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Emergency Management-101: An Overview of the Four Phases of Emergency Management for Schools U.S. Department of Education Office of Safe and Healthy Students (OSHS) Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center

Presentation Agenda

        Welcome, Introductions, and Agenda Overview (10 minutes) What is School Emergency Management All About? (20 minutes) Prevention–Mitigation Phase (40 minutes) Preparedness Phase (45 minutes) Break (15 minutes) Response Phase (50 minutes) Recovery Phase (50 minutes) Concluding Remarks and Session Evaluation (10 minutes)

Ground Rules and Housekeeping

 Questions and Comments  Cell Phones  Breaks and Facilities

Section 1: Introduction What is School Emergency Management All About?

What is School Emergency Management All About?

 Our purpose:     Introduce the four phases of emergency management and illustrate their interrelationship in the school setting Illustrate the importance of planning and practice Describe how to take an “all-hazards” approach to school emergency management Emphasize the importance of collaboration with community partners

Purpose of This Training

The purpose of this training is to provide support to:    District-level staff with responsibilities related to emergency management School-level faculty and staff who are members of emergency management teams Other school-level faculty and staff with potential involvement in an emergency More detailed information available in REMS online training course series (5 courses)

Resource: REMS Technical Assistance Center http://rems.ed.gov/index.php?page=online_courses

What is Emergency Management?

 Characteristics of an emergency or a crisis in schools:    Vary in scope and intensity Can happen before, during, or after school hours Can happen on or off school grounds.

Four Phases of School Emergency Management

Developing an Emergency Management Plan Get Organized Conduct Risk Assessment Draft Emergency Management Plan Adopt and Implement the Plan

Importance of Assessment and Planning

Assessment and Planning Emergency Management Plan

 An emergency management plan:  Addresses all hazards      Defines roles and responsibilities Emphasizes collaboration and communication with community partners Outlines action steps Establishes training and practice protocols Is based on actual community and campus data

Best Practices Combined with Tailored Approach

Best Practices Tailored Approach History and culture Types of risks Safety laws

The school environment is special!

Taking an “All-Hazards” Approach

 Natural Hazards and Severe Weather  Infectious Disease and Biological Hazards  Crime and Violence  Hazards Present in the Community  Hazards Related to the Physical Campus Environment  Cyber Threats  Terrorism

Hazards Assessment: Small Group Exercise

Here is one example outcome:

ABC School District prioritization of threats and hazards:

Collaboration and Community Partnerships

 Involve partners in assessment and planning  Build partnerships before the onset of an emergency  Include partners in drills and training exercises

Importance of Involving Community Partners

            Emergency management agencies Law enforcement Fire and emergency medical services 9-1-1 communications centers Public health agencies Hospitals, medical clinics, and ambulance service providers Mental health resources Public works, building inspection, and planning agencies Nonprofit organizations providing disaster relief and other human services State agencies involved in emergency management Media organizations Others?

Build partnerships before the onset of emergencies!

Section 1- Introduction Summary

 What you can do:    Engage in a project to develop or improve a plan addressing all four phases of emergency management Evaluate a full range of potential hazards for probability and severity Contact external agencies to begin building community partnerships

Resource: For more on tools and techniques to help with assessment and planning, go to the REMS TA Center resource repository: http://rems.ed.gov

What’s next: A look in more detail at each of the four phases of emergency management.

Section 2: Prevention–Mitigation Phase

Prevention-Mitigation Phase: Learning Objectives

 Define “Prevention” and “Mitigation”  Understand how Prevention-Mitigation measures emerge from an assessment of school buildings, school grounds, and the surrounding community  Examine strategies for the prevention of violence school climate/culture and threat assessment  Review examples of Prevention-Mitigation for specific types of emergencies  Small group discussion – emergency scenario

Prevention–Mitigation Phase

 Prevention is the action schools and districts take to decrease the likelihood that an event or crisis will occur.

 Mitigation is the action schools and districts take to eliminate or

reduce the loss of life and

property damage related to an event or crisis, particularly those that cannot be prevented.

Prevention-Mitigation: Connection to Risk Assessment Identify Hazards Possible to prevent?

No Focus efforts on mitigation Yes Focus efforts on prevention

Prevention-Mitigation: The Physical Environment

Prevention-Mitigation: School Buildings

 Risk assessment team – facilities managers, teachers, janitors, groundskeepers  Areas of concern:   Building access and exits Visibility and surveillance  Structural integrity Resource: American Clearinghouse on Educational Facilities

(ACEF) http://www.acefacilities.org/ Guide to School Vulnerability Assessment – http://rems.ed.gov

Example: Building Access and Exits

 Control access – know who is entering school buildings  Lock doors when practical  Use access cards or coded entry locks if possible  Anticipate exit routes during an emergency

Example: Building Materials and Structures

   Roofing – structurally sound? Materials fastened securely?

Awnings – will they hold up in a storm?

Outdoor utility connections protected?

 Get help from facilities managers, law enforcement, departments of public works, and fire service professionals in evaluating your buildings.

Prevention-Mitigation: School Grounds

 School grounds - buffer between school buildings and the outside world     Campus entry points Trees and shrubs around buildings and hidden areas Emergency vehicle access Unsafe equipment

Prevention-Mitigation: Surrounding Community

 Neighborhoods and community-at-large:  Traffic control and safety    Neighborhood safety Nearby hazards Planning for evacuation (Mitigation)

Preventing Violence – School Culture and Climate Positive culture and climate = Less likelihood of violence Welcoming * Connectedness * Respect * Cooperation

Culture and Climate Assessment

 Useful for violence prevention and other important objectives  Culture and climate improvement requires a long-term strategy  Includes program-based solutions, e.g. anti bullying program

Threat Assessment Process

 Threat assessment… a specific inquiry or investigation regarding a student of concern with the purpose of determining if in fact that student represents a threat and what measures if any should be taken to address the issue.

Resource:

Threat Assessment in Schools: A Guide to Managing Threatening Situations and to Creating Safe School Climates

(U.S. Secret Service and U.S. Department of Education, July 2004).

http://rems.ed.gov/docs/ThreatAssessmentinSchools.pdf

Know the Facts about Targeted Violence

 Rarely sudden, impulsive acts  Usually others knew about the coming attack  Warning signs are usually present  Most attackers felt bullied  There is no standard profile for an attacker

Resource accessible at: http://ed.gov/admins/lead/safety/threatassessmentguide.pdf

Prevention-Mitigation: Specific Hazards/Vulnerabilities

 Infectious diseases  Food safety and food defense

Infectious Diseases, Including Pandemic Flu

 Healthy hygiene and etiquette  Routine cleaning procedures  Social distancing  Education and outreach  School closure  Vaccinations

Resource: http://rems.ed.gov

Food Safety and Defense

Food safety

pertains to the unintentional contamination of food due to improper handling or storage, spoilage, or loss of clean water.

Food defense

refers to practices to prevent the intentional contamination of food from the introduction of chemicals or biohazards by those seeking to harm students or staff.

Resource:

Emergency Readiness Plan: A Guide for the School Foodservice Operation

http://www.nal.usda.gov/fnic/service/foodservice.pdf

Prevention–Mitigation Phase – Summary

 What you can do:   Conduct an assessment of school buildings, grounds, and surrounding community Work to improve school culture/climate    Implement violence prevention programs Establish a threat assessment process Develop plans and procedures related to specific hazards such as infectious disease and food safety/defense

Prevention-Mitigation: Severe Weather Emergency Scenario

 Read Part 1 scenario description  How could this emergency, or aspects of the emergency, have been prevented or mitigated?

What’s next: Preparedness Phase

Section 3: Preparedness Phase

Preparedness Phase: Learning Objectives

 Obtain a basic understanding of the Incident Command System (ICS)  Learn how you can prepare to implement three major Response strategies: Evacuation, Lockdown, and Shelter-in Place  Examine drills and training exercises for practicing response to emergencies  Examine Preparedness as related to lining up resources needed during Response to an emergency and preparing for Recovery  Examine Preparedness with regard to communications during an emergency, procedures for student accountability and reunification with parents/guardians

National Incident Management System (NIMS)

  NIMS was established by Presidential Directive (HSPD 5) in February 2003 to create a national comprehensive system for the management of domestic emergencies.

Incident Command System (ICS) is part of Command and Management.

Incident Command System: Preparing to Make Decisions During Emergencies

Incident Commander and Incident Command Team Public Information Officer Liaison Officer Safety Officer Operations Site Security Health Services/ First Aid Mental Health Response Team Student Supervision Student/Parent Reunification Planning Documentation/ Recorder Situation Analysis Logistics Transportation Food Services Facility and Materials Communications Finance & Administration Insurance Claims Personnel Timekeeper

Key NIMS and ICS Principles

     Emergencies require certain tasks or functions to be performed – ICS provides structure Nature of the incident determines level of ICS activation – ICS is expandable and collapsible Incident command - one incident commander:   May vary for different types of incidents May change during incident response  Incident command responsibility should be determined in advance Clear, pre-determined reporting lines Uses common terminology and plain language

Resource: http://rems.ed.gov

Criteria for Response Decisions: Evacuation

 Used when locations outside the school are safer     Need for clear notification system Need to define evacuation routes Consider special needs students Reunification

Criteria for Response Decisions: Lockdown

 Used when there is an immediate threat of violence in or around the school  No one enters or leaves school buildings and grounds  Need to define procedures for locking doors and windows  Consider contingencies such as lockdown between class periods  Consider special needs students

Criteria for Response Decisions: Shelter-in-Place

 Used when students and staff should remain indoors  In the event of an environmental hazard, usually close windows and doors, turn off HVAC (heating, ventilation, air conditioning system)  Prepare for extended sheltering periods

Conducting Training and Emergency Exercises

 Tabletops  Drills  Full-Scale Exercises

Tabletop Exercises - Goals

 Practice emergency plan elements  Clarify roles of involved parties during an emergency  Identify resources needed in an emergency  Build relationships with community partners  Identify and address gaps that may exist in current plan

Emergency Management Drills

 Define frequency, responsibilities and procedures for:    Fire evacuation drills Severe weather drills Lockdown drills  Practice and test  After-action reporting  “Curve ball” contingencies

Full-Scale Exercises

 Requires extensive planning – and a planning team  Should include community partners  Should be focused on specific elements of an emergency scenario  Identify and address gaps that may exist in current plan

Resources Needed During an Emergency and Preparing for Recovery

Resources needed in Response:  “Go-Kits”  Transportation Services  Food Services and Comfort Items (Shelter-in-Place) Preparing for Recovery:  Continuity of Operations Plan (COOP – to be discussed in Recovery section)

Resource: Helpful Hints for School Emergency Management: Emergency Go-kits Accessible at: http://rems.ed.gov/docs/HH_Vol1Issue1.pdf

Communication with the Media and Parents/Guardians

 Public Information Officer –reports directly to the Incident Commander responsible for communications during an emergency  Template media statements  Prior communications with parents/guardians  Staff and students

Student Accountability Procedure

 Define in advance how students will be accounted for:      Before classes During classes In between classes After classes, and In the case of an emergency

Parent/Guardian Reunification Procedure

 Need for accurate contact information  Define notification procedures  Need for clear instructions to parents/guardians – photo identification

Persons with Special Needs

52 

Visual



Hearing



Mobility



Cognitive



Attentional



Emotional



Medical

Include district special needs experts on your planning team

Preparedness Phase - Summary

 What you can do:  Get training on the Incident Command System  Define Response strategy protocols and procedures       Practice your plans through tabletops, drills, and full-scale exercises Line up resources needed for an emergency ahead of time Develop communications procedures and templates Develop student accountability procedures Develop student-parent/guardian reunification procedures Know how you will address the needs of persons with disabilities

Preparedness – Severe Weather Emergency Scenario

 What Preparedness steps should have been taken for this emergency?

