Functional Annexes

The information in this section was developed utilizing the Federal Emergency Management Administrations Guide for Developing High Quality School Emergency Operations Plans.

The Functional Annexes within this section, should provide schools with a comprehensive set of guides for responding to and functioning during an emergency. Each School Building Level School Safety Team should assess and develop annexes to meet the unique needs of each school building.

Functional Annexes provide standard language and procedures, and are intended to be transferable to schools statewide and modifications are not recommended.

These annexes contain elements required by 8 NYCRR Section 155.17. Completion of these annexes utilizing the recommended actions will help the school comply with State law.

The School Safety Improvement Team also recommends that schools complete the following annexes utilizing the recommended actions.

Annex: Shelter-in-Place

Purpose

A Shelter-in-Place annex describes courses of action when students and staff are required to remain indoors, perhaps for an extended period of time, because it is safer inside the building or a room than outside. Depending on the threat or hazard, students and staff may be required to move to rooms that can be sealed (such as in the event of a chemical or biological hazard) or without windows, or to a weather shelter (such as in the event of a tornado).

Actions

Initiate Shelter-in-Place

Shelter-in-Place will be announced by intercom, Public Address (P.A.) System, or otherwise with instructions on how to proceed. (DO NOT USE CODES, CARDS or COLORS)

Address Language:
– YOUR ATTENTION PLEASE.
– THERE IS A SITUATION REQUIRING YOU TO SHELTER-IN- PLACE.
– PLEASE STOP WHAT YOU ARE DOING AND FOLLOW THESE INSTRUCTIONS.
– Provide specific incident instructions.

Instructions:
  • Use clear, concise language to provide direction to the school based on the situation.
  • If there is a situation requiring students and staff to move away from windows and doors (such as a weather emergency), they should be instructed to move to the interior of the room or
    relocate to an interior hallway or room. Students in temporary classrooms or outside of the main building for any reason should be instructed to move into the main school building.
  •  If the situation is not a threat to the exterior of the building, student’s in-between classes or outside of their classroom for other reasons should be instructed to return to their class.

Additional Considerations for Shelter-In-Place

The Building Level Safety Team should consider the following when reviewing the current plan or developing new policies and procedures. This is not an exhaustive list. Please add necessary actions appropriate for your response.

Procedures for the following should be included:

  • Turn off utilities and ventilation systems (heating, ventilation and air conditioning) if appropriate.
  • Prepare to shelter-in-place for extended periods including arrangements for food/water, sleeping, hygiene, medical needs, etc. Activate Annex (es) appropriate to respond to the situation.
  • Notify all concerned parties when the Shelter-in-Place is lifted.

Annex: Hold-in-Place

Purpose

If there is an internal incident or administrative matter such as students fighting in a hallway, a maintenance issue or medical emergency that requires students and staff movement be limited, a “Hold-in-Place” may be initiated. This is intended to keep students and staff out of the affected area until the situation can be rectified.

Actions

Initiate Hold-in-Place

• Hold-in-Place will be announced by intercom, Public Address (P.A.) System, or otherwise with  instructions on how to proceed. (DO NOT USE CODES, COLORS OR CARDS)

Address Language:
– YOUR ATTENTION PLEASE.
– THERE IS A SITUATION REQUIRING YOU TO HOLD-IN- PLACE.
– PLEASE STOP WHAT YOU ARE DOING AND FOLLOW THESE INSTRUCTIONS.
– Provide specific incident instructions.

Instructions
  • Use clear, concise language to provide direction to the school based on the situation.

Execute Hold-in-Place

  • Students in hallways, bathrooms or other common areas will return to their classroom. If the Hold-in-Place is announced between class periods, students will return to their previous class to await instructions. If the route is blocked, students will go to the nearest classroom and advise the teacher that they are unable to get to their class and await instructions.
  • • All available staff members will assist in maintaining order and accounting for students. Remain in position until further instruction is given or remaining in place compromises safety.

Annex: Evacuation

Purpose

This annex focuses on the courses of action that the school will execute to evacuate school buildings and grounds. Included are school policies and procedures for on-site and off-site evacuation including evacuation routes, transportation needs, and sheltering sites, required per 8 NYCRR Section 155.17 (e)(2)(i). Evacuation should take place if it is determined that it is safer outside than inside the building (fire, explosion, intruder, hazardous material spill) and staff, students and visitors can safely reach the evacuation location without danger.

Actions

Initiate Evacuation

•Communicate the need to evacuate the building or a specific area of the building to the building staff and other occupants by activating the fire alarm and/or by a Public Address (P.A.) System or bullhorn.

Address Language:
– YOUR ATTENTION PLEASE.
– THERE IS A SITUATION REQUIRING YOU TO HOLD-IN- PLACE.
– PLEASE STOP WHAT YOU ARE DOING AND FOLLOW THESE INSTRUCTIONS.
– Provide specific incident instructions.

  • Call or designate another to immediately call public safety (911) (police, fire and emergency
    responders) to give notice that the school has been evacuated.
  • Notify appropriate district staff that an evacuation of the school has occurred.
  • Communicate changes in evacuation routes if primary routes are unusable.
  • Activate Annex(es) appropriate to respond to the situation.
  • Designate staff with assigned radios and/or cell phones to assist in evacuation procedures.
    – List Staff with Radios or Cell Phones and Their Numbers:
  • Communicate when it is safe to re-enter the building or re-occupy a section of the school by bell system, radio transmission, public address system, designated staff, or bull horn.

Evacuation – Building Only

  • Determine evacuation routes based on location of the incident and type of emergency. (See
    floor plans)
  • Ensure all locations have designated secondary escape routes.
    – Designate alternate routes
    – Identify escape windows or other means of escape
  • Evacuate Students/Staff with special needs
    – Disabled/wheelchair accessible routes
    – Address needs of other disabilities: autism, blind, hearing impaired, etc.
  • Student Self-Evacuation: In the event that students find themselves out of the supervision of faculty or staff.
    – Students self-evacuate through nearest evacuation route or exit.
    – Students report to nearest assembly area and nearest teacher/staff.
  • Do not stop for student or staff belongings.
  • Take class roster, phone lists, first-aid kit and other emergency supplies with you (Gotta Go Bags).
  • Check the bathrooms, hallways and common areas for visitors, staff or students while exiting.
  • Go to designated evacuation assembly area.
Designated Evacuation Assembly Areas (On School Grounds)

List Building/Wing/Location and Corresponding Assembly Area:

  • Account for all students. Immediately report any missing or injured students to the School
    Incident Commander.
  •  Main office staff: Take visitor log and student sign out sheet to evacuation assembly area.

Evacuation – Return to Buildings or Grounds

No students or staff shall return to school buildings or grounds until advised to do so by the Incident Commander or appropriate officials.

  • The Incident Commander will make the decision when it is safe to return to the building. •
  • In the event that emergency response services (Police, Fire, EMS) are called, the Incident Commander may transfer incident command to the appropriate authority, who will then make the decision to allow students and staff to return to the building or grounds.

Annex: Lockout

Purpose

This annex describes the courses of action the school will execute to secure school buildings and grounds during incidents that pose an imminent concern outside of the school. The primary objective of a lockout is to quickly ensure all school staff, students, and visitors are secured in the school building away from the outside danger.

Actions

Initiate Lockout

• Lockout will be announced by intercom, Public Address (P.A.) System, or otherwise.(DO NOT USE CODES, COLORS OR CARDS)

Address Language:
– YOUR ATTENTION PLEASE.
– THERE IS A SITUATION REQUIRING SCHOOL TO LOCKOUT.
– ALL OUTDOOR ACTIVITIES ARE CANCELLED.
– PLEASE CONTINUE REGULARLY SCHEDULED INDOOR ACTIVITIES.

Execute Lockout

  • All outdoor activities shall cease and be immediately moved indoors (i.e., gym classes,
    playground, etc.).
  • As soon as all students and staff are in the building all exterior doors shall be locked.
  • Normal activity will continue within the building (unless directed otherwise).
  • It is not necessary to turn lights off or to close blinds (unless directed).
  • Do not respond to the fire alarm unless actual signs of fire are observed, or an announcement is made.
  • Report any suspicious activity observed either indoors or outdoors to the main office.
  • A lockout will be lifted when notification is made by administration. Activate Annex(es) appropriate to respond to the situation.

