![](media/image1.png){width="1.3in" height="1.3in"}**A GUIDE TO
DEVELOPING A**

**[SEVERE WEATHER EMERGENCY PLAN]{.underline}**

**FOR SCHOOLS**

This guide was originally written by Barbara McNaught Watson**,**
Meteorologist-in-Charge with the National Weather Service, Binghamton NY
Forecast Office. It has been adapted for use by the National Weather
Service around the country with help from Warning Coordination
Meteorologists. This particular document is a significantly abridged
version of the original and was edited by Mark Bacon of the National
Weather Service Office in Wilmington, North Carolina. While it is
designed specifically for schools, the principles used can be applied to
any facility that is used by people including businesses, shopping
malls, depots, hotels and hospitals.

**TABLE OF CONTENTS:**

● **[INTRODUCTION]{.underline}**

> ● Purpose and general layout of Guide
>
> ● Who will Develop Your Plan?

●  **SECTION 1 - Understanding the Danger: Why an Emergency Plan is
Needed**

> ● Lightning
>
> ● Flooding
>
> ● Severe Thunderstorms - Hail, Downbursts, and Tornadoes
>
> ● Conclusions

●  **SECTION 2 - Designing Your Plan**

> ● How to Get Emergency Weather Information?
>
> ● How will the School Administration Alert Teachers and Students to
> Take Action?
>
> ● Determining Tornado and High Wind Safety Zones in Your School
>
> ● Determining When to Activate Your Plan and When it is Safe to Return
> to Normal Activities
>
> ● Determining when to Hold Departure of School Buses
>
> ● School Bus Actions
>
> ● Special Considerations for Other Weather Hazards
>
> ● Need for Periodic Drills and Severe Weather Safety Instruction

**APPENDICES - Reference Materials.**

●  A. National Weather Service Products (What to listen for)

●  B. Glossary of Weather Terms

●  C. NWS Contact Information

●  D. NOAA Weather Radio

●  E. Emergency Alert System

●  F. Emergency Management Contacts and the American Red Cross

●  G. School Severe Weather Check List

**[ACKNOWLEDGEMENTS:]{.underline}**

Barbara McNaught Watson would like to thank Bill Bunting, Warning
Coordination Meteorologist with the National Weather Service in Pleasant
Hill, MO who provided the original guide that he developed for Oklahoma
Schools while working at the Oklahoma Forecast Office. Ms Watson would
also like to thank the Virginia Department of Emergency Services for
their overall support on this project in its development phase.

![](media/image1.png){width="1.3in" height="1.3in"}**A GUIDE TO
DEVELOPING A**

**[SEVERE WEATHER EMERGENCY PLAN]{.underline}**

**FOR SCHOOLS**

The purpose of this guide is to provide assistance to school
administrators and teachers in designing a severe weather emergency plan
for their school. While not every possible situation is covered by the
guide, it will provide enough information to serve as a strong starting
point and a general outline of actions to take. The majority of material
focuses on thunderstorms and the hazards they produce - lightning, hail,
tornadoes, and flash floods. Thunderstorms can occur suddenly, with
little or no warning. To insure safety, actions must occur quickly and
be planned for in advance. This will become more apparent in Section 1:
\"Understanding the Danger: Why an Emergency Plan is Needed.\"

Once you comprehend the scope of the problem, you can begin to address
how to reduce the potential hazards. Section 2 of the guide, \"Designing
Your Plan\", details more specifically how to get weather information,
how teachers and students can be alerted to the emergency, and what
actions under what circumstances should be taken to reduce the danger.
Safety is always the foremost concern. The ultimate goal is to \"quickly
inform teachers and students anywhere on the school grounds to the
threat of severe weather and to move them as quickly as possible to a
pre-designated shelters.\" This section also discusses school bus
actions in severe weather.

For any plan to work efficiently, it must be practiced. It is
recommended that schools conduct semi-annual drills and that severe
weather safety instruction be part of this phase. It is important to
understand why certain actions are being taken, to know the weather
terms that are being used, and to know what visual clues can signal you
to potential dangers ahead. The appendices in this guide are loaded with
reference materials to assist you in both designing your plan and
gathering educational materials for severe weather instruction. There is
a glossary of weather terms, an NWS products list, and safety tips for
the various types of weather hazards (not just thunderstorms). There is
a list of local NWS and state emergency management contacts if more
assistance is needed.

**[Who will Design Your Guide?]{.underline}**

Before you begin, it is recommended that one person be designated as the
\"Severe Weather Coordinator\". The coordinator would also be
responsible for developing the plan and working with the local school
board, administrators and teachers to implement the plan.

![](media/image1.png){width="1.1in" height="1.1in"}

**SECTION 1 - UNDERSTANDING THE DANGER:**

**WHY AN EMERGENCY PLAN IS NEEDED**

![](media/image3.jpeg){width="1.5298611111111111in"
height="1.1472222222222221in"}**[Lightning]{.underline}**

The Carolina Coastal Plains averages between 40 and 60 thunderstorm days
each year. The storms are most frequent from late Spring through early
Fall, but can occur at anytime during the year. Lightning is the most
common thunderstorm threat. Nationally, lightning kills an average of 85
and injures 250 people each year. Thunderstorms extend 5 to 10 miles
into the atmosphere. Winds aloft can blow the upper portion (anvil) of
the storm many miles downstream. Lightning can come out of the side or
anvil of the storm striking the ground 10 to 15 miles away from the rain
portion of the cloud.

![](media/image4.jpeg){width="1.8298611111111112in"
height="1.367361111111111in"}

**[Flash Floods]{.underline}**

Floods occur every year in North Carolina and South Carolina.
Nationally, it is the number one weather related killer averaging 150
deaths per year. Half of these deaths occur in automobiles.

![](media/image5.jpeg){width="1.6666666666666667in" height="1.125in"}

**[Severe Thunderstorms]{.underline}:**

**[Hail, Downbursts, and Tornadoes]{.underline}**

On May 2, 1929, four schools were destroyed in Virginia in a tornado
outbreak. Two of the schools were in session when the tornadoes struck.
Fourteen students and teachers were killed and over 60 injured. On April
1, 1973, a strong tornado struck Woodson High School in Fairfax
Virginia. Fortunately it was Sunday. The same school was struck by
another tornado just six years later. On November 9, 1926, at 2:30 p.m.,
a tornado struck a school house in La Plata, Maryland. Sixty children
and two teachers were inside. The building was lifted off its foundation
and smashed into trees 50 feet away. Fourteen students were killed; the
other 48 people were injured. Debris was found up to 25 miles away.

