ERP

MVAC HEAD START EMERGENCY RESPONSE PLAN



Most of us have given more thought to how we would respond in an emergency since the

events of September 11, 2001 and the number of highly publicized school shootings . The

potential for an emergency situation to occur has, however, always been with us in the form

of natural disasters (snow, ice, and wind storms, tornados, hurricanes, floods, fires),

unintentional disasters (electrical blackouts, chemical spills, transportation disruption), and

intentional disasters (terrorist activities such as bioterrorism, bombings, hostage situations).

The occurrence of any of these events may make it necessary for you to provide care for the

children in your program for several extra hours or even days without outside assistance.



Emergency situations give little warning and often result in confusion and devastation. The

outcome of an emergency situation is dependent on how well the people involved have

planned and prepared for such occurrences. In a local emergency such as a fire in your

building you can expect prompt and adequate assistance. In a widespread emergency such

as a sudden blizzard or terrorist attack you will need to be prepared to provide a safe quality

environment for the children in your care for several days. Following a well thought out,

written and rehearsed plan will help both the children and staff remains calm in any type of an

emergency situation.



Parental and staff involvement critically affects the program's emergency response plan.

Parents and staff need to be aware of all aspects of the program's emergency response plan.

No single preparation guide can adequately address all possible emergency scenarios or

the needs of each individual program. The goal of this plan is to provide basic emergency

response and planning information that will be used in all of the program settings for a variety

of emergency scenarios. By following the guidelines in this manual, you will develop an

individualized plan for your site that is easy to follow and effective during emergency

situations



 Keep plans, supplies, children and staff emergency information current

 Individualize the ERP for your site. This is the responsibility of the Emergency

Response Coordinator and the staff from each site location and each program.

Regardless set a time frame for the timely completion of ERP.

 Conduct regularly scheduled practice drills for Shelter in Place, Lock Down, and

Evacuation. Discuss what worked and what did not work immediately after the drills.

 Brainstorm for solutions.

 Fill out evaluation immediately after each type of drill.



All staff for each program will sit down together and complete the Emergency Response Plan

for each specific site. Working together through the plan as a team will increase knowledge

and tools to establish an “all hazard” emergency response plan for their individual program.









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INTRODUCTION

The intent of this plan is to assist Head Start staff in responding to emergency

situations, provide information that can be used with family members concerning emergency

planning, and provide a basis for restoration of services. The MVAC Head Start Emergency

Response Plan is a template of procedures and guidelines based on local, state and national

best practices. As much as possible, these policies and procedures are aligned most closely

with School Emergency Procedures developed by the Minnesota Departments of Public

Safety and Education available through the Minnesota School Safety Center. The Minnesota

School Safety Center has developed a Comprehensive School Safety Guide that provides

technical assistance and support for Minnesota school districts as they develop their

Emergency and Crises Plans for local schools. These best practices and procedures provide

a framework for schools to plan, practice and implement emergency procedures. By

adopting similar policies and procedures Head Start children will be familiar and prepared to

respond appropriately in the Elementary school setting.

The MVAC Head Start Center, Combination and Home Base programs are located in

a variety of building types including MVAC County Offices, local schools, churches and

private owned buildings. The MVAC Head Start Emergency Response Plan provides a

template that staff must tailor to each individual site. Head Start staff at each site has the

responsibility to work with landlords or administrative staff we are co-located with to

determine best location for shelter areas and evacuation routes. Local Head Start employees

will also work with these other agencies and staff to collaborate in planning response and

practice drills. Local Head Start staff will amend MVAC Emergency Response Procedures to

match the policies and procedures of our host facility in an age appropriate manner.



Staff at the site needs to be familiar with Emergency Response Plan policies and

procedures. The Lead Teacher or Home Visitor will assign staff to the designated roles and

responsibilities within the Emergency Response Plan. The Lead Teacher or Home Visitor will

be responsible for ensuring staff, students, parents and volunteers at their site are familiar

with their roles and responsibilities in the Emergency Response Plan. The Lead

Teacher/Home Visitor will coordinate actions and/or requirements with Head Start

Administrative staff, community public safety officials, Landlord’s security and facilities, and

families/guardians.



The procedures are intended to be general guidelines based on local, state and

national best practices. Procedures should be reviewed in coordination with your district

policies and crisis planning. Each Head Start site is responsible to customize the procedures

at the building level to suit specific needs.



Note: For sites located in schools, businesses or private owned building those emergency

plans take precedence over this plan.









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EMERGENCY RESPONSE ROLES WITHIN MVAC HEAD START

The MVAC Executive Director and the MVAC Child Development Services Director

 Will have the sole right, authority and responsibility to respond to all media requests in

emergency, crises or disaster events.

 Authority to approve any/all budgetary requests for emergency, crises or disaster response.

 Primary responsibility to authorize agency or program involvement in local, state or federal

relief efforts.

 Assign agency or program staff members to roles in the planning and response teams.

 Final approval of the MVAC Head Start Emergency Response Plan.

 Child Development Service Director is point of first contact for staff injuries or blood borne

exposure for Administrative Staff.



MVAC Head Start Policy Council:

 Recommend safety, prevention and emergency preparedness programs.

 Encourage incorporation of safety prevention and emergency preparedness into regular

curriculum.

 Provide recommendations for Emergency Response Plan and approve final plan prior to

the approval of MVAC Executive Director and Child Development Services Director.



MVAC Head Start Health Services Advisory Committee

 Provide input on Emergency Care Plan procedures and policies.

 Assist with and develop response and recovery plans.



MVAC Early Head Start Community Health Care Worker (RN)

 Provide input on Emergency Care Plan procedures and policies.

 Assist with and develop response and recovery plans.

 Final approval of Emergency Care Plan.



Head Start Health, Disability & Social Service Advisor

 Develop a template for Emergency Care Plan to be used by Head Start Center,

Combination and Home Base sites. The following situations will be covered by this plan:

 Evacuation Procedures and Process

 Sheltering/Sheltering in Place

 Medical Emergencies

 Natural disaster; tornado, severe storms

 Utility disruption

 Fire/smoke emergencies

 Hazardous materials

 Bomb threat

 Suspicious Articles

 Potentially Violent Situations

 Random Acts of Violence

 Hostage Situations

 Missing Child

 Provide each site with a copy of the plan.

 Provide each site with a list of materials to be included in First Aid Kit



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 Point of first contact for staff injuries or blood borne exposure for Family Advocates.

 Annually update plan with the input of all Head Start staff, Policy Council, HSAC and

information/requirements from Federal funding source and DHS Licensing for

modifications to the procedures, changes of key personnel or other resources, and

additions of new emergency management information.



Center/Combination Education Advisors. Home Base Advisor.

When a Home Base Social Day is located at an MVAC Head Start Licensed Center the

Center/Combination Advisor is responsible to ensure the facility and equipment for that site is

in compliance with Federal Head Start Performance Standards 1304.22 and 1304.53; and

Chapter 9503 Minnesota Department of Human Services Child Care Center Licensing Rules

9503.0005 through 9503.0170. However, the Home Base Program Advisor will monitor the

activities and completion of required paperwork and documentation for those Home Base

programs located in licensed centers. The Home Base supervisor will be responsible for

ensuring stand alone Social Day sites are in compliance with Federal Head Start

Performance Standards 1304.22 and 1304.53. These responsibilities include but are not

limited to:

 Responsible to ensure all sites have first aid kits.

 Train new staff on Emergency Response Plan Procedures and Risk Reduction plan for

each site.

 Responsible to ensure each site has portable communication systems that are

operable in all emergency locations within in the center and are operable within a

distance from the center at primary evacuation site outside the building.

 Monitor programs to ensure compliance with emergency postings, policies and

procedures.

 Ensure each site completes monthly fire drills through on-site monitoring and review of

documentation.

 Ensure each site completes monthly tornado drills during the months of April-

September through on-site monitoring and review of documentation.

 Point of first contact for staff injury or bloodborne exposure with the exception of

Family Advocates, Bus Drivers and Bus Rider Aides.

 If necessary, ensure that the program staff has reported any injuries requiring medical

treatment, in which EMS services were called, or a fire during operational hours, that

Licensing Commissioner was contacted within the required time frames.

 Center/Combination Advisor responsible to contact Minnesota DHS Licensing when

reportable incidents occur in licensed centers.

 Point of first contact for staff injuries or blood borne exposure for Lead Teachers,

Classroom Aides and Home Visitors.



Transportation/Nutrition Advisor

 Responsible to develop emergency policies and procedures for bus.

 Develop emergency bus procedures in accordance with Federal Head Start

Performance Standards 1310.

 On-site monitoring of transportation staff.

 Develop policies and procedures for food service in compliance with CACFP

requirements.

 Train food service staff on food service procedures and monitor compliance with

regular on-site visits.

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 Train staff on Diapering and Sanitation Procedures.

 Assist on-site staff with the coordination of transportation and food service during an

emergency.

 Point of first contact for staff injuries or blood borne exposure for Bus Rider Aides and

Bus Drivers.





Mental Health Advisor

 Responsible to develop individualized plan to support the mental wellness of staff,

children and families who experience crises or trauma.

 Refer any children to local Mental health providers for assessment or treatment.

 Coordinate with local, regional, state and federal agencies providing mental health

services in response to a local, regional or state disaster or terrorism.









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Overall Operational Crisis

Emergency Roles & Responsibilities

In the event of an emergency situation, the Lead Teacher or Home Visitor will declare

an emergency situation and institute the appropriate response actions. In the event that the

Lead Teacher or Home Visitor is not available, the classroom aide shall assume the

responsibilities.

Each program will assign staff to the designated roles and responsibilities within the

Emergency Response Plan. The Lead Teacher or Home Visitor will be responsible for

ensuring staff, students and volunteers at their site are familiar with their roles and

responsibilities in the Emergency Response Plan. All staff at the site is considered

responsible for the safety of children and will coordinate actions and/or requirements with

Head Start Administrative staff, community public safety officials, Landlord’s security and

facilities, and families/guardians



The EMERGENCY RESPONSE COORDINATOR (Lead Teacher or Home Visitor)

Programs located in schools, office buildings and other shared space need to locate the

emergency response coordinator for the building and coordinate the programs’ plans with

those of the remainder of the building. You will need to advocate for the unique needs of the

children.



The ERC is responsible for the following.



 Work with School/Landlord and local emergency agencies to arrange for evacuation

locations and transportation away from the Center.

 Familiarize all staff with the crisis/emergency response plan specific to your site and

ensure effective implementation.

 Ensure all required emergency postings are in place and individualized to their specific

site.

 Ensure that the Center’s practice drill program is implemented and documented.

 Ensure supplies and equipment are present and checked at least monthly.

 Review each crisis/emergency situation to ensure that proper reports are completed

and appropriate action is taken to prevent repetition of any ineffective efforts.

 Act as team leader in a crisis/emergency situation. Identify the emergency situation

and determine the course of action.

 Activate contact with School or site Security and/or other local authorities to inform

Center of potential or existing crisis/emergency situation.

 Initiate procedures to contact parents.

 Work with local authorities to determine when the situation is resolved and staff and

children can return to normal routine.

 Center/Combination Programs: Contact the Licensing Commissioner if EMS services

were needed, children were injured and needed to receive treatment, or there was a

fire during the hours of operation.

 Contact Education Advisor who is responsible for the program when incidents occur.

 If any of the above roles is designated to another staff person (excluding the position

of ERC) the Individual plan for the site will clearly state who is responsible for the

activity and post the responsibilities in a visible place in the classroom.





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Emergency Response Assistant (Classroom Aid)

The Classroom Aid will act as the designee in the absence of the Lead Teacher or Home

Visitor.



The responsibilities of the person Next in Charge are to assist the Lead Teacher/Home

Visitor during an emergency, and in their absence, assume all responsibilities.



 Become familiar with the Crisis/Emergency Response Plan.

 Provide complete crisis/emergency response training to volunteers, interns and

paraprofessional staff on a regular basis and updates as necessary.

 Assist in planning, implementing, and tracking all training to update and check

the accuracy of current crisis/emergency response procedures.

 Work with the Lead Teacher/Home Visitor to investigate and evaluate each

crisis/emergency situation to prevent repetition of ineffective efforts.

 See that all injuries and issues are attended to immediately and referred to the

Lead Teacher/Home Visitor (Emergency Response Coordinator) to determine if

contact with Head Start Administrative staff, schools, or other authorities is

necessary.

 Coordinate a regular plan of inspection of work areas to detect unsafe

conditions and work practices.

 Ensure all equipment and supplies for emergency go-kits and first aid kit are in

working condition, are restocked and properly rotated.

 Request additional supplies as necessary.

 Act as team leader in a crisis/emergency situation. Identify the emergency

situation and determine the course of action in the event that the ERC is

unable.



Staff responsibilities:

 Notify the Lead Teacher/Home Visitor of emergency situations as they

become aware of them.

 Follow emergency procedures as outlined in ERP and as directed by the

Emergency Response Coordinator or designee.

 For the safety and well being of the children in their care.









School/Landlord

Where applicable, the School or Landlord is responsible for the safety of the building and

grounds. The health and safety, security, and facilities procedures established by the School

or Landlord shall be followed by the Center in conjunction with center policies and licensing

regulations. For emergencies, the Director shall immediately notify the School or Landlord

after calling 911 for medical, fire, or security emergencies. They will notify appropriate

Sponsor or Landlord response









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Working Together to Individualize Your Emergency

Response Plan to be Site Specific

Each program and/or site must sit down as a team to complete the Emergency Response

Plan. It is important to work through the plan together and assign specific roles and

responsibilities within each program and site. By completing the plan together all staff will

become familiar with the emergency response procedures and their role in the prevention,

preparing for and response to an emergency or crises situation.



Programs located in schools, office buildings and other shared space need to locate the

emergency response coordinator for the building and coordinate the programs’ plans with

those of the remainder of the building. You will need to advocate for the unique needs of the

children. For your ERP, you need to be aware of the emergency plans of the public, private,

special schools, and outside programs that your children attend.



Fill in the information for POSTED Emergency Response Procedures

 Tornado shelter location.

 Location of Primary Designated meeting place outside

 Location of Shelter in place

 Location within room that is the safest place during a Lockdown.

 Local Emergency numbers posted by phone

 Address and directions to site from all 4 directions.

 Location of fire alarm(s) and fire extinguisher(s)

 Primary and secondary evacuation routes from every room of site (every room used by

Head Start must have exit routes from that room visibly posted).

 Location of heating, ventilation and air conditioning main shut offs are and how to

operate them.

 Location of main water, gas and electrical shut offs are and how to shut them down.

(Consider putting a card with instructions next to the shut offs. If a tool is required to

shut off a unit, tape the tool to a surface near the shut off.)

Planning

Identify and assign specific duties. *One person may fill multiple roles

 Assign a primary and back up person to each responsibility.

 Consider rotating people through each role so eventually everybody is familiar with all

the roles.

 Practice primary and alternate roles until the staff are comfortable with the tasks

 Share and discuss responsibilities with staff. People respond better when they know

what is expected of them



All staff at each site is responsible to:

o Help Complete the Emergency Response Plan for your site and program (Should

include everyone in the program and/or site).

o Conduct site orientation for Emergency Care Plan for new staff, volunteers, parents,

students and staff from other agencies.

o Participate in each type of practice drill: Shelter in Place, Lock Down, and Evacuation.

(Coordinate this with the school or other groups in the building where your site is

located).





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o Provide feedback on the effectiveness of drills and suggest changes, if necessary, to

improve the effectiveness.

o In the event of an emergency, follow policies and procedures under the direction of the

ERC.

o Ensure the safety of all children, staff, volunteers, visitors and parents in the even of

an emergency.



Identify Roles and the Personnel to Fill Them

In an emergency situation, people feel more secure and respond better when they

have been prepared for what is expected of them. Identifying and assigning specific roles and

conducting practice drills will help you become more comfortable with emergency response

duties. Assigning and practicing specific responsibilities decreases confusion and panic

during an emergency, thereby reducing the risk of error. Each staff member will have

responsibilities in all types of emergencies and will be involved in preparation, maintenance,

and operation of the ERP.



