School Violent Critical Incident Planning

Central High School
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School Critical Incident Plan

School Critical Incident Plan Overview
In this document

Overview ................................................................................................................... 2 Introduction ............................................................................................................... 4 School Profile ............................................................................................................ 5 Section 1: School Critical Incident Planning Team ....................................................... 6 Overview ................................................................................................................... 6 Section 2: Critical Incident Roles and Responsibilities ................................................. 8 Law Enforcement and Emergency Response ........................................................... 8 Unified Command ..................................................................................................... 11 School Response Team ............................................................................................ 14 Section 3: Emergency Locations ................................................................................. 19 Overview ................................................................................................................... 19 Law Enforcement and Public Safety Sites ................................................................ 20 Student Sites ............................................................................................................. 23 Media and Parent Sites ............................................................................................. 25 Section 4: Incident Supplies & Equipment................................................................... 26 Emergency Kit ........................................................................................................... 26 Law Enforcement Equipment .................................................................................... 31 Section 5: Critical Incident Communications ............................................................... 33 Overview School Communications ........................................................................... 33 Law Enforcement and Emergency Response Communications ............................... 35 Section 6: General Critical Incident Procedures .......................................................... 36 Overview ................................................................................................................... 36 Lockdown .................................................................................................................. 37 Shelter-in-Place ........................................................................................................ 40 Drop, Cover, and Hold .............................................................................................. 41 Lockout ..................................................................................................................... 42 Evacuation ................................................................................................................ 44 Special Needs Evacuation Plan ................................................................................ 48 Section 7: Specific Critical Incident Procedures .......................................................... 50 Overview ................................................................................................................... 50 Bomb Threats and Destructive Devices .................................................................... 51 Active Shooter ........................................................................................................... 64 Hostage Situation ...................................................................................................... 71 Riot or Mass Disorder ............................................................................................... 74 Terrorist Alert Levels ................................................................................................. 76 Additional Critical Incident Scenarios ........................................................................ 81 Section 8: Contact Information .................................................................................... 83 District and School Directories .................................................................................. 83

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School Critical Incident Plan Hospitals ................................................................................................................... 85 Media Directory ......................................................................................................... 86 Important Numbers ................................................................................................... 87 Community Volunteers and Services ........................................................................ 90 Section 9: Facility and Grounds Information................................................................ 91 Overview ................................................................................................................... 91 Utilities ...................................................................................................................... 92 Fire Alarm and Equipment ........................................................................................ 93 Security Equipment ................................................................................................... 94 Bell System ............................................................................................................... 95 Campus and Facilities Information ............................................................................ 96 Section 10: School Vulnerability Considerations ......................................................... 97 Overview ................................................................................................................... 97 Section 11: SCIP Approval and Sign-off...................................................................... 99 Review and Approval ................................................................................................ 99

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School Critical Incident Plan

Introduction
Purpose

The purpose of this document is to assist law enforcement personnel in working with schools to plan and prepare for first response to violent critical incidents. It should serve as a foundation for preparing for violent critical incidents and as a reference guide for information needed during a critical incident. Though this document includes specific categories of violent critical incidents, it is important to keep in mind that critical incidents can take many forms. There may be situations in which these responses are insufficient or inappropriate. However, the general procedures were designed to cover a wide range of situations and can be adjusted as needed. Law enforcement first responders and school personnel should practice flexibility in applying these procedures during drills, training sessions, and actual critical incidents.

Existing plans

This document was not designed to replace existing district or school emergency and crisis management plans. Rather, this guide, which serves as a supplement to these plans, focuses on integrating the response of law enforcement and school personnel during a critical incident. Many school emergency and crisis management plans focus on fires and other natural disasters with limited detail about violent incidents. However, the focus of this guide is to provide detailed reference in responding to violent critical incidents.

Caution

This document contains sensitive information that could compromise the security of the school. Use caution when distributing this document to ensure sensitive information is not released inappropriately.

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School Critical Incident Plan

School Profile
Demographics

The following table provides basic demographic information about [School]. Type of school Total student enrollment Total number of staff members (teachers, administration, other) Total special needs students and staff (limited mobility, developmentally disabled, etc.) [Elementary, Middle, High, Other]

Campus information

The following table provides “at a glance” information about the school campus. Additional information about some of these items can be found in other sections of this plan. Emergency contact numbers for school Type of exterior construction Number of stories Approximate total square footage Approximate acreage of school campus Type of perimeter fencing Number and locations of entry points to building(s) Cross streets of campus entry points GPS Coordinates of school Estimated time of arrival of EMS Estimated time of arrival of fire department Estimated time for arrival of law enforcement Location(s) of hazardous materials on/near campus

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School Critical Incident Plan

Section 1: School Critical Incident Planning Team Overview
Introduction

The School Critical Incident Planning (SCIP) Team is an interagency group responsible for gathering input from stakeholders and coordinating to determine the best, integrated response to violent critical incidents in the school. The SCIP Team consists of law enforcement personnel, first responders, and school personnel. The following table provides scheduling details of SCIP Team meetings. Chairperson or Point of Contact Frequency of meetings Person responsible for scheduling meetings Regular meeting location
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SCIP Team meetings

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School Critical Incident Plan

Overview, Continued
SCIP Team members

The following table lists each member of the SCIP Team. Title Organization/ Agency Contact Number(s) E-mail Address

Name

Memorandum of Understanding

The Memorandum of Understanding (MOU) is a document that details the relationship between the school and law enforcement, which further serves to integrate the two organizations. [School] has signed an MOU with the following agencies:



[Agencies]

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School Critical Incident Plan

Section 2: Critical Incident Roles and Responsibilities Law Enforcement and Emergency Response
Primary agency

The primary responding law enforcement agency for [School] is [Primary Agency]. The following table provides information about the capacity of [Primary Agency] to respond to various critical incidents. Profile Information Point of contact & number Estimated response time: 1 officer Estimated response time: 4 officers Total # of officers # of officers on day shift Personal protective equipment Rapid deployment training Patrol rifles # of K-9 units # of explosive detection dogs [Primary Agency Name]

Other law enforcement agencies

The following tables profile additional law enforcement agencies that are available to respond to critical incidents.

