School Safety Guide
School Safety Solutions for Effective Emergency Operations Plans
From weather disasters to medical issues to active shooters, schools today must be prepared to prevent and rapidly respond to myriad emergency situations. The Readiness and Emergency Management for Schools (REMS) Technical Assistance Center provides a guide to developing a high-quality school emergency operations plan (EOP), which outlines a comprehensive strategy for:
Creating a collaborative planning team
Addressing various threats
Fostering a healthy school climate
Providing psychological support
Responding to emergencies
DOWNLOAD >> Guide for Developing High-Quality School Operations Plans
While the guide does an excellent job of explaining what schools need to consider, it doesn’t necessarily explain how to address emergency situations. That’s because the authors recognize that each school in each district is different and must develop a plan that works for its unique circumstances. This is particularly true for the guide’s “Functional Annexes” and “Threat- and Hazard-Specific Annexes” sections, which discuss the various types of emergencies schools need to plan for.
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Key Insights
“The most important aspect of EOP planning is to remember there is no ‘textbook-way’ or ‘right-way’ to respond to an emergency. Plans are best when developed for the unique environment. Therefore, school administrators should be careful about using a standardized plan for all schools within a district. Instead, they should strive to have similar plans that allow for customization for unique environments.”
-FEMA
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Communications technology can help schools execute multiple emergency functions – and even automate some components – so it’s best practice to consider how to leverage technology when developing a school EOP.
The following summarizes the EOP guide and lists school safety solutions for effective emergency operations plans that keep students, staff, and visitors safe before, during, and after an emergency.
NOTE: This document should not be construed as legal advice or a comprehensive guide. It’s important to reference federal guidelines and consult experts to develop an EOP customized to your school.
Contents
School Emergency Statistics
EOP Development Steps (Summary)
Plan Content (Summary)
School Safety Solutions for an Effective EOP
Recap
Resources
School Emergency Statistics
10% - 25%
of childhood injuries occur in school (American Academy of Pediatrics)
77%
of public schools report incidents of crime at school (National Center for Education Statistics)
346
total U.S. K-12 shooting incidents in 2023 (K-12 School Shooting Database)
41
school shooting deaths nationally in 2023 (92 injuries) (Everytown Research)
2.4 Million
people taken from schools to hospitals from 2017-2021 (National Electronic Injury Surveillance System, analyzed by Fine Law Firm)
3,230
structure fires in school each year (National Fire Protection Association)
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EOP Development Steps (Summary)
The guide outlines the following emergency operations plan development steps, summarized here.
1. Form a Collaborative Planning Team
Planning teams should be multidisciplinary and comprised of:
School administrators, educators, psychologists, and nurses
Facilities and transportation managers
Student and parent representatives
Individuals and community organizations that represent the interests of those with disabilities, racial minorities, and religious organizations
First responders and emergency management authorities, including law enforcement, EMS, and mental health practitioners
The team should:
Form a common framework
Define and assign roles and responsibilities
Determine a regular meeting schedule
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KEY INSIGHTS
“It is important for schools, as well as all organizations, to create detailed Emergency Operations Plans so that as many individuals as possible know in advance of an emergency how to respond. Response is much more effective and efficient when roles and responsibilities have been thought about, discussed, and practiced before a crisis occurs.
Of course, every emergency is different, but having a framework is still beneficial to saving lives and property in a crisis. For schools, in particular, most often minors are involved; therefore, the adults must not only think about themselves, but also about how they can protect the children that will be looking to them for guidance.
When individuals in leadership roles know what to do in an emergency, they can usually respond in a more timely, calmer demeanor which tends to cause those who are following them to also remain calmer and reduce panic.”
-FEMA
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2. Understand the Situation
During the next phase, the planning team should work to:
Identify threats and hazards
Assess risks
Prioritize threats and hazards
The guide recommends conducting a risk and vulnerability assessment that includes the following:
Site assessment: Safety, accessibility, and emergency preparedness of the school's buildings and grounds
Culture and climate assessment: Evaluates student and staff connectedness to the school and problem behaviors
School threat assessment: Analyzes communication and behaviors to determine whether a student, staff, or other person poses a threat
Capacity assessment: Identifies what resources are available during an emergency, including on-site personnel, equipment, and supplies.