List the roles and responsibilities in an emergency situation. Assign a primary person

and at least one alternate to fill each role. Share and discuss the roles with your staff so there

are fewer surprises during an emergency. Each staff member should know their primary and

back up responsibilities and be familiar with the procedures. One person may fill many roles

but all roles must have an alternate person assigned in case the primary person is

unavailable. Consider rotating people through the various roles so eventually everybody is

familiar with all the roles. DO NOT assign the Family Advocate a position during a crises or

emergency response, they may have appointments outside of the center and can not be

relied on to fill a critical function during an event. If available, they can assist staff in

searching and assisting with children. Ask yourself these questions:

 Who will provide first aid?

 Who will carry medications if the children are moved?

 Who will carry the first aid kit?

 Who will carry emergency information on each child?

 Who will call for help?

 Who will carry the emergency kits?

 Which groups of children go with which staff?

 Who transports attendance lists and makes sure that everyone is out of the building?

 Who and how will emergency supplies be transported?



Maintain an accurate attendance list at all times to include the children, staff, parents and

visitors who are in the building. Always know where the children are in the building (gym,

lunch room, outside, etc.). Do not put children, staff, visitors, or emergency response

personnel at risk by not knowing who is in your building and where they are.





Consider these questions.

 How will you transport non-walkers?

 How will you transport the children if you must leave the immediate area?

 How will parent’s be notified?

 Who will notify the Administrative Office?







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EMERGENCY RESPONSE COORDINATOR (ERC)

(Home Visitor or Lead Teacher)

During an Emergency Duties of the ERC include:

 Identifying an emergency,

 Choosing the response required

 Maintain accurate attendance and location of all children, staff and volunteers

 Communicating with building staff to coordinate responses

 Ensuring the safety of children and staff in their designated area

 Providing clear, concise and calm directions based on existing procedures

 Notifying local emergency responders of the situation and keeping them informed

 Calmly circulating accurate information to the staff and parents

 Knowing how to manually override entry/security systems

 Locating and knowing how to use emergency supplies (e.g., radios, cell phones,

operating heating, ventilation, and air conditioning units (HVAC), etc)

 Establishing and Maintaining contact with Director or Program Manager







EMERGENCY RESPONSE ASSISTANT (ERA)

Classroom Aide or 2nd Home Visitor in shared Social Day Sites



During an Emergency Duties of the ERA’s include:

 Providing back up for the ERC

 Ensuring the safety of children and staff in their designated area

 Providing calm, clear, and concise, direction based on existing procedures

 Ensuring that all areas of the center (closets, bathrooms, cabinets, etc.) are searched

for children left behind in the case of evacuation. Doors are to be closed but not locked

once a room is searched.



The ERA’s should be trained in the basics of emergency management as they must be

prepared to act independently if they cannot quickly communicate with the Administrative

Office.







FIRST AID COORDINATOR Must be trained and certified in First Aid & CPR

Duties of the First Aid Coordinator include:

During an Emergency

 Assisting people with medical needs,

 Evaluating the need for professional help and making sure it is summoned. and

 Carrying first aid supplies during an evacuation, and supervising their use.



Staying Prepared

 Monitor the first aid supplies,

 Be aware of the medical conditions of children and staff and any special requirements

for the children or staff.



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 Emergency Health Plans and Medication Administration Forms are updated and

available

 Ensure that there is at least a three day supply of maintenance medications for those

needing them (diabetes, asthma, allergies), and

 Make sure that permission to treat in a medical emergency has been obtained for all

children

 Carry the first aid supplies during emergency

 Monitor first aid supplies for completeness, order new supplies when necessary





EMERGENCY COMMUNICATION COORDINATOR (ECC)

Duties of the ECC include:

Emergency Response Plan Preparation:

Copies of:

 Update copies of Emergency Information Form:

1. current contact information for parents

2. 2 emergency contacts

 map of the area (local and state),

 telephone number and written directions to evacuation site,

 Emergency telephone numbers

 Injury report forms, and

 Sign in and out forms for staff and children



During an Emergency

 Establish and maintain contact with those who can provide assistance and information

through telephone, cell phone, hand radios, television, and the Internet,

 Change center voice mail to reflect current status.

 If necessary to evacuate, contact transportation services.



Staying Prepared

 Ensure that a cell phone remains charged.

 Make sure radios have extra, fresh batteries (consider a radio that automatically alerts

you with a visual and auditory signal when a weather or other emergency occurs in

your area; First Alert, NOAA ).

 Ensure availability of a telephone that does not depend on electricity or batteries (land

line).

 Clarify information to be given to families with ERP.

 Ensure that contact information for the children and staff is updated on at least a

yearly basis (this is to include a contact distant enough that it is unlikely they would be

affected by the same emergency and who would be available to receive and relay

family information).

 Establish a system for group emailing and faxing to parents/guardians.

 Practice primary and alternate roles until you and the staff or your family members are

comfortable with performing assigned tasks.









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UTILITIES COORDINATOR (UC)

 In the event of a disaster you may be instructed by emergency personnel to shut off

the utility service at your center. You should know where the shut-offs for all utilities

are located and how to shut them off.

 Natural gas leaks and explosions can and do cause fire following disasters. Because

there are different procedures for shutting off different types of gas meters it is

necessary to contact your local gas company for instructions on how to handle

yours.

 DO NOT turn your gas back on yourself. This is to be done by a professional only.

 Water is a top priority in emergency situations. Cracked water lines can cause the

water supply entering your building to become polluted and unusable for drinking.

 Locate the main water shut-off valve that enters your building and test that the valve

can be completely shut off.

 If natural gas is leaking an electrical spark can ignite it. You may be instructed to shut-

off your electricity. Always shut-off all individual circuits before shutting off the main

circuits.









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Emergency Responses

The threat of disaster is nothing new!

Facing unexpected and emergency situations in child care is not new. This manual is

to assist staff in thinking through their plans in an organized fashion. Those who are prepared

have better outcomes from a disaster. Disasters can be: Natural = wind, ice, floods, fire

Unintentional = fire, chemical spills, blackouts, transportation breakdown, missing child

Intentional = potentially violent situations, terrorist activities (bombs, bioterrorism, hostage

taking, snipers)



Preparation for emergency situations requires staff/programs to:

1. Follow written policies and procedures

2. Assign staff to specific roles during an event

3. Be prepared with appropriate paperwork, equipment and supplies

4. Provide new staff with onsite orientation for emergency procedures

5. Communicate Plan with parents

6. Practice

7. Discuss drills and revise procedures as needed to be effective.



Initial steps

1. If you program is in shared space such as a school or office building you must

seek out the emergency response director for the building and coordinate your

plan with the building plan.

2. You may have to advocate for the special needs of preschool age children. For

example, designated meeting spots outside might not be appropriate for small

children if they are near high traffic areas.

3. All emergency plans must include provisions or assignments to staff for the care

of those with special needs. (vision, hearing, mobility and emotional/mental

impairment)



 Shelter in Place = Stay or go inside a designated place where you are.

 Lock Down = Securing the children, staff and visitors in protected spaces.

 Evacuation = Leaving your location.



Emergency Responses

 Post procedures for all three actions in each room.

 Practice all three actions with the children on a regular basis.

 Take all supplies on all drills

 Evaluate the outcome of each drill.



Make sure that the procedures are posted in plain sight and are easy to read. Translate

directions in all representative languages for visitors who may not be fluent in English.



Practice with the children, taking all supplies that would be required. The drills should be non-

threatening. Much of what the children perceive will come from the staff. Think of how a new

child reacts the first time he encounters a fire drill. Then how that same child reacts after a

year of fire drills



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Evacuation

Use the same commands during all emergencies. An evacuation is the act of departing from

the premises.

Evacuation is the act of leaving the premises. In the event of an "Immediate Area

Threat" such as a fire in the building, you will usually be aware of the need to evacuate

In other instances, you will receive instructions from emergency personnel, or through the

media. An accurate floor plan, large, easy to read, is to be posted in all classrooms and

common areas indicating the primary and secondary route of evacuation from that room and

the building. The floor plan should also indicate the location of the fire alarm/pull boxes, fire

extinguishers, the pre-determined interior safe room and the exterior assembly area

(predetermined meeting location).



 The exterior assembly areas should allow for the occupants to evacuate the area

without passing close to the building that houses the program.



Use the same terminology and procedures to prepare the children for action in all situations,

whether going to an internal safe area during a tornado warning or evacuating

the building due to a fire (e.g. "Ready" and "Go"). This teaches the children and staff to stop

what they are doing, line up, be quiet, and listen for instructions on "Ready" and to follow

those instructions on "Go." A procedure such as lining up with a specific partner or holding a

knot in a long rope should be followed in all drills. Following a familiar procedure reduces the

risk of panic and leaving a child behind.





EVACUATION ROUTES

Posted floor plan requirements

Primary and secondary routes of evacuation

Location of the fire alarm/pull box

Location of fire extinguishers

Location of interior safe room

Location of exterior assembly area



Know the evacuation routes from any area of the building you may be using. For example, if

you are in the lunchroom when the alarm is sounded do not return to your room at the other

end of the building. Evacuate the building directly from the lunchroom and proceed to your

assembly site.



Assembly area is a safe place to await parent pick up. Consider if the place will be safe in all

circumstances (rain, snow, fire) Exterior assembly areas should allow occupants to evacuate

the area without passing close to the building. When determining the designated meeting

place or assembly area it is also necessary to think about the safety of the children while they

wait for their parents to pick them up. Remember to practice in all types of weather and all

locations of the site. DO NOT allow staff and children to take time to get personal items such

as coats, boots, purses etc.







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Plans need to be in place for three different types of evacuation:

 Immediate Area Threat (fire, bomb threat, major building problem)

1. Leave the building and gather at the pre-determined assembly area.



2. Pick a safe place to await pick-up by parents. Think this out. Will the location be

safe in all circumstances; i.e. rain, snow, fire, etc.? Is in a location where there

is a lot of traffic and is there a fenced-in alternative?



3. Account for all children, staff, students, and visitors. Always take the

Emergency Information Forms and emergency supplies with you.



 Widespread Threat (chemical spill, widespread/brush fire, bomb threat)

1. You will be notified by emergency personnel, via the media or individually to

leave the building and neighborhood to a pre-arranged site.



 Mass Evacuation (declared state of emergency and ordered evacuation).

1. You may be directed to a mass shelter determined by emergency personnel

(Red Cross), or to a location outside of the effected area which are previously

designated by you.

2. If time permits, leave a notice on your door to remind parents where their

children can be picked up. If you have the capability, change you voice mail

remotely to relay information about where the children are, that they are safe,

and that they are being cared for by the staff.

3. Remember, you may be directed to another site by emergency personnel.

Always have an attendance sheet with you and account for all children, staff, students and

visitors when arriving at the assembly area, before leaving for your evacuation site and upon

arrival at the evacuation site.



EVACUATION SITES

When choosing evacuation sites keep in mind children and staff with special needs

such as vision, hearing, mobility, and emotional/mental impairments. Accommodations for

those with special needs will need to be in place. Possible evacuation sites to investigate

may include churches, malls, community centers, schools, senior citizens buildings,

recreation centers, neighbors, etc. There are several copies of Example Agreements to use

with potential evacuation sites. Discuss with your Site Advisor and provide them with

suggestions for appropriate evacuation sites.



Come to an understanding with you evacuation sites.

 How do you gain entrance to the building?

 Contact yearly to confirm the status of you agreement.

 Do Not assume that a facility will be able to handle you needs. Formalize your

agreements with the person in charge of the facility and MVAC.

 Consider if how you will gain access to the building,

 Are there any supplies in the building?

 Can you store some supplies there?









15

Communication with parents

 Change phone voice mail on spot or remotely to relay information about where the

children are, that they are safe, and that they are being cared for by the staff.

 If time permits leave a note on your door telling parents where children may be picked

up.

 Call parents as soon as you are able.

 Call Administrative Office to communicate with the media.



Remember, you may be directed to a different site by emergency personnel.









16

Sheltering-in-Place

In most emergencies you will be advised by public safety officials to "shelter in place"

because it is safer to stay where you are than try to relocate the children. Sheltering in place

may be advised for specific events such as tornadoes, floods, chemical spills and terrorist

activities. Gather all children, staff and visitors inside. Close as many interior doors as

possible. You need to make the building as safe as possible until help arrives or the

emergency ends. Listen to your radio. Public safety officials will advise you what additional

precautions are needed. Depending on the nature of the emergency, you may be advised to

seal windows, doors, air vents and stay away from windows and doors. For example, you

should listen for specific instructions to turn off the air conditioner/heating unit, and to seal

vents, fireplaces, and kitchen/bathroom exhaust fans.



Once the order for shelter-in-place has been issued, do not leave your building

location until you have been notified it is safe to do so by public safety officials. The

designated "safe zone" will differ according to the type of event occurring. For example, in the

event of a tornado the safest place to be is the lowest interior space with few or no windows.

However, during an ice storm you should lock the doors and windows (many seal tighter

when locked) to conserve the heat, but you may use a larger portion of the center. Close off

non-essential rooms such as storage areas.



Parents should be contacted with information about their children and your plans during the

emergency. Reassure parents that their children will be cared for by staff until they are

reunited.



 "Sheltering-in place" means to stay or go inside a designated place where you are.

 Do not leave your building until directed to by public safety officials.



Utilities

In the event of a disaster you may be instructed by emergency personnel to shut off

the utility service at your center. You should know where the shut-offs for all utilities are

located and how to shut them off.

Natural gas leaks and explosions can and do cause fire following disasters. Because

there are different procedures for shutting off different types of gas meters it is necessary to

contact your local gas company for instructions on how to handle yours.

DO NOT turn the gas back on yourself. This is to be done by a professional only.



Water is a top priority in emergency situations. Cracked water lines can cause the

water supply entering your building to become polluted and unusable for drinking. Locate the

main water shut-off valve that enters your building and test that the valve can be completely

shut off.



If natural gas is leaking an electrical spark can ignite it. You may be instructed to

shut-off your electricity.

Always shut-off all individual circuits before shutting off the main circuit.





17

Lock Down

Lock down may be the chosen response to a potentially violent circumstance such as an

intruder, a non-custodial parent, parent/guardian under the influence of a substance, or a hostage

situation. An intruder can be defined as any visitor who through act or action poses a perceived threat

to the children or employees. If at any time you are dealing with a person who makes you fear for your

safety or the safety of others, immediately contact 911.



THINGS TO CONSIDER WHEN PLANNING FOR LOCK DOWN

 Warning system: a program wide method of communicating with all staff whether they are in

their classroom or on the playground needs to be in place.

 Lock down code: a command or phrase that will alert staff to go to lock down without causing

anxiety to the intruder, etc. or the children. This may be a verbal code or a hand code given to a

staff member. Check with the facility you are housed in. Minnesota School Safety Guide

developed by the Minnesota Departments of Public Safety and Education DOES NOT

recommend using codes. They mandate announcing Lock Down with Intruder.

 Gather all children: Staff should quickly check the hall and restroom closest to their

classrooms to get children into rooms.

 Do a head count to make sure that all children, staff and visitors are in the room or otherwise

accounted for.

 Close and lock all doors: Check all interior doors to insure that they can be locked and

unlocked from the inside. Cover all windows and doors if possible. Check with the facility you

are housed in. Minnesota School Safety Guide developed by the Minnesota Departments of

Public Safety and Education DOES NOT recommend closing shades when the intruder is in

the building as this may interfere with local law enforcements use of a sharpshooter.

 Choose the safest place within the room: This will depend on where the threat is coming from

(inside the building verses outside the building). Stay away from outside windows when threat

is outside of building and away from doors and windows looking into classroom when intruder

is in the building.

 Turn off lights: Have a planned quiet activity such as a favorite story to help keep the children

calm.

 Sit quietly with the children

 Do not leave the classroom until the all clear signal has been given or you are directed to do so

by emergency response personnel.

 Do not open door or respond to anyone at the door unless you know they are emergency

response personnel.

 Inform parents of a lock down whether it is practice or real.



Actions vary according to where threat is coming from.

1. If there is a person with a weapon in the parking lot you need to stay away from

exterior windows and may move to the halls or your safe room.