[Add as many tables as there are agencies as per user input] Profile Information Point of contact & number Estimated response time: 1 officer Estimated response time: 4 officers Total # of officers # of officers on day shift Personal protective equipment Rapid deployment training Patrol rifles # of K-9 units # of explosive detection dogs [Agency Name]

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School Critical Incident Plan

Law Enforcement and Emergency Response, Continued
Special units

The following tables profile special units that are available to respond to critical incidents. Profile Information Point of contact & number Total # of personnel # of full-time personnel # of part-time personnel # of Marksman/Observer teams # of entry personnel # of perimeter personnel Estimated response time WMD environment capability? Explosive entry capability? Armored rescue vehicles? NVG/thermal imaging capabilities? Air mobility? Mutual aid agreements Profile Information Point of contact & number Total # of personnel # of full-time personnel # of part-time personnel Estimated response time Robot available? Additional comments Profile Information Point of contact & number Total # of personnel Estimated response time WMD detectors available? Additional comments [WMD Detection Response Team] [Tactical Response Team]

[Explosive Ordinance Device Team]

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School Critical Incident Plan

Law Enforcement and Emergency Response, Continued
Special units, (continued)

Profile Information Point of contact & number Total # of personnel Estimated response time Additional comments
Fire departments

[Additional Units]

The following tables profile fire departments that are available to respond to critical incidents. Profile Information Point of contact & number Distance from School Estimated response time # of full-time personnel # of part-time personnel # of volunteer personnel Personnel available - day shift Equipment HAZMAT capabilities [Department Name]

EMS response

The following tables profile EMS agencies that are available to respond to critical incidents. Profile Information Point of contact & number # of ambulances estimated response time # of personnel in vehicles HAZMAT capabilities [Agency Name]

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School Critical Incident Plan

Unified Command
Unified command and the Incident Command System

Unified command is defined by FEMA as “a unified team effort which allows all agencies with responsibility for the incident, either geographic or functional, to manage an incident by establishing a common set of incident objectives and strategies. This is accomplished without losing or abdicating agency authority, responsibility, or accountability.” The Incident Command System (ICS) is a system for dealing with crises in an organized manner with a defined chain of command. The ICS allows multiple emergency response and law enforcement agencies to work in concert with one another. National Incident Management System (NIMS) is the national standardized plan to manage emergency incidents using a unified chain of command for federal state and local lines of government for incident response.

Incident Commander

The Incident Commander is the person who manages the operations of the incident, integrating the efforts of the various agencies involved. The Incident Commander will be the ranking supervisor of the agency with which operations are most critical as the incident unfolds. Example: In an active shooter incident, law enforcement would have initial incident command responsibility. Once the suspect(s) are neutralized, the fire department may assume command responsibility for rescue efforts. If the incident unfolds as a terrorist plot, the FBI may then assume command.

ICS functions

The Incident Command System specifies five functions:

 Command – Establishes overall policy direction  Planning – Gathers and assesses information  Operations – Implements priorities and coordinated tactical response
established by the Incident Commander  Logistics – Obtains resources to support the operations  Finance/Administration – Tracks all costs and many administrative aspects associated with the operations Each of these functions should be represented in any critical incident response. However, these functions can be expanded and further segmented for larger incidents that span a long period of time.
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School Critical Incident Plan

Unified Command, Continued
Mutual aid agreements

The following table lists agencies that have signed mutual aid agreements with the primary law enforcement agency for large-scale critical incident responses. Agencies Nature of Agreement

Unified command/ICS roles and responsibilities

The following table lists the roles that law enforcement, fire, and rescue personnel will fill during critical incidents. Note: These roles can be adjusted as needed during critical incidents to fit the needs of the situation. Description Establishes command post; determines strategies and tactics for operations; activates teams/units; coordinates efforts of all responding agencies Obtains approval on all press releases; conducts frequent media briefings; receives and escorts VIPs; coordinates with school Media contact Ensures all operations are performed in the safest possible manner; monitors and assesses hazardous and unsafe situations; develops measures to ensure safety of personnel Identifies representatives from each law enforcement, fire, rescue, and special unit agencies, as well as school and district; serves as liaison to keep all agencies informed of incident progress; identifies potential inter-agency issues
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Role Incident Commander

Assignment First command officer from the primary agency to arrive at the scene; the responsibility can later shift to another arriving supervisor or to another agency

Public Information Officer Safety Officer (required for HAZMAT incidents) Liaison Officer

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School Critical Incident Plan

Unified Command, Continued
Unified command/ICS roles and responsibilities, (continued)

Role Logistics Officer

Planning Officer

Finance and Administration Officer

Agency Representatives

Description Arranges for appropriate facilities, staff, services, and material; anticipates the staffing needs for the incident duration; serves as liaison with agencies and organizations that can provide logistical support Gathers intelligence on the incident, as well as people involved in the incident (via field and command); maintains status of situation and resources; predicts probable courses of action and incident potential Accounts for all financial and cost requirements of the incident; tracks timekeeping and payroll issues; handles all incident paperwork (forms, reports, documentation) Directs all agency resources; maintains contact with Liaison officer; provides input regarding the use of agency resources

Assignment

An individual from each agency involved in the incident response who has the authority to make decisions regarding the agency’s participation
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School Critical Incident Plan

School Response Team
Introduction

This section details the roles and responsibilities of the School Response Team, or school personnel who help direct the response for critical incidents. These roles have been assigned to school personnel who are:

 Best suited for the specific role  Most likely to be on site when critical incidents occur  Least likely to have individual responsibilities for student evacuations
and lockdowns Some of these roles, if they do not conflict, can be performed by the same person. Some critical incidents require all of these roles; other critical incidents may only require that a subset of these roles be performed. In any case, law enforcement and emergency personnel may replace school personnel at any time in these roles.
School Incident Supervisor

The School Incident Supervisor is usually the Principal or his/her designee. The School Incident Supervisor directs staff and students until law enforcement arrives. After law enforcement arrives, the School Incident Supervisor may act as a liaison between the staff and law enforcement. The School Incident Supervisor’s role will shift toward a more focused responsibility for the students. The School Incident Supervisor also provides guidance to the School Response Team as directed by the law enforcement supervisors. The following table specifies the chain of command for School Incident Supervisor during critical incidents. Name 1 2 3 4 Principal Position

