school emergency management plan & fire safety plan. · 2016. 10. 3. · school emergency...

SCHOOL EMERGENCY Management Plan & Fire Safety Plan. Updated Sept.23, 2016

Sackville Heights Elementary School 1225 Old Sackville Rd., Lower Sackville, Nova Scotia B4E 3A6

Office: (902) 869-4700

Fax: (902) 869-4703

E-mail: [email protected]

Website: www.shes.ednet.ns.ca

Contents

Emergency Plan Distribution List ............................................................................................................... 1

Emergency Contact Information ................................................................................................................. 2

Definition of Emergency .............................................................................................................................. 4

Designation of the Person-in-Charge .......................................................................................................... 4

Evacuation .................................................................................................................................................. 5

Assessment ............................................................................................................................................................. 5

Implementation ...................................................................................................................................................... 7

Decision to Re-enter/Relocate ................................................................................................................................ 8

Duties ..................................................................................................................................................................... 8

Relocation ................................................................................................................................................. 10

Assessment ........................................................................................................................................................... 10

Implementation .................................................................................................................................................... 10

Duties ................................................................................................................................................................... 10

Lockdown .................................................................................................................................................. 15

Assessment ........................................................................................................................................................... 15

Implementation .................................................................................................................................................... 15

Duties ................................................................................................................................................................... 15

Hold and Secure…………………………………………………………………………………………………….17

Expansion ................................................................................................................................................... 19

Assessment ........................................................................................................................................................... 19

Implementation .................................................................................................................................................... 19

Duties ................................................................................................................................................................... 19

Hazard Specific Planning…………………………………………………………………………………20

Bomb Threats and Suspicious Packages: Specific Procedures ............................................................................ 20

Hazardous Substance Release: Inside the School ................................................................................................ 23

Hazardous Substance Release: Outside the School ............................................................................................. 23

School Bus Accident/Incident ............................................................................................................................... 24

After-Hours School Usage ................................................................................................................................... 25

Extended Isolation (Shelter-in-Place) .................................................................................................................. 25

Off-Site School-Related Emergency ..................................................................................................................... 25

Appendices…………………………………………………………………………………………………26

A. School Profile and building information ......................................................................................................... 26

B. Evacuation Routes ........................................................................................................................................... 31

C. Local Hazards Assessment .............................................................................................................................. 33

D. Off-Site Emergency Plan ................................................................................................................................. 33

E. Communications Plan ...................................................................................................................................... 33

G. Evidence Preservation for Schools .................................................................................................................. 41

General Guidelines For School Staff ................................................................................................................... 42

H. School Emergency Management Kit Contents ................................................................................................ 43

I. Classroom Emergency Management Kit Contents ........................................................................................... 43

J. Building Tenant Information ............................................................................................................................ 44

Appendices - Quick Guide…………………………………………………………………………………….43

SCHOOL EMERGENCY MANAGEMENT PLAN—Template

1

Emergency Plan Distribution List Copy # Person/Agency Location

01

Principal

Kim Michaud

Principal’s Office 902-869-4700, extension 222 (c.902-219-4214)

02

Vice-Principal

Lynn Doyle

Vice-Principal’s Office 902-869-4700, extension 223 (c. 902-476-5237)

03

Administrative Assistant

Shelley Kennedy Main Office 902-869-4700, extension 0

04

Support Staff Cindy Hunter

Chief Custodian’s Office, Main Floor 902-869-4721

05

School Board Halifax Regional School Board

90 Alderney Drive Dartmouth, NS B2Y 4S8 902-464-2000

06

Emergency Management Organization EMO, Dartmouth Zone

1-866-424-5620 (24 hour telephone number)

07

Primary Relocation Site United Baptist Church

1240 Old Sackville Rd, Middle Sackville B4E 3A6 902-865-3681

08

Secondary Relocation Sight Vineyard Church Alternate Relocation Sight Sackville Heights Junior High School

1129 Sackville Dr, Middle Sackville, NS B4E 3C8 902-864-4652 956 Sackville Drive, Lower Sackville B4E 1S4 902-869-3800

09

School Liaison Officer N/A

RCMP Lower Sackville Detachment 902-864-6000

10 Scotia Learning Mark Grant, Manager

902-423-4000 (Cell 902-476-8855)


2

Emergency Contact Information A list of individuals and organizations that assist in an emergency

should be prepared on a separate sheet of paper and placed in

the emergency management kit so that the person assigned can

immediately begin to make phone calls to those on the list. Your local emergency

management agency can recommend other agencies that

can be called during an emergency. Please note that any volunteers

enlisted to assist during an emergency should be pre-screened and

that the volunteers on the school’s list must receive training before becoming

responsible members of the emergency management team.

Some phone numbers to have on hand include:

school board emergency management team

Canadian Red Cross

clergy, including law enforcement chaplaincy

parent volunteers trained to help fellow parents receive

information, answer questions, and maintain calm at the

relocation site

Staff and visitors must wear HRSB

ID tags, available from the office.


3

Position Name Phone Numbers

Police/Fire/EHS EMERGENCY Dispatch 911

Police/Fire/EHS Non-Emergency Dispatch 902-490-5020 Police 902-720-5000 RCMP

Principal Kim Michaud 902-869-4700, ext. 222 Cell: 902-219-4214

Vice-Principal Lynn Doyle 902-869-4700, ext. 223 Cell: 902-476-5237 Home: 902-252-5053

School Administration Supervisor Isabelle Obeid Office: 902-464-2000, ext. 4439 Cell: 902-719-5584

Regional Supervisor – Operation Services

Wayne Clarke 902-464-2000, extension 5113

Manager—Occupational Health & Safety

John Swales 902-464-2000, extension 2204

Coordinator, Communication Services

Doug Hadley 902-464-2000, extension 2226

Emergency Management Organization (EMO)

Barry Manual 21 Hope Ave. Dartmouth N.S. B2Y 4R4

911 OR 902-490-3573

School Liaison Officer N/A 902-864-6000 Sackville Detachment

Bus Transportation Stock Transportation 902-481-8400

Poison Control IWK – HRM 911 OR 1-800-565-8161

Canadian Red Cross Halifax - General Inquires 1-877-356-3226

Board Crisis Team Pam Nicholson-Comeau

902-464-2000, extension 4380

IWK Hospital Emergency Dept. 902-470-8050

Cobequid Hospital Emergency Dept. 902-869-6100

Vineyard Church Glen Lucas O. 902-864-4652

United Baptist Church Christopher Drew O. 902-865-3681 C. 902-452-5871

Scotia Learning Mark Grant 902-476-8855 (cell)


4

Definition of Emergency Emergency: an emergency is defined by the Nova Scotia Emergency Management

Organization as “an abnormal situation which, in order to limit danger to people or

damage to property or environment, requires prompt action beyond normal

procedures.”