2. If there is an intruder in the building you must stay in your rooms, out of site from the

hallway.

3. Exterior doors are locked when threat is outside the building.









18

Disaster Supplies

Establish a way to store and transport supplies that work for your program.

First Aid Kit

Emergency Go Kit

Center Supplies

Water

Food

Following a disaster, rescue/relief workers will be on the scene but they cannot get to

everybody at the same time. It may take hours or up to several days for assistance to reach

you. You need to be prepared to care for yourself and the children in your care until

assistance arrives.

You can best do this by preparing a Disaster Supplies. This is not such an

overwhelming task when you realize that you already have many of the supplies and that

your purpose is to gather them together and have them readily available and easily

transportable. Once you have assembled the kits, a specific person should be responsible for

monitoring it for completeness on a specified schedule. This person should monitor expiration

dates and set up a system to ensure that items are used and replaced before the products

expire.

Meet with staff and obtain their input on storage solutions, supply transport and

evacuation procedures. Where you store and how you transport your emergency supplies

whether to a safe location within the building or to an evacuation site can be tailored to fit the

needs of your individual program.

The staff in each room may be responsible for maintaining their room's supplies.

During an evacuation each room may be responsible for transporting their own supplies. In

buildings with multiple centers, supplies may be kept in one central location. Emergency go

kits may be stored in a rolling duffel bag, rolling trash cans, cooler with wheels.



Engaging, yet soothing activities are essential to maintain calm during an emergency.

Child Appropriate Items

If you must evacuate the center, toys, books and games to occupy the children will be

essential. A Walkman CD/Tape with earphone and speakers will serve to provide music,

books on tape and messages pre-recorded by parents for their children. Small travel size

games, cards, handheld games and regular books may serve well for the over 6 group. The

younger group may enjoy a felt box filled with many felt shapes used to tell stories and

coloring books and crayons.

Consider reading or telling a favorite story and then acting out the story with the

children. Preparing a list of games and songs ahead of time will help staff to remain calm

during an emergency and focus on the needs of the children.

Organize a project for the children to tie-dye or paint on brightly colored shirts and/or

bandanas. The center name and address could be stamped on each article for quick

identification. This item of clothing can be stored with the emergency kits and will help you

keep track of your children.









19

General Supplies

Collect and store supplies before an emergency occurs. Expired, opened or missing items need to be

replaced.

Three day supply of non-perishable food

Three day supply of drinkable water

One complete change of season appropriate clothing

Extra blankets

Children’s medications and Medication Administration Sheets

Item that would make the children in your care readily recognizable (brightly colored shirts or bandanas)





Water Adequate drinking water is a top priority.

Water is a top priority. Drinking water should not be rationed.

 Plan on one gallon of water per person per day.

 Maintain a three day supply for each person, staff and children.

You do not have to go to the expense of purchasing bottled water. You may store tap water in firm

plastic containers such as soda bottles that have been washed and then rinsed in one part household

chlorine bleach to 10 parts water solution. Label, date and store them in a cool, dark place for up to six

months. Never use a container that has held a toxic substance.

Use and replace purchased water before the expiration date on the label. Place newly purchased water

behind the older water and use the older first. For additional

sources of emergency water refer to Red Cross pamphlet, Maintain a three day supply

“Food and Water in an Emergency.” of non-perishable familiar

foods

Consider food allergies when

gathering your food supplies.

Food Do not use food which looks,

Maintain a three day supply of non-perishable familiar smells, or tastes strange.

food. Keeping familiar foods in your kit will provide

additional comfort for the children during an

emergency. Put the date of purchase or the expiration date if indicated on each item.

Canned foods should be stored in a cool, clean, dry place and should not have dent,

bulges or apparent leakage. In general, high acid canned foods such as tomatoes, grapefruit

and pineapple can be stored on the shelf 12 to 18 months; low acid foods such as meat, fish,

poultry and most vegetables will keep 2 to 3 years.

Place new items to the rear of the storage area bringing older items forward to be used

first as the expiration date approaches. Store foods such as cereal and crackers in metal or

plastic containers to protect them from rodent or insect infestation.



Non-Perishable Foods

Canned foods usually do not require water, cooking, or special preparation but may contain a

lot of salt. Consider low salt/sodium varieties as salt will increase thirst.

*Consider food allergies when acquiring non-perishable food items.

 Canned chicken, beef, tuna, pork,  Canned soup,

and fish,  Canned pre-cooked beans,

 Canned fruits,  Canned/boxed juice and milk,

 Canned vegetables,  Jelly and jam,

 Canned meals (macaroni and  Low salt crackers and pretzels,

cheese, spaghettios, etc),  Granola and breakfast bars,

20

 Nut free Trail mix,  Hard candy,

 Protein or fruit bars(nut free),  Cookies,

 Cereals,  Instant coffee

 Powdered milk,





Program Ideas for Teachers

1. Grab and Go Bags:

 Create a special bag for each child. In a large gallon zip lock bag add the following

items:

 Family pictures

 Laminated emergency card

 4-6 crayons

 small spiral bound notepad

 board book

2. Fun in A Bag:

Fill two back packs with self contained activities for children to occupy their time while waiting

if in a shelter-in place situation.

 Electronic hand held games

 Paper

 Markers/crayons

 Puzzles

 Building Manipulatives

 Animals

 People

 Books

3. Practice for Emergencies:

 Sound the alarm each time you practice an emergency with the children so they

become used to the sound.

 Practice building evacuation for different scenarios (natural disasters, fire, and

intruder).

 Have a back up location (in opposite direction) in case of road closures.

 Practice shelter-in place.

4. Other Ideas:

 Use large rolling trashcans with covers to store emergency kits, supplies and water

and non-perishable food items.

 Copy and laminated a complete set of emergency cards for all children and staff.

Attach to a ring and keep in a zip lock bag with supplies.

 Keep a map of the area with supplies.

 Check non-perishable foods and water every 3 months.









21

FIRST AID SUPPLY CHECKLIST

Kit must always go with the group!

ITEMS DATE CHECKED

Restock after each use

and inventory monthly Sept Oct Nov Dec Jan Feb Mar Apr May



STAFF INITIALS



1 Disposable, nonporous gloves (use to protect hands from contact with blood or body fluids)

2 Sealed packages of antiseptic wipes (use for cleaning)

3 Scissors (use for cutting tape or dressings)

4 Tweezers (use to remove splinters)

5 Non-glass thermometer (use for taking temperature)

6 Bandage tape (hold gauze pads or splint in place)

7 Sterile gauze pads (cleaning injured area and covering cuts and scrapes)

8 Flexible roller gauze (hold gauze pad, eye pad, or splint in place)

9 Triangular bandage (supporting injured arm or hold a splint in place)

10 Safety pins (pin triangular bandage)

11 Eye dressings

12 Pen/pencil and note pad (writing down information and instructions)

13 Cold pack (for bumps and bruises when away from ice)

14 First Aid flip chart from South Central EMS

15 Plastic bags for cloth, gauze, and other materials used in handling blood.

16 Water (bottled or a water source for cleaning injured areas and hand washing)

17 Small wooden sticks or plastic/metal splint (to immobilize an injured finger)

18 Liquid soap for washing hands

19 Any emergency medication needed for a child in the group (e.g., bee/insect sting kit—if child with severe allergy is in

care). Be sure to keep written instructions for use with the medications in medication box.

20 CPR - Barrier Mask

21 Emergency Numbers – copy of emergency numbers posted by phone

22 Emergency Information Form – must have parents signature for permission to treat, must

have current, updated contact information.

23 Special Health Plans – Signed by physician and contain information on how to handle

emergency situations for children with special health needs.

24 Emergency medications – such as Epi Pin or inhalers for children with special health needs.





Smoke Detector Check Sept Oct Nov Dec Jan Feb Mar Apr May

check

Staff Initials

Date









22

EMERGENCY Go Kit

Kit should be stored in classroom

ITEMS DATE CHECKED

Restock after each use

and inventory monthly Sept Oct Nov Dec Jan Feb Mar Apr May



STAFF INITIALS



1 Suitable container(s) (i.e. large duffel bag on wheels, wheeled garbage can)

2 Flashlights, (working with fresh batteries)

3 Portable Radio (working with fresh batteries)

4 Extra Batteries

5 Tissue

6 Toilet Paper

7 Map

8 Phone Book

9 Waterproof matches or matches in waterproof container

10 Bright safety vest(s) for visibility and leadership identification

11 whistle

12 Glow sticks

13 Tools – pliers, hammer, screwdriver (wrench for utility shutoff)

14 Pre-cut plastic sheets

15 Duct tape

16 Signal flare

17 Scissors

18 Refrigerator container of water

19 Plastic cups

20 Snack crackers

21 Activities for children

22 Portable, charged phone

23 Hand sanitizer

24 Dust masks

25 Blanket(s)





EMERGENCY GO KITS

An emergency go-kit is a portable collection of emergency supplies and information. Go-kits

often come in the form of backpacks, buckets or a large duffel bag on wheels that can be easily

carried out of in case of an emergency. Go-kits should be stored in secure, readily accessible

locations. The emergency plan includes procedures for designating staff responsible for replenishing

the emergency go-kits with such items as fresh batteries, bottled water, maps, etc.

Classroom go-kits could be a “go-bucket,” which is a five gallon bucket intended

for both storage and if necessary, lavatory use. Go-buckets can be assembled and supported by

community stakeholders such as parents or other community groups or businesses. Embracing these

stakeholders in the process binds the community together in a collective effort for addressing

increased safety in schools and the community at large. As of 2011/2012 The Emergency Go Kits

are still not available.



23

Evaluate Your Risks

Coordinate your plans with others in your shared building/space. Evaluate the risks for

your specific location. Each program needs to evaluate its individual risk factors. For

example, a center located in a flood zone is at risk for a flash flood. The same center may not

be located near a major highway and is therefore at low risk from a chemical spill on a major

highway.



Immediate and widespread risks:

According to the Minnesota Homeland Security and Emergency Management Division

the highest risks for emergency and disasters in Minnesota in order of their frequency of

occurrence is Severe storms; floods, tornadoes and snow. Below is a brief summary of the

types of emergencies or disasters the state has experienced.



Weather

If you like variety and intensity in the seasons, Minnesota is the place to live. Our

winters are legendary for heavy snow, subzero temperatures and the Alberta Clippers

sweeping northwest winds across the state. Summers can be hot, humid and unsettled,

kicking up fierce windstorms, heavy rain and tornadoes. Transition periods, ranging from the

mid-60s to the low-20s overnight, are responsible for ice storms that coat roads, trees and

power lines.

On August 24, 2006, a powerful F-3 tornado touched down in the cities of Nicollet

(Nicollet County) and Kasota (Le Sueur County), killing one person, injuring 37, and wiping

out homes and businesses in its path. A streak of nine days in a row of 90 degrees or warmer

temperatures placed the summer of 2005 in the record books, tied for third place with four

other years. A serious ice storm began during the afternoon of March 22, 1991, and later

changed to heavy, wet snow. This event coated the city of Duluth with as much as six inches

of ice, toppling the 850-foot WDIO-TV tower and damaging four million pine trees. The

economic toll from the ice storm alone was $9.4 million.

Many communities in Minnesota have outdoor emergency sirens to warn residents

about potential danger. If you hear an emergency siren, take shelter immediately. Listen to

the radio or television for local weather information and instructions.

The emergency sirens are tested at noon on the first Wednesday of each month. The

sirens are activated by city or county officials when there's a direct observation by trained

safety personnel or a warning from the National Weather Service.

Be prepared for severe weather. The type of weather and shelter you are in when severe

weather occurs will determine if you should evacuate or stay

Compared with other States, Minnesota ranks number 17 for frequency of Tornadoes,

18 for number of deaths, 19 for injuries and 6 for cost of damages. When we compare these

statistics to other States by the frequency per square mile, Minnesota ranks, number 29 for

the frequency of tornadoes, number 22 for fatalities, number 26 for injuries per area and

number 11 for costs per area.



Flood

Minnesota is rich in water resources, with five major river systems (the Mississippi,

Minnesota, Red River of the North, St. Louis and Rainy) draining large basins of land.

Flooding is a fact of life here, resulting from torrential rain, rapid snowmelt, ice jams or

insufficient wetland areas. Since 1957, 32 out of 39 of the federal disaster declarations made



24

for Minnesota have been flood-related. In 1997 alone, more than $235 million was spent in

the state on flood response and recovery

You don’t have to live on a river to have floods affect you. Water from heavy rains can

move rapidly on pavement in urban areas, creating rushing currents that can overwhelm

people and vehicles. Saturated ground after storms can cause flooding in basements, along

with bacteria and mold. Floods can be sudden and deadly, like a dam break, or can be

predicted for days before they occur, giving you some advance warning. Be prepared for

flooding.



Fire

Fire has a deadly impact on human lives. In 2005, for example, firefighters in

Minnesota responded to more than 194,000 calls. Fire destroyed $160 million in property and

40 people lost their lives to fire (a record low). In July and September 2006, lightning fires lit

up the Boundary Waters Canoe Area Wilderness and Superior National Forest, destroying

thousands of acres of trees and lakes and putting human lives at great risk.

House and building fires usually begin by accident: a grease fire in the kitchen, a

candle left burning, a lit cigarette, children playing with matches, an electrical wiring or

heating problem, fireworks, backyard burning or a lightning strike. Fires in multiple-unit or

multi-story buildings put firefighters to the test, forcing them to climb stairs with heavy

equipment.

Forest fires and grass fires are a particularly high risk during a drought, when dried

wood and leaves provide fuel that can keep flames burning. High winds can instantly

transform a small fire into a roaring grass fire. A careless cigarette or campfire can wipe out

natural resources for miles. The smoke from large fires can fill the air with fine-particle

pollution that can endanger people who have respiratory or heart conditions.

Be prepared for a fire.



Chemical

Chemicals used to manufacture products and operate machinery are stored

throughout Minnesota – usually safely and according to regulations. However, these

chemicals can spill, leak or burn, creating serious hazards for people living or working

nearby.

Each year in Minnesota, state and local officials respond to approximately 2,000

chemical incidents, including small gasoline spills, big pipeline breaks, storage tanker and

train accidents and toxic air releases. Most of these incidents don't pose a threat to human

health, but even one serious chemical incident can pose a risk to large numbers of people.

One such incident occurred on June 30, 1992. As a train approached a bridge over the

Nemadji River near Superior, Wisconsin, 14 freight cars derailed. Some of the 21,850 gallons

of hazardous chemicals that spilled into the river evaporated, creating a toxic vapor cloud 20

miles long and five miles wide. As a result, more than 40,000 people were evacuated from

the cities of Duluth and Superior.

Even chemical incidents that do not threaten public health can harm the environment.

These incidents may be extremely dangerous to firefighters (who often respond first) and are

very costly. An oil pipeline rupture in Cohasset, Minnesota, on July 4, 2002, involved a loss of

250,000 gallons of crude oil and millions of dollars in cleanup costs.

The Minnesota Hazardous Substances Emergency Events Surveillance (HSEES)

program gathers information on accidental short-term ammonia releases in Minnesota. From

1995-2006: The substance released most frequently was anhydrous ammonia with 521

events (or 528 events including mixtures). Fifty-four anhydrous ammonia events resulted in

25

145 victims. Anhydrous ammonia was associated with the most victim events for each year

except 1995 and 1998, when chlorine resulted in more events with victims. The three primary

sources of anhydrous ammonia releases include: agricultural activity (267 events),

refrigeration (134 events), and illegal methamphetamine production (51 events). The other 76

events were related to industrial processes (44 events), transportation events (24 events),

mixture events (7), and one education/research-related project.

Over 593,000 lbs were released accidentally, some in the course of illegal drug

manufacturing activities. Over one-fourth (27%) of these events resulted in evacuations,

injuries, or both. About 4,150 people had to be evacuated during 96 of these unplanned

ammonia releases. 136 people were injured during 47 of the accidental ammonia releases

(16.8% of all HSEES event victims). 391 (85%) of the accidental ammonia releases occurred

at fixed facilities.

