Preamble
The SDLC Emergency Response Plan is based on recommendations for action from TES (Traumatic Events Systems Model developed by Kevin Cameron and the Emergency Management Planning Guide published by the Ministry of Education).
Purpose of Proposed Framework
To define the terms, responsibility and action plan of SelfDesign Learning Community in the event of an emergency, disaster, or critical event which affects the learners (families) and contractors involved in the educational program of SelfDesign Learning Community (BC) and to help inform action steps which may be required when working in collaboration with a third party supporting enrolled learners (service providers, outside authorities).
In the event of an emergency, disaster, or critical event which impacts SelfDesign learners and families, this plan addresses the following goals:
- keep students and staff safe in the event of an emergency,
- make sure personnel have clear and consistent standards and procedures to follow in the event of an emergency,
- clearly describe the roles and responsibilities of personnel in our school system during an emergency,
- ensure that there are communications and protocols aligned to SelfDesign, and
- minimize disruption and ensure the continuity of education for all children.
Plan Outline
Definitions
- Emergency: An event or circumstance that is caused by accident, fire, explosion, technical failure, human action or force of nature (such as a criminal event or violent threat), that requires prompt coordination of action or special regulation of persons or property to protect the health, safety or welfare and/of a person or to limit damage to property. Adapted from the BC Emergency Program Act.
- Disaster: An event, generally considered to have an even greater impact than an emergency, caused by an accident, fire, explosion or technical failure, or by the forces of nature, and has resulted in serious harm to the health, safety and/or welfare of people, or in widespread damage to property. Adapted from section 1 of the Introduction to Emergency Management in British Columbia, 2007/BC Emergency Program Act.
- Critical Incident: Any incident, whether natural or human-caused, that has a negative emotional impact on those affected resulting in a state of stress or discomfort and feelings of loss of control. I.e. accident, traumatic event, or death involving learners, family members, or contractors within the SD community.
When to enact the Emergency Response Plan
When a serious incident occurs, either online or in community, that affects the ability of specific people (or the whole community) to participate in the online educational program offered by SelfDesign Learning Community.
Determine Scope of the Incident
- How many people are affected directly or indirectly?
- Depending on number of people, and how wide the incident reaches, will affect how many people and who/what roles would be required to join the incident response team.
Learner-centred event
Action Steps:
- Person who discovers event reports event to Contact Assistance team (CAT) or a contractor in leadership role: Coordinator, Program lead, Vice Principal and Principal
- CAT or contractor contacts Safe Schools Coordinator (Principal)
- Safe Schools Coordinator & SDLC Leadership team assigns Incident Manager to be point-person responsible for discovery, documentation, follow-up (typically one of Principal, VPs or Family Services Lead)
- Incident response manager needs to assess their own wellbeing and resourcefulness, if helpful, they will appoint a support person
- Team to hold discovery will include Principal, a VP, and Family Services Lead, along with other contractors depending on the area of the program in which the learner is enrolled.
Decision-making around next steps:
- If a learner or family’s safety is unknown, the Incident Manager will ensure that families are contacted, or the emergency contacts are reached
- If a learner’s safety is at risk:
- Learner’s family/parent is contacted when appropriate
- Police, fire, ambulance in learner’s community is contacted if appropriate
- Educator of the learner is contacted for context and to inform discovery; learner workspace is observed to inform discovery
- In-house supports such as Counsellor, Occupational Therapist, Psychologist are accessed as appropriate
- Incident Report is created for discovery, documentation and decision-making
- Principal alerts CEO when appropriate
- Incident Manager works with Principal and CEO to notify Communications Team when appropriate in terms of community messaging and implementing PR process
- Incident Manager or Principal may contact Ministry of Education when appropriate.
Documentation:
- Incident Report Form template
- CAT form is filled out for long-term documentation to support educational program (may take the next step of learner program notes)
- Educator or Incident Manager may contact MCFD to make a report.