**[Conclusions]{.underline}**

Flash floods, severe thunderstorms, and tornadoes occur with rapid onset
and perhaps, little or no warning. Decisions must be made fast and
actions taken immediately. One can not wait for the storms to strike to
plan what must be done to save lives. Get prepared now and develop an
emergency action plan for your school.

Schools may want to consider what to do when hurricanes, winter storms,
excessive cold or excessive heat is expected to affect the school
district. This type of weather, however, is usually predicted at least a
day in advance allowing more time to make decisions about the operations
of the school.

Having a clear weather policy lets parents, teachers and students know
what to expect. Because this policy is based on a safety issue, there is
less likelihood of problems implementing it, even if it means delaying
or canceling a championship sports event due to lightning. A clear
policy leads to consistent actions and hence less confusion or doubt
about actions to take. A clear policy makes it easier to make the hard
decisions when the time comes and to make them quickly if necessary.

![](media/image1.png){width="1.0in" height="1.0in"}

**SECTION 2 - [DESIGNING YOUR PLAN]{.underline}**

**[How to get Emergency Weather Information:]{.underline}**

Because tornadoes and severe thunderstorms occur with little, if any,
warning, minutes and even seconds can mean lives. In just five minutes,
a tornado may travel two to four miles on the ground. From the time the
National Weather Service (NWS) issues a warning, to the time you receive
that warning via radio or television, ten minutes may have elapsed.
Also, you must be listening at the critical moment that the warning is
announced or an even greater amount of time will pass!

![](media/image6.jpeg){width="0.9479166666666666in"
height="0.7291666666666666in"}The [fastest, most accurate and
reliable]{.underline} means of receiving critical weather information at
your school is through a NOAA Weather Radio with a \"tone alert\"
feature. These radios can be purchased in electronic stores and
generally cost between \$30 and \$80. When NWS issues a tornado warning,
the \"tone alert\" (1050 Hertz) is instantly sounded followed by warning
information. You can now program special NWR receivers that use the
digital burst to only warn you when weather is to affect your county.
The National Weather Service refers to this digital burst as \"Specific
Area Message Encoding\" (SAME).

Alternative methods of receiving NWS warnings other than NWR include,
but are not limited to:

1\. Monitor the local NWS website for real time local information
(www.weather.gov).

2\. Monitor your local news radio station for EAS messages and special
statements from the National Weather Service. EAS operates on a
cooperative agreement between broadcasters and federal, state, and local
government agencies. EAS is activated for tornado warnings and severe
flash flooding.

3\. If you have cable television access, The Weather Channel uses NWS
products and broadcasts warnings immediately upon receipt from NWS via a
satellite link. Warnings are continuously scrolled across the bottom of
the screen.

4\. Some cable companies include a channel with a local NWS radar
display and use NOAA Weather Radio as a voice-over.

Your radio or television should be located in the main office or near
the person(s) responsible for enacting the plan. Main offices are good
because generally there is always a number of people around who could
hear the alert, and in a quick emergency, it is close to the public
address (PA) system. If using a NWR, the radio should be set at all
times in \"Alert\" mode. Some radios will automatically turn on when an
alert sounds while others must be manually turned on after the tone is
heard. It is probably better to have the type that automatically turns
on in case you are out of the room when the tone is activated. If using
NWR, the information cycles every few minutes, so if you don\'t get all
the information you need the first time through, it will repeat shortly.
More expensive NWR models include features such as a tie in to your PA
system, ability to set off a pager or telephone someone, flashing lights
for new warnings and a button to play the warning

back with a date/time stamp.

Listen for the type of watch or warning and where it is in effect. The
person(s) monitoring must know what action they should take based on
this information. It is suggested you have a map nearby for easy
reference to counties and towns to locate storms and their movement in
reference to your school. There is no need to take emergency action if
the warning is not for your location. It should, however, heighten your
awareness to the potential for severe weather to affect your school
district, especially if the warning is for a county near you and the
storms are moving your way!

**[How will the School Administration Alert Teachers and Students to
Take Action?]{.underline}**

Most schools utilize a public address (PA) system to talk directly to
students and teachers. In some cases, electricity may be lost during a
storm before you have activated your plan. Therefore, it is critical to
have a back-up alerting device such as a compressed air horn or
megaphone.

If your school has mobile classrooms or detached gymnasiums that are not
part of a public address or intercom system, then special arrangements
must be made to notify these areas. Sending \"runners\" outside to
mobile classrooms is not advisable due to the danger posed by lightning
and the approaching storm. Wireless communication devices are an
effective means for such communication. \"Walkie-talkies\" may be the
least expensive.

Handicapped or learning-disabled students may also require special
attention. You may want a teacher to be assigned to each student
requiring special attention to see that the student moves to the
appropriate place of safety. Any students that are in a position not to
hear the warning must be taken into account.

To insure appropriate action and understanding of your \"Call to
Action,\" you must exercise your plan. A section entitled \"Need for
Periodic Drills and Severe Weather Instruction\" will follow later in
this section.

**[Determining Tornado and High Wind Safety Zones in Your
School:]{.underline}**

This may be the most time consuming and important phase of designing
your plan. Schools are sufficiently complex and diverse in design that
it is impossible to describe a plan that will apply to every school. Due
to this complexity, it is recommended that this phase of the plan be
accomplished with the help of an engineer or architect familiar with the
school\'s design. Below, you will find some general guidelines and basic
concepts to help you.

The greatest threat from high winds (caused by tornado, hurricane,
thunderstorm downburst, or a strong pressure surge behind a cold front)
are:

![](media/image7.jpeg){width="3.379861111111111in"
height="2.2493055555555554in"}

1\. Roof failure

2\. Breaking glass, and

3\. Flying debris (airborne missiles)

The most dangerous locations are generally large rooms with big
expansive roofs such as cafeterias, gymnasiums, and auditoriums. The
collapse of the room\'s outer load-bearing wall can lead to the failure
of the entire roof.

Roofs tend to rely on gravity to keep them attached. When strong winds
act on a structure, pressure differences are created causing outward
pressures forces that act to lift the roof.