Some examples of unplanned ammonia releases in Minnesota include:

About 1,000 gallons of ammonia were released when a nurse tank pulled by a farmer

rolled over on a road. A passer-by was injured and required treatment at a hospital when he

tried to assist the farmer. The road was closed for about four hours and five nearby

residences were evacuated for two hours.

A leak from a refrigeration system at a plant resulted in a release of 9,000 lbs of

ammonia. Eighteen employees sought medical evaluation for possible respiratory injuries:

nine required treatment.

Anhydrous ammonia in makeshift containers stored for illegal methamphetamine

production in a clandestine lab was released when the containers failed. Eleven people were

injured: the two perpetrators received chemical burns while six police officers and three

emergency medical responders sustained respiratory irritation. Fifteen surrounding

residences were evacuated overnight.

About 375 people were evacuated from homes and residences when a tanker truck full

of anhydrous ammonia overturned on a busy highway near a city. The highway was closed

for over nine hours while responders offloaded the tanker. Fortunately, only a small amount

of ammonia was released in this event.

Be prepared for a chemical incident. If you're in danger of an explosion or breathing in

toxic fumes, you'll need to evacuate immediately. If there's no immediate danger, public

safety officials will tell you whether to evacuate or stay and shelter-in-place



Explosion

An explosion is a release of energy in a sudden and violent way that results in heat or

gases being forcefully pushed, or blasted, outward. Explosions are rare, but when they occur,

anyone within the radius of the blast can be injured or killed.

Explosion risks include anything that can produce lots of energy, such as natural gas,

fireworks, munitions and certain chemicals carelessly mixed together. A leak in a propane-

fueled furnace caused an explosion that blew a house apart and killed a man in Corcoran,

Minnesota on February 1, 2007.

In recent years, methamphetamine (meth) labs have become increasingly dangerous

as untrained “cooks” mix chemicals that are very unstable and highly explosive. From 1996 to

1999, various states (including Minnesota) reported 112 meth lab-related events in which 155

persons were injured; about half of the injured were first responders.

Be prepared for an explosion. If you're in an area at risk of an explosion, or an area

that has recently had an explosion, you'll need to evacuate immediately.







26

Human Disease Outbreak

Outbreaks of infectious diseases in the last 25 years have resulted in new risks to

humans. Diseases can spread rapidly, due to the mobility of people, increased travel and

immigration and the movement of goods and products. New infections have been discovered

and old pathogens have reemerged as new threats.

In Minnesota, there has been a recent introduction and ongoing presence of West Nile

virus and its related sickness and death. Minnesotans have also experienced outbreaks of

the foodborne pathogen E. coli, associated with pre-packaged lettuce salad and spinach that

was harvested and contaminated in California. And each year, severe illness and death due

to regular seasonal influenza occurs, and there's growing concern that a novel influenza virus

will appear and cause a severe pandemic.

In 2001, anthrax spores were placed in envelopes by an unknown terrorist or terrorist

group and mailed to media and political figures in various states. Twenty-two people

developed anthrax and five people died. Minnesota, like the rest of the United States, has put

a great deal of effort into preparing for bioterrorism and reducing the aftermath of sickness

and death if similar acts occur in the future.

Be prepared for a human disease outbreak. You'll want to take all possible actions to

reduce your exposure to sick individuals.



Utility Breakdown

Minnesotans take natural gas, electricity, phone, drinking water and sewage treatment

systems for granted, considering them fundamental to daily life. When these systems are

damaged or break down, the results can range from temporary inconvenience to total

catastrophe. Electric and telephone lines can snap in a serious windstorm. A backhoe can hit

and break a natural gas line. Major system overloads have knocked out power in multiple

states for days and weeks, posing threats to health and public safety. The 2003 East Coast

blackout affected 40 million Americans and 10 million Canadians, at a cost of $6 billion

dollars.

A mid-October 2006 shutdown of natural gas to the city of Buffalo in Wright County

lasted for more than a week. The natural gas supplier went door-to-door to turn on gas

meters and light furnaces, with priority to organizations and individuals most vulnerable to the

25-degree evening temperatures.

Be prepared for a utility breakdown.



Radiation Incident

Power companies operating in Minnesota invested in nuclear energy in the ’70s and

’80s, and there are two nuclear-generating plants within the state. The Prairie Island plant in

Red Wing and the Monticello plant between Sherburne and Wright counties went online in

1974 and 1981, respectively. These older nuclear plants are strictly regulated, and the state,

the plant owner (Xcel Energy) and local public safety officials regularly plan and drill for the

possibility of a radiation incident. Residents in a 10-mile area surrounding the Prairie Island

and Monticello plants may request potassium iodide (KI), which may help in a radiation

exposure incident.

Radiation is used in healthcare settings, medical research, industrial applications and

more. However, the level and type of radiation is carefully monitored and is far less than what

would be generated if a nuclear plant has an accident or is intentionally attacked.

Be prepared for a radiation incident. You may be notified by local authorities to evacuate

immediately in the event of an incident



27

Terrorist Incident

Terrorists use violence or threats of violence for political purposes. They create fear

among the public, convince citizens that their government is powerless, or take action to gain

immediate publicity. The September 11th attack on the World Trade Center was certainly a

devastating, highly publicized act of terrorism; however, terrorism comes in many forms.

Among these are acts or threats of assassination, kidnappings, hijackings, bombs, cyber

attacks and weapons (chemical, biological, nuclear and radiological).

In 1995, four men were convicted in Alexandria, Minnesota of violating the Biological

Weapons Anti-Terrorism Act (BWAT) by conspiring to use poison to assassinate local police

officers and federal officers. These men manufactured ricin, a highly toxic substance made

from castor beans, to use as a biological weapon. The amount manufactured was enough to

kill over 100 people.

Be prepared for a terrorist attack. The type of incident will dictate if you should evacuate or

stay and shelter-in-place.



School shootings

In March of 2005, a high school sophomore in Minnesota went on a shooting rampage

killing nine people before taking his own life. The shootings took place on the Red Lake

Indian Reservation, a poor and remote area in Northern Minnesota about 300 miles north of

Minneapolis and 75 miles south of the Canadian border.

It was the deadliest school shooting in the US since April 1999, at Columbine High School

near Littleton, Colorado, when two student gunmen shot 12 students and a teacher before

killing themselves.

Although that incident was particularly devastating, several such school shootings

have occurred almost every year over the past decade. Since October 1997, close to 50

students, teachers and others have died in shooting incidents at schools, and dozens more

have been wounded.



Animal Disease Outbreak

Minnesota is an agricultural state, and poultry, pork and dairy production are major

industries. It's also a state with abundant wildlife, including major migration paths for birds,

thousands of lakes for fish and a large deer population. An outbreak of disease among the

domestic or wild animals in the state could have a devastating impact on the economy. In

addition, some animal diseases can spread to humans.

Among the diseases that affect animals are avian influenza ("bird flu") in wild or

domestic flocks, chronic wasting disease in deer, rabies in mammals, and West Nile virus in

birds. Each year in Minnesota, between 45 and 200 animals test positive for rabies; most of

these animals are skunks and bats.

Be prepared for an animal disease outbreak, which could cause food supplies to drop

quickly and dramatically



The Emergency Response Plan (ERP) addresses the following situations:

 Medical Emergencies,

 Missing Child,

 Natural Disasters; hurricanes, tornado, floods, winter storms,

 Utility Disruption,

 Fire/smoke Emergencies,

 Hazardous Material; chemical spills,

 Potentially Violent Situations (unauthorized/suspicious person/intruder),

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 Disgruntled or Impaired Parents/Guardian,

 Bomb Threat,

 Evacuation Process and Procedure, and

 Sheltering in Place/Shelter off site.

Programs located in schools, office buildings and other shared space need to locate the

emergency response coordinator for the building and coordinate the programs’ plans with

those of the remainder of the building. You will need to advocate for the unique needs of the

children. For your ERP, you need to be aware of the emergency plans of the public, private,

special schools, and outside programs that your children attend.



Considerations for Persons with Special Health Care Needs

Your ERP must consider the needs of all children and staff. Does your emergency

plan take into consideration any actions that need to be taken to assist a child or staff

member with specific physical, mental, emotional, vision, or hearing special needs?

Does it include, how and by whom, any special medical equipment or medications would be

transported to a meeting place inside or outside of the facility?

Not all special needs are ongoing. If a child has a leg cast at the time of an emergency he will

need special assistance but would not need that assistance if the emergency occurred before

he fractured his leg.



Consider children and staff who may need special assistance in an emergency situation.

Emergency Radio Stations









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PREPARING FOR DISASTER









30

WEATHER

Check http://www.crh.noaa.gov/mpx/sitemap.php for up-to date warnings for all types of weather

situations including flooding. Below are common terms you should be familiar with when determining

how to respond to imminent weather conditions.





Warnings

Conditions are occurring or imminent.

A severe thunderstorm has developed and has either produced a

tornado or radar has indicated intense low level rotation in the

Tornado

presence of atmospheric conditions conducive to tornado

development.

A severe thunderstorm has developed, capable of producing hail

Severe

greater than 1 inch in diameter and/or 50 knot (58 mph) wind

Thunderstorm

speeds.

Long duration areal or river flooding is occurring or is imminent,

Flood which may result from excessive rainfall, rapid snow melt, ice

jams on rivers, or other similar causes.

Excessive rainfall producing thunderstorms have developed,

Flash Flood leading to short duration flash flooding. A warning may also be

issued if a dam break has occurred.

35 mph or greater wind speeds, considerable falling or blowing

Blizzard snow, and visibilities frequently below a quarter mile are expected

to prevail for 3 hours or more.

Snow amounts of 6 inches or more in 12 hours or 8 inches or

more in 24 hours are expected. These may or may not be

accompanied by wind or other phenomena. A warning may also

Winter Storm

be issued if conditions will be approaching blizzard criteria, even

if snow amounts are not expected to reach the aforementioned

thresholds.

Ice Storm Ice accumulations of a quarter inch or more.



Maximum heat index reaches 105° or greater and a minimum

Excessive Heat heat index of 75° or greater for at least 48 hours. A warning may

also be issued if advisory criteria are expected for 4 days in a

row.

Widespread temperatures below 28° are expected during the

Hard Freeze

growing season.

Widespread temperatures below freezing are expected during the

Freeze

growing season.

Widespread wind chill readings of -35° with wind speeds of 5 to

Wind Chill

10 mph or greater are expected.

Synoptic scale gradient winds (i.e. – those not associated with

thunderstorms) or mesoscale winds associated with wake lows

High Wind

are expected to reach speeds of 40 mph or greater, sustained for

at least 1 hour, or 58 mph or greater gusts.



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Watches

Conditions are favorable or expected but not occurring or imminent.

Atmospheric conditions are favorable for the development of

Tornado

severe thunderstorms capable of producing tornadoes.

Atmospheric conditions are favorable for the development of

Severe

severe thunderstorms (i.e. – producing hail at least 1 inch in

Thunderstorm

diameter and/or 50 knot [58 mph] or greater wind speeds).

Atmospheric and hydrologic conditions are favorable for long

Flood

duration areal or river flooding.

Atmospheric and hydrologic conditions are favorable for short

Flash Flood

duration flash flooding and/or a dam break is possible.

35 mph or greater wind speeds, considerable falling or blowing

Blizzard snow, and visibilities frequently below a quarter mile are expected

to prevail for 3 hours or more.

Severe winter storm conditions are expected to occur, including

heavy snow, significant ice or sleet accumulations, and any of the

Winter Storm

above accompanied by strong winds that may lead to significant

visibility reductions.



Excessive Heat Maximum heat index reaches 105° or greater and a minimum

heat index of 75° or greater for at least 48 hours.

Widespread temperatures below freezing are expected during the

Freeze

growing season.

Widespread wind chill readings of -35° with wind speeds of 5 to

Wind Chill

10 mph or greater are expected.

Synoptic scale gradient winds (i.e. – those not associated with

High Wind thunderstorms) with speeds of 40 mph or greater, sustained for at

least 1 hour, or 58 mph or greater gusts are expected.









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Advisories

A thunderstorm has developed and is capable of producing hail

Special Weather and gusty winds that approach but do not reach those contained

Statement in a severe thunderstorm, such as pea sized hail and 40 to 50

mph winds.

Thunderstorms have produced heavy rainfall that may result in

ponding of water on roadways and in low-lying areas, as well as

Flood Advisory

rises in small stream levels, none of which pose an immediate

threat to life and property.

Any one or combination of the following winter weather elements

is expected during an event: three to six inches of snow, light

Winter Weather sleet accumulation, light ice and snow or sleet accumulation, or

significant visibility reductions due to light snow and/or blowing

snow.

Freezing Rain Light ice accumulation is expected.



Heat Maximum heat index reaches 100° and/or the maximum

temperature reaches 95° or higher.

Widespread temperatures of 33 to 36 degrees are expected

Frost

during the growing season.

Widespread wind chill readings of -25° to -35°, are expected,

Wind Chill

accompanied wind speeds of 5 to 10 mph or greater.

Sustained winds of 30 to 39 mph are expected to last for at least

Wind

1 hour.

Dense Fog Widespread visibilities of a quarter mile or less are expected.

Freezing Fog Very light ice accumulation is expected from freezing fog.









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Thunderstorms and Lightning

Planning

Thunderstorms and lightning are frequent and dangerous for all individuals, though many

people may not be aware of the high level of threat. According to FEMA, in the United States

an average of 300 people are injured and 80 people are killed each year by lightning. In

addition, lightning may lead to fire, tornadoes, and other related emergency situations.

Because of the high level of harm they can inflict, there are several facts that are important to

know:



Facts about Thunderstorms

 They may occur singly, in clusters, or in lines.

 Some of the most severe occur when a single thunderstorm affects one location for an

extended time.

 Thunderstorms typically produce heavy rain for a brief period, anywhere from 30

minutes to an hour.

 Warm, humid conditions are highly favorable for thunderstorm development.

 About 10 percent of thunderstorms are classified as severe – one that produces hail at

least three-quarters of an inch in diameter, has winds of 58 miles per hour or higher, or

produces a tornado.



Facts about Lightning

 Lightning’s unpredictability increases the risk to individuals and property.

 Lightning often strikes outside of heavy rain and may occur as far as 10 miles away

from any rainfall.

 “Heat lightning” is actually lightning from a thunderstorm too far away for thunder to be

heard. However, the storm may be moving in your direction!

 Most lightning deaths and injuries occur when people are caught outdoors in the

summer months during the afternoon and evening.

 Your chances of being struck by lightning are estimated to be 1 in 600,000, but could

be reduced by following safety precautions.

 Lightning strike victims carry no electrical charge and should be attended to

immediately.



For up-to-date information about thunderstorms in your area, listen to local news or use

online resources. An excellent resource is the National Oceanic and Atmospheric

Administration’s NWS/SPC Watch, Warning, Advisory Display

(http://www.spc.noaa.gov/products/wwa/), which provides up-to-date information about

thunderstorms.



Planning:

If remove any dead or rotting trees or branches and any other tall structures that might attract

lightning.



Thunderstorm Warning:

 Postpone outdoor activities.

 Get inside a building or shelter.

 Secure outdoor objects that could blow away or cause damage.





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 Shutter windows and secure outside doors. If shutters are not available, close window

blinds, shades, or curtains.

 Use a corded telephone only for emergencies. Cordless and cellular telephones are

safe to use.

 Unplug appliances and other electrical items, such as computers and turn off air

conditioners. Power surges from lightning can cause serious damage.

 Use your battery-operated NOAA Weather Radio for updates from local officials.

 If your program offers transportation to children, find shelter on the side of the road or

in a covered area (e.g., an underpass or bridge) and stay on the bus during a

thunderstorm. Children are safer on the bus than outside of it.



Avoid the following:

o Natural lightning rods such as a tall, isolated tree in an open area;

o Hilltops, open fields, the beach, or a boat on the water;

o Isolated sheds or other small structures in open areas; and

o Anything metal – farm equipment, motorcycles, golf carts or clubs, and bicycles.



