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5512.02- CYBER-BULLYING The Building Principal or designee shall investigate all reports
Section: Students of such conduct. If the investigation results indicate cyber-
Date Created: August, 2010 bullying was not committed, the Building Principal or de-
Date Edited: August, 2010 signee will inform the affected parties of the investigation
results. In the event the investigation results indicate cyber-
Policy Statement bullying was committed by a school district pupil on school
grounds and/or using school district technologies, the pupil
A safe and civil environment in school is necessary for pupils will be subjected to appropriate discipline.
to learn and achieve high academic standards. Cyber-bully-
ing by a pupil in the district directed toward another school In the event the investigation results indicate cyber-bullying
district pupil or school staff member is conduct that disrupts was committed by a school district pupil using non-school
both a pupil’s ability to learn and a school’s ability to educate district technologies away from school grounds, the Building
its pupils in a safe environment. Principal or designee may report the investigation results to
local law enforcement. In addition, school authorities have
The Board of Education prohibits acts of cyber-bullying by the right to impose a consequence on a pupil for conduct
school district pupils through the use of any school district away from school grounds, including on a school bus or at a
owned, operated, and supervised technologies. The Building school-sponsored function pursuant to N.J.A.C. 6A:16-7.6.
Principal or designee may report allegations of cyber-bullying This authority shall be exercised only when it is reasonably
to law enforcement authorities. necessary for the pupil’s physical or emotional safety, secu-
rity, and well-being or for reasons relating to the safety, se-
Definitions curity, and well-being of other pupils, staff, or school grounds,
pursuant to N.J.S.A. 18A:25-2 and 18A:37-2. This authority
“Cyber-Bullying” is the use of electronic information and com- shall be exercised only when the conduct, which is the sub-
munication devices, to include but not be limited to, e-mail ject of the proposed consequence, materially and substan-
messages, instant messaging, text messaging, cellular tele- tially interferes with the requirements of appropriate discipline
phone communications, internet blogs, internet chat rooms, in the operation of the school. Consequences shall be han-
internet postings, and defamatory websites, that: dled in accordance with Policy and Regulation 5600, N.J.A.C.
6A:16-7.1, and as appropriate, in accordance with N.J.A.C.
1. Deliberately threatens, harasses, intimidates an individual 6A:16-7-2, 6A:16-7.3, or 6A:16-7.5.
or group of individuals; or
Any investigation regarding an allegation of cyber-bullying
2. Places an individual in reasonable fear of harm to the in- will provide all parties the appropriate due process rights, in-
dividual or damage to the individual’s property; or cluding the right to appeal the determination of the Building
Principal or designee as outlined in Regulation 5512.
3. Has the effect of substantially disrupting the orderly oper-
ation of the school. Discipline and Consequences
“School district owned, operated, or supervised technologies” Some acts of cyber-bullying may be isolated incidents requir-
is any computer, networking system, electronic equipment, ing the school district to respond appropriately to the individ-
or any other equipment or device that may be used by a per- ual committing the acts. Other acts may be so serious or part
son to communicate to another which is owned, leased, op- of a larger pattern of cyber-bullying that require a response
erated, or under the control or supervision of the school either at the classroom, school building, or school district
district and/or school district staff. level or by law enforcement officials.
Reporting Procedure and Investigation Consequences and appropriate remedial actions for pupils
who commit an act of cyber-bullying range from positive be-
Any pupil or school staff member who believes he/she has havioral interventions up to and including suspension or ex-
or is being subjected to cyber-bullying, as well as any person pulsion, as permitted under N.J.S.A. 18A:37-1, Discipline of
who has reason to believe a pupil or school staff member has Pupils. In addition, cyber-bullying using district technology
knowledge or reason to believe another pupil or school staff violates Policy 2361 – Acceptable Use of Computer Net-
member is being subjected to or has been subjected to work/Computer and Resources and subjects the pupil to dis-
cyber-bullying shall immediately make a report to the Building
Principal or designee. cipline and sanctions of Policy and Regulation 2361.
60
* Healthy relationships and social skills
* Preparation for the future: Workforce
* Skills for the future: Life satisfaction, good health, & citizen-
ship
The PATHS® curriculum is a comprehensive program for pro- This is the most prodigious evidence base for a specific SEL
moting emotional and social competencies and reducing ag- curriculum available by far. In other words, using the PATHS®
gression and behavior problems in elementary school-aged program as a core aspect of education in the classroom is
children while simultaneously enhancing the educational far more effective for reaching educational goals than tradi-
process in the classroom. This innovative curriculum is de- tional education has ever been or ever could be.
signed to be used by educators and counselors in a multi-
year, universal prevention model. Although primarily focused An updated version of the PATHS® curriculum was released
on the school and classroom settings, information and activ- in early 2011 which is organized into separate grade-specific
ities are also included for use with parents. classroom kits for PreK/Kindergarten, Grade 1, Grade 2,
Grade 3, Grade 4. and Grade 5/6. Replacement components
It has become clear over the last two decades that to best are also available. For further information on ordering curric-
achieve the educational goals we want for our students, high ular materials, please go to https://pathsprogram.com/.
quality SEL needs to be at the core of the school curriculum;
and science has recently explained why. Imaging and other The PATHS® program is designed to be taught two or more
basic research from social cognitive neuroscience has as- times per week for a minimum of 20-30 minutes per day. Sys-
certained that the human brain is largely evolved for process- tematic, developmentally-based lessons, materials, and in-
ing emotional and social information. This is the “default” structions are provided to facilitate emotional literacy,
mode of thinking. Moreover, the neural systems that underlie self-control, social competence, positive peer relations, and
nonsocial reasoning, cognitive working memory, and what we interpersonal problem-solving skills. Key objectives in pro-
term “general intelligence” (i.e., those used with traditional moting these developmental skills are to prevent and to re-
education) are separate from the brain regions that process duce behavioral and emotional problems.
social reasoning, social working memory, emotions, and
mentalizing, and these two systems are often at odds with The Preschool/Kindergarten level assists educators and
one another. counselors in early education to create an environment that
helps young children 3 to 6 years of age to develop better
Historically, we have asked students to turn off their default self-control, self-esteem, emotional awareness, basic prob-
social-emotional brain networks while at school, a difficult lem-solving skills, social skills, and friendships. This level can
task at best. This makes school onerous for many children, be taught over a two year period through lessons and activ-
because the brain is largely built to focus on the social world. ities that highlight reading, telling stories, puppetry, singing,
This also results in our students utilizing only part of their drawing, and use of concepts in science and math. These
brains while in the classroom. Alternatively, when we teach lessons and generalization throughout the day help can be
children through the use of both social and nonsocial neural easily integrated into existing learning environments to build
systems, as achieved with the implementation of the the critical cognitive skills necessary for school readiness and
PATHS® program, learning is easier, much more enjoyable, academic success. Timing and frequency of sessions can be
and far more effective. In other words, using the PATHS® adapted to suit individual preschool or kindergarten needs.
curriculum, and thereby engaging both neural systems, is lit-
erally teaching the whole child.
Over the past 35 years, more than 40 published research
studies (by ourselves and others, both nationally and inter-
nationally) have documented the effectiveness of the
PATHS® program and show that the PATHS® program is the
best choice for achieving optimal educational success. A wide
variety of results has consistently shown improvements in
seven major goals of education needed for the development
of healthy, happy children and future adults:
* Improved academic achievement.
* Decreased emotional suffering & behavioral problems
* Increased happiness, health, and emotional well-being
* Improved emotional literacy, self-control, & problem-solving
skills
61
Teach Kids Conflict Resolution Skills After students have had a chance to identify their
feelings and use a calming strategy, have them to
1. Understanding Feelings scale what actually happened. Have them ask ques-
tions like:
In any type of conflict scenario, it’s essential that all
parties involved are aware of and understand their * Is this a little deal?
own feelings. Sometimes we feel angry on the sur- * Is this really going to affect the rest of my day?
face when there’s a problem, but there might be an * Will I be okay if I just let it go?
underlying feeling like fear, embarrassment, or lone- * Is this an issue I feel like I need to address with the
liness. person?
* Will this continue to bother me if we don’t address
To help kids understand their feelings, start with the it?
most basic process. Look at facial expressions. Talk * Is this a huge deal? Do I need to get an adult in-
about how this feeling feels in the body. And then talk volved? Is someone in danger?
about when someone might feel that way. To person-
alize it, have students think of times when they have After they’ve had a chance to use a calming strategy,
felt a wide variety of emotions. In a small group, go students are usually better able to evaluate what hap-
around and all share a time when they felt embar- pened and how they can move forward. Some stu-
rassed. In a classroom lesson, try breaking into small dents will be okay with letting little things go while
groups and each small group will create a list of sce- others will recognize that talking about it or working
narios in which people might feel a specific emotion. it out with the other person is the only way they’ll be
able to move on (and that’s okay!).
2. Using an Immediate Calming Strategy
4. Expressing Feelings & Needs
After students are aware of the emotions they feel
when a problem arises, begin to talk about immedi- When students are ready to talk about the issue, we
ate-use calming strategies. These are skills students want them to be willing to express how they feel. Ex-
can use in the moment no matter where they are to plain that when we share our emotions with others,
calm down. Stress the importance of using at least it’s easier for us to relate to one another as human
one calming strategy before speaking (when this is beings who have feelings instead of just someone
safe, of course). who disagrees with me.
An immediate-use calming strategy is something stu- Practice making “I feel…when” statements almost
dents can do for 15-60 seconds that will help them excessively. It’s a hard shift for some students to
take a moment, collect their thoughts, and release move away from using blaming statements, so this
tension that could boil over into an explosive reaction. is an area where we spend a lot of time.
Practice things like controlled breathing, tense-and-
release muscle contractions, visualization, exercise, To make it fun with a group, do a musical chairs-style
and empowering thinking. activity. Play music and students move around the
circle of chairs. When the music stops, everyone sits
If your classrooms have calm corners, review with down (no one is left out in this game!). The student
your students the process for visiting this area and sitting in a marked chair will get a scenario. That stu-
have them identify calming strategies they can use dent will then use an “I feel… when” statement to ex-
before they approach the conflict resolution. press how he or she would feel in that given situation.
