Transcript Slide 1

Emergency Responders,
School Based ICS and YOU!
Mike Coleman – QDS Communications
Captain Tim Moore – Douglas County SO
Johnson & Wales University
Symposium For the Prevention of School Violence
April 24th, 2009 3:00 pm to 4:30 pm
Discussion Leaders and
Participant Introductions
What We Will Cover..
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Recent events and some impacts
Defining what ICS means to your schools
Frame of Reference
What is a “Comm Plan?”
Defining how you interact
Building partnerships
Partnership study review
Recent Events
• Ten year anniversary for Columbine High School Incident
• February 4, 2009: Evanston, IL
A 10-year-old male elementary student was found hanged from a
coat hook. Subsequent reports indicated the coroner ruled the
death a suicide by hanging.
• February 10, 2009: Washington, DC
A fight involving girls in a lunchroom, with several other
subsequent fights, resulted in 16 high school students being
arrested.
• March 11, 2009: Stuttgardt, Germany
A 17 year old former student kills 15 people and injures others.
• What about in your area?
Impacts to School Safety Efforts
• Traditional sources for grant dollars are shrinking
• Budget dollars are shrinking
– School district staff and programs being cut
– Contributions to Public Safety SRO programs
– Public Safety budgets shrinking
• Sensitivity to the needs are less or are being
competitive with academic performance dollars
• Lack of “buy-in” – “can’t happen here..”
• School based incidents occurring
Defining What ICS
Means to Your Schools
SB 08-181 points
Signed into law May 14, 2008
Basic Definitions
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NRF:
– Builds on the National Incident Management System (NIMS) with its flexible, scalable, and adaptable
coordinating structures
– Aligns key roles and responsibilities across jurisdictions
– Links all levels of government, private sector, and nongovernmental organizations in a unified approach to
emergency management
– Always in effect: can be partially or fully implemented
– Coordinates Federal assistance without need for formal trigger
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NIMS :
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Provides a set of standardized organizational structures:
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such as the Incident Command System (ICS)
multiagency coordination systems
public information systems
Requirements for processes, procedures, and systems designed to improve interoperability among
jurisdictions and disciplines in various areas, including: training; resource management; personnel
qualification and certification; equipment certification; communications and information management;
technology support; and continuous system improvement.
ICS: The Incident Command System (ICS) is the combination of facilities, equipment, personnel,
procedures, and communications operating within a common organizational structure, designed to
aid in all-hazards incident management activities. ICS is used by all levels of government—Federal,
State, local, and tribal, as well as by many private-sector and nongovernmental organizations.
Source: fema.gov and nimsonline.com
What Does ICS Mean to Your Schools
• SB 08-181 requires:
– School board is to establish a school response
framework consisting of policies consistent with
NIMS
• By July 1, 2009 a date is established indicating when
each school of the district will be in compliance and the
information will be publicly available
• Formal adoption of the NRF and NIMS
• Institutionalization of ICS
What Does ICS Mean to Your Schools
• SB 08-181 requires continued:
– In conjunction with local community partners
develop a coordinated school safety, readiness
and incident management plan:
• Identified safety teams and backups for interacting with
community partners and assuming ICS roles
• Identify potential locations for operational and support
functions
– Develop a memoranda of understanding with the
community partners specifying responsibilities
What Does ICS Mean to Your Schools
• SB 08-181 requires continued:
– Create an All-Hazards exercise program based on
NIMS:
• Conduct tabletop exercises
• Conduct other exercises
• Exercises done with community partners from various
disciplines
• Designed to practice and assess preparedness
– Many provisions are “to the extent possible”
What Does ICS Mean to Your Schools
• SB 08-181 requires continued:
– Exercises to include district employees and
community partners:
• Orientation meetings around EOPs
• Drills in addition to fire drills
• Tabletops to discuss and identify roles and responsibilities
– Point to consider is testing the EOPs internally and
then test with external partners
– After action review in writing describing lessons
learned to include corrective actions to plans
What Does ICS Mean to Your Schools
• SB 08-181 requires continued:
– Once per academic term - inventory emergency
equipment and review communications
equipment which includes the ability to
interoperate with state and local agencies
– Written procedures on taking action and
communicating with responders, parents,
students and the media during certain incidents
What Does ICS Mean to Your Schools
• SB 08-181 requires continued:
– Key personnel to include safety teams and others
will complete FEMA EMI courses (counts towards
continuing ED req’s)
– Review procedures to ensure NIMS compliance
– Establish a baseline for NIMS compliance and an
action plan to achieve it (new employees will need
to meet that baseline at some point)
What Does ICS Mean to Your Schools
• Federal Grants relating to homeland security
dollars require ICS training / MOUs
• Smoother management transition for events
occurring at a school to first responders
• Smoother time for school liaisons and others
assigned within the ICS structure
Which ICS Training?