Next, compare and prioritize risks based on:
Probability or frequency
Magnitude
Time available for warnings
Duration
Follow-on and cascading effects of threat or hazard
When you're done with this step, you should have a prioritized list of threats and hazards.
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KEY INSIGHTS
“It’s very important for school leaders to consider the capabilities of the individuals that may be present during the emergency, the various types of physical environments that may be present within the school’s jurisdiction, and the various times of the school day. Physical school environments inside a building may include enclosed rooms such as offices and classrooms; open rooms such as auditoriums, gyms, cafeterias, and outside areas such as sports fields and parking lots. The various times of the school day that may impact response methods may include before classes start, lunch time, afternoon dismissal and after-school events. Finally, the capabilities of all individuals from the cognitive and physical perspective must be considered. In primary schools, this may be particularly challenging due to the students’ age ranges.”
-FEMA
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3. Develop Goals and Objectives
The next step is to develop at least three goals for addressing each threat or hazard, then to identify objectives to support each goal.
The guide states that each goal should have a desired outcome for before, during, and after a threat or hazard.
Examples include:
The planning team should outline objectives for each goal, and each objective should be specific and measurable.
For example:
As you map objectives, it will become clear that some apply to multiple types of emergencies, such as providing medical care, evacuating the school, or communicating with students, staff, and parents. The next step is to identify goals and outline objectives for each of those overarching functions.
For example:
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4. Plan Development (Identifying Courses of Action)
Once you’ve identified threats and hazards, established goals, and created objectives for each, the next step is to determine specific courses of action for preventing and responding to threats and hazards – in other words, outline your selected school safety solutions. The guide recommends the following process:
Depict potential scenarios
Determine how much time you’ll have to respond
Identify decision points
Develop courses of action
Each course of action should answer the following questions:
What is the action?
Who is responsible?
When does it take place?
How long does the action take and how much time is actually available?
What must happen before and after the action?
What resources are required?
How will it affect specific populations (for example, those with disabilities)?
NOTE: School EOPs must comply with the Americans with Disabilities Act and address language access for those with limited English proficiency.
5. Plan Preparation, Review, and Approval
In this step, the planning team writes, reviews, and approves a formal EOP comprised of three primary sections:
Basic Plan: An overview of the school’s approach to emergency operations
Functional Annexes: Details goals, objectives, and courses of action that apply across multiple threats or hazards, such as evacuation and communications
Threat- and Hazard-Specific Annexes: Details goals, objectives, and courses of action for specific types of threats and hazards, such as tornadoes and active shooters
INTEGRATE TECHNOLOGY INTO YOUR EOP
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6. Plan Implementation and Maintenance
The final step is to implement the EOP and maintain it, as your plan should evolve as the school gains new insights and discovers better school safety solutions over time. The guide outlines specific steps for the following:
Train stakeholders on the plan and their roles
Exercise the plan (drills and tabletop, functional, and full-scale exercises)
Review, revise, and maintain the plan
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KEY INSIGHTS
“It is not enough to have an Emergency Operations Plan. The EOP is not going to save lives if all it does is sit on a shelf, and the only ones who know the plan are the ones who wrote it. An EOP must be used for regular training and exercises so that everyone involved knows the plan. It must also be reviewed and updated periodically as environments change.”
-FEMA
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Plan Content (Summary)
A traditional EOP follows this format:
Here are some additional insights on functional and threat- and hazard-specific annexes.
