Académique Documents
Professionnel Documents
Culture Documents
PROCEDURES GUIDE
Revised 2012
Board of Education
Jackie Magnuson, Chairperson
Rob Duchscher, Vice Chairperson
Joel Albright, Clerk
Art Coulson, Treasurer
Gary Huusko, Director
Mike Roseen, Director
Bob Schutte, Director
Superintendent
Jane K. Berenz
Acknowledgements
Rosemount/Apple Valley/Eagan Police and Fire Departments
Mark Parr
Kerri Hudgens
Cris Town
Mike Radant
Joan Bertelsen
Tim Conboy
Sarah Dahl
Randy Dukek
Chad Rosa
Table of Contents
Introduction
Prevention and Mitigation/Preparedness/Response/Recovery/Evaluation
Minimum Annual Drills
Initial Response
Page
Annual Emergency Preparedness Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I-II
Building-Level Emergency Management Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . III
First Steps in Any Emergency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IV-V
Emergency Telephone Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . VI
Contacts for After-Hours Building Emergencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . VII
High School and Middle School Administrative Cell Phone Numbers . . . . . . . . . . . . . . . . . . VIII
Crisis Procedure Checklist for the Principal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IX-X
Crisis Information Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . XI
Response Procedures
Assault . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Bomb/Bomb Threat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-4
Bus/Car Accident . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Disturbance/Demonstration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Drug/Alcohol . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Fallen Aircraft . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Fire/Explosion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Hazardous Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10-11
Hostage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Intruder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13-14
Kidnapping/Missing Child . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Lockdown Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Medical Emergencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17-21
Multiple Casualty Incident . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
National Emergency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
District Response to Homeland Security Advising System . . . . . . . . . . . . . . . . . . . . . . . . . 24-27
Off-Site Evacuation/Relocation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28-34
Pandemic Disease . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35-39
Parent/Student Reunification Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Prank Phone Call/Email . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41-42
Severe Weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43-44
Sexual Assault . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Shelter-In-Place . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Shooting/Stabbing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Suicide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48-49
Suspicious Substance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Suspicious Letter/Package . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Threats of Violence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52-53
Utility Emergency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Weapons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55-58
Weapons on District Vehicle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59-60
Communications
Media Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Media Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
First Public Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Crisis Clock . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Parent Notification Concerning Threats or Rumors at School . . . . . . . . . . . . . . . . . . . . . . . . 65
Recovery
Page
Understanding Emotional Trauma . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Goals for Recovery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67-68
Post-Crisis Intervention Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
General Strategies for Follow-up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Roles and Responsibilities in Recovery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Information for Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Suicide Response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72-73
Examples of Classroom Strategies/Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74-76
Helping Students and Staff Recover . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77-78
Information to Share with Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Appendix
District Background Check Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Emergency Kit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82-85
A Summary of the Key Findings and Implications for the Prevention of
School Attacks in the United States . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86-89
Telephone Threat Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Prank Phone Call Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Crisis Procedure Checklist for Principal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92-93
Crisis Information Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Evaluation of an Emergency (Procedure 709P) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95-96
Emergency Drill Schedule and Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Threat Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98-101
Threat Assessment Sources of Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102-104
Threat Assessment Inquiry Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105-109
Threat Assessment Analysis Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110-114
District Policies, Regulations, Procedures*
Adminstrative Regulation 401.5AR Pre-Employment Background Check . . . . . . . . . . . . 115-116
Policy 506 - Student Welfare . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117-120
Adminstrative Regulation 506.1AR - Security in District Schools . . . . . . . . . . . . . . . . . . 121-122
Adminstrative Regulation 506.2.1AR - Medical Emergencies . . . . . . . . . . . . . . . . . . . . . . . 123
Procedure 506.2.1.4P - Medical Incident Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124-125
Adminstrative Regulation 506.5AR - Death of a Student or Employee . . . . . . . . . . . . . 126-128
Procedure 707.2.3P - School Bus Accident . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129-130
Policy 709 - Emergency Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Procedure 709P - Follow-up Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132-133
Adminstrative Regulation 709.1AR - Emergency School Closings . . . . . . . . . . . . . . . . . 134-135
Sample Emergency Notification Letters, Emails/Announcements/Parenting Tips
Attempted Child Abduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
Bomb Threat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138-142
Exposure Incident . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
Student Death by Accident . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Student Death by Suicide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
Suspicious Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146-148
Weapon Letter to Parent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
Table Top Excercises
Table Top Excercises Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
Table Top Excercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152-171
*Check District Policy Manual or website for most recent versions of policies, regulations and procedures.
INTRODUCTION
This manual is to be used by administrators and Building Emergency Management Teams as a guide
to dealing with crisis situations and to help guide buildings in developing their individual school crisis plans.
The manual should be reviewed annually by building management teams. Although each crisis is unique, the
best preparation for an emergency is careful planning, execution and evaluation and there will be occasions
when common sense and good, on the spot, decision making must prevail.
This manual is designed to walk the building administration and Building Emergency Management
Team through the Five Phases of Emergency Management: Prevention and Mitigation, Preparedness,
Response, Recovery and Evaluation. The manual follows this basic format in its layout. The Response
section is in alphabetical order. There is also a Forms section and a Table Top Exercise section at the end of
the manual. The forms should be used during and after a crisis. The sample letters that are included may be
changed or adapted as necessary.
12. Crisis drill training should be conducted regularly with staff and students.
13. Teacher training programs should be set up in the following areas:
PREPAREDNESS
Preparedness is the process of a.) developing a school emergency plan, b.) deciding
what actions will be taken in an emergency, and c.) determining who will respond in an
emergency before the emergency actually occurs. Preparedness involves the coordination
between the school district, individual schools and the community at large.
1. A comprehensive, fully functional communications system should be in all schools. Included in this
recommendation are the following: two-way radios available for classes that are being conducted outside
the building, cellular phones for all principals and assistant principals, and intercom systems that allow
for communication to and from the main office, including corridors.
2. A Building Emergency Management Team should be in place at each school.
3. A close working relationship, with both formal and informal lines of communication should exist
between various community agencies, including the police, fire, mental health services, the school
district and parents.
4. All interior classroom doors should be in proper working condition and capable of being locked.
5. The Emergency Evacuation Routes should be displayed in each room at all schools.
6. Full-scale exercises should be conducted yearly in all buildings.
Schools are required by minnesota statutes 121a.037 & 123B.90
to conduct the following drills each year:
5 .........Fire Drills
1 .........Severe Weather Drill (coordinate with Minnesota Severe Weather Alert)
5 .........Emergency Lockdown Drills (one staff-only drill during workshop week, three during
the school year with students and one in summer)
1..........School Bus Safety Training Seminar for Students
1..........School Bus Evacuation Drill
DISTRICT-INITIATED PREVENTION ACTIONS
1 .........Canine Search (high school parking lot)
1..........Additional internal building canine search may be conducted at the discretion of the
principal when students are not present
Refer to the Emergency Drill Schedule and Log found on page 97.
RESPONSE
When an emergency occurs, it is time to implement the plan, not to create the plan. Response is the
process of implementing appropriate actions while the emergency situation is unfolding. In this phase
schools and districts mobilize resources and implement emergency procedures necessary to handle the
situation.
RECOVERY
The goal of recovery is to restore the learning environment and infrastructure of the school as quickly
as possible. The plan for recovery needs to be developed during the preparedness phase, not after
an emergency or crisis situation. Recovery consists of four main components: emotional, academic,
physical/structured and fiscal recovery.
EVALUATION
The evaluation process is critical to the emergency plan. Identifying those items of the plan which
operated well and those requiring additional improvement will provide for a safe school environment.
Initial Response
Initial
Response
During pre-school workshop week, in-service secretarial staff on proper procedures for
suspicious or threatening phone calls. (Note pages 41, 42, 90 and 91 in the Emergency
Procedures Guide. Check when finished. These pages should be copied and kept by the
secretary's desk.)
Distribute and in-service all staff in your building on the School and Classroom Emergency
Procedures Guide.
Review the items to be kept in the emergency kit (page 82 in the Emergency Procedures
Guide).
Complete the following documents (pages 83-85 in the Emergency Procedures Guide):
Emergency Telephone Directory (page 83);
Trained First Aid/CPR Providers/Defibrillator Operators (page 84), and
Hazardous Materials List for Emergency Kit (page 85)
The Health and Safety Consultant will consult with all building chiefs to obtain the
hazardous materials list and location of hazardous materials (page 85 in Emergency
Procedures Guide).
Develop/review an alternative communication plan in the event you cannot use the PA
system or radio communication.
Develop/review a lights-out plan for when emergencies occur and the lights are out.
Review minimum annual drill expectations and develop/review site specific emergency
lockdown procedures. Set a date for annual lockdown drill (September/October).
Make sure your building has an active EBS (Emergency Broadcast System) alarm/
weather alert radio.
Post Tornado Shelter (shelter-in-place) and Building Evacuation maps in each room.
Review web-based building layout and controls provided by Facilities. Place in front
pocket of the Emergency Procedures Guide.
Review emergency shutoff locations and procedures (gas, water, etc.). These are
school specific.
Replace and update security, safety, and building numbering signs on doors and
windows.
Review A Summary of the Key Findings and Implications for the Prevention of
School Attacks in the United States found in Appendix (pages 86-89 in Emergency
Procedures Guide). Members of the Student Assistance Team will review these
documents.
Send the names and voice mail numbers of your Building-Level Emergency
Management Team members to the appropriate director.
School nurse completes the Multiple Incident Plan (page 22 in the Emergency
Procedures Guide).
Review Emergency Phone Numbers List (pages VI and VIII in the Emergency
Procedures Guide).
II
Principal
Administrator
Administrator
Administrator
Building Chief
Principals Secretary
School Psychologist
Counselor
Counselor
School Nurse
OFFICE VOICE
EXTENSION # MAIL #
HOME PHONE #
III
2. If necessary, provide first aid treatment and call the appropriate authorities.
Ambulance, Fire, Police (9)-911
3. Principals secretary should notify the Superintendents Office (#37749 or 651-423-7749). They
will activate the District-Level Emergency Management Team.
Superintendent #37749 or 651-423-7749
Communications Specialist #37775 or 651-423-7775
Director of Secondary Education #37712 or 651-423-7712
Director of Elementary Education #37782 or 651-423-7782
Director of Community Education #37720 or 651-423-7720
Director of Special Education #37628 or 651-423-7628
School District Attorney #37883 or 651-423-7883
Director of Finance #37713 or 651-423-7713
Director of Human Resources #37859 or 651-423-7859
Coordinator of Facilities and Grounds #37702 or 651-423-7702
Coordinator of Transportation #37685 or 651-423-7685
(Inform transportation of any evacuation, even if no buses are needed.)
Coordinator of Food and Nutrition Services #36956 or 651-423-6956
4. If needed, establish a command post. (Each school should have two possible locations decided in
advance.) The principals secretary takes the emergency kit. The school nurse is responsible for the
nursing emergency kit. The nurse will develop and maintain an evacuation plan for medically fragile
student(s). 1) ___________________________________ 2) ______________________________________
Do not release any information to the press. Refer all questions to the Communications Specialist #37775 or
651-423-7775.
5. If appropriate:
a. Announce the emergency throughout your building to alert all staff to the type of
situation and any immediate action required.
b. Turn off bell system and fire alarms.
Emergency Lockdown:
An emergency incident has taken place and may prevent the safe evacuation of a school building
and require steps to isolate students and faculty from danger by instituting a school lockdown (e.g.
assault, weapon, intruder); students and teachers should remain in locked rooms (if possible) until
further notice. Building-Level Emergency Management Team will check hallways, restrooms, playground, phy. ed. areas, media center and other common areas, and take students in these areas to
a safe place. Teachers take class lists, purses and keys, and keep their students in groups.
If this occurs during non-instructional hours, all available staff will help take students to a safe
area.
Example: This is _____________. Teachers, a situation has occurred which requires everyone
to remain in a classroom until further notice. No staff or students are to leave the current classroom until told to do so and ignore any fire alarms. (Repeat twice.)
IV
Evacuation:
An immediate evacuation of the building is required (e.g. hazardous materials). Teachers take class lists,
purses and keys, and keep their students in groups. An evacuation is when you leave the area of actual
or potential hazard (i.e. chemical or biological). Students and staff should be at least 500 feet away from
the building. Emergency managers carefully develop plans and procedures for evacuation to avoid confusion and get people out of an area safely and quickly.
Example: This is _____________. Teachers, a situation has occurred which requires you to gather
your students, take your class lists, purses and keys, and evacuate the building immediately. We will evacuate to _____________ (one of the e vacuation sites). (Repeat twice.)
Shelter-in-Place:
Shelter-in-place means to stay inside the school building. Shelter-in-place can be used when there is little
time to react to an incident and it would be more dangerous to try to evacuate than it would be to stay
where you are. Identify two on-site shelter-in-place locations; It may also include additional precautions
such as turning off air conditioners and ventilation systems and closing all windows and doors.
1) ____________________________________ 2) __________________________________________
Potential National Emergency:
Only release students to their parents/guardians at the front door. Students who travel from school to
school, must remain in their current building.
Potential Local Emergency:
Police liaisons may not be available to assist at the schools. Activate building-level emergency
management team.