These dangers often accompany thunderstorms:

Flash Floods: Number ONE weather killer - 146 deaths annually

Lightning: Kills 75-100 people each year

Damaging Straight-line Winds: Can reach 140 mph

Large Hail: Can reach the size of a grapefruit - causes several hundred million dollars in

damage annually to property and crops



Impact If you are: Then:

In a forest Seek shelter in a low area under a thick growth of

small trees.

In an open area Go to a low place such as a ravine or valley. Be alert

for flash floods.

On open water Get to land and find shelter immediately.

Anywhere you feel your hair stand on end Squat low to the ground on the balls of your feet. Place

(which indicates that lightning is about to your hands over your ears and your head between

strike) your knees. Make yourself the smallest target possible

and minimize your contact it the ground. DO NOT lie

flat on the ground.









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36

Winter Storm and Extreme Cold

Winter storms

MVAC Head Start Programs will follow the lead of the each program’s local school district to

determine school closing due to weather.

If local schools are running 2 hours late, the morning class will be cancelled however the

afternoon class will have the option of running class. The Lead Teacher/Home Visitor and

Bus Driver will determine if road conditions permit the safe transport of children using

information from local media and Minnesota Department of Transportation information line.

If local schools close early due to weather conditions Head Start will leave prior to or at the

same scheduled release time.



What to Listen For...



WINTER STORM WATCH: Severe winter conditions, such as heavy snow and/or ice, are

possible within the next day or two. Prepare now!

WINTER STORM WARNING: Severe winter conditions have begun or are about to begin in

your area. Stay indoors!

BLIZZARD WARNING: Snow and strong winds will combine to produce a blinding snow

(near zero visibility), deep drifts, and life-threatening wind chill. Seek refuge immediately!

WINTER WEATHER ADVISORY: Winter weather conditions are expected to cause

significant inconveniences and may be hazardous. If caution is exercised, these situations

should not become life- threatening. The greatest hazard is often to motorists.



Wind-Chill Heat Index

30 is chilly and generally uncomfortable ·80 or below is considered comfortable

15 to 30 is cold ·90 beginning to feel uncomfortable

0 to 15 is very cold ·100 uncomfortable and may be hazardous

-20 to 0 is bitter cold with significant risk of ·110 considered dangerous

frostbite All temperatures are in degrees Fahrenheit

-20 to -60 is extreme cold and frostbite is likely

-60 is frigid and exposed skin will freeze in 1

minute



Extreme Cold:

It is important to monitor the temperature and wind chill when choosing to go outside and to

determine the appropriate time to remain outside. Going outside regularly is important to

prevent disease. When going outside when temperatures are cold be sure to:

Find a place that provides adequate shelter from cold winds.



Monitor children to determine if they are staying dry and warm – the water and wind

resistance quality of outdoor wear varies significantly.



FROSTBITE

To prevent frostbite: Keep exposed flesh covered, keep dry and limit your exposure as

much as possible to the outdoors. Frostbite comes on in three stages:

1. The affected body part becomes cold and stiff,

2. the skin gets hard and turns blue or white,



37

3. then the affected area becomes numb and the feeling of pain or cold disappears.



Treatment of frostbite includes:

Warm the affected area without causing damage to the frozen tissue.

Do not rub or massage the affected area.

Do not place the affected area in HOT water, but rather in lukewarm water.



HYPOTHERMIA: LOW BODY TEMPERATURE

Known as the “Silent Killer,” hypothermia is also called “Exposure.” It normally occurs due to

a combination of cold, wet and wind.



Symptoms of hypothermia include: Intense shivering, muscle tension, fatigue and a feeling of

cold or numbness.

Warning signs of advanced hypothermia include: Stumbling, slurred speech, lethargic, erratic

behavior, poor decision making, irritability or absentmindedness.

If any of these indicators are present, seek warmth. Move indoors, if possible.



Detection - Take the person's temperature. If below 95F (35C), immediately seek medical

care!

If medical care is not available, begin warming the person slowly. Warm the body core first. If

needed, use your own body heat to help. Get the person into dry clothing, and wrap them in a

warm blanket covering the head and neck. Do not give the person alcohol, drugs, coffee, or

any hot beverage or food; warm broth is better. Do not warm extremities (arms and legs)

first! This drives the cold blood toward the heart and can lead to heart failure.



WIND CHILL

The wind chill is based on the rate of heat loss from exposed skin caused by combined

effects of wind and cold. As the wind increases, heat is carried away from the body at an

accelerated rate, driving down the body temperature. Animals are also affected by wind chill.





Extreme Heat

Planning

Extreme heat can cause heat stroke and other heat-related illnesses. Young children and

individuals with disabilities or health risks are more prone to these illnesses, so extra

precautions need to be made. A simple resource to determine the likelihood of extreme heat

is your local news. Another excellent resource for determining predicted temperatures in your

community is http://www.weather.com.



Programs need to plan for:

o Cool spaces such as indoor play in air conditioned facilities;

o Sufficient water and ice to prevent dehydration and overheating;

o Supplements, such as sports drinks, that will help replenish electrolytes lost through

sweating;

o Notification for families about appropriate clothing for hot days;

o Sunscreen to prevent sunburns; and

o Reduced activity to prevent heat exhaustion.





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The following are guidelines for what you should do if the weather is extremely hot:

o Stay indoors as much as possible and limit exposure to the sun.

o Stay on the lowest floor, out of the sunshine, if air conditioning is not available.

o Consider spending the warmest part of the day in public buildings such as libraries,

schools, movie theaters, shopping malls, and other community facilities. Circulating air

can cool the body by increasing the perspiration rate of evaporation.

o Eat well-balanced, light, and regular meals. Avoid using salt tablets unless directed to

do so by a physician.

o Drink plenty of water. Individuals who have epilepsy or heart, kidney, or liver disease;

are on fluid-restricted diets; or have a problem with fluid retention should consult a

doctor before increasing liquid intake.

o Dress in loose-fitting, lightweight, and light-colored clothes that cover as much skin as

possible. Protect face and head by wearing a wide-brimmed hat.

o Never leave children or pets alone in closed vehicles.

o Avoid strenuous work during the warmest part of the day. Use a buddy system when

working in extreme heat, and take frequent breaks.



First Aid for Heat-Induced Illnesses Extreme heat brings with it the possibility of heat-

induced illnesses. The following table lists these illnesses, their symptoms, and the First Aid

treatment.



Sunburn Skin redness and pain, possible Take a shower using soap to remove

oils

Heat Cramps Painful spasms, usually in leg and Get the victim to a cooler location.

abdominal muscles; heavy sweating Lightly stretch and gently massage

affected muscles to relieve spasms.

Give sips of up to a half glass of cool

water every 15 minutes. (Do not give

liquids with caffeine or alcohol.)

Discontinue water if victim is nauseated.

Heat Exhaustion Heavy sweating but skin may be cool, pale, Get victim to lie down in a cool place.

or flushed. Weak pulse. Normal body Loosen or remove clothing.

temperature is possible, but temperature Apply cool, wet clothes.

will likely rise. Fainting or dizziness, Fan or move victim to air-conditioned

nausea, vomiting, exhaustion, and place.

headaches are possible. Give sips of water if victim is conscious.

Be sure water is consumed slowly.

Give half glass of cool water every 15

minutes.

Discontinue water if victim is nauseated.

Seek immediate medical attention if

vomiting occurs.

Heat Stroke (a High body temperature (105+); hot, red, dry Call 9-1-1 or emergency medical

severe medical skin; rapid, weak pulse; and rapid, shallow services, or get the victim to a hospital

emergency) breathing. Victim will probably not sweat immediately. Delay can be fatal.

unless victim was sweating from recent Move victim to a cooler environment.

strenuous activity. Possible Removing clothing.

unconsciousness. Try a cool bath, sponging, or wet sheet

to reduce body temperature.

Watch for breathing problems.

Use extreme caution.

Use fans and air conditioners.







39

Tornado

Planning

Resulting from thunderstorms, tornadoes travel quickly through areas destroying buildings

and causing fatalities. “A tornado appears as a rotating, funnel-shaped cloud that extends

from a thunderstorm to the ground with whirling winds that can reach 300 miles per hour.

Damage paths can be in excess of 1 mile wide and 50 miles long”.



Look for approaching storms

Look for the following danger signs:

 Dark, often greenish sky

 Large hail

 A large, dark, low-lying cloud (particularly if rotating)

 Loud roar, similar to a freight train.

 If you see approaching storms or any of the danger signs, be prepared to take shelter

immediately.





FEMA offers these facts about tornadoes to support you throughout your preparation

activities:

o They may strike quickly, with little or no warning.

o They may appear nearly transparent until dust and debris are picked up or a cloud

forms in the funnel.

o The average tornado moves southwest to northeast, but tornadoes have been known

to move in any direction.

o The average forward speed of a tornado is 30 miles per hour, but may vary from

stationary to 70 miles per hour.

o Waterspouts are tornadoes that form over water.

o Peak tornado season in Minnesota is May through July.

o Tornadoes are most likely to occur between 3 and 9 p.m., but can occur at any time.



These dangers often accompany thunderstorms:

Flash Floods: Number ONE weather killer - 146 deaths annually

Lightning: Kills 75-100 people each year

Damaging Straight-line Winds: Can reach 140 mph

Large Hail: Can reach the size of a grapefruit - causes several hundred million dollars in

damage annually to property and crops





Flood

Planning

Floods occur frequently across the country due to significant rains and snow melt.

To find more specific information about your area, enter your local information into FEMA’s

Mapping Information Platform (https://hazards.fema.gov/femaportal/wps/portal ) to see a map

of flooding in your vicinity. In addition, The National Oceanic and Atmospheric Administration

(NOAA) maintains the NWS/SPC Watch, Warning, Advisory Display

(http://www.spc.noaa.gov/products/wwa/), which provides up-to-date information about

floods.





40

Floods vary, while some occur slowly leaving time for decision-making during the

Impact Phase, others occur suddenly requiring quick reaction time and immediate decisions.

To make structural changes, contact your landlord or local management company. Here are

some mitigation suggestions to support risk reduction:



To prepare for a flood, you should:

 Elevate the furnace, water heater, and electric panel if susceptible to flooding.

 Install “check valves” in sewer traps to prevent flood water from backing up into the

drains of your facility.

 Construct barriers (levees, beams, floodwalls) to stop floodwater from entering the

building.

 Seal walls in basements with waterproofing compounds to avoid seepage.



Specific flood planning concerns include:

 Integrate your community’s emergency plans, warning signals, evacuation routes, and

locations of emergency shelters.

 Identify potential program hazards and know how to secure or protect them before the

flood strikes.

 Be prepared to turn off electrical power when there is standing water, fallen power

lines, or before you evacuate. Turn off gas and water supplies before you evacuate.

Secure structurally unstable building materials. Develop communication systems to

ensure that all staff, families, and partners know what steps are being taken within the

plan.

 Provide all programs with watch, warning, and evacuation information.



Impact

 If a flood is likely in your area, you should:

 Listen to the radio or TV for information.

 Be aware that flash flooding can occur. If there is any possibility of a flash flood, move

immediately to higher ground. Do not wait for instructions to move.

 Be aware of streams, drainage channels, canyons, and other areas known to flood

suddenly. Flash floods can occur in these areas with or without any typical warnings

such as rain clouds or heavy rain.

If you must prepare to evacuate, you should do the following:

 Secure your building. If you have time, bring in outdoor furniture. Move essential items

to an upper floor.

 Turn off utilities at the main switches or valves if instructed to do so. Disconnect

electrical appliances. Do not touch electrical equipment if you are wet or standing in

water.

If you have to leave your building, remember these evacuation tips:

 Do not walk through moving water. Six inches of moving water can make you fall. If

you have to walk in water, walk where the water is not moving. Use a stick to check

the firmness of the ground in front of you.

 Do not drive into flooded areas. If floodwaters rise around your vehicle, abandon it and

move to higher ground if you can do so safely. You and the vehicle can be quickly

swept away.









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Relief

The following are guidelines for the period following a flood:

 Listen for news reports to learn whether the community’s water supply is safe to drink.

 Avoid floodwaters; water may be contaminated by oil, gasoline, or raw sewage. Water

may also be electrically charged from underground or downed power lines.

 Avoid moving water.

 Be aware of areas where floodwaters have receded. Roads may have weakened and

could collapse under the weight of a car.

 Stay away from downed power lines, and report them to the power company.

 Stay out of any building if it is surrounded by floodwaters.

 Use extreme caution when entering buildings; there may be hidden damage,

particularly in foundations.

 Service damaged septic tanks, cesspools, pits, and leaching systems as soon as

possible. Damaged sewage systems are serious health hazards.

 Clean and disinfect everything that got wet. Mud left from floodwater can contain

sewage and chemicals.







Fire

During a Fire If your clothes or a child’s clothes catch on fire, you should: Stop, drop, and roll

until the fire is extinguished. Running only makes the fire burn faster.



To escape a fire, you should:



Check closed doors for heat before you open them. If you are escaping through a closed

door, use the back of your hand to feel the top of the door, the doorknob, and the crack

between the door and door frame before you open it. Never use the palm of your hand or

fingers to test for heat – burning those areas could impair your ability to escape a fire (i.e.,

ladders and crawling).

Hot Door Cool Door

Do not open. Escape through a window. If you cannot Open slowly and ensure that fire

escape, hang a white or light-colored sheet outside the and/or smoke is not blocking your

window, alerting firefighters to your presence. escape route. If your escape route is

blocked, shut the door immediately and

use an alternate escape route, such as a

window. If clear, leave immediately

through the door and close it behind

you. Be prepared to crawl. Smoke and

heat rise. The air is clearer and cooler

near the floor.



Planning

Fires are the most frequent cause of loss of property and life. They occur suddenly

and spread quickly. And many times, they are the result of another kind of disaster such as

tornadoes, hurricanes, or lightning. Often, there is little time for preparation and reaction





42

during the Impact Phase. Yet with proper mitigation procedures, the possibility of fire is

reduced significantly.

The Head Start Center Design Guide describes several guidelines for mitigation, which

are taken from the most recent edition of the National Fire Protection Association (NFPA),

Standard No. 101, Life Safety Code, as modified. The applicable requirements are:



o Mount panic hardware on egress doors a maximum of 3 feet above the finished floor.

o Provide both audible and visual fire alarm signals. In addition to fire alarms that sound in

the center itself, any fire event should be annunciated on the central building panel or a

24-hour manned security post. See the most current editions of NFPA 72 Chapter 5 and

UL 1971 for requirements on audible and visible alarms.

o Every effort shall be made to locate the entire center on the ground level (level of

exit/egress) either along an outside wall with window access to the exterior, or along a

courtyard with window access. Centers adjacent to a courtyard should have approved fire

egress out of the courtyard itself to an area of safety. If portions of the center are located

on the floor above the level of exit/egress, only preschool children should be housed

there. In no instance shall any portion of the center be located higher in the building than

the floor above the level of egress. The center should not be located below a level of

egress, unless the entire building is fitted for sprinklers and the arrangement is approved

by the local fire authority. All arrangements should ensure safe egress in the event of fire.

The center should have at least one door leading directly to the outside. Each center

should have at least two means of egress with exits via protected corridors including the

required fire separations. There should be two means of egress for each floor. State,

Tribal, and local requirements will affect this design.

o It would be advisable to separate Head Start centers from other occupancies, depending

on the fire gradient of the adjacent occupancy. In no case should the separation be less

than a minimum of a 1-hour fire-resistant-rated wall with doors with a fire protection rating

of not less than 20 minutes. A fire detection, alarm, and communications system should

be installed in all centers that meet the requirements of the NFPA Standards No. 70,

NEC, NFPA 72, Standard for the Installation, Maintenance, and Use of Protective

Signaling Systems, NFPA 72E, Standard on Automatic Fire Detector. The design should

comply with local, Tribal, and state fire safety requirements. In the event of conflict, the

more stringent requirements should apply.

o Adjacent hazardous areas, e.g., a boiler room without sprinklers, shall be separated from

the center by a minimum 2-hour fire-resistant-rated wall with self-closing doors with a fire

protection rating of not less than 90 minutes.

o Adjacent hazardous areas, e.g., a boiler room with sprinklers should be separated from

the center by a minimum 1-hour fire-resistant-rated wall with self-closing doors with a fire

protection rating of not less than 45 minutes.

o The center should be protected by an approved supervised automatic system using quick-

response sprinkler heads throughout. In areas such as multipurpose rooms where there

may be ball throwing activities, for instance, sprinklers should have guards.

o The sleeping and napping areas of the center should be protected by an approved smoke

detection system. Smoke detectors should be installed in all areas of the center,

especially in unoccupied areas, including closets and closed space. This provision

enhances flexibility, since it allows the location of sleeping and napping areas that require

smoke detection to be changed in the future.







