SITUATION I: “I suspect or know a student has a weapon or drugs in class.”
All staff should be trained on how to help a colleague handle this situation without drawing attention to the child, and remaining calm so the child is unaware of the impending search.
TEACHER:
1.
Send a sealed note to a nearby teacher that you need an administrator in the classroom immediately due to suspected weapons/drugs.
2.
The receiving teacher will contact the office immediately without using the intercom
(EXPLAIN WHY). This can be done at the teacher’s discretion by personally going to the office, using a private channel school radio, using a personal cell phone, or other means to contact the office. The principal will contact 911 and ask for assistance due to possible weapon on campus. This decision to involve law enforcement regarding possible drugs is the principal’s based on the age of the child and circumstances.
3.
When the administrator arrives to the classroom, the receiving teacher will open the sending teacher’s door and ask to see him/her “regarding the faculty meeting that day.”
4.
If appropriate, the sending teacher will step into the hall and explain the situation, the student’s description, and possible location of the weapon/drug to the administrator and/or officer. If not, the teacher should write down the possible location of the weapon/drug and description of the child (Example: White male, red shirt, third row, second seat.) and hand the note to authorities.
5.
The sending teacher should remain calm and continue teaching. He/She will stand in front of the child as the administrator/police enter the room blocking the view of the door, and look at the child as they enter. The administrator/police will handle the situation from there.
PRINCIPAL :
1.
Contact 911 when the potential for weapons are involved.
2.
Make the decision whether or not to wait on assistance from law enforcement. In most cases it is best to do so; especially with older, larger students, or situations with a credible possibility of the presence of weapons/drugs.
3.
Once in the room you and/or the officer report quickly to the front of the student’s desk keeping an eye on his/her hands and quietly ask him/her to leave belongings and step into the hallway with you. Have the sending teacher gather the child’s belongings and bookbag once he/she is out of the room and hand it to the administrator in the hall.
4.
Escort the student to the office or private area while another administrator or staff member carries backpacks, purse, books, and other possessions at a safe distance. All should keep a close eye on the student as you walk. If weapons are suspected, law enforcement should retrieve and handle all student possessions.
5.
Inform the student that a report has been made about the possible possession of an inappropriate item and that you have removed him/her from class to discuss it with him/her. You may use the following statement – “You would want me to follow-up on such a report if you were sitting in class and the person next to you had a weapon. I have chosen to talk to you away from class so as not to embarrass you.”
6.
Conduct the search under the direction of the SRO or police officer following legal search protocol.
7.
Inform parents of the report and action taken whether weapons/drugs were found or not.

SITUATION II: Students begin fighting in class.
All staff should be trained on how to proceed with this situation calmly and quickly.
ALL STAFF:
1.
Remain calm.
2.
Be aware of body language, tone of voice, and comments from students that may signal impending trouble before it escalates. Contact administrators as necessary.
3.
If students begin to fight, yell “STOP.” Then send one student to a nearby colleague for emergency assistance, a second student to a nearby colleague for emergency assistance, and press the emergency call button in the room.
4.
Direct by-standers out-of-the way or out of the class.
5.
If you can safely intervene in separating the students begin to do so. Otherwise, continue to yell “stop” until sufficient help arrives to lend assistance.
6.
Pay attention to the students so you can provide an accurate written statement as soon as the two are separated.
7.
When they are separated remove them far from one another and from other students.
They may want to re-start the conflict in the presence of one another or their peers.
8.
Help the administrator select students who can provide a credible statement regarding the incident.
SITUATION III: You see a suspicious person in the halls.
Campus security is of utmost importance.
ALL STAFF:
1.
Keep exterior doors locked.
2.
Assign staff to check outside doors during the day to make sure they are locked.
3.
Report doors propped open or left unlocked.
4.
Checking for visitor passes on suspicious individuals in the building.
5.
ALL STAFF need to take initiative in following through with any suspicious person on campus. Don’t assume “someone else will take care of it.”
6.
Develop and use a visitor identification name tag system using adhesive paper tags. Tags that expire and fade after exposure and fade after exposure to sunlight after one day are recommended.
7.
Anyone (visitor) not wearing a nametag may then be considered an intruder/suspicious person.
8.
Do not assume the person is supposed to be on campus. Take action!
TEACHER:
1.
Do not assume the person is supposed to be on campus. Take action!
2.
Note the person’s appearance (color of clothes, height, distinguishing features) before you approach him/her. This could be important in identifying him/her if he/she runs away.
3.
Calmly say, “Hi, I am ____. May I help you?” Once they state their business, redirect them to the office to obtain clearance from the office and/or a visitor’s pass.
4.
Contact the office and inform them of the person you are sending and a description. If possible, escort the person to the office.
5.
The school administrator will then determine whether or not a lockdown is necessary.

