4. EMERGENCY PREPAREDNESS PLAN⁶³ 

1. Accidents & Medical, Dental, and Mental Health Emergencies

1. Health history and emergency care plan.

1. 1. Families complete a “Health History and Emergency Care Plan" form detailing the child's physician, address & phone number, the names of people to contact in an emergency, and the preferred emergency medical facility. This form is reviewed at least every 6 months by the family or sooner as needed.
   2. This form is kept in the Preschool office and a copy is available in the child’s classroom. This is confidential information.

2. First aid supplies.

1. 1. First aid supplies (ice packs, bandages, tape, Band-Aids) are always available. Staff locate first aid supplies during their orientation.
   2. Teachers inform the Director when supplies are getting low.

3. Health insurance.

1. 1. Each family is strongly encouraged to have health insurance that will cover any medical expense the child may incur as a result of an illness or injury occurring at the Child Development Lab or as a result of attending this school. The University does not provide any type of blanket medical coverage, and the families are ultimately responsible for any costs not covered by their insurance.

4. Liability insurance.

1. 1. While we never want accidents to happen, the developing nature of young children in an active play environment means risks will always exist. The State's Self-Funded Liability Program provides coverage against claims made as the result of specific negligence on the part of a University employee.
   2. Negligence may be defined as the failure to act as a reasonable person would have under the same or similar circumstances.
   3. Contact The Department of Risk Management at 21 N. Park Street, Suite 6101, Madison WI 53715, (608-262-8925) if more information is needed.

5. Treating injuries.

1. 1. Medical emergencies are handled by the child’s lead teacher with the co-teacher/support teachers as back- up.
   2. Minor injury

1. 1. 1. Minor injuries include things such as a bump, scrape or small cut
      2. Staff members are limited to treatment using ice, washing injured area with soap and water, and applying a bandage. No ointments or medications, including first aid creams, can be applied to the wound unless the family has filled out, in advance an “Authorization to Administer Medication” Form

              3. Serious but a non-life threatening injury

1. 1. 1. Examples of a serious but non-life threatening injury include a broken bone, a gash that needs a stitch, or an eye injury.
      2. For serious injuries, the lead teacher renders first aid as indicated above.
      3. As soon as possible, the lead teacher telephones the child's family, telling a family member to come right away.
      4. If the family cannot be reached, the lead teacher may contact the child’s physician or call 9-1-1 to ask for advice on how to handle the situation. If the child requires immediate medical attention, follow the same procedures as indicated for a Life-threatening injury.
      5. The Alternate Contacts should not be called in this situation because the family has given the Center permission for emergency medical care or treatment to be used but not their alternate contacts. They would also need to give the alternate contacts permission to act on their behalf and we do not ask for that.

              4. Life-threatening injury

1. 1. 1. Life threatening injuries are those such as poisoning, electrical shock, cardiac arrest, or severe bleeding that requires immediate attention.
      2. In a life-threatening injury, the lead teacher must call 9-1-1. Give all the important information slowly and clearly. The building address and directions for reaching the school are posted near each telephone. To be certain they have all the necessary information, wait for the other party to hang up first.
      3. Render appropriate emergency first aid to the injured child until the rescue team arrives (do not move a severely injured child except to save a life).
      4. Contact the child's family or other emergency contacts, as soon as possible, after the emergency has occurred.
      5. If hospitalization is required, have the child transported by emergency personnel to the University Hospitals and Clinics.
      6. Take the “Child Enrollment Form” to the hospital (important because it indicates whether or not the family gives consent for emergency medical care or treatment to be used if they cannot be reached) and stay with the child until a family member arrives.
      7. Contact the Director as soon as possible.
      8. A co-teacher assumes responsibility for the other children, calming their concerns and resuming the day's schedule of activities.

2. Reporting Injuries

1. Any injury or evidence of unusual bruises, contusions, lacerations or burns received by a child in or out of center care must be recorded in the medication and injury logbook and reported to the Director or person in charge.
2. When a child incurs a significant injury at school (an injury that leaves a mark, involves trauma to the head and/or body, or requires treatment), an injury report must be completed.
3. Parents are notified immediately in any of the following situations: head injuries (any bump, blow or jolt to the head); seizures; consumption of incorrect breast milk; consumption of food or drink that may contain a child’s allergen; consumption or contact with poisonous materials; administration of incorrect medication.
4. The injury reporting procedures are as follows:

1. 1. Fill out an injury report
   2. Have the Director (or person in charge) review the report and sign it at the bottom.
   3. Make a copy of the report and give it to the Director to file.
   4. Give the original report to the child’s family on the same
   5. day the injury occurs.
   6. Record the same information in the center medication and injury logbook on the same day.