Functional Annexes
An effective EOP includes functional annexes, which “focus on critical operational functions and the courses of action developed to carry them out.” The guide describes the following functional annexes:
Evacuation
Lockdown
Shelter-in-Place
Accounting for All Persons
Communications and Warning
Family Reunification
Continuity of Operations
Recovery
Public Health, Medical, and Mental Health
Security
Threat- and Hazard-Specific Annexes
The guide also outlines the following threat- and hazard-specific annexes:
Active Shooter Situations
The guide provides specific guidelines for active shooter situations, including the following:
Planning
How to evacuate or lock down students, staff, and visitors
Selecting shelter-in-place locations
How to notify the school community that there is an active shooter on school grounds
How students and staff will know when the building is safe
Sharing Information with First Responders
Provide first responders with site assessments and other information, such as building schematics and locations of public address systems, alarm controls, security cameras, two-way communication systems, utility controls, medical supplies, and fire extinguishers
Build strong relationships with law enforcement, fire, and EMS departments
Conduct drills, exercises, and walkthroughs with first responders
Exercises
Conduct drills for emergency situations, including fires, tornadoes, and active shooter situations
Drills should involve first responders and school resource offers
Preventing an Active Shooter Situation
Learn to recognize warning signs as outlined in the guide
Create a school threat assessment team (TAT) to review troubling behavior, identify individuals who may post a threat, and develop an appropriate course of action
Communication is crucial after an active shooter situation. Schools should have a plan to communicate:
Reunification processes and locations to family members
When a child is missing or injured
Ongoing updates, even if no new information is available
Counseling and other support services availability
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KEY INSIGHTS
“Communication is critical in emergency preparedness, prevention and response. It is one of the keys to saving lives and property in an emergency. Communication must be clear, concise, consistent and collaborative. The only way to ensure effective and efficient communication during an emergency is to have a plan and to exercise the plan before a crisis.”
-FEMA
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PREVENT & RAPIDLY RESPOND TO ACTIVE SHOOTER SITUATIONS
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School Safety Solutions for an Effective EOP
An effective school emergency operations plan includes functional and threat- and hazard-specific annexes that outline specific courses of action for preventing and responding to emergencies.
When time is of the essence, technology can help schools streamline – and in some cases, automate – those functions to improve safety, speed response, and facilitate communications. The following school safety solutions can help schools develop effective EOPs.
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KEY INSIGHTS
“Technology may be beneficial for schools to use to collect, track and analyze data related to hazards and threats, drills, and exercises, as well as historic effectiveness of response and mitigation measures in relation to emergencies. However, schools should be cautious about relying too heavily on technology when responding to an emergency. Some types of emergencies -- fires, floods, cybersecurity, as examples -- may impact the school’s technology systems. If that is the only means of communicating or getting critical information needed to respond to the emergency, response may be significantly crippled. Schools need to ensure that they have contingency plans in place that include ways to communicate and access data should the technology systems fail.”
-FEMA
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E911 Compliance
The FCC mandates that all schools with Multi-Line Telephone Systems comply with Kari’s Law and RAY BAUM’s Act. These regulations are designed to facilitate emergency response by ensuring anyone can reach 911 and first responders can locate emergency callers. Collectively, they include the following requirements:
Direct dial 911 calling without the need for an access code (such as “9”)
Provide dispatchable location with detailed identifiers to Public Safety Answering Points (PSAPs) – including address, building, wing, floor, and room number
Notifications sent to on-site personnel when 911 is dialed
Provide a callback number to the PSAP
No local call interception
AUTOMATE E911 COMPLIANCE
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Unfortunately, experts estimate that as many as three out of four schools are noncompliant, risking costly fines and potential tragedy. Consider the following scenarios:
A teacher dials 911 from the elementary school, but the phone system reports the district office address to the PSAP, which dispatches first responders to the wrong location
A staff member dials 911 from a maintenance building, but the phone system reports the school’s primary address. First responders are dispatched to the right school, but they don’t know where the staff member is
An administrator working from home dials 911 on their school-issued softphone. The phone system thinks the administrator is at school
A student attempts to dial 911, but they can’t get through because they don’t know they need to dial “9” to reach an outbound line
E911 compliance solves these problems by ensuring anyone can reach 911, reporting accurate caller locations, and notifying on-site personnel who can provide assistance before first responders arrive – and schools can leverage phone system technology to automate compliance.