ALLCOMMUNICATIONWITHPARENTS, COMMUNITYANDMEDIA
MUSTBECOORDINATEDWITHTHEDISTRICTCOMMUNICATIONSSPECIALIST.
* The Follow-up Evaluation of an Emergency (procedure 709P - pages 95 & 96) must be sent to the District Office.
6. When re-entry is permitted, staff should visually inspect their classrooms.
7. Grief counseling and aftercare will occur. Contact members of your faith community or (Apple Valley,
Burnsville, Eagan, Lakeville, Rosemount) police department to access the Chaplin Service program.
VI
If there is a building emergency after-hours, the building chief for the building where the emergency exists is the first person
who should be contacted. The building chief is then required to contact the principal.
BUILDING
Apple Valley High
Area Learning Center (ATP)
Transition Plus/Pathway (ATP)
Black Hawk Middle
Cedar Park Elementary/STEM
Cedar Valley Learning Center
Cooperative Area Learning Program
Dakota Hills Middle
Dakota Ridge
Deerwood Elementary
Diamond Path Elementary/SIS
District Service Center/Facilities & Grounds
District Office
District Office East
Eagan High
Early Childhood Learning Center
Eastview High
Echo Park Elementary
Falcon Ridge Middle
Glacier Hills Elementary/SAS
Greenleaf Elementary
Highland Elementary
Northview Elementary
Oak Ridge Elementary
Parkview Elementary
Pinewood Elementary
Rahncliff Learning Center
Red Pine Elementary
Rosemount Elementary
Rosemount High
Rosemount Middle
School of Environmental Studies
Scott Highlands Middle
Shannon Park Elementary
Southview Elementary
Thomas Lake Elementary
Valley Middle
Westview Elementary
Woodland Elementary
2.
BUILDING CHIEF/MANAGER
Dave Herrmann 651-463-3491
Jeff Schaefer 952-994-0496
Jeff Schaefer 952-994-0496
Dan Heller 612-308-8874
Adam Herrmann 651-334-6575
Susan LeTourneau 612-360-3969
Steve Brown 651-423-5720
Carol Hanson 651-463-8482
Steve Brown 651-423-5720
Dan Heller 612-308-8874
Mark Rosenquist 651-315-1536
Steve Brown 651-423-5720
Mike Schwanke 651-423-6553
Ken Kraft 651-455-6466
Mark Kesti 651-455-0368
Rita Marshall 651-463-4873
Brian Fischer 952-808-9690
Dick Rischmiller 1-507-332-0382
Roger Wencel 612-801-3460
Paul Van Zuilen 651-463-8745
Rich Pruter 651-423-6279
Jeff Dold 651-438-9261
Steve Ball 651-492-9411
Mark Warweg 651-437-7552
Maureen Feyder 612-490-0652
Dave Mattson 952-412-1056
Tim Gulbranson 651-442-8175
Mark Holter 612-716-0930
Rolf Torkelson 952-380-9817
Chuck Hyatt 952-681-9355
Mike Halbmaier 952-463-8525
Ron McCarthy 952-894-2800
Jeff Dold 651-438-9261
Ron Matson 651-438-2493
Brad Stone 1-507-645-5093
Mike Linnenkamp 651-681-1838
Brad Stone 1-507-645-5093
Don Hereau 952-432-4270
Mark Quarford 651-423-6228
PRINCIPAL/COORDINATOR
Steve Degenaar 651-686-0804
Dave Schmitz 651-423-6176
Paula Krippner 612-636-4897
Rich Wendorff 651-248-1281
John Garcia 952-454-7654
Cathy Koering 651-340-8469
Jane Schroer 952-435-6317
Trevor Johnson 651-456-0369
Nandi Rieck 651-955-1452
Miles Haugen 952-431-4494
Lynn Hernandez 651-686-0029
Mike Schwanke 651-423-6553
Mike Schwanke 651-423-6553
Randy Dukek 952-985-0740
Polly Reikowski 952-452-5022
Debbie Kelly 612-221-1599
Karen Kellar 612-850-6792
Randy Peterson 952-452-0232
Sally Soliday 952-891-3457
Noel Mehus 651-775-7772
Jeff Holten 952-953-4968
Michelle deKam Palmieri 612-825-6713
Chad Ryburn 952-758-2777
Kathy Carl 952-237-6276
Kris Scallon 651-994-8738
Pam Haldeman 651-688-2707
Cris Town 651-895-2190
Cathy Koering 651-340-8469
Gary Anger 651-248-7562
Tom Idstrom 651-485-1068
John Wollersheim 651-248-8537
Mary Thompson 651-322-4642
Dan Bodette 651-212-1164
Dan Wilharber 952-688-3763
Michael Guthrie 952-435-1059
Rhonda Smith 612-920-7539
Mary Jelinek 651-683-0290
Dave McKeag 952-953-3635
Tami Staloch-Schultz 612-209-5234
Lisa Carlson 1-507-645-0483
If the building chief or manager cannot be contacted, the following district personnel should be notified
in the order they are listed:
PHONE NUMBER
DISTRICT PERSONNEL
1. Mike Schwanke, Coordinator of Facilities
651-423-6553 (612-919-1040, cell)
2. Heather Nosan, Project Manager
651-423-6920 (952-220-6399, cell)
3. Kerry Hudgens, Health & Safety Supervisor
612-875-9078
4. Principal or Coordinator
See list above
3. After emergency action has been initiated, the following person should be contacted immediately:
1. Jeff Solomon .......................... 1-507-451-4632 (1-507-213-9493, cell)
4. If there is a Community Education building emergency, please contact:
1.
Revised 7/31/2012
VII
July, 2012
NAME
Allen, Laura Kay
Bodette, Dan
Buchwald, Stacey
Budde, Kim
Buesgens, Pete
Conboy, Tim
Dahl, Sarah
Davis, Erik
Degenaar, Steve
Devich, Carol
Franchino, Rob
Hansen, Eric
Hanson, Jodi
Hedlund, Tara
Jameson, Stacy
Johnson, Trevor
Jokela, Linda
Manning, Mike
Martinson, Kim
McKeag, Dave
Mehus, Noel
Miller, Bruce
Parr, Mark
Percival, Matt
Peterson, Randy
Pulice, Joe
Reikowski, Polly
Roback, Pete
Roberts, Jim
Schafer, Brad
Schmitz, Dave
Setter, Sandra
Storley, Drew
Thomas, Stephanie
Thompson, Mary
Thompson, Steven
Tinder, Paul
Wendorff, Rich
Wilharber, Dan
Williams, Jay
Wollersheim, John
Zak, Peter
SCHOOL
AVHS
SES
VMS
RHS
AVHS
RHS
SHMS
DHMS
AVHS
FRMS
EVHS
RMS
EVHS
EHS
EHS
DHMS
AVHS
RHS
EVHS
VMS
FRMS
EVHS
DO
EVHS
EVHS
BHMS
EHS
RHS
DHMS
RMS
ALC
EHS
RHS
VMS
RMS
EHS
AVHS
BHMS
SHMS
BHMS
RHS
EHS
CELL NUMBER
612-363-8565
651-212-1164
651-341-9277
651-248-8897
651-307-6321
651-248-8011
952-292-2310
612-207-8314
651-492-9300
651-785-3477
651-755-1274
651-775-7776
612-202-6227
651-248-5392
651-402-0357
651-248-2091
612-801-6665
651-248-7250
952-797-2739
612-221-7355
651-775-7772
651-755-1278
952-484-3546
952-210-7112
952-452-0232
612-670-6433
651-248-5390
651-248-7464
651-248-2093
612-250-8940
651-353-6176
651-248-5495
651-248-4825
612-239-9666
651-248-6680
651-248-5189
651-230-0958
651-248-1281
952-688-3763
651-248-7165
651-248-8537
651-248-5389
VIII
This checklist is provided as a guide for principals for emergencies. It is intended to be used as a tool to help
principals, secretaries and other Emergency Management Team members during a crisis.
______1. CONDUCT AN IMMEDIATE ASSESSMENT
a. Confirm and ascertain the type of incident.
b. Obtain essential information (what happened, who was involved, what did witnesses see).
______2. SUMMON HELP
a. Call police or (9)-911.
b. Implement site crisis management plan.
c. Gather school staff assigned to emergency duties.
______3. SOUND WARNING TO SCHOOL STAFF
a. Use PA and/or bell code systems or make announcement to all, such as lockdown.
b. Employ immediate sheltering actions for those exposed to danger.
c. Ensure that all others are sheltered in place or moved to a safer location if possible.
______4. LOCK DOWN BUILDING, SECURE AREAS, MONITOR SITUATIONS
a. Order all exterior doors locked.
b. Lock interior doors where possible.
c. Communicate to staff to monitor conditions.
d. Recognize need and be ready for contingencies.
______5. WAIT FOR POLICE
a. K
eep responding units updated on situation via (9)-911, communicate command post location to
(9)-911 or police.
b. Assemble witnesses and victim, providing they are able to assemble.
c. Go to command post and wait for police and or emergency medical services.
d. Gather key information for law enforcement.
______6. STABILIZE ELEMENTS OF SITUATION AS SOON AS SAFE TO DO SO
a. Care for injured (ensuring safety for those assisting).
b. Account for all students and staff on-site or at hospital or other off-site locations.
c. Notify parents/guardians.
d. Protect crime scene, evidence.
______7. WORK WITH POLICE TO RESOLVE SITUATION
a. Stay at command post, supporting law enforcement.
b. Provide information, including incident-specific knowledge, site background and resources, and
special staff resources, abilities, training, etc.
c. Coordinate school response on-site and off-site (staging areas, hospitals, etc.).
______8. SIGNAL "ALL CLEAR" AFTER POLICE OR FIRE GIVE THE OK
a. Notify parents/guardians.
b. Support law enforcement follow-up activities.
c. Debrief staff.
______9. INITIATE RECOVERY AND FOLLOW-UP ACTIVITIES
a. Brief staff and provide (access to) support.
b. Plan for resumption of school ("next day" plan).
c. Arrange for physical plant clean-up and repair.
d. Begin long-term recovery planning.
IX
FACULTY RESPONSIBILITIES:
Check off what you want the faculty to do during a crisis:
_____Announce event in classroom and discuss with students. (if appropriate).
_____Identify students in need of counseling and notify an administrator, guidance counselor or psychologist.
_____Escort very distraught students to the guidance counselor.
_____Postpone testing.
_____Assist with care of injured and/or ill if needed.
_____Involve class in constructive activities relating to the event.
_____Eliminate, shorten, and structure assignments for a few days with an eye towards normal activities as
soon as possible.
GUIDANCE/SOCIAL WORKER/PSYCHOLOGIST
RESPONSIBILITIES:
_____Coordinate counseling activities including obtaining more help.
_____Provide temporary counseling for students who are in need.
_____Communicate with faculty and be prepared to counsel staff.
_____Inform feeder schools and area schools so they can provide support for students affected.
_____Maintain a list of students counseled.
_____Call parents of students counseled to recommend continued out-of-school support for students who are
very distressed.
_____Provide appropriate mental health information to parents.
SECRETARIAL RESPONSIBILITIES:
_____Notify superintendent.
_____Direct all calls for information to the media spokesperson.
_____Keep in contact with the principal through two-way radio or intercom.
_____Contact Safety Team members to assemble, including location of meeting.
_____Direct emergency personnel to scene of crisis, if an evacuation has not been ordered.
Response Procedures
Response
Procedures
As
sa
ul
t
Critical Information:
1. Schools are responsible for assessing bomb threats
to determine credibility.
2. All bomb threats must be taken seriously until they
are assessed.
3. The decision whether or not to evacuate rests with
the school, not the responding agencies, unless a
device is located.
Caution: Overreacting may encourage additional threats.
Bo B
m o
b
th b/
re
at
s
staff will be alerted and asked to report any unusual or suspicious items in their areas.
2
Bo B
m o
b
b/
t
hr
5. A decision to re-enter the building will be made upon consultation with the superintendent or designee.
ea
NOTE:Persons receiving threats to bomb a school building must be prepared to
ts
ask certain questions and take note of certain characteristics of the call itself and
person making the call.
NOTE: T
he following steps should be taken by the person who receives a telephoned
bomb threat.
a. K
eep the caller on the line as long as possible. Have someone call the police to trace the call.
If possible, record the call.
b. Use the questions on the Telephone Threat Checklist to obtain information (page 4).
c. Inform the caller that the building is occupied and detonation of a bomb could result in death or
serious injury to many children and adults.
d. P
ay particular attention to any strange or peculiar background noises which might give even a
remote clue as to where the call originated.
e. Listen closely to the callers voice. Note any unusual characteristics such as an accent or speech impediment. Try to determine the age and sex of the person.
f. Immediately after the caller hangs up, the person receiving the call should complete the following checklist
(page 4) and give it to the administrator in charge.
NOTE:The following steps should be taken by the person who receives a written bomb threat.
a. Save all materials, including the envelope or container the written threat came in.
b. Avoid unnecessary handling of the written threat.
c. Preserve the note for the police by sealing it in a zip-lock bag or another envelope.
d. T
ake a photograph or videotape of a written bomb threat on walls to keep for future reference.