43

o Dead-end corridors should not exceed 20 feet. Travel distance within any room in the

center to a door leading to a means of egress should not exceed 50 feet, and travel

distance from that point to an exit should not exceed 98 feet.

o It is advisable to test all existing painted surfaces in the interior of the center for lead-

based paint and to follow Department of Housing and Urban Development (HUD)

guidelines. In addition, exterior paint in an area that children may access should be

tested. All lead-based paint detected should be abated using HUD procedures and

retested to ensure compliance. Refer to Lead-Based Paint: Interim Guidelines for Hazard

Identification and Abatement in Public and Indian Housing, 1990 (HUD).

o For new and major renovations that involve plumbing, it is advisable to test all sources of

water used by the center for lead at the acceptance of the substantially completed project.

Buildings over 25 years old should be tested annually, at a minimum using guidance in

the Environmental Protection Agency (EPA) pamphlet Lead in School’s Drinking Water,

EPA 570/9-89-001, and January 1989. If the lead levels exceed 20 parts per billion, the

affected water supply should not be used and mitigation actions should be taken.

o The center should be surveyed for the presence of asbestos-containing materials. Any

asbestos-containing materials that are damaged or subject to disturbance should be

abated in accordance with regulatory requirements and guidelines. In a limited area of the

country, typically with highly acidic drinking water, water may also contain asbestos.

Although this is considered less hazardous than friable asbestos found in buildings, the

drinking water supply should be tested for the presence of asbestos and means taken to

eliminate it, if it poses a hazard.

o It is advisable to test the center for radon in the air using alpha track detectors or electric

ion chambers for a minimum of 90 days. If radon levels are at, or exceed, 4 Pico Curies

per liter, mitigation actions should be taken. Allow a new center to “air out” before

occupancy. The U.S. General Services Administration recommends that the schedule of

work provide ventilation for off-gassing of new synthetic materials for 30 days.

o If the drinking water used by the center is obtained from a non-public water source, test

the center for radon in water. EPA guidelines should be used for testing as prescribed in

Radon in Water Sampling Manual (EPA/EERF-Manual-78-1).

o When screened operable windows are used, guards should be installed to protect children

from falling through the screens.

o There should not be any sharp edges within children’s areas. All corners on trim,

counters, partitions, and shelving should have rounded edges with a ½-inch minimum

radius. In areas accessible to children, there should not be any openings between 3.5 and

9 inches to prevent head entrapment.

o Interior glass should not present a safety risk for children and should comply with code.

Only glass that will not break in close proximity to children’s activities, or will not harm

children or puncture skin when glass is broken, should be used.

o Locked storage for medications and dangerous products should be provided. Additionally,

childproof interior hardware devices should be mounted on the interior of cabinets that are

within children’s reach.

o Additionally, “each facility should have a fire emergency plan including an evacuation

procedure, marked exits, fire/smoke detectors, fire extinguishers, safe storage and use of

flammable materials, and fire safety training and fire drills.









44

Hazardous Materials Incident

Planning

Chemical accidents and spills can occur in a chemical plant, gas station, hospital, farm that

uses chemicals, or route used by trucks transporting chemicals.

“Hazards can occur during production, storage, transportation, use, or disposal.





Impact

If experience a hazardous materials incident:

 Listen to local radio or television stations for detailed information and instructions.

Follow the instructions carefully.

 Stay away from the area to minimize the risk of contamination.

 Remember that some toxic chemicals are odorless.



If you are: Then:

Asked to evacuate Do so immediately.



Caught outside Stay upstream, uphill, and upwind! In general, try

to go at least one-half mile (usually 8-10 city

blocks) from the danger area. Do not walk into or

touch any spilled liquids, airborne mists, or

condensed solid chemical deposits.



Requested to stay indoors 1. Close and lock all exterior doors and windows.

Close vents, fireplace dampers, and as many

interior doors as possible.

2. Turn off air conditioners and ventilation

systems. In large buildings, set ventilation

systems to 100 percent recirculation so that

no outside air is drawn into the building. If this

is not possible, ventilation systems should be

turned off.

3. Go into the pre-selected shelter room. This

room should be above ground and have the

fewest openings to the outside.

4. Seal the room by covering each window, door,

and vent using plastic sheeting and duct tape.

5. Use material to fill cracks and holes in the

room, such as those around pipes.









45

Terrorism

Planning

Terrorism is any attack to cause fear in the community and comes in several forms. FEMA

categorizes terrorist attacks as explosions, biological threats, and chemical threats.



 Explosions include bombings and may be preceded by a bomb threat allowing you

time to react.

 Biological threats include any attempt to spread disease, such as food and water

contamination, person-to-person or animal contact, and powders/aerosols/pill

contamination. If found early, there are actions that your program can take to reduce

or prevent risk. Yet, generally warnings do not occur until infection begins in an

individual or a small group of individuals.

 Chemical threats include poisonous liquids, solids, and gases that have toxic effects

on individuals. They also may not be discovered until an individual or a small group of

individuals have been affected, but once discovered can be cleaned to reduce or

prevent further effects.



It is difficult to determine the possibility of terrorist attack in your community, but the Federal

government has created a national warning system to assist you in making decisions. The

Homeland Security Advisory System

http://www.fema.gov/areyouready/homeland_security_advisory_system.shtm

provides a quick picture of the level of threat likely in your community. Local news and cable

channels are able to update you on the current security level.





BOMBS

Conventional bombs have been used to damage and destroy financial, political, social,

and religious institutions. Attacks have occurred in public places and on city streets around

the world, with thousands of people injured and killed.



Parcels that should make you suspicious:

 Are unexpected or from someone unfamiliar to you;

 Have no return address, or have one that cannot be verified as legitimate;

 Are marked with restrictive endorsements such as “Personal,” “Confidential,” or “Do

not X-ray;”

 Have protruding wires or aluminum foil, strange odors, or stains;

 Show a city or state in the postmark that doesn’t match the return address;

 Are of unusual weight given their size, or are lopsided or oddly shaped;

 Are marked with threatening language;

 Have inappropriate or unusual labeling;

 Have excessive postage or packaging material, such as masking tape and string;

 Have misspellings of common words;

 Are addressed to someone no longer with your organization or are otherwise outdated;

 Have incorrect titles or titles without a name;

 Are not addressed to a specific person; and

 Have hand-written or poorly typed addresses.



If you receive a telephoned bomb threat, you should do the following:

46

 Get as much information from the caller as possible.

 Fill out the Threat Assessment Form

 Keep the caller on the line and record everything that is said.

 Notify the police and the building management.





Chemical and Biological Threats

To be prepared for a possible chemical threat, check your disaster supply kit to make sure

that it includes:

 A roll of duct tape and scissors.

 Plastic for doors, windows, and vents for the room in which you will shelter-in-place.

To save critical time during an emergency, pre-measure and cut the plastic sheeting

for each opening.

 Choose an internal room to shelter, preferably one without windows and on the highest

level.



Shelter Safety for Sealed Rooms

Ten square feet of floor space per person will provide sufficient air to prevent carbon

dioxide build-up for up to 5 hours, assuming a normal breathing rate while resting. However,

local officials are unlikely to recommend that people shelter in a sealed room for more than 2-

3 hours because the effectiveness of such sheltering diminishes with time as the

contaminated outside air gradually seeps into the shelter. At this point, evacuation from the

area is the better protective action to take. Also you should ventilate the shelter when the

emergency has passed to avoid breathing contaminated air still inside the shelter.



IMPACT PHASE

Consider the following if your program is experiencing a terrorist attack such as an explosion,

biological threat, or chemical threat.



During an Explosion

If there is an explosion, you should:

 Get under a sturdy table or desk if things are falling around you. When they stop

falling, leave quickly, watching for obviously weakened floors and stairways. As you

exit from the building, be especially watchful of falling debris.

 Leave the building as quickly as possible. Do not stop to retrieve personal possessions

or make phone calls.

 Do not use elevators.



Once you are out:

 Do not stand in front of windows, glass doors, or other potentially hazardous areas.

 Move away from sidewalks or streets to be used by emergency officials or others still

exiting the building.



If you are trapped in debris:

 If possible, use a flashlight to signal your location to rescuers.

 Avoid unnecessary movement so you don’t kick up dust.





47

 Cover your nose and mouth with anything you have on hand. (Dense-weave cotton

material can act as a good filter. Try to breathe through the material.)

 Tap on a pipe or wall so rescuers can hear where you are.

 If possible, use a whistle to signal rescuers.

 Shout only as a last resort. Shouting can cause you to inhale dangerous amounts of

dust.



During a Chemical Attack

The following are guidelines for what you should do in a chemical attack.



If you are instructed to remain in the center, you should:

 Close doors and windows and turn off all ventilation, including furnaces, air

conditioners, vents, and fans.

 Seek shelter in an internal room and take your disaster supply kit.

 Seal the room with duct tape and plastic sheeting.

 Listen to your radio for instructions from authorities.



If you are caught in or near a contaminated area, you should:

 Move away immediately in a direction upwind of the source.

 Find shelter as quickly as possible



After a Chemical Attack

Decontamination is needed within minutes of exposure to minimize health

consequences. Do not leave the safety of a shelter to go outdoors to help others until

authorities announce that it is safe to do so. A person affected by a chemical agent requires

immediate medical attention from a professional. If medical help is not immediately available,

decontaminate yourself and assist in decontaminating others.



Decontamination guidelines are as follows:

 Use extreme caution when helping others who have been exposed to chemical

agents.

 Remove all clothing and other items in contact with the body. Contaminated clothing

normally removed over the head should be cut off to avoid contact with the eyes, nose,

and mouth. Put contaminated clothing and items into a plastic bag and seal it.

 Decontaminate hands using soap and water. Remove eyeglasses or contact lenses.

Put glasses in a pan of household bleach to decontaminate them, and then rinse and

dry.

 Flush eyes with water.

 Gently wash face and hair with soap and water before thoroughly rinsing with water.

 Decontaminate other body areas likely to have been contaminated. Blot (do not swab

or scrape) with a cloth soaked in soapy water and rinse with clear water.

 Change into uncontaminated clothes. Clothing stored in drawers or closets is likely to

be uncontaminated.

 Proceed to a medical facility for screening and professional treatment.









48

During a Biological Attack

In the event of a biological attack, public health officials may not immediately be able

to provide information on what you should do. It will take time to determine what the illness is,

how it should be treated, and who is in danger. Watch television, listen to radio, or check the

Internet for official news and information, including signs and symptoms of the illness, areas

in danger, if medications or vaccinations are being distributed, and where you should seek

medical attention if you become ill.

The first evidence of an attack may be when you notice symptoms caused by

exposure to an agent. Be suspicious of any symptoms you notice, but do not assume that

any illness is a result of the attack. Use common sense and practice good hygiene.



If you become aware of an unusual and suspicious substance nearby:

 Move away quickly.

 Wash with soap and water.

 Contact authorities.

 Listen to the media for official instructions.

 Seek medical attention if you become sick.



If you are exposed to a biological agent

 Remove and bag your clothes and personal items. Follow official instructions for

disposal of contaminated items.

 Wash yourself with soap and water and put on clean clothes.

 Seek medical assistance. You may be advised to stay away from others or even be

quarantined.



Using HEPA Filters HEPA filters are useful in biological attacks. If you have a central heating

and cooling system with a HEPA filter in your building, leave it on if it is running or turn the

fan on if it is not running. Moving the air in the building through the filter will help remove the

agents from the air.



If you have a portable HEPA filter, take it with you to the internal room where you are seeking

shelter and turn it on. If you are in an apartment or office building that has a modern, central

heating and cooling system, the system’s filtration should provide a relatively safe level of

protection from outside biological contaminants. HEPA filters will not filter chemical agents.



In some situations, such as the case of the anthrax letters sent in 2001, people may be

alerted to potential exposure. If this is the case, pay close attention to all official warnings and

instructions on how to proceed. The delivery of medical services for a biological event may be

handled differently to respond to increased demand. The basic public health procedures and

medical protocols for handling exposure to biological agents are the same as for any

infectious disease. It is important for you to pay attention to official instructions via radio,

television, and emergency alert systems.









49

Widespread Disease Outbreak

Planning

A widespread disease outbreak, such as pandemic flu, occurs when many staff and

children become infected with the same disease. For example, many program staff shares

stories about lice or chicken pox outbreaks causing class sizes to be reduced for several

days at a time. This also occurs in communities with widespread flu outbreaks – children and

staff may be absent for up to 7 days.

It is hard to predict whether your program will be impacted by a widespread disease

outbreak, but there are several measures you can take to determine your risk. By talking to

community health providers and your local health department, you can assess the amount of

people in your community that may have gotten the flu shot, as well as the numbers and

kinds of illnesses that health officials have been seeing. In addition, ongoing conversations

with parents can help you determine the likelihood of infection by lice, chicken pox, or other

infectious diseases.

We can help reduce the effect of widespread illness outbreak by practicing good

hygiene and infection control measures used for the common flu.



Planning:

 Teach hand hygiene procedures to children, families, and staff.

 Wash your hands with soap and warm water or use alcohol-based hand sanitizers

throughout the day, especially before eating or touching communal objects.

 Wash and disinfect toys and common areas.

 Distance yourself from individuals who are ill, at least 3 feet if possible.

 Develop clear systems to ensure that sick children and adults access needed medical

support.

 Follow established protocols for staying home if ill, as well as families in keeping sick

children at home.

 Create a comfortable and isolated room for a sick individual to wait for an appropriate

health official.

 Cover your nose and mouth with your upper arm or tissue when you sneeze or cough.









50

EMERGENCY RESPONSE

PROCEDURES









51

ASSAULT

An assault is the intentional infliction of or attempt to inflict bodily harm upon another

person.



Understand that violence is time-lined: Early intervention may reduce or eliminate the

escalation of the incident



When an assault occurs



STAFF

 Notify Building Administration or Emergency Response Coordinator

 Ensure the safety of children and other staff

 Staff should work as a team in response

Use calm voice and low tones in addressing the assailant

If behavior escalates, shout “Stop!” and continue to use a calm voice

 Redirect children to another room or away from the injured parties

 Ensure first aid is rendered to all injured parties (see Medical Emergency procedures)

 Do not leave the victim alone

 Seal off area to preserve evidence for law enforcement

Identify the assailant by name and description (e.g. clothing, height)

If the assailant has left the building, determine direction and mode of travel

If assailant leaves in a vehicle, provide description of the vehicle and license

number

Identify any witnesses



BUILDING ADMINISTRATION and/or EMERGENCY RESPONSE COORDINATOR

 CALL 911

Give type and number of injuries

Advise if assailant is still in the building or on the property

Give name and description of the assailant

Give direction and mode of travel (vehicle type and description)

 Consider lockdown procedures

 Notify Head Start administration

 Document all actions taken by staff and complete incident reports









52

BOMB THREAT

ALL bomb threats must be taken seriously until they are assessed.



�� Upon receiving a bomb threat:



BUILDING ADMINISTRATION and/or EMERGENCY RESPONSE COORDINATOR

 Preserve evidence for law enforcement

If written threat, place note in paper envelope to preserve fingerprints

If the threat is written on a wall, photograph

If phoned threat, document all relevant information (see Threat Incident Report

Form)

 CALL 911 to notify law enforcement

 Notify staff via phone system, hardwired PA system or by messenger. Do not use cell

phones, radios or fire alarm system because of risk of activating a device

 Initiate Evacuation Procedures

 Ensure evacuation routes and area(s) are clear of suspicious items

 Alter evacuation routes as necessary

 Complete Threat Incident Report Form



STAFF

 Implement Evacuation procedures

 Take emergency go-kit, Emergency First Aid kit, necessary medications









53

FIRE

Remember smoke is just as dangerous as fire. Most fire deaths are due to smoke inhalation.