Contractor-centred event
Action Steps:
- Person who discovers event contacts contractor’s team lead or Principal or CEO
- Contractor or Team Lead contacts Principal or CEO
- Where appropriate, Team Lead is appointed as point-person or Incident Manager.
Decision-making around next steps:
- Contractor’s family is contacted when appropriate
- Police, fire, ambulance in learner’s community is contacted if appropriate
- Team Lead of contractor is contacted for context and to inform discovery;
- Documentation is created for discovery, documentation and decision-making
- Contractor or team-lead contacts worksafe@selfdesign.org when appropriate.
Documentation:
- Discovery Meeting in SDLC
- Steps 1-3 of Contractor Compliance Process
- Bullying and Harassment form
- Injury/Hazard Incident form.
In-person events (Camps)
Camp Personnel will follow the steps outlined in these policies, which include the five basic all-hazard approaches – drop/cover/hold on, evacuate, lockdown, lockout and shelter in place:
Other steps for Camp lead and facilitators include:
- Contact Safe Schools Coordinator (Principal) or designate camp contact as soon as possible; Camp Contact works with Safe Schools Coordinator
- Provision of first aid
- Incident report form
- Maintenance of accident, incident and near miss records, including the names, addresses and contact details of any witnesses.
- Group follow up and debriefing post incident
In-person events (Learning Centres)
Ask for Incident report from Learning Centre.
Follow-up with Learning Centre co-ordinator to assess:
- Level of risk or impact to SD learners
- Gather list of learners affected and contact families with check in and offer of support as needed
- Provide support for learners’ educational program as needed (via CAT)
- Confirm safety plan for centre and/or family as needed
- Learner Safety Policy (for 3rd Party Locations)
- Emergency Preparedness Policy
Documentation:
- Discovery Meeting in SDLC
- Steps 1-3 of Contractor Compliance Process (as appropriate)
- Bullying and Harassment form (as appropriate)
- Injury/Hazard Incident form (as appropriate)
- Incident Report Form template
- CAT form is filled out for long-term documentation to support educational program (may take the next step of learner program notes)
- Educator or Incident Manager may contact MCFD to make a report
Resources
Training & Resources
- Ensure we have a contractor assigned to manage worksafe claims who is up-to-date with WorkSafeBC policy (Paul Mackisoc).
- Ensure we have at least 2 contractors trained in erase Basic Training within last two years.
- Ensure we have access to person trained in Violent Threat Risk Assessment.
- Ensure Principal is Safe School Coordinator and trained in Basic Threat Risk Assessment.
ERASE & DTA/VTRA Training
Contractors with current training and the date completed.
DTA (Digital Threat Risk Assessment) Basic
- Catherine Dinim – November 2021 (Hybrid VTRA & DTA)
- Todd Butler – November 2021 (Hybrid VTRA & DTA)
- Clarissa Tufts – 2021 (Hybrid Refresher VTRA & DTA)
- Nikki Kenyon – 2021 (Hybrid Refresher VTRA & DTA)
- Clarissa Tufts – December 2019
DTA Advanced
- Clarissa Tufts – November 2021
VTRA (Violent Threat Risk Assessment) Basic
- Nikki Kenyon – 2021 (Hybrid Refresher VTRA & DTA)
- Clarissa Tufts – 2021 (Hybrid Refresher VTRA & DTA)
VTRA Advanced
- Clarissa Tufts – November 2021
Level 1 – Preventing Bullying & Ensuring Safe & Caring School Communities
- Rana Lande – January 2018
- Nikki Kenyon – Dec 2018
- Clarissa Tufts – 2016
Level 2 – Basic Threat Risk Assessment
- Rana Lande – January 2018
- Clarissa Tufts – 2016
Level 3 – Advanced Violent Threat Risk Assessment (or equivalent)
- Clarissa Tufts – 2016
Other
- Traumatic Events System training – Clarissa Tufts 2017
Change Log
Policy page updated August 26, 2022
Last reviewed/updated August 26, 2022