Karen McCuiston kmccuiston@murraystate Kentucky Center for School Safety

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

2. What are some of the characteristics of a weak school or district plan? • No standardized format and little attention given to developing Incident Command Structure (ICS) • Lack of consistency between schools • Lack of training for school personnel • Lack of consistency and coordination between school plan and district plans • *Lack of interaction among state, regional and local partners • Plans are not tested on a regular basis • Little attention given to parent notification and reunification • Little attention given to a “continuity of operations plan” • *Lack of after action reporting and documentation

3. Using the Guide • It uses the phases of emergency management • It is a template • Allows for customization • Allows for planning in a consistent manner • The plan should be come a “Living Document” and change overtime with each emergency situation

4. District Preparedness-District Support Team • Step One • Superintendent and School Board make a firm decision to update/revise Emergency Response Plan • Step Two • Form a District Support Team • Step Three • Identify local agencies to be invited to the planning process • Step Four • Superintendent delegate one district employee with primary responsibility (with at least one back-up) to oversee the process of adapting the guide to local needs.

5. District Preparedness-District Support Team • Step Five • District Support Team reviews the guide and conducts a review of area hazards • Step Six • Align job titles to reflect Incident Command Structure ICS Upon completion of district and school plans the District Support Team’s role changes to that of support and leadership. (when the situation exceeds the school’s normal resources.)

6. School-Centered Planning • After the District Support Team completes the revisions to the Guide then each school creates a site-specific Emergency Management Response Plan • Steps • Establish a School Emergency Management Response Team • Develop a new plan using the guide as a model

7. School-Centered Planning • Include in the plan • Use the outline provided • Sample forms • Protocols • Designated chain of command • Roles and responsibilities • Specific procedures to implement in the event of an emergency In smaller districts the District Team may be able to assist each school but in larger ones a different process will be needed.

8. Communication and Practice • Must communicate and practice the plan • District assist with practice of other than fire and weather drills. • The guides is an “all-hazards approach” to emergency management SUMMARY Important to base on this guide but tailor to local needs…. Communicate and practice….

9. Phases of Emergency Management • Emergency • A sudden, generally unanticipated event that has the potential to profoundly and negatively impact a significant segment of the school population. • Four Building Blocks: • Mitigation/Prevention • Preparation • Response • Recovery

10. What are some of the characteristics of a weak school or district plan? • No standardized format and little attention given to developing Incident Command Structure (ICS) • Lack of consistency between schools • Lack of training for school personnel • Lack of consistency and coordination between school plan and district plans • *Lack of interaction among state, regional and local partners • Plans are not tested on a regular basis • Little attention given to parent notification and reunification • Little attention given to a “continuity of operations plan” • *Lack of after action reporting and documentation

11. Partners in the Planning Process • Law enforcement • Public Health • Mental Health • Local government • Fire Safety Officials • Emergency Medical Services • Etc…

12. Phases of Emergency Management

13. Phase 1: Mitigation/Prevention • Mitigation is the action(s) schools and districts take to eliminate or reduce the loss of life and property damage related to an event(s) that cannot be prevented • Prevention is the action(s) schools and districts take to decrease the likelihood that an event or crisis will occur

15. Mitigation and Prevention • Mitigation…is the sustained action schools and districts take to eliminate or reduce the risk to loss of life and property related to an event that cannot be prevented. • It encourages long-term reduction of hazard vulnerability. • Mitigation measures can be taken before, during and recovering from an emergency. • From the legal standpoint…If a school, district or state does not take all necessary actions in good faith to create safe schools, it could be vulnerable to a negligence law suit.

16. Prevention • …is the action schools and district take to decrease the likelihood that an event or crisis will occur. • Examples Mitigation/Prevention • Safe School Assessment • Review discipline referral data for trends • Conduct regular safety checks ( walk through) • Food prep protocols • Anti-bullying/violence programs/curriculum • Bolting bookshelves to the wall

17. More Examples • Fencing hazardous areas.. • Applying CPTED (pg 14) • Student supervision protocols • Discipline protocols • Mail handling procedures • Visitor check in/out procedures • Student accounting • Wellness activities • Substitute teacher safety handbook • Drop-off/Pick-off Bus Safety Procedures • Conduct Threat Assessments • Group and Individual Counseling Groups

18. Action Steps • Know the school building • Know the community • Bring together regional, local and school leaders • Make regular school safety and security efforts part Mitigation/Prevention practices • Establish clear lines of communication • Conduct a safety and security needs assessment

19. MitigationLessons Learned • Become acquainted with local first responders, community partners and the State emergency management agency in advance of an emergency so they will be familiar with the school(s) staff • Incorporate lessons learned from previous emergencies and drills when updating emergency plans

20. Preparedness

21. Phase 2 Preparedness • The Preparedness phase is designed to prepare the school community for potential emergencies by coordinating with community partners through the development of policies and protocols, incident command systems, training and exercises.

