Preschool/Primary School: Teacher Information Procedure:
1. When the principal/administrator determines that evacuation to a central location either on site or off site is necessary, teachers and students will report to the designated holding areas with evacuation list and primary teachers’ classroom kits.
2. Teachers reunite all class members.
3. Teachers take attendance before reunification begins.
4. Teachers utilize classroom kits to keep children calm and quiet.
5. Once attendance has been taken by all teachers, one teacher per grade level will join the crisis team to become a reunification runner.
6. When the runner comes to get a student, the teacher will verify the documentation with the runner before releasing the student and mark off the student on the attendance sheet as reunified.
7. The runner and student will return to the reunification area where the parent or listed contact must provide identification and sign the contact sheet. The student is then released.
Preschool/Primary School: Principal Information
1. Each September administrators should prepare the following for ease of parent/child reunification in the event of a crisis:
a. Break down the students in an alpha way that will lend itself toward equal and easy distribution. For example, if five staff members will be available to handle parents for reunification at tables, divide the alpha list into five sections (A-G, H-L, etc.). This alpha list should be kept in the go-kits with the separations already in place.
b. Assign roles and responsibilities to staff members, taking into account staff availability. For example, runners and alternates, in case of absence, should be designated, along with student supervisors and support staff roles.
2. Contact sheets that are already in the go-kits will serve as the student release forms.
3. Notify parents that emergency responders are assessing the situation and that parents could assist us best by not coming to the scene until further information is available.
Middle School: Teacher Information Procedure:
1. When the principal/administrator determines that evacuation to a central location either on site or off site is necessary, teachers and students will report to the designated holding areas with evacuation list.
2. Teachers reunite all class members.
3. Teachers take attendance before reunification begins.
4. Housemasters for each grade meet teachers and students at designated location.
5. After attendance is taken by homeroom teachers, students report to the alpha areas that housemasters have designated on the walls for ease of dismissal.
6. Housemasters will determine teachers who will be runners/student supervisors.
7. When the runner comes to get a student, the teacher will verify the
documentation with the runner before releasing the student and mark off the student on the attendance sheet as reunified.
8. The runner and student will return to the reunification area where the parent or listed contact must provide identification and sign the contact sheet. The student is then released.
Middle School: Principal Information
1. Each September administrators should prepare the following for ease of parent/child reunification in the event of a crisis:
a. Break down the students in an alpha way that will lend itself toward equal and easy distribution. For example, if five staff members will be available to handle parents for reunification at tables, divide the alpha list into five sections (A-G, H-L, etc.). This alpha list should be kept in the go-kits with the separations already in place.
b. Assign roles and responsibilities to staff members, taking into account staff availability. For example, runners and alternates, in case of absence, should be designated, along with student supervisors and support staff roles.
2. Contact sheets that are already in the go-kits will serve as the student release forms.
3. Notify parents that emergency responders are assessing the situation and that parents could assist us best by not coming to the scene until further information is available.
High School: Teacher Information Procedure:
1. When the principal/administrator determines that evacuation to a central location either on site or off site is necessary, teachers and students will report to the designated holding areas with evacuation list.
2. Teachers will reunite all class members.
3. Teachers will take attendance before reunification begins.
4. Deans for each grade will meet teachers and students at designated location.
5. After attendance is taken by homeroom teachers, students will report to the alpha areas the deans have designated on the walls for ease of dismissal.
6. Deans will determine teachers who will be runners/student supervisors.
7. When the runner comes to get a student, the teacher will verify the documentation with the runner before releasing the student. The teacher will mark off the student on the attendance as reunified.
8. The runner and student will return to the reunification area where the parent or listed contact must provide identification and sign the contact sheet. The student is then released.
**Students with independent status and students over 18 years of age whose parents have signed them off should report to table for dismissal as soon as possible.
