Resources

More information about safety and emergency planning is available from the following resources:

ARE YOU READY TO CALL 9-1-1?

PART 1 - CALLING 9-1-1 CAN BE EMOTIONAL

PART 1

CALLING 9-1-1 CAN BE EMOTIONAL

Many of us don’t call 9-1-1 very often. The process can have an emotional response based on our personal history and the incident we are reporting. Also, not knowing what to expect from the person we are talking to can have an emotional impact.

Some people have shared that when calling 9-1-1 their mouth becomes dry making it difficult to speak.
Other people have shared that when using their mobile phone they have had difficulty entering in the code to unlock the phone.

Both of these are examples of how our emotions can have impact on us when we call 9-1-1. The purpose of this training is to help you understand the process. Hopefully your understanding will help you to have the best experience possible

PART 2 - SHOULD I CALL NON-EMERGENCY LINE OR 9-1-1?

PART 2

SHOULD I CALL NON-EMERGENCY OR 9-1-1?

Non-Emergency Number

The Non-Emergency phone number reaches a police station or a Public Safety Answering Point (PSAP). This number should be used for following up on an incident that has already been reported. It could also be used to report a property crime with no suspect information particularly if that incident happened a significant time ago.

9-1-1

9-1-1 is the number that we should use most of the time. It should be used when a student’s safety is at risk. Even if we believe the abuse or neglect is not currently happening.

Phoning 9-1-1 creates documentation to help show that we took our legally required action. 9-1-1 is the only number that shows call takers our location.
9-1-1 should be called for a criminal incident that just happened or is currently happening or medical attention is required.

If you have the option please use a landline when calling 9-1-1. Using a district phone notifies staff in the district that you are having an emergency and allows the Call Taker to see your address.

PART 3 - OOPS! ACCIDENTLY CALLING 9-1-1

PART 3

OOPS!

DON'T HANG UP
REPORT 9-1-1 HANG-UP TO THE MAIN OFFICE

If we accidentally call 9-1-1, realize our mistake and disconnect the call, this is called a “9-1-1 hang-up”. A Public Safety Answering Point will receive this call even if we disconnect the call before they answer. Because a 9-1-1 hang-up could be a request for emergency assistance that got interrupted, the 9-1-1 hang-up becomes a priority for call takers to resolve. Call Takers may delay addressing other calls to assure that an emergency is not happening at your location. They will call the number back and personnel may be dispatched to the location of the 9-1-1 hang-up. The best thing for us to do is to remain on the line and explain to the Call Taker that it was an accidental call. We should do this even if the call is from a mobile phone.

After you resolve the 9-1-1 call, please notify the Main Office and report that it was accidental. Because district staff may also be notified of the 9-1-1 call, reporting the accidental 9-1-1 phone call saves a lot of work for many people. If you used your mobile phone Call Takers can see your location. Often district staff is notified of this 9-1-1 Hang Up and are asked to investigate.

Please do not hang up and hope no one noticed the call. If this happens to you, be assured you are not the first person to phone 9-1-1 inadvertently. Everyone involved with the phone call understands this happens and are more relieved that it was accidental.

PART 4 - LISTEN TO THE QUESTIONS FROM THE 9-1-1 CALL TAKER

PART 4

LISTEN TO THE QUESTIONS

BREATH, SPEAK SLOWLY
EMERGENCY ACTION PLAN HAS ADDRESS
LISTEN TO THE QUESTIONS

If we are calling 9-1-1 it is important to take the time to listen to the specific questions the Call Taker is asking. During an emergency most people have a tendency to want to rush to the information that they think is important. Breath, listen to the question and speak slowly.

Be prepared to give the address of the school. Each school has been provided with an Emergency Action Plan that should be posted in each classroom. The address of your school is at the top of the page. There is also a box to write in the room number. This helpful for those who may phone 9-1-1 and not familiar with the school such as substitute teachers.

Call Takers use Computer Aided Dispatch that prompts specific questions in a specific order. If we go out of the order it can slow the process because they will have to ask you the question later when it comes up on their screen. The questions also helps prioritize your emergency with other emergencies going on.