23. Action StepsPreparedness • Identify and procedures for students/staff needing special assistance. • Identify and acquire emergency supplies – “go-kits” and classroom response kits… • Identifying weaknesses in the current emergency management plan • Interpreting the data collected from the vulnerability assessments conducted during the mitigation/prevention phase • Creating and strengthening relationships with community partners.

24. Action Steps ContinuedPreparedness • Establishing District Support Team • Implementing table top and functional training exercises for faculty and staff with first responders • Implementing Universal Emergency Procedures such as; evacuation, lockdown and shelter-in-place drills • Creating School Level Response Team assigning roles and responsibilities (ICS)

25. School Plans • Plans should include • School Level Response Teams ( using ICS) • Protocols for emergencies (all-hazards) • Address the unique needs of each school

26. Things to think about… • Communications will fail –develop alternative communications strategies in advance • Predetermine policies for locating staff/teachers following an emergency • Establish systems offsite for storing registration information and for conducting payroll services

27. Response

28. Phase 3Response • …is the process of implementing appropriate actions while an emergency situation is unfolding.  In short, responding means “doing what you planned to do.”  In this phase, schools/districts mobilize resources needed to handle the emergency at hand.

30. Response •  This process would avoid the use of elaborate codes or code words that may not be known or understood by the majority of people involved in the crisis or visitors in the school at the time of the incident. Assess the situation and choose the appropriate response ( pg 21) • Respond within seconds • Notify appropriate emergency responders and the school crisis response team • Evacuate or lock down the school as appropriate

31. Response Action Steps, Cont. • Respond within seconds • Notify appropriate emergency responders and the school crisis response team • Evacuate or lock down the school as appropriate • Triage injuries and provide emergency first aid to those who need it • Keep supplies nearby and organized at all times • Trust leadership • Communicate accurate and appropriate information • Activate the student release system • Allow for flexibility in implementing the emergency management plan • Documentation

32. Highlighted Action Step: Documentation • After-action briefings and reports are critical for reviewing “what worked” and identifying gaps and weaknesses in emergency management plans and responses • Should be conducted shortly after an incident with all key stakeholders • After-Action components: • Overview • Analysis of outcomes • Analysis of capacity to perform critical task • Summary • Recommendations • Specific improvements for each partner

33. Universal Emergency Procedures: Introduction • Universal Emergency Procedures are a set of standard, clear directives that may be implemented across a variety of emergency situations. When an emergency begins, the principal, as Incident Commander, will decide which Universal Emergency Procedures to implement, based on the situation. • There are six basic procedures which can be utilized in responding to various emergencies: • Evacuation • Reverse Evacuation • Severe Weather Safe Area • Shelter in Place • Lockdown • Drop, Cover, and Hold (pg 81)

34. Lessons Learned Response • Identify primary and alternate evacuation sites in case the primary sites are not an option during an emergency • Move key district resources (for example, buses) out of the disaster area • Establish a system for distributing, or disposing of, food stored in school facilities if it is a large-scale disaster and the buildings will be evacuated for extended amounts of time

35. Recovery

36. Phase 4Recovery • …is the process of assisting people with the physical, psychological and emotional trauma associated with experiencing tragic events.  Recovery is also utilizing a "Business Continuity Plan" or a "Continuity of Operations Plan" to return to normal operations as soon as possible.

38. Critical Incidents • The term “critical incident” is used to describe events that overwhelm an individual’s capacity to cope.  Traumatic events can cause psychological and emotional turmoil, cognitive problems and behavioral changes.

39. Immediate vs Ongoing • Immediate support is needed from the first moments of a traumatic event through the first few days following it.  Frequently, recent victims of major trauma are in a state of shock, and at this time basic human needs of food, shelter and clothing are often a primary focus.  • Long-term recovery needs may not be readily apparent, and for many, ongoing support will be needed.  Ongoing recovery refers to support provided to some individuals for weeks, months or years following a tragic event. 

40. Assessment, Crisis Intervention and Support • For some traumatic events the District Support Team may be adequate to provide immediate and ongoing recovery services.  • Emergencies that affect a small number of people, or certain district-level emergencies may be well served by crisis counseling and recovery from other district employees, local community mental health providers, employee assistance programs and similar services. • Often, this is a appropriate time to include members of  faith based organizations who have the appropriate training in this area.

41. Large Scale Support • Services such as triage, assessment, outreach and crisis intervention are best delivered on a regional basis through a trained rapid response network.  • Site-based personnel normally assigned these functions are now victims/survivors themselves.  • The regional network of trained professionals provides a structured immediate first response system to support the district in need.  • Site-based personnel will be called on to provide the ongoing support services once the immediate crisis has passed.  Their effectiveness will be strengthened if needed support is afforded to them during the early days of recovery.  • Recognizing the impact of incident relatedstress on all school and district staff members while supporting outreach efforts will help insure “quality care”.