1. 1. 1. Use ink
      2. Provide the time and date.
      3. Use the child's first and last name. Do not use the name of other children involved in the accident/injury. This is a confidentiality issue.
      4. Sign or initial entry
      5. Do not skip lines

5. Accidents requiring professional medical treatment must also be reported to the licensing specialist. If this is the case, the Director will send the required report to the licensing specialist within 48 hours.

3. Child or Staff Deaths⁶⁴

1. In the case of a child or staff death due to accident or prolonged illness, lead staff should follow the following steps.

1. 1. Determine if the area is safe and/or free of hazards.
   2. Lead staff will call 9-1-1 as co-teachers and/or supporting staff help to clear the area of children and other people.
   3. Staff will notify the Director and/or call the PIC phone for support.
   4. Director will notify emergency contacts of child or staff member.

4. Building Emergencies- General information⁶⁵

1. Emergency policies and procedures were developed in conjunction with the UW Police Department, Emergency Management Division. Officers from this unit provide ongoing support and training to staff related to handling emergency situations.

1. 1. The CDL and UWPD review these policies bi-annually, and after any relevant drills or events.

2. Emergency phone numbers including telephone numbers for the local rescue squad, fire department, police department, and poison control center are posted near each telephone
3. Roles & responsibilities.

1. 1. When there is a center-wide emergency, the Director takes the lead in overseeing the emergency. If the Director is absent, the Associate Director will act on the Director’s behalf. This staff person is referred to as the “designee. If the Associate Director is not on site, then the most senior staff is in charge.
   2. Generally, the lead teacher followed by the co-teacher (as the backup) acts as first responder for the emergency in their assigned classroom.

4. Procedure for calling 911.

An emergency vehicle is available 24/7 by calling 9-1-1. There is no need to dial a 9 before the calling 911. There may be a 10 second delay before the connection is made, so do not hang up. When calling 911, give all the important information slowly and clearly. The building address and directions for reaching the school are posted near each telephone. To be certain they have all the necessary information, wait for the other party to hang up first. The use of phone landlines is preferred, when possible, versus the use of cellphones in these situations since cellphone reception can be unreliable at times when inside. Each classroom has a wireless phone, and offices have wired phone line access.⁶⁶

5. Taking roll call.

When taking roll call, teachers must check for the presence of each child against the attendance sheet. DO NOT JUST COUNT HEADS since it’s easy to miss count.

6. Enrollment Clipboard and Forms.⁶⁷

Each classroom has a iPad or Tablet containing access to Dropbox where enrollment forms with emergency information are kept from GuideStar. When not on a field trip, the classroom iPad or Tablet should be kept inside the clipboard where the attendance sheet is also kept for the group. The lead teacher always takes these along, for every emergency situation.⁶⁸

7. Classroom Insulated Back-Packs.⁶⁹

Classrooms each have a backpack filled with first aid and emergency medications for individual children that have medical plans within the class. These bags are taken with the class anytime they are away from school grounds or on the playground in case of emergency.

8. Emergency bag.

The emergency bag has the following contents: Flashlight, batteries, duct tape, a family notification log, a pen, first aid kit that includes a CPR barrier mask, weather radio, cell phone, gloves, and a selection of book/activities that would help keep children occupied for a period of time.

1. 1. The location of the emergency bag is in a designated labeled space within the reception area.
   2. This emergency bag is taken by a staff member any time there is a building evacuation.
   3. The Director is responsible for maintaining the emergency bag.
   4. Important emergency numbers are preprogrammed into the emergency cell phone.

9. Emergency supplies: An emergency supply of water and non- perishable snack food is located in the emergency bag.
10. Notifying families of an emergency.

Families are notified of all emergencies, as soon as possible, with either the center’s cell phone, landline, or via an email message. In some cases, social media such as Facebook, may be used to inform families as well. Depending on the circumstance, they are given instructions for when and where to pick up their child. A designated staff person logs each notification attempt on the “Family Notification Log” from the emergency bag.