What’s next: Response Phase

Section 4: Response Phase

Response Phase: Learning Objectives

 Understand the key elements in Response and the keys to effective Response  Practice Response decision-making scenario Response is taking action to effectively contain and resolve an emergency. Response is doing what you planned to do. This is when your emergency management plan is made operational.

Key Elements of Response

         Assess magnitude of the problem Activate the emergency management plan and the Incident Command System Deploy resources and make informed decisions Work with first responders and other community partners Decide whether to use evacuation, lockdown, or shelter-in-place Account for students, faculty, and staff Reunify parents/guardians with students Initiate transition to the Recovery Phase Conduct an after-action assessment as a tool for learning and improvement

Keys to Success in Response

 Training - what to do first   First phone calls Grab Go-Kits  Develop or execute an Incident Action Plan (IAP)

Response Phase – Summary

 What you need to do during Response:       Activate the Incident Command System Coordinate with first responders Adapt to an evolving situation Decide on Response strategies Account for students – reunify with parents/guardians Communicate with parents/guardians and the media

Response – Severe Weather Emergency Scenario

 1 st Segment: What Response actions should be taken at the end of Part 1?

 Read Part 2 scenario description  2 nd Segment: What Response actions should be taken at the end of Part 2?

What’s next: Recovery Phase

Section 5: Recovery Phase

Recovery Phase

   The Recovery phase is designed to assist students, staff, and their families in the healing process and to restore educational operations in schools. Recovery has four components:     Physical/structural recovery Business/fiscal recovery Restoration of the learning environment Psychological/emotional recovery Builds from COOP

Connection of Recovery Phase to Other Phases

 More effective Preparedness and Response = less challenging Recovery  You should plan and prepare for Recovery:    Inventory of assets Community partners for immediate “Psychological First Aid” and ongoing support and counseling Communications plans with template letters  Recovery challenge depends on nature and scope of the emergency

When Recovery is Central: Traumatic Events or Extensive Physical Damage

 Traumatic events:    Collision or accident with serious injuries or fatalities Death of a student or other significant community member, on or off campus Suicides  Extensive physical damage:    Severe weather Floods Fire

Physical and Structural Recovery

 Recovering from damage to school buildings and facilities:   Assess and document damage Determine needed repairs Damage Assessment Team (DAT)  Develop alternatives when buildings and facilities are not available  Implement the reparations plan; oversee repair projects

Business and Fiscal Recovery

 Payroll and financial systems  Student registration systems  Records management  Succession planning

Continuity of Operations Plan (COOP)

 Ensures capability exists to continue essential functions across a wide range of hazards  Allows for implementation at any time  Provides full operational capabilities for essential functions no later than 12 hours of activation  Sustains essential functions for up to 30 days

Academic Recovery

 Academics – the primary purpose of schools  Important in restoring normalcy in the school environment  Close link to Physical Recovery (school buildings). Strategies:     Doubling up Portable classrooms Utilize community buildings Distance learning

Psychological/Emotional Recovery

 Immediate actions – “Psychological First Aid for Schools (PFA-S)”  Long-term counseling – monitoring for impacts over time  Commemorations and memorials  Key dates (anniversaries)

What to expect in schools in absence of intervention

  ↓ Cognitive functioning and academic achievement (anxiety, ↓ concentration, sleep problems, depression)

↑

Absenteeism (school avoidance) 

↑

Suspensions/expulsions (irritability, social regression, substance abuse)   → → ↓ Graduation Taking time in schools to help children adjust to disaster and aftermath is essential to promote academic achievement

Recovery Phase – Summary

What you can do:      Inventory assets and estimate replacement values Assess damages using a damage assessment team; effectively manage reparations Partner with mental health resources in the community; make counseling available Develop/implement a Continuity of Operations Plan (COOP) Identify/implement creative alternatives to continue learning

Recovery – Severe Weather Emergency Scenario

 What steps should be taken toward Recovery in our scenario?

Parting Comments

   It all starts with an Emergency Management Plan Address all four phases in your plan Action Planning Checklist (in manual) Thank You!

… for your attention … for what you do to keep our children safe!

Questions?

Resources: http://rems.ed.gov

http://www.ed.gov/emergencyplan