A good example of this sequence is the first question most Call Takers ask. “What is the location of your emergency?” The call taker may ask this first because while they are obtaining more information, Computer Aided Dispatch can direct the appropriate First Responder(s) to the location. And if for some reason you cannot finish the phone call, they already know where to send help.

Most of the time the Call Taker is not the person who dispatches the First Responder(s). A dispatcher communicates directly with First Responders while the Call Taker speaks with you. This is a team approach to help you.

PART 5 - MEDICAL CONSIDERATIONS

PART 5

MEDICAL CONSIDERATIONS

THE NURSE NEEDS TO KNOW THE NAME OF THE PATIENT
USE THE AED FROM YOUR BUILDING
ASK ABOUT LIFE THREATENING CONDITIONS
ALLERGIES TO MEDICATIONS
CURRENT MEDICATION

Before the nurse responds to a medical request he/she checks to see if that student has lifesaving medicine and/or a known medical issue. Not knowing the student’s name before leaving the clinic can delay critical treatment. Please do your best to identify the student and then notify the Main Office of the student’s name. If the student is unable to speak and the name is not known explain to the Main Office why the student’s name is not known. If you later discover the student’s name, notify the Main Office ASAP!

Ask the patient if they have any life-threatening conditions, have allergies to medication and what the medications they are currently taking. This can be helpful if the patient loses consciousness and unable to share this information with First Responders when they arrive. Also, please be aware of the locations for the AEDs in each building and do your best to retrieve an AED from the building the medical emergency is at. As crazy as it sounds, it is possible to have two medical emergencies at the same time, especially during a major crisis such as an earthquake. If an AED has been retrieved for the medical emergency please notify the Main Office so responding staff know not to retrieve one.

PART 6 - REPORTING CRIMINAL BEHAVIOR

PART 6

REPORTING CRIMINAL BEHAVIOR

KNOW THE LOCATION OF THE CRIME
WRITE DOWN THE DESCRIPTION OF THE SUSPECT
HAVE THE WITNESS SPEAK TO THE CALL TAKER
VEHICLE DESCRIPTION

If you are reporting a crime that you believe has occurred, here are some things to consider when phoning 9-1-1. Know the location and address of the criminal behavior. If your campus has multiple buildings it is important to know which building the crime is occurring at.

It is important to learn your directions. Which way is north? It is also helpful for you to learn the streets surrounding your school.

If someone else witnessed the crime it is best to have that person speak with the Call Taker. There is a good chance there will be questions you cannot answer if you did not witness the crime.

When describing the suspect(s) start with the race, gender, height, and build and then the clothing description starting with the head down. It is helpful to write it down if possible. It is amazing how fast you can forget things like this. The last known direction of travel is also important. If you have learned your streets you can be more helpful if you are able to tell the Call Taker which street that person is headed towards.

If there is a vehicle involved do your best to get a license plate and color of the vehicle. If you know the make and model, even better!

PART 7 - WHO IS NOTIFIED AND WHAT DO PEOPLE NEED TO KNOW WHEN CALLING 9-1-1

PART 7

WHO IS NOTIFIED AND WHAT DO PEOPLE NEED TO KNOW

THE MAIN OFFICE NEEDS TO KNOW:
- WHO IS HAVING THE MEDICAL EMERGENCY
- THE NAME OF THE PATIENT
IF A STUDENT IS CALLING - TELL THE STUDENT WHAT TO SAY TO THE MAIN OFFICE

When 9-1-1 is called from a district landline it notifies many people even if you hang-up. This is done to assure you receive the assistance you need. The Public Safety Answering Point is notified, the Main Office at the school is notified, the Assistant Superintendent’s Office is notified and District Security is notified. This information is not intended to add pressure to you when phoning 9-1-1. We all want to help you.

Some people call a Non-Emergency number to avoid these notifications. Using a Non-Emergency number should not be used to avoid district staff from being notified.

An emergency can be confusing and sometimes you may ask students to help you. Giving students specific language can make the communication more effective. “I need you to tell the office that Student Brad Pitt is having a medical emergency in room 1234”. If you simply send a student to the Main Office and they do not understand the issue they may be stuck in knowing what to say.