5. Field trip/Walk Emergencies⁷⁰

In cases of emergency when classrooms are on a field trip or on a walk beyond our school. Field Trips are planned and approved by the Director or designee, however, walks to pre- approved spots are marked on a digital map on our Google CDL drive to allow for the director and other staff to know where they are located.

1. 1. If on a field trip away from school, the director or designated person in charge by the director, will work with the point of contact of the location of the field trip to ensure safe location and protocols are met, as similar to the CDL’s policy as possible. The person in charge, if it is not the director, will contact the director to discuss changes in protocols as needed and instructions on contacting families.
   2. If on a walking trip, classes should make contact with the director via cellphone to determine the next best steps. In an ideal situation, the class will find shelter in a nearby location (such as Microbial Science, Agricultural Hall, or Van Hise) or meet at the Off-Site Evacuation location. The lead teacher will communicate with the director about delegation of responsibilities such as communication with families.

6. Emergency Procedures for Children with Special Needs.

1. Children under the age of two are placed in the evacuation crib and then pushed out the evacuation route.
2. At least one staff member (such as the floater/support teacher) is responsible for helping children or staff with physical or mental disabilities throughout the evacuation process. If the child has other special needs, such as needing medication at a certain time, it should be taken along.

7. Emergency Procedures for Persons with Disabilities

1. If circumstances require evacuation from a building, the disabled person is to evacuate the building by the safest and nearest exit and follow the general procedures for emergency evacuation.
2. If staff are unable to assist the disabled to evacuate or the situation is life threatening, call 911. Inform them who and where the disabled person is located and any information that may be required in the evacuation process (e.g. wheelchair bound, lift required, etc.).
3. Mobility impairment (wheelchair).

1. 1. If people with mobility impairments cannot exit, they should move to a safer area, e.g., an office or classroom with the door shut which is a good distance from the hazard and away from falling debris. Notify police or emergency personnel immediately about any people remaining in the build and their locations.
   2. If immediate evacuation is necessary, be aware of the following considerations:

1. 1. 1. Wheelchairs have movable parts; some are not designed to withstand stress or lifting.
      2. You may need to remove the chair batteries; life- support equipment may be attached.
      3. In a life-threatening emergency, it may be necessary to remove an individual from the wheelchair. Lifting a person with minimal ability to move may be dangerous to their well-being.
      4. Wheelchairs should not be used to descend stairwells, if at all possible.
      5. Non-ambulatory persons may have respiratory complications. Remove them from smoke or fumes immediately and determine their needs and preferences.
      6. Check the evacuation routes for obstructions before assisting the person to the exit. It may be necessary to help clear the exit route.
      7. Delegate other personnel to bring the wheelchair.
      8. Reunite the person with the wheelchair as soon as it is safe to retrieve it.

4. Mobility impairment (canes, crutches or walkers).

1. 1. Ask the person their preferred method of assistance.
   2. Do not use an evacuation chair unless you are trained. Improper use can result in injuries to both those assisting and those being assisted.
   3. Contact emergency personnel immediately for assistance.

5. Visual impairment.

1. 1. In an emergency situation, describe the nature of the emergency. Do not grasp a person’s arm without first asking. This might disorient a visually impaired person. If they welcome your assistance, offer your elbow and escort him/her to a safe place. Providing direction is very important if there is a crowd or obstruction in the area.
   2. When you are walking, give a verbal description about the evacuation route, using estimated distances and directional terms.
   3. When you have reached safety, orient the person as to where you are and ask if any further assistance is needed.
   4. Some individuals may have dog guides that may be disoriented during the emergency and may require additional assistance.
   5. White canes and other mobility aids should NOT be left behind.

6. Hearing impairment.

1. 1. Face the person when you speak to them. Speak clearly and tersely while you describe the situation.
   2. To attract their attention, touch them, use eye contact or turn the light switch off and on.
   3. Gestures are helpful but be prepared to write notes describing the emergency and nearest evacuation route if the person does not seem to understand what you are saying.
   4. Offer visual instructions (e.g., by pointing toward exits or a lobby evacuation map) in guiding the person to the safest exit.

