Title: Comprehensive Emergency Management Plan

Last Revised: June 10, 2025

Last Reviewed: June 10, 2025

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Comprehensive Emergency Management Plan
June 10, 2025

In accordance with Maine State Law (20-A M.R.S.A. - 1001 (16)) and Portland Public Schools (PPS) Board Policy EBCA, the Superintendent and administrators must develop a Comprehensive Health and Safety and Emergency Management Plan (“the Plan”). The Policy must be reviewed and approved annually; substantive changes to the Plan must also be approved.

The Plan must identify and address all potential hazards that could reasonably be expected to affect the school unit and school facilities. The following elements of the plan are considered public information:

1. A description of the scope and purpose of the Plan and the process used for developing and updating it;
2. General information on auditing for safety and preparedness;
3. Roles and responsibilities of school administrators, teachers and staff and the designated chain of command during an emergency; and
4. Strategies for conveying information to parents and the general public during an emergency.

These four components of the plan are described below. In addition, more detailed procedures for managing specific types of incidents and emergencies are described in a confidential addendum to this plan titled Portland Public Schools Standard Operating Procedures (SOPs) for Emergency Management. For safety reasons, these SOPs will not be made public. Access to these SOPs is limited to PPS personnel and partners with a need to know and may be granted only with the authorization of the Superintendent or chief of strategy and operations. 

Plan Purpose, Scope, and Revision 

PPS has a fundamental responsibility as a school system to maintain the safety and well-being of students, staff, and other members of our educational community by creating learning and work environments that are safe, welcoming, and joyful. The purpose of this emergency management plan is to define the district-wide strategies and practices that guide our preparation for and response to potential emergencies. It supports the district’s broader School Safety Framework, which envisions  the creation of safe and equitable schools through a focus on relationship- and community-building, restorative practices, positive behavior approaches, Multi-Tiered Systems of Support, and the cultivation of  social-emotional learning and well-being. The Framework also emphasizes the importance of comprehensive, well-coordinated training on a range of safety-related topics and incident response strategies.

By instituting a comprehensive and consistent plan for emergency management across the district, we aim to minimize the occurrence of incidents that could cause harm to students, staff, or others in or around PPS facilities, while also ensuring maximum preparedness and an appropriate response in the event that an emergency does occur.

The Plan defines the roles and responsibilities of key actors at the central office and school or building levels, as well as key partners, such as the Portland Police Department, Portland Fire Department, and other local agencies. It also documents how PPS will communicate with students, families, staff, and the community in the event of an emergency.

In addition to this district-wide plan, each PPS campus is required to have a site-based safety and emergency management plan. These plans must align to the district plan and adhere to a common format in order to ensure system-wide coherence.  Building-level administrators are responsible for reviewing and updating their plans annually, with guidance and support from central office administrators. The Superintendent or a designee must approve all campus plans.

Mitigation, Preparedness, Response and Recovery

The Federal Emergency Management Agency (FEMA) has defined four key elements of  emergency management. This plan is organized accordingly.

Mitigation: The reduction in probability of occurrence or severity of consequences of threats, hazards, or perils that could injure people, damage property, or interrupt school.

The following are the primary actions that PPS will take to mitigate potential threats or hazards. Further detail on these actions is provided in the SOPs.

• The chief of strategy and operations will convene a PPS Safety Committee, to include representatives from the district, schools, local agencies (e.g., Police and Fire), and the community.
• Every building lead (i.e., principal, executive director) will be responsible for establishing a site-based Safety and Emergency Management Team. Where multiple schools/offices exist on one campus (e.g., Casco Bay High School, Portland Arts and Technology High School, the facilities office, and the transportation office), there should also be a unified team or a clear coordinating mechanism established between teams. 
• The operations department (facilities and information technology) will maintain equipment and upgrade facilities, as required, to bolster safety and security (e.g., fire and carbon monoxide detectors, sprinklers, security cameras, electronic key systems, etc.).
• Every principal will establish and enforce standard procedures in each building, such as visitor sign-in and badging, management of external doors (keeping closed and locked and monitoring access), maintenance of hallways and emergency exits, and student and staff attendance-tracking.
• The chief of strategy and operations will coordinate annual safety audits of all PPS schools and facilities, in collaboration with relevant PPS offices and representatives of the fire and police departments.
• Each school will regularly test its alarms, in collaboration with the operations department, vendors, and the fire and police departments, where relevant.
• Principals will oversee the implementation of the threat assessment protocol (Comprehensive School Threat Assessment Guidelines or CSTAG)  to identify students that may pose a risk to themselves or others in the school community, with support from the assistant superintendents of elementary and secondary schools and other offices, as necessary.
• Key staff in every building will be trained on trauma-informed de-escalation techniques.

Preparedness: The organization and training of faculty and staff, provision of facilities and equipment, and the customization of procedures facilitate effective, efficient emergency response.

The following are the primary actions PPS will take to prepare for potential emergencies. Further detail on these actions is provided in the SOPs.

• The principal, lead teacher, or other building leader at each site will ensure that classroom- and office-specific emergency response procedures are in place,  rally points and relocation sites have been identified and communicated to all who need to know, a drill schedule is established and being followed, and other preparedness measures are in place.
• The principal/lead teacher/building lead will ensure that all substitutes, partners, and visitors are aware of the site’s emergency procedures, exits, and rally and relocation points.  
• PPS will provide equipment to support emergency response efforts (e.g., emergency medical kits, hand-held radios, and functioning phones and public address systems).
• The chief of strategy and operations and assistant superintendents will coordinate the development and delivery of training on safety procedures for central and school-based  staff and students, prioritizing first aid and CPR training for key staff at each site.
• All principals/lead teachers will conduct regular drills in every school to practice for potential emergencies, in accordance with requirements set by the Maine Department of Education (e.g., drills to practice evacuation, lockdown, response to a violent critical incident). The chief of strategy and operations will coordinate drills for non-school  sites (e.g., central office, food services, and transportation). 

Response: The collective action taken to protect people and stabilize an incident. Procedures include protective actions such as evacuation, lockout, lockdown, and shelter-in-place, as well as threat-specific actions to stabilize or manage an incident.

The following are the primary actions PPS will take to ensure an effective response to emergencies. Further detail on these actions is provided in the SOPs.

• Every building must have a designated incident command and back-up lead (typically a principal, assistant principal, executive director/director, or lead teacher, depending on the building). That person is primarily responsible for initiating the appropriate emergency response measures and communications based on the specific situation or threat that occurs (e.g., severe weather, fire, active shooter threat). However, it should be noted that any staff member can and should call 911, provide first aid, and/or provide support to others, as appropriate.
• As soon as possible after an incident begins, the principal or designee will notify the relevant assistant superintendent of the situation. The assistant superintendent will then notify the superintendent and other members of the executive cabinet to initiate a district-level response, as appropriate.
• All staff, partners, and visitors are required to adhere to a clear chain of command (described in more detail below) and standard operating procedures in the event of an emergency.
• In case of an evacuation (including fires, fire drills, or other emergencies that require people to leave the building), the on-site incident command will put in motion their site’s plan for moving people out of the building in a safe and coordinated way to their identified rally point.
• In case of a lockout situation, the incident command will instruct staff to ensure that all exterior entrances are closed and locked, that access to the building is limited to staff and students who may be outside, and that building occupants are notified to maintain their regular activities.
• In case of an actual or threatened violent critical incident (VCI), the on-site incident command will inform building occupants of the nature and location of the threat.

  • In such a situation, staff may employ the safest strategy for their immediate circumstances, including evacuation, lock-down, and/or counter.

• In the event of an evacuation/re-location, staff

  • Must remain in contact with their site-based incident command or assigned team lead to the extent that the situation permits.

  • Must maintain oversight of the students assigned to them at the beginning of the emergency event, in accordance with SOPs.

  • Must bring their student roster and a staff emergency contact list, as long as doing so does not delay their departure from the building or put them or others in harm’s way.

  • Must remain on-site once at a rally or relocation point, until they receive further direction from their site-based incident command or other emergency responders (i.e., police and fire officials).

  • District officials will be on site at the relocation site to support students and staff.

• In the event of a relocation:

  • District officials will coordinate any family/guardian reunification process and/or bus staging, including multilingual support.

  • Parents/guardians will be directed to a designated reunification site. They should NOT go to the school or relocation point.

  • Parents/guardians  or emergency contacts will be verified before students are released to any individual. Staff will document the name of the parent/guardian picking up the student, as well as the time.

Recovery: Includes professional care to heal physical and emotional wounds of faculty, staff, students, and the community in the aftermath of an incident. It also includes actions taken to restore school buildings, systems, and equipment so classes can resume.

The following are the primary actions PPS will take to ensure support for recovery after an emergency. Further detail on these actions is provided in the SOPs.

• The operations department will coordinate a quick assessment of any damage to school/office facilities and implement a plan for ensuring a safe return to school/work as quickly as possible (including identifying alternative sites that could host school communities on a short-term basis). The fire and/or police departments will be included in this process, as appropriate, along with relevant specialists (e.g., environmental, construction, electrical, or information technology experts).
• The student services team will coordinate mental health services and social-emotional support for students in the wake of an incident. In order to ensure we have the capacity to appropriately support all students, PPS  will: 

  • Train all staff on foundational concepts related to stress and trauma;

  • Train school social workers and guidance counselors on trauma-informed care;

  • Partner with local mental health agencies to provide supplemental counseling support and referral services in the wake of a major incident, as needed.

• The executive director of human resources will coordinate mental health support for staff in conjunction with the district’s Employee Assistance Program (EAP) providers.
• The superintendent, chief of strategy and operations, and/or an Assistant Superintendent  will lead a post-incident debrief following any significant activation of the emergency response plan within a week of any major incident. The debrief will include key district and site-based staff, as well as City agency or other partner representatives, as appropriate. Lessons learned will be documented internally and used to guide future emergency response efforts, as well as any necessary revisions to PPS policy and procedures.

Standard Operating Procedures

The plan described here applies to all types of emergencies. The Emergency Management Standard Operating Procedures (SOPs) go into more in-depth detail about the issues to consider and steps to take that are specific to different types of emergency situations, including:

• Evacuation
• Lockout
• Lockdown
• Assault or act of violence
• Bomb threats
• Death or suicide
• Earthquake
• Explosion
• Fire
• Hazardous materials spill
• Medical emergency
• Missing person, abduction, kidnapping
• Gas leak
• Protests and disturbances
• School bus incident/accident
• Severe Weather/Tornado
• Suspicious package
• Terrorism (including chemical, biological, radiological, or nuclear)
• Utility Outage

Plan revision process

Each year, the plan and associated standard operating procedures will be reviewed and updated, as necessary, in consultation with the district’s Safety Committee. This process will be carried out according to the following timeline:

Dates	Action	Leads
January - March	Update district plan and SOPs, as needed	Senior executive director of strategy in consultation with district safety committee
April/May	Board policy committee reviews substantial proposed revisions	Committee chair, superintendent, senior executive director of strategy
May/June	Board votes on Policy EBCA and substantive changes to the Comprehensive Emergency Plan	Board chair and superintendent
June - August	Update school plans, as necessary, in accordance with district plan and SOPs	Superintendent, senior executive director of strategy, assistant superintendents

 

 

 

 

 

 

 

 

 

 

Auditing for Safety and Preparedness

The district will conduct an audit of every school at least once a year to assess the safety of the building and grounds, as well as the school’s preparedness for potential emergencies. This audit will include the testing of fire safety equipment and preparedness, the availability of safe and unobstructed egress points, an examination of emergency response equipment (e.g., medical bags and radios) and signage; and a review of the materials, training plans, and documentation of drills that the school is using in support of its school-based safety and emergency response plan.

Findings of the audit will be documented and principals will be responsible for addressing any gaps or concerns, with support from central office and/or appropriate City agencies.