42. School Level Emergencies Situations in which the scope is limited to school settings & school-based personnel, & no assistance is needed (such as an allergic reaction and use of “epi-pen”) Chapter 2Incident Command District Level Emergencies These are events where support and involvement is required from school district personnel or members of the District Support Team.  Events may include an unexpected death, suicide threats, water or power failure, trespasser, etc.  While these events may require help from non-school employees, they do not reach the scope and gravity of community-level disasters needing community-wide support. Community Level Emergencies These include large-scale events during which coordination of services from school, district and local community response agencies is warranted.  Such events include tornado damage to buildings, flooding, fires or explosions, chemical spills requiring evacuation, death of multiple staff or students (as in a bus accident) and/or ahostage situation.  In many of these situations the school’s role is to implement protocols until appropriate community agencies respond and assume responsibility (such as police, fire and rescue).  However, schools must be prepared to rely on their own resources until help arrives.

43. Large Scale Disasters Experts advise that schools may be on their own for 3 or more days following a catastrophic disaster. All staff should be alerted in the planning phase that, in the event of such an emergency, they will be required to staff the school during this time. • A large disaster may result in: • Widespread telephone outage • Road blockages and damage to roads and bridges • Gridlock or congestion of roadways • Loss or damage to utility systems • Damage to local dams, especially earth fill dams • Chemical or electrical fires • Release of fuels and hazardous materials • Flash flooding

44. Large Scale • Injuries and death may be caused by falling objects, fires/smoke inhalation, release of hazardous materials, flying debris, roof collapse, flooding and landslides. • The disaster that affects you also affects the community. • Fires, spills, damaged buildings, and search and rescue operations will overwhelm normal emergency response forces including police departments, fire departments and emergency medical services. • ·It is important for school staff to develop personal and family emergency response plans because school personnel may have moral and legal responsibilities at school should a disaster occur.  The family should anticipate that a staff member may be required to remain at school following a catastrophic event.

45. Professional/Legal Responsibilities 1.Schools are a vital community resource. • School personnel have a moral/legal responsibility to all students in their care. • Your school is responsible for students during day-to-day operations. • After a disaster, your school may serve as the gathering place for hundreds of people who live or work nearby 2. In most cases, teachers and staff members will be required to remain at school until they are released by the principal, superintendent, or incident commander. • This responsibility to students in a disaster should be covered in each individual’s employment contract. • Cafeteria should maintain a three day food supply to feed those sheltered at the school. •  This policy recognizes the school’s obligation to keep students safe. •  Just as school staff members will rely on other members of the community to open blocked roads, repair utilities, perform rescue work, etc., those members of the community will rely on schools to provide for the children in their care.

46. Professional/Legal Responsibilities 3.Staff Members should have a family emergency plan; that plan should anticipate that the school staff member must stay at school. • Knowing your family is prepared and can handle the situation will enable you to do your job professionally. • Remind your family that if the telephones are not working, you will be unable to call them. • If the telephones work, tell them you will wait an hour or two to keep the lines open. 4.  Ideally, the school plan should include a prioritization of which teachers and staff members might be released first (such as those with small children at home). 5.  Staff members who live alone or a long distance from school should be encouraged to make special preparations for remaining at school a longer time, such as arranging with a neighbor to check on their home and keeping extra supplies at school.

47. Legal Aspects • If you are a school official with decision-making authority and you neglect or avoid taking disaster safety precautions, you may be found personally and financially liable for damages, injuries and deaths at your school. •  Many States now require specific disaster preparedness activities.  In Kentucky, several statutes related to emergency planning and safe schools reporting: • K.R.S. 158.150 – Suspension or expulsion of students • K.R.S. 158.154 – Principal’s duty to report certain acts to local law enforcement • K.R.S. 158.163 – Earthquake and tornado emergency procedures system • K.R.S. 158.164 – Building lockdown procedure -- Practice • K.R.S. 158.165 – Possession and use of personal telecommunications device. • K.R.S. 610.345 – Principal’s duty to share “Disclosure Notices” received from courts. • Have your legal counsel check to see that your school or district is in compliance with current laws and standards regarding school safety.

48. Intro to Incident Command Systems • Division of Labor • The major concept behind ICS is that every emergency, no matter how large or small, requires that certain tasksbe performed.    • The primary functions of the ICS are:  • Management- (Who is in charge) • Planning/Intelligence-thinking(Who makes it rational) • Operations-doing (Who makes it happen) • Logistics-getting (Who makes it possible) • Administration/Finance-recording/documenting(Who is accountable)

49. Common Terminology • One of the most important reasons for schools to use an ICS is common terminology.  • Response agencies as well as school staffwill communicate and function more effectively if similar roles are described with similar wording and common definitions.

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