8. Fire Protection

1. Fire extinguishers.

1. 1. Location of extinguishers used at the CDL

Extinguishers are found in the kitchen, in the hallway across from the Chipmunk room (ground floor), and in the hallway across from the Duck room (2nd floor).

             2. Operation

Pull the pin through the seal, aim the extinguisher at the base of the fire and sweep from side to side.

             3. Priority

1. 1. 1. If there is a small fire, a fire extinguisher may be used to put the fire out, but priority should be given to immediate evacuation of children.
      2. Staff should not attempt to put out a fire if there is any imminent threat to their safety.
      3. When in Doubt, Get out!

4. Inspection

Fire extinguishers are inspected once a year by a qualified person and have a label indicating the extinguishers' condition and date of the last inspection.

2. Fire alarm testing.

1. 1. The fire alarm system must be tested weekly to make sure it is in proper working order OR documentation of 24/7 monitoring must be kept on file for state licensing.
   2. If weekly testing is required, the date/time of each drill must be recorded on the “Fire Drill and Emergency Response” document.

3. Fire evacuation.⁷¹

1. 1. Fire drills & building inspections

1. 1. 1. Fire evacuation drills and health and safety inspections must be conducted monthly.
      2. The date/time and length of each drill must be recorded on the “Fire Drill and Emergency Response” document

              2. Fire evacuation procedure

1. 1. • When the fire alarm sounds, the lead teacher in each classroom takes a roll call to make sure all the children are present.
      • The lead teacher takes the enrollment clipboard or binder.
      • The lead teacher evacuates children out of the building using the primary evacuation route, taking them to the designated “gathering place”. The primary evacuation routes and gathering places are as follows:

1. 1. 1. • People in upstairs classrooms go out the exterior classroom doors, through the infant playground exit, down the hill and gather on the lawn in front of Ag Hall. People in the downstairs classrooms exit out the exterior classroom door, through the playground gate and gather on the lawn in front of Ag Hall. People in upstairs or downstairs neighborhood centers should evacuate through the closest exit doors to the outside. Be familiar with all exit options from the emergency evacuation maps posted in each area.
         • If the primary evacuation route is blocked by fire, the secondary route and “gathering place” should be used. The secondary evacuation routes and gathering places are as follows:
         • People in the upstairs rooms exit out the interior classroom door, go down the internal stairway, through the reception area, out the front doors and gather on the lawn in front of Ag Hall. People in the downstairs classroom exit out the internal classroom doors, through the reception area, out the front door and gather on the lawn in front of Ag Hall.

• • • Doors should be shut, and lights switched off on the way out.
    • Once at the gathering place, the lead teacher takes a roll call using the sign in sheet to verify that all children in the group are out of the building.
    • The Director or designee takes the emergency bag and joins all staff and children at the gathering place and confirms that all staff and children are out of the building.
    • The Director or designee calls 911.
    • The Director or designee goes to a visible location to help direct the fire department to the facility. Once the fire department arrives on scene, the Director or designee establishes contact with the fire department official to discuss what information is needed by the fire department.
    • No person shall attempt to re-enter the facility until cleared by the fire department.
    • Families are notified of the situation and the proper pick-up point for the children.
    • Staff use the family notification log (which is in the emergency bag) to record efforts to contact families.

i. Tornado⁷²

1. 1. Tornado watch means weather conditions are favorable for the development of a tornado in the area. The Director, Associate Director or most senior teacher in the building will alert teachers and monitor the situation via a weather radio.
   2. Tornado warning means a tornado has been sighted in the area. The city emergency sirens will sound a steady tone for three minutes or longer if there is danger in the immediate area.
   3. Tornado evacuation drills.

1. 1. 1. Tornado evacuation drills must be conducted monthly during the months of April-October.
      2. The date and time of each drill must be recorded on the “Fire Drill & Emergency Response” document.
      3. Tornado evacuation procedure: When warning sirens sound, seek inside shelter immediately using the following procedures:

1. 1. 1. 1. The Director or designee grabs the emergency bag which contains flashlights and a weather radio.
         2. The lead teacher in each classroom takes a roll call.
         3. The lead teacher takes the enrollment clipboard or binder.
         4. The lead teacher escorts the children in his/her group to the designated safe area. The safe area is the 1st and 2nd floor interior hallways of the main SoHE building.
         5. The lead teacher takes a roll call using the sign in sheet to verify that all children are in the group.
         6. The lead teacher instructs the children to sit with their backs against the most interior wall and to stay away from outside walls and glass windows.
         7. After the danger of the storm has passed and before allowing children to return to their classrooms, the Director or designee should walk through the facility testing the utilities and looking for any damage, reporting any damage to the proper authorities.