This just adds a fun movement component to the ac-
3. Scale the Event tivity, but sitting around a table with a small group
works just fine too.
62
Long Branch Public Schools does not have a gang REMEMBER
awareness program. However, the Long Branch
Police Department Juvenile Detective Division are Gang members may be of ANY race,
invited several times a year to visit schools and socio-economic background,
provide their perspective on gang activity.
gender, or age. The biggest mistake
New Jersey Criminal Statutes define a gang as: anyone can make when dealing with
Three (3) or more persons associated in fact. Indi-
viduals are associated in fact if they have in com- gangs is thinking that gang
mon a group name or identifying sign, symbol, members adhere to some
tattoo, or other physical marking style of dress or stereotype. Increasingly, gangs are
use of hand signs or indicia of association or com- spreading to suburban and rural
mon leadership, and individually or in combination areas and they have few, if any ties
with other members of a criminal street gang, while to urban, inner city gangs that most
engaging in gang-0related activity, have commit- people think of when discussing
ted, conspired or attempted to commit, within the
preceding three years, two or more offenses of rob- gangs.
bery, carjacking, aggravated assault, assault, ag-
gravated sexual assault, sexual assault, arson, Gangs in
burglary, kidnapping, extortion, or a violation of New Jersey
chapter 11, section 3,4,5,6 or 7 of chapter 35 or
chapter 39 of Title 2C of the NJ Statutes regardless • Over 100 distinct gangs have been
of whether the prior offenses have resulted in con- identified in NJ by the State Police
victions.
• One third of all municipalities in
Sample of school district or educational definition NJ have reported the presence of
of a gang gangs
Keep in mind that gangs can range from large, na- • 43% of all gang members in NJ are
tionally known and organized groups (like the under age 18
Bloods or Latin Kings) that can be active through-
out the country to small, unorganized groups that • Gangs have been reported active
do not venture outside their particular neighbor- in rural, suburban and urban areas
hood. You do not have to have the Bloods or Crips
in your area to have a gang problem. According to • NJ DOE reported an increase of
the definitions above, a gang is not even required gang fights in schools over recent
to have a name. As long as the group has some years
sort of commonality between the members, they
should be classified as a gang.
63
rights, institutional or third party copyrights, license agree-
ments or other contracts.
District Policy C. Using the computer network(s) in a manner that:
2361- ACCEPTABLE USE OF COMPUTER
NETWORK/COMPUTERS AND RESOURCES (M) 1.Intentionally disrupts network traffic or crashes the network;
The Board of Education recognizes as new technologies shift 2. Degrades or disrupts equipment or system performance;
the manner in which information is accessed, communicated
and transferred; these changes will alter the nature of teach- 3. Uses the computing resources of the school district for
ing and learning. Access to technology will allow pupils to commercial purposes, financial gain or fraud;
explore databases, libraries, Internet sites, and bulletin
boards while exchanging information with individuals 4. Steals data or other intellectual property;
throughout the world. The Board supports access by pupils
to these information sources but reserves the right to limit in 5. Gains or seeks unauthorized access to the files of others
school use to materials appropriate for to educational pur- or vandalizes the data of another person
poses. The Board directs the Superintendent to effect train-
ing of teaching staff members in skills appropriate to 6. Gains or seeks unauthorized access to resources or enti-
analyzing and evaluating such resources as to appropriate- ties;
ness for educational purposes.
7. Forges electronic mail messages or uses an account
The Board also recognizes technology allows pupils access owned by others;
to information sources that have not been pre-screened by
educators using Board approved standards. The Board 8. Invades privacy of others;
therefore adopts the following standards of conduct for the
use of computer networks and declares unethical, unaccept- 9. Posts anonymous messages;
able or illegal behavior as just cause for taking disciplinary
action, limiting or revoking network access privileges and/or 10. Possesses any data which is a violation of this Policy;
instituting legal action. and/or
The Board provides access to computer network/computers 11. Engages in other activities that do not advance the edu-
for educational purposes only. The Board retains the right to cational purposes for which computer networks/computers
restrict or terminate pupil access to the computer are provided.
network/computers at any time, for any reason. School dis-
trict personnel will monitor networks and online, to maintain Internet Safety/Protection
the integrity of the network and ensure its proper use, and
ensure compliance with Federal and State laws that regulate As a condition for receipt of certain Federal funding, the
Internet safety. school district shall be in compliance with the Children’s In-
ternet Protection Act, the Neighborhood Children’s Internet
Standards for Use of Computer Networks Protection Act, and has installed technology protection meas-
ures for all computers in the school district, including com-
Any individual engaging in the following actions when using puters in media centers/libraries. The technology protection
computer networks/computers shall be subject to discipline must that block and/or filter material and visual depictions
or legal action: that are obscene as defined in Section 1460 of Title 18,
United States Code; child pornography, as defined in Section
A. Using the computer network(s)/computers for illegal, inap- 2256 of Title 18, United States Code; are harmful to minors
propriate or obscene purposes, or in support of such activi- including any pictures, images, graphic image file or other
ties. Illegal activities are defined as activities that violate material or visual depiction that taken as a whole and with
Federal, State, local laws and regulations. Inappropriate ac- respect to minors, appeals to a prurient interest in nudity, sex,
tivities are defined as those that violate the intended use of or excretion; or depicts, describes, or represents in a patently
the networks. Obscene activities shall be defined as a viola- offensive way, with respect to what is suitable for minors, sex-
tion of generally accepted social standards for use of publicly ual acts or conduct; or taken as a whole, lacks serious liter-
owned and operated communication vehicles.
ary, artistic, political, or scientific value as to minors.
B. Using the computer network(s)/computers to violate copy-
64
This Policy also establishes Internet safety policy and proce- the Neighborhood Children’s Internet Protection Act and the
dures in the district as required in the Neighborhood Chil- school district enforces the requirements of these Acts and
dren’s Internet Protection Act. Policy 2361 addresses access this Policy.
by minors to inappropriate matter on the Internet and World
Wide Web; the safety and security of minors when using Consent Requirement
electronic mail, chat rooms, and other forms of direct elec-
tronic communications; unauthorized access, including No pupil shall be allowed to use the school district’s computer
“hacking” and other unlawful activities by minors online; networks/computers and the Internet unless they have filed
unauthorized disclosures, use, and dissemination of personal with the individual school of which the student attends a con-
identification information regarding minors; and measures de- sent form signed by the pupil and his/her parent(s) or legal
signed to restrict minors’ access to materials harmful to mi- guardian(s).
nors.
Violations
Notwithstanding blocking and/or filtering the material and vi-
sual depictions prohibited in the Children’s Internet Protection Individuals violating this Policy shall be subject to the conse-
Act, and the neighborhood Children’s Internet Protection Act, quences as indicated in Regulation 2361 and other appro-
the Board shall determine other Internet material that is in- priate discipline, which includes but are not limited to:
appropriate for minors. The Board will provide reasonable
public notice and will hold one annual public hearing during 1. Use of the network only under direct supervision;
a regular monthly board meeting or during a designated spe-
cial board meeting to address and receive public community 2. Suspension of network privileges;
input on the Internet safety policy - Policy and Regulation
2361. 3. Revocation of network privileges;
In accordance with the provisions of the children’s Internet 4. Suspension of computer privileges;
Protection Act, the Superintendent of Schools or designee 5. Revocation of computer privileges;
will develop and ensure education is provided to every pupil 6. Suspension from school;
regarding appropriate online behavior, including pupils inter- 7. Expulsion from school; and/or
acting with other individuals on social networking sites and/or 8. Legal action and prosecution by the authoritie
chat rooms, and cyberbullying awareness and response.
The school district will certify on an annual basis, that the
schools, including media centers/libraries in the district, ae in
compliance with the Children’s Internet Protection Act and
EVVRS Report is
now the SSDS
The office of special
services of the LBPS
handles all the SSDS
reporting.
The new Student Safety
Data System (SSDS) is
open for incident report-
ing for the school year.
The SSDS combines and
replaces both the Elec-
tronic Violence and Van-
dalism Reporting System
and the Harassment, In-
timidation, and Bullying–
Investigations, Trainings
and Programs system
65
about to arrive to pick-up students.
This report is submitted by the superintendent of The driver refused to move and became verbal and
schools when a security incident occures within the abusive. Long Branch Police arrived and the driver
LBPS. The report is sent to the Monmouth County would not comply with their request. It turns out, the
Superintendent of Schools. driver was an illegal resident and had numerous motor
vehicle warrants. He was arrested and the vehicle was
impounded.
Located directly to the east of the administrative build-
ing is a small strip mall. Located in the first unit is a laun-
dromat, which has on many occasions has individuals
fighting, drinking or urinating outside the business in full
view of the children and staff at 540 Broadway.
The administrative building is located on a very busy The west side of the parking lot of 540 Broadway runs
roadway. Broadway is a municipal road; however, a ma- along Pearl Street, which is one-way. Located on Pearl
jority of the roadway is also known as Monmouth Street is a boxing gym, Brazilian martial arts school,
County 537 and connects with New Jersey State High- and a fitness weight training gym. The patrons of those
way Route 36 to the west and to the east of the admin- establishments enter the administrative parking lot (en-
istrative building is Ocean Ave, MC 57. tering via our one-way exit) which has caused some
conflicts.
Potential hazards: directly across the street of the ad- The district's infrastructure runs behind two
ministrative building is a Brazilian café, which Septem- Cisco Firewalls and two McAfee Content
ber 2018 on a weekday afternoon had an individual Filters.
shot in the head. Three bullets fired during that murder
struck the front of the administrative building.
One block to the west of the administrative building is a Each computer is equipped with Antivirus
bank that was held-up in 2017. Police arrested the sus- and the network traffic / Internet usage is
pect directly across from the administrative building. monitored through several programs that
provide live time and historical data.