Annex: Lockdown

Purpose

  • This annex describes the courses of action schools will execute to secure school buildings and grounds during incidents that pose an immediate threat of violence in or around the school. The primary objective of a lockdown is to quickly ensure all school staff, students and visitors
    are secured in rooms away from immediate danger.
  • A Lockdown is the initial physical response to provide a time barrier during an active shooter/intruder event. Lockdown is not a stand-alone defensive strategy. Executing a Lockdown should involve barricading the door, hiding from view, remaining silent and readying a plan of evacuation as a last resort.

Actions

Initiate Lockdown

  • Where possible a Lockdown will be announced by intercom, Public Address (P.A.) System, or otherwise. (DO NOT USE CODES, COLORS OR CARDS)
  • Contact 911
  • In events where an immediate threat to life safety is recognized (such as a person armed with a gun in the hallway) any faculty or staff shall raise the alarm and initiate a lockdown.
  • Lockdown must be immediate and deliberate, the announcement of a lockdown shall be as
    follows:
    – LOCKDOWN! LOCKDOWN! LOCKDOWN!

Execute Lockdown

  • IF SAFE, immediately gather students from hallways and areas near your room into classroom
    or office. This includes common areas and restrooms immediately adjacent to your classroom.
  • Lock your door(s) and have students/staff move to the designated safe area of the room,
    **REMAIN SILENT**
  • Leave lights on and blinds as they are. Do not cover door window.
  • Teachers should position themselves in a location that gives them an advantage to manage
    their classroom effectively, and take the following action during a lockdown:
    – Do not allow anyone, under any circumstance, to leave your secured area
    – Do not answer or communicate through your door or classroom phone.
    – Silence cell phones and limit use to only relay pertinent information to 911, (i.e., description/location of active shooter/victim injuries).
    – Do not respond to fire alarm unless actual signs of fire are observed. Doing so could compromise the safety of those already secured.
    – Document and attend to any injuries to the best of your ability.
    – Take attendance and include additions and missing students’ last known location.
    – Do not respond to Public Address (P.A.) system or other announcements.
    – If an intruder enters the classroom, use WHATEVER means necessary to protect yourself and the students. You must be prepared to fight for your life and use physical force or possibly
    deadly force to stop the intruder.
    – Potential tactics include:
    * Moving about the room to lessen accuracy.
    * Throwing items (books, computers, phones, etc.) to create confusion.
    * Assaulting the shooter/intruder – use whatever objects you have in the classroom as a
    weapon such as blunt force objects (fire extinguishers, chairs, etc.) to incapacitate the intruder
    – FIGHT!
    * Tell students to get out anyway possible – RUN!
  • Staff/students participating in any outdoor activity upon the initiation of a lockdown should seek a safe location away from the building. Call 911 and report your situation including location and number of students.
  • Procedures should be in place to re-direct buses in the event of a lockdown.

LOCKDOWN WILL ONLY END WHEN YOU ARE PHYSICALLY RELEASED FROM YOUR ROOM OR SECURED AREA BY LAW ENFORCEMENT.

Annex: Crime Scene Management

Purpose

Actions

Respond

  • Ensure your personal safety first, then if possible, formulate a plan and make mental notes.

Evaluate

  • Evaluate the severity of the situation, call 911 if appropriate.
  • Identify involved parties.
  • Be aware of weapons, hazards, and potential evidence.
  • Don’t touch anything unless absolutely necessary to preserve safety.

Secure

  • Clear away uninvolved people
  • Establish a perimeter that prevents people from entering the potential crime scene

Protect

  • Safeguard the scene – limit and document any people entering the area
  • Don’t use phones or bathrooms within the crime scene area.
  • Don’t eat, drink or smoke in the crime scene area.

Observe

  • Write down your observations as soon as is safe to do so.
  • Record detailed information – don’t rely on your memory
  • Don’t eat, drink or smoke in the crime scene area. Notes will aid first responders upon arrival and could be utilized in court

Notify

  • Call 911 if not already called or police are not on scene

Document

  • Take good notes – such as: time, date, people at scene, weather, doors open or closed, lights on or off and the position of furniture.
  • Be prepared to provide your notes and information to police

Annex: Communications

Purpose

This annex includes communication and coordination during emergencies and disasters (both internal communication and communication with external stakeholders, required under 8 NYCRR Section 155.17 (e)(2) (iv), as well as the communication of emergency protocols before an emergency and communication after an emergency. Additionally, procedures shall be included for emergency notification of persons in a parental relation (8 NYCRR Section 155.17 (e)(2)(i).