10. Off-Site Evacuation

1. Some emergencies warrant moving children to a “Safe Place” away from the Preschool facilities. Two off-site locations are identified so that the most appropriate site can be selected, depending on the nature of the emergency.
2. The primary “Safe Place” for evacuation is the Microbial Sciences Building, 1550 Linden Dr. Contact: Kile Boldon, Building and Grounds Supervisor at 608-262-8837 (office), 608-712-7246 (cell), or kyle.boldon@wisc.edu. The secondary safe area is Van Hise Hall, 1220 Linden Dr. Contact: Dustin Ludke at 608-265-8301 (office), dludke@wisc.edu or Brenda Joyce, 608-843-7980 (cell), bjoyce@uwsa.edu. In times where the primary and secondary sites are unavailable, we will utilize Agricultural Hall, 1450 Linden Dr. Contact: Douglas Sabatke, 608-265-3476 (office), 608-712-3164 (cell), doug.sabatke@wisc.edu.
3. Off-site evacuation drills are conducted at least annually.
4. Procedure for conducting an off-site evacuation:

1. 1. The Director or designee calls 911 and indicates the need for assistance.
   2. The Director or designee will notify all staff which offsite location they must evacuate to.
   3. The lead teacher takes a roll call to make sure all children are present and accounted for.
   4. The lead teacher takes the enrollment clipboard or binder.
   5. The lead teacher escorts the children out of the building to the designated safe area away from the facility.
   6. The Director or designee takes the emergency bag.
   7. Once children and staff reach the designated safe area, the lead teacher takes a second roll call to ensure that everyone has arrived safely.
   8. No person should return to the facility until it is deemed safe by the proper authorities.
   9. Families are notified of the situation and the proper pick-up point for the children.
   10. Staff use the family notification log (which is in the emergency bag) to record efforts to contact families.

11. Lock-Down

1. Some emergencies may result in harm to persons inside the building, such as a shooting, hostage incident, intruder, trespasser, or other disturbance. These situations warrant a “lock-down”.⁷³
2. The Director or any staff directly involved with the dangerous situation can initiate a lock-down by using a phrase such as “there is an unsafe adult in the building” which means begin a lock-down. Additional brief details can be given if it will not cause panic. This announcement is made via the intercom telephone system or by sending a messenger to each classroom.
3. Lock-down drills are conducted at least annually.
4. Lock-down procedures.

 Upon hearing the phrase “there is an unsafe adult in the building” or other information to initiate a lockdown the lead teacher:

1. 1. Takes a roll call to make sure all children are present and accounted for.
   2. The lead teacher takes the enrollment clipboard or binder.
   3. Takes the children to their designated lock-down room:

1. 1. 1. The lock-down rooms = Individual classrooms
      2. Lock classroom doors.
      3. Account for all children by taking a roll call.
      4. Move all people away from windows and doors and cover them to prevent someone from seeing into the classroom.
      5. Engage in quiet story time activities with children.
      6. Do not open the door for anyone, until the all- clear signal is given from a trusted source. If you are not sure, call 911 to verify it is all clear.

12. Physical and Verbal Threats

1. Types

1. 1. In-person
   2. Written
   3. Telephone

2. Warning signs

1. 1. Uncharacteristic poor performance
   2. Excessive absences or tardiness
   3. Reduced motivation
   4. Irritability
   5. Angry outbursts or tearfulness
   6. Intense emotions
   7. Inappropriate responses
   8. Strained interpersonal relations
   9. Substance abuse
   10. Isolating behavior/low self esteem
   11. Change in personal hygiene or dress
   12. Evidence of depression or stress
   13. Hyperactivity/difficulty concentrating