One of the biggest hazards is traffic on Broadway dur-
ing the early morning arrival times of our students. All internet enabled devices run through a
Broadway in front of the administrative building is content filter and firewall whereby the ma-
marked with signs and yellow paint that it is a no park- chines are protected and the staff/students
ing zone between 7:00 am to 4:00 pm. However, the are restricted from viewing inappropriate
area which is largely Hispanic and Brazilian have sev- sites based on rules defined by the district.
eral cafes along the road and every morning large
“floor” or “siding” vans block the street and can cause a Each school has an MDF and at least one
parking and pedestrian safety issue. IDF where all of the networking, security,
and phone systems are located. All rooms
September 2019, a black sports car with Pennsylvania are locked at all times and only approved
registration parked between the no parking cones out staff have swipe access.
in front of 540 Broadway. The School Safety Specialist
went out and asked the driver to move as a bus was
66
Natural Diaster Risk
During the 2019 – 2020 school year the LBPS staff Scheduling a fire drill, the administration of each
will be asked to participate in a through hazard individual site can and should inform staff members
analysis to identify and circumstances in the only of the date and exact time of the drill. That way
schools or near the campus that may present teachers and staff can be prepared to evacuate
unique problems or potential risk to students, staff, their students.
visitors and district property.
For an unannounced, unplanned or surprise fire
The LBPS School Safety Specialist will conduct in- alarm activation; NJ State law says that you must
terior and exterior hazard/vulnerability assessment. evacuate. However, before you do, please make
Those results or likelihood of a potential problem sure that all your students are organized and ready
will be listed and ranked. to exit the room as a group. Also, make sure that
the lights are out you have the class roster. Before
High Priority Natural Hazards: consideration you exit the room, make sure the hallway is clear
of smoke or flames.
Flooding is a natural occurrence in the City of
Long Branch resulting from the topography, hydrol- During the fire evacuation, please make sure that
ogy and climate. your emergency exit route is clear. However, you
should plan and drill on using alternative routes to
Bodies of water in Long Branch. exit the school.
1. Branchport Creek
2. Trautmans Creek Crime in the area of 540 Broadway has ranged
3. Manhassett Creek from murder to theft. Mostly what we see in this
4. Lake Takanassee area are intoxicated individuals, individuals with
5. Atlantic Ocean mental health issues. Burglary and entering un-
locked vehicles are also common in this area.
Severe storms will cause flooding effecting trans-
portation and utilities. August 2011, Hurricane Irene Long Branch Police have confirmed that gang ac-
affected the City of Long Branch and several tivity does occur within the city limits. Gangs from
schools suffered flooding and wind damage. One the Spanish/Latin groups, Bloods, Crips and bik-
year later, Hurricane Sandy was the deadliest and ers.
most destructive storm to hit our area. When it did
make landfall it was renamed to Superstorm Sandy Two motorcycle gangs have club houses located
(October 22-to-November 2, 2012) with 285 fatali- in Long Branch; Hells Angels and Pagans .
ties and did more than $70 billion in damage. The
LBPS had several building damaged from video No visible signs of gang or club activity near or
surveillance systems being destroyed, electronic around the administrative office.
signs blown away, water damage and electrical is-
sues.
FIRE hazards are the most prevalent types of risk.
The LBPS will practice two (2) emergency drills
per-month in accordance with the NJ DOE regula-
tion. One of those will be a Fire Drill. The goal of
this mandated training is to get everyone out of a
building safely within two (2) minutes.
67
68
A. Emergency Responders: All staff are authorized On Matters Involving Transportation
and empowered to contact first responders during 1. Transportation Department
an emergency. However, each building principal 2. Transportation Manager
should designate a staff member who will call and 3. School Business Administrator
who will greet responding emergency officers, and
where to meet them. On Matters Involving Student Discipline
1. Classroom Teacher
B. Staff: Every employee of the Long Branch Public 2. School Counselor
Schools has the authority, ability and training on 3. Vice Principal (Elementary Schools)
how to contact emergency responders. The LBPD 4. Academy Administrator (Middle & High School)
request that we contact them directly at 732-222- 5. Building Principal
1000, and of course, the 911 call is always an op- 6. Assistant Superintendent of Schools
tion. Staff can use their cell phones or district
supplied phones in the classrooms or offices. Cri- On Matters Involving Instruction
sisGo, our emergency communication application 1. Classroom Teacher
can also be used to contact law enforcement. 2. Case Manager (If Applicable)
3. School Counselor
C. Students: Principals will go over with students 4. Building Principal
on the schools procedures for contacting emer-
gency services. On Involving Matters Student Registration
1. Central Registration Department
D. Parents/Guardians: Should also call 911 or the 2. Data Manager / Registrar
Long Branch Police Department if they see any- 3. Chief Academic Officer
thing requiring emergency services.
On Matters Involving Guidance
Long Branch Public Schools 1. Guidance Counselor
Chain of Command 2. Supervisor of Guidance
How to Effectively 3. Building Principal
Communicate with School Officials On Matters Involving Athletics or Extra-Curric-
ular Activities
Parents often attempt to communicate with Central 1. Club Advisor or Coach
Office administrators and are sent back to building- 2. Athletic Administrator
based officials in order to resolve a problem their 3. Building Principal
child may be experiencing in school. To prevent
that frustration, parents can become informed On Matters Involving KLC / Champions Before
about the “Chain of Command”. Many parental and After School Program
questions are easily and completely answered by 1. Site Director
communicating directly with the educator in charge 2. Long Branch Area Manager
of the class or program. Each situation should first 3. Supervisor of ELA K-5
be addressed at whatever level the initial action
was taken with appeals moving on to the next level
on the chain of command. Useful numbers and ex-
tensions can be found at the bottom of this page.
On Matters Involving Early Childhood Educa- 69
tion
1. Classroom Teacher Historic Long Branch High School
2. Case Manager (If Applicable) Extension 51000
3. Building Principal
4. Early Childhood Director (If program related) Long Branch Middle School
Extension 42000
On Matters Involving Facilities / Building &
Grounds Amerigo A. Anastasia Elementary
1. Building Principal Extension 43000
2. Facilities / Buildings & Grounds Department
3. Assistant School Business Administrator for George L. Catrambone Elementary
Facilities Extension 49000
4. School Business Administrator
Gregory Elementary School
On Matters Involving School Based Youth Extension 47000
Services
1. School Based Youth Services Office Morris Ave, ECLC
2. Clinical Service Provider (Counselor) Extension 45000
3. School Based Youth Services Manager
4. Assistant Superintendent of Pupil Personnel Joseph M. Ferraina, ECLC
Services Extension 44000
On Matters Involving Special Education & Re- Lenna W. Conrow, ECLC
lated Services Extension 48000
1. Classroom Teacher
2. Case Manager Audrey W. Clark Alternative Academy
3. Supervisor of Special Education Extension 46000
4. Assistant Superintendent of Pupil Personnel
Services Transportation Department
Extension 40080
On Matters Involving 21st Century Commu-
nity Learning Center Program Champions Office
1. 21st Century CLC Teacher Extension 40405
2. 21st Century CLC Director
LBPS Phone Numbers
Long Branch Public Schools
Main Number:
732-571-2868
Receptionist Extension 40000
Long Branch High School
Extension 41000
70
Social Media
Staff should be mindful, do not post anything on
your social media pages before the superintendent
of schools has issued an “official statement.” If you
post, please do not give out security plans, student
information or negative or disrespectful comments
on or about the emergency/crisis or situation.
Communication with the media MEDIA PROCEDURE DURING
And use of social media EMERGENCY CRISIS:
In the event of an emergency/crisis situation, Long 1. The superintendent or designee will
Branch Public School personnel should refer all be the ONLY spokesperson to the media.
media inquiries to the superintendent of schools.
The superintendent may designate additional per- 2. The only means to inform the general
sonnel to serve as the spokesperson(s) for the public is by mass media (radio, TV, and
LBPS when such action is necessary and appro- newspaper). 3. We must provide prompt
priate. and accurate information.
LBPS has several options on how to inform the 4. Any misinformation can create confu-
public and media on an emergency/crisis or situa- sion. Isolated quotes from individuals
tion. Social media, Facebook, Twitter, district web- are usually incomplete and misleading
page, district television channel, direct messaging, and therefore, MUST BE AVOIDED.
electronic signs at our schools, and the conven- Politely decline comments to the media.
tional use of print media along with radio and tele-
vision.
Isolated quotes from individuals are usually incom-
plete and misleading and therefore, MUST BE
AVOIDED. Politely decline comments and refer all
media questions to the superintendent’s officer.
When talking with a reporter remember, “Nothing
is ever off the record” and that is why it is important
an employee trained and knowledgeable on the in-
cident represent the district with the media.
If students are talking with the media on schools
grounds, stop it immediately.
71
Procedures & Protocols
Assisting the special needs population
District Policy: 2460- SPECIAL EDUCATION (M) school in the applicable courses.