The School ERP must include policies and procedures governing school incident communications with law enforcement and emergency responders, as well as with students, parents, staff, the school community and the media. Templates for statements/press releases to the media, a detailed communications plan, including standard procedures and protocols, should be developed and made available in advance of an incident.

Templates for statements/press releases, the communication plan and media contacts at the major television, Internet, and radio stations are maintained by Skye Heritage and located District Office in Electronic

Types of Communications

Communication between School and Emergency Responders

The school will contact and maintain communications with emergency responders during an incident. The School Incident Commander will transfer command to the appropriate emergency responder who arrives on the scene to assume management of the incident, including coordination of internal and external communications. The Incident Commander will use the communication platform and/or other means described in the School ERP to notify the principal/designee of the school’s status and needs. The school and emergency responders will coordinate the release of information to ensure that information is consistent, accurate and timely.

Internal Communications

The school has identified a school spokesperson or public information officer (PIO) who will be responsible to:

  • Help create the policies and plans for communicating emergency information internally and to the public.
  • Follow the communications policies and procedures established by the school.
  • Help establish alternative means to provide information in the event of a failure of power, phone or other lines of communication
  • Develop materials for use in media briefings.
  • Act as the contact for emergency responders and assist in coordination of media communications.

Communication between School Officials and Staff Members

School personnel will be notified when an incident occurs and kept informed as additional information becomes available. They will also be informed as plans for management of the incident evolve (keep staff informed to the greatest degree possible). The following methods of communication may be utilized to disseminate information internally when appropriate:

  • Telephone Tree: A telephone tree is a simple, widely used system for notifying staff of an
    incident when they are not at school.
  • Text-Messaging System/E-mail System: A text-messaging or e-mail system is available to
    provide those who are registered to receive messages with updates during an incident.
  • Mobile Device Applications
  • Morning Faculty Meeting: As appropriate, updated information about an incident will be presented at the morning faculty meeting. Any new procedures for the day will also be
    reviewed at this time.
  • End-of-Day Faculty Meeting: As appropriate, updated information and a review of the day’s events will be presented at the end-of-day meeting. Staff will also have the opportunity to address any misinformation or rumors.
  • Call notification system

Communication between School Officials and Students

Communication of emergency information between school officials will primarily take place through the
school’s public address system or face-to-face between faculty and students. Other methods of
communication with students may include the following:

  • Text-Messaging System/E-mail System: A text-messaging or e-mail system is available to
    provide those who are registered to receive messages with updates during an incident.
  • Mobile Device Applications.
  • email

External Communications

School officials must communicate with the larger school community on how incidents will be addressed on a regular basis. However, once an incident does occur, parents, media and the community at large will require clear and concise messages from the school about the incident. This will include what is being done and the safety of the children and staff.

Communication with Parents

  • Before an incident occurs, the school will:
    – Inform parents on how to access alerts and incident information.
    – Inform parents that the school has developed an ERP, its purpose and its objectives.
    Detailed response tactics should not be shared if they will impede the safe response to an incident.
    – Information will be included in email, letter
    – Be prepared with translation services for non-English-speaking families and students with
    limited English proficiency.
  • In the event of an incident, the school will:
    – Disseminate information Call notification system, email, text to inform parents about what is known to have happened.
    – Implement a plan to manage phone calls and parents who arrive at the school.
    – Describe how the school and school district are handling the situation.
    – Provide a phone number, web site address or recorded hotline where parents can receive
    updated incident information.
    – Inform parents and students when and where school will resume.
  • After an incident, school administrators will schedule and attend an open question- and-answer meeting for parents/guardians as soon as possible.

Communication with the Media

In the event of an incident, the School Incident Commander or the emergency responder Incident Commander (in the event command has been transferred), will coordinate with the public information officer and/or participate in a joint information effort:

  • Establish a media site and reception area away from the school and any established Incident Command Post, Evacuation site or Reunification site
    – Determine a media location for low impact events (such as a water main break) and high impact events (such as an active shooter incident) when media interviews at the school would be deemed impracticable due to the nature and severity of the incident.
    – Low Impact events can be handled at the School District Central Offices or similar type facilities as the number of media outlets and duration of media coverage can be expected to be low.
    – High Impact events can be handled at a community center, park or other facility that is of appropriate size to accommodate a large number of media outlets for an extended duration. DO NOT use government facilities (fire stations, etc.) as this will interfere with government administration and operations.