NOTE:The following steps should be taken by the person who becomes aware of a bomb threat
via social media, email, Facebook, or any other electronic communication.
a. Follow bomb threat procedures.
b. Save the message on the system, DONOT delete the email message.
c. Print a copy of the message to be turned over to the police and the Information Technology Department.
d. In addition to described notifications, also notify the Coordinator of Technology.
Female
Adult
Juvenile
Age
Long Distance
Internal
Cell Phone
Excited
Distinct
Rapid
Familiar
Loud
Slurred
Disguised
Incoherent
Soft
Normal
Accent
Deep breathing
Deep
Crying
Lisp
Nasal
Laughter
Stutter
Airplanes
Static
House noises
Phone booth
Street noises
Animals
PA system
Other:
Trains
Party
Music
Quiet
Vehicles
Factory machines
Bells
Foul
Taped
Incoherent
Irrational
The principal and the coordinator of transportation or their designees will go to the
scene. Principal or designee will bring the
bus roster in order to account for all students. The bus roster may be used for checkout procedures and verification.
Steps in Case of Bus Accident with Injury - During School Hours
BU
AC S
CI /CA
DE R
NT
Disturbance or Demonstration
A disturbance or demonstration could threaten the
welfare and safety of staff and students. This can
include both small and large groups and can occur
inside the building, outside the building on the school
campus, and/or in the area of the school campus.
Demonstrating on school property should be deemed
trespassing. Minnesota State Statute 609.605 gives a
building school administrator authority to have persons
removed from school property as trespassers.
DE DIST
U
ON RB
ST AN
RA CE
TI /
ON
Dru
g/
Contraband
A
lco
ho
Fallen Aircraft
Several District 196 buildings are in flight paths leading to the Minneapolis/St. Paul International Airport.
In the event of a fallen aircraft the following procedures are to be implemented.
Fa
Aircraft
ll
en
Fire/Explosion
The following procedures are to be implemented in the
event of a fire, smoke from a fire or detection of gas
odor. Remember smoke is just as dangerous as fire.
Most fire deaths are due to smoke inhalation.
EX FI
PL RE
OS /
IO
N
Hazardous Materials
Each school has an inventory of chemicals and
hazardous materials that are on the school campus.
The inventory identifies the chemical's name, storage
location, associated hazards, and recommended
personal protective equipment. This information is
included in the "Emergency Kit." In the event of a
natural or propane gas leak or other - EVACUATE
IMMEDIATELY.
HA
M ZAR
AT
E
DO
RI US
AL
S
10
HA
M ZAR
AT
E
8. B
e aware and alert for any changes in health conditions for students and staff, especially
respiration problems. Seek medical attention if necessary.
DO
RI US
AL
S
9. Fire or police personnel will determine when it is safe to resume normal school activities.
10. District Media Specialist to notify media outlets.
Community Education/After HOurs
Building supervisor/administrator will:
1. Call (9)-911.
2. If Community Education, notify the facilities manager/coordinator on duty: Cell phone 651-295-1703.
11
If taken hostage:
Cooperate with hostage-taker to the fullest extent
possible.
Try not to panic. Calm students if they are present.
Treat the hostage-taker as normally as possible.
Be respectful to the hostage-taker.
Ask permission to speak; do not argue or make suggestions.
If the hostage-taker is unaware of your presence, do
not attract attention!
HO
ST
AG
E
12
IN
TR
UD
ER
13
IN
TR
UD
ER
1. Remain calm. Do not raise your voice; to avoid upsetting the person. Your tone and demeanor
hopefully will influence the outcome of the crisis.
2. Never try to disarm a person with a weapon.
3. Avoid sudden moves or gestures.
4. Be observant to what the person looks like and is wearing, what he/she is saying, etc. This could be valuable
in identifying the person should they leave before police arrive.
5. Don't try to be the hero. If possible remove yourself and students from the scene, then call (9)-911.
Community Education/After HOurs
In situations during Community Education/after hour times, notify the facilities manager/coordinator on duty:
Cell phone 651-295-1703.
14
Kidnapping/missing child:
"...a child goes missing every 40 seconds in the U.S.,
over 2100 per day."
Office of Juvenile Justice and Delinquency
Prevention
M KIDN
IS
SI
NG
AP
PI
CH NG/
IL
15
LOCKDOWN PROCEDURES
One means of securing the school is to implement
lockdown procedures. Lockdown procedures may be
issued in situations involving dangerous intruders or
other incidents that may result in harm to persons
inside the school building. These procedures may be
called for in the following instances:
Lockdo
Procedures
w
16
EmerMedica
gencies
l
17
18
19
20
21
Ca
su Mu
al lt
t y ip
In le
ci
de
22
nt
N
EM AT
ER ION
GE AL
NC
Y
2. If Community Education, notify the facilities manager/coordinator on duty: Cell Phone 651-295-1703.
23
There are five threat conditions, each identified by a description and corresponding color. The following threat
conditions each represent an increasing risk of terrorist attacks. Risk includes both the probability of an attack
occurring and its potential gravity.
Threat Condition
Low Risk
(Green)
and
General Risk
(Blue)
Significant Risk
(Yellow)
High Risk
(Orange)
24
Threat Condition
Severe Risk
(Red)
25
Three people should be knowledgeable and able to perform all tasks listed below.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Notes
Develop parent-child reunification plan (site, process, and materials).
Develop parent pick-up routine for each school/elementary vs. secondary schools.
Quelling rumors communication expectations.
Is food available off-site (for how long and how much)?
26
27
EV
AC
UA OF
F
TI
ON -SIT
E
/R
el
ocation
Evacuation:
1. Follow the First Steps in Any Emergency (pages IV & V).
2. Building administrator initiates evacuation procedures.
3. Evacuation routes may be specified according to the type of emergency. They may need to be changed for
safety reasons.
a. Bombs: Building administrator notifies staff of evacuation route dictated by known or suspected location
of a device.
b. Fire: Follow primary routes unless blocked by smoke or fire. Know the alternate route.
c. Chemical spill: Total avoidance of hazardous materials is necessary as fumes can overcome people in
seconds. Plan route accordingly.
4. Teachers take class rosters.
5. Do not lock classroom doors when leaving.
6. When outside the building, account for all students. Immediately inform building administrator of any missing
student(s).
Relocation:
1. Follow the First Steps in Any Emergency (pages IV & V).
2. Building administrator determines whether students and staff should be evacuated to a relocation center.
3. Building administrator or school emergency response team designee notifies relocation center.
4. If necessary, a school emergency response team designee coordinates transportation to relocation center.
5. Teachers stay with class en route to the relocation center and take attendance upon arriving at the center.
6. Use student release forms for students who are picked up from a relocation center.
Community Education/After HOurs
Building supervisor/administrator will:
1. Call (9)-911.
2. If Community Education, notify the facilities manager/coordinator on duty: Cell Phone 651-295-1703.
28
28
School of Environmental
Studies
BUILDING
Auditorium
Main classrooms
29
Rosemount Community
Center
Warehouse
Locker rooms
ON-SITE
SHELTERING PLAN
OFF-SITE EVACUATION
HOLDING SITE
(ALTERNATIVE SITE)
EVACUATION
INSTRUCTIONS
EVACUATION PLAN
ESTIMATED NUMBER
OF EVACUEES
BUILDING
Multi-Purpose room
Cafeteria/gym
Lower level hallway
30
Locker rooms
Gym
ON-SITE
SHELTERING PLAN
OFF-SITE EVACUATION
HOLDING SITE
(ALTERNATIVE SITE)
EVACUATION
INSTRUCTIONS
EVACUATION PLAN
ESTIMATED NUMBER
OF EVACUEES
Greenleaf Elementary
School
Deerwood Elementary
School
BUILDING
31
Main offices
Gym
Gym
Gym
Fan room
Gym
Gyms, cafeteria
ON-SITE
SHELTERING PLAN
(Deerwood Elementary
School/Black Hawk Middle
School)
(Southview Elementary
School/Valley Middle School)
Southview Elementary
School/Valley Middle School
OFF-SITE EVACUATION
HOLDING SITE
(ALTERNATIVE SITE)
EVACUATION
INSTRUCTIONS
EVACUATION PLAN
ESTIMATED NUMBER
OF EVACUEES
Pinewood Elementary
School
Parkview Elementary
School
Northview Elementary
School
Highland Elementary
School
BUILDING
Gym
Gym
32
(Deerwood Elementary
School/Black Hawk Middle
School)
Gym, cafeteria
ON-SITE
SHELTERING PLAN
OFF-SITE EVACUATION
HOLDING SITE
(ALTERNATIVE SITE)
EVACUATION
INSTRUCTIONS
EVACUATION PLAN
ESTIMATED NUMBER
OF EVACUEES
Woodland Elementary
School
Westview Elementary
School
Southview Elementary
School
Rosemount Elementary
School
BUILDING
(Deerwood Elementary
School/Black Hawk Middle
School)
(Southview Elementary
School/Valley Middle School)
(Deerwood Elementary
School/Black Hawk Middle
School)
OFF-SITE EVACUATION
HOLDING SITE
(ALTERNATIVE SITE)
33
Cafeteria/office hallways
Cafeteria/gym
Gym
Gym
Gym/cafeteria
Gym
Designated rooms
Selected hallways
ON-SITE
SHELTERING PLAN
EVACUATION
INSTRUCTIONS
EVACUATION PLAN
ESTIMATED NUMBER
OF EVACUEES
HOLDING SITE
District Office
34
Gym
ALTERNATIVE
SITE
District Office
Rosemount Community
Cooperative Area Learning Center
Program
(Rosemount High School)
BUILDING
40 adults
25 adults
90 adults
ESTIMATED NUMBER
OF EVACUEES
EVACUATION
INSTRUCTIONS
35
PA
N
DI DE
SE M
AS IC
E
Before
Develop a communications plan
including templates that can be used
when word of a pandemic surfaces and
throughout the duration of the
pandemic. Templates need to be
translated into Spanish, Vietnamese,
Chinese, Russian, Hmong and Somali.
Communications, Use our website and intranet to
Technology
communicate pertinent information.
Communications Mass notification system
Communications, Webstreaming/broadcasting of board
Technology,
meetings, possibly messages from the
AVHS Cable
superintendent.
Community Ed.- Be prepared to cancel facilities rentals;
Facilities
refund money if necessary? Keep in
mind our buildings may be used by
government agencies.
Community Ed.- Be prepared to cancel after-school and
Classes
all other enrichment classes; refund
money or give credits as necessary?
Education
Encourage teachers to plan ahead for
activities students can complete at
home to keep them prepared for
learning when they return to school.
Elementary Ed.,
Teachers disinfect door knobs, faucets,
Secondary Ed.,
desks, etc. on a daily basis.
Special Ed.,
ABE, ECFE
Elementary Ed.,
Teachers reinforce hand-washing
Secondary Ed.,
procedures and cough etiquette with
Special Ed., ABE,
students on a daily basis.
ECFE
Department
Communications,
Graphics,
Print room,
Mailroom
36
After
Mail letters, as needed, after students have
returned to school.
During
Mail letters, if necessary, to families. One
letter during the pandemic, one before
school opens to share re-opening plan
with families.
November 2008
Human
Resources
Food and
Nutrition
Services
Finance
Food and
Nutrition
Services (FNS)
Finance
Facilities
Health & Safety
Facilities Health & Safety,
Nursing Services
Districtwide
Explore the feasibility of using radios
Emergency Team in lieu of cell phones during a
pandemic.
Facilities
Custodial staff continues routine
disinfecting procedures.
Elementary Ed.,
Secondary Ed.,
Special Ed.,
ABE, ECFE
37
November 2008
Nursing Services
Special
Education
Transportation
Technology
Nursing Services
Human
Resources
Human
Resources
Nursing Services
Human
Resources
Human
Resources
Docuware, etc.
Remind/notify employees of insurance
coverage/Employee Assistance Plans
for coping w/loss and treating stress.
Keep employee directory current.
Prepare to share directory with
supervisors.
38
November 2008
Superintendent
Student
Information
Student
Information
39
Labels.
November 2008
Labels.
Parent
Reunification
/S
tudent
Pl
an
1. B
e aware of the off-site evacuation holding area and alternative site for your school, refer to
pages 29-34, Off-Site Evacuation Plan.
2. Do not release to the public off-site evacuation holding locations prior to an emergency.
3. If the building is to be evacuated to an off-site location parents will be notified via the District 196 website,
local media and as of January 2009 the districtwide mass notification system.
4. T
raffic control should be coordinated by building security personnel, school personnel and/or Community
Resource Officer until law enforcement officials are available.
5. W
hen in doubt, a picture ID will normally be required to insure the person requesting the child/children is on
the emergency card.
DO NOT release students to people not listed on the student emergency card. A well intended
friend or neighbor may offer to take a child home; however, school personnel must be certain that
students are only released to the appropriate people so families know where their child is located.
6. P
arents may be emotional when arriving at the pick-up site. Have administration, counselors, social worker,
etc. available to deal with issues.
7. S
ome parents, due to confusion, may refuse to cooperate with the parent/student reunification process. This
situation can be diminished to some degree if parents are informed about student release procedures before
an emergency occurs. Parents should be reminded that the safety of their child is the utmost priority. It is recommended to include reunification information in the school handbook and/or website.