***For students with senior privilege, daily lists must be checked before they can be released.
Grade 9 to Maroon Cafeteria Grade 10 Gold Cafeteria
Grade 11 to Auditorium Grade 12 to Gym
Foundations to the Humanities Center Life Skills TBA
High School: Principal Information
1. Each September administrators should prepare the following for ease of parent/child reunification in the event of a crisis:
a. Break down the students in an alpha way that will lend itself toward equal and easy distribution. For example, if ten staff members will be available to handle parents for reunification at tables, divide the alpha list into ten sections (A-C, B-E, etc.). This alpha list should be kept in the go-kits with the separations already in place.
b. Assign roles and responsibilities to staff members, taking into account staff availability. For example, runners and alternates, in case of absence, should be designated, along with student supervisors and support staff roles.
2. Contact cards that are already in the go-kits will serve as the student release forms.
3. Notify parents that emergency responders are assessing the situation and that parents could assist us best by not coming to the scene until further information is available.
Tips for Parents
Tips for Helping Students Recovering from Traumatic Events
U.S. Department of Education
September 2005
• Children will react in their own way and in their own time to their disaster experience. Most reactions are normal and typically go away with time. Parents should be observant, though, if this does not happen.
• Often children will cling to parents and may not want to be away from them. When a child shows excessive clinging and unwillingness to let a parent out of sight, the child is expressing fear and anxiety of separation or loss. These fears should dissolve when the threat of danger dissipates and children feel secure again under a parent's protection. Parents should give them comfort and reassure them that they are safe. Once they feel safe, they'll begin to let go.
• Some children need to talk about a traumatic experience all the time and others don't want to talk at all. This is normal. While it is important not to force children to talk about their experiences, it is also critical for parents to let them know they're willing to listen, and then, to listen.
• Anxiety about disaster experiences and problems sometimes keeps children awake at night, or nightmares might wake them. Temporary changes in sleeping arrangements following a disaster may be helpful, such as parents letting children put sleeping bags on the floor in their room or sleeping closer to them at first. After a brief period of temporary changes, it is helpful to move back to pre-disaster bedtime routines.
• Giving children choices helps them feel some control when their environment has felt out of control. Choosing food, clothes, what games to play—any appropriate choices—can be helpful.
• Children still need discipline. It helps them feel safe to know their parents won't let them get away with too much and that normal rules still apply.
• Going to a new school is hard, especially now. Parents may want to see if they can visit the school with their child ahead of time.
• Enabling children to stay in contact with their old friends or even children they met in a shelter can help them feel that their whole world is not gone. The child's new school may want to help evacuated children get in touch with friends also relocated in the area.
• Parents will want to establish daily routines as soon as they can. Meals, bedtimes and other regular parts of their day can help children feel comforted and know what to expect.
• Sometimes students react to trauma and stress with anger. They may feel it gives them a sense of control. Adults should be understanding but hold children responsible for their behavior. It is not OK to hurt others and break other home and school rules, even if students are stressed.
• It doesn't help younger children to watch coverage of the disaster over and over. However, some older adolescents may find viewing some factual media reports helpful in order to better understand the disaster and recovery efforts. As an alternative, parents may want to read newspaper accounts with their child.
• Parents should remember to take good care of themselves, too. This will help them have the energy necessary to take care of their children. Their ability to cope with this disaster will help their children cope as well.
Drills
Evacuation – Students and staff are removed from the building when conditions outside are safer than inside. This response is used for fire and other unsafe building conditions.
Lockdown – All students and staff must stay in the building in specific locations. This response is used if there is an intruder or when a dangerous activity is occurring outside the school building. To ensure safety, no one will be allowed to enter or leave the building until the crisis is over. Parents will be notified by phone or an AlertNow message when it is safe to release the students.
Shelter in Place – This response is used when it is necessary for students to remain in school due to such events as severe weather, chemical release, etc. Students will be cared for in school until it is safe for them to be released.
Tabletop - This activity involves key personnel discussing a simulated emergency response situation in an informal setting. Participants are presented with a scenario and plan how they would address the crisis in accordance with their emergency response plans. Unlike the previous three drills, a tabletop activity does not involve students.