High Impact Sites:
Glens Falls Police Department – 42 Ridge Street Glens Falls, NY 12801 –

Low Impact Sites:
GFCSD District Office – 15 Quade Street Glens Falls, NY 12801

  • Provide regular updates to the media and school community.
  • Once Incident Command is transferred to emergency response authorities, so too will PIO functions be transferred to the ICS PIO.
  • Provide only information that has been approved to be released by the Incident Commander in charge of the scene.
  • Monitor the release of information and correct misinformation. Coordinate messages with the Incident Commander or PIO.

Annex: Medical/Mental Health

Procedures for the following should be included:

  • Instructions on where emergency medical supplies (e.g. first aid kits, AEDs) are located and who is responsible for purchasing and maintaining these materials.
  • Assessment of staff skills for responding to a medical emergency, such as first aid or CPR.
    Complete the Post Incident Response Team table in Appendix C with appropriate staff.
  • Procedures on sharing and reporting information about unusual situations, if warranted.
  • Addressing the immediate, short, and long-term counseling needs of students, staff and families.
  • Location where counseling and psychological first aid will be provided.
  • A plan to have counselors available to assist students if necessary.

Annex: Accounting for All Persons

Purpose

This annex focuses on developing courses of action to account for the whereabouts and well-being of
students, staff, and visitors, and identifying those who may be missing.

Actions

All faculty and staff will have class lists for students assigned to them.

  • Taking attendance and reporting to the Incident Commander when class relocates inside the building or an evacuation takes place.
  • Reporting to the Incident Commander when a student, staff member, or guest cannot be located.
  • Dismissal of students if they have been relocated in the building.

Annex: Reunification

Pre-designated Reunification Sites

Primary Reunification Site:
Elementary/MS/HS buildings : Glens Falls City School District
Building Principals/(518) 792-1212

Secondary Reunification Site:
Morse Athletic Field : Sherman Avenue, Glens Falls, NY 12801
Paul Jenkins/(518) 792-1212

Purpose

The Reunification Annex details a safe and secure means of reuniting parents/guardians with their children in the event of an emergency.

Actions

The Building Level School Safety Team should consider the following when reviewing current or developing new policies and procedures. This is not an exhaustive list. Please add necessary actions appropriate for your response. Procedures for the following should be included:

  • Transporting students following an evacuation to the reunification site(s) (See Evacuation Annex).
  • Notifying a contact person at the relocation site(s) to prepare for the arrival of students.
  • Designating a Reunification Coordinator.
  • Activating Annex(es) appropriate to respond to the situation.
  • Designating a holding area for arriving students and staff away from waiting family members.
  • Designating an adult report area for parents/guardians to sign-in and to check identification.
  • Establishing a student release area. Students will be escorted to meet their parent/guardian and sign out.
  • Establishing a mental health area and direct staff to escort parent/guardian of any injured, missing or deceased student to the area for staff to provide notification in private and away
    from other parents. The School Psychologist or other designee, will coordinate this activity with emergency response personnel.
  • Staging media area away from the reunification site and notify the PIO of the location.
  • Keeping evacuees on buses or in a holding area separate from parents until they can be signed out to waiting parents/guardians.
  • Releasing students to authorized persons after checking proof of identity and signing a student release form.
  • Instructing parents/guardians to leave the site to make room for others once they have signed out their student.
  • Arriving faculty and staff will provide a list of evacuated students to the reunification site staff immediately upon arrival.
  • Providing for the Special needs students who may be significantly impacted by the stress of the incident and additional support staff may be required to support these students.
  • Following the instructions of the Reunification Coordinator or designated staff and/or assist in staffing the site.
  • Maintaining current student and staff emergency information that details special needs, such as medical or custody issues.

Annex: Continuity of Operations

Actions

  • Selecting primary and secondary relocation sites that meet the needs of school.
  • Activating the COOP any time and sustaining it for up to 30 days.
  • Re-establishing essential functions, such as restoration of school operations, and maintaining the safety and well-being of students and the learning environment
  • Ensuring students receive applicable related services in the event of a prolonged closure.
  • Protecting vital documents and making them available at alternate sites.
  • Identifying personnel to assist in developing COOP and training them in activating COOP procedures.