Community Education/After HOurs
Building supervisor/administrator will:
1. Call (9)-911.
2. If Community Education, notify the facilities manager/coordinator on duty: Cell Phone 651-295-1703.
40
PH
ON
E
PR
CA ANK
LL
/E
M
AI
41
Record the next two calls to come in (phone number and exact time): Phone_____________ Time___________
Phone_____________ Time___________
Sex of the caller:
Age:__________
Angry
Excited
Slow
Rapid
Soft
Loud
Laughing
Crying
Normal
Distinct
Slurred
Nasal
Stutter
Lisp
Raspy
Deep
Ragged
Accent
Disguised
Familiar
Cracking
Deep breathing
Background Sounds
Street noises
Factory machinery
Animal noises
Voices
PAsystem
Music
House noises
Motor
Office
Office machinery
Clear
Static
Local
Long distance
Booth
Other____________________________________________________________________________________________
________________________________________________________________________________________________
Threat Language
Well spoken (educated)
Foul
Irrational
Incoherent
Taped
42
Severe Weather
Do not evacuate the building in the event of severe
weather. Monitor NOAA weather radio Emergency/
National Weather Service.
The director of Secondary Education (#37712 or 651423-7712) is the district contact for questions in the
event of severe weather.
S
W EVE
EA R
TH E
ER
43
W SEVE
EA R
TH E
ER
44
In
As
Se
xu
sa al
ul
t
45
SHELTERINPLACE
Sheltering in place provides refuge for students,
staff and the public inside the school building during
an emergency. Shelters are located in areas of the
building that maximize the safety of inhabitants.
Sheltering in place is used when evacuation would
put people at risk (i.e., tornado, environmental hazard, blocked evacuation route).
SHe
In l
Pl ter
ace
46
SH
ST OO
AB TIN
BI G
NG /
2. Institute lockdown with intruder procedures (refer to page 16). Provide the following
information if known:
Location of shooter(s).
Description identity and number of shooters.
Description of weapon(s).
Number of shots fired.
Is shooting continuing?
Number of injuries.
3. Call the police, (9)-911.
When police arrive, the principal or his/her designee should be prepared to provide the
following information to them:
a. Description and/or identification of suspect.
b. Description and location of the scene.
c. Type of weapon being used and location of weapon.
d. Number and names of victims.
4. If the suspect is still on school property, attempt to identify his or her location. If the suspect has left the
school building, secure all exterior doors to prevent re-entry.
5. Isolate students from danger or send students to a secure area. Initiate building lockdown procedures if
appropriate.
6. T
eachers need to make every attempt to stay with their classes. Students and staff should keep away from
windows and doors.
7. C
are for the injured if it is safe to do so until emergency responders arrive. Do not add to the victim list by
exposing yourself to danger.
8. Teachers take attendance and notify the principal of missing students or staff as soon it is safe to do so.
9. Implementing recovery procedures.
Community Education/After HOurs
Building supervisor/administrator will:
1. Call (9)-911.
2. If Community Education, notify the facilities manager/coordinator on duty: Cell Phone 651-295-1703.
3. Follow police department instructions.
4. If incident is occurring outside the building, keep all people in the building until police give authorization to leave.
5 Refer media to the district spokesperson.
47
SUICIDE ATTEMPT/THREAT
Over the course of any given school year, a number
of students are hospitalized for suicidal actions.
Writing, talking, even hinting about suicide must be
taken seriously. Immediate intervention is essential.
Most situations are handled by the school counselor,
psychologist and/or school social worker, the family/
guardians and outside treatment providers (i.e.: hospital
staff, psychologist, psychiatrist, etc.). A school response
is likely to be necessary only when the attempt is
made at school or when a significant number of other
students/staff are aware and in need of services. In
this case, it may be that only additional mental health
services are needed.
At
te
Su
pt
ic
/T
id
hr
ea
t
48
Suicide Attempt/Threat-Continued
At
te
Post-Crisis Intervention:
1. To determine level of intervention for staff and students, meet with school
counseling staff, faith community and/or other mental health workers.
2. Designate rooms as private counseling areas. Escort siblings and close friends and
other highly stressed students to counselors. Do not allow the students to leave
school without parents, guardian or other appropriate supervision.
3. Assess stress levels of staff. Recommend counseling to overly stressed staff.
4. Refer media to media spokesperson. Do not let media question students or staff.
5. Follow-up with students and staff who receive counseling.
6. Resume normal routines as soon as possible.
Su
pt
ic
/T
id
hr
ea
t
49
Su
Su
sp
bs icio
ta u
nc s
e
50
SUSPICIOUS LETTER/PACKAGE
Items received by mail or delivery service, a suspicious
letter or package that might be a chemical or
biological threat.
Le S u
tt
er
sp
/P
Suspicious Substance
If a telephone threat references a chemical or biological device or package, complete the
Telephone Threat Checklist (refer to page 4) and refer to safety procedures in Bomb Threat and
Hazardous Materials sections.
ic
io
ac us
ka
ge
51
THREATS OF VIOLENCE
A threat of violence is any expression, verbal or behavioral, of the intent to inflict harm, injury, or damage to
persons or property. The threat of violence carries with
it the implied notions of a risk of violence and a high
probability of harm or injury.
All threats of violence within or involving a school may
have serious consequences and can be expected to have
some type of negative impact. Threats to students or
staff could be a prelude to a more serious incident, such
as an armed assault or a hostage taking. Even when
more serious incidents or crises do not follow, threats
typically result in significant adverse consequences
(physical and/or psychological) to the victim(s).
Of Thr
Vi eat
ol
en
ce
Theft
Taking without permission property belonging to
another.
Simple Assault
The act of threatening to strike or harm another
person with a weapon or a specific physical
movement intended to induce fear.
Vandalism
Damaging or defacing school property or the property
of school personnel and/or students.
Violence
Aggression resulting in physical contact / assault with
or without the use of a weapon.
52
Of Thr
Vi eat
ol
en
ce
53
Utility Emergency:
Natural gas leak, power or water failure, downed
power lines.
Steps in Case of Utility Emergency
Follow the First Steps in Any Emergency (pages IV & V).
EM UT
ER ILIT
GE Y
NC
Y
54
EA
PO
NS
55
Weapons (continued)
Steps in Case of Weapon(s) Suspected
1 If a witness is reporting weapon(s), isolate him or her in the office.
2. Interview the witness to gather as much information as possible.
EA
PO
NS
56
EA
PO
NS
57
EA
PO
NS
58
Di We
st ap
ri on
ct s
Ve On
hi
If the driver determines the situation to be hostile, threatening or aggressive, he or she will:
cl
1. Follow the First Steps in Any Emergency (pages IV & V).
e
2. Call for assistance. If safe to do so stop the vehicle. If possible and safe to do so remove the
If the driver becomes aware of a concealed
weapon, he or she will notify the Coordinator of
Transportation (651-423-7685) who will contact the
school and the local police department.
59
Communications
Communications
61
Media checklist:
_____ B
uilding administrator relays all factual information to superintendent and district communications
Specialist.
_____ Establish a media information center away from the affected area. Consider:
a. M
edia need timely and accurate information. However, protect the privacy of staff and students when
necessary and justified.
b. M
edia will want to be close enough to shoot video footage and photographs, but they should not be
allowed to hinder responders.
_____ B
efore holding a news conference, brief the participants and coordinate information.
a. D
etermine the message you want to convey. Create key messages for target audiences: parents, students
and the community.
b. Emphasize the safety of students and staff.
c. E
ngage media to help distribute important public information. Explain how the emergency is being
handled.
d. R
espect privacy of victims and families of victims. Do not release names to media.
_____ Update media regularly. DO NOT say No comment. Ask other agencies to assist with media.
_____ Maintain log of all telephone inquiries for future use.
62
63
Crisis Clock
What we are doing:
1.
2.
2. Parents
2.
3.
3. School Board
3.
4.
4. Public
4.
5.
5. Media
5.
64
65
Recovery
Recovery
RECOVERY
The goal of recovery is to return to learning and restore
the infrastructure of the school as quickly as possible.
School staff can be trained to deal with the emotional
impact of the crisis, as well as to initially assess the
emotional needs of students and staff. During this
process, it is extremely important to provide a caring,
consistent, and supportive school environment.
Adopted from U.S. Department of Education, Office of
Safe and Drug-Free Schools, Washington, D.C., 2003
Re
co
ve
ry
67
68
69
70
71
72
Memorials
When a member of the school dies, often people will want to find ways to memorialize the student or staff
member. A word of caution, carefully think through the type of tribute you pay to a person who has died.
Consider these points and examples:
In general, memorials should focus on the life lived, rather than on the method of death.
Yearbook memorials should be a regular-sized picture with a simple statement such as Well miss you.
If a school were to create a permanent or lasting memorial for one person, it would be difficult to refuse a similar
memorial for another person.
A school that planted a tree for a student who died, realized this was needed also for a second death and then a
third. The resulting group of trees came to be referred to as the graveyard by students.
Another school had a memorial tree die during one dry summer and had to address the hard feelings of the
family who thought the tree had not been properly cared for.
There are many wonderful ways to support students' and loved ones' need to remember, examples include:
cards, food, kind words, work parties for relatives, scholarship funds, contributions to a favorite charity, flowers,
or being remembered after the urgent time of the tragedy.
Parents and loved ones especially want to know people miss the person and there was great sadness at the loss;
they also want to know people assisted the grieving friends.
Permanent or lasting memorials should not be employed as a way for schools to remember someone
who died as a result of suicide.
73
74
75
76
77
78
79
Appendix
Appendix
81
Emergency Kit
Each building will have an Emergency Kit which will be the responsibility of the principals secretary. The kit will
be taken whenever the building is evacuated. The District Office will supply the original kit, and update and replace
specific items as needed.
The following chart lists the contents of the kit and specifies who is responsible for replacing or updating the item.
Item
Supplied by
Replacement/Updating
Building Maps
Principals Secretary
Bullhorn
Principals Secretary
Bus Passenger
Roster
(elementary only)
Transportation Department
Monthly
Cell Phone/
Radio
District Office
Technology Department
Emergency
Telephone
Directory
Principals
Secretary
Each September
District Office
Nursing Department
School nurse
Flashlight
Principals Secretary
Hazardous
Materials List
Building Staff
Each September
List of Students
with Disabilities
Principals Secretary
Pencils/Pens/
Nametags
Principals Secretary
As needed
Staff Directory
Principals Secretary
Each September
School Nurse
As necessary
Student Directory
Principals Secretary
Gloves/
Masks
District Office
Nursing Department
As needed
82
TELEPHONENUMBERS
(include area code)
CONTACTPERSON
DAYTIME NIGHTTIME
AMBULANCESERVICE
(9) 911
(9) 911
FIREDEPARTMENT
(9) 911
(9) 911
DIRECTOR OF ELEMENTARY ED
651-423-7782
952-431-7968
COMMUNICATIONS SPECIALIST
651-423-7775
DIRECTOR OF SECONDARY ED
651-423-7712
DIRECTOR OF SPECIAL ED
651-423-7628
DIRECTOR OF COMMUNITY ED
651-423-7720
POLICEDEPARTMENT
952-484-3546
612-940-5621
ELECTRICSERVICE
GASSERVICE
TELEPHONECOMPANY
CITYWATERDEPARTMENT
EVACUATIONHOLDINGSITE:
Specify:
ALTERNATIVEEVACUATIONSITE:
Specify:
NOTE: Include your evacuation sites as listed in the off-site evacuation plan, local community agencies,
houses of worship, hospitals, etc.
83
NAME
LOCATION/
DEPARTMENT
84
FIRST AIDTRAINED
(YESORNO)
CPRTRAINED
(YESORNO)
DEFIBRILLATOR
OPERATOR
QUANTITY
LOCATION
85
EMERGENCYACTION
Implications
Students who engaged in school-based attacks typically did not just snap and then engage in
impulsive or random acts of targeted school violence. Instead, the attacks examined under the Safe School
Initiative appeared to be the end result of a comprehensible process of thinking and behavior: behavior that
typically began with an idea, progressed to the development of a plan, moved on to securing the means to
carry out the plan and culminated in an attack. This is a process that potentially may be knowable or
discernible from the attackers behaviors and communications.
To the extent that information about an attackers intent and planning is knowable and may be
uncovered before an incident, some attacks may be preventable. However, findings from the Safe
School Initiative suggest that the time span between the attackers decision to mount an attack
and the actual incident may be short. Consequently, when indications that a student may pose a threat
to the school community arise in the form of revelations about a planned attack, school administrators and law
enforcement officials will need to move quickly to inquire about and intervene in that plan.
Prior to most incidents, other people knew about the attackers
idea and/or plan to attack. In most cases, those who knew were
other kidsfriends, schoolmates, siblings, and others. However,
this information rarely made its way to an adult.
Key Finding 2
Implications
First and foremost, this finding suggests that students can be an important part of prevention efforts.