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Many schools and universities unwittingly violate federal laws through noncompliance. Here are three commonly overlooked violations.
1. Local Call Routing
When someone dials 911, the call gets routed to campus security rather than the nearest PSAP.
“One of Kari’s Law’s tenets is direct access, which says if I pick up a device from a phone system on campus and dial 911, the next people I should talk to is 911, not campus security,” explains Jay Robison, National Channel Manager at 911 Inform.
Robison says the intent behind local call routing is good, since campus security is on-site and can quickly arrive on the scene, but it’s not the best way to save lives during an emergency.
A better, more compliant solution is to route calls directly to the proper 911 center AND simultaneously send automatic notifications to the local campus safety team via whichever medium or device they prefer (screen pop, cell phone notifications, email, etc.). In this manner, schools can ensure first responders are alerted and on-site personnel can immediately respond while first responders are en route.
“We don’t want to terminate [911 calls] locally. It sounds like a great idea because people are here and can respond faster, but when you look at the other side of the picture, those people aren’t trained in emergency medical dispatch, they don’t know how to do CPR over the phone, and they don’t know the right questions to ask,” says Mark Fletcher, ENP, Vice President of Public Safety at 911 Inform and the author of Kari’s Law.
Another problem with local call routing is that if multiple calls come in at once, and the first callers are panicking, on-site personnel might miss subsequent calls from people who can relay critical information.
“If you’re not dispatching physical resources – police, fire, EMS – you’re delaying response by answering it locally and then transferring it to people that need to do the dispatch,” says Fletcher.
2. 911 Misdials
Kari’s Law mandates that callers must be able to reach 911 from any phone without the need to dial an access code such as “9,” known as direct dial. It’s relatively easy to enable direct dial 911, but it can also leave schools vulnerable to accidental misdials, creating new issues.
“In a lot of environments, the phone system is able to directly dial 911 if it’s provisioned, but when you just enable that feature, and you don’t program what’s called misdial prevention, it becomes very easy to misdial 911,” explains Fletcher.
Too many misdials can lead first responders to believe incoming 911 calls are not authentic, delaying response in a real emergency. When that happens, schools might disable direct dial and become noncompliant again.
“This can be fixed by implementing misdial prevention properly,” says Fletcher. “It’s simple and easy, but not often done because it’s approached the wrong way or the school just didn’t realize they needed to do that.”
3. Phone System Updates & Remote Locations
Schools can become noncompliant when they update their phone systems or fail to account for remote employees and geographically diverse buildings.
For example, a school district might switch to a VoIP system that’s not properly programmed for remote employees. If an employee dials 911 from a softphone at home, the system could report the school’s main address instead of the caller’s home address. The same can happen within the district; if an emergency occurs at an elementary school, dispatchers could receive the district office address, wasting precious lifesaving time.
Cell Phone 911 Location Capabilities (Geofencing)
Kari’s Law and RAY BAUM’s Act apply to school phone systems, but they don’t account for cell phones and other wireless devices owned by staff and employees. That’s a problem when you consider that:
80% or more of 911 calls are made from cell phones (National Emergency Number Association)
Cell phones do not notify on-site personnel when 911 is dialed, so schools are blind to emergencies when callers use their cell phones
Geofencing reports accurate caller locations when someone dials 911 from anywhere on your campus, and some solutions automatically notify on-site personnel who can provide immediate assistance before first responders arrive. If someone dials 911 using their cell phone from the parking lot, for example, both first responders and on-site personnel can know exactly where they are.
“Total call volume to 911 from landlines and PBX is 15% and 85% is coming from cell phones,” says Robison. “Geofencing pinpoints where cell callers are in an instant and solves for 100% of the emergency calls coming from a school.”
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KEY INSIGHTS
Modern cell phones come with the capability to report 911 caller locations to PSAPs. However, they don’t automatically notify school personnel when 911 is called. The most comprehensive school safety solutions not only relay accurate location data to PSAPs, they also:
Simultaneously notify on-site personnel so qualified staff can assist before first responders arrive
Provide interactive maps that display caller locations for on-site staff and first responders
Allow first responders and on-site staff to access integrated technologies such as video camera feeds to gain situational awareness and see what’s happening before they arrive on scene
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Geofencing can even save money on college campuses because it can replace blue light poles. By accurately reporting cell phone locations, geofencing effectively puts a blue light pole in everyone’s pocket. It also eliminates the need to map out every possible location inside school facilities.