• Colorado Dept of Public Safety reference
– http://cdpsweb.state.co.us/nims.html
• Minimum Training
– ICS100.SC Introduction to ICS for Schools
– IS362 Multi Hazard Planning for Schools
• Optional Courses
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IS700 Introduction to NIMS
IS800 Introduction to National Response Framework
ICS200 - ICS for Single Resources / Initial Actions
ICS300 - Intermediate ICS
• What is your school district supporting?
Let’s Talk About
YOU
for a Moment
A frame of reference
Quick Biology Lesson
• The sympathetic nervous system
• Sympathetic (fight or flight) and Parasympathetic (rest and
repose) divisions typically function in opposition to each
other. For an analogy, one may think of the sympathetic
division as the accelerator and the parasympathetic division
as the brake.
• The sympathetic division typically functions in actions
requiring quick responses. The parasympathetic division
functions with actions that do not require immediate
reaction.
• Causes the release of chemicals in the body to react:
– Epinephrine (Adrenalin)
– Norepinephrine
Quick Biology Lesson
• Your body reacts to stress: psychologically and physically
• The sympathetic nervous system physiological response:
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Acceleration of heart and lung action
Constriction of blood vessels in many parts of the body
Liberation of nutrients for muscular action
Dilation of blood vessels for muscles
Inhibition of Lacrimal gland (responsible for tear production) and salivation
(dry mouth)
Dilation of pupils
Auditory Exclusion (reduction of hearing)
Tunnel Vision (loss of peripheral vision)
Acceleration of instantaneous reflexes
• Why is this important?
Sympathetic Response and You
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70 – 75 BPM Normal Heart Rate:
– Life is Good
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115 BPM:
– Lose fine complex motor skills such as finger dexterity, eye hand co-ordination, multi tasking
becomes difficult
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145-150 BPM:
– Lose complex (gross) motor skills ( 3 or more motor skills designed to work in unison)
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175 BPM:
– Pupil dilation and tunnel vision
– Visual tracking becomes difficult “light house effect” on average about a 70% decrease in their
visual field
– Difficultly to focus on close objects and impact depth perception
– Difficulty remembering what took place or what they did
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known as “Incident Amnesia” or “Critical Stress Amnesia.” After a critical incident, it is not uncommon
for a person to only recall approx 30% of what happened in the first 24hrs, 50% in 48 hrs, and 75-95 %
in 72-100hrs
Deer in the Headlights
150
Tunnel Vision & Incident
Amnesia
Lose Gross Motor
100
Lose Fine Motor
System Response May Begin
50
Normal Actions
Heart Rate Impacts
Heart Rate
250
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200 plus
175
115
145
70-75
0
How can you lesson the impact
of stress during an incident?
PLANNING &
TRAINING!
What is a “Comm Plan”?
Not the typical incident based
communications plan
How Do You Communicate Today?
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In Person
By ‘Hollering’
By Intercom
By Phone
By Cell Phone
By Radio
By Email
By TV
By Portals
By ______ ???
Interoperability
• National Buzz Word
• Public Safety based is voice radio-based
communications
• Pre-agreed upon ability to communicate
• The right information, to the right people, in
the right amount, at the right time
• Has a national example called the
Interoperability Continuum
Defining a Communications Plan
• A basic plan for schools has two conditions on
when you need to talk with other
organizations:
– School Business
– Emergency Situation
• Keep in mind that the emergency condition
throws in stressors that typically are not
present everyday
• Stressors impact accurate functioning
Who to Talk to When and How
School Staff
Day to Day Business at Your
School
After Hour Events at Your
School
Between Schools
Weather Related Events
Incidents Occurring On
School Grounds
Incidents Occurring Near
School Grounds
Emergency On or Near
School Grounds
http://www.schoolsafetypartners.org
Public Safety Staff
Interacting With Public Safety
and Building Those Partnerships
Let’s Compare
Police Organization
Teaching Organization
• Typically organized in
• Typically organized in
government supported by
government supported by
tax dollars
tax dollars
• Chief of Police / Sheriff
• Principal
• Captains / Lieutenants /
• Assistant Principals and
Sergeants
Subject / Team Leads
• Officers / Deputies
• Teachers
• Administrative Staff /
• Administrative Staff
Dispatchers
They do their job everyday
because they care!
How Does Your School or District
Interact with Public Safety Today?
• School used as a shelter
• School students receive instruction:
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On DARE
On GREAT
By SRO’s
9-1-1 Programs
Career Day Participation
Internships
• Major Events
• What Else?
“Partnership”
• “A relationship between individuals or groups that is
characterized by mutual cooperation and
responsibility, as for the achievement of a specified
goal: Neighborhood groups formed a partnership to
fight crime.” (dictionary.com)
• My easy definition is a “mutually benefiting
relationship”
– Example: Owner and Dog: Owner receives companionship, dog
receives food and shelter.