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School Critical Incident Plan

School Response Team, Continued
Temporary command post

In the event of a critical incident, the School Incident Supervisor should set up a temporary command post until an official Incident Command Post can be established by law enforcement. The temporary command post is used to coordinate initial critical incident response efforts. The following table lists the primary and alternate locations of the temporary command post. Location Primary: Main office Alternate: [User input] Description [Description of location on campus] [Description of location on campus]

School Response Team roles and responsibilities

The following table lists the roles that school personnel will fill during critical incidents, or until law enforcement or emergency personnel can provide relief from these duties. If the “primary” staff person is not able to fill the role during an incident, an alternate should be chosen according to availability. Note: These roles can be adjusted as needed during critical incidents to fit the circumstances. One person can fill more than one role, as long as the roles do not conflict with one another. Depending on the nature of the incident, some of these roles may not be necessary to fill.

Role [School Resource Officer/Security Officer/other] Command Post Liaison

Description Responds as appropriate to incidents according to level of training and equipment Monitors situation and reports to School Incident Supervisor; serves as school Agency Representative; communicates and coordinates with the ICS Liaison Officer; in some instances, the Command Post Liaison and School Incident Supervisor may be the same person Directs emergency responders, media, parents, school transportation, and general traffic to appropriate or designated areas

Primary

Alternates

Outer Perimeter Coordinator

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School Critical Incident Plan

School Response Team, Continued
School Response Team roles and responsibilities, (continued)

Role Staff/Volunteer Resource Coordinator

Media Contact

Parent Site Coordinator

Student Evacuation Coordinator

Student Accounting Coordinator

Search Team Coordinator

Description Assigns staff to fulfill roles as needed; coordinates volunteers; coordinates with the School Incident Supervisor and ICS Logistics Officer; check credentials of responding counselors, volunteers, and clergy Works with the ICS Public Information Officer to write media statements and parent communications Makes emergency notifications to parents, meets parents at parent site, coordinates early release procedures with Student Accounting Coordinator Prepares and supervises evacuation location; gathers missing/extra student lists; requests emergency services; coordinate with Transportation Coordinator to request transportation to off-site location Obtains attendance records, visitor sign-in sheets, and missing/extra student lists; coordinates efforts to account for missing students; coordinates early release procedures with Parent Site Coordinator Facilitates school campus and evacuation route safety sweep for suspicious items and persons; assembles search teams; assigns search zones; gathers findings from teams; may coordinate with law enforcement

Primary

Alternates

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School Critical Incident Plan

School Response Team, Continued
School Response Team roles and responsibilities, (continued)

Role First Aid Coordinator

Transportation Coordinator

Facility and Grounds Contact

Record Keeper

Description Obtains medical supplies; oversees care to the injured at triage/medical site until paramedics arrive; tracks students that are taken to specific area hospitals Contacts district transportation, arranges off-site evacuation transportation and early or late releases; coordinates with Perimeter Coordinator to direct buses where needed Disables utilities, fire alarm, sprinklers, bell system, etc. as required; secures entrances and exits to school grounds; provide keys to gain access to various campus locations Documents events as they occur, including events, decisions, and actions by time; communicates with and gathers information from Command Post Liaison

Primary

Alternates

[Additional roles]

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School Critical Incident Plan

School Response Team, Continued
ICS - School Response Team integration

The following table shows how the School Response Team roles align with the five ICS functions.

ICS Function Command

Planning Operations

             

Logistics Finance and Administration

School Response Team Member School Incident Supervisor [School Resource Officer] Command Post Liaison Media Contact Teachers and other instructional staff can assist law enforcement in this function Perimeter Coordinator Parent Site Coordinator Student Evacuation Coordinator Student Accounting Coordinator First Aid Coordinator Facility and Ground Contact Staff Resource Coordinator Transportation Coordinator Record Keeper

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School Critical Incident Plan

Section 3: Emergency Locations Overview
Introduction

Determining locations to gather and protect students, parents, and media, as well as coordinate law enforcement and public safety officials during a critical incident, is essential to ensuring a smooth response management process. Each of the emergency locations has been selected to ensure safety and security, while providing sufficient access and space for vehicles and people. The selected areas should be reviewed annually to determine whether they still meet the following criteria:

 Capacity is sufficient to handle the number of anticipated students,
parents, law enforcement, media, emergency responders, fire personnel, and other public safety officials  Walking route from school to student sites is clear of hazards  Emergency locations should be:  protected from weather, intruders, and other hazards  separated from other sites to minimize interaction between students/parents, law enforcement, emergency responders, and media  Owners or operators of the locations (if applicable) are still amenable to providing access and other requested resources

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School Critical Incident Plan

Law Enforcement and Public Safety Sites
Introduction

The Incident Command Post is the location from which all decisions and actions are coordinated among the various participating agencies. The command post locations were selected to be located near the school, but removed from the media and parent sites. In addition, the command post facilities should have the following attributes:

     
Command post locations

Safe, clean, and dry with tables Communications access, including phone lines Relatively close to incident location Easy, but controllable access Water and sanitary services accessible Source of electricity

If the primary command post location is too close to the scene of the critical incident, the Incident Commander will select the most appropriate alternate location. The following table lists the primary and alternate locations for the Incident Command Post. Directions and GPS Coordinates Contact Person Traffic/Security Concerns

Location Primary: Alternate:
Law enforcement staging area

The following table lists the primary and alternate locations for staging arriving law enforcement personnel. Directions and GPS Coordinates Contact Person Traffic/Security Concerns

Location Primary: Alternate:

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School Critical Incident Plan

Law Enforcement and Public Safety Sites, Continued
Fire and rescue staging area

The following table lists the primary and alternate locations for staging arriving fire and rescue personnel. Directions and GPS Coordinates Contact Person Traffic/Security Concerns

Location Primary: Alternate:
EMS staging area

The following table lists the primary and alternate locations for staging arriving EMS personnel. Directions and GPS Coordinates Contact Person Traffic/Security Concerns

