Letters: Arson Assault Bomb Threat Phone Call Bomb Threat Written Message Bus Emergency Infectious Diseases Lockdown-External Threat Lockdown-Internal Threat National Tragedy (revised for state or local) Staff member Death Student Death- Accident Student Death- Car Suicide Weapon

Universal Procedures Big Sheet Activity

After Action Report Fill out after every drill or incident. Review and learn from each event.

EMERGENCY OPERATIONS Emergency Response Protocols School Response Team Evaluates hazards and places them in probability order. Reviews protocol by level of probability and completes full school specific protocol Move to next protocol and continue process. Emergency Response Protocols

Bomb Threat Sample Protocol Train Secretaries

Assessment of Threat Eight page section Sample

RECOVERY Key Components of Recovery Add to this section, various resources you have found helpful.

Emotional Recovery

Academic Recovery

Physical/Structural

Business/Fiscal Recovery

DATA COLLECTION

DATA SOURCES After Action Reports Counselor Data Referrals Disciplinary Reports Infinite Campus Special Education Report Antidotal Teacher Communications Tips (face to face or tipline) Etc…

Programs in Place Activity –through out the training What programs are in your school which add to your school’s safety? Discuss by school level

Revisit What if… Sniper shoots from woods toward your parking lot? Chemical spill on the road out front? Person enters building and does not stop at office; could he/she have a weapon? Do students know what to do if they are in a bathroom and lockdown is called? Crisis happens during lunch? CPR person is a classroom teacher and CPR is needed? Earthquake after 3:00 and cafeteria workers are gone? Large Disaster and at school for 2 days (home plans?) Tornado and parent comes to take child home to trailer in the path of tornado What do you say to the Media if they ask you an ordinary question?