Section: Program
Date Created: August, 2010 7. Students with disabilities are afforded procedural
Date Edited: January, 2018 safeguards required by N.J.A.C. 6A:14-2.1 et seq.,
including appointment of a surrogate parent as set
The Long Branch Board of Education assures forth in N.J.A.C. 6A:14-2.2 and Policy 2467, when
compliance with Part B of the Individuals with Dis- appropriate.
abilities Education Act (IDEA) and the New Jersey
Administrative Code 6A:14-1.1 et seq. Further- 8. The rules set forth in N.J.A.C. 6A:14 ensure a
more, the Board will have programs and proce- free appropriate public education is available to all
dures in effect to ensure the following: students with disabilities between the ages of three
and twenty-one, including students with disabilities
1. All students with disabilities, who are in need of who have been suspended or expelled from
special education and related services, including school:
students with disabilities attending nonpublic
schools, regardless of the severity of their disabil- a. The obligation to make a free, appropriate public
ities, are located, identified, and evaluated accord- education available to each eligible student begins
ing to N.J.A.C. 6A:14-3.3. no later than the student’s third birthday and that
an individualized education program (IEP) is in ef-
2. Homeless students are located, identified, and fect for the student by that date;
evaluated according to N.J.A.C. 6A:14-3.3, and are
provided special education and related services in b. If a child’s third birthday occurs during the sum-
accordance with the IDEA, including the appoint- mer, the child’s IEP Team shall determine the date
ment of a surrogate parent for unaccompanied when services under the IEP will begin;
homeless youths as defined in 42 U.S.C. §§11431
et seq. c. A free appropriate public education is available
to any student with a disability who needs special
3. Students with disabilities are evaluated accord- education and related services, even though the
ing to N.J.A.C. 6A:14-2.5 and 3.4. student is advancing from grade to grade;
4. An Individualized Education Program (IEP) is d. The services and placement needed by each
developed, reviewed and as appropriate, revised student with a disability to receive a free, appropri-
according to N.J.A.C. 6A:14-3.6 and 3.7. ate public education are based on the student’s
unique needs and not on the student’s disability;
5. To the maximum extent appropriate, students and
with disabilities are educated in the least restrictive
environment according to N.J.A.C. 6A:14-4.2. e. The services and placement needed by each
student with a disability to receive a free, appropri-
6. Students with disabilities are included in State- ate public education are provided in appropriate
wide and district-wide assessment programs with educational settings as close to the student’s home
appropriate accommodations, where necessary as possible and, when the IEP does not describe
according to N.J.A.C. 6A:14-4.10. All students with specific restrictions, the student is educated in the
disabilities will participate in State-wide assess- school he or she would attend if not a student with
ments or the applicable alternative assessment in a disability.
grades three, four, five, six, seven, eight, and high
72
9. Children with disabilities participating in early in- dress the conduct of students with disabilities that
tervention programs assisted under IDEA Part C impedes the learning of students with disabilities
who will participate in preschool programs under and others;
N.J.A.C. 6A:14 will experience a smooth transition
and have an IEP developed and implemented ac- c. Acquire and disseminate to teachers, adminis-
cording to N.J.A.C. 6A:14-3.3(e) and N.J.A.C. trators, school Board members, and related serv-
6A:14-3.7. ices personnel, significant knowledge derived from
educational research and other sources and how
10. Full educational opportunity to all students with the district will, if appropriate, adopt promising
disabilities is provided. practices, materials and technology;
11. The compilation, maintenance, access to, and d. Ensure that the in-service training is integrated
confidentiality of student records are in accordance to the maximum extent possible with other profes-
with N.J.A.C. 6A:32-7. sional development activities; and
12. Provision is made for the participation of stu- e. Provide for joint training activities of parent(s)
dents with disabilities who are placed by their par- and special education, related services and gen-
ent(s) in nonpublic schools according to N.J.A.C. eral education personnel.
6A:14-6.1 and 6.2.
16. Instructional materials will be provided to blind
13. Students with disabilities who are placed in pri- or print-disabled students in a timely manner, con-
vate schools by the district Board are provided spe- sistent with a plan developed by the district.
cial education and related services at no cost to
their parent(s) according to N.J.A.C. 6A:14-1.1 and 17. For students with disabilities who are poten-
N.J.A.C. 6A:14-7.5(b)3. tially eligible to receive services from the Division
of Developmental Disabilities in the Department of
14. All personnel serving students with disabilities Human Services, the district will provide, pursuant
are highly qualified and appropriately certified and to the Developmentally Disabled Uniform Applica-
licensed, where a license is required, in accor- tion Act, N.J.S.A. 30:4-25.10 et seq., and N.J.A.C.
dance with State and Federal law, pursuant to 6A:14-1.2(b)17, the necessary materials to the par-
N.J.A.C. 6A:14-1.2(b)13. ent to apply for such services.
15. Pursuant to N.J.A.C. 6A:14-1.2(b)4, the in-ser- 18. The school district will not accept the use of
vice training needs for professional and parapro- electronic mail from the parent(s) to submit re-
fessional staff who provide special education, quests to a school official regarding referral, iden-
general education or related services are identified tification, evaluation, classification, and the
and that appropriate in-service training is provided. provision of a free, appropriate public education.
The district Board shall maintain information to
demonstrate its efforts to: 19. The school district will provide teacher aides
and the appropriate general or special education
a. Prepare general and special education person- teaching staff time for consultation on a regular
nel with content knowledge and collaborative skills basis as specified in each student’s IEP, pursuant
needed to meet the needs of children with disabil- to N.J.A.C. 6A:14-4.5(d).
ities;
b. Enhance the ability of teachers and others to use
strategies, such as behavioral interventions, to ad-
73
20.The school district has a plan in effect to estab- Accountability of Students
lish stability in special education programming. During a Crisis
The plan takes into account the consistency of the
location, curriculum, and staffing in the provision of LBPS have two options of monitoring stu-
special education services as required by N.J.A.C. dents during an emergency. Built into the
6A:14-3.7(c)4. district student data system; Genesis is
something called “Turnstile.” Teachers use
21. The school district screens students who have this feature to report a student leaving the
exhibited one or more potential indicators of room.
dyslexia or other reading disabilities in accordance
with N.J.S.A. 18A:40-5.1 et seq. and Policy 5339. CrisisGo has a feature within its program
that allows teachers to conduct a check of
The school district shall provide an Assurance their students and to notify the Crisis Team
Statement to the County Office of Education that if they are missing students.
the Board of Education has adopted the required
special education policies and procedures/regula- Principals were made aware of this new fea-
tions and the district is complying with the man- ture on 11-22-19 and asked to share with
dated policies and procedures/regulations. staff. A link to a training video was also sup-
plied.
N.J.A.C. 6A:14 et seq.
The district also has the ability to review
20 USC §1400 et seq. CCTV cameras to check where students
who have the left the classroom and moni-
34 C.F.R. §300 et seq. tor their direction of travel.
Adopted: 18 August 2010 If a student is missing please see page 88.
Revised: 03 January 2018
As of October 2019 Intentionally left blank
Comments:
The Long Branch Public Schools have;
789 Special Education Students
1,090 ESL Students
MCI (Mild Cognitive Impairment) 39 students
MD (Multiple Disabilities) 0 students
BD (Behavior Disorder) 41 students
LD (Learning Disabilities) 172 students
AUT (Autism) 56 students
PD (Pre School Disable) 29 students
OOD (Out of District) 53 students
74
District wide Continuity of Operations & Educational Plan
A COOP Annex describes how a school district will ensure that essential functions continue during an
emergency and its aftermath.
Restores essential functions within 12 hours of activation
Sustains restored essential functions for up to 30 days
The LBPS currently does not have a COOP Plan. We are working with the NJ Department of
Education, Monmouth County Superintendent, Monmouth County Prosecutor’s Office, Monmouth
County Sheriff’s Office and the Monmouth County School Security Professionals Association to
develop a county wide COOP.
Long Branch Public Schools are unique to surrounding districts as we have many facilities and if an
incident occurred at one, we would be able to use another; split schedules for example.
Intentionally left blank
Comments:
75
Food Security/Bio-Security
Sodexo is the food service provider for the Long Branch Pub- necessary arrangements for the removal of contaminated or
lic Schools. A full 27-page Bio-Security Plan is in the office of recalled food. The proper authorities will be called as neces-
the school business administrator. This is a brief excerpt from sary.
that report.
A contact list of all foodservice suppliers will be kept by the
The LBPS Bio-Security plan is in compliance with N.J.A.C. Food Service Director, Foodservice Biosecurity Team Leader
2:36-1.13 and the USDA’s Biosecurity Checklist for School and the 2nd and 3rd Foodservice Contacts.
Foodservice Programs.
If the water source is suspected to be contaminated, the local
LBPS Biosecurity Management Team Information health department and water department will be contacted
Team Leader: Peter E. Genovese III
Office: 732-571-2868, ext. 40100 All schools will have in stock at all time at least one 12 ounce
Cell: 732-687-5423 serving of water for all students and staff enrolled in the build-
ing (see Emergency Shelter Plan).
Alternate Team Leader: Nancy Valenti
Office: 732-571-2868, ext. 40151 All schools will have at least one meal, per student and staff
Cell: 732-687-8567 enrolled in the building, which does not require cooking or re-
frigeration (see Emergency Shelter Plan).
Member: Rina Munson
Office: 732-571-2868, ext. 40156 If electrical power is out, schools will use items in refrigerators
Cell: 732-233-5113 and freezers that pose no food safety danger. Each building
manager will be certified in Sanitation so that they are aware
Member: Nawal Maroun of foods that are safe to serve.
Office: 732-571-0544
Cell: 848-219-0279 A “Biosecurity Report Form” will be completed by the Food
Service Director or Foodservice Biosecurity Team Leader
Member: Elizabeth Alioto whenever anyone throughout the District receives a threat or
Office: 732-571-0544 observes or suspects product tampering. “Biosecurity Report”
Cell: 848-213-6155 form is attached.
Principals at each school are the point of contact in the Bio- The HAZMAT unit will be contacted by the Food Service Di-
Security LBPS plan for that facility. rector or Foodservice Biosecurity Team Leader if there is any
suspicion that the airflow is contaminated with biological or
Master Keys to Foodservice Operations: All LBPS locations other contaminants.
Food Service Director: Nawal Maroun
Assistant Food Service Director: Elizabeth Alioto All food suppliers will deliver food with a tamper proof seal.
Assistant School Business Administrator for Facilities: Ann Food items will be matched to an invoice by the receiving
Degnan (cell: 732-233-3521) person.
Invoices for all food and supplies purchased will be kept at If a product is received with a broken seal, it will be rejected
the Food Services Director’s office in a fireproof file cabinet. and returned.
All schools are completing production records with Hazard
Analysis Critical Control Point (HACCP), recipe and brand in- Unscheduled deliveries will be rejected or returned unless
formation. Inventory records will also be maintained in each advance notification is provided. Suppliers will provide the
building and updated monthly. Bids for foodservice will be school with any HACCP or Biosecurity measures that may
kept at the Food Service Director’s office. Originals will be be in place.
filed at the Board of Education in the Business Administra-
tor’s office. This will help when tracking food ingredients and Doors at loading docks will be closed and locked when not
consumption in use.