A friend or schoolmate may be the first person to hear that a student is thinking about or planning to harm
someone. Nevertheless, for a variety of reasons, those who have information about a potential incident of
targeted school violence may not alert an adult on their own. Schools can encourage students to report this
information in part by identifying and breaking down barriers in the school environment that inadvertently
may discourage students from coming forward with this information.
Schools also may benefit from ensuring that they have a fair, thoughtful and effective system to
respond to whatever information students do bring forward. If students have concerns about how adults will
react to information that they bring forward, they may be even less inclined to volunteer such information.
In addition, this finding highlights the importance in an inquiry of attempts to gather all relevant
information from anyone who may have contact with the student. Efforts to gather all potentially relevant
pieces of information, however innocuous they may appear on their own, from all individuals with whom the
student has contact may help to develop a more comprehensive picture of the students ideas, activities and
plans. In the end, investigators may find that different people in the students life have different pieces of the
puzzle.
Page 48
86
Key Finding 3
Implications
This finding underscores the importance of not waiting for a threat before beginning an inquiry. The
Safe School Initiative found that most attackers in fact did not threaten their target directly and some made no
threat at all. Instead, other behaviors and communications that may prompt concern, such as hearing that a
child is talking about bringing a gun to school, are indicators that the child may pose a threat and therefore
should prompt the initiation of efforts to gather information.
School administrators should respond to all students who make threats. The lack of response could be
taken by the threatener as permission to proceed with carrying out the threat. In the end, however, it is
important to distinguish between someone who makes a threattells people they intend to harm someoneand
someone who poses a threatengages in behaviors that indicate an intent, planning or preparation for an
attack. Those conducting inquiries should focus particular attention on any information that indicates that a
student poses a threat, regardless of whether the student has told a potential target he or she intends to do
them harm.
Key Finding 4
Implications
The demographic, personality, school history, and social characteristics of the attackers varied
substantially. Knowing that a particular student shares characteristics, behaviors, features or traits with prior
school shooters does not help in determining whether that student is thinking about or planning for a violent
act.
The use of profiles in this way likewise is not an effective approach to identifying students who may
pose a risk for targeted school violence at school or for assessing the risk that a particular student may pose for
a school-based attack, once a particular student has been identified. Reliance on profiles to predict future
school attacks carries two substantial risks: (1) the great majority of students who fit any given profile of a
school shooter will not actually pose a risk of targeted violence; and, (2) using profiles will fail to identify
some students who in fact pose a risk of violence but share few if any characteristics with prior attackers.
Rather than trying to determine the type of student who may engage in targeted school violence, an
inquiry should focus instead on a students behaviors and communications to determine if that student appears
to be planning or preparing for an attack. Rather than asking whether a particular student looks like those
who have launched school-based attacks before, it is more productive to ask whether the student is engaging
in behaviors that suggest preparations for an attack, if so how fast the student is moving toward attack, and
where intervention may be possible.
Key Finding 5
Implications
Several key findings point to the fact that kids send signalsboth directly and indirectlyto others
regarding their problems. The boys who engaged in the targeted school violence examined by the Safe
School Initiative were not invisible students. In fact nearly all of these students engaged in behaviors--prior
to their attacks--that caused concern to at least one person, usually an adult, and most concerned at least three
people.
This finding highlights the range of behaviors in a students life that may be noticeable and that could
prompt some additional probing by a caring adult. A students family, teachers, friends and others may have
information regarding aspects of a students behavior that has raised concern. As was true in some of the
Page 49
87
incidents covered in this study, individuals in contact with the attacker may have observed something of
concern about that students behavior, but not of sufficient concern for them to notify anyone in a position to
respond.
Educators and other adults can learn how to pick up on these signals and make appropriate referrals.
By inquiring about any information that may have prompted some concern, an investigator may be able to
develop a more comprehensive picture of the students past and current behavior, and identify any indications
that the student is intent on or planning to attack. However, discretion should be exercised in determining
whom to talk to about the student, so as not to alienate or stigmatize the student of concern. A significant
challenge facing schools is to determine how best to respond to students who are already known to be in
trouble or needing assistance.
Key Finding 6
Implications
Many students, not just those who engaged in school-based attacks, experience or perceive major
losses in their lives. Most students who face a significant loss, or who have difficulty coping with such a loss,
are not going to be at risk for a school-based attack. However, information that indicates a student is facing
or having trouble dealing with a significantly difficult situation may indicate a need to refer the student to
appropriate services and resources.
In cases where there is concern about the possibility that a student may engage in targeted violence,
attention should be given to any indication that a student is having difficulty coping with major losses or
perceived failures, particularly where these losses or failures appear to have prompted feelings of desperation
and hopelessness. An inquiry also should anticipate changes in the life of a troubled student, and consider
whether these changes might increaseor decreasethe threat the student poses.
Key Finding 7
Implications
Bullying was not a factor in every case, and clearly not every child who is bullied in school will pose a
risk for targeted violence in school. Nevertheless, in a number of the incidents of targeted school violence
studied, attackers described being bullied in terms that suggested that these experiences approached torment.
These attackers told of behaviors that, if they occurred in the workplace, likely would meet legal definitions of
harassment and/or assault.
The prevalence of bullying found in this and other recent studies should strongly support ongoing
efforts to reduce bullying in American schools. Educators can play an important role in ensuring that students
are not bullied in schools and that schools not only do not permit bullying but also empower other students to
let adults in the school know if students are being bullied.
Key Finding 8
Most attackers had access to and had used weapons prior to the
attack.
Implications
Access to weapons among some students may be common. However, when the idea of an attack
exists, any effort to acquire, prepare or use a weapon or ammunition may be a significant move in the
attackers progression from idea to action. Any inquiry should include investigation of and attention to
weapon access and use and communications about weapons. Attention should also be given to indications of
any efforts by a student to build a bomb or acquire bomb-making components.
Page 50
88
The large proportion of attackers who acquired their guns from home points to the need for schools
and law enforcement officials to collaborate on policies and procedures for responding when a student is
thought to have a firearm in school. In particular, schools should be aware of the provisions of the Federal
Gun-Free Schools Act, which requires that all schools expel students who bring a firearm to school and should
report all violations to local law enforcement officials.
Key Finding 9
Implications
This finding highlights the importance of considering what prompting or encouragement a student
may receive from others in his life that influences his intent, planning or preparations for a potential attack.
Any investigation of potential targeted school violence should include attention to the role that a students
friends or peers may be playing in that students thinking about and preparations for an attack. It is possible
that feedback from friends or others may help to move a student from an unformed thought about attacking to
developing and advancing a plan to carry out the attack.
Key Finding 10
Implications
The short duration of most incidents of targeted school violence argues for the importance of
developing preventive measures in addition to any emergency planning for a school or school district. The
preventive measures should include protocols and procedures for responding to and managing threats and
other behaviors of concern.
Page 51
89
Female
Adult
Juvenile
Age
Long Distance
Internal
Cell Phone
Excited
Distinct
Rapid
Familiar
Loud
Slurred
Disguised
Incoherent
Soft
Normal
Accent
Deep breathing
Deep
Crying
Lisp
Nasal
Laughter
Stutter
Airplanes
Static
House noises
Phone booth
Street noises
Animals
PA system
Other:
Trains
Party
Music
Quiet
Vehicles
Factory machines
Bells
Foul
Taped
Incoherent
Irrational
Record the next two calls to come in (phone number and exact time): Phone_____________ Time___________
Phone_____________ Time___________
Sex of the caller:
Age:__________
Angry
Excited
Slow
Rapid
Soft
Loud
Laughing
Crying
Normal
Distinct
Slurred
Nasal
Stutter
Lisp
Raspy
Deep
Ragged
Accent
Disguised
Familiar
Cracking
Deep breathing
Background Sounds
Street noises
Factory machinery
Animal noises
Voices
PAsystem
Music
House noises
Motor
Office
Office machinery
Clear
Static
Local
Long distance
Booth
Other____________________________________________________________________________________________
________________________________________________________________________________________________
Threat Language
Well spoken (educated)
Foul
Irrational
Incoherent
Taped
91
92
FACULTY RESPONSIBILITIES:
Check off what you want the faculty to do during a crisis:
_____Announce event in classroom and discuss with students (if appropriate).
_____Identify students in need of counseling and notify an administrator, counselor, or psychologist.
_____Escort very distraught students to the guidance counselor.
_____Postpone testing.
_____Assist with care of injured and/or ill if needed.
_____Involve class in constructive activities relating to the event.
_____Eliminate, shorten, and structure assignments for a few days with an eye towards normal activities as soon
as possible.
GUIDANCE/SOCIAL WORKER/PSYCHOLOGIST
RESPONSIBILITIES:
_____Coordinate counseling activities including obtaining more help.
_____Provide temporary counseling for students who are in need.
_____Communicate with faculty and be prepared to counsel staff.
_____Inform feeder schools and area schools so they can provide support for students affected.
_____Maintain a list of students counseled.
_____Call parents of students counseled to recommend continued out-of-school support for students who are very
distressed.
_____Provide appropriate mental health information to parents.
SECRETARIAL RESPONSIBILITIES:
_____Notify superintendent.
_____Direct all calls for information to the media spokesperson.
_____Keep in contact with the principal through two-way radio or intercom.
_____Contact Safety Team members to assemble, including location of meeting.
_____Direct emergency personnel to scene of crisis, if an evacuation has not been ordered.
93
94
Adopted
November 1998
Revised
August 2001
Title
To:
From:
Date:
Re:
Describe the response to the emergency situation by you and the people in your
building, by district-level employees and by non-district emergency people.
95
Procedure 709P
Page 2
Comment on the value of the Emergency Procedures Guide in the emergency
situation. Especially note things that were particularly helpful or not helpful and any
changes you would suggest to help people who face a similar emergency in the future.
Please return this completed form within one week to the director
circled above at the District Office.
THANK YOU!
Procedures/700 series/709P
Graphic Arts/8-27-01
96
Principal:
FIRE DRILLS: Schools must conduct at least five fire drills annually.
Date
Scheduled
Date
Conducted
Weather
Conditions
Number of
Occupants
Evacuation
Time
Comments:
LOCKDOWN DRILLS: Schools must conduct at least five lockdown drills annually.
Date
Scheduled
Date
Conducted
Number of
Occupants
Student
Participation
Response
Time
Comments:
TORNADO DRILL: Schools must conduct at least one tornado drill annually.
Date
Scheduled
Date
Conducted
Weather
Conditions
Number of
Occupants
Evacuation
Time
Comments:
BUS EVACUATION DRILL: Schools must conduct at least one bus evacuation drill annually.
Date
Scheduled
Date
Conducted
Weather
Conditions
Number of
Occupants
Evacuation
Time
Comments:
Date
Conducted
Weather
Conditions
Number of
Occupants
97
Evacuation
Time
Comments:
THREAT ASSESSMENT
The primary purpose of a threat assessment is to prevent targeted violence. Targeted
violence is defined as any incident of violence where a known or knowable attacker
selects a particular target prior to their attack. Through the implementation of a
threat assessment process, schools have an opportunity to build capacity for
violence-reduction strategies that create healthy cultures of safety, respect, and
emotional support for students and staff.
When gathering information about a student of concern during a threat assessment
inquiry, it is essential that school district policies and procedures are in place to allow
for the collection of valuable information while protecting the rights of all students
involved. If policies do not exist, the development of policies is crucial.
In May 2002, the U.S. Secret Service and the U.S. Department of Education published the
results of the School Safety Initiative. This study of 37 incidents of targeted school violence
between December 1974 and May 2000 examined the thinking, planning and pre-attack
behaviors of attackers. The ten key findings were:
Incidents of targeted school violence are rarely sudden, impulsive acts
Prior to most incidents, other people knew of the attackers intent, idea or plan to attack
Most attackers did not directly threaten their targets prior to the attack
There is NO accurate or useful profile of students who engage in targeted school
violence
Most attackers engaged in some behavior prior to the incident that caused concern or
indicated a need for help
Most attackers were known to have difficulty coping with significant losses or personal
failures
Many had considered or attempted suicide
Many attackers felt bullied, persecuted or injured by others prior to the attack
Most attackers had access to and had used weapons prior to the attack
In many cases, other students were involved in some capacity
Despite prompt law enforcement responses, most acts of targeted violence were stopped
by means other than law enforcement intervention
One of the main conclusions of the School Safety Initiative study was those who committed
targeted attacks of school violence did not threaten their targets directly. Instead, they
engaged in behaviors before the attack that, if identified, would have indicated the inclination
toward, or the potential for, targeted violence. By using a fact-based approach, or a threat
assessment, it is possible to identify individuals or situations of concern.
THREAT ASSESSMENT PROCESS
A threat assessment process is a fact-based approach that primarily relies on the assessment of
behaviors, rather than on stated threats or traits, as the basis for determining the level of
concern. The process, designed by the U.S. Secret Service and the U.S. Department of
Education, provides a method for school administrators and law enforcement officials to
incorporate a threat assessment process in investigating, evaluating and managing targeted
violence into strategies that prevent school violence.
98
Adapted from the U.S. Secret Service and U.S. Department of Education School Safety Initiative
21
99
Adapted from the U.S. Secret Service and U.S. Department of Education School Safety Initiative
22
Included in this toolkit are worksheets and guidelines that may assist in the
information gathering and analysis components of the threat assessment
along with the documentation.
