Emergency Preparedness for Schools. Presented by Rod Pruitt Region 14 ESC

Transcription

1 Emergency Preparedness for Schools Presented by Rod Pruitt Region 14 ESC

2 School Emergency Management School emergency management should use the four phases of emergency management as the framework for planning and implementation. The four phases are: Prevention-Mitigation Preparedness Response Recovery

3 School Emergency Management School emergency management should adopt and all-hazards approach to emergency management. The emergency plan should deal with a full range of hazards that threaten school. All-hazards plan should be ready to deal with: Non-custodial parent Tornado Student injury Suspected gun

4 School Emergency Management School emergency management should engage in a comprehensive planning process that addresses the particular circumstances and environment for their school. You can not just adapt a model plan or copy plan from another school. What comes from the planning process is: A real understanding of your school strengths and weaknesses. Relationships and collaboration built during that process that you can count on.

5 School Emergency Management School emergency management should Take a collaborative approach to emergency management, both inside and out side of the school. You need to involve a variety of departments inside of the school system and reach out to community partners and first responders. Community partners: Public Non-profit Private First Responders

6 School Emergency Management An emergency or crisis ranges in scope and intensity. The impact of an emergency can be on a single student or an entire community. Crises can happen before, during, or after school hours. Emergencies can happen on or off school campuses.

7 School Emergency Management There are certain topics that are common to all four phases: Roles and responsibilities defined Collaborating and communicating with community partners Action steps Training Practicing the emergency management plan

8 School Emergency Management Assessing Risk- Identifying the hazards that could potentially affect a school along with estimating the likelihood that each hazard could occur. Assessing Vulnerabilities- Determining the characteristics of the school that increase susceptibility to hazards. Assessing Consequences- Measuring the range of loss or damage that would occur from the impact of an incident.

9 School Emergency Management 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. Not all things can be prevented but all things can be mitigated.

10 School Emergency Management Prevention-Mitigation actions include: Keeping areas locked and secure Marking shutoff valves, fuse boxes, and other critical systems Bolting bookshelves to the wall, safety glass Fencing hazardous areas Applying Crime Prevention Through Environmental Design (CPTED) principles to school grounds

11 Safety Walks Safety walks assess these critical areas: Building Access by the public Storage issues Interior safety issues Exterior safety issues Science labs Signs and documents Student and personnel perceptions

12 Safety Walks Building Access by the Public How long could a stranger walk around your school without a visitors badge before personnel would escort them to the office? My average time with 20 schools in 12 school districts has been 35 minutes. I pass an average of 6 teachers and 5 unsupervised students.

13 Safety Walks Building Access by the Public If a stranger was escorted to the office to get a visitors badge would they need to furnish a picture ID? It is best practice to have an unknown visitor sign in and show a drivers license before giving a visitors badge. It is best practice to update a custodial parent information each semester.

14 Safety Walks Building Access by the Public How many different entrances do you have in your school? How many non-traditional entrance points (windows, roof access ) do you have in your school? Best practice is one entrance after the 1 st bell. If other entrances are needed for outbuildings they need to be watched and signs need to be posted.

15 Safety Walks Building Access by the Public Once in the building how many rooms, storage areas, and other areas are unlocked and unsupervised? Best practice is that every area that is unsupervised or not in use needs to be locked. Examples: janitors closet, locker room, auditorium, maintenance areas, band and band practice rooms, classrooms, storage areas

16 Safety Walks Building Access by the Public If I was a troubled student or stranger what would I find in a school storage area? Would you want me to have access to these items? Breaker boxes, internet hubs, phone panels, alarm and camera systems, chemicals, equipment, and records.

17 Safety Walks Improperly Stored Chemicals Do teachers store any chemicals in their classrooms? Any chemical labeled Keep out of the Reach of Children May be Harmful if Swallowed Flammable Inhalant Poisonous need to be kept in locked or high storage. Any medication needs to be locked in storage or kept in the nurse office.

