Emergency Management Resource Guide

1. EMERGENCY MANAGEMENT RESOURCE GUIDE Karen McCuistonkmccuiston@murraystate.edu Kentucky Center for School Safety Murray State University

2. Where do you begin…Begin before the Crisis… • Two types of Crisis Communications • Internal and External • Look back at the chart from last session I was with you…Who is responsible????

3. ICS in Schools • Each designated responsibility area under the ICS should have a primary designee with a minimum of two back up personnel.

4. ICS for Schools • Incident Commander:  Establishes command, works to protect life and property, directs overall management of emergency response activities.  At the school level the Incident Commander is typically the Principal or his/her designee.  The Incident Command role can be transferred to another individual (example -- police officer of fire fighter) depending upon the emergency as they arrive on the scene. • Planning:  In small emergencies, the Incident Commander (IC) is responsible for planning, but in a larger emergency, the IC establishes a Planning Section.  Planning collects and evaluates information as related to the development of an incident and status of resources. • Operations: (doers)  On a school campus, most staff will be assigned roles under Operations.  Operations are responsible for thecare of students and carrying out response activities according to established Universal Emergency Procedures and Emergency Protocols. • Logistics:(getters) Is responsible for communications, as well as securing and providing needed materials, resources, services and personnel.  This section may take on a major role in extended emergency situations. • Administration/Finance:  Sometimes overlooked, the Administration/Finance is critical for tracking incident costs and for reimbursement accounting.  This is especially important in tracking costs where a state or federal “disaster area” may be declared.

5. Communication During an Emergency …Internal • Communication is a critical part of emergency management.  • School staff/students must be told what is happening and what to do.  • Parents and families/staff members must be informed about the situation …the status of their family member.  • Contact law enforcement and other emergency services is necessary for effective response.  • Information must be transmitted to Central Office and to other affected schools.  • School Board members must be kept informed and updated. • External…Also, the media must be informed and kept updated.

6. After an Emergency • The principal/incident commander will need to notify staff of an event or emergency and keep them informed as additional information becomes available and as plans for management of the situation evolve. • The Telephone Tree or One Call SystemA telephone tree is a simple, widely used system for notifying staff of an emergency event when they are not at school.  Set up a telephone tree by listing the first in Building Chain of Command (Principal or Incident Commander).  Then link him/her to several on the Emergency Management Response Team; then link to different staff groupings (teachers, support staff, etc.).  In practice, the first person on the list calls several people who in turn call others, etc., until everyone on the list has been notified of the situation.  A carefully crafted statement, specifying what is and is not yet known, and what steps may need to be taken, should be drafted before the telephone tree is activated. • Or in the case of a one call system the message is crafted and one call is placed by the Incident Commander notifying all staff at once.

7. The Morning Faculty Meeting • An early, brief faculty meeting provides the opportunity to: • Give accurate, • Updated information about an emergency event/situation • To review with staff procedures • Provide list of availableintervention resources • The End-of-Day-One Faculty/Staff MeetingA brief end-of-day-one meeting provides the opportunity to • review day one of an emergency, • to update information, and • plan for day two.  Misinformation or rumors can be addressed before staff members go home or into the community where they are likely to be asked about the situation.

8. Dealing with Rumors Establishing reliable communication networks is critical for dealing effectively with a potentially detrimental phenomenon often present in emergencies: Rumors.  • People are going to talk about an emergency and, when accurate information is not available, rumors begin and without facts people will speculate.  • Rumors create a negative perception of the school’s ability to manage an emergency.  • The most effective strategy for combating rumors is to provide facts as soon as possible.

9. Rumors • Identify and notify internal groups including administrators, teachers, students, custodians, secretaries, teaching assistants, cafeteria workers, bus drivers, etc.  • These are primary sources of information and are likely to be contacted in their neighborhoods, at grocery stores, etc.  • It is critical that they have accurate information because what they know (or are speculating about) will be passed on.  • A faculty/staff meeting should be held before staff members go home so that what is (and is not) known can be clearly communicated.

10. Rumors • Clerical staff who answer the telephone at the school and at the Central Office must know which information can be shared and which information cannot be shared.  • They must be kept informed of inaccurate information which is circulating so they can help correct misinformation.  • Designating a few persons to answer calls helps control the circulating of misinformation. • Have a scripted pre-approved statement for faxing, e-mailing, website and telephone communication.

11. Rumors • Use of  key communicators which are adults and students who talk to and are believed by many people in the community, will help to combat rumors in the community. • These individuals may or may not be in positions of authority or officially recognized leaders. They are frequently dentists, police officers, firefighters, news agency owners, post office clerks, contacts from radio and television, etc.  Within the school it might include a school secretary, custodian and others that have a interest in the schools and the community. • Of course it should also include various segments of the school district staff.  • These key communicators distinguishing characteristics are that they are respected by their peers and other people trust their opinions.  • These key communicators agree to disseminate accurate information about the school system and correct misinformation. • They keep in touch with school officials and immediately report misperceptions in the case of emergencies. • A telephone tree or a briefing held especially for identified community representatives directly associated with the school will help convey accurate information.

12. Rumors • The media can also help control rumors; ask them to provide frequent updates to the public, particularly providing accurate information where rumors need to be dispelled. • After an immediate emergency has passed, public meetings may be helpful.  It provides an opportunity for people to ask questions and to receive accurate information.  A follow-up public meeting may also be helpful in restoring the community’s confidence in the school’s ability to manage emergencies and to provide a safe environment.

13. Technology Technology can be a very effective tool for communication during an emergency. Common tools include the following: • Telephone - It is recommended that schools should have at least one unpublished number.  Check with the phone company to see if there are unused lines in the school’s control panel which could be activated if needed.  Use standard jacks and mark them clearly so emergency personnel can find them. There are automated phone systems for contacting "sub-populations" within your school instantly.  They can be very effective in getting a quick standardized message to staff and/or parents.

14. Technology • Intercom systems – Ideally, systems should include teacher-initiated communications with the office and use a handset rather than a wall-mounted speaker.  Instructions for use of the intercom system should be posted near the controls in the office area. • Bullhorns and megaphones - Battery-powered megaphones can be effective for communication in an emergency.  • One should be part of the school’s emergency toolbox.  • Procedures governing storage and use will help ensure availability.

15. Technology • Two-way radio - Provide a reliable method of communication between rooms and buildings at a single site.  All staff should be trained to operate the 2-way radio. It is suggested that one be available for the principal, assistant principal, School Resource Officer, custodians, guidance counselors, secretary and for a representative from each grade level. • A designated teacher from each grade level should be given one during a crisis.  It is recommended that the school have an extra one available in the office to be used as needed during a crisis situation.  • A designated frequency on two-way radios should be shared with Emergency Responders to act as a redundant communication mode. • Remember that some electronic devices can trigger bombs.

16. Technology • Computers - Existing computers may be used for communication both within the school and to other sites.  E-mail may be a useful tool for updating information for staff, Central Office, other schools in an affected area, and possibly for other agencies. • Fax machines – Possible uses include an off-campus accidentwhere lists of students and staff members are involved, their locations, and needed telephone numbers can be quickly and accurately communicated.  Medical information, release forms, and authorizations can be faxed and returned in emergencies.

17. Technology • Cell telephones – These phones may be the only tool working when electric service is out; they are useful to staff who may be en route to or from a site.  Be aware however, that cell phones are often the first form of communication to fail in a large scale emergency (this is due to overloading networks). They can also trigger bombs. • “Panic buttons” - “Panic buttons” may be connected directly to the police or other emergency services.  In some communities, there is an immediate response; in others, the police or fire departments call the school to confirm the emergency. • Alarm systems – Bells or buzzers which may be sounded in different ways to signal different types of emergencies - for example, fire, severe weather, or special alert (with instructions to follow).  When possible verbal commands should be given in plain language (do not rely upon code words or phrases).This process simply decreases the chance for error or misunderstanding.

18. Strategies with Parents and Community • An important aspect of managing emergencies is dealing effectively with parent reactions and community agencies.  Communication with parents and the community is best begun before an emergency occurs.  Some useful strategies include the following: • Inform parents about the school’s emergency plan, its objectives, and the need for it; such information can be included in a school newsletter, local public access media, websites or other informational materials prepared for parents. • Lists of personnel on emergency teams and their specific roles in a crisis should not be detailed as parent or community information. Many of these list include private information such as cell phone numbers, etc… • The details of the emergency plan should remain confidential, care should be given not to publish evacuation routes, floor plans or other information that could be used by individuals seeking target for predatory actions. • Develop a school climate that nurtures relationships with parents so that they trust and feel comfortable calling school personnel in the event of emergency.

19. Parents • Develop materials that may be needed including: • Drafts of letters to parents informing them of what happened. • Information regarding possible reactions to a variety of safety situations for use by parents as they talk with their children • Steps the school and school district are taking to handle the situation. • Develop a list of community resources which may be helpful to parents or helpful to the school in the event of an emergency. • Identify parents who are willing to volunteer in case of an emergency, include them in preparation efforts, and include them in training.

20. Communicating with the Media Most news people are sensitive reporting emergencies that occur in school settings and are interested in doing a reputable job.  The following suggestions will promote clear communications with the media: • Identify a single information source (typically this will be your designated Public Information Officer). •  Direct media representatives to one area (on or off campus) where briefings can take place (this should be done in advance so there is a known media staging area). This should not necessarily take place at the site of the event unless the school is showing how normalcy has been restored.

21. Media • Instruct all employees to refer all information and questions to Media Liaison or Information Official. •  If the emergency is a death, consult with the deceased student/staff member’s family before making a statement. •  Insist that reporters respect the privacy rights of students and staff. •  Advise students of the school’s student media policy. • The school should decide what to say, issue a statement, and answer questions within the limits of confidentiality.

22. Media • Remind employees that only designated personnelare authorized to talk with news media. • Take initiative with news media and let them know what is or is not known about the situation. • Emphasize school’s/district’s good record. • Speak to reporters in plain English - not in “educationese.” • If there is involvement with a criminal case, work in conjunction with law enforcement spokesperson and the local board attorney. • Don’t try to “kill” a story; don’t say “no comment;” don’t speculate; don’t try to blame anyone for anything.

23. Media • When communicating, maintain a unified position and message; keep messages concise, clear, and consistent. •  Contact District Support Team to regularly update. •  Delay releasing information until facts are verified and the school’s position is clear; prepare statements about the situation in advance to read (avoid ad-libbing). • Assign sufficient staff to handle phones and keep a log of calls and personal contacts. • Express appreciation to all persons who helped handle the emergency.

24. GUIDE TO PREVENTING AND RESPONDING TO SCHOOL VIOLENCE Section 8 Working with the Media Karen McCuistonkmccuiston@murraystate.edu Kentucky Center for School Safety Murray State University

25. Working with the Media All forms of communication media (print, television, radio, computer, and film) can play an important role in helping to prevent violence in the schools. They can also help limit the harm that results when violence does occur. Unfortunately, the media can also contribute to the problem. Exposure to excessive violence can have the following effects: • It can increase the chances that at least some of those exposed to the media will try to mimic the violent acts. Copycat suicides, shootings, and bomb threats sometimes follow extensive media coverage or depictions of those events. • It can desensitize viewers to the horrors of violence and may increase their likelihood of committing it. Many of the same types of shooting simulation exercises used by law enforcement and the military to train people for situations where they may have to kill are being sold to children as video games. Some of the electronic media games available to children award extra points to players for engaging in simulated antisocial acts. • It can exaggerate the magnitude of the real threat. This could result in people fearing for their own or their children’s safety in situations where little danger is actually present.

26. Your Rights with the Media The school community has certain rights when dealing with the media. While they may not all be granted, they should be requested to protect the school and victims. • The right to grieve and recover in private • The right to say no to an interview • The right to request a specific reporter • The right to avoid a press conference atmosphere and speak only to one reporter at a time • The right to refrain from answering any questions with which the interviewee is uncomfortable or feels is inappropriate • The right to ask to review quotations in a story before publication • The right to demand retraction when inaccurate information is reported • The right to ask that offensive photographs or visuals be omitted from airing or publication

27. During and after School Violence Crises During and after incidents of school violence, individuals working in the print, electronic, and broadcast news and information media should take the following steps: 1. Factual and balanced, whether it is on the rise or the decline. 2. Address the larger context of school violence, such as how students, schools, and communities have been affected. 3. What steps are being taken to help people handle the crisis. 4. Refrain from rewarding those actions of perps. For example, frequent displays of offender names and pictures may convey to potential copycat offenders that this is one way to quickly and easily achieve fame. 5. Communicate helpful information: • Helping law enforcement acquire information • Telling parents and/or guardians where victim information can be obtained. • Letting the public know how they can help (by donating blood, money, services, and so on). • Informing victims about grief counseling and other post-event services. • Informing about alterations to school schedules. 6. Respect the privacy rights of victims and the people connected to them.

28. PRACTICAL INFORMATION ON CRISIS PLANNING Communication 6-10, 6-11 Karen McCuistonkmccuiston@murraystate.edu Kentucky Center for School Safety Murray State University

29. Communication Clear lines of communication are crucial to a successful response to a crisis. During the planning process, it will be important to establish effective lines of communication among and within the state, district, school, and community groups. When creating a crisis plan, there are several communication needs that should be addressed. Communication is essential before crises occur:

30. Communication • Use common terminology across a district. • Identify several modes of communication for both internal and external communication. • Make sure that schools have adequate supplies of communication gear and that the appropriate individuals have access to it. • Verify that school communication devices are compatible with emergency responder devices. • Create communication plans to notify families that a crisis has occurred at their child’s school.

31. Communication • Establish communication pathways with the community. • Designate a PIO • Check these pages out The Media (6-22, 6-23)

32. Other Resources • NSPRA –Practical PR for Principals “Crisis Communications” • Sample Letters for KCSS website, Emergency Management Tab