Rooms with large windows that may shatter from being struck by airborne
missiles or from pressure stresses are also extremely dangerous. While
windows on the side of the school facing the storm are most susceptible,
as the storm passes, any windows could potentially shatter.

Once winds enter a building, additional damage is likely and can be like
a domino effect. This is one of the reasons that YOU NEVER OPEN WINDOWS
WHEN A STORM APPROACHES! Greater damage may occur from this action and
valuable time that should be used getting to safety is often lost.

![](media/image8.jpeg){width="3.125in" height="2.1798611111111112in"}

Small interior rooms, bathrooms, and windowless, interior hallways that
are away from exterior doors offer the best protection. All doors should
be closed, if possible. Interior load-bearing walls (with short roof
spans) provide better protection than temporary or non-load-bearing
walls and structures. If your school has more than one level, evacuate
the upper floor of the school. The lowest level is always the safest.

Schools designed for the \"open classroom\" concept used in the early
1970s have a difficult task of finding safe areas due to a lack of
interior load-bearing walls, large spanning roofs and the use of a lot
of glass. You may not be able to find enough \"ideal\" space to occupy
your whole student body. It may be a matter of determining the lesser of
evils. Below is a list beginning with the highest probability of
failure:

1\. Mobile Classrooms

2\. Rooms with large roof spans (gymnasium, auditorium, cafeteria)

3\. Windows on exterior walls

4\. Roof

5\. Exterior walls of upper level

6\. Interior walls of upper level; exterior walls of lower level;
interior glass and interior, lower level, non-load bearing walls.

Fortunately, the majority of tornadoes will not destroy well constructed
buildings and damage in about 75% of cases should not go beyond #4 and
90% of cases should not go beyond #5. Using these considerations you may
want to rank areas according to safety. Then begin by filling the safest
areas first with students and continue until you have found space for
the entire student body.

**Again, it is best to have an engineer or architect advise your school
on the safest areas since schools are built with varied designs and
purposes. The priorities listed above are based on broad generalities.**

**[Determining When to Activate Your Plan; When it is Safe to Return to
Normal Activities:]{.underline}**

When deciding to activate a plan, you must use as much information as
possible about the type of storms, expected impact and time of impact on
your school district to access the risk. A plan may work best with
phases of activation. For instance, outdoor activities will be the most
susceptible to weather hazards with lightning being the greatest threat.
If thunder is heard or lightning is seen, outdoor activities should be
delayed with students and spectators moved to safety immediately. Do not
wait for the rain. The delay in activities should last until the storm
has safely passed. This means that thunder is not heard and lightning is
seen for 15 minutes.

In a tornado or severe thunderstorm watch, outdoor activities should be
postponed. As the storms approach, you may want to move students from
the most susceptible areas of your school, such as mobile classrooms and
gymnasiums, to safer areas as a precaution even though a warning has yet
to be issued. You might also do this for \"High Wind Warnings\". For
potentially severe thunderstorms, you may want to post teachers or
school personnel trained in spotting severe weather to watch the storms
as they approach for the need to take special actions.

![](media/image9.jpeg){width="2.3020833333333335in" height="3.1875in"}If
a severe thunderstorm warning is issued, all of the above actions are
warranted. In addition to strong damaging winds, severe thunderstorms
may contain large hail and students should be moved out of areas with
skylights. If you have areas where large exterior windows may be struck
by the storm\'s winds, it is advised to kept students out of these areas
as well until the storm passes.

If a tornado warning is issued and you have determined that your school
is in the path of this storm, an immediate and complete \"Call to
Action\" is needed. If the storm has not yet reached your school, move
students from unsafe areas as listed above and post a trained teacher or
school employee to keep an eye on the storm\'s approach. From your
drills you should know approximately how long it will take to move
students into \"tornado safe areas.\"

If there has been no warning and students and teachers are still in
their classrooms when that freight train is heard or the sound of
breaking glass or structure failure (whether from wind or even a bomb),
the safest thing for everyone to do is to drop beneath their desks and
take the position shown in the picture.

Once the storm has past, students may return to classrooms. Stay alert
for the possibility of additional storms.

One complication to activating a full \"Call to Action\" plan is if it
occurs during class changes when the halls are crowded and students may
not know where to go. It may be best to hold classes beyond regular
dismissal time until the severe weather threat has passed. Likewise, at
the end of the school day, students may need to be held from boarding
busses until the danger has passed.

You should have at least a couple people who know how to shut off the
main power (electricity) and gas (if applicable). If a tornado or severe
thunderstorm has significantly damaged your school, shut off the gas and
electricity for safety purposes.

**[Determining When to Hold Departure of School Buses:]{.underline}**

You will want to consider holding the departure of students to buses
whenever watches or

warnings are in effect. There are two primary considerations:

1\. Upon departure, how long will it take before all students have been
deposited safely at home? Include time for the students to walk from
their bus stop to their home.

2\. How much time do you have before the storms impact your district?
Severe thunderstorm and tornado watches are sometimes issued a couple
hours in advance of thunderstorm development. Watches are generally
issued for large areas, so even once storms have developed; it may be a
couple hours before the storms reach you. On the other hand, it may be a
rapidly developing situation with less than an hour before the storms
impact.

If condition 2 is less than condition 1, then a delayed departure is
recommended. Buses provide no protection from severe storms. The next
section will discuss what bus drivers should do if faced with a tornado
approaching or flood waters in their path.

It is not advisable for parents to be running to the school to pick up
their children in severe weather. They should be made to understand that
the child is far safer at the school with the severe weather plan in
place than on the road when a storm strikes. Other considerations may
include if a large number of children from your district live in mobile
homes. The school would provide a far safer environment. Mobile homes
are extremely susceptible to high winds (even when properly anchored and
tied down). A storm that would produce very minor damage to a school
could completely destroy a mobile home and kill its occupants.

**[School Bus Actions:]{.underline}**

All school bus drivers should be trained on how to handle severe weather
situations. Two

primary concerns are flooding and tornadoes. Additional thought might be
given to high wind situations (thunderstorm or other), unexpected heavy
snow or ice, extreme heat or extreme cold and wind chill. In most
situations, these events are forecast in advance, but there are times
when it may catch you by surprise.