PART 8 - AFTER HOURS: WHO WILL MEET FIRST RESPONDERS?

PART 8

AFTER HOURS

WHO WILL MEET THE FIRST RESPONDERS

If you need to call 9-1-1 after school hours you will need to take a few things into consideration. The Main Office may not be staffed. Who will meet the First Responders and how will they get back into the building if the doors are locked? Be aware of the location of the emergency and the best location for First Responders to arrive

STILL HAVE QUESTIONS?

BULLYING AND HARRASSMENT

GANGS IN SCHOOL

FIRE SAFETY

Sparky's Fire House - activities for pre-school to 5th grade

School Evacuation Drills During Covid-19

Bothell Fire Department is excited to share a host of online fire safety materials, videos and resources for teachers, students and families to take advantage of.

The School Evacuation Drill Guidelines provides schools with recommendations on how to conduct fire drills during the pandemic. The Home Fire Safety Lesson Plan and Video is for educators to use and reference. It teaches students about the importance of practicing evacuation drills at home and having an escape plan.

Virtual Fire Safety Lesson

Bothell Fire Department is excited to share a host of online fire safety materials, videos and resources for teachers, students and families to take advantage of.

The virtual Fire Safety Lesson is an interactive, student-paced lesson that can be completed at home and targets grades second through fourth. Students learn about smoke alarms and home fire escape planning.

http://www.ci.bothell.wa.us/1767/Lesson-Plans

Videos

EMERGENCY PLANNING

GUN SAFETY

The Northshore School District’s Safety and Security Department recognizes that the dangers of gun violence are significant in both King and Snohomish Counties. The importance of speaking openly about this sometimes-controversial topic and the value of discussing preventative measures is vital to the safety and security of our students, schools, and the broader community.

One of the most effective steps that community members can take to ensure firearms and other weapons do not negatively impact our Northshore students or schools is to take active steps to properly secure weapons when not being legally carried.

Safely and correctly storing firearms is the best way to prevent curious children from accessing firearms and harming themselves or others. The proper storage of firearms also significantly reduces youth and or adults in crisis from using a firearm to attempt or commit suicide, from being stolen, and or misused by others.

Conversations about issues like gun violence with your children and your neighbors can be uncomfortable, but they are necessary and could save a life.

And there are resources to help you start these conversations and normalize these important safety topics. Normalizing conversations about the correct storage of firearms and what to do in an unsafe situation will encourage students to come forward and share their concerns if they hear, see, or experience something that doesn’t align with what they have been taught.

The safety of our children in and out of school is dependent on all of us. Thank you for helping the district share this important message with your children, family members, and community.

VIOLENCE PREVENTION RESOURCES:

Extreme Risk Protection Order (ERPO)

The State of Washington allows for family, or household members and Law Enforcement Officers to obtain an Extreme Risk Protection Order (ERPO) to prevent individuals at high risk of harming themselves or others from accessing firearms. This order can be requested when the petitioner can demonstrate evidence that the person poses a significant danger to self or others. Learn more on the King County Violence and Injury Prevention webpage: https://kingcounty.gov/depts/health/violence-injury-prevention/violence-prevention/gun-violence/LOCK-IT-UP/parents-community.aspx

Be Smart For Kids is a great resource and includes tips for parents on talking with other parents and students about firearm safety, including proper storage.

Snohomish County: Provides types of locks for firearm safety

https://www.snohd.org/393/Types-of-Locks-and-Purchase

King County “Lock It Up” Program

King County's LOCK-IT-UP campaign promotes the safe storage of firearms with the goal of reducing unwanted access to firearms and provides details on the different types of locks and where to buy them. Simple firearm storage tips include:

Store firearms unloaded and locked
To properly store firearms, use a gun safe, gun lock box, a trigger lock or a chamber lock
Store and lock ammunition in a separate place.