“You no longer need to have this structure with all the potential locations in the building with unique phone numbers assigned. That’s very clumsy, very expensive, and requires a lot of infrastructure to maintain,” says Fletcher.
Interactive Maps
Interactive maps of school buildings and grounds display precise locations of:
911 callers
AEDs
First Aid kits
Fire extinguishers
Emergency shut-offs
Entrances/exits
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During an emergency, designated school officials can access interactive maps on desktop and mobile devices to:
Locate people and emergency resources
Lock down facilities and selectively open doors for first responder access
Access life in-room and hallway camera feeds for situational awareness
Schools can also automatically share interactive maps with law enforcement and other first responders when 911 is dialed, helping them identify the fastest path to the scene of an emergency and gain situational awareness. When the emergency is over, schools can revoke access to protect student privacy.
“You can layer on functionality over digitized floor plans, so you know that a 911 call is coming from Room 303, for example, and that location is delivered to the dispatcher and anyone the school wants to have notified as well,” says Robison.
Interactive maps can also update as emergencies move from one location to another, such as in an active shooter situation.
“Emergencies move, so if there is a fight and it moves to Room 304, we can change the emergency room,” Robison explains. “Active shooters don’t stay in one spot. They move throughout the building, so if security is chasing them and they’re now in the gym, they can move where that threat is and update everyone, so they know the shooter is now in the gym. Public safety can know what door is closest to where they need to go, and from their squad car they can unlock the closest door.”
Remote Lockdown
Schools and law enforcement can remotely lock down facilities and even entire districts from their smartphones or tablets, then selectively open doors for first responder access during emergencies.
For example, a student might spot an active shooter approaching the building from the parking lot. They call 911 from their cell phone, instantly notifying on-site personnel and law enforcement, who can click a dedicated link to lock down the facility before the shooter enters.
If the shooter enters the school before the facility is locked down, interior doors can be locked to trap the shooter in a specific wing. Then, a door can be selectively unlocked to allow law enforcement to engage the shooter before they get any farther.
Security Camera Integration
Interior and exterior security cameras can integrate with interactive maps, allowing first responders to get a 360-degree view inside for situational awareness.
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Situational Awareness VS Student Privacy
Student privacy is an important concern, as school districts are understandably reluctant to allow outside agencies to access live camera feeds. Some school safety solutions solve the issue by limiting access to emergencies only. Law enforcement can only view camera feeds once an emergency event is triggered. When the emergency is over, school administrators can revoke access.
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Silent Panic Buttons
Silent panic buttons enable students and staff to alert law enforcement without alerting aggressors. Alyssa’s Law is legislation that requires silent panic buttons in K-12 schools. So far, some version of Alyssa’s Law is in effect in five states (Florida, New Jersey, New York, Texas, and Tennessee), with legislation pending in other states and at the federal level.
The rules vary between states, but Alyssa’s Law generally requires:
Silent panic buttons installed in K-12 schools
Panic buttons must instantly notify law enforcement or 911 dispatchers (they may also notify on-site personnel)
Alarms must not be audible in schools
In some states, silent panic buttons must be mobile (worn by teachers and staff)
Of course, you don’t need your state to enact Alyssa’s Law to implement silent panic buttons at your school.
Mass Notifications
Reliable communications are critical during emergencies, and mass notifications systems help schools communicate crucial messages to staff, students, and parents. Examples include:
Active threats
Medical emergencies
Natural disasters
Evacuation instructions and routes
Reunification plans
Inclement weather
Consider mass notification systems with advanced features such as:
Multi-channel notifications: Desktop computers, mobile devices, email, school intercoms, text, automated voicemail messages, website announcements, and social media
Automation: Trigger strobes, alarms, and door access controls, and put emergency response workflows in motion
Pre-set messages: Instantly send pre-set messages such as evacuation instructions rather than needing to compose them during time-sensitive emergencies
Two-way communication: Parents, staff, and students can communicate directly with the school
Mass notification systems can also help colleges comply with the Clery Act, which mandates that institutions of higher education provide campus communities with timely warnings and emergency threat notifications.