**TORNADOES** - NEVER ATTEMPT TO OUTRUN A TORNADO! If a bus driver has
reason to believe a tornado is approaching, the following steps should
be taken.

1\. If you have the time to get the students to a well constructed
building, then certainly do so as fast as possible. Move them into the
interior or basement of the building away from windows and doors.

![](media/image10.jpeg){width="2.7083333333333335in"
height="3.6041666666666665in"}2. If no well-constructed building is
available for shelter, then look for a ditch or low lying area
(preferably without water). Stop the bus downwind from the location you
have selected. You do not want the wind to roll the bus toward where the
students will be. Unload the students and move them to the ditch or
low-lying area and have them get in the protective position with their
hands over the head.

**FLOODING** - NEVER ATTEMPT TO DRIVE THROUGH FLOOD WATERS!

If your bus route takes you across small streams and creeks or along a
river, you need to have either determine an alternate route to travel or
have a contingency plan to return to the school once flood waters are
encountered. Major river flooding and coastal flooding generally is well
forecast with warnings issued early enough that schools and drivers can
plan their strategy prior to placing the students on the bus. However,
flash flooding a sudden, dramatic and dangerous rise in water levels,
usually does not occur with much warning. It is this type of flooding
for which drivers need to understand what to do and what not to do, well
is advance.

![](media/image4.jpeg){width="2.6354166666666665in"
height="1.96875in"}In general, a shallow ponding of water on the roadway
is usually not a problem. As soon as the depth of the water comes into
question such that you can no longer see the road, do not enter. The
road may have been undermined or the water may be deep enough to stall
the bus and place all of it occupants in danger. Do not enter
underpasses that are filling with water. If the water appears to be
flowing (moving across the road), do not enter. The bus will act as a
barrier and the water will attempt to lift and move the bus. If water is
flooding over or around a bridge, do not cross it, it might collapse
from the weight of the bus. The foundation of the bridge may have been
compromised.

Water levels can rise extremely rapidly and the force of that water
against an automobile or a bus can be amazingly powerful. If the driver
is caught in an unavoidable situation, seek higher ground immediately.
If the bus stalls, and water is rising, abandon the bus and seek higher
ground before the situation gets out of control.

**[Special Considerations for Other Weather Hazards:]{.underline}**

![](media/image11.jpeg){width="2.55in" height="1.957638888888889in"}1)
**HURRICANES -**

A hurricane is a large spiraling complex of thunderstorms up to 300
miles in diameter. Hurricanes and tropical storms have produced extreme
coastal flooding, flash flooding, and river flooding. This flooding is
responsible for the majority of hurricane related fatalities. Winds can
gusted over 100 mph and hurricanes may spawn tornadoes. These are the
major concerns.

By listening to statements from your local National Weather Service
Office and your local emergency management, you should know what is
expected to occur in your school district prior to the storm striking
and can make your decisions accordingly. If school is in process when a
hurricane or tropical storm strikes, then the threat and actions to take
are similar to those mentioned for flooding, lightning, and strong
damaging winds. Schools susceptible to river or coastal flooding may be
asked to evacuate. Other schools may become shelters for people in flood
prone areas or those living in mobile homes. Actions taken by those
sheltered at the school should be the same as if the school were in
session.

2\) **WINTER STORMS AND EXCESSIVE COLD -**

![](media/image12.jpeg){width="2.6597222222222223in"
height="1.9965277777777777in"}About 60 percent of deaths in winter
storms occur in vehicle accidents on icy and snowy roads. Some deaths
occur from exposure to the cold, whether trapped out in the storm or
caught indoors without heat or electricity. Those most susceptible to
the cold are young children (under 2 years old) and elderly (over 60
years old). Some deaths occur from fires started by improper use of
alternative heat and light sources such as fireplaces, candles, wood
stoves, and space heaters. When the National Weather Service issues a
Winter Storm Warning, people should not venture out. Proper
preparedness, wearing appropriate winter clothes, and following safety
procedures will save lives. See appendix C on winter storm safety.

In addition to Winter Storm Warnings, schools need to also be concerned
about exposure to cold as students stand awaiting buses to pick them up
or during an outdoor recess. The degree of exposure the student will
experience will be a function of the temperature, the wind, the clothes
they wear, and the amount of time they are exposed. The National Weather
Service issues Wind Chill Warnings when the wind chill temperature is
expected to reach -15°F or colder. At -15°F, exposed flesh can become
quickly frost bitten. The National Weather Service issues Wind Chill
Advisories when the wind chill is expected to reach 0°F or colder.

In cases of extreme cold, proper clothing is very important and needs to
be stressed to the students. Teachers should be taught to recognize
symptoms of frost bite and hypothermia. See part 7 of Appendix C.
Outdoor activities should be canceled. Delaying school hours may or may
not solve the problem of students standing at bus stops in the cold if
the temperature rises enough. Bus stop shelters would help protect the
students from the exposure to wind.

3\) **EXCESSIVE HEAT -**

While most heat waves hit when school is out, temperatures can
occasionally soar into the 90°s

Just before or just after Summer break. Like wind to cold, humidity adds
to the effects of heat. A \"heat index\" is used to combine these
effects. The National Weather Service headlines the heat index in its
forecasts when it is expected to reach 100°F. At temperatures of 105°F
and greater, a Heat Advisory is in effect and heat disorders such as
cramps, heat exhaustion, and heatstroke are possible. When the heat
index is expected to reach 110°F or higher an Excessive Heat Warning is
issued. Students should be kept out of the sun and strenuous activities
should be eliminated; this may have implications for outdoor recess time
as well. Encourage students to drink lots of water and wear
light-colored, light-weight clothing. Teachers should learn what are the
symptoms of heat disorders and first aid procedures.

**[Need for Periodic Drills and Severe Weather Safety
Instruction:]{.underline}**

In order to have an effective severe weather emergency plan, you must
have periodic severe weather drills and severe weather safety training.
Drills not only teach students and instructors the actions they need to
take, but will allow you to evaluate your plan\'s effectiveness. Did
everyone hear the message, did they understand what to do, and were they
able to get to the designated areas of safety in a reasonable amount of
time? It is suggested that you conduct drills in conjunction with a
severe weather education and awareness programs so that students and
teachers understand the dangers of severe weather and better comprehend
the actions that they are asked to take.