Location Primary: Alternate:
Triage/medical site

The following table lists the triage/medical site to which injured students and staff can be treated during the course of a critical incident. Directions and GPS Coordinates Contact Person Traffic/Security Concerns

Location Primary: Alternate:
Helicopter landing zone

The following table lists the primary and alternate locations for the helicopter landing zone. Directions and GPS Coordinates Street Directions Traffic/Security Concerns

Location Primary: Alternate:

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School Critical Incident Plan

Law Enforcement and Public Safety Sites, Continued
Traffic control

The following table lists streets and intersections (routes) that should be monitored and controlled to prevent traffic back-ups and allow emergency vehicles to pass through easily. Streets, Intersections, or Routes # of Required Officers/Cruisers

Emergency Operations Center

The following table details the location and contact information for the Emergency Operations Center. Location Point of Contact and Number

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School Critical Incident Plan

Student Sites
Evacuation

Evacuation locations have been selected to accommodate multiple critical incident possibilities:

 On-campus locations if the critical incident is contained to a small area  Off-campus locations within walking distance if the critical incident
renders the entire campus unsafe (north, south, east, or west locations to allow for options based on the critical incident, such as wind direction or line of sight)  Remote locations if the off-campus locations are unsuitable or if the incident extends beyond the school campus to the local neighborhood area When an evacuation is necessary, the School Incident Supervisor may confer with public safety officials to determine the most appropriate evacuation location according to the incident circumstances. Consideration should be given to the safety of the evacuation routes and locations to ensure they are free from hazards when an evacuation is ordered (i.e., avoid parked cars, dumpsters, utility boxes, and fuel storage tanks, which are common places to hide secondary explosive devices).
On-campus locations

The following table lists the primary and alternate locations for on-campus evacuations. Location Traffic/Security Concerns

Off-campus locations

The following table lists the northern, southern, eastern, and western locations for off-campus evacuations. Use the location marked as “Primary” unless otherwise notified. Location Directions Point of Contact and Number Traffic/Security Concerns

Primary

North: South: East: West:
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School Critical Incident Plan

Student Sites, Continued
Remote location

[Remote location] will be used as a remote evacuation location in the event none of the other evacuation locations are suitable. The contact person for this location is [Name, contact number]. Students will be transported to the remote location using the following procedures:

 [Transportation assembly area, directions]  [Arrangements for transportation]
Conduct a safety sweep of vehicles and routes used for transportation.
Shelter-in-place locations

When sheltering in place is necessary, the School Incident Supervisor may confer with public safety officials to determine the most appropriate location(s) according to the incident circumstances. The following table lists possible shelter-in-place locations. Location Conditions for Use

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School Critical Incident Plan

Media and Parent Sites
Media site

The media site is used to gather the media and brief the media on unfolding events and public announcements. The following table lists the media site location(s). Directions Contact Person Traffic/Security Concerns

Location

Parent site

All parents should be directed to the parent site, where the Parent Site Coordinator should explain the details of the situation and the timeframe and procedures for student release. The Media Contact should also alert the general public via the media about the location of the parent site and the student release procedures. The parent site should be equipped with communication systems to enable the Parent Site Coordinator to talk to the Incident Command Post, Media Contact, and others. The following table lists the parent site location(s).

Location

Directions

Contact Person

Traffic/Security Concerns

Student emergency notification

The Student Accounting Coordinator is responsible for notifying parents or authorized emergency guardians of students who are injured or otherwise involved in a critical incident. [Provisions for emergency notification]

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School Critical Incident Plan

Section 4: Incident Supplies & Equipment Emergency Kit
Introduction

The [Emergency Kit] contains supplies, materials, and information that assist both the school and law enforcement in responding to critical incidents. The school should maintain two identical Emergency Kits in separate locations so that if one is not accessible that another is available for use. Both kits should be maintained so that they contain up-to-date information about the school campus and students. The School Incident Supervisor is responsible for retrieving an Emergency Kit and providing the supplies and information where it is needed. The following table indicates the contents of the Emergency Kit. Item Date Placed or Updated

Contents

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Emergency Kit, Continued
Contents, (continued)

Item

Date Placed or Updated

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Emergency Kit, Continued
Contents, (continued)

Item

Date Placed or Updated

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Emergency Kit, Continued
Contents, (continued)

Item

Date Placed or Updated

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Emergency Kit, Continued
Daily items

In the case of an emergency, an office staff designee should gather the following records before vacating the office.



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Law Enforcement Equipment
Equipment

The following table indicates the equipment that is maintained and available for officers of agencies likely to respond to violent critical incidents. Item SRO [Primary Agency] [Agency] [Agency]

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Law Enforcement Equipment, Continued
Equipment, (continued)

Item

SRO

[Primary Agency]

[Agency]

[Agency]

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Section 5: Critical Incident Communications School Communications
School communication capabilities

The following table details the general communication capabilities on the school campus. Communication Method Locations Description/Notes

Initiating actions

When a critical incident occurs, it is important for everyone to be well versed in the methods of communication so that vital information is passed quickly and the school response is rapid. School Response Team members, teachers, staff members, and students should all be aware of the signals that indicate the appropriate action to take. The following table indicates the primary and alternate methods of initiating general response procedures. Primary Communication Method Alternate Communication Method

Procedure

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School Communications, Continued
School Response Team communication

While teachers, staff, and students only need to know whether to evacuate or lockdown, the School Response Team members must know more about the critical incident to perform roles and responsibilities appropriate for the situation. The following primary communication method will be used to communicate among School Response Team members about critical incidents: [Primary School Response Team communication method, including radio frequency/channel and tone codes if applicable] The alternative method for communicating among the School Response Team is as follows: [Alternate School Response Team communication method, including radio frequency/channel and tone codes if applicable]

Other communication methods

The following table details the communication methods for locations that are outside of the realm of the regular school communication network. Location Communication Method

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School Critical Incident Plan

Law Enforcement and Emergency Response Communications
Introduction

Once law enforcement and emergency responders reach the Incident Command Post, it will be important for each responding agency to communicate with one another. The following method will be used as a first choice for ICS communications: [Primary ICS communication method, including radio frequencies and tone codes if applicable] The following method will be used as a second or back-up choice for ICS communications: [Alternate ICS communication method, including radio frequencies and tone codes if applicable]

