**Title**

Developing Site Emergency Response Plans:

A Case Study in Service Learning

**Prepared by:**

John C. Pine

Professor-Research Department of Environmental Studies

Director, Disaster Science and Management,

Louisiana State University

Baton Rouge, LA 70803-5705

\(225\) 578-1075 (Office Phone)

\(225\) 578-4286 FAX

Email: <jpine@lsu.edu>

[http://www.risk.lsu.edu](http://www.risk.lsu.edu/)

##### Date: May 29, 2002 

**Course:** DSM 2010 - Fundamentals of Emergency Management

**Project Goals:**

> Provide a description of a service learning project in an emergency
> management college credit course
>
> Assess the impact of service learning on the student, the class and
> the client agency

**Project Outputs:**

Agreement between the University and the client agency (Appendix A)

> Detailed process description of student tasks and class activities
> associated with the service-learning project

Assessment of student effort in the service-learning project

Assessment of client agency in the service-learning project

Sample student learning assessment (Appendix C)

Sample work group product (Appendix B)

Evaluation by client agency of services provided by class teams

Assessment by faculty member

# Table of Contents

Goals and Objectives 2

Introduction 4

Description of the Emergency Planning Service Learning Project 4

Process Description of Student Tasks and Class Activities 5

Preparing the Plan 6

Initial Discussions with the Site Representative 6

Adapting the Assignment 7

Student Assessment of the Service Learning Project 7

Site Assessment of the Service Learning Project 14

Assessment of the Service Learning Project 15

Observations and Recommendations 17

References 17

Attachments

> Attachment A. Agreement Forms (Between University and Site 18
>
> and Between Student and Site)

Appendix B. Sample Group Site Emergency Plan 21

> Emergency Response Guide

Attachment C. Group Assessment of Service Learning Project 36

Emergency Planning

####### Introduction

Faculty within the emergency management curriculum in colleges and
universities have been urged by the Federal Emergency Management Agency
(FEMA) and professional associations at the state and national levels to
prepare qualified professionals in emergency management. In order to
ensure that graduates from colleges and universities have the knowledge
and skills necessary to successfully perform in government, private
sector, and non-profit agencies, faculty have looked for ways of
enhancing the learning experience. Service learning is a method used by
many college faculty to bring reality to the learning experience.
"Service Learning" is a credit-bearing, educational experience in which
students participate in an organized service activity that meets
identified community needs, reflects on the service activity in such a
way as to gain further understanding of course content, and fosters a
broader appreciation of the discipline and an enhanced sense of civic
responsibility (Bringle and Hatch 1995).

During the Spring 2002 semester at Louisiana State University (LSU), the
Fundamentals of Emergency Management class (DSM 2010) included a
service-learning project for students. As a required element of the
class, the service-learning project was structured to provide students
with an opportunity to apply principles of emergency planning to a
specific facility. The overall goal was to enhance student understanding
of emergency planning as a process rather than as a document.

This classroom group project was designed to emphasize hands-on
application of the emergency management theory. It included the
accomplishment of tasks associated with a site including a facility
hazards assessment and the development of a site emergency response
plan. Students in the class, acting in small groups of six to seven
members each, tested their understanding of emergency planning
principles and techniques through the preparation of a site-specific
emergency response plan. As a learning experience, the assignment was
intended to enrich the learning process by engaging students in-depth,
in a real world concern.

The following report describes the methodology used in this educational
experience and specific feedback from both students and the host
agencies participating in the project, and observations by the course
instructor. The development of a site emergency response plan by the
class was not an academic exercise, nor an experiment in new teaching
techniques. It was an effort to include students from the university
setting in the development of an actual emergency response plan for a
site. This planning initiative was an effort to challenge students in an
interactive and engaging process that meets the needs of their
profession and community.

####### Description of the Emergency Planning Service Learning Project

Fundamentals of Emergency Management (DSM 2010) is a required class in
the Disaster Science and Management (DSM) curriculum. Students
participating in the DSM Minor (19 hours) or the DSM concentration in
Interdisciplinary Studies must take the three hour course. This class
complements two other required undergraduate classes including Hazards
and the Environmental (DSM 2000) and Hazards Seminar DSM 3910.

Class objectives included the following education outcomes:

> To review the historical evolution of emergency management processes
> and systems.
>
> To acquaint students with a basic understanding of emergency
> management systems (Incident Command System (ICS), planning, response,
> recovery, and mitigation)
>
> To clarify the roles of federal, state, and local governments in
> emergency management and the contribution of community partnerships
> (business and non-profit agencies)
>
> To prepare an emergency response plan for a small business or
> non-profit organization.
>
> To acquaint students with the interface between field incident
> management systems, emergency operations centers (EOC's), and
> multi-agency, inter-agency, and community cooperative agreements.
>
> To assess common disaster incident management problems.
>
> To review and analyze case studies and practice incident management
> skills through Disaster scenarios, case studies, and simulations.

Students were provided with two required readings on emergency response
plans and the planning process. The required texts for the class
included Waugh (2000) and Auf der Heide (1989). Additional readings and
references were assigned for review by the class and to ensure that
adequate reference materials were available if questions arose (Burby
1997; Dynes 1994; EPA 1991; Granito 1995; Monday and Myers 1999; and
Pearson and Mitroff 1993).

**Process Description of Student Tasks and Class Activities**

A sample site emergency response plan was provided by the Louisiana
Office of Emergency Preparedness (OEP). This emergency planning guide
was developed for secondary schools by the planning staff of OEP in
collaboration with the State Emergency Response Commission and the U.S.
Department of Justice (DOJ). This guide was adapted for use by any
non-profit or private organizations interested in emergency planning and
response. The guide included suggestions on the development of a site
plan and included the following sections:

> Site Layout
>
> Staff Responsibilities
>
> Weather (Lightning, Tornado, Hurricane)
>
> Flooding
>
> Fire
>
> Windland Fire
>
> Hazardous Materials Incident
>
> Assaults / Fights
>
> Phone Bomb Threat
>
> Intruder / Hostage
>
> Kidnapping
>
> Serious Injury or Death
>
> Student Unrest
>
> Shooting / Stabbing
>
> Suicide Attempt
>
> Weapons
>
> Crisis Team
>
> Warning and Notification
>
> Sheltering / Lock-Down Procedures
>
> Facility Evacuation (Relocation)
>
> Media
>
> Emergency Phone Numbers

Students were asked to prepare a site layout for the facility and
identify the potential hazards. The group then reviewed the scope of the
guide and made changes based on their assessment of the facility.
Sections were added or deleted given the scope of the facility
activities and their hazards. Student teams were asked to explain what
sections were added or deleted from the guide.

[Preparing the Plan]{.underline}

During the first three hour evening class session, the purpose of the
class service learning project was described as a part of the course
overview and orientation. The second class session included an
opportunity for a representative of the participating site, Mr. Gene
Rives. Mr. Rives explained the type of churches to participate in his
organization and his overall expectations for the six site facilities
and his regional District Office. He explained that the class project
grew out of a request for assistance from his District Office of the
United Methodist Church, to the course instructor. He had contacted LSU
to see if assistance could be obtained in the development of
comprehensive site emergency response plans for churches in his District
area.

The session also proved helpful in linking a face from a site with the
class assignment. Gene Rives, an assistant pastor for a large 1,500
member church (University United Methodist Church) near the LSU campus,
explained the nature of his site and why he had contacted LSU. He also
discussed his intent to have the class work with a variety of sites
including both large and small congregations. Mr. Rives explained the
need for a site emergency response plan and how it could be used by both
large and small churches. He also noted that his church was used seven
days a week and included activities such as a pre-school, boy and girls
scouts, and small on-going counseling groups.

Class group team assignments were made and the planning guidelines were
distributed. Teams were given time at the end of class to meet and
introduce themselves. Instructions were provided for the next class
meeting which would be held at the United Methodist Church on the
campus. Maps and directions were provided to students.

The class met at the University United Methodist Church on the third
evening session of the semester. The class met for the first hour to
discuss the two assigned readings on developing emergency response
plans. The class teams then moved to a large meeting room and were
introduced to representatives from six local churches. The church
representatives included both clergy, paid staff, and volunteers.

[Initial Discussions with the Site Representatives]{.underline}

A class project team was assigned to a specific church and provided an
hour during the third class session to discuss the need for a site
emergency response plan. Each class team asked the site representative
questions concerning the nature of the activities at their site, size of
organization, staff make-up, site layout, and location in the community.
Communication between the site teams and the church representatives was
arranged. Each team agreed to provide consultation to the site
representatives to assist in the development of a site emergency
response plan that fit the scope of church activities.

The role of the class site teams centered on providing consultation and
technical assistance to the church representatives. Ideally, each site
would appoint a team of staff and church volunteers to work with the
student team. Unfortunately, few sites moved to appoint such a planning
team.

Communication between the teams from the class and the church
representatives occurred sporadically over the next few weeks.
Discussions during the regular class sessions as the semester
progressed, made it apparent that the intended role of the class site
team would need to be adapted. The class instructor asked that each site
team prepare a draft of the site emergency response plan noting the
sections that were either added and deleted from the sample plan outline
provided to the teams at the beginning of the semester. The teams were
encouraged to send their draft to their church representative for
comments and suggestions. Two of the sites provided the teams feedback
on the site emergency response plan.

Although the initial role of the class team was to provide the site
consultation and technical support in the development of the site
emergency response plan, each group from the class determined that the
sites were not responding to their phone calls. They class groups
determined that the site representatives did not use the planning
materials provided and were not reviewing the sample site plan provided
during their initial interview on the third class session.

[Adapting the Assignment]{.underline}

The instructor was aware that infrequent contacts occurred between the
students and site representatives. As a result, the members of the
student groups were becoming frustrated and anxious to get more involved
in the planning process. The instructor encouraged the class teams to
make a site visit and make a visual inspection of potential hazards in
the area and activities of the site. The students used their initial
discussions with representatives from the site and knowledge of the
planning process to make an initial draft of a site plan for their
assigned church. The students were instructed to complete a draft of
their site plan using their facility visit and previous discussions with
the site representatives.

####### Student Assessment of the Service Learning Project

1.  The theory suggests that planning is a process and not just a
    document. Do you agree? Why? How has your planning experience in
    working with your site influenced your observations?

Group 1: Planning is definitely a process. Without participation, there
is no liaison to communicate the plan to the team or those who need to
be involved. A document does no good if key people aren't familiar with
the procedure, because in case of emergency, you don't have time to
familiarize yourself. If we handed over a plan now without explanation,
our Church would be no better off.

Group 2: We agree that planning is a process and not merely a document.
Planning involves input from the staff and detailed review of the site.
It involves the staff sharing and reviewing the document and dispersing
the detailed plan, otherwise the document is useless. The document is
only a guide during times of duress. Participants should know what to do
by becoming involved in the planning process, not simply by signing a
document. We could still have done our job and produced a document
without the help of the site representatives but we can better serve
them with their input to develop a more detailed plan for this unique
site. Because of this planning, we are now more aware of the instruments
(fire extinguishers, communications, etc.) within a structure. This has
made us more prepared should a hazardous incident occur.

Group 3: We feel that developing an emergency plan is a process that
should involve several members of a site whot want to adopt emergency
procedures. Developing an emergency panning guide should be a process
that involves multiple members of the facility thus allowing a
coordinated training/educational process that prepares this site to
enact their plan. By working together as a group, we were able to 'live'
the process; each member of the group brought with them a different
point of view. Our different perspectives allowed us to assess all of
the potential hazards related to the BUMC site from possible weather
related disasters to the potential for terrorism. The idea of multiple
inputs has helped all of us to increase our situational awareness and
hazard analysis.

Group 4: We all agree with this statement for the simple fact that this
is a plan that will one day need to be used. A document is something
that is just read, a process is something that is carried out. For the
plan they have to be prepared to actually do what's in the Emergency
Response Guide and not just read it. Working with our site has made the
process more personable. Talking to people from the church made the
process a two party process and not just us deciding what they needed.

Group 5: Yes, planning is defiantly a process and not just a document.
Putting a plan down on paper is only the beginning of the process. That
plan must then be able to be activated by the appropriate individuals or
groups. If the plan simply remains on paper and is never looked at,
updated, or even practiced it would be nothing but another piece of
paper in a drawer. A plan should have dedicated resources for equipment,
supplies, training, and should always be rehearsed. Working with the
site was a little disappointing for the group. Since we were unable to
have a consistent church we were not really able to focus on a specific
site. We were however able to get an idea of different types of
hazardous and how a small group would deal with them. Since this was the
first time to develop a plan for most group members, we found the
experience enlightening of some of the barriers we could anticipate.

Group 6: Planning is a process and not just a document. Anyone may write
a document and call it an emergency plan, but that does not make it
workable. The act of planning allows for looking at issues from
different perspectives, evaluating ideas, and assessing strengths and
weaknesses of any ideas before they are implemented. In light of this,
our church needs to understand that we have provided a framework from
which a plan can be built. They need to feel free to customize this plan
further. The most crucial element of any plan, however is testing it.
Drills should be run for each section of this plan to see what actually
works and what needs to be changed or eliminated.

2.  What barriers did your team encounter in developing a site plan?
    What was your group able to do is anything to address these
    barriers?

Group 1: Our greatest barrier was lack of input from our site. On a
large organizational campus, it takes a lot of cooperation of many
people who specialize in smaller areas to get any specific information.

Group 2: As a group, we encountered several barriers in developing a
site plan. One problem was when our site representatives did not attend
one of our group meetings. We simply made another appointment with them
on the site so we could see the facilities. There would also be a
greater chance of them attending the meeting if we went to them.

We also felt they were defensive about their congregation, especially at
out first meeting as we were trying to get information about their site.
As we asked questions, they seemed to feel the need to defend the size
of their church and their services offered. The more we informed them
about the project, they relaxed somewhat, but overall we believe they
were intimidated by our discussing their site.

Another barrier was that the site participants did not have a planned
budget for emergency preparedness, which makes it difficult to implement
standard procedures in the Emergency Planning Guide. For example, the
facility currently has no PA system so they must use other means until
budgeting becomes a factor of the planning process. We encouraged them
to create a budget committee.

Overall, a lack of genuine interest from the site's staff made this
process less than ideal. It seems that the church's regional office and
many of the other church's staffs were very interested in the
development of these plans but that was not the case with our site.
There was not much we could do to address this issue. Our site's staff
did not seem to understand the importance of protecting their
congregation from potential hazards. Their enthusiasm would have made
our jobs easier and more exciting but it was not necessary for us to
develop a site plan.

Group 3: In the spirit of this exercise, working with a real site, we
have realized the constraints of distance, time, and other obligations,
such as family, leisure activities, school, etc., and how these factors
influence the operations and management of a facility of this magnitude.
These barriers proved difficult for us to work through. Communications
were difficult; site visitations also proved to be difficult. Our
process was delayed due to the fact that our one representative could
not act without the church's senior council's consent. The Senior
Council only meets bi-monthly which prevents a speedy process.

Group 4: The main barriers that we encountered in developing our site
plan were communication, lack of enthusiasm from the pastor, site
location (the fact that the site is not in Baton Rouge, we weren't able
to visit the site, and a floor plan was unavailable), time availability,
information and human resources (minimal church staff and members who
didn't live in the vicinity of the site). We found that email was the
best way to keep in contact with group members.

Group 5: Our main barrier was the fact that we dealt with two different
church groups. On the first night we had a representative, Mrs. Lisa
Marchand, from churches in Donaldsonville and Lutcher. The rep from
these churches was not really sure of why she was there and was not all
that interested. These two areas also have a very small congregation and
the site representative did not see that there was a real need for a
plan.

On the second night our first representative did not show so we were
given another church representative, Rev. Slaughter. Fortunately, Rev.
Slaughter was actually the minister for the two churches. These churches
were located in Clinton and Wilson. Though Rev. Slaughter showed a bit
more interest she was still somewhat uncertain of why she was there. I
think a big barrier for us was the fact that our churches were not well
informed before coming to the meetings.

To overcome some of these barriers we attempted to contact both
representatives via e-mail. In these e-mails we discussed the direction
with which we felt the churches should go with the guide. We did not
receive any response back from either rep. As a group we complied a list
of questions, for the reps, in hopes to help them begin thinking about
specific issues and topics they should focus on. However we were unable
to get these questions to the representatives. For each group we also
suggested that on individual from the church be responsible for creating
the plan. Rev. Slaughter felt like she had an individual that could do
the task but we did not get any additional info on this individual. We
also got a sense of reluctance from each group.

Group 6: We perceived no real barriers in developing our site plan. In
the beginning we were intimidated by the process and scope of the
assignment. The feelings of intimidation disappeared as we moved further
into the DSM course work, communicated with our site, and talked with
our instructor.

3.  What recommendations would you make to enhance the development of
    the emergency response plan for your site?

Group 1: Our strongest recommendation is to develop a team of volunteers
before to as to better delegate duties during an emergency.

Group 2: We would have liked to talk to more of the paid, permanent
staff to hear their concerns and to get them more involved in the
planning process. As far as mitigation and physical planning, we created
a list of recommendations for our site to better plan for an emergency:

-   To invest in an adequate PA system in order to contact all rooms in
    the building instantly or, have a bell system. They need to teach
    the entire faculty how to respond to each warning.

-   Radios with batteries in all rooms and note emergency stations on
    the radio.

-   Keep flashlights with batteries in each room

-   Place a copy of the Emergency Planning Guide in the secretary's and
    youth director's offices and in the church.

-   Exercise all drills with the faculty once a year ("drill day").

-   Add smoke detectors in all rooms and storage closets, check
    batteries annually

-   Set up televisions to receive local news/networks.

-   Keep poisonous cleaners and other liquids in a locked janitorial
    closet.

-   Separate flammable items, such as chemicals, from rooms with modems
    and computers.

-   Since no sprinklers are available, invest in more fire
    extinguishers.

-   Relocate backup light in the main hallway to an outlet that has a
    continuous power supply

-   Develop a list of the children who regularly attend classes, who on
    site is responsible for them, and contact names and phone numbers in
    case of an emergency.

Group 3: An enthusiasm for an emergency plan would be beneficial in
getting around some of these barriers. Perhaps an expanded explanation
of the potential disasters that lie within our own communities and how
these problems can affect the well being of family and friends may
heighten the awareness and desire to plan for any possible scenario.
Another solution would involve appointing a crisis team prior to
beginning the planning process. This team should include a member from
each of the following departments within the church, senior
administration, teaching staff, operations, and maintenance. Each of
these individuals will be able to provide in depth knowledge of every
facet of the site therefore providing a valuable plan of action for any
possible scenario.

Group 4: Our primary recommendation was that they establish an emergency
response planning committee for the church. Our second recommendation
was the use of a storage room, to hold supplies that would be needed in
the event of several possible emergencies. Our third recommendation was
the addition of a fire escape plan as well as the posting of building
evaluation signs.

Group 5: We did not really get to make any recommendations to the first
sight but were able to have some for the second. One recommendation was
for the plan to be developed by a specific person within the church
community. The Rev. Slaughter should assign an individual to do this
task for the church. Another was to ensure that the congregation gets
involved. We believe that one individual cannot do the plan alone. All
individuals that would be involved in implementing the plan should have
some role in its development and upkeep. Other specific recommendations
were installation of fire alarms and fire extinguishers for the kitchen
areas.

Group 6: In order to enhance the development of the site plan, our site
representatives need to conduct drills and be mindful that anything
could happen anytime. Hazards seen and unforeseen, can strike. Our site
should also get involved with the local emergency management community
such as the Fire Department, Police, or emergency medical providers.

If this were a perfect world, the crisis management team would be
trained in using the Incident Command System. On a more practical level,
a chain of command and communication list need to be created by our
site. Protocols need to be developed to notify parents in the event of a
crisis, evacuation, etc. At least two people should be trained in basic
cardiopulmonary resuscitation (CPR) and first aid.

We believe our site needs to be especially prepared for inclement
weather and hazardous materials incidents. We live in a region
frequently affected by hurricanes, we are at the edge of "tornado alley"
and the site is located in close proximity to the petrochemical corridor
and the Interstate.

4.  In what way do you believe that your "site" benefited from the
    development of the emergency response plan?

Group 1: Broadmoor Methodist benefited from reviewing the evacuation
details and having a contingency plan for an incident involving an
uninvited student and or visitor.

Group 2: The site can use the Emergency Response Plan to decrease the
likelihood of negligence when an incident occurs. If used properly,
lawsuits may not be summoned due to appropriate measures taken; thus the
facility would not be shut down or ruined by reputation. In addition,
the participants can use the plan as a reason for people to attend their
church functions and Sunday school.

This plan will also raise awareness about the hazards they face. Knowing
how to react in case of an emergency is beneficial to the entire
congregation. Not only will they know how to react but also the staff
can act now to prevent many disasters.

Group 3: The site could benefit from emergency planning for the simple
reason that it will allow them to respond to nearly any scenario
regardless of who responds to the incident in a safe and efficient
manner. This site has several other factors that make the idea of a plan
more appealing. For instance, the on site day care facility has a wide
range of concerns and considerations depending upon the incident.
Weather hazards might require a decision to shelter in place or
evacuate. An emergency plan would clearly establish the criteria that
would be used to determine which course of action is appropriate. The
design of an emergency plan also establishes a chain of command and
accountability as well as peace of mind.

Group 4: We feel that the site will benefit from a plan in many ways.
The site is a small one, so in the event of an emergency people will
know who is to take care of what problems, so that there is less
confusion. Our plan helps cover basic things such as first aid, and
shutting off of gas, water, and electricity.

Group 5: As a group, we strongly believe that both church sites could
benefit from a plan. One main reason is that any pubic gathering place
needs a plan of some type. Though some of the major hazardous may not be
present, even the simplest incident could become worse if those involved
do not know how to handle it. An emergency response plan will help to
ensure the loss of additional life and property is kept to a minimum if
done correctly. We do believe that we raised the awareness of potential
hazardous at Rev. Slaughter's churches and that some type of plan would
be very beneficial to them.

Group 6: Since this plan is a living document and because our site had
no prior plan, one of the biggest benefits for our site will be
psychological. There is great peace of mind in knowing that should an
incident occur, it can be handled. With this plan, our site is helping
to mitigate and prepare for hazards. Hopefully, they will never have to
respond and recover from an incident.

5.  In what way has the development of the site emergency response plan
    enhance your learning experience in this class?

Group 1: The planning of this document has shown us that it is not an
easy process and that it takes plenty of thinking to get it done. The
preparation of this document taught us that there are many incidences
that most of us do not think will ever happen to us. We also learned
that there are a lot of decisions to be made and these decisions need to
be made quickly and efficiently. With this document it is easy to make
the decisions because it gives a step by step approach to different
situations. The development of this document has also taught us that
every site should have a document of this type. Having this type of
document on every site will put a stop to a lot of confusion such as who
to contact in case of an emergency, how to evacuate the site, and many
more important life saving strategies. All in all, the planning of the
document was a class all of its own.

Group 2: We have learned a great deal from this project. We learned from
each other, pointing out issues within the site that needed to be
addressed that we might not have come up with on our own. We also
learned that we cannot assume that the agency/group/church we are
working with to create a plan will be as involved and receptive to our
help as we would like. They have many obstacles to overcome including
limited personnel and funding. We also learned to adapt the plan into a
simple, realistic form to address the site's hazards rather than
creating worse case scenarios when dealing with not-for-profit
organizations that have few capabilities. We leaned never to have high
expectations of an expedient planning process or commitment of clients.

Group 3: Attempting to develop an emergency response plan has awakened
us to the rewards of teamwork and the disappointment of overcoming
real-life barriers. The hands on experience has prepared us for the
pitfalls and expectations of planning and working in a dynamic
environment in a way that no textbook could ever portray.

Group 4: We would never have come up with some of the situations that we
did if it weren't for the "hands-on" experience. It makes the class seem
more reality based. We realized how much preparation was involved in
creating and implementing an Emergency Response Plan. It showed us that
this is something that is used in the working world and that we will be
ahead of the game since we know how to do this.

Group 5: As a group we believe that the development of the plan has
greatly enhanced our learning experience. Actually, getting directly
involved with a site, allowed us to think outside the box and begin to
see potential hazardous that we might not identified. For example, since
many of our group members are from South Louisiana we are used to
Hurricanes and basically bad weather. Talking about the weather was easy
but when we started looking at other hazards we had to stop and think.
This was also the first time most of us had done a plan of this nature.
Using the information from class and then putting it to use in a real
world situation gave us all a much better understanding of the process.
Though our sites were not as enthusiastic as we would have liked, we
were still able to go through the planning process and learn. This group
project has made learning the material easier and overall the group has
found the class even more interesting.

Group 6: Seeing and participating in the planning process really
enhanced our learning experience. There is no better than "real world"
to enhance on the job training. I think we all agree that this has been
one of the few classes in which what we learned is immediately
applicable to the real world. The next time we go through a planning
process like this, we will be more confident, less intimidated, and have
a better idea of how this is done. And certainly, we now have a better
understanding of the concepts of mitigation, preparation, response,
recovery, and sustainability.

####### Site Agency Assessment of the Service-Learning Project

####### 

> [1. It is important to this assessment effort to express your
> expectations and desired outcomes. Could you briefly explain what you
> hoped to accomplish in developing \"site emergency response plans\"
> for selected churches in your District.]{.underline}

####### 

My hope was to be able to come up with a document that would open us up
to all the possibilities for potential disaster response for churches in
the Baton Rouge area.  I wanted to be able to give this document to all
the 67 churches in the district so that they would be able to take and
use what would be applicable for them. For example, if they were not
using the facility during the week, they would not need to prepare for
something that might happen if they had a pre-school. 

I knew that not all of the information might apply to each of the
churches, but I think that it was important to give all of them the
total picture so that they might be better able to understand other
church needs within the district.  Also, I wanted the plan developed
with the student groups, to basically be a starting point that
would continue discussion concerning potential problems that churches
may face.

  

####### [2. In your opinion, were your expectations met?  Please explain.]{.underline}

Yes, in the area of what each individual church needed to look at. I
think that we need to develop further a plan that shows how the churches
can work together in disaster response. For example, if a flood occurs
in the Central area of East Baton Rouge Parish, how and what can other
churches in the district do to help people in this area? How can we set
up a communication network that will be effective? That may be a good
project for another class.  

Institutional response to the groups assigned to our sites could have
been anticipated by our staff at the District and Conference levels. It
is not uncommon for a request by the Methodist Conference or from a
District to be ignored or at best a partial response. In most cases, we
had a partial response from the sites I selected. Given the pressures on
both staff and volunteers, I am not surprised at the lack of follow
through by our sites. I have to admit that I am very disappointed. I
guess that we believe that they would be as sold on the idea of help in
developing the plan as I was.

For most organizations, the need for institutional response and support
can come from their board of directors (Boards of Trustees), from a
dedicated volunteer, or a motivated staff member from a site. In the
future, I will insist that we have one source of support from each site
in the development of a plan. I also believe that an intern from LSU
could be helpful in working with our sites to develop an emergency
response plan.

> [3. In what way do you believe that the District or your
> "site" benefited from the development of the emergency response
> plan(s)?]{.underline}

I think that what we got for University United Methodist Church and the
other churches was extremely useful in outlining and helping us to think
about potential problems that we may never have thought about until
perhaps they occurred. In that respect, this has been most valuable.

I also think that we needed a good starting point that we could all come
from so that we can enter into further discussion with some firm basic
knowledge. For example, I would like to use one of the plans prepared by
the class teams as a guide for our small sites. A second plan could be
used for larger sites with more complex activities. The site plans as
prepared by the class teams may only need limited editing to be useful
to our Methodist Conference.

> [4. The theory suggests that planning is a process and not just a
> document. Do you agree? How has this planning experience influenced
> your observations?]{.underline}

Yes, I agree. There is no doubt that one of the great values of this
project is that it gets us thinking and talking about how to respond to
potential disasters, but at the same time it gives us a good solid base
from which to begin. That is extremely helpful because where to start
sometimes seems overwhelming. We needed to take a step and this has been
a beginning.

> [5. From the perspective of the District or one of the site churches,
> what barriers were encountered in developing the site
> plan(s)?]{.underline}

The main barrier that I saw was apathy on the part of some of the six
churches involved in the work. Maybe that speaks volumes as to why we
have not had a successful plan and cooperation before. Despite our
efforts to coordinate with the sites and plan their involvement in the
project, we had very limited support from our sites. I suspect that this
can be a common problem with organizations that work with student
groups.

> [6. What recommendations would you make to enhance this \"service
> learning\" (site emergency response plan) experience?]{.underline}

Nothing. I think that the setting and the excitement of the students was
extraordinary. They took the project seriously and worked to give us
something very useful. At the site, District and Conference levels, we
can make a stronger commitment to make the relationship with the student
groups more effective.

[7. Additional Comments]{.underline}

####### Observations and Recommendations

1\. Students in the Fundamentals of Emergency Management class
unanimously determined that preparation of the site emergency plan was
an extremely positive learning experience. This sentiment was reflected
in both the group assessment of the service-learning project and in the
final class evaluation by individual students. The lack of consistent
input by site representatives in the development of the site plans was
frustrating to the students; however, they appreciated the time
constraints on both clergy and lay volunteers from the participating
churches. The student teams did not believe that the lack of site
attention was personal or intentional.

In one case, the site representative was the only paid staff member from
the small congregation. He admitted in an early class session that he
would be stretched to participate in the planning process.

The failure of site representatives to fully participate in the
development of the plans reflected a lack of excitement on behalf of the
representatives from the sites. Students acknowledged early in the
project that their commitment and energy level did not match their site
counterparts. For the students, this was a powerful learning observation
that could occur in many situations in the future. The students
understood that as a paid or non-paid project coordinator, they needed
the support and input from many people -- including their student team
members and the site representatives. They concluded that emergency
planning was a process that resulted in a site plan. The quality of the
plan was contingent on their management of the planning process. The
issues were not technical since student team members had access to
extensive supporting documentation on the development of an emergency
plan.

2\. The Baton Rouge United Methodist Church Conference initially
contacted LSU to obtain assistance in developing emergency response
plans. Despite their commitment and interest, their member institutions
had not bought into the project. In the future, additional meetings with
the off campus organizations will be initiated to ensure that the scope
of the project will be understood. Those involved in the off site
learning experience should explore their role in the learning process.

The service learning experience influenced the development of the LSU
Disaster Science and Management (DSM) "internship" class. Arrangements
were made for the Graduate Coordinator for the Department of
Environmental Studies to establish and implement the undergraduate
Internship class (DSM 3900). The Internship coordinator prepared
institutional agreements with each internship site and met with
representatives from the site to ensure institutional commitment. Five
internship sites were arranged for the Summer 2002 term. Ensuring
institutional commitment and agreement on roles and responsibilities was
a critical element in ensuring that the internship experience was a
positive one. In the future, the Service Learning arrangements with off
site organizations will be facilitated as the Internships. More time
will be allocated by the faculty to ensure that all involved in the
service learning projects are committed to this powerful learning
experience.

**References**

Auf der Heide, (Erik. 1989). *Disaster Response: Principles of
Preparation and*

*Coordination.* St. Louis, MO: C.B. Mosby Co.
<http://coe-dmha.org/dr/flash.htm>

Burby, Raymond, and Peter May. 1997. *Making Governments Plan:
Experiments in*

*Managing Land Use.* Baltimore, MD: Johns Hopkins University Press.

Bringle, Robert and Julie Hatcher (1995). A Service Learning Curriculum
for Faculty"

Michigan Journal of Community Service-Learning, 2 (3) 112-122.

Dynes, Russell R. 1994. "Community Emergency Planning: False Assumptions
and

Inappropriate Analogies." *International Journal of Mass Emergencies
and*

*Disasters* 12 (August): 141-158.

EPA Emergency Planning Guidelines for state and local governments ICMA.
1991.

*Emergency Management: Principles and Practices for Local Government*,

EOC's, pages 204-212.

Granito, John A. 1995. \"Hope for the Best\... But Plan for the Worst.\"
*National Fire*

*Protection Association Journal*. pp. 44-48.

Monday, Jacquelyn L. and Mary Fran Myers. 1999. *Coping With Disasters
By Building*

*Local Resiliency*. Fairfax, VA: Public Entity Risk Institute, Internet
Symposium,

October 4-7, 1999.

Pearson, Christine M. and Ian I. Mitroff. 1993. "From Crisis Prone to
Crisis Prepared: A

> Framework for Crisis Management." *Academy of Management Executive*,
> Vol. 7, No.1, pp. 48-59.

Waugh, William L. (2000). *Living With Hazards/Dealing With Disasters-An
Introduction*

*To Emergency Management*. Armonk, NY: M.E. Sharpe, Inc., 2000.

**Attachment A.**

**Agreement Forms**

##### Form 1

##### Community -- University Service Learning Agreement

**LSU PLUS (Program of Learning Through Service)**

**University Course:** [Fundamentals of Emergency
Management]{.underline} (DSM) 2010

1.  I will communicate clearly, professionally, and consistently the
    academic and administrative needs of my students.

2.  I will make sure the LSU-Service-Learning students understand their
    duties to the partnership, and will encourage dialogue and
    reflection that will enable us to pinpoint concerns or problems that
    may arise.

3.  I will provide, or will have an LSU-Service-Learning coordinator
    provide, training about service-learning for direct service
    supervisors, upon request.

4.  I will work with volunteer site coordinators to schedule and
    facilitate an in-class orientation for LSU-Service-Learning
    students, so that the needs of the community site can be clearly
    articulated to LSU-Service-Learning students.

5.  I will place students with site coordinators to begin service as
    soon as possible.

6.  I will provide feedback and assistance on concerns and problems
    identified by community site administrators and direct service
    supervisors.

John C. Pine, Professor-Research, Department of Environmental Studies
Date

######## 

######## Community Organization (Site) \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

1.  I will actively participate in this partnership, or will designate
    another party to work with the LSU faculty member in order to create
    a mutually beneficial partnership.

2.  I will locate appropriate service supervisors to work with
    LSU-Service-Learning students as part of this partnership.
    Supervisors should be willing participants in the Service-Learning
    partnership and should be targeted for LSU-Service-Learning
    coordinators and faculty by community site administration.

3.  I will, if necessary, allow for in-service training time to be
    designated for service-learning orientation for supervisors by
    LSU-Service-Learning coordinators.

4.  I will provide an orientation (preferably during the second week of
    LSU classes each semester) for the LSU-Service-Learning students, or
    will be responsible for designating another appropriate person to do
    this in my stead.

5.  I will follow suggested protocol for student placement unless it is
    not feasible for our curriculum. If another protocol will be
    followed, I will explain the process to the LSU-Service-Learning
    faculty member and will work with LSU-Service-Learning faculty
    member to place students in a manner that suits their academic
    needs.

6.  I will ensure that I or someone else will provide supervision,
    feedback, and evaluation for the LSU-Service-Learning students who
    work at our service site.

**Site Representative Signature** **Date**

We will both remember to work toward a reciprocal relationship.
LSU-Service-Learning students are working toward particular academic
goals and are not simply volunteers. Likewise, the needs of the
community partner will not be compromised for the sake of LSU student
needs. The relationship should meet the needs of each partner equally.

Form 2

Service Learning Partnership Agreement

Louisiana State University

*Please [print clearly]{.underline} for permanent service-learning
records as directed by course instructor.*

## Course/ Faculty Partner Information

Course name: Fundamentals of Emergency Management (DSM 2010) Instructor:
John C. Pine

## Abbreviation: [DSM]{.underline} Number [2010]{.underline} Section \_\_\_\_\_\_\_\_ Sem F Sp Sum Yr [2002]{.underline}

##  Student Partner Information

Name\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ ID (SS
#) \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
College/Major\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Gender
(circle) M F Year 1 2 3 4 grad 6 7

Local address\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Permanent
address\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Local phone \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
City/State/Zip\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Email\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Permanent phone (\_\_\_\_) \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

##  Community Partner Information 

Organization Name\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Site
(school/dept/floor) \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Volunteer Coordinator\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Immediate
Supervisor \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Mailing Address\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Site
Address\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

City/State/Zip\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Email
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Phone (\_\_\_\_) \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Fax
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

### Student Partner Community Partner Agreement

Initial and/or review points of agreement, sign, and date below.

+-----------------------------------+-----------------------------------+
| 1.  I will maintain consistent    | 1.  I will maintain consistent    |
|     communication with my service |     communication with the        |
|     site.                         |     student.                      |
|                                   |                                   |
| 2.  I understand the              | 2.  I have provided information   |
|     organization's mission.       |     about the mission of our      |
|                                   |     organization.                 |
| 3.  I have communicated my        |                                   |
|     skills, talents a interests,  | 3.  I am aware of the student's   |
|     and course requirements to    |     skills, interests, and course |
|     the organization through an   |     requirements and will seek to |
|     interview, resume, or         |     utilize those appropriate to  |
|     narrative.                    |     meet the need of our          |
|                                   |     organization.                 |
| 4.  If a problem arises, I will   |                                   |
|     discuss it with my            | 4.  If a problem arises, I will   |
|     supervisor.                   |     discuss it with the student.  |
|                                   |                                   |
| 5.  I will schedule an            | 5.  I have informed the student   |
|     appointment with my           |     of our holiday schedule and   |
|     supervisor to discuss the     |     closures for this semester.   |
|     evaluation of my service.     |                                   |
|                                   | 6.  I understand the student's    |
| 6.  I have discussed the learning |     course learning goals and     |
|     goals in my course plan with  |     requirements and am prepared  |
|     my immediate supervisor.      |     to provide opportunities for  |
|     (LIST number of               |     achieving them as the student |
|     hours\_\_\_\_\_\_ project     |     serves to meet the goals of   |
|     description, requirements,    |     our organization.             |
|     and/or goals you will         |                                   |
|     achieve) :                    |                                   |
+-----------------------------------+-----------------------------------+

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_

Student Signature Date Site Representative Signature Date

**Appendix B**

**Sample Group Site Emergency Plan**

# Emergency Response Guide

Organization Blackwater United Methodist

Address: 10000 Blackwater Rd, Baker, LA

Date May 10, 2002

Prepared by:

**A. Response to Any Emergency**

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

####### B. Site Location

![](media/image1.png){width="5.0in" height="3.8333333333333335in"}

**C. Staff Responsibilities**

[Teachers:]{.underline}

Verify information Verify information

Call 911 if necessary. Lock classroom doors, unless evacuation orders
are issued.

Seal off high-risk area

Convene crisis team & implement Warn students, if so advised.

Crisis response procedures. Account for all students.

Notify senior personnel. Stay with students during an evacuation. Take
class roster to evacuation site.

Evacuate students & staff, if necessary.

Implement post-crisis procedures. Keep detailed notes of crisis event.

[Crisis Team]{.underline}:

Keep detailed notes of crisis event.

Assume roles and responsibilities.

Complete crisis response documentation forms.

#### D. Weather

**Lightning** *Protective Action*:

**School Grounds:**

> Get out of open areas and into an enclosed building as quickly as
> possible upon the approach of a storm.
>
> Do not seek shelter under isolated trees or close to metal fences,
> playground equipment or shelters in exposed location.

**Buildings:**

Stay indoors. Do not venture outside unless absolutely necessary.

> Stay away from open doors and windows, metal objects, electrical
> appliances and pluming until the storm has passed.

Keep telephone use to a minimum.

Do not handle flammable liquids in open containers.

> TVs computer equipment, all electrical equipment and appliances should
> be unplugged if possible.

**Tornado Watch** has been issued in an area near the facility.

> Monitor Emergency Alert Stations (See Emergency Phone Numbers
> section.) or NOAA Weather Stations (National Weather Service, Weather
> Channel).

Take all persons inside buildings.

Close windows and blinds.

> Review tornado drill procedures and location of safe areas. Tornado
> safe areas are under desks and in hallways away from windows and large
> rooms.

Review "drop and tuck" procedures with students.

**Tornado Warning** has been issued in an area near the facility or
tornado has been

spotted near the facility.

Shut off gas.

Move students and staff to safe areas.

Remind teachers to take class roster to evacuation site.

Ensure that students are in "tuck" positions.

Account for all students.

Remain in safe area until warning expires or until emergency personnel
have issued an all-clear signal.

#### E. Fire

***In the event of a fire, smoke from a fire or a gas odor has been
detected***:

Prepare fire evacuation route plan.

Identify Safe Areas for a fire incident.

Assess the situation. Pull fire alarm.

Evacuate students and staff to a safe distance outside of building.

Follow normal fire drill rout. Follow alternate route if normal route is
too dangerous.

Teachers take class roster to evacuation site. Take (call) roll after
being evacuated. Advise senior staff of missing students.

Turn power and gas off to the building(s).

Senior staff notifies police (call 911). Senior staff must report
incident to Fire Marshal.

After consulting with senior staff, move students to \_\_\_\_\_
(relocation center) if weather is inclement or building has been
damaged.

Crisis Team attends to those injured by fire / explosion until EMS
arrives. Perform necessary immediate first-aid on victim(s).

Provide fire department with map of facility and location of fire.
Provide master keys for buildings.

No one may reenter buildings until entire building has been declared
safe by fire or police personnel.

Senior staff should notify students and staff o termination of
emergency. Resume normal operations.

Complete Crisis Documentation Form

**Warning:** Do not use water on electrical fires. Do not attempt to
fight fires involving explosives. Do not attempt to fight fires
involving toxic chemicals or strong oxidizers.

**F.** **Assaults / Fights**

Ensure the safety of students and staff.

Call 911, if necessary.

Notify first aid certified persons at facility of medical emergency
(names of first aid certified persons should be listed on Crisis Team
Member section).

Seal off area where assault took place.

Defuse situation if possible by identifying key players and concerns,
isolating key players in neutral area, conferring with key players.

Senior personnel notifies police if weapon was used, if victim has
physical injury causing substantial pain or impairment of physical
condition, or if assault involved sexual contact.

Senior personnel notifies other senior officials and parents of students
involved in assault.

Senior personnel documents all activities and asks victim(s) witnesses
for their account of the incident.

Assess counseling needs of victims or witnesses. Implement post-crisis
procedures.

Complete crisis document form.

**G. [Phone]{.underline} Bomb Threat**

**[Upon receiving a message that a bomb has been planted in the
facility]{.underline}**:

Get all the facts. Ask the following questions: "Who made the treat?" ,
"What is it made of?" , "When will it go off?" , "Why did you place it
in the facility?" "Where is it -- be specific?"

Use the bomb threat checklist.

Listen closely to caller's voice and speech patterns and to noises in
the background.

After hanging up phone, immediately dial "57" to trace the call (RECORD
THE PHONE NUMBER ON THE DIGITAL DISPLAY. HANG UP THE PHONE).

Notify principal or designee. Do not share information about call with
others.

Senior personnel INITIATES crisis Code and orders evacuation of all
persons inside the facilities.

Senior personnel notifies police (call 911) and other senior personnel.
Report the incident to Fire Marshal.

DO NOT USE RADIOS OR CELLULAR PHONES, SINCE RADIO BEAMS CAN CAUSE
DETONATION.

Complete Bomb Threat Form.

***Evacuation Procedures:***

Senior personnel warns students and staff (DO NOT MENTION BOMB THREAT).

Use standard fire drill procedures.

Direct students to take their belongings to the evacuation site.

Students and staff must be evacuated to safe distance outside of school
buildings.

After consulting with senior personnel, staff may move students to
relocation center if weather is inclement or building has been damaged.
Try not to move students to area openly visible from the street. The
Bomb Threat could be a diversion to get students out in the open.

Teachers take roll after being evacuated. Advise principal of missing
students.

No one may reenter buildings until entire build has been declared safe
by fire or police personnel.

Senior staff notifies students and staff of termination of emergency.
(All Clear Code) Resume normal operations.

Crisis Team Management completes Crisis Response Documentation Form.

**H. Intruder / Hostage**

***Intrude**r* (An unauthorized person who enters the facility property)

> Notify senior personnel
>
> Ask another staff person to accompany senior staff before approaching
> intruder.
>
> Politely greet intruder, identify yourself and ask the intruder the
> purpose of his or her visit.
>
> Inform the intruder that all visitors must register at the main
> office.

If intruder's purpose is not legitimate, ask him or her to leave.
Accompany intruder to exit of the facility.

**[If intruder refuses to leave]{.underline}**:

> Warn intruder of consequences for staying on the property. Inform him
> or her that you will call police.
>
> Notify security or police and senior personnel if intruder still
> refuses to leave. Give police full description of intruder.
>
> Walk away from intruder if her or she indicates a potential for
> violence. Be aware of the intruder's actions at this time (where he or
> he is located in facility, whether he or she is carrying a weapon or
> package, etc.).
>
> When police arrive, they are in charge.
>
> Senior personnel notifies other senior personnel and may issue
> lock-down procedures.
>
> Issue an "all clear" when incident is under control.
>
> Complete Crisis Documentation Form.

### Hostage

> If hostage taker is unaware of your presence, do not intervene.
>
> Call 911 immediately. Give dispatcher details of situation; ask for
> assistance from community hostage negotiation team.
>
> Contact Police
>
> Notify senior personnel.
>
> Seal off area near hostage scene.
>
> Give control to police and negotiation team. Be prepared to provide
> details: number of hostage takers - Description of hostage taker --
> Type of weapon hostage taker has -- Demands
>
> Crisis Team Management keeps detailed notes of events.
>
> Crisis Team Management completes Crisis Response Documentation Form.

**[*If taken hostage*:]{.underline}**

> Follow instructions of hostage taker
>
> Try not to panic. Calm students if they are present.
>
> Treat the hostage taker as normally as possible.
>
> Be respectful to hostage taker.
>
> Ask permission to speak and do not argue or make suggestions.

#### I. Kidnapping

Any non-custodial adult who takes a child from the campus without the
permission of the court order parent / guardian may be guilty of a
felony.

***Procedures to Follow when Releasing Students to Parents / Guardians
During the Day***.

All adults entering a the campus must sign in at a central area.

Visitor passes must be worn by all visiting adults on campus.

The name of the parent / guardian visitor must be indicated on the
Emergency Card

Parent / guardian should present photo identification

Parent guardian must sign out the student through the office. Sign out
logs must be carefully maintained.

Checking out students during the last 30 minutes of the day should be
discouraged.

***If a child is kidnapped from the facility***:

Crisis Team Management calls police.

Crisis Team Management contacts the parent / guardian.

Crisis Team Management obtains witness statements.

Crisis Team Management assists the police in their investigation.

**J. Serious Injury or Death**

***If incident occurs at the site, the Crisis Team Management will***:

> Assess the situation
>
> Call 911
>
> Notify first aid certified personnel at facility of medical emergency.
>
> If possible, isolate affected students / staff.
>
> Notify Senior Personnel. Senior staff notifies other facility
> personnel including parents / spouse etc.
>
> Activate school crisis team. Designate staff person to accompany
> injured / ill person to hospital.
>
> Gather Information: Student /staff schedule and emergency contact
> person.
>
> Student close friends, siblings, and schools they attend
>
> Name of witnesses if any.
>
> Adjust scheduled activities. Keep facility personnel updated on events
> and circumstances.
>
> Refer media to: (Phone number)

***If incident occurs outside of facility the Crisis Team Management
will***:

> Activate school crisis team.
>
> Notify staff before normal operating hours. Determine method of
> notifying students and parents.
>
> Refer media to: (phone number)

## Post-crisis intervention

> Meet with facility counseling staff and \_\_\_\_\_ to determine level
> of intervention for staff and students.
>
> Anticipate absences on the day of a funeral and consider alternative
> scheduling.
>
> Designate rooms as private counseling areas.
>
> Escort affected student's siblings and close friends and other "highly
> stressed" students to counselors.
>
> Assess stress level of staff. Recommend counseling to overly stressed
> staff.
>
> Procure personal items of the deceased from lockers, desks, etc.
>
> Identify and communicate with other affected schools.
>
> Be visible on campus.
>
> Follow-up with students and staff who received counseling
>
> Designate staff persons to attend funeral
>
> Follow-up the student day with a short faculty meeting to review the
> facts of the incident and the role of the staff in further coping with
> the loss or injury. Allow the faculty with opportunity to share
> experiences and suggestions.
>
> Announce the loss to the entire facility providing facts that will
> reduce rumor. Provide a moment of silence.
>
> Complete Crisis Documentation Form

##### K. Crisis Team

####### Position Name Work \# Home \# Mobile/Pager# Room \#

Senior Staff

Director

Secretary

Custodian

Teachers

***Certified First Aid Personnel at Facility (CPR and or First Aid):***

**Name Room \# CPR First Aid**

###### 

###### 

###### 

###### 

###### 

###### 

###### Crisis Committee

####### Position Name Work \# Home \# Mobile / Pager \#

Facility Director

Media Spokesperson

Attorney

Transportation Leader

Business Manager

**L. Warning and Notification**

Assess life and safety issues. Contact 911 if necessary.

Inform senior facility personnel: (Phone)

Warn staff and students. Activate emergency communication (bell etc).

