The Children’s School
EMERGENCY PREPAREDNESS &
SAFETY HANDBOOK
SAFETY HANDBOOK
2014/2015
Emergency
Procedures at
The
Children’s School
Types of
“emergencies” TCS Staff is Prepared for:
- Lockdown or "Shelter in Place"- threat to the Program from outside the building (Room #340 is our pre-determined area)
- Evacuation- (short term) threat to the Program from inside the building i.e.: fire or gas leak (16th Ave NE, north of the playground/alleyway, on the sidewalk is our pre-designated place)
- Disaster- (long term) shelter in place i.e.: an earthquake
In any
of the above scenarios, your child will not be released to anyone who
is NOT listed on your emergency contact sheet. Picture ID will be
required for release.
In the event of a crisis or disaster, The Children's School will be fully prepared to care for all staff and children present during the crisis for 3 days. This includes (but is not limited to) food, first aid supplies, and emergency communication tools.
Should your child be at The Children's School during an actual lockdown, evacuation or disaster, please follow these steps:
- DO NOT COME TO OR CALL THE SCHOOL! The Children's School Staff will be busy caring for the children, making sure everyone is safe and secure. Telephone lines will be for emergency communication only (police, fire, rescue) for the first few hours. Know that your children are safe, and do wait for instructions via text or email. Please note: during a lockdown key pads are deactivated/ KEY CARDS DO NOT WORK.
- Look for a text from a school staff member to be sent to the cell phone number you listed on your emergency contact information sheet. DO NOT RETURN THE TEXT. It will not be answered.
- Check for school updates via email, here on our blog or Facebook at "The Children’s School Seattle". We will make every attempt to use these secondary resources for communication.
- Listen to KIRO Radio 710 AM for broader situation updates.
- In the event of a crisis or disaster, we will leave a school situation update with our out-of-town resource, University Congregational Church in Missoula, Mt., PH: 406-543-6952. This phone number will have a recording of our status, including, if necessary, any off-site address to which we may have moved.
We ask your cooperation with our state of preparedness in the following ways:
- Prepare your child by explaining to them, in a quiet moment, that if ever there was a time when you are not able to pick him or her up quickly, they will be cared for by their teachers until you (or someone from your emergency contact list) can come to take them home.
- Keep your list of emergency numbers for yourself and your emergency contacts accurate and UP TO DATE. It is important to note that in the case of an emergency, your child will only be released to a person listed on your emergency contact list.
- Make sure you have completed your child’s emergency/comfort packet
*see comfort pack instructions below
- Provide a 72 hour supply of any medication or medical supplies/equipment that your child may need.
- Carry a completed “Children’s School Contact Information” sheet in your wallet.
- The Children's School Contact Information
TCS Address: 4515 16th Ave. NE, SEA 98105 TCS Landline: 206-523-6899 (outgoing msg. only) Director Mary Lloyd cell/text: 206-419-6479 Fill in Your child’s Teacher (name and cell):www.thechildrensschool.blogspot.com https://www.facebook.com/thechildrensschoolseattle Trettin Drop-in Preschool: 206-729-3723 Out of State Emergency Contact #: University Congregational UCC, Missoula, MT.PH: 406-543-6952
- Assist us in our collection of emergency supplies by donating the item assigned to your family. We will be putting a slip in your child's take home box at the beginning of the year notifying you of your assigned item.
FIRE DRILLS at
The Children’s School
Fire drills are conducted once a month by facility management. During a fire drill, EVERYONE is required to evacuate the building. We keep a log of the fire drill dates, number of students and staff, and any results or special circumstances that may have arisen during the drill.For your information, here are the steps followed at TCS during a Fire Drill:- Alarm goes off (this is a VERY loud buzzer noise).
- STAY CALM.
- Cover ears until the alarm stops.
- Each class heads for the doorway, and waits.
- Children line up, single-file, behind the teacher.
- Account for all children and check the bathroom.
- Classroom bag and class sign-in sheet are collected by a teacher.
- Teacher falls at the back of the line, closing the classroom door as the class heads outside.
- All classes proceed down the stairs. (All children must be walking on their own.)
- Last staff member does final check in hallways and bathrooms before leaving the school, closing doors as he/she goes.
- Once outside, account for children, and:
- If a drill, sit down on the sidewalk and wait. (Good time to sing!)
- If a fire, proceed to designated place.
- Wait for the “All Clear” signal.
- Return to the classrooms.
- Account for all children.
- Designated staff member records fire drill information on form.
- Earthquake drill is practiced by each classroom:
- Stop drop and cover.
- “Is everyone here? Are you ok?”
- Sing “earthquake” song (e.g. “ABCD”).
We finish with our ritual of songs/stories and marshmallows on a blanket...
You can also help by teaching your child how to
be prepared for emergencies at home.
Together you can:
Make a plan
-Plan for people, pets and property
-Make a family emergency communication plan
-Review and practice your emergency plans
Build a kit
BASIC KIT SUPPLIES FOR 7-10 DAYS:
Food for 7 to 10 days- At least a 7 to 10 day supply of non-perishable food per person
Cash- ATMs won’t work without electricity. Small bills are best.