The NWS in conjunction with the state office of emergency management
runs a statewide weather awareness campaigns. Tornadoes are usually
addressed the last week in March before the onset of the severe weather
season. This campaign is coordinated through the local government
emergency management agencies and the news media and usually includes a
proclamation from the governor. This may be an opportune time for your
school to conduct a drill and program.

You can contact your local NWS office or emergency management office if
you would like a speaker to come to your school and discuss severe
weather safety. It also suggested that a tornado drill is conducted in
September, the beginning of the school year and then again in March. The
September drill will instruct new students of procedures and act as a
refresher for returning students. The March drill will get everyone
ready for the start of the thunderstorm season.

While severe thunderstorms and tornadoes are often advertised as a
\"springtime or summertime\"

event, in the Mid-Atlantic and Southeast, outbreaks of severe
thunderstorms and tornadoes often

have occurred in October and November.

**APPENDIX A**

![](media/image1.png){width="1.0in" height="1.0in"}

**[NATIONAL WEATHER SERVICE PRODUCTS]{.underline}**

**(What to listen for)**

**1. WARNINGS -** The hazard (tornado, flash flood, etc) is imminent.
The probability of occurrence is extremely high. Warnings are issued
based on eyewitness reports or clear signatures from remote sensing
devices such as radar and satellite. Lead-time for thunderstorm type
events is generally 30 minutes or less. Lead-time for hurricanes, river
floods, and winter storms can be 6 to 18 hours.

**2. WATCHES -** Meteorologists have determined that conditions appear
right for the development of the hazard. Probability of occurrence is
greater than 60% in the watch area. Watches generally cover larger areas
than warnings. In the case of thunderstorms, less than 30% of the watch
area may experience the hazard. However, with larger storms such as
hurricanes and winter storms, the entire watch area may be affected.
Severe thunderstorm and tornado watches are usually issued 1 to 2 hours
before the event begins. With flash floods, it can be 3 to 12 hours. For
hurricane, river flood, and winter storm watches, lead-times are usually
12 to 36 hours.

**3. ADVISORIES -** An advisory is issued for weather that is expected
to be a disruption to the normal routine and an inconvenience, but it is
not expected to be life-threatening. Advisories are issued for 1 to 3
inches of snow, dense fog, minor street flooding, etc. The time frame is
similar to that of a warning.

**4. STATEMENTS -** statements are issued to update current weather
situations or highlight significant changes to come. Statements are also
used to explain why watches, advisories, or warnings have been issued.
Three special types of statements are \...

a\) **\"Outlooks\"** or **\"Potential \" Statements** - During the warm
season, the NWS Forecast Office issues \"Thunderstorm Potential
Statements\" each morning discussing where and if storms will develop
that afternoon and how intense they may be. When a winter storm may
develop in the next 2 to 4 days, \"Winter Storm Potential Statements\"
are issued. Outlooks may also be issued for possible heavy rain and
flood events. The National Hurricane Center issues \"Tropical Outlooks\"
for the potential for tropical storm and hurricane development. The
National Severe Storms Forecast Center issues special statements when
there is the potential for a severe thunderstorm or tornado outbreak.

b\) **Short-Term Forecasts -** These statements discuss the short-range
forecasts for the next 1 to 6

hours. During active weather, these statements may be issued hourly.

c\) **Public Information Statements -** These statements provide
information of special interest such as a summary of recent records set,
snowfall, weather safety information, special activities (weather
related) that may be occurring, etc.

**5. FORECASTS -** general weather information provided daily.

a\) 1 to 2 day forecasts for specific counties and cities are issued
four times per day at approximately 4 AM, 11 AM, 4 PM, and 10 PM.
Special weather events are highlighted with headlines at the top of the
forecasts such as \...

\"Heat index is expected to reach 105 to 110 degrees today.\"

\"Wind chill temperatures will drop to 30 below zero tonight.\"

\"Flash flood watch is in effect until 8 AM EDT Wednesday.\"

b\) \"Short-Term Forecasts\" are issued to highlight forecast conditions
over the next 1 to 6 hours. These forecasts are also for specific
counties and cities and are updated on a weather driven basis.

c\) 3 to 5 day extended forecasts are primarily updated twice a day (4
AM and 4 PM) as part of the zone forecast product.

d\) State Forecast are issued twice a day (5 AM and 5 PM) and provide a
generalized forecast for days 1 through 5 for the entire area
designated.

**APPENDIX B**

![](media/image1.png){width="1.0in" height="1.0in"}

**GLOSSARY OF WEATHER TERMS**

Weather terms are listed by topic.

**THUNDERSTORM TERMS:**

1\. **Cumulus cloud** - a cauliflower shaped cloud with a flat base and
sharp edges. Tufts are rising columns of air condensing. As the cloud
and cloud droplets grow in size, the base will begin to gray.

2\. **Towering cumulus cloud** - a cumulus cloud that continues to grow
so that its height is taller than or equal to its width. It is first
stage to growing into a thunderstorm. It may be producing a shower.

3\. **Thunderstorm (cumulonimbus)** - the towering cumulus cloud has
continued to grow in height and width and now lightning is occurring.
The storm may extend 5 to 10 miles high into the atmosphere and 5 to 25
miles across. Heavy rains and gusty winds often accompany the storms.

4\. **Precipitation shaft** - a visible column of rain or hail falling
from the base of the cloud.

5\. **Hail** - Precipitation in the form of balls or clumps of ice.

6\. **Squall line** - a solid line or band of active thunderstorms.

7\. **Anvil** - The spreading out (by strong winds) of the upper portion
of the thunderstorm. It usually has a fibrous or smooth appearance. With
long lasting thunderstorms, the anvil may spread 100 miles downwind.

8\. **Mammatus** - these clouds appear to be hanging, rounded
protuberances or pouches on the underside of the cloud. With
thunderstorms, it is usually seen under the anvil and often accompany
severe thunderstorms.

9\. **Gust front** - the leading edge of the thunderstorm\'s downdraft
of air as it spreads out away from the storm. It is usually felt as a
change to gusty cool winds and often precedes the thunderstorm\'s rain
by several minutes.

10\. **Shelf cloud** - a low-level, wedge-shaped cloud attached to the
thunderstorm. It forms above the gust front as warm air ahead of the
storm rides over the cool outflow from the thunderstorm.