18 Safety Walks Science Labs Safety equipment Fire extinguisher, fire blanket, eye wash (checked monthly), body wash, vent hood, master shut off valve, secondary exit Chemical safety MSDS data sheets updated, locked chemical storage, chemicals coded for compatibility, all containers labeled, separate storage units for Nitric Acid, Flammables, Bases, and Acid, No Mercury on site

19 Safety Walks Interior Safety Issues Trip hazards Exposed wires, loose floor covering, hallway and passage obstructions Physical hazards Loose handrails, splintered wood, broken windows Emergency equipment Fire extinguishers charged and inspected, emergency and exit lighting tested and working, maps and evacuation plans posted in every room on campus.

20 Safety Walks Exterior Safety Issues Parking and car safety Do signs make it clear where to go and not go on your campus? Is the parking area clearly marked? Are pedestrian areas and walkways clearly marked? Are barriers needed to protect your school building and other areas from cars?

21 Safety Walks Exterior Safety Issues Criminal Welcome Signs Trash and graffiti Dim or no lighting (lights with no covers) Broken windows or other needed repairs Large bushes or other plants that cover windows or can be used to hide behind.

22 Safety Walks Exterior Safety Issues Other areas Broken or uneven pavement Safe and maintained playground equipment Safe fall area around playground Parking and clearly marked building access for disabled persons

23 Safety Walks Exterior Safety Issues- Play Ground Basic Playground Safety Checklist Surfaces around playground equipment have at least 6-8 inches of wood chips, mulch, sand, or area mats made of safety-tested rubber or rubber-like materials. Protective surfacing extend at least 6 feet in all directions from play equipment. For swings, be sure surfacing extends, in back and front, twice the height of the suspending bar. Check for dangerous hardware, like open "S" hooks or protruding bolt ends. Make sure spaces that could trap children, such as openings in guardrails or between ladder rungs, measure less than 3.5 inches or more than 9 inches.

24 Safety Walks Exterior Safety Issues- Play Ground Basic Playground Safety Checklist Check for sharp points or edges in equipment. Look out for tripping hazards, like exposed concrete footings, tree stumps, and rocks. Make sure elevated surfaces, like platforms and ramps, have guardrails to prevent falls. Check playgrounds regularly to see that equipment and surfacing are in good condition. Carefully supervise children on playgrounds to make sure they're safe.

25 Exterior Safety Issues- Play Ground

26 Exterior Safety Issues- Play Ground

27 Exterior Safety Issues- Play Ground Opening that allow the body to get through greater than 3 ½ but is not large enough to permit passage of their heads less than 9.

28 Exterior Safety Issues- Play Ground

29 Classroom and common area signs Primary and secondary fire and evacuation routes Shelter in place procedure Lockdown procedure Safety Walks Signs, Documents, and Documentation Signs Updated campus map Tobacco, Alcohol, Gun, and Drug-Free Campus All Visitors Must Check into the Office 6 th to 12 th grade campus must post Steroid Notice in gym and all locker rooms. Concealed Handgun Law

30 Safety Signs

31 Safety Signs

32 Safety Signs

33 Safety Signs

34 Safety Signs

35 Clear Evacuation Routes Evacuation map showing primary & secondary escape routes in every area that has students. Map showing where to shelter in place for bad weather or chemical issue. For tornado that would be: As many walls between you and outside world Away from glass Small roof expanse

36 Clear Evacuation Routes

37 Safety Walks Signs, Documents, and Documentation Documents Student code of conduct that is posted (this can be done by a sign that states a copy is available in the office.) PEIMS 425 that is checked and updated regularly Campus plan that addresses SDFSC issues CPR & AED certified personnel list Emergency Operations Plan Documentation of Drills

38 Safety Walks Teacher and Student Perceptions What do you like about being a student or teacher at this school? What concerns do you have about feeling safe at school? If your teachers (peers) and principal asked you to offer ideas on how to make school safer and better, how would you respond? What would you change?