Primary communication method

Alternate communication method

Communicating to the public

The following table details available methods of communication for public safety matters. Communication Method Point of Contact & Number Description/Notes

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School Critical Incident Plan

Section 6: General Critical Incident Procedures Overview
Introduction

While there are specific procedures and considerations for unique critical incidents, the general lockdown and evacuation procedures are appropriate for a wide range of situations. It is important for teachers, staff, and students to become well-versed in these general procedures so that response during a critical incident is automatic and swift. It is generally the responsibility of the School Incident Supervisor to make a decision about whether to evacuate or lockdown the campus. Public safety officials may also determine when it is appropriate to evacuate the campus following a lockdown period. Teachers, staff, and students should listen closely for announcements and signals to determine which action to take. In the event teachers or staff members witness a violent critical incident unfold, they may initiate the appropriate procedure to protect students. They should then contact the office as soon as possible to alert the school of the event and inform the School Incident Supervisor about the actions they took. If the School Incident Supervisor determines that early release of students is appropriate following a critical incident, then the student release procedures will be initiated.

Initiating general procedures

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School Critical Incident Plan

Lockdown
Definition of action

A lockdown is a critical incident response that secures students and staff, usually in classrooms, to prevent access or harm to the occupants of the lockdown locations. This may also involve quickly moving students and staff from unsecured locations to secure locations. Use this procedure, in combination with the applicable critical incident procedures, as a guideline for responding to a critical incident.

Lockdown procedure

Follow the procedures below during or between classes to protect building occupants from potential dangers. Role School Incident Supervisor Law Enforcement Maintenance or other Procedure

  
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Lockdown, Continued
Lockdown procedure, (continued)

Role Teachers School Response Team

Procedure


IF law enforcement has deemed the situation safe enough to proceed, assist the School Incident Supervisor as needed and fill previously stated roles.
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Lockdown, Continued
Variations on procedure

The following lockdown procedures are applicable during times when a large number of students are outside of classes. Situation Procedure

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Shelter-in-Place
General procedure

Follow the procedures below for sheltering in place in the case of chemical, biological, or radiological agent releases. Role School Incident Supervisor School Response Team Teachers & staff Maintenance staff Emergency responders Procedure

    

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School Critical Incident Plan

Drop, Cover, and Hold
General procedure

Follow the procedures below when an explosion or other danger is imminent (i.e., evacuation is not feasible) and threatens the stability of the building. Role School Incident Supervisor All building occupants Emergency responders Procedure

  

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School Critical Incident Plan

Lockout
Definition of action

A lockout is a critical incident response that secures the school campus to prevent unauthorized entry to all school facilities. Limited movement around the school campus may be permitted, depending on the circumstances of the incident. Follow the procedures below to lock out the school campus. Role School Incident Supervisor Law Enforcement Maintenance or other Procedure

General procedure

  
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Lockout, Continued
General procedure, (continued)

Role Teachers School Response Team

Procedure


IF law enforcement has deemed the situation safe enough to proceed, assist the School Incident Supervisor as needed and fill previously stated roles.

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School Critical Incident Plan

Evacuation
Definition of action

An evacuation is a critical incident response that involves the controlled movement of students from the campus to a pre-specified safe location, either to a remote area of the campus or to an off-campus location. These procedures should be used as a supplement to the school evacuation plan, in combination with the applicable critical incident procedures, as a guideline for responding to a critical incident.

General evacuation procedure

The procedures below are suggested when conditions outside are safer than inside, and students can safely reach the evacuation location without the threat of danger. Role School Incident Supervisor Procedure



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Evacuation, Continued
General evacuation procedure, (continued)

Role Law enforcement School Response Team Maintenance or other Office staff designee

Procedure

   
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Evacuation, Continued
General evacuation procedure, (continued)

Role Teachers Special needs assistants

Procedure

 
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Evacuation, Continued
Reverse evacuation

Reverse evacuation is a procedure that moves students and staff from vulnerable open spaces to more secure locations. Reverse evacuation is used during critical incidents when a large group of students and staff are located in unsecured areas. Examples include:

 Before school  After school  During extracurricular events (see Additional Critical Incident
Scenarios for more information)  During classes or recess periods on the playground or athletic field Follow the procedures below for reverse evacuation in various situations. Situation Procedure

Adjacent neighborhood evacuation

Public safety officials may initiate an adjacent neighborhood evacuation when residences or businesses in the vicinity of the school campus are vulnerable during a critical incident. Examples may include being within the impact zone of destructive devices or within the line of sight of an active shooter. The following table lists the addresses and phone numbers of all businesses and residences that may need to be evacuated during a critical incident. Address Phone

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Special Needs Evacuation Plan
Roster and assignments

An updated special needs roster is located in the Emergency Kit, which details the names of all special needs students and staff, as well as their individual class schedules and campus locations. The Emergency Kit also contains the staff and specific responsibilities for assisting special needs students and staff during evacuations. Note: The staff to special needs ratio should be about 1:2. Update this plan to add staff members as needed to maintain this ratio.

Alternate evacuation plans

The following table details the alternate evacuation procedures for special needs students and staff. [Suggested solutions are shown; users can change solutions as desired to fit their situation.] Scenario There is not enough time to move limited mobility students and staff to the evacuation location Limited mobility students and staff cannot be evacuated from second story or higher locations Solution Use one of the following alternative, accessible safe shelter locations:  [Alternate LMS evacuation locations] Wheelchair users and others who cannot use stairs should make their way - either accompanied or on their own - to [a designated refuge or other place of safety on the same floor, e.g., a closed staircase landing]. They should inform a staff member or other available person that they will remain in that place of safety and wait for assistance. The person informed should in turn inform the School Incident Supervisor, a law enforcement officer, or a fire fighter there is someone awaiting assistance at the location(s) concerned. Each classroom location has two means of emergency escape that are remote from each other and that provide unobstructed exits.
Continued on next page

Debris is obstructing the pathway to evacuation or lockdown locations

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Special Needs Evacuation Plan, Continued
Alternate evacuation plans, (continued)

Scenario Students or staff have special needs for medicines, power supplies, or medical devices

[Other scenarios]

Solution A Personal Evacuation Plan should be in place to address all steps that need to be taken and equipment needed to ensure the safe evacuation of each individual. These Personal Evacuation Plans, where necessary, include mechanical device procedures and other appropriate systems to maintain the operation of medical devices and power supplies. [Additional LMS evacuation procedures]

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Section 7: Specific Critical Incident Procedures Overview
Introduction

It is important to be prepared for critical incidents by preparing standard lockdown and evacuation procedures, as well as preparing specific responses to various critical incidents. The procedures outlined in this section were developed as a potential response to a number of violent critical incidents, though it is impossible to anticipate every type of incident that may occur. Use these specific critical incident procedures, in conjunction with the general procedures, to guide your response during a critical incident. However, be sure to use your judgment and alter the procedures as necessary to deal with unexpected issues.