11\. **Roll cloud** - on rare occasions, a shelf cloud may turn into a
roll cloud. The motions of the warm air riding up and over the cool air
moving down and under creates a swirling of air or an eddy. The cloud
takes on the shape of a horizontal tube that appears to be rolling. It
is detached from the thunderstorm on its leading edge.

12\. **Rain-free base** - the dark underside of a cloud (its base) that
has no visible precipitation falling from it. This marks the updraft of
a thunderstorm.

13\. **Wall cloud** - this cloud appears as an abrupt lowering of the
cloud base from the relatively flat rain-free base. It is attached to a
thunderstorm and may be rotating. This is the portion of the
thunderstorm from which the tornado often descends.

14\. **Funnel cloud** - a funnel-shaped cloud extending from a towering
cumulus or thunderstorm. It is associated with a rotating column of air
that has condensed to form a cloud.

15\. **Tornado** - a violently rotating column of air in contact with
the ground and extending to the thunderstorm base often seen extending
from near the wall cloud. It can be a few yards across to a mile wide.

16\. **Flanking line** - A line of cumulus clouds connected to and
extending outward from the most

active portion of a parent cumulonimbus, usually found on the southwest
(right, rear) side of a storm. The cloud line has roughly a stair step
appearance with the taller clouds adjacent to the parent cumulonimbus.
It is most frequently associated with strong or severe thunderstorms.

17\. **Hook echo** - A radar pattern sometimes observed in the southwest
(right, rear) quadrant of a tornadic thunderstorm. The rain echo forms
the hook pattern as air rotates around the strong updraft. The updraft
is the hollow portion of the hook (looks like a backwards \"J\" or a 6)
and is where the tornado would most likely be found (if the storm were
to produce one).

18\. **Scud clouds** - Low cloud fragments often seen in association
with and behind thunderstorm gust fronts. These clouds are ragged and
wind torn and are not usually attached to the thunderstorm.

19\. **Updraft** - Warm, moist, rising air. As the air rises, it
condenses into a visible cumulus or cumulonimbus cloud. The updraft
fuels the storm. In an ordinary thunderstorm, air rises at 40 mph and in
a severe thunderstorm speeds may reach over 100 mph.

20\. **Downdraft** - A column of cool air that sinks toward the ground.
It is most often accompanied by rain.

21\. **Downburst** - A sudden rush of cool air toward ground that can
impact with speeds over 70 mph and produce damage similar to that of a
tornado. It usually occurs near the leading edge of the storm or may
occur in heavy rain.

22\. **Microburst** - A small downburst effecting an area less than 2.5
Km in diameter.

23\. **Macroburst** - A larger downburst effecting an area greater than
2.5 Km in diameter.

24\. **Severe thunderstorm** - A thunderstorm producing damaging winds
or winds greater than 58

mph and/or hail three-quarter of an inch or greater.

**HURRICANE TERMS:**

1\. **Tropical disturbance** - A moving area of thunderstorms in the
Tropics that maintains its identity for 24 hours or more.

2\. **Tropical depression** - A cluster of thunderstorms in the tropics
that maintains its identity and shows rotary circulation at the surface
with constant wind speeds of 38 mph or less.

3\. **Tropical storm** - Evolves from a tropical depression or may be a
hurricane in its dissipating stage. Rotary circulation is distinct and
constant wind speeds range from 39 to 73 mph.

4\. **Hurricane** - Evolves from a tropical storm. Rotary circulation
has become pronounced and an

eye is detectable. Constant wind speeds are 74 mph or greater.

5\. **Eye** - The center of the hurricane where winds are light and
skies are clear to partly cloudy. The eye is rimmed by massive
thunderstorms producing torrential rains and extreme winds.

6\. **Eye wall** - A wall of thunderstorms around the eye.

7\. **Spiral bands** - Bands of thunderstorms that appear to spiral in
toward the hurricane\'s center.

8\. **Storm surge** - a dome of water often 50 miles wide that comes
sweeping across the coastline

near the area where the eye of the hurricane makes landfall.

**FLOOD TERMS:**

1\. **Flash flood** - a flood that occurs suddenly during or shortly
following heavy rains or from a sudden release of water as in a dam
break. Small streams and creeks usually react the fastest to heavy rains
and rise several feet in hours or even minutes.

2\. **River flood** - a flood on large river such as the Potomac take a
tremendous amount of rain and

usually develops over a period of one to two days. Rain water first runs
into the small streams which flow into the larger branches and
eventually end up in the main stem of the river. A flood crest from
heavy rains in West Virginia may take 2 days or more to reach
Washington, D.C.

3\. **Coastal flood** - high tides, persistent onshore winds or a
hurricane storm surge can cause flooding along coastal areas.

4\. **Urban flood** - pavement which causes rapid runoff (rain can\'t
soak into the ground so it runs downhill) and poor drainage can lead to
flooded roadways and underpasses and even become deadly.

5\. **Bankfull** - the maximum height of the river before it overflows
its banks.

6\. **Flood stage** - the height of the river at which property damage
begins to occur. Often differs from bankfull. The river may overflow its
banks into flood plain without reaching flood stage.

7\. **Flood crest** - the highest height that the river reaches during a
flood event.

**WINTER WEATHER TERMS:**

1\. **Snow** - Refers to a steady fall and accumulation of snow for
several hours or more. It may be modified by terms such as \"light,\"
\"intermittent,\" or \"occasional\" to indicate intensity or periodic
snow.

2\. **Snow flurries** - light snow falling for short durations. No
accumulation to a light dusting (or trace) is expected.

3\. **Snow showers** - snow falling at varying intensities for brief
time periods. Some accumulation is possible.

4\. **Snow squalls** - brief, intense snow showers, accompanied by
strong, gusty winds. Accumulations may be significant.

5\. **Drifting snow** - winds are strong enough to blow falling snow or
loose snow on the ground into mounds causing uneven snow depths. The
wind carries the snow near the ground causing no restriction to
visibility.

6\. **Blowing snow** - Wind-driven snow that causes reduced visibility
and sometimes significant drifting. Blowing snow may be snow that is
falling or snow that was once loose on the ground and picked up by the
wind.

7\. **Heavy snow** - Snow accumulating to six inches in 24 hours. These
values will be a couple inches higher for mountainous regions, New
England, or near the Great Lakes where higher snowfall is more common.

8\. **Blizzard** - strong winds (greater than 35 mph) and heavy snow or
blowing snow combine to produce very poor visibility.

9\. **Sleet** - ice pellets or granules of frozen rain. Occurs when rain
falls into a layer of air with temperatures below freezing. Sleet
usually bounces when hitting a surface and does not stick, but

can accumulate on roadways causing a hazard to motorists.

10\. **Freezing rain** - rain that falls onto a surface with a
temperature below freezing causing it to freeze to the surface forming a
coating of ice or glaze.

11\. **Freezing drizzle** - drizzle that falls onto a surface with a
temperature below freezing causing it to freeze to the surface forming a
thin coating of ice or rime. Drizzle is a very light precipitation with
little accumulation, but even a small amount of ice can sometimes cause
a problem.

12\. **Ice storm** - significant and possibly damaging accumulations of
ice are expected during freezing rain situations. Significant ice
accumulations are usually accumulations of .25 inches or greater, but
may vary from region to region across the country.

13\. **Wind chill** (Wind chill factor) - combines the rate of heat loss
caused by wind and lowering temperature. As the wind rises, heat is
carried away from a person\'s body at a more accelerated rate driving
down the body temperature.

14\. **Freeze** - used when temperatures at or near the surface (ground)
are expected to be 32°F degrees or below. Sometimes used with adjectives
\"Killing,\" \"severe,\" or \"hard\". A freeze may or may not be
accompanied by frost.

15\. **Frost** - the formation of ice crystals in the forms of scales,
needles, feathers, or fans, which develop under conditions similar to
dew, except that the temperature has dropped to at least 32°F.

16\. **Hypothermia** - when the body temperature drops below 95°F.

17\. **Frost bite** - frozen body tissue.

**APPENDIX C**

![](media/image1.png){width="1.0in" height="1.0in"}

**NATIONAL WEATHER SERVICE CONTACTS**

For weather information and preparedness materials, contact the local
weather office for your county or city. This is the office that has
\"warning responsibility\" for your area (see map next page for
assistance). You can also order weather hazard brochures through your
local chapter of the American Red Cross.

![](media/image13.png){width="3.6770833333333335in" height="2.84375in"}

National Weather Service Wilmington, North Carolina

2015 Gardner Dr., Wilmington, NC 28405

(910)-762-0524 **Thomas Matheson**, Warning Coordination Meteorologist

Email: thomas.matheson@noaa.gov

National Weather Service Wilmington, North Carolina

2015 Gardner Dr., Wilmington, NC 28405

(910)-762-8724 **Mark Bacon**, StormReady Supporter Program Leader

Email: mark.bacon@noaa.gov

National Weather Service Wilmington, North Carolina

2015 Gardner Dr., Wilmington, NC 28405

(910)-762-8724 **Steven Pfaff**, Senior Forecaster

Email: <steven.pfaff@noaa.gov>

**Appendix D**

**NOAA Weather Radio:** Continuous broadcast of weather, 24 hours a day,
7 days per week. All warnings are tone alerted as well as Tornado,
Severe Thunderstorm, and Flash Flood Watches.

Link to the NOAA Weather Radio Web Site: http://www.nws.noaa.gov/nwr

![](media/image14.png){width="5.0in" height="4.5625in"}

-   **Winnabow, NC - 162.550 MHz** *(KHB-31)* serving Bladen, Brunswick,
    Columbus, New Hanover, Pender and southern Sampson counties, and the
    North Carolina coastal waters between Surf City and Little River
    Inlet.

-   **Aynor, SC - 162.400 MHz** *(KEC-95)* serving western Brunswick,
    southern Columbus, southern Dillon, eastern Florence, Georgetown,
    Horry, Marion and Williamsburg counties and the South Carolina
    coastal waters between Little River Inlet and Cape Romain.

-   **Florence, SC - 162.550 MHz** *(WXJ-22)* serving Darlington,
    Dillon, Florence, Marion, Marlboro, and Williamsburg counties, and
    relaying warnings for Chesterfield, Clarendon, Kershaw, Lee, and
    Sumter counties.

-   **Lumber Bridge, NC - 162.525 MHz** *(WWF-89)* serving Bladen,
    Columbus, Dillon, Marlboro, and Robeson counties, and relays
    warnings for Hoke and Scotland counties.

-   **Georgetown, SC - 162.500 MHz** *(WNG-628)* serving Georgetown,
    eastern Williamsburg County and the coastal waters from Little River
    Inlet to South Santee River, SC.

Currently, weather radio broadcasts are automatically generated using a
computer system called CRS - Console Replacement System. A computer
\"reads\" our forecasts and warnings on the air as soon as they are
issued, saving time which used to be spent printing, editing, and
manually reading the forecasts. In a severe weather situation, these
extra few minutes can mean the difference between life and death.\
\
Weather radios can be purchased at most electronics and department
stores, or over the internet. Different models are available with a
variety of features and prices. Some models can even be customized with
your county FIPS code so they will only alarm with your warnings \-- and
not for a storm 50 miles away. See the transmitter coverage map above
for local FIPS codes, or this page:

<http://www.erh.noaa.gov/ilm/wxradio/index.shtml#coverage>

This page gives FIPS codes for anywhere in the country:

<http://www.nws.noaa.gov/nwr/indexnw.htm#sametable>

**APPENDIX E. PRIMARY EMERGENCY ALERT SYSTEM (EAS) STATIONS**

NORTH CAROLINA

**1. WMIT (FM-106.9) / WKSF (FM-99.9)**: Asheville Local Area -
Cherokee, Clay, Buncombe, Macon, Madison, McDowell, Henderson, Polk,
Rutherford, Haywood, Mitchell, Yancy, Burke, Transylvania and Avery.

**2. WLNK (FM-107.9) / WSOC (FM-103.7):** Charlotte Local Area - Stanly,
Montgomery, Anson, Richmond, Union, Mecklenburg, Cabarrus, Catawba,
Lincoln and Gaston.

**3. WRSF (FM-105.7) / WNHW (FM-92.5):** Columbia Local Area - Tyrell,
Bertie, Hertford, Gates, Chowan, Washington, Perquimans, Pasquotank,
Camden, Currituck and Dare.

**4. WQSM (FM-98.1) / WKML (FM-95.7):** Fayetteville Local Area -
Scotland, Robeson, Bladen, Hoke, Sampson, Duplin and Cumberland.