3. What to do if you observe warning signs

1. 1. Talk with a trusted colleague about the situation
   2. Call University of Wisconsin Madison counseling services (students) or Employee Assistance Office (faculty/staff) for advice
   3. Speak with the person privately
   4. Remain calm/keep your composure
   5. Actively listen to what the person is saying
   6. Communicate understanding not sympathy
   7. Don’t make judgments or establish blame
   8. Set clear boundaries/behavioral expectations

4. Staff should confront any unknown persons in the childcare space and offer assistance. No stranger is allowed to roam the facility unescorted
5. If a person is acting in a suspicious manner or becomes belligerent, the Director or any person first encountering the situation should engage the person, offering assistance and other forms of distraction
6. A second staff calls 911, and initiates a “lock down” if instructed to do so from the Police
7. Do not open the door for anyone, until the all-clear signal is given from a trusted source. If you are not sure, call 911 to verify all is clear

13. Response to Active Shooters

An active shooter is a person who is actively engaged in killing or attempting to kill people in a populated area; in most cases active shooters use firearms and there is no pattern or method to their selection of victims. These situations are dynamic and evolve rapidly, demanding immediate deployment of law enforcement resources to stop the shooting and mitigate harm to innocent victims. Not all situations can be planned for, but there are some things that you can think about before a situation occurs that may help you under stressful conditions. Here are some things to consider:

1. Nobody just SNAPS. A mass casualty killer ALWAYS tells someone or gives clues ahead of time. Look for the signs and indicators listed in verbal threats (Section A of the Emergency Preparedness Plan)
2. For this type of killer, violence becomes the only possible recourse for their perceived grievances
3. Study your surroundings BEFORE something happens. Where are your exits? Can the door be locked? What would work as a barricade? Do the windows open?
4. Have a plan of action for rooms/buildings you frequent and in general. Where would you run? How would you hold a barricade? Would you live if you jumped out a window?
5. Survival strategies in the event of an active shooter

1. 1. Study your surroundings before something happens
   2. Have a plan of action for rooms/buildings you frequent
   3. Establish an internal safe room
   4. Be prepared to call 9-1-1 when it’s safe for you to do so.
   5. Remember RUN-HIDE-FIGHT
   6. RUN:

1. 1. 1. Get out and away from area
      2. call 9-1-1 to alert police to the shooter’s location. If you can’t speak, leave the line open. Report as much detail as possible about your location and about the shooter(s)

              7. HIDE:

1. 1. 1. If you can’t get out, find a safe place to hide
      2. If you are in a room you cannot leave, barricade the door to keep the shooter out
      3. Close and lock all doors and windows, shut blinds, turn off all lights, get down on the floor &/or behind adequate cover (i.e. concrete walls, thick desks, filing cabinets)

             8. FIGHT:

1. 1. 1. If there is no way out, your only choice may be to fight back and take out the shooter. Remember you are fighting for your life, so commit fully to your actions.

6. What to expect from responding police officers and things to consider as they are responding:

1. 1. Police officers responding to an active shooter are trained to immediately proceed, in small teams, immediately to the area in which shots were last heard
   2. Their purpose is to stop the shooting as quickly as possible so they will NOT stop to aid injured people
   3. Remain calm, do as the officers tell you, and do not be afraid of them.
   4. Put down any bags or packages you may be carrying and keep your hands visible at all times
   5. If you know where the shooter is, tell the officers

7. Before un-securing an area (i.e. unlocking your room to let others in):

1. 1. Consider the continued risk of attack. The shooter will not stop until they are engaged by an outside force and there may be more than one. The shooter may also pretend to be a police officer to lure people out of rooms
   2. Attempts to rescue people should only be attempted if it can be accomplished without further endangering the persons inside a secured area
   3. Consider the safety of masses vs. the safety of a few
   4. If doubt exists for the safety of the individuals inside the room, the area should remain secured

14. Response to a Hostage Situation

1. If you hear or see a hostage situation:

1. 1. Immediately remove yourself from any danger.
   2. Immediately call 9-1-1.
   3. Be prepared to give the Police Communications Officer the following information:

1. 1. 1. Location and room number of incident
      2. Number or possible hostage takers
      3. Physical description and names of hostage takers, if possible
      4. Number of possible hostages
      5. Any weapons the hostage takers may have
      6. Your name
      7. Your location and phone number