Individual roles and responsibilities

The roles and responsibilities of law enforcement officers and School Response Team members are not divided out in this section according to individual responsibility, but rather are presented as an unordered list of general responsibilities. The Incident Commander and School Incident Supervisor should delegate responsibilities to individuals according to:

 Prescribed roles as listed Section 2  The size or scope of the critical incident  The specific needs of the critical incident
Law enforcement officers and School Response Team members should be aware of their individual roles and responsibilities, but should also be prepared to shift roles and be flexible in providing help as needed.

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Bomb Threats and Destructive Devices
Definition of critical incident

Bomb threats are defined as any communicated threat regarding the presence of destructive devices on a school campus. Destructive devices are weapons of mass destruction (WMD), which include any explosive device, as well as incendiary, chemical, biological, nuclear, or radiological devices or materials. Follow the procedures below to properly handle the receipt of bomb threats or threats of any destructive devices. Note: All threats of destructive devices will be referred to as “bomb threats” in the remainder of this document. Source Phone Procedure

Receiving bomb threats


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Bomb Threats and Destructive Devices, Continued
Receiving bomb threats, (continued)

Source Written

Procedure  Note: Anyone who has handled the materials or package may be contaminated and should avoid contact with other people until decontamination can take place.

E-mail


Continued on next page

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Bomb Threats and Destructive Devices, Continued
Receiving bomb threats, (continued)

Source In person

Procedure



District policy on bomb threats

District policy for bomb threats is as follows: [District policy (e.g., mandatory evacuation)]
Continued on next page

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Bomb Threats and Destructive Devices, Continued
Assessing bomb threats

The first step in the bomb threat response process is to assess the situation and determine the most appropriate response. If a suspicious item is found, the School Incident Supervisor should immediately initiate evacuation. If there is no suspicious item that has been identified, the School Incident Supervisor should determine the most appropriate response (within District policies) given the nature of the threat. The following table provides guidance for responding to bomb threats. Reference: See the ATF and U.S. Department of Education’s “Bomb Threat Response: An Interactive Planning Tool for Schools” for more information. Role School Incident Supervisor Procedure  Threat Characteristics 
Continued on next page

Response Options

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Bomb Threats and Destructive Devices, Continued
District policy on search teams

District policy for search teams is as follows: [District policy (e.g., staff members can search; only law enforcement search; combination) or N/A] Follow the procedures below to conduct a search for suspicious objects without evacuating the campus. Role Search Team Coordinator Teachers and Staff School Response Team Procedure

Search without evacuation

  

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Bomb Threats and Destructive Devices, Continued
Search with evacuation

Follow the procedures below to conduct a campus search for suspicious objects after evacuating the campus or a portion thereof. Role Search Team Coordinator Teachers and Staff School Response Team Procedure

  

Continued on next page

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Bomb Threats and Destructive Devices, Continued
Discovery of suspicious device

Follow the procedures below to manage responses to the discovery of a suspicious device. Role Discoverer School Incident Supervisor Incident Commander Procedure

  
Continued on next page

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Bomb Threats and Destructive Devices, Continued
Discovery of suspicious device, (continued)

Role Law Enforcement Maintenance or other

Procedure

 
Continued on next page

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Bomb Threats and Destructive Devices, Continued
Responding to an explosion or release

If an explosion or agent release occurs, in most jurisdictions the fire department will have initial responsibility for incident command. Once the scene has stabilized, incident command may shift to law enforcement for investigative purposes. Follow the procedures below to respond to an explosion or agent release. Role School Incident Supervisor Maintenance or other Procedure

 

Continued on next page

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Bomb Threats and Destructive Devices, Continued
Responding to an explosion or release, (continued)

Role Law Enforcement

Procedure



Continued on next page

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Bomb Threats and Destructive Devices, Continued
Responding to an explosion or release, (continued)

Role Incident Commander

Procedure



Continued on next page

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Bomb Threats and Destructive Devices, Continued
Special considerations

The following table lists special considerations for each type of destructive device. Destructive Device Biological, Chemical, Radiological (HAZMAT) Considerations



Continued on next page

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Bomb Threats and Destructive Devices, Continued
Special considerations, (continued)

Destructive Device Nuclear

Considerations



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Active Shooter
Definition of critical incident

An active shooter is an armed person(s) who has used, or has demonstrated the intent to use, deadly physical force on other persons and continues to do so while having unrestricted access to additional victims. An active shooter may use guns, knives, explosives, or other weapons in the assaults. A sniper, suicide bomber, and drive-by shooter are also examples of an active shooter. Many incidents involving an active shooter develop into a hostage situation. In this case, refer to the Hostage Situation procedures.

Unknown or hostile intruder

If an intruder is found on campus and the threat level is unknown (e.g., lost visitor versus hostile parent), follow District or school procedures to report the intruder. The first priority is always to protect the students, so teachers should initiate lockdown and inform the School Incident Supervisor at any time a threat of violence is suspected.
Continued on next page

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Active Shooter, Continued
Rapid deployment

Rapid deployment (also called immediate action or extraordinary deployment) is the law enforcement tactical response to active shooter incidents. The National Tactical Officers Association defines rapid deployment as “the swift and immediate deployment of law enforcement resources to ongoing, life threatening situations where delayed deployment could otherwise result in death or great bodily injury to innocent persons.” Specifically, rapid deployment entails deploying the first several officers on the scene to immediately neutralize the threat.