SITUATION IV: A student or staff member goes into a seizure.
All staff should be trained on how to proceed with this situation calmly and quickly.
TEACHER:
1.
Remain calm and always stay with the child.
2.
Immediately send a student to a nearby teacher for assistance and direct a student to press the intercom button for administrative assistance.
3.
Move the child to the floor, if able, and clear area of hazards (hard or sharp objects).
4.
Place something soft under the child’s head and remove glasses (if applicable).
5.
Start timing the seizure.
6.
Position child on left side to avoid choking on saliva or vomitus.
7.
Send students into the hall or away from the seizing student/staff.
8.
Do not restrain the victim or put anything in the child’s mouth.
9.
When seizure subsides, establish orientation (is victim responsive?).
10.
When help arrives, advise them of the length of the seizure to that point and any pertinent information which may help in deciding the next course of action.
PRINCIPAL:
1.
Have someone immediately:
A.
Contact the school nurse.
B.
Contact the parent and have them on hold in case the seizure exceeds 5 minutes.
C.
Gather any medication the child may need during or following the seizure.
D.
Report to the location of the seizure.
E.
Call 911 if the seizure exceeds 5 minutes or the need is obvious for transport to the hospital.
F.
If transported, send a staff member with the child to the hospital until a family member arrives.
G.
Have a plan in place in case the child has an accident in his/her pants during the seizure.
2.
Follow-up with the teacher afterward to see if there was any behavior that signaled the onset of the seizure.
3.
Review actions taken by all staff to improve response in the future.

SITUATION V: A parent shows up unexpectedly at a teacher’s door and becomes verbally abusive.
All staff should be trained on how to proceed with this situation calmly and quickly.
TEACHER:
1.
Remain calm.
2.
Assure the parent that their concerns are important to you and you want to discuss them. Do not act afraid, become defensive, or return the hostility as either behavior may increase the parent’s anger.
3.
Immediately send a student to a nearby teacher for assistance and direct a student to press the intercom button for assistance.
4.
Try to get the parent to the hall and away from kids so “we can discuss this further.”
5.
Stalling until help arrives is important. Do not try to argue any point. Instead, mirror comments made by the parent. Examples:

I understand that you seem upset because…”
 You feel the discipline referral was not fair because…”
 You feel the grade I gave for the assignment is unfair because…”
6.
When help arrives allow the administrator to direct the parent to the main office.
Discuss the event with the administrator away from the parent.
7.
Allow the administrator to take appropriate action.
8.
Gather yourself and return to the classroom. Reassure the kids as they may have become frightened by the encounter.
PRINCIPAL:
1.
Report to the classroom immediately.
2.
Radio for another staff member (counselor, assistant principal, secretary, other teacher, etc…) to join you at the room as you report to the room.
3.
Radio for the front office to be on stand-by to contact 911 and be ready to announce lockdown should either become necessary.
4.
Have the other staff members close classroom doors in the area.
5.
Assure the parent their concerns are important and you want to discuss them immediately and in private. Try to persuade the parent to walk with you to the main office. Seat the parent in an office and place the teacher in a separate room.
Do not place the parent and teacher in the same room at this point.
6.
If the demeanor of the parent is still abusive have the secretary contact 911 while you practice the same mirror comments with the parent.
7.
Once help arrives, or if the parent calms down, discuss the matter reasonably.
8.
If the parent remains hostile, have him/her escorted off campus by police and contact the Superintendent immediately. A criminal trespass letter or other actions may be necessary at that point.
9.
Meet with the teacher once the parent is gone. Identify the source of the parent concerns and address them appropriately. Plan a course of action should the parent return.
10.
Review steps taken by the teacher and staff.

Materials you will need:
Sign-in sheet
Copies of the handout
Before the lesson:
Make copies of the handouts.
Procedure
1. Distribute handout.
2. State the Essential Question – What are possible emergency situations we may face at school and how do we deal with them?
3. Discuss the handout with staff.
4. Lead the staff in a review activity.
5. Announce next training date and time.
6. Dismiss
Other considerations:

How can you make this topic important to the staff in light of all they are expected to do?
 What creative ideas do you have to create a “teachable moment” for this lesson?

When is the month, day, and time to provide this training?

How long will you need to present the information?

How can you involve your other team members in the presentation?

Other concerns to address: