EMERGENCY PLANNING FOR SCHOOLS

1
EMERGENCY PLANNING FOR SCHOOLS

• NJ OFFICE OF
• EMERGENCY MANAGEMENT
• January 23, 2002

2
COURSE OBJECTIVES

• Help participants recognize the need toplan for
  large-scale emergencies and disasters
• Provide participantswith the tools to writeand
  implement a programfor their own schools

SCHOOL PLAN
3
INTRODUCTION

• UNIT 1

4
UNIT 1 OBJECTIVES

• Explain how planning/preparation reduces impact
  of a disaster
• List factors that contribute to student/school
  personnel survival

5
What is Emergency Management?

• Emergency Management is the discipline and
  profession of applying science, technology,
  planning and management to deal with extreme
  events that can injure or kill large numbers of
  people, do extensive damage to property, and
  disrupt community life.

6
When Does an Emergency Become a Disaster?

• A disaster depends largely on the community
  itself. What is its size, its resources, its
  experience in dealing with a certain hazard.

7
What is the Role of the OEM Coordinator?

• The emergency management coordinators role is to
  use and implement a variety of resources,
  techniques and skills to reduce the probability
  and impact of extreme events and to bring quick
  restoration to the community.

8
Role of the OEM Coordinator

• They do not need to be in charge, but rather,
  that someone is in charge and he/or she has
  access to the proper resources, skills, and
  knowledge necessary to manage the situation
  effectively.

9
Four Phases of Emergency Management

• Mitigation
• Preparedness
• Response
• Recovery

10
Its a Fact !

• School officials must link to the larger
  community during all phases of emergency
  management.

11
Types of Disasters

• Natural
• Technological
• Civil

12
Natural Disasters

• Earthquakes, floods, hurricanes, tornadoes, and
  coastal/winter storms that have an extreme impact
  on the community

13
Technological Disasters

• Definition
• Events that have a direct impact on the
  community, but are caused by human omission or
  error.
• Usually occur with little or no warning
• Most common-fires and explosions
• Other kinds Transportation accidents, structural
  failures, rail and highway hazardous materials
  incidents.

14
Civil Disasters

• Definition
• Deliberate human acts, such as riots, terrorism
  acts that cause harm
• Deliberately destructive human actions that
  impact our communities
• Results that occur are usually widespread
  illnesses, injuries, destruction of property and
  long-term social and economic disruption.

15
LARGE DISASTERS CAUSE ...

• Telephone outages
• Damaged roads/bridges/dams
• Power/gas outages
• Fire
• Fuels/hazmat leakage
• Flash flooding

16
RELYING ON YOUR OWN RESOURCES

• Most people survive
• Injuries/death caused by debris, fire, hazmat,
  floods, etc.
• Disaster affects whole community

17
MORAL RESPONSIBILITY

• Schools are part of the community
• Personnel remain at school until released
• Include priority to staff releases in plan
• Obligation to keep students safe !

18
LEGAL ASPECTS

• School officials who neglect school safety may be
  personally and financially responsible
• NJ does not mandate disaster preparednessactivi
  ties by law, but do other codes apply ?

19
NEW JERSEYS EMERGENCY MANAGEMENT PROGRAM

• State Police - oversight agency
• 21 County OEMs
• 566 Municipal OEMs
• Planning, training, response

20
NJOEM WEBSITE

• www.state.nj.us/njoem

21
UNIT SUMMARY

• Impact of disasters
• Planning reduces disasters impact
• Comprehensive emergency management
• NJ Emergency Management Programs

22
NJOEM SCHOOL EMERGENCY PLANNING GUIDELINES

• UNIT 2

23
UNIT 2 OBJECTIVES

• Explain key steps in the emergency planning
  process
• Discuss the contents of a school emergency
  operations plan and functional annexes
• Apply planning concepts to emergency management
  scenarios

24
EMERGENCY OPERATIONS PLANS

• The document focuses on a process
• The planning process examines, clarifies
  expectations
• During this process, schools will link to the
  larger community.

25
NJOEM SCHOOL PLANNING CHECKLIST

• Guidelines
• All-hazard
• Adapt for your facility

26
USING EXISTING RESOURCES

• County/Local emergency operations plan
• NJ Office of Emergency Management
  www.state.nj.us/njoem
• FEMA (www.fema.gov)
• American Red Cross (www.redcross.org)

27
AN EMERGENCY

• ...is an unplanned event, which can cause
  significant injuries, substantial damage, disrupt
  normal operations, and/or threaten the existence
  or an organization.
• Emergency management - process of planning for,
  responding to, recovering from and mitigating the
  emergency.

28
RESPONSIBILITIES OF SCHOOL

• Safety and welfare of students, faculty, staff,
  visitors
• Sheltering, food or other resources
• Evacuation of facilities
• Accountability
• Coordinate with local responders

29
PLANNING PROCESS

• Develop simple outline for the program
• Identify issues
• Recommend problem-solving strategies
• Prepare short-term work plan
• Develop long-term planning process
• Annual review

30
BENEFITS OF PLANNING

• ...extend to home and community

31
START WITH

• Situation Assessment
• Risks vs. capabilities
• Be realistic
• Physical factors
• Emergency response

32
OTHER CONSIDERATIONS

• Hazardous Materials
• Communications
• Crowd Control
• Traffic Control
• Media Relations
• Student Roles
• Release of Students

• Mutual Aid
• Special Needs Populations
• Training
• Future Planning

33
BASIC PLAN CHECKLIST

• Introduction
• Purpose
• Situation
• Operations and Control
• Responsibilities
• Continuity of Leadership

• Administration and Logistics
• Plan Development and Maintenance
• Appendices and Attachments

34
PLAN ANNEXES WILL CONTAIN THESE SECTIONS

• Situation - when, what, why
• Operations and Control - how
• Responsibilities - who (by title)
• Appendices/Attachments

35
EVACUEE RECEPTION ANNEX

• How the school will handle evacuees from another
  school or from the community
• Food, medical care, other resources
• Personnel
• Space

• Info related to evacuees
• Overflow

36
ALERT, WARNING COMMUNICATIONS ANNEX

• Internal and external communication systems
• Warning devices (also alternate)
• How warnings will be received and disseminated
• Non-English speaking, hearing impaired
• Who is responsible for maintenance and testing

37
EMERGENCY SERVICES ANNEX

• Firefighting
• Hazardous Materials
• Security
• Law enforcement
• EMS
• Light rescue

38
EVACUATION ANNEX CHECKLIST

• What hazards will required evacuation ?
• Time estimates - floor, wing, facility
• Vehicles required, source
• Outside assembly/mustering areas
• Offsite shelter
• Personnel roles at evacuation site

39
EVACUATION ANNEX CHECKLIST

• Who will make decision ?
• Accountability
• Evacuation routes - signage, lighting,
  notification to local government
• Awareness

40
Also Consider Shelter-in-Place

• Describes people staying indoors
• In event of a hazardous material or radiation
  release
• Procedure
• Conduct reverse evacuation if needed
• Call 911 and follow advice of authorities
• Turn off heating or air conditioning
• Close windows and doors and seal with tape

41
Decisions About Evacuation

• Principal or administrator usually decides when
  to evacuate
• Staff member can decide based on school policy or
  evaluation of situation

• Who will provide input ?
• GOAL IS SAFE
• EVACUATION

42
Evacuation Procedures

• Check with buddy teacher assist and monitor
  each others safety
• College students are adults focus on
  accountability

43
Emergency Assembly

• School gathers in one emergency assembly area
• When reached, students sit down and attendance is
  taken

• Command post will receive written reports of
  injuries, missing people and damages
• Make sure visiting instructors know the
  evacuation procedures

44
Reverse Evacuation-Outside In

• Used to move students staff quickly inside
• Lockdown may follow
• Secure building from intruders
• Keep individual classrooms locked

• Signaled by a bell or whistle
• Code words on intercoms to let staff know to
  close and lock doors

45
FACILITY SHUTDOWN CHECKLIST

• What situations might require shutdown ?
• Instruments or machinery requiring special
  shutdown
• Vital records
• Buildings secured
• Employee release

46
UNIT 3

• PLANNING TO RESPOND

47
UNIT 3 OBJECTIVES

• Write or review School Safety Plan considering
  hazard-specific actions and response procedures.
• List response actions in school safety program
  and integrate in an ICS.

• List special protective actions and response
  considerations for people with disabilities.

48
PLANNING CONSIDERATIONS

• NOT ALL DISASTERS ARE PRECEDED BY WARNINGS
• SOME DISASTERS CAN BE HANDLED SIMILARLY
• SOME REQUIRE SPECIFIC PLANNING

SCHOOLEOP
49
INCIDENT COMMAND SYSTEM

• METHOD FOR MANAGING EMERGENCIES
• CURRENTLY USED BY- COMMUNITY RESPONSE
  AGENCIES- EMERGENCY MEDICAL SERVICES- OEM
  PERSONNEL

50
ICS CONCEPTS

• EVERY EMERGENCY REQUIRES CERTAIN TASKS TO BE
  PERFORMED
• EVERY INCIDENT WILL HAVE ONE PERSON IN CHARGE
  - IC

• PERSONNEL INVOLVED MUST
• HANDLE ONE TASK AT A TIME
• REPORT TO ONE SUPERVISOR

51
ICS CONCEPTS

• NO ONE PERSON SHOULD BE IN CHARGE OF MORE THAN 7
  PEOPLE, OPTIMUM 5
• ALL PERSONNEL MUSTUSE THE SAME WORDS FOR THE
  SAME SITUATION
• TIME SAVED, MEANING UNDERSTOOD

52
KNOW TERMINOLOGY BEFORE DISASTER

• EXAMPLESSAFEO.K.NO INJURIESALL HEREALL
  PRESENTALL ACCOUNTED FOR

53
HOW ICS FUNCTIONS
54
ROLE OF THE I.C.

• ASSESS SITUATION
• RESOURCE MGMT.
• STRATEGIZE
• MONITOR
• ADJUST
• DOCUMENT
• SAFETY

55
PUBLIC INFORMATION

• REPORTS TO THE I.C.
• KEPT WELL-INFORMED
• ONLY PERSON TO TALK TO THE MEDIA

56
OPERATIONS

• ALL EMERGENCY RESPONSE JOBS
• TAKE CARE OF STUDENTS, HANDLING CHALLENGES OF THE
  EMERGENCY
• IN SCHOOL - ADULT RESPONDERS
• PEOPLE IN CHARGE OF DIFFERENT FUNCTIONS

57
PLANNING--INTELLIGENCE

• KEEP TRACK OF RESOURCES
• ANTICIPATE CHANGING NEEDS
• DOCUMENT RESPONSE
• ASSESS
• MAPPING

58
LOGISTICS

• HOW THINGS GET DONE
• HANDING OUT SUPPLIES, DEPLOYING PERSONNEL
• VOLUNTEERS, PEOPLE WAITING FOR AN ASSIGNMENT
• COMMUNICATION

59
FINANCE

• BUYING EQUIPMENT
• KEEPING FINANCIAL RECORDS - EXPENDITURES,
  EMPLOYEE HOURS
• POTENTIAL REIMBURSEMENT
• DISTRICT RESPONSIBILITY

60
FUNCTIONAL AREAS

• The following functional areas are a must
• Search Rescue
• Medical Branch
• Student Care
• Reunification Parental contact

61
SCHOOL SAFETY PLAN

• INCLUDE PROCEDURES FOR EACH FUNCTIONAL AREA
• BE BRIEF AND SPECIFIC
• DEVISE A QUICK IDENTIFYING METHOD

62
SAFETY PLAN

• Discuss plan with local OEM
• Work to clarify lines of communication
• Exercise the plan regularly

63
WHAT SKILLS ARE NEEDED ?

• FIRE EXTINGUISHER
• PIO
• DAMAGE ASSESSMENT
• PSYCHOLOGICAL FIRST AID
• AMATEUR RADIO

64
OBTAINING SKILLS

• RED CROSS
• FIRE DEPARTMENT
• OEM
• HOSPITAL
• VENDORS
• LOCAL INDUSTRIES

65
SCHOOL EMERGENCY COMMUNICATIONS

• ANSWERS INFORMATION
• ADDRESSES LOSS OF POWER OR TELEPHONE
• SETS PROCEDURES FOR INFORMING PARENTS
  BEFORE/AFTER THE DISASTER

66
INFORMATION TO CONVEY

• DO NOT CALL In
• Consider a Rumor Control, Hotline, or Information
  Line
• Use the Website or electronic information
  systems, if possible.

67
SPECIAL NEEDS

• DETERMINE NUMBER REQUIRING SPECIAL CARE
• IDENTIFY SPECIAL STAFF NEEDS

68
SPECIAL NEEDS PLANNING

• PLAN MEDICAL NEEDS FOR LONG-TERM CARE
• INITIATE BUDDY SYSTEM

69
PLAN DEVELOPMENT

• OPERATIONS CONTROL
• RESPONSIBILITIES
• CONTINUITY OF LEADERSHIP
• ADMN. LOGISTICS

• ALERT WARNING
• EMERGENCY SERVICE
• FACILITY SHUTDOWN ANNEX

70
Recovering From Disaster
71
Objectives

• Explain ways to lessen the effects of emotional,
  financial, and structural problems on the
  reestablishment of normal school operations
• List documentation needed after a disaster

72
Long-Term Recovery

• Involves longer range activities
• Restores normal operations quickly
• Plans for recovery before the disaster

73
Considerations

• Structural and physical
• Evaluate services
• Clean up facilities
• Develop a plan for conducting classes if
  facilities are damaged
• Determine the status of your staff

74
Considerations

• Determine the status of your students
• Determine the status of your educational programs
• Determine how community agencies can contribute
  to the recovery process

75
Re-Opening of Schools

• Helps the community begin to get back to normal
• Reduces anxiety about the safety of the building
• Involves community outreach to search for
  students who have not returned

76
Re-Opening Procedures

• Conduct a staff meeting
• Allow teachers to discuss facts and encourage
  discussion by all
• Stress grief reactions will diminish with time,
  talk, and support

77
Financial Considerations

• Detail costs for
• Disaster response
• Building repairs
• Replacement of lost materials
• Determine where the money will come from

78
FEMA DISASTER RECOVERY

• Individual Assistance
• Federal Assistance
• Other Programs

79
SUMMARY

• Closing Remarks
• Thank You