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Automatic Detection and Alerts
Some school safety solutions can integrate with camera and security systems to automatically detect, record, and report important information and events, including:
Weapons detection
Gunshot detection
Facial recognition
License plate recognition
The system can automatically notify administrators and first responders when a weapon is detected, for example, and record faces and license plates for law enforcement investigations.
Drill Mode
Many states require schools to conduct regular emergency drills for fires, tornadoes, and active shooter situations. Drills are important, but they can also involve heavy workloads and time-consuming reporting for IT and other school staff.
Some emergency response systems facilitate drill execution and management with “drill mode,” which can:
Notify students, parents, and neighboring school districts about upcoming drills to avoid unnecessary panic
Streamline the drill process and record required data
Automate state-mandated reporting
Connected Building
There are many technology-based school safety solutions available, and it’s important to tie existing systems together for effective emergency workflows. One common issue is when schools employ various technologies that don’t “speak” to one another.
“People are buying disparate technology. Door access here, video here, panic buttons, strobes. You have all these different apps to administer and care for and you’re alerted from differently,” says Robison.
One solution is to integrate and aggregate all technologies under a centralized platform – a single dashboard that can deploy predetermined workflows in response to emergency events.
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“Every time a safety or emergency event happens – whether a 911 call or panic button or facial recognition or weapons detection – we can create a workflow behind that for what you want to do,” says Robison. “For example, if a panic button is depressed at the school, it can also trigger strobes in the hallways and classrooms, so staff know during events to shut the door and keep students in the classroom until they get the ‘all clear.’ They can silently make that decision, so they don’t freak out the entire student community.”
Connected building solutions can be customized to integrate with a variety of applications, including student information systems, which can prove critical when students are unaccounted for during emergencies.
For example, two students could be missing from their homeroom during an emergency event. The teacher can report that they’re missing. All school staff have access to the missing student list, and if another teacher sees the students run by in the hallway, they can pull them into their classroom and update the list.
“The kids aren’t where they should be, but they’re all accounted for, so the system works hand-in-hand with the student info system to deliver critical information to teachers in real time,” says Robison.
School Safety Solutions Recap
An effective school emergency operation plan identifies how schools will respond to various emergencies. Though no solution can prevent every emergency, these technologies can help schools develop effective EOPs that help schools keep their staff and students safe.
Resources
The following resources can help schools develop effective EOPs.
Guide for Developing High-Quality School Operations Plans
A comprehensive, step-by-step guide to developing an EOP.
EOP Interactive Tools
The REMS TA Center provides interactive tools to help schools develop effective EOPs, including:
EOP Assess: A series of guided questions designed to help schools with the planning process
Site Assess: A mobile app that helps planning teams conduct site assessments
EOP Assist: Interactive software that walks planning teams through the six-step planning process and generates a custom EOP
EOP Assist Interactive Workbook: Includes worksheets and instructions for developing a high-quality EOP
EOP Evaluate: A web app that helps schools evaluate existing EOPs to ensure they meet federal guidelines
SchoolSafety.gov
An all-encompassing school safety resource developed collaboratively between the Departments of Education, Health and Human Services, Homeland Security, and Justice.
Readiness and Emergency Management for Schools Technical Assistance Center
Federal guidance for K-12 school emergency preparedness.
Where to Find School Safety Grants
A list of federal and state safety grant opportunities for schools.
School Safety Technology Consulting
With so many school safety solutions on the market, it can be difficult to know which technologies are available and vet each option to determine which will work best for your school’s unique situation. Cady’s technology advisors are here to help. We’ll work with you to compare and identify solutions that help your school achieve and maintain compliance and improve emergency response.
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