2. If you are taken hostage:

1. 1. Remain calm, be polite and cooperate with your captors.
   2. Speak normally, DO NOT complain, avoid being belligerent and comply with all orders and instructions.
   3. DO NOT draw attention to yourself with sudden body movements, statements, comments or hostile looks.
   4. Observe the captors and try to memorize their physical traits, voice patterns, clothing or other details that can help provide a description later.
   5. Avoid getting into political or ideological discussions with the captors.
   6. Try to establish a relationship with your captors and get to know them. Captors are less likely to harm if they respect you.
   7. If forced to present terrorist demands to authorities, either in writing or on tape, state clearly that the demands are from your captors. Avoid making a plea on your own behalf.
   8. Try to stay low to the ground or behind cover from windows or doors, if possible.

3. In any rescue situation:

1. 1. DO NOT RUN. Drop to the floor and remain still. If that is not possible, cross your arms, bow your head and stand still. Make no sudden moves that a tense rescuer may interpret as hostile or threatening.
   2. Wait for instructions and obey all instructions you are given.
   3. Do not be upset, resist, or argue if a rescuer isn’t sure whether you are a suspect or a hostage.
   4. Even if you are handcuffed and searched, do not resist. Just wait for the confusion to clear.
   5. You will be taken to a safe area, where proper identification and status will be determined.

15. Bomb Threats, Suspicious Mail, or Telephone Threats

1. Any bomb threat, suspicious packages or letters, or telephone threat should be taken seriously and treated as a real situation until proven otherwise.
2. Procedure for dealing with these types of threats:

1. 1. The Director or designee will search quickly for information that may be important for the responding law enforcement and report the threat to authorities by calling 911.
   2. If instructed to evacuate, evacuation procedures (identified above for an off-site location) will be followed.
   3. If the threat is by telephone, the staff member taking the call should keep the caller on the line as long as possible (while the other teachers begin the evacuation procedures). Information should be recorded as quickly and accurately as possible. The following information should be taken down: The time the call was received, the caller’s exact words, a description of the caller’s voice, and the staff member should also ask “Where is the bomb located?” And “When is the bomb set to go off?”
   4. If the threat is a written threat, the staff member that receives the written threat should handle the letter as little as possible and should save all materials that were contained in the letter. All materials involved in the threat should be turned over to local law enforcement authorities.
   5. Upon arrival of the law enforcement response team, the Director will assist with any questions that the law enforcement response team may have.
   6. No person should enter the facility until the law enforcement response team has been consulted and the situation has been resolved.

16. Hazardous Chemical Spill⁷⁴

1. Chemicals located on the premises must be locked in a secure location. When handling of chemicals, be sure to follow the instructions written on the product. Never mix products together.
2. If there is a hazardous chemical spill, the Director or designee will take the following steps:

1. 1. Report it to the authorities by calling 911.
   2. Follow their advice and evacuate the building using the general building evacuation procedures (indicated above) if instructed to do so. Evacuate to an area upwind and uphill from the location of the spill if possible.
   3. Do not turn any electrical switches on or off when exiting the room. Eliminate all open flames.
   4. No person should enter the facility until authorized by the Fire Department Hazard team.
   5. No person should try to contain, touch, or identify the hazardous material or attempt to rescue anyone who has passed out due to fumes given off by the hazardous materials spill.
   6. If any child or staff come into contact with a hazardous material, the chemical should be washed off immediately.

17. Flash Flood

1. In the event of a flash flood warning the Director or designee will take the following steps:

1. 1. Advise all staff of the weather conditions that are approaching and monitor the NOAA Weather Radio for updates.
   2. Outdoor activities should be modified to ensure that quick access to shelter is available in the case of hazardous conditions.
   3. Make transportation preparations to move children and staff in the event that an evacuation is needed. The safe area to be evacuated to and the safe route to take will be determined by UW Police.

1. 1. 1. If evacuation is necessary and time permits, all electrical appliances should be unplugged.
      2. Families are notified of the situation and the proper pick-up point for the children.
      3. Staff use the family notification log (which is in the emergency bag) to record efforts to contact families.

18. Utility and Maintenance Emergencies

1. Gas leak.

If anyone in the facility smells gas, take action immediately. 911 should be notified that there is a possible gas leak at the facility and the building evacuated if instructed to do so. No electrical switches should be touched at any time. The facility should not be entered by anyone until the fire department announces it is safe to return. Families are notified of the situation and the proper pick-up point for the children. Staff use the family notification log (which is in the emergency bag) to record efforts to contact families.