100
Adapted from the U.S. Secret Service and U.S. Department of Education School Safety Initiative
23
A Safe School and Threat Assessment Experience: Scenarios Exploring the Finding
of the Safe School Initiative
This CD is a complimentary piece of the threat assessment guide. It provides interactive scenarios to
practice conducting a threat assessment.
Worksheets
Several worksheets are included in the Threat Assessment Toolkit to aide in the threat
assessment process.
Threat Assessment: Sources of Information Guidelines
This guideline assists with gathering additional information from a variety of sources including
conducting interviews with staff, other students, and/or parents or legal guardians.
101
Adapted from the U.S. Secret Service and U.S. Department of Education School Safety Initiative
24
Has the student of concern come to attention for any behavior of concern? If so, what?
Has the student of concern experienced serious difficulties, stress or been in distress?
Is there anyone with whom the student of concern confides (e.g. shares worries,
frustrations, and/or sorrows)?
Has the student of concern been the victim and/or initiator of hostile, bullying or
harassing behavior directed toward other students, teachers or other staff?
Does the student of concern have an interest in weapons? If so, has the student made
efforts to acquire or use weapons? Does the student live at a home where there are
weapons?
SCHOOL RECORDS
A variety of information about a student of concern can be identified through school
administrative records. These records contain information about the students background,
academic performance, disciplinary issues and any other areas of concern. This data will
provide a foundation for the threat assessment interview.
STAFF AND STUDENT INTERVIEWS
Students, staff and other adults who know the student of concern should be interviewed as part
of the threat assessment inquiry. They should be asked about communications or other
behaviors that may indicate the student of concerns intent or ideas. Interviews should also be
conducted with bystanders, witnesses and other people who were present when the student
engaged in the behaviors of concern or made threatening statements.
Questions that should be answered through the staff and student interviews include:
What was said or written? To whom?
What was done?
When and where did this occur?
Who else observed this behavior? Did the student of concern say why he or she acted in
that manner?
Have there been any changes recently in the students attitudes and behaviors? Do any
of these changes cause concern?
The focus of any staff or student interviews is factual. Individuals interviewed should not be
asked to characterize the student or interpret the meanings of communications that the student
of concern may have made. These statements may not accurately reflect the students intent
and are unlikely to be useful to the threat assessment inquiry.
PARENT OR GUARDIAN INTERVIEWS
The parent or guardian of the student of concern should be included in the interview process.
The threat assessment team needs to be aware of the potential reactions when approaching the
parent or guardian. Parents or guardians may be protective of their child or embarrassed about
the inquiry. The threat assessment team should communicate the objective of the threat
102
Adapted from the U.S. Secret Service and U.S. Department of Education School Safety Initiative
25
assessment inquiry to the students parent or guardian. The purpose is not only to prevent a
targeted act of violence and to minimize the chances that the student or others would be
harmed, but also to provide assistance to their child.
The threat assessment team should seek assistance from the students parent or guardian to
understand the students actions and interests. The interview should focus on the students
behaviors and communications, especially those related to attack-behaviors. Questions should
explore the students interest in weapons and access to weapons in the home. It may be useful
to conduct a home visit to observe the student of concerns behavior at home.
POTENTIAL TARGET INTERVIEWS
Another source of information is the potential targets of the student of concern. Interviews with
potential targets should be conducted with great sensitivity. Care must be taken during the
interview not to unduly alarm the potential target while still gathering valuable information. If
the threat assessment team believes that a target is at risk of violence, assistance and support
should be offered to the target.
When conducting interviews with potential targets, let them know the primary purpose of the
interview is to gather information about a possible situation of concern. The target should be
questioned about their relationship to the student of concern and recent interactions with that
student. The interview should include questions about potential grievances or grudges that the
student of concern may have against a target or others.
STUDENT OF CONCERN INTERVIEWS
A variety of legal concerns need to be considered when conducting either interviews or
searches. Policies and procedures need to be in place as part of the threat assessment process
to reflect legal issues that may arise during this process.
Key questions
Should
Should
Should
Should
It also may be essential to the threat assessment process to search the student of concern,
his/her property or the property of another student. Since there are a variety of legal
considerations to student searches, policies and procedures related to such searches must be
enforced by school personnel.
The threat assessment team must have completed gathering relevant school data prior to
conducting an interview with the student of concern. The team must review this data to prepare
for the student interview. The purpose of this interview is to identify the students thinking,
motives and behavior. The tone of the interview must be professional, neutral and nonconfrontational not accusatory or judgmental. In general, the student should be asked
directly about his or her intentions as adolescents typically respond frankly to a direct question.
The interview should provide the student of concern with opportunities to be heard and to tell
his/her personal stories. The team should draw attention to the fact that school personnel have
noticed his/her concerning behavior. During the interview, it should be clear that the team is
concerned about his/her welfare. Gathering key information will result in a better understanding
of the risk of violence and may lead to further inquiry.
While the student interview can provide beneficial information, the data gathered may be
incomplete, misleading or inaccurate. Therefore, data must be corroborated through other
sources to determine if a threat is credible.
103
Adapted from the U.S. Secret Service and U.S. Department of Education School Safety Initiative
26
SUMMARY
It is essential that school district policies and procedures are in place that allow for the
collection of valuable information, while protecting the rights of all students involved. If policies
do not exist, developing policies is essential.
Valuable information can be gathered from student records and through interviews.
Interviewing staff, students, parents or guardians of the student of concern, potential targets
and the student of concern provides insight into the situation, motives, intentions and risk for
potential violence that the student of concern may have. All interviews must focus on the facts
and behaviors, not the interpretations of the student of concerns behavior or comments.
Throughout the process data gathered should be corroborated through multiple sources.
Interview questions need to be tailored to the interview subject. This will help gather the best
information without unduly alarming or offending anyone. Appropriate accommodations may
also need to be considered based on the interviewees needs. The offer of assistance should be
provided to anyone interviewed.
104
Adapted from the U.S. Secret Service and U.S. Department of Education School Safety Initiative
27
Provide the facts that identified a student, the situation or potential target(s)
Provide fact-based information: alleged accounts of behavior may be inaccurate and may
be subjective interpretations of events. All information should be corroborated by multiple
sources if possible.
Name
Date of birth
Address______________________________________
Home phone
Student ID
_________________
Cell phone
Social security number_____
Parent guardian
Parent or guardian phone numbers
Emergency contact info
105
Adapted from the U.S. Secret Service and U.S. Department of Education School Safety Initiative
28
106
Adapted from the U.S. Secret Service and U.S. Department of Education School Safety Initiative
29
Note, as appropriate, whether the student has any trusting relationship with
adults who are emotionally available to the student of concern or whether he or
she is known to be consistently respectful to any adult.
1.
2.
Describe the nature and quality of current relationships and personal support.
3. Describe any recent losses or losses of status (shame, humiliation, recent breakup or loss of
significant relationship).
107
Adapted from the U.S. Secret Service and U.S. Department of Education School Safety Initiative
30
1. Describe any ideas or plans about injuring him/herself or attacking a school or persons at
school.
2. Describe any communications or writings that suggest that the student has an unusual or
worrisome interest in school attacks.
3. Describe any comments that express or imply the student is considering mounting an attack
at school.
108
Adapted from the U.S. Secret Service and U.S. Department of Education School Safety Initiative
31
All statements should be taken in context. Students make threats and engage in
other risky behaviors for a variety of reasons. Many threatening statements do
not reflect the students actual movement on a path to attack.
1. Has the student of concern displayed behaviors that show he or she is:
[Check all that apply]
Other (specify)
109
Adapted from the U.S. Secret Service and U.S. Department of Education School Safety Initiative
32
Is the behavior of the student consistent with the movement on a path towards an
attack?
Does the students current situation or setting incline him or her toward or away
from targeted violence?
Does the situation or circumstance that led to these statements or actions still exist?
What efforts have been made to resolve the problem and what has been the result?
Does the student feel that any part of the problem is resolved or see any alternatives?
110
Adapted from the U.S. Secret Service and U.S. Department of Education School Safety Initiative
33
Has the student shown inappropriate interest in school attacks, attackers, weapons
or incidents of mass violence?
Does the student have the capacity to carry out an act of targeted violence?
How organized is the students thinking and behavior?
Does the student have the means to access a weapon and/or carry out an attack?
111
Adapted from the U.S. Secret Service and U.S. Department of Education School Safety Initiative
34
Is the student now, or has the student ever been, suicidal or accident prone?
Has the student engaged in behavior that suggests that he or she has considered
suicide?
Does the student have a trusting relationship with at least one responsible adult?
Does the student have at least one relationship with an adult where the student feels
that he or she can confide in the adult and believes that the adult will listen without
judging or jumping to conclusions? With whom?
Has the student previously come to someones attention or raised concern in a way that
suggested he or she needs intervention or supportive services?
112
Adapted from the U.S. Secret Service and U.S. Department of Education School Safety Initiative
35
Does the student see violence as an acceptable, desirable or only way to solve
problems?
Does the setting around the student (friends, fellow students, parents, teachers, adults)
explicitly or implicitly support or endorse violence as a way of resolving problems or
disputes?
Is the students conversation and story consistent with his or her actions? For
example, does information from collateral interviews and from the students own
behavior confirm or dispute what the student says is occurring?
Are other people concerned about the students potential for violence?
Are those who know the student concerned that he or she might take action based on
violent ideas or plans?
Are those who know the student concerned about a specific target?
Have those who know the student witnessed recent changes or escalations in mood and
behavior?
113
Adapted from the U.S. Secret Service and U.S. Department of Education School Safety Initiative
36
What is the response of other persons who know about the students ideas or plan to
mount an attack?
Do those who know about the students ideas actively discourage the student from
acting violently, encourage the student to attack, deny the possibility of violence,
passively collude with an attack, etc.?
If the threat assessment team concludes there is enough reliable information and the
weight of the information leads to the conclusion that the student of concern does not
pose a threat, the threat assessment team may close the inquiry. An inquiry can be reopened at a later date if new information arises.
114
Adapted from the U.S. Secret Service and U.S. Department of Education School Safety Initiative
37
District Policies,
Regulations, Procedures
Adopted
June 1995
Revised
April 2011
1. Consent
1.1 All job candidates who have received initial conditional job offers as new hires
to District 196 will be required to consent to a background check before
beginning employment with the district. A background check is also required
of all job candidates, except enrolled student volunteers, who are offered the
opportunity to provide athletic or extracurricular academic coaching services,
regardless of whether any compensation is paid. A job candidate's conditional
offer of employment and an offer for coaching services may be revoked and
employment with the district terminated based on the result of the
background check.
1.2 Candidates must sign an Informed Consent Form (District Procedure 401.5P,
Informed Consent - Pre-Employment Background Check), which gives the
district permission to retrieve information from appropriate personnel,
institutions or agencies (including but not limited to the Minnesota Bureau of
Criminal Apprehension, similar agencies in other states, counties, motor
vehicles departments, the FBI and consumer reporting agencies) concerning
the candidates background relative to any criminal history or motor vehicle
violations. If a candidate fails to provide the district with a signed Informed
Consent Form at the time the candidate receives a job offer, the candidate will
be considered to have voluntarily withdrawn his or her application for
employment.
1.3 When required, candidates must provide fingerprints to the district so that a
background check may be conducted. If the fingerprints provided by the
candidate are unusable, the candidate will be required to submit another set
of prints.
1.4 Candidates for positions involving the treatment, assessment or counseling of
a mental or emotional illness, symptom or condition will also be subject to a
pre-employment inquiry pursuant to Minnesota Statutes 604.20-604.205.
Positions will include counselors, psychologists, social workers, nurses and
any other position described in Minnesota Statute 604.20, subd. 5.
2. Process Candidates who receive a conditional job offer will be referred to the
Human Resources Department where a staff member will explain the background
check policy and provide the candidate with a copy of the background check policy
and regulation.
2.1 Human Resources Department staff will obtain from the candidate a
completed and signed copy of District Procedure 401.5P, Informed Consent Pre-Employment Background Check, acknowledging that he or she has read
and received a copy of the background check policy and regulation, and
providing the requested information. This form will become part of the
candidate's personnel record. The Human Resources Department will also
obtain any necessary fingerprints.
2.2 Candidates may be required to pay the school district an amount of money
equal to the actual cost of the criminal history background check.
115
Regulation 401.5AR
Page 2
2.3 The candidate will be informed of the results of the background check(s) to the
extent required by law.
2.4 If the background check confirms a criminal record, the district will notify the
candidate with District Procedure 401.5.1P, Background Check: Pre-Adverse
Action Letter including a copy of the background check results.
2.5 If the background check confirms a criminal record, the candidate will have
the following recourse:
2.5.1 To withdraw the application;
2.5.2 To obtain from District 196 a copy of the background check report;
2.5.3 To obtain from the Bureau of Criminal Apprehension any record that
forms the basis for the background check report;
2.5.4 To challenge the accuracy and completeness of any information
contained in the background check report or record pursuant to
Minnesota Statutes 13.04 (4), and
2.5.5 To be informed by District 196 if he or she is denied employment or
continued employment by the district because of a background check
report. This communication will be complete when District Procedure
401.5.2P, Background Check: Adverse Action Letter, is sent as per Fair
Credit Reporting Action Sec. 604, 606.615.