Roles, Responsibilities, and Chain of Command

Each school/office facility will establish an emergency response team that meets regularly to coordinate mitigation and preparedness efforts. This team will usually be led by the principal or an assistant principal. This person will also serve as the on-site incident command, in case of an emergency. When an emergency occurs, teachers and other school-based staff will be responsible for supporting students, including tracking their attendance and whereabouts and guiding evacuations, when necessary.

In the event of an emergency, the following chain of command should be followed:

• Staff member informs their site-based incident command (i.e., school administration or director) of any emergency.
• Any staff member may contact 911 if there is an immediate threat to student or staff physical safety (Board Policy KLBG).
• Site-based incident command informs district leadership, coordinates with emergency responders until the arrival of the District incident command, and coordinates with district on-site incident command during an emergency.
• District on-site incident command coordinates with on-site emergency responders (Police and Fire) as necessary.
• District on-site incident command coordinates with overall district central command.
• District central command coordinates with emergency responder leadership.

Role	Location/Post	Role Description
Central Command	Central Office	Coordinate district response; assign alternates to different locations, person in charge
Communications	Central Office	Assist with communicating to school and district community, media and other public information officers
Tech Support	Central Office/reunification site when established/needed	Assist with technology operation; mobilize resources to family/guardian reunification site; coordinate with law enforcement technology leads
On Site Command Center	Mobile Emergency Response location	On-the-ground support for first responders, communicate with central
Student Support Services	Potentially multiple hospitals	Represent district on-site, communicate with central
Parent Reunification	Central Office/reunification site when established/needed	Represent district on-site, coordinate with school lead, maintain communication with central
Multilingual Family Outreach	Central Office/reunification site when established/needed	Liaise with communications and family/guardian reunification on outreach with multilingual families
Transportation	School-designated site and transportation office	Oversee the preparation of transportation into/out of emergency site; communicate with central
Logistics Coordination	Central Office	Manages all of the coordination of facility-related items, such as contacting the utilities, ensuring that secondary power sources are mobilized, and otherwise supporting the central command

Communications Strategies During an Emergency

At the school/building level, when an emergency occurs, the following methods may be used to communicate with people in the building:

1. Public Address (PA) System–this should be the primary system for communication. The system should be connected to a landline phone connection and tested on a regular basis.
2. Back-up communication systems–WebEx phone app, Reach My Teach, Email, GChat, WhatsApp, or other group chat platforms–these are options for backup communication systems that can be used via cell phones in case the PA system is not accessible.
3. In addition, each school/office should have accommodations in place in advance for communicating with students or staff who are deaf, hard of hearing, or have visual or developmental disabilities that could complicate their ability to receive and follow safety instructions. Particular attention should also be paid to multilingual students to ensure that they have access to essential information and support, too.

In the event of an emergency, PPS will follow these communication protocols:

1. Schools alert appropriate assistant superintendent; central office departments alert relevant executive team member(s).
2. Executive team member will text the full executive team group with a short description of what has occurred and what support is needed.

   1. Chief of strategy and operations will coordinate communication with school administrators and will provide messaging for use by the communications and community partnerships team.

   2. Superintendent will inform the School Board.

   3. Executive director of communications and community partnerships will coordinate communications to all other relevant stakeholders, based on messaging provided by the chief of strategy and operations.

      1. All principals and assistant principals will receive a short description of the incident via email.

      2. Parents and guardians with students in affected schools will receive an initial short communication via ReachMyTeach to acknowledge the emergency event and provide initial information and guidance.

      3. City departments will be informed, where relevant (i.e., Parks and Recreation, etc).

   4. Executive director of communications and community partnerships and communications coordinator will manage follow-up communications, including:

      1. Detailed communication regarding the event within no more than a day of when it has been resolved. Detailed community communications will not be provided in the midst of an incident, because the full attention of district and school-based staff during that time must be on managing the event and working to ensure the safety of all students, staff, and partners. The communication will only provide as many details as are appropriate to share without compromising student or staff privacy and without sharing information that would compromise police operations or school emergency procedures. Executive team and relevant school leaders will review this communication before distribution.

      2. Media requests and engagement.