Should food be found unfit for consumption or a recall occurs, A Food service employee will be assigned to verify and re-
the Food Service Director will be contacted immediately. All ceive food shipments and supplies.
products will be located and removed from service. The FSD
will designate an area for storage. The FSD will make the
76
Required Drills General Guidelines During A Crisis
NJ Statute 18A:41-1
In accordance with NJ Statute 18A:41-1, all 1. Remain calm. Do not panic. Be mindful of your
schools are required to conduct at least one fire body language and expressions.
drill and one security drill per month. Schools are
required to hold a minimum of two of each of the 2. Those not directly involved should continue their
following security drills annually: usual activities. Disperse crowds as quickly as pos-
sible.
1. Active Shooter
2. Evacuation 3. Evaluate and gauge the situation:
3. Bomb Threat • Is there an immediate risk or danger?
4. Lockdown • Who is best suited to address the situation?
• What is the most appropriate fastest action to
School administrators are also required to conduct take?
a school security drill within the first 15 days of the
beginning of the school year. They are also re- 4. Inform building administration.
quired to contact the local police department.
5. Remain on scene (if possible) until relieved of
2019-2020 LBPS duty.
Emergency Drill Schedule
6. Keep accurate written records of all pertinent
facts and actions taken relative to the emergency.
7. Document the following:
• Date, Time, Duration
• List of this involved
• List of witnesses
• Physical condition of the location
• Describe the emergency situation
• Describe the condition(s) of person(s) involved
• Include relevant comments, verbatim if
possible
8. Direct outside inquires to the Superintendent of
Schools
9. Politely decline comments to the media person-
nel when contacted.
77
• Barricade the locked door with classroom furni-
ture.
• Move students into the predetermined safe
zones.
• Turn off lights, ground floor classrooms close the
window blinds.
Active Shooter is an individual(s) who are actively • Remain quiet, have everyone place cell phones
engaged in killing or attempting to kill people in a on mute/vibrate.
populated area. This is the most dangerous situa-
tion where a timely educated response will save • Using CrisisGo complete the attendance checklist
lives. of your students.
• Before or just after activation of an Active Shooter • If students are missing or you have others in your
Alert on CrisisGo announce over the public ad- room please use the application to notify the ad-
dress system using plain language, Active Shooter- ministration.
Active Shooter-Active Shooter.
• If medical assistance is required, make sure you
• Staff upon hearing the active shooter alert should notify your administration using CrisisGo, room
immediately blow their district issued whistles. telephone, cell phone, text message, or your
school group message center on CrisisGo.
• CrisisGo application on the cellular device or • If anyone knocks on your door, or attempts to get
desktop will display the checklist of action items. in, do not open the door.
• If you are outside the school grounds when the • You will receive information from the police, ad-
alert is activated blast the district provided air horn ministration either through CrisisGo, cell phone,
getting student’s attention. Then point in a safe di- classroom phone, portable radio, text message on
rection away from the school and have the stu- what to do.
dents head to that predetermined location.
• If no direction is given, law enforcement will open
• Classroom staff, before you secure the door, your door follow their direction.
make sure there are no students or staff outside
your room. If students/staff are outside your room, • During an active shooter or lockdown, ignore all
quickly bring them into your room. bells and alarms.
• Remove the magnet from the door and pull the • The safest place is in a secured locked class-
door closed (all doors should always be locked as room.
long as the magnet is used) .
• Cover the door window and slide glass panel. You
should have something already in place that can
be quickly unrolled, clipped or slide over window
and panel.
78
Close the window blinds on all first floor class-
rooms.
Make sure all cell phones are on quite.
Take attendance using CrisisGo and make note of
missing or added students/staff.
Lockdowns are used for a variety of situations and Any issues arise in your room requiring medical as-
is normally associated with a higher risk level. sistance, please note that immediately and notify
your administration using CrisisGo or text mes-
sage, phone call, portable radio.
Before or just after activation of a lockdown on Cri- If anyone knocks or attempts to get into your
sisGo announce over the public address system locked room, do not open the door!
and portable radios; “Lockdown, Lockdown, Lock-
down” using plain language and repeated three
times.
Staff members once they hear the CrisisGo alert How to Clear
or public address announcement should immedi- from a
ately blow their district issued whistles to get the
attention of those that might not have heard it. Staff Lockdown
members outside or in large crowd spaces use the
district issued air horn to get the attention of stu- Depending on the threat, determines how this sit-
dents and staff. uation will be resolved. In the most serious case
law enforcement will unlock the door and give di-
Using CrisisGo, once the lockdown alert is acti- rection on how to exit and where to go.
vated a checklist will appear. Please make sure
you are familiar with the application. You do not You can also receive directions through CrisisGo if
want your first time during an emergency. Follow we need you to conduct a tactical evacuation. Di-
the systematic directions. rections will be given on when, where and how to
exit your room.
Before you secure your classroom or office, make
sure no students or staff are in the hallways. If you Long Branch Public Schools will also use a two
see, any immediately pull them into your room. Re- person public address & radio all clear. In this sit-
move the magnet from the door and pull it closed. uation, two staff members will announce their
All doors should be locked all the time when a name and title. If the names and titles are, correct
magnet is placed over the locking area. of the two individuals it is safe to exit.
Cover the classroom or office door window using However, if only one person makes the announce-
your predetermined method. ment or the names and or titles are incorrect on the
two-person announcement, stay locked down.
Barricade the door.
Move the students into the predetermined safe You can also always use the CrisisGo message
application to confirm the all-clear.
zones.
79
Non Bomb Threat
Evacuation
Site for LBPS
540 Broadway
St. Lukes
Methodist
Church
The following evacuation procedures will be dis- • The evacuation site for Central Office (540 Broad-
cussed with students, employees and volunteers. way) of the Long Branch Public Schools is St.
Lukes Methodist Church, directly across Broad-
• Administrator(s) will activate the safety team to way.
check the evacuation route and site.
• As soon as the administrator and or safety team • An administrator will appoint someone to go
give the ok to evacuate, do so quickly. ahead of the staff/students of 540 Broadway to
open and prepare St. Lukes for their arrival.
• Leave your room/area immediately. Do not allow
students to gather personal items. • The Key to the church is kept in the office of the
Assistant School Business Administrator for Facil-
• Clear the building immediately, using approved ities (1st floor office at 540 Broadway)
and appropriate evacuation routes.
• Security and administration will make sure that it
• As you are evacuating, make sure you are check- is safe to cross Broadway before students and staff
ing the area around you. move to the evacuation site. Administration will
also contact the LBPD and advise them of the
• If the evacuation is for a law enforcement reason, evacuation and crossing Broadway.
have students and staff raise their arms over their
heads with nothing in their open hands. • Security and administration will also make sure
that 540 Broadway has been fully evacuated be-
• Once at the evacuation site take attendance im- fore securing the building.
mediately.
It is extremely important that EVERY students
• If assistance is required for any reason, reach out and staff member is accounted for.
to first responders, law enforcement, and adminis-
tration. This is for
• Do not evacuate near or towards the danger.
• Administration and or law enforcement might des- Non-Bomb
ignate an area for personal belongings that is out-
side the school and away from the evacuation site.
80
part of a team approach. Conducting a logical
threat assessment can eliminate the loss of in-
struction time and avoid wasteful allocation of re-
sources and money.
Building Search Considerations
Although no bomb has ever been found in a New Always conduct a search regardless of the threat
Jersey school after a threat has been communi- level.
cated, every threat should be thoroughly as-
sessed,” New Jersey State Police Bomb Unit & the Activate your search team: security officers, custo-
New Jersey Department of Education. dians, teachers who are free.
Mandatory evacuation is not a response plan. Long Search should start in the common areas, hall-
Branch Public Schools have adopted the New Jer- ways, cafeteria, gym, bathrooms, and library
sey State Police guidelines on how to respond to
such a threat. Search the exterior to include evacuation routes
and assembly areas.
Planning and preparation along with communica- If an item is found
tion are three of the biggest tools we have at our DO NOT TOUCH!
disposal. Administration should coordinate with first
responders to ensure smooth handling of a bomb Evacuation considerations if a device is located.
threat.
Do not use mandatory evacuations as a first re-
With controlled building access and strict visitation sponse.
policy, we can monitor who enters and what they
have with them. Our district also has a large num- Never pull the fire alarm unless there is a fire.
ber of electronic surveillance tools that help us en-
sure the safety of students, staff and visitors. It is permissible for backpacks and or personal be-
longings to be brought out if they are under imme-
Received threat, the administration begins a com- diate control of the individual.
prehensive threat assessment. Notify the Long
Branch Police Department at 732-222-1000. Create a drop area for backpacks/personal belong-
ings separate from assembly areas.
Do Not Engage in Mandatory Evacuation
Evacuation routes and assembly areas must be
Threat assessment is the most crucial step in a re- searched prior to being populated.
sponse plan. A threat assessment will determine
the credibility of a threat based on the totality of the Additional Considerations
circumstances. It will determine the appropriate re-
sponse based on the classification of the threat Do not touch; do not move students, staff, and vis-
such as shelter-in-place, partial evacuation, full itors through an area where a device was located.
evacuation, or dismissal. Besides searching the evacuation route, if buses
are going to be used to transport students they
Each threat is unique and should be evaluated must also be searched prior to use.
thoroughly in consultation with law enforcement as
81
If you can see the bomb, it can see you.
Anyone in the line of sight of a device is exposed
to potential blast hazards.
If a device is located in a hallway then that hallway
cannot be used as an evacuation route. An alter-
nate route or secondary means of egress out of the
sightline of the device must be used.
Threat Assessment
Logic Tree
• Plans reviewed/revised
• Preparation completed
• Threat received
• Information collected
• Assess threat
• Classify threat
• Determine response
Response Actions
Site Decision Makers
• Immediately contact LBPD 732-222-1000.
• Mobilize internal search team.
• Limit access to the building (shelter-in-place).
• Communicate with school staff about the threat.
• Decide with the threat assessment team on the
appropriate action or combination of actions.
School Personnel
• When a search is initiated by the site decision
maker, conduct a quick and thorough visual scan
of your workspace and any other areas of respon-
sibility.
• Conduct a 360 visual scan of your room.
• If anything suspicious or unusual is noticed, move
students/staff away from potential hazard and im-
mediately report the item/location to the site deci-
sion maker.