2.6 Candidates subject to the inquiry described in Section 1.4 will be asked to
sign an authorization and release form and provide the names and addresses
of employers for the previous five years for which the candidate provided
services involving the treatment, assessment or counseling of a mental or
emotional illness, symptoms or condition. District 196 will inquire of the
identified employers concerning the occurrence of sexual contacts with
patients or former patients. Any job offer to the candidate is conditional upon
the satisfactory response to the background inquiry.
3. Independent Contractors, Student Employees and Volunteers The district
may, at its discretion, require a criminal background check on an individual
working as an independent contractor, as a student employee or a volunteer
pursuant to the procedures contained in this regulation except as otherwise
required by section 1.1 for individuals providing coaching services.
4. Communications
4.1 The Human Resources Department shall post a notice at the District Office
located at 3455 153rd Street West, Rosemount, that states that the district has
a background check policy and that copies of this policy are available in the
Human Resources Department.
4.2 A statement about the need to submit to a background check will be included
on all employment applications.
References:
Regulations/401.5AR/4-1-11
116
506
Revised
May 2004
Student Welfare
1. Safety - The board recognizes its responsibility to provide a safe environment for
students. The superintendent shall develop regulations and procedures detailing
the district safety program.
2. Student Health
2.1 Medication -- School nurses may dispense medication to students only with
appropriate authorization from the student's physician, parent or guardian.
2.2 Serious Illness or Injury/Medical Emergencies
2.2.1 School officials will make every effort to contact parents in the event of
serious illness or injury. However, when school authorities determine
that illness or injury requires emergency care, emergency services will
be contacted and used.
2.2.2 An emergency information card (District Procedure 506.2.1.1P
[elementary], 506.2.1.2P [secondary] or 506.2.1.3P [early childhood])
for each student will be kept on file with the school nurse.
2.2.2.1 In a medical emergency, school personnel will do everything
possible to help the student(s) involved.
2.2.2.2 School personnel will not accept, file, transmit or implement a
"Do Not Resuscitate" request for a student. If the parent or
guardian of a student asks to submit a "Do Not Resuscitate"
request to a school, the school will advise the parent or
guardian to discuss the issue with local medical emergency
teams and local medical facilities.
2.3 Allergies -- When the parent or guardian of a student, or an adult student
(age 18 or over) informs the principal or school nurse that the student has
allergies to specific animals, food or other substances, school staff will make
every effort to ensure that the student does not come into contact with those
specific animals, food or other substances in school.
2.4 Individualized Health Services
2.4.1 A documented health plan shall be developed and implemented for
students with special health needs by the school nurse, as requested
by the parent or appropriate school personnel, or deemed necessary by
the school nurse. The plan shall be developed in cooperation with the
parent, appropriate school personnel and, as necessary, appropriate
medical personnel.
117
Policy 506
Page 2
2.4.2 Any private duty nurse or other person hired as an independent
contractor by a students parent or guardian or an outside agency to
care for a student at school and/or on district vehicles will be expected
to abide by all district and school policies unless specifically stated
otherwise in the students health plan.
2.5 Chronic Infectious Diseases
2.5.1 The board recognizes the need to prevent and to manage occurrences
of chronic infectious diseases in the student population.
2.5.2 The board directs the administration to develop regulations that will
include:
2.5.2.1 Prevention methods, including hygiene and cleaning
techniques.
2.5.2.2 Student rights to attend school.
2.5.2.3 A method of assessment of risk factors for infected students,
as well as risks for others in the school.
2.5.2.4 A provision for creation of an advisory committee to review
individual cases of chronic infectious diseases as deemed
appropriate by the superintendent.
2.5.2.5 Safeguards for the data privacy of students.
2.6 Automated External Defibrillators (AEDs) District 196 strives to provide a safe
environment for students, staff and visitors. In this regard, automated external
defibrillator (AED) implementation is a component of our overall safety program.
2.6.1 The school district will provide an AED in school facilities where staff,
first responders or others may access the unit in an emergency
medical situation.
2.6.2 AED training for select employees will be provided by the school
district.
2.6.3 Maintenance of the AEDs is a function of the District 196 Health and
Safety Office.
2.6.4 Any medical incident requiring the use of an AED will be documented
on District Procedure 506.2.1.4P, Medical Incident Report for
Students, Community Education Participants and Visitors.
3. Suspected Maltreatment of Minors -- District employees shall report the
following to the proper authorities in accordance with state statutes:
3.1 Suspected maltreatment of minors (physical or sexual abuse, neglect, mental
injury or threatened injury), or
3.2 If they know or have reason to believe that a child has been neglected or
physically or sexually abused within the preceding three years.
118
Policy 506
Page 3
4. Death of a Student
4.1 If a student dies, in school or outside of school, the principal and other school
employees will inform other students and their families of the student's
death, in accordance with the familys wishes, in a sensitive and timely
manner, and make sure that students are provided with the support
necessary to respond to the death of a classmate.
4.2 If a student dies as a result of suicide, the school principal and other school
employees will also take special care in informing and supporting classmates
and friends of the deceased student, in accordance with the familys wishes,
and in compliance with the districts student data and records policies.
4.3 The School Board will observe a moment of silence in memory of a student at
the next regularly-scheduled school board meeting after hearing about the
death of that student, unless requested by the family to keep this information
private.
5. Chemical Abuse
5.1 For the purposes of this policy and related regulations, chemicals (drugs) are
defined as any substance that has a rapid mood-altering or intoxicating effect
on the central nervous system and is:
5.1.1 Illegal as defined by state and federal laws;
5.1.2 Statutorily prohibited for those under age 21;
5.1.3 Legal by physician's prescription only, but obtained and/or used in
non-prescribed ways;
5.1.4 Available as an over-the-counter drug, but obtained or used in nonrecommended ways, or
5.1.5 One of certain volatile substances (glue, paint thinner, etc.) which can
be inhaled for their mood-altering effect.
5.2 Use of any substances mentioned above in this manner by students will be
dealt with appropriately by district staff as outlined in Administrative
Regulation 503.3AR, Student Behavior Expectations and Consequences for
Misbehavior.
5.3 The district recognizes that chemical abuse is one of the nation's leading
health problems. In accordance with its continuing interest in the personal
welfare, growth and performance of all students, the district recognizes its
responsibility to help maintain the health and productivity of students who
are or may become involved in chemical abuse.
5.4 Because the district recognizes that emotional, physical, economic and social
problems are often related to the use of chemicals, it is committed to
developing programs designed to educate and support students in the
following ways: heightening awareness about chemical use and abuse;
119
Policy 506
Page 4
increasing knowledge about the symptoms and development of chemical
dependency; creating a more receptive climate for early and effective
intervention; and providing a supportive environment for individuals faced
with chemical abuse problems.
5.5 The district recognizes that chemically dependent people can be helped to
achieve freedom from active dependency when appropriate assistance is
offered. While the district cannot provide treatment for chemical dependency,
it is committed to the concept of providing appropriate assistance.
5.6 The district recognizes that a student's chemical abuse may interfere with his
or her health and/or school performance. It is therefore necessary for staff
members to take action when chemical abuse is either observed or suspected
of interfering with a student's performance in any way, as described in
Administrative Regulation 506.7.3AR, Student Chemical Abuse.
6. Pregnant Students and Students Who Have Children - Maternal, paternal or
pregnancy status shall not affect the rights and privileges of students to receive a
public education or to take part in any cocurricular activity offered by the school.
7. Food Services
7.1 Free and Reduced Price Meals - As a participant in the National School Lunch
Program, the district shall provide free and reduced price meals to eligible
students in district schools.
7.2 Any food served to students in school, other than food prepared by the Food
and Nutrition Services Department or in a properly supervised class, must be
store-bought and brought to school still sealed in the original wrapper or
container.
Policies/500 Series/506
Graphic Arts/5-18-04
120
506.1AR
Title
To help increase the safety and security of district schools for students, staff and
visitors, the guidelines described below will be followed in all district schools.
1.
Visitors
1.1
All visitors must report to the office or visitors desk and sign in when they
first arrive at school during school hours.
1.2
All visitors should be given a name tag or badge to wear while they are in
the building during school hours.
1.3
Staff are expected to question people in the building whom they dont
recognize and who are not wearing a name tag or badge.
2.
Students and Staff Students and staff are instructed to immediately report to
a teacher or administrator any suspicious behavior or situation that makes them
uncomfortable.
3.
Building Security
3.1
3.2
Close off portions of the building that will not be needed after the regular
school day, as determined by a premises survey.
3.3
Signage
3.3.1
3.3.2
Post signs on all locked doors to explain the door is locked for
safety reasons and direct people to an unlocked door.
4.
5.
High Schools In district high schools, the following steps will also be taken:
5.1
5.2
Station a person at the main entrance to greet visitors and direct them to
the school office or visitors desk.
121
6.
General
6.1
6.2
6.2.2
6.2.3
6.3
6.4
6.5
In the event of a major disaster covered by the media during the school
day, in general, high school students should be permitted to see
televisions and media throughout the day to observe and discuss the
situation; middle school students should be permitted to see televisions
and media for a relatively short time, and elementary school students
should not be permitted to view television and other media.
7.
8.
____________________________________________________________________________________
Reference: -Minnesota Statute 121A.37, School Safety Drills
-Minnesota Statute 123B.03, Background check
regulations/506.1AR/4-5-10
122
506.2.1AR
REVISED
May 2000
123
This form is to be completed by the District 196 staff person reporting the serious injury or
illness of a district student, community education participant or visitor.
Name of injured/ill person _______________________________ Age ______ Sex: M or F (circle one)
Address ___________________________________________City__________________ Zip code _______
Phone (home) _________________________________ (work)
School student attends (if early childhood-grade 12 student) ______________________________________
Grade ____________
Bus #
Date of incident
a.m./p.m.
_______________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Location of injury/illness on body ________________________________________________________
Description of injury/illness ______________________________________________________________
__________________________________________________________________________________________
Witnesses to injury/illness (include name, address, and home and work phone numbers)
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Parent/Guardian name(s) (if early childhood-grade 12 student)
Phone (home) ___________________________________ (work)
Address ___________________________________________City__________________ Zip code _______
Name of person notified ______________________________________ By whom __________________
Relationship to injured/ill person ________________________
Time ______________________
124
Procedure 506.2.1.4P
Page 2
Date ________________
Date ________________
Procedures/500 Series/506.2.1.4P
Graphic Arts/12-2-96
125
1.2
1.3
1.4
1.5
The principal may send a brief note to parents in the students or employees class, grade level or school (whichever the principal deems
appropriate) to explain the death. It is suggested that the letter include
information on memorial and/or funeral services, the name of a contact
person at school (school psychologist, school nurse and/or school
counselor) and available resources. If needed, the principal may also
schedule a special meeting at school with appropriate resource people
for parents and/or teachers who need support in responding to
childrens needs.
1.6
126
Regulation 506.5AR
Page 2
1.7
A school will not usually be closed for a funeral. If the funeral takes
place during a school day, the principal, after consulting with
appropriate staff, will decide which staff members may attend.
1.8
1.9
If a teacher dies, the principal will also make sure that a school
psychologist, school nurse, teacher, school counselor or administrator
attends all of the deceased teacher's classes to acknowledge the death,
tell students what happened and deal with students expressions of
feelings.
1.10
127
Regulation 506.5AR
Page 3
2.
3.
The principal will announce the death to other school employees and
let them know about memorial service and/or funeral arrangements.
2.2
2.3
regulations/500 series/506.5AR
Graphic Arts/11-19-02
128
707.2.3P
1.2.2
1.2.3
1.3 The Transportation Training Specialist or designee will take the following actions:
1.3.1
1.3.2
1.3.3
See that all injured persons (if any) receive proper care;
1.3.4
1.3.5
Release the bus and students, after consulting with the investigating police
officer;
1.3.6
1.3.7
1.3.8
1.3.9
Submit all required reports to the insurance company and the Minnesota
Department of Public Safety;
1.3.10 Submit accident facts to the district Accident Review Committee, and
1.3.11 Conduct follow-up programs, as needed, with drivers.
2. School Staff Responsibilities
2.1 The principal or administrator or designee will take the following actions:
2.1.1
129
Procedure 707.2.3P
Page 2
2.1.2
2.1.3
3.8.2
If driver is not the vehicle owner, vehicle owner name, address, telephone
number and insurance information;
3.8.3
3.8.4
3.8.5
Other vehicle(s) license number and state, vehicle type, make and year,
and insurance information;
3.8.6
3.8.7
3.8.8
3.9 Return to the bus garage, complete the appropriate accident report forms, meet
with the Transportation Training Specialist and sign the state accident report form.
procedures/707.2.3P/8-6-10
130
709
Adopted
November 1989
Revised
November 1998
131
Adopted
November 1998
Revised
August 2001
Title
To:
From:
Date:
Re:
Describe the response to the emergency situation by you and the people in your
building, by district-level employees and by non-district emergency people.
132
Procedure 709P
Page 2
Comment on the value of the Emergency Procedures Guide in the emergency
situation. Especially note things that were particularly helpful or not helpful and any
changes you would suggest to help people who face a similar emergency in the future.