39 Safety Walks

40 ICS- Incident Command System Obtain or draw a map of the school and school grounds. On the map, note the following: Potential hazards Location of utilities Emergency equipment and supplies Main shut off valve for water and gas Master electrical breaker Heating and air-conditioning equipment Stoves Chemical storage and gas lines in laboratories Hazardous materials stored by custodians and gardeners Emergency lighting units Fire extinguishers First-aid equipment Outside water faucets and hoses Overhead power lines Underground gas lines

41 School Emergency Management (CPTED) principles- Natural surveillance- the ability to easily see what is occurring in a particular setting Natural access control the ability to restrict who enters or exits an environment Territoriality-maintenance the ability to demonstrate ownership of and respect for property

42 School Emergency Management Preparedness actions include: Establishing an Incident Command System consistent with the National Incident Management System (NIMS) Coordinating with community partners in the field of emergency management, including formulating formal relationships with emergency first responders Developing policies and protocols related to how the school will respond to different types of emergencies Conducting training exercises on a regular basis Stockpiling supplies that will be used during an emergency.

43 School Emergency Management Preparedness actions include: NIMS Training for Key Staff NIMS IS-100.SCa Introduction to the Incident Command System for Schools NIMS IS-700.a NIMS An Introduction

44 School Emergency Management

45 School Emergency Management

46 School Emergency Management The assessment and planning process is an essential step in preparing for an emergency because your overall plan will contain specialized plans and procedures such as: A communication plan A student accountability plan A parent/guardian reunification plan Guidelines for making critical decisions in response to the onset of an emergency. Negotiate contracts prior to an event for resources needed during an emergency, such as food service and transportation. Establish a threat assessment process to be used in evaluating persons suspected of being a potential perpetrator of a targeted shooting or other acts of violence. Define lines of succession as to who is in charge when key leaders are not available.

47 School Emergency Management The assessment and planning process is an essential step in preparing for an emergency because your overall plan will contain specialized plans and procedures such as: Define lines of succession as to who is in charge when key leaders are not available. Draft template letters for communicating with the media and informing parents. Calling for the stockpiling of emergency "Go-Kits" to be used during Response Outlining how you can prepare for emergencies through training, conducting drills, and holding Preparedness exercises.

48 School Emergency Management Maps of critical systems

49 School Emergency Management RECOMMENDED ADMINISTRATION GO-KIT CONTENTS Suitable container(s) (i.e. large duffel bag on wheels, wheeled garbage can) Laptop computer, PDA or USB flash drive with necessary student and administrative, data Map of building(s) with location of exits, phones, first aid kits, assembly areas, could include maps of surrounding streets and evacuation routes Blueprints of school building(s), including utilities Student rosters and current attendance lists Emergency student profile sheets/cards Copy of flipchart and/or district procedures Flashlights, fresh batteries First aid kits Tissue Bright safety vests for visibility and leadership identification Blanket Whistle Duct tape Glow sticks Waterproof matches Dust masks Two-way radios, cell phones, fresh batteries Stickers, dry erase markers, small whiteboards, notepads, permanent markers, pens Local phone directory, district phone directory Disposable gloves, sanitizer, sanitary wipes Water, cups

50 School Emergency Management OTHER SPECIFIC ITEMS FOR HEALTH SERVICES EMERGENCY GO-KIT Suitable container (i.e. large plastic bins, drawer roll-carts) Red-bin medications (inhalers, epi-pens, other needed stock medications) Diabetic test kits and snacks Zip-lock bags Medical reference Container for sharps Wheelchair Student and staff emergency contact information Other Other

51 School Emergency Management CLASSROOM EMERGENCY GO-KIT CONTENTS Suitable container (i.e. five gallon bucket with lid or a backpack) First aid supplies Emergency procedures flipchart Current class roster, student attendance list, emergency contact information Flashlight and extra fresh batteries Portable radio, fresh batteries or other communication device Plastic sheeting for privacy Space blankets Toilet paper, tall kitchen garbage bags and ties Age-appropriate student activities (cards, crayons, games etc.) Paper, pens, permanent markers Whistle Bottled water, cups Tarp or ground cover Leather work gloves, latex gloves, safety goggles Duct tape Scissors Other Other

52 EVACUATION Essential Drill Plans Emergency Procedures Quick Reference Guide Fire / Explosion/ Smell of Smoke/ Gas Odor/ Fire Alarm /Bomb Threat LOCKDOWN Intruder/Weapon/Hostage/Active Shooter/Hostile Individual/Criminal Activity/Dangerous Animal TORNADO/SEVERE WEATHER REVERSE EVACUATION Suspicious/threatening person, dangerous animals, or hazardous chemical spill outside building SHELTER IN PLACE Hazardous chemical spill outside building

53 EVACUATION CAMPUS TEACHERS & OTHER STAFF 1. When you hear the fire alarm or other emergency announcement, begin campus building evacuation and student accountability procedures. Instruct students to calmly leave the building. If purses and backpacks are within arm length, students may take these items outside with them. Check room for any suspicious items. Take class roll, go-kit and emergency status cards with you. Make sure classroom door is closed and preferably unlocked. 2. Assemble class at assigned evacuation location. Take roll to account for all students. If all students are accounted for, hold up GREEN status card. Hold up RED status card if you can not account for all students, have a medical emergency, or have noted something suspicious. Keep students quiet and calm. Do not let any student leave without proper authorization and documentation. 3. Follow instructions given by Principal. Do not reenter build 4. If relocation is necessary, account for all students before new location. EVACUATION- Fire / Explosion / Smell of Smoke / Gas Odor / Fire Alarm / Bomb Threat

54 EVACUATION CAMPUS TEACHERS & OTHER STAFF Avoid using the words fire or bomb when commanding this procedure on the intercom. Simply say Building Evacuation, or pull the fire alarm. Evacuees should be at least 500 feet away (2 football fields), preferably 1000 feet away, from the building. Have at least 2 escape routes. Look around for temporary shelter. Use red/green laminated cards to account for students. Be ready for site evacuation.

55 LOCKDOWN CAMPUS TEACHERS & OTHER STAFF 1. A campus administrator will announce lockdown. If anyone hears or sees a situation* that requires lockdown, immediately begin procedures and call the front office to report emergency. Get students out of hallways and courtyard and into classrooms. Lock classroom door and turn off lights. Make sure all windows are locked and blinds are closed. 2. If you can not lock classroom door: Take students to the neighboring classroom that can be locked Join that class and follow teacher s instructions. 3. Keep students quiet and out of view. If necessary, 4. Take roll to account for all students. If there is no door window, slide the card under the door into hallway. 5. Keep students silent and calm. Do not let any students leave without proper authorization and documentation. 6. Phones (including cell phones) are not to be used unless communicating critical information to front office. 7. Remain in locked classrooms until campus administrator announces lockdown is over. LOCKDOWN-*Intruder / Weapon / Hostage / Active Shooter / Hostile Individual / Criminal Activity / Dangerous Animal

56 LOCKDOWN CAMPUS TEACHERS & OTHER STAFF If confronted by a suspicious person, be courteous and confident. Keep a distance between yourself and the individual and avoid confrontation. Provide law enforcement with as much detail as possible about incident. Quickly and specifically, follow law enforcement instructions. (Note: If students are outside the building, supervising staff should move them to the nearest room within the building or to a portable and follow the instructions above. If students cannot be moved safely into a secure area, they should be evacuated a safe distance off campus and the police and/ or principal notified of their whereabouts as soon as possible.)

57 TORNADO CAMPUS TEACHERS & OTHER STAFF TORNADO WATCH or WARNING If severe weather has been indicated in the weather forecast make sure to have an all hazards/weather radio on and tuned into the National Weather Bureau station in the administrators or secretaries office. 1. Announcement will be made to initiate campus tornado/severe weather procedures. Based on the severity of the storm and current weather conditions, portable building occupants will be instructed to move inside to the main building. If instructed, move class to pre-designated safe areas: 2. Initiate accountability procedures. Upon reaching designated area, teachers should check class rolls. Staff will check all areas to ensure every student has been located. If all students are accounted for, hold up GREEN status card. Hold up RED status card if you can not account for all students or have a medical emergency, 3. Follow instructions given by campus administrator. 4. Seat students in one row whenever possible, facing the interior walls. If needed, seat students in multiple rows facing the same direction. 5. Maintain control, keeping students and staff quiet and calm. 6. Do not let any student leave without proper authorization and documentation. TORNADO / SEVERE WEATHER

58 TORNADO CAMPUS TEACHERS & OTHER STAFF TORNADO WATCH or WARNING If you are notified that a tornado has been sighted in the immediate area--- do the following: Have students and staff assume a protective posture kneel facing the Interior protecting the back of the neck and head. Be aware that electrical power and phone service may be disrupted. Follow campus administrator instructions until danger has passed. Sheltered areas should be 30 feet or more away from exterior glass Avoid gyms or large areas with high walls and roofs. The best shelter is on the first floor in a multi-floor structure, away from exterior windows TORNADO / SEVERE WEATHER

59 REVERSE EVACUATION- CAMPUS TEACHERS & OTHER STAFF 1. A campus administrator will initiate reverse evacuation procedures and instruct staff members to bring all people that are outside into the building. If time and situation permits, bring portable building occupants into the main building. If not, portable building occupants should lock portable doors initiate lockdown procedures. 2. Check hallways and bring students into classrooms. Lock classroom doors. 3. Report the location of any suspicious person to the front office. 4. Take class roll to account for all students and initiate student accountability procedures using the emergency status cards. If all students are accounted for post GREEN status card in door window. Post RED status card in door window if you can not account for all students, have a medical emergency, or have noted something suspicious. If there is no door window, slide the card under the door into the hallway. 5. No student or staff member should be released until student accountability is complete. 6. Do not let any student leave without proper authorization and documentation. 7. Follow instructions given by campus administrator. 8. Limit classroom and cell phone usage until campus administrator communicates that it is safe to use phones. REVERSE EVACUATION- Suspicious/threatening person, dangerous animals, or hazardous chemical spill outside building

60 SHELTER IN PLACE- CAMPUS TEACHERS & OTHER STAFF 1. Announcement will be made to initiate Shelter in Place procedures. 2. Close doors and shut off air intake system for classroom if possible. 3. Find a way to seal any gaps in doors or windows that might allow air to infiltrate classroom. 4. Take class roll to account for all students and initiate student accountability procedures using the emergency status cards. If all students are accounted for post GREEN status card in door window. Post RED status card in door window if you can not account for all students or have a medical emergency If there is no door window, slide the card under the door into hallway. 5. Do not let any student leave without proper authorization and documentation. 6. Follow instructions given by campus administrator. 7. Limit cell phone usage until campus administrator communicates that it is safe to use phones. SHELTER IN PLACE -Hazardous chemical spill outside building

61 Site Evacuation Evacuate to another school, a community center, a church, a large store set up MOUs before. Can your buses take them all? Account for students after they get there. Prepare for Parent Reunification.

62 Site Evacuation Site Evacuation Procedure: The Crisis Response Team will have to write its own step-by-step Site Evacuation plan, customized to the campus/buildings and community. This plan is designed to move students and staff to a safer location in the community. The primary consideration is accounting for the safety of all students. The plan should be able to be used with or without a Building Evacuation. Parents should know to go to that location to pick up their children. The following are tips to follow when considering this plan. The purpose is to keep people safe by relocating to a safer site in the community. This site could be another school in the district, a community center, a church, a hotel or other large structure. Use this procedure any time it is safer to be completely off campus, or if the Building Evacuation will be longer than two hours.