82
83
• However, if it is unsafe to return to the building,
take your students to the predetermined safe/evac-
uation site and wait for directions.
• Once your door is closed and locked, cover the
glass with your preset system which stops students
from looking out the door or anyone from looking
in.
Shelter-In-Place has many different interpretations. • Ground floor classrooms/offices should close
LBPS will use this term for several different rea- their blinds as quickly as possible.
sons and is the first stage in an emergency or crisis
situation. • Keep students and staff away from windows
Examples of Shelter-In-Place: • Continue with your normal classroom activity,
however do not allow anyone to leave the room.
• Medical emergency in a classroom or hallway
• Material spill Shelter-In-Place
• Mechanical system failure can escalate or
• Police activity outside the building
deescalate
• Wild animal on the grounds
Important: During a Shelter-In-Place, nobody en- Be prepared to either escalate into a lockdown or
ters or leaves the school/building unless adminis- deescalate back to normal activity.
tration or law enforcement has approved.
If unsure what to do during an emergency/crisis,
Procedures for a Shelter-In-Place go to Shelter-In-Place as it is the first step in se-
curing your classroom/office.
• Before you close and secure your classroom All alerts should be broadcast over CrisisGo, check
door, make sure the hallway outside your room is your cell phone and or desktop computer for the
clear of students/staff. If any are outside your room information.
quickly usher them into your area.
• Once the hallway is checked and cleared, remove Alerts should also be announced over the public
the magnet from the door and pull the “already” address system and portable radios.
locked door closed.
• If outside the school/building with students, blast
the district provided air horn and get everyone in-
side as quickly as possible.
84
Reverse Evacuation Student-Staff Suicide-Death
Critical Information • Call Long Branch Police Department 732-222-
1000 or 911
Reverse evacuation procedures are implemented
when conditions inside the building are safer than • Building should go directly into Shelter-In-Place
outside.
• Call the Superintendent at 732- 571-2868, ext.
Reverse evacuation procedures are often imple- 40010 or the Assistant Superintendent at 732-571-
mented in combination with other procedures 2868 ext. 40020.
(e.g. lockdown, shelter-in-place) in order to en-
sure the safety of students and staff who are out- • School Safety Specialist should also be informed
side the building. 571-2868, ext. 40911
When implementing Reverse Evacuation proce- • In the case of a public death, accidental death or
dures: death due to illness, contact the Superintendent at
732-571-2868 ext. 40010 or the Assistant Super-
Building Administration intendent at 732-571-2868 ext. 40020 and the
• Make an announcement or sound alarm for re- School Safety Specialist at 732-571-2868, ext.
verse evacuation 40911
• Direct staff to physically notify any classes that
may be too far away from the building to hear the • Plan and coordinate traumatic loss post-interven-
announcement or alarm tion with Crisis Response Team (CRT) and other
• Monitor the situation appropriate personnel.
• Provide staff with any updates or additional in-
structions • Announce “all clear” signal when the • Discuss with CRT the most effective strategy for
emergency has ceased informing staff and students. Any use of a public
address system is to be avoided.
Staff
• Move all students and staff inside as quickly as • Do not touch/move anything until approval is
possible given by the Police Department.
• Assist those needing additional assistance
• Report to classroom DEATH AFTER SCHOOL HOURS
• Take attendance
• Report any missing, extra or injured students to In case of a death of a school-aged youth after
building administration school hours, the police department will notify the
• Wait for further instructions Superintendent. The Superintendent will then no-
tify the principal. The principal will contact the CRT.
The CRT coordinator will contact the principal to
identify the team that will be available to assist the
school. The CRT coordinator will supply team
members’ phone numbers. Planning for crisis in-
tervention and coordination of support service can
proceed at this time: continued on next page
85
Support services provided by CRT include dents on the bus involved in the accident..
• Phone consultation • Tell any callers that there has been an accident
and that you do not have full details but you expect
• Emergency faculty meeting to prepare for post- a report quickly.
intervention
• All-day available crisis intervention services to School Nurse:
supplement local school’s service
• Administer first aid and determine extent of in-
• Developmentally appropriate materials or be- jures.
reavement and grief work for students and parent
• Complete student accident report on students
• Briefing and debriefing with faculty and staff on sent to the hospital or seen by physician as a result
recommended procedures accident.
• Sample letters to send home for parents on the • Create roster for all students on the bus at the
grief process time of the accident.
• Advice on working with bereaved family • Follow-up on all students involved in the accident
that is absent the day following the bus accident
• The principal will coordinate immediate staff
member notification.
Transportation Manager:
• Notify the Superintendent Office at 571-2868 Ex- All New Jersey schools must hold one fire drill per-
tension 40010 and police department at 732-222- month. LBPS Administrators can provide staff with
1000. advanced notice of when they will be holding a drill.
• Notify the School Safety Specialist at 571-2868, Following are the procedures for an announced
Extension 40911 and unannounced fire alarm activation.
• If students are injured, principal or designee will • As soon as the fire alarm sounds, gather all your
accompany or meet students at the hospital. students into the predetermined safe zone of your
classroom.
• Coach or advisor must notify principal if on a field
trip or athletic event. • If it is cold or inclement weather, quickly allow stu-
dents to gather their jackets.
• Transportation Dept., or school secretary and
school nurse if possible will notify all parents of stu-
86
Past active shooter incidents, the assailant know-
ing that the students and staff safely secured in
locked classrooms or offices would pull the fire
alarm. In so doing, the accused was hoping that
students and staff would exit the rooms and be-
come easy targets.
• Before you leave the classroom, make sure that It is the policy and procedure of the Long Branch
you have taken attendance and know where all Public Schools to remain in lockdown mode during
your students are. an active shooter incident when the fire alarm sys-
tem activates. This complies with the New Jersey
Department of Education School Preparedness
and Emergency Planning guidelines.
• Open the classroom door and check the area out- GAS LEAKS
side your room for smoke or flames.
• If no smoke or flames seen, please use your Gas leaks are identified by an odor similar to rotten
evacuation route and exit the building.
eggs. If a gas leak is suspected, do the following:
• If smoke or flames seen and it is unsafe to exit, • Notify administration immediately – Superinten-
return to your room, secure the door, and contact dent’s Office – (732) 571-2868, ex. 40010
help immediately.
• DO NOT OPERATE ANY LIGHT SWITCHES OR
ELECTRICAL OUTLETS.
• When your evacuation route is blocked resulting • Do not turn off your lights, close your doors or
from smoke, fire or obstructions, have an alternate touch any electrical outlets on your way out. Make
plan of escape. sure all students are accounted for.
• When evacuation route and alternate routes are • Activate the EVACUATION alarm on CrisisGo
blocked return to the safety of your room.
• Notify Assistant Business Administrator for Facil-
• Once you have safely exited the building, imme- ities, Ann Degnan (732) 571-2868 ex. 40711, and
diately take attendance and note any missing or in- report all known information. She will contact the
jured students/staff. Fire Officials and Gas Company at (1-800-427-
5325)
• Check the evacuation site to make sure it is safe. • Evacuate the building immediately “Do Not Use
The Fire Alarm” for evacuation.
• Do not allow students or staff to return to the
building for any reason until the all clear is given. • Do not re-enter the building until Fire Officials say
it is safe to do so.
This is VERY IMPORTANT, during an active
shooter and when the school/building is in lock-
down and the fire alarm activates, you IGNORE the
bells.
87
WORKPLACE VIOLENCE
Telephone threats/physical Threats
• If a threat is made over the telephone, note the
exact time of the call and record the number dis-
played on your caller ID screen
• Notify the school administrator
• Notify the Superintendent’s Office at 732-571- • Leave the room and close the door or section off
2868, ext. 40010 the area.
• Notify the School Safety Specialist at 732-571- • Ask co-workers and others to leave and keep oth-
2868, ext. 40911 ers from entering.
• If police were notified, follow their directions, and • Wash hands with soap and water
provide them with any information that may assist
in resolving the problem.
• The principal will notify the parents/guardians, if • Report to principal/Central Office if the incident
necessary occurs in the workplace. Also notify building secu-
rity, supervisor, or principal to follow procedures as
•If threat is carried out, care for injured, protect directed.
crime scene.
• Make a list of all people in the room or area, es-
Suspicious Mail pecially those who had actual contact with the pow-
der. Provide the list to the law enforcement and
• Do not shake or empty the contents of the enve- public health officials.
lope or package.
• For incidents involving a possibly contaminated
• Put the envelope or package in a plastic bag or letter, the environment in direct contact with the let-
other container to prevent leakage of the contents. ter or its contents should be decontaminated with
If a bag or other container is not available, cover a solution of one part household bleach to 10 parts
the envelope or package with anything (clothing, water following a crime scene investigation. Per-
paper, trashcan, etc.) do not remove the covering. sonal affects may be decontaminated similarly.
88
Missing Student-Staff
When a teacher/staff member notices that a hairstyle and color, child’s ethnic background, any
child/student is missing they should immediately medical issues, direction last seen heading, and
notify the school’s principal/administrator. the child’s address.
Principal/administrator will then order a search of Principal/administrator will notify the students
the building by security and staff that are free to emergency contact.
help. Tools that can be used to aid in the search
are the buildings CCTV and CrisisGo emergency Interview friends of the missing student to see if
communication platform. they were aware of any plans to leave the building
or possible reasons why the student left or where
If the child is not located within the school building, they might be heading.
the principal/administrator will contact central office
and notify the superintendent of schools and the
school safety specialist.
Police will be notified and along with security, staff
will conduct a search of the school grounds and im-
mediate area. Please provide as much detail on
the child; what they were wearing, height, weight,
Intentionally left blank
Comments:
89
States we experience many various weather pat-
terns.
The Georaphic Names Information System (GNIS)
has its locative information for Long Branch as
0885285 and the Federal Information Processing
Standards (FIPS) number as 3402541310.
Within the past 10-years the city has experienced
Natural Disaster • Two major hurricanes; Irene & Sandy
• One earthquake
Due to the geographical location of the City of Long • Many Nor’easters
Branch, which is 23’ feet above sea level, and lo- • Extreme flooding
cated in the upper eastern portion of the United • High winds
• One tornedo
• One waterspout
• Crippling winter storms with snow and ice
• Extreme high temperatures during the summer
• Extremely low temperatures during the winter
Intentionally left blank
Comments:
90
HAZARDOUS MATERIAL ACCIDENTS and doors to ventilate the area.