Use codes in warning, if necessary. Codes should be used in situations
in which immediate notification is necessary, but the safety of students
and staff may be compromised if everyone at the facility knows of the
emergency. For example, a hostile intruder may panic if the principal
announces intruder's presence over the public address system. The codes
will inform personnel of the type of emergency and appropriate actions.

####### Code Words Type of Emergency Actions

***Possible Codes***:

Lockdown

Evacuation

**M. Sheltering / Lock-Down Procedures**

Sheltering provides refuge for students, staff and public within
facility building during an emergency. Shelters are located in areas
that maximize the safety of inhabitants. Safe areas may change depending
on emergency.

> Identify safe area in each facility.
>
> Senior official initiates the alert.
>
> Senior officials off campus senior personnel.
>
> Teachers assemble class to cover windows and air leaks around doors
> and vents.
>
> Close all exterior doors and windows
>
> Turn off any ventilation leading outdoors.
>
> Use public address system for communicating instructions to staff and
> students.
>
> Senior staff warns students and staff to assemble in safe areas.
>
> Teachers take class roster to safe area.
>
> Cover food not in containers or put in the refrigerator.
>
> If advised, cover mouth and nose with handkerchief, cloth, paper
> towels or tissues.
>
> Teachers should account for all students after arriving in the safe
> area.
>
> All persons must remain in the safe areas until notified by senior
> staff.
>
> Crisis Team completes Crisis Documentation Form.

**Lock-down procedures may be issued in situations involving dangerous
intruders or other incidents that may result in harm to persons inside
the facility**.

> Senior official will issue lock-down procedures by announcing warning
> code over the PA system, sending a message to each classroom or
> sounding bells.
>
> PA announcement may be coded or basic alert.
>
> Direct all students, staff and visitors to classrooms.
>
> Lock doors
>
> Cover windows of rooms.
>
> Move all persons away from windows and doors.
>
> Allow no one outside of rooms until all-clear signal is given by
> senior staff.
>
> Teachers should take class roll book to holding area in room.

**N. Facility Evacuation (Relocation)**

> Call 911 if necessary
>
> Senior personnel contact Crisis Team to report to the office.
>
> Senior personnel issues evacuation procedures and notifies \_\_.
>
> Senior personnel determines whether students and staff should be
> evacuated outside of building or to relocation center. Transportation
> is contacted is necessary.
>
> Senior staff notifies relocation center.
>
> Direct students and staff to follow fire drill procedures and route.
> Follow alternate route if normal route is not possible.
>
> Maps should be posted in all classrooms indicating primary and
> secondary egress routes and holding areas / assembly points.
>
> Close all windows. Turn off lights, electrical equipment, gas, water
> faucets, air conditioning and heating systems.
>
> Place evacuation sign in window. Lock doors.
>
> Staff should ensure that all students are out of the classroom and
> adjoining bathrooms.
>
> Instruct first student in line to hold open exit door(s) until all
> persons in class have evacuated. Continue this process until the
> building is clear.

Teachers:

> Direct students to follow normal fire drill procedures unless
> principal alters route.
>
> Take class roster to relocation center.
>
> Close classroom doors and turn out lights.
>
> When outside building, account for all students. Inform senior staff
> immediately if students are missing.
>
> If students are evacuated to relocation center, stay with class. Take
> roll again when you arrive at relocation center.

Relocation Centers (Shelters)

> List primary and secondary student relocation centers for each
> facility.
>
> The primary site is located close to the facility. The secondary site
> is located farther away from school.
>
> Establish a management post at the off-site evacuation location.
>
> Notify transportation staff for alternate schedule.
>
> Police will be in charge of evacuation procedures.
>
> Release students after parents sign release form.
>
> Complete Crisis Response Documentation Form.

Primary Shelter / Relocation Center Secondary Shelter / Relocation
Center

Phone: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Phone:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

#### O. Media

All staff must refer media to \_\_\_\_\_\_\_\_

Facility assumes responsibility for issuing public statements during an
emergency.

Senior personnel serves as spokesperson unless he or she designates a
spokesperson. If unavailable, an alternate assumes responsibilities.

Spokesperson: \_\_\_\_\_\_\_\_\_\_

Alternate: \_\_\_\_\_\_\_\_\_\_\_\_\_

During an emergency, adhere to the following procedures:

Senior staff relays all factual information.

Establish a media information center.

Prepare factual written statements for the press in cooperation with
police or other emergency personnel.

Be certain every media member receives the same information.

Update media regularly. Do not say "No comment."

Set limits for time and location for interviews.

When handling interviews:

Ask in advance what specific questions will be asked.

Don't say "no comment." If an answer is not known, offer to get
information and get back with them.

Don't speak "off" the record.

Before agreeing to have staff members interviewed, obtain their consent.

Students under age of 18 may be not interviewed without parental
permission.

Don't argue with media.

Maintain log of all telephone inquires.

Use a prepared response to questions / inquiries.

Crisis Team management completes Crisis Response Documentation Form.

####### Media Statements

Issue brief statement consisting of only the facts.

Respect the privacy of victims and family of victims. Do not release
names to media.

Refrain from exaggerating or sensationalizing crisis.

Emphasize positive action being taken. Turn negative questions into
simple positive statements.

**P. Emergency Phone Numbers**

####### Help-line for Louisiana Emergency Numbers (Referrals) (225) 342-6600

####### Crisis Intervention

Rape Crisis Hotline (800) 656-4673

Suicide Prevention (225) 924-3900

In Care Crisis Counseling Services (225) 226-2273

####### Victim Assistance

Child Abuse / Neglect Reporting Line (225) 925-4571

Runaway Hotline for students) (800) 621-4000

National Center for Missing Children (for parents) (800) 843-5678

Crime Victims Bureau (888) 342-6110

Domestic Violence Hotline (800) 799-7233

####### Hazardous Materials / Poison

Hazardous Materials Leak or Spill (877) 925-6595

Poison Control Center (800) 256-9822

####### Disaster Assistance

American Red Cross (225) 291-4533

####### Emergency Management Agencies

Office of Emergency Preparedness (800) 256-7036

Use the Following Space to List other important Parish Numbers.

[Fire]{.underline} [Police]{.underline} [EMS]{.underline}

**911 911 911**

####### 

####### Hospital 

**Local Utilities (Electric)**

**Gas**

**Water**

Radio Stations:

Baton Rouge 102.5 WLSS (FM) 1150 WJBO (AM)

####### Marine Channel 16

####### Other Radio Channel

**Appendix C**

Group Assessment of Service Learning Project

Emergency Planning

**Complete your report as a group and submit by Email Friday March
29^th^.**

1.  Review the Emergency Planning Guide. Edit, add or delete sections
    that your group considers appropriate for your site. Submit this
    document in digital form with your report.

2.  Briefly describe what you added or deleted in this guide and explain
    why.

3.  The theory suggests that planning is a process and not just a
    document. Do you agree? Why? How has your planning experience in
    working with your site influenced your observations?

4.  What barriers did your team encounter in developing a site plan?
    What was your group able to do is anything to address these
    barriers?

5.  What recommendations would you make to enhance the development of
    the emergency response plan for your site?

6.  In what way do you believe that your "site" could benefited from the
    development of the emergency response plan?

7.  In what way has the development of the site emergency response plan
    enhance your learning experience in this class?