Designation of the Person-in-Charge The principal (Ms. Michaud) or her designate (VP, Mrs. Doyle) will be known as

the person-in-charge and will have full authority within the provisions of this plan

in addition to the other responsibilities of his or her office. A predetermined chain

of command will be established should the principal not be available to delegate his

authority.


5

Evacuation - - (exiting the building)

Assessment

Students exit the building according to the “Fire Evacuation Plan” below and

reassemble on school’s basketball court.

Fire: If a fire alarm sounds, all students, staff, and visitors will follow the following

trained procedures:

Sackville Heights Elementary School

Fire Evacuation Plan

The directions below from this Evacuation Plan are posted in each room. A school floor plan is

posted in each room, with appropriate directions for that room, taken from the chart below. Each

student with physical disabilities has been assigned an adult for evacuation purposes.

Before leaving classroom:

Get students into a line that you can direct.

Pick up your parent contact sheets / bus dismissal sheets.

The door must be closed behind you.

Proceed in a quiet, single file to Exit doors and gathering area. In the event an exit is blocked,

the leader should raise their hand to signal the class to turn around and go quietly to the next

nearest exit.

Assembly Area: All students, staff and visitors use side basketball court.

Classes line up in rows for teachers to conduct attendance.

Staff Floor Marshalls (to double check all rooms and then report to person in charge outside):

Upstairs – Linda MacMillan;

Downstairs – Wayne Mayo

Note: The school elevator is not to be used.


6

Room Exit Directions Library Back of room exit

Turn right

Turn left and go out side exterior exit door

Music Room Back room exterior exit

Turn right on playground and walk around

building

Resource Room Turn right

Proceed along hallway go downstairs

Use side exterior exit door

Learning Support Offices (Upstairs)

Go straight down hallway

Proceed downstairs


Staffroom Go straight down hallway

Proceed downstairs


Gymnasium Turn right

Use front entry doors

Alternate: rear exterior gym door

Cafeteria/Excel Turn right

Use front entry exterior exit doors

Alternate: rear exterior cafeteria door

Grade 4/5 Room

Turn left

Turn left at hallway

Use rear exterior exit door

Learning Centre/Primary Pod (Downstairs)

Turn right


Main Office Turn left

Use front entry exterior exit doors

Alternate: Use side exterior exit door

Grade Primary/1 Pod (Downstairs)

Walk directly into hallway

Use front entrance / exit door

Grade 1, 2 and 3 Pod (Upstairs)

Turn left into hallway


Grade Four and Five Pod Classrooms (Upstairs)

Turn right

Proceed downstairs

Use side stairwell exterior exit door

Note: Wheelchair Refuge Station top of rear

stairs, second floor. Notify fire chief upon

arrival.


7

Caretaker’s Office

Turn right

Turn left at hallway

Use rear exterior exit door

Attendance check and notifying administration:

Our Resource teacher checks all bathrooms and rooms on the top floor, and then reports to

the Principal.

Our Caretaker checks all bathrooms and rooms on the bottom floor, and then reports to the

Principal.

Our school secretary checks the office “Sign-In Book” regarding visitors.

Check that all of your students are present with you – or confirm their location. Example:

your students were in Music, one student was in washroom or Resource. If your class is in

specialist area, join them.

o Once you can account for every student, send a “classroom runner” to report “All

Clear for Grade ” to Principal, Ms. Michaud (or designate)

Further directions will come from Administration to the classes.

Other Emergency: In the event of another type of emergency, the person-in-

charge will assess the situation and determine if an evacuation is warranted.

Implementation

Fire: If a fire is suspected within the building, all staff, students, and visitors

persons have the responsibility to sound the fire alarm.

Other Emergency: In the event of another type of emergency, the person-in-

charge will give clear directions to the students, staff, and visitors on the safest

means of leaving the building.

Announcement: Once an emergency is identified, the person-in-charge will

announce the evacuation by the safest and most expedient means. If a specific area

of the building is determined to be unsafe for any reason, the person-in-charge may

choose to give directions for alternative exits. If the person-in-charge chooses to use

the PA system to announce the evacuation, he or she should use plain, clear

language (no codes), with specific directions. For example,

“Attention. Everyone must leave the building immediately and assemble at your

fire drill relocation points.”

In the event of a bomb threat, the person-in-charge may include the direction:

“Take your backpack if you have it with you.”

Alternate Exits: (Include alternate exists to be used if usual exits

are unsafe.)

Evacuation Procedures Outside of the Classroom: (Include evacuation

procedures during lunch, assembly, etc.)


8

Decision to Re-enter / Relocate

Once the evacuation is complete and all occupants are accounted for, the person-in-

charge will consult as appropriate with responding emergency services and/or the

school administration supervisor on whether to re- enter the building, relocate to

another site, or dismiss.

The decision to re-enter the building will follow the re-entry procedures used

during fire alarm drills.

If the person-in-charge decides to relocate, he or she will follow the procedures as

listed under the Relocation section of the school emergency management plan.

Duties

Person-in-Charge

decides on the safest means of evacuating the building

announces an evacuation and gives simple, clear directions

contacts 911 to request assistance as appropriate

contacts the emergency answering service or the appropriate school board staff

person as soon as practical

directs staff to assist in the most appropriate manner

puts on the provided safety vest to ensure other-agency recognition

leaves the building and reports to the predetermined assembly point

ensures that all students and staff have left the building and are accounted for

liaises with the responding emergency services

speaks with the media as required

determines if students and staff should relocate to another site

OR

announces that students and staff should re-enter the building


follows the directions of the person-in-charge

brings the following items:

- emergency management kit

- list of that day’s class trips

- list of that day’s substitute teachers

- visitor sign-in sheet

- staff sign-in/sign-out sheet (if applicable)

- student medications


9


Teachers/Classroom Assistants

follow the directions of the person-in-charge

bring the classroom emergency management kit

bring the class attendance sheets

supervise students during evacuation

assist special needs students as required

open blinds and close windows

close doors after the last person has left

leave the building and report to the predetermined assembly point

take class attendance and report the information to the

person-in-charge

Maintenance Staff


check washrooms and other areas to ensure that everyone has left

check to ensure that classroom doors are closed


report to the person-in-charge for further directions

Students

follow the directions of their class teacher

remain calm and quiet


Visitors/Tenants

follow directions of the person-in-charge



10

Relocation ((moving off-site)

Assessment

If the school is evacuated, the person-in-charge will assess the situation and

determine if it is necessary to move the students and staff to a relocation site.