OUTSIDE SCHOOL BUILDING Steps for handling a suspicious unopened let-
• Move upwind away from spilled material. ter or package:
• Contact building principal who will call the Police • Do not shake or empty the contents of the enve-
& Director of Facilities at 732-571-2868 ext. 40710. lope or package.
INSIDE SCHOOL BUILDING • Put the envelope or package in a plastic bag or
• Avoid direct or indirect contact with spilled mate- other container to prevent leakage of the contents.
rial. If a bag or other container is not available, cover
the envelope or package with anything (clothing,
• Contact building principal who will notify the Di- paper, trashcan, etc.) do not remove the covering.
rector of Facilities.
• Leave the room and close the door or section off
• Remove contaminated clothing. the area.
• Upon direction from the building principal, move • Ask co-workers and others to leave and keep oth-
the alternate location without common ventilation ers from entering.
system to avoid fumes.
• Wash hands with soap and water
• Refer to Condition Codes listed under Workplace
Violence. • Report to principal/Central Office if the incident
occurs in the workplace. Also notify building secu-
• Use Material Safety Data Sheet (MSDA in school rity, supervisor, or principal to follow procedures as
safe in school conference room.) directed.
HAZARDOUS MATERIAL RELEASED IN • Make a list of all people in the room or area, es-
SCHOOL/HANDLING SUSPICIOUS pecially those who had actual contact with the pow-
LETTERS/PACKAGES der. Provide the list to the law enforcement and
public health officials.
• Evacuate the immediate area.
• For incidents involving a possibly contaminated
• Close doors when exiting to contain the haz- letter, the environment in direct contact with the let-
ardous material to the area if possible. ter or its contents should be decontaminated with
a solution of one part household bleach to 10 parts
• Report the release of the hazardous material and water following a crime scene investigation. Per-
the type of material, if known, to Principal or Ad- sonal affects may be decontaminated similarly.
ministrator.
Incidents where a biological agent is
• The Principal will notify the custodian to shut suspected in the air:
down the building and HVAC system.
• Turn off local fans or ventilation units in the area
• If the characteristics of this material are unknown,
evacuate the rest of the building. • Leave the room and close the door or section off
the area. Ask co-workers and others to leave and
• If the material is non-threatening open window keep others from entering.
91
• Dial 732-222-1000 to report the incident to local times during the incident.
police (LBPD) or call 911 and Superintendent. If
the incident occurs in the workplace, also notify • Do not attempt measures to remove a weapon
building security or supervisor. from the intruder. No physical contact!!
• Shut down the air handling system. If can access CrisisGo
Activate a Lockdown as soon as possible
• Make a list of all people in the room or area. Pro-
vide the list to law enforcement and public health Administration: If a hostage is taken within our
officials. building during the school day follow the proce-
dures below.
• For incidents involving a possibly contaminated
letter, the environment in direct contact with the let- • Contact police immediately. Provide exact phys-
ter or its contents should be decontaminated with ical location of hostage and the accused, and if any
a solution of one part household bleach to 10 parts weapon was used in the taking of the hostage. Try
of water following a crime scene investigation. and give best physical description as possible on
Personal affects may be decontaminated similarly. both the victim and accused.
• Contact adjacent schools to reasonably secure
their areas. CrisisGo can accomplish this.
• Move all remaining students away from hostage
area, if safe to do so.
HOSTAGE SITUATION • Designate teachers to take charge of and remain
in charge of their students so accurate accounta-
Teacher and other school personnel: If a hostage bility of students is maintained until crisis abates.
(child of adult) is taking and remains in the building,
the person in first contact (initial knowledge of in- • Police will conduct and coordinate procedures
cident) should follow these procedures: and negotiations.
• If you are in charge of students, move them to a • Administration with police will arrange for safe
safe place away from the intruder, if possible. transport of students away from school and appro-
priate notification of parents.
• Be as calm as possible. Notify the main office
and administration. Do not allow students to be left • Alert Crisis Response Team for appropriate coun-
alone for any reason. If you and your students are seling of staff and students once crisis ends.
in a safe place and notification to the administration
puts you or your students at risk, Do Not Do it! • Keep accurate time and specific log of entire in-
cident.
• Follow administrative instructions for safe evacu-
ation of students and school personnel.
• Keep accurate roster of students with you at all
92
ELECTRIC POWER FAILURE WATER MAIN BREAK & PLUMBING
• Check that all students are calm and safe. • Have the custodian or designee shut off the water
valve at the primary control point
•Notify the Facility Department at 571-2868 Exten-
sion 40710 • Make sure the lead principal or administrator has
been informed.
• Also notify the School Safety Specialist at 732-
571-2868 Extension 40911 • Principal/administrator will contact the superinten-
dent
• If there is any threat to the safety of the students
and staff,directions will be given to evacuate the • Custodian should contact the facilities depart-
building by the fire drill procedures. ment, Extension 40700
• The key for St. Luke’s Church is in the Assistant • Relocate articles that may be damaged by water
Business Administrator for Facilities Office at 540 exposure
Broadway
• If the water is turned off as a result of a broken
• Keep refrigerated food storage units closed. If pipe and the main is shut off, start a fire water
food preparation was in progress and utilities re- ASAP
main out for a period of time, verify safety of food
by calling Food Services at 732-571-5533 exten- Intentionally left blank
sion 52535 or 42536. Comments:
• Teachers with classroom students remain in that
class with the students until further instruction. Stu-
dents are not to be released to use the phone or
for any other reason.
• All teachers and other personnel who do not have
any classes should wait for further information.
• Administrators and other personnel will cover all
exists.
93
PHYSICAL INCIDENTS - FIGHTING - BULLYING WEAPONS
Action:
• When possible, notify office. Remain calm. • Stay calm. DO NOT be heroic!
• Get help. Do not leave the area – use CrisisGo • Position yourself at a 90-degree angle to the per-
or send a student to get the closest adult. son holding the weapon
• Remove audience. • Do Not physically attempt to take the weapon
away from the individual
• Use a loud direction to get the attention of the
fighters. Direct the fighter who makes eye contact • Contact the administration as quickly as possible
with you to another area.
• The goal is to get separation between the fighters • Lead principal or their designee will shut off the
without stepping in between them. (Your safety is bell system
just as important as the fighters.)
• Someone will announce/activate our “Active
• If no cooperation – Remove any object that can Shooter” protocols
be used as a weapon in the fight.
• Everyone should lockdown quickly
• Attempt is safe to reason with the individual, do
not threaten & do not blame
• If possible, separate the individual from a
group/others
• If weapon is on the ground, keep everyone away
• Assess the energy level of the fighters. • If the individual flees, do not chase/pursue. Ob-
serve the direction, and try and remember what
• Wait for a lull in the fighting before stepping be- they are wearing and best description of the
tween the fighters. weapon/individual
• Who is the aggressor? • Notify Long Branch Police at 732-222-1000
• The loser will be more willing to comply.
• All combatants should be evaluated by the school
nurse regardless of whether they complain of in-
juries or not.
Follow-Up:
Document the incident, file report with principal.
94
if possible.
• Keep yourself and others away from the weapon.
• Attempt to reason with the individual but do not
threaten, do not blame.
• If the incident is after school hours (e.g., athletic • Ask the person to put the weapon down, out of
event, dance, etc.), contact the police department everyone’s reach.
immediately (Long Branch Police at 732-222-1000 • If the individual flees, do not chase him/her. Ob-
or 911). serve the direction of the suspect’s flight and pro-
vide police with the name, description, and if
applicable, license plate number.
• Treat all firearms as if they were loaded. If a Follow-Up:
firearm is found, do not pick it up, but call the po-
lice. Make every effort to secure the area and move • Keep an accurate record of circumstances and
the students to safety. actions taken.
• To reduce the risk of injury and promote personal • Debrief with someone from administration.
safety, AVOID HANDLING WEAPONS. Remem-
ber, some weapons can be disguised in such • Speak to guidance counselors about students
things as pens, belt buckles, or even jewelry. Repli- and teachers who may need assistance.
cas are considered weapons.
Action: if confronted by an armed individual Intentionally left blank
• Stay calm. Do NOT be heroic! Comments:
• Position self at a 90-degree angle to the person.
• Do not physically attempt to take the weapon
away from the student/person.
• If possible, activate your PANIC alarm in CrisisGo
• Contact principal’s office immediately if possible.
• Principal will shut off the bell system & issue
LOCKDOWN protocols
• Lock your classroom doors, check the hallway
before to make sure no stray students staff are
nearby. (Remove the magnet, make sure door is
locked)
• Separate the accused individual from the group,
95
IDENTIFICATION
All fulltime staff members of the LBPS have an ID- license or car keys when they issued the lanyard.
Key card, which is a master key to all our facilities. At the end of the day when the substitute signs out
The ID card is two-sided and has the individual’s and returns the lanyard, they receive their license
photo, name and title, which is located in a colored or keys back. Each school should keep a detailed
box at the bottom of the card. log of who receives each card with date and time
issued and returned.
The color of the box indicates which department
and job the individual cardholder has within the dis- If a card is lost or not returned the school must no-
trict. See the chart below for the color designation. tify the School Safety Specialist at the LBPS secu-
rity office as soon as possible.
All fulltime employees have a green breakaway
lanyard with LBPS in white letters and a district Example of
provided whistle. The lanyard and ID card are to LBPS
be worn by all employees (except groundskeepers
and some technology technicians) all the time. Subsitute
ID Card
Example of LBPS
Employee Fulltime
ID Card
Substitutes working within the district have yellow
lanyards with black lettering that reads, LBPS Sub-
stitute. It is also a breakaway lanyard with an ID-
Key card attached. No photo of the individual
substitute appears on the card; instead, it has a
large yellow “S” in the center with “Substitute”
printed in white in a dark blue box. This is a master
key to all our facilities and individual schools have
to be accountable for them.