 Deploy teams of officers.  While four officers is generally the recommended minimum, officers     
may choose to act when fewer are available (even when only one or two officers can immediately respond). Teams with less than four officers have substantially elevated risks, but this should not be excluded or prohibited as an option. Officers at the scene must judge the relative risks of action versus inaction with less than four officers. The instant response of individual officers may be critical in preventing further loss of life. Use one of several different formations, such as the diamond, “Y,” or “T.” Each officer in the formation has a specific area of responsibility, such as front, rear, left, or right. Provide 360-degree coverage to maximize officer safety. Use the three modes of operation (Contact, Search, and Rescue) as appropriate and necessary.

Reference: See “Rapid Deployment as a Response to an Active Shooter Incident” for additional information about rapid deployment.
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Active Shooter, Continued
Rapid deployment, (continued)

The following table details the procedures for each of the rapid deployment modes of operation. Mode Contact Search Rescue Procedure

  
Continued on next page

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Active Shooter, Continued
Standard procedure

Follow the procedures below to manage responses to critical incidents involving an active shooter. Role Faculty and Staff Procedure


Continued on next page

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Active Shooter, Continued
Standard procedure, (continued)

Role School Incident Supervisor

Procedure



Continued on next page

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Active Shooter, Continued
Standard procedure, (continued)

Role Law enforcement Incident Commander

Procedure

 
Continued on next page

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Active Shooter, Continued
Special considerations

In addition to active shooter standard procedures, the following table lists special considerations for other types of active shooter threats. Role School Incident Supervisor Law enforcement School Incident Supervisor Law enforcement EMS/Fire Consideration

Threat Suicide bomber

    

Drive-by shooter or sniper

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Hostage Situation
Definition of critical incident

A hostage situation is any situation in which a person or persons are detained by threat of violence. Weapons are usually in the possession of the hostage taker(s) and hostages are threatened with some degree of bodily harm if the hostages or outside officials do not cooperate. Also use these procedures as a guideline for responding to suicidal or barricaded subjects. Note: Hostage situation may escalate into an active shooter situation. Follow the procedures for active shooter if warranted.

Standard procedure

Follow the procedures below to manage responses to critical incidents involving a hostage situation or suicidal subject. Role Faculty and Staff Procedure


Continued on next page

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Hostage Situation, Continued
Standard procedure, (continued)

Role School Incident Supervisor Law enforcement

Procedure

 
Continued on next page

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Hostage Situation, Continued
Standard procedure, (continued)

Role Incident Commander
Hostage guidance

Procedure



If taken hostage, consider the following procedures:

 Direct all hostages away from windows and doors and as far away from     
hostage takers as possible. Obey all hostage taker orders and be polite; do not become confrontational or antagonistic. Talk in a normal voice; avoid whispering or raising your voice. Avoid abrupt movements. Answer all questions unless responses may provoke hostage takers. Inform hostage takers of any medical conditions or disabilities.

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Riot or Mass Disorder
Definition of critical incident

A riot or mass disorder is defined as a relatively large group of students engaged in disruptive or violent behavior that is destructive to either persons or property. Note: Mass disorder may escalate into an active shooter or hostage situation. Follow the appropriate procedures.

Standard procedure

Follow the procedures below to manage responses to critical incidents involving riots or mass disorder. Role School Incident Supervisor Incident Commander Procedure

 
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Riot or Mass Disorder, Continued
Standard procedure, (continued)

Role Law enforcement Teachers and staff

Procedure

 

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Terrorist Alert Levels
Suggested actions

The following table lists suggested actions for each risk level of the Department of Homeland Security Advisory System. Note: Suggested actions for Low (Green) represent security procedures that should be standard practice at the school. Risk Low (Green) Suggested Actions


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Terrorist Alert Levels, Continued
Suggested actions, (continued)

Risk Guarded (Blue) Elevated (Yellow) High (Orange)

Suggested Actions

  
Continued on next page

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Terrorist Alert Levels, Continued
Suggested actions, (continued)

Risk Severe (Red)

Suggested Actions



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Bus Critical Incidents
Bus preparedness

Buses should be equipped and prepared for critical incidents at all times. Items that are considered vital for preparedness include the following.

 Drivers should be briefed on alternate routes and alternate locations to    
take students in the event of an emergency. The fuel tank should be at least half full at all times. A first aid/disaster kit and area maps should be accessible on board. At least two communication methods should be operational at all times (e.g., radio and cell phone). Drivers should conduct a visual inspection of the bus after any period in which the bus has been left unattended.

Standard procedures

Follow the procedures below to manage law enforcement responses to critical incidents that occur on a bus. Incident Active shooter Hostage situation Bombs threats and destructive devices Riot or mass disorder Procedure

  


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Bus Critical Incidents, Continued
Communication

The following table provides information about the methods of communicating between the bus, school, and district offices. Method of notifying school, district, or transportation of incident on bus Method of notifying bus (en route to school) about critical incident at school

Alternate location

The following location should be used as an alternative location to transport students if the school is not safe: [Alternate location]

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Additional Critical Incident Scenarios
Extracurricular events

Follow the procedures below to respond to critical incidents during extracurricular events.

Neighboring schools

Follow the procedures below to integrate responses to critical incidents with schools that share a campus.

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Additional Critical Incident Scenarios, Continued
Mobile classrooms

The following table describes special considerations for mobile classrooms in the event of critical incidents.

Extended stay at school

The following table describes special considerations for critical incidents that require students to stay on the school campus for an extended period of time (i.e., significantly longer than the regular school day).

