Community Response to Natural Disasters: The Vital Role of Schools in Crisis Management

1. Partners in Crisis Responding as a community to natural disasters Equals -- Teamwork: before, during & after disasters Dr. Emma Turner President-Elect, California School Boards Association

2. Schools play a unique role in crisis response “The deadly and devastating natural disasters reinforced a lesson we already know: our schools are the heart of the community and perhaps the most important anchor in the lives of the families we serve.” Laura Capps, Santa Barbara USD Board Member – California Schools Magazine (Spring 2018)

3. Schools play a unique role in crisis response Schools act as the hub of a community Schools care for the community’s most valuable resource – its children Schools offer shelter and a rallying point in times of crisis Resumption of school signals that the worst of the crisis is over

4. There is no substitute for strong relationships “It’s good to have emergency plans, but every crisis is unique and building strong relationships in advance is one of the most important things, especially with city officials, law enforcement officials, and other community based organizations. Diann Kitamura, Superintendent, Santa Rosa City Schools,California Schools Magazine (Spring 2018)

5. There is no substitute for strong relationships • Develop the right relationships before a crisis • Countywide disaster planning often occurs without input from local LEAs • LEAs should work collaboratively with government, emergency response, law enforcement, and community groups • Make sure local LEAs participate in the planning process and that other agencies understand schools’ unique role

6. Crisis response begins with crisis planning • Stockpile food, water batteries, extra phone batteries, and generators • Prepare an emergency readiness plan • Conduct disaster preparedness drills • Develop a communications plan to keep students and staff informed •  Be prepared to serve as a community shelter

7. Crisis response begins with crisis planning • Ensure updates are available in the different home languages spoken by district families • Prepare for donations • Plan for transportation, especially for students and staff with disabilities • Help find care and activities for children when schools are closed

8. When the crisis is over, the work begins “A little more than a third of the students who lost their homes have not returned.” Jenni Klose, Santa Rosa City Schools Board President – California Schools Magazine (Spring 2018)

9. When the crisis is over, the work begins Schools must work with partners to address: Student displacement and homelessness Trauma Reduced enrollment Diminished learning time Financial loss Rebuilding

10. Communication is Key “The Superintendent and I agreed early on that more communication was better even if it restated the same status or restated uncertainty about opening times.” Jenni Klose, Santa Rosa City Schools Board President – California Schools Magazine (Spring 2018)

11. Communication is Key Santa Rosa City Schools approved two resolutions once the initial danger had passed: • One gives the superintendent power to act without board approval in an emergency situation • The other gives the board president authority to act on behalf of the board in an emergency situation without its explicit approval

12. Communication is Key “Reopening schools as expeditiously as possible and offering accommodations to our neighboring schools was essential to restore the healthy routine of learning that our students need. Ongoing communication and updates as to the status of the fires, debris flow and school closures was critical as it provided transparency to the process for the parents and students in our district.” Laura Capps, Santa Barbara USD Board Member – California Schools Magazine (Spring 2018)

13. Be Proactive About Advocacy In order to support students and teachers with the loss of the required 180 instructional days, Santa Barbara USD’s board requested and received a waiver from the California Department of Education – its fourth request in 15 years.

14. Be Proactive about Advocacy CSBA sponsored a bill to maintain school funding at pre-disaster levels for three years – despite enrollment declines Federal grants (Project Serv) can be obtained post-crisis to fund counseling services and staff overtime CDE’s Facilities and Transportation Services division helps LEAs in need of portable classrooms FEMA provides assistance for cleanup and restoration

15. It’s a Marathon, Not a Sprint “Even now, the smell of smoke or the sound of fire alarms can be traumatic for students. When schools reopened, we intensified counseling at schools for students, staff, and families. Fifteen area school districts and agencies sent counselors, providing 120 psychologists and therapists, and we are continuing to provide support services.” Diann Kitamura, Superintendent, Santa Rosa City Schools,California Schools Magazine (Spring 2018)