The security department will issue substitute ID
cards at the end of August each school year. The
cards, numbered for each individual school by the
security department must be signed in and out at
each location.
Schools should ask the substitute for something in
exchange for the lanyard and ID card. An example,
school officials should ask the substitute for driver’s
96
LBPS Visitor Policy
The tragic killings at Sandy Hook Elementary
School in Newtown, Connecticut changed the way
educational facilities deal with visitors. Long
Branch Public Schools in our continuing effort to
protect students, staff and guests have increased
our visitor to school procedures.
Following are the new procedures and protocols
that went into effect on Monday, April 22, 2013 and
have a few modifications since.
• No visitor(s) are to enter the building with stu- • Visitors are required to provide photo identifica-
dents during arrival. tion, sign the log and issued a red lanyard.
• No visitor will enter the building during dismissal.
• All visitors to our schools/offices will need to have
an appointment to enter the facility. • Parents picking up their children early are re-
quired to inform the school ahead of time.
• If a visitor(s) arrives without an appointment, they
may be subject to intense security screening which • Front office staff are required to call the LBPD and
may result in substantial wait time. or 911 if a visitor is uncooperative, does not adhere
to the procedures or becomes threatening.
• Ultimately, failure to follow these procedures may
result in a shelter-in-place or lockdown.
• Once the visit has completed the red lanyard and
visitor badge must be returned.
• If you see someone walking the halls or entering
a classroom, stop and ask them what they are
doing and if they need assistance.
• Report any suspicious activity immediately to se-
curity and administration.
• When a visitor arrives at a location and activates • If you see someone without a red lanyard visitor
the intercom, it is expected that they state the pur- tag immediately notify security and administration.
pose of the visit and or specify with whom they
have an appointment.
• All verified visitor appointment will enter the
school and must present himself or herself to the
main office immediately upon entry.
97
Student-Parent Reunification
An essential component of the LBPS crisis re- will have a number of large rooms so that students
sponse is the reunification of students with their pri- can be divided up and grouped by grade level. This
mary caregivers. This process is crucial as the facilitates a more efficient process of finding indi-
reestablishment of social supports is often the only vidual children and reuniting them with their re-
mental health crisis intervention needed and is es- spective caregivers. Floor plans of the reunification
pecially important for younger children. The sooner site(s) should be included in the school’s crisis re-
students are reunited with their caregivers, the less sponse plan and placed within a “reunification go-
likely they are to exhibit traumatic stress. In addi- kit.” Entrances/exits, windows, rooms for groups of
tion, schools must be accountable for maintaining students (including any specific staging areas for
the chain of custody for every student during and those with special needs), mental health crisis in-
after a crisis. A predetermined and practiced reuni- tervention rooms, caregiver check-in, and student-
fication process helps to ensure that reunification release locations should be designated on the plan
will not add to the anxiety and trauma of the crisis. well in advance of any crisis. It is important to have
This EOP addresses key considerations to this at least one backup site identified in case the orig-
process in the event that a school has been evac- inal evacuation/reunification site cannot be used
uated. (e.g., the site had been damaged by the same cri-
sis/disaster).
Key Components of the Reunification Process
Caregiver Emergency/Contact Cards
Planning for reunification requires consideration of
a number of factors. Each of these components Having up-to-date, accurate contact information for
must be planned for and shared with the school parents and legal guardians is critical to the reuni-
community, especially caregivers and families fication process. Ideally, hard copies of these con-
once established. tact cards should be kept in binders in case access
to electronic information is not possible (e.g., due
The LBPS will work together with the Monmouth to an evacuation, power outage, lack of available
County Prosecutor’s Office, the lead law enforce- computer). These cards should be placed in alpha-
ment agency in our county and who are working betical order, and organized by classroom and
with the Monmouth County School Security Pro- grade level to facilitate easier retrieval of individual
fessionals Association and the New Jersey Depart- students and family information. In addition, it can
ment of Education on developing a reunification be incredibly helpful in the immediate aftermath of
master county plan. a crisis to have not only lists of caregivers who are
authorized to pick up each student, but also a list
Reunification Site/Location of those with custodial and/or contact restrictions
to ensure that students are only released to legal
If the school had been evacuated, then the reunifi- guardians and authorized caregivers.
cation will take place at evacuation facilities, which
will be identified by the MCPO. Often these sites
include nearby schools; however, they may also in-
clude other facilities such as large churches and
recreation centers. Regardless, the site must be
large enough to accommodate the entire student
body and all school staff, as well as caregivers and
additional volunteers as needed. Ideally, the site
98
Transportation can be picked up at X location at X time. Please
bring your identification.
Ideally, the reunification site should be within walk-
ing distance so that the school is not dependent on Notification/Communication with Parents/Primary
other means of transportation as arranging for Caregivers
buses in the immediate aftermath of a crisis or dis-
aster that requires evacuation can be very chal- Clearly, schools will need to determine in advance
lenging. However, in some situations it may be best how to notify caregivers their children have been
to evacuate students further away from the site, evacuated and need to be picked up at the reunifi-
thus coordination must occur with district and/or cation/evacuation site. This process of notification
community transportation personnel to plan for the will vary from school to school depending on avail-
use of district transportation in emergency situa- able resources. For example, reverse 911 or auto-
tions. Transportation to and from the reunification mated telephone or text notification may be
site must include explicit consideration of students effective in some communities, while in others
with disabilities and special needs. For some of (e.g., those where many families live in poverty and
these students, an individual evacuation plan may may not have cell phones and/or consistent phone
be necessary. service) different means of notifying caregivers will
be needed. One important thing to keep in mind is
In addition to the means of transportation to poten- the content of the notification message. Providing
tial evacuation sites, the reunification plan should only the most pertinent information is best. For ex-
also include predetermined routes for getting stu- ample, “The school has been evacuated. Students
dents, school staff, security, first responders, and can be picked up at X location at X time. Please
other support personnel to and from the site. Care- bring your identification.
givers need to be informed in advance of the best
way to get to the designated evacuation sites. Con- Student Rosters
sideration of the best routes to nearby hospitals
and fire stations should also be included in the Keeping track of who is at school and who is not is
plan. critical to minimizing chaos and anxiety during re-
unification. While this can be challenging in sec-
Notification/Communication with Parents/Primary ondary schools, particularly those with block
Caregivers schedules and/or open campuses, accurate ros-
ters of students present when a school is evacu-
Clearly, schools will need to determine in advance ated must be maintained. Similarly, taking
how to notify caregivers their children have been attendance at the reunification site is the only way
evacuated and need to be picked up at the reunifi- to account for students. The plan should include
cation/evacuation site. This process of notification procedures for locating missing students.
will vary from school to school depending on avail-
able resources. For example, reverse 911 or auto- Security
mated telephone or text notification may be
effective in some communities, while in others District security and/or law enforcement personnel
(e.g., those where many families live in poverty and should be at the reunification site to ensure a safe
may not have cell phones and/or consistent phone and orderly reunification process. In addition, hav-
service) different means of notifying caregivers will ing these individuals visible can facilitate a sense
be needed. One important thing to keep in mind is of safety and security.
the content of the notification message. Providing
only the most pertinent information is best. For ex-
ample, “The school has been evacuated. Students
99
Supplies/Go-Kit crisis event, mental health crisis interveners may
conduct some type of caregiver training to help en-
Essential reunification resources and supplies sure that parents and other legal guardians know
should be collected into go-kits that can be easily how to best support their children.
transported and accessed following an evacuation.
In addition to an “evacuation go-kit,” schools Release Process
should have two identical “reunification go-kits,”
one that is kept at the school and a second at an Students gather in their respective staging areas
offsite location (ideally the evacuation site). Go-kit typically based on grade level or class where at-
contents should include reunification site floor tendance is taken. Parents and legal guardians ar-
plans; copies of emergency contact cards; direc- rive at the designated check-in location and form
tional signs; flashlights; a bullhorn with extra bat- lines based on alphabetical order or how students
teries; pens, pencils, and paper; and any other are organized within the evacuation site. For ex-
materials that might be needed and not available ample, if they are in classroom or grade-level
at the reunification site. groupings, then caregivers would line up based
upon their child’s grade level (NOTE: If caregivers
Reunification Cards are there to pick up more than one child they
should be directed to retrieve their developmentally
Utilizing reunification cards can help to ensure a younger children first). Here, they are greeted by
smooth reunification process. When caregivers ar- school personnel, provide identification and com-
rive on site, they fill out a card for each child they plete a reunification card for each student they are
are picking up. Reunification cards should have du- picking up. Once custody rights are confirmed, the
plicate information on the top and bottom portions top part of the reunification card is given to a runner
that include student name and grade. The top part who goes to the student’s staging area to retrieve
should also ask for the name of the person picking them. The caregiver waits in a “reunification area”
up the student, their relationship with the student, where reunification cards are matched and they
and their phone number. The bottom part of the are reunited with their child. A protocol for informing
card should also include the student’s date of birth. parents and caregivers that their children are miss-
Once completed the card is separated and the bot- ing, injured, or deceased must also be developed.
tom part is taken by a “runner” who will retrieves This protocol should include details regarding how
students. The caregiver retains the top part that is and where this information will be shared. All such
collected when the student is released to the care- communications must take place in a quiet and pri-
giver and they are allowed to leave the site. vate area that is separate from the general care-
giver waiting area.
Mental Health Crisis Intervention
Summary
An adequate number of school-employed mental
health professionals trained in mental health crisis Reunification of students with their primary care-
intervention should be available at the reunification givers following a crisis event is of critical impor-
site to assist in meeting immediate crisis-related tance. These procedures help to ensure that all
needs. This will be dependent on the level of im- students are accounted for and can establish a
pact experienced by students, staff and the com- sense of safety and security. Consequently, reuni-
munity. In addition, written materials that provide fication protocols should be included in all compre-
information regarding mental health support avail- hensive school crisis plans and should be
able, typical crisis reactions and effective coping rehearsed on a regular basis
should be on hand and made available to parents
and caregivers. Depending upon the nature of the
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EOP for LBPS Central Office
540 Broadway
Long Branch, NJ 07740
November 27, 2019
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