**5. WRDU (FM-106.1) / WKTC (FM-96.9):** Goldsboro Local Area - Wilson,
Nash, Edgecombe, Halifax, Northampton and Wayne.

**6. WQDR (FM-94.7) / WDCG (FM-105.1):** Raleigh Local Area - Moore,
Chatham, Lee, Harnett, Johnston, Wake, Durham, Orange, Person,
Granville, Warren and Franklin.

**7. WFMX (FM-105.7) / WKBC (FM-97.3):** Statesville Local Area - Rowan,
Iredell, Davie, Alexander, Wilkes, Alleghany, Ashe, Watauga and
Caldwell.

**8. WPCM (FM-101.1) / WTQR (FM-104.1):** Triad Local Area - Alamance,
Caswell, Randolph, Guilford, Rockingham, Stokes, Forsyth, Davidson,
Yadkin and Surry.

**9. WERO (FM-93.3) / WRNS (FM-95.1):** Washington Local Area - Martin,
Beaufort, Pitt, Greene, Lenoir, Jones, Carteret, Craven, Pamlico and
Hyde.

**10. WMNX (FM-97.3) / WKOO (FM-98.7):** Wilmington Local Area -
Brunswick, Columbus, New Hanover, Pender and Onslow.

SOUTH CAROLINA

**1. WJMX (AM-970)**: Lee, Darlington, Chesterfield, Lancaster,
Marlboro, Dillon, Marion, Florence.

**2. WHLZ (FM-100.5) / WKZQ (FM-101.7):** Williamsburg, Georgetown,
Horry

**3. WBUB (FM-107.5):** Berkley, Charleston, Dorchester, Colleton,
Beaufort, Jasper, Hampton

**4. WCOS (FM-97.5):** Fairfield, Newberry, Saluda, Richland, Kershaw,
Lexington

**5. WSSL (AM-1440) / WFBC (FM-93.7):** Oconee, Pickens, Greenville,
Spartanburg, Cherokee, York, Chester, Union, Laurens, Anderson,
Abbeville, Greenwood

**6. WBBQ (FM-104.3):** McCormick, Edgefield, Aiken, Barnwell, Allendale

**APPENDIX F**

**Other Agency Contacts**

**North Carolina Division of Emergency Management**

Web site: <http://www.dem.dcc.state.nc.us/>

**South Carolina Emergency Management Division**

Web site: http://www.scemd.org/

**Federal Emergency Management Agency**

Web Site: http://www.fema.gov

**National Weather Service (National site)**

Web Site: http://www.nws.noaa.gov

**American Red Cross**

Web Site: http://www.redcross.org

**APPENDIX G**

**SEVERE WEATHER SAFETY PLAN CHECKLIST**

Use the following checklist for the evaluation or design of a severe
weather safety plan for your school. The plan should be designed so that
teachers and students anywhere on the school grounds can be quickly
alerted and follow a preset plan of action to maximize safety.

**●** Who is responsible for activating the plan? Is there a back-up
person?

**● **What is/are the primary means of receiving severe weather
information? NOAA Weather Radio with an alert feature is recommended

**●** What method do you employ to alert teachers and students? Is there
a back-up that does not require

electricity?

**● **Make provisions for the following problem areas:

1\. Students that are in mobile classrooms away from the main building
and disconnected from an intercom system.

2\. Students that are in the cafeteria or gymnasium during the storm.

3\. Any students with disabilities who may be in a position to either
not hear the warning or be able to

> respond to it on their own accord. Assign a teacher to each student
> who needs special attention to ensure that the student arrives at a
> place of safety.
>
> 4\. Students who are outside, including after-school activities.
> Remember, if you hear thunder, it is time to take action. Also,
> students who are outside are at risk from the dangers of large hail
> and severe thunderstorm winds.

**●** Five main problems for schools in a tornado:

1\. Forces caused by winds and the airflow around the building.

2\. Forces caused by other objects (debris) impacting school walls.

3\. Pressure differences caused by a tornado (secondary to first two).

> 4\. Gas leaks and electrical hazards after the storm. Have someone
> knowledgeable in turning off gas and electricity at the school during
> school hours.
>
> 5\. \"Wind Tunnel Effect\" - When blown by tornado-strength winds,
> debris (such as fragments of glass, wood, and metal) can cause serious
> injury when accelerated by relatively narrow hallways in schools.

**●** Other thunderstorm hazards: Are you prepared?

> 1\. Lightning may pose a threat well before strong winds/rain affect
> the area. Athletic teams out on open fields need to be especially
> cautious.

2\. Large hail - the largest hail usually occurs near the most dangerous
area of the storm for the

> development of tornadoes. Large hail can break windows.

3\. Heavy rains/flooding - Are there flood-prone area near the school?

> 4\. Damaging \"straight-line\" winds - A thunderstorm does not have to
> produce a tornado to pose a threat to schools and students.

**● **Safest places to be in a school: (assuming no underground shelter)

1\. Interior hallway on the lowest level.

2\. Away from windows.

3\. If possible get in a hallway that is at a right angle to the
approaching tornado\'s path (to avoid the

> wind tunnel effect).

4\. In a small room, such as a bathroom, surrounded by load-bearing
walls.

5\. In a room without small objects that can serve as projectiles.

**●** Some other aspects of designing a plan:

1\. Practice your plan. Have drills semi-annually (Fall and Spring).

2\. Include Severe Weather Safety Instruction as part of the drill
period.

> 3\. Encourage teachers and administrators to develop a plan for their
> families at home. The knowledge that their families know what to do at
> home will enable them to focus their attention on the students. The
> American Red Cross has brochures on developing a \"Family Protection
> Plan.\"
>
> 4\. Educate school administrators about the structure of severe
> thunderstorms and the basic sequence of events as a storm approaches.
> Explain the concepts of rotating wall clouds and the preferred
> locations for these features within the storm. (Attend the NWS SKYWARN
> severe spotter training class -- no fee). Emphasize the variability
> that may exist with each storm and the need to understand basic storm
> structure to assist in determining the degree of threat at a school.

5\. For optimum planning purposes, an engineer and a member of the local
school board should

> participate in the design of an emergency plan.

6\. Encourage administrators to contact the nearest National Weather
Service Office or Local

> Emergency Services Coordinator for assistance in answering ANY
> questions that may arise in
>
> developing a plan.