In the event of fire or smoke

STAFF

 Activate fire alarm

 Contact Building Administration or Emergency Response Coordinator

 Check all assigned locations and close doors behind you to contain fire

 Implement evacuation plan for any children needing special accommodations

 Evacuate children, staff, volunteers and visitors to designated areas

 Take emergency go-kit, first aid kit, communication system, necessary medications

 If primary route is blocked or dangerous, use closest, safe exit

 If trapped by fire, implement Shelter-in-Place procedures

 Once outside, assemble in primary designated location.

 Take attendance and report missing or injured to Emergency Response Coordinator



BUILDING ADMINISTRATION and/or EMERGENCY RESPONSE COORDINATOR

 CALL 911

Confirm address of school

Provide exact location of smoke or fire

 Ensure fire alarm has sounded

 Meet with fire officer

 Identify the location of fire

 Advise location of injured persons

 Provide names of any missing persons

 Determine if children need to be transported to an evacuation site

 Notify parents or legal guardians

 Signal “all clear” when safe to re-enter building



The nature of the fire is a key factor in determining a course of action.

Smoke color may indicate the potential danger of the situation as follows:

 Yellow smoke may indicate the presence of toxic gases. Evacuation should proceed

immediately, and no effort should be made to extinguish the flame.

 Gray smoke with brown wisps is indicative of any electrical fire. Again the area should

be evacuated immediately, and all should stay clear of the area.

 Gray-black smoke is indicative of a primary fire. The first priority remains evacuation of

the immediate area. Staff members may attempt to extinguish the fire only if there is

no severe danger of smoke inhalation.





When used properly, a portable fire extinguisher can save lives and property by putting out a

small fire or containing it until the Fire Department arrives.







54

Fire Extinguishers can only be used in the following situations:

 The extinguisher is rated for the type of fire at hand.

 The extinguisher is large enough to put out the fire (most extinguishers discharge in as

little as eight seconds).

 The extinguisher is in easy reach and in working order.

 The employee knows how to use the extinguisher (there is no time to read directions

during an emergency).



It is, however, reckless and dangerous to fight a fire with an extinguisher in any one of the

following situations. In these instances, leave immediately, close off the area and leave the

fire to the Fire Department. Fire extinguishers should not be used in the following situations:



 The fire is spreading beyond the immediate area where it started or if it is already a large

fire.

 The fire could spread to block your escape route.

 You are untrained in the proper operation of the extinguisher.

 You are in doubt about whether the extinguisher is designed for the type of fire at hand.



During a Fire If your clothes or a child’s clothes catch on fire, you should:



Stop, drop, and roll until the fire is extinguished. Running only makes the fire burn faster.



To escape a fire, you should:



Check closed doors for heat before you open them. If you are escaping through a closed door, use the

back of your hand to feel the top of the door, the doorknob, and the crack between the door and door

frame before you open it. Never use the palm of your hand or fingers to test for heat – burning those

areas could impair your ability to escape a fire (i.e., ladders and crawling).

Hot Door Cool Door

Do not open. Escape through a window. If you cannot Open slowly and ensure that fire

escape, hang a white or light-colored sheet outside the and/or smoke is not blocking your

window, alerting firefighters to your presence. escape route. If your escape route is

blocked, shut the door immediately and

use an alternate escape route, such as a

window. If clear, leave immediately

through the door and close it behind

you. Be prepared to crawl. Smoke and

heat rise. The air is clearer and cooler

near the floor.



Emergency Numbers









55

EVACUATION/RELOCATION PROCEDURES

EVACUATION PROCEDURES ARE USED WHEN CONDITIONS ARE SAFER OUTSIDE THE

EVACUATION PROCEDURES ARE USED WHEN CONDITIONS ARE SAFER OUTSIDE

THE BUILDING THAN INSIDE THE BUILDING

Evacuation routes should be specified according to the type of emergency;

Bomb threats: Staff choose or are directed by emergency personnel dictated by known or

suspected location of device

Fire: Follow primary routes unless blocked by smoke or fire. Know the alternate route!

Hazardous Materials: Total avoidance of hazardous materials is necessary as fumes can

overcome people in seconds. Plan route accordingly.



When implementing EVACUATION procedures:



BUILDING ADMINSTRATION and/or EMERGENCY RESPONSE COORDINATOR

 Determine evacuation routes based on location and types of emergency

 Announce evacuation

Specify any changes in evacuation routes based on location and types of

emergency

 Monitor the situation and provide updates and additional instructions as needed

 Contact Emergency Services if child is reported missing.

 Announce “all clear” signal once it is safe to re-enter the building



STAFF

 Take emergency go-kit, first aid kit and any needed medications

 Take the closest and safest way out as posted or announced

Use a secondary route if the primary route is blocked or hazardous

 Assist those needing special assistance

 Do not lock classroom doors when leaving

 Do not stop for child or staff belongings

 Go to Assembly Area

 When outside the building:

Check for injuries

Account for all children

Immediately report any missing, extra or injured children to Emergency Response

Coordinator

Continue to contain and maintain children

 Wait for additional instructions



When implementing EVACUATION AND RELOCATION procedures:



BUILDING ADMINSTRATION and/or EMERGENCY RESPONSE COORDINATOR

 Determine whether children and staff should be evacuated to a relocation center

 Alert Head Start Administrative team of emergency type and evacuation

 Notify relocation center

 If necessary, coordinate transportation to relocation center

 Announce evacuation

Specify any changes in evacuation routes based on location and types of

emergency



56

 Implement Notification Procedures once you have reached the relocation site:

If able, contact Parents or designate the assignment to a staff person.

Notify the Head Start Administrative office that you have relocated and the

address. (Child Development Services Director will issue any necessary media

release including where to pick up children).

 Contact emergency personnel if child is reported missing.

 Implement child release procedures at the relocation center

Record the name of any child released to an authorized family member or legal

guardian

STAFF

 Take emergency go-kit, first aid kit and any necessary medications.

 Take the closest and safest way out as posted or announced

Use a secondary route if the primary route is blocked or hazardous

 Assist those needing special assistance

 Do not lock classroom doors when leaving

 Do not stop for child or staff belongings

 Check all areas of the building for children, staff, volunteers and visitors.

 Take attendance upon arriving at the center

 Immediately report any missing, extra or injured children to Emergency Response

Coordinator

 Continue to contain and maintain children

 Wait for additional instructions



Primary relocation center

Address Phone









Secondary relocation center

Address Phone









57

HAZARDOUS MATERIALS

In the event of the propane or natural gas leak or odor – EVACUATE IMMEDIATELY



In all other cases, the first responders will take command of the situation and determine the

steps to be taken regarding evacuation, shelter-in-place and ventilation systems (HVAC).



In the event of a hazardous material incident inside the building:



STAFF

Notify building administration/Emergency Response Coordinator

 Report location and type (if known) of the hazardous material



Move students away from the immediate danger zone

 If safe, close doors to the affected area

 If implementing Evacuation procedures

 Take emergency go-kits, first aid kit, medications, communications

 Take attendance and report missing, extra or injured students to building

administration and/or Emergency Response Coordinator

 Provide first aid as needed



BUILDING ADMINISTRATION and/or EMERGENCY RESPONSE COORDINATOR

 CALL 911 and notify emergency responders

 Report location of leak or spill and type of material (if known)

 Report any children or staff missing or injured

 Develop an action plan with emergency responders (e.g. evacuation, shelter-in-place,

shutdown ventilation system (HVAC))

 Notify administration

 Move staff and children away from the immediate danger zone

 Keep staff and children from entering or congregating in danger zone

 Report incident to Minnesota Duty Officer (800-422-0798 or 651-649-5451)





In the event of a hazardous material incident outside a school building:



STAFF

Notify building administration and/or Emergency Response Coordinator

 Report location and type (if known) of hazardous material

 Move students away from the immediate vicinity of the danger

 If outside, implement Reverse Evacuation procedures



BUILDING ADMINISTRATION AND/OR EMERGENCY RESPONSE COORDINATOR

 Monitor situation

 Notify administrative office

 Consult with emergency responders

 Identify the need for evacuation

 Develop an action plan with emergency responders







58

Consider implementing Shelter-in-Place procedures

 If there is an airborne release, shutdown ventilation system (HVAC)

 Notify parents or legal guardians of children

 Notify Administrative office









59

HOSTAGE

IF THE HOSTAGE–TAKER IS UNAWARE OF YOUR PRESENCE,

DO NOT ATTRACT ATTENTION!





In the event of a hostage situation and you are taken hostage, you should:

Cooperate with hostage–taker to the fullest extent possible

STAY CALM, try not to panic; calm students if they are present

Be respectful to the hostage–taker

Ask permission to speak; do not argue or make suggestions

If you witness a hostage situation:

STAFF

 Notify building administration and/or Emergency Response Coordinator immediately

 Keep all children in their classrooms until further notice

 Wait for further instructions



BUILDING ADMINISTRATION AND/OR EMERGENCY RESPONSE COORDINATOR

Initiate Lockdown with Intruder procedures

 CALL 911 and notify emergency responders

1. If known, provide a description of the following:

2. Identity and provide description of the individual

3. Description and location of incident

4. Number of hostages

5. Number of injuries



Seal off area near hostage scene

 Children should be moved from exposed areas or classrooms to safer areas of the

building

 As soon as possible, and only if it can be accomplished safely, assign a staff member

to be outside the building to warn approaching visitors of the danger, until law

enforcement arrives

 When law enforcement arrives, they will take control of the situation

 Continue to coordinate with law enforcement for safety and welfare of children and

staff

 Notify Administrative office









60

LOCKDOWN WITH INTRUDER

Lockdown procedures are used to protect building occupants from potential dangers

or threats inside the building (e.g. threats, intruders) or external threats that may enter

the building



LOCKDOWN WITH INTRUDER occurs when there is a threat or intruder inside of the

building.



When implementing LOCKDOWN WITH INTRUDER procedures: (these actions happen

rapidly)



BUILDING ADMINSTRATION and/or EMERGENCY RESPONSE COORDINATOR

Announce “lockdown with intruder”

 Repeat announcement several times.

 Be direct. DO NOT USE CODES

• Call 911 and notify law enforcement

• Direct all children, staff and visitors to the nearest classroom or secured space

 Classes outside the building SHOULD NOT enter the building

 Move outside classes to primary evacuation site

 DO NOT lock exterior doors

 Announce “all clear” signal when threat has ceased as authorized by law enforcement



STAFF

 Clear all children, staff and visitors from hallways immediately

 Report to nearest classroom

 Assist those with special needs accommodations

 Close and lock all windows and doors

DO NOT LEAVE for any reason

DO NOT OPEN THE DOOR for any reason

 If a fire alarm has been activated, do not evacuate UNLESS fire or smoke is visible

 Shut off lights

 Stay away from all doors and windows

 Move children to interior walls and implement “drop and tuck” procedures

 BE QUIET!

 Wait for further instructions



When implementing “DROP and TUCK” procedures:

 Face an interior wall

 Drop to your knees and roll forward to the balls of your feet

 Tuck your head down and place your hands on top of your head and neck

 DO NOT lie flat on the ground









61

MEDICAL EMERGENCY

The role of Head Start staff in a medical emergency is to provide care to the victim

until first responders arrive. Staff should NOT provide any first aid beyond their

training. They should provide comfort to the victim and reassure him or her medical

attention is on the way. Before providing assistance, staff must survey the scene to

identify additional hazards and ensure it is safe to render aid to the victim.



In the event a non-responsive or life-threatening injury or illness



STAFF

1. CALL 911

2. Describe injuries, number of victims and give exact location

3. Notify building administration and/or Emergency Response Coordinator

4. DO NOT move the victim(s), especially if you suspect a head or neck injury, unless

safety is a concern

5. Provide information to first responders

6. If possible, isolate the victim(s)

7. Direct someone (e.g. staff, volunteer) to meet and guide the first responders

8. Remain to assist emergency medical services personnel with pertinent information

about the incident.

9. Complete Injury Report form, DHS Child Care Center Injury/Incident Report Form, and

document all actions taken



BUILDING ADMINISTRATION and/or EMERGENCY RESPONSE COORDINATOR

1. Ensure 911 was called and provide any updated information

2. Secure victim(s) medical information

3. Ensure someone (e.g. staff, volunteer) meets and directs first responders

4. Provide any additional information about the status of the victim(s)

5. Provide information from the victim(s) medical emergency profile

6. If possible, assign a staff member to accompany victim(s) to the hospital

7. Notify victim(s) parents, legal guardians or emergency contact

8. Notify Head Start administration

9. Activate Recovery procedures as appropriate

10. Conduct a debriefing with staff

11. Document all actions taken by staff

12. Report to Head Start Administrative Office







Guidelines on Handling Medical Emergencies



It is important for staff to recognize signs and symptoms requiring immediate action

and ambulance transport to the nearest hospital emergency department, as opposed to those

that are not emergencies and can be treated at the Center and/or while waiting for the child to

be picked up. The teacher who is with the child should provide first aid according to the

principles of emergency action.







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Medical Emergency Conditions

Listed below are some examples of conditions that are considered serious medical

emergencies requiring immediate medical care by a health care professional. Call EMS and

then notify the child’s parent/ guardian immediately for any of the following:

 semi consciousness (able to arouse but extremely lethargic) or unusual confusion

 breathing difficulties including:

 rapid, noisy breathing (barking, gurgling or crowing sounds, severe wheezing)

 labored breathing (takes so much effort that child cannot talk, cry, drink, or play)

 severe bleeding (large or multiple wounds that cannot be controlled with direct pressure)

 unequal pupils (black centers in eyes)

 first-time seizure or seizure lasting more than 15 minutes in a child with a known seizure disorder

 injury that causes loss of consciousness

 neck or back injury

 continuous clear drainage from the nose or ears after a blow to the head

 non-injury-related severe headache, stiff neck, or neck pain when the head is moved

 hives (a rash that looks like welts) that appear quickly, especially if hives involve face, lips, tongue,

and/or neck

 very sick-looking or sick-acting child who seems to be getting worse quickly

 repeated forceful vomiting after eating in an infant under four months of age

 severe abdominal pain that causes the child to double up and scream

 abdominal pain without vomiting or diarrhea following a recent blow to the abdomen or a hard fall

 possible broken bones, especially if the child shows symptoms of shock or the body part cannot be

adequately splinted or otherwise immobilized for transport by parent/guardian



Staff will apply appropriate first aid measures for all medical emergencies and minor illnesses or

injuries. A staff person will accompany the child in the EMS only if the center remains in compliance

with staff to child ratio and leaving will not put the other children in an unsafe situation.



Notifying a Parent/Guardian

The parent/guardian of a sick or injured child should be contacted immediately. A designated

staff member should continue to try to reach a parent/guardian or emergency contact.









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RELEASE OF CHILD

Release children only to those persons listed on the Child Emergency Information

form.

 If staff does not personally know the individual that is authorized to pick-up the child, staff

must request identification to verify that the person is listed on the Child Emergency

Information form.

 If the individual is not listed on the Child Emergency Information form, call the parent to

obtain authorization. If the parent cannot be reached, do not release the child.



When an unauthorized pick-up has been attempted or if a person who is intoxicated or

suspected of abuse has tried to pick-up a child, the following steps must take place:

1. Do not release the child from the staff person’s direct care.

2. Immediately try to contact the parent/guardian.

3. Call the local Police Department.

4. Call the emergency contacts listed for the child.

5. If the unauthorized person becomes threatening or violent initiate LOCK DOWN with

INTRUDER procedures.

6. If intruder leaves with child try to record the make/model and license plate of car the

intruder is driving, and provide information to 911 operators.

7. Do not put yourself, remaining children and other staff in danger by trying to prevent

abduction with physical force.



If the parent/guardian is the person attempting to pick-up child and is intoxicated:

1. Staff must offer to call a person listed on the Child Emergency Information form to pick up

the child.