The person-in-charge may decide to relocate at the time of the evacuation or after

information has been received that indicates that the evacuation may be prolonged.

Sackville Heights Elementary School has four options for relocation, depending on

the nature of the emergency, directions from emergency responders and weather

conditions at the time:

Plan “A” – United Baptist Church parking lot, located across the street;

Plan “B” – Vineyard Church, corner of Sackville Drive and Millwood Drive;

Plan “C” – Sackville Heights Jr. High;

Plan “D” – Millwood High School.

Implementation

On making the decision to move the students and staff to a relocation site, the

person-in-charge will issue the directions to do so either by using a megaphone or

by sending messengers (if it is safe) to each class teacher.

Duties

Person-in-Charge

announces the relocation and gives precise directions


contacts the emergency answering service or the appropriate school board staff

person as soon as practical

Directs Stock transportation to Relocation site if needed


puts on the provided safety vest to ensure other-agency recognition

contacts the school administration supervisor to request transportation if required



monitors the movement of students and staff

decides when and how students will be dismissed


11



advises the receiving facility of the impending arrival

brings the following items:

- emergency management kit

- list of that day’s class trips

- list of that day’s substitute teachers

- visitor sign-in sheet

- staff sign-in/sign-out sheet (if applicable)

- student medications



bring the classroom emergency management kit

bring the class attendance sheet

supervise students during the relocation


on arrival, confirm that all students are present

Maintenance Staff


report to the person-in-charge on arriving at the relocation site

Students

follow the directions of their class teacher


Visitors/Tenants


report to the person-in-charge on arriving at the relocation site

Baptist Church

parking lot Vineyard Church


12

Note: Secretary can call our lunch monitors to accompany students, if needed..

Route to alternate gathering area Plan “A” – Baptist church parking lot

Students and staff will proceed from the initial assembly point of the playground

basketball court across the front parking area. They will then turn right and

proceed across the road in an orderly fashion along the left hand side of the road.

The students and staff will then turn left into the church parking lot. They will

then reassemble in lines according to grade and class.(distance: .1 km)

Route to alternate gathering area, Plan “B” - Vineyard Church

Students and staff will walk along the back path to Sackville Drive Then they will

walk along that sidewalk, across the Lucasville Road and then along the sidewalk

to the intersection of Sackville drive and Millwood Drive. There they will cross

over to the Vineyard Church located at that corner. This site is particularly good

if there is temporary relocation during bad weather. (distance: .4 km).

Route to Relocation Site, Plan “C” – Sackville Heights Jr. High School

Students and staff proceed along back walkway to Sackville Drive. They then walk

along Sackville Drive until they reach the entry way to the Junior High School.

(distance = 1.2 km)

Route to Alternate Relocation Site, Plan “D” – Millwood High School

Students and staff proceed along the back pathway to Sackville Drive. They walk

along the sidewalk until they meet the intersection with Millwood Drive. They

walk along that street until they encounter the entryway to Millwood High.

(distance = 1.6 km)

Sackville Heights Junior High


13

Main Floor of School


14

Upper Floor of School


15

Lockdown

Assessment

A lockdown may be conducted for a variety of reasons including but not limited to:

A violent or potentially violent incident inside the school

An unauthorized visitor with unknown intent

Initiating a Lockdown

The person-in-charge will communicate this to the students and staff by using either

the PA system, isolation alarm, classroom telephones, and/or messengers.

Announce the Lockdown with simple, clear directions:

“Attention all staff, initiate lockdown now.”

Repeat three times!

Initiate contact with 911 to request assistance as appropriate. (See EMP

template on page 34.)

Initiate contact with the HRSB emergency answering service, or appropriate

school board staff person, as soon as practical to inform them of the

situation and request assistance

Liaise with responding emergency services

Take all actions necessary to ensure the safety of students, staff and visitors

Duties

Person-in-Charge

decide on the level of isolation required and if it is necessary to have the teachers

position the students for safety

announce an isolation and give simple, clear directions

contact 911 to request assistance as appropriate

contact the emergency answering service or appropriate school board staff person

as soon as practical

direct staff to assist in the most appropriate manner

put on the safety vest, if appropriate, to ensure recognition

direct a staff person to meet the emergency responders at the identified entrance

if safe to do so


16

liaise with the responding emergency services

speak with the media as required

take all actions necessary to ensure the safety of students, staff, and visitors

determine if students and staff should evacuate

OR

Terminating a Lockdown

Give the all-clear signal indicating that the isolation has ended. It should be

communicated to each classroom individually by the person-in-charge or the

police using a master key to enter the room.



lock the doors to the administrative offices

assist with communications as directed

Teachers


confirm the presence of students against the attendance list

if directed to, “secure the building”

- if it is safe to do so, check the area immediately outside the classroom for

students and bring them inside

- lock the classroom doors

- turn off all lights

- ensure that all students remain in the classroom

- ensure that all students remain calm and quiet

- do not open the door unless directed to by the person-in-charge or the correct

means of identification is used by the person requesting entry

- decide if it is necessary to position students in the classroom for safety

- stand by for further directions

if not supervising students, report to the administrative office for directions from

the person-in-charge unless directed otherwise

Maintenance Staff


lock doors to all assigned rooms

if directed to “secure the building,” begin locking all exterior doors

in the event of an external environmental threat such as a chemical spill, turn off

the ventilation system and begin sealing all entrances with appropriate material


17

Students

follow the directions of the teacher

if there is no teacher in the classroom, close the door, take cover, and wait for the

all-clear signal

if unsupervised, quickly get to a supervised classroom if possible, otherwise take

shelter out of sight and wait for the all-clear signal

if in the washroom or change room, take shelter out of sight and wait for the

all-clear signal


Visitors/Tenants


remain in the room and assist staff as requested

Hold-and-Secure Assessment

Hold-and-secure may be conducted for a variety of reasons including, but not limited

to,

a fight inside or outside the school

an animal threat

a police action in the neighbourhood

a hazardous substance release outside the school (For additional information,

see the Hazard-Specific Planning section of the School Emergency

Management Plan: Planning Guide.)

Initiating a Hold-and-Secure

If the person-in-charge decides to initiate hold-and-secure, plain, clear language, with

specific directions, should be used. The script used should be distinct from that used to

initiate a lockdown.