63 Site Evacuation Site Evacuation Procedure: Fire, Bomb found/bomb threat, Damage from inclement weather, Utility or structural problem, Fire alarm/smoke, Hazardous materials spill/poison gas cloud Avoid using the words fire or bomb when commanding this procedure on the intercom. Simply say Site Evacuation. If you want to use a code word to inform teachers and staff of the nature of the crisis, decide on the codes and included them in the procedures. Use silent communication processes if possible. Do NOT pull the fire alarm if the building is not evacuated yet. The bus evacuation will be easier using the school s main bus loading area. Practice this procedure campus-wide at least twice annually; once after a Building Evacuation and once without a Building Evacuation. Everyone on campus must participate. Designate auditors to randomly inspect halls and classrooms to ensure the procedures are followed. The minimum time to achieve site evacuation is 30 minutes. Have a Crisis Response Team members assigned to check restrooms, stairways, elevators and other areas for students.

64 Site Evacuation Teachers should: Instruct students to quickly get their personal belongings and line up at the door. Get the gradebook and your personal belongings. Get the Classroom Crisis Kit. Look for any unusual items as you leave. Move safely and quickly to the pre-determined bus loading zone outside the building. Keep students in line or in a small group. Lead the line. Once at the loading zone, check roll and check for injuries. Account for any missing students. Hold up an 8.5x11 card: RED for student missing, GREEN for all students accounted for.

65 Site Evacuation Teachers should: Follow all instructions from principal and Crisis Response Team. Stay outside until all clear. On the order of the CRT Leader (usually the principal) proceed to the alternative site on foot or to the gathering location for school bus loading. If on a school bus, before proceeding, check roll again. Once at the Evacuation Site, keep students together in classes and check roll again. Know where the restroom facilities are and allow students to use them one at a time from each class. Be prepared for a Long-Term Shelter In Place situation. Have a procedure for parents or designated guardians to check out their children.

66 School Emergency Management Response is taking action to effectively contain and resolve an emergency. This is when your emergency management plan is made operational. Response includes: Activating the emergency management plan and the Incident Command System Deploying resources and making informed decisions consistent with an Incident Action Plan Activating communication plans Working with first responders and other community partners Deciding to use evacuation, lockdown, shelter-in-place, or other Response strategies Accounting for students, faculty, and staff Conducting an after-action assessment.

67 School Emergency Management In the Response phase, a central concern will be consideration of three major response strategies: Evacuation Lockdown Shelter-in-place. In the Preparedness phase, you will have defined and practiced protocols and procedures for each Response strategy. In the Response phase, you make decisions to utilize one or more of these strategies. Emergencies are not always predictable. Decisions regarding Response strategies will depend on the specifics and the severity of the situation.

68 School Emergency Management Once an emergency starts to unfold, a key step in Response is to quickly develop an Incident Action Plan (IAP). If the Incident Command System (ICS) is activated properly, the Incident Commander will make decisions regarding the IAP after considering the input of others involved.

69 School Emergency Management Parent Reunification: Once an emergency is under control it is important to have a clear plan to reunite students with their parents or guardians. Letting parent know about where and how they are to get their student is critical. Where do they go to get information: Website Phone number TV and Radio Stations Automated call system 211 or other crisis line Where do they go to get their student: Primary Release Point: Ball Field, Gym, Auditorium, Side Entrance door Secondary Evacuation Site: Other Campus, Church, Community Center

70 School Emergency Management Parent Reunification Plan: Double Gate System

71 School Emergency Management The Recovery phase is designed to assist students, staff, and their families in the healing process and to restore educational operations in schools. Recovery is an ongoing process. The type and breadth of Recovery activities needed will vary based on the nature and scope of the emergency event. Recovery can be a long-term process.

72 School Emergency Management Recovery has four key components. Physical/structural recovery Business continuity Restoration of academic learning Psychological/emotional recovery

73 Web Resources Region 14 ESC School Safety Resources Page American Red Crosswww.redcross.org Crisis Management Toolkit- Department of Defense Education Activity Fairfax County (VA) Public Schoolswww.fcps.k12.va.us/ Federal Emergency Management Agencywww.fema.gov Montgomery County (MD) Public Schools National Clearinghouse for Educational Facilities

74 Web Resources NEA Crisis Response Team- National Education Association # response North Carolina Public Schools Ready Campaign Emergency Planning, U.S. Department of Education Communication in a Crisis: Risk Communication Guidelines for Public Officials, U.S. Department of Homeland Security