2. In the event that the parent/guardian insists on taking the child home, staff, as mandated

reporters, must call 911 if you believe the child is in imminent danger. Try to record the

make/model and license plate of car the parent/guardian is driving and provide

information to 911 operator.



FAILURE TO PICK UP CHILD

If an authorized person does not pick-up a child from the center, the child must remain

under the direct care of a staff person at the site.

1. Call the child’s parent/guardian at home and work.

2. If the parent cannot be located, call the emergency contacts listed for the child.

3. If no authorized person listed on the Child Emergency Information form can be contacted,

call the local law enforcement agency to report incident and pick up child.

4. If there was no one to release the child to when transporting the child home on the Head

Start bus, bring the child back to center and implement steps above.



MISSING CHILD

 If it is determined that a child is missing or lost from the center, immediately notify

the building/school security and provide them with the child’s name, gender, age,

race, height, weight, hair and eye color, and specific information about what the

child was wearing.







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 The remaining children should stay in the center as a group. If there are additional

staff or volunteers they should assist in the search as long as the staff to child ratio

is appropriate.

 If unable to locate the child call 911 and provide the above information.

 Call parent/guardian and Child Development Services Director.



Field Trips

 To prevent lost or missing children, staff will count children frequently while on a field

trip. A staff person will be responsible for performing a ‘sweep’ of the area or vehicle

the children are leaving to be sure that no child is overlooked.

 Some teachers will request that children wear the same color shirts for easy group

identification.

 Do not use name tags or make the child’s name visible to a stranger. A perpetrator is

then able to use the child’s name to lure the child from the group.

 If it is determined that a child is missing or lost, immediately notify the building or park

security and provide them with the child’s name, gender, age, race, height, weight, hair

and eye color, and specific information about what the child was wearing.

 Keep children together as a group in one spot, utilize extra staff members or

volunteers to search for the child.

 If unable to locate the child after 10 minutes call local law enforcement if building or

park security has not already made the call.

 Contact Child Development Service Director or designee.

 Contact parent/guardian.

 Do not leave designated spot until reunited with child or advised by Director.









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REVERSE EVACUATION

REVERSE EVACUATION PROCEDURS ARE IMPLEMENTED WHEN CONDITIONS

INSIDE THE BUILDING ARE SAFER THAN OUTSIDE.



Reverse evacuation procedures are often implemented in combination with other procedures

(e.g. lockdown, shelter-in-lace) in order to ensure the safety of children and staff who are

outside of the building



When implementing REVERSE EVACUATION procedures:



BUILDING ADMINISTRATION OR EMERGENCY RESPONSE COORDINATOR

 Make an announcement or sound alarm for reverse evacuation.

Direct staff to physically notify any one that may be too far away from the

building to hear the announcement or alarm.

 Monitor the situation

Provide staff with any updates or additional instructions.

 Announce “all clear” signal when the emergency has ceased.



STAFF

 Move all children and staff inside as quickly as possible.

 Assist those needing additional assistance

 Report to classroom

Take attendance

Report any missing, extra or injured children to Emergency Response

Coordinator.

 Wait for further instructions









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SEVERE WEATHER SHELTER AREA

SEVERE WEATHER SHELTER AREA PROCEDURES ARE IMPLEMENTED DURING A

SEVERE WEATHER EMERGENCY



“DROP and TUCK” procedures are used in severe weather emergencies e.g. tornados,

earthquakes or other imminent danger to building or immediate surroundings



When implementing SEVERE WEATHER SHELTER AREA procedures:



BUILDING ADMINSTRATION and/or EMERGENCY RESPONSE COORDINATOR

 Make an announcement or sound alarm for severe weather emergency

 Lead way to shelter - determine if secondary route is necessary

 Monitor weather using battery operated radio

 Contact emergency personnel if anyone is missing

 Announce “all clear” signal when the severe weather has ceased



STAFF

 Take emergency go-kit, first aid kit and communication system

 Take the closest and safest route to shelter in designated safe area

Use secondary route if primary route is blocked or dangers

If outside, return to main building

 Assist those needing additional assistance

 Check hallways, bathrooms to ensure all children and staff have gone to shelter

 Do not stop for personal belongings

 Once in safe area

If appropriate, implement “drop and tuck” procedures

Take attendance

Report any missing, extra or injured students to Emergency Response

Coordinator

 Remain in safe area until “all clear” signal is given by Emergency Response

Coordinator

 Wait for additional instructions



�� When implementing “DROP and TUCK” procedures:

 Face an interior wall

 Drop to your knees and roll forward to the balls of your feet

If physically unable to perform, sit on the floor

 Tuck your head down and place your hands on top of your head and neck

 Do not lie flat on the ground









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SHELTER–IN–PLACE

Sheltering in place is used when evacuation would put people at risk (e.g.

environmental hazard, blocked evacuation route).



Shelter in place provides refuge for children, staff and the public inside the building during an

emergency. Shelter areas located in areas of the building that maximize the safety of

inhabitants.



�� When sheltering-in-place:



BUILDING ADMINSTRATION and/or EMERGENCY RESPONSE COORDINATOR

 Announce children and staff must to go to shelter areas

 Close all exterior doors and windows, if appropriate

 Turn off ventilation system (HVAC), if appropriate

 Lead way to shelter

 Communicate situation to Emergency Response Personnel

 Monitor the situation

 Provide updates and instructions as available

 Announce “all clear” signal when the emergency has ceased



STAFF

 Clear the halls of children and staff immediately and report to designated shelter area

 Assist those with special needs accommodations

 Check all areas of the site for children, staff, volunteers or visitors

 Take emergency go-kit, first aid kit, communication system, necessary medications

 Take attendance and report any missing children to Emergency Response Coordinator

 Do not allow anyone to leave shelter area

 If there appears to be air contamination within the shelter area, place a wet

handkerchief, wet paper towel, or dust mask over the nose and mouth for temporary

respiratory protection



If sheltering-in-place because of an external gas or chemical release

Close and tape all windows and doors

Seal the gap at the bottom of the door



If sheltering-in-place because all evacuation routes are blocked

Seal door

Open or close windows as appropriate

Limit movement and talking



• Stay away from all doors and windows

• Wait for instructions









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SUSPICIOUS PACKAGE OR MAIL:

CHEMICAL/BIOLOGICAL THREAT

Characteristics of a suspicious package or letter include excessive postage or excessive

weight; misspellings of common words; oily stains, discolorations, or an odor; no return

address or showing a city or state in the postmark that does not match the return address; and

a package is not anticipated by someone in the program or is not sent by a known vendor.



If you receive a suspicious package or letter by mail or delivery service:

STAFF

 DO NOT OPEN package or letter

 Notify building administration and/or Emergency Response Coordinator

 Limit access to the area where the suspicious letter or package is located to minimize

the number of people who might directly handle it

 Preserve evidence for law enforcement



BUILDING ADMINISTRATION and/or EMERGENCY RESPONSE COORDINATOR

 CALL 911 and notify law enforcement

 Notify Head Start administration

 Document all actions taken by staff



If a letter/package contains a written threat but no suspicious substance:

STAFF

 Notify building administration and/or Emergency Response Coordinator

 Limit access to the area in which the letter or package was opened to minimize the

number of people who might directly handle it

 Preserve evidence for law enforcement

 Complete Threat Incident Report Form



BUILDING ADMINISTRATION and/or EMERGENCY RESPONSE COORDINATOR

 CALL 911

 Preserve evidence for law enforcement

 Turn the letter or package over to law enforcement

 Document all actions taken by staff



If a letter or package is opened and contains a suspicious substance:

STAFF

 Notify building administration and/or Emergency Response Coordinator

 Limit access to the area in which the letter or package was opened to minimize the

number of people who might directly handle it

 Isolate the people who have been exposed to the substance to prevent or minimize

spreading contamination

 Preserve evidence for law enforcement

 Complete Threat Incident Report Form





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BUILDING ADMINISTRATION and/or EMERGENCY RESPONSE COORDINATOR

 CALL 911

 Preserve evidence for law enforcement

 Turn the letter or package over to law enforcement

 Consult with emergency officials to determine need for decontamination of the area

and the people exposed to the substance

 Evacuation or shelter-in-place procedures are necessary

 Notify Head Start administration

• Notify parents or legal guardians









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UTILITY DISRUPTION

If there are no live wires or immediate danger:

 After one (1) hr of disrupted service, begin calling parents/guardians to inform them of

the situation.



The center will close if the following conditions are present:

 Room temperature registers 68°or below, or 85°or higher for one hour, with no

expectation of heat/air conditioning restoration within the next one to two hours, and/or

the room conditions prevent adequate ventilation and breathing.

 Lighting (natural or emergency) is diminished to the point that children and staff are at

risk.

 Phone lines will be inoperable for more than one hour, and no auxiliary cellular phones

are available. Staff must have means to reach all parents to pick up children before

closing facility.

 Nutritional needs of the children cannot be met.

 Loss of water that disrupts appropriate diapering, hand washing, and toileting with

clean running water for more than 1 hour.





WINTER STORMS, ICE, FOG, BLIZZARD, EXTREME COLD

MVAC Head Start Programs will follow the lead of the local school district to determine school

closing due to weather.

 If public school is cancelled, Head Start is cancelled.

 If local schools are running 2 hours late, the morning class will be cancelled.

Afternoon class will have the option of running class or cancelling. The Lead

Teacher/Home Visitor and Bus Driver will determine if road conditions permit the safe

transport of children using information from local media and Minnesota Department of

Transportation information line.

 If local schools close early due to weather conditions Head Start will leave prior to or at

the same scheduled release time.



IF YOU SMELL NATURAL GAS INSIDE YOUR BUILDING

Step 1: EVACUATE IMMEDIATELY! Do not use electric switches, telephones

(including cell phones) or anything that could cause a spark.



Step 2: Go to a safe location and then call the emergency number for your gas company.

Do not use e-mail or the Internet to contact the company about a leak, and never

assume someone else has reported the leak.

Step 3: Never try to repair a natural gas leak yourself. Leave all repairs to a trained

technician.







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THREAT INCIDENT REPORT FORM

ALL THREATS - INCIDENT INFORMATION

Date:___________ Time:_______________ Location:_______________________________



Recorded by:_______________________________________________________________



Means of threat: PHONE WRITTEN FACE-TO-FACE SUSPICIOUS PACKAGE

PHONE THREAT

Phone number shown on the caller ID: _________________________________________



Exact words of the threat______________________________________________________



__________________________________________________________________________



Critical questions for caller



Where is the bomb, chemical or other hazard?_____________________________________



What does it look like?________________________________________________________



What kind of bomb or hazard is it? _____________________________________________



When is it going to explode or be activated? ______________________________________



What will cause it to explode or be activated? ___________________________________



Did you place the bomb or hazard? YES NO



Who did? __________________________________________________________________



Why did you place the bomb or hazard? _________________________________________



What is your name? _________________________________________________________



Where are you calling from? ___________________________________________________



What is your address? _______________________________________________________



Caller’s voice (circle all that apply)

Calm Stutter Giggling Laughter Stressed Disguised Slow Distinct Deep



Nasal Lisp Sincere Crying Loud Soft Angry Squeaky Raspy Slurred



Drunken Incoherent Broken Rapid Excited Normal Young Middle Aged Old



Accent:________________________ Is the voice familiar? YES NO



Who does it sound like? _____________________________________________________________





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Background noises (circle all that apply)



Voices Clear Horns Motor Airplanes Static House noises Phone Booth



Street noises Animals Party PA System Vehicles Trains Quiet Bells Music



Factory Machines Other: ___________________________________________________________



WRITTEN THREAT



Describe: _________________________________________________________________



Where found? ______________________________________________________________



Unusual markings: ___________________________________________________________



Documentation and reporting trail: ______________________________________________



__________________________________________________________________________



__________________________________________________________________________



FACE-TO-FACE THREAT



Who made the threat? ________________________________________________________



Exact words ________________________________________________________________



To whom was the threat directed?_______________________________________________



Documentation and reporting trail _______________________________________________



__________________________________________________________________________



__________________________________________________________________________



SUSPICIOUS PACKAGE



Describe: __________________________________________________________________



Where found? ______________________________________________________________



Unusual markings: ___________________________________________________________



Documentation and reporting trail: ______________________________________________



__________________________________________________________________________



__________________________________________________________________________



73

SAMPLE: Emergency Building Use Agreement

THIS AGREEMENT is made and entered by and between MVAC Head Start, Address

_________________, of _______________ County, Minnesota and ____________________,

(shelter provider), Address_________________________, of ___________________

RECITALS

WHEREAS, the Shelter Provider is authorized and empowered to enter into leases and buildings

use agreements; and

WHEREAS, if MVAC Head Start should need to evacuate children or staff from

its location at:_________________ due to an emergency, MVAC Head Start desires to identify a

site where children or staff may be housed until they can be released. Since the “Shelter

Provider” has a building that could act as a temporary shelter, it is reasonable to set up an

agreement outlining the terms of an emergency building use agreement; and

WHEREAS, MVAC Head Start desires to enter into an agreement for the emergency

use of the building for staff and children on the terms and conditions hereinafter set forth; and

WHEREAS, the Shelter Provider understands and agrees that after meeting its

responsibilities to its primary usage, it will permit MVAC Head Start to use its physical facilities

as a shelter for children and staff in case of disaster or other emergency;

NOW THEREFORE, in consideration of the mutual covenants and promises contained

herein, it is agreed as follows:

1. MVAC Head Start shall replace or reimburse the Shelter Provider for goods or supplies

that may be used in the MVAC’s conduct of shelter activities.

2. Minnesota Valley Action Council shall exercise reasonable care in the use of Shelter Provider’s

facilities and shall reimburse the Shelter Provider for any damage to the physical facilities

directly caused by these shelter activities.

3. The Shelter Provider shall make reasonable efforts to make a building available for

emergency shelter use by MVAC Head Start with minimal notice.

4. This Agreement shall commence upon the date of execution by both parties. This

Agreement will remain in full force and effect, but may be terminated by either party at any

time upon 30-day written notice to the other.

WHEREFORE, this Agreement was entered into on the date set forth below and the

undersigned, by execution hereof, represent that they are authorized to enter into this

Agreement on behalf of the respective parties and state that this Agreement has been read by

them and that the undersigned understand and agree to each and every provision hereof, and

hereby, acknowledge receipt of a copy hereof.



________________________________ ___________________________

Minnesota Valley Action Council,Inc., Shelter Provider

Child Development Services Director





________________ _______________

Date Date









74

SAMPLE EMERGENCY RELOCATION SHELTER AGREEMENT

I hereby give permission for MVAC Head Start to use my home my business as an emergency

relocation site for staff, teachers and children.

This agreement shall remain in effect until (date). The agreement may be terminated before this date by

either party but only with written notification.



PRINTED NAME _________________________________DATE______________________



HOME ADDRESS:___________________________________________________________



PHONE _______________________ALTERNATIVE PHONE: ____________________________



SITE PHONE__________________PROPOSED SITE ADDRESS (IF SAME AS HOME DO NOT FILL OUT)



__________________________________________________________________________________



IS SITE ACCESSIBLE AT ALL TIMES HEAD START IS OPEN? YES NO



DESCRIBE HOW TO ACCESS: _______________________________________________________



__________________________________________________________________________________

SPECIAL CONSIDERATIONS (i.e., storage of emergency supplies, reimbursement, limitations,

etc.): _____________________________________________________________________________



__________________________________________________________________________________





SIGNED AND DATED









75

AFTER DRILL/ACTION REPORT FORM

Name of person completing report:_____________________________________________





Site: _________________________________ Date: ________/________/________





DRILLS INCIDENTS

Fire Fire

Lockdown Tornado

Evacuation Lockdown

Tornado Intruder

Other: _________________________ Bomb Threat

Table-top or small group Evacuation to another site

Full scale Drill



Participation: Provide a list of individuals and agencies participating in the event









Start time: ___________________ End time: _________________________





Timeline of events: Provide a detailed outline or description of events and activities.







Lessons learned: Provide an overview of lessons learned related to personnel, training,

coordination, logistics, etc.









Discussion and recommendations: Provide any recommendations for improvements or

changes to the emergency plan and procedures and how they will be addressed.









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