For example,

“Attention all staff… the school is now in hold-and-secure.”

“Attention all staff the school is now in hold-and-secure.” “Attention

all staff, the school is now in hold-and-secure.”

Additional directions to staff and students may be added as appropriate, for example,

in the event of a fire alarm, “evacuate to the outside” or “remain


18

in the school until otherwise advised”

“movement is restricted, ignore class change bells”

“close blinds” or “turn off lights”

Terminating a Hold-and-Secure

The person-in charge will consult with the lead emergency response agency prior

to terminating the hold-and-secure if it was initiated in response to a call from

police or fire.

Terminating hold-and-secure may be done by the person-in-charge in

consultation with emergency responders by means of a general announcement

over the public address system.

Duties

Person-in-Charge

Announce the lockdown with simple, clear directions, such as,

“Attention all staff, the school is now in hold-and-secure.” (Repeat three times.)

Provide additional direction as appropriate, such as “close blinds and turn off

lights.”

Initiate contact with the school board emergency answering service, or

appropriate school board staff person, as soon as practical to inform them of the

situation.

Liaise with the responding emergency services.

Take all actions necessary to ensure the safety of students, staff, and visitors.

Administrative Assistant/Secretary

Follow the directions of the person-in-charge.

If the person-in-charge is not immediately available, initiate holdand-secure.

Assist with communications.

Teachers/Teacher Assistants


If not supervising students, report to the administration office for assignment.


19

Expansion (receiving displaced persons from another site)

Assessment

Confirm the identity of the displaced group and the number of people in the group.

Determine if any special needs individuals are present and if the school is able to

accommodate them.

Consult with appropriate school board staff to determine if the school should be

dismissed.

Implementation

On receiving information that a displaced group is on its way to the school, the

person-in-charge will take all required steps to accommodate the group.

Duties

Person-in-Charge

inform the students and staff of the expansion

make preparations as appropriate

contact 911 to request assistance as appropriate

contact the emergency answering service or appropriate school board staff person

as soon as practical

direct staff to assist as required

liaise with emergency agencies and person-in-charge of the displaced group

speak with the media as required



Teachers


Maintenance Staff


Students


Visitors/Tenants



20

Hazard-Specific Planning Following are some of the common hazards that should be considered when

developing your school emergency management plan.

Bomb Threats and Suspicious Packages: Specific Procedures

Insert board policy and procedures dealing with bomb threats. Considerations when

developing this section of the school plan include the following:

Bomb Threat Checklist (on the next page)

Notification Procedures

Evacuation or Isolation

Search Procedures

Contingency Plans

Evidence Preservation

Refer to page 23 of the Planning Guide for more information.


21

Bomb Threat Checklist

1. When is the bomb going to explode?_____________________________________________

2. Where is the bomb right now? __________________________________________________

3. What does the bomb look like? _________________________________________________

4. What kind of bomb is it? ______________________________________________________

5. What will cause the bomb to explode? ___________________________________________

6. Did you place the bomb? ______________________________________________________

7. Why? _____________________________________________________________________

8. What is your address? ________________________________________________________

9. What is your name? __________________________________________________________

Exact Wording of Bomb Threat:

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Sex of caller: ________________________________ Race: __________________________________

Age: _______________________________________ Length of call: ____________________________

Telephone number at which call was received: ______________________________________________

Time call was received: _______________________ Date call was received: ____________________

Caller’s Voice

❑ accent ❑ deep ❑ lisp ❑ raspy

❑ angry ❑ deep breathing ❑ loud ❑ slow

❑ calm ❑ disguised ❑ nasal ❑ slurred

❑ clearing throat ❑ distinct ❑ normal ❑ soft

❑ cracking voice ❑ excited ❑ rapid ❑ stutter

❑ crying ❑ laughter ❑ ragged ❑ whispered

❑ familiar (If voice is familiar, who did it sound like?) _____________________________


22

Background Sounds

❑ animal noises ❑ factory machinery ❑ motor ❑ static

❑ booth ❑ house noises ❑ music ❑ street noises

❑ clear ❑ local ❑ office machinery ❑ voices

❑ crockery ❑ long distance ❑ PA system

❑ other (specify): _____________________________________________________________

Bomb Threat Language

❑ foul ❑ taped ❑ message read by threat maker

❑ irrational ❑ incoherent ❑ well spoken (education)

Remarks

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Your name: _________________________________________________________________________

Your position: _______________________________________________________________________

Your telephone number: _______________________________________________________________

Date checklist completed: ______________________________________________________________


23

Hazardous Substance Release: Inside the School

The person-in-charge will assess the need to evacuate the school based on all

immediately available information and hazardous substance guidelines. Material

Safety Data Sheets should be kept in a readily accessible location in accordance

with occupational Health and Safety regulations (such as near dangerous chemicals

or near the front entrance for emergency responders).

Hazardous Substance Release: Outside the School

An event such as a fire, motor vehicle accident, train derailment, industrial incident,

or a natural disaster may cause a hazardous substance release. As a result,

emergency responders may request that you secure and seal the building.

Here are some examples of when you may be asked to secure and seal the building:

There has been an outdoor release that may affect your building.

There is not enough time or warning to safely evacuate.

The release is expected to pass over the area quickly.

The source and nature of the release have yet to be determined.

A safe evacuation route has yet to be verified.

It is safe to evacuate but you need assistance.

Those who have been advised to secure and seal the building will be notified if

additional measures are required and when it is “all clear.”

Immediately gather everyone indoors and stay there.

Close and lock all windows and outside doors.

If possible, tape (duct tape) the gaps around the exterior

door frames.

Turn off appliances or equipment that either

- blow out or use indoor air, such as

washroom and kitchen exhaust fans

built-in vacuum systems

- suck in outside air, such as

heating ventilation and air conditioning (HVAC) systems

fans for heat recovery ventilators or energy recovery

ventilators (HRV/ERV)

Turn down furnace thermostats to the minimum setting and turn off air

conditioners.

Leave open all inside doors.

Avoid using the telephone, except for emergencies, so that you can be contacted

by emergency response personnel.


24

Even if you see people outside do not leave until told to do so.

If you are unable to follow these instructions, notify emergency response

personnel.

After the hazardous substance has passed through the area, you will receive an

all-clear message from emergency response personnel. If required, you may also

receive the following instructions:

- Ventilate your building by opening all windows and doors, turning on fans, and

turning up thermostats. During this time the air outside may be fresher, and you

may choose to leave your building while ventilating.

- Once the building is completely ventilated, return all equipment to normal

settings and operation.