Please return this completed form within one week to the director
circled above at the District Office.
THANK YOU!
Procedures/700 series/709P
Graphic Arts/8-27-01
133
709.1AR
1.2.2.2
1.2.2.3 All middle school and high school activity bus routes (not
necessarily activities) will be canceled (decision to be made
no later than 30 minutes before school dismissal time;
elementary principals to be informed).
134
3.
4.
Regulations/709.1AR/4-3-12
135
Sample Letters
[DATE]
On [DAY] at approximately [TIME], a man driving a [IDENTIFY COLOR] car attempted, unsuccessfully,
to entice a student into his car by offering her candy. The incident happened on [STREET], between
[STREET], as the girl was walking home from school. The [CITY] Police Department was called and
officers made a report of the incident.
The suspect, who fled the scene, is described as [PHYSICAL DESCRIPTION]. He was driving a [VEHICLE
DESCRIPTION]. If you have any information about this incident or the suspect, call the [CITY] Police
Department at [PHONE].
LE
[SCHOOL NAME] teachers encouraged students to walk with friends to and from school. Please take a
few minutes to remind your children about important safety rules regarding strangers.
Sincerely,
[PRINCIPAL]
Principal
137
Bomb Threat:
Parent letter
[DATE]
On [DATE], a note containing a bomb threat was found at [SCHOOL] School and turned over to school
administration. The hand-written note indicated that there was a bomb in the building at approximately
[time] [usually do not provide these details per police].
Students were evacuated from the school. Our students boarded school buses that were brought in to keep
the students warm. A bomb detecting canine from the [name of agency] was brought in as part of the
search, which was led by members of the [city] Police and Fire Departments and assisted by school staff
and district officials. After completing the room-by-room search, at approximately [time], the schools were
reopened and students returned to the classroom to resume their studies for the remainder of the day.
LE
School District 196 takes threats of this nature very seriously and actively pursues the identity of the
individual(s) involved. Students guilty of making bomb threats against a school face immediate expulsion
from school and possible criminal charges. If you have information about this incident, please contact the
[city] Police Department at [phone].
Situations like these are difficult for everyone involved and we appreciate your support and understanding.
If you have questions, please call me at [phone].
Sincerely,
[principal],
Principal
138
Bomb Threat:
Community letter
[DATE]
A safe, positive and orderly learning environment is a top priority at [SCHOOL]. In fact, most schools ARE
safe. Less than one percent of violence in our communities occurs on school grounds. At the same time,
no school is immune. The tragic loss of life at Columbine High School in Littleton, Colorado is one more
example of violence finding its way inside the schoolhouse door. Even though schools are among the safest
places, we must do more. This is an issue that can only be addressed when everyone works together.
The Incident
LE
For the past few weeks, there have been a rash of bomb threats in schools throughout the United States.
We had such a threat at [SCHOOL]. A handwritten note was found in the building on [DATE], indicating
that a bomb had been placed in the school.
The Response
Each of the recent threats throughout the United States has been a hoax. Yet, our staff and students are
too important for us to take any chances and simply assume another hoax. Therefore, we evacuated the
building and released students from campus in a timely, orderly and supervised fashion. I am extremely
proud of the leadership demonstrated by our faculty, staff and students in responding to this emergency.
We worked in coordination with local police and fire departments, and bomb squad team to thoroughly
search the building. We found no evidence of any threat.
The Consequences
We have zero tolerance for anyone who would attempt to jeopardize the safety and human rights of our
students and staff at [SCHOOL]. We will investigate and find the person or persons who did this and
prosecute to the fullest extent of the law. Anyone having any information regarding this matter is asked to
visit personally with me or share this information with a trusted adult at the school.
139
Bomb Threat:
Community letter Continued
The Future
I hope that each of you are as disappointed as I am regarding this act. Everyone needs to know that this is
a serious matter. This is our school and no one has the right to place us in jeapordy or make us feel unsafe.
I expect that each of you will join me in recommitting our efforts to emphasize and maintain the safe,
positive and orderly learning environment we have at [SCHOOL].
Sincerely,
[principal],
Principal
Thank you for your continuing efforts to make [SCHOOL] a great and safe place for teaching and learning.
LE
140
Bomb Threat:
Student Announcement
Please excuse this interruption:
Good Morning: This is [NAME], principal. I would like to take a few moments to review with you last
Friday's building evacuation and to talk about our personal responsibilities and commitment for today and
the future.
Two weeks ago I shared with you that a safe, positive and orderly learning environment is a top priority at
[SCHOOL]. Last week once again our environment was tested when information was received regarding a
bomb threat.
I greatly appreciate your response to our emergency and the leadership of students, faculty and staff.
However, what occurred last [Day] was extremely disappointing.
LE
Two weeks ago I reminded you that we are all citizens of the [SCHOOL] community. We have a personal
and group responsibilty to be positive and productive members of our community. However, we know
through experience that a person or persons can act irresponsibly making us feel unsafe. I am asking that
you continue to be positive and productive citizens by taking personal responsibilty for your actions. No
one has the right to place us in jeopardy, make us feel unsafe or disrupt our school day. Once again we will
find the person or persons who did this and prosecute to the fullest extent of the law.
As indicated earlier, we have identified the students responsible for the [DATE] evacuation of the building.
Those students have been suspended and expulsion proceedings are in progress.
County Attorney [NAME] has indicated that these types of offenses can result in felony level charges of
terroristic threats punishable by a fine of $60,000 and 90 days in jail. I have a hard time understanding
why someone would want to go through these types of consequences in addition to the personal
humiliation and that of their family.
Note that school has has not been cancelled in our district when these threats occur. Rather, students are
being evacuated and held pending decisions on building safety.
Anyone having information regarding Friday's emergency evacuation is asked to visit with me personally or
share your information with a trusted [SCHOOL] adult. We need to put a stop to these interruptions and
hold the responsible parties accountable for their actions.
141
Bomb Threat:
Student Announcement Continued
I would also like to address rumors.
Since the April tragedy which occurred at Columbine High School in Littleton, Colorado rumors have
been active throughout our country. The internet has been one of the primary methods used to spread
these rumors. One rumor has been that today is Marilyn Manson's birthday and tragic events are to occur.
Actually his birthday is in January. Another rumor has circulated regarding a note found at [SCHOOL]
referencing [DATE] - again untrue. We have not received any threats. Psychics interviewed on talk shows
have been rumored to make predictions however, we have not received direct threats about today.
One of the things I would encourage us all to do is not to participate in rumors or fall into rumor traps.
Again, I know that each of you are as disappointed as I regarding the behavior of a few students. I expect
that each of you will join me in recommitting our efforts to emphasize and maintain the safe, positive and
orderly learning environment that we have at [SCHOOL].
LE
The kinds of situations we are dealing with at our school are not unique to [SCHOOL]- they are occuring
across the country. What is unique is that they are occurring at [SCHOOL] because I have always felt this is
a special place with special people. We must continue this tradition.
Thank you for your continuing efforts to make [SCHOOL] a great and safe place for teaching and learning.
Sincerely,
[principal],
Principal
142
Exposure Incident:
Parent letter
In cooperation with the [CITY] Police Department, we are reminding students, staff and visitors to our
school to be cautious in the parking lot areas as a result of a recent incident involving a man who exposed
himself to two female students as they were walking to their vehicles after dark.
Since the incident, the [CITY] Police Department has been conducting on-going surveillance and increased
patrols in the parking lots and areas surrounding the school. The suspect was described as a white male in
his 30s with an average build. The incident remains under investigation.
Teachers and coaches remind students to be alert and to walk in groups when they leave the school building, especially after dark. Please help us reinforce these personal safety practices with your students at
home.
LE
If you have any information about this incident, call the [CITY] Police Department at [PHONE]. If you see
any suspicious activity similar to this incident, police urge residents to call 911 immediately.
Sincerely,
[principal],
Principal
143
[DATE]
Dear Parent/Guardian,
As many of you know, on [DATE], [SCHOOL] experienced the sudden and tragic loss of senior
[STUDENT] in an automobile accident. [NAME] brother [NAME] was also severely injured and is
hospitalized. As one would expect, students and the faculty.staff have experienced a great deal of shock
and sadness.
Throughout the week we have arranged for numerous support personnel including counselors,
psychologists and area youth pastors to be in the building to talk with students, parents and faculty/staff
in need of assistance. Resource rooms have been established for students who need a place to talk or feel
they cannot be in their regular classroom. This support will continue for as long as needed. If you wish to
have one of the available support personnel talk individually with your child, or wish to talk with someone
yourself, please contact the [SCHOOL] Counseling Office, [PHONE].
LE
Each of our students will be affected by this tragedy in their own way and each will deal with this tragedy
in their own way. To help with this process, I am suggesting that you review the enclosed resource
material which outlines typical behaviors and reactions of young people after a tragedy or crisis situation.
Please take time to read and discuss these materials with your family.
I want to express my appreciation to your student for his/her sensitivity and cooperation during this most
difficult time. {SCHOOL] continues to demonstrate a strong sense of community and caring for one
another. I thank you for your role in establishing this climate of support.
If I can personally be of assistance to you please contact my office,
[PHONE].
Sincerely,
[principal],
Principal
144
[DATE]
Dear Parent/Guardian,
As many of you know, on [DATE], [SCHOOL] experienced the sudden and tragic loss of two students
[NAME] and [NAME]. As one would expect, students and the faculty.staff have experienced a great deal of
shock and sadness.
Throughout the week we have arranged for numerous support personnel including counselors,
psychologists and area youth pastors to be in the building to talk with students, parents and faculty/staff
in need of assistance. Resource rooms have been established for students who need a place to talk or feel
they cannot be in their regular classroom. This support will continue for as long as needed. If you wish to
have one of the available support personnel talk individually with your child, or wish to talk with someone
yourself, please contact the [SCHOOL] Counseling Office, [PHONE].
LE
Each of our students will be affected by this tragedy in their own way and each will deal with this tragedy
in their own way. To help with this process, I am suggesting that you review the enclosed teen suicide
resource material, list of local resources, and information which outlines typical behaviors and reactions of
young people after a tragedy or crisis situation. Please take time to read and discuss these materials with
your family.
I want to express my appreciation to your student for his/her sensitivity and cooperation during this most
difficult time. {SCHOOL] continues to demonstrate a strong sense of community and caring for one
another. I thank you for your role in establishing this climate of support.
If I can personally be of assistance to you please contact my office,
[PHONE].
Sincerely,
[principal],
Principal
145
Suspicious Behavior:
Parent letter
[DATE]
Several parents have asked about an incident that occurred at [SCHOOL] on [DAY], and I would like to
clarify the facts about what happened.
The incident occurred at 8:15 a.m., approximately one hour before students arrived for school. A man in
his early 20s was found looking into an empty classroom. When confronted by a teacher, he indicated
that he was looking for a bathroom. The teacher then notified me and I determined that the man did not
have a legitimate reason to be visiting the school. Consistent with school district policy, he was asked to
leave and was escorted out of the building.
LE
The incident was reported to the [CITY] Police Department, as well as the make, model and license
number of the vehicle he was driving when he left the school.
If you have questions, please feel free to call me at [PHONE].
Sincerely,
[PRINCIPAL]
Principal
146
Suspicious Behavior:
Parent letter
[DATE]
I am writing to make you aware of a suspicious male who was seen driving slowly on the streets
surrounding our school this morning during student arrival time.
A parent reported the matter to the school and to the [CITY] Police Department, which is investigating.
We are working with police to help ensure the safety of our children. To our knowledge, no children were
approached by this suspicious male.
LE
Sincerely,
[PRINCIPAL]
Principal
147
Suspicious Behavior:
Parent letter
[DATE]
I am writing to inform you that five students at [SCHOOL] were approached by a man in a vehicle, in
three separate incidents, as the students walked home from school yesterday. The students reported
that a man in a small red car approached them and made inappropriate comments before driving off.
The students immediately went home and told their parents, who notified the police. [CITY] Police
apprehended a suspect and the matter remains under investigation.
LE
If an incident like this occurs, it is critical that you contact police immediately. This incident is also a
reminder of the importance of talking with your children about safety concerns and what to do if they
are approached by a stranger. Keeping our children safe is a top priority for all of us.
Sincerely,
[PRINCIPAL]
Principal
148
Weapon:
Parent letter
[DATE]
I am writing to inform you that on [DAY] I was contacted by police and informed that a weapon had
possibly been brought to school by a student that day.
Shortly after receiving the call, a search of the entire school building and grounds was conducted
by police officers and weapon-detection canines. No weapons were found during the search. As a
precaution, we had extra security in the building this morning to greet students as they arrived.
Although there were no incidents or reports of anyone seeing a student with a weapon at school, rest
assured that we take these types of reports very seriously and will respond according to our buildings
emergency preparedness plan to ensure the safety of our students, visitors and staff at all times. Our
staff learned about the situation at a meeting early this morning and is working in cooperation with local
police to make sure our students feel safe at school.
LE
If you or your child has any information about this situation, please call the [CITY] Police Department
at [PHONE].
Sincerely,
[PRINCIPAL]
Principal
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