2. Inside building temperature.

Inside building temperature may not be less than 67 degrees F. If the inside temperature exceeds 80 degrees F, staff must provide for air circulation with fans (placed so that children cannot touch them) or air conditioning.

3. Power failure.

Flashlights and spare batteries are located in the emergency bag.

1. 1. In the event of a power failure, the Director or designee should contact:
   2. SoHE facilities Manager, John Hilgers at 608-265-0534
   3. If the power outage is extensive, the Director may decide to contact families to pick up children early.

4. Loss of water.

1. In the event of a water loss, the Director or designee should contact: SoHE facilities Manager, John Hilgers, at 608-265-0534.
2. If the water is expected to be off for an extended period of time, the Director or designee may decide to contact families to pick up children early.

19. Non-emergency Building Issues

Building problems that are not an emergency (such as a leaking toilet or clogged sink) should be reported to the Director or designee by calling the PIC phone. If the Director is unavailable and the problem needs immediate attention the staff may contact the SoHE facilities Manager, John Hilgers at 608-265-0534.

20. Emergency Long Term Closures⁷⁵

In the event of a disaster that would close the CDL, our children’s files are backed up digitally through various means. Some records are kept on the server, such as illness and injury logs, and contracts. ProCare digitally houses our immunizations, physicals, and financial records for each child. Enrollment forms are digitally kept through the use of Dropbox and can be accessed through the classroom iPads or in cases of emergency, through a desktop log in. Many of the files that staff and administrators utilize are kept on the server which is backed up by the University of Wisconsin. The University of Wisconsin - School of Human Ecology works closely with us to help maintain our finances. In cases of severe emergencies, the School of Human Ecology helps to find ways to ensure that family contracts are being followed, as well as finding internal and external resources and sources of revenue as needed.

21. Missing or Abducted Child⁷⁶

1. Children are to be closely supervised (within sight and sound) at all times. Losing a child is extremely serious. Systems are in place to ensure the names of children in care are known to an assigned teacher at all times. Following established tracking procedures will minimize the likelihood of a lost or missing child.
2. If a child is lost or missing, the following procedures are to be followed.

1. • The lead staff person will oversee the situation and determine who will remain with the children and who will search for the missing child.
   • The person (s) assigned to search for the missing child will conduct a thorough search of the area and adjacent areas. Each area that a child could potentially hide should be searched, as well as the outdoor areas. A staff member should also double-check to confirm the child has not been picked up by their parent or guardian.
   • The person(s) assigned to remain with the other children will act to calm their concerns, resume activities, and keep them together, safe as a group. A roll call must be taken to assure all other children are present.
   • If the child is not located within 3 minutes of searching, the lead staff person must notify the police (call 911). The police may ask for the following information:

1. 1. 1. Child’s name, age, height, weight, date of birth, and hair color.
      2. Child’s clothing that he/she was wearing that day, along with any other identifying features.
      3. The last known location of the child, and the time at which the child was noticed missing.
      4. If there were any suspicious vehicles or persons in the area.

1. • If there is reason to believe the child may have been abducted, the police may decide to activate AMBER ALERT.
   • While the police are en-route, staff should continue the search.
   • The lead staff person must immediately notify the Director whether or not the child is found.
   • As soon as possible, the family of the missing child must be notified of the event whether or not the child is found.
   • The Director or designee will be the contact person for the police department, as well as the missing child’s parents or guardians.
   • The Director will notify the Associate Dean for Administration within 24 hours of the incident. The Director and Associate Dean will discuss:
   • Reports made to UW Offices or individuals such as: The Dean, The Office of Child Care and Family Resources, UW Legal, Risk Management, UW communications, etc.
   • Possible disciplinary actions for the responsible staff.
   • The Director will notify the appropriate State Licensing Specialist (general phone number is 266-2900) within 24 hours of any incident related to a staff not knowing the whereabouts of a child in attendance and any incident involving law enforcement.
   • The Director will notify the City of Madison Accreditation Specialist within 1 week of the incident.
   • All staff will cooperate fully with follow-up investigations and procedures.