Battery-powered radio and extra batteries
Flashlight and extra batteries
First aid kit
Whistle to signal for help
Filter mask or cotton t-shirt to help filter the air
Moist towelettes for sanitation
Wrench or pliers to turn off utilities if needed
Manual can opener for food
Shelter items like tents, tarps and rope
Garbage bags and plastic ties for personal sanitation
Unique family needs- Supplies for infants, pets and elderly, prescriptions, and important family documents
SAVE IMPORTANT DOCUMENTS AND RECORDS:
Identify critical documents that are important to keep safe. These may include items such as:
- Birth certificates
- Passport/Identification
- Social security cards
- Real estate contracts
- Insurance contracts
- Bank records
Make copies and save them with your kit and in a safe deposit box. If possible, save files on a USB drive and keep in both locations.
CREATE CUSTOMIZED KITS FOR YOUR CAR, OFFICE AND PET
visit: www.makeitthrough.org for more detailed information
Help each other
Being prepared isn't only about identifying an emergency contact and storing food and water- it's also about learning how to help each other.
Helping Children Cope with Disaster
American Red Cross/FEMA
For most children these changes will be mild, not last long, and diminish with time. However, reminders of what happened could cause upsetting feelings to return and behavior changes to emerge again. Watching scenes of the disaster on television can be distressing for children, especially for younger children.
Some children are more vulnerable, and their reactions can be more
severe and last for a longer period of time.
Factors that contribute to greater vulnerability include:
WHAT PARENTS AND CAREGIVERS CAN DO
How parents and caregivers react to and cope with a disaster or emergency situation can affect the way their children react. When parents and caregivers or other family members are able to deal with the situation calmly and confidently, they are often the best source of support for their children. One way to help children feel more confident and in control is to involve them in preparing a family disaster plan.
Parents and caregivers can clarify misunderstandings of risk and danger by acknowledging children’s concerns and perceptions. Discussions of preparedness plans can strengthen a child’s sense of safety and security.
Listen to what a child is saying. If a
young child asks questions about the
event, answer them simply without
the elaboration needed for an older
child or adult. Children vary in the
amount of information they need and can use. If a child has difficulty expressing his or her thoughts
and feelings, then allowing them to draw a picture or tell a story of
what happened may help.
TAKE THE FOLLOWING ACTIONS:
MONITOR AND LIMIT YOUR FAMILY'S EXPOSURE TO THE MEDIA
- Especially for younger children, repeatedly watching images of an event can cause them to believe the event is occurring again and again.
Learn more:
www.redcross.org
www.fema.gov
www.ready.gov
Factors that contribute to greater vulnerability include:
-
Direct exposure to the disaster
This includes being evacuated, seeing injured or dying people, being injured themselves, and feeling that their own lives are threatened.
-
Personal loss
This includes the death or serious injury of a family member, close friend, or family pet.
-
On-going stress from the secondary effects of disaster
This includes temporarily living elsewhere, losing contact with their friends and neighbors, losing things that are important to them, parental job loss, and the financial costs of reestablishing their previous living conditions.
-
Prior exposure to disaster or other traumatic event
How parents and caregivers react to and cope with a disaster or emergency situation can affect the way their children react. When parents and caregivers or other family members are able to deal with the situation calmly and confidently, they are often the best source of support for their children. One way to help children feel more confident and in control is to involve them in preparing a family disaster plan.
It is important for parents and other caregivers to understand what is
causing a child’s anxieties and fears. Following a disaster, children
are most afraid that:
The event will happen again.
Someone close to them will be killed or injured.
They will be left alone or separated from their family.
Someone close to them will be killed or injured.
They will be left alone or separated from their family.
Parents and caregivers can clarify misunderstandings of risk and danger by acknowledging children’s concerns and perceptions. Discussions of preparedness plans can strengthen a child’s sense of safety and security.
TAKE THE FOLLOWING ACTIONS:
Encourage your children to talk and listen to their
concerns.
Calmly provide factual information about the disaster and plans for insuring their ongoing safety.
Involve your children in updating your family disaster plan and disaster supplies kit
Practice your plan.
Involve your children by giving them specific tasks to let them know they can help restore family and community life.
Spend extra time with your children.
Re-establish daily routines for work, school, play, meals, and rest.
Calmly provide factual information about the disaster and plans for insuring their ongoing safety.
Involve your children in updating your family disaster plan and disaster supplies kit
Practice your plan.
Involve your children by giving them specific tasks to let them know they can help restore family and community life.
Spend extra time with your children.
Re-establish daily routines for work, school, play, meals, and rest.
MONITOR AND LIMIT YOUR FAMILY'S EXPOSURE TO THE MEDIA
- Especially for younger children, repeatedly watching images of an event can cause them to believe the event is occurring again and again.
PREPARE YOUR FAMILY
-when people feel prepared, they cope better.
Learn more:
www.redcross.org
www.fema.gov
www.ready.gov
_______________________________________________________
*COMFORT PACK INSTRUCTIONS
This colored envelope is the beginning of your child’s “Emergency Comfort Packet.”
It should be filled with the items listed below. These envelopes will be placed with
The Children's School Emergency Supplies. In the event of an emergency while your child is with us at school, we will have these “comfort packets” to pull out to comfort and reassure the children. We certainly hope that we will never need to use these during our time with your child, but they could be invaluable in some circumstances.
Items you should consider placing in the envelope:
- Family Photos
- Special bedtime story, poem or song
- Small stuffed animal or toy
- Reassuring note from family members
We appreciate your cooperation in creating this comforting experience for your child. At the end of the school year, your child’s teachers will review this packet with your child before returning it to you. This year-end tradition is a sweet experience for each child. Please do your part by completing your packet and returning it to your child’s teachers during the first week of school.
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