School Bus Accident/Incident

Driver/Staff at the Scene

The following protocol outlines the steps to be taken by the driver or school staff

should an accident occur:

1. Call 911, if warranted.

2. Call the person-in-charge at the school.

3. Help to implement basic first aid until emergency medical services and/or law

enforcement arrives and takes charge of the emergency.

4. Move all uninjured students to a safe distance from the accident.

5. Provide to the school the names of all injured students and the location to which

they may have been taken for medical treatment.

Principal/Person-in-Charge

1. Notify the appropriate school board staff person.

2. Ascertain the names of any injured students and the nearest location of any

medical treatment facility.

3. Notify parents/guardians of all students on the bus as quickly as accurate

information is available.

4. Direct a designated school staff representative to proceed to any medical

treatment facility to which an injured student has been taken to assist parents

and to provide support to students, as appropriate.

5. Complete appropriate documentation.

Additional Steps for Our School/Facility (If Any)

Below are some of the common emergency situations that may require

consideration beyond basic responses.


25

After-Hours School Usage

Any time a school activity is being conducted outside of normal hours, it is

necessary that someone be identified as the person-in-charge with the responsibility

to activate the emergency management plan. This section should include any

alterations to the plan required to accommodate the time of day and available staff.

Person in charge: Cindy Hunter, Chief Custodian (February 2013)

Extended Lockdown (Shelter-in-Place)

This is a situation where it is necessary to hold and care for students for an extended

period of time. Situations that may result in an extended isolation include extended

police action in the vicinity of the school or sudden and severe weather and an

interruption to means of transportation or transportation routes. Considerations for

an extended isolation include the following:

backup electric generator

emergency food stores (24 hours minimum)

blankets

flashlights and batteries

Other considerations for an extended isolation include communicating with parents,

resources for special needs students, and access to emergency medical assistance.

The need for extended isolation will be considered by the Principal (or designate) in

concert with Isabelle Obeid, Supervisor. At that time, parents will be notified by

means of classroom parent telephone lists. EMO will be contacted for emergency

supplies, as required for the students and staff.

Off-Site School-Related Emergency

Any time a school activity is being conducted away from the school building, it is

necessary that someone be identified as the person-in-charge with the responsibility

to activate the Emergency Management Plan. This section should include any

alterations to the plan required to accommodate the activity, location, and available

staff.

Person in charge: Principal (or designate), or teacher involved in class trip.


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Appendices A. School Profile and building information

This is a brief description of the school, including what grades or age levels attend,

how many buildings and rooms are on the school property, how many teachers and

staff, etc. Be sure to include any unique situations or information, such as other

tenants. Include the location and identification of external doors.

The following form, adapted from the RCMP School Action For Emergency

(SAFE) Plan, can be used to document school profile and building information.

School Data Form- LAST UPDATED: September, 2016

School Profile

Name of School: Sackville Heights Elementary School School Hours: 8:20 – 2:30 (students)

Name of School Board: HRSB Grades Levels: Primary – Five

School Address: 1225 Old Sackville Rd., Lower Sackville, NS B4E 3A6

Numbers

Students: 339

Mobility Challenged Students: 6 (Faith Kettle, Cody Campbell, Payton Given, Austin Sweet, Zachary McIlveen, Valkyrie Stefishen)

School Phone: 902-869-4700

Staff: 38

School Fax: 902-869-4703

Floors: 2

After Hours Emergency Contact Name: Cindy Hunter, Chief Custodian Phone: O. 902-869-4721 H. 902-864-1917

Classrooms: 15

Portables: 0

Building Information

Position Name Office Phone Cell Phone

Principal Kim Michaud 902-869-4700, ext. 222

902-219-4214

Vice-Principal Lynn Doyle 902-869-4700, Ext. 223

902-476-5237

Audio/Intercom


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Location

Main Office - Shelley Kennedy (secretary) 902-869-4700 ext.0

Instructions for Use Posted beside intercom telephone

Alarms

Type Location Shutoff Instructions

Fire Main Foyer entrance

“Off” button located on panel, as well as lower and upper floor plan alarm indicators Note: Key to main fire panel is located by first obtaining key to VP Office mini-key cabinet (Top right drawer of VP desk), then open mini-key cabinet and get key # 1 for main fire panel)

Intrusion Main Foyer entrance On panel: F = fire, P = police – push for 2 seconds

Public Address System

Location Main Office

Instructions for use Posted beside PA/intercom telephone

Telephones

Location Type

All classroom offices Standard

Custodian Standard

Staff room N/A

Library Standard

Main office, and principal’s and VP’s offices Centrex

Learning support offices (ELS, Speech, Resource) Standard

Gym office Standard

Security Cameras


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# Location Coverage

None

Instructions for Use n/a

Monitoring Locations n/a

Utilities

Type Location Shutoff Instructions

Gas/Propane Cafeteria kitchen, Room 1066 1. beside door on right wall; 2. beside stove on right

Water Mechanical Room 1054 Top right of room, pull lever down for shut off.

Electrical Electrical Room 1053 Total building shut off switch, push lever down for “0ff” position.

Sprinkler System

Control Valve Location Mechanical Room 1054- 2 large black valve wheels

Shutoff Instructions Arrows on shut off valves (wheels) – turn clockwise for shut off

Cable/Satellite Television

Location of Televisions

None with cable/satellite

Main Feed Shutoff Instructions

Cable entry in Room 1053, top right panel in Server Room 2042

Boiler Room

Location Mechanical Room 1054 (2 boilers)

Access Entry via Electrical Room # 1053, then inside doorway.


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Main Telephone Panel

Location Server Room 2042

Access Top floor, left from elevator down hallway, first doorway.

Roof Access

Location Access

Second floor, Mechanical Room 2043

Far right corner door to lower roof; then ladder from lower roof area.

Elevators

Location Instructions for Use

Main Floor Foyer by Main Office

On control panel, second floor, Room 2041, across from elevator.

Emergency Power System

Type Siemens

Location Electrical Room 1053, back of main foyer area

Provides Power To All of the building

Shutoff Instructions Push lever down to “off” position

On Site Hazards

Custodial Areas None

Science Labs None

Machine Shops None


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Sprinkler shut off

Room1054

Air exchanger shutoff


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Fire alarm panel, front entry

Boiler Room 1054 Main telephone panel,

Rooom 2042


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Upper roof access

Main power, Rm. 1053

Server, Rm. 2042

Elevator shutoff,

Room 2041

Kitchen propane shutoff


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B. Evacuation Routes

This section should include the fire evacuation routes, which should also be posted

in every classroom. – see table on page 5.