What Kind of Partnership Does
Your School or School District
Have With Your Local Public
Safety Organizations?
“Partnership”
List some partnerships that exist within your
school, agency, or community:
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How formal are these partnerships?
MEASURING CHANGE IN COLLABORATION
AMONG SCHOOL SAFETY PARTNERS
2006
Bruce B. Frey
Jill H. Lohmeier
Steve W. Lee
Nona Tollefson
Mary Lea Johanning
University of Kansas
The group was assigned to assess the level of cooperation among the grant partners.
Persistently Safe Schools: The National Conference of the HAMILTON FISH INSTITUTE ON SCHOOL AND
COMMUNITY VIOLENCE
…Models of collaboration among agencies, groups, and community stakeholders are
notoriously difficult to translate into valid and reliable instruments that can be used
to measure meaningful change in the level and pattern of collaboration. This paper
describes a model of collaboration, presents an instrument for its assessment, and
suggests a method of graphical display that captures the sometimes elusive nature
of collaboration…
…A method of visual display which shows collaborative links and their strength
among partners was adapted from a method presented by Cross (2003). Early
evidence of scale reliability for the Levels of Collaboration Scale is presented…
…Collaboration has a variety of definitions and names, but is generally treated as
meaning the cooperative way that two or more entities work together towards a
shared goal….
Various continuums were studied to use as a gauge on the effectiveness of the
collaboration. The team identified a model to provide the “theoretical validity for
any instrumentation we chose or developed. The five stages of Hogue’s (1993)
Levels of Community Linkage model was chosen as the most
relevant framework.”
Based Upon Your Partnership Lists,
Which Model Do You See?
… Given the definitions of each level, respondents were asked to what extent they
collaborate with each other grant partner. Answer options were on a 0 to 5 scale
with 0 indicating “no interaction at all” and 5 indicating the collaboration level using
Hogue’s taxonomy. ..
..For the purposes of their paper, the name of each group or organization was been
replaced with a generic descriptive name…
Conclusions:
“Our experience with the scale in our local evaluation has been that stakeholders,
respondents, district administrators, teachers, principals and grant partners find
the information useful and persuasive. Even more, the visual representation
method, used as feedback, has resulted in grant partners actually identifying
collaboration goals and targets which were not part of the original design. In this
context, the scale operates as a formative assessment. In addition, the level of
collaboration might well have increased to a small degree because of the
interactions and discussions of Levels of Collaboration scores themselves.”
Levels
Networking
Purpose
Structure
Process
•Loose/flexible link
* Dialog and common
* Low key leadership
* Roles loosely defined
understanding
* Minimal decision making
* Community action is primary
* Clearinghouse for information
* Little conflict
link among members
* Create base of support
* Informal communication
•Central body of people as
communication hub
* Semi-formal links
* Roles somewhat defined
* Links are advisory
* Group leverages/raises money
Cooperation
or Alliance
* Match needs and provide
coordination
* Limit duplication of services
* Ensure tasks are done
Coordination
or Partnership
* Central body of people
* Share resources to address
consists of decision makers
common issues
* Roles defined
* Merge resource base to create * Links formalized
something new
* Group develops new
resources and joint budget
* Facilitative leaders
* Complex decision making
* Some conflict
* Formal communications
within the central group
* Autonomous leadership but
focus in on issue
* Group decision making in
central and subgroups
* Communication is frequent
and clear
Source: Collaboration Framework- Addressing Community Capacity http://crs.uvm.edu/nnco/collab/framework.html
Levels
Purpose
Coalition
* Share ideas and be willing to
pull resources from existing
systems
* Develop commitment for a
minimum of three years
Collaboration
* Accomplish shared vision and
impact benchmarks
* Build interdependent system
to address issues and
opportunities
Structure
•All members involved in
decision making
* Roles and time defined
* Links formal with written
agreement
* Group develops new
resources and joint budget
Process
* Shared leadership
* Decision making formal with
all members
* Communication is common
and prioritized
* Consensus used in shared
* Leadership high, trust level
decision making
high, productivity high
* Roles, time and evaluation
* Ideas and decisions equally
formalized
shared
* Links are formal and written in * Highly developed
work assignments
communication
Source: Collaboration Framework- Addressing Community Capacity http://crs.uvm.edu/nnco/collab/framework.html
Available Resources from Our Session
• Session PowerPoint and related documents
available at:
– http://schoolsafetypartners.org/jw
• Email me your request and I can email it to
you:
– [email protected]
Closing Statements
• Importance of:
– Planning
– Training
– Communicating
– Partnering
• Now is the time to start
• Use a building block approach: planned
incremental development