Learn more on the King County Violence Prevention website: https://kingcounty.gov/depts/health/violence-injury-prevention/violence-prevention/gun-violence/LOCK-IT-UP.aspx

Centers of Disease Control National Violent Death Reporting System – 2002

82% of youth who died by firearm suicide used a gun owned by a family member.

https://kingcounty.gov/depts/health/violence-injury-prevention/violence-prevention/gun-violence/~/media/depts/health/violence-injury-prevention/documents/firearm-suicide.ashx

King County – Impact of firearms report, 6/7/2022

https://kingcounty.gov/depts/health/data/firearms.aspx

MENTAL HEALTH RESOURCES

We also know that conversations about violence and or weapons may result in a variety of emotions for students and families. Here are some resources you may find helpful:

If you or a family member are looking for help with mental health, Care Solace can help you quickly find treatment options matched to your needs. Care Solace is a complimentary and confidential service provided to students and their families by the Northshore School District. Care Solace’s team is available 24/7/365 and can support you in any language.

2022-23 Weapons Letter to Families

INTERNET SAFETY

SOCIAL MEDIA SAFETY

Resources for Students and Families

from the Office of the Superintendent of Public Instruction

Facts and Data

According to Healthy Youth Survey (HYS) results from 2021, 42% of Washington’s students report having three or more hours of screen time per day.

In 2021, three questions assessing internet use were added to the HYS. According to the Problematic and Risky Internet Use Screening Scale, results from these three questions showed that 18.1% of Washington tenth-grade students were considered at risk for problematic internet use.

The US Surgeon General reported that U.S. adolescents aged 12-15 who spent more than three hours per day on social media faced double the risk of experiencing poor mental health outcomes (PDF), including symptoms of depression and anxiety.

The American Psychological Association recommends that adults inquire about and monitor the social media use of youths and adolescents (PDF).

Action Items

Make sure online privacy settings are set to the most secure level.
Talk with students about how social media makes them feel. Explain that social media platforms are designed to be addictive. Help students determine what content is real and what content is questionable, and empower them to make informed choices. There’s great tips in conversation starters!
Help students report cyberbullying and other harmful content, and talk to them about why it’s important for them not to spread it themselves.
Encourage students and families to create a family media plan that includes engagement in both positive uses of social media and tech-free activities.
Set a good example by modeling responsible social media use.

Conversation Starters

What did you see on social media this week? What do you think those posts meant?
How does social media make you feel? Is it more positive, negative, or a mix of both?
How much information about you is available on the social media platforms you use? Are we both comfortable with the information and images that are available to strangers?
Do you feel that your social media use interferes with your schoolwork, extracurricular activities, or friendships?
How can you tell when you might need a break from social media?
What are some things you can to do help you have a positive experience when using social media and resist the pressure to always be connected?

Additional Resources

Parent Guides: Connect Safely, a nonprofit organization, provides guidebooks on apps, services, and platforms popular with youths and adolescents.
Family Media Plan: This resource from the American Academy of Pediatrics (AAP) guides families through creating a media plan.
National Center of Excellence on Social Media and Youth Mental Health: Part of the AAP, this organization provides evidence-based education to support the mental health of youth as they navigate social media.
The SIFT Method: Provides steps that students can practice when encountering questionable content and interacting with misinformation online.
The Family Online Safety Institute: This is an international non-profit organization working to make the online world safer for kids and their families by providing a hub of resources and articles.

NATURAL DISASTERS

Age Appropriate Instruction for Teachers (Safety Squad)

TOURNIQUET APPLICATION

Interested in a FEMA Independent Study Course?

1st Step - Sign up for a FEMA Student Identification Number (FEMA SID)

PURPOSE: The FEMA Student Identification (SID) number is used as the unique individual identifier for all applicants requesting training at FEMA training facilities. The FEMA SID number is used as the applicant's unique student identifier for the following areas: training records and continuing education credit through the International Association for Continuing Education and Training. Some facilities may still require the social security number for training medical records, travel authorizations, and travel reimbursement. * Courses can be previewed without a FEMA SID, but you will not be allowed to take the final exam and print a certificate of achievement that documents you took and passed the class.

Use the following link to sign up for a FEMA ID