Our “Fire Evacuation Plan” routes are contained in a table on Page 5 of this

document. It specifies where each class must go in a fire emergency.

C. Local Hazards Assessment

Include plans for situations external to the school that may present a threat to

students and staff.

As we are located in a subdivision which does not have any obvious potential

threats to our safety, we do not need a plan in place for local hazards.

D. Off-Site Emergency Plan

Include protocols or procedures for staff when supervising students away from the

building. Items that should be included are

emergency contact lists

first-aid kit and someone with training

student emergency contact information

staff/chaperon emergency contact information

what to do in the event a student is injured

what to do in the event a student is missing

The Principal (or designate) will bring the red emergency handbag (located on the

inside of the Principal’s Office). It contains the items mentioned above. A First Aid

kit will also be taken (located in the Nurse’s Room in the Main Office). All students

will be counted before they leave the school, and a recount of the children by

teachers will occur at the off-site location. If a student is missing, then staff will

investigate in concert with the Principal (or designate). If a child is injured, the

Principal (or designate) will use the First Aid kit or seek medical assistance from an

emergency responder.

E. Communications Plan

The communications plan provides guidance to the person-in-charge regarding

communications before, during, and after an emergency in the following areas:


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Police/Fire/Emergency Health Services (EHS)/Emergency Management

Organization (EMO)

School/Board Staff and Tenants

Parents/Guardians/Students/Community

Media

Police, Fire, EHS, EMO

During an emergency, one of the first priorities will be to contact

police/fire/emergency health services/emergency management organization. The

most expedient means is by calling 911. The 911 operator, you will ask you to state

your emergency. This is done to ensure that the appropriate agency or agencies are

dispatched. It is vital at this point to be clear as to what has actually happened or is

happening. Do not speculate, exaggerate, or minimize the facts. The Enhanced 911

system will provide the operator with a specific address for a telephone, however

you will be asked to confirm your address. It will be vital that you clearly describe

where the main entrance is located or where the police should arrive or should

avoid. It is important to remember that the Enhanced 911 system will not give a

location if you are calling from a cell phone; therefore, you will need to state the

address for the school as well as any specific directions responders should know.

The 911 operator will continue to ask you questions as responders are being

dispatched. Questions you should be prepared to answer include

What is happening?

Is anyone or how many are injured?

Are the suspects still on the scene?

What are their descriptions?

Do they have weapons?

Who will meet the police/fire/EHS at the door and what is their

name/description?

If the emergency involves injuries to students or staff, 911 operators will transfer

you to Emergency Health Services dispatchers who will ask further questions in

relation to the injuries or illness as well as giving directions for emergency care.

Finally, if the emergency is ongoing, the 911 operators will request that you stay on

the line with them to provide updates and additional information until the

emergency responders arrive.

Staff, School Board Staff, and Tenants

The school plan should answer the following questions:

How will you communicate with staff internally during an emergency?

How will you communicate internally in the event of a power failure?

How will you communicate internally/externally in the event of a phone/cell

phone failure?


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With whom, when, and under what circumstances will you communicate with

school board staff during an emergency?

Include additional relevant information.

The Principal (or designate) will communicate with staff internally by means of the

Main Office telephone system (each class has a telephone ).This same telephone

system can reach individual rooms or perform an “all call” PA function. Teachers

can also be contacted by means of their individual cell phones (a master list exists

in the main office). As per our fire evacuation plan, specialist staff will be used as

runners when appropriate.

In the event of a power failure, cell phones may be used. If necessary, the Principal

(or designate) can personally meet with each teacher to inform them of the

emergency and what are the next action steps. In the event of a telephone/cell

communications failure, the Principal (or designate) will travel to each classroom to

inform them personally as to the nature of the emergency and the action steps.

The principal (or designate) will communicate with HRSB Unit 2 Supervisor Ms.

Syms, immediately regarding any emergency in the school.

A school megaphone will be used for outdoor communications, if needed.

Parents/Guardians/Students/Community


How will you communicate the plan to parents of new students?

How will you communicate with parents/guardians during an emergency?

How will you communicate with parents/guardians after the emergency is

concluded?

Include additional relevant information.

Communication to Parents/Students/Community:

The school’s Emergency Management Plan shall be communicated to existing and

new parents in four ways: (1) a designated copy is available for borrowing from the

office; (2) the plan shall be shared with the SAC; and (3) highlights of it shall be

shared with new parents on Primary Information Night, and (4) on the school’s

website: www.shes.ednet.ns.ca

We shall communicate the plan to parents during an emergency by asking teachers

to call their parents from their parent contact list.

We shall communicate with parents after an emergency is concluded by posting a

statement on the school website’s home page or by advice from HRSB

Communication Director or Unit 2 Supervisor.

http://www.shes.ednet.ns.ca/


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Media

All staff should be aware of the person responsible for communicating with the

media.


Who is the media spokesperson for the school?

If the media spokesperson is not available, who will communicate with the

media?

When will you defer media inquiries to the responding emergency service?

Has an area been designated for media to gather to deter them from approaching

or photographing students? (For the safety of everyone involved, this staging area

should be away from emergency operations and the school?

Media Relations:

The media spokesperson for the school is the Principal. In his/her absence, those

duties fall to the Vice-principal. Media inquiries are deferred to emergency services

after consultation with emergency responders. The staging area for the media shall

be located to the far right side of the bus turning circle.

Following are some guidelines for dealing with the media:

No person other than the communications manager or the person-in-charge

should speak with the media.

Do not play favorites. Give all media access to the same information.

Try to have consideration for the media’s deadlines.

Be factual. Don’t speculate.

Do not cover up or try to mislead the media.

Keep records of all information provided to the media. Provide written press

releases when possible.

If the media will be on the site during the emergency/disaster, ensure that

appropriate safety precautions are followed.


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F. Letter of Agreement for Relocation

Letter of Agreement for Relocation

Agreement Between Sackville Heights Elementary School and

Sackville Heights Junior High School

Whereas Sackville Heights Elementary School has developed an Emergency Management Plan

dealing with procedure to be followed and facilities to be used during an emergency at the school,

and whereas said plan involves the use by Sackville Heights Elementary School of Sackville Heights

Jr. High School in the event of relocation following an evacuation, the parties hereby enter into the

following agreement:

Definitions In this agreement:

SCHOOL means “Sackville Heights Elementary School”

FACILITY means “Sackville Heights Jr. High School”

EMERGENCY means an abnormal situation which, in order to limit danger to people or damage to

property or environment, requires prompt action beyond normal procedures

RELOCATION means moving students to a suitable temporary location because the school is

considered to be unsafe

Notification The school will, in the event of a relocation or potential relocation, advise the facility by notifying

the Principal (Ms. Kelly MacLeod) or their designate.

Notification arrangements will be mutually agreed to from time to time, and will be reviewed and

tested annually.

Use of Facilities In the event of an emergency, the facility agrees to make available to the school such facilities as

may be needed, with both parties giving due considerations to the requirements of the facility.

Conduct on (Facility) Premises The school agrees to take all reasonable precaution against vandalism, mischief or behavior contrary

to federal and provincial statutes and school board and school policies by any one who is

accommodated in facility premises, or who makes use of the facility, its facilities, or equipment.


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Feeding Food preparation and consumption will only take place using equipment and areas agreed upon.

Return of Equipment and Supplies The school will be responsible for removing any equipment or supplies it brought into or had

delivered to the facility, and for replacing any equipment or supplies belonging to the facility used or

consumed by the school during the emergency.

Termination The facility retains the right to terminate this agreement after giving

the school notification (within a specified time frame) as agreed to by both parties.

Signatories

Kim Michaud

______________________

K. Michaud, Principal of School Date

_________ _________

Kelly MacLeod, Principal of Receiving School Date


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Letter of Agreement for Relocation

Agreement Between Sackville Heights Elementary School and

United Baptist Church

Whereas Sackville Heights Elementary School has developed an Emergency Management Plan

dealing with procedure to be followed and facilities to be used during an emergency at the school,

and whereas said plan involves the use by Sackville Heights Elementary School of United Baptist

Church Parking Lot in the event of relocation following an evacuation, the parties hereby enter

into the following agreement:

Definitions In this agreement:

SCHOOL means “Sackville Heights Elementary School”

FACILITY means “United Baptist Church”

EMERGENCY means an abnormal situation which, in order to limit danger to people or damage to

property or environment, requires prompt action beyond normal procedures

RELOCATION means moving students to a suitable temporary location because the school is

considered to be unsafe

Notification The school will, in the event of a relocation or potential relocation, advise the facility by notifying

the Pastor, Christopher Drew, or their designate.

Notification arrangements will be mutually agreed to from time to time, and will be reviewed and

tested annually.

Use of Facilities In the event of an emergency, the facility agrees to make available to the school such facilities as

may be needed, with both parties giving due considerations to the requirements of the facility.

Conduct on (Facility) Premises The school agrees to take all reasonable precaution against vandalism, mischief or behavior contrary

to federal and provincial statutes and school board and school policies by any one who is

accommodated in facility premises, or who makes use of the facility, its facilities, or equipment.


40

Feeding Food preparation and consumption will only take place using equipment and areas agreed upon.

Return of Equipment and Supplies The school will be responsible for removing any equipment or supplies it brought into or had

delivered to the facility, and for replacing any equipment or supplies belonging to the facility used or

consumed by the school during the emergency.

Termination The facility retains the right to terminate this agreement after giving

the school notification (within a specified time frame) as agreed to by both parties.

Signatories

______________________ September, 2015

K. Michaud, Principal of School Date

________ _________ __________________________

Pastor, United Baptist Church Date


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G. Evidence Preservation for Schools

Crime committed in our schools is an unfortunate reality. Some of it is committed

by outsiders, but much of it is by a small minority of students.

It is also an unfortunate reality that a great deal of a school administrator’s day can

be spent investigating these crimes.

Fortunately, most of the crime committed is property related, such as theft and

damage, and does not pose a direct safety risk to students and staff. However, this

type of crime does affect the school financially as the cost of repairing damage or

replacing stolen property is borne by the school and board.

Occasionally, the crime is of a violent nature, ranging from common assault to

assault with weapon or aggravated assault. Violence in our schools victimizes all of

us, as it creates an atmosphere of fear that significantly hinders learning.

Often, school administrators will consider some of the lesser crimes as discipline

issues and will deal with them accordingly. Occasionally, it is necessary to involve

the police.

If the police are involved, they will want to begin collecting evidence in case the

matter goes to court. For a case to be successfully prosecuted, it is vital that the

police collect evidence in a very controlled manner. Failure to follow recognized

procedures can result in evidence being excluded in court and ultimately the

dismissal of charges against an accused.

Evidence can be categorized into two types: direct evidence such as eyewitness

testimony or indirect evidence such as fingerprints. Even when there is an

eyewitness who is willing to testify, the police are still obligated to secure any other

supporting but less direct evidence.

Even if the situation is not yet a police matter, it is important to remember that

circumstances can change that may cause it to become one. Evidence negligently

handled or intentionally tampered with will not only result in losing a court case,

but can also harm your credibility.

For the purposes of school staff becoming involved in an investigation, there are a

few areas that should be considered that will greatly assist the police. General

guidelines can be found on the next page.

At a crime scene, the safety of students and staff is a higher priority than the preservation of

evidence.


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General Guidelines for School Staff

Interviewing Witnesses

When speaking with students or others who may have witnessed an event, it is

important to understand that the story they tell should not be influenced by the

interviewer. Often witnesses will differ in recalling what they observed. This can be

frustrating for the interviewer, possibly leading them to believe that the witness is

not being truthful or didn’t actually see what happened. It is important that the

interviewer does not intentionally or even unintentionally influence the witness by

suggesting a different version of events.

Interviewing Suspects

The Canadian Charter of Rights and Freedoms guarantees everyone certain rights

when it comes to being interviewed or interrogated as a suspect in a crime. Even if

the interview is not conducted by the police, the suspect’s rights must still be

respected. A suspect must be advised of their rights and read the criminal caution

prior to an interview beginning by anyone in a position of authority over the

suspect. Such is the case when the interview is conducted by a school staff person.

Failure to do so may forfeit not only that statement as far as court is concerned, but

also any subsequent statements taken by police. It is important that any interview of

a suspect be conducted by the police if there is any possibility that charges may be

laid in relation to the issue under investigation.

Physical Evidence

Occasionally, school staff will be called on to intervene in an incident that has

occurred either in the school or nearby that has created a crime scene. Assaults and

break and enters are examples of such events.

If the situation is a crime of violence, the first priority is to ensure the safety of

students and staff. Then, tend to the injured if there are any. Try not to move

anything in the immediate area and do not clean up any blood or other fluids before

authorized by the police.

Generally, it is appropriate to leave weapons such as a knife where they are.