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Section 8: Contact Information District and School Directories
School and district directories

An updated faculty and staff roster with campus locations and classroom telephone numbers is located in each Emergency Kit. An updated district directory with all local schools, district offices and administration, transportation, and other contact numbers is also located in each Emergency Kit. The following table lists school staff members with mobile communication devices, as well as telephone numbers to each. Name Campus Location Cellular Number Pager Number

Mobile numbers

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District and School Directories, Continued
Special skills

The following table lists school staff members with any of the following special skills:

             
Name

CPR, first aid, emergency medical, or nursing Search and rescue Hazardous materials Media relations Counseling/mental health Firefighting Critical incident training Language skills Reserve or former police Amateur radio operators Military experience Physically powerful and able-bodied Construction, carpentry, electrical, or welding skills Other knowledge or skills Campus Location Mobile Number or extension Skills

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Hospitals
Information

The following table provides vital information about local hospitals for critical incident responses. Contact and Number Distance from School (miles & time) Trauma Level and Airlift Capabilities

Hospital

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Media Directory
Newspapers & news service

The following table lists contact information for local newspapers and news service organizations. Address Phone Numbers Contacts

Organization

Television

The following table lists contact information for local television stations. Address Phone Numbers Contacts

Station

Radio

The following table lists contact information for local radio stations. Station Address Phone Numbers Contacts

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Important Numbers
Introduction

This section provides information for various organizations you may need to contact for critical incident response efforts.

Federal and State

Organization

Contact

Phone Numbers

Description

Continued on next page

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Important Numbers, Continued
County or City

Organization

Contact

Phone Numbers

Description

Commercial services & supplies

Organization

Contact

Phone Numbers

Description

Continued on next page

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Important Numbers, Continued
Community services

Organization

Contact

Phone Numbers

Description

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Community Volunteers and Services
Introduction

This section provides a listing of all local community businesses and organizations that have committed to donating materials or providing volunteer services in the event of a critical incident.

Businesses

Organization

Contact

Phone Numbers

Material or Services Available

Local churches

Organization

Contact

Phone Numbers

Material or Services Available

Civic organizations

Organization

Contact

Phone Numbers

Material or Services Available

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Section 9: Facility and Grounds Information Overview
Introduction

Some critical incidents require the shut-down of various utilities and systems in the school. In order to provide the most effective tactical response, law enforcement units need to know a host of information about the facilities. Facility and grounds information is included in this section to give people the ability to shut down or control the systems as needed, even if they are unfamiliar with the campus.

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Utilities
Overview

The following utilities are located on or near the school campus:


[Utility]

Contact information

The following table provides contact information for the companies providing utilities on campus. Organization Contact Phone Numbers

Back-up generator

[Information about location of generator and procedures for use]

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Fire Alarm and Equipment
Overview

[Description of fire alarm and equipment on campus]

[Fire equipment]

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Security Equipment
Overview

[Description of security equipment on campus]

[Security equipment]

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Bell System
Overview

[Description of bell system on campus]

[Procedures]

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Campus and Facilities Information
Map of campus

[Insert image here] [Insert image here] [Insert image here] [Insert image or description of location(s) here]

Floor plans

Aerial photo

Roof access points

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Section 10: School Vulnerability Considerations Overview
Introduction

The purpose of this section of the document is to present information related to potential vulnerabilities or hazards in or around the school that may be important to be aware of in the event of a critical incident. Note: The information in this section serves as a general and unofficial survey of the school campus. The local tactical team that is identified as having primary responsibility should conduct an official site survey of the school campus.

Geographic concerns

Geographic or weather-related concerns for this school include:


Special populations or targets

Special populations or targets of concern include:


The following school or campus vulnerabilities have been identified:

Vulnerabilities


Crime patterns

The local area around the school has the following crime patterns or history:


Continued on next page

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Overview, Continued
Hazardous materials

The following table details hazardous materials on or around campus, as well as procedures for accessing these materials. Material Location Comments

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Section 11: SCIP Approval and Sign-off Review and Approval
Review

The following parties and/or agencies will review the SCIP during the development and revision to provide input and suggestions:


Approval

The following people will review the final version of the SCIP [how often] for approval before distribution:


Distribution

The following parties and/or agencies will receive a copy of the approved SCIP to keep in the event of a critical incident:



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About School Safety Partners  
School Safety Partners (www.SchoolSafetyPartners.org) is dedicated to creating long‐term funding partnerships to  support school safety best practices. We are a facilitator of joint research projects, reaching out to the general  public as well as stakeholders in the public, private, non‐profit, and academic sectors. Since our start in January,  2008, our projects have addressed the legislative, training, compliance, funding, and public awareness sides of  school safety. Here are some highlights:  1. We created a reference library documenting all aspects of Colorado Senate Bill 08‐181, a first‐of‐its‐kind  measure introduced by Senator Tom Wiens to modernize emergency planning in schools, so students,  teachers, and first responders can act fast in an emergency.  For the 10th anniversary of the Columbine High School tragedy, we produced the national media event,  "Colorado Rising," focusing on the future of school safety in America, and our guests and speakers were  covered by NBC‐TV, CNN, NPR, FOX, Oprah Radio, Channel One News, Associated Press, Reuters, the  Wall Street Journal, USA Today, Los Angeles Times, German Public Radio, the Guardian, and dozens of  other news sources.    We assisted in the 2008 Symposium and the 2009 Symposium on the Prevention of School Violence at  Johnson & Wales University, and in the tabletop exercises on interoperable communications conducted  for these events by one of our partners, SchoolSAFE Communications (www.SchoolSAFEcom.org).  We produced over 4 hours of video footage, with 2 video crews, covering a full‐scale active shooter and  multi‐hazard school exercise that involved 18 agencies and over 1,200 persons, and tested interoperable  communications in several school‐related settings.  We co‐created the School Response Framework Fund in support of the National Incident Managment  System (NIMS) and to help Colorado schools become NIMS‐compliant as quickly as possible.  We also developed a virtual campus that schools can use as an online training site for their safety  teams, and as an action center where schools can build strong relationships with community partners,  or local responders.  We have developed with ABC‐TV a nationwide community awareness campaign, giving recognition to  educators as first responders, and calling for the creation of public‐private partnerships to make school  safety sustainable in communities across America.  We have also developed with the creators of the feature motion picture, "April Showers," the  educational and school safety materials to accompany the film as it is released to the worldwide  educational market.   Other states have shown an interest in what we have done in Colorado about school crisis response, and  for them we have designed webinars and information kits about improving school safety legislation and  finding long‐term funding solutions. 

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We hope that you find our information useful and our contacts productive. We invite you to explore all parts of  our website, and also share with us your views, experiences, lessons learned, best practices, and innovations.  Please visit us at www.SchoolSafetyPartners.org and register online in order to access all of our sections.  Registration is free.