However, this may present an ongoing risk if the area cannot be secured and it is

not removed from the scene. If it is absolutely necessary to remove a weapon, do so

by touching as little of it as possible and only if it can be safely handled.

If the situation is a crime against property, such as property damage, theft, or break

and enter, be careful not to disturb any evidence such as fingerprints. Do not repair

any damage or replace moved items until authorized by the police.

It may be necessary for you to move an item or at least cover it to prevent it from

being lost. An example might be footprints in the snow or mud. A piece of

cardboard placed over them can help preserve them.

Regardless of the type of crime committed, try to prevent any unnecessary persons

from entering the scene and possibly destroying evidence.


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Once the scene has been secured, attempt to identify any witnesses and/or suspects.

Remove these individuals to separate locations, when possible, for interviews.

As soon as practical, begin making notes of your observations and actions during

the event. Remember, these notes may become part of a criminal investigation and

subject to full disclosure.

H. School Emergency Management Kit Contents

Refer to page 31 of the Planning Guide for details.

school emergency management plan

student data (name, phone number, address, emergency contact person,

pertinent medical information, sign in/out sheet if applicable)

student release forms

staff data (name, phone number, address, emergency contact person, pertinent

medical information, sign in/out sheet if applicable)

list of staff with any emergency training/skills

school profile and building information

school photos/video

aerial photos

map of school area

map of relocation route (if not included in the school area map)

traffic safety vests

keys

first-aid kit

charged cell phone

megaphone

portable radio(s)

Note: An Epipen and diabetic food/drink will also be included with the

First Aid kit.

The administrative assistant brings the school emergency management kit as

well as

list of that day’s class trips

list of that day’s substitute teachers

visitor sign-in sheet

staff sign-in/sign-out sheet

student medications

I. Classroom Emergency Management Kit Contents

a copy of the Quick Guide

class student roster

small first-aid kit

other useful items


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J. Building Tenant Information

This section captures essential information for all building tenants, such as

names and contact information of tenants – not applicable

number of mobility challenged tenants

other appropriate information (refer to Building Information on pages 32–33 of

the Planning Guide)


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Appendices Quick Guide

This is a compilation of specific staff duties for each of the four emergency management strategies;

evacuation, relocation, lockdown and hold-and-secure. The duties are divided into three categories; person-

in-charge, secretary/admin-assistant and teacher/classroom assistant. Each list is intended to be used a

checklist by staff during an emergency. The lists are designed to be printed on a double-sided sheet and

laminated for durability.

Person-in-Charge (Principal or Designate)

Evacuation decides on the safest means of evacuating the building

announces an evacuation and gives simple, clear directions


contacts the emergency answering service or appropriate school board staff person as soon as

practical


puts on the provided safety vest to ensure other agency recognition


ensures that all students and staff have left the building and are accounted for



determines if students and staff should relocate to another site

OR

announces that students and staff should re-enter the building

Relocation announces the relocation and gives precise directions


contacts the emergency answering service or the appropriate school board staff person as soon as

practical


puts on the provided safety vest to ensure other agency recognition

requests transportation if required

advises receiving the facility of your impending arrival



monitors the movement of students and staff


46

decides when and how students will be dismissed

Lockdown Criteria for Initiating a Lockdown

A lockdown may be conducted for a variety of reasons including but not limited to:

a violent or potentially violent incident inside the school

an unauthorized visitor with unknown intent

Initiating a Lockdown

Announce the lockdown with simple, clear directions.

“Attention all staff, initiate lockdown now.”(Repeat three times).

Initiate contact with 911 to request assistance as appropriate. (Reference: EMP – Plan template,

page 34)

Initiate contact with the school board emergency answering service, or appropriate school board

staff person, as soon as practical to inform them of the situation and request assistance.

Liaise with the responding emergency services.

Take all actions necessary to ensure the safety of students, staff, and visitors.

Terminating a Lockdown

Terminating a lockdown should be communicated to each classroom individually by the person-in-charge

and/or the police using a master key to enter the room. If a master key is not available or the entrance is

otherwise secured a means of identifying the person requesting entry should be used

Hold-and-Secure Criteria for Initiating Hold-and-Secure

Hold-and-Secure may be conducted for a variety of reasons including but not limited to:

a fight inside or outside the school

an animal threat

a police action in the neighbourhood

a hazardous material spill in the neighbourhood

Initiating Hold-and-secure

If the person-in-charge decides to call Hold-and-Secure, plain, clear language, with specific directions, should

be used. The script used should be distinct from that used to initiate a lockdown. For example:

“Attention all staff the school is now in Hold-and-Secure” “Attention all staff the school is now in

Hold-and-Secure” “Attention all staff the school is now in Hold-and-Secure”

Additional directions to staff and students may be added as appropriate.

Terminating Hold-and-Secure

Terminating Hold-and-Secure may be done by the person-in-charge by means of a general announcement

over the public address system.


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Evacuation


brings the school emergency management kit,

Relocation


brings the school emergency management kit,

Lockdown


If the person-in-charge is not immediately available initiate lockdown

Lock the doors to the administrative offices.

Assist with communications as directed.

Hold-and-Secure


If the person-in-charge is not immediately available, initiate hold-and-secure.

Assist with communications.


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Evacuation follow the directions of the person-in-charge


supervise students during evacuation


open blinds and close windows

close doors after the last person has left


take class attendance and report the information to the

person-in-charge

Relocation follow the directions of the person-in-charge


supervise students during the relocation


on arrival, confirm the attendance of students

Lockdown If it is safe to do so, check the area immediately outside the classroom for students and bring them

inside. If assigned to do so, check nearby washrooms for students and bring them to the classroom.

Lock the classroom doors or otherwise secure the room from entry.

Turn off all lights, close exterior window blinds, cover interior windows if required, and position

students in the classroom where they cannot be seen from the corridor.

Ensure that all students remain in the classroom.

Turn off personal cell phone and do not use except for emergency communications.

Direct students to turn cell phones off and not to use them until directed to do so.

Ensure that all students remain calm and quiet.

Check attendance and note the names of missing students and students from other classes.

DO NOT open the classroom door for any reason during a lockdown (see next point).

If the fire alarm is activated during a lockdown determine if it is safer to remain in the secure

location or evacuate. If there are indications of fire or smoke determine the safest route and

immediately evacuate to the exterior safe area or other approved interior location.

If not supervising students, take refuge in a secure location unless directed otherwise by the person-

in-charge.

Hold-and-Secure Follow the directions of the person-in-charge